Brennan ran across the
playground to catch me. Breathless, he said, “Teamwork. Don’t forget about
teamwork.” Our students are functioning as engaged, confident, and
empowered learners who are willing to chase me down in order to express
themselves. As I prepared to write about the changes we have implemented,
I turned to the experts, my students. I wondered what they would say
about instruction this year. I simply engaged in individual conversations on
the playground and offered a fill in the blank sentence. “The most
important thing I have learned this year is...” Their answers have framed
my thinking about innovation and the importance of prioritizing project based
learning to teach content. I was expecting maybe to hear about multiplying
fractions, organizing writing, or light and sound. Yet, almost all of
them added “to be.” Of course, they had been learning all the facts,
procedures, and tools they needed to be academically successful but when asked
the most important thing they learned, they responded I have learned “to
be...” The changes we have incorporated into our instruction were
increasing integration of content, engaging and motivating students, but the
most important thing that they learned this year was “to be.”
So today, I write about
becoming. Our teachers seek “to be” new and better instructionally. Our
students are becoming innovators as we create relevant experiences that engage
them in conversation and teamwork. Each of these short stories focus on one of
the words that the students shared with me that day on the playground.
The most important thing I have learned this
year is…
To Be a Team Player - We began this process as a team. The Classroom of the Future
Grant was written by the STREAM Team, sixteen teachers who shared their ideas,
opinions, and research. Through discussions with county specialists, local
university representatives, and the invaluable feedback and inspiration from my
Gifted Resource Team we were able to create a clear vision for our dream
classroom. Alicia Broughton (LMES) helped us define a common language for our
efforts and evaluate resources. Amy Faires (SJMS), Susan Mudd (OKMS), and Cindy
Burns (CMS) shared their expertise about SCRUM through countywide professional
development. SCRUM has played an integral part of our success in the Innovation
Studio. Using SCRUM in the classroom here is a result of collaboration
with educators in Goochland County and their incredible work. Teachers are
setting goals, sharing ideas, and helping one another as they implement
innovative lessons using the resources in our new studio. We emphasize to
students how important it is to reach out and appreciate each other’s strengths
as we are all learners in this process.
To Have a Growth Mindset - Aprons for every student were an important addition to the
Innovation Studio. This physical cue sets the stage for each lesson.
Every time they put on the aprons we ask, “Why are you wearing aprons
today?” Their response is, “We wear these aprons to show that we are
ready to have a growth mindset as we try to tackle new challenges.”
Teachers also wear aprons to signify their commitment to innovative
instruction. It is almost like a pledge and its repetition helps us emphasize
the importance of a shift in our thinking.
To Be a Risk Taker - I have taken to announcing my concerns about new projects as I
introduce them to the students. Our conversation usually begins with, “I have
never done this before, but I want to try something new and I will need your
help.” Our students feel free to share feedback throughout projects so that we
can make changes and improvements as we go. We model risk taking,
reflection, and implementing immediate changes in our process when necessary.
To Be a Servant Leader - We began discussing the concept of servant leadership when we
introduced SCRUM as a framework for productivity and collaboration. We
model servant leadership by asking, “How can I help?” Students anticipate
opportunities for servant leadership during our stand up meetings that occur
periodically throughout work sessions. That one simple question has changed the
way that they interact when working to overcome challenges.
To Be Kind -
SCRUM groups are created based on student strengths. Recognizing and
appreciating strengths in others allows for building positive relationships and
interactions. As part of our group work, students evaluate their own
level of effort, flexible thinking, perseverance in problem solving,
communication, and collaboration then, provide feedback to the others in their
group. Our goal is to celebrate our strengths as we support growth in our
weak areas.
To Be a Communicator - The “pass it on” approach has become an invaluable tool to help
introduce new technologies to as many students as possible. In order to
teach others about how to use a technology the “student instructors” were not
able to touch the technology. They were required to communicate clearly
and concisely to help break down each step for the students that were learning
the new technology. It works with entire classes partnering with other
classes or small groups within a classroom and sharing with each other.
To Be Respectful - Visitors have been coming frequently and sometimes in large
numbers; Business Owners, Principals, Teachers, and college students. As
we prepared for these visits, we stopped to provide direct instruction about
speaking to others about their learning process. We practiced shaking
hands, making eye contact, and speaking loudly and clearly, and engaging in
meaningful conversation by asking and listening to questions, as well as
sharing responses. The ma’ams, sirs, and thank yous have become habit.
These choices show respect to others and display respect for the learning
process.
To Have Grit - Integrating
new technologies presents challenges for both teachers and students. On a
recent project that required students to program Spheros to travel across
varied terrains, it took many groups over 50 attempts to find success.
Students returned during recess and primetime to continue to persevere.
Tears of joy followed the eventual success and they moved to the next
terrain to tackle that challenge.
To FLeRD -
(Fail Fast, Learn, Renew, Do) Epic fails have become a
celebrated occurrence. Break Out Boxes have offered many opportunities for
failure and resilience. Teachers and students alike are learning from failure.
Recently, one of the most effective teachers I have had the pleasure of
working with decided to try a new lesson in the Innovation Studio. I came
by to check in because I knew she was excited about it. As I walked in,
chaos ensued. Students were in the process of cleaning up and the teacher
immediately approached me obviously exasperated after the lesson. But what
she said let me know that we were all on the right track. She said, “I
know what I will do differently next time.” And less than a week later
she was back with a new lesson that yielded incredible success.
The most important thing I have learned this
year is to be INNOVATIVE. The Classroom of the Future Grant allowed us
to dream about what instruction could look like. Thanks to the Hanover
Education Foundation that dream has become a reality. None of this would
be possible without the teachers that are taking the risks, stepping out of
their comfort zones, and trying something new. Over the past few months, one
particular class of fifth graders have allowed me to grow and learn. They are
truly my inspiration and they exceed my very high expectations on a daily
basis. I am also blessed to work with incredible, flexible, and
supportive teachers that make every lesson more meaningful with their
enthusiasm and suggestions ;). It is because of all those things
that I left that day from the playground with tears of pride for the most
important thing the students learned this year was “to be…”