Far-A-Way Friday

Do you ever need to get away from it all?  Students at Wilkins Elementary have used their research skills to virtually learn and travel to far away places this spring.  In order to accomplish this inquiry based learning project, the fifth grade teachers needed some time for planning and collaborating.   The team met with their building instructional strategist, and talked through some goals for students and the project.

Last fall, the teachers worked together to reach a common goal and use a common assessment.  The purpose and goals of the project were to have the students pick a place in the world or country to study.  Fifth graders had specific criteria to find in order to meet the standards, but they were able to apply these skills to a place they were interested in learning more about.  For example, students needed to find the latitude and longitude of their place as well as discover important landforms and bodies of water.  

     The teachers worked together to decide on ways the students should present their information.  Some students chose a travel brochure, poster, and some even created power point presentations. 

Students were learning and applying many necessary literacy skills such as: reading, writing, speaking, and listening.  The travel projects have been a success for the teachers and the students. 

Collaboration is such an integral part of successful teaching and learning.  The fifth grade teachers successful planning of their travel project has had an impact on their students in the classroom. 

Technology Motivates Students

Technology Integration Coach, Karla Koenen has spent some time in fourth grade at Wilkins Elementary.  She has been working with teacher, Krystal Austad, brainstorming ways to motivate one of her students to complete work, participate, and find enjoyment at school by utilizing an iPad.

This student had the knowledge and content understanding, but needed some motivation and alternative methods to produce the work.  Krystal contacted Karla to see if there was something she could recommend.  Karla and Krystal spent some time conversing, and brainstorming ideas to help this student complete work, in a “paperless” way.

The Technology Coach created a way for the student to access math, science, and social students via Google Drive.  The student is now completing work in these subjects on the iPad.  By utilizing Google Drive, the student pulls the PDF files into an app called “Explain Everything,” and then can write on the work, record voice, etc. 

When the work is complete, it can be turned into the teacher through Google Drive.  The classroom teacher also found a solution for the student to complete daily writing, and several of the JOURNEYS reading assignments on the iPad. 

The student also takes all of his spelling tests on the iPad using the word app.  The teacher was able to turn off all spelling predictive help so the student couldn’t “cheat.”  The student can then save work in One Drive on the iPad and share it with the classroom teacher through One Drive.

Karla and the classroom teacher have also set reminders to use the restroom and to get drinks) on the iPad.  The student now performs these tasks independently.  Previously an educational associate had to prompt the student to accomplish these tasks.  This collaboration has resulted in the teacher turning the learning over to the student.  It has been powerful.

When I visited Krystal's classroom and met the student, he was quick to tell me how this process has made his task completion and organization more manageable.  The student willingly shared a recent math test and showed me how simple it was to upload to a shared folder with his teacher.  I was impressed with his level of independence, and the pride on his face spoke volumes. 

To accomplish the complete implementation of this learning plan for the student, it took collaboration between Mrs. Austad, Mrs. Koenen, Mr. Zimmerman, the building principal, and the student support services teacher, Rachel Trappe.  Rachel was a key player in writing the grant that helped with funding for the Ipad.  Mrs. Austad also had the support of  the student’s one on one associate and the student’s family so that they could provide support in the completion of homework at home.

When asked to reflect on this collaborative work, Krystal stated, “I am proud of the work that I was able to do with Karla for this student. We met frequently and I had a running list of questions to ask her and things that I wanted to learn more about. Karla was a wealth of knowledge and I was an eager student wanting to learn more and more! I am thankful for these leadership positions!”

Thank you Krystal, for sharing your coaching and collaboration experience with us!  

Be Willing to Ask the Questions that Generate New Thinking

"Children are the Priority.  Change is the Reality.  Collaboration is the Strategy."
~Judith Billings
Washington State Superintendent

Professional Development is an opportunity for teachers to revisit and continue work on district initiatives and goals they have been focusing on throughout the school year.  Finding training that motivates teachers during the month of May can be tricky.  It is a hectic month for principals, teachers, and schools.  Trying to wrap up the school year, meet testing deadlines, fill out report forms, pack up your classrooms, and send students home for the summer can be overwhelming. 

On May, 11^th, Linn-Mar had the privilege of hearing Sarah Brown Wessling speak to our staff.  This was the first time in a decade that all our schools K-12 gathered together for the same keynote speaker. 

Sarah Brown Wessling shared with us honestly and openly.  It was crystal clear she has a passion for her students’ learning as well as her own learning.  She is 100% committed to making learning meaningful for all students, and making positive changes to the profession.  She shared lessons learned, and struggles she has faced in the classroom.  She offered up something far more valuable than advice.  She reminded us that we hold the keys to our success.  She affirmed what we already know:  there is no secret potion, bill, law, curriculum, test, or program that can make students learn better.   Sarah stated that formulas create standardization, similar to a paint by number, where artists create masterpieces.  What may appear chaotic, is deliberate, precise and carefully designed.

If we want to collectively improve education as a whole, we have to ask each other tough questions, collaborate, and work to improve our craft.  We have to “coach” each other.  That means we don’t tell each other what to do.  We listen.  Ask GREAT QUESTIONS.  LISTEN some more.  ASK MORE questions.   As leadership is being implemented and defined in our state we have an opportunity to truly change the face of education.   

Sarah Brown Wessling spent time speaking to our K-12 staff and then visited with our full-time teacher leadership staff.  We had several questions for her.  What impressed me the most about our time with her was how she responded to our questions.  She spent a fair amount of time asking us question back.  She reminded us we hold more capacity than we often give ourselves credit for.  She told us that teacher leadership is born of great teaching. 

Whether a teacher has taught one year or thirty years, one knows enough to know it is hard.  Subject matter and grade level do not trump the level of difficulty.

Art. Music. Biology. Elementary.  Secondary. 

All subjects are different. 

All grade levels are challenging. 

We need to remain optimistic, and efficacious in our ability to move our students beyond their current reality.  She reminded us to draw upon our strengths as classroom teachers and bring our very best to our current roles.  She painted a door for us to open and walk through. 

Her speech was a perfect way to help our teachers feel motivated to make a strong finish this school year.

Key Points shared with our Coaches:

• What do students need to learn?
• What is the best way to teach them?
• Bring the best skills of your teaching to your current role
• Give yourself permission to make mistakes and share what you learned 
• Reframe your thinking:  we are all LEARNERS
• Our job is not to tell others what they should/shouldn’t do.  Our job is to ask really tough questions.
• Release learning to our students- Can they do some things on their own?
• No magic secret of how to be a teacher… we should be sharing and collaborating and asking questions to make our practice better.

It is clear that Sarah Brown Wessling embraces the role of teacher with her whole being and she wishes that for all teachers.  I’m quite certain she made an impact on Linn-Mar Staff.  Thank you for collaborating, consulting, and coaching us.  I like to also send a shout out to Sheri Crandall, Jeff Frost and the High School Cadre for organizing and arranging this opportunity for our staff.

Cultivating Writers

The most difficult and complicated part of the writing process is the beginning.

~A. B. Yehoshua

Spring is the perfect time of year to think about what flowers and vegetables to grow in your garden.  It is also the perfect time to celebrate student’s growth and cultivate new learning.

Natalie Shaffer, 5^th grade teacher at Linn-Grove Elementary recently provided a 5^th grade Writer’s Workshop Conference for some students.  After working with Mentor Coach, Carol Kesl, they created a crime scene for students to write mysteries. 

Students traveled by bus from Linn-Grove to the Learning Resource Center on Linn-Mar’s main campus.  Students entered a room with clues and objects to observe.  This activity provided students with the challenge of drawing inferences from the scene and then creating a story that explained how they believe a make-believe crime happened.

The Door to the Crime Scene.

 According to Carol and Natalie, the scenarios were phenomenal.  The students far exceeded the teacher’s expectations.  The students drew so many inferences from the clues and came up with realistic stories and explanations. 

Students showcasing their writing skills.

Next, students had the opportunity to rotate through several centers that focused on different writing skills.  To end the writing conference, student’s acted out a reader’s theater to help them to work on the trait of voice.  Natalie’s mom joined the class and face painted the students for their grand performance.  As the students performed, Natalie recorded the performance so it can be shown to the entire fifth grade classes. 

The grand finale.