Sunday Sessions with Scott Le Duc

Scott’s August 7th, 2022 Summer Conference material is posted below.

Evaluate Scott’s Summer Conference Sessions

Contribute to the Pre-session and TPEP Survey

Add Your Ideas to Our Padlet Board

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Fill in a TPEP Bingo Card for This Workshop

Session Details

Getting To Know Your Students and Students Getting to Know Themselves

Student Personality, Hobbies, and Learning Goals Card

The better we know our students the better they perform in class. Share some simple, effective ways to get to know your students and how they can learn more about themselves. We will cover strategies to learn names, honor cultural diversity, use Myers-Briggs, fun-related personality inventories, student goals setting for the course and tracking relevant data, knowing their ‘why’, and more.

Resources

Building and Managing Class Rituals and Structure

Team Planning Form

Humans are habits. Ok, I know we are much more than a bunch of patterns, but well-planned daily rituals or habits help students spend less cognitive and emotional energy on the ‘what’ of the class so they can spend it on the ‘how.’ We will explore strategies that work to help students manage the class and themselves.

Resources

Student Self-Management: Problem-solving, and Portfolio Building

Josie’s Film Class Blog

Getting Things Done is David Allen’s process for getting more stuff done and being more in the moment. Most students are not good at managing their time or themselves. They need our help. Learn about David Allen’s process integrated into student planning, workflow, and class structure.

Resources

Production Workflow, Project Management, Standards, and Frameworks

Project Tracking Sheet

We build backward in this session. We examine standards, frameworks, units, lessons, and activities looking for a throughline of the ‘what’, ‘why’, and ‘how’ of our day-to-day work. Continuity, measurability, and student tracking and assessment of their own progress is the aim. This is gonna be fun!

Resources

Growing an Advisory Committee and Integrating it into the Classroom

Advisory Panel Session Review
Actor James Clark in the Classroom
James Clark Interview and Editing Project

Our advisory members are in our classes regularly. They conduct workshops. They are presenters. They are also present as an advisory panel giving feedback on student work throughout the year. They get to know the students and add an incredible amount of legitimacy and excitement to the day-to-day work. Find out more.

Resources

In-Class Leadership, CTSOs, and Competitions

AMES Game Design Competition

Setting up competitions to focus student effort is very rewarding. Scaffolding skills toward a goal really motivate students. Establishing in-class leadership helps guide the class and keep activities focused on what students are most interested in. See some strategies with our own game design, film, animation, and sound/music CTSO based on AMES.team. Our approach is similar to SkillsUSA and other CTSOs.

Resources

Getting Things Done

Presentation Summary

Students are overwhelmed. Maybe you are too? David Allen’s Getting Things Done or GTD process has helped millions of people be more efficient and less stressed out for over 10 years. Students can use free and accessible tools to help get stuff out of their heads and into their own ‘trusted system’. It’s essentially an enhanced to-do list system. This can help students manage class material better and all their other school and life stuff, as well. It works wonders!

Pre-session Survey

Post-session Survey

Learning Resources

Tools

Scott’s 2020 Remote Learning GTD Projects

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

The What?

  • Learn goal setting, self-control, self-directions, focus, planning, and strategies for getting things done.

The Why?

  • Most students are bad at setting goals
  • Most students are bad managers of time
  • Most students procrastinate
  • Most students are easily distracted
  • Students need to learn the art and science of getting things done (GTD) to help lower anxiety and increase productivity, confidence, mindfulness, and happiness

The How?

The 5 steps of the GTD method

  1. Collect tasks, projects, and ideas,
  2. Process ideas to set up actions,
  3. Organize tasks into measurable action plans,
  4. Keep track and adjust,
  5. Complete tasks.

GTD Flowchart

Week 9 – GTD – Getting Things Done – Part 1

“Day 092/366 – To Do List” by Great Beyond is licensed under CC BY-NC-SA 2.0

Your toughest work is defining what your work is! –  Peter Drucker

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

PRACTICE ROOM (TUTORIALS)

Image of David Allen at TED Talk
Screenshot from David Allen TED Talk

In this ‘room’ you are going to try Getting Things Done (GTD).

STEP 1: MAKE A LIST

Screenshot of David Allen TED Talk
Screenshot of David Allen TED Talk
  • Thing 1
  • Thing 2
  • Thing 3
  • Thing 4
  • Thing 5
  • Thing 6
  • Thing 7
  • Thing 8
  • Thing 9

STEP 2: NOTICE WHAT YOU NOTICED

Screenshot of David Allen TED Talk
Screenshot of David Allen TED Talk
  • Thing 3
  • Thing 5
  • Thing 8
  • Thing 1
  • Thing 2
  • Thing 4
  • Thing 6
  • Thing 7
  • Thing 9

STEP 3: SET A TIMER

https://giphy.com/gifs/time-clock-konczakowski-d3yxg15kJppJilnW
  1. Set a timer for your first task
    1. Decide how long you think it will take before you start
  2. Start working
  3. Repeat this process for 45 minutes for as many tasks as you can complete, then take a 15-minute break
    • Get up and get a drink of water
    • Get up and go for a walk
    • Every 20 minute blink your eyes 20 times while looking at least 20 feet away
      • This is good for your eyes

Start steps 1 through 3 again, repeat for your school day

OUTSIDE (PRODUCTIVITY & THE BRAIN)

David Allen image
Oct. 2020 Lucidchart interview with David Allen
Image from FastCompany Magazine, https://www.fastcompany.com/3026827/the-brain-hacks-top-founders-use-to-get-the-job-done
Image from FastCompany Magazine, https://www.fastcompany.com/3026827/the-brain-hacks-top-founders-use-to-get-the-job-done
  • Reflect on GTD and getting to the top of the colorful list above for a minute
    • How can the GTD process help you tame the crazy-busy dragon of modern life?
  • Then, go for a 15-minute walk, if it is safe to do so
  • Write a few sentence reflection
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

OPTIONAL EXERCISE – Literally, read the article and go for another walk 🙂

Katia Verresen homepage
Katia Verresen, kvaleadership.com

“I coach C-suite executives and rising stars from the earliest startups to Fortune 100 companies. My passion is to help ambitious leaders achieve their full human potential.”  – Read more about Katia…

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

Build a Powerful Linkedin Profile – CTE Edition

Presentation Summary

You can now help students learn how to build a safe, potent, and persuasive Linkedin profile. We start by writing a captivating profile summary. We learn how to include certifications, Slideshare.net slideshows, WordPress-based student blog portfolio posts in your Linkedin account to better tell your story with lots a great world of work evidence. (New and improved distance learning edition!)

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

  • Students need a portfolio and professional presence for the work of work and higher level learning.

What?

  • Onine media presence, portofolio, and recommendations

How?

LinkedIn-Logo-2C

1. Watch Linkedin explained in Plain English and Linkedin for Students

2. Learn to Create an Effective Summary

3. Learn to Create an Effective Profile

4. Create Your Linkedin Account

  • If you are 16, use your school district email address, you can change this when you graduate
  • Go to Linkedin.com
  • Click Join Today
  • Select Student
  • Type in Capital High School
  • Find Scott Le Duc and join his network or click on the link below
  • Le Duc’s Linkedin profile: http://www.linkedin.com/in/scottleduc
  • Mr. Le Duc’s email address is sleduc@osd.wednet.edu

5. Fill in Sections

  • Summary
  • Experience
  • Education
  • Awards
  • Skills & Expertise
  • NO PERSONAL PICTURE OF YOU WHILE YOU ARE AT CAPITAL HIGH SCHOOL
    • Unless your parents give Mr. Le Duc permission in writing (either email from them or a signed note)

6. Learn about Safety and Privacy

7. Check for and Quality (Have a Proofreader!)

  • Have someone proofread your profile
  • Tell Mr. Le Duc you are done and he will check it out

8. Connect Other Online Platforms

9. Write a Recommendation

Rubric

Information Source and Justification

Student Example

Steps

  • Request to join Mr. Le Duc’s network
  • Ask Mr. Le Duc to accept the request, verbally or via email
  • Search for the student
  • Join another students network
  • Ask them to accept your request, verbally or via email
  • Hope the student accepts the request (be nice)
    • They have to accept you into their network before you can recommend them!
  • Write the recommendation in Word or another word processor
  • Check grammar and spelling
  • Have someone else proofread your recommendation before you send it
  • Receive feedback from another student
    • use the feedback form
  • Send the recommendation
  • Have the student approve the recommendation, if they feel it is well written
    • If you need to revise it, do so
  • Re-send the recommendation for approval
  • Ask the recipient to approve it, if they feel it is well written
  • If you need to edit the recommendation, follow this part of the Recommendation Tutorial

Feedback Form

Distance Learning Done Right – It’s About Sessions and ‘Rooms’, Baby!

Presentation Summary

Students need community, time management, and consistency. People are patterns. Help students build a creative, collaborative community from a distance. Use a 4-week session cycle with a week each of pre-production, production, post-production, and evaluation and reflection. Set standards. Determine outcomes. Host collaborative session feedback with advisory and peer review. Examine a working model in this presentation.

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

We want students to thrive. What does this mean? Students managing their mental health, their stress, their time, and their school work. From a CTE perspective; work-life balance.

What?

1c Setting Instructional Outcomes
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2d Managing Student Behavior
3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and a Responsiveness
4e Growing and Developing Professionally

How?

Stucture of the Class

  • Quality is a product of an effective structure
  • Continuous improvement is designed into a quality system
  • Data about the system is needed to make decisions to improve the system
  • Students and teacher decided on goals and ways to measure progress toward these goals
    • Have fun
    • Manageable work (time management and balance workload)
    • Learn new things
    • Feedback on progress
    • Freedom to explore interests
    • Work with other students
  • Data is gathered and discussed daily
  • Improvements are implemented

Things For You to Accomplish Before Class

Here is our pre-class to-do list:

  1. Pick up a guitar at New Market between 8 AM and noon at the main office.
  2. Complete the personality card exercise (75 minutes):
  3. Create an account at Edublogs.org.  You will be using your blog to ‘turn in’ student work.
  4. Join our Summer School Group at Soundtrap.com
  5. Join our HookTheory.com online class
  6. Join Remind.com to receive text messages about the class
  7. Test a computer or device to have ready for our 1st class day zoom meeting
    • This all class session Monday at 9 AM will cover the basics of the class and I will answer questions then.  The meeting will last 30 minutes.
    • Meeting Link: https://osd111.zoom.us/j/4298013205,  Meeting ID: 429 801 3205

School of Rock Summer School Outline

Time Commitment by ‘Room’ = 3 Hours

  • 3 hour baseline estimate to help students manage workload
  • PRACTICE ROOM (GUITAR LESSONS)
    • 15 minutes
  • CLASSROOM (THEORY & ANALYSIS)
    • 60 minutes
  • LAB (THEORY PRACTICED)
    • 15 minutes
  • OUTSIDE (CREATIVITY & THE BRAIN)
    • 15 minutes
  • STUDIO (SONGWRITING)
    • 30 minutes
  • CONTROL ROOM (RECORDING & MIXING)
    • 30 minutes

Morning Meeting (15 minutes)

Daily Time on Task Student Data Reporting

  • MORNING MEETING 15 Minutes
  • Meetings are for making meaning – only!
    • Attendance is taken
    • The teacher presents via Google Slides
    • The teacher presents a theme for the week
    • Teacher reviews the theme from the previous week
    • Teacher celebrates student work from the previous week 
    • Teacher problem solves issues from the previous week
    • The teacher introduces course improvements  based on student daily performance and feedback
    • Kahoot after the presentation to measure engagement and understanding
    • Student self-reported data of time-on-task in gathered in the Zoom chat
    • Student self-reported issues are gathered in class Parking Lot Padlet board

Blog ‘Worksheet’ Example and Student Sample

View the Complete Day 10 ‘Worksheet’ Blog Post

Online Collaboration Tools

Trello.com

Soundtrap.com

Hookpad and HookTheory.com

‘Rooms’ Concept for Time Management

  • ‘ROOMS’  practice time and stress management, intention, focus, skills, and documenting time spent
    • PRACTICE ‘ROOM‘ (GUITAR LESSONS) 15 Minutes
    • ‘CLASSROOM‘ (THEORY & ANALYSIS) 60 Minutes
    • ‘LAB‘ (THEORY PRACTICED) 15 Minutes
    • OUTSIDE (CREATIVITY & THE BRAIN) 15 Minutes
    • ‘STUDIO’ (SONGWRITING) 30 Minutes
    • ‘CONTROL ROOM‘ (RECORDING & MIXING) 30 Minutes

Daily Data for Quality Improvement and Time Management

  • REFLECTION & DATA
    • WHAT STUDENTS LEARNED and PROBLEMS THEY SOLVED
    • TODAY’s ACTIVITY EVALUATION
    • Content (The WHAT)
      • Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED
      • Rating:?
      • What interested you about the material?
    • Process (The HOW)
      • Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED
      • Rating:?
      • Which activities engaged you most? Why?
    • STUDENT SAMPLE: Day 10 Example of Student Work

Mid-course Survey

  • MID-COURSE STUDENT SURVEY to establish goals and opportunity for engagement
    • Find out what is sacred to students

Leadership Project

Final Course Evaluation

Monthly Teams Project Sessions