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The Met’s Learning Goals

Philosophy: The Met’s learning goals are a framework for looking at real-world concepts and abilities necessary to being a successful, well-rounded person. The learning goals are not content-oriented curricula, nor are they completely distinct categories. Good project work incorporates many overlapping elements of the learning goals.

How do I prove it?
Empirical Reasoning

This goal is to think like a scientist: to use empirical evidence and a logical process to make decisions and to evaluate hypotheses. It does not reflect specific science content material, but instead can incorporate ideas from physics to sociology to art theory.

    What idea do I want to test? (essential question)
    What has other research shown?
    What is my hypothesis?
    How can I test it?
    What information (data) do I need to collect?
    How will I collect the information?
    What will I use as a control in my research?
    How good is my information?
    What are the results of my research?
    What error do I have? How good is my information?
    What conclusions can I draw from my research?
    How will I present my results?
How do I measure, compare or represent it?
Quantitative Reasoning

This goal is to think like a mathematician: to understand numbers, to analyze uncertainty, to comprehend the properties of shapes, and to study how things change over time.

    How can I use numbers to evaluate my hypothesis?
    What numerical information can I collect about this?
    Can I estimate this quantity?
    How can I represent this information as a formula or diagram?
    How can I interpret this formula or graph?
    How can I measure its shape or structure?
    What trends do I see? How does this change over time?
    What predictions can I make?
    Can I show a correlation?
How do I take in and express ideas?
Communication

This goal is to be a great communicator: to understand your audience, to write, read, speak and listen well, to use technology and artistic expression to communicate, and to be exposed to another language.

    How can I write about it?
    What is the main idea I want to get across (thesis)?
    Who is my audience?
    What can I read about it?
    Who can I listen to about it?
    How can I speak about it?
    How can technology help me to express it?
    How can I express it creatively?
    How can I express it in another language?
What are other people’s perspectives on this?
Social Reasoning

This goal is to think like an historian or anthropologist: to see diverse perspectives, to understand social issues, to explore ethics, and to look at issues historically.

    How do diverse communities view this?
    How does this issue affect different communities?
    Who cares about this? To whom is it important?
    What is the history of this? How has this issue changed over time?
    Who benefits and who is harmed through this issue?
    What do people believe about this?
    What social systems are in place around this?
    What are the ethical questions behind this?
    What do I think should be done about this?
    What can I do?
What do I bring to this process?
Personal Qualities

This goal is to be the best you can be: to demonstrate respect, responsibility, organization, leadership, and to reflect on your abilities and strive for improvement.

    How can I demonstrate respect?
    How can I empathize more with others?
    How can I look out for my health and well-being?
    How can I communicate honestly about this?
    How can I be responsible for this?
    How can I persevere at this?
    How can I better organize my work?
    How can I better manage my time?
    How can I be more self-aware?
    How can I take on more of a leadership role?
    How can I work cooperatively with others?
    How can I enhance my community through this?
Met’s Annual Expectations for Students in Grades 9 to 12

Annual Expectations (must be completed every year)

  • Follow interests in the real world (informational interviews, job shadows, and LTIs)
  • Obtain an LTI during the first semester
  • Have a positive impact on the community (service learning, etc.)
  • Meet with learning-plan team at least three times per year
  • Be aware of gaps in learning and address them through project work
  • Create at least four learning plans per year
  • Complete the work in the learning plans
  • Build a binder of best work and a portfolio of all work
  • Have four public exhibitions per year
  • Write in journals three times per week
  • Schedule daily planners every week
  • Come to school on time every day
  • Be responsible for actions and locations; sign out of advisory
  • Show respect for self and others
  • Take responsibility for the learning process
  • Take advantage of opportunities
  • Make productive summer plans

    Met 101 (ninth-grade expectations)

  • Complete all Annual Expectations
  • Do at least one “nested egg” project
  • Prepare for the state health assessment
  • Read at least three books, and create a reading inventory
  • Work on the Quantitative Reasoning Areas of Tables and Graphs, ratios I, and Direct Measurement

    Met 201 (tenth-grade expectations)

  • Complete all Annual Expectations
  • Do at least two “nested egg” projects
  • Prepare for the state language arts and math assessments
  • Read at least five books, and update reading inventory
  • Present mini-exhibitions in each learning-goal area during third quarter
  • Create a binder of best project work from 9th and 10th grades
  • Begin to visit colleges and look at requirements
  • Work on the Quantitative Reasoning areas of Linear Models, Ratios II, and Indirect Measurement

    Met 301 (eleventh-grade expectations)

  • Complete all Annual Expectations
  • Demonstrate heightened personal qualities and depth of work
  • Play a leadership role in the school
  • Get senior thesis proposal approved by committee
  • Read at least six books, including two autobiographies, and update reading inventory
  • Write first 25 pages of autobiography
  • Work on the Quantitative Reasoning areas of Non-Linear Models, Probability, and Statistics
  • Prepare for the state writing assessment
  • Meet with college counselor and share information with your learning plan team
  • Research five colleges and their admission requirements
  • If gaps remain in college admission requirements, address them in learning plan
  • Bring family to college night
  • Visit at least three colleges
  • Create a draft of college essay
  • Begin to create a college portfolio (resume, transcripts, essay, awards, best work)
  • Prepare for and take the PSAT in the fall
  • Prepare for and take SAT or ACT in the spring
  • Schedule at least four college interviews for next year

    Met 401 (twelfth-grade expectations)

  • Complete all Annual Expectations
  • Demonstrate heightened personal qualities and depth of work
  • Play a leadership role in the school
  • Meet consistently with senior thesis mentor
  • Contact a resource related to the thesis at least every other week and keep track of these contacts
  • Complete an in-depth senior thesis project
  • Read a book each month (nine total, including one autobiography) and update reading inventory
  • Write a 75- to 100-page autobiography
  • Prepare for and take the SAT or ACT
  • Complete a college portfolio
  • Visit and interview with at least four colleges
  • Research and apply to colleges
  • Apply for scholarships and financial aid
  • Create a post-Met plan
  • Present work and reflection at graduation exhibition


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