I was inspired by...

Today, I got the opportunity to visit elementary schools in Affton, Webster Groves, and Brentwood as we look to make instructional space decisions for Dressel.  Not only was it interesting to feel the variance in tone and culture within these 4 buildings, but it was also enlightening to see the merge of instruction and space.  I watched inspiration take place and felt inspired by what I saw.

The reality is that our classroom space is a reflection of our learning processes and vice versa.  Below are just a few examples of how student choice and authenticity are visible within classroom space.

Music Stations:  In this primary music class, gone are the whole class methods of teaching, and in their place are mini-lessons of skills with application in student choice stations.

Applying understanding of notes using instruments.

Listening to music and interpreting it through art.

Composing music through understanding of musical content.

Practicing rhythm through bouncing a ball to the music within provided space.

Art Studio:  Students within this class engage in artistic behaviors, choosing their preferred medium while still mastering art concepts that traverse the content.

Designing and weaving in the fiber station

Digital integration through graphic design and STEAM

Traditional experiences in the drawing studio

3-dimension design in the paper studio

Presenting, reflecting and explaining artistic behaviors to peers:  "I was inspired by Abby mixing her paints."    

Teacher questions follow student presentations: "What would you do differently next time? What did you learn from this process?"

"Traditional" Classrooms:  In these classrooms, instructional space moves beyond individually defined student desks and into task purpose and student comfort.

Modular furniture allows students to collaborate with peers or work individually in comfort.

Some students choose to sit on pillows on the floor

Some students prefer to lounge and work

Counter height seating provides a standing work station

As we look to the future and innovation within classroom design, the reality is that different people need different settings.  teachers need to feel comfortable with the instructional environment - if varied seating arrangements and student-choice stresses out the teacher, it's not good for kids.  Students need to feel comfortable - some students need structure and others prefer more freedom.  The best schools have a mix of these environments so that individual needs are met as well as stretched.

Here's a great link to a short article that can get you thinking about your own comfort with innovation:  http://georgecouros.ca/blog/archives/6277.

A Sneak Peak into Modern Language Learning

I got the chance to pop into 3 classrooms today, and wow, each was engaging and relevant, increasing both student understanding and skill.

A Roll of the Dice:  Students review a Spanish grammar concept, writing as many of the newly acquired skill as they can before the next person in the group rolls a "5."

The energy and focus was a buzz into the classroom.

In German, students write about themselves...in the language.

The writing is both rigorous and relevant as students make connections between their art and language skills.

Conferencing is not just for ELA!

Students roll dice to construct a sentence in French.

The race is on to be the first to write an accurate sentence.

Her group is proud of how she applies her French grammar skills.

Inspiration from Sappington...

Today, I participated in district walk-throughs, visiting Sappington Elementary and observing a wide array of instructional best practices.  Often, we think that elementary learning looks so different than learning at the middle level, but should it?

In the classroom....

Math Anchor Charts:  As students work in math stations, these charts provide reference for increased student independence.

Learning Objectives as "I can" statements

Integration of Science and Writing:  In this 2nd grade writing unit, students are writing about force and motion, providing specificity and clarification of scientific terms in their writing and developing an index of main ideas.

Math Review:  As students worked independently to review their concepts, the teacher conferenced with small groups of students.

Math Review:  A combination of high and low tech

Math Review:  Conferencing with small groups of students to identify and remediate misconceptions.

Anchor charts to work on closing paragraphs in writing.

Student Writing and Publication:  Go to Seesaw to learn more about the student's book.

In the Library....

Dash and Dots:  During library time, students program their robots to catapult objects, reading a Level 4 DOK.

Students have suggestions for using technology for higher levels of DOK.

An Idea Shelf:  Whatever the theme, students determine how to represent it and expand on the idea through their own creativity.

 In the Gymnasium....

Core Workouts:  Students scoot along the rope  as if acrobats in training.

Who thought you couldn't paddle board in a land-locked gym?

What used to be a recess staple...

 

Rock Climbing

Ropes and Swings

Building a shelter

Virtual Kayaking

Todd!

Todd!

 The energy of this PE class was amazing as students had outdoor adventure inside!  The criteria was that students access each station once and check their heart rates periodically.  This fun and engaging lesson connected kids to fitness in the real world.

What is Curiosity?

Last week, I was in a Project Lead the Way (PLTW) meeting talking about science, technology, engineering, and math (STEM) with both educators and parents in STEM fields.  One of the key points of the discussion was how much we control the learning of students rather than giving them the opportunity to build knowledge based on their curiosity.  It was then reinforced when my monthly "Education Update" arrived in my mailbox on Friday.  And, one of the articles, "The Wonder Years," highlighted how to nurture students' natural curiosity by making time for wondering.  The article highlights that "Curiosity released dopamine, a neurotransmitter that helps improve noticing and affects attention and remembering.  When your curiosity is piqued, you're going to remember things more deeply."  Doesn't this make sense?

So let's look at what made us curious today at TMS...

What do all those charts on the TV news mean?  Before teaching them the content, have them engage with the map, questioning what the signs and symbols mean.

How do instruments make sound?  Students created instruments with random materials.

The vibrations of the tin were amazing.

Carrots for clarinets, Styrofoam for xylophones and so much more...

Students played the stock market before learning about it from an expert who could answer all their questions.

I challenge you to use student curiosity to build content knowledge in your classroom.  And, here's how:  don't give them the information...in any form, readings, video, lecture, etc.  Instead, let them explore it and figure it out.  Give them a real issue to grapple with, build their frustration, develop their understanding, and then tie it all together in a neat little bow with your added knowledge.