The new Crossett Brook personalized learning plans

One way to make sure PLPs are student-driven: hand them the keys

Crossett Brook PLPsAt the end of last school year, the PLP Student Leadership Team at Crossett Brook Middle School presented to staff their recommendations for the future of PLPs at the school. And the staff unanimously supported all of the recommendations.

But it’s one thing to come up with a bunch of great ideas. It’s another thing to make sure they happen. For this group of students, follow through was not a problem. They met during the summer to keep the momentum going, convened daily during the first few weeks of school, then rolled out the new PLP process to their peers.

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How making supports integrative and informed thinking

Makerspace learning at Proctor Elementary

makerspaces and project-based learningIn this final post of our series on how maker-centered learning can help students develop transferable skills, we take a look at Integrative and Informed Thinking.

During EMMA’s visit to Proctor Elementary School, in Proctor VT, the potential for maker-centered learning to support students’ integrated and informed thinking really came to life. Once again, the Design Thinking process was used to guide the making, providing a structure within which students could build knowledge and systematize their thinking.

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How making supports service learning

Responsible and involved citizenship in Grand Isle

a model for service learningWe’re looking at how maker-centered learning and makerspace activities can help support students in developing Vermont’s five transferable skills. We’ve looked at clear and effective communication, self-direction, and creative and practical problem-solving

In this post, we recount EMMA’s visit to Grand Isle School, where teachers and students used making as part of service learning and provided evidence of responsible and involved citizenship.

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Maker-centered learning and transferable skills:

Making as evidence of problem-solving

makerspaces and project-based learningIt’s quite easy to see how making often takes students on new journeys, where their imagination provides opportunities to exercise the transferable skill of creative and practical problem solving. 

After a visit by EMMA, students at Malletts Bay School, in Colchester VT, were inspired to use their new skills to create an interactive display for their whole school community.

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Making as evidence of self-direction

The Maker Movement & Transferable Skills, Part 2

makerspaces and project-based learningWe’re looking at how maker-centered learning provides opportunities for students to develop the Vermont Agency of Education’s five Transferable Skills, starting with Clear and Effective Communication.

Today we continue our series with more examples. Our mobile making lab’s visits brought forth evidence of students taking charge of their learning. Students became more and more self-directed as their capacity and confidence around making grew. This was particularly evident during EMMA’s visits to the so-called “Northeast Kingdom,” the most rural area of Vermont.

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The Maker Movement and transferable skills

Making as evidence of transferable skills around Vermont

makerspaces and project-based learningDuring the past year, EMMA has visited schools around Vermont to fuel the conversation about maker-centered learning.

As we reflected on each of EMMA’s visits, we continually noticed that maker centered learning provided evidence of students applying cross-disciplinary transferable skills.

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The #everydaycourage of trying again

Seeing failure as iteration

#everydaycourageA trio of students at Crossett Brook Middle School, in Duxbury VT, have spent the past two years building a go-cart. When their first cart snapped in half on its maiden voyage, the students took that incident as a challenge, and the next year, they figured out what had gone wrong, and better yet, what would make it go right.

And the results have to be seen to be believed.

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The Crossett Brook Queer-Straight Alliance

Think middle schoolers are too young for a QSA? Think again

#everydaycourageAt the Queer Straight Alliance (QSA) at Crossett Brook Middle School in Duxbury, Vermont, young adolescents have carved out a space where they can be their authentic selves. While that’s critical during middle school, it’s especially crucial for LGBTQ students.

As we kick off the third season of our podcast, let’s hear more about Crossett Brook’s QSA by listening to one of the students instrumental in its formation, as well as some of the educators who support them.

 

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Use a student leadership team for feedback on PLPs

Guiding Crossett Brook PLPs with student voice

The Crossett Brook PLP student leadership group presented their recommendations on PLPs to the teaching staff at the end of the school year. The educators received the students’ ideas well. It was pretty cool to see a roomful of teachers rapt on a hot afternoon during the last week of school.

And the students knocked it out of the park.

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4 examples of students as partners in school change

Let students help you transform your school

students as partners in school changeCreating sustainable systemic change is hard work. Yet there are readily available, free, renewable resources right in your classroom. Students are embedded experts, creative geniuses, ruthless truthtellers, and intrinsic futurists.

Here are four examples of students as partners in school change: partners in building a makerspace, redesigning PLPs, serving the school community and negotiating curriculum.

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