Wednesday, July 1, 2015

From Victoria

Thursday, June 25, 2015


Hi All you plop bloggers...

Here are my notes after interviewing students who came to MGI about the PLP:

  • There were three kids, two girls from the same school who had not piloted a PLP, but did work on eportfolios.  On this, they had a personal interest page.  There was one boy who had worked on the pilot plp.
  • None of them experienced a "hook in," and they thought this is a good idea, however, keep it short, and don't repeat.
  • The boy felt that his experience was extremely boring, repetitive, and useless.  He did a lot of worksheets and said students knew (or felt) that no one read the work, and they stared to just put down anything.
  • He said it was very disorganized.
  • The school never followed through with anything written down on the sheets.
  • The girls enjoyed completing their personal pages; however - the pages were structured this way - a table which had a place for a personal artifact and a place to write about why this artifact was important.  They liked the idea at first, but then wanted more freedom and less structure on the pages.
  • Some things that they added -- a photo of the girl's flute, the other girl put up a picture of herself skiing.
  • The boy couldn't wait to get home to work on learning about writing screen plays and make movies.  I found this very sad.  What a lost opportunity!
  • The girls felt that goals were good -- and that they should live also live in academic settings, such as LA.
  • Their suggestions are as follows:  give students more options, different learning projects, more freedom about how they learn -- for example, kinaesthetic learning.  Also they wanted some of the learning should be connected with people in the community.  
  • The girls loved a project in LA when they could write their own children's book and illustrate it any way that they wanted.  Then the class read them to the younger grades.  They received thank you cards from the kids, and they loved this.   

Friday, June 26, 2015


Bold= mandatory dates

CBMS students arrive August 25th

First week in Sept: week long intro to PLP, get to know you’s, mission statement, informal goal setting modeling

September 10th-Oct 9: activities, bio, mindset discussion, who am I? exploration, personalize  PLP template online. Students pick a passion to explore.

Oct 9th- set personal goal for students’ passion based on transferable skills (as identified by WWSU PLP template) and have something to share by Nov. 25th

November 11th- in AG, students prepare and present for their student led conferences the “who am I?” section and one personal goal related to passion. Evidence shared.

PLP suggested celebration of AG’s work toward goals

November 25th- PLP introduction to parents with student led conferences in which students present the “who am I?” and evolving work toward goal surrounding a passion.

November 30th-PLP update mandated by law (will be a work in progress)

December 1st ----? Set two academic goals based on transferable skills
Staff/student voice feedback on how it is going so far what are theneeds moving forward?

December 8th- PLP group meet to re-evaluate and set timeline until spring conferences

February 1st-Staff/PLP group determine the elements of the final student led conference

Early March/Late February-students practice presentations in AG

Transferable Skills from WWSU

1. Clear and Effective Communication (This year's goals)
a. Demonstrate organized and purposeful communication.
b. Use evidence and logic appropriately in communication.
c. Integrate information gathered from active speaking and listening.
d. Adjust communication based on the audience, context, and purpose.
e. Demonstrate effective, expressive, and receptive communication, including oral, written, multi-media, and performance.
f. Use technology to further enhance and disseminate communication.
g. Collaborate effectively and respectfully.


2. Self-Direction (Second Goal for this Year)
a. Identify, manage, and assess new opportunities related to learning goals.
b. Integrate knowledge from a variety of sources to set goals and make informed decisions.  
c. Apply knowledge in familiar and new contexts.
d. Demonstrate initiative and responsibility for learning.
e. Demonstrate flexibility, including the ability to learn, unlearn, and relearn.
f. Analyze the accuracy, bias, and usefulness of information.
g. Collaborate as needed to advance learning.
h. Persevere in challenging situations.
i. Use technology and digital media strategically and capably


3. Creative and Practical Problem Solving
a. Observe and evaluate situations in order to define problems.
b. Frame questions, make predictions, and design data collection and analysis strategies.
c. Identify patterns, trends, and relationships that apply to solutions.
d. Analyze, evaluate, and synthesize evidence, arguments, claims, and beliefs.
e. Generate a variety of solutions, use evidence to build a case for best responses, critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions.
f. Identify opportunities for innovation and collaboration.
g. Use a range of tools, including technology, to solve problems.
h. Persist in solving challenging problems and learn from failure.


4. Responsible and Involved Citizenship
a. Participate in and contribute to the enhancement of community life.
b. Take responsibility for personal decisions and actions.
c. Demonstrate ethical behavior and the moral courage to sustain it.
d. Respect diversity and differing points of view.
e. Demonstrate a commitment to personal and community health and wellness.
f. Practice responsible digital citizenship.


5. Informed and Integrative Thinking
a. Apply knowledge from various disciplines and contexts to real life situations.
b. Analyze, evaluate, and synthesize information from multiple sources to build on  
knowledge.
c. Apply systems thinking to understand the interaction and influence of related parts on each other, and on outcomes.
d. Use evidence and reasoning to justify claims.
e. Develop and use models to explain phenomena. f. Use technology to support and enhance the critical thinking process.