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Students wrote articles and then formatted them to look like magazine articles. They were collected to create a grade-wide magazine. This brought in a social aspect because as soon as we had a link to our e-magazine we shared our magazine to people outside our classroom. So many people outside of just parents talked to our students about their writing!

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Students wrote articles and then formatted them to look like magazine articles. They were collected to create a grade-wide magazine. This brought in a social aspect because as soon as we had a link to our e-magazine we shared our magazine to people outside our classroom. So many people outside of just parents talked to our students about their writing!

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It was creative - the student took what we had learned in the classroom in terms of skills and strategies and made it his own.

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Students demonstrated greater understanding

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Our new SST System/Process has allowed us to talk about students social, emotional and academic needs on a weekly bases. This has truly impacted the learning of our students and ourselves.

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Our new SST System/Process has allowed us to talk about students social, emotional and academic needs on a weekly bases. This has truly impacted the learning of our students and ourselves.

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Students are able to have a say on what they are presenting and making. 

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Students are able to have a say on what they are presenting and making. 

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Students filmed "cooking shows" in Spanish after researching a dish from a Spanish speaking country. They had choice in country/food/video elements/etc., and were able to demonstrate creativity in their individual projects.

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Each Student Needed to Debate on their own 

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Each Student Needed to Debate on their own 

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Student gained confidence from reading program and makes attempt to read on his own.

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Students created their own plan of attack, and were able to reflect on what went well and what they could do better 

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Students created their own plan of attack, and were able to reflect on what went well and what they could do better 

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Students have clear goals and expectations

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Students have clear goals and expectations

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The activity allowed for the class to develop a shared language that we were able to refer back to throughout the unit.

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Individual Write up to sum up the activity 

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Individual Write up to sum up the activity 

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Students were learning by DOING

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Students took ownership of learning by needing to understand components in order to solve a problem or proceed to the next step.

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Students took ownership of learning by needing to understand components in order to solve a problem or proceed to the next step.

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Students have opportunity for providing feedback to share concerns/frustrations

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Students have opportunity for providing feedback to share concerns/frustrations

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Students took information learned in class during our unit on cuisine in Spanish-speaking countries and created their own cooking show. Each 8th grade student participated and gave feedback on their classmates' video. Some students even included their family members in their videos to add a personal touch.

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Choice of topic allowed for self-selection based on interest and challenge.

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Students choose as many different extensions as they would like to demonstrate their learning

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Research - Debate - Writing - Group and individual work - 

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Research - Debate - Writing - Group and individual work - 

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Students wanting to stay after school to keep trying

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Students wanting to stay after school to keep trying

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Students were proud to share what they wrote. There was so much choice within the writing-- each article looked and sounded different. The formatting was so creative! None of the articles look the same-- some were really involved with that creativity piece.

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Students were able to share personal experiences and sometimes be experts/teach the class. Often times students listen better/are more engaged when listening to their peers.

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Each painting had a secret story that you could ask the artist about. (encouraged students to share their work)

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A one place, same language, organized place to document interventions and their success or lack of success.

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A one place, same language, organized place to document interventions and their success or lack of success.

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The student was able to infuse his personality into skill/strategy work - his idea for tracking the drama in a story was FUNNY and QUIRKY, and that's exactly what he's like. It was so authentically him.

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Prepared for activity in groups / teams but participated alone

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Prepared for activity in groups / teams but participated alone

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students could make personal connections to the topic 

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students could make personal connections to the topic 

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Students explained their thinking in a presentation that was recorded - so they could go back and reflect on their evidence and explanations

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Partnership with parents and frequent communication

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Partnership with parents and frequent communication

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Students helping each other to perform a specific exercise in the fitness room, using the new terminology that had been introduced

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Students helping each other to perform a specific exercise in the fitness room, using the new terminology that had been introduced

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Giving students related and relevant investigations allow transfer of learning. For example,  we went from studying motion on our Egg Drop activity to motion again by studying Bottle Rockets. The concepts spiraled and became more complex.

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Giving students related and relevant investigations allow transfer of learning. For example,  we went from studying motion on our Egg Drop activity to motion again by studying Bottle Rockets. The concepts spiraled and became more complex.

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93 Middle School Students have been formally impacted by our SST this year to date!

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93 Middle School Students have been formally impacted by our SST this year to date!

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The project was more accessible to all students because it was done in a visual way and scaffolded in chunks

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The project was more accessible to all students because it was done in a visual way and scaffolded in chunks

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Aside from the actual learning, this was activity based so it got people moving and working together. It also had a competitive edge. This might not work for all, but certainly got more buy-in/engagement than a regular lesson.

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Cumulative task is authentic (creating a new kids cereal product). Students asking - is this a real committee?! Can we really pitch our product to investors at the end?

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understanding the world around them and making connections.

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understanding the world around them and making connections.

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Examining controversial issues from different perspectives engaged emotional responses that then needed to be supported with evidence from research.

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Students worked with a partner and decided how to explain their investigation as a pair

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Student gained confidence from reading program and now attempts to read on his own.

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Student gained confidence from reading program and now attempts to read on his own.

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SST/Grade Level Team meetings have allowed us this year to effectively discuss action plans and strategies to try with kids. It has also provided different subject teachers the opportunity to regularly share strategies that  have worked.

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SST/Grade Level Team meetings have allowed us this year to effectively discuss action plans and strategies to try with kids. It has also provided different subject teachers the opportunity to regularly share strategies that  have worked.

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using heart rate monitors in fitness suite and then comparing that to how hard students were working

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using heart rate monitors in fitness suite and then comparing that to how hard students were working

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No right or wrong answer - just viewpoints 

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No right or wrong answer - just viewpoints 

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Students decided how to

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Frequent collaboration with teachers to ensure same language is used across settings, within learning support class and classroom setting

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Frequent collaboration with teachers to ensure same language is used across settings, within learning support class and classroom setting

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putting their learning into practice and seeing them  use the strategies discussed in class outside in the big bad world

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putting their learning into practice and seeing them  use the strategies discussed in class outside in the big bad world

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It was less overwhelming for students and the ideas and thinking were still present. It was just done in a different way. 

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It was less overwhelming for students and the ideas and thinking were still present. It was just done in a different way. 

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With his permission, I have shared this student's work with every quarter's class I've had since then. Students are learning from another student - not me - about what great thinking and risk-taking looks like.

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Students presented their project and others were able to ask questions. 

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Students presented their project and others were able to ask questions. 

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Instead of having students create and submit articles as Google docs they became real! They turned into magazine articles-- which is an extremely relevant context!

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It was FUN - that should be in the language of learning.  

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It was FUN - that should be in the language of learning.  

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students wanting to be more active after school after having a positive experience in the fitness room,  and then finding ways for them, their friends and their family to be active together.

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students wanting to be more active after school after having a positive experience in the fitness room,  and then finding ways for them, their friends and their family to be active together.

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Student make connections with the outside world and applies to topics for discussions.

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Student make connections with the outside world and applies to topics for discussions.

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It was a difficult, open-ended task and students needed to persevere to find answers

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Tied into current events (learning about Amanda Gorman an inaugural poet and Kehinde Wiley a presidential portrait artist) to inspire our work

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There was no final test/assessment, it was just learning for the sake of learning.

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Students experienced emotional challenges, and how to manage their behavior during those times. 

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Students experienced emotional challenges, and how to manage their behavior during those times. 

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Who wouldn't love bottle rockets? Students knew they were learning Newton's Laws, but it was personal because they applied them to their rocket designs and results.

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Who wouldn't love bottle rockets? Students knew they were learning Newton's Laws, but it was personal because they applied them to their rocket designs and results.

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Team tests

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Students are very engaged and excited to show off their creativity and final product they are working towards - they are invested and want to spend extra time at home working on extensions

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The activity had a competitive edge and there was far more engagement than a regular lesson.

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students finding ways to make the exercise/circuit/activity more or less challenging based on their ability

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students finding ways to make the exercise/circuit/activity more or less challenging based on their ability

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Collaborating with Emily and Sarah to tie in English Learning

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We virtually traveled in a year without travel

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There was a shared language of persuasive strategies (ethos, pathos, and logos) and research terms like CRAAP.

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Authentic resources, photos & interviews.

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Authentic resources, photos & interviews.

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Collaborating with Lee-Anne and Amy

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activity forced kids to consider both sides of an issue before making a decision 

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activity forced kids to consider both sides of an issue before making a decision 

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Collection of postcards growing on the classroom wall shows the experiences from the who year, even with the students that weren't necessarily in their group. 

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Collection of postcards growing on the classroom wall shows the experiences from the who year, even with the students that weren't necessarily in their group. 

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Student advocating for themselves.

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Students are contacting community members to set up interviews

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Students share a language that we can all understand. 

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Students share a language that we can all understand. 

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Students are creating surveys and collecting data from each other that will be used to help design their products - must be specific language in order to write statistical questions

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Project used many forms of art (differentiating learning) - photography, painting, writing, collage

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We don't want to confuse students with different vocabulary. Help them to understand what learning is.

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We don't want to confuse students with different vocabulary. Help them to understand what learning is.

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Collaborating with with all the teachers.

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Collaborating with with all the teachers.

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Students began to understand what social media is but also what it does to them. It was helping them understand how vulnerable they are when using their devices

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Students began to understand what social media is but also what it does to them. It was helping them understand how vulnerable they are when using their devices