Personalized Learning Notes
November, 2021
In this issue:
- Makerspace Challenges to teach perseverance
- Updates on the school garden
- Assessing with Respect
- Why Every Teacher Needs a Mastermind Group
- Update on 8th grade student leadership roles
- Makerspace projects this month
School Garden Prepared for the Winter!
Punsack Family Tilling the Garden
6 Plots Ready for the Spring!
8th Grade Leaders Put Down a Weed Barrier
Students to Take Ownership in the School Garden--JOB OPENINGS for Students!
JOBS taken:
- 8th grader leaders have covered the space with landscape fabric
- 6th graders are going to be addressing ELA standards when they research which vegetables we should plant so that we can harvest them when school is in session, and then provide evidence to defend their choices.
- 5th grade students are going to be given the option to make decisions on how we should cover the garden to extend the growing season. They will also participate in keeping growth and production records as part of their math standards in measurement, charts and graphing.
- 4th graders are going to be experimenting with seeds and water.
JOB OPENINGS:
- Planning the garden layout
- Planting
- Watering
- Weeding
- Pest Control
- Ground prep in the spring
- Harvesting
- Sign Making
We have assembled many great curriculum resources. I would LOVE to discuss ways to teach and practice grade level standards through our school garden. The garden offers endless opportunities to incorporate SEL, PL, and hands-on authentic learning. Let's put it to good use!
Perseverance Challenges
Practice Perseverance with a Maker Challenge
All materials are available in the Makerspace.
I can help you locate what you need.
Tower Challenge--all ages
Build the tallest tower possible within a given timeframe using only specific materials, such as one of the following:
Legos
Keva planks (see photo)
Newspapers (sample lesson)
Straws and paper clips
Index cards
Variations:
The tower must stand up to a fan blowing on it for 10 seconds
The tower must be support an object (ie. book, ball, toy)
Build a Bridge--
Build a bridge between two desks/chairs strong enough to support a given object.
Legos--all ages, move the objects farther apart for older students
Grades 3 and up:
Popsicle Stick Chain Reaction Challenge--middle school
Assessing with Respect
- "It is important to remember that assessment is not a static thing, but an action--an ongoing formative process that we continue to engage in continually to ensure all students are getting what they need."
- "We must make sure that [students] first clearly understand the expectations and learning objectives, then understand the progressive levels of mastery for those objectives, and most important, can identify which level they are on without us telling them."
- Because formative work is often ungraded (and should be), students can develop a misunderstanding that it doesn't "count". But formative work is where the learning happens, so of course it "counts".
- The goal is to provide equitable opportunities for help during class, so maintaining a record of who you speak with and for how long will ensure that no one child monopolizes your time.
- Teachers need to make sure NOT to assess anything that isn't part of the specific criteria on the task/rubric.
- "It is our job to make sure that the intended curriculum is centered around essential questions, is aligned with standards, delineates a skill set, and predetermines the kinds of assessments involving student choice and voice in the process."
Ask students:
- What are skills are you working on right now?
- Where are you struggling?
- And then co-construct success criteria
Ask yourself:
- What is one thing that I can do tomorrow to make my classroom more student-centered?
Let me know if you'd like to borrow the book, or it's companion, Teaching Students to Self-Assess.
8th Grade Students Stepping into Leadership Roles
- We have formed a Screener Team, including 4 students, to review and discuss the data that was collected from a student survey of school culture taken during the training event.
- Small groups from the Consumer Skills class and the Building and Grounds support team are completing a variety of small jobs around the school.
- Pairs and trios of 8th graders will begin helping during Kindergarten lunchtime, beginning next Monday. They will assist in opening milk cartons, carrying trays, and offering a friendly ear to our littlest Panthers.
- Pairs are being assigned for 2x10 partnerships.
Next month, we intend to phase in more roles in the classrooms of those that requested leadership support. If you have suggestions for additional leadership roles, you can contact me or Jess.
How About a Mastermind Group?
Mastermind groups "are self-initiated and democratic. Members meet together to provide accountability, structure, and feedback. Often, they share ideas and solve problems. However, unlike many collaborative groups, members aren’t necessarily working on shared projects." It could be as simple as meeting to share a tip and ask for a piece of advice each week. Groups can meet in person or online.
If you are interested in forming a Mastermind group, let me know. I'm happy to help connect those with interest--within and outside of our building.
If a Mastermind group sounds overwhelming, but you'd like an occasional (or routine) think partner, I'd be glad to help as well.
To learn more about Mastermind groups, check out Dr. John Spencer's blog or podcast, Why Every Teacher Needs a Mastermind Group.
Related article by Dr. John Spencer: Own Your Own Professional LearningOctober Makerspace Recognition
Susan's students came down to collect stickers, ribbons, cardstock, and various items to use to make cards for Veterans during one of their Veterans' Day stations.
Makerspace projects can be as simple as these, or multiple day challenges. I'm happy to help you brainstorm ideas for your classroom and/or to provide a bin of Maker items for your classroom.
Personalized Learning at STRIDE
Personalized Learning (PL):
Develops self-reflective learners who actively participate in:
Setting learning goals
Designing learning paths
Deciding how to demonstrate learning and growth
Ruth Thom, Personalized Learning Coordinator