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  1. Learning Activities FOR an Effective Student Success Plan Cyndi Wells Staff Developer EASTCONN

  2. consensogram 10 20 30 40 50 60 70 80 90 100 Answer the following question: I BELIEVE that Student Success Plans are essential to student learning.

  3. consensogram 10 20 30 40 50 60 70 80 90 100 Answer the following question: I WITNESS family partnerships and community engagement in my school.

  4. consensogram 10 20 30 40 50 60 70 80 90 100 Answer the following question: I TEACH at least three activities that are or can be used in an SSP.

  5. consensogram 10 20 30 40 50 60 70 80 90 100 Answer the following question: I FEEL that my students are engaged in their Student Success Planning.

  6. Core Components of an SSP • Academic Development • CCSS: College and Career Readiness • Rigor and Engagement • Goal setting and support • Career Development • Connected to 21st century skills • Career Pathway and post-secondary planning • Social, Emotional and Physical Development • Healthy decision making • Self-esteem and broadened awareness • Building empathy and resourcefulness

  7. Goals for SSP • Goal setting and strategies for success • Career exploration and community engagement • Emotional/Social support through advisories • Partnerships that include educators, families, and community resources • Student ownership of the learning experience • Capstone Projects • School to career connections/Externships and internships • Family involvement

  8. SHARING Activity • Think of some lessons that your students do in the Student Success Plan. • Write one activity/lesson on each post-it note. Give a brief description on the post-it. • Place the post it note on the wall near your table. • Work with your table and group or categorize these post-it notes. • Move to another table and categorize both collections. • Create headings.

  9. Crosswalk • How do these activities connect to the Common Core? • What other standards do they address? • Do they address the core components and the goals for an SSP? • Think about your school, are there activities we should add or delete?

  10. LEARNING ACTIVITY: Tessellations • Part One • • In this activity, students will use translations, rotations, reflections, symmetry, and transformations to draw a tessellation. They will explore occupations that use these techniques in their work. • • Review with students how to use translations, rotations, reflections, symmetry, and transformations to draw tessellations. Give the students the Tessellations handoutand have them identify the transformations in the handouts. Show any additional examples of tessellations you have any. • • Have students brainstorm applications of transformations they see in every day life (e.g., bricks, garden pavers, tiles, mosaics, fabric design [argyle, hounds tooth, herringbone, and checkers] and art). • • Tell students they are to create a tessellation for a specific purpose of their choice. • • After students have completed their tessellations, have them give a brief presentation to the class. Optional: display the tessellations on a bulletin board.

  11. LEARNING ACTIVITY: tessellations • Part Two — Career Development Connections • • Give students a copy of the Connecticut Career Cluster Wheel handout. Begin by reviewing the concept of career clusters. • • Have students brainstorm a list of career clusters that might use the technique of transformations in their work.• Ask students what occupations in the cluster might be of special interest to them. • • Ask students if they know anyone who works in an occupation found in the cluster. If so, discuss what the person does and where he/she works. • • Remind students about the importance of working in an occupation they enjoy and in which they can earn a good living. • • Give students a copy of the Exploring Occupations with Tessellations worksheet and review it with them. • • After students have completed the worksheet, have them share some of their ideas with the class. • • Optional: have students further explore occupations using the CT DOL website, O*Net or another career information system.

  12. Goal setting • Think back to the consensogram activity. • Specific: I want my students to apply/learn ________________ in their SSP. • I want to teach my students ___________________ to help them in their SSP. • I will help my school apply the SSP by (doing )______________________. • Measurable: I will achieve this (How?) __________________________________. • Attainable: This goal is realistic because I have the resources, the time. I need (the following resources) _______________________________________ to achieve this goal . • Relevant: This goal is important to be because _________________. • The result of this goal will be ____________________________. • Time framed: I will achieve this goal by (date): _____________________.

  13. Additional resources • Look for Student Success Plan Networks at your local RESC. • Web Sites: • http://www.scholastic.com/teachers/lesson-plan/applications-and-interviews • http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html • http://www.edutopia.org/multiple-intelligences-learning-styles-quiz • http://kids.usa.gov/teens-home/jobs/index.shtml • http://www.mynextmove.org • Books: • Considering Others: Learning Social Skills through Teamwork, Shelley MacKay Freeman • Texts and Lessons for Content Area Reading, Harvey Daniels and Nancy Steineke • What Color is Your Parachute for Teens, Richard Bolles and Carol Christen • The Job Hunting Handbook, Harry Dahlstrom • Junior Achievement Success Skills

  14. CONTACT INFORMATION • Cyndi Wells • EASTCONN • 376 Hartford Turnpike • Hampton, CT 06247 • cwells@eastconn.org • (860) 455-1572