Public Comment

Plan for providing public input

Presentations:

Elementary Report:
Tim Rochholz and Greta Salmi presented information from a study they did as members of an Elementary Principal’s Study Group, finding that a richer program is offered at schools whose attendance is between 300-500 students.  Smaller schools have difficulty with resources due to funding based on number of students.  For each elementary school of 300-500 they recommended a full-time administrator, counseling, arts, technology, physical education, and media personnel. Facility characteristics were stated as a concern as well, and the recommendation was for an investment in infrastructure to remodel old buildings (inadequate wiring, etc.) and/or build new schools.

Spady and Daggett:
Tom Henry’s presentation delineated types of knowledge, including process (how to) knowledge and declarative knowledge.  Declarative can be further broken down, but for the purposes of this committee, there seemed to be agreement to use just two types.

Process Question #2 - Brainstorming:

Process-based Knowledge:

• Content-based process knowledge:
• Accessing process knowledge, skills to know what is needed
• How to know what’s important
• How to make good judgements
• Respect for “due process” and negotiating
• Developing and applying a conceptual framework
• Creative thinking about change
• Teach thinking skills
• Break down information and replicate
• Reading process: assigning meaning to text
• Writing process:  composing text to communicate with self or others
• Listening process:  assigning meaning to auditory output
• Public Speaking process:  communicating verbally
• Artistic process:  defining and solving artistic problems with insight, reason and technical proficiency
• Performance/Presentation process:  exhibiting/demonstrating or enacting for the public
• Technology process:  using current technology, including computers, to process information and produce high-quality products
• Movement process:  using motor skills through physical activity
• Scans for information, systems approach to information, learning
• Inquire, search, create
• Personal knowledge and processes:
• Stress reduction skills
• Empathy/Connectedness/Responsibility
• Anger Management
• Resolving Disputes
• Moral consequences of technology
• Ability to examine one’s own actions: self directed personal growth
• Develop resiliency and survival skills
• Learn how to trust and build trust
• Self-starter, responsible for own learning
• Developing good leaders, leadership
• Critical Thinking process:  using logic to evaluate reasons, assumptions and evidence that support a position and/or practice
• Creative Thinking process:  using one’s mind in novel, flexible, imaginative and open-ended ways
• Reflective Thinking process: purposely reviewing, evaluating and revising one’s thought processes to improve results
• Researching process: conducting systematic inquiry to explain or predict
• Decision-Making/Problem Solving process:  identifying, evaluating, and choosing from alternatives to determine/take a reasoned course of action
• Self Directed Learning process:  directing one’s learning, including planning and carrying out complex projects; understanding and developing personal skills, attitudes, and behaviors that equip one to be a life-long learner
• Collaborative process:  using social skills to work with others to achieve a common goal.
• Cultural knowledge:
• Human communication skills: read, write, 2 languages, listening skills
• Ability to criticize cross-cultural issues
• Be able to see “BIG” picture
• Cross-Cultural Communication process:  understanding human diversity and communicating with others of different backgrounds using appropriate cultural norms.

Closing/Debrief