1. Best Practices: What Are They? Word from Ed Leadership, Sept. 2002

2. “Invitation to learn” - Tomlinson Inviting kids to learn; move, inspire them Accept learners as persons Learners must contribute, make a difference Learners must have purpose, see significance Learners must have power to choose; usefulness, quality, support Learners are challenged; complement abilities, give accountability, ensure success

3. “Do students care about learning?” Csikszentmilhalyi Student engagement gauged by “flow” – doing what is considered both work and play Flow comes from – Extracurricular activities – Computer use – Group work – Individual tasks – Relevance – Creativity – Finding what one is good at – Support for their activity Reflection helps develop flow

4. “Lessons from skateboarders – Sagor What motivates: – Feeling useful – contribute to world – Feeling competent – building proficiency – Belonging – build community – Feeling potent – power to change things – Feeling optimistic – engagement, ownership

5. “Going local” - Smith Place-based learning – utilize local problem-solving Solve real problems Activate desire to learn through interests Stimulate student engagement by achievement

6. “Learn to care, care to learn” - Roberts Discourse with open-ended questions Learners accept responsibility to improve learning behaviors Learners own their own ideas Create a climate of caring

7. “The power of projects” - Curtis Select topics based on learners interests, the curriculum, standards, availability of resources Arrange opportunities for students to do field work Have a culminating event – presentations “..when students are given the latitude to pursue topics that interest them by doing what real scientists, special interest groups,or business people do to solve problems, they go far beyond the minimum effort”

8. Self-directed learning in an 8 th grade classroom” - Brown Allow student choice Integrate curriculum Differentiate learning (personalize) Cultivate self-assessment

9. “In their own way” - Findley Allow students to construct their own learning opportunities Use multiple connections to integrate Allow student voice “Rather than impose our ready-made curricular connections, we need to uncover and encourage student’s connections within and across the curriculum and with their own lives and interests.”

10. “Lessons from learners” -Easton Recognize esteem levels of learners Students want responsibility Personalize learning Show caring Promote active, experiential learning Provide a safe environment Maintain high expectations Allow self-directed learning Allow student voice (opinions)

11. “Guiding the innate constructivist” – Caine, Caine, McClintic Develop community (teacher-student, student-student) Question effectively (teacher knowledge of standards) Master the subject (student use of standards) Construct guidance & provide information