Overcoming 8th Graditis

Really!  8th graditis...it's a term - check out urbandictionary.com.  But, our teachers overcome it with engaging learning in the last month of school!

A study in probability - the game of SKUNK.

Conferencing with students creating a lesson for the class.

Students collaborating to create a lesson to teach their peers - they're creating the assessment!

I got Mrs. Marin to sing!  

Using math to decode and determine Dr. Evil's crimes.

Small groups of students divide roles for their short play.

I was inspired by...

Today, I got the opportunity to visit elementary schools in Affton, Webster Groves, and Brentwood as we look to make instructional space decisions for Dressel.  Not only was it interesting to feel the variance in tone and culture within these 4 buildings, but it was also enlightening to see the merge of instruction and space.  I watched inspiration take place and felt inspired by what I saw.

The reality is that our classroom space is a reflection of our learning processes and vice versa.  Below are just a few examples of how student choice and authenticity are visible within classroom space.

Music Stations:  In this primary music class, gone are the whole class methods of teaching, and in their place are mini-lessons of skills with application in student choice stations.

Applying understanding of notes using instruments.

Listening to music and interpreting it through art.

Composing music through understanding of musical content.

Practicing rhythm through bouncing a ball to the music within provided space.

Art Studio:  Students within this class engage in artistic behaviors, choosing their preferred medium while still mastering art concepts that traverse the content.

Designing and weaving in the fiber station

Digital integration through graphic design and STEAM

Traditional experiences in the drawing studio

3-dimension design in the paper studio

Presenting, reflecting and explaining artistic behaviors to peers:  "I was inspired by Abby mixing her paints."    

Teacher questions follow student presentations: "What would you do differently next time? What did you learn from this process?"

"Traditional" Classrooms:  In these classrooms, instructional space moves beyond individually defined student desks and into task purpose and student comfort.

Modular furniture allows students to collaborate with peers or work individually in comfort.

Some students choose to sit on pillows on the floor

Some students prefer to lounge and work

Counter height seating provides a standing work station

As we look to the future and innovation within classroom design, the reality is that different people need different settings.  teachers need to feel comfortable with the instructional environment - if varied seating arrangements and student-choice stresses out the teacher, it's not good for kids.  Students need to feel comfortable - some students need structure and others prefer more freedom.  The best schools have a mix of these environments so that individual needs are met as well as stretched.

Here's a great link to a short article that can get you thinking about your own comfort with innovation:  http://georgecouros.ca/blog/archives/6277.

Reading, Rapping, and Mapping

You might think that I'm referring to MAP testing, but nope!  I'm talking about geography skills and all the other great learning that is happening in 6th grade this week.  Check it out!

Students present their learning to the class in science, designing a Kahoot to engage their peers.

How low can you go?  Students meet in a small group to ensure mastery of the lowest common denominator. 

Students are differentiated into math groups to work at their level.  In this case, students practice the concept with manipulatives.

As groups work together, the teacher leads one to ensure mastery of the concept.

As students read, they continue to annotate, making note of important sections of the book.

As students give presentations in science, students are held accountable for learning the material presented.

Those science presentations again....

What a great idea!  As students write, they are given a template to organize their thinking. This template easily wipes clean for the next student to use.

Students collaborate to summarize main ideas and other learning objectives in visual form.

Students lead learning in a small group.

The roll of the dice determines what students learn - this is a fun way to "gamify" learning.

Stations:  Students plan a game to demonstrate their knowledge of the US.

Stations:  Students are RAPping.

Stations:  More mapping.

Student Feedback Drives Success

We know that evaluation is a high level DOK skill, so student evaluation and feedback can propel learning in your classroom.  While the feedback to students from their peers will never be the quality that you can provide, it is a valuable learning tool for both the students receiving and giving feedback.  And, it's really engaging!

During warm up, students shared their extended paragraph outlines and got feedback from their partners.  The sophistication of this dialogue demonstrated that student-led conversations are a valuable learning tool.

Both grade-level math classes lined the hall to quiz one another on slopes, intercepts, etc.  To share a variety of concepts, only one line moved as partners shifted.

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.

Putting Students Before Reading

At this time of the year, throughout Truman, you can see students "owning" their reading.  In every grade level, students are participating in book clubs to discuss books; in some cases, these books are chosen by students based on a specific genre and in others, students chose from a pre-determined selection.  What's amazing about this process is the amount of student control.  Students are designing their work flow, as a group determining what to read by which date in order to discuss and share themes from the book.  The richness of this learning process is amazing for many reasons:

1)  Student Choice

2)  Student Responsibility

3)  Student Engagement

4)  Student-Centered

5)  Student-Driven

Notice the common theme of the above list:  students!  When we put students at the forefront of the reading process, they do the work, they learn, and they build skills. 

Students are reviewing their notes for their discussion.

Students collaborate on the work.

Students talk about literature.