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The process of student-centered learning design requires verification by both teacher and student that the path is working. It's great to realize when a change is needed.

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All of my students.

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I feel stuck when the student doesn’t really understand or know their radical dream, making it hard to guide them effectively and at the same time, when they’re not committed to the program. It makes it difficult to follow up and guide them toward their goals

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When students do not have a radical dream or seem apathetic on coming to class.

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I have 2 students J and A who I am began additional processes with this week. I began with a review with Gladeo LA which has a short quiz on interest and information on careers.

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I have a better understanding regarding the difference between Competency-Based Learning and Standards-Based Learning and how MYA can utilize the Competency-Based Learning method to help students gain confidence towards their educational growth.

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Being flexible with students' needs in how to develop lessons and projects with them. It helps me to know what their goals are and how we can achieve those goals together.

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All of them.

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How to align student interest/desires with state content standards

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I feel stuck when students are not producing "work" and accountable.

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Clarity on how to continuously adjust for my students changing wants and needs

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Having the time and resources to work on creation of projects with students as well finding ways to help students with no radical dreams.

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I feel stuck when I meet with a student and no work has been completed whether a project designed for and around the students radical dream or on Edmentum.

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The most challenging thing for me right now is how to handle it when a student's MY PLAN doesn't align with their level of commitment to their learning, or their transcript. For example, how do you handle it when a student wants to go to medical school but she is a 17 year old sophomore with low past grades or classes that aren't CP?

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All of them...

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I think it helps me understand how I as the credentialed instructor meet the individual student in their learning path.

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It is sometimes hard to initially engage a student to share information.

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I feel increased clarity now that many of my questions about the feasibility of implementation were answered. I was working under traditional-thinking and constraints.

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Sometimes I struggle to see connections between the courses the student needs to graduate (or the standards of those courses) and the student's interests and goals.

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I have students that are going through a home disruption and are living with other family right now. The project that we were working on was in person. Now they are remote and tend to do very little, especially with the disruption.

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Getting to know students and finding areas of interest to build projects on and having them be active participants.

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I think the end result of student centered learning is a student who feels heard, respected and one that enjoys learning.

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Meeting students where they are at, collaborating with students to drive the process and give them choices

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Group 1: Lessons are catered toward both achieving the standards and helping the students move towards their goals through modifying and creating. curriculum that both examines and applies information that they need to learn and helps students find ways to creatively use it and be inspired by it.

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Group 2- Ideally, this process would result in learning experiences that are motivating to students and also allow them to make progress toward their radical dreams while also mastering the content of their courses.

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Group 3:

How does the process move students toward content mastery and their radical dreams?

Creating unique goals and meeting students where they are at, while also continuing to teach them new and "relevant things to the world" helps students stay engaged. If students can remain engaged this will hopefully naturally move students forward in their learning progress. And any forward progress, big or small, can all contribute to a student's radical dream.

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Group 1: MY Plan development: To student-centered learning design, the teacher looks at how the Student learns best and what they are interested in and creates lessons that will both engage and inspire the student.

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Group 5: When students don't have a radical dream - trying to help them to develop one.

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Design lessons and instruction based on this specific student's ideas of their short-term and long-term goals. Google, Chat, ask others (native speakers if Spanish is their goal)

I will create worksheet(s) on:

Worksheet 1: Forest Ranger Responsibilities & Qualifications

Worksheet 2:Career Roadmap to Becoming a Forest Ranger in California

Worksheet 3: Students research 2-3 forest ranger job postings or descriptions from CAL FIRE or related agencies.

Will complete the worksheet(s) every week with the student & assign independent work every week

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Group 5: Now that we have been using it, it is becoming more clear as to how to use the MY Plan to guide learning and understand how the plans are fluid, changing with the student.

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Group 1:

a plan that helps the teacher get to know the student and help the student be known and understood and it shows who the educational partners are and the best learning modalities and it also shows what the students streams are and how they can progress towards those dreams.

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Group 3:

Student-Centered Learning Design:

- The teacher combines student interests with their learning levels

- Students use tools like AI to create more engaging lessons

- Each student has unique goals:

- For example, a 6th grader had a goal to incorporate Spanish into her studies

- She also had an interest in dance

- The teacher includes extra details about the student's dreams, such as making dance available for all, in various subjects

- The teacher takes a holistic approach to learning and grading, considering the whole student

-Give students permission to dream; give them the confidence to explore things that they never considered (i.e., nursing program)

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Group 4: TIME! It’s important to remember that each student is different, and the amount of time needed to move on to the next step could be different and look different for each student. I feel like it's important to work on my plan with the students' educational partner. This allows everyone to be on the same page. These two steps might be completed in the first week or two. The student-centered learning design should be started in the first month (in my opinion) . I think it's important to get to know the students for 4 weeks, since really that's only 4 hours.

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Group 5: The teacher uses the MY Plan to create meaningful lessons, working alongside the student to reach academic and personal goals. Using the MY Plan and other student records, the teacher communicates with the student and takes all of that knowledge and creates a project (chatgpt) and shares that with the student, allowing the students feedback to alter the learning paths.

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Group 1: Tova had a student that is fluent in Spanish and she wanted to make sure that Student would continue engaging in the language, but also learn her core subjects. The student came to our school because she wanted more of a challenge and Tova  started her with some history that was about different cultures in different countries and the student found she wanted to start setting something else so it was really easy for Tova  to change gears and start to help her look for something else. She was interested in learning..

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A student-driven “Getting to know you” form with students short-term and long-term goals

Short-term- student wants to learn about science

Long-term- student wants to be a forest ranger

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Group 4: Getting to know the student and knowing their radical dreams and how they learn allows the TOR to make sure the assignments are really tailored to the students goals, learning style and radical dreams.

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Group 3:

MY Plan provides the following:

A picture of the individualized student

A diagnostic measurement so we can see where the student is and at what level is best to continue growth

Includes information on student interests

Contains information regarding students' greatest goals and dreams, even dreams that are “radical”

Combines information to make individualized instruction personalized to their interest for growth

Bridges learning gaps that students may have by understanding their needs

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Group 4: In my opinion, my plan is a road map for the students' success. It is there to make sure the student is reminded of what their goals are, and how they plan to get there.

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Group 5: The MY Plan is to personalize learning for each student based on their interest, radical dreams and academic levels in each subject area.

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Group 5: Always make sure that the project aligns the students' courses as well as interests and future goals (radical dreams, short term and long term goals). Giving the student voice to alter their plans.

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We ask clarifying questions and assign work around areas that they mentioned they were interested in.

Sharing the MY Plan with the student helps both be on the same page and move forward collectively.

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The MY PLAN is a document co-created by the student and their teacher that guides the student’s learning experience. It includes information about the student’s interests, strengths, areas for improvement, goals, dreams, and learning modalities. It also includes a plan for measuring growth and a section for reflection and feedback.

It is a way we learn about our students intrinsic motivation.

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Create a project that meets the student’s agenda, such as a project, an activity, something that can be graded, etc. Choose ideas outside the box that interest the student.

Student creates a project (e.g., poster, digital presentation, or essay) on a specific forest ranger responsibility.

Include challenges like wildfire prevention or invasive species management

Use career sites to explore i.e. https://www.fire.ca.gov/join-calfire