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Having students get out to do more in our community (not just for executive internships)

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Agile practices in IT can be used to transform our classes into student-centered, problem solving environments where students practice the soft skills that they need for tomorrows jobs.

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Really making it a norm to encourage risk taking (healthy ones) in our school. Letting students fail in a safe environment so they know how to work through failures in the future.

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I wholeheartedly believe that each and every educator in this room agrees with the tenants of the 5(+7) ways to transform the task. I would LOVE to be able to apply these every day, but with what time and resources am I supposed to build and plan all these things? I have SO MANY ideas, but I'm inhibited by time, the current curriculum, a lack of interest from those in other departments, a lack of resources, and the feeling that I'd be chastised should my initial attempts be less than perfect.

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I wholeheartedly believe that each and every educator in this room agrees with the tenants of the 5(+7) ways to transform the task. I would LOVE to be able to apply these every day, but with what time and resources am I supposed to build and plan all these things? I have SO MANY ideas, but I'm inhibited by time, the current curriculum, a lack of interest from those in other departments, a lack of resources, and the feeling that I'd be chastised should my initial attempts be less than perfect.

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I wholeheartedly believe that each and every educator in this room agrees with the tenants of the 5(+7) ways to transform the task. I would LOVE to be able to apply these every day, but with what time and resources am I supposed to build and plan all these things? I have SO MANY ideas, but I'm inhibited by time, the current curriculum, a lack of interest from those in other departments, a lack of resources, and the feeling that I'd be chastised should my initial attempts be less than perfect.

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Sometimes we need to build skills that will support the bigger project / more engaging opportunity.

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Do more simulation activities (in counseling with career exploration

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Where does the time come from to collaborate with other content teachers and to also infuse technology into the lessons.

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Where does the time come from to collaborate with other content teachers and to also infuse technology into the lessons.

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This padlet thing is overwhelming, like Corey Feldman in Goonies. 

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This padlet thing is overwhelming, like Corey Feldman in Goonies. 

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This is real world problems. Being able to function in ambiguity is a crucial skill

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Teaching is an art form that requires flexibility, moment to moment learning, and a huge amount of courage to give up control. For some, this is empowering and for other, it is terrifying. This kind of planning and instructing produces "the X factor" or the student factor which is unpredictable but the payoff can be unbelievable.

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Consider how student choice can correlate with curriculum and set parameters based on tasks that expand opportunities of engagement and access of skill.

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We think this is very important and also very difficult.

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A lot of students do not feel comfortable sharing public opinion because everyone everyone’s reactions are so strong instead of reasonable.

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What does or can letting students "fail" look like. We can allow inauthentic failures with low-stakes, but what about when we rescue kids come term final grades? Where do we draw the line, and how do we make these decisions?

How do we balance this in the classroom? For example, what if a high school student has 6 passion-based learning projects (one in each class) because all of their teachers are incorporating ides such as this? How do we make this work in our current context of 5-7 classes a day every day?

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Service learning projects fit many of ways to transform students tasks

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Service learning projects fit many of ways to transform students tasks

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keeping a wide variety of abilities engaged in creating their own choices

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We can have students create things that authentic without technology also.

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Define authentic.
Who is the audience? What is the authentic task? The task can be large and/or small. Does every task need to be authentic?

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Sharing with an authentic audience, increases engagement. Writing becomes more meaningful with a public audience. Are there resources for teachers with authentic task/audiences ideas?

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Is a great opportunity for students to collaborate and share their outcomes!

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National History Day forms thoughtful citizens and confident teachers by improving the teaching and learning of history.

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Deeper learning takes place during failure or revising.

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Deeper learning takes place during failure or revising.

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My math team loves to give students a choice. I, on the other hand, have a harder time doing this. I like the idea of giving choice but in specific ways. For example, I like to give scavenger hunts and stations... but I don't like giving them an option on tests to do one problem over another.

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How do we do this when parents don't want their students to fail

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We all need to fail to grow and learn.

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I have a difficult time letting students fail coming from a Title school. I call it "struggle time" before offering to help.

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Allowing students to have more control with students in charge would work better if we had more than 45 minutes of class each day. I don't see being able to do this often.

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Allowing students to have more control with students in charge would work better if we had more than 45 minutes of class each day. I don't see being able to do this often.

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We need more chances for multiple ideas or answers. First because there is often no just one right answwe, but it also supports respect for other ideas and points of view.

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We need more chances for multiple ideas or answers. First because there is often no just one right answwe, but it also supports respect for other ideas and points of view.

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Workstations with Cross Curricular Experiences

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Workstations with Cross Curricular Experiences

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Workstations can provide opportunities to include different content through out the day. Reading, vocabulary, sorting shapes, creating videos about retelling, etc. This can also be beneficial for classes that are not 1:1 and have to work through rotations.

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Promoting problem solving is extremely important for students. One way to do this is by giving problems that do not have one right answer. By doing this students will need to justify their reasoning.

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Promoting problem solving is extremely important for students. One way to do this is by giving problems that do not have one right answer. By doing this students will need to justify their reasoning.

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Our school is working extensively on the use of PBL's.We are developing a culture of student choice and problem solving. I love the connection I see with this document to use real-life authentic tasks, simulations, risk-taking environments, working with (and in) the community, opportunities to fail, and working with feedback. I know that as I work in this, I will be better able to equip my students to be citizens that contribute to the world in a big way.

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I think one important element of planning is planning for flexibility so students can guide some of the instruction through their questioning and interests.

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I would love to get my students more involved in community projects that can tie into our curriculum

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If you think about it in a very simplistic way, examples are simulations...You can use examples (as simulations) to show how you might do something - either a good example to see how something is done well, or a bad one to see what makes things fail/not work properly. Change out values/parameters and rerun the simulation (example)

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Moving from elementary to middle so now content and time constraints become a bigger issue. We will have two planning periods to support this which is awesome; however, would love visuals, ideas, and experienced support to ease the transition. Is this possible in Jeffco?? 

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Moving from elementary to middle so now content and time constraints become a bigger issue. We will have two planning periods to support this which is awesome; however, would love visuals, ideas, and experienced support to ease the transition. Is this possible in Jeffco?? 

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Is an authentic task always reasonable to expect? Simulations are often easier to execute and provide similar experience for students. 

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Is an authentic task always reasonable to expect? Simulations are often easier to execute and provide similar experience for students. 

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Providing student choices in how to share their learning allows student to take ownership of their learning.  

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Providing student choices in how to share their learning allows student to take ownership of their learning.  

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How do we design tasks that adapt to changing conditions?

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Creating an environment for choice and authenticity but still maintaining accountability and engagement so that Ss and Ts can take the risks knowing that control can be trusted

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Creating an environment for choice and authenticity but still maintaining accountability and engagement so that Ss and Ts can take the risks knowing that control can be trusted

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Our group did not argue against the need for authentic task and the power in them. However, we discussed the need for a much more open ended curriculum to allow time and space for this type of work. Additionally, students need to come with base foundational facts so that their working memory can be freed up to apply that knowledge to an authentic task. Trying to learn the DOK 1 and at the same time applying it rarely works....the brain is using all the free working memory to process the DOK 1 stuff,  and is unable t reach DOK 3. If they have this foundational facts/knowledge elsewhere in brain, their free working memory is free to think analytically.

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I found this shift to be difficult for me to wrap my head around. In math, there is most often only 1 right answer, so HOW do I design a lesson/task that doesn't lead to 1 correct answer?

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Even though for elementary students, I feel simulations might be more practical and accessible than authentic tasks connected to real life, I'd love to see some ideas in Bridge for both simulations and authentic tasks/problems. I think both hold tremendous value; it's just that for elementary kids how many "real life"/authentic problems are out in the community for this age group to solve realistically? I'm sure there are maybe a few out there, but time-wise and practicality-wise it just doesn't seem that feasible. 

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Even though for elementary students, I feel simulations might be more practical and accessible than authentic tasks connected to real life, I'd love to see some ideas in Bridge for both simulations and authentic tasks/problems. I think both hold tremendous value; it's just that for elementary kids how many "real life"/authentic problems are out in the community for this age group to solve realistically? I'm sure there are maybe a few out there, but time-wise and practicality-wise it just doesn't seem that feasible. 

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Doing all these 5+7 things seems overwhelming, for both kids and teachers. Do all of these really need to be in place for it to be an authentic task?

Also, how/where do we integrate technology? The 5+7 things are possible without technology

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Simulations can address so many curriculum areas and engage those students who don't always see why something should be relevant to them.

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Simulations can address so many curriculum areas and engage those students who don't always see why something should be relevant to them.

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This is a great idea but how?!? How do we get everyone involved? How do you plan for a simulation when there are a lot of things to plan for? How do you not spend all your time thinking about and planning for one 30 minute block of your day? How do you make this authentic? How do you make this work for the littles?

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Would love some suggestions for this. Our students love PBLs and many of our teachers are great about planning for these, but we fear "burning out" our community partnerships? Do we have a giant list of community partners?

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Creating an environment where students feel safe to take risks and put themselves out is essential in mathematics.  Technology seems to allow students to do this in a more authentic way.  

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Creating an environment where students feel safe to take risks and put themselves out is essential in mathematics.  Technology seems to allow students to do this in a more authentic way.  

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I'd love to see ideas and projects that have worked for other teachers. I feel like creating authentic tasks is wonderful, but also overwhelming to find a starting point. I want to see what other teachers are doing, so I have some direction when getting started

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Combining reading and writing with advocacy for local/world problems

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Combining reading and writing with advocacy for local/world problems

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I want to learn how to create one for my students!

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Providing choice is great but structures still need to be in place. Choice vs free-for-all is something to think about. We need to teach students how to make choices - not just assume they know how.

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It isn't always necessary to create tasks for students.  Once exposed to an idea, students are capable of creating meaningful tasks to share their thinking.

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It isn't always necessary to create tasks for students.  Once exposed to an idea, students are capable of creating meaningful tasks to share their thinking.

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Allowing students more control but still trying to figure out how to have control over their control. 

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Allowing students more control but still trying to figure out how to have control over their control. 

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Transforming The Task & Accountability with Sharing the Outcomes of the Work:

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Transforming The Task & Accountability with Sharing the Outcomes of the Work:

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Are there criteria on the share?
Is there a minimum standard/ rubric for the share?
I've noticed my students love the choice, work, & connection to life (authenticity) ....the sharing in a presentation format (slides, game, video, .... )
Give me more ideas on all of this, please!

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Chili Pepper Week - Western Hemisphere. Students learn about agriculture and go up the Scoville Scale - eating peppers throughout the week.

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Chili Pepper Week - Western Hemisphere. Students learn about agriculture and go up the Scoville Scale - eating peppers throughout the week.

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When it comes to environments that are safe for risk taking- needs to be for both teachers
and staff. :)

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Encouraging students to look at the process of learning not just the product.

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Encouraging students to look at the process of learning not just the product.

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How can the master schedule, teacher rubric, and teaching minutes be adjusted to support this?

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These ideas lay on a foundation of setting up a community of learners in your room - that is safe to take risks, fail and have a growth mindset.

The book Kids 1st from Day 1 is a phenomenal resource to use to launch your year in order to get to these outcomes of transforming the task.

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Over-arching concepts can and should be taught trans-disciplinarily.

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Over-arching concepts can and should be taught trans-disciplinarily.

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Would like to give my kids more choice within their independent work time.

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Would like to give my kids more choice within their independent work time.

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At times it could be incorporating multiple paths to get to the same answer. Math for example usually has a right answer, but could incorporate math into a larger problem or task.

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Combining the implementation of Lucy Calkins UROS with other contents will be  both a challenge and an expectation.

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Combining the implementation of Lucy Calkins UROS with other contents will be  both a challenge and an expectation.

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#1 Student choice- how often should students have choice? Should there still be a whole group take on the learning to create a common assessment?

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Giving students more control over their learning is important

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love the intentional ways to create student failure... moving towards multiple pathways and stamina

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love the intentional ways to create student failure... moving towards multiple pathways and stamina

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How do we share knowledge beyond the students in the classroom? Adult panels, presentations to specific groups, etc.

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Students need to learn how to fail forward!  We must teach them how to navigate failure in the real world and grow from it.

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Students need to learn how to fail forward!  We must teach them how to navigate failure in the real world and grow from it.

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12 ways is a lot, so we combined some and narrowed this to 8 

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12 ways is a lot, so we combined some and narrowed this to 8 

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https://docs.google.com/document/d/16PAp1vcM_4avCXtZgNgzOcc_eWXmqri-tR2ibQZFDOY/edit?usp=sharing

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This seems like it will encourage/require a lot more collaboration between teachers. How can principals create time for teachers to collaboration within the school day?

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Combining tasks and cross curricular experiences

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Combining tasks and cross curricular experiences

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This is a tough one with our current structures - pacing guides/YAG. How do we do this in our current pressure of master schedules and YAG?