Watching Middle School Students GLO*: Using General Learner Outcomes to Build Character and Career & College Readiness skills in the Middle Grades Dr. Sandy Cameli, EdD Hawaii Dept. of Education & Hawaii Assn. of Middle Schools Twitter: @DrCameli Blog: http://middlemethismiddlemethat.blogspot.com/ Website: https://sites.google.com/site/sandycamelieducator/

Introduce self & research

Aloha from the 50th State

“If one is successful, the entire state (Hawaii) is successful” Marcus Mariota, QB Tennessee Titans 2014 Heisman Trophy Winner “If one is successful, the entire state (Hawaii) is successful”

Hawaii Dept. of Education (HIDOE) Single State System – 1 District Superintendent: Kathryn Matayoshi 185,000+ students 12,000+ teachers 256 schools (15 Complex Areas) HIDOE middle level configurations: 6th-8th, 7th & 8th, K-8th, 7th-12th, and K-9th.

www.hawaiipublicschools.org

http://www.hawaiipublicschools.org/

Character Education Research states: “The fastest growing reform in education today is Character Education” (Williams, 2000) “The inclusion of character education programs has become synonymous with “healthy learning environments”– a tenet of middle school philosophy, which advocates for team building, community responsibility, and independent self-direction” (Jackson & Davis, 2000) “(Berkowitz) describes Character Education as the development of children” (Berkowitz, 2002)

Character Education Resources

http://www.hawaiipublicschools.org/

BIN•GLO

BIN•GLO I know how to share jobs & responsibilities when I’m on a team I put time & effort into my work to produce quality assignments I show creativity & originality when designing projects I can set goals, keep track of them & reflect on my successes I understand the importance of an Acceptable Use Policy w/computers I listen, interpret & use information effectively for a variety of purposes I am respectful of feelings, ideas & abilities of others in my group I respect the legal & ethical issues related to technology I am responsible for my own learning & know how to monitor my progress I can select a topic to study & expand upon it considering multiple perspectives I understand how to apply criteria to meeting assignment outcomes I can determine appropriate communication styles in various situations I am able to generate new ideas & evaluate their effectiveness I manage my time & resources effectively to meet goals I invite peers to share their ideas during team discussions

Self-directed Learner Definition: Learner takes responsibility for own learning by managing timelines, monitoring progress & self-assessing growth by reviewing strengths & areas for improvement. Job Description: Company looking for a team player with strong time management skills. If you are interested in learning new skills with the possibility of advancement – check out our website! Translation: Team player = able to work w/others Time management skills = arrives on time/uses time wisely Learning new skills = takes initiative to improve self/skills Based on “A Classified Approach to SDL” (p. 44 – Watching Students GLO, Cameli – AMLE 2015)

Community Contributor Task: Creating Working Agreements Students complete “Anatomy of a GLOing Student” prior to group activity Team of 3-4 students share ideas from own avatar to create a list of GLO-ing agreements on poster paper Teams hang posters around room – using colored dots/stickers students “vote” on characteristics they believe a “GLO-ing” Student should posses in order to be successful at school. Class debriefs final results and decides which highly rated examples will serve as Class Agreements Definition: Learners posses the ability to work collaboratively with others by respecting the feelings, ideas, abilities and cultural differences, while being cooperative & encouraging in group situations. Based on “GLO-ing Governance” (p. 52 – Watching Students GLO, Cameli – AMLE 2015)

Effective Communicator Task: Understanding Different Communication Forms Using grid paper, students brainstorm various forms of communication styles – learners circulate room sharing/collecting ideas from each other. Teacher creates chart with categories (oral, written, listening, body, electronic) – students volunteer suggestions for each. Discussion held about different forms and appropriate responses. Students reflect on their comfort level of each type of communication & set goals to increase their effectiveness. Definition: Learner possess the ability to listen, interpret and use information in various forms for a variety of purposes & audiences. Through written, spoken, electronic or non-verbal forms – communication etiquette & guidance are important for all learners. Based on “Give GLO, Get GLO” (p. 65 – Watching Students GLO, Cameli – AMLE 2015)

Complex Thinker Definition: Task: Problem Solving based on real life scenarios Analyzing clips from TV Show – “What Would You Do? (ABC) students watch reenactments of scenarios and predict how they may respond in similar situations Key Questions.... How would people in our community react to this situation? What could be done to prevent this event in the future? What should be done to educate others about potential harm to the community (when this behavior occurs)? Definition: Learner is able to consider multiple perspectives, generate new & creative ideas, evaluate the effectiveness of his/her own work and make necessary adjustments to challenges encountered. Trait encourages students to seek wisdom/strive for ownership of understanding, rather than accepting an answer based on face value. Based on “Woulda, Coulda, Shoulda” (p. 80 – Watching Students GLO, Cameli – AMLE 2015)

Quality Producer Definition: Task: Learning to define quality Students sit on floor with blank papers & writing utensil behind them; teacher gives instructions to draw a particular scene. After task is complete & learners see finished products, teacher collects & informs class these papers will be graded and used for a final assessment. Discussion focuses on qualities of quality & criteria: 1) Does product have all parts; 2) Have all steps been followed; 3) Is work presentable? Develop specific criteria for future tasks/activities/assignments Definition: Learner is able to recognize & understand criteria set for quality performances & products. Quality can be defined by excellence, value or worth depending upon the criteria established. Based on “Qualities of Quality” (p. 90 – Watching Students GLO, Cameli – AMLE 2015)

Effective & Ethical User of Technology Goal: Understand historical perspectives related to technology Class discussion regarding various forms of technology/systems from the past & present to future. Example: Cars Pro: quicker transport, individual designs, independence Con: increased traffic, environmental concerns, economic factors Students make predictions on future implications of technology from various categories: Health/Safety, Communication, Transportation Definition: Learner understands the proper handling & care of any equipment, as well as appropriate use of electronic tools. Learner can use a variety of technologies to produce ideas/products, manage information, enhance communication, all while respecting legal & ethical issues related to such technology. Based on “Technology Timelines” (p. 108– Watching Students GLO, Cameli – AMLE 2015)

GLOs in Action Student Video – GLOs in Action

How Do Teachers GLO? Self-Directed Learner = Professional development, conferences, advanced degrees Community Contributor = Teaming & collaborating w/peers Complex Thinker = Designing Curriculum to meet the needs of all learners Effective Communicator = Daily instruction, publications, sharing at conferences Quality Producer= Reports, letters to parents/families, sharing w/other educators Effective/Ethical User of Tech. = Class websites, blogs, Twitter, GAFE (Google Apps for Ed)

Planning for Class, Team & School-level Implementation Available as downloads from : https://sites.google.com/site/sandycamelieducator/

Blog: http://middlemethismiddlemethat.blogspot.com/ Email: drcameli808@gmail.com Twitter: @DrCameli Blog: http://middlemethismiddlemethat.blogspot.com/ Website: https://sites.google.com/site/sandycamelieducator/ Book Links: www.AMLE.org www.eifrigpublishing.com

QM-17 Session Evaluation CEU Code CEU Code: Let us know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation located in the back of the program book. CEU Code Earn Continuing Education Units (CEU) to maintain your teaching certification. Write down the CEU Code for every session you attend on the CEU card located in the back of the program book. CEU Code: QM-17