"The Grand Blanc Community Schools vision for curriculum and instruction is grounded in a commitment to practices that promote depth of understanding, perseverance in problem-solving, guided inquiry, and independent, critical thinking."
(Leading the Change Committee, Spring, 2013)
In alignment with Strategy I of our district Strategic Plan: "We will redefine and transform teaching and learning in order for students to actualize their own unique genius", Grand Blanc Community Schools staff takes pride in continually seeking new and innovative methods to improve instruction and the practice of teaching and learning. Toward that end, Grand Blanc Community Schools has placed a distinct focus within their school improvement plans in the following areas.
Purpose: The communication of "why" in teaching and learning along with the important ideas that are central to the course. A focus on purpose includes:
* Connection of curriculum standards to a broader purpose and transferable skill.
* Connection to previous and future lessons.
* Teaching points are based on student needs.
* Learning targets are communicated.
* Performance tasks and success criteria align with learning targets.
Purpose: The communication of "why" in teaching and learning along with the important ideas that are central to the course. A focus on purpose includes:
* Connection of curriculum standards to a broader purpose and transferable skill.
* Connection to previous and future lessons.
* Teaching points are based on student needs.
* Learning targets are communicated.
* Performance tasks and success criteria align with learning targets.
Student Engagement: The level of attention, curiosity, interest, optimism and passion that students show when they are learning or being taught. A focus on student engagement includes:
* Student work that embodies substantive intellectual engagement and students taking ownership of their learning.
* Use of instructional strategies that encourage equitable and purposeful student participation and build upon student's academic background.
* Student talk reflects discipline-specific habits of thinking and ways of communicating.
* Student work that embodies substantive intellectual engagement and students taking ownership of their learning.
* Use of instructional strategies that encourage equitable and purposeful student participation and build upon student's academic background.
* Student talk reflects discipline-specific habits of thinking and ways of communicating.
Classroom Environment & Culture: Creation of classrooms that maximize opportunities for learning and engagement. A focus on classroom environment and culture involves:
* Learning spaces are set up that are conducive to student learning and allow efficient access to resources and tools that support learning.
* Classroom systems and routines are set up to facilitate student responsibility, ownership, and independence while maximizing time for learning.
* Classroom norms are established that encourage risk-taking, collaboration, respect for thinking, and reflect high expectations and beliefs about all students' intellectual capabilities and create a culture of inclusivity, equity, and accountability for learning.
* Learning spaces are set up that are conducive to student learning and allow efficient access to resources and tools that support learning.
* Classroom systems and routines are set up to facilitate student responsibility, ownership, and independence while maximizing time for learning.
* Classroom norms are established that encourage risk-taking, collaboration, respect for thinking, and reflect high expectations and beliefs about all students' intellectual capabilities and create a culture of inclusivity, equity, and accountability for learning.
Assessment for Student Learning: The use of ongoing assessment to shape and individualize instruction. A focus on assessment includes:
* Students are involved in assessing their own learning relative to the learning target(s).
* Students are provided multiple assessment opportunities using a variety of modalities to gather comprehensive and quality information about learning styles and needs of students.
* Teachers utilize formative assessment to make in-the-moment instructional adjustments, modify lessons, and give targeted feedback to students.
* Students are involved in assessing their own learning relative to the learning target(s).
* Students are provided multiple assessment opportunities using a variety of modalities to gather comprehensive and quality information about learning styles and needs of students.
* Teachers utilize formative assessment to make in-the-moment instructional adjustments, modify lessons, and give targeted feedback to students.