Friday, June 22, 2018
Welcome to My Growth
Here is where I'm documenting my evidence and reflections toward proficiency in the goals I've established for the MGI week. Please explore the tabs above to see evidence related to the topics of my strand. Use the Proficiency links to the right to explore progress toward the proficiencies I'm pursuing. I hope you find some of my work helpful as we all try to figure out personalized learning for young adolescents.
Wednesday, June 29, 2016
Learning how to create a PLP resource site for teachers
I finished the Designing PLPs module, and we're now thinking about putting together a website for teachers at our school to organize the PLP resources we have. We looked at the Mill River Union High School/Middle School PLP Resource site, and are contemplating the idea of mirroring the student site with a teacher site that has related resources. We've collected a number of resources in our PLP 2.0 Redesign & Resources document, sorted by category. Liz has been working on gathering young adolescent resources, Steph has gathered Identity resources, and I've compiled some goal-setting resources. We put the Transferable Skills and Habits of Work (HOW) Rubric on the left-hand side under "PLP Resources." We also heard from Milton Middle School about how to use Blogger as a PLP site. This is their "how to" document about setting up a PLP using Blogger.
Tuesday, June 28, 2016
PLP 2.0 - redesigning our PLP template
Our group (Stephanie Pike, Liz Scanlon, and myself) has been working toward the goal of re-designing our school's PLP (setting up "PLP 2.0"). We have taken a look at the Brattleboro Union High School (BUHS) PLP template, which students will be expected to use when they go to the high school. We decided against using this exact template, because it is too complex (and potentially overwhelming), and includes additional information we aren't requiring students to have, as well as not allowing for as much flexibility and personalization.
We also looked at our own PLP Template and added some additional tabs (such as "My Evidence" and "My Skills" or Transferable Skills). There is a drop-down menu of the Transferable Skills. We also adjusted the goals section, making a section for a clear personal goal, and an academic goal, as well as ways to connect them to the transferable skills.
In the evidence section, we added a way for students to make posts, much like blog posts (see photo).
We have an ongoing notes page, which includes notes from our conversations with students (see Liz's post), and we have also discussed how to use the PLP in student-led conferences. We are grappling with the issue of how to incorporate more student voice and choice in the PLP process (and in the actual PLP template).
In the evidence section, we added a way for students to make posts, much like blog posts (see photo).
We have an ongoing notes page, which includes notes from our conversations with students (see Liz's post), and we have also discussed how to use the PLP in student-led conferences. We are grappling with the issue of how to incorporate more student voice and choice in the PLP process (and in the actual PLP template).
BAMS PLP Group News
We spoke with a number of middle school students to inform the redesign of our PLP format and process. The students shared the following.
Control over the format and medium was viewed as essential.
Their PLPs were shared in their student-led conferences. Families did not, necessarily, discuss goals at home with their students.
Students found it more difficult to create personal goals than academic goals. It is possible this is because steps to achieve goals are more transparent in academic goals.
Students found reflection difficult but understood rationale.
Students were quite capable of articulating purpose of PLPs.
Control over the format and medium was viewed as essential.
Their PLPs were shared in their student-led conferences. Families did not, necessarily, discuss goals at home with their students.
Students found it more difficult to create personal goals than academic goals. It is possible this is because steps to achieve goals are more transparent in academic goals.
Students found reflection difficult but understood rationale.
Students were quite capable of articulating purpose of PLPs.
Helping Students Explore Their Identity
Today I was working on BAMS PLP resources for teachers to use when teaching students about their identity. I found a wonderful resource on the site Facing History & Ourselves called "Identity & Community". There are 10 lessons for our teachers to pull from.
Sunday, June 5, 2016
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