Rock Brain vs. Flexible Brain

Today in the COPE class, students were discussing the differences between rock and flexible brains in order to learn that there's not one solution to a problem, or one way to present information, or one perspective to consider.

As I popped into rooms, I saw this same philosophy in the instructional practices in our building.  When we give students ownership and choice (and we excel at that!), we teach them flexibility.

Check out how we're creating flexible (not rock!) brains...

Students collaboratively research diseases and teach others how those diseases affect their body systems. How they do that...it's their choice.

As students create towns representing economy, government, and culture in the early 1800s, they enrich their experience through 3-D representation.  This was a student choice.

In analyzing government structures, students depicted the 3 branches in numerous ways:  3-D, symbols, comparisons.  It was their choice.

Students creating tab top notes, use their own words and visuals to make meaning for themselves.  It's their choice.

Writing DBQs allows students to form an argument based on the provided information.  There's no one right answer - it's their choice.

Students creating sustainable structures design on paper before building.  What they choose to make - that's their choice.

Working on some math...it's your choice where you sit.

Students have a lot of ownership within their science notebooks, but for those students who need more structure, there is the choice to have a "chunked" experimental design sheet.

The 6th Grade Student Congress is in session, an opportunity for young senators to write and defend their bills.  They have choice in what they view as a priority.

Building Engagement and DOK with Audience and Purpose

Making learning authentic requires thoughtful consideration of two things:  Who's your audience? What's your purpose?

When we provide students the ability to create, applying newly acquired skills, or opportunities to figure it out for themselves, they are more likely to develop conceptual understanding that lingers long beyond their middle school years.  Knowing their purpose and audience contributes to that process as it adds accountability to their learning.

In each of the below pictures, students are fully engaged with a clear purpose for learning at a higher level of DOK.

7th graders performing "A Midsummer's Night Dream" for their families -  practicing and performing a play is a skill, but designing the set, the costumes, and organizing the production are strategic learning activities.

6th grade students Skyping a performance with students at another school - performing for one another is an essential skill.

Making fire to record observations and draw conclusions as scientists - conducting an experiment and drawing conclusions is strategic learning.

Sketching plans to become engineers - as students have choice in their design and apply their mathematical and scientific skills, they participate in an extended strategic learning opportunity.

Participating in an hour of code to learn computer programming - to design a program through integrated technology skills is a strategic process.

Differentiating Differentiation (Say That 5 Times Fast)

Like holiday cookie recipes, there's not just one recipe for differentiation.  Differentiation of student learning can take many forms, from the simplest to the most complex.

The simplest form:  Student Choice.

Students work collaboratively, choosing how to depict the digestive system for a presentation to class.

Students design a movie trailer for their realistic fiction writing - all based on their creative choice.

Students choose how to visually represent the complexity of government systems.

Increasing complexity:  Student skill groupings.

Students create an interdisciplinary math book while classmates overcome a misconception.

Students work collaboratively to discuss the properties they didn't master previously.

Working with a small group of students to ensure their content mastery and reteach skills.

Independent study and work completion for the class as the teacher meets with a small group of students.

The structures in your classroom set the tone for differentiation.  Consider how your classroom environment contributes to small group instruction or individual conferencing.  Consider how well you know your students, both their skills and their interests.

Assessing students to provide differentiated learning opportunities.

Setting up the classroom so there's clear access to differentiate.

Strategies with Impact

Just yesterday, I walked the stage feeling proud of TMS and today, as I visited classrooms, I was reminded why we are so deserving of a National Blue Ribbon - you are great teachers!!!!!  As long as I've been at Truman, we've talked about authentic learning and student engagement, and it's evident that we provide these enriching learning opportunities for students.

When I think back to my own teaching experiences, I reflect upon the isolation I felt, the lack of knowledge about learning strategies in other contents and classrooms.  In those days, we'd spend one early release session per year sharing best practices, but now, thanks to the information superhighway and the ease of information, we can see these daily with just a click of the mouse.  It's for that reason that this blog exists.  While I'm realistic that you are inundated with information, I hope you find these blog posts an inspiration for new instructional strategies.  Most importantly, no matter the content area, I hope you see an opportunity to "steal" ideas for your own instruction.

Check out these two!

Strategy #1:  Conferences in every content area.

We're used to seeing conferencing in ELA classes as teachers give feedback on writing.

But, it's less common to see conferencing in PE.

Using a rubric, the teacher provides clear feedback to a student about their goal, helping them redesign their action plan to meet their personalized fitness goal.

Strategy #2:  When you teach it, you know it.

8th grade German students teach 6th grade World Cultures.

8th graders designed the lesson on colors, providing the PowerPoint and activity.

8th graders engaged 6th graders in enriching activities that required them to speak, read, and write in German.

The Trial of Gus Capone

In one class, students reenacted the trial of Al Capone, presenting evidence of the crimes of the famed gangster.  This example reminds us that by having 7th graders act out events of the 1920s, they conceptualize history.  Through their research, students create their presentation, design their roles, and demonstrate their understanding.  Plus, it's fun!

The formal presentation of the trial

Planning the presentation.

The backstage work - some students are the cast and some are the crew.

Practicing for the big event.

Taking Flyertime to DOK Levels 3 and 4

Flyertime as academics?  Yes!  Flyertime has many opportunities for increased depth of knowledge; in fact, it's the perfect place to provide interdisciplinary skills.  Today, two Flyertimes came together to solve an authentic problem:  How do we get approximately 850 Truman staff and students into a circle for the all school picture?  Students provided input and support in the design of this process.

Start with the formula - how do we use our mathematical knowledge of diameters and circumference?

Continue with practice - how many people will fit into a prescribed space?

Conclude with a sketch - using the formula and measurement of density of people, there's a clear plan for November 16th.

In another Flyertime, students are taking ownership for their service learning.  In this case, students are writing letters to local business to donate supplies for a blanket project.  Students have completed their research and proposal, but learning continues as they construct letters with the appropriate detail and tone.

A letter to Hobby Lobby

Researching terms and conditions to set up a GoFundMe account

A New Type of Missouri Learning Standard

On Monday, many of us had the opportunity to celebrate Melissa as a Missouri Teacher of the Year finalist, and at the closing of the evening, Chris Holmes, 2014 MO Teacher of the Year and Truman parent, gave us a pointed reminder.

Regularly, we look at standards, standards for reading, writing, speaking and listening; standards for mathematics; standards for social studies; standards for science and inquiry; standards for music; standards for art; standards for world languages; standards for health; standards for technology....you get the picture.

But, where are the standards for life?  At what time in our educational career do we vertically align and support standards for citizenship.  Sure, we talk about grit and habits; we devote 46 minutes a week to character education; we focus on modeling great character...and, I think we do an awesome job.  Despite the great work that we do, one must question how do we measure our success?  What SLO measures growth?  What standardized test provides an opportunity for us to compare our success?  The answer is obvious:  there isn't one.  And, that's okay...what we must do is remember to continue to do our great work and build connections between our established standards and good work for life.

I often talk about authentic learning for students - I challenge you to make your learning standards relevant for life.  Check out Chris Holmes' standards (reprinted with his permission) and think about how you move your instruction beyond the content.

Take your standards and add the words "in life" to increase the relevance of what we do.

"First Things First...I'm a Realist"

There's nothing like a little Iggy Azalea to get you thinking of the 7 Habits of Highly Effective Teens.  In this Flyertime, students used that line to design dance moves to each of the habits.  Iggy's famed "Fancy" hook reminds students to "put first things first."

Dancing to the habits

Designing posters about the habits

Sketching visual images related to each of the habits

The final product!

Elimination of Waste

Sixth graders could be heard saying, "I guess I'll just draw poop" and laughing with their partners as they found symbols of waste.  But, don't worry, it's perfectly relevant as they discuss the elimination of waste as one of the characteristics of life.  And, while those students are drawing "waste" and using fecal emojis, it brings to mind that the elimination of waste is not just a characteristic of life, but it's also a characteristic of learning.  In learning, we have the wade through the junk to get to the heart of what's real.  Whether it's eliminating incorrect answers on the ASPIRE test or brainstorming ideas where only one reigns supreme, the elimination of waste is a valuable learning tool.  

Consider how you can eliminate the waste in your classroom:  Are there lessons/units that no longer meet your standards?  Are there timebound traditions that are near and dear to your hear that no longer meet the needs of our students?  As educators, we don't just teach about the elimination of waste, we need to model it.

Elimination of Waste Emoji - a perfect addition to the 8 characteristics of life project

Students plan their 8 characteristics of life project, including the elimination of waste as one characteristic

Giving feedback on student-created books to eliminate the waste of unnecessary/irrelevant information

Students brainstorm, write, and plan, eventually eliminating the waste of ideas that won't lead to a polished product.

2 truths and a lie - students eliminate the waste of ideas that are untrue about the historical event. 

Topographical Maps - students eliminate the waste of the wrong map as they connect the correct rock to the correct map.

Conferencing with students - a way to eliminate the waste of misconceptions (and not wasting a perfectly good half-moon table).

Kahoot - eliminating the waste of inaccurate information

Students plan their perfect school in Spanish, eliminating the waste of subjects that they don't deem necessary.