When we breathe our own air, it's not only stale, it's also unhealthy. We know we have great instruction in Lindbergh, but sometimes we need to breathe fresh life into our practices, exploring the diverse schools within our area to identify ideas that will expand our thinking and engage our students.
The people: 3rd year teachers and C and I
The locations: Maplewood Richmond Heights, New City School, and MICDS
The task: Learn from the culture and innovative practices
New City School: New City prides itself on the use of multiple intelligences within their curriculum. Throughout the building, there is evidence of the diversity of learning methods and individualized strengths of students.
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| This PK-6 school sends students to Lindbergh. |
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| Every student is represented in the halls with a personal philosophy/message to share |
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| Problem-Based Learning: The Delmar Divide -- this provides an authentic and relevant problem for student exploration and problem-solving |
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| Students learn the multi-faceted skills needed for life, including dialogue and personal reflection |
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| Integrating mathematical standards into the interdisciplinary study |
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| Delving deep into the context as students build their understanding of the issue |
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| Moving between the right and left brain as students grapple with a topic that is both factual and emotional |
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| Kindergarten students learn Spanish in this multicultural environment |
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| Purposeful integration: As students learn about senses in their kindergarten class, the topic expands to their Spanish instruction |
Maplewood Richmond Heights High School: MRH creates a seamless approach to learning with the concept of 15% beyond the classroom. There's a clear direction in providing students authentic learning opportunities.
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| Their cornerstones: leadership, scholarship, stewardship, citizenship |
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| The purposeful focus on these cornerstones are paired with examples of students exhibiting them. |
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| Analyzing Napolean's impact in an integrated history class where 6 themes provide focus for every learning experience: nationalism, imperialism, civil rights, revolution, economics, and social change |
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| Inviting comfort and collaboration with snacks in the library |
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| Emphasizing the importance of global experiences |
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| Illustrating the district mission |
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| Working with Washington University, students analyze data from their year-long science investigation |
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| Science Investigations: a year-long class where students select their topic and delve deep, collaborating with community members and presenting their work. |
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| Not only does the student analyze the data, but she's created the device to capture it...by hand. |
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| Literature review: The entire process reminds me of my dissertation as the student delved into the literature prior to developing an hypothesis. |
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| Analyzing messages: Yes, this is a science investigation, but the student goes deeper analyzing the company's website for content only to find misspellings. Those errors make her question the effectiveness of the product. |
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| Her presentation shows the path of her learning, analyzing the effectiveness of air purifiers |
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| The emphasis on skill over content |
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| Sharing the purpose and expectation with the student work |
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| A culture of learning |
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| Setting the tone for the future |
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Reinforcing growth mindset
Maplewood-Richmond Heights Elementary: At MRHE, the focus is on "School as a Museum", where students are challenged to synthesize their learning by creating artifacts, displays, and exhibits. The school community is committed to authentic student learning experiences by allowing students opportunities to "show what they know" frequently.
At MRHE, once a quarter, students synthesize their learning by creating a grade level exhibit for parent, students, and community to view. Students create artifacts that showcase the "big ideas" in their learning.
Every display at MRHE was student-created. Displays are meant to be used for learning and for display of learning. They don't always look perfect but they increase learning.
During math workshop, students utilize the inquiry model to problem-solve with partners. Asking questions, digging for information, and coming up with possible answers are the key.
In this culminating exhibit, students focused on building a growth mindset. They spent time looking at literature that supported a growth mindset and feature those texts in their exhibit.
One component of many exhibits that caught our eye was the interactive piece. Students are encouraged to interact with the displays, making it a learning opportunity for all.
Sharing what they've learned in math and writing. More interactive components as well.
A culminating event for 5th graders is a trip out of town, looking at various historic places.
MICDS: Students demonstrate ownership of their space and their learning in the upper school.
Math and science teachers fill this workroom when they're not teaching. Students can stop by anytime, check the teaching schedule on the wall, and seek out an instructor who teaches the content in which they need support.
Students use these collaborative study rooms to work with peers before and after school or during free periods.
Student sculpture and artwork decorate common spaces atop library shelves.
Students practice math on their personal devices while the teacher monitors their learning in real-time from her own device in a shared online learning platform.
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