GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE | 3 GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017 The Pillar Years Program and This We Believe. Pillar To become a fully functioning, self-actualized ...

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    GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE 2016-2017

    The Global Leadership Program:

    Pillar Years Overview

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    GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE 2016-2017

    The Pillar Years The Middle School Global Leadership Program

    The Pickering College Middle School program, The Pillar Years, is rooted in the objective of helping our students

    explore two central questions: Who am I?, and, What can I do? Informed by pedagogical research of 11-14 year olds,

    the program is active and action based, with focuses on outdoor education; public speaking; service and servant

    leadership; all of which are interwoven within the rich and varied academic curriculum. The program is specifically

    designed to build confidence, curiosity, and skills while finding meaning and relevance in learning. The Middle Years program is delivered through a series of collaborative, interdisciplinary, authentic projects called

    Pillars Pursuits. Pillar Pursuits are focused on three of the four program pillars- Adventure, Wisdom, and Community.

    Each of these strands is deeply embedded into curricular and co-curricular activities, and students have a wide range of

    opportunities to accumulate experiences for each one. These projects aim to help students determined their skills,

    interests and abilities and they emphasize connecting the classroom to the community, both local and global. The fourth

    and final pillar is called the Freedom pillar. This pillar represents the students choice in determining the topic and

    design of their culminating project, called the Expression of Self. The Expression of Self presentation takes place at the

    end of grade 8 and is a culmination of the insights and growth gained over the three year, Pillar Years, program. Teaching is innovative and interdisciplinary in the Pillar Years, and provides students with frequent opportunities to

    explore authentic contexts and exhibit their work. Students are challenged with critical modes of thinking, and taught to

    be reflective and self-aware. Quaker values such as consensus, social justice and acceptance are emphasized through

    the exploratory work students perform. In order to help students build positive and supportive relationship and promote

    personal growth they will be assigned a mentor in Grade 6. This caring adult will work with them throughout the 3 years

    of the program providing them with the support and guidance they need to determine who they are and what they are

    capable of achieving.

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    GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE 2016-2017

    The Pillar Years Program and This We Believe.

    Pillar To become a fully functioning, self-actualized person, each young adolescent should:

    Adventure Recognize, articulate and make responsible, ethical decisions concerning his or her own

    health and wellness needs; Be a good steward of the earth and its resources. Take risks and

    develop resiliency. Engage in meaningful, experiential opportunities and participate in

    challenging and authentic activities.

    Wisdom Be able to think rationally and critically and express thoughts clearly; Understand and use the

    major concepts, skill and tools of inquiry in the areas of Phys.Ed, LA, World languages,

    math, natural and physical sciences and the social sciences. Explore, communicate, and

    collaborate with the world and learn from the rich and varied resources available. Innovate,

    invent and problem solve.

    Community Become actively aware of the larger world, asking significant and relevant questions about

    the world and wrestling with big ideas and questions for which there may not be one right

    answer; Respect and value the diverse ways people look, speak, think, and act within the

    immediate community and the world. Develop the interpersonal and social skills needed to

    learn, work and play with others harmoniously and confidently

    [Freedom] and

    Expression of Self

    Explore music, art and performance and recognize their importance to personal growth and

    learning; Develop his or her strengths, particular skills, talents, or interests and have an

    emerging understanding of his or her potential contributions to society and to personal

    fulfillment.

    Association for Middle Level Education. This We Believe: Keys to Educating Young Adolescents. Westerville: Association for

    Middle Level Education, 2010.

    Wisdom Pillar Pursuit Rubric

    (T-Thinking, K-Knowledge, C-Communication, A-Application)

    Emerging Competent Distinction

    T Considers some perspectives and opinions

    Uses the design process with some degree of accuracy to recognize

    and assess progress and failures

    according to a given situation (Iteration)

    Considers multiple perspectives and opinions Applies design process (PS /

    Creativity)model to recognize and assess progress and failures according to a given

    situation (Iteration)

    Considers and critically analyzes multiple perspectives and opinions

    Creatively applies design process (PS) model to recognize and assess

    progress and failures according to the

    process

    K Demonstrates some understanding of essential/guiding questions

    Demonstrates some degree of intellectual curiosity

    Demonstrates an understanding of essential/guiding questions

    Demonstrates a considerable degree of intellectual curiosity

    Demonstrates a thorough understanding of essential/guiding questions

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    GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE 2016-2017

    Demonstrates a high degree of intellectual curiosity

    C Limited reflection on lessons / previous knowledge to compliment

    final product

    Collaborates with others and sometimes considers the opinions of others

    Organization of final product communicates some understanding

    of concepts taught Applies some technology tools to

    final product

    Demonstrates some oral presentation skills including

    fluency of delivery and speaking confidence

    Reflects on lessons / previous knowledge to compliment final product

    Collaborates with others and considers opinions

    Organization of final product communicates understanding of concepts taught

    Applies technology tools to final product Demonstrates oral presentation skills

    including fluency of delivery and speaking

    confidence

    Actively integrates research to compliment final product

    Confidently and actively collaborates with others and considers multiple

    opinions Innovatively applies technology tools

    to final product

    Organization of final product effectively communicates

    understanding of concepts taught Demonstrates a high degree of oral

    presentation skills including fluency

    of delivery and speaking confidence

    A Discusses some experiences from activity and applies it to new

    scenario [prototyping]

    Discusses experiences from activity and applies it to new scenario [prototyping]

    Extends experiences from activity and applies it to new scenario

    [prototyping]

    Adventure Pillar Pursuit Rubric

    (T-Thinking, K-Knowledge, C-Communication, A-Application)

    Emerging Competent Distinction

    T Demonstrates some goal setting, planning and/or

    problem solving skills.

    Demonstrates some exploration skills and/or creativity.

    Demonstrates goal setting, planning and/or problem

    solving skills.

    Demonstrates exploration skills and/or creativity.

    Demonstrates a high degree of goal setting,

    planning and/or problem solving skills.

    Demonstrates a high degree of exploration skills and/or creativity.

    K Demonstrates some knowledge/self-confidence and practice/preparation.

    Demonstrates knowledge/self-confidence and practice/preparation.

    Demonstrates a high level of knowledge/self-confidence and practice/preparation.

    C Takes some initiative and/or communicates with some effectiveness in a collaborative setting.

    Demonstrates honesty and some positive thinking.

    Takes initiative and/or communicates in a collaborative setting.

    Demonstrates honesty and positive thinking.

    Takes initiative and communicates effectively in a collaborative setting.

    Demonstrates honesty a high level of positive

    thinking.

    A Demonstrates some progression and/or

    adaptability of skills. Demonstrates some determination and

    perseverance.

    Demonstrates a progression and/or an adaptability

    of skills. Demonstrates determination and perseverance.

    Demonstrates a significant progression and/or a

    high degree of adaptability of skills. Demonstrates a high level of determination and

    perseverance.

    Community Pillar Pursuit Rubric

    (T-Thinking, K-Knowledge, C-Communication, A-Application)

    Emerging Meeting Expectations Distinction

    T Demonstrates some awareness of ethical issues and is starting to

    appreciate the complexities of interrelated issues

    Demonstrates an awareness of ethical issues and grasps the complexities of

    interrelated issues

    Clearly demonstrates an awareness of ethical issues and grasps the

    complexities of interrelated issue

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    GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE 2016-2017

    Demonstrates some ability to think critically and apply limited problem

    solving strategies to formulate informed decisions

    Demonstrates the ability to think critically and apply some problem

    solving strategies to formulate informed decisions

    Demonstrates the ability to think critically and apply problem solving

    strategies to formulate informed decisions

    K Asks questions that relate to the world or community

    Demonstrates some awareness of local and global issues

    Asks relevant questions that relate to the world or community

    Demonstrates an awareness and understanding of local or global issues

    Asks meaningful and relevant questions that relate to the world or community

    Demonstrates a deep awareness and understanding of local or global issues

    C Communicates an understanding of local and global issues with a limited degree of effectiveness

    Demonstrates some ability to describe how local or global issues

    may affect individuals or communities

    Communicates an understanding of local and global issues

    Demonstrates an ability to reflect and describe how local or global issues may

    affect individuals or communities

    Communicates a thorough understanding of local and global issues

    Demonstrates the ability to thoroughly reflect and describe how local or global

    issues may affect individuals or

    communities

    A Reluctantly participates in socially focused activities

    Demonstrates some respect and acceptance for others

    Demonstrates some ability to act on beliefs or values

    Demonstrates some ability to advocate for a cause.

    Participates in socially focused activities Demonstrates respect and acceptance for

    others

    Acts on beliefs and values Demonstrates the ability to advocate for

    a cause.

    Confidently and actively participates in socially focused activities

    Demonstrates a high level of respect and acceptance for others

    Consistently acts on beliefs and values for a positive change

    Demonstrates the ability to effectively advocate for a cause.

    The Expression of Self Freedom Pillar

    The Pillar Years program is rooted in the objective of helping students figure out who they are and what they are

    capable of achieving. The program is specifically designed to build confidence, curiosity, and skills while finding

    meaning and relevance in learning.

    The fourth and final pillar of the program is called the Freedom pillar. This pillar represents the students choice in

    determining the topic and design of their culminating project, called the Expression of Self; a culmination of the insights

    and growth gained over the three year Pillar Years program. The Expression of Self is presented at the end of Grade 8

    and represent the students ability to identify, develop and communicate their passions and interest in order to answer

    the question "Who am I and what can I do?.

    In order to prepare for the Expression of Self, monthly Mentor meetings and classroom workshops are tailored to help

    develop the knowledge and skills necessary for success in the program. Mentor meetings are designed to promoting

    individual growth, self-awareness, leadership skills and build positive relationships across the middle school grades. The

    faculty mentors and peers help guide the student in their journey of gaining a more complete understanding of their

    learning styles and their passions. These mentor groups offer students the opportunity to develop their voice and to

    broaden their perspective within a small and supportive community. In the classroom, students participate in guided

    learning activities and engage in language arts and multimedia workshops. Through these sessions students gain

    concrete public speaking skills, learn to communicate their message using mixed media and Photoshop and begin taking

    responsibility for their development as a learner.

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    GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE 2016-2017

    Freedom Pillar Pursuit Rubric

    Expression of Self (EOS) Presentation - Self-Assessment

    Guidelines:

    Speaking time is between 2 and 4 minutes

    Student must share a slide combining their picture and 6-word memoir (additional pictures are optional)

    Achievement Chart Category Emerging Meeting

    Expectations

    Distinction

    Knowledge (Clearly articulated 6-Word Memoir. Student has a thorough

    understanding of their EOS topic.)

    Thinking (Student develops a clear connection between the EOS topic and who

    they are. Student shows critical awareness in explaining how the EOS has

    impacted their life, especially in terms of personal growth)

    Communication (Smooth Pace & timing, effective vocal modulation, clear diction,

    and eye contact. Student has an organized/clearly road-mapped presentation.

    Student supplements oral presentation with a relevant digital image. )

    Application (Student speaks for at least two-minutes. Student connects their digital

    image/s and 6-word memoir to their EOS.)

    Self-Assessment

    I am proud...

    I could have...

    Next time I will...

    Pillar Pursuits Tracking Chart

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    GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE 2016-2017

    *Electives are available to Grade 8 students

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