Flyertime Fun

This week as I observed Flyertimes, I saw some great examples of what makes this time valuable for kids.  Whether it's a focus on relationship building, service, or leadership, Flyertime has value.  As you look at what's happening in the variety of classrooms below, it is clear that Flyertime offers students the opportunity for non-traditional learning.  As we continue to look at how we spend "Flyertime," consider what makes it good and how do we capitalize on those pieces to make it even better?

Think Win Win - it's a bracket!

Students make doggie blankets instead of blankets for the homeless when donations are limited.

This group adjusted their plan based on limited donations, demonstrating problem-solving skills.

Geocaching is an opportunity to try something new in Flyertime.

Students get online to build their perspective of the community through geocaching.

Student-created Flyertime activities; through brainstorming, students take ownership for their own class.

Appreciating those who support us, students make a collaborative thank you card for the Board of Education, and everyone has a role!

Supporting our seniors - students design the placements for the monthly Senior Associates breakfast.

Students learn about marketing as they design their service learning project.

Strategies with Impact

Just yesterday, I walked the stage feeling proud of TMS and today, as I visited classrooms, I was reminded why we are so deserving of a National Blue Ribbon - you are great teachers!!!!!  As long as I've been at Truman, we've talked about authentic learning and student engagement, and it's evident that we provide these enriching learning opportunities for students.

When I think back to my own teaching experiences, I reflect upon the isolation I felt, the lack of knowledge about learning strategies in other contents and classrooms.  In those days, we'd spend one early release session per year sharing best practices, but now, thanks to the information superhighway and the ease of information, we can see these daily with just a click of the mouse.  It's for that reason that this blog exists.  While I'm realistic that you are inundated with information, I hope you find these blog posts an inspiration for new instructional strategies.  Most importantly, no matter the content area, I hope you see an opportunity to "steal" ideas for your own instruction.

Check out these two!

Strategy #1:  Conferences in every content area.

We're used to seeing conferencing in ELA classes as teachers give feedback on writing.

But, it's less common to see conferencing in PE.

Using a rubric, the teacher provides clear feedback to a student about their goal, helping them redesign their action plan to meet their personalized fitness goal.

Strategy #2:  When you teach it, you know it.

8th grade German students teach 6th grade World Cultures.

8th graders designed the lesson on colors, providing the PowerPoint and activity.

8th graders engaged 6th graders in enriching activities that required them to speak, read, and write in German.

Taking Flyertime to DOK Levels 3 and 4

Flyertime as academics?  Yes!  Flyertime has many opportunities for increased depth of knowledge; in fact, it's the perfect place to provide interdisciplinary skills.  Today, two Flyertimes came together to solve an authentic problem:  How do we get approximately 850 Truman staff and students into a circle for the all school picture?  Students provided input and support in the design of this process.

Start with the formula - how do we use our mathematical knowledge of diameters and circumference?

Continue with practice - how many people will fit into a prescribed space?

Conclude with a sketch - using the formula and measurement of density of people, there's a clear plan for November 16th.

In another Flyertime, students are taking ownership for their service learning.  In this case, students are writing letters to local business to donate supplies for a blanket project.  Students have completed their research and proposal, but learning continues as they construct letters with the appropriate detail and tone.

A letter to Hobby Lobby

Researching terms and conditions to set up a GoFundMe account

Oh the Possibilities....

Over the last week, I've stopped into a couple of Lindbergh U classes, and now my mind is racing with ideas, ideas that I would love to implement in my very own Flyertime (if only I had one....).  So in my dream world, here's what I'd do (only I'd need to see students each day to make it truly viable and exciting).

I would integrate 3 key things into a successful class:

1)  Growth Mindset (http://www.mindsetworks.com/free-resources/)

2)  7 Habits for Highly Effective Teens (you're getting the book)

3)  Genius Hour (http://www.geniushour.com/what-is-genius-hour/)

And here's why...

1)  These are character building activities - teaching kids to persevere and skills to successfully to do so.

2)  Connect to learning in both elementary and high school programming.  

• Did you know that LHS now has a weekly advisory?  - it's a lot like our Flyertime. 
• Did you know that our students come from elementary already knowing the 7 Habits?  - it's part of their Leader in Me program which builds leadership skills for all kids.

3)  Engage students in meaningful and relevant work for their age.  Middle school students are thirsty, thirsty to learn about themselves and create their identity.  This is the age when Flyertime activities should excite them!

I've said it before, and I'll say it again - multi-age Flyertime is here to stay!  So, it's your job to have a growth mindset and create it into a powerful learning experience.  And, as I hear more and more feedback from parents and students, we are continuing to move in the right direction - you should feel proud of what you've accomplished in your class over the last few years!  

In the coming weeks, you'll receive a Google Calendar invite from Mike and me.  As you arrive to pick up your new TMS shirt and your 7 Habits book, we want to meet with you to discuss what's working in your Flyertime and how to support you for ongoing success.

What Would It Look Like If It Did Work? (Add Comments of What Works!)

Recently, a teacher asked a student, "Why are you so happy? It's Thursday."  The student replied (I didn't make this up!), "Because today is a Flyertime Day!"  Flyertime continues to evolve to meet the needs of our students, and it's not going away.  Based on what I know about early adolescents and their need for social emotional development, it shouldn't go away.  Our task is to embrace it and help it grow.

Flyertime...I hear the voices, I hear the concerns, I hear frustrations, and I ask you what would it look like if it worked to your vision?

Here's my vision of Flyertime:
A class where students feel a sense of purpose
A class where students can discuss those hot topics relevant to them
A class where students learn to lead and grow with the facilitation of their teacher
A class where we explicitly address character education to make connections within daily life

I recently spoke with a teacher whose Flyertime students enjoy coming to Flyertime each day, who has other students ask if they can join the class.  When asked why, students say "because we get to talk about issues and things important to us."  What's noteworthy is that this environment doesn't take a lot of planning - this teacher checks the Flyertime calendar at 7:30 each morning to get the lesson for the day.

My suggestions for the future:

Kickball:  If your Flyertime doesn't play together as a team, don't play.

Calendar:  Use it to help guide you, but know that you have flexibility to adjust based on your students needs, current events, etc.

Engagement:  Get them moving to ensure participation by everyone.  Use the same engagement strategies you use instructionally.

Routines:  Develop routines where there's clear purpose of each topic and reflection connected to the core values.

Service Learning:  Don't stress about it.  Consider both your and the students' interests, and feel free to connect it to your curriculum.  The options are limitless, and can include service to the building.

I challenge you to share ideas that have worked for you in the comments below.

Building Tolerance Within Our Family

In Flyertimes and beyond (yes, that's a lot like "to infinity and beyond..."), we have been focusing on building tolerance.   Check out these examples of expanding thinking about diverse groups of people and things...

Pilots lead students in diversity awareness activities.

Students lead a discussion on the true definition of beauty.

Students practice communicating clearly to help build understanding of those with learning disabilities and communication challenges.

Students make an acrostic to help them build tolerance.

Tolerance starts by understanding ourselves and being open to learning as evidenced in this guidance lesson.

Beyond Flyertimes, we build tolerance for interdisciplinary learning.  Because we prioritize the interconnectiveness of learning, students aren't shocked when they see another subject "creeping" into their classes.

Equations in science!

History and timelines in science!

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...

Getting to "Got It!"

We all love that "ah ha" moment, that moment when students' eyes light up with the recognition that they've "got it!"  But that "ah ha" moment isn't the same for every kid.  As you look at these examples of how we differentiate to get all students to "got it," think about the techniques you use and if there are new strategies that might help build mastery for all kids.

Retakes: A- no need, B- student choice, C or below- must retake

Student retakes:  In this class, if you have an A, there's no need to retake the quiz.  A B is optional, and a score of C or below requires a retake.

Student Pacing:  All students must get to the publication stage in Writer's Workshop, but they work at a pace that fits their individual needs.

Self-Monitoring:  Teaching kids to monitor themselves, double-checking their work and revising helps them to master the necessary skills.

KWL Charts:  Having students identify what they know and compare that to the objectives, helps students understand what they still need to learn.

Rubrics:  Detailed rubrics help students set goals for future improvements and understand the gaps in their own learning.  Pairing providing clear examples of student work up front, students understand the learning that is expected of them.

Strategies for Success:  Helping students to identify the assessment criteria through highlighted words and underlined phrases helps them focus on what they should know and be able to do.

Data Walls:  These still make a difference as students watch their learning growth over time.

Student Pride:  Students track their personal best each year to remain focused on their own learning goals.

I've seen other great tools for helping kids to "get it."  Sometimes, it's as simple as taking a minute to require them to write in their agenda books (what might seem like a time waster, saves so much time in the end!).  Getting to "got it" requires that students know what to do.  Consider the systems you have in place so that students know what is expected of them.

Chart it up!

Look around your room.  Does the "wallpaper" reflect what's important in your instruction?  Does it
engage students in routines for success?  Do you hold students accountable for using the resources you provide?

The design of your classroom shouldn't be left to chance.  Consider these things as look at your own classroom:

1. Charts should be relevant to current learning.  If they are something coming later in the year or something that has been taught and won't be reviewed daily, take it down.  Only have up those things that are current to your learning targets at the time.  Otherwise, students don't see it.
2. Posters should be student-centered.  The more students see themselves reflected around the classroom, the more connected they are to the content and skills of the class.  Student-designed charts work best.

Students use this chart to help them connect to their reading.  The symbols force them to identify their thinking without taking a lot of time away from the enjoyment of reading.

Group norms in an acrostic help students remember classroom expectations.  This is great for a regular component of the classroom design

Students entering and exiting this class are reminded of the routines of the classroom.  With minor reinforcement at the beginning of the year, students can use these visual reminders independently.

Another chart demonstrating the timeliness of a concept.  

An established routine of student responsibility, building classroom ownership and leadership.

Another reminder about the end of day routines so that students can word independently.

Essential Questions should change based on the topic of study.  Using these a teachable questions enhances the learning of the class.

Students know where to look for their learning objectives.  However, they change based on the current learning.

Another example of classroom routines that are reinforced for consistency and independence.

A student-designed chart...literally!