The Designing Learning framework is an educational approach #WHe use to engage students and close the aspiration gap. The framework encompasses several key principles aimed at enhancing the learning experience for students and staff:

The Designing Learning framework consists of Connection Before Content, Acceleration not Remediation, Rethinking Success Criteria, Higher-Level Thinking, Student Agency, Authentic Work, and Technology Infusion.

Student agency is a pivotal concept in modern education, emphasizing the importance of students playing an active role in their learning. It involves creating an environment where students are not just passive recipients of information but rather empowered participants in their educational journey.

Encouraging student agency means providing opportunities for students to take charge of their learning process. This can manifest in various ways:

• Setting Goals: Students are encouraged to set their learning objectives and goals, aligning them with their interests, strengths, and aspirations. This process gives them a clearer vision of what they want to achieve and empowers them to take the necessary steps to reach those goals.
• Making Choices: Students are given choices and autonomy in their learning. This could involve selecting project topics, deciding on the approach to solve a problem, or choosing from different learning resources and materials. Providing choices allows students to take ownership of their learning path, fostering a sense of independence and personal investment in their education.
• Taking Ownership: Empowering students to take ownership of their educational journey involves instilling a sense of responsibility for their learning outcomes. Students are encouraged to reflect on their progress, identify areas for improvement, and take initiative to make necessary adjustments. This could include seeking additional help, adjusting study habits, or exploring supplemental resources.

By fostering student agency, educators aim to cultivate critical skills such as self-regulation, problem-solving, decision-making, and self-motivation. It also nurtures students' sense of accountability and self-confidence as they become more actively engaged in their learning process.

Teachers are crucial in facilitating student agency by creating a supportive and inclusive classroom environment. They provide guidance, mentorship, and resources while allowing space for students to explore, experiment, and learn from their experiences.

Overall, embracing student agency is about transferring knowledge and empowering students to become lifelong learners capable of driving their intellectual growth and development.

Please enjoy some student created videos!

https://www.canva.com/design/DAF1ZL5z4vs/lc0DnvEQ4UL9EKrYI2eM1Q/watch?utm_content=DAF1ZL5z4vs&utm_campaign=designshare&utm_medium=link&utm_source=editor

The West Hempstead Union Free School District aims to integrate instructional technology into well-designed learning experiences to create highly engaged academic environments where students drive their learning experiences.

We will share all the great technology work from the district and activities and tools you can use at home with the students.

After a delightful four-day weekend celebrating Thanksgiving, the Chestnut Street students returned to school with an undeniable enthusiasm that spoke volumes about their resilience and adaptability. It was as if the brief break had served as a recharge, and they seamlessly transitioned back into the academic routine, not missing a beat. The classrooms buzzed with energy as the students eagerly engaged in various learning experiences, creating a vibrant atmosphere that echoed with laughter and camaraderie. Teachers were pleased with the students' ability to seamlessly pick up where they left off, showcasing their dedication to learning. The post-Thanksgiving return became a testament to the student's ability to balance joyous celebrations with a steadfast commitment to their education, setting a positive tone for the remainder of the school year.

As you may recall, Cornwell Ave. and Chestnut Street were nationally recognized by the Children's Institute for their work with the Primary Project. Primary Project aims at enhancing social, emotional, behavioral, and learning skills while reducing social, emotional, and school adjustment difficulties in preschool through primary grade children. Targeted outcomes for these children include increased task orientation, behavior control, assertiveness, and peer social skills.

This week, #WHe had the chance to welcome another NYC school eager to explore our program's implementation. Special thanks go to Ms. Leigha Hill and Ms. Michele Addonizio for leading the events during their visit.

Listening to the academic vocabulary that students employ in their learning is a testament to the effective strategies employed by RamStaff and students. Teachers are pivotal in cultivating an environment that encourages developing and applying specialized language within learning experiences. By imparting precise terminology and fostering a culture of intellectual discourse, educators empower students to articulate their thoughts with clarity and precision. Simultaneously, students demonstrate dedication to their education by actively incorporating and utilizing this academic vocabulary. This collaborative effort between teachers and students enhances the learning experience and equips individuals with the linguistic tools necessary for success in their academic endeavors and beyond. It reflects a shared commitment to intellectual growth and effective communication, laying a foundation for a lifelong quest for learning.

Hands-on and experiential learning experiences at the secondary level play a crucial role in fostering a deeper understanding of academic concepts and preparing students for real-world challenges. These interactive approaches go beyond traditional classroom methods, allowing students to engage with the subject matter and develop practical skills actively. Through science experiments, collaborative projects, or debates, hands-on learning provides a tangible context for theoretical knowledge. This approach enhances retention and promotes critical thinking, problem-solving, and teamwork. Students benefit from the opportunity to apply theoretical concepts in real-world scenarios, making the learning process more meaningful and memorable. Moreover, experiential learning encourages curiosity, creativity, and a passion for exploration, laying the foundation for lifelong learning and success in diverse fields.

With "WHe" as our theme this year, #WHe are inspired to explore, discover, and achieve future wonders. Allow me to share some of the ways one could envision completing the idea of "WHe" throughout this remarkable journey:

• Wonder and Curiosity: Let us ignite a spark of wonder and curiosity in every aspect of our learning. Encouraging students and staff alike to question, explore, and seek knowledge beyond the ordinary.
• “WH”olistic Education: Emphasizing the growth of the whole individual – social, emotional, and academic. We aim to provide opportunities for personal development and well-being in addition to academic excellence.
• Empathy and Humanity: "WHe" stands for "We" as well, reminding us of our collective responsibility to foster empathy, compassion, and kindness. We will create a supportive and inclusive community where everyone feels valued.
• Waves of Change: As a theme, "WHe" also signifies the ever-changing tides of life. We will adapt to new challenges, embrace innovation, and be resilient in the face of uncertainty.
• Expressions of Art and Culture: "WHe" encompasses the essence of artistic and cultural expressions. We will celebrate creativity, appreciate diversity, and nurture talents in various forms.
• Wellness and Health: Prioritizing physical and mental health, creating a safe and nurturing environment where everyone can thrive and grow.
• Leadership and Collaboration: "WHe" represents collective wisdom and the power of collaboration. We will empower our students to be leaders in their own right while fostering teamwork and cooperation.

“The New York State Testing Program began transitioning to a computer-based testing model in 2016 when the New York State Alternate Assessment (NYSAA) started using Dynamic Learning Maps (DLM). DLM is a computer-delivered adaptive assessment measuring a student’s achievement of the ELA and mathematics learning standards at a reduced level of depth, breadth, and complexity. This assessment provides the opportunity to customize the assessment to the individual abilities and needs of the student, is designed to measure a wide range of proficiencies of students, is more efficient to administer and score, and provides useful information to teachers to inform future instruction for the student. The NYSAA Science transitioned to DLM in spring 2018.

The transition to computer-based testing for the Grades 3-8 English Language Arts (ELA) and Mathematics testing program began with optional participation in computer-based field tests in 2016. This was followed by optional participation in CBT in the spring operational tests in 2017 and schools have been provided the opportunity to choose their testing format since that time.” - Betty A. Rosa, Commissioner

Please click here for more information.

By Art Costa, Bena Kallick, and Allison Zmuda

There is a growing recognition that mastering subject-area knowledge alone will not be sufficient to prepare your children for their futures. They will need deliberate practice and focused attention to grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change. Habits of Mind are a universal framework for thinking and are as essential now as when we first introduced them 30 years ago. Habits of Mind are dispositions people use when confronted with problems and situations to which answers are not immediately apparent. When we draw upon these intellectual resources, the results that are produced are more powerful, of higher quality and of greater significance than if we fail to employ those intellectual behaviors.

Email: drehman@whufsd.com
Website: www.whufsd.com
Location: 252 Chestnut Street, West Hempstead, NY,
Phone: 516-390-3000