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Room 111 in the 2-3 LC was used for small group breakout for 11 students.

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The makerspace flex studio in the 2-3 appeared vacant.

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2nd graders said they were allowed to read in the davinci studio

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2nd graders said they were allowed to read in the davinci studio

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Many classrooms were empty.  I didn't feel like there were 300+ kids here. Many classes that appeared to be whole group had only about 20 kids.

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Many classrooms were empty.  I didn't feel like there were 300+ kids here. Many classes that appeared to be whole group had only about 20 kids.

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Desks in collaboration areas have dividers to block interactions and interruptions between teachers.

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Technology was being used in PE to project examples of the athletic skills and to amplify the teacher's voice during instruction.

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Technology was being used in PE to project examples of the athletic skills and to amplify the teacher's voice during instruction.

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Use of technology by both teachers and students in 4th & 5th and PE

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Use of technology by both teachers and students in 4th & 5th and PE

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"May I help you, Hannah?" "Okay, guys. What's the game about?" About 5 minutes of debate about timer versus stopwatch."I'm doing really bad so far."

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Garage doors were closed in the 2-3 learning community.

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1st grade class during reading. Teacher on carpet with small group. Other students reading to self. They had choice where they wanted to sit.

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1st grade class during reading. Teacher on carpet with small group. Other students reading to self. They had choice where they wanted to sit.

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3rd grade students were observed mentoring 1st grade students in the Heart using the Dash robots during makerspace activities.

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Teacher talk included: "You're here. Yay!" "You guys worked really hard this morning." "Do you want to practice?" "Do the best you can." "Bye, Sweetpea." 

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Teacher talk included: "You're here. Yay!" "You guys worked really hard this morning." "Do you want to practice?" "Do the best you can." "Bye, Sweetpea." 

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"Don't beat yourself up."

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5th grade students shared about maker's space that they don't get to visit that often and lamented that 3rd grade got all the good stuff and that most makers tools were for younger kids.

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5th grade students shared about maker's space that they don't get to visit that often and lamented that 3rd grade got all the good stuff and that most makers tools were for younger kids.

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One fourth grade class broke into three levels (shape groups) to compare fractions. One small group worked with the teacher, the other two broke into partners of 2-3 and worked in the learning commons area.

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2nd- garage doors closed and dividing wall partly closed. One class with teacher had  whole group and small group was meeting in small group room with teacher.

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2nd- garage doors closed and dividing wall partly closed. One class with teacher had  whole group and small group was meeting in small group room with teacher.

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Four kids at table: 3 kids answered questions about what they were working. All explained that they were researching animal communication, using certain animals as examples of certain (preset?) topics such as communicating danger. All has paper plans and copies of research article.

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Four kids at table: 3 kids answered questions about what they were working. All explained that they were researching animal communication, using certain animals as examples of certain (preset?) topics such as communicating danger. All has paper plans and copies of research article.

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Both 4th grade classes were comparing fractions with uncommon denominators.

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5th grade students explained how literacy can be launched in commons space and then kids move to work.  This is how Book Clubs work on T/TH

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5th grade students explained how literacy can be launched in commons space and then kids move to work.  This is how Book Clubs work on T/TH

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4 out of 5 fifth grade students were able to articulate the learning target of using facts and evidence in informational writing. 

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4 out of 5 fifth grade students were able to articulate the learning target of using facts and evidence in informational writing. 

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1st and 3rd grade buddies working collaboratively with makers tools in the heart.

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One 4th grade class in learning studio, whole group instruction. One 4th grade class working in groups in commons and learning studio.

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One 4th grade class in learning studio, whole group instruction. One 4th grade class working in groups in commons and learning studio.

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Glass garage doors were open to commons areas in the 4-5 Learning Community

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Glass garage doors were open to commons areas in the 4-5 Learning Community

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All fifth graders had chromebooks. One class was sharing introductions to animal communications in whole group format. Other class was spread around commons, working independently - some at tables, some with chromebooks in laps, etc. 

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All fifth graders had chromebooks. One class was sharing introductions to animal communications in whole group format. Other class was spread around commons, working independently - some at tables, some with chromebooks in laps, etc. 

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Same message cast in both learning spaces and commons:  "Cite text evidence" (format) and "analyzing" (sentence starters.)

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Garage doors closed in 2-3 learning community. Teachers use a "job-share" model to team teach students in Grade 3.

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Both 5th grade classes working on same writing learning target and using spaces outside of studio

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Both 5th grade classes working on same writing learning target and using spaces outside of studio

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5th grade students were writing and providing each other feedback about informational text and animals in the learning commons areas. 

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5th grade students were writing and providing each other feedback about informational text and animals in the learning commons areas. 

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1st and 3rd grade Makerspace buddies using makerspace and heart for activities. Students laughing and smiling.

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1st and 3rd grade Makerspace buddies using makerspace and heart for activities. Students laughing and smiling.

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5th graders using learning studios and common areas for writing about animal communications.

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5th graders using learning studios and common areas for writing about animal communications.