Learning. A biological process that happens automatically all the time. As an educator I have an opportunity to shape that learning.
How do I do it? There are many methods, theories, and practices that can and do work. As an educator it is my job to create situations for the students to make lasting connections. Using research and best practices I can develop opportunities for students that are appropriate and challenging. Being mindful of each students starting point and areas of interest I can try to maximize the emotional connections that will create the most lasting learning. This website is a working documentation of providing input, exploration, reasoning, feedback, and evidence of learning. In my current practice I use the following methods to articulate what I want students to be able to know and do while in and upon completing my class. First are the Learning Targets and scales for the Standards covered in each unit. Students are given copies of the standards/targets/scales at beginning of the units. Each class is started with a Purpose that tries to clearly explain why we are doing that we are doing that day in class. It uses language that matches the learning targets and the agenda for the day. The Agenda for the day lists the learning activities that we will use in class to help us meet our purpose. At the end of certain activities or at the end of class we Debrief or use exit cards to see if we met our purpose. These methods have created a very nice routine that allows students to "prime" their brains a bit when they come into the classroom. They can relax and start thinking about what is going to be expected of them during class time. I find that this really keeps us/me focused on the purpose of the class time.
How do I do it? There are many methods, theories, and practices that can and do work. As an educator it is my job to create situations for the students to make lasting connections. Using research and best practices I can develop opportunities for students that are appropriate and challenging. Being mindful of each students starting point and areas of interest I can try to maximize the emotional connections that will create the most lasting learning. This website is a working documentation of providing input, exploration, reasoning, feedback, and evidence of learning. In my current practice I use the following methods to articulate what I want students to be able to know and do while in and upon completing my class. First are the Learning Targets and scales for the Standards covered in each unit. Students are given copies of the standards/targets/scales at beginning of the units. Each class is started with a Purpose that tries to clearly explain why we are doing that we are doing that day in class. It uses language that matches the learning targets and the agenda for the day. The Agenda for the day lists the learning activities that we will use in class to help us meet our purpose. At the end of certain activities or at the end of class we Debrief or use exit cards to see if we met our purpose. These methods have created a very nice routine that allows students to "prime" their brains a bit when they come into the classroom. They can relax and start thinking about what is going to be expected of them during class time. I find that this really keeps us/me focused on the purpose of the class time.
Depression and Suicide Prevention: KUD - Targets - Scales
Project Adventure KUD - Community
Project Adventure Learning Targets and Scales
Task Sheet - Comfort Zone
This Unit is based on the National Health/Physical Education Standards.
Project Adventure KUD - Community
Project Adventure Learning Targets and Scales
Task Sheet - Comfort Zone
This Unit is based on the National Health/Physical Education Standards.