Learner-Centered Collaborative

A provocative question from Mike Duncan in his contribution to the Horizon Three Learning Series by Getting Smart: "Is it possible that the decades-old system designed to improve success for all students unintentionally engineered joy and value out of the process, ignoring the very thing that makes us human – curiosity, exploration, and discovery?" https://hubs.ly/Q02ZqTvh0

Last week, Marlon Styles hosted a great conversation with Craig Heath, Superintendent of Mentor Public Schools, and Juliette Funes, Communications Officer for Lynwood Unified School District. Together, they explored the power of storytelling in fostering engaged learning communities. They discussed innovative strategies to amplify student voices, align strategic themes with impactful communications, and build community trust through relatable narratives. Questions explored included: How can storytelling elevate the voices of learners within a school community? What are effective strategies for designing learner-centered campaigns? How do you align storytelling with strategic plans to foster community buy-in? What mediums are most effective for storytelling, and how do you decide when to use them? Watch now to gain insights into leveraging storytelling to inspire, engage, and connect with your school community, while advancing learner-centered practices and celebrating student success: https://hubs.ly/Q02Zky1m0

The research supporting rubrics demonstrates their value as essential tools for aligning assessment practices among educators and students. Well-crafted rubrics offer clear success criteria and support self-assessment and peer feedback, all important elements of a learner-centered environment. Despite these benefits, critics of rubrics have raised valid concerns, particularly regarding traditional product-based rubrics used in conventional grading systems. Some argue that rubrics can stifle creativity by defining exactly what teachers expect. Conversely, others worry that vaguely defined points can create inequities by leaving students unsure of how to achieve them. Additional criticisms include the subjectivity of rubrics, their rigidness when overly discrete, and the challenges of translating them to a grade. Let's explore the distinction between product-based and competency-based rubrics and what aligns best to a learner-centered vision for education: https://hubs.ly/Q02Zgxz00

So much happening across the country from Learning Walks to Guiding Coalitions to Design Teams and more! Let's dive into the highlights. Innovative teachers and district leaders in Escondido Union School District had their second in-person Cross-District Lesson Design Team session to deepen understanding of competency-based assessment, explore authentic learning and collaborate with their teams on Lesson Design, and strengthen relationships. Principals from South San Francisco Unified School District came together for a day of shared learning (and fun!) around a learner centered instructional vision and practices. Hampton Township School District Design Teams utilized two days of learning walks and planning time. During the Learning Walks, we saw evidence of each teams’ progress bringing the Portrait of a Talbot to life. They also tackled a variety of big moves aligned to their district strategic plan from learner portfolios and Curiosity Quests (similar to passion projects) to student led-conferences and exhibitions of learning. It’s an exciting year in HTSD! It was a big week in Greenfield Union School District. The Guiding Coalition kicked off year two working to bring their their Portrait of a Greenfield Learner to life by connecting with students to learn about their experiences and visiting classrooms to build on the bright spots where the portrait outcomes are already being cultivated. School and district leaders kicked off their day together reflecting on their strengths and honoring them in each other. They mapped their current initiatives to find alignment to and opportunities in their Portrait of a Greenfield Learner as they refine plans to bring it to life at their sites. Lastly, a team of teachers and leaders in Oak Avenue School had a Discovery Day during which they talked to learners and educators and visited classrooms. They identified brights spot and opportunities to align their current practices with their Portrait of a Greenfield Learner. Some highlights were creating different kinds of spaces within classrooms to meet learners needs, learners tracking their own progress, and learners collaborating with each other and with their educator to make meaning of new learning. To every educator out there, we wish you a gentle transition into the holiday season ??

In this live-recorded podcast episode at the Aurora Institute Symposium 2024, Ruby and Everest share their unique experiences in a learner-centered environment that emphasizes real-world learning experiences and community connections. Ruby and Everest reflect on what it means to be learners at Clark Street Community School, diving into projects that align with their interests while meeting whole-learner outcomes. Ruby describes her passion for live music and a project where she researched a historic opera house, building a detailed stage model and engaging with local historians. Everest recounts a memorable field experience studying fishing culture in the Great Lakes, including an eight-hour boat trip that linked social studies with practical life skills. Key topics covered in this episode include: ?? Field experiences and independent, interest-driven learning projects ??? Connecting personal interests to whole-learner outcomes in creative ways ?? Mastery transcript and grading alternatives that emphasize growth over grades ?? The supportive community structure at Clark Street, which fosters collaboration and personal expression ?? Preparing for the future beyond high school with a focus on self-advocacy and authentic learning Tune in here: https://hubs.ly/Q02Z4czX0

As we head into the holiday season, Katie Martin shares a simple yet powerful way for your team to pause, reflect, and express what they are grateful for before getting down to business. Consider this practice no matter the time of year and see how it shifts the energy in the room!

"As a former classroom teacher and instructional coach, I’ve seen firsthand how districts and classrooms that foster community partnerships not only enrich learning but also create a stronger sense of connection and motivation for students and community members. Over time, these partnerships transform schools from traditional learning spaces into hubs of shared investment, where the local community actively participates in student success. This shift benefits everyone: students feel valued by their community, and teachers gain sustainable resources for creating meaningful, engaging learning experiences." In our latest blog post, Danielle DelRosario shares why and how you can build community partnerships to bring authentic learning to life: https://hubs.ly/Q02YV2CP0

Will we see you on Thursday? Register here: https://hubs.ly/Q02YJR0s0

"If you’ve ever spent time with a 5-year-old, you’ll remember how magical their brains are, how they brim with questions: Why is the sky blue? Where do people go when they die? Why is my friend sad? Is today tomorrow? Who made the world? You find them wandering around playgrounds picking up rocks and sticks and buttons and glass to incorporate into their play. They tell stories and create drawings, sculptures, and paintings. They design games with complex scenarios and rules and experiment with objects in order to figure out how things work. In short, they are budding scientists, designers, philosophers, artists, and social scientists, engaged in refining future-ready skills. Their approach is transdisciplinary: their games and questions and design solutions are not limited to the knowledge and skills of science or math or ELA: they are building schemas that make connections that traverse the walls of our disciplines. They make meaning by following their interests and curiosity, not abiding by the rules of circumscribed content." As part of Getting Smart's H3 Learning series, Antonia Rudenstine (reDesign) shares why schools should prioritize fostering creativity and problem-solving skills to maintain the genius-level creativity seen in young children. Dive in to explore more about designing learning environments that provide meaningful, relevant projects that engage students and develop future-ready competencies: https://hubs.ly/Q02YvHcw0

In 2019, Logan County Schools faced a challenge: their newly launched Profile of a Graduate lacked community buy-in. Together, we set out to transform their approach and create a shared vision of success that resonated throughout the district. The results of this transformation have been remarkable: ?? 100% of students in grades 5, 8, and 12 participated in Defenses of Learning in the 2021-22 school year. ?? Students have demonstrated increased ownership and engagement in their learning. ?? Learner-centered practices have become embedded in the district’s culture. Learn more about how Logan County Schools reached these milestones in our Impact Story: https://hubs.ly/Q02YvzF30