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  • Engagement, Empathy, and Equity in action: A journey to enact transformative vision, curricula, and learning

    Allen Broyles Katie Jefferies Kelly Lyn Todd Wass Sally Wood

  • Our Mission Today: ● Adopting a vision ● Creating community consensus ● Supporting our teachers ● Aligning the system

    ● Focusing on curriculum and assessment ● Improving and innovating ● Our process

  • A thought regarding:

    “This will never work for us!”

    As we go through what we have created, please think about the possibilities, large and small, that

    exist for you to make change in your school environment.

  • Think Jot down questions or comments as they occur to you during the presentation. We have time devoted to discussing them.

  • Tasked with creating a middle grades program, leadership asked faculty:

    “If you had a blank slate, no preconceptions, no predetermined curriculum, no expectations for schedule or structure, and were simply asked

    ‘what is an ideal learning environment for this age, what would you design?”

  • Strategic Planning

    Clarity of Mission and



    Deep Dives

    Aligning Around a Vision

  • ● Approaches to engaging the broader community in the vision

    ● Strategies for building successful team relationship

    ● “Pilot Project” approach ● Strategies for rolling out to

    subsequent grades

    Creating Community Consensus

  • Design Drivers ● Meander. Get lost. ● Turn assumptions

    upside down ● Listen deeply; design

    with empathy ● Preserve love and play ● Lean into discomfort;

    make mistakes by choice

    ● Real-world context; real team collaboration

    ● Multiply biggest ideas x10 ● Blur the boundaries ● Us, not me ● Find voices, spread ideas ● City as campus

  • ● Design time ● Collaboration and on-the-fly

    course correction ● Reflection, iteration and


    Administrative Support for Teachers

  • “Innovation is the means, and equity is the end goal.”

    The Gates Foundation Annual letter 2012

  • A framework for designing immersive project-based (iPBL) curriculum centered on Engagement, Empathy, and Equity.

    Aligning the System

  • Pair Thinking through what you have seen so far, turn to a person next to you and discuss questions or comments that you have.

    ● Adopting a vision ● Creating community consensus ● Supporting our teachers ● Aligning the system

  • ● Flexible schedules that allow for deep, community-based experiences

    ● Community partnerships give meaning and relevance to learning

    ● National standards and rigor in an immersive project-based learning experience

    Focusing on Curriculum

  • iPBL Year A: 6th/7th Grades A Place of Refuge Refugee Crisis, Neurobiology, Sensory perception, Bias, Home Of The Brave (literature), Personal narrative writing project

    What Nourishes Me, Pt. 1: Spaces and Spirit

    World Religions, Cellular structure, Human biology and sexuality, I Am Malala (literature), Information essay writing project

    Human Rights Design Challenge

    Global human rights, Food science, Packaging: Force and motion, Chemistry, Stella by Starlight (literature), Novel of choice, Compare/Contrast literature essay

    Curiosity Project Students choose interest based topics, break up into 3 groups based on alignment of interests.

  • iPBL Year B: 6th/7th Grades Technology and Access

    Technology as social revolution, Computer science, Coding, Robotics, Out of My Mind (literature), Fiction writing with Technology and access theme

    Peace In Conflict World Peace Game, The Art of War (literature), Astronomy and Earth Science, Geology, choice novel and theme-based literary essay or companion book

    What Nourishes Me Part 2: Food and Water

    Politics of food and water, World geography, GA/FL water war, Nutrition and malnutrition, Food deserts, Systems thinking, KIVA, Soil Science, Memory of Water (literature)

    Investigating Sustainability Sustainability and politics, Climate science, research-based argument essay, reading a variety of investigative reporting articles

  • iPBL 8th Grade Capstone Justice On Trial

    The Constitution and the law, Debate, Mock trial, Social justice, the Science of Genetics as well as the moral and legal issues surrounding it, To Kill A Mockingbird, Go Set a Watchman, or Unwind (literature), Persuasive writing/Position papers (writing)

    Culture In A Time Of Change

    Puerto Rico Case Study: Maintaining culture and tradition in society, Cultural Competence, Ethnic/racial identity, Participatory Action Research, Physics of motion, Engineering, The science of our identity (Rube-Goldberg machines as metaphors of culture), When I Was Puerto Rican (literature), Analyzing craft and theme (writing)

    Social Entrepreneurship (Partnered with KSU)

    Defense of readiness, Personal finance, Business structure, Sustainable business design, Identifying needs, Design thinking, Data science, Case studies of the science in social entrepreneurship: epidemiology, agriculture, health care, environment, Teen Businesses Blast Off (non-fiction), Investigative journalism (narrative writing)

  • Hungry Planet: What the World Eats Gapminder Readings on sustainability, food, and water Iceberg Model Systems Thinking Water Simulation Food Deserts Visit from a Chef and Dietitian

    SS: Food & Water Access

    NIH Disease Outbreak Simulation Water testing at Clear Creek in Piedmont Park

    Wasted documentary Food Chemistry

    Cooking Bacteria studies

    Hand washing

    Science: Food & Water Chemistry

    Memory of Water by Emmi Itӓranta - fiction, set in a future in which global warming has changed geography and politics; fresh water is scarce and primarily controlled by the government Reading, discussion, journal responses, vocabulary Poetry Portfolio - learning and using figurative language in their original poetry; finding examples in other poetry (in between LC units)

    LA: Memory of Water & Poetry

    Reviewing and synthesizing learning Creating age appropriate lesson plans

    Working collaboratively Building emotional intelligence

    Advisory: Service Day Planning

  • ● Explain multiple causes and effects of events and developments in the past.

    ● Evaluate the relative influence of various causes of events and developments in the past.

    ● Organize applicable evidence into a coherent argument about the past.

    ● Compare the central arguments in secondary works of history on related topics in multiple media.

    ● Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.

    ● Develop claims and counterclaims while pointing out the strengths and limitations of both.

    ● Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.

    Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics Analyze multiple factors that influenced the perspectives of people during different historical eras. Explain how and why perspectives of people have changed over time. Analyze how people’s perspectives influenced what information is available in the historical sources they created.

    Food & Water Access

    Investigate effects of resource availability on organisms and ecosystems Model how food is rearranged through chemical reactions forming new molecules Argue that changes to physical or biological components of an ecosystem affect populations Evaluate competing design solutions for maintaining biodiversity and ecosystem services Synthesize information about technologies that have changed the way humans influence traits in organisms Explore physical, social, and emotional aspects of human sexuality

    Food & Water Chemistry

  • ● Self-assessment, reflection, and portfolio

    ● Feedback from • Peers • Experts • Community members • Teachers

    Iterative Assessment

  • Typical MS or HS Schedule Typical College Schedule

  • “Away” Schedule “Home” Schedule

  • Community Partnerships

  • Getting Out There

  • Pair ● Adopting a vision ● Creating community consensus ● Supporting our teachers ● Aligning the system ● Focusing on curriculum and assessment ● Improving and innovating

  • What worked for us? ● Reflection after every unit

    +/ ∆ • Trips & engagement • Curriculum & integration • Meta process

    We know that there are roadblocks of time and money in many schools. ● What is possible for you?

    Improving and Innovating

  • Our Process

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