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Changing/revamping what assessment looks like. If we are talking about connecting learning to life, taking a high stakes assessment is not something the majority of our students will be doing once they graduate. Incorporating more PBL style "assessments" that are authentic to the everyday tasks they will be completing outside is much more meaningful to the students as well as their success in their future.

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STEAM based projects and Design Thinking

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The ways we celebrate student achievement needs to change to reflect our goal.

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More choice embedded throughout curriculum

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More choice embedded throughout curriculum

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Partner with organizations that are doing work that helps with applying learning to life.  Have students engage in design thinking projects and challenges that allow for them to solve problems that will improve theirs and others' lives. Has a direct impact and purpose.
Ex. Ecochallenge.org and the drawdown challenge and https://youthchallenge.biomimicry.org/
Greenburgh nature center
Greenburgh HRC

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The Biomimicry Youth Design Challenge (YDC) is a competition hosted by the Biomimicry Institute that asks middle and high school students to design bio-inspired solutions to a local sustainability problem that affects the global climate. It provides a framework for formal and informal educators to i…

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We have access to lots of experts who can help us and models/examples around the region.

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One obstacle is supporting teachers in stepping outside of their comfort zone and allowing them to feel like it is okay to fail in front of the students. Modeling what that looks like when those teachable moments occur is imperative for building trust between teachers and students. Teachers may feel pressure from the community, admin, or even students to be "perfect" when in reality that is not modeling for students what the growth process looks like through failure and the creation of new iterations based on those failures. I think this can come from the top down and celebrate teachers that are embracing those failures.

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Retiring texts that do not serve our goal.

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It takes time to create and implement truly meaningful learning experiences.

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Use current and authentic resources/images in daily lessons to demonstrate the connection of the lesson topic to real life.

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No teacher accountability to update learning activities/projects/assessments to adhere to connecting learning to life

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Reimagining/ rewriting curriculum with more choice and voice

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Extrinsic motivation like grades, honor society, etc. limit our students' imagination and willingness to take risks.

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Create assessments that measure what we value. Teach "taking standardized tests/State tests" as a genre not as a pedagogy.

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Edgemont is a diverse community with connections to many institutions and ideas around the world. We can/should leverage those connections.

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Specific curriculum/content that needs to be taught in preparation for a test. How can we take the content and turn it into skills that can be used outside the classroom, to generate more buy in?

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Rethinking assessment practices. Time spent here will allow more flexibility to create meaningful learning experiences for students.

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The feeling that the entirety of the curriculum needs to be covered. Can result in rushed teaching and little depth.

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Time to create more authentic assessments as well student choice 

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Time to create more authentic assessments as well student choice 

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Assessing students more on process and progress than products

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Prescribed content - textbooks, standards, AP curricula, etc. limit our willingness to allow students to pursue learning that is personally meaningful to them.

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It's easier to stick what we know - content area and how we teach the content area. It's difficult to ask someone to rethink their practice esp if they've done it for many years.

Teachers see the connections of their content to life because they have taught it for years but students are seeing it for a short amount of time at a fast pace. Students don't have enough opportunities to apply their learning

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Create systemic core experiences at each grade level that utilize these skills: student agency, passion, choice

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Curriculum (sorry, Mike).  Regents exams, AP exams, state tests can all inhibit the ability to make learning meaningful to students.  It certainly doesn't have to be this way, but teachers may have to work extra hard to make learning meaningful depending on the subject.