Collaborative Team Teaching
Amy Choi and Pam Ambler presented a compelling and highly useful workshop for team teaching pairs on the first day of pre-planning. As the Upper School scales collaborative team teaching up from Humanities 9 to Humanities 10 and several new inter/multi-disciplinary courses this year, the models and tools they provided will be key to our success.
This workshop was the result of a grant that included elements of design thinking.
Project Based Learning WorkshopExternal Experts Jill Akers and Shayna Cooke from the World Leadership School lead the Upper School team in professional learning focused on the inquiry-based, teaching approach known as PBL or project based learning. The Upper School team learns how to lead a class discussion without a teacher “at the front.” Each person must speak at least once before the next prompt/question is posed. Someone at the board maps out the discussion to make sure each person speaks and that no one monopolizes the air-time. The teacher does not make eye contact and does not allow the students to engage him/her, but “snaps” when the text/article is referenced. What does assessment look like, feel like, sound like? What does it look like at the “end”?
Watching a clip from “The Karate Kid.” Mr. Miyagi is the ultimate teacher. His preferred strategy is not lecture, but hands on, real world engagement. Daniel doesn’t even realize he has been learning karate.
Firing up the blog. Though I’m not “new” to Mount Vernon, today was my first “official” day of work as the new Head of Upper School. It was productive on many fronts. Much remains to be done to prepare for new and returning faculty. There are several facilities improvements happening and though the bustle hasn’t fully started yet, there is a buzz of excitement in the atmosphere. Feeling well rested and ready for the opportunities and challenges ahead.
Today’s my birthday and I’ve enjoyed listening to some great music from 1976. That’s right, I’m 41. I hope you enjoy these songs as much as I do.
If we expect ePortfolios to be effective tools for measuring learning…
If we expect ePortfolios to enhance (or replace) a single numerical grade on a report card as a means of monitoring progress…
…then we must continue to research, iterate, and implement them with students. Here are 3 tips to take ePortfolios to the next level of effectiveness.
1. Show Before and After
Advisors should help students design demos that show before and after. Compare two or more pieces of work over time. Don’t just upload a picture or write unbroken paragraphs of endless text. Tell a story that visibly shows growth and learning. And do so effectively,…
2. Use Media & Technology
Want an excuse to experiment with unexpected and creative forms of technology? Here you go. Text and slides are B-O-R-I-N-G! Get a drone and create a video. Use a 3-D printer or laser cutter. Learn how to create your own virtual reality content. Make your ePortfolio compelling so people will flock to discover what you’re learning. ePortfolios are meant to be shared. Don’t bore us.
3. Cross Disciplinary Lines
ePortfolio demos may be tied directly and explicitly to learning outcomes. Yet, that does not mean they must only be outcomes from one academic discipline or subject. Authentic, real-world learning occurs across disciplinary lines. Create demos that blur the lines and reflect reality.
Remember, “the real value of an ePortfolio is in the reflection and learning that is documented therein, not just the collection of work.” Utilizing these 3 tips will lead to extended reflection at each stage of the process through the student-led conference and beyond.
Launched in Fall 2012, Mount Vernon’s 5-year strategic iPlan17 has laid the groundwork for MVX; the new strategic plan launching in Fall 2017. This week, we look back at some of key moments in celebration some of the highlights and insights you have achieved related to the Mount Vernon Mindsets.
(Note: This is not an exhaustive history, but merely one perspective. There are many, many other contributors to this story not represented in this brief post.)
Celebrating iPlan17: The Mindsets
Our story begins with a book chosen by Dr. Jacobsen. In 2010-2011, the entire faculty read Tony Wagner’s Global Achievement Gap, sparking discussions about 21st century skills.
That same year, the Strategic Planning Committee of 2010-2011 hosted screenings of 3 educational documentaries, capturing the questions, thoughts, and ideas of all stakeholders represented (students, parents, faculty, and trustees). (Copies exist of the documentation, though mostly in Word, Power Point, or physically printed because we had not yet converted to using Google Docs.)
The 6 MV Mindsets were created not only as a result of the feedback and conversations sparked by the Global Achievement Gap and the 3 documentaries, but also as a result of several professional learning workshops involving all faculty across Preschool through Grade 12.
Once created, it was important that the mindsets be branded and cascaded throughout the entire program, but it was more important that we made sure the experience matched the messaging. In other words, the mindsets couldn’t just be an attractive admissions insert or a poster on the classroom wall (although both looked nice!). We had to infuse the mindsets into the curriculum at the DNA level.
Teams in each division set out to clarify and quantify student progress on the mindsets by creating detailed rubrics. The rubrics were helpful in generating discussion around what the mindsets actually meant, how to infuse them, and how to measure/communicate student progress. However, they were different in each division and bulky. Teachers were encouraged to take pieces of the mindset rubric and merge them with rubrics that measured other indicators customized to whatever particular project or performance task was being designed.
On January 7, 2013 – Our team held a professional learning conference on How to Infuse the Mindsets. Teachers rotated through 6 sessions (1 for each mindset) throughout the day where they discussed ideas and received strategies for intentionally infusing mindsets with other core content learning outcomes. An early obstacle to overcome was the mindsets that said, “I’ve been teaching these my whole career.” or “This mindset is already present in what we’re doing.” It was a shift for all of us to realize that the intentional infusion, design, and assessment of the mindsets was something new. And difficult. While also fun.
(insert link to google site resources)
We designed locker magnets as a way to recognize and celebrate students who demonstrated key attributes of the mindsets. Teachers had fun discussing who demonstrated the mindsets each week and gathering the students to celebrate. #Culture
Eportfolios Built around Mindsets using Google Sites
Mindsets included in Honors Assembly
What you recognize and celebrate is what you value.
Group Work Norms Created as a model for infusing the Collaborator Mindset
Visible Thinking Routines designed to help infuse and assess Mindsets
Badges created to differentiate and celebrate faculty efforts around 4 of the 6 Mindsets
And a fun blog post about Star Wars characters who embody the mindsets.
And the work continues…