A new recipe for Personalized Learning Plans
Rather than trying to get students to care about existing PLPs, some schools are revamping their PLP process to start with what students care about. They are asking students to pursue their passions by crafting projects based on their personal interests and deepest curiosities.
The new recipe that is emerging: start with a cool personalized project and then build the PLP around it.
Making math real-world relevant
Would you tell the school board how to redesign your school? Students at Shelburne Community School, in Shelburne VT, did just that.
They were tasked with redesigning the school’s outdated “kiva” space. Using Google Sketch-Up, they created three different designs for renovating the space, and presented those designs to a panel of local architects, and their school board.
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.
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.
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.
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.
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.
8th grade scientists tackle carbon emissions at a busy traffic circle
This past year, Shelburne Community School middle grades students took part in Idle-Free VT‘s ongoing efforts to reduce carbon emissions from idling cars near schools.
The students’ outreach efforts led to a 79% measured reduction in carbon emissions at the school’s traffic circle, while an unanticipated response from drivers led the students to initiate a change in the study’s protocol.
Set boundaries, then let students drive the conversation
Negotiated curriculum is the idea that you can assemble a curriculum for your class by entering into negotiations with your students: you, as the teacher, have certain non-negotiables or standards you need students to meet, and students tell you what or how they want to learn. That’s a huge concept, and impossible to wrap your head around without seeing it in action.
Social studies educator Sam Nelson shares how he implemented negotiated curriculum in his classroom, beginning by tackling just. One. Unit.
Check out these dynamic educators
Are you heading to sunny Burlington, VT this Monday and Tuesday (no really, it will be sunny and warm) for Vita-Learn’s Dynamic Landscapes? It’s a perfect opportunity to mix business with pleasure.
If so, check out our Tarrant Institute partner educators who are presenting! Feel free to store some of those ideas, haul them back to your classroom, and liven up these last few weeks of school!
What’s that you say? You haven’t created your conference schedule yet either? You do not have that sort of time to plan. Let us take care of that for you. Here’s your own personal schedule: