Common Nouns within our School

As we design instruction, the verbs are essential!  They tell us what students will do with their learning, how they'll demonstrate mastery.  But, the nouns of education are also important - don't ignore the great things at TMS!

Post-Assessment:  Students set goals in PE early in the based on their fitness scores; now it's time to see if they met their goal - for most, it's not a surprise as they've monitored their progress throughout the year.

Collaboration:  Students give their muscle to help a friend build a birdhouse in tech ed.

Conceptualization:  Students compare the modern day map of Asia by restructuring it into the ancient world view of the region.

Presentation:  Students conducted an experiment of their own and presented their findings the class.

Research:  Students had to build background knowledge before designing the experiment.

Procedure:  Students detailed the steps of their experiment.

Data:  Students need to review data in order to draw conclusions.

So whether your instructional nouns are post-assessment, collaboration, conceptualization, presentation, research, procedure, data, or something else, keep it up because there's great learning at TMS!

Retention : Understanding as Engagement : Active Learning

If you want learning targets to be retained over time, students must understand the concept, and the best way to do that is through engaging learning opportunities.  By planning active learning, you reach students, helping them make connections to concepts that can transcend one lesson on one day of their middle school life.

Getting ready for Tug of War

But, it's not so simple; you think one team has the clear advantage....

But, there's are traitors in their midst.

Students figure out their traitors and why a clearly favored team doesn't win as they make connections to the Vietnam War.

Weigh the ball.

Conduct the experiment.

Chart the data!

Collaborate to figure out the impact of mass on speed of an object.

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.

The Challenge is Yours

"Take a Risk" February can take many forms.  It can result in a new technology tool, a teaching strategy that enhances current curriculum, classroom procedural changes....the list is endless.  Today, I witnessed a team-building activity with potential to build a classroom community, reset the classroom climate, and connect to curricular skills.

Before entering the room, students were given directions to line up silently by height and and find their numerically ordered seats by that line-up.

Attempt #1:  Getting to their seats after lining up.

Trying to find the randomized numbers...still without talking.

Almost there....I think.

Regrouping once their original plan failed.

A new strategy:  identifying a leader to help match students to the correct seats.

Using their skills - students annotate the directions to ensure accuracy.

 In this example, student's used problem-solving skills, adding strategies to correct their errors in the first trial.  The parallels to a science classroom are endless as we make comparisons to scientific inquiry.

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.

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.

Backpacks, Time for Lunch, and School Start Time

As 8th graders work on their journalistic writing skills, there are some common themes in their topics related to school: backpacks in class, amount of time for lunch, and school start times.  However, since these are not editorials, they must stick to just the facts.  Whew!  While I might philosophically (and physically) agree to a later school start time, the backpack conversation is old, and I'll never understand why they want more time for lunch when they just stand at the door waiting for the bell to ring at the end of it anyway....

But, look at that writing!



Maybe, student writing topics should move beyond the rules and structures that feel so limiting and instead focus on the great learning that happens within the walls of TMS!

Packing the Pringles:  7th graders have been seen dropping these cans down the stairs to test their hypothesis on good packing.

Technology Use:  Students write the solution on the tablet as it projects for all to see.

Foldables:  Paraphrasing definitions for literary elements.

Graphic Organizers:  Visual representations used to analyze our learning.

Making Models of the Earth's Layers

Earth's Layers:  Students choose the materials that best represent their understanding of this science topic.

EQ:  Learning about Emotional Intelligence

Look!  Guidance Counselors Teach Too!