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DLR Group facilitated a series of Curriculum & Instruction Workshops to build upon VIDE's Guiding Principles and clearly define a joint educational direction for the Territory. Key goals and objectives included:
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The workshops were launched with discussion around the importance of life-long learning in contrast to the educational model of the past where schooling was a sequential process from age five to eighteen and possibly to college, but not typically beyond. The workshops explored how students, as future employees, will be required to improve their skills and broaden their understanding through ongoing learning to stay relevant in a global marketplace.
Through the course of the workshops, participants explored a day-in-the-life of a Virgin Islands public school student, outlining a current day for students and then forecasting a day-in-the-life of a 2030 student. In addition, groups completed an activity to define how they want furniture to perform for students and teachers in the district. To conclude, groups worked through a Learning Connections activity to explore process, learning, and teaching in USVI public schools. The workshops were held on St Thomas and St Croix on February 18 and 19, 2020. Attendees included a broad cross-section of stakeholders and end users, including VIDE leadership, superintendents, principals, teacher union representatives, teachers, facilities staff, and community members. |
Practicing divergent thinking to envision future-ready, life-long learning in USVI public schools. 
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Educational Purpose of the 21st Century
Teachers will facilitate learning and design personalized learning experiences based on interest and passion. Students will be responsible for their own learning. Accountability will be measured by the transfer of skills and the demonstration of mastery. What do USVI Public Schools Value? What teachers do and how they do it is critically important and has a profound impact on the quality of the educational experience for children. Building a common language and consistency in systems allows for high quality teaching and learning. The following Learning Connections priorities were established: Inquiry-Based Learning, Authentic/Real-World Learning, Interactive Technology Devices, Flexible Technology, Outdoor Learning, Easily Adapted/Changed Spaces, Cyber Safety, Health and Wellness/Sustainability. |
Day-in-the-Life of a Virgin Islands Public School Student
The majority of teams observed a stark contrast in the current students' experience, dominated by direct instruction or lecture-style learning, when compared to a desired future experience filled with a fluid variety of learning activities. Participants envisioned a future version that responds to different types of learners and their diverse needs. Value of Dynamic Furniture in Flexible Environments Groups identified a gap between where they are currently and the desired future state. Participants identified a desired shift in the way the classrooms perform by introducing choices and variety in furniture to support a student-centered learning experience. |
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1. Technology was a concern at all schools visited. Technology concerns consisted of three parts:
a. The actual tool----the need for more one-to-one devices and working projection devices. b. The need for working infrastructure to meet the needs of many devices working at one time. c. The support of instructional technology training to use the one-to-one devices as tools for learning and not a substitution for worksheets. 2. Space was a concern for meeting the needs of active learning, inquiry learning, and collaborative groups. The need for flexible space along with flexible furniture to allow for a change in teaching and learning was imperative. 3. Teacher training was a concern to support teachers in effectively using technology, space, and furniture in the best possible manner for student-led learning. |
| 04_vide_master_plan_20200629_curriculum_instruction.pdf |
