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1. Facilitate student-centric (innovative/passion fed) courses for TSD start out w/secondary only?
Students eligible for these courses will have completed required highschool coursework via State Standards for their grade level or efficient/intense content acquisition needed may be included as part of their designed course. (ie)

Perceived class:Ideally the first year – these students would all meet the same hour.

Example courses: music composition, japanese, number theory, physics of sound, .. etc...[Similar to scenario in disrupting class, classes not currently offered/invented in our district, guided by expert individual tutors and supported by personal learning networks.For some students - their passion is "boxed" content... so for math, they could make/house tutorials.]

Prerequisite: Students wanting to design their own course need to submit a proposal for the course they would like to take the prior spring semester. get template here

Proposal needs to include:
  • Brief description of what they want out of the course. ie: at the end of the year, what they would want to have learned/experienced (how you want your transcript/portfolio to read)
  • What kind of credit you are requesting, req/elective/elective w/in req - ie: Hebrew guy wants to get a language credit for it
  • Suggested skeleton design of the curriculum, with at least 3 major areas of focus
here are some examples, please use them as such, don't confine yourself to the same thinking

ie: you want to take Hebrew, so you want to
  1. learn the culture - by getting a group of Hebrew students (and anyone else studying Hebrew) together to research what it's like to be a teenager real life.
  2. learn to talk at a _____level of conversational skills 3. I'd like it to be a Hebrew person that would know English to teach me
  3. learn to write/read at a _______ level by same person, but also have my writing/reading critiqued by high school Hebrew kids
ie: you love chess
  1. historical - pick famous chess player, pick 1 or 2 of their games, look into tactic; actual history of chess - maybe tied to symbolic representations of pieces to mideavel
  2. technical - more indepth - particular type of opening, tactic, end game, ie: use Jeremy Silman's Complete Endgame Course as a resource
  3. personal - pick a game that they have played and do a video analysis or group analysis of it
  • At least 2 creative ways to incorporate community service into your course (ie: chess would coach middle/elementary teams; help organize tournaments for district; chess tutoring/tutorials)
  • At least 2 creative means for substantiating projects/supplies


Perceived needs:
a) Facilitate connections to info and people (via current plns) and help student create their own personal learning network.
b) Submit courses/experts for credit approval (via district curriculum guidelines/committee.)

Perceived credit:Students would receive 1 credit – just as any other year long course… title on transcript would match approved title of course. Their grade would come from approved expert. Or, their grade would be twofold, S/U (satisfactory/unsatisfactory) from the fixed content, and eportfolio or digital footprint from the created curriculum. ("grades" or rating of these wouldn't be actualized until they are submitted to colleges or career people.)

add examples: lucas, noah,


Tweaks needed:
What we've found is that self-motivation is the biggest key to success in this class. Pink says motivation comes mostly from progress. It comes from being passionate about what you're doing as well.

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1) Student-centric (innovative/passion fed) courses
ie:music composition, japanese, number theory, physics of sound, .. etc...[Similar to scenario in disrupting class, classes not currently offered/invented in our district, guided by expert individual tutors and supported by personal learning networks. For some students - their passion is "boxed" content... so for math, they could make/house tutorials.]

resources:

note principles Kaplan uses in Rethinking Higher Ed:
1. Dramatically enhanced recognition and portability of learning is essential.2. There will be a dynamic ecosphere in which most institutions will not work alone, the platform will be the organizing architecture, the network will be the source of expertise, and students will demand more choice, more control, and more personalization.3. Outcomes-based education, with carefully developed rubrics and third party independent evaluation to assure quality will be a core element of this new more mobile curriculum.4. The definition of academic quality will focus not on faculty credentials, but on reliable, valid, and consistent assessment of learning, including a separate, third party review.
research supporting kids teaching each other: http://www.pkal.org/documents/Vol4PeerLedTeamLearningPedagogies.cfm
 http://www.pkal.org/documents/Vol4PeerLedTeamWorkshop.cfm



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