Seven Pathways to ensuring Life Long Learning Competencies
(for posters see bottom of page)
Choice and Comfort: It is our responsibility to provide every learner with real learning space choices based on task-based and physical comfort-based needs, which not only allow their cognitive energy to be focused on learning but helps students to develop the contemporary skills needed
to alter and use spaces to initiate and accomplish
collaborative and individual work. This includes the availability of multiple communication tools and
contemporary technologies as well as assisting students in understanding and creating a variety of learning products which demonstrate student
choices in curriculum, task, technologies, and media.
Instructional Tolerance: We will all support student learning environments
where active, engaged learners routinely choose from a variety of learning
spaces, collaborative and individual activities, and technology tools,
including their own personal devices. Our environments will create student opportunities to
learn best practices essential to entering contemporary learning and work
environments and which enable students to sustain an open mindset and skillset in
the use of evolving technology tools.These environments, pre-K through 12, will allow negotiated environmental rules which include and improve student individual and community decision-making.
Universal Design for Learning/Individualization of Learning: No child within the Albemarle County Public Schools should need a label or prescription in order to access the tools of learning or environments they need. Within the constraints of other laws (in particular, copyright) we will offer alternative representations of information, multiple tools, and a variety of instructional strategies to provide access for all learners to acquire lifelong learning competencies and the knowledge and skills specified in curricular standards. We will create classroom cultures that fully embrace differentiation of instruction, student work, and assessment based upon individual learners’ needs and capabilities. We will apply contemporary learning science to create accessible entry points for all students in our learning environments; and which support students in learning how to make technology choices to overcome disabilities and inabilities, and to leverage preferences and capabilities.
Maker-Infused Curriculum: Across our School Division we are committed to student
construction of knowledge and skills through the processes of imagining,
creating, designing, building, engineering, evaluating and communicating
learning. We believe that it is essential that our students learn how to be "Makers" in all phases of their lives, rather than just consumers. We are committed to "Making" as "how we learn," and not as an "extra," and we understand that both "Learning to Make" and "Making to Learn" are essential in every day classroom practice.
Project/Problem/Passion-Based Learning: All Albemarle County Public School students will have consistent learning
opportunities across the curriculum to construct knowledge and understanding through
responses to authentic problems; to create projects that demonstrate higher
order thinking and knowledge acquisition, and to pursue personal interests by making real choices in project forms and media, even when those choices might lie beyond pre-determined expectations. Students will always be encouraged in the use of differentiated pathways as ways to both
learn and demonstrate lifelong learning competencies.
Interactive Technologies: In every classroom, every day, we strive to create open learning environments in which students make individual choices as they use technologies to develop classroom work and assignments, and to provide opportunities for our students to actively make tech-based product investigation and choice as part of their study of curriculum. Our students will, regularly during instructional time, use those contemporary technologies (both school provided and individually owned) interact with external experts and students in other communities in order to build learner competencies in the use of the technologies of this century for information access and communication.
Connectivity: We will continuously develop and use activities that engage
students in learning networks, including asynchronous and synchronous
communication with external experts, access to digital content including
primary sources, and interaction with other learners locally and globally
who represent a variety of demographically diverse communities. We will, every day, promote and
value collaborative projects and knowledge development representative of
principles of global and digital literacy and effective, and which demonstrate appropriate global, national, community, and digital citizenship.
Seven Pathways Posters may be downloaded below...