1. SITPEC Professional Development Meeting June 17, 2009

2. Afternoon SITP Curriculum Focus Alignment with tested CA standards (literacy, math & science). Skill building, practice and reinforcement through active, purposeful projects that support and expand understanding of concepts addressed in the morning curriculum. Morning SITP Curriculum Focus Alignment with wide range of CA standards depending upon the content/context. - science - history - geography - visual & performing arts - language arts - technology POWERFUL LEARNING

3. How do we do this?

4. promoting powerful learning…

5. Ingredients

6. Fundamental Skills

24. Morning & Afternoon SITP Curriculum Result Project-based learning Active learning Use of Balboa Park resources Use of new technologies where appropriate

25. Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000) Project-based learning Active learning Use of Balboa Park resources Use of new technologies where appropriate

26. Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000) Academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000) Project-based learning Active learning Use of Balboa Park resources Use of new technologies where appropriate

27. Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000) Academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000) Opportunities to develop complex skills, such as higher- order thinking, problem-solving, collaborating, and communicating (SRI, 2000) Project-based learning Active learning Use of Balboa Park resources Use of new technologies where appropriate

28. Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000) Academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000) Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000) Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) Project-based learning Active learning Use of Balboa Park resources Use of new technologies where appropriate