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.

Making Direct Instruction Engaging - A Rare Occurrence

There are a few components of our new teacher observation tool where it's difficult to reach proficiency in the student engagement section: Presentations, Question and Answer, and Direct Instruction to name a few.

Student Presentations are greatly engaging for the student who has designed the presentation, but for those students on the receiving end, it's a challenge to ensure that their learning is progressing through active engagement.  Since we can't expect middle school students to deliver a highly engaging teachable moment, that's up to us to design a system where they are responsible for the information provided from their peer.

For Question/Answer, to make it engaging there has to be more than compliance.  Whole class Q and A is most frequently in the emerging category.  If you add required whole class involvement in Q and A (such as fist to five or other similar formative feedback), it'll move to developing, but to be proficient, students have to be held accountable at a higher level.  Most likely, this includes partner sharing or justification of their response.

Today, I saw my first example of student engagement proficiency using the Direct Instruction strategy.  Typically, direct instruction is emerging or if there is compliance in note-taking, you may see developing in this area.  But, to progress learning, we need more than just compliance and everyone on task - we need learning demonstrated.  Today, I saw it!

As the teacher provided the direct instruction about a new concept, students listening and reformulated the information into their own project.  This wasn't note-taking -- it was "note-applying."

The design process was presented as students outlined their own project, applying the components of their new learning.

The complexity of this task was increased as students cross-referenced their project directions with the design process.

The Power of Technology in Rigor and Relevance

We've talked about rigor and relevance:  the ability to get kids thinking deeply beyond the classroom environment.  Check out these examples as students work at a high level of DOK on assignments that have a connection beyond the subject and the school environment.  Notice how each of these examples integrates technology - this is the power of technology, not just as bells and whistles, but as a valuable tool for increased learning!

Students in Robotics and Engineering become engineers, drafting concepts, writing code for their motors to work, and reflecting on the process.  These design skills will serve them far into the future.

Through the Rosetta Stone program, students are learning languages beyond our traditional offerings:  Italian, Japanese, and...

Making a news broadcast to showcase their knowledge of weather, students integrate technology use and collaboration skills to create a thoughtful, content-specific product.

 

Students Skype with the composer of their newest piece.  As they played for her, she provided feedback and extended their ability to emote the sound.

Stations provide a way for students to "own" their learning, practicing a new skill independently and in a broader context.  In these stations, students are conferring with their teachers and practicing the practical application of a grammar skill through author analysis and writing.

Book discussions can have many different formats to engage kids - these students communicate with each other on Edmodo to further their understanding of the book, the author's choices, and make personal connections.  By integrating technology, student comfort is increased and teacher feedback and questioning is integrated.

Never Discount the Power of Elective Classes

Flash Mob?....Nope that's just 6th grade orchestra students having an impromptu practice.

When designing a house, you must evaluate the added features compared to your budget.

Here's a little spatial reasoning...students figure out square footage as they design their houses.

Speaking and listening, anyone?  Yep, that's what they're doing as they prepare for their monologue auditions in drama, using BYOD to practice.

Reviewing the teacher's blog to help prepare for the assessment.

Songs for increasing memory of new learning...

Designing and measuring in FACS...

Frog Day and Other Real (AKA Authentic) Stuff

Yesterday was Frog Day for our 6th graders - I know, YUMMY!  Check out this authentic learning activity for students where they get their hands dirty (literally!) to learn about the body systems.  Kid were so excited (ok, some were nauseous) to investigate these real organs and determine how they interact within the body.

What's great about this activity is that students collaborated in their lab groups, and, teachers collaborated too!  Throughout the day, you could find various grade-level science teachers in the lab providing demonstrations for students. 

Mr. O'Daniel uses the Elmo to demonstrate his dissection for the class.

Did you know that it is National Code Week?  Mr. Vallis did!  Today, he's teaching students how to code. Using Khan Academy, students are writing computer code to draw shapes.  It's mathematical; students are reviewing coordinates, and other mathematically impressive words such as ellipse, arc, etc...  The reinforcement of math is incredible, "You're using variable to substitute value on the x and y axis..."

This is definitely some YUMMY learning!

Reading, Writing, 'Rithmetic, Robotics and Retakes

After school time really is an extension of learning for kids.  Today, 41 6th grade students stayed after school to retake their first science test. And, the lesson they learned was essential:  you must learn or else.  These 6th graders didn't have the option to take a poor grade, to miss essential curriculum or take the easy way out.  Instead, they were required to regroup, re-study and retake.  Isn't that what we have to do in life?  If you don't pass your driver's test, don't you try again?  What about the BAR? ACT? GRE? the report you owe your boss?  The message is clear:  you must master the content.

Kids want to learn!  The robotics club, Trumanators, is busting at the seams with a 3rd team.  Check out this team collaborating in the lobby this afternoon.  They broke themselves into small groups with each group having a different assigned task.  This is how we as adults create and solve problems; it's thrilling to see middle schoolers having these authentic learning experiences, including emailing local experts and making contact with the Sunset Hills city engineer to arrange a question/answer session.