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.

Merging Character and Leadership - A Visit to RSMS

A group of us visited Rockwood South Middle School's Leadership Day.  This day is part of the "Leader in Me" program, which instills the "7 Habits of Highly Effective Teens" philosophies into character and leadership development.  Seeing this program in action definitely inspired ideas for how to further our Flyertime classes as well as enhance leadership and character throughout the building.  

More will be coming soon, but in the meantime, here's a little teaser of some of the components of their system.

Their "leadership center" is where students get and submit applications for specific clubs and activities.  It's not very different from what we currently have in the lobby.  But...the idea of applying for specific leadership roles in the building has merit!

Here's the "application" to participate in specific RSMS activities.  This leadership process encourages Habit 1:  Be Proactive.

In classrooms, teachers have designated leadership roles that students hold.  See above for specific examples and consider how you can be more systematic in building ownership for your students in your classroom.

Each grade level has a "Lighthouse" class very similar to our "Flight Crew."  The purpose of Lighthouse classes is to provide leadership for the "7 Habits" around the building.

One of the components of the "7 Habits" is writing a personal mission statement that serves as a guidepost for student decision-making.  In the Lighthouse classes, they also write class mission statements, frequently reviewing them to ensure they are supporting their own goals.

As a school, they set goals, identifying the work that must be done along the way to ensure they reach their goals.  This reflects Habit 2:  Begin with the End in Mind.

In this class, students are reviewing their 100 goals written at the beginning of the school year; by identifying what they've accomplished and where they need to focus reminds them of Habit 3:  Put First Things First.

The above pictures demonstrate a project that students worked on collaboratively.  In this class assignment they had four tasks:  1) Explain the problem, 2) Find Alternate Points of View, 3) Propose Policy and 4) Create a Plan.  It should be noted that they designed a video on Powtoon synthesizing their work.  In this assignment, they emphasized Habits 4-6, the relationship habits:  Think Win-Win; Seek First to Understand, Then Be Understood; and Synergize.  Need I also point out the opportunity for authentic learning and service learning here?

I just thought this was cool!  In their cafeteria, students painted these and used them as teachable art.  That's great leadership!

The 7th habit is "Sharpen the Saw," and as we continue on our journey of character and leadership for students, we have many opportunities to renew what we do!  Thank you for joining this journey and looking forward to our continual improvement at TMS!

Making Authentic Learning Environments: Using Space Creatively

I love that we don't confine learning to traditional classroom environments where students work in isolation. In the real world, work doesn't always happen at desk; sometimes, it's around a conference table, in an armchair, or at times, even snuggled up in bed with a laptop.  Check out these pictures of both conventional and unconventional learning spaces.

The Classroom AS Instruction

What visual supports and reinforcements do you use in the classroom? Do you change them or do they become wallpaper on the walls for the course of the year?

By changing the visuals around your classroom, you draw attention to timely learning objectives that reinforce your instruction.

In this picture, the clock represents current learning expectations. If you would have been in the classroom during the previous unit of instruction, the clock would have shown fractions.

Classroom Decor Using Student Work

Ask yourself, how much do students see themselves reflected in your classroom? Do they see their work? Do they feel valued?

The more students see their work displayed in the room or halls, the more comfortable they feel.