k u d leading to student ownership in learning and creating change
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K.U.D .: Leading to Student Ownership in Learning and Creating Change. Josh Ogilvie. “I’m a student and doing my Masters right now and I’m going to do some things this year that are new and I don’t know how they are going to go. We’ll learn together.”. The Beginning. What are the K.U.D.s ?.

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Presentation Transcript
the beginning

“I’m a student and doing my Masters right now and I’m going to do some things this year that are new and I don’t know how they are going to go. We’ll learn together.”

The Beginning
kud chart carol ann tomlinson tonya moon

Based on concepts/units students are learning and is a chart that identifies what we want students to:

  • Know about…

(facts, recall info, dates, etc.)

  • So they Understand that…

(the “why” they are learning the info from the

“K” section-put it into context)

  • In order to be able to (Do)…

(these are the learning goals/objectives we want

our students to reach)

KUD Chart- Carol Ann Tomlinson & Tonya Moon
learning goal tracking forms

The goals from the “D” section in the KUD chart were listed on a sheet and given to each student

They would record their assessment results on the chart to monitor their learning journey

Initial assessments would be recorded in blue (to indicate where they are) and re-assessments would be shaded in yellow

Could be re-assessed at anytime in the year and they choose how they want to be assessed

Learning Goal Tracking Forms
student learning teams

Small groups of students who help each other in their learning journey

Beginning of every class for the first 10-15 minutes

Groups would merge with others if they chose to

Student Learning Teams
other additions

Student re-assessment forms

Student reflection binders (daily)

Increase use of social media in and out of class

Other Additions
observations

KUD charts helped students know what they were learning and where they were in their journey (and where they were going to go)

Students experienced formative assessment and this promoted a growth mindset

Students began to own their learning progress and relied on each other more than me

Students could accurately describe where they were in their learning, why they were there, and what they could do about it

Observations
slide15

Student integrity increased:

“Why would you cheat on an assessment? It’s useless cause you won’t know what you know and don’t know.” Nicolas, Grade 12 student

Students excelled in learning

First time ever we had a 100% certification rate (need an 80%+for national certification)

I could work with students in ways that were meaningful for them and their learning

slide17

Took the KUD concept to the Phys Ed dept and we created a new program based on high level concepts and formative assessment practices for September 2014

A Physical Education report card (perhaps Growth card????) based on program concept KUDs

No %s for PE 8 & 9 courses and use only descriptive criteria based on learning goals

slide18

Program Concepts include:

  • Personal & Social Management
  • Healthy Living
  • Movement Skills & Concepts(not to be confused with traditional focus on athletic skills)
  • Leadership

Pro d workshops in school & district

kuds making the connection between

WHAT STUDENTS

AND

WHAT STUDENTS CAN

DO

  • KNOW
KUDs: MAKING THE CONNECTION BETWEEN…

Is UNDERSTANDING

WHY

They are learning what they are learning

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