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Can help us as we move to our personalized learning paradigm

This would be interesting lens for instructional rounds

Great framework for PLC discussions

Good framework for curriculum writing

Mock lessons are a great way to model how this could look in our district

Can be a resource to help with 'resources' and to figure out the role they play with certain units

This is timely for the discussions occurring around student agency

Really liked the aspect about 'who' is doing the talking; think this can be a great tool for reflection

We are going to link this to our work we are doing with Marzano for our evaluation system

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Work with Polar Communications on developing internet and cell phone service maps

Recreate topographical maps for national parks

Work with Ellingson Companies on developing drainage patterns for farmers

Work with DOT and number of incidents of fatalities to build 'dividers' on interstates

Redesigning bus routes during weather emergencies; develop how we could identify people in certain areas who could help with snow removal

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Liked the data ideas from FPS and wondered about how to extend something like this to smaller districts without the staff

Liked the ideas of ways to show learner understanding (WFPS); challenged us to start using Flipgrid

Liked how each district had a vision for the future

We liked the idea of moving towards 1:1, but were wondering about how to provide 24/7 access

We know we have to survey our parents/learners to find out how many have Internet access and a device (besides a phone)

If you are not allowing them to bring the device home, you are not truly 1:1; not sure if we agree with this or not but believe it is worth having a serious conversation about

Believe one of our first priorities is 24/7 access and creating hubs for our communities

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If we want parents more involved,  we have to think differently about how to get them involved

The conversations with parents is often about extra-curricular and not about academics

We need to push advocacy even in our primary grades.  Really liked the aspect of making 'less' decisions for our learners as they get into high school.  We don't necessarily agree with 18 year olds making all decisions, but a majority is important.

Unsure doesn't mean doom.

ACT scores are supposed to mean something, but do they really?  We worry about the stress these tests cause on our learners.

An AP teacher ends every test with a question on what is something you learned that I haven't asked you about.

Our new 'process' for intervention has allowed us to rebuild skills in an authentic and engaging manner.

Our graduation requirements pose a problem in our schools.  They are built towards a traditional model and ingrained in the thinking of all stakeholders.  We must have a growth mindset.

If we are doing the wrong things, they are wrong know matter how much we try and improve them.

Would we be willing to ask our learners if they find their schoolwork relevant? Would we be willing to do anything if they answered no?

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Really strong advisory period with connecting supports

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Allowing groups to fire group members and then the fired member has to complete project alone.

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What are our school/district school level outcomes?

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Do the project, then come back and check off the standards covered. Such a great idea, because it allows students to see their passion in a real world situation and still learn.

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How can we bring really huge innovative projects that help people, animals, etc to a smaller and more manageable scale for our school district? What is our jumping off point? If we wanted to do something like this the teachers need start planning for the future. Maybe start with smaller scale projects.

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Doing a cross walk of content area standards and building a curriculum around it is intriguing.
Making this switch is a second order change... as we continue to struggle with vertical alignment -

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What are some of those business interests that you would like to work on, but do not have time, that students could do?

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Get rid of finals and use those days to conduct this project-based learning project. Every teacher comes up with a project idea for about 20-25 kids unless you team with someone.

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Senior project - create a portfolio

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Would passion based projects improve the quality of work we get? Setting guidelines (has to be 3D for example)

FedEx Days

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Hummm what about a self-paced credit for STEM stations/maker spaces where students explore and complete challenges and then as a culmination the student creates a "space" and has a portfolio.

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Idea of using break between semesters (high school) for full building interdisciplinary project. for 1/4 or 1/2 credit.

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At a big school like the high school....the logistics of moving 1000 plus students is daunting

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Alexander already does a 1 or 2 day long STEM activity with students. Have a maker's space day in the library? Building boxes, escape room activities.

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We need to remember that we don't teach only 1 thing a year.   i.e. teach catching one year, teach batting one year, teach throwing one year.....we focus on more than one thing at a time.

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We need to remember that we don't teach only 1 thing a year.   i.e. teach catching one year, teach batting one year, teach throwing one year.....we focus on more than one thing at a time.

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Don't let the foundational floor become the ceiling. The only way to do the upper level stuff is to do the upper level stuff.

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Having Summer School be a "sandbox" for PBL is an intriguing idea and one that might be a little more manageable for someone new to PBL.

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Leadership - Vision - Planning - Responsibility - 

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Leadership - Vision - Planning - Responsibility - 

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Develop Shared understanding... Shared Commitments...

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-Budget? Grade level, department level, each teacher
-Flexible budget within the year
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Could we create a "middle school innovations class."

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- Love the idea of broadcasting student projects over our Jaguar Vision Channel
- Is it possible to join other communities for projects already in place?
- Soft skills cannot be lost when bringing project based learning in
- Do it where it fits in your curriculum
- NC problems we can have learners involved in with solving

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Scale
Interdisciplinary

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It's good to hear from districts who are already doing this. Seeing PBL in action and learning from strengths and struggles is where PBL will launch successfully.

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The scheduling "nightmares" could be managed with creative planning and cooperation.  

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The scheduling "nightmares" could be managed with creative planning and cooperation.  

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I've really appreciated the examples have been provided showing how to create solid questions that kick of the PBL projects.

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Current model/structure of PD is ineffective and a barrier to this type of work. 

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Current model/structure of PD is ineffective and a barrier to this type of work. 

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We are going to fix this.

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Projects will take a lot of front end planning, consistent coordination, reflection and followup.

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Projects will take a lot of front end planning, consistent coordination, reflection and followup.

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Lots of great ideas. Diving into this fully will require time, investment, and buy-in. We agree that we need to approach this gradually and bite off a little at a time. When people  see the success - we hope that it encourages it even further and more staff will be willing to try.

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Real world application exists in all of these methods. 

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Real world application exists in all of these methods. 

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How does this become manageable in a high school.  where teachers have 130 students.

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We liked the idea of the cross curricular projects. We also feel like coordinating between several teachers will help those teachers more hesitant to do their own PBL. Suggestions for additions to our PBL: States Parks, the Forts, the Rivers.

Possible way to get teachers on board: lead by example, assign teachers to each Innovation leader, do the leg work for the teachers, begin with a small trial PBL and present to teachers.

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Some great ideas, I would like to see more videos of the student engagement.

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How does the concept, PBL-inspired and positive learning experience for students in Innovations Class become the norm in all classes rather than just the exception?

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-Importance of all 8 components of the Gold Standard of PBL
-Importance of the Driving Question, making it relevant to the students, student driven
-Got lots of great ideas/resources to easily get ideas that can be implemented easily
-PBL support for teachers
-Concerns for the networking piece because of so many non-native teachers
-Piggyback off of Fargo Downtown Project in WC
-Accountability sheet for students
-Ben Franklin template for teachers
-Focused PD
-Cross-Curricular PBL - not being separated by content and having multiple going on at the same time

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Ben - Northern Cass shared many examples of PBL being used K-12. Northern Cass is having the broadcast journalism kids make snippets of projects to be shared with stakeholders. 

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Ben - Northern Cass shared many examples of PBL being used K-12. Northern Cass is having the broadcast journalism kids make snippets of projects to be shared with stakeholders. 

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Adam - Jamestown High School
Shared examples of STEM projects being used in Jamestown. Created a STEM Academy in the summer with volunteer students to vet the projects before launching them. Involved United Way in the beginning to cover some of the costs- grants were also utilized to cover costs.

Shane Martin - BFMS
Presented a history PBL where students researched downtown buildings, began as a report/podcast and evolved in consecutive years to a report linked to a QR code that can stay posted in the building as a tour/information.

Bismarck Public Schools -
K-12 PBL Sustainability Coach. Using Dakota Media Access to share student podcasts of student learning- promoting student voice.
Begin the PBL movement with the high flyers from each school- and then it was opened on an interest based with very specific expectations. (teachers were paid to attend.) Phase 2 was the menu. (Sara will scan and email the group)

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FPS is working on a "Future Fargo" grow your own educator program with Valley City and NDSU to create an affordable, meaningful career pathways for future K-12 educators.  This will/may include dual credit opportunities and a cohort program .

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Game Storming

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The finished courtyard.

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We thought this may be a project in K-12 that would work better with pairing older students with younger students. We felt that elementary teachers may feel that they didn't have time for a project like this, so providing the additional help or support may be beneficial. How do you get the students the background information?

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Interesting to use summer as a testing ground. How can we use summer as a way to be more "free" from schedule and other constraints.

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Audience, choice, authentic problem. ...

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"In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self," Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn't happen each aspect of a student is worth developing individually, too.

THE LEARNING MODEL

Hattie and Donoghue have tried to take everything they have learned through meta analyses to understand why some strategies that educators swear by, like project-based learning, have low effect sizes in the literature. In their paper and discussions of this proposed model it can seem like a linear progression of learning, but Hattie takes pains to point out that this model is only a conjecture and that the processes he's describing could be happening in cycles within one learning experience. The Science of Learning paper aims to propose the model, but also points out many ways that some of its claims could be further studied.

For Hattie, most learning rests on student understanding of the success criteria for a learning task. Hattie calls this a "prelearning phase" because if students don't understand what it will take to be successful, they often act blindly and without motivation. He says that students who are taught the success criteria are more strategic in their choice of learning strategies, and thus more likely to encounter the thrill of success that will lead to reinvestment in learning.

"Too often students may know the learning intention, but do not [know] how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful," Hattie and Donoghue write in their article. When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners.

How students gain initial content knowledge that they can then manipulate has long been a discussion among educators. Some argue students need to learn basic information before they can begin to use it. Others say students will learn information when it is critical to a problem or project they are trying to understand.

The Hattie/Donoghue learning model dives into that discussion, describing learning strategies that work best at the surface level, and those that help consolidate surface learning, as well as those that develop deep learning and work to consolidate deep learning. Lastly, Hattie and Donoghue deal with the idea of transfer, which broadly means being able to identify similarities and differences between problems and effectively apply previous learning to new situations.

The authors describe surface learning as "studying without much reflecting on either purpose or strategy, learning many ideas without necessarily relating them and memorizing facts and procedures routinely." They say deep learning is characterized by "seeking meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically, and becoming actively interested in course content." They don't privilege one kind of learning over the other, but rather say surface and deep learning work together.

When students are acquiring their first knowledge about a topic, there are some learning strategies that seem to work regardless of the content area. Organizing, outlining and summarizing information can help students master surface level content. But Hattie says to consolidate that initial learning, "effort and deliberate practice is critical." At this stage overlearning strategies like practice tests, giving and receiving feedback, and spacing practice out over time are especially helpful. To make consolidation worthwhile the authors stress that practice cannot just be "drill and practice," but instead must change based on feedback. The point of consolidation is to move the surface knowledge to long-term memory, where it is readily available for future use.

"If you're doing this phase just to pass the test, the surface phase, then it's not very effective," Hattie said. "The whole point of overlearning is to go to the deep learning."

When it comes to acquiring deeper learning, "a major purpose is for the student to deliberately activate prior knowledge and then make relations and extensions beyond what they have learned at the surface phase." Elaboration, strategy monitoring and metacognitive strategies all have strong effect sizes at this stage and enhance learning. Consolidation of deep learning is when working with others becomes the most powerful, according to this model. Listening to others in discussion and finding ways to connect and extend knowledge are practices that help students realize what they don't know. Self-questioning and verbalizing, as well as seeking help, are also effective strategies to consolidate deeper learning.

But ultimately most teachers and parents want students to learn information and skills so that they can use them in school and life beyond the specific instance when they were taught. The process of transferring knowledge has not been as well studied as other areas, but Hattie said that learning to detect similarities and differences is a key part of making it happen.

"After a task, the skill seems to be stopping the student rushing into solving a new problem [by] first asking them to elaborate on the similarities and differences of the two problems (the old and new)," Hattie wrote in an email. "Being more aware of the task constraints/ differences is the key to being successful in transfer." Much of Hattie's thinking on transfer is influenced by research done by Ference Marton, whose work is largely qualitative.

Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the jigsaw activity, which had a large effect size. In a jigsaw activity students are reading new information, discussing it with others who have read the same thing to extend their understanding, and then moving to new groups where they teach peers about what they read and learn new information from group members.
LEARNING IN CONTEXT
Hattie also emphasizes that all of the learning strategies, other than a few surface strategies like outlining, should be taught in the context of content, especially because some may look different depending on the subject area. He's also aware that the key to this model of learning is to know when to apply each strategy and how to help students develop that understanding as well. While in general Hattie believes that students need to know some information before they can do anything with it, indicating a progression from surface knowledge to deeper understanding and finally to transfer, he admits that "these are fuzzy distinctions" and there is often "much overlap in various phases."

For example, when a student is doing a project on a topic of interest, and thus extending knowledge deeper, he may encounter an aspect that he knew nothing about, at which time he may need to gain a surface understanding of that smaller topic in order to continue the project. In other words, the phases Hattie has laid out often overlap and cycle back on one another and should not be taken as a linear process.

Far from being a recipe for the "most effective" teaching strategies, this model of learning relies on teachers' professionalism. When teachers can identify where in the learning cycle a student is and suggest some strategies that might work well at that point, she can have a bigger impact. Hattie also advocates talking to students about the stages of learning so kids can begin to use the language and recognize the strategies that work for where they are. Too often students continue to use ineffective strategies because they don't know others or aren't aware that the ones they are using aren't the most effective.

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How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea | KQED

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"In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self," Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn't happen each aspect of a student is worth developing individually, too.

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Im less worried about how my "high fliers" are going to take over the project.. and more worried about how do I keep my other, lower, students wanting to actually be involved or take an interest in the project.

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Welding students at Dakota County Technical College work in the school's welding shop on Nov. 19. The school has seen a rising demand for students who work in trades from companies around the state. Peter Cox | MPR News

Kyle Vickerman recalls talking with his boss at Ziegler CAT construction about how he might someday advance in the company. The response was immediate - in a good way.

His manager pointed him to the heavy construction equipment technology program at Dakota County Technical College. The company offered to reimburse school costs and adjust his schedule so he could still clock 40 hours a week. "I've always wanted to work on heavy equipment or be on the construction side of things," Vickerman said on a break in training during a recent day at the school.

It might be hard to tell who's more pleased with the situation - Vickerman or his employer.

With the state's jobless rate near historic lows and a labor market boasting more job openings than people available to fill them, Minnesota firms are struggling to hire qualified mechanics, technicians and other tradespeople. They're leaning increasingly on Minnesota's two-year schools to deliver those well-trained workers.

At Dakota County Tech, they can't train students fast enough.

"I've been calling it a little bit of a lifeline," said Ziegler CAT operations Manager Jim Bjorkland. The company helped create an internship program with Dakota County Tech's heavy construction equipment students, who often become full time employees after they graduate. Bjorkland said they hired 14 students from the program last year.

Parts of a Caterpillar engine at a work station in the Heavy Construction Equipment Technology program shop at Dakota County Technical College. Instructors at the school say students have been in increasing demand as the market for skilled workers has become tighter. Peter Cox | MPR News

It's getting harder and harder to find skilled employees that want to do this type of work," he added. "Partnering with these programs to help develop those potential employees has been a huge benefit to us."

Those partnerships have grown in the last few years - the number of internships from partners in Heavy Duty Truck Technology program grew from 20 two years ago to 30 this year. In the auto mechanic program, internships went from 15 to 24 in the last four years. And in civil engineering, they've gone from 15 to 22 in three years.

Companies aren't just paying for training. They are increasingly paying more for trained workers in a tightening market. The median wage offer for a construction trades job in Minnesota last spring was $17.63 per hour, up 24 percent from $14.19 offered in the same period in 2014, state data show.

Starting salaries for a technician at Ziegler CAT construction average more than $50,000 a year.

Contractors are "paying more for their people. They are putting that pricing in their bids for work," said Tim Worke, CEO of Associated General Contractors of Minnesota, a trade group for contractors in the commercial building and highway construction sectors. "I think you're generally going to see that cost for work starting to creep up marginally or slightly to reflect that cost that's being passed on."

It's not just the construction business. Dakota County Tech is seeing students in its automotive technology program getting hired before they finish their classwork.

"When I first started somebody would be looking to hire our students more as they were ready to graduate," said Jeff Copeland, whose taught automotive technology at the school the past 15 years.

"It's to the point now," he added, "where if somebody calls and wants to hire a student of ours, they can't hire that fourth semester student. In many cases they can't hire a third or even a second. We're referring them that they have to hire a first semester student."

Minnesota State Colleges and Universities Chancellor Devinder Malhotra says schools within the Minnesota State system are key to the state's economy and is asking for more money from the Legislature to make school, especially community colleges, more accessible and affordable for all. Peter Cox | MPR News

But the demands of the marketplace have also put schools in a tough position: because it's more difficult to find instructors to teach, there might be more money to work in the field they are teaching. In fact, there are waiting lists for students to get into the school's heavy construction equipment, welding and electrical construction programs.

The Minnesota State Colleges and Universities system, which includes Dakota County Tech, is putting out close to 38,000 graduates a year, "and it's very clear to us that we need to scale up our operations," said Devinder Malhotra, the system's chancellor.

The state's 30 two-year colleges will be key to addressing the tight skilled labor market in the state, he said, adding that they will need to be affordable for students.

It's an argument he'll use this spring when he pitches the system's funding request to state lawmakers. It may carry more weight at the Capitol this year, given the demands of employers for skilled workers.

"At one end, we have to make education very affordable. At the other end, we have to make education exceptional, state of the art, so that they actually are ready for the workplace," he said. "We have to continue to talk and build on these partnerships, so that we understand what are the emerging needs."

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Minnesota's tech colleges see surge in skilled-trades training

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Kyle Vickerman recalls talking with his boss at Ziegler CAT construction about how he might someday advance in the company. The response was immediate - in a good way. His manager pointed him to the heavy construction equipment technology program at Dakota County Technical College.

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If we can introduce the community to this slide, then the conversation about deep and meaningful learning (PBL, IBL) is an easier sell.

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AT a grade level or subject level, do we ALL need to do the same project? 

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AT a grade level or subject level, do we ALL need to do the same project? 

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PBL Concerns

·      Developing skill goals – what are meeting the actual skill goals and are they being met.

·      Giving up some of those steps – just knowing the end goal, but providing students that freedom

·      Whittle it down to what the peer essential skill is

·      How can you guarantee each student will get each standard or skill and is it ok?

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We find that PBL is very difficult when students won't engaged in the process. One example was a history project that did not meet PBL goals because students refused to reflect, analyze, critique, or even research the options they chose. Many of our students struggle with being self-learners in any topics that they find challenging.

How do we address the issues of group grading?

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Problem solving and questioning and communicating... the deep thinking skills we need.

How are you going to MAKE your kids passionate/interested in what they are/need to learn???

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Fear exists to fully implant a PBL situation.
PD is needed in order for it to be true PBL and not a project in class.

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PBL should be full-fledged in our opinion. But it should be done right. Project based learning designed to drive student inquiry and spark questions yields real and relevant
learning. The opposite of this is the traditional forced content method - and lets face it...even a two year old is content rich with the availability of current technologies. PBL allows students to create new knowledge and apply that knowledge which in turn increases student agency and engagement.

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We have seen ourselves using the end of the year to "step out of the box" because we find after we have assessed our essentials, we can now be creative and do PBL with our students without the fear of not teaching students to master skills.

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Finding space to use as connected space is a problem. There are no classrooms that are empty during the day.

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Remove exemplars so the students create their own work.  It is terrifying for the students because they are so used to having them.

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Remove exemplars so the students create their own work.  It is terrifying for the students because they are so used to having them.

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Many high school teachers became teachers because they LOVE the subject (math, literature, etc.).  How does that paradigm and I am great at "teaching the heck out of ...." bridge with student inquiry and student exploration and self actualization

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Many high school teachers became teachers because they LOVE the subject (math, literature, etc.).  How does that paradigm and I am great at "teaching the heck out of ...." bridge with student inquiry and student exploration and self actualization

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Is a giant full fledged PBL more effective than the components embedded more regularly?

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It should not be on or off.... everyday school experience of having multiple opportunities to have voice and choice, an audience, inquiry, work collaboratively are critical.

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Sustained inquiry is a big leverage point. Day 1 to Day 20... constantly wondering and thinking and rethinking. Need teachers to let go and kids to want to find out.

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Sometimes our PBL strategy talk is too clinical. The pieces are more organic and can exist as one or two components or more of larger experience.

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Need school-wide PD

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We discussed the importance of helping student find career paths and used specific examples from our school. How can we help students that don't thrive in certain core content areas still be successful after high school? How can we help students find sensible and economical options for further learning (college or CTE)?

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How much does a person's college pedigree influence me.

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How much does a person's college pedigree influence me.

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I had a professor once lecture me for 15 minutes because I called him Mr. and not Dr.  He told me to look at all his plaques on the wall.  I told him that those plaques tell me you are good at memorization and that you are possibly smart, but they certainly don't tell me you can teach.  Probably shouldn't have said that - and I'm not bashing the degree.  Who you are is much more important than what you are. I'm going go tweet that last line now.

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What can we give back to business and our partnerships in the community? They provide a service to us- what do we provide for them?

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Start asking students what they want to learn about at the beginning of a unit "We are starting the Civil War, what interests you? What do you want to learn more about?"

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Could we write a waiver using Senate Bill 2186 to get rid of Standardized Tests?

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Think Big program at the high school level. Students go to school for 9 weeks into the workforce for 4.5 weeks, back for the next 4.5 weeks and so on. Students would get paid and work towards education. Oil field companies are working with us right now on a concept similar to this. Students would have to apply / interview / get the "job" offer.

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Who is going to move first? Do colleges change to accept the change in education of their applicants, or do the colleges start accepting students that have an innovative background first to push the secondary level?

Are skills needed for innovated learning able to be taught for the first time to high schoolers?

Set the bar high, the students will meet it if they really want that A or to pass.

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For the kids that are not good at "playing school" this offers a powerful approach to real, and relevant applications of knowledge. It also allows our learners to bring their talents and gifts to the table. In traditional schooling how much of this is lost?

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First off - I think if standardized tests and college admissions disappeared - I think it would immediately alleviate much of the anxiety that our kids have on a daily basis.  I will write more later but this is our first thoughts.  Good to be here with ya'll.

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Many concerns exist from teachers worrying about covering content to parents wanting to make sure kids are "college" ready.    Letting go of these things is hard but important.

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Many concerns exist from teachers worrying about covering content to parents wanting to make sure kids are "college" ready.    Letting go of these things is hard but important.

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Citizenship can be taught through collaborative learning,  through social emotional learning and through building relationships.

Liberal arts are vital to be well rounded as long as its not the teacher or the professor doing the analysis for you and "telling you" about it. In design aesthetics are important, building communication skills, thinking with empathy.

Personalization,  focusing on students learning vs pacing  and increasing authenticity and excitement.

We have seen a push from students for more students in the  2 year versus 4 year conversation.   Students need to graduate with 21st century skills, experiences and basic understanding to learn what they need to on the job.

Its more important to recognize the experiences and what people are doing than college pedigree which means nothing.

Lecture halls only exist to provide background knowledge for "self teaching"  low level memorization  for tests.   Most of the time if you  know how to study and learn you didnt even have to attend the lecture hall.  The economics are amazing what kids pay for a 1:300 student experience.

If students have a passion in an area, know what they want they can get a lot of places now without a degree.

People who need more maturation, need to raise financial capital,  need to find purpose etc.

PBL -  Authenticity, Driving question, significant content,  standards based,  public exhibit,  reflection,

A lot of times we see projects or hands on activities, or recipes but very few true PBL experiences.  Kids need to be finding purpose in the project and  doing real work.

PBL gives you authentic ways for students demonstrate success skills.

PBL can connect school with community, it can give kids purpose, it can help kids become citizens and work with others, appreciate diversity, and create the future public.

We see some implementation of small projects, some can still be low level procedural projects rather than inquiry and student driven with, choice, voice and unpredictability.

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Why aren't colleges/higher reps here to be a part of this discussion?

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*More project based learning with the purpose and the why defined
* Agreement with the author in many statements
*Continue to grow and learn with the community, students, etc.  engaging and developing relationships with all partners is important
*PBL in action from ND teachers/leaders is great
*Start small and build upon the successes,
*Lead by example
*Less is more when digging deep into the standards and learning.

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With innovation, more efficiency in the classroom, teachers are sometimes having more time - BUT, what are we doing with the time that is now freed up to innovate?

How do we combine business partnerships with academic courses to better equip and prepare our students for life?

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How do you make learning meaningful and relevant so that they remember it beyond the unit?

"We had to learn it all ourselves..."

Why don't we encourage students to research and explore?

How would instruction be different if you had to focus on strands or academies of students?

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As we talk about these changes in society, remember the concept of relevance gaps - we need to close the gap - in order to be relevant at a school.
1. Do I understand what is happening, and what the implications are?
2. What's my readiness and capacity to do this?
3. What's our small groups readiness and capacity to do this?
4. What's our readiness and capacity to do this at school?