Embedded Files
Where We're Coming From
Where We're Coming From
Background
Background
We've been experimenting with PLPs at SCS for the last two years. Some things have been successful while some things have, in many ways, fallen flat.
Students worked to develop goal-setting skills through the use of the SMART goal template. Students also engaged in deep reflection strategies (including text and video) while developing PLP websites or Protean accounts.
Ultimately, however, students weren't provided with time or resources to, literally, engage in learning. It is unreasonable to expect students have authentic learning experiences when we're not providing them opportunities to do so.
Where We're Going
Where We're Going
A Call for Change
A Call for Change
Here is the student “elevator pitch” from PLP ReDesign 2017:
“Our PLPs should have hands-on projects with more school time to work on them. We should have choice of a platform and an authentic audience (PLP fair, etc.) to share our learning.”
PLP structure (from MGI 2017 discussions):
Student-based core elements (our PLP foundation):
- Hands-on projects
- In school time
- Choice of platform
- Choice of (authentic) audience
Why/How/What?
Why/How/What?
Simon Sinek’s “Golden Circle"
Why? (same across teams)
- Provide students the time, supports, and resources to learn based on passion and/or curiosity.
- For students: What are your passions? What are you curious about?
How? (unique for each team)
- Incorporate student voice (more than just choice)
- Actual learning > NEW learning (or expanding on skills/knowledge)
- Need TIME in school
- Includes adult consultant/expert/advisor
- Product could look different > individualized
- Time is spent with students learning and engaging and not just telling the story
- Sacred > owned by the student
What? (same across teams)
- Present PLP (the one rule)
- Kids like having a product
- Portfolio vs. PLP vs. PIP (Personal Interest Project)
- Protean can help tell the story easily - the time in school is to explore and learn
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