Curriculum of Self

Andy MacdonaldTom Booker (Moderator)

Jeremy MattsonMichelle Alexander

Essential Questions

1. How does our common AE language/research inform what a curriculum of self is/is not?

2. Can we enumerate what a curriculum of self would teach? How does it look within each division? Are there some which would remain constant across divisional experiences? If so, what is the most useful and practical approach to do so?

3. How would a Curriculum of Self interact with our current curriculum?

Questions from our 8/14 meeting

1. What skills should be included in the “curriculum of self”?

2. Should these skills come straight from the Adaptive Expertise traits, or should there be

additional ones added that our current diagram is missing?3. How would we assess these skills?4. What would the idea of the “curriculum of

self” look like within the classroom setting?

Insights• Help focus on development of the whole child.• A narrative for families about the whole child is a great

gift. • If the curriculum of self must be intentional about how

this occurs and outline what the different skills look like per division. It has to be developmentally appropriate and should be a progression from one division to the next.

• Assessment will be key in this process

October 23rd – 8:15am

How we currently communicate:

Science = B

How we could communicate:

Biology

Algebra II Biology English Jazz0

0.5

1

1.5

2

2.5

3

3.5

4

CreativityCuriosityMasterySynthesisCommunication

K 1 2 3 4 5 6 7 8 9 10 11 12

0

0.5

1

1.5

2

2.5

3

3.5

4

Science Progress

CreativityCuriosityMasterySynthesisCommunication

Leve

l

• College Planning – how is this explained to colleges?

• Mindset – what do students/parents and teachers value as it relates to assessment?

• How do we communicate with parents/students alike the value of adding/using this as an assessment piece?

Curious Creative Relate with Others

Self-Governing Reflective

Learner asks relevant questionsLearner demonstrates a positive sense of engagementLearner uses reliable sources for independent researchLearner asks the “what if” questionsLearner exhibits confidence

Learner designs products that are unique, original, and innovativeLearner creates products that are aesthetically pleasingLearner approaches a problem from more than one perspectiveLearner articulates connections to the real world and other classes and themesLearner demonstrates understanding using analogies, comparisons, graphic organizers

Learner encourages an exchange of ideasLearner allows others to do their jobLearner maintains a physical and mental presenceLearner does their part by collaborating and delegating dutiesLearner provides honest feedback to peersLearner develops a collaborative relation with teacher and other students  

Learner stays on task during class timeLearner prepares for every class and is self-motivationLearner uses laptop appropriatelyLearner participates in class discussion and uses correct vocabularyLearner uses equipment appropriately and practices safety Learner collects and documents data effectively 

Learner practices realistic self-assessment Learner proposes alternate pathways to find solutions and suggests other ways to test variablesLearner takes risks and learns from successes and failuresLearner values the process in addition to the product 

MasteryLearner understands the periodic tableLearner understand stoichiometryLearner can balance equations

Learner can state the conditions that led to WWI

Learner can speak basic Spanish phrases

Leaner can export and Adobe png file

….