{"id":21950,"date":"2019-11-05T10:51:12","date_gmt":"2019-11-05T14:51:12","guid":{"rendered":"https:\/\/tiie.w3.uvm.edu\/blog\/?page_id=21950"},"modified":"2019-11-15T08:16:31","modified_gmt":"2019-11-15T12:16:31","slug":"stephanie-zuccarello-learning-lab-1-0","status":"publish","type":"page","link":"https:\/\/tiie.w3.uvm.edu\/blog\/stephanie-zuccarello-learning-lab-1-0\/","title":{"rendered":"Stephanie Zuccarello Learning Lab 1.0"},"content":{"rendered":"

How can we shape Opportunity Time to introduce the power of personalization to young adolescents?<\/strong><\/h3>\n

<\/h3>\n

\u00a0MY STORY<\/h4>\n

Teaching fifth and sixth grade science is a new, welcoming experience where I encourage inquisitive investigation, cooperative problem solving, and a curiosity for how the world works.\u00a0 My love for science brought me to Peoples Academy Middle Level in Morrisville, Vermont two years ago; previously I taught in Missouri and Vermont, in grades seventh through twelfth.<\/p>\n

At PAML, we begin each day in Advisory then move to our core classes. \u00a0I teach two 6th grade science classes (8:15-9:10 & 9:10-10:05), one 6th grade Humanities class (10:05-11:00) and, one 5th grade science class (12:15-1:10). \u00a0Each class is 55 minutes long and meets everyday.\u00a0\u00a0This school year, Bill Fishell and I have the opportunity to co-teach Humanities at Peoples Academy Middle Level in Morrisville, Vermont. \u00a0We end the day with a 40 minute Opportunity Time (2:05-2:45) where students explore their passions through goal setting and building community.\u00a0<\/span><\/div>\n
\n

I am part of a small team, approximately 45 students and 3 core teachers. The subjects are science, math, and humanities. \u00a0During Humanities, all sixth grade students combine into one space, Bill\u2019s classro<\/span>om. \u00a0The students sit at round tables and form teams of 4-5 students each. \u00a0During Science, students sit in pairs at lab tables but are able to change group size and\/or setting when needed.<\/span><\/p>\n

\"\"<\/p>\n<\/div>\n

As I continue to explore how to get personalization right, I would like to see it happen in a variety of ways and a variety of settings. \u00a0Why not incorporate an outside experience into the school setting, or create cross-curricular themes where learning, experiences, and pacing is individualized? \u00a0Let\u2019s strengthen our relationships with our community and build community partnerships where students can investigate, design, and showcase their learning through meaningful experiences inside and outside the school. <\/span><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

\n
\n<\/div>\n
\u00a0\"\"<\/b><\/div>\n
<\/div>\n
2018’s MOST PRESSING QUESTIONS<\/span><\/b><\/div>\n

We welcome you into our learning space. When you join us, please help us to answer, or be on the lookout\u00a0for\u2026<\/em><\/p>\n

1)\u00a0 Are students invested in their learning? (Asking questions, participating, motivated…)<\/div>\n
<\/div>\n
2)\u00a0 Do students seem to have choices in their learning?<\/div>\n
<\/div>\n
3)\u00a0 How are students collaborating with each other and with their teachers?<\/div>\n
<\/div>\n
<\/div>\n
\n
\n<\/div>\n
\n

OUR FINDINGS:<\/b>\u00a0Year One of Personalization<\/em><\/strong><\/h3>\n<\/div>\n

In 2016, the staff and students at Peoples Academy Middle Level adopted a new schedule to allow personalized learning opportunities during a specific time, 2:00-2:45, which was called, <\/span>Opportunity Time.<\/span><\/i>\u00a0 The Lower House staff, fifth and sixth grade teachers, decided to create a survey of questions so students\u2019 interests could be collected and considered. \u00a0With the results, students were grouped according to similarities. \u00a0This was implemented twice so that the fifth and sixth grade students would have set, collected evidence for, and reflected on two different personal goals, one per semester. <\/span><\/h4>\n

The groupings were: \u00a01) Community Service, 2) Reading, Writing, and Communication, 3) STEM, 4) Physical Activities, 5) Band\/Chorus, 6) Arts and Crafts. \u00a0<\/span><\/p>\n

Examples of specific student interests:<\/span><\/p>\n

    \n
  • Build a battery operated car out of a water bottle<\/span><\/li>\n
  • Dissection to learn the human anatomy<\/span><\/li>\n
  • Participate in the Special Olympics basketball team as a peer coach<\/span><\/li>\n
  • Make trailers for young adult novels<\/span><\/li>\n
  • Learn how to code<\/span><\/li>\n
  • Learn sign language<\/span><\/li>\n
  • Create fundraisers for the community<\/span><\/li>\n<\/ul>\n

    Two person teacher teams gathered the students during Opportunity Time every Monday through Thursday. \u00a0Within the groupings, students set SMART goals which were connected to graduation goals and scholarly habits, brainstormed ways to complete their goals, gathered materials and resources necessary for their goals, and worked with their peers to accomplish their goals. \u00a0Students were required to create a slideshow that would allow them to showcase their goals in a gallery walk at the end of the semester. \u00a0<\/span><\/p>\n

    Our intentions as educators were to provide time for fifth and sixth grade students to be invested in their learning by engaging in personal projects. \u00a0Some of the take aways were:<\/span><\/p>\n

      \n
    1. It took some time to make the goals happen <\/span><\/li>\n
    2. Independent\/self directed students flourished<\/span><\/li>\n
    3. Setting up this type of structure models a life skill\/real world skill (Will this be easier in the future if they\u2019ve done it once?)<\/span><\/li>\n
    4. Students were excited about improvements\/achievements<\/span><\/li>\n
    5. Short projects :\u00a0<\/span>Scaffold the projects with time, make them Semester\/Quarterly<\/li>\n
    6. Students who are in need of more direction struggled<\/li>\n
    7. Not all students are ready for this concept (Is it developmentally appropriate for such self-direction at 5th\/6th?)<\/span><\/li>\n
    8. View of OT is whatever I want, whenever I want\u2026 restructure how they view this time<\/span><\/li>\n<\/ol>\n

       <\/p>\n

      \n

      \u00a0OUR FINDINGS:<\/b>\u00a0Year Two of Personalization<\/em><\/strong><\/h3>\n

      Through prior experience, I’ve learned that allowing time for students to discover their true identities, to get to know each other, and to build relationships with each other and their teachers is key to getting true authentic learning to happen.\u00a0 In order to create a space for students to be open to exploring their own personalized learning, they must feel safe to ask questions and lean on others for help.\u00a0 For this reason, in the 2017-2018 school year, the fifth and sixth grade students have spent time throughout the year exploring their identity, discovering their personal interests, and creating new friendships.\u00a0<\/span><\/p>\n

      Identity and\u00a0Relationships\u00a0<\/strong>(Aug-Dec)<\/h3>\n