# data[].attributes.headline
When we are designing instruction we need to focus on the needs of our kids from a group view point but more importantly to the view of an individual.

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When we are designing instruction we need to focus on the needs of our kids from a group view point but more importantly to the view of an individual.

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Students feel invested in what they are learning

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Students feel invested in what they are learning

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All students to connect with the community, business/industry to get real world experience and connect learning to these experiences

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Students should have input into what is being taught and how it is being taught.

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Students should have input into what is being taught and how it is being taught.

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working through real world problems/issues; not working through uncontextualized "textbook-like" problems

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working through real world problems/issues; not working through uncontextualized "textbook-like" problems

# data[].attributes.headline
Students needs should drive our decision making

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Students needs should drive our decision making

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Students engage in real-world problem solving for more meaningful learning. This allows them to connect their learning to their community and the world around them.

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Student buy in and full understanding of "why" they are learning "that"?  Full engagement

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Student buy in and full understanding of "why" they are learning "that"?  Full engagement

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Teachers also need support to be able to take care of the students - less paperwork

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Teachers also need support to be able to take care of the students - less paperwork

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Something for all kids to feel connected to the school or community

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Something for all kids to feel connected to the school or community

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Studens apply the content/learning to "real world" situations that are transferrable across multiple disciplines

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Studens apply the content/learning to "real world" situations that are transferrable across multiple disciplines

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Real problems.  Ex, instead of designing menus for a fake restaurant in graphic design why not design menus for a local restaurant??

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Real problems.  Ex, instead of designing menus for a fake restaurant in graphic design why not design menus for a local restaurant??

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What we teach and how we teach it should have direct implications on how our students move through their lives after high school.

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What we teach and how we teach it should have direct implications on how our students move through their lives after high school.

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audience for projects and presentations should be community members and other experts

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audience for projects and presentations should be community members and other experts

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being invested in the learning not just the grade

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being invested in the learning not just the grade

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Students should be included in the lesson process.

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Students should be included in the lesson process.

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Having an audience that expands beyond the teacher and classroom. It can be through both time and space. Connecting students between 1st and 7th hour or between buildings or across country. 

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Having an audience that expands beyond the teacher and classroom. It can be through both time and space. Connecting students between 1st and 7th hour or between buildings or across country. 

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Application of material, not just "spitting back" facts on a test

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Application of material, not just "spitting back" facts on a test

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Students creating projects that a true application similar to what students do in capstone courses but offer this opportunity in more areas

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Students creating projects that a true application similar to what students do in capstone courses but offer this opportunity in more areas

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Connection is key to helping students being and feeling ready to learn.

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Connection is key to helping students being and feeling ready to learn.

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Students don't work in isolation; they're part of a bigger picture/community

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Students don't work in isolation; they're part of a bigger picture/community

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Students need to feel that their input is valued.

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Students need to feel that their input is valued.

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Students feel they are part of something bigger than just themselves.  

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Students feel they are part of something bigger than just themselves.  

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Giving students every opportunity to succeed, even when they are trying to sabotage their own success

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Giving students every opportunity to succeed, even when they are trying to sabotage their own success

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Students feel they matter to the good of the whole

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Students feel they matter to the good of the whole

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The teacher doesn't have to be the only expert in the room. Teachers guide and coach as students delve deeply into personal areas of interest.

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The teacher doesn't have to be the only expert in the room. Teachers guide and coach as students delve deeply into personal areas of interest.

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connected to other students,  connected to teachers, connected to the admin

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connected to other students,  connected to teachers, connected to the admin

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Learning needs to be relevant to our students today.

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Learning needs to be relevant to our students today.

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students work through and solve problems collaboratively with facilitation of the teacher; not the direction of the teacher

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students work through and solve problems collaboratively with facilitation of the teacher; not the direction of the teacher

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Assessment happening during authentic classroom learning opportunities and not just on an end of unit test. 

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Assessment happening during authentic classroom learning opportunities and not just on an end of unit test. 

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Students are accountable for their actions, including their learning

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Students are accountable for their actions, including their learning

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Students should be able to see themselves in the subject matter and receive honest instruction.

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Students should be able to see themselves in the subject matter and receive honest instruction.

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Lessons should be geared toward student needs/interests NOT what the teacher prefers or how the teacher learns best.

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Lessons should be geared toward student needs/interests NOT what the teacher prefers or how the teacher learns best.

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Being able to present their work to an audience (ie music groups) but that will make their work seen outside of just a test

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Being able to present their work to an audience (ie music groups) but that will make their work seen outside of just a test

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Environment where student choose their learning path

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Environment where student choose their learning path

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Responsive teaching - adjusting to where your students are. Stop and reteach or move forward. 

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Responsive teaching - adjusting to where your students are. Stop and reteach or move forward. 

# data[].attributes.body
Formative assessment is key, but you have to actually do something with it and make adjustments.

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Students can work and achieve in group settings as well as feel a part of the class, the school, the community, as a whole.

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Students can work and achieve in group settings as well as feel a part of the class, the school, the community, as a whole.

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It is important for students to feel that they are an integral part of the classroom community and culture.

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It is important for students to feel that they are an integral part of the classroom community and culture.

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Letting students know they are valued because of who they are, not because of what they can do.

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Letting students know they are valued because of who they are, not because of what they can do.

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When we truly challenge our students and hold them accountable, they get a better view of expectations society has for them now and in the future

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When we truly challenge our students and hold them accountable, they get a better view of expectations society has for them now and in the future

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Instruction should be flexible based on the dynamics of each class

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Instruction should be flexible based on the dynamics of each class

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connections also to the global community

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connections also to the global community

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Student voice is varied and strong. We should not be afraid to allow students to take on real issues and solve real problems.

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Student voice is varied and strong. We should not be afraid to allow students to take on real issues and solve real problems.

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Include students in the assessment portion.

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Include students in the assessment portion.

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When the "red pen" is not the only audience students are answering to, real learning and work takes place.

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When the "red pen" is not the only audience students are answering to, real learning and work takes place.

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Our staff needs to be connected, just as our students. We can provide opportunities for our staff to particpate in learning in real-world fields to authenticate the work we are doing.

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Our staff needs to be connected, just as our students. We can provide opportunities for our staff to particpate in learning in real-world fields to authenticate the work we are doing.

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Every student should feel like they are an important part of the school community. It is our job to do that in each and every one of our classrooms.

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Every student should feel like they are an important part of the school community. It is our job to do that in each and every one of our classrooms.

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more than sit, get, test, forget direct instruction

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more than sit, get, test, forget direct instruction

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For learning to be student centered, ownership, authentic instruction, and feeling connected need to be present. They all work together. 

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For learning to be student centered, ownership, authentic instruction, and feeling connected need to be present. They all work together. 

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It is important to remember assessment here.  Students should be involved in the process of how they reveal their understanding of standards and learning outcomes.

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It is important to remember assessment here.  Students should be involved in the process of how they reveal their understanding of standards and learning outcomes.

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Students and staff need to feel like they can navigate and direct their learning.

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Students and staff need to feel like they can navigate and direct their learning.

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Students are so invested in their learning that they often continue to pursue a project or skill even after the class has ended.

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Students are so invested in their learning that they often continue to pursue a project or skill even after the class has ended.