2. Curriculum of Self Andy Macdonald Tom Booker (Moderator) Jeremy Mattson Michelle Alexander

3. Essential Questions 1.How does our common AE language/research inform what a curriculum of self is/is not? 2.Can we enumerate what a curriculum of self would teach? How does it look within each division? Are there some which would remain constant across divisional experiences? If so, what is the most useful and practical approach to do so? 3.How would a Curriculum of Self interact with our current curriculum?

4. Questions from our 8/14 meeting 1.What skills should be included in the “curriculum of self”? 2.Should these skills come straight from the Adaptive Expertise traits, or should there be additional ones added that our current diagram is missing ? 3.How would we assess these skills? 4.What would the idea of the “curriculum of self” look like within the classroom setting?

5. Insights Help focus on development of the whole child. A narrative for families about the whole child is a great gift. If the curriculum of self must be intentional about how this occurs and outline what the different skills look like per division. It has to be developmentally appropriate and should be a progression from one division to the next. Assessment will be key in this process

6. October 23rd – 8:15am

9. How we currently communicate: Science = B

10. How we could communicate:

11. Biology

15. College Planning – how is this explained to colleges? Mindset – what do students/parents and teachers value as it relates to assessment? How do we communicate with parents/students alike the value of adding/using this as an assessment piece?

16. CuriousCreative Relate with Others Self- Governing Reflective Learner asks relevant questions Learner demonstrates a positive sense of engagement Learner uses reliable sources for independent research Learner asks the “what if” questions Learner exhibits confidence Learner designs products that are unique, original, and innovative Learner creates products that are aesthetically pleasing Learner approaches a problem from more than one perspective Learner articulates connections to the real world and other classes and themes Learner demonstrates understanding using analogies, comparisons, graphic organizers Learner encourages an exchange of ideas Learner allows others to do their job Learner maintains a physical and mental presence Learner does their part by collaborating and delegating duties Learner provides honest feedback to peers Learner develops a collaborative relation with teacher and other students Learner stays on task during class time Learner prepares for every class and is self- motivation Learner uses laptop appropriately Learner participates in class discussion and uses correct vocabulary Learner uses equipment appropriately and practices safety Learner collects and documents data effectively Learner practices realistic self-assessment Learner proposes alternate pathways to find solutions and suggests other ways to test variables Learner takes risks and learns from successes and failures Learner values the process in addition to the product

18. Mastery Learner understands the periodic table Learner understand stoichiometry Learner can balance equations Learner can state the conditions that led to WWI Learner can speak basic Spanish phrases Leaner can export and Adobe png file ….