Teaching in a multi-age, heterogeneously grouped, and integrated math and science classroom requires teachers to address the needs of a wide range of learners. It serves as a good model for educators who are being presented with an ever-increasing population of diverse learners and being asked to meet individual needs. Attempting to assess, address, and meet the needs of each learner is just not enough—schools must also teach students the skills of self advocacy, reflective learning, and self-assessment so that they can take ownership of their learning. As good as it sounds, this is challenging work. In this session, the presenters will share their process for developing a new model for learning—one created through a prepared learning environment where students use supports and intentional tools that personalize learning and assessments, meet diverse learner needs, and promote growth in habits of learning. Participants will have an opportunity to identify and discuss the factors that are stopping their students from taking greater responsibility over their learning, and the group will brainstorm tools that can be immediately implemented in the classroom
