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Life Skills I embed into the curriculum in order to EMPOWER my students and prepare them for life! DIRECTIONS: Click on Start Slide Show. When you see a (->), this is a hyperlink to a website or artifact, and when you see a [=], this is a note you should click on to see how I will use this idea in my classroom. ENJOY! by Mind Map: Life Skills I embed into the curriculum in order to EMPOWER my students and
prepare them for life!   DIRECTIONS: Click on Start Slide Show. When you see a
(->), this is a hyperlink to a website or artifact, and when you see a [=], this is a
note you should click on to see how I will use this idea in my classroom.
ENJOY!
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Life Skills I embed into the curriculum in order to EMPOWER my students and prepare them for life! DIRECTIONS: Click on Start Slide Show. When you see a (->), this is a hyperlink to a website or artifact, and when you see a [=], this is a note you should click on to see how I will use this idea in my classroom. ENJOY!

Respecting Deadlines

No Credit for Late Work: In order to recover lost points, all work MUST be submitted (for no credit) in order to submit extra credit.

There are no extensions for college applications, taxes, court dates, return policies

Punctuality

: Showing up BEFORE the bell and being prepared for class

homework already turned in

all papers for the class picked up

checked absent folder

cellphone/mp3 away

something to write with out

After a two week trial period, individual lack in preparation for class will result in making up each minute wasted after school. Time is cumulative. Un-served time will result in an additional research response on the importance of punctuality and the consequences of it in the real world

BUSINESS PRINCIPLE-- If you're early, you're on time; if you're on time, you're late; if you're late, you're GONE!

Disciplined Behavior

"You are free to choose; but you are not free from the consequences of your choice"

MANAGEMENT PHILOSOPHY: to provide options for self-checking behavior

"If you decide to (inappropriate behavior), then you may either (option #1) or (option #2). You get to decide"

The POWER TO CHOOSE reduces potential power struggles and increases their responsibility for their actions.

Never snap or condescend because this does not teach students WHY what they are doing is wrong. Apply a quick reprimand, explain why it's not appropriate, and move on seamlessly.

Confidence in creative/artistic expression

See project examples in "Decision Making"

Builds depth of understanding

Why assess students on 50-100 things with shallow understanding of each when they will forget it soon after the test? Instead, assess 10 ideas and an essential understanding through creativity

The more opportunities students have to create, the more they build confidence in their ability to create

Business Leaders and Managers require employees that can create, innovate, and design in order to help progress their company.

Public Speaking/ Selling your ideas

Each unit, one group will lead the 10-15 minute direct instruction

This project will require group collaboration outside of class. All students in the group will be required to speak. They must also meet with me minimally 2 days before they present to practice and check their facts. Failure to meet with me will result in loss of points. They will get to pick their own groups and sign up for their own topics. (Allows them to pick what they are interested in and the order in which they will present.)

Selling "yourself" in interviews is an essential skill. Before choosing assessment projects, students must meet with me one-on-one to sell their idea to me with a brief outline.

I plan on randomly calling on students for participation when I know that they have their responses already written down. I want to provide them as many opportunities to practice selling their responses with confidence even if it may be incorrect.

Outside Preparation

I want to limit the amount of time I use for DIRECT INSTRUCTION because that practice is too teacher-centered. Instead, I will use 10-15 minute direct instruction lessons and transition to student-learning. Reason being, there are major points that I want to insure that they understand. However, these 10-15 minutes are NOT NEW material, it will serve as a "review" or assessment check for accuracy in understanding from previous work/readings

Read, annotate, and take notes Monday, Tuesday, and Wednesday nights. (No new content on Fridays)

No credit will be given for annotations or notes because this exercise serves as a prerequisite for the class activity of the day.

A warm-up quiz will assess for understanding of previous night's reading and notes & peer check in order to determine groups/activity for the day

In order to increase- student centered learning, they must be help accountable for completing their work before class because there isn't enough time in class to develop deep understanding

Maturity for inward/personal reflection

Students will conduct a blog Q&A using a PLE to practice their researching skills and build connections between current events and the curriculum. This exercise will also establish digital citizenship and personal voice.

Weekly Reaction Blogs about current events or cerebral articles/videos

Quote/ Motivational Journal per Quarter

Each week I will pick a quote/ life lesson that I want to emphasize. This quote will directly link to the curriculum and activities. If will be the student's responsibility to write it down. At the end of each quarter, I want my students to reflect on what they learned and relate it to the quote and their own personal experiences of the quarter.

"We must be our own before we can be another's" --Emerson

Colleges use PLE's and peer-blogging/commenting for participation

Decision-Making

Project Assessment Options

Why should I make students create projects they are not interested in? Instead I will have several different options students can choose from each semester. They may not repeat a project twice in a semester. The project will be introduced on the first day of the unit because I want to stimulate curiousity immediately. Instead of starting with the facts, I want to flip Bloom's taxonomy on its head and have them start creating something first and discover the facts as we go. There will still be a common assessment or a more formal assessment of the content at the end of the unit. However, I believe that this type of student-centered learning will develop deeper understanding of the essential question. In addition to deeper understanding, the students get to practice making choices about topics and mediums they are interested in! All projects will assess the given curriculum and align with common core

All projects will include a formal written explanation, analysis, and works cited to apply common core writing skills.

Examples, Soundtrack Scores, Directing a Short Filp Clip, Venn-Diagram, "What if ____ was never created?"

"I never teach my students; I only attempt to provide the conditions in which they can learn"-- Einstein