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!

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.

Their "Own" Space

Learning space is shared space, space where students feel comfortable, where they feel ownership, where they feel valued, and where they feel respected.

As you look at the below examples, consider how students feel connected to your classroom space.  By increasing student ownership of the space, you send a clear message to students:  you are valued!  Thinking about last week's post "Analogous Learning," I feel the need to be explicit in my comparison:

Student ownership of the classroom space is a metaphor for the ownership of their learning.  

The library shelves invite students to know the Mark Twain and Truman books -- even when they aren't currently available!

Student "Shelf Leaders" are identified on sections throughout the library; their job is to straighten and clean the shelf, ensuring displays are full and inviting.

Students own the classroom beyond it's physical space through Google Classroom. 

Clearly identifiable learning objectives (targets) give students the chance to own their learning.  It's enhanced by their requirement to articulate (today's MAP word of the day) it in their own words.

Students visually represent their learning, determining the images that will help them build understanding.

Use bulletin boards to expand learning, encouraging students to take risks.

Recognize students!  Or, better yet, have students recognize each other.

Those are pens...on every single table!  What a great way to make the classroom feel like home and ensure that students have access to the necessary supplies.

That's student writing on the "Expectations" board.  By creating the rules, they are more likely to follow them.

Life After MAP

Yes, it's May.  Yes, testing is over!  Yes, classrooms are warmer (and more humid).  Yes, we are all starting the countdown to summer.  But....no, learning hasn't stopped.

In many schools, the sigh of relief is visable in a lack of learning in the remaining days and weeks of school, but not at Truman!  Your understanding that we have so many opportunities to provide students and your integrity to use that time well in these remaining weeks is a testament to how we "Fly Right!"

Students are writing!

Students are experimenting! 

Students are evaluating!
These students are providing feedback on peer projects, helping to select "finalists" in the Holocaust project.

Students are evaluating!
(See detail above)

Students are expanding interdisciplinary vocabulary!

Students are charting and analzying!

Students are practicing!
Student learning is differentiated with small group instruction.

Students are debating!
DBQs aren't always written; this is debate model before students apply the skill.

Students are learning!
(from their peers)

Students are presenting!

Students are designing!
(in this case a presentation)

Students are engaged!
Notice the different handwriting - students did this work.

Students are discussing!

Students are imagining!
They are innovating for the future, making connections to the innovations of the Industrial Revolution.

Students are collaborating!
(See detail above)

Students are understanding!

Students are notebooking!

Students are annotating!

Students are publishing!

Students are explaining!
After exploring for simple machines in the building, students provide detail to Dr. Straatmann.