Proctor’s STEAM Family Night
The sleepy little town of Proctor VT, is making some big waves when it comes to showcasing their students’ STEAM achievements. STEAM (Science, Technology, Engineering, Arts & Math) is a hot topic in school innovation right now, and rural towns like Proctor are primed and ready to show their communities just why STEAM matters so much to students.
Expanding student access to reading
As a school librarian, I needed to think how I could adopt Universal Design for Learning (UDL) in my own teaching and library space, but I also needed to think about how I could support my teachers as they implemented it in their classrooms. With UDL, teachers can allow students to have choice and flexibility to interact with the content.
And one option that I could help provide was audiobooks.
Acknowledge, share, recognize
The end of the school year is every bit as happy and joyous as it is chaotic and stressful. Make sure that you slow down the hands on the clock to bring closure to your advisory. Acknowledge the successes and challenges of the year. Share the positive things you’ve all learned about each other, and recognize individual students and their stories.
Let’s see how it works in action.
Be an X-Box Hero (with stars in your eyes)*
Meet machinima. The word’s a portmanteau of “machine” and “cinema”. It’s a unique form of storytelling that appears in video games, and students creating or mixing clips of video games to create new stories. And for educators, it presents a fabulous opportunity to channel students’ love of video games into producing personally relevant artifacts that demonstrate learning.
Machinima film festival, anyone?
3 ways to plan for PBL 2.0
You’ve dipped your toe into project based learning. You’ve planned an entry event, shared a high quality driving question, managed student teamwork, created scaffolds, and helped students finish a meaningful project to present to an authentic, engaged audience!
Whew! Well done.
But we know you. We know you’re a total rockstar and you and your students are already looking ahead to your next PBL cycle. So many problems to solve! So many ideas to toss around, and so much excitement from the feedback your community gave students on their work.
While your next PBL idea’s a-percolatin’, take time to reflect on these three key areas, and take project-based learning to the next level.
Expand your classroom and keep kids engaged
The weather is getting nicer. The sun is finally out. And you are in charge of keeping your class engaged, focused and ...inside? Ha!
Any teacher who has experienced spring in Vermont knows that students get a little wiggly this time of year. What’s a great way to harness that energy and keep students engaged with school to the very end of the year?
How do project-based learning and makerspaces fit together?
Making and PBL may look like two completely different educational movements, but in reality they work well together and each strengthens the other.
That’s because they share a common fundamental underpinning: they honor students’ innate curiosity about the world.
How do you explain PBL to families?
The popularity of Project-Based Learning (PBL) has grown significantly with teachers and students, but what about parents? When students walk out of school, do they communicate their excitement about PBL to their families?
Let’s look at some resources for helping parents understand why PBL is so engaging for students.
A student-centered approach to school discipline
Editor’s note: The students in Randolph Union’s PBL class have created a restorative justice system for their school. The students wrote this post as a way to share their story and encourage other schools to give restorative justice a try.
A lot of people are afraid to start implementing restorative justice in schools because of how intensive the work is. Although it certainly has been difficult to do it at Randolph Union High School (RUHS), we have found that it is well worth our efforts. Students have found that the working in setting up and running Restorative Justice has made subtle but important changes in their learning.
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?