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.
When last we left the students of these two plucky Vermont middle schools, they had managed to connect students and educators via Google Hangout. They’d gotten together to make pizzas and plot the future of personalized learning plans (PLPs). And they’d paired up students as PLP peer collaborators and spent some time reviewing PLPs in pairs.
So we wanted to ask: what’s next? How’s this peer PLP collaboration thing going?
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?
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.
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.
Let students help you transform your school
Creating 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.