"Making" the Move to Problem-Solving

We often see makerspaces brimming with sewing materials, building blocks, technology, and consumables that we plan to transition from trash to treasure.  In these creative spaces, kids (and adults too) explore their creativity through design and construction.  

But, the best makerspaces are those that have a purpose.  Real life involves real problems, and as much as we want students to explore their creativity, it's so much better when there's meaning attached.  Sometimes, we, as teachers, design the purpose, as seen in the examples below, and sometimes, students identify a purpose from a problem they've experienced that brings out their passion.

As you design maker learning opportunities with your students, consider the authenticity of the work...what problems are they solving?

A task provided to elementary students connects to St. Louis current events (or potential ones...).  Imagine how complexity could be added for secondary students :  meet ADA requirements, research current stadiums, present plans to the "county council," etc.

Working together to solve a problem, many students found ways to stabilize their taller structures, creating reinforcement at the base and discussing how it helped meet the provided challenge of building the tallest structure within the allotted time.

Novel Engineering:  After reading a book , students identify the problem as squirrels eating the bird food. They work to create solutions to the problem. 

Novel Engineering:  Before building their structures, they create a design plan and address how it will help solve the problem.

Novel Engineering:  Some students built traps for the squirrels, some designed intricate bird feeders, and others created food sources for the squirrels so they wouldn't eat others' food.

Whether you're "making" in your classroom or a designated space, the outcome is the same:  student engagement in problem-solving.

Creative Spaces

We've gotten used to being tight, I'm mean really tight, on space, but now that we have a little more breathing room in our elementary schools, there's opportunity to be creative, to look at space differently.  And, look how creative our spaces are...

But not for these guys...they're happy reading in their tight space.

And for her...why not make yourself cozy under the table?

Interactive bulletin boards:  As students wait for specials, they engage in thinking.

A Wellness Room:  Right now it's all about balance, but it's a space for both students as a fitness option in PE or for classroom teachers to access during the day with students.  I'm sure it's also put to good use after school for teachers focusing on their personal health and wellness.

A Room Ready to Be Designed:  Students are in charge of the design for this studio space.  As they develop and implement their plan, they'll evaluate their choices and make adjustments for this alternative classroom.

Therapy Room Part I:  Painted black ceilings and cozy nooks are just one part of this ITEF grant funded space.

Therapy Room Part II:  Large and small motor movement is an option for students who need a break or sensory supports to help them re-engage for learning.

When PD Goes Right

We've all heard the jokes about PD, the thoughts that go through teachers' minds during professional development...

...When is this going to end?

...Will anyone notice if I do a little online shopping?

...Seriously, I already know this!

...I can totally grade and listen at the same time.

While I've experienced PD that made me think as above, I've also had PD that's excited me, inspired me, rejuvenated me, and pushed me!  In these first few days of the school year, it's that type of PD we've seen in Lindbergh, the kind that gets us revved up for the year and thinking critically about engaging our students and community in learning.*

A shout out to our building administrators and professional development leaders for providing such great learning opportunities to start the school year!

LHS's Amazing Race connects building learning themes for the year to a strong school community

One LHS Amazing Race stop:  Sappington to think about mindfulness

Next Amazing Race task: Trust, collaboration, and communication to build a human pyramid in Laumeier Sculpture Park

 The winning team arrives at the final Pit Stop! They must have been some great collaborators (and speedy drivers!)

Novel Engineering:  At Crestwood, teachers use design-thinking in response to a problem in a book

Crestwood teachers work collaboratively to create a solution, and use feedback to improve their design

 Sappington teachers get to know one another with Team Interview.

 Sappington teachers tackle vision work with their new school teams.

 Big discussions and decisions being made at Sappington.

 Crestwood teachers enjoy the nuts and bolts with some fun prizes.

District PE teachers digging into their new heart monitor equipment.  It's Lindbergh's own Orange Theory!

If you don't see your school here, don't worry, you had great PD too...we just didn't get pictures.

*Ok, Mandatory PD modules don't count!

Lindbergh Learning Team - Beginning a Journey Together

Last Wednesday, the Lindbergh Learning Team met to plan for a strong feedback loop of curriculum, instruction, and assessment.  This team's role will be to develop a path to ensure that Lindbergh's grading practices match its curriculum.  It's a thorny task, one that begins with philosophical discussions about the purpose of grading....

Swap Talk:  Share a grading scenario with your partner and get their input on solving the problem.

Swap Talk:  Switch scenarios and find a new partner for a new perspective.

And, continues with creative problem solving. 

The Problem:  Cell Phone Distractions During Meetings

Working Collaboratively to Solve the Problem

The Solutions:  

Place your phone inside the provided doors, and when appropriate, the "garage doors" open to provide access to your device.

Jam the access with this lovely pet.

Use your device at the wrong time, and an explosion of hot coffee, whipped cream, or confetti may send a reminder to everyone that to stay off their phones.

 The Presentations:

Sell your idea to the audience...which will be the best?

Like the above problem-solving activity, the Lindbergh Learning Team knows that grading practices are not a "one-solution" task.  It's up to us to determine what Lindbergh needs and how to support it.  As the year progresses, we'll continue our study of Charting a Course to Standards-Based Grading and work in small groups to further our knowledge:

• Professional Development - What does this team need and how does it further the learning at the building level?
• Research - What does the research say about these practices?  Nationally and locally, where has it worked well and where has it failed?  How do we learn from the work of others?
• Stakeholders - What's the input from parents and students?  How do we coordinate with student information systems to ensure success?
• Current Grading Practices - Where are we currently as a district and what do teachers need to be supported in any changes that may arise?

Starting with the S in STEM

The buzz of the room...

The chatter of groups introducing themselves to one another...

The laughter of people sharing summer adventures...

The anticipation of something new...

...It's the excitement of science curriculum revision.  Alright...there may be only a few of us who get that jazzed about curriculum writing, but truly, the work that's been done over the past two days analyzing and prioritizing standards is exciting!  We are on a journey in Lindbergh to look at our instruction differently, to provide more integrated and authentic learning opportunities.  Science, like so many other curricular areas, is a window into our children's future, and by getting this right, we set up thousands of children for success as adults.  No pressure, curriculum team!

Teachers K-12 brainstorm "lifelong transfer goals"

Teachers begin to collaborate on their ideas of "lifelong transfer goals"

Teachers begin to prioritize "lifelong transfer goals"

Teachers do get excited about curriculum! 

Teachers also began discussions about science practices to evaluate how interdisciplinary thinking appears in Lindbergh's curriculum:

1. Asking Questions and Defining Problems
2. Developing and Using Models
3. Planning and Carrying Out Investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational Thinking
6. Constructing Explanations and Designing Solutions
7. Engaging in Argument from Evidence
8. Obtaining, Evaluating, and Communicating Information

As you review these practices, reflect on how you currently integrate scientific thinking into your content...

Building New Teams

Never underestimate the importance of building a community.  Many groan at the idea of team-building activities (of course, not these warriors at Sappington and Dressel!), but getting to know your colleagues and learning to work together sets the tone for future interactions, and success! 

At Friday's PD, staff participated in activities that parallel real experiences in working with both students and staff.  Through these initiatives, they reflected on their personal needs as well as student and team needs in order to ensure a smooth transition into the 17-18 school year.  

Check it out!

Clear communication for success... 

Working together to build the tallest structure...

Sometimes, we get a little too close...

The competition is fierce....

Reflecting about our work....

Working through the problem...

All smiles in the Dressel family...

 Working out problems as a CLOSE group

 Everyone get CLOSER!

 Strategizing as a team

 Tower building takes concentration and collaboration.

 Okay, don't knock it over!

 Communication is key to solving this challenge.

 Specific directions are given to help complete the task.

 Another close one!

 Learning to work together!

 We're almost there!

 Trial and error...a huge strategy when solving a new task.

 Now let's try that!