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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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Project-Based Learning with Raz-Plus - Learning A-Z

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See how Raz-Plus Project-Based Learning Packs help elementary school teachers deliver effective project-based learning for students.

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Recognizing and acting on the true nature of learning

The future of personalization has arrived

Because learning isn't linear, true personalization can't be. DreamBox Learning Math and its Intelligent Adaptive Learning™ technology enable the seamless integration of instruction and assessment before, during, and after each lesson. Individual, in-the-moment learning experiences are deeply personalized for every type of student to provide the right next lesson, at the right level of difficulty, at the right time.

Real-time data to support conceptual understanding

More than 48,000 data points are collected during every hour a student uses DreamBox Learning Math. The Intelligent Adaptive Learning technology tracks each student interaction and evaluates the strategies used to solve problems. It then immediately adjusts the lesson and the level of difficulty, scaffolding, sequencing, number of hints, and pacing as appropriate. This allows students, whether struggling, at grade level, or advanced, to progress at a pace that best benefits them and deepen conceptual understanding.

Rigorous curriculum combined with an engaging environment

The DreamBox platform combines a rigorous, research-based, pedagogically sound curriculum aligned to the Common Core and state standards with a highly motivating learning environment. Gaming fundamentals are leveraged to motivate students to persist and progress, which leads to increased understanding and achievement.

Reporting to empower

A robust set of classroom and school-level reports that detail student usage and progress, as well as reports that group students by proficiency, give teachers and administrators insight into how students are moving through the curriculum, with up-to-date achievement levels against multiple standards. By using these reports, teachers are empowered to make appropriate instructional and intervention decisions and individual student comprehension details can be easily shared with parents.
Why DreamBox?
Review some DreamBox Intelligently Adaptive Lessons

Read the white paper: Intelligent Adaptive Learning An Essential Element of 21st Century Learning.

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Recognizing and acting on the true nature of learning What is the difference between adaptive learning and intelligent adapative learning? The future of personalization has arrived Because learning isn't linear, true personalization can't be. DreamBox Learning Math and its Intelligent...Read more ›

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Create memorable learning archives

Your students are creating fantastic projects to show what they know. You can take their learning, and your ability to assess their achievement, to an even higher level using digital portfolios. Portfolios have long been a mainstay in the visual arts, where skill and expertise cannot be accurately represented by percentage points and letter grades. Electronic portfolios have been around for years, but the advent of powerful new technologies makes building, maintaining, sharing, and archiving student learning in digital form easier than ever before.

A digital portfolio is a computer-based collection of student performance over time. Portfolios make classroom learning more accessible to parents, administrators, and other district support staff because they provide a window into student learning. A portfolio showcases both student achievement and student learning over time. To demonstrate growth, a portfolio will often include similar work done over the course of several years.

What Should a Digital Portfolio Include?

When used as a student assessment tool, digial portfolios should demonstrate that "the student is involved in meaningful performance tasks; there are clear standards and criteria for excellence; there is an emphasis on metacognition and self-evaluation; the student produces quality products and performances; there is a positive interaction between assessor and assessee." (Burke, 1999) The performances students include in their portfolios should be related to the curriculum and evidence their engagement in meaningful learning.

Students should choose the content of their portfolios with the clear understanding that the items must include examples of their best performances, demonstrations of achieving a particular objective, and examples showing personal and academic growth. The content should be indicative of a wide range of skills and abilities and provide clear demonstration of student ability.

One of the most important ingredients in a portfolio is the student's reflection on their work. Students should include reflections on each performance to clarify why pieces are included in the portfolio. This is perhaps the most valuable part of the portfolio, since it provides a much clearer window into the learning of each student. Student reflections help us "discover and observe what our children are really experiencing, thinking about, questioning, wondering about, trying, and attaining." (Niguidula, 2002) In the words of John Dewey, "We don't learn from experience; we learn from reflecting on experience." The tools used for creating digital portfolios make it easy to type or record a voice reflection.

Learn more about how to use Wixie to create digital portfolios.

A portfolio should also include clear criteria for judging the merit of each performance contained in it. Portfolios should include a detailed rubric explaining the effectiveness and overall value of each performance. The rubric helps students understand expectations and provides a guide as they reflect on the different aspects of their performance.

What Is the Teacher's Role?

Because portfolios include a collection of performances that demonstrate growth and include student reflections, they provide additional assessment information beyond what can be gleaned from a traditional letter grade. In the same way that a simple letter grade may not capture learning that has happened throughout the process of a technology project, a portfolio provides a more comprehensive view of each student's learning.

A student's digital portfolio also provides a vehicle for regular feedback and dialogue with their teacher(s). As students consistently gather and reflect on their work, instructors develop a clear picture of the learning that is taking place and are better able to identify areas that need attention.

Why Go Digital?

Computers and authoring programs provide students with tools to compile a digital portfolio. Using multimedia tools, students can create portfolios that demonstrate performances using text, sound, graphics, and video, making them highly representative of a varied body of work. Self-reflections can be recorded, as can oral presentations, dramatic performances, musical compositions, and more. In today's connected world, a digital portfolio is easy to retrieve, to store, and to share.

How Do You Begin?

Before students begin working on portfolios, be sure to determine your assessment goals, priorities, and outcomes. You need to develop clear definitions for the selection of content. You will want to start by creating a shell, or template, for the portfolio. This will help ensure that students effectively organize the information in their portfolios and will guarantee that reflection and assessment criteria are properly represented. You can organize a successful portfolio around your state's proficiency goals, or by your district's curriculum content.

Just because students start with a template does not mean their portfolios should be formulaic and dull! Be sure to leave room for students to showcase creativity and personality. They can do this when they create the self-reflection and by their choices for portfolio content. You may also want to leave room for them to decorate or personalize their portfolios with photographs, illustrations, music, and original artwork.

In Summary

Electronic portfolios require a large investment of time and effort, but the dividends for improved assessment are worth it. As you incorporate electronic portfolios into your classroom or school, remember that you will want to revise the format and content as you become more practiced at assessing performance and students become more proficient at metacognition and portfolio management.

Bibilography

Niguidula, David. (2002). The Digital Portfolio: A Richer Picture of Student Performance. Oakland, CA: Coalition for Essential Schools.

David Niguidula. Digital Portfolio: A Richer Picture of Student Performance

Barrett, Helen C., Ph.D. (2001) "Electronic Portfolios = Multimedia Development + Portfolio Development: The Electronic Portfolio Development Process." Electronic Portfolios. Washington, DC: American Association for Higher Education.

Burke, K. (1999). How to Assess Authentic Learning. Arlington Heights, IL: Skylight Professional Development.

Popular Topics

What can your students create?

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Your students are creating fantastic projects to show what they know. You can take their learning, and your ability to assess their achievement, to an even higher level using digital portfolios. Portfolios have long been a mainstay in the visual arts, where skill and expertise cannot be accurately represented by percentage points and letter grades.

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by Jennifer Rita Nichols

Digital portfolios are becoming increasingly popular in classrooms across North America.

School administration, teachers, parents, and students are all recognizing the benefits of this amazing tool. Digital portfolios have the ability to impact education and student learning in ways that we simply have not been able to do before technology evolved to the level it is at today. This exciting new technological era will change the ways students think and learn, creating digital arenas for sharing work and building on knowledge.

Many educators are eager and willing to incorporate digital portfolios into their curriculum. Others are more hesitant, but remain curious about this newly evolved portfolio - wondering about how this technology might inspire and engage their students into more self-directed learning and reflection. Whichever side of the fence you are on, here is a list of classroom-approved resources to help get you started!
12 Educational Apps To Create Digital Portfolios 1. Easy Portfolios Platform: iOS Price: $1.99
This app is very easy to use for both teachers and students. It allows you to create various classes and portfolios, while maintaining its easily navigated layout. This app allows for audio recordings, video, text, and pictures to be captured directly into the portfolio. Documents can also be imported from Dropbox.

Easy Portfolios allows the user to share items in the portfolio via email or upload to a Dropbox account. For younger students, an educator can maintain the digital portfolios for the entire class in one place. Older students can download the app themselves and maintain their own portfolio on their own device.
Platform: Android and iOS Price: Free
Evernote has become a very popular app to use for digital portfolios in classrooms. It is easy for students to learn and use, which makes it ideal for classroom use. With this app you can capture photos, take notes, record audio, and make entries searchable. Other apps, such as Skitch and Penultimate, work flawlessly with this app (i.e. Penultimate is fully integrated, so changes in notebooks are synced).
Platform: iOs Price:Free
VoiceThread is yet another app that has become very popular for use in classrooms as a digital portfolio tool. It allows for both teachers and students to add work samples, and it can also add images or video from right within the app. It accepts multiple file types, so students can upload documents, files, and scans anytime. There is an increase in communicative ability in this app as well, as comments can be left by students, teachers, and parents using multiple types of input (text, audio, video).

Students can easily flip through their work and annotate it. Sharing work is as easy as sending an email. However, it must be kept in mind that a connection to the Internet is required while using this app.
4. Open School ePortfolio
Platform: iOS Price: Free for Teachers
This is an interesting newer app available for creating digital portfolios with students. A teacher can get it for free, then use it with up to 100 students. It works as both an app and a website, where you can create classes and sections. Student profiles include goals and separate areas for teacher-directed and student-directed work.

Tags can be added to work to make entries searchable. Although slightly more complicated to learn than some other tools, this app seems very promising as a resource for classrooms.
Platform: Android and iOS Price: Free for Teachers
This app is easy to use once it is set up. It allows for both teachers and students to add work and comment. Parents can also create a 'parent account' which links them directly to their child's digital portfolio, allowing them to view it and make comments anytime.

Photos and video can be captured from within the app and used to show work. Comments can be added that are private for the user or public for others to read. Work samples can also be uploaded from a computer.
Platform: iOS or Android Price: Free
Kidblog is designed for K-12 teachers and students. Teachers have administrative control over student blogs and accounts, and student accounts are made private by default. Kidblog also allows for password protected parent and guest accounts to be created, which makes viewing the digital portfolios easy. There is no advertising on this free resource and it is very easy to use. All members of the classroom community are able to view each other's blogs and post comments.

Students are also able to embed pictures, sideshows, videos, podcasts, and Google Docs into their blog. Kidblog also supports the use of Storyboard, Animoto, Glogster, and more. This is a great resource for blogging as a digital portfolio.
Platform: Website Price: Free
Since not all classrooms have access to apps, these last two options are entirely based on Internet websites, so can be created and maintained by computer only. Using Wikispaces as a digital portfolio tool is similar to blogging. The teacher creates a community for the class and provides the students with a space to post their work and comments. Each student can be given a unique username and password for logging in, and no student emails are required for accounts.

Education communities can be made private for free, so student work is protected. Files less than 20MB can be added. Students can share their portfolios with their parents by logging into their computer at home.
8. Weebly Platform: Website Use Price: Free
Weebly allows a teacher to create and personalize a class website. It is very easy to set up and to use. A Pro account is available for a fee, but Weebly is a fully functional free tool as well. Once a class site is created, a teacher can create password protected sites for each student. After logging in, students are able to personalize and update their site on their own. This is very useful for older students who can learn how to maintain a website. With younger students, this resource can still be used and maintained by the teacher.

Pictures, video, and text are added easily to sites, and students also have the option of creating their own blog within their personal site. There is no advertising on any of the sites created (classroom or student). Parents can be provided with their child's site password for easy viewing of the digital portfolio, as the site is able to be viewed and updated anywhere.
Other Apps For Digital Portfolios 10. Evernote Scannable 11. Notability 12. Google Drive 12 Educational Apps To Create Digital Portfolios

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12 Educational Apps To Create Digital Portfolios

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by Jennifer Rita Nichols Digital portfolios are becoming increasingly popular in classrooms across North America. School administration, teachers, parents, and students are all recognizing the benefits of this amazing tool. Digital portfolios have the ability to impact education and student learning in ways that we simply have not been able to do before technology evolved to the level it is at today.

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Resources for Building Community Partnerships

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Resources for Building Community Partnerships

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Discover Benefits of Community and Business Partnerships

Explore Specific Tips and Strategies for Schools

Build Partnerships to Support Project-Based Learning

See Successful Partnerships in Action

Dive into examples of successful business and community partnerships to support career readiness, service learning, and afterschool and enrichment programs.

Fostering Career Readiness

Creating Opportunities for Service Learning

Supporting Afterschool Learning and Enrichment Programs

Downloads and Examples From Schools That Work

Edutopia's flagship series highlights practices and case studies from K-12 schools and districts that are improving the way students learn. Below, find downloads used by practitioners at featured schools, and explore real-world examples of community partnerships.

At Hood River Middle School in Hood River, Oregon, local experts make learning come to life. See how Hood River connects to community members as a part of place-based learning, and learn how this school has turned itself into a community hub.

Find out how Walter Bracken STEAM Academy Elementary School in Las Vegas, Nevada, partnered with organizations to bring lessons in financial literacy to the school. Then learn how the school found donors and brought in gardening experts to transform school grounds.

Crellin Elementary School in Crellin, Maryland, uses community needs as real-world catalysts for learning. Learn how Crellin educators reach out to the community to identify opportunities for place-based learning and invite community partners into classrooms to share their expertise.

Students at Montpelier High School in Montpelier, Vermont, work with local organizations, businesses, and individuals to craft internships that allow them to explore their interests, learn skills, and work collaboratively. Take a look at how Montpelier finds real-life community applications for student learning through service-learning projects, and explore a few of this school's resources:

For students at Normal Park Museum Magnet School, the entire community of Chattanooga, Tennessee -- from museums and cultural centers to local businesses and natural areas -- provides opportunities to make real-world curriculum connections; discover how Normal Park engages community partners to provide these new opportunities for learning.

Have you built successful community or business partnerships with your class, school, or district? Are you aware of other helpful resources? Please share your experiences and any additional resources in the comments.

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Resources for Building Community Partnerships | Edutopia

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Dive into examples of successful business and community partnerships to support career readiness, service learning, and afterschool and enrichment programs. Fostering Career Readiness Creating Opportunities for Service Learning Supporting Afterschool Learning and Enrichment Programs Edutopia's flagship series highlights practices and case studies from K-12 schools and districts that are improving the way students learn.

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As Ms. McIntyre walked around her high school science classroom, she plopped a packet of papers on each student's desk and announced a "project." Each student would create a poster about a water-borne bacterium that can be harmful to humans, the bacterium's effects, and disease prevention and treatment. The handouts included an assignment sheet with due dates and grading policy, a guide for designing the poster, and a list of websites and books. The teacher would display the best posters.

Sound familiar? When you were in school, did you make posters, dioramas, and models of buildings or volcanoes? If you are a teacher, have you asked students to research a topic and present information with PowerPoint slides? These are all-too-common examples of the kind of meaning-lite assignments that teachers bill as projects. A classroom filled with student posters may suggest that students have engaged in meaningful learning. But it is the process of students' learning and the depth of their cognitive engagement-rather than the resulting product-that distinguishes projects from busywork.

A project is meaningful if it fulfills two criteria. First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented project-based learning is meaningful in both ways.

As educators with the Buck Institute for Education, we provide professional development to help schools set up a sustained program of in-depth project-based learning throughout a district, network, or state. In our work with teachers, we have identified seven essential elements of meaningful projects. Let's look at each element by considering what the fictional Ms. McIntyre could have done to create a meaningful project instead of handing out prepared packets.

Imagine that on the first day of the infectious disease unit, Ms. McIntyre showed a video depicting a beautiful beach, which ended with a shot of a sign reading, "Beach Closed: Contaminated Water." Suppose watching this video led to a lively (and sometimes disgusting) discussion in which students shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them. The teacher could then introduce the project by telling students that they would be learning more about ocean pollution and proposing actions to combat it.

Teachers can powerfully activate students' need to know content by launching a project with an "entry event" that engages interest and initiates questioning. An entry event can be almost anything: a video, a lively discussion, a guest speaker, a field trip, or a piece of mock correspondence that sets up a scenario. In contrast, announcing a project by distributing a packet of papers is likely to turn students off; it looks like a prelude to busywork.

Many students find schoolwork meaningless because they don't perceive a need to know what they're being taught. They are unmotivated by a teacher's suggestion that they should learn something because they'll need it later in life, for the next course, or simply because "it's going to be on the test." With a compelling student project, the reason for learning relevant material becomes clear: I need to know this to meet the challenge I've accepted.

After the discussion about beach pollution, Ms. McIntyre led students in brainstorming possible solutions, such as enacting laws, designing better waste-treatment systems, and raising public awareness about the need to reduce contaminants. Students created a driving question to focus their efforts, focusing on a specific local area: How can we reduce the number of days Foster's Beach is closed because of poor water quality?

A good driving question captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge. The question should be provocative, open-ended, complex, and linked to the core of what you want students to learn. It could be abstract (When is war justified?); concrete (Is our water safe to drink?); or focused on solving a problem (How can we improve this website so that more young people will use it?).

A project without a driving question is like an essay without a thesis. Without a thesis statement, a reader might be able to pick out the main point a writer is trying to make; but with a thesis statement, the main point is unmistakable. Without a driving question, students may not understand why they are undertaking a project. They know that the series of assigned activities has some connection with a time period, a place, or a concept. But if you asked, "What is the point of all these activities?" they might only be able to offer, "Because we're making a poster."

Once her students' interest was piqued by a challenging question, Ms. McIntyre explained the requirements for the "Don't Close the Beach" project, which included an individually written paper, an oral presentation of students' work accompanied by media technology, and a product of students' choice created by teams. Students chose to develop media kits, public service announcements, web pages, brochures, and letters to government and industry officials, among other products.

This element of project-based learning is key. In terms of making a project feel meaningful to students, the more voice and choice, the better. However, teachers should design projects with the extent of student choice that fits their own style and students.

On the limited-choice end of the scale, learners can select what topic to study within a general driving question or choose how to design, create, and present products. As a middle ground, teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices. On the "the more, the better" end of the scale, students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a project's topic and driving question.

Once Ms. McIntyre's students had decided on actions that would help them respond to their driving question, they got to work. Collaboration was central to the project. Students formed teams of three or four and began planning what tasks they would do and how they would work together.

As they worked, each team regularly paused to review how well they were collaborating and communicating, using rubrics they had developed with the teacher's guidance. To boost collaboration skills, Ms. McIntyre used role-playing and team-building activities. She showed students how to use time and task organizers. They practiced oral presentation skills and learned to produce videos and podcasts. In writing journals, students reflected on their thinking and problem-solving processes, which they knew they would need to explain in their oral presentation.

A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work-an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.

After their discussion about encounters with pollution, in addition to choosing a driving question, Ms. McIntyre's students as a whole class generated a list of more detailed questions about diseases, bacteria and their effects, and sources of water contamination. Questions included, What diseases can you get from water? Do you have to drink it to get sick? and Where do bacteria come from? The teams fine-tuned their questions and discussed how to find answers from the teacher, books, articles, websites, experts, and visits to Foster's Beach.

As these learners found answers, they raised and investigated new questions. Students synthesized the information they gathered and used it both to inform their individually written papers on the driving question and to help create their team's product related to that question.

Students find project work more meaningful if they conduct real inquiry, which does not mean finding information in books or websites and pasting it onto a poster. In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusions. With real inquiry comes innovation-a new answer to a driving question, a new product, or an individually generated solution to a problem. The teacher does not ask students to simply reproduce teacher- or textbook-provided information in a pretty format.

To guide students in real inquiry, refer students to the list of questions they generated after the entry event. Coach them to add to this list as they discover new insights. The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.

As they developed their ideas and products, student teams critiqued one another's work, referring to rubrics and exemplars. Ms. McIntyre checked research notes, reviewed rough drafts and plans, and met with teams to monitor their progress.

Formalizing a process for feedback and revision during a project makes learning meaningful because it emphasizes that creating high-quality products and performances is an important purpose of the endeavor. Students need to learn that most people's first attempts don't result in high quality and that revision is a frequent feature of real-world work.

In addition to providing direct feedback, the teacher should coach students in using rubrics or other sets of criteria to critique one another's work. Teachers can arrange for experts or adult mentors to provide feedback, which is especially meaningful to students because of the source.

In Ms. McIntyre's class, teams presented their analyses of water contamination issues and proposals for addressing the problem at an exhibition night. The invited audience included parents, peers, and representatives of community, business, and government organizations. Students answered questions and reflected on how they completed the project, next steps they might take, and what they gained in terms of knowledge and skills-and pride.

Schoolwork is more meaningful when it's not done only for the teacher or the test. When students present their work to a real audience, they care more about its quality. Once again, it's "the more, the better" when it comes to authenticity. Students might replicate the kinds of tasks done by professionals-but even better, they might create real products that people outside school use.

The hypothetical project described here was inspired by a real project, "Media Saves the Beach," carried out by students at High Tech High in San Diego, California. In this real-life project, students worked alongside established local groups to advocate cleaner seashores. Several government agencies eventually came through with funding for water monitoring at local beaches.

In truth, one of the products students created was a poster. What made that poster different from the meaning-lite one Ms. McIntyre assigned? The High Tech High students chose to do their poster because it was an effective way to communicate their message at Exhibition Night-and the team stood nearby to explain it. To create the poster, students engaged in an extended process of inquiry, critique, and revision. They learned important things in the process. In short, even a poster can be meaning-heavy if it's part of a project embodying the seven essential elements of project-based learning.

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Seven Essentials for Project-Based Learning

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Some "projects" border on busywork. Others involve meaningful inquiry that engages students' minds.

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It's easy to remember the highlight reels of the project-based approach I used when I taught eighth grade. I think about the moment we finished our second mural and my students were so excited they started spontaneously cheering or the moment students asked thoughtful questions to our guests during the immigration documentary or the way students continued to surprise me with their blogging projects year after year or the creativity in their STEM-related engineering projects.

But for all the highlights, there are also a string of failures. I've made a ton of mistakes in my PBL journey. Big mistakes. Epic mistakes. I designed project-based units that were cringe-worthy; where I had to stop after a few lessons and say, "This was a bad idea. I tried something and it failed. We're going to change this up a bit."

One such project was the Great Linear Equation Debacle of 2011. As an eighth grade self-contained teacher, I wanted to prove that our math block could be fully project-based. After a successful statistics project, I decided we would do a "Linear Equations in Real Life" project. I challenged students to find real examples of linear equations and interview experts who used this skill in their daily life.

It tanked.

Students couldn't find enough real examples, much less, experts they could interview. The project felt forced and the end goal was something they didn't find relevant. To make matters worse, students struggled to determine linear functions while looking at a graph or to solve a linear equation using an algorithm. At first, I blamed my students. I viewed their disengagement as laziness rather than confusion. However, after four days of a failing project, I realized it was a design problem. On a fundamental level, those standards didn't fit in with a project-based approach.

In my drive for authenticity, I had created pseudo-context. In my rejection of cookie cutter learning, I had turned the PBL process into something cookie cutter. At that point, we regrouped and focused on a problem-based approach with more scaffolding and some time for guided practice.

It was a hard lesson in how to align the content standards you have to teach with the project-based learning that leads to student voice and choice.

People often debate about whether we should be process-driven or product-driven in project-based learning. But I think there's a third option. We can be learning-driven. In other words, we should start with the question, "What do we want students to learn?" and let that drive the process and the product.

At times, this looks very product-focused. Ask a student in the midst of a NaNoWriMo project (where they create a novel in a month) and they are focusing on that end result of a finished novel. True, the process is important but they might just deviate from it a bit. By contrast, a student in a design thinking project might begin with empathy toward a group and only later, after working through the process, hit a place of ideation and prototyping. But regardless, you as a teacher, will be focused on what they are learning through this journey.

PBL is not a license to ditch the standards or take a break from real learning. It's not the same thing as a pizza party or Field Day. As educators, we need to make sure our projects lead students to a place where they can master the standards. But how do we actually accomplish this?

How do you do PBL when you have a ton of standards to teach?

Whenever I mention Geek Out Projects or Genius Hour, people ask, "How do you get away with teaching whatever topics you want? Don't you have a ton of standards you need to teach?" People assume we have added an additional project to an already packed plate. But that's not how it works. We aren't adding anything. We're re-arranging the plate in a way that honors student voice and choice.
The key is to tap into content-neutral standards. For example, in our Geek Out Blogs, my middle school students had to make sure that their blogs included persuasive and explanatory texts. Here are the two main standards we used.

CCSS.ELA-LITERACY.W.8.1: Write arguments to support claims with clear reasons and relevant evidence

CCSS.ELA-LITERACY.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Students also engaged in research:

CCSS.ELA-LITERACY.W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-LITERACY.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

They moved through the entire writing process:

CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)

They also published their work to the world, both in writing shorter and longer posts:

CCSS.ELA-LITERACY.W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

CCSS.ELA-LITERACY.W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

This project included nearly every single Common Core Writing Standard in the first few weeks of school. Notice, also, how none of those standards mention specific topics. These were all topic-neutral standards, which meant students could choose skateboarding or fashion or history or video games and they're still learning the same standards. As long as they were practicing discreet skills in reading and writing, they could choose their own topics. This was an interest-driven approach to PBL.

Our Tiny House Projects, by contrast, required students to master specific conceptual standards with the freedom to use multiple modalities. We combined volume, surface area, and proportional reasoning with standards around budgeting and finance. This was a problem-driven approach with a tight focus on specific concepts.

A little nuance here. Even in a project-based learning unit, you might still need to teach some specific skills through direct instruction. I still had to demonstrate how to find the volume and surface area. We also practiced using proportional reasoning to solve spatial problems all around our school. However, I integrated direct instruction and skill practice into the project rather than taking a "teach first, project second" approach.

Students began this project with a specific challenge:
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So, instead of working on an open-ended project, students engaged in a challenge-based project, where they had to design a product within tight parameters.

Notice in the previous two examples how the types of standards required two vastly different approaches to project-based learning. That's not a bad thing. There isn't one single, perfect PBL approach. Sometimes, the best option is an open-ended topical project. Other times, it's more inquiry-based. Still other times, you might choose an empathy-driven design thinking framework.

Check out the following table to see the connection between the types of standards you teach and the corresponding PBL approach.

Note that sometimes you will use a hybrid approach. For example, I have combined elements of inquiry-based learning when I had students do interest-driven PBL. Many of our design thinking projects also had elements of problem-based PBL. And every single PBL approach had elements of product-driven PBL. So, there is always going to be some overlap between the models. However, the key idea here is the word driven. What is the key driver in the project your students are working on?

#1: Inquiry-Driven

Inquiry-driven PBL begins with a state of curiosity and wonder. It might be as simple as the sentence stem "I wonder why _________" or "I wonder how _________." Students then have the opportunity to research, ideate, and create. However, it might also begin with an observation of a natural phenomenon. I recently wrote about biomimicry, and the way engineers often study nature for inspiration in their designs. It's why geckos are the future of spacecraft and why birds solved the problem of noisy trains.

With the inquiry-driven PBL approach, you can have open-ended topics or you can have a specific concept-related topic and ask students to pursue their own questions within those parameters.

If you're interested in an inquiry-driven PBL project, you might want to check out the Wonder Day or Wonder Week Project. These two projects walk students through the inquiry process, allowing them to answer their own questions and share their insights with an audience.

Check out the following sketch video you can share with your students. You can also download the Wonder Day Project Here.
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#2: Interest-Driven

Another approach is the interest-driven PBL process. I alluded to the Geek Out blogs earlier. But another option is Genius Hour. Modeled after Google's 20% Time, students get to choose their own passion projects and work through a process of discovery and creativity independently.

Check out the following video to see more about the Genius Hour process:
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Here's a Genius Hour video you can use with your students.
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Note that Genius Hour still connects to specific content standards. However, these are skill-based, topic-neutral standards.

#3: Product-Driven

PBL experts often say, "Students should focus on the process and not the product." But there's also a time and a place for projects that challenge students to focus on developing a quality product. In these projects, the product has tighter parameters but the process is more flexible.

One of my favorite examples is the NaNoWriMo project. Here, students know specifically that they will create a novel. They might not know the audience and they aren't necessarily focused on a question or a challenge. True, they will engage in inquiry and empathy at some point. But they are driven by the challenge of creating a novel in the month of November.

Similarly, when we created our Scratch Video Game projects, students started with the simple challenge of designing a functioning video game in three weeks. Although they focused on crafting for an audience and they went through an ideation process, it was product-driven. They wanted to create an awesome video game that people would actually play.

In product-driven PBL, students typically have tight guidelines on the format but looser guidelines on the topics. In this sense, it resembles elements of interest-based PBL, with a key difference being the emphasis on creating the product rather than on the discovery of new information. So, instead of students making something to demonstrate what they learned, the focus is on the making itself.

#4: Problem-Driven

Problem-driven PBL begins with a specific problem or challenge that students must solve. An example is our maker challenges that present a specific scenario that leads students into research, problem-solving, ideation, and a final product that solves the initial challenge.

Here's an example of a Maker Challenge:
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With problem-driven PBL, teachers typically begin with specific concept standards and then provide more flexible options of what students design and create. However, not every problem-driven PBL project has to include a tangible product. Sometimes students design a system or plan an event. Sometimes their creative work is merely a "pitch" to a group of judges from the community.

#5: Empathy-Driven (Design Thinking)

Empathy-driven PBL can have elements of the previous four PBL approaches. In fact, with the LAUNCH Cycle (a K12 design thinking framework that A.J. Juliani and I developed), we don't always begin with empathy. Sometimes it starts out with a problem, a geeky interest, or a sense of wonder at a natural phenomenon. But even so, students begin to build empathy as they Ask Tons of Questions and as they clarify the audience during the Understanding and Navigating Ideas phases.

Check out the following video on the LAUNCH Cycle:

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Note that the LAUNCH Cycle will often begin with a challenge, a phenomenon or a product idea but this will ultimately focus on empathy. That's the critical component that leads to genuine design thinking.

It is possible to teach with a PBL framework while also reaching all the standards. But this requires us to think creatively about how we teach. It can help to ask questions like: Where is the authenticity in this standard? Where outside of school might a student actually practice this standard? Is this a connecting skill standard? A process standard? A concept? Where is the freedom built into this standard? How does this standard fit with other standards? Where is the student voice and choice? For example, do they get to choose their own formats (multimedia, for example)? Do they get to choose their own topics? How do these standards work with each PBL model?

Ultimately, when this happens, students are able to master the standards at a deep level while also engaging in meaningful work and powerful projects.

Looking for More?

If you're interested in getting started with project-based learning, check out my Getting Started with PBL page, complete with articles, videos, and resources. You might also want to check out my PBL toolkit, which includes a set of projects and mini-projects, along with a Getting Started with PBL guide and a set of assessment resources you can use within the project-based learning framework. I will also send you a weekly email with free, members-only access to my latest blog posts, videos, podcasts and resources to help you boost creativity and spark innovation in your classroom. Just sign up below!

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How Do You Teach to the Standards When Doing Project-Based Learning?

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It's easy to remember the highlight reels of the project-based approach I used when I taught eighth grade. I think about the moment we finished our second mural and my students were so excited they started spontaneously cheering or the moment students asked thoughtful questions to our guests during the immigration documentary or the way students continued to surprise me with their blogging projects year after year or the creativity in their STEM-related engineering projects.

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by Jennifer Rita Nichols, @JennritaEdu

In many schools, looping has been integrated as a regular procedure. It has become normal for students to spend more than one year with the same teachers. Of course, as with any methods or practices, there are pros and cons that need to be considered when deciding if looping can enhance learning at your school and if it could be something you wish to implement.

Personally, I have been teaching many of the students in my own class for three years now. When my fifth graders pass into sixth grade next year, I will teach them once again - so they will have had me as a teacher for four years. Our school uses a multi-level approach, where classes have students at different grades and levels. I have personally encountered many positive and negative effects of this model.
Pros of Looping 1) Relationships with students
I know my students very well. I remember the stories they used to tell, the games they used to play, and even the Pokemon they used to like. We can look back and laugh at shared experiences from previous years, and also look ahead to what things we might do next year. There is a level of trust that can only be built up over time. They feel comfortable talking to me as a trusted mentor, and will often even share stories that most students would not typically share with their teacher. We have developed a high level of caring and respect in our classroom.
2) Relationships with parents and families
I also know the parents of my students very well. I have been working with them for several years now. As each new school year comes along, I welcome back the same groups of parents along with their children. They know the way I work, as well as what to generally expect during the year. They feel comfortable talking with me or sending me questions about assignments or grades, which can make things much less complicated than when parents need to adjust to completely different ways of working each year.
3) Understanding student needs
I know what my students' strengths and general weaknesses are right from the first day of school. I can remember where they started from, the progressions they have made, and what goals we still need to work on. I can remember the skills that each student struggled with the year before, as well as what tasks they usually excel at. There are no wasted days at the beginning of the year - coming back from summer vacation is like coming back after a long holiday. We catch up on what everyone did, then pick up where we left off, with new skills and projects to work on. I also know what triggers my students, for good or for bad. I know who works well together and who should be kept apart.
4) Promotes teacher innovation
You just can't teach the same thing every year when you have the same students! On top of that, I teach different grades each year, which means new skills and competencies to develop according to the education programs we follow. When you have the same students for multiple years, you need to think of new projects, new texts to read, new activities to do, and new units to cover. It really prevents teachers from reusing the same materials over and over for years on end. I also find that it keeps me up to date with new technologies and ideas in education, as I spend time searching for new things to incorporate into my classes.
5) Benefits classroom management
When you start teaching the students in your class, you establish routines and procedures for almost everything. There are rules to follow, and consequences/punishments for stepping out of line. There are times when students should be reading quietly, and times when they should be writing their homework in their agenda. They need to share certain resources in turn, and learn what you accept and don't accept from each of them.

Often, there are a few students who seem to only start 'getting' the routines near the end of the year. Then, off they go into a new class with new procedures to learn. In my class, the students come in September already aware of what I will tolerate, as well as what I expect from them. New students pick things up quickly as they integrate into our well-established group.
1) Teachers can get 'too comfortable'
While you can't work on exactly the same tasks and projects each year that you loop, it is easy to fall into a certain complacency. The parents know you, the students know you, and you have built up trust and a reputation with stakeholders. As with anyone that is doing the same job for a long time, you need to be conscious of not allowing yourself to do less than your best. Letting things slide, or even going as far as to 'live off your reputation' without living up to it anymore, can impact the education your students are receiving.
2) Students adapt less to change
While the chaos that usually starts a school year can mean that a great deal of time is spent learning about each other in class, as well as on behaviours and general management, there are also benefits to that disruption. In life we need to be able to adapt to changes. When each year is very similar to the last in structure and attendance, then the students do not need to really adapt to new ways of working the way they do when everything changes each year. I have a student with autism for whom this is very reassuring, but for others I try to change things up a bit here and there to still have them get used to surprises and rearranging the way they function.

Also, when things have been done a certain way for several years, it can be difficult to change. As a teacher, you want to learn from your experiences and change your actions/reactions to reflect new understandings. You'll find with looping that you encounter a fair amount of resistance and 'we always do it like this, you never made us do that' comments.
3) Persistence of negative relationships
While maintaining an ongoing relationship with a respected teacher can really benefit students, being forced to continue classes where more of a negative relationship is present can really be detrimental to student advancement. Not all students like every teacher. Sometimes relationships are difficult and volatile. It's normal. Certain personalities just seem to fit together less gracefully than with others, and some mixes can even prove to be hazardous to your sanity. If a negative relationship exists between any students and the teacher, then looping can prevent all parties from building new, and more positive, relationships the following year.

Looping can also lead to judgments being passed on students based on preconceived notions. If a student has always been difficult in previous years, then it can be hard for you to notice they've changed and to react accordingly. Having to form new relationships, with new teachers, can sometimes give students that chance that they need to start over and build a new reputation.
4) Less exposure to different teaching/learning methods
Every teacher adopts methods that work for them and fit with their style and personality. In any school, just walk between different classes and observe them each in turn. We all teach differently. We may be covering the same programs, but delivery varies greatly from one teacher to the next! While it's great for students to become comfortable with the way their class is structured, it's also great for them to be exposed to as many different ways of learning as possible. We all need to find strategies in life that suit us, and school is a the perfect place to try out different things and figure out what works.
5) Teachers are less comfortable and skilled at every level
Since starting at my school, I have taught every grade level from two to six. The differences between levels can be huge! While my second graders were learning to read and write better, my sixth graders were busy converting fractions to decimals and writing comparative essays. We all have certain niches. Personally, I prefer teaching the higher levels - grades five and six. That doesn't mean I dislike the younger students, but I am more comfortable with the material covered by the older ones.

Other teachers absolutely love teaching very young students. We all tend to be best when we are doing what we are really skilled at, and having a teacher switching grades each year can mean that they pass through the phase where they excel, then spend years teaching where they are less comfortable. Some core subjects, such as mathematics, also tends to be very particular to teach. Not everyone is able to teach advanced math well, and this can become a problem when teachers loop with classes. It should also be noted that a looping teacher needs to become very familiar with the education program at every level they teach, rather than become an expert for a particular level.
Conclusion
Even after considering the challenges and benefits of looping, it can be a tough decision to make. In my own experience, I have enjoyed it very much. The benefits have outweighed the drawbacks, and I am very happy with the relationships I have with my students and their families. When they move on to high school, I truly miss having each and every one of them in my class, as they are all there long enough to create their own 'dent in the couch cushion'.

Would I suggest looping to others? Yes, I would. Any teacher that is willing to put in the extra effort required to keep things fresh and innovative in their classroom can make this model work wonders. There's no better sense of community that can exist than when it is created and allowed to exist over time.
Image attribution flickr users philroeder and flickeringbrad

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10 Pros And Cons Of Looping In Education

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by Jennifer Rita Nichols, @JennritaEdu In many schools, looping has been integrated as a regular procedure. It has become normal for students to spend more than one year with the same teachers.

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Tips for Teaching Combined Class/Multi-Grade Classes

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Tips for Teaching Combined Class/Multi-Grade Classes

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If you're teaching a split class (multi-grade or combined class) and need advice on classroom management and organization, you've come to the right place! You'll find practical tips from teachers who have taught in multi-level classrooms and combined classes at all different grade levels.

Tips and tricks from teachers in combined class schools
I've invited teacher-blogger Mary Mueller of Guided-Math to share more about her experience with teaching split classrooms. Thank you, Mary, for the helping tips!
Did you just find out you are teaching a split/combination/multi-age classroom? Are you in a bit of a panic mode trying to figure out how on earth you are going to handle two (sometimes more) grade levels at once?

Ten years ago, my teaching career began in a split classroom in a very large school district in Illinois. First of all, I can't believe that I just wrote ten years! Secondly, now that I am counting, I can't believe that seven of those years have been in combination classrooms! All of those questions and panic moments went through my head with the news of my first assignment. Back then, I never knew that first year, in a 1/2 split, would set me on a path of more split classrooms and would help positively shape who I am as a teacher today.

In the beginning, I saw combination teaching as a welcome challenge. This was a challenge that I was not going fail at. I was always looking at what I did and figuring out how I could make the structure better for both my students and I.

Throughout my years in 1/2, 2/3, 3/4 splits and three years in 4th grade, I realized that split teaching is really no different than a straight classroom. I found that I did not change how I taught or how I structured my day in a split classroom than I did for my straight grade.

Here are some things to think about when planning your combination classroom.

1. Talk to your administrator to find out what is required of you.Do you have to teach two separate curriculums? What subjects can you combine? How can your teammates support you?

2. Think of your class as a range of abilities rather than two different grade levels.The reality is a straight grade can have just a big of an ability spread as a combination classroom.

3. I recommend a balanced literacy format.Teach reading and writing lessons as a whole group, and then break up into small groups for guided reading or individual conferences. This is where you will meet the needs of your students.

4. Typically you will have to teach two separate math curriculums.I highly suggest you look at theGuided Math format. This will solve how to teach two math curriculums and gives you a chance to individualize math instruction.

5. Be prepared before the school year begins with information for parents.When those class lists go up, you are bound to have questions from parents. Being prepared to show them how you are going to effectively handle two grades will ease their fears. Create a brochure or newsletter with your teaching schedule, what curriculum you are going to cover, and details how you are going to meet the needs of your students.

6. Stay positive!!Get in the mindset that this is going to be a great experience, not just for the students but you as well!

Good luck with your combination classroom teaching assignment! I know that you can and will succeed! For more information and to read more about how I structure my math or multi-age classroom check out my website, Guided-Math.

Questions about split classes and multi-grade slasses

The following questions were submitted to me as part of the Ask Angela Anything blog post series. You can submit any teaching-related question anonymously to maintain your privacy and student confidentiality. I'm including the two questions below here on this page instead of in the column to make it easier for teachers of combined classes to find answers all in one place.

I am teaching a 2nd/3rd grade split. I've heard to call one level the juniors and the other level the seniors. My gut tells me not to start day one saying my 2nds or my 3rds but is it inevitable? What's the best way to manage the classroom to create a team yet honor their grade levels? I don't want any of my third graders to feel like they are still in second.

Hi, Jane! There will be times when you need to refer to them by grade levels, and at those times, personally, I would call them second graders and third graders. But you can also let each grade level choose a name for themselves that reflects their unique identity as a class within a class. It can be part of your first week of school activities, kind of like some teachers do with reading groups. I think that would be a nice way to build a sense of community and give kids ownership over the classroom. They could also create a class name so they have one cohesive identity, too. For example, your whole class could be the whales, and your second graders could be the orcas and the third graders could be the belugas. Tell the kids about your dilemma on what to call them, and ask for their input! I bet they'll come up with something way better than either of us could think of.

I have applied for a job in a combined 4/5 classroom and I have a good chance that I will get an interview. I don't have any experience in multi-level rooms, I don't even know what kinds of questions to ask, and, although I can see how the Cornerstone book could be a help with this type of classroom, is there anything that your book does not mention to help me organize for this type of room?
-J.

I would imagine that the 4th and 5th graders would work together on many assignments; you'd be able to differentiate your instruction and activities by ability level and not just grade level. This would probably be the way the principal would like it, judging by what I see in recent educational trends. If you would teach that way, then it would probably be helpful-in preparation for the interview-to come up with a few specific examples of how you would do this. In terms of organizing, you may need to keep some things separate (maybe different bins for them to turn in their papers, etc.) but for the most part I don't think the grade level split would change much about the room layout.

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Tips for Teaching Combined Class/Multi-Grade Classes - The Cornerstone For Teachers

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If you're teaching a split class (multi-grade or combined class) and need advice on classroom management and organization, you've come to the right place! You'll find practical tips from teachers who have taught in multi-level classrooms and combined classes at all different grade levels. Tips and tricks from teachers in combined class schools I've invited ...

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Should Elementary Schools Deparmentalize? We Look at the Pros and Cons

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Should Elementary Schools Deparmentalize? We Look at the Pros and Cons

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Middle schools do it. High schools do it. Should elementary schools do it too? Asking teachers to drop their traditional roles as generalists and serve instead as experts teaching one or two content areas is part of a growing trend called departmentalizing (or platooning) and some say it can result in many benefits for teachers and kids if it's well planned and executed.

We scoped it out and came up with this list of pros and cons:

Pros:

Allowing teachers to focus on and master one or two subjects provides for a greater level of expertise and deeper understanding. Because of this, teachers have a greater ability to differentiate their instruction to meet the needs of all learners. Also, when teachers have the opportunity to teach what they love, they're likely to be more invested.

Departmentalizing is a cost-neutral way of upgrading instruction. In other words, the number of teachers doesn't change, their responsibilities just shift. Teachers become more effective and the budget isn't impacted.

Departmentalizing lends itself to a c ooperative teaching approach. Grade level teachers work together to collaborate and coordinate content, manage communication with parents and students, and orchestrate parent conferences. Teams provide mutual support for one another and share grade level responsibilities. For example, teachers might take turns writing the newsletter, updating the website, or attending district professional development meetings.

When grade levels departmentalize, teachers take equal ownership of the students. The motto "everybody's kids are everybody's kids" becomes a reality. Teachers have the opportunity to bond with more students, not just their own homeroom.

Teachers benefit from a time management standpoint-they don't feel stretched so thin trying to fit all subjects into every day evenly. Lesson planning can become simpler and less time consuming.

Departmentalization breaks the monotony for students. Students are able to move more frequently during the day, which helps increase attention. It also provides students with an opportunity to be challenged academically by different teachers in different classroom environments.

Students also develop interpersonal skills by being exposed to different teaching styles . This is particularly helpful if a student and teacher aren't exactly a "match."

Departmentalizing prepares kids for the transition to middle and high school. Graduating to the next level of schooling is not such an overwhelming prospect.

Cons:

Many would argue that departmentalizing is not developmentally appropriate for elementary aged students because young children need a stable and secure learning environment with the opportunity to develop a close personal relationship with their teacher.

There is less flexibility in scheduling throughout the day. Each block period is dedicated to a single topic, so teachers don't have the freedom to spend more than the allotted time or pick up a topic later in the day.

It's harder to make connections across the curriculum when you are not in control of all of the content. As a generalist you can weave together a lesson that incorporates reading, writing and math. As a specialist, your subject may not jibe with another subject.

Consistent discipline can become an issue when students have a number of different teachers. When you ask students to learn multiple sets of rules/routines before they are ready, you may be inviting misbehavior.

Too much time is lost in transition between classrooms. Some kids have a hard time "resetting" quickly.

Departmentalizing does not necessarily solve time management issues for teachers - sometimes it makes them worse! More time communicating and coordinating with teammates is definitely required.

Some teachers love the variety of teaching across the curriculum. Specializing in one subject may get boring and lead to burn out.

Sharing students with other teachers dilutes the feeling of classroom community -they're not just "your kids" anymore. Teachers and students lose their class identity and pride.

Research does not necessarily back up the effectiveness of departmentalizing at the elementary level. More research needs to be done about the overall effectiveness of the practice, not just the effect on test scores.

If, having weighed the pros and cons carefully, your team has decided to go ahead and give departmentalization a try, here are a few tips that may help ease the transition:

An intense focus on professional development is a must to truly become expert in your topic. This requires not only personal commitment but support at the building and district level.

Expect a lot of growing pains at first. It can be a big transition and will take time for students to get used to it.

You definitely need a cohesive team with great communication, organization, and consistency. Everyone must respect schedules and depend on each other. This requires a high level of trust.

Expect a lot more time to be spent with your teammates on planning communication, procedures, schedules, conferences, etc. A daily debriefing time to touch base is usually recommended.

It's important to have cross-disciplinary conversations so that teachers know how students are doing across the curriculum.

Share you thoughts on departmentalization with us by adding to the comments below!

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Should Elementary Schools Deparmentalize? We Look at the Pros and Cons - WeAreTeachers

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Middle schools do it. High schools do it. Should elementary schools do it too? Asking teachers to drop their traditional roles as generalists and serve instead as experts teaching one or two content areas is part of a growing trend called departmentalizing (or platooning) and some say it can result in many benefits for teachers and kids if it's well planned and executed.

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By Tom

Mrs. Rooney was my third grade teacher. We spent all day with her, from September through June. She was tough, smart and observant. She knew me well, and was able to tell my parents about all the wonderful things I would accomplish once I began to "apply myself."

Today I teach third grade, and my students endure the entire day with me. I teach language arts, math, science and social studies. And sometimes art.

I'm what's called a "generalist." I have no specialty. I'm supposed to be as good a math teacher as I am a writing teacher. The prevailing wisdom in this country is that children in the younger grades benefit from the stability and constancy of a single teacher who teaches every subject. The prevailing wisdom also holds that once a student enters seventh grade or so, the benefits of having a subject-area specialist outweigh the benefits of having the same teacher all day long.

But that wisdom is being challenged. In fact, up to 20% of our nation's grade school students, some as young as six, are moving from room to room, just like their high school brothers and sisters, taking their classes from specialists.

Why?

Well, test scores for one thing. Principals are using data to find out which teachers do best at what subjects and "platooning" the staff accordingly.

I have some reservations. First of all, in my experience the best teachers do a better job teaching everything. A good math teacher is usually pretty good at teaching reading, too. Not always, but usually.

I also think children really do benefit from having the same, caring adult all day long. There are always those kiddos that silently under-perform, and I would be very concerned that having multiple teachers would make it that much easier for them to slip through the cracks.

Brain research tells us that true knowledge is built on making mental connections. As a generalist, I'm always looking for ways to connect ideas in one subject with something we're learning in another subject.

And there are practical considerations. I have a posted schedule every day, but I frequently extend or contract a lesson in the interest of student learning. Having to send my students onto their next class would put an end to that.

So here's my suggestion: Use the data. Find out who teaches what best. And then let those teachers help their colleagues better teach the subjects in which they aren't quite so adept. Raise the capacity of the entire faculty of generalists. There are models out there that would facilitate this process, Lesson Study, for example, was created in Japan precisely to fill this need. Critical Friends Groups are another effective way for teachers to help one another.

Keep Mrs. Rooney and me where we belong, up in front of the same bunch of third graders all day long. But get us to talk to each other.

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By Tom Mrs. Rooney was my third grade teacher. We spent all day with her, from September through June. She was tough, smart and observant. She knew me well, and was able to tell my parents about all the wonderful things I would accomplish once I began to "apply myself."

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Social-Emotional Learning: What Is SEL and Why SEL Matters

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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Comprehensive IMSE Orton-Gillingham Training - Training Session

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The Institute for Multi-Sensory Education offers the following Orton-Gillingham training session locations

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Effective Social & Emotional Learning Programs

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Effective Social & Emotional Learning Programs

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Despite Pitfalls, More Schools Introduce Self-Paced Learning

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Despite Pitfalls, More Schools Introduce Self-Paced Learning

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Whitney Bryen/Oklahoma Watch

There are 75 middle-school students in the long, sunlit room, sitting four to a table.

They work quietly and independently on laptops, most wearing headphones. Some fidget, their chairs rocking with them.

A teacher sits at a desk reviewing the students' work. She announces someone has passed their assignment, and applause ripples through the room Two other teachers roam around the class, checking with students individually. A fourth teacher sits next to a girl on a couch in the hall, working one-on-one.

When it's time, the students get up and hustle with their laptops to snag a lounge chair or bean bag. They can play a math-based video game now, but the server is down. Some students grumble, but then switch back to their lesson.

Is this the classroom of the future?

Education experts embracing the concept of "personalized learning" think so. They see entire schools with large classes of students not tied to the lockstep of grade levels, advancing individually at their own pace. Once a student shows they've mastered a concept, they move on, independent of their classmates. Students have more control over when, where and how they learn.

Personalized learning has caught the imagination of several Oklahoma school districts. Four districts adopted a personalized learning model in 2016-17: Union City, Oologah-Talala, Okmulgee and Chickasha. Several more joined in 2017-18, and additional schools, including John Rex Charter Middle School in Oklahoma City (where the 75 students sit in a bright room) and several Tulsa Public Schools high schools, are adopting the model for 2018-19.

Some have gone all in with all students. Others have created a school-within-a-school or are using personalized learning only with alternative students.

But some early adopters have stumbled hard, demonstrating pitfalls when schools embrace the emerging trend. At least two districts with issues have since scaled back or put their program on hiatus.

"If implemented well, it can be a really good thing," said Brent Bushey, executive director of the Oklahoma Public School Resource Center, an Oklahoma City-based nonprofit that has led the march toward personalized learning in Oklahoma through a program it calls Momentum Schools. But that's not always the case.

"Some of our most exciting work has also been some of our biggest failures," he said.

Slide Show: Personalized Learning at John Rex Charter Middle School
Photos by Whitney Bryen
The Concept
Tailoring instruction to individual students' needs and interests is not new, and origins of the concept can be traced back even to the 1890s, when the schools in Pueblo, Colorado, allowed students to work at their own pace. But the prevalence of technology in classrooms has fueled new approaches to learning.

The term "personalized learning" is now being used to describe everything from supplemental digital programs to completely redesigned schools.

It's not the same as online education, though most of these schools use a digital platform to teach concepts, assess students and monitor their progress.

Silicon Valley and the "ed-tech" industry are influential in pushing the model, with huge multi-million dollar investments from sources like the Chan Zuckerberg Initiative, created by Facebook founder and CEO Mark Zuckerberg and his wife, pediatrician Priscilla Chan, and the Bill & Melinda Gates Foundation, chaired by Microsoft founder Bill Gates. The Chan Zuckerberg Initiative is behind the Summit Learning platform, which is now used by 330 schools across the country, according to their website, including some Tulsa district sites and John Rex Middle School.

Proponents of personalized learning say it meets students where they are. Instead of teaching to the middle in a classroom of 30 students, advanced students can move ahead, struggling students can get extra attention, and those in the middle can stay on track. Education experts say the concept should not be just about differentiating lessons but carving out holistic individualized learning paths.

Critics say there are risks: too much screen time, students gaming the system and little evidence of academic gains. A 2017 report by RAND Corp. found only modest gains in math. An earlier report by RAND found students at personalized learning schools were less likely to enjoy school and schoolwork, compared to a national sample of schools.

Some parents have questioned whether the technology platforms do enough to protect student privacy and data. Teachers may question how they fit in, when most of the instruction occurs online. A Chicago teacher wrote, "It isolates children, it breeds competition, it assumes children can learn entirely on their own, and it dehumanizes the learning environment..."

Despite the questions, some schools are forging ahead.
Okmulgee's Approach
Principal LuVona Copeland admits the first few weeks of Okmulgee's ACE High School in 2016 were chaos. In an attempt to improve students' outcomes after graduation, school leaders decided to try something new. They created a personalized learning program on the high school campus.

Many of the first students, who have to apply and be selected, thought it was too hard. Teachers struggled to adjust. There were angry calls to school board members.

"We hit the reset button on a lot of things," Copeland said recently in an interview, just before the beginning of the program's third year. "We worked really hard on culture, and that has taken two years."

More than half the ACE students improved their math scores on the ACT exam last year, Copeland said.

This year, just over a third of the district's 400 high school students are in ACE and will have their own space next to the high school. There's a classroom for each core teacher (math, science, English and history) plus a lounge area. The furniture is flexible, and students choose where to work, and on what.

School hours are from 7:30 a.m. to 5 p.m., and students have to log six-and-a-half hours per day but can otherwise choose when they arrive and when they leave.

History teacher David Dunlap says if a traditional high school were a train station, with trains departing on a schedule like the school bells, ACE would be an airport. Each passenger comes and goes as needed within a time frame that works best for them.

"The structure is there, it's just loose," Dunlap said. "Some people are taken aback, because this isn't what school looks like."

The key, he says, are the relationships between the students and the staff, which includes four certified teachers and six "success coaches."

The community has struggled following devastating job losses: An oil refinery closed in 1981 and a glass plant shuttered in 1994. The district's student population has decreased by a third since the mid-1990s, and more than 90 percent of the district's students qualify for free or reduced-price lunch.

That's one reason the ACE program and its focus on life skills is important, Dunlap said. "We're trying to get kids life ready, not just walk across the stage ready," he said.
Troubles in Chickasha
Chickasha school leaders began touting the success of the district's personalized learning program immediately after it began in 2016. In the first months they were hosting other school districts for tours of the "Student Personalized Learning Campus," a remodeled school-within-a-school with its own amenities.

Superintendent Dave Cash frequently touted the program's successes and in October, he took a leave of absence to work for the Oklahoma Public School Resource Center, speaking to groups of school leaders interested in the model.

Students seemed to be excelling in the program - so much so that a parent called the state Education Department in February, concerned her daughter was "flying through the curriculum," would graduate a year early and "not learning anything," according to a state Education Department report.

The mother said her daughter, and 30 to 40 other students, had access to the teacher's username and password.

An investigation by the department found an unusually high number of personnel log-ins and grade changes. During a four-month period, about 5,500 student grades and 18,800 assignment grades were overridden. In March, State Superintendent Joy Hofmeister called the allegations "extremely troubling" and asked the Oklahoma State Bureau of Investigation to probe further.

Community members asked the State Auditor to investigate possible misuse of funds, technology purchases, alleged "double-dipping" and other problems.

Cash on Thursday denied wrongdoing. He said his biggest regret was moving too fast in implementing the program.

"Other groups were trying to push us as a model to replicate, and that was never our intention," Cash said. "Our intention was to educate kids."

The situation roiled the community of 16,000. There was a spate of suspensions and resignations at the school district and school board. Cash resigned in March and is now superintendent of Pawhuska Public Schools. "I hate the fact that it gave the whole school district a black eye," he said. "There are so many good people in that school district."

Also in March, the school board voted to discontinue the personalized learning program for the 2018-19 school year, records show.
The Utah Model
Chickasha and many other Oklahoma districts modeled their personalized learning program after Innovations Early College High School in Salt Lake City.

The school's founder, Ken Grover, has traveled the country as a consultant, inspiring many school leaders to implement the model in their own schools. He worked, or is working, with Okmulgee, Chickasha and John Rex.

According to a story by the Utah Investigative Journalism Project, Grover has come under fire by the school district for exaggerating graduation rates and profiting from outside consulting without disclosing it. School spending is also being questioned, with thousands of dollars spent on gaming systems, expensive headphones, candy and sugary treats.

When reached by phone Thursday, Grover denied any malfeasance or misrepresentation related to the school.

Grover resigned in December but has continued his consulting work, including with the Oklahoma Public School Resource Center, which hired him as a consultant to work with school leaders here.

Critics have accused the center of making money off the personalized learning push, but Bushey says it's actually a "huge expense." The center's 2016 tax return, which runs through June 30, 2017, shows total expenses of $3.2 million and revenue of $2.1 million. The centers' funding comes from foundations and memberships, which schools pay $2,500 annually for.

Bushey said while setbacks have been disappointing, the center's work on personalized learning continues.

"We've had a lot of discussions at the OPSRC about what went wrong (in Chickasha)," he said. "We're proud of the work. We know it's hard."

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Despite Pitfalls, More Schools Introduce Self-Paced Learning

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More Oklahoma schools are embracing "personalized learning," in which students advance individually at their own pace. Once they've mastered a concept, they move on independent of their classmates. But the concept has critics and some districts have scaled back their programs. Is self-paced learning the future or a fleeting experiment?

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Personalized Learning in Dallas

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Using real-world examples and tackling real-world problems as teaching strategies in the classroom can make learning about important issues more meaningful to students, and it can help spark excitement in learning. There is research to support the value of authenticity when students are engaged in teaching strategies that use real-world problems and scenarios. Not only does it make it more meaningful for students, but they become engaged in learning and become more aware of the choices they make in society. Here are a few teaching strategies to bring the real world into your classroom.

The first place that you can look is in the news. There will always be something in the news that you can find to connect to what you are teaching about in the classroom. If you're learning about the weather and storms like hurricanes and tornados, then talk about Hurricane Katrina or the tornados in Oklahoma. If you are learning about racism, then talk about the police killings that are happening in the news or the infamous Rodney King incident. Reading about the stories of real-life storms or situations that actually occurred can help students connect better to what they are learning in the classroom. This helps students recognize that these are issues that really happen outside of the classroom, and that they are not just stories in a textbook.

Invite Guest Speakers to the Classroom

One of the best ways that you can connect the students to real-world experiences is to invite a guest speaker into the classroom. Guest speakers have a wealth of knowledge and give students a real insight into a specific topic better than any textbook or article can.

Teachers are constantly getting asked why they have to learn this or why they have to lean that. A guest speaker, like an electrician, is the perfect person to show students why they have to learn math, or a politician is a perfect example of why it's important to learn how to write persuasive essays. Students can learn a lot about real life from someone who is actually in it.

Take a Class Field Trip

Allow students to experience and observe the world around them by taking them outside of the classroom. This can be through a virtual field trip, where students can get an inside look at something like the White House or a spacecraft through digital media, or outside of the classroom, where the children can learn to observe the world through their own eyes.

Simulate a Real-Life Experience

If you can't get a guest speaker to come to your classroom, or get your students to go outside of the classroom, then your next best option is to stimulate a real-world experience in the classroom. This activity can be an extremely effective way to show children how something actually looks in real life. If you are reading a non-fiction book about an important trial, for instance, then have students simulate the trial by dressing up and taking on the roles of the involved parties. This will give students an inside look into what it felt like to actually be in the courtroom during this time that they read about. And by taking on the roles of the characters, students will get a sense of what the person went through while they were there.

Give Students a Real, Tangible Problem to Solve

Give students the opportunity to apply their classroom knowledge to a real-world problem. There are many ways that you can do this, first by looking at your local environment and government and diving into any problems that you see there. Students can take a crack at evaluating local issues like pollution and poverty. Another way students can do this is by looking inside their school or classroom to see what real problems lie there. They can look into the problems with cafeteria food (healthy vs. unhealthy) or having soda machines in the school. Students can figure out how to solve the problem with homework on weekends or the bus route that takes so long to come to and from school. By taking a closer look at these issues, students are being engaged in topics that affect, and matter to them.

Bringing real-world experiences into the classroom is a great way to give students a memorable experience that they can always take with them. Whichever approach you choose to try, remember that your goal is to create an authentic experience that will help students engage in their learning more.
How do you bring real-world experiences into your classroom? Do you have any tips that you would like to share? Please feel free to leave your ideas in the comment section below, we would love to hear what you have to say. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for , as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter , or on Facebook at Empowering K6 Educators.

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Teaching Strategies: Demonstrating the Real World

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Using real-world examples and tackling real-world problems as teaching strategies in the classroom can make learning about important issues more meaningful to students, and it can help spark excitement in learning. There is research to support the value of authenticity when students are engaged in teaching strategies that use real-world problems and scenarios.

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Leader in ME

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Social and Emotional Learning / SEL Programs & Curriculum | AVID

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Developing social emotional skills is crucial for students. AVID implements social emotional learning programs for teachers and students. Learn more.

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How to Soft Launch Virtual Reality in Schools

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Virtual reality has potential as a learning tool in classrooms, but don't rush its use until the technology has been well-tested by teachers and students.

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Social and Emotional Learning

The engineering design process offers a chance for students to develop skills like collaboration and cooperation.

© shutterstock / Daisy Daisy

You assign a group activity in your science classroom and within minutes, this scene unfolds: In each group of four students, two are talking to each other and semi-engaging in the task, one is entirely disengaged and is instead bending and reshaping a paperclip, and one is hurriedly completing the activity all alone, half-heartedly asking her peers to pass her the materials she needs. Sound familiar?

In science lessons, engineering activities can provide a great opportunity for students to collaborate and grow social and emotional skills in low-stakes, high-engagement environments. The creative, problem-solving nature of engineering encourages students to work together, try new ideas, and learn from their mistakes.

Preparation and Planning

Developing lesson plans for engineering activities to enhance social and emotional learning (SEL) requires first anticipating the abilities and needs of students, especially those who may not be on the same social or academic level as their peers.

Create or adapt roles to suit individual students' abilities-this builds confidence and reduces the potential for peer resentment of a student who does not excel academically. This does not, however, mean that any one student always receives the lowest level job. Students who are reading below grade level may have access to an adapted passage or may use an app to have the text read aloud.

The goal is to anticipate what may hinder student participation and create opportunities to keep students engaged. Group work can lead to social isolation if a student is perceived to be not equally contributing, so offering opportunities for everyone to participate is important.

The engineering task you assign should require student interdependency. For example, establish the guideline that only one student is in charge of certain necessary materials, or that all students must complete a task for the goal to be met.

Create coaching questions that students can answer during the activity. Ask open-ended questions requiring reflection, to allow students to appreciate the social and emotional skills they're using in real time. Possible questions include:

What did you notice when...?

How did [SEL skill] contribute to your success with...?

How could [student]'s idea be incorporated?

You can prepare students for the social expectations by sharing examples of what successful collaboration looks and sounds like. Include some counterexamples to demonstrate the type of interaction you hope to avoid. Don't be afraid to emphasize that collaboration will not always be easy and that we may not always like our teammates. This is real-world practice. Being open and transparent about science and SEL goals will show students you value their achievements in both areas.

During the Activity

As students progress through the activity, they should use the engineering design process, which guides students to test their ideas and then iterate solutions. Students can share a common road map, reference the process, and share a common vocabulary for discussion.

As you monitor student activity, be prepared for some social misunderstandings or students being left out, but do not solve these problems for your students. Instead, jump in with some coaching questions and support students through their struggles. Ask questions of students who seem less involved, so they can safely share their ideas in front of the group and be welcomed into the activity again.

In a recent lesson in my classroom, a young man who showed the most initial excitement was sitting solemnly at his group's table. Instead of giving directives, I approached the group with questions-task-based at first, then reflective of the SEL components. When the team heard the young man answer some of the task-based questions, they voluntarily identified that they hadn't been inclusive enough of his ideas. Had my approach been focused only on compliance, I would have demanded that he get to work without offering a path to resolve the SEL challenges of the team.

Pace the activity to allow for some social adjustments and communication. If we rush the process or solve the social dilemmas for our students, we rob them of an important opportunity for growth.

Reflect: What Went Right?

While reflection is incredibly important, it's often the easiest step to omit. Save some time after the activity's cleanup for a larger group conversation. Start simply by asking, "What went right?" Students can reflect on what they appreciated about the process and recognize the collaboration skills of their peers.

Deeper reflection topics include asking students to consider what strategies they used to communicate, how they solved any problems that emerged, and what they learned about each other or the process. Some teachers use a rubric for students to self-rate their SEL skills at different points in the year. Others allow teammates to give positive and constructive feedback to one another at the end of a project or lesson. Engaging students in evaluation helps them gain a deeper understanding of SEL skills and the nuances of their applications.

Solving social and emotional challenges shares many of the same steps as the engineering process: Students try an approach, evaluate how it works, adjust, and try again.

On the surface, social and emotional learning may not seem like an obvious fit for a science classroom, but scientists rarely work alone and need to use social and emotional skills when they propose a project for funding or share their results. Embedding SEL into an engineering activity can enhance your students' success.

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Social and Emotional Learning in Science Class

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Social and Emotional Learning The engineering design process offers a chance for students to develop skills like collaboration and cooperation.

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by TeachThought Staff

The difference between differentiation, personalized learning, and the individualization of learning sometimes seems like a matter of semantics, but that could be that terms are used interchangeably when they're actually not the same.

The biggest difference really is the starting point. Personalized learning starts with the learner first, where differentiation and individualization take something designed for masses and attempt to adapt it for individuals-a monumental task to consistently do well.

This chart from Barbara Bray and Kathleen McClaskey clarifies some of the other differences.

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The Difference Between Differentiation And Personalized Learning

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by TeachThought Staff The difference between differentiation, personalized learning, and the individualization of learning sometimes seems like a matter of semantics, but that could be that terms are used interchangeably when they're actually not the same. The biggest difference really is the starting point.

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All the Makerspace resources you could hope for (and more)

I first started learning about the Maker Movement in education and makerspaces in late 2013. Since then, I've been using this page to compile and curate some of the best articles, videos, blogs, books and other resources that have helped me along the way. My hope is that you will consider this a go-to resource as you progress along your own Maker journey. No matter whether you're just getting started with makerspaces or are looking to grow your program, there's something here for you.

What is the Maker Movement?

The Maker Movement has been around for a lot longer than many of us realize. Really, the desire to make things with our hands has existed since the dawn of humanity and DIY culture has long played an important role. Make Magazine has been around since 2005 and the first Maker Faire was held in 2006. Check out the articles below for a great take on what the Maker Movement means for education.

Colleen Grave's first started a makerspace at Lamar Middle School and then when on to pilot a makerspace at Ryan High School. She shares all about her experiences, projects her students are making and has gathered substantial resource lists as well. Her blog is seriously awesome. (Of course, I'm biased because we wrote a book together)

Laura Fleming's blog about her library and makerspace at New Milford High School. One of the pioneers of the school library makerspace movement, Laura has shared many amazing resources (and she has an awesome book too!)

Andy Plemmons' blog; in addition to being an all-around awesome librarian, Andy does an amazing job of bringing making into Barrow Elemenntary School. He collaborates with the University of Georgia and often brings the makerspace into his curriculum collaborations with teachers. He's also amazing at fundraising and creating big, school-wide projects.

Krissy runs an amazing makerspace called the Launch Pad at her elementary school, and she is an fantastic advocate for creativity. She also creates gorgeous posters (many with maker themes) that she makes freely available on her site and she founded the #elemaker hashtag. Did I mention that her job title is Innovation Coordinator?

Gwyneth Jones is an all around awesome librarian who shares resources relentlessly on her blog. She started a makerspace in her library recently and has taken a balanced approach, starting with a few affordable centers. She also makes amazing posters and graphics and offers them for FREE on her blog.

Robert Pronovost's blog about Ravenswood Elementary Makerspace. He's documented his space since he created it and offers some great advice on procedures. Definitely an excellent example of a successful elementary space.

Blog run by public librarians who work with young adults. The write about all things YA and have quite a few posts on makerspaces and maker programs.

Blog that focuses on libraries and artists working together. More of a public library and museum focus.

The people who started it all - there's amazing project inspiration and ideas on here, as well as lots of free resources.

Co-written by me, Colleen Graves and Aaron Graves, this book is packed full of lots of practical information and real-life examples of using design challenges in makerspaces. We cover everything from building a maker culture and setting up the physical space of your makerspace to organizing global collaborations and sharing your projects through Maker Fests. We go into detail about creating design challenge prompts that can inspire your makers. The book has sections specifically focused on elementary and secondary curriculum connections and we feature interviews with a ton of amazing maker educators at all grade levels.

Available from Amazon and other book sellers now!

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I first started learning about the Maker Movement in education and makerspaces in late 2013. Since then, I've been using this page to compile and curate some of the best articles, videos, blogs, books and other resources that have helped me along the way.

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3 Workshop Ideas

Following are three different examples of workshops you could host in your makerspace. While I've provided some suggested grade levels, most of these can be adapted for any grade level. I've tried to focus on supplies that are easy and affordable to source. Of course, if you already have some awesome maker tools and technology, workshops based around them can be very effective (e.g., a Sphero coding workshop, littleBits workshop or soldering workshop).

1. T-shirt Deconstruction

Grades: Middle and High School

Supplies needed: T-shirt paint, fabric markers, fabric scissors, hand-sewing needles, thread, buttons, sewing machines (if available)

Skills learned: Basic alterations, working with fabric, hand-sewing and/or machine sewing

This is a super-fun workshop that teens and tweens will love. Review some books on T-shirt deconstruction for ideas (see suggestions below). At the start of the workshop, demonstrate to your students how to do several different types of deconstruction, and then let them loose. This workshop works best when students bring in their own T-shirts, but you could buy multi-packs of white T-shirts as well. This can also be done as a tie-dye workshop, which is messy but lots of fun.
Resources:
2. Paper Circuit Table Tents, Bookmarks and Greeting Cards

Grades: Upper Elementary, Middle and High School

Supplies needed: Cardstock, copper tape, coin batteries, small LEDs, binder clips

Skill learned: Creating circuits

Paper circuits are super-fun projects and a great way to learn how circuits work. This idea comes from Colleen and Aaron Graves' amazing Big Book of Makerspace Projects. For the first time doing this project, you'll want to either use a template from the book or create your own. Then, once students get the hang of things, they can draw their own. Using copper tape, coin batteries and LEDs, you'll demonstrate to students how to create their own light-up circuit design on a table tent, bookmark or greeting card. Have at least one of each already finished so students can get an idea of what the projects will look like. Once they have the basics down, the paper circuit possibilities are endless.

3. Found Objects Paintings

Grades: Elementary and Middle School

Supplies needed: Washable acrylic paint in a variety of colors, thick paper (or canvases if you want to display them), a variety of unusual materials to paint with, such as feathers, string, felt, yarn, crumpled newspaper, bubble wrap, sponges, pipe cleaners, leaves and pine cones

Skill learned: How to work with unusual art mediums

This is a fun, art-focused workshop that's great for younger and older students alike. You can provide a variety of unusual materials or ask students to bring in their own. Demonstrate to students how different objects can be used with paint to create different textures. This project can be a great way to create student-produced artwork to hang in the library.

Tip: Attach each object to the end of a clothespin if possible to provide a handle for dipping and painting.

For even more workshop ideas and more about creating a dynamic makerspace environment, be sure to check out the book I co-wrote with Colleen and Aaron Graves, Challenge-Based Learning in the School Library Makerspace.

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Following are three different examples of workshops you could host in your makerspace. While I've provided some suggested grade levels, most of these can be adapted for any grade level. I've tried to focus on supplies that are easy and affordable to source.