Student leadership and service in action
It all starts with an idea. Races Against Racism have taken place around the country, and last spring, a community member and organizer Henry Harris suggested that 15-year-old Hope Petraro organize an event in her community. He said she might be interested in having this event in Montpelier. That was just the spark she needed.
Since then, Hope, with the support of her teachers and community mentor, has created an important event to fight back against racism during a time when our country is seeing a resurgence of racial conflict.
Goal global, act local
The United Nations has kicked off a movement for the future. They’ve identified 17 goals for sustainability world-wide, and they’ve given those goals to students around the world.
Here in Vermont, a cadre of passionate educators are scaffolding project-based learning around those goals. And #vted students are hard at work, changing the world, one community at a time.
Realizing the promise of micro-credentialing
As teachers and students grapple with how to implement proficiency-based assessment, flexible pathways and personalized learning, what can we learn from digital badge eco-systems? What’s been tried? What’s worked?
And what do we need to think about as we implement micro-credentialing to help us grapple, not just with the requirements of Vermont’s Act 77, but with this profound shift in education as we know it?
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.
Choose Your Own Adventure
In Sam Nelson’s classroom, students choose what they learn, and how. Through the use of learning scales and targets, Nelson sets guidelines for students to demonstrate proficiencies in whatever they choose to study. Between the two systems — flexible pathways and proficiency-based learning — students negotiate a curriculum that keeps them engaged and satisfies their curiosity about the world around them.
How does it all work? Let’s take a look.
It’s a movement, not a moment
Every teacher should consider making time for Genius Hour (sometimes called 20% time or Passion Projects). We know that when students are given the opportunity to explore their own topics, they gain skills in self-direction.
But I’ve come to believe that the ideal Genius Hour involves as much of the school as possible. Here’s what it could look like.
Structures to support student artists
Art is “the expression or application of human creative skill and imagination”. To teach children that expression or application sounds like a lofty endeavor. But that is exactly what art teachers do in our schools every day.
If art is the expression of creativity and imagination, then we need new models. Because art is about voice and originality. There is no right and wrong way to express your vision and creation.