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Students were given topics, broken up into groups and tasked to create a lesson to teach.  Groups came up with their own research (guided with resources from library), presentation, a review game and an assessment. Then students created one pager reviews. Students also self and peer evaluated their group and the work. Students were only given 5 life lines (questions/help from teacher).  This helped the students collaborate with their group members and other groups.  There was ownership of subject and thoughtfulness in lesson planning.  They then present to other groups.

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Students got lyrics from a song from the musical Hamilton. The song is "You'll Be Back" by King George III. Our class has been learning about the American Revolution. There was also a video attached to the lyrics sheet showing a performance of the song, and showing how selfish the King was at the time. Students had to analyze lyrics and tie them into our lesson on the American Revolution. Mr. Grillo also dressed up as King George III and performed the song to end the lesson.  Students loved the song, they ask every day to play it, they loved watching the video of the king, it was also nice to see students make connections with the lyrics and our learning targets in class. I feel like this is a lesson students will remember; student engagement was at an all time high!

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Hamilton the Musical -  YOU'LL BE BACK Lyric Analysis - James Grillo

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Students participated in Philosophical Chairs about FDR's New Deal. After learning about the New Deal, students read through a list of arguments for and against the New Deal. Then, using a sticky note, students wrote down the piece of evidence that was most compelling to them. Students then traded sticky notes and were asked to write a one-word gist of their partner's idea. Students returned sticky notes. Then, students were asked to get up and go to a side of the room to show their support for or against the New Deal. Students participated in debate, sharing ideas and counterarguments one at a time. The debate concluded with a Reflection Exit Ticket on the course content and student engagement.
- Students can define the New Deal and list examples of programs
- Students can describe arguments for and against the New Del
- Students were exposed to evidence beyond what was presented in the lesson
- Students practiced summarizing arguments by writing gist-statements
- The use of a sticky note to record evidence made for low-stakes participation
- Students practice appropriate ways to debate

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6th graders completed a project which culminated with a highly anticipated rocket launch! Inquiry was embedded throughout the process, including logo design to the reflection of launch results. Engagement was high from beginning to end! Way to go!

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Students worked with a partner referencing their notes on similar figures to measure and determine if figures were similar or not. Measurements and calculations were organized in a chart so students could determine how to insert the measurements into proportions. (Inquiry and organization were two essential components of this activity).

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Mrs. Bowles and Mrs. Yeager used WICOR in Earth Science 8 (3/1/23)

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Mrs. Bowles and Mrs. Yeager used WICOR in Earth Science 8 (3/1/23)

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Students chose a type of product. They worked with a real world situation and in a group, researched information on this situation. They then created the product and in some shape or form displayed or presented their work. This gives students a chance to work with group dynamics. This gives them the experience of working with a real world problem that pertains to our area. This also gives them the experience of working with research and then having to properly format and turn that into a displayable product.

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English 7 - Writing, Inquiry, and Collaboration (2/15/23)

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English 7 - Writing, Inquiry, and Collaboration (2/15/23)

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Shout out to Ms. Claffy, Ms. Hayes, and Ms. Slaughter! Students collaborated with their peers to create a persuasive advertisement. Students had to research and write about their product or service using the persuasive media techniques that they had learned about.  Students were highly engaged in this activity and saw the real world entrepreneurial potential for creating their own product or business ideas. WAY TO GO!!

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Mr. Butler's Advanced Science 6 students collaborated to calculate and compare speed utilizing 5 different avenues of movement. The inquiry used for analyzing and comparing results allowed them to reflect on the different rates of speed in which they traveled. Great use of inquiry and collaboration to support student engagement!

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A colleague wanted to shout out Ms. Farleigh for her daily use of WICOR, most specifically writing! She has her students write paragraphs as a part of their assessments. Students are more fully able to explain events in history by having to express them in their own words in print. This will most likely lead to them storing the info in their long-term memories to recall later at pertinent times. Way to go, Ms. Farleigh!

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SS 7 - Academic Vocabulary Activity (2/6/23)

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SS 7 - Academic Vocabulary Activity (2/6/23)

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We incorporate WICOR strategies into the Vocabulary lesson for each new unit. When we introduce new vocabulary words, students have to determine whether or not the word is political, social, economic, or geographic. Students make an independent decision after each word, then, we debate the best placement as a class.

Inquiry - Discussing each vocab word to determine the best category.
Collaboration - Students think/pair/share their initial ideas, then, we discuss as a group.
Organization - Students click and drag the vocab words on a Google Slides to organize them into the proper category.

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Students had a chance to connect with their peers through collaboration and also share information about themselves with the KMS community. Students organized their hearts in identical ways, but with different content. This method allowed all students to have something unique to share for the door decoration contest. In making AVID hearts, students got a chance to promote AVID schoolwide and build relational capacity!

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Ms. Ellsworth integrated writing and collaboration into her lesson, which created a high level of engagement! Students were challenged to ask higher level questions of their peers, showing a high level of inquiry, too!

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Mr. Brown's AVID students using WICOR in the library! (1/20/23)

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Mr. Brown's AVID students using WICOR in the library! (1/20/23)

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In the AVID elective classes, Mr. Browns' students had to used collaboration and inquiry to problem solve using VR devices. The students had to come up with guiding questions to help their team navigate each level of the challenge! Way to go Mr. Brown and Mrs. Sutterluety!

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Mr. McKay's Civics students & Collaborative Study Groups! (1/13/23) 

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Mr. McKay's Civics students & Collaborative Study Groups! (1/13/23) 

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Collaborative Study Groups (CSG) today in Mr. McKay's 8th grade civics class! Students used collaboration and inquiry to review specific questions on the Legislative Branch!