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Innovative Education in Vermont
Exploring innovative, personalized, student-centered school change
“Be yourself; everyone else is taken.” That. Quote. Drives. Me. Nuts. I mean, duh! And of course! And who else am I gonna be?! [Also it makes the librarian in me nuts because it is often attributed to Oscar Wilde, but there is no evidence he ever said it. Additionally, he doesn’t seem to have …
Continue reading “Student-centered personalized learning starts with identity”
As we begin the year with students in our classrooms, it’s important to start with a focus on building the culture. Whether it’s by building the culture for advisory, or building the culture for project-based learning, or just building relationships in the classroom and team, one thing is certain: time spent now on building culture …
Hooray for summer! Sure, we usually say something along those lines this time of year, but this year? ONCE MORE WITH FEELING. And with that, we turn to our Tarrant correspondents for a peek into the reading bags, shelves, carts and– *squints* — trees, that keep our folks out of trouble.* We’re off reading and …
Like so many students this past year, the 7th and 8th students at Crossett Brook Middle School in Duxbury, Vermont, were in a hybrid mode of learning due to Covid restrictions in their school. They spent two days in the school building in small group pods and three days learning remotely from home. The three …
Continue reading “How a PTO connected students with community during COVID”
Art for social change? How do you engage students in an exploration of the ways that art impacts social change? Sounds challenging. Right?! But the teachers at Rutland Middle School decided to tackle the task anyway. Through this exploration, students learned more about the UN Global Goals for Sustainable Development, visited local murals in their …
WHOOSH! Imagine rows of students using medieval replicas of catapults and trebuchets to hurl objects across an open field. An energetic celebration of the outcomes of researching, designing, and modeling applications of statistics and probability. This is the experience of fifth, sixth, seventh, and eight graders at Miller’s Run School in Kingdom East School District. …
Continue reading “Launching toward engagement: integrated units at Miller’s Run”
Listeners! Today I’m joined by Jaida and Emma, two marvelous students from Southern Vermont, and the three of us share our love of picture books. The art, the messages, the emotions, the relatability… the art. So we’re going to be asking you to listen to this episode with both your ears and your eyes — …
Audio only Resources Slides from “Fostering Brave Spaces” Annotated Transcript Hello, my name is Grace Gilmour. I’m a seventh and eighth grade social studies teacher. And today I’m going to be talking about: “How do we foster brave spaces for discussions about race and other forms of oppression in our classrooms?” In the fall …
In the past few months, we’ve been meeting with groups of students from six Vermont schools, asking them about their experience this year. What might next year look like if they had a say? Inspired by the Imagining September Project –the MIT Teaching Systems Lab & Harvard’s Graduate School of Education that gathers student input …
On this episode… we have Ann Braden!!!! Ann is one of my favorite authors, and she’s also a former Vermont educator with a new book out, The Flight of the Puffin. Flight of the Puffin truly feels like a middle grades book for our time: it’s the story of four completely different middle school students, …
Drew Kutcher, an art teacher in her first year teaching at Proctor High School has built Social-Emotional Learning (SEL) and mindfulness into her practice. She recognized early on that her 7th grade students were struggling with the transition into the high school. They could benefit with her guidance ways to find calm and stay centered …
Continue reading “SEL and mindfulness with the Learning Lab”
“Increasing Student Self-Direction” was a webinar presented by Rachel Mark as part of the 2020-2021 UVM Tarrant Institute Professional Learning Series. We present it here in its entirety. You can either watch the webinar recording, listen to an audio version, or read the annotated transcript. Follow-up questions about self-direction in your classroom? Email rbmarkvt@gmail.com. …
Middle school students are ever-changing, curious, socially and globally aware, and incredibly capable. Their energy and urge to explore can be channeled into rich and fertile learning territory. It’s such a privilege to walk alongside them as they grow during these often tumultuous years. Folks often say it takes a special kind of person to …
Continue reading “The successful, sustainable middle school”
At their heart, Culturally Responsive Practices (CRP) are about teaching the way students learn. It is an unfortunate truth of being human that we are biased by our own experiences. As Mahzarin Banaji, a professor of social ethics at Harvard University says, “The quickest way to define what implicit bias is [is] to say it …
Continue reading “Culturally Responsive Instruction and Assessment”
This week, something new for us: a letter from our mailbag. While we aim to help everyone on a regular basis, it’s always exciting to hear directly from our readers. In this case, we try to provide a little context-setting for a reader who goes by the handle, “Sustainably Yours”. “Dear InnovativeEd, I’ve been …
Continue reading “From the innovativeEd mailbag: Sustainably Yours”
Today on the podcast, Alex Shevrin Venet joins us to talk about her new book, Equity-Centered, Trauma-Informed Education. How does it work in classrooms? How can you, as an educator, use your own coping strategies to dismantle inequity at your school? Will action research help? And what does convincing your landlord to let you have …
If you want to know what an organization prioritizes, examine its budget. If you want to know what educators care about, look at their curriculum. Curriculum is perhaps the most concrete representation of educational values. Students’ day-to-day experiences are rooted in their direct engagement with this bundle of lesson plans, materials, and assignments. We package …
Continue reading “Culturally Responsive Curriculum by design”
Oh lovely listeners, we are all still here, and we are all noticing the change of the seasons. This year the melting of the snow and the return of the sun are coinciding with a COVID-19 vaccine becoming available. We know, lovely listeners, that you are all feeling that complicated mix of joy, sorrow and …
Remote learning. Before COVID’s pandemic year, I did not even know that was a thing. It wasn’t, really. Now, I am a remote learner. I have been for over a year. In my opinion, remote learning is great. I love having a flexible schedule, I love being able to do other activities during the school …
Continue reading “What I Learned from my Pandemic Year of Learning”
Lindsay McQueen, a middle school science educator at Edmunds Middle School, in Burlington VT, originally presented “Challenging Simplified Notions About Health Equity in the Middle Grades” in January 2021. She presented it as part of the 2021 Middle Grades Conference at the University of Vermont. Below please find a video recording of the workshop, optimized for …
Continue reading “Challenging Simplified Notions of Health Equity in the Middle Grades”
Natalie Smith, a middle school science educator at Lyndon Town School, in Lyndonville VT, originally presented “Making Science Authentic: Teaching Place-Based, Decolonized Ecology in the Middle School Science Classroom” in January 2021. She presented it as part of the 2021 Middle Grades Conference at the University of Vermont. Below please find a recording of the …
Continue reading “Place-Based, De-Colonized Ecology in Middle School”
Signs of spring surround us: snow is melting, the days are lengthening, and the mud has returned. So it must be time to think about school gardens! School gardens have become increasingly popular over the past few years, and for good reasons. They’re highly engaging, and ripe with educational opportunities, ha ha. But did you …
Continue reading “Personalized learning in the spring garden”
We’re here to talk books for educators, by educators and with educators. Today I’m with Dr. Penny Bishop and we’ll be talking about The Successful Middle School: This We Believe, by Penny and her co-author Dr. Lisa Harrison. Thanks so much for joining me, Penny. Tell us a little bit about who you are and …
Continue reading “#vted Reads: The Successful Middle School”
Imagine a place where every person can be their authentic whole human selves. A culturally responsive learning environment is a place where everybody belongs. The posters and images on walls, books and materials on shelves, the furniture and flow of the space all radiate belonging. These tangible items convey important information: what is valued, …
Continue reading “The Culturally Responsive Learning Environment”
In January 2020, the Vermont state legislature proposed a resolution formally apologizing for the legislature’s role in passing a 1931 law making eugenics perfectly legal and encouraged in the Green Mountain State. Meanwhile, on the Standing Rock Reservation, in South Dakota, the future of the Dakota Access Pipeline is in doubt, but only at the …
Continue reading “#vted Reads about Equity & Cultural Responsiveness in the Middle Grades”
Equity. In Vermont and beyond, educators and administrators are talking about equity. But what does equity look like in practice? Most importantly, how do we stop talking about it and start doing it? Culturally responsive practices are a concrete way to do equity work in the classroom. So what are they and what do they …
Continue reading “Culturally responsive practices for equity in the classroom”
Decolonizing Place-Based Education is an interactive online workshop for educators that we offered in February 2021. It is a collaborative project of the UVM Tarrant Institute for Innovative Education, Gedakina, the UVM Rubenstein School for Nature & Environmental Resources, and Shelburne Farms. Educators Judy Dow, Marie Vea, Aimee Arandia Østensen and Emily Hoyler designed and co-facilitated …
We talk a lot, as professional development coordinators and as educators, about self-direction. We think a lot about ways to support self-directed learners, offering them “choice and voice” while trying to make sure we support them in their learning. (And hey, educators, you’re learners too. I’m a learner. We are all, to some degree, self-directed …
Continue reading “Scaffolding success for self-directed learners”
Who’s Outside? How to Build An Anti-Racist Bookshelf is an interactive online workshop for educators we offered in January 2021. We offered it in collaboration with Shelburne Farms. Additionally, educators Jeanie Phillips and Aimee Arandia Østensen courageously co-facilitated this workshop. Below you’ll find a recording of the workshop, optimized for solo or team playback. The …
Walking through what it looks like to take commercial curriculum and develop a vibrant, personalized integrated unit. One thing we hear all the time in our work as professional development coordinators is: “How do you both personalize learning for students AND use the curriculum materials adopted by the district or school? Aren’t these things in …
Continue reading “Developing integrated units from commercial curriculum”
This year, I am hearing that many teachers feel they aren’t practicing the kind of teaching they believe in as much as they are used to and want to. They are stretched thin with all of the protocols and decisions and shifting situations the pandemic brings. That personalized learning, and service learning, feel further away …
The fifteen year old boy slowly hobbled from the parking lot to the school’s main office, stopping to adjust his crutches. He was welcomed by the school’s Flexible Pathway Coordinator, Ian Dinzeo for their 10 o’clock appointment. They both sat down, masked, at opposite ends of a table in the school cafeteria – which offered …
My mom is into homeopathy and I am part Japanese. So for Christmas she gave me a book by Japanese scientist and holistic thinker Masaru Emoto called The Secret Life of Water. This guy has been taking photographs of ice crystals for decades. The photos reveal how different things impact the formation of these crystals …
In the midst of a global pandemic teachers are adapting in a multitude of ways. We have had to fundamentally change the way we teach, learn, and engage with each other. While feeling overwhelmed and underprepared for many of these challenges, I found that I was also able to slow down and reflect more deeply …
On this episode of #vted Reads, we welcome Erika Saunders back to the show! Erika agreed to guest-host an episode, talking about Children of Blood and Bone, by Tomi Adeyemi. She’s joined by Philadelphia-based educator Monique Carter, as they talk about: the emotional resonance of your own language, especially if it’s lost and you ache …
Continue reading “Children of Blood and Bone on #vted Reads”
How do we effectively engage people in our community who aren’t already predisposed to discuss race and the impacts of racism? How do we pull people into a community conversation on race? Especially people who aren’t already striving to be more antiracist? I’m not entirely sure, but I do know that the more community conversations …
Continue reading “Lessons learned from a community conversation on race”
As ever-increasing cracks in the foundation of our democracy reveal weakness and corruption, so too do these revelations allow the light of justice and truth to penetrate. As educators, our work to help young people learn to communicate across differences, think critically, and work for justice is as important as ever. This remains an apt …
Lovely listeners, we have such a treat for you today. Joining us on this episode of the show is Vermont State Librarian Jason Broughton. Now, when I asked him to be on the show, I also invited him to choose the book we’d be discussing, and he chose the wonderful graphic novel ‘Marbles: Mania, Depression, …
When is a “lol” not a “lol”? Would a “ftw” hit as hard by any other name? Two things: Shakespeare’s now spinning in his grave like a turbine, powering most of greater Stratford; That’s absolutely fine with us. Language evolves. It grows and bends and twists and curls back on itself like you wouldn’t believe. …
Continue reading ““Because internet”: learning to communicate in different online spaces”
Spoiler alert: When we adjust learning conditions to be more in sync with the known laws of brain-based learning, learning improves. Momentum builds. Trust the science For 15 years I’ve been helping Vermont educators and school systems apply what we know about the brain to inform what we do in our schools. And for 15 …
Continue reading “Trust the Science: Using brain-based learning to upgrade our educational OS”
At the beginning of the school year, members of the middle school leadership team at the Lyndon Town School (LTS) in Lyndonville, Vermont, were doing what they do every week: reflecting and planning. Unlike most schools in Vermont during the current pandemic, from day one they were working with students in person five days each …
Listener, how do you feel about positive interventions, behaviors and supports? I don’t mean in general — in general those all sound fine and dandy — but when they come within 100 yards of a school, they turn into PBIS. And that’s another ball of wax entirely. Today author Thomas Knestrict joins me on the …
228 days home with my 3 children. 88 days of remote learning, spanning 2 school years and 5 different grade levels. 10 different teachers. 34 Zoom meetings per week (not counting mine). Engagement level: 27%. This is parenting pandemic math. But who’s counting, right? At home, my kids are missing school. Or, more specifically, they …
De-Colonizing Your Thanksgiving Curriculum is the title of an interactive online workshop for educators offered in late October and early November of 2020. It is a collaborative project of Gedakina, the UVM Institute for Innovative Education, Shelburne Farms and Vermont Learning for the Future. The courageous co-facilitators of this webinar are Judy Dow, Emily Hoyler, …
Continue reading “De-Colonizing Your Thanksgiving Curriculum”
What does outdoor education and place-based learning look like right now? One of the recommendations from leading health officials is to conduct classes outside. But what if you’ve never done that before? What if you could use some pointers? How are other educators tackling this topic? And why should we keep taking students outdoors, …
Hybrid and remote teaching environments require us to tap into everything we know about designing engaging and targeted learning opportunities. At the same time, the contexts are often unfamiliar. So what we need is a blended and hybrid teaching toolkit. When looking to design a successful remote or hybrid learning experience, consider thinking about what …
Continue reading “Building a blended & hybrid teaching toolkit”
Those of us holding virtual synchronous meetings with our learners recognize the need to build in opportunities to collaborate. Just like in our face-to-face classrooms, we value small group interactions. And that leads us to ask: how best to facilitate effective small group work in our distance and hybrid instruction? Just as collaborative small group …
Continue reading “6 ways to help students create the best Breakout Rooms”
Middle level educators have long sung the praises of integrated curriculum. It’s been a foundational practice in some middle schools. But why isn’t it happening everywhere, all the time? Right now, our young adolescents are growing and developing in hybrid, remote and uncertain school models. And that means they need integrated and thematic curriculum more …
In this episode, we sit down with the executive director of the Vermont Humanities Council, Christopher Kaufman Ilstrup. The Vermont Humanities Council runs Vermont Reads (not to be confused with Vermont *ed* Reads), in which they choose a book for our whole state to read, ponder and talk about. This year, that book is Angie …
Because being “present” is very different from simply being here. Everyone reading this blog has very clearly moved on from beginning each day by simply reading out a list of names and putting a big old checkmark next to each one. Everyone. Those horror stories we’ve heard, about students being marked absent simply because they …
Yeah. Me too. Everything is a lot. Everything… keeps getting to be even more of a lot, and somehow we expect to throw a smile on our faces and, whenever someone asks us if we’re fine, to pretend we are, instead of saying: ‘I’m sad. I’m struggling. I’m overwhelmed. Please just let me lie here …
For all of us teaching through a pandemic, even the self-care can feel wildly, insurmountably difficult. Let’s do something about that. This year, the beginning of the school year — a time that is typically filled with joy and excitement — is fraught. It’s complicated. Some of us are doing alright, others are working hard …
Schools have been preparing for students all summer: developing protocols for handwashing and bathroom use, deploying hand sanitizer stations, hanging signs to remind students to stay socially distant, measuring and taping classrooms, cafeterias, and hallways. It’s *A LOT*. You are carrying an enormous burden, and I applaud your hard work, creativity, and fortitude. It is …
Listeners, I’m angry. I’m angry about the failure of our political leadership, the unmitigated disaster of climate change, and the risks we’re asking our educators and students to take right now. I’m angry, and I’m hurt, and frustrated, and I’m not the only one. I know you’re angry, and I know our students are angry. …
It’s becoming increasingly difficult to think and talk about innovative school change. It’s difficult to see the start of this school year with a heart that’s anything but desperately worried for students, for teachers and for families. We want this school year to be fruitful in terms of learning, but we’re also shocked and dismayed …
Continue reading “What can we learn from summer unschooling?”
The days of hosting public exhibitions and showcases in the school gymnasium appear to be over. For now. Some schools and educators, however, have been very clever at hosting socially distanced and virtual exhibitions of student work and learning, despite the pandemic. Why provide an audience for student work? We know that student engagement and …
Continue reading “What do public exhibitions of learning look like during a pandemic?”
Will schools really re-open this fall? And what will they look like? Most of all: how will we ensure that our teachers and students are safe? Even though I usually do my best to think about anything but school during summer vacation, this year I’ve been tuning into the conversation on reopening. Why? For one …
Continue reading “Measuring the value of a personalized learning coordinator”
The return to school is usually filled with excitement, anticipation, and maybe a little nervousness. This year though? Much more nervousness with the excitement. How can we anticipate what it will take to keep teachers and students safe? While each of our communities and school leadership put their hearts and minds into that question, we’re …
Continue reading “Re-connect & re-imagine this return to school.”
Hello there, educator friends and colleagues! I hope this note finds you in a good moment. Good moments are crucial and to be cherished to be sure. Though they aren’t everything. Let me explain. July brought so many good moments for my family. My wife and I took several weeks off of work. We limited …
I’m Jeanie Phillips and we’re back for a third season of vted Reads! Books by, for and with Vermont educators. Kicking off this season we’re joined on the show by author and former teacher Kate Messner. Kate’s here to talk about how we can use books about some dark topics as conduits to reach students …
Do you remember those pre-COVID days? All of the exciting plans, the face to face collaboration, the FIELD TRIPS?! The teachers and students at Two Rivers Supervisory Union had *BIG* plans: a four-day, four school, in-person Sustainable Development Goal Academy. Fifth and sixth-grade students from Cavendish Town Elementary, Chester-Andover Elementary, Ludlow Elementary, and Mount Holly …
Middle school is not a Zoom room. When the quick switch to a remote environment was required, Charlotte Central School decided to go with what they know. And these folks know their students. Specifically, they know “Personal Interest Projects” (PIPs, aka passion projects, aka Brainado, aka curiosity projects) work for their students. Charlotte Central students …
Schools are committed to bringing anti-racism into curricula and systems more than ever before. Even in predominantly white schools there appears to be a growing acknowledgment that anti-racist education is crucial for all students. Big changes seem to be underfoot. And that’s a wonderful thing. But there will be pushback. White fragility and white rage …
Continue reading “Student intervention for anti-racist education”
What has taken shape in the world with COVID 19 has given me pause to wonder what matters most in life and as an educator a chance to query about what matters most in education. I am quite sure that for all of us, the COVID19 pandemic is uncomfortable, disruptive, scary, and deeply saddening. I …