https://padlet.com/elthurston/xqxu22w9hmrx How does this align with your thinking about instruction? How can we apply this information in our educational practice? How might curriculum design or the cycle be modified based on this thinking? en-us 2016-09-22 16:32:06 UTC 2016-09-30 18:49:04 UTC hello@padlet.com michelle_ridlen https://padlet.com/elthurston/xqxu22w9hmrx/wish/125794263 How might curriculum design or the cycle be modified based on this thinking?]]> 2016-09-22 16:41:06 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/125794263 https://padlet.com/elthurston/xqxu22w9hmrx/wish/126467061 I noticed an emphasis on relevance (second year clinic experience), choice (students have greater autonomy to choose coursework that is most relevant to their career pathway) and the development of interpersonal skills (i.e. bedside manner). Hey, if it's good enough for Harvard, why not FHSD?! This might be a great introductory video to show curriculum writing teams!]]> 2016-09-26 17:58:33 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/126467061 elthurston https://padlet.com/elthurston/xqxu22w9hmrx/wish/127314611 This reminds me of student writing in that we need to focus on inductive reasoning before deductive reasoning. Students need to see the relevance in any rule or theory they are learning. It seems to drive home the idea of authentic audience and cross curricular design. I'm wondering if one way our department could accommodate this is by looking at the course enrollment guide and start having conversations about which classes could be improved by combining. Also, which course offerings could be more individualized for students (lessen the courses mandated) to increase student choice.]]> 2016-09-29 16:15:58 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127314611 https://padlet.com/elthurston/xqxu22w9hmrx/wish/127362958 I love the idea that you don't need to "sit and get" all of the information before jumping in.  I've seen a similar analogy to sports - we don't make kids learn all the rules before they get involved.  I see this really tying into problem-based and/or project-based learning.  At the elementary level, getting students involved in problems, where they have some background but then have a need and desire to seek out the next level of learning - that would be so motivating.  While I think with such a large district, teachers would need to implement it slowly, get PD, and collaborate, I think it would be motivating for them as well!]]> 2016-09-29 18:17:50 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127362958 michelle_ridlen https://padlet.com/elthurston/xqxu22w9hmrx/wish/127392193 This seems to go right along with the 21st century shift to inquiry-based instruction. Students are given experiences first to graft their understanding onto as they learn. I think it is hard for teachers to make this transition because it requires us to take a step back before reflecting on what gaps need to be filled in & how to bring them to the attention of the students. If we are using Backwards Design, and starting with the end in mind, the question for the teacher becomes how can I introduce a concept or problem for students to explore that will lead them to discover the concepts needed to demonstrate understanding of xxx standards. And how can I package it in a way that will that lead to additional questions? How can I as the teacher encourage curiosity that motivates my students to pursue deeper learning?  

]]> 2016-09-29 19:55:52 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127392193 amy_ridling https://padlet.com/elthurston/xqxu22w9hmrx/wish/127406503 I love how it was mentioned that in the process of beginning to create this new curriculum, they first began with a reflection on what has taught us most. I think back to student teaching and how I thought it prepared me, until I had my first classroom and realized that I knew nothing! I learned from experience. Often, teachers forget that the experiences are what teach us the most. Because of this, we have to try to build authentic experiences for our students within our classrooms. I also found it interesting how the curriculum developers are putting an emphasis on using the experiential learning opportunities to shape and guide their path. Because these students are getting to experience the real-world of a doctor, they are learning their strengths, weaknesses, and interests at a deeper level and now they can take this knowledge to guide their next steps. ]]> 2016-09-29 21:27:52 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127406503 michelle_ridlen https://padlet.com/elthurston/xqxu22w9hmrx/wish/127422566 2016-09-30 01:02:59 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127422566 https://padlet.com/elthurston/xqxu22w9hmrx/wish/127522081 I think the work Betsy is doing by providing job shadowing opportunities for our high school students is similar to this experience. The earlier we can expose students to real world opportunities the more meaningful and impactful learning becomes; ultimately accelerating student growth. In elementary, PBL would be a fantastic way to provide opportunities similar to this, not just in the regular classroom, but all classrooms, thus giving students a variety of exposures in real life situations. However in the age of accountability, how do we encourage educators to trust enough to take a step and try interweaving learning and real-world? ]]> 2016-09-30 13:41:55 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127522081 MmeBurton https://padlet.com/elthurston/xqxu22w9hmrx/wish/127587592 This made me think about how this type of structure would have made me a more prepared educator. Having the opportunity to do course work based on my experiences in the field would make learning much more meaningful. I agree with what Carrie said, though, if a student is choosing what he/she feels that he/she needs, can we trust that they really know what is best/ But, I think that issue can be solved with conversations with a mentor. Someone who is their to help a student identify needs. This concept brings in two pieces that are important to learning: individualized learning and choice. These two elements are so important to internalizing learning.]]> 2016-09-30 16:45:54 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127587592 https://padlet.com/elthurston/xqxu22w9hmrx/wish/127609312 To me, this gives new meaning to a "flipped" classroom. Positives about the Pathways curriculum: forward thinking, highly relevant. Love the idea of having an immersion learning experience followed by application in a classroom setting among peers. (Reminds me how much more interest I had in my post-BA coursework as a result of my workplace experiences.) Testimonials within the video cite that the new curriculum will allow students to "internalize information" and individualize learning experiences.  Inciting an appetite for learning is half the battle.  Moving toward learning experiences that mimic the HMS Pathways curriculum is possible for FHSD.]]> 2016-09-30 17:50:54 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127609312 michelle_ridlen https://padlet.com/elthurston/xqxu22w9hmrx/wish/127626927

]]> 2016-09-30 18:48:53 UTC https://padlet.com/elthurston/xqxu22w9hmrx/wish/127626927