Navigating the Learning Journey: Understanding Standards-Based Grading at GAA

Dear GAA Elementary School Parents,

As we come to Term 1 report cards, we would like to take a moment to shed light on an essential aspect of our educational approach: Standards-Based Grading. At GAA, we believe in fostering a learning environment that not only supports academic growth but also values each child's unique journey of discovery and development.

Standards-Based Grading is a method that goes beyond traditional grading systems, providing a more comprehensive and nuanced understanding of a student's progress. It revolves around assessing students based on specific learning standards rather than a one-size-fits-all approach. This system allows us to appreciate the individual strengths and areas for growth in each child's academic journey.

One crucial aspect to understand about Standards-Based Grading is that it views reporting as a data point in time, offering a snapshot of where a student is in their learning journey. In a world where education is evolving, and students are continuously acquiring new skills and knowledge, it's essential to recognize that the report card is not a static judgment but rather a dynamic reflection of a student's abilities at a specific moment.

Our approach emphasizes the importance of continuous learning and growth, moving away from a pass/fail culture. We believe that every child is unique, and their academic progress should be measured against their own potential, not against a predetermined standard. Standards-Based Grading allows us to meet students where they are academically, acknowledging their individual strengths and challenges.

Standards-Based Grading encourages a growth mindset in students. Instead of fixating on grades as a reflection of intelligence, students learn to see them as markers of progress. This shift in perspective promotes resilience, perseverance, and a love for learning. Our goal is to empower students to take ownership of their education, fostering a sense of responsibility and accountability for their academic journey.

It's important to note that Standards-Based Grading is not about making comparisons between students but rather about recognizing the unique strengths and areas for improvement within each individual. This approach fosters a positive and inclusive learning environment, promoting collaboration and support among students, teachers, and parents.

As partners in your child's education, we invite you to engage in open communication with our teachers. We encourage you to discuss your child's progress, ask questions, and share any insights you may have about your child's learning style and preferences. Together, we can create a holistic educational experience that nurtures not only academic excellence but also the social and emotional well-being of each student.

Thank you for entrusting us with your child's education. We look forward to a year filled with learning, growth, and collaboration.

Sincerely,

Leia Kraeuter

Elementary Principal

Empowering Success: The Impact of Student Ownership on Academic Attainment

In the ever-evolving landscape of education, the concept of student ownership has emerged as a transformative force, reshaping traditional approaches to teaching and learning. As a vice principal, one of the key talking points I use with students is the word “ownership.”

The notion that students should take an active role in their education, making decisions and setting goals, has gained traction as educators recognize its profound impact on academic attainment. This week we will explore the symbiotic relationship between student ownership and academic success, shedding light on how empowering students fosters a deeper commitment to learning, cultivates critical skills, and paves the way for long-term achievement.

Empowering Students:

Student ownership is rooted in the belief that learners are not passive recipients of knowledge but active participants in their educational journey. When students feel a sense of ownership, they are more likely to engage with their studies on a personal level. This empowerment manifests in various aspects, from goal-setting and decision-making to problem-solving and self-assessment.

Setting and Achieving Goals:

One of the fundamental aspects of student ownership is the ability to set and pursue personal goals. When students actively participate in defining their objectives, they develop a clearer sense of purpose and direction. This intrinsic motivation is a powerful driving force that goes beyond the immediate task at hand, leading to increased academic attainment.

Students who set their own goals are more likely to take responsibility for their learning outcomes. Whether it's mastering a challenging subject or excelling in a particular skill, the act of goal-setting instills a sense of purpose that extends beyond the classroom, influencing students to persevere in the face of challenges.

Critical Thinking and Problem-Solving:

Student ownership nurtures critical thinking skills as learners grapple with complex problems and make decisions about their education. When students are actively involved in the reflection cycle they are capable of improving their lives.

Identifying problems, brainstorming solutions, and reflecting on outcomes, they develop invaluable critical thinking skills that extend beyond the academic realm.

This proactive engagement with problem-solving equips students with the ability to navigate challenges in various aspects of their lives. Whether it's analyzing a literary text, solving a mathematical equation, or addressing a real-world issue, students who take ownership of their learning develop a robust skill set that enhances their academic performance and prepares them for future success.

Enhanced Self-Assessment:

Student ownership also involves fostering self-awareness and the ability to assess one's own progress. By encouraging students to reflect on their strengths, weaknesses, and areas for improvement, educators promote a culture of continuous self-assessment.

When students actively participate in evaluating their work, they gain insights into their learning styles and preferences. This heightened self-awareness enables them to make informed decisions about their studies, leading to more effective learning strategies and improved academic performance.

Long-Term Impact:

The impact of student ownership extends beyond immediate academic achievements; it lays the foundation for a lifelong love of learning. Students who experience ownership in their education are more likely to develop a growth mindset, understanding that their abilities can be cultivated through effort and perseverance.

Furthermore, the sense of agency cultivated through student ownership prepares learners for the dynamic challenges of the future. In an era where adaptability and continuous learning are essential, students who have taken ownership of their education are better equipped to navigate a rapidly changing world.

The relationship between student ownership and academic attainment is profound and multifaceted. Empowering students to take an active role in their education fosters a sense of purpose, cultivates critical skills, and establishes a foundation for long-term success. As educators, embracing the principles of student ownership not only enhances the learning experience but also nurtures resilient, self-directed learners who are poised for academic excellence and beyond.

Douglas Sherrill

Elementary Vice Principal (Grades 3-5)

KG2 students have enjoyed settling back into routines and sharing all about our Winter Break fun! We also kicked off our new Unit of Inquiry ‘How We Express Ourselves.’ We are learning all about storytelling! Students began by creating their own characters using masks, as well as exploring new classroom centers full of well-loved storybook characters they already know! We are excited to learn more over the next five weeks. 

Hello and Happy New Year from all in grade 1C!

With January back in full swing and lots of new learning commencing, I would like to take this opportunity to reflect on the joys and celebrations we had for the month of December.

Following on from the wonderful National Day Festivities at the beginning of the month, 1C were very excited to attend the annual fieldtrip to MadCap Adventure Centre in Yas Mall. This trip linked in with our Unit of Inquiry on ‘Who We Are’. On this field trip, our students participated in many fitness activities and challenges. The central idea of this unit is that Making informed choices enables us to have a healthy, balanced lifestyle. The field trip provided a hands-on opportunity for our students to explore the key concepts of the unit and promote an active lifestyle. The students had lots of fun and sure were tired after doing lots of fun exercises for a few hours!

For our last day of school, students celebrated with a movie and one big pajama party!

In 3C, we are learning about persuasive writing, which means trying to convince someone of your ideas. 

To make it fun, I surprised the students by putting their chairs in the middle of the classroom with tape around them. This made them curious and a bit shocked. I told them they had to persuade me why having chairs in the classroom was important. 

The kids were excited about the challenge and came up with really good reasons. They talked about how chairs help them focus and feel comfortable. After hearing their fantastic points, I was convinced, and they were proud to get their chairs back. 

It was an interesting away for them to learn and use persuasion!

4A have hit the ground running for 2024. We are continuing to learn about division in our Math work. We are now working with dividing 3 digit numbers by 1 digit numbers. In the next few weeks we will be working with even larger numbers. The concept of division is new to many children, but they are making the connection to multiplication and using their times tables facts to help them. 

We are just starting a new unit on ‘Space’ also. The children are going to be researching space, and writing a report based on what they have found out. This week we started by critiquing other research reports, and spotting the good and bad features of these. We have lots of fun activities planned for this unit, including an inflatable space learning experience to visit school at the end of this month. 

• January 15-26: Healthy Lifestyle Initiative by Manchester City for Grade 1-5 students

• January 20: TedXYouth at GAA 

• January 22-25: GAAPA Used Book Fair 3:00pm @Main Lobby

• January 25-26: Elementary Theater Production "Disney's Moana Jr."

• January 26: Pizza and Popsicle Day by GAAPA and Booster Club.