How making supports service learning

Responsible and involved citizenship in Grand Isle

a model for service learningWe’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.

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Maker-centered learning and transferable skills:

Making as evidence of problem-solving

makerspaces and project-based learningIt’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.

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Making as evidence of self-direction

The Maker Movement & Transferable Skills, Part 2

makerspaces and project-based learningWe’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.

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The Maker Movement and transferable skills

Making as evidence of transferable skills around Vermont

makerspaces and project-based learningDuring 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.

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J-Term at Hazen Union

Personalized, proficiency-based PBL or bust

three pillars of personalized learningDuring 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?
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Build personal connections in teacher advisory

“Every student gets greeted at the start of every day.”

build personal connections in teacher advisoryAt Peoples Academy Middle Level, educators have taken the role of teacher advisory, or TA, to a whole new level. They conduct their advisory to build personal connections with their students. As a result, at PAML, advisory has become a very special thing.

But how can you build personal connections in advisory? Let’s find out.

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Study National Parks with digital tools

Student-created virtual park tours

With access to online and tablet-based tools for digital curation and content creation, students can research the history, challenges and attractions of one of our nation’s 58 (!) National Parks. Under the rubric of planning a visit to them, students can answer an essential and timeless question: What features make National Parks special and worth saving?

It’s almost as good as being there. Especially if you’re trapped in snow and/or don’t have your driver’s license yet. Let’s roll!

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Exploring digital citizenship as a form of literacy

7th graders learn video as reflection tool

digital citizenship and students onlineWhen I sat down to work with my students on digital citizenship and literacy, I wanted to do something different. These are 7th graders coming from lots of different schools, different levels of understanding, different exposure to the concepts of digital citizenship and I was trying to think of some way to have them understand digital citizenship as something more than no online bullying and no plagiarism. They’ve heard that before.

I wanted to really get them to see how digital citizenship was part of their everyday lives – now – and to make them want to delve into it.

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New podcast ep: Making web apps at Williston Central

Vermont middle school educator created app at camp

Vermont middle school educator created app at campIn this episode of our  podcast, we’re going to be hearing from math educator Jared Bailey, who spent his summer vacation building a web app for his students, so they could have their homework assignments, practice drills, schedule and his contact info all in one place. As could their parents.

Bailey’s ethos was simple: he wanted it to be as simple as possible for students and their families to install the app on their mobile devices, and he didn’t want to deal with licensing issues or necessarily learn a ton of code. He just wanted his app to be convenient for students.

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On middle school math and picking favorites

Pi, Code Camp and other irrational things

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