Embedded Files
We use our learning map to guide our individualized learning journeys. As we engage in and reflect on our learning experiences, we can each determine which of these has helped us to grow our personal competencies.
We link artifacts and reflections from the experiences that have been the most meaningful to us to the box on the learning map that best reflects our personal growth.
We also use our learning maps to help us determine our strengths and stretches and guide the learning goals we create for ourselves.
Triangulation of Learning
Triangulation of Learning
Assessment is based on our holistic learning and evidence of learning is collected from:
Conversations: Documentation of our circle classroom conversations, small group conversations (ie: empathy interviews), one-on-one teacher-student conferences. We use these conversations to name, notice, and nurture how we are growing our competencies.
Observations: Documentation of observations made by students and educators during learning experiences (ie: field studies, student planned off-campus field studies, classroom learning experiences, invitations accepted by students to partake in a variety of other experiences (ie: board meetings, district educator meetings...).
Portfolios: Students select artifacts and write reflections that they link to their learning maps in a collection of evidence that represents how they are personally growing their competencies throughout the year.
Artifacts might include: pictures and/or videos of students during a learning experience (in class or during individual, group, or class field studies), pictures of pages from student reflection/nature journal, pictures of thinking materials created during studio time, videos that connect to skill(s) being built, a copy of a quote or a conversation that was documented of a students' words, a document that shows a conversation that students had with a peer/teacher/mentor, a reflection on a moment in time during our learning together which struck students as being important, a picture of a drawing or sketch students created or one that represents something important to the student, a picture that shows a problem that a student solved or is working to solve, a hyperlink to another document that is connected student learning, something that shows a student's learning process as they explore their questions, student research notes, AP performance task 1 Independent Research Report (IRR) and Team Multimedia Presentation (TMP), AP performance task 2 Individual Written Argument and Individual Multimedia Presentation, etc...
Please note: The AP performance tasks are required to be linked to student maps.
Assessment Duotang: Success Criteria
Assessment Duotang: Success Criteria
At the end of each term, we will sit down one-on-one and conference about how you feel you have been meeting our success criteria over the course of the term. You will be expected to bring evidence of your learning to support how you feel you have been successful. During this conversation, you and I will determine how successful you have been during the term by using your evidence and my understanding of how you have been showing up through conversations, observations, and your learning map portfolio and posts.
These conversations will be the basis of your grade for the term. It is our goal to improve and become more and more successful as the year goes on. At the end of our conversations, you will set a learning goal for the next term about how you might improve.
Our Learning Map: Tracking Evidence Of Our Learning
Our Learning Map: Tracking Evidence Of Our Learning
What is my story?
You will need to select a rich and robust collection of evidence for each step in your learning journey so you can reflect on and represent how you are growing your skills.
Each term you will set a goal and collect a wide variety of evidence to show how you are developing as a learner.
AP Passion to Action Learning Outcomes & Core Competencies
AP Passion to Action Learning Outcomes & Core Competencies
Learning Map Continuum: How to write a successful learning map post
Learning Map Continuum: How to write a successful learning map post
Core Competencies Growth Profiles
Core Competencies Growth Profiles
Examples of Learning Map Posts
Examples of Learning Map Posts
Examples of Student Learning Maps (Fill Your Map With Evidence)
Examples of Student Learning Maps (Fill Your Map With Evidence)
Learning Maps and Capstone
Learning Maps and Capstone
What are the themes of your learning?
What are the themes of your learning?
Before your capstone presentation, you will look at the body of evidence on your learning map and will pull out themes that represent you as a learner. What have you learned about yourself this year?
You will create a visual to support your capstone presentation, and your visual should include at least three pieces of evidence from your learning map that support your theme and connect to the core competencies.
You will also add to your visual a representation of how you will use this learning support for your future pathway(s).
Your Themes Might Be: Connections and Relationships, Hands on Learning, Learning Outdoors, Team work, etc...
Page updated
Report abuse