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P • S • I

holly avatar
holly
20 diapositives · 432 Views · Aug 06, 2014

P • S • I. Pursuing Student Interests. Basis. The PSI approach originated from the district's Gifted Review Committee and was influenced by the research of James Boreland , Joseph Renzulli and Carol Dweck . It is designed to inspire all students to initiate their own learning experiences.

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P • S • I
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  1. P • S • I Pursuing Student Interests

  2. Basis The PSI approach originated from the district's Gifted Review Committee and was influenced by the research of James Boreland, Joseph Renzulli and Carol Dweck. It is designed to inspire all students to initiate their own learning experiences.

  3. Defintion PSI is a student-driven, process-centered opportunity for learners to explore their own interests. Students will be given time and space during the school day to identify a challenge, problem or question. With the support of staff, peers and community resources, students will plan, manage and reflect upon their learning. Placing a focus on the process of inquiry fosters the development of a flexible mindset. It allows students the freedom to think independently and interdependently, take risks, and learn from their attempts.

  4. Insert Graphic

  5. P • S • I Convictions Framing the Experience

  6. Convictions • Students will pose their own question, problem, or challenge of interest and then self-plan, direct, and assess the learning process with the support of staff. Their self-directed study and inquiry will be correlated with D25 Habits of Mind (HoM). • Students will publicly document and reflect on their learning process at multiple intervals of the experience and not just at the end.

  7. Convictions • Students will reflect on the unintended learning outcomes of their learning experience. • Students will receive, reflect, and act upon continuous teacher and peer formative feedback throughout the experience. • Students will engage in self-assessment throughout for the purpose of reviewing and revising their learning process.

  8. Convictions • Student documentation, reflection, and project artifacts will assist both students and teachers in continuously monitoring progress towards student-generated learning goals. • Students will complete steps of the process in different orders and at different times, sometimes skipping or repeating steps while learning how to persist and overcome challenges. • Students will work flexibly within the roles of learner and teacher/expert throughout the learning process.

  9. Insert Graphic

  10. Student Interests • Insert descriptor 1 • Insert descriptor 2 • Insert descriptor 3 • Insert descriptor 4 • Insert descriptor 5

  11. Student Driven • Insert descriptor 1 • Insert descriptor 2 • Insert descriptor 3 • Insert descriptor 4 • Insert descriptor 5

  12. Reflective Learning • Insert descriptor 1 • Insert descriptor 2 • Insert descriptor 3 • Insert descriptor 4 • Insert descriptor 5

  13. Process Centered • Insert descriptor 1 • Insert descriptor 2 • Insert descriptor 3 • Insert descriptor 4 • Insert descriptor 5

  14. Time and Space • Dedicated and uninterrupted time • Not solely in the classroom • Insert descriptor 3 • Insert descriptor 4 • Insert descriptor 5

  15. Pilot Parameters • Two experiences during the year, total hours each • 5-10 hours K-2 • 10-20 hours 3-5 • Classroom teacher is responsible for facilitating PSI experience for students; though it is student-directed • Advanced learning facilitators will be responsible for facilitating PSI experience for students in an “adopted” classroom; though it is student-directed

  16. Pilot Parameters • Pilot teachers will play, experiment, F.A.I.L (First Attempt, now Iterate and Learn) share, document, and learn with and from students • Practice will evolve throughout year as pilot teachers try things w/ their classes, engage in PD, share things w pilot peers, (the process can be messy) • Dedicated and uninterrupted time will be given to students to explore, create and innovate. • Space does not need to be confined to the classroom and should stay open.

  17. Sample Workflow

  18. Professional Development Plan

  19. PD Activity

  20. References and Resources Project 2061: http://www.maine.gov/education/lres/pei/scitech_0708.pdf http://www.project2061.org/publications/sfaa/online/chap1.htm Boreland: http://www.sd25.org/pages/sd25/Departments/Menu/Student_Learning/Advanced_Learners_Program/Menu/Review_Committee_of_Advanced_Learners Renzuli: http://www.gifted.uconn.edu/sem/semexec.html Habits of Mind:ftp://download.intel.com/education/Common/au/Resources/EO/Course_Resources/Thinking/Habits_of_Mind.pdf Genius Hour and 20% Time: http://www.geniushour.com/ http://lifehacker.com/5932586/make-work-feel-less-like-work-with-the-8020-rule Creativity: Teaching Inventive Thinking & Problem Solving - http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736021/ A NEW Definition of Creativity - http://punya.educ.msu.edu/wp-content/uploads/2013/08/tech-trends-9-13.pdf