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.

What is Curiosity?

Last week, I was in a Project Lead the Way (PLTW) meeting talking about science, technology, engineering, and math (STEM) with both educators and parents in STEM fields.  One of the key points of the discussion was how much we control the learning of students rather than giving them the opportunity to build knowledge based on their curiosity.  It was then reinforced when my monthly "Education Update" arrived in my mailbox on Friday.  And, one of the articles, "The Wonder Years," highlighted how to nurture students' natural curiosity by making time for wondering.  The article highlights that "Curiosity released dopamine, a neurotransmitter that helps improve noticing and affects attention and remembering.  When your curiosity is piqued, you're going to remember things more deeply."  Doesn't this make sense?

So let's look at what made us curious today at TMS...

What do all those charts on the TV news mean?  Before teaching them the content, have them engage with the map, questioning what the signs and symbols mean.

How do instruments make sound?  Students created instruments with random materials.

The vibrations of the tin were amazing.

Carrots for clarinets, Styrofoam for xylophones and so much more...

Students played the stock market before learning about it from an expert who could answer all their questions.

I challenge you to use student curiosity to build content knowledge in your classroom.  And, here's how:  don't give them the information...in any form, readings, video, lecture, etc.  Instead, let them explore it and figure it out.  Give them a real issue to grapple with, build their frustration, develop their understanding, and then tie it all together in a neat little bow with your added knowledge.

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.

Building Engagement and DOK with Audience and Purpose

Making learning authentic requires thoughtful consideration of two things:  Who's your audience? What's your purpose?

When we provide students the ability to create, applying newly acquired skills, or opportunities to figure it out for themselves, they are more likely to develop conceptual understanding that lingers long beyond their middle school years.  Knowing their purpose and audience contributes to that process as it adds accountability to their learning.

In each of the below pictures, students are fully engaged with a clear purpose for learning at a higher level of DOK.

7th graders performing "A Midsummer's Night Dream" for their families -  practicing and performing a play is a skill, but designing the set, the costumes, and organizing the production are strategic learning activities.

6th grade students Skyping a performance with students at another school - performing for one another is an essential skill.

Making fire to record observations and draw conclusions as scientists - conducting an experiment and drawing conclusions is strategic learning.

Sketching plans to become engineers - as students have choice in their design and apply their mathematical and scientific skills, they participate in an extended strategic learning opportunity.

Participating in an hour of code to learn computer programming - to design a program through integrated technology skills is a strategic process.

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

A "Walk" in the Woods

I often jest about how I leave you to be "in the woods" for the Outdoor Leadership Experience (OLE), but in all honesty, it's a very productive time for me, and I believe it makes me a better leader.  In education we spend too little time thinking, planning, and reflecting.  Often, we learn something, are expected to implement it, and then move on to the next thing.  And, I realize that I can be guilty of furthering this problem.  OLE reminds me to slow down, think, process, and plan with intention.

To better understand this experience, note that I helped lead the Turtle group, a group of 10 teachers, directors, principals, and assistant principals.  During the 3 days, the Turtle group worked on developing a community, completing initiatives together, and learning from one another.  The Turtles were 1 of 8 groups who functioned in this way.

On Wednesday night, OLE participants created hand-made journals for their secret partner.  Each person was responsible for writing about their partner's experience, documenting their teamwork, growth, and support of the group as a whole.

The first night, the group worked together on an initiative called 3 Circles of Communication.  Before journeying on their orienteering adventure, it was important to build systems of communication and create a community among the group.

On Thursday morning, we continued working on our listening and communicating skills with the Minefield.

Before the group could venture "into the woods" they needed to build their skills in compass reading and their understanding of topographical maps.

"Turtle Power!" As the group began their hike to find 11 flags (plus a bonus) throughout the Mark Twain National Forest with only a compass and topographical map, they came together as a team to celebrate their successes.

We left camp at noon and officially finished our task at 2 a.m.   We carried our lunch with us (finally eating around 3 p.m.) and cooked some spaghetti tofu for dinner at 10:30 p.m.  Learning to communicate and make decisions as a large group in both the light of day and the dark of night has many parallels to the decision-making processes in our schools.

The Turtles worked together to complete the Marble Maze, first moving 1 marble to the exit without falling through any holes, and then doing the work with more complexity:  2 marbles, then 3.  It concluded with all but one person blindfolded to complete the task.  

Failing Forward:  In the Island initiative the group found themselves unsuccessful.  However, the group learned a lot from their failure, admitting that they weren't listening to the group members who had suggestions different from their identified plan.

In addition to group challenges, there were individual ones:  rappelling and rock climbing.

In addition to all of this fun work, we had a relaxing experience finding flags at various points along the lake.   We tied our canoes together and worked as a group to achieve our goal.  Along the way, we appreciated the majesty of a bald eagle soaring alongside us.