Tag Archives: The Martin Institute

The Most Important 21st Century Skill #MCHunter

Who are you?
Why are you here?
What do you hope to leave with?

I wonder how my learners would answer these questions on the first day of school.  How would I process this information and engage with my learners so that they feel heard and valued?

Here are my answers when challenged to “dig deeper” than name, school, family, and education:

I am a collaborative learner, confused – in a good way – by my experiences and my questions.  Labeled a “math” teacher, I feel that I am a teacher of children (and adults) and need to know, lead, and learn so much more.  As a mother, I see how much my child can and wants to do.  Have I been limiting my learners because of history and assumptions? … and fears?? Why do I stay in the safety of what I know?  How do I model learning and risk taking?

I am here to learn.  I believe that we underestimate our learners, their ability, interests, and motivation.  It is easy to teach what I deem essential, but how many times have I missed opportunities because I did not ask questions and listen – really listen – to their answers?

I hope to leave with more than I have right now: more relationships, more curiosity, more willingness to experiment and do, and more courage to “do different”.

The Martin Institute for Teaching Excellence and Trinity School contributed to my personal learning growth by providing me an opportunity to participate in a Master Class with John Hunter (follow the conversations on Twitter: #MCHunter).  John Hunter (@worldpeacemovie), and Jamie Baker (@JamieReverb) facilitated the two days of professional development renewal experiences.

How often do I rush to “teach” content – the stuff they need to know?  How many times have I said “I just don’t have time to…” because I’m so focused on trying to cram in one more thing?

John and Jamie spoke of and modeled creating space, empty space…hmm….

What if my learners simply need space and time to process, question, think, share, and learn? Shouldn’t the human-ness of learners be the first focus? If the foundation is a solid relationship between and among learners, how much can be built? How sturdy? How beautiful? How long-lasting?

Spend time to gain time…Think how much more can be accomplished if learners know that it is safe to reveal their needs, concerns, strengths and weaknesses because they are in a supportive learning community focused on growth.

Today’s big take-a-way is the power of building relationships – the MOST IMPORTANT 21st Century skill.

Who are you?
Why are you here?
What do you hope to leave with?

Synergy – Questions are the waypoints on the path of wisdom #MICON12

On Thursday, June 14, Bo Adams and Jill Gough are facilitating a double-session at The Martin Institute’s 2012 Conference (#MICON12 on Twitter). Below, conference participants and blog readers alike can find an outline of our session (at least as we intend it before we start!), complete with links to the resources we plan to use.

Synergy – Questions are the waypoints on the path of wisdom (Framework Plans) [100 minutes]

  1. Marshmallow Challenge [18 minutes + setup + debrief = 30 minutes]
  2. Synergy 8 Preso + Showcase Project Products/Q&A [15 minutes + 15 minutes = 30 minutes]
  3. Reading from The Falconer re: Questions [5 minutes]
  4. Gamestorm to share about others’ experiences/practices with PBL (see “Post-Up”) + Gamestorm to generate future ideas for PBL (see “Storyboard”) [30 minutes]
  5. Wrap-Up + Goodie Bag[5 minutes]
    1. “7 Essentials for Project-Based Learning” article + “4 A’s” protocol
    2. Peak Learning Experience Exercise – “Think about your own life and the times when you were really learning, so much and so deeply, that you would call these the ‘peak learning experiences’ of your life. Tell a story (you may include pictures, symbols, or other icons, too) about this peak learning experience, and respond to the question, ‘What were the conditions that made your high-level experience so powerful and engaging?'(adapted from 21st Century Skills: Learning for Life in Our Times, Trilling and Fadel, 2009). Jill and Bo often use this prompt as a pre-writing exercise in order to connect people with the project-based nature of our most enduring learnings throughout life.
    3. Synergy2Learn (resource on PBL)
    4. Synergy 8 Logo, Essential Learnings, and Learning Targets (via Scribd) [also embedded below]

Title of the Conversation
Synergy – Questions are the waypoints on the path of wisdom

Conversational Focus/Audience
High School
Middle School
Upper Elementary School

Short Description
Like a tribe around the fire, let’s discuss how we implement PBL as an entire course or as an input to a class. The conversation starters will describe Synergy – an 8th grade community-issues course. Then, through story exchange, we will share a variety of PBL ideas and implementation methods.

Extended Description
In Westminster’s 8th grade, we are experiencing year two of a new course called “Synergy 8.” Synergy is a non-departmentalized, transdisciplinary, non-graded, community-issues, problem-solving course. While we begin with an “alpha project” to practice project process, we use the “Falconer” method to empower student questioning and curiosity. From the student questions, the entire team generates the projects on which learners of all ages ultimately work.

Our conversational focus will be PBL (project-based learning, problem-based learning, passion-based learning, place-based learning, etc.). We intend to generate ideas from an exchange of current practices and possibilities. We hope to move beyond mere conversation and bridge into collaboration by building for the future more student-learner generated PBL…perhaps even “big, hairy audacious” PBL that unites our various schools and increases the mass of folks working on the problems which define our world.

For more detailed stimulus about “Synergy” and “PBL,” see categories and tags on Bo’s and Jill’s blogs: It’s About Learning (Bo’s blog) and Experiments in Learning by Doing (Jill’s blog).

[Cross-posted at It’s About Learning]

Leading Learners to Level Up #MICON12

On Wednesday, June 13, Bo Adams and Jill Gough are  facilitating a session at The Martin Institute’s 2012 Conference (#MICON12 on Twitter) on formative assessment entitled Leading Learners to Level Up.

Leveled formative assessment that offers learners the ability to calibrate understanding with expectations and, at the same time, shows the path to the next level will improve learning and teaching. Use assessment to inform learners where they are on the learning spectrum, where the targets are, and how to level up.

Leading Learners to Level Up (Framework plans) [50 minutes]

  1. Formative Assessment presentation [15 minutes]
  2. Examples of Leveled Formative assessments
    1. Algebra: Linear Functions, Slope [5 minutes]
    2. Synergy: Essential Learnings, Observation Journals [5 minutes]
    3. SMART Goals and other PLC examples [5 minutes]
  3. Use PollEverywhere to decide the next step:  many individual/pair workshopped rubrics or mini individual workshopped rubric to then share out to whole group (like faculty web presence; group work – engaged participation) [5 minutes]
  4. Participant workshop time to develop leveled assessment for use with learners   [10 minutes + 10 minutes to share out & wrap up]

[Cross-posted at It’s About Learning]