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I routinely speak about the need for students to produce learning artifacts that demonstrate conceptual mastery. Knowledge often comes to us via transcribed content or artifacts, which is derived from other''s knowledge. These are facts, concepts, processes, procedures, and principles (Clark & Chopeta, 2004).
My facilitation partner from KDE, Ben Maynard, has been incredible at using Google Jamboard for participants to upload artifacts, ask questions, and brainstorm strategies that the leaders hope to implement in the near future. The artifact above was one of many that have been shared during the longitudinal work with KDE.
In Disruptive Thinking in Our Classrooms , the stories of Mrs. Williams (kindergarten), Mr. South (middle school science), and Dr. Hynoski (highschool science) were shared. I knew I had at least one ceramic sculpture, but little did I know that there was a treasure trove of artifacts lying in wait in my attic.
Recently I was facilitating some longitudinal coaching work with administrators from Paterson Public Schools in NJ. Leaders had been broken up into four different cohorts (elementary, middle, highschool, and district supervisors). While each group shared amazing artifacts, I was blown away by the supervisor cohort.
It really puts into perspective why we make many of the decisions that we do at New Milford HighSchool as to why we decided to implement a Bring Your Own Device (BYOD) initiative and don''t mandate the use of one specific tool to support learning. His tweet contained this message, "Don''t let the device drive instruction.
To help you get started, I've compiled ten specific strategies that I used during my tenure as a highschool principal and now help other leaders with during coaching cycles. I personally taught a highschool biology class during my first few years as an administrator, which is an excellent example of leading by example.
Sarah, bubbly as ever, asked if she could email me her presentation as part of the Academies at New Milford HighSchool. As this report shows creativity matters and it''s value beyond highschool in terms of potential success in careers cannot be overstated. Her reply was later today. Check it out below.
During each virtual coaching session, they were pushed to bring artifacts from their respective cohort. Recently I shared what Jill Angelucci, an assistant principal from George Rogers Clark HighSchool, created as a result of the project.
It virtually gave every New Milford HighSchool teacher two to three, forty eight minute periods a week, depending on the semester, to engage in growth opportunities of personal interest. 21st Century Education Change educational technology Flipped Classroom Innovation New Milford HighSchool teachers'
The trip involved twelve NMHS students, two students from Midland Park HighSchool (NJ), and nine students from Bishop O’Dowd HighSchool (CA). The culminating learning activity is the ultimate creative artifact where students compile everything they learned into a book and documentary using Adobe tools.
Setting up a Makerspace has been a priority of mine from the moment I started here at New Milford HighSchool , and it’s already well on its way to being achieved. Authentic Learning Laura Fleming Makerspace New Milford HighSchool' Here Laura describes our philosophy and journey to create a Makerspace for our students.
Our walks over the past two weeks have reaffirmed our belief in the innovative work taking place here at New Milford HighSchool. More importantly, they have been a catalyst for positive dialogue on what we can do as a school community to improve and celebrate our collective accomplishments. Be present!
This all changed dramatically when students were afforded a hands-on, authentic learning experience in the Makerspace that allowed them to create artifacts of learning to demonstrate conceptual mastery. In my opinion a space like this should be a priority for all schools in the 21st Century and you do not have to break the bank to create one.
Back in 2009 when we began to transform teaching and learning at New Milford HighSchool we were extremely fortunate at the time to have wireless Internet access throughout the school.
Earlier this year I shared the amazing work of New Milford HighSchool student Sarah Almeda in a post titled Students Yearn For Creativity, Not Tests. It is these artifacts after all that truly measure the construction of new knowledge as well as both skill attainment and application.
I fondly remember developing and testing out numerous hypotheses in the many science courses I took in highschool and college. The process itself was guided by inquiry, problem solving, and reflection. This type of learning was messy, unpredictable, and challenging, but it was also fun.
Regardless of a school’s or district’s particular cycle of activities and response to mandates, one thing will remain the same – students, staff, and administrators will experience success. By creating a unique hash tag for your school, a threaded conversation can be shared with stakeholders or easily discovered during a search.
Thanks to being in different schools each week, I have been able to curate so many artifacts that are then used to help others see how a strategy or idea has been implemented successfully (especially from Wells Elementary ). When I was the principal at New Milford HighSchool, I created the Professional Growth Period (PGP).
Unfortunately, these behaviors materialize as schools are not doing their part to educate students on digital responsibility, citizenship, and creating a positive footprint online. Image credit: [link] When I was principal at New Milford HighSchool, we have made it our responsibility to integrate digital responsibility across the curriculum.
The more I read about others'' thoughts on this and reflect on the BYOD program we have instituted at New Milford HighSchool, I am beginning to think that 1:1 programs are not necessarily the best option for our students. The general case I make for 1:1 programs above is compelling, but is it the best option for our students today?
If schools allow students to use the digital-age tools that they are using on a routine basis outside their walls, chances are they will find more relevancy and meaning in what they are learning. This becomes a reality when school cultures are transformed to meet and anticipate the needs of learners in the Digital Age.
Google Innovation Laura Fleming Learning New Milford HighSchool professional growth period professional learning' It can be created in anyway that my teachers see fit, but it must clearly articulate what they learned and how this knowledge and/or sills were integrated into professional practice to improve student learning.
The following is a guest post by Bedros Kharmandarian, a junior at New Milford HighSchool. Throughout his highschool career he has been exposed to many elective courses in the areas of graphics and technology that have allowed him to unleash his creative talents.
The students were able to learn particular aspects of a survivor’s story, record reflections, and actually create a video utilizing testimony clips and artifacts to tell their impression of a particular survivor’s story. educational technology IWitness New Milford HighSchool video'
As a highschool history teacher, whenever I meet new adults and we talk about our professions, I often find myself being met with a familiar reaction: "I disliked the subject in school, but now I find it interesting." I also invite students to bring in their own artifacts for a show and tell.
I have always found my work designing lessons–first for highschool students and now my graduate students–to be mentally stimulating and cognitively challenging. When this surfaced in my research, I was not surprised. Teachers as Architects of Learning Experiences.
I vaguely remember the same practice from back when I was in highschool. The XQ HighSchool Math Badging Initiative seeks to upend some of the existing highschool systems and structures that create barriers in the very places where students should get to see opportunities.
Incoming first-year students missed out on community when the coronavirus canceled their high-school graduation ceremonies, proms and chances to say goodbye to their favorite teachers. The artifacts will be part of a permanent online collection of Covid-19 materials in the college’s special collections department of the library.
WIMA is the Washtenaw Educational Options Consortium’s (WEOC) middle school program in Ypsilanti, Michigan. WIMA shares a campus with WEOC’s highschool program, Washtenaw International HighSchool (WIHI). Science teachers were engaging students in virtual lab experiences.
I was so excited to teach this class, I spent the summer collecting articles and artifacts from the local library and historical society. I used to advocate teaching all students Shakespeare, “Nineteen Eighty-Four” and the other books that show up most often on highschool reading lists.
Treasure hunting is long associated with endeavors to unearth concealed artifacts, illustrated best by buried troves of gold left behind by past communities. Accidents happen in dangerous sites, the promised artifact eludes hunters, or suspicion and disagreements turn violent. May engagements with the past be a part of the picture?
During their professional learning communities, the teachers check in with each other on their progress, provide feedback on submissions, support each other in selecting artifacts, and provide technology assistance. Another school in KVEC’s ACT Network, Breathitt County HighSchool is the only highschool in the district.
To ensure access to high-quality educational experiences at the highschool level, students enrolled in Grades 9-12 were provided tuition to attend one of two neighboring highschools. The walls and shelves of this 106-year-old building are covered with authentic student learning artifacts.
Teams from the USHMM and the Rowan Center developed and deployed and then gathered feedback about these projects from a number of stakeholders, including scholars, museum professionals, middle and highschool teachers, college students and a general audience.
And one of the things that she's found is that in a study done at Stanford, she took over a small room in the computer science department and in one condition, she populated this room with these artifacts of geeky masculine culture, like a Star Trek poster and Diet Coke cans. That's a massive effect.
Ensure Everyone Has a Seat and Voice at the Table, Including Students and Teachers Mendon-Upton Regional School District focused on including a wide range of voices in their edtech system development. Their team consisted of a highschool student, a teacher, a library media specialist, and the technology team.
While commonplace at the college level, project-based internships in a highschool environment is a new experience with as much risk as potential reward. Ultimately, a successfully designed Pro-BL experience requires students to demonstrate a set of skills and produces performance artifacts unlike all other forms of lessons.
Widely adopted by school districts across the country, Portrait of a Graduate outlines the interdisciplinary skills that a district believes its students should embody and exemplify by highschool graduation. It wasn’t one more thing for teachers to do. It was another means to enact the Portrait itself.”
Often, the group came back with artifacts like tree core samples to share with their students when school starts in the fall. Researchers and scientists shared the ways different economic, infrastructure, and environmental factors are altering Louisiana’s coastline.
Any experienced teacher knows the answer to this question is more complex than a simple “yes” or “no”; readiness to become a high-impact educator is an ongoing journey that begins well before that first moment leading your own classroom. Indeed, what are the first steps on the journey to great teaching?
To that end, the Digital Promise Research team collaborated with school districts in the League of Innovative Schools (League) to discover precisely which shared challenges these forward-thinking districts are prioritizing in order to surface promising approaches and bring educators and researchers together around pressing problems of practice.
It sounds like a lot to ask of highschool students, but here is one simple activity I use throughout the year to help them build skills in curating knowledge. Change the title and description, add and remove artifacts from the collection, and make it into exactly what you need! Click on the button to copy the collection.
Memories of the continual improvement he was able to do back then have stuck with him as his career has progressed, including jobs as a highschool history teacher, an edtech consultant to schools, a doctoral student and professor, and director of MIT’s Teaching Systems Lab. How well have you seen that approach go?
Related: COLUMN: How one Navajo Nation highschool is trying to help students see a future that includes college. When people use the term in my classes, it makes me feel like an artifact of the past. I am a junior at an elite academic institution pursuing a degree in ethnicity, race and migration.
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