The #everydaycourage of being seen
Take the iconic back-to-school prompt for students — what I did on my summer vacation — and give it a twist. Imagine how students might respond to the prompt What I think my teacher did on summer vacation.
A lot of us wish other folks knew how hard we work during summer: the workshops, the team planning time, the reflection, the resource-gathering. So a lot of us should share out all the work we’re doing.
Let’s look at four ways Vermont educators are sharing their practice.
Personalized, proficiency-based PBL or bust
During a faculty meeting in late December of 2016, educators and staff talked about the need to provide personalized learning options for students at their small, rural Vermont school. They wanted do so in a way that honored the students’ need for passion-based, independent projects, as well as the desire of the faculty and staff to provide structured supports.
But what could that look like in action?
Every May for the past 10 years, Lamoille Union Middle School’s Team Extreme launches an integrated unit. This year found them shifting and building upon past successes to include the goal of giving students access to their growth and skills progression in a brand new way.
It takes a combination of flexible pathways and student passion.
Peoples Academy Middle Level 6th graders Noble Beerworth, Josephine Simone, Anna Isselhardt, and Jacob Fougere won big at this year’s VT Tech’s Bridge Building competition. They built a bridge that withstood 1,089 pounds of pressure, but the story of how their school helped them get there is equally impressive.
Deliver the goods!
Rather than creating a unit on the Civil War, imagine working with an individual student or small group on a topic that fully engages them, but might be something you know little about. First we looked at how to find resources in multiple formats, to meet students’ different learning needs and preferences.
Now, how do we deliver those materials in a way that responds to students’ needs and also gives them some choice in how, when, and where they learn?
Building a differentiation & personalization toolkit
I was privileged recently to work with a number of pre-service teachers here at the University of Vermont. All were eager to gain access to tools and resources to help them respond to the variety of learners’ needs they will face in classrooms.
Using the Civil War as our (broad) topic, we developed a workflow for creating a tech-rich social studies unit responsive to different learners’ needs. And using ourselves as learners, we tested out our methods.
Peers partner on portfolios
Students at two Vermont schools have begun working together as “Portfolio Partners” to curate evidence, reflect on their growth, and prepare to share their learning with a wider audience.
Here’s how it works.
3 ways Schoology supports sustainable Proficiency-Based Learning
A learning management system (LMS) can be used to manage classroom workflow, create self-paced differentiated units, and collaborate within or across classrooms and schools.
As teachers in Vermont and elsewhere grapple with how to create proficiency-based learning environments, they are looking for new strategies and routines. Let’s explore some of the features of the Schoology LMS particularly suited to proficiency-based learning.
Cite your sources as you write
I was working with a teacher the other day who expressed some frustration around wanting to add footnotes to Google Docs on the iPad while doing some research with students.
Well, as I began to look into it, I realized there’s kind of a trick to it, so I sat down and recorded this screencast to show you step by step how to set up your Google Drive so you can add footnotes to research on your iPad. It’s a bit tricky, but I’m sure you’ll agree, entirely worth it.