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Այժմ0:00Ընդհանուր տևողությունը7:57

Տեսանյութի սղագրությունը

when I talk to people about our school model they're always impressed with how we allocate time and how we allocate student time around focusing on exactly what they need and not wasting their time with what they don't and focusing teacher time on coaching kids in setting goals coaching kids on drawing out their skills rather than on the mundane tasks of grading papers or preparing simple tests so it's some at public schools we really start to see these different roles for teachers come to life in a few distinct ways that we want to highlight the first one is this notion of personalized learning time or what some it calls PLT it's an essence students owning their own learning next the teachers job is really different during their project time here their focus is all on non cognitive skills and teaching students those mindsets that they want them to develop the third area that we want to focus on is what some it does with team teaching and finally it's really interesting to think about how they use their Friday's where the teacher's job is almost entirely mentoring and goal-setting with students so we're going to start by looking at how some it uses this personalized learning time for an hour each day take a look I find it fascinating to watch how independently all these students are working and when we're there you can just feel it they are hungry for their knowledge during this time and they're working on many different things at the same time you probably noticed that there's a shift also in the teachers role they're not in the front of the room lecturing or guiding every single thing instead they're now facilitating and you can see them actually doing just that we were surprised at how quickly and easily our students took to personalize learning time we saw that when we put them in they're in the driver's seat and we put the tools in front of them that they'd override into it and we believe it's because they had choice and they had time to explore and they also had the relationships with their teachers and a safe space in order to fail in a very useful way so we have community groups where they read everyday and in those community groups we discussed like what personalized learning time is and what it looks like and what it sounds like with each group and then we sometimes revisit it as needed and so instead of us as teachers saying like personalized learning time is silent personalized learning time is blank a long list it was like let's come up with it so like they created it instead of like us telling them what to do and it was all about student choice and I think that just gets their buy-in and they want to learn and they realize like oh this is what's gonna make me successful so this is one of those cases where culture is everything they've built this school from their first day to make this PLT time sacred and have the kids really have that uninterrupted quiet focus and it allows the teachers to do some very different things so the teachers you do see on the floor their main job during PLT time is actually to do assessments so when a student is ready when they've learned enough that they know that they can take an assessment they just put their name on a board or raise their hand and let their teacher know and the teacher unlocks the assessment lets the student take it and then the student has immediate results it's really interesting to just watch this happen in action Ryan to Brian's point about culture you can see that summit has worked really hard in the first few weeks just instill in students this idea of being self-directed learners and the big idea for teachers here is that you're no longer being that explainer of every concept but you're only intervening once a student is exhausted every other route in front of them sometimes I have trouble finding something or like I like doing something and with the teacher to help you or something like that but I think it's kind of a challenge for me so that I could be a self-directed learner so if PLT at summit is all about the individual time for students then the other part of their day is in project-based time and this is where students are collaborating with other students and teachers are still not being the explainers there just now facilitating students through these projects to get at those deeper learning skills and summit has decided to block schedule their project time so they can use teachers in different ways and one thing that's emerging is they're starting to play with teen teaching and it's really interesting to hear the teachers talk about how much they enjoy this and how much - you learning from each other Brian and I both had will have had a lot of experience teaching but neither one of us have Kota on a regular basis I had like push in support from special ed teacher but I didn't have like Brian I didn't have someone like in my class full-time who like we can sit down and Coplan together so even if we was on a professional level like co-teaching with someone else has really helped and it's really just like started that's like a very trusting relationship with each other where we can like I can show my lesson plans and I could care less like I hope he has a lot of feedback to give me and it's the same thing for him and like we have learned from each other we both had a lot of different experiences and he's really pushed me to like think older and I've pushed him to think like younger because I've taught younger grade levels and he's taught high school and so we and it's great because we can like if you forget something we can like bounce off each other and like remind each other like oh yeah hey this is what we're supposed to do next or let's add more to that or I don't think they're understanding this and like we trust each other so much that we're not like offended or you know or we don't feel bad we just feel like we're able to grow and it's just a really like trusting comfortable situation so if every teacher doesn't have to do the entire job of teaching by themselves we can imagine this shift happen from generalist to specialist and then also just think for a moment about being a teacher in a setting where you have a colleague to play off of and the camaraderie to work together and we've had teachers telling us about how much they're learning from each other because in the old system the doors are closed right we say teaching us the second most private act we're opening the door sir and letting people interact and be together and frankly improve their craft and lastly on Fridays at Summit what they do is basically it's an expanded PLT day the entire time is devoted to personalized learning time for students but what that means for teachers is that they're operating as mentors literally pulling students into 10-minute meetings at a time where they're reviewing their progress and how they've learned over the whole week holding them accountable and then setting learning goals for the next week which really is that engine that drives self-directed learning we also have one-on-one check-ins with kids every Friday so I spend my entire Friday you're doing a ten-minute check-in with about thirty different kids I think that really helps too because it helps them set some goals towards those areas and every week reflect and get feedback on this if they've improved and if not what strategies they can try to get better