Don’t tell people your plans. Show them your results.
You know what to expect from your government, you know how messed up Congress can be, how powerful or powerless the President can be, our role as the World Police, what your rights are, how the Supreme Court interprets them, and finally, how to be an active citizen....
You now have the ability to work together, to identify what you need to learn,
how to consult experts, and to care about real world issues...
So, What do YOU do with THAT?!
You know what to expect from your government, you know how messed up Congress can be, how powerful or powerless the President can be, our role as the World Police, what your rights are, how the Supreme Court interprets them, and finally, how to be an active citizen....
You now have the ability to work together, to identify what you need to learn,
how to consult experts, and to care about real world issues...
So, What do YOU do with THAT?!
YOU do matter, and YOU have something to say...
Dream Big.
Are you a leader or follower?
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Don't lose your ability to think outside the box
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Ever ask yourself this?
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I wonder what would happen if you were able to
LEARN about ANYTHING and I mean ANYTHING using the skill-sets
we have developed over the year?
C3 Framework...
The Importance of Questions
Children and adolescents are naturally curious, and they are especially curious about the complex and multifaceted world they inhabit. Whether they articulate them to adults or not, they harbor an almost bottomless well of questions about how to understand that world. |
Investigative Practices and Problem-Solving Strategies
To ask questions implies the desire to answer them. Learning to investigate questions through the thinking and problem-solving strategies offered by the disciplines results in deeper understandings |
Evidence as Understanding
If one goal of education is to improve students’ decision-making judgment and to prepare them for college, careers, and civic life, there is no substitute for deep knowledge and understanding |
Driving Question:
D1.1.9-12. Explain how a question reflects an enduring issue in the field. |
Need to Know ?s:
D1.4.9-12. Explain how supporting questions con- tribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. |
Inquiry Process:
D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. |
Creation:
D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. |
Creation:
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical). |
ONE thing is missing from those standards...
SPECIFIC Content.
Huh.
What should you Learn About??
SPECIFIC Content.
Huh.
What should you Learn About??
What are you going to do with these thoughts?? -reflect on this -- just write.. and then PUBLISH.