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Assessment Format

This pages is about the recommended assessment format for use as part of the Evaluation and Evolution process within the One Community Education for Life program. It is a two-directional feedback format that is guided by the Teacher/Facilitator and led by the Learner. It includes a diversity of optional Modules to make the learning/growth path individualized.

We discuss the details of this component with the following sections:

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EDUCATION OVERVIEW   ●   HOW TO USE THIS PROGRAM   ●   OUR OPEN SOURCE PURPOSE

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ASSESSMENT FORMAT OVERVIEW

Highest Good Education Icon, Education Assessment FormatThe purpose of learner-guided evaluations is to engage all participants in their own life coaching and human evolution process. The evaluation serves as a self-prescribed engine for identifying, pursuing, and evolving passions and raw talents through interdisciplinary, inquiry-based learning. This is a bidirectional process between the Learner and Teacher that allows the Learner to help chart their own path and shape their own educational experiences. This creates opportunities for the Learner and the Teacher to ask personalized questions and explore strategies to create a means to enhance everyone’s development.

This provides a  means to identify and successfully engage all areas of a person’s life that they want to develop. It is designed for Learners of all ages, Teachers in any capacity, Managers and/or Facilitators in any capacity, and interns, understudies, and/or volunteers/employees in any environment.

Through its use, everyone is accountable and the entire educational experience is enhanced. Most importantly, if you are doing it right, it is fun for everyone.

 

WHY OPEN SOURCE THIS FORMAT

Highest Good Education Icon, Education Assessment FormatOne Community is about creating positive and permanent global transformation through open source and self-replicating teacher/demonstration hubs. The complete Evaluation and Evolution process is our structure for assessing, maintaining, and improving the educational process and experience for both new and veteran members of our team.

The format described here was initially conceived for use in the Education for Life component of One Community. We then developed it for use in any environment where there are Teachers and Learners, Facilitators and Staff, Managers and Teams, etc. Our hope in open sourcing it is to provide a usable tool for replication that also demonstrates and teaches the benefits of two-directional feedback and collaborative learning and work-environment development. In our opinion, doing this provides a path for improving educational and working relationships within both learning and work environments while also improving the learning and growth process for all participants.

Sharing and helping to support and spread ideas like this is directly in alignment with our Purpose and Mission, our Global-transformation Pledge, and Highest Good philosophy for open source creation, sharing, and making a difference in the world.

 

WAYS TO CONTRIBUTE TO EVOLVING THIS EDUCATION PROGRAM WITH US

SUGGESTIONS     ●     CONSULTING     ●     MEMBERSHIP     ●     OTHER OPTIONS

SIGNIFICANT CONTRIBUTORS TO THIS COMPONENT

Ellen Ross Kaspi: Progressive Educator and Mind/Body Modality Specialist
Sangam Stancza: Ph.D. and P.E.
Stephanie VanderKallen
: Mental Health Professional and Teacher

 

ASSESSMENT FORMAT DETAILS

Highest Good society, fulfilled living, enriched life, enriching life, living to live, how to live an enriched life, keeping it all running, sustainable living, social architecture, fulfilled living, thriving, thrivability, emotional sustainability, the good life, a new way to liveAs stated above, the purpose of this learner-guided evaluation format is to engage all participants in their own life coaching and human evolution process. It allows the Learner/Team Member to enroll in charting their own path and shaping their own educational experiences. It also allows the Teacher/Facilitator to get valuable feedback for their growth process. We cover these details and more with the following sections:

 

ASSESSMENT FORMAT GOALS

The primary goal of this Evaluation and Evolution process is to improve the learning and teaching experience for all involved. The process should be fun, led by the Teacher/Facilitator but guided by the Learner, and a positive growth experience for everyone.

Through two-directional feedback and development is meant to provide something for:

  • Learners of all ages
  • Teachers in any capacity
  • Managers and/or Facilitators in any capacity
  • Interns, understudies, and/or volunteers/employees in any environment

See the Roles section below for definitions of each of the above.

HELPFUL EVALUATION TIPS AND TOOLS

Here are some helpful evaluation tips and tools to consider when conducting your assessment. These are specific to the Evaluation and Evolution process. For the more broadly-applicable suggestions we’ve compiled for use with the entire Education for Life component of One Community, visit our Foundations of Outstanding Leaders, Teachers, and Communicators page.

Before conducting any evaluation/assessment, we recommend reviewing and being sure you fully understand the following key tips/tools so they can be integrated/touched on to the best of your ability throughout the evaluation process:

REMEMBER TO HAVE FUN

First and foremost, remember to have fun with the evaluation process. It is purposed for everyone’s growth and progress and should be taken seriously, but not so seriously that it isn’t fun. Keep the process light and enjoyable for everyone involved and remember, if you are doing it right, it is fun for everyone. If needed, see this FAQ for how to keep it fun when disciplinary action seems necessary.

 

MAINTAIN A GROWTH MINDSET

Second only to remembering to have fun, be sure to support and help develop a Growth Mindset. This means remembering that everybody has potential and everything is a growing experience. Focusing on Growth Points, Growth Opportunities, and the Growth Mindset is about focusing on the learning journey itself and the fact that challenging ourselves is how we get better. We are all on a growth path and have been learning everything we know from the day we were born. With this in mind, embrace challenge, avoid labeling and judgement of ourselves and others, and see all experiences as opportunities for growth.  Encourage them to go one level above. Redefine over-achievement as a cool process of growth.

Here’s an excellent 3-minute video about the origin of the concept of a Growth Mindset and the research that has been done around it.

 

SEEK TO UNDERSTAND INDIVIDUAL’S GOALS AND VALUES

If you desire to maximize results, get to know the participant’s authentic interests and passions. Be clear about your own authentic interests and passions too. When performing the Evaluation and Evolution process, use open ended (vs. yes/no answerable) questions to lead the conversation to understand a Learner’s life goals and desired areas of focus. Everything you create together should be based on these. The more you can relate what is being taught/accomplished to a person’s individual goals and values, the more relevance it will have. Open ended questions help the learner self explore.

Examples of open ended questions for self exploration include: What’s the greatest outcome you could imagine? What would you want to accomplish? Do you know someone that you could model who has already achieved what you want to desire to achieve? Did you notice any strategies that were successful for them that you may also find helpful for yourself? How can we make this more fun for everyone involved? When you go outside to play what do you like to do?

“What’s most important to you? What are your dreams and goals? What makes you happy? What are your values?”

 

KEEP IT LEARNER-FOCUSED

Remember to always keep the evaluation Learner-focused. To help with this, the Evaluation Forms make sure that the Learner rates themselves on all developmental and subject areas. For those using the Evaluation and Evolution process with the complete Education for Life program, use the Lesson Plans and subject molecules (linked below) to help stimulate creativity. Have the the individual self-asses with questions like:

“What am I most interested in?” and “Which areas do I need to focus on?”

teaching arts, teaching trades, teaching life skills, teaching building, teaching communication, teaching painting, teaching exploration, teaching rhythm and tempo, teaching tactile skills, teaching learning strategies, teaching storytelling, teaching puppet theatre, teaching planting, teaching crafts, teaching woodworking, teaching metalworking, teaching pottery, teaching theatre, learning arts, learning trades, learning life skills, learning building, learning communication, learning painting, learning exploration, learning rhythm and tempo, learning tactile skills, learning learning strategies, learning storytelling, learning puppet theatre, learning planting, learning crafts, learning woodworking, learning metalworking, learning poetry, learning theatre, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching english, teaching literature, teaching sociolinguistics, teaching communications, teaching linguistics, teaching speech etiquette, teaching listening, teaching pronunciation, teaching language, teaching reading, teaching writing, teaching parts of speech, teaching comprehension, teaching speaking, teaching stories, teaching poems, learning english, learning literature, learning sociolinguistics, learning communications, learning linguistics, learning speech etiquette, learning listening, learning pronunciation, learning language, learning reading, learning writing, learning parts of speech, learning comprehension, learning speaking, learning stories, learning poems, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching health, teaching emotional health, teaching mental health, teaching social health, teaching nutrition, teaching spiritual health, teaching physical health, teaching self respect, teaching self awareness, teaching flexibility, teaching fruit, teaching vegetables, teaching grains, teaching ego, teaching connection, teaching intuition, teaching motor skills, teaching fitness, teaching outdoors, learning health, learning emotional health, learning mental health, learning social health, learning nutrition, learning spiritual health, learning physical health, learning self respect, learning self awareness, learning flexibility, learning fruit, learning vegetables, learning grains, learning ego, learning connection, learning intuition, learning motor skills, learning fitness, learning outdoors, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

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The program and evaluation process are designed to assure an individual can demonstrate sufficient understanding of each educational focus to be adequate for any environment. Molecules track progress in a nonlinear fashion. Focusing on what the individual is interested in and most passionate about is the key to excelling and surpassing all traditional standards. Through this approach, a person who loves Art get you use Art as the engine to teach English, Math, Science, etc.  The teacher/learner conversation helps develop a learner specific curriculum, where the teacher can help in painting the road map.  “For your goal of ____, these are the areas on math molecule you need to focus on”. You can help facilitate with questions like:

“Here are the different subject areas… which ones are you most interested in and why?”

Here is a general layout for discovering a learner focused plan:

  1. Review what you focused on last session
  2. Ask “What do you want to focus on this session” – brainstorm if that is learner style
  3. Ask “What are fun ways you can think of to learn this”
  4. Find Modules that goes along with this
    1. Molecules
    2. Lesson Plans
    3. Learner and teacher can create one if it doesn’t exist, and it becomes part of a database
  5. How do you feel about this plan? Do you want to modify, add, delete
  6. Put in order of importance based on you (prioritize)
  7. Review the snapshot of what you have just planned to focus on in the upcoming session

You will also want to pick things that are appropriate for the age & ability levels of the learner. You can look at other tools, like Montessori, Waldorf, Multi-intelligence for age appropriate suggestions.

For younger learners, the teacher will want to seed the ideas. Here are some ideas for areas of focus:

  • Age: Birth-2
    • State of WA has a chart with milestones
  • Age 6-8 (kindergarten-3rd grade) – framed questions that open up options for growth and self-analysis; common sense perspective first, then look at other examples that exist; What are the challenges they are dealing with – social environment – bullying; how they look, social standing (how do you feel in your social circle – where do you think you excel at and where do you want to grow; do you feel comfortable stilling down with a group – do you care, expose them to it)
    • Literary skills
      • Language skills
      • Reading
    • Social skills
      • Behavior
      • Expose them to other perspectives

        “I hear you say you don’t have a lot of friends, but I see you play with X, Y, Z. How do you see them? “

    • Draw out dreams and desires
    • ID motivating factors
    • Balance, encourage growth
    • How roadmap unfolds
    • What kinds of questions is the teacher asking
    • Demonstrate learning – structure used to evaluate whatever came out of the lesson plan – Weekly, on-going evaluation

Are you doing your best? Now what do you want to point that at? How can I help you as a teacher?

For higher level learners, you will want to help them self discover different areas to engage in. Here are some ideas:

  • Specific module that fit bigger ideas
    • 10 simple steps to apply in your life to achieve – organizational, communication, business, etc.
  • Easy to integrate other ideas
  • Encourage them to create a learning path, like a personal molecule
SET ACHIEVABLE BUT CHALLENGING GOALS

Set achievable, but challenging goals that promote development. This seems obvious but is often overlooked. When setting goals, check and double check that they are both achievable and appropriately challenging.

“Let’s come up with a structure for what you want to accomplish and how you want to develop….”

SMART goals help with this.

SMART goals are:

  • S = Specific
  • M = Measurable
  • A = Attainable
  • R = Relevant, Rigorous, Realistic, and Results Focused
  • T = Timely and Trackable

Ask questions and brainstorm on the strategy as a group.

“What is your definition of success? How will you know when you have achieved your goal?”

Together, come up with a list of specific activities and timeframes for the lesson plans, teaching /learning strategies, molecules, etc. in ways that motivate the learner to try new things and integrates multiple subject and values areas. To facilitate, use open-ended questions to help the learner self discover.

“How did last session go? Tell me about the goals that were/were not met. Why do you think that is?”

Strategize with that in mind. You can also plan using the intrinsic motivations, values and believes of the student:

  • Some people respond well to consequences (fear-based reality)
  • Some people respond rewards (opportunity-based reality)
  • If needed, remind the student reality is subjective, we have perspective that can be different and they are both correct
    • We have choice on how we focus on things – all subjective – cause and effect end of the consequences – you are creating it all, it’s your perception
  • Integrate any needed/desired traditional Assessment/Standard to norms too
    • California prep books (teacher manual) – fun and engaging – little book
    • SAT/ACT – test up 2 to 3 grades – can start training at age 6
    • International
  • Integrate goals for values component and/or personal development
    • Be mindful of approach with touchy subjects
    • Offer ideas for study modules as needed – psychological, emotional, motivational, etc.
ASK HOW EVERYONE CAN BETTER SUPPORT ONE ANOTHER

Ask the Learner/Team Member what you as the Teacher/Facilitator can do to support them better. This is for your own growth too, getting feedback on your teaching/facilitation style and how it is working for the individual. By remembering to ask each other this question every time, you set up a cyclical process that allows both the Learner/Team Member and Teacher/Facilitator to teach while learning and learn while teaching.

Together, both people help choose more meaningful tasks, reflect on their creation through deep feedback from and for each other, and collaboratively choose the best approaches for helping each other succeed in both the learning and teaching process. Together, both parties can make revisions to improve the products of their goals.

“How can I support you even more…”

For new participants, allow the learner to submerge themselves in the program for two weeks without expectations, in a simple “Try Your Best” environment.

“If you are looking for direction take a look these lessons plans and go with what seems best for you. Together we’ll use that to guide your learning process. At the end of the two weeks we’ll develop a roadmap that suites you…”

After two weeks, engage the learner in a bidirectional evaluation, so both the learner and teacher are evolving and the teacher gets feedback to be sure they are appropriately assisting with a learner-specific path. If there is an opportunity for improvement, in skills or behavior, find out route causes and/or specifics. Talk to child like they are your buddy, not like a child.  Expand vocabulary together, and grow together.

Thereafter, engage the student in evaluation/feedback session in the selected frequency (quarterly or biannually). Information from these meetings will be documented using Google Docs. This allows for collaboration, easy sharing, easy review at a future point, and easy storage.

 

EXPLANATION OF KEY ROLES AND TERMINOLOGY

There are several different roles that comprise a learner and their learning team, and each are important within the Education for Life program. The assessment forms are designed to allow for input and participation from a person’s entire learning team. The team that is part of a Learner’s evaluation is up to the learner once they are old enough to make the decision. Parent/guardian involvement is strongly suggested for younger children. As the learners mature and become adults, the people they choose as their learning team may shift as desired to include or be replaced by peers/friends/mentors/partners/etc. Key roles, and their involvement in the assessment process include:

  • The Learner/Intern/Worker – the person the assessment is focused on
  • Teacher(s)/Facilitator(s) – the person(s) formally assisting the above person in their growth process
    • Hosts/leads the assessment process
    • Receives feedback from the learner/intern on the assistance they are providing
  • Parent(s)/Guardian(s) – the person(s) guiding the growth and development of the learner/intern in the home environment
    • Supports the learner’s growth, provides encouragement and challenges in the learner’s assessment, and gives & sets realistic, subjective feedback & expectations
    •  May assist the learner in doing their self evaluation before the meeting with the teacher, attends the live assessment
  • Other Supports – Anyone else that assists the learner in their growth/learning/assessment process and can also provide input on assessment
    • Could be Peer(s)/Friend(s)/Other Family, Community member(s)

For complete details (and training resources), please visit the Collaborative Team Roles page.

FORMAT STEPS AND PROCESS SUMMARY

The assessment format includes forms and a face-to-face evaluation meeting. The forms are typically given in advance to help the learner and their team reflect on their previous development and start to develop a plan for the upcoming learning session. The evaluation meeting includes the learner, the teacher, and the guardian, and is  a two-directional feedback format that is guided by the Teacher/Facilitator and led by the Learner.

The evaluation meeting also helps to develop/build/finalize the learning path the learner may or may not have started developing on the form. The learning path they develop together includes a diversity of optional Modules to make the learning/growth path individualized. The meeting is comprised of the the following 9 steps, which are fully detailed in the next section:

EXPLANATION OF EACH EVALUATION STEP

Step 0: Prior to the Meeting

The facilitator reviews the learner’s records and identifies strengths and opportunities, and generates recommendations. They may which to create a 1 paragraph summary, especially if they have many learners to evaluate. The facilitator may or may not choose to share the summary with the learner, and if it is shared, then they will read it to learner at the end of the evaluation meeting. After reviewing the records, the facilitator prepares a pre-meeting form and shares with learner for the learner to fill out (with or without help from the other members of their learning team).

Then, the learner contemplates and completes the questionnaire. The questionnaire will cover the majority of what will be discussed during the meeting, including questions to help identify potential add-on Learning Components. Remember to remove questions when adding additional questions so the form and assessment process do not get too long. Here are some examples questions to choose from:

General Question – applicable to all age/experience groups

  • What are your life goals, interests, passions, desires?
  • What makes you happy?
  • Pick an area of your life, what’s the greatest outcome you can imagine for that area? What would you like to accomplish?
  • Do you know someone that you could model who has already achieved what you want to achieve?  Did you notice any strategies that were successful for them that you may also find helpful for yourself?
  • How can we make this more fun for everyone involved?
  • When you learn, what do you like to do?
  • What would you like most from your educational program…if you had to guess or make something up.
  • What are your values?
  • Of the different subject areas, which ones interest you most and why?
  • What areas are you most passionate about? Where do you see opportunities for growth/improvement within your most passionate?
  • Outside your area of passion, where would you like to see growth?
  • When you go outside to play what do you like to do?
  • I want to know what you want…if you had to make something up (it doesn’t have to be right), what’s the first time that comes to mind?
  • If you were to pick one area of life you’d like to improve, what would it be?
  • Are there any new discoveries or new developments since the last meeting?

4-7 year old questions:

  • What activity did you enjoy the least this quarter*? What would make it more enjoyable?  
  • What was the area you felt the most engaged and focused on during the last quarter?  How could you apply that to other areas for the next quarter?
  • How would you describe one positive social interaction this quarter and what could you do to practice/create that same social experience everyday* in the next quarter?
  • What would be an action* you could do everyday* to assure even more that your body, mind, and spirit feel positive and comfortable?
  • What would be a question* that you could ask everyday* that will help support the most positive and joyful feelings you have throughout the day and apply them to the areas that you want to improve the most?
  • What is a skill you could practice everyday that would help unify the most positive thoughts, emotions, and or resources for how you feel on the inside with what is happening on the outside of your life?
  • Name some things* you could do everyday* to enhance your love of learning?

2nd-4th Grade questions:

  • What would be one thing everyday* that you could do to channel your energy to achieve your learning* goals for the week?  
  • What would be an action* you could do everyday* to increase your comfort of sharing/practice of sharing* openness and honesty?
  • In what situation do you feel your are best able to express yourself? How can you use this in everyday situations when you aren’t sure what to say or do?
  • What are the strongest or most empowering feelings you are experiencing and how could you use those in a positive way to improve your daily educational experience?
  • What is a quality/strategy you admire in someone else, and what is one way you could practice this quality/strategy daily in your own life?
  • What would you say is your strongest area of education and what are 3+ strategies that support this strength and how could you apply this in the area of your life you feel you could use the most growth?
  • What’s 1 to 5 values you would like to focus on this quarter and what could you do daily to support that?

4th-6th Grade questions:

  • Choose a learning experience* that you like to do daily*?  Name one way that you could use this learning experience to fit into your current paradigm?
  • What is a daily activity* that you could do to bring forth your unique frequency of love* and or expression*, and or kindness* and infuse it into the hearts of everyone you meet?
  • What are 5 areas you felt really strong in this past quarter and what is a daily gratitude practice you could incorporate to apply these in more diverse areas of your life.
  • What are some ways you could use your educational strengths to improve your social skills and vice versa?
  • What are some positive ways you can increase your self love and confidence no matter what is going on around you?
  • What are some of your strength areas that you could apply to improve the classroom environment for everyone else and yourself.
  • What’s 1 to 5 values you would like to focus on this quarter and what could you do daily to support that?
  • What do you and/or your peers see you a leader in and how could you use this to help others and yourself even more?

7th-8th Grade questions:

  • What is an emotional resource that you like to have more of in your life and what is a daily* activity that you could do to strengthen/develop that emotional resource in yourself?
  • What’s a strength/resource that you have or have access to that you could use daily* to help other?
  • What can you do to reflect, apply, and clarify your personal values?
  • Reflecting on your values, what’s one thing you could do everyday to clarify the direction you want to go and future possibilities?
  • Reflecting on your daily/educational/social/relationship routines and habits, what would be some areas that you could add/remove to make it more effective to accomplish your values and support your goals?
  • Exploring planning and structuring options, what would be one or more that you could apply daily to create dramatic improve in your life where feel like you could benefit most from such improvement?

Adults (9th grade and beyond)

  • What’s an area of your emotional/social/psychological development that you would like to improve and what is a daily* action that you could take to achieve those improvement goals?
  • What’s an area within your work/learning environment that you would like to improve and what is a daily* action that you could take to achieve those improvement goals?
  • What’s one resource you admire in others that you would like to integrate into your own life, and what is a weekly activity that could help you develop that resource within yourself.
  • What is the area you feel you need the most improvement on and what are the actions/strategies would you like to integrate/implement on a regular basis to improve that.
Step 1: Centering

Who: All
Duration: ~1 minute
Description: Any one minute activity that is relaxing and fun for all participants (e.g., ten deep breaths, 60 seconds of laughing out loud, visualization of something positive, 60 seconds of gratitude, etc.)

Step 2: Explaining the Purpose of the Evaluation

Who: Facilitator
Duration: 30 seconds
Description: Say- “If you have anything that requires a lengthy conversation, something that deserves more than the attention and the 3-4 minutes allotted to stay within the meeting timeline, then let’s choose one of the following:

  • Include question in next pre-meeting from
  • Turn the topic/question into a task/learning opportunity
  • Schedule outside/separate meeting from this evaluation

The purpose of Learner-Designed/Facilitator-Guided Education and Evaluation Plan is to engage you in your own life coaching and personal growth process.  The evaluation serves as a self-prescribed engine for you to identify, pursue, and evolve passions and raw talents through interdisciplinary, inquiry-based learning. This is a bidirectional process between you and me that allows you to enroll in charting your own path and shaping your own educational experiences.  This creates opportunities for you and me to ask personalized questions and explore strategies to create a means to enhance both of our development.

This is a fun process if we are doing it right and look forward to it.”

Step 3: Learning about the Learner/Team Member

Who: All
Duration: Varies
Description: Open-ended questions
These questions can be left broad or be more specific based on how long the teacher has been working with the learner and anything that stood out in the pre-meeting form. If teacher knows learner they can ask if if there are any differences in their goals, has anything changed.  Examples of what can be added to the questionnaire that the student would answer before the meeting:

  • Write at least one paragraph sharing your current life goals, passions, and values. Next, and reflecting on what you’ve already written, write another 2-3 paragraphs sharing what you see as your strengths and your opportunities for improvement. Be sure to include key learning areas you’d like focus on and at least 1 new strategy you’d like to integrate into your learning plan.  
  • Please share any additional information you would like known about yourself in 1-2 paragraphs.
Step 4: Determining What’s Working and What’s Not

Who: All
Duration: Varies
Description: Questions for form: Thinking about your education process since last we met, write at least 2-3 sentences (for each of the following) sharing what you feel has been working/most fun and also anything that’s been challenging/you’d like to change?

  • Overall summary of the internship/apprenticeship? (2-3 sentences minimum)
  • Review of the facilitator – please provide feedback to facilitator: (2-3 sentences minimum)
  • Facilitator provides feedback…strengths/areas of opportunities
Step 5: Assessing Progress

Who: All
Duration: Varies
Description: Review what was focused on last session – ask probing and specific questions regarding learners experience. Ask what the learner enjoyed most and what they found were challenging.
Assess progress overall in goals/internship/apprenticeship. The learner evaluates where they are at by assessing and supporting their competence in each subject/area:

  • Rank the following skills from favorite to least favorite (if leader of apprenticeship has not filled in the skills, please fill in the skills you deem relevant): _______
  • Rank the following skills from easiest to most challenging: (Could be modules/lesson plans. If leader of apprenticeship has not filled in the skills, please fill in the skills you deem relevant): _______
  • Any additional comments or thoughts you’d like to share on your answers above: _____

The teacher/facilitator reviews digital badges earned and/or still being worked on (as applicable). Say: “These are the badges that you have earned…are you happy with that…are there any that you want to focus on for the next term.”

Step 6: Assessing Character Development

Who: All
Duration: Varies
Description: Learner evaluates their character development and identifies how elements within the values molecule are being practiced and developed. When they are choosing areas to focus on, reference molecules for example and ideas of what to focus on.

  • Assess your values and character development
  • Thinking now about your values and goals and how they apply to character development (your behaviors, personality traits, and how you feel about yourself) and social skills (your interactions with others), write at least:
    • 1 paragraph about your character development, including strengths and areas you’d like to improve. Also provide at least 1 strategy for how you’d like to integrate improvement into your next learning plan even more.
    • 1 paragraph about your social skills, including strengths and areas you’d like to improve. Also provide at least 1 strategy for how you’d like to integrate improvement into your next learning plan even more.
Step 7: Developing a Growth Plan

Who: All
Duration: Varies
Description: Establish challenging, yet attainable goals. Teacher shows in graphic form where the learner stands in their evolutionary process. The learner defines the goals and the facilitator guides, ensuring they are challenging yet attainable goals. When they are choosing areas to focus on, reference the core cirriculum molecules for example and ideas of what to focus on.

  • Teacher reviews the molecule of module options that support identified areas of interest that learner can choose from to develop their next growth path.  The options could include apprenticeship if learner is ready.  If the learner is not ready, but is interested, the teacher let’s them know who they can prepare themselves so they are ready at the next session.
  • It is suggested that teachers don’t share the theme, so learner is not biased.
  • Learner/Teacher/Parent(s) selects existing modules, or creates their own, or some combination to further explore their individual interests – See table below for the number of modules selected by Learner/Teacher/Parent(s):
Group Learner-selected Modules Teacher-selected Modules* Parent-selected Modules** Total number of modules
Preschool through 1st grade 8 (1/subject) 1-2 1-2 10-14
2nd through 4th grades 8 (1/subject) 1-2 1-2 10-14
4th through 6th grades 16 (2/subject) 5-10 1-2 22-28
7th through 8th grades 16-24 (2 to 3/subject) 5-10 none 21-34
9th through 12th grades & work study 24 (3/subject) 5-10 none 29-34
Specialization ??? none none ???
Mastery ??? none none ???

* Either teacher discusses adding or chooses to add on their own.

** Teacher has conversation with parent separately and allows input based on how helpful it would be to the learner’s learning process to have parents involved in selecting modules.

Based on values/character development that was packaged in the curriculum from last term, teacher adds any elements that specifically address foundational skills. Facilitator reviews options that support identified areas of interest that learner can choose from to develop their next growth path.

  • Based on values/character development progress during the last term, facilitator adds any elements that specifically address foundational skills.
  • Come up with your own success strategy.
  • Imagine you are creating a process for supporting your values and achieving all the goals (learning, contribution, character development, etc.) you’ve listed/discusses above. What would that process entail?
  • Define 5+ action steps, your tentative timeline for completing the steps, and how you’ll know when you’ve successfully completed each step.
Step 8: Discussing Homework Items

Who: All
Duration: Varies
Description: Complete steps 10 and 11 on the assessment form

  • Step 10: For each goal develop execution plan with defined measures of success and rough timeline
  • Step 11: Short summary of meeting
Step 9: Is Everyone Complete?

Who: All
Duration: 10 minutes
Description: Learner-identified/Unique ideas (anything we haven’t thought of).
Target 60 seconds of silence before ending session.

After the Meeting
Step 10: Review all steps in selected modules

Who: Learner
Duration: Varies
Description: Review the existing processes for each goal and identify 8-10 steps you will focus on.

  • Define measures of success
  • Define rough timeline
Step 11: Write a summary

Who: Learner with facilitator’s review
Duration: Varies
Description: Take notes together, but learner then goes through and summarize what was noted by both

DOWNLOADABLE/REPLICABLE FORMS

The recommended (adaptable) assessment forms for use with the Evaluation and Evolution process are GoogleDoc-based so they are easily copyable/transferable/editable and transparent. Adding/removing module components individualizes each person’s form and helps further individualize the learning path too. The forms are also designed to allow for input and participation from a person’s entire learning team (family, friends, teachers, mentors, etc.). The forms can be adapted to be used for:

  • Work samples that exhibit that learning achievement meets objective benchmarks
  • Everything necessary for transfer into the public school system or specific work environment
  • Quarterly report cards for personal growth and use, credit transfer, and/or resume inclusion
ADDITIONAL VOLUNTEER EXPERIENCE
  • Pictures of them during their volunteer time (In the environment)
  • After each section they would submit a summary of what they learned and a reflection on the experience
  • Letters of reference
WORK EXPERIENCE/APPRENTICESHIPS
  • Pictures of them during their work time (In the environment)
  • Assessment of skills, certifications earned, letters of recommendation
  • After each  “job” they would submit a summary of what they learned and a reflection on the experience as a contribution to their resume — built in GDocs
LIFE EXPERIENCE SECTION
  • Helping out at home (aspects worked into social sciences
  • At home family projects, extracurricular activities: beach cleanup, park cleanup, etc.
  • Reflection on life experiences like above
EXTRA CURRICULAR
  • Sports, dance, art, photography, etc.
  • Reflection on these experiences as above

 

SUMMARY

Coming…

 

FREQUENTLY ANSWERED QUESTIONS

Q: Are all aspects of this Evaluation and Evolution component necessary? 

We consider all aspects listed above as important but how a person or organization chooses to use them is up to that individual or group. To maximize the flexibility and application options, all components are designed to be usable in combinations, as part of the complete model, or as a stand-alone components.

Q: Above you say, “if you are doing it right, it is fun for everyone.” How do you make it fun when it seems disciplinary action is in order? 

People’s and organizational approaches to discipline are diverse. If disciplinary action is something you or your organization has decided is necessary, our suggestion is to still maintain a positive and Learner-focused approach. This would mean focusing on the Learner’s goals, how their behavior could be changed to help them better achieve their goals, and then guiding the Learner to come up with the best approach for moving forward and any consequences associated with not living up to this self-created path for progress.

Q: What if I have my own evaluation system that I like better, can I use that instead?

Of course! All aspects of the Education for Life program are designed for use in any educational environment and with or without inclusion of any other aspect of the program.

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teaching arts, teaching trades, teaching life skills, teaching building, teaching communication, teaching painting, teaching exploration, teaching rhythm and tempo, teaching tactile skills, teaching learning strategies, teaching storytelling, teaching puppet theatre, teaching planting, teaching crafts, teaching woodworking, teaching metalworking, teaching pottery, teaching theatre, learning arts, learning trades, learning life skills, learning building, learning communication, learning painting, learning exploration, learning rhythm and tempo, learning tactile skills, learning learning strategies, learning storytelling, learning puppet theatre, learning planting, learning crats, learning woodworking, learning metalworking, learning poetry, learning theatre, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching english, teaching literature, teaching sociolinguistics, teaching communications, teaching linguistics, teaching speech etiquette, teaching listening, teaching pronounciation, teaching language, teaching reading, teaching writing, teaching parts of speech, teaching comprehension, teaching speaking, teaching stories, teaching poems, learning english, learning literature, learning sociolinguistics, learning communications, learning linguistics, learning speech etiquette, learning listening, learning pronounciation, learning language, learning reading, learning writing, learning parts of speech, learning comprehension, learning speaking, learning stories, learning poems, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching health, teaching emotional health, teaching mental health, teaching social health, teaching nutrition, teaching spiritual health, teaching physical health, teaching self respect, teaching self awareness, teaching flexibility, teaching fruit, teaching vegetables, teaching grains, teaching ego, teaching connection, teaching intuition, teaching motor skills, teaching fitness, teaching outdoors, learning health, learning emotional health, learning mental health, learning social health, learning nutrition, learning spiritual health, learning physical health, learning self respect, learning self awareness, learning flexibility, learning fruit, learning vegetables, learning grains, learning ego, learning connection, learning intuition, learning motor skills, learning fitness, learning outdoors, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

teaching earth sciences, teaching life sciences, teaching physical sciences, teaching astronomy, teaching states of matter, teaching motion, teaching investigation, teaching energy, teaching vibration, teaching magnetism, learning earth sciences, learning life sciences, learning physical sciences, learning astronomy, learning states of matter, learning motion, learning investigation, learning energy, learning vibration, learning magnetism, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching social sciences, teaching friendship, teaching family, teaching social skills, teaching language, teaching literature, teaching seasons, teaching fine arts, teaching emotions, teaching culture, teaching history, teaching sports, teaching relationships, learning social sciences, learning friendship, learning family, learning social skills, learning language, learning literature, learning seasons, learning fine arts, learning emotions, learning culture, learning history, learning sports, learning relationships, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching innovation, teaching awareness, teaching focus, teaching imagination, teaching strategy, teaching creativity, teaching visualization, teaching technology, teaching basic machines, teaching magnets, teaching gears, teaching coding, teaching app development, teaching design, teaching blueprints, learning innovation, learning awareness, learning focus, learning imagination, learning strategy, learning creativity, learning visualization, learning technology, learning basic machines, learning magnets, learning gears, learning coding, learning app development, learning design, learning blueprints, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching imagination, teaching communication, teaching care, teaching kindness, teaching hygiene, teaching sharing, teaching playfulness, teaching teamwork, learning imagination, learning communication, learning care, learning kindness, learning hygiene, learning sharing, learning playfulness, learning teamwork, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

 

OPEN SOURCE CURRICULUM OUTLINES (click image for summaries and links to complete pages)

CARE
teaching love, teaching connection, teaching empathy, teaching compassion, teaching values, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching honesty, teaching integrity, teaching ethics, ethical teaching, honest teaching, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingInterconnectedness, Sustainability Education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingsocial equality and justice, celebrating diversity, diversity as a value, celebrating diversity
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OPEN SOURCE TEACHING METHODOLOGY SUMMARIES

Montessori | Waldorf | Orff | Reggio | Multi-Intelligence | Bloom's Taxonomy | Study Tech | I-WE

 

INDEX OF ALL THE ONE COMMUNITY OPEN SOURCE LESSON PLANS
Lesson Plans for Life Image, One Community lesson plans

Click this image for the Lesson Plans for Life page with links to the rest of the lesson plans

 

THE WORLD'S LARGEST ONLINE FREE EDUCATION RESOURCE ARCHIVE

 

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