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.

A Sneak Peak in the 8th Grade Hall

Ever wonder what's going on in other parts of the school?  While we've worked to increase collaboration in so many ways, it still remains a challenge to know what learning looks like in other subjects and grade levels.  

Check out some of the learning in the 8th grade hall from first quarter:

Want to see a history come alive?  Students get to observe the real-time worship of holy relics.

Practicing speech skills through games.

Using the voice to text feature to take notes in Google.

Collaborating to find solutions to real-world problems.

A "Walk" in the Woods

I often jest about how I leave you to be "in the woods" for the Outdoor Leadership Experience (OLE), but in all honesty, it's a very productive time for me, and I believe it makes me a better leader.  In education we spend too little time thinking, planning, and reflecting.  Often, we learn something, are expected to implement it, and then move on to the next thing.  And, I realize that I can be guilty of furthering this problem.  OLE reminds me to slow down, think, process, and plan with intention.

To better understand this experience, note that I helped lead the Turtle group, a group of 10 teachers, directors, principals, and assistant principals.  During the 3 days, the Turtle group worked on developing a community, completing initiatives together, and learning from one another.  The Turtles were 1 of 8 groups who functioned in this way.

On Wednesday night, OLE participants created hand-made journals for their secret partner.  Each person was responsible for writing about their partner's experience, documenting their teamwork, growth, and support of the group as a whole.

The first night, the group worked together on an initiative called 3 Circles of Communication.  Before journeying on their orienteering adventure, it was important to build systems of communication and create a community among the group.

On Thursday morning, we continued working on our listening and communicating skills with the Minefield.

Before the group could venture "into the woods" they needed to build their skills in compass reading and their understanding of topographical maps.

"Turtle Power!" As the group began their hike to find 11 flags (plus a bonus) throughout the Mark Twain National Forest with only a compass and topographical map, they came together as a team to celebrate their successes.

We left camp at noon and officially finished our task at 2 a.m.   We carried our lunch with us (finally eating around 3 p.m.) and cooked some spaghetti tofu for dinner at 10:30 p.m.  Learning to communicate and make decisions as a large group in both the light of day and the dark of night has many parallels to the decision-making processes in our schools.

The Turtles worked together to complete the Marble Maze, first moving 1 marble to the exit without falling through any holes, and then doing the work with more complexity:  2 marbles, then 3.  It concluded with all but one person blindfolded to complete the task.  

Failing Forward:  In the Island initiative the group found themselves unsuccessful.  However, the group learned a lot from their failure, admitting that they weren't listening to the group members who had suggestions different from their identified plan.

In addition to group challenges, there were individual ones:  rappelling and rock climbing.

In addition to all of this fun work, we had a relaxing experience finding flags at various points along the lake.   We tied our canoes together and worked as a group to achieve our goal.  Along the way, we appreciated the majesty of a bald eagle soaring alongside us.

6th Grade Stations

Over the last two weeks, 6th graders have enjoyed varied and engaging learning opportunities in their 6th grade classes.  Check it out!

In Science, students rotate through various stations to practice their knowledge of microscopes.  They investigated some "yummy" substances.  Was that a piece of a tongue?

Math Workshop has begun!  Check out these organized bins with clear directions for students to engage in math dialogue and games for ongoing learning.

Through Math Workshop, teachers are able to provided guided, small group, differentiated support to students.

Students work with "Go Fish" to practice math skills.

In English, students work in differentiated groups to preview their new novel:  Among the Hidden.  This group is selecting the best tip sheet for Internet use.

Collaborative Teaching

Collaborative teaching can take many forms:  CT classes with special and general education, interdisciplinary lessons, PLC lessons, and library collaboration.  See these great examples of collaboration in effect.

Working with students on their Google Slides.

Teaching Spanish in this "Genius Hour."

CT with 2 teachers assisting students.

CT with Co-Teaching -- both teachers take ownership for primary classroom instruction.