AMPed

Autonomously Mastered Purposeful education

Roles

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The opportunity to have a class based on free learning or whether you want to implement an opportunity for student to

self discover in your curriculum. We highly recommend that you have another person in your same organization or dis-

trict that gets to take this initiative head on as well. You will make mistakes because you are not the expert, but you are a

professional that has the capability to make mistakes, learn and connect with all types of learners. As you move forward

with AMPed in your organization, bounce ideas to make it better between you an your colleague.

Team

SupportModel Connect

Mentor

The Educator Consultant

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ModelingYour students will be going through the AMPed model of inquiry, evaluation and sharing. To gain buy-in from your students you might consider modeling your own AMPed project, this is only a suggestion but highly encour-aged. Your curiosity has led you to discover, experience, learn and hopefully share with an intended audience.

Show students your personal AMPed project, it is especially the case for elementary learners. This will make a further connection with you and your advisees. This will continue to build on your communities. Please prepare your showcase with full intention, as if you were presenting to a large audience. Your advisory students will see right through you if you do not put on a good show. Students will also feel and believe that this does not matter to them and waste valuable time doing nothing.

Provide students and staff projects that you have worked on professionally or personally.

SupportBelieve it or not students actually want you to check in with them every day about their project. The most chal-lenging task is to get your advisee through ideation. From here we have the students go through a reduction proc-ess, this strategy is to hone their ideas down to one that they feel really good about. Finally commitment, stu-dents will be asked to complete a STAR proposal for their respective advisor. In order to support your students, please continue to ask questions about their project and thought process.

The most difficult part of your role is maintaining momentum. Students will quickly lose interest in their project. Part of your role as as an Educator Consultant is to make a bond between you and your advisee. This bond is a continued conversation that you have at least once a week and that you continue inquiring about their AMPed project. Asking your students to document their process and be transparent with you is another part of your sup-porting role.

Provide strategies and supporting questions to enhance their thinking process. Provide support to students in their ideas and interest, help them make connections with others with similar interests and assist with their documentation process.

Check in with students daily or weekly to maintain momentum. Elementary learner will need more support to get started, again modeling your project or other students projects will help spark their learning. It may be hard not to give your students an idea, but we need to remember the whole idea of AMPed is to promote the stu-dent’s interest and what they want to learn. Work hand and hand with them to come up with the best possible task so that they can progress and reflect each week on their own learning.

ConnectIn many cases, you are not the professional in your students’ fields of interest. To keep the bond strong be-tween you and your community, finding an expert in each of their interested fields will boost intrinsic motiva-tion. Making a connection will remove you from the picture as your role of the consultant. The expert will keep your student accountable and it will validate their purpose of learning what they want to learn. To make a further connection is to share with a wider audience other than your class or a group advise. This is where social media can be taken advantage of. Create your own #hashtage. For more support, follow and contribute to #ampedsis #geniushour #20time.

Identify students projects that need to be shared with a wider audience. Connect students with liked mind students as well as experts.

Mentor

Models

ConnectsEncouragesSupporter

Guides

8Role of the Student

The role of a young learner is to be curious about the actions, events, and situations that are happening in their current

surroundings. We want to share with students that opportunities can happen at a drop of hat. Students need to wrestle

with several ideas, in order to find out what really challenges their learning and to know that the skill that they build will

be used in the future. They know this because they taking initiative to learn this and its important to them. Students

need to document the process of their learning to identify what they learned and at some stage showcase their learning

to an authentic audience.

Inquire Evaluate Share

Formulating ideas Reducing to one

and pursuing

Finding reason

and enjoymentPurposeful

AMPed Developmental Phases

-1 4210

Share and expand

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Ideation is an incubation session to get student ideas out in the open. Us-ing strategies to share ideas will give students a chance to make connec-tions within their small learning community. Stu-dents will need guiding questions to help stimulate curiosity and creativity.

The reduction process helps students distill one idea from many. This process also encour-ages the student to arrive at one learning outcome and really dive deep to see if it fits their personality, lifestyle, and state of being. Reduction will require the student to research, experiment and document this process in order to fully make a commitment to one project. The student needs to provide evidence to their consulting ad-visor to keep them accountable for their own learning.

Research and experimenta-tion will direct the student to one learning path to fol-low. The consulting advisor is needed to support their students to establish a sin-gle project commitment. Students will complete a written proposal using the Situation, Task, Action, Re-sult (STAR) format.

With guidance, the stu-dent should make a con-scious effort to find an "professional" with prior experience in the field of their interest. The connec-tion(s) the student makes will help broaden the scope of their project and may be in the form of a real or virtual connection (i.e. Twitter, Facebook, Blog).

Students will assesses their learning through a self-evaluation process. This can be accomplished through the GRIT rubric, the AMPed as-sessment on the website and, of course, reflections on their personal digital portfo-lios. The student should be able to make sense of their entire learning process and give peers a showcase of their learning.

Students will continue to pursue their AMPed project while articu-lating both their successes and failures. Students may choose to extend their AMPed project and head in new direction, possibly bringing in a service or entrepre-neurial component. They may also choose to bring their AMPed project to a close. This is done by sharing with a number of differ-ence audiences. This can be done in an advisory period or during the AMPed showcase during the year.

Situation Task Action Response

Making connections

Ideation Reduction Commitment Connection Validation Establishment

Learning how to learn, develops over time