A new recipe for Personalized Learning Plans
Rather than trying to get students to care about existing PLPs, some schools are revamping their PLP process to start with what students care about. They are asking students to pursue their passions by crafting projects based on their personal interests and deepest curiosities.
The new recipe that is emerging: start with a cool personalized project and then build the PLP around it.
How did an 8th grader turn his passion project into a summer job?
I found Connor in the tech ed room during the first session of Brainado, a school-wide Genius Hour at Crossett Brook Middle School in Duxbury, Vermont.
He was taking apart a lawn mower. When asked why, he shrugged and mumbled something about how another student might need an engine part for their project. His Brainado project was undefined. He didn’t seem to have much of a plan other than tinkering.
Fast-forward four months and Connor is getting paid to work part-time at the Waterbury Service Center garage. He knows his way around the shop, has learned about persistence and problem-solving, and gleaned plenty of life lessons from Albert Caron, the owner and lead mechanic. But how did Connor get from Point A to Point B?
One way to make sure PLPs are student-driven: hand them the keys
At 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.
Makerspace learning at Proctor Elementary
In 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.
Responsible and involved citizenship in Grand Isle
We’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.
Making as evidence of problem-solving
It’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.
The Maker Movement & Transferable Skills, Part 2
We’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.
Making as evidence of transferable skills around Vermont
During 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.
Seeing failure as iteration
A 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.
Think middle schoolers are too young for a QSA? Think again
At 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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