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 Flood Brook Union School – Innovative Education in Vermont

Tag: Flood Brook Union School

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What does integrated studies look like at Flood Brook?

At Flood Brook School, middle level teachers believe in an integrated approach to curriculum delivery. Four years into implementing an integrated (science & social studies), multiage (grades 6-8) approach towards units of study, Charlie Herzog responded to student concerns with a focused inquiry cycle asking this important question: How might student attitudes towards integrated units of study shift with increased personalization and when projects are moved to the front of the learning experience? The following chronicle’s Charlie’s year-long experimentation with adjusting his team’s approach to increase student engagement:

“For me, personalization is about giving students as much agency in their learning as possible.”

–Susan Hennessey & Bill Rich

 

 

Flood Brook School, in Londonderry, Vermont is a K-8 school; we currently have 82 students in our grades 6-8 middle school. I teach sixth-grade language arts in the morning, and integrated science/social studies during the afternoons.Students rotate through three integrated units of study throughout the year. Integrated studies are scheduled four afternoons per week. Each class is 90-minutes long.

Six classroom teachers and a Library/Media Specialist comprise the middle school teaching team. Classroom teachers have divided into partnerships, each responsible for writing one, integrated, project-based unit of study. Each unit runs from 6-8 weeks. Students cycle among the three units over the course of the year.

This is our first year employing this “divide & conquer” approach. During the prior three years, the entire team collaboratively wrote nine, integrated units.

The typical unit plan structure looked like the following.

  • Students rotating among teachers for 3-4 weeks. Each teacher providing a particular science or social studies content focus along the way.
  • Content delivery varied from the “Sage On the State” approach to more student inquiry driven.
  • An impressive but possibly problematic amount of Cornell note-taking.
  • Student projects as the culminating experience of every unit. Typically, the following have always been a feature of the logistics involved in planning culminating projects.
    • Groups of three or larger must be multiage. Students form their own groups and partnerships.
    • Partnerships may or may not be multiage.
    • Students have been given limited choice regarding what form of a project to design.
    • Students have been given limited choice regarding the content focus for their projects.
    • A sometimes well-intentioned, but an excessive amount of graphic organizers/checklists for students to complete during and in the process of designing and constructing projects.
    • A culminating, public exhibition of learning.

What we noticed: All the prior units had the project at the back of the learning experience.

Restructuring to increase personalization

After growing greatly discouraged about attitudes towards and the effectiveness of our integrated approach, I decided to take a risk, and do something Tarrant Institute coach and friend Mrs. Rachel Mark had been gently suggesting to my middle school team for some time, put the project at the front. The project should be the “main course”, not the “dessert”. I further elaborate on my epiphany here.

My teammate Ms. Joey Blaine and I wrote an integrated unit titled Why should we care about human rights? We wrote it with the intention of increased personalization and placing the project at the front of the learning experience.

What compelled this intention was the sometimes alarming dissatisfaction students were expressing about integrated studies. We were driven by this Inquiry Question:

How might student attitudes towards integrated units of study shift with increased personalization and when projects are moved to the front of the learning experience?

Check out this video to see the unit results and how we answered this question:

Learning from and with students – teacher inquiry

All middle school students were involved in my research. They were informed of my research at the start of each unit cycle and shared their thinking via Google surveys and focus groups. Debriefs were held at the end of each unit cycle, and students, once again, shared their thinking via surveys and focus groups.

At the end of each unit cycle, I compared, reflected upon and analyzed pre & post unit student data in the following forms: blind numerical, blind written feedback and focus groups I facilitated.

Analysis and Interpretation

The data suggests students’ attitudes towards integrated studies shifted in a positive direction as a result of increased personalization and intentionally putting the project at the front of the learning experience.

Students’ blind written feedback also suggests a positive shift in attitudes. The tone of pre-unit feedback skewed heavily negative, with only a smattering of neutral or positive remarks. Post-unit feedback was far less brutal in tone and divided equally between critical and neutral/positive remarks.

Thoughts and reflections from my reflective blog posts throughout the projects echo many of the observations presented. On the whole, student attitudes appeared more positive. Students’ moaning and groaning about having integrated studies decreased noticeably after the first few class periods of our unit.

Furthermore, in each unit cycle, students took great pride in the monuments they designed and constructed, and they felt good about publicly sharing their products created during small group work.

Insights & Resources

Moving forward, my partner and I endeavor to write integrated units of study with the intention of maximizing opportunities for increased personalization and placing the project at the front of the learning experience, as the data suggests doing so increases engagement and develops a positive mindset of the content under study.

While there was less teacher talking than in past units, there was still too much. However, consider that a significant degree of teacher-led discussion was about the Holocaust. We felt this required teacher-led discussion due to the sensitive nature of the topic. Regarding the science content, that too was skewed towards teacher-led discussions. In the future, we endeavor for students to engage in science content in a more self-directed manner, whenever possible.

Launch events are more important than we realized. On the first day of each unit, we took students on a field trip of southern Vermont monuments. We observed, to differing degrees, this increased student “buy-in” for the unit. Thank you to the Tarrant Institute’s Susan Hennessey for the idea. My partner and I will continue planning engaging unit launch events.

For those interested in developing authentic project-based units of study here are some resources:

 

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This Is Really Scary (And I’ve Never Been More Excited)

Flood Brook monument with students

When asked “what is your working definition of personalized learning?” Charlie Herzog, an educator at Flood Brook replied:

“Relevancy is the essence of personalized learning. It’s about giving students voice & choice regarding content, and offering multiple pathways to explore/learn the chosen content. It’s about students reflecting on their learning journeys; considering where they’ve come from, and where they desire to take their learning next.”

We think this definition works equally well for the adult learners doing the hard work of designing and orchestrating personalized learning. Once Herzog launched this year’s crew at Flood Brook School with the intention of putting his working definition into practice, he too found time to reflect on his learning journey and consider where to take his learning next. Here’s Herzog’s candid and courageous reflection, which reminds us how vulnerable and thrilling this journey can be.

–Susan Hennessey & Bill Rich

 

But There Will Be Graphic Organizers

I never-endingly wrestle with our integrated studies endeavor at Flood Brook. We integrate science and social studies around compelling questions while employing a “project-based” approach, in multiage fashion, grades 6-8.

Among the students the reviews are mixed. If we offered them a thumbs up or down poll I fear the results. What then? In the name of personalization do we end it? If they don’t want it, and what they want is science and social studies completely separate, why not do it? Hell, it would be easier for me to end it.

No, I’m not ready to end it. The reason is I haven’t done project-based learning right. I haven’t personalized it enough.

I trapped myself. Under the burden of urgency I fell into the comfortable: deliver content, provide graphic organizers, require Cornell note-taking, check all the boxes…and now start the project and be excited about it. Sure, be excited by it after I sucked all the air out of it. I understand why students might feel integrated studies is a slog.

I was about to do it again. Oh, the content is always delivered with a certain flair. It wouldn’t have been boring, but there would be graphic organizers to fill out.

My partner, Joey Blane, snapped me out of it. Turns out, her spirit for integrated studies needed a jump start too. Weren’t the kids supposed to like this? Weren’t we?

We changed the entire plan we wrote at MGI. Now we’re going to build a monument that’s going to address, “Why should we care about human rights?” We have zero idea what it’s going to look like because the kids are going to design and build the whole thing.

This is really scary. What if it’s a disaster? It’s beyond my comfort zone. But doesn’t project-based learning push all teachers beyond their comfort zone?

The root of our problem with integrated studies is we haven’t personalized it enough. Yes, we offer a slew of project options. Yes, we give students choice of compelling questions to pursue. Yes, we give students a voice in the planning of the units. But we haven’t put the project at the front of the experience.

This New Tech Network image graphically represents what I’m getting at here.

 

Despite our hard work, our excitement, and our best intentions for our students, we haven’t given kids reason to care. In my mind I hear, Even if I did care, even a little about it at the start, you’ve tortured the content to such an extent that any motivation I had to start the project is dead.

So, I’m going to spend quite some time learning about engineering monuments, human rights issues, activism, symbolism, physical sciences, etc. I don’t know what the monument is going to look like. I don’t know how to build it. Beyond the Holocaust, I have no idea what human rights issues we’ll be investigating, nor do I have any idea what form of activism the students will take.

I’m scared. I’m really nervous, but I’m excited, and I haven’t been this excited in a while.

 

Herzog’s updated inquiry question now reads “How might putting the project at the front of a project-based learning experience increase personalization for students?”

Watch the video below and consider visiting his class to learn more about his journey. Schedule a visit here!

Posted on

This Is Really Scary (And I’ve Never Been More Excited)

Flood Brook monument with students

When asked “what is your working definition of personalized learning?” Charlie Herzog, an educator at Flood Brook replied:

“Relevancy is the essence of personalized learning. It’s about giving students voice & choice regarding content, and offering multiple pathways to explore/learn the chosen content. It’s about students reflecting on their learning journeys; considering where they’ve come from, and where they desire to take their learning next.”

We think this definition works equally well for the adult learners doing the hard work of designing and orchestrating personalized learning. Once Herzog launched this year’s crew at Flood Brook School with the intention of putting his working definition into practice, he too found time to reflect on his learning journey and consider where to take his learning next. Here’s Herzog’s candid and courageous reflection, which reminds us how vulnerable and thrilling this journey can be.

–Susan Hennessey & Bill Rich

 

But There Will Be Graphic Organizers

I never-endingly wrestle with our integrated studies endeavor at Flood Brook. We integrate science and social studies around compelling questions while employing a “project-based” approach, in multiage fashion, grades 6-8.

Among the students the reviews are mixed. If we offered them a thumbs up or down poll I fear the results. What then? In the name of personalization do we end it? If they don’t want it, and what they want is science and social studies completely separate, why not do it? Hell, it would be easier for me to end it.

No, I’m not ready to end it. The reason is I haven’t done project-based learning right. I haven’t personalized it enough.

I trapped myself. Under the burden of urgency I fell into the comfortable: deliver content, provide graphic organizers, require Cornell note-taking, check all the boxes…and now start the project and be excited about it. Sure, be excited by it after I sucked all the air out of it. I understand why students might feel integrated studies is a slog.

I was about to do it again. Oh, the content is always delivered with a certain flair. It wouldn’t have been boring, but there would be graphic organizers to fill out.

My partner, Joey Blane, snapped me out of it. Turns out, her spirit for integrated studies needed a jump start too. Weren’t the kids supposed to like this? Weren’t we?

We changed the entire plan we wrote at MGI. Now we’re going to build a monument that’s going to address, “Why should we care about human rights?” We have zero idea what it’s going to look like because the kids are going to design and build the whole thing.

This is really scary. What if it’s a disaster? It’s beyond my comfort zone. But doesn’t project-based learning push all teachers beyond their comfort zone?

The root of our problem with integrated studies is we haven’t personalized it enough. Yes, we offer a slew of project options. Yes, we give students choice of compelling questions to pursue. Yes, we give students a voice in the planning of the units. But we haven’t put the project at the front of the experience.

This New Tech Network image graphically represents what I’m getting at here.

 

Despite our hard work, our excitement, and our best intentions for our students, we haven’t given kids reason to care. In my mind I hear, Even if I did care, even a little about it at the start, you’ve tortured the content to such an extent that any motivation I had to start the project is dead.

So, I’m going to spend quite some time learning about engineering monuments, human rights issues, activism, symbolism, physical sciences, etc. I don’t know what the monument is going to look like. I don’t know how to build it. Beyond the Holocaust, I have no idea what human rights issues we’ll be investigating, nor do I have any idea what form of activism the students will take.

I’m scared. I’m really nervous, but I’m excited, and I haven’t been this excited in a while.

 

Herzog’s updated inquiry question now reads “How might putting the project at the front of a project-based learning experience increase personalization for students?”

Watch the video below and consider visiting his class to learn more about his journey. Schedule a visit here!

Posted on

When students share their work, it deepens the learning

Lessons from an exhibition

These days, I’ve been thinking about the reasons we ask students to share their work. A few weeks ago, I wrote about the connection that a public exhibition provides for parents and community. But as I wrote that piece, some other ideas were percolating in my brain about what happens when we share our work with others.

And then I got to experience those ideas for myself.

Continue reading “When students share their work, it deepens the learning”

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M is for Minecraft

M is for Minecraft

How to use Minecraft with students

how to use Minecraft with studentsMinecraft is an example of welcoming in student-driven modes of learning, exploration and demonstration of learning. Students find the platform deeply engaging because they can use it to build entire worlds, and many prefer to do their building collaboratively, or outside of school hours. But Minecraft also requires reading, writing and blogging skills, and can have real-world impact.

“Bio,” says one 9th grader. “We were in Bio. And there were some machines sitting there and one was a centrifuge. And I knew what it was because of Minecraft.”

Continue reading “M is for Minecraft”