At the end of the semester, students are required to complete surveys for each course that they take. This is my favorite feedback that I received; I only wish I knew who wrote it so I could personally thank the student as it really touched me how kindly this student expressed gratitude for me and my course.
“I love Ms. Young’s class so much. She is so positive, up lifting, and constantly joyful and jubilant in everything she does. The books she picks are great, powerful, and meaningful books that show us real world problems and real things to discuss that happen in our everyday world. Talking about WW2 in Unbroken is much more important than knowing how a immigrant lost his sister in Afghanistan (Shooting Kabul, Grade 7). Romeo and Juliet went down the roots of Shakespeare and how his literary work changed the world forever, and before Ms. Young taught us how to kind of decode the writing we didn’t understand. She comes into class excited and ready for the day with all of her material and plans. She is able to change her plans for the benefit of the classroom and the students. Overall, Ms. Young is a great teacher who understands her students’ needs and desires to learn. She has an immense amount of knowledge that she applies to every aspect of the classroom and is such a great role model for coming in no matter what, sick or sad, being the most positive person in the MSAB.”
I decided to offer more student voice and choice to our annual Romeo and Juliet performance task offerings this year. What I discovered was that it was a win-win situation for students and teacher alike!
- Students were more engaged because there were so many options from which to choose (as opposed to years past when every student completed a body biography and scene performance)
- The class presentations had greater variety (which made for a more engaging experience for the whole class), and
- “Grading” the projects was a cinch because I assessed steps of the projects along the way, offered feedback before final submission, allowing students to tweak their final product, and was better able to assess mindset indicators while they worked
Here are some examples of my favorite submissions as well as photos from presentation day!
I love Improvisation! In fact, improv brings back memories from my early twenties when I took some classes at Chicago’s famed Improv Olympic, home of many great SNL comedians like Jim Belushi, Chris Farley, Stephen Colbert and Amy Poehler, so when I took an Improv workshop at the Greater Presbytery’s Middle School retreat this past weekend, I was challenged to think of Improv in a new light. At our retreat, “Created to Create,” we reflected on how we can use our God-given gifts to connect with God, with each other, and with the world. All of the “Yes, and-ing” that I learned in my earlier improv days, the “never deny your partner” and “do something with purpose” mantras all resonated with me, but it was only with fresh eyes that I was able to see how these same philosophies so closely align with Christ’s teachings. How often (and easily) do we as parents, teachers, and coaches crush our children’s and student’s ideas and dreams? How frequently do we deny our kids’ abilities to be their own decision-makers? How many times have we done something without purpose? My goal going forward is to say “yes, and” more frequently, to stop denying the cast of characters in my life, and to do all things with greater purpose.
After implementing the lesson I designed after I attended the IBL Workshop on Tuesday, these are my observations:
- Everyone has a role (therefore they are working at the highest level of cognition)
- Students are delving deeper into the text (most likely due to the fact that they all have a role to play)
- Students who often sit quietly during whole group performance/discussions are readily taking part/contributing to their small group discussion (perhaps because they feel more comfortable sharing in a smaller group
This is a sample of one group’s submission. This chart exceeded expectations because it captured every element assigned in a creative format:
After attending a workshop led by Amy Wilkes yesterday on Inquiry-Based Learning, I discovered that IBL can take place in baby steps, and does not require a full-blown project to work. I was inspired by Wilkes’ lesson on circuits. While I have very little prior knowledge on circuit-building, the lesson allowed me to think that, with practice, a round of examples, and a team on which to lean for guidance and support, I too could build a circuit just like the model! As we worked, we were being observed by a member of our group as well as by an Administrator who was assessing our Mindset indicator. The observer noted that once I got my circuit to work, I became the expert in the room, and that my group leaned on me for their own circuit building.
Some of my takeaways from this exercise were the importance of trial and error (I made several attempts to get my light to work); every individual being able to give it a try (which contrasts with traditional learning), as well as the importance of relying on the guidance of my teammates (what worked for them, and what didn’t), the pressure of time constraints (as teachers, we wanted more time, and felt pressured by the time constraints, which got us wondering: how often have our students felt the same way?) and the value of assisting students in becoming “experts” in the room (how it builds their confidence, and makes them want to improve as was the case with my circuit building).
Following Amy’s lead, I tried to figure out a way to apply what we learned in yesterday’s workshop to my current Literature class, where we are reading Romeo and Juliet. Like Science where students are analyzing tangible things, in Literature, students need to learn how to analyze language, thus, my leading question is this: “How might students analyze Shakespeare’s language in order to determine the most important content of a scene?” While students are taking on roles in their groups to analyze one scene, I will be assessing them on their Creative Thinking mindset indicator (CC.1 Challenges Assumptions). Wish me luck!
It’s hard to believe that Curriculum Night was a month ago already; I have just now had the time to reflect on the goals that parents want for their children from my course this year. What I discovered when asking my students’ parents their goals for their children for my course is that the parents’ goals were similar to my own. They want their children to read more, to become better reads, to read the Classics, and to learn to LOVE to read. I could not agree more! Their goals for their children are my goals too! Here are their responses:
This summer I unintentionally ended up on a Wally Lamb kick. I discovered his first novel, “She’s Come Undone” on a friend’s bookshelf, asked to borrow the book for my trip to the lake, and subsequently, could not put it down! Lamb’s writing was like chocolate – tempting, rich, and addictive! His ideas were thought-provoking, his style engaging. He made me think – over and over again. After I finished his first book I couldn’t wait to get my hands on his second, “I Know This Much Is True,” which I had remembered wanting to read years ago as an Oprah’s book club selection. Just like the first novel, the second did not disappoint. In it, the protagonist must come to terms with his identical twin brother’s bout with schizophrenia. His third novel, “The Hour I First Believed” I had actually remembered reading years ago, about one teacher’s near death experience hiding in her classroom closet during the Columbine massacre. Finally, I just finished his fifth novel, “We are Water,” which recounts Annie Oh and her family’s perspective on her 27 year marriage, and pending nuptials to a woman. In his fifth novel, Lamb’s characters are so believable, so vulnerable, facing real life issues, and his stream-of-consciousness style makes him one of the best author’s I have ever read. I am still yearning for more, and hope to get my hands on his fourth novel, “Wishin’ and Hopin.’”