"Launch"ing New Programs

As a district, we continue to prioritze college and career readiness for students, and that means being purposeful in STEM programming as early as elementary school.  Last year, Sappington's fifth graders were the first to experience PLTW Lauch; this year, K-5 students are experiencing the program at Concord and Dressel through one of their block classes.  Through these pilots, we've been able to accommodate the need for additional class options for larger schools while gaining valuable input to further more universal and integrated K-5 programming.

A Kindergarten Example:  What structure will keep the big bad wolf from blowing down your house?

Students plan and design a structure to withstand the wolf's strength.

Testing their design - yes, that's a wolf attached to a leaf blower!

They can't even contain their excitement.

Future engineers build structures that withstand the force!

Reflecting on their design and its ability to withstand the force.

 A Third Grade Example:  How do varied natural forces result in increased erosion?

Students simulate forces of wind and collect the sand that's eroded, measuring and recording the data.

Students simulate the force of glaciers to collect more data.

What we see above are low tech examples of PLTW Launch...stay tuned to see how computer science is embedded in the program.

Engaging the Secondary Student

This weekend, I attended a block party and ending up talking about my favorite subject...teaching!  One poor neighbor (a teacher from a different district) had the misfortune of sharing with me his opinion on structured engagement techniques for high school students, and we had a little "discussion"...yep, I'm that fun at a party!

Here's the truth...I was that student in your high school class.  The one who always looked to be paying attention, nodding and smiling at all the right times, cramming just before the test so that I could show mastery of what you taught, writing well enough to bypass real understanding while appearing knowledgeable, silently hiding behind that student who was bound to earn a 36 on their ACT and willing to participate in class.  Ask how much of that learning I retained...at least one of my AP tests revealed the truth.

Requiring engagement from every student in the classroom is necessary.  It's necessary in order...

• to build individual accountability
• to build social skills
• to ensure every student understands
• to expand perspectives

The list can go on and on, but check out how we engage our secondary students, and reflect on your student engagement practices.

Students take turns doing the work while their partner praises and coaches using the technique "Rally Coach."

Make students move!  Having students physically move to another location in the room for a demonstration or mini-lesson before they apply their learning resets their brains and prepares them for their next task. 

In small groups, students work to solve problems, creating solutions that apply their learning.  

Use space differently - sometimes the novel is engaging.  Writing on the desk or using vertical space gives student a new perspective.

Peer practice - students take turns practicing their student-led conference and get feedback from their partner.

Group sharing - after students reflect individually, give them a chance to share to expand their thinking.

In teams, students become the nucleus, racing to various parts of the room to learn about mitochondria and DNA structures to complete their puzzles.  (I might have messed up the details of this - sorry Mr. Edwards!  One could suspect that science was one of those subjects where I "hid" as a high schooler.)

Students rotate through stations with specific individual and group tasks.  In this station, students research various types of faults and instruct their team.

While students work in stations, teachers can pull students for small group instruction that allows for formative assessment of understanding.

Lindbergh Teachers STEMitize!

STEM Teacher Quality Initiative (STEM TQ) is a regional effort to develop teachers who can provide quality STEM learning experiences in their classroom. This year-long professional develop program focuses on creating STEM capable teachers who pass on their knowledge through their curriculum.  A cohort of Lindbergh teachers (K-8) are participating in the program this year.  

The teachers participating in the program are learning how to STEMitize their lessons to enhance the learning and help the students become STEM capable learners.

While attending a two week introductory institute, our teachers engaged in many ways to help bring the learning alive through a number of experiments, seminars and field trips.

 Castlewood State Park

Participants spent time with a scientist from The Nature Conservancy working on problem solving and the integration of water, erosion and risk management. They spent the morning in the stream measuring for stream bank erosion and how to mitigate the damage.

 Newton's Laws in real life

Participants built mousetrap race cars to experiment and demonstrate some of Newton's Laws of motion. They took our new learning and applied to the physics of racing and topped it off with climbing into the race cars at Pole Position and put that learning into action.

 MilliporeSigma - Curiosity Lab

MilliporeSigma - Curiosity Lab

What is chemiluminescence and how does it happen? The group worked with scientists from MilliporeSigma on big ideas like how energy is absorbed or released in chemical reactions. Reading about it is one thing, watch a video is ok but when they had hands on with the chemicals it all came alive.

"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?