Welcome to Learning @ ISB!

Welcome to the learning at ISB blog! We’ve been pretty quiet the last 2 years, but we’re back and excited to continue sharing learning at its best at ISB.

At least twice per month, we’ll be publishing posts written by ISB educators sharing their thoughts & reflections on learning. Have an idea for a guest post? Let us know! Want to get inspiration delivered to your inbox? Enter your email on the right to subscribe! [Make sure to keep an eye on your ‘Other’ inbox tab for the emails!]

Have thoughts about something you read on this blog? We love comments! Feel free to leave your thoughts here or come chat with us in person.

As we relaunch this blog, we wanted to introduce Learning at its Best and our principles & approaches of learning. You probably have one of these posters up in your classroom or have seen them around the school. All of our blog posts will be written through these lenses. Want to dive deeper into one area? Check out the categories on the right to begin exploring!

Learning at its Best

ISB’s principles of learning provide a research-based foundation for how students learn best and insight into what makes our learning environments most effective. ISB’s Learning Principles are based on Tripod’s 7C framework of effective teaching: Care, Challenge, Confer, Clarify, Captivate, Consolidate, Collaborate, Classroom Management.

The approaches of learning are integral to how we design learning experiences at ISB, guiding our instructional practices.

Social-Emotional Learning – Research shows that explicitly teaching social and emotional skills increases student well-being, enhances positive behavior, reduces crises, and enhances academic achievement. A focus on social-emotional learning also creates a safe, positive school culture. At ISB, we prioritize building relationships and want every student to feel cared for every day. Our Social-Emotional Framework supports students in developing self-awareness, self-management, social and cultural competence, nurturing relationships, and taking purposeful action.

Personalized Learning – At ISB, we believe in a progressively learner-driven model of personalized learning to facilitate student ownership of the learning process and provide student voice and choice in their learning. We empower students to build strong relationships, leverage their interests, and assess their strengths and areas for growth to engage in deep, relevant learning.

Service Learning – Service Learning is infused into the curriculum and across the co-curricular program at ISB. It is a relevant learning journey that integrates meaningful action with instruction and reflection. We believe that Service Learning develops compassion and empathy, strengthens communities, and nurtures a global mindset.

C6 Biliteracy Instructional Framework – The community at ISB is culturally & linguistically diverse, and we aim to serve our emergent bilingual and multilingual students so that they are able to access grade-level standards regardless of language proficiency. The C6 Biliteracy Instructional Framework supports faculty in creating culturally responsive lessons that celebrate the diversity of our students.

Inquiry Pathway – At ISB, we empower students to ask questions, think critically, and reflect. Based on provocations and real-world phenomenon, students see & think, wonder & question, investigate & explore, make meaning & find patterns, and explain & construct arguments.

Design Process – Solutions to the problems of the world do not exist in silos and neither should learning. Students at ISB are given the opportunity to use design-thinking to create connections between traditional curricular areas and build empathy while solving real-world, authentic problems.


We hope you’re as excited as we are for this blog to be active again! Next week, keep your eyes open for a post from Angie (MS/HS Math Instructional Coach) with a focus on Challenge. Even better, get her post delivered to your email as soon as it’s published by subscribing on the right! After you subscribe, look in your email to confirm your subscription.

September 2021 TTTs

Several times a year, we turn professional learning over to our faculty & staff during Teachers Teaching Teachers (TTTs) sessions. TTTs focus on improving our collective professional practice, allowing us to engage with our colleagues. On Wednesday, September 22, we were excited to have our first TTTs of the school year.

90-minute Sessions
Coding Fun! Spiced up narrative writing
We will tell stories with animations using Scratch (examples). With voiceovers or speech bubbles, students can re-tell, summarize, or create stories with animations. We will also look at the scratch community and why it is a great world for students to get into.

 

Graffiti: Write your name in style
Take a chance to explore and play on the ISB Graffiti wall as we learn basic techniques and introductory methods in the skills of spray paint art. Limited to 14 people.

 

Jewelry Design
I’ll teach you how to use some software, and you’ll use it to design some jewelry. You’ll walk away with some new skills and some new bling!

I’m C6ed… Now What?
This follow-up session from C6 will dive deeper into Content, Language, and Cultural Objectives. Why do we write them? How do we write them? And most importantly how do we make these meaningful for students.

 

The Mindful Use of Power in the Classroom: How Authority Distorts Respect, Honesty, and Trust—and What You Can Do About It
Presentation of research on the distorting effects of power and authority on people’s perceptions and perspectives, followed by strategies and techniques to facilitate greater respect, honesty, and trust in school settings (and examples/case studies to discuss).

 

Ceramics – Learn to Play
Join us for some stress-relief ceramics fun, and to create something that you can take home and brag about it! 🙂

45-minute Sessions
Sip and Read
Love the smell of a new book? Come discover the delightful new books the ES library has purchased to support our SEL focus! ABAR, inclusivity, equity, LBGTQIA+, friendship, emotions, and more! Hey MS/HS folk, picture books aren’t just for little kids! These big concepts are often best deconstructed using accessible stories so come browse! Staff Resources

Exploring Backstage
Take an all-access tour of the ISB theatre venues to see what goes on backstage. If you are curious about all the theatre ‘hidden spaces’ or how the magic happens, then now is your chance. There will be stairs involved as we visit the highest and lowest spots in the theatre.

 

Singing for Mind and Body
In this session, we will learn a couple of easy songs to sing in a group and discuss how singing can positively affect your mental and physical health.

 

Wellness with Basketball
We will host a wellness option of a friendly basketball game! Co-ed and any skill level welcome, you can play in long pants and shirt or whatever!

 

Hill’s School of Hot Sauce 
Want to learn to make your own hot sauce? This is the wellness activity you’ve been looking for! This will be the first of two sessions. You’ll need to be able to come back on the morning of Sat Sept 25 or at 4:30 on Monday Sept 27.

 

ABAR Conversations 1
For those who want to know more about ABAR, ask some questions, and begin engaging in this work.

 

Deconstructing DX: Learning how to create beautiful lessons
In this session, we will learn how to create units, lesson pages, quizzes, and assignments in DX. This is a great way to make lessons accessible for all!

 

Having Fun With Glyths!
What are glyphs? Glyphs are a pictorial form of data collection. Glyphs can be used as a fun SEL activity or as a summative assessment. Come and learn about a fun way to assess students using paper and glue.

 

Excel 101
Learn some simple Excel tips and tricks. In this session, we will focus on the basics of how to work with Excel. Bring your laptop and any burning questions you have and we’ll explore together.

 

 

Ideas for in-depth reading in Chinese classes
Wondering how to teach students to read? Want to know more about strategies for in-depth reading? Join this session to enhance our collective knowledge and skills on effective reading. Staff Resources

 

Making excellent graphics
Want to improve your graphic design skills when making resources for your classes? Join us as we look at some simple rules and techniques for improving your visual communication skills. Staff Resources

 

Integrating creative data collection and visualization with a Dear Data project
A Dear Data project gives students an authentic way to collect data about their own lives and present their findings with a creative visualization. Topics can include any content area, including SEL topics. Students keep a process journal throughout, integrating literacy and notebooking skills.

 

Executive Functioning Skills 101
This session will go into detail about what Executive Functioning Skills are, why they are important, how we can build on them at school, and tips on how parents can reinforce them at home.

 

Simplify Your Life with Power Automate and Mail Merge
How do you empower students and personalize communication quickly? Come see examples using two tools and brainstorm how you might leverage them in your classroom! Resources: Slides, Mail Merge Survey, TTT Automation Mail Merge Sample.xlsx, Student Interest Survey Template.docx, Power Automate Survey, Power Automate Home Page

 

Classroom management for TAs
Work with kids but not trained as a teacher? Come learn basics of managing a classroom and feel more confident while support students’ learning.

 

Practical Practice for Reading in DL
This workshop bases on Chinese reading and learning in DL program, but is applicable to other language reading. It focuses on using reading assessment data to plan and arrange reading activities; planning stations with word study, character learning, self-reading, and guided reading to students across a big range of language proficiency; sharing station examples.

 

ABAR Conversations 2
For those who are ready to have some deeper conversations, lean into some discomfort, and continue to engage in this work.

 

Fall 2021 Cohort 1 C6 Homework
Need some time and support to catch up on your C6 homework before our next session Saturday? Keen to collaborate with colleagues in the cohort? This session is for you!

Screen Time from Head to Toe 

Authors: Caleb Hill and Randen Morisako 

In our high speed, high tech and highly global word, we may find ourselves doing more of what you are doing right this second – looking at screen. Like me, you are probably longing for the offline world to resume what is so important for developing children. An analog world of using your hands to create art with a paint brush, gain insight from a newly opened book or give a task-affirming high five just cannot be recreated through eLearning 
Teachers, parents and students alike need to manage this carefully in order to avoid overuse, stress and yes, injury.  

EYES 

If we aren’t mindful of screen time many of us are at risk to develop what ophthalmologists call “digital eyestrainFor children and adults this can lead to dry eye, eye strain, headaches, and blurry vision. While some symptoms may be temporary; they can persist if breaks are not taken. These symptoms do not mean special glasses are required or that an eye condition if forming; instead it could mean they aren’t taking enough breaks.   
Most doctors recommend what’s called the “20-20-20 rule” – Every 20 minutes, take a 20 second break and look at something that is 20 feet away (about 6 meters).  

source: https://www.carillonvisioncare.com/wp-content/uploads/2016/10/digital-eye-strain.jpg

If you find you oyour child’s eyes are drying out quickly you may need to place a humidifier close to your eLearning space, use eye drops, and drink more water. The level of lighting in a room when using a computer or iPad should be roughly half as bright as other activities such as writing on paper. Decrease the brightness on your screens and try to position computers so that light from uncovered windows, lamps and overhead light fixtures aren’t shining directly on them.  
If you find dry eyes persist it could also be an issue as simple as not blinking enough. Blink! 

MIND-BODY CONNECTION

Adults and children need to be moving. School has changed over the years and rarely at ISB will you find a group of students all sitting at desks for long periods at a time (exam time excluded). Students are missing that up and down interaction with their classmates and teachers and it adds a lot of extra pressure on parents. That’s why its so important to TAKE BREAKS. 
There are zero negative side effects to taking a physical activity break when you are working. It will help you work smarter and more efficiently after getting your heart rate up. As mentioned by Lissa in Strategies to Survive Working at Home its important to move your body. Students should take AT LEAST ten-minute break once every hour to rest their eyes and move their bodies. Set a timer to limit yourself and take breaks.  

source: https://www.pngfind.com/pngs/m/468-4680505_the-benefits-of-working-out-extend-beyond-just.png

PE teachers are providing workout videos or activity suggestions multiple times a week and encouraging students to get at least 60 minutes of activity every day with 30 minutes of vigorous activity. This means that they are raising their HR and potentially getting hot and sweaty too.  
If you can safely do it, getting outside and taking a walk is more than enough to get your blood pumping. Get out for a morning walk before you start your eLearning, breathe some fresh air and look out the window to give your eyes a break. 

NECK AND SPINE 

Do you find yourself bending your head down to look at your screen? This is called “text neck.” For every 15 degrees of downward gaze your spine experiences an additional increase in stressYou can limit the risk of text neck by monitoring the amount of time, you spend staring down at your phone.   
Another strategy is to ensure that your laptop or computer monitor is set up at the right height. Your monitor should be set up so that the top of your monitor is perpendicular with your gaze. This ensures that you should be able to see the bottom of the screen with no more than 15-degree downward gaze. 

source: https://notsitting.com/proper-height/

WRISTS 
When using a keyboard and mouse we are at extended risk of carpal tunnel syndrome. This is an overdevelopment of the wrist/forearm muscles and causes irritation the nerves in the lower arm causing pain, numbness, and even tingling. Making sure that your hands and wrist are in the right position while working may prevent carpal tunnel syndrome. Periodically massaging or stretching your forearm muscles may also prevent muscle tightness in the forearm.  
 

source: https://inside.ewu.edu/ehs/occupational-health-safety/ergonomics/

 
A simple forearm stretch is to straighten one arm out in front of you with your palm facing out and fingers pointed to the sky. Using your other hand, apply light backward pressure to the tips of your straightened hands finger. You can repeat this stretch with your fingers pointed down for a different muscle group. 

LOWER BACK 

Long bouts of sitting may cause back pain especially in the lower back. Be sure to sit properly with a straight spine. Using a lumbar support chair or small pillow on your lower back may support muscles there and keep your back from slouching.  

Source: http://www.chairsadvisor.com/maintain-good-posture-when-sitting-at-a-desk-all-day/

During this time, one technique may be to try using a standing table. If you decide to do so make sure that the desk is high enough so that you don’t have to look down at your monitor and develop text neck. 
Sciatica is characterized by pain, numbness, or tingling that runs through the lower back, through the buttocks, and sometimes down the lower leg.  
By using a well cushioned chair and making sure that each buttock is evenly on your chair are some strategies to prevent sciatica. Other strategies include taking periodic breaks and including stretching or foam rolling of the glute muscles to make sure they do not get overdeveloped from prolonged sitting. 
Staying physically active during this time is extremely important. With a regular dose of physical activity, we can help limit the effects of prolonged sitting and screen time. Your eyes, brain and body will all thank you. Now… take a break! 
 

An unexpected and contradictory intersection between reading and empathy

This timing of this post arrives when two areas of thinking I’ve informally explored over the past few years are intersecting in unexpected and contradictory ways.

Part of the intersection occurred in October, when I attended a session by Dr. John Feland at The Nueva School’s 2019 Innovative Learning Conference titled, “Stumbling Toward Empathy; Lessons Learned in Building Cognitive Empathy in the Unmyelinated Teenage Frontal Cortex”. The research Dr. Feland shared revealed that teenagers are actually unable to empathize, as this requires a fully developed frontal cortex, which we now know does not occur until one’s early 20s. In fact, Feland further explained, when we expose teenagers to media intended to evoke an empathic response, the opposite can occur – these kinds of experiences can trigger distress in teenagers (Feland, 2019).

I made an immediate connection to the loud, collective voice from within the reading community of which I consider myself a participating member. We often speak of the power of reading, specifically that done by the pre-teen and teenagers I work with every day, to evoke empathy. I’ve come across this incantation, and uttered it myself many times. Most recently, I read it in Maryanne Wolf’s (2018) Reader, Come Home: The Reading Brain in a Digital World. Wolf’s primary concern is that readers today are developing a reading circuitry in the brain which differs from the one developed in the past, pre-digital era; a question she poses in the first chapter reads, “will the combination of reading on digital formats and daily immersion in a variety of digital experiences–from social media to virtual games–impede the formation of the slower cognitive processes such as critical thinking, personal reflection, imagination, and empathy that are all part of deep reading” (p.8)? 

Herein lies the contradiction.

If you are not familiar with Wolf’s work, it is important to know that she is at the forefront of neuroscience when it comes to mapping what the brain does when it reads. If Maryanne Wolf says deep reading is connected to the formation of the process of empathy, she likely has some brain imaging to support this claim. This leaves me in a bit of a dilemma: Is the claim that reading can support the development of empathy, specifically in teenagers, a false claim, or is a more nuanced claim out there that can show a connection, albeit one that occurs over time?

I also wonder, what exactly are we seeing in our teenagers when they do read something that clearly has an impact, if it is not empathy? I recently asked a counselor colleague about this, and she shared her understanding of the teenage brain and its capacity and desire to help others in need (K. Haines, personal communication, November 24). This line of thinking supported an earlier conversation with yet another colleague over the need to implement empathic habits in our teenagers, even if the act of true empathy evades our learners (J. Binns, personal communication, November 21). And there is a larger issue for me, as a Teacher-Librarian specifically: I need to be very careful with my rhetoric about reading and empathy. This lifelong learning requires constant adjustment of my beliefs.

This is what I am currently grappling with on a meta, behind-the-scenes level. If you would like to discuss this further and perhaps even provide some next reads for me, I welcome your interest.

References

Feland, J. (2019, October). Stumbling toward empathy; lessons learned in building cognitive empathy in the unmyelinated teenage frontal cortex. Presented at the Nueva Innovative Learning Conference, San Francisco, CA.
Wolf, M. (2018). Reader, come home: The reading brain in a digital world. New York: HarperCollins Publishers.

Beginning of the School Year Dreams: Teaching Leaders of the Future

Image Credit: Creative Commons from Pixabay

As teachers, we always look out on those first promising days thinking “we are teaching the leaders of the world”.
For some of us, it’s a promise, it’s a responsibility, it’s hope, or inspiration that gets us excited to start a new year, and sometimes it just gets us through a tough day, class or year. But it’s true. We are lucky. We can have that impact. We do influence future leaders, followers and everything in between.
Frequently, our students will inherit a family business or walk into leadership roles with little to no work experience.  They already have money, power, and influence regardless of their education.
But do they have the skills and experience to be a positive influence in their business, community and to their co-workers? How can we help guide our students to be more responsible, kind, strong leaders of businesses, industries, and even countries?
Most international teachers I’ve worked with have come from a middle-class upbringing which is very different from what our students and even our own children are experiencing.  Some of us started earning our own money and had to be independent and made our own decisions at a young age.  Most of us learned so much at our first or tenth job, and most of our students never will have these experiences and environments to learn, fail and grow. Often times, standard curriculums don’t provide this knowledge or skills sets to collaborate, lead, learn and be responsible citizens of the future.
So what are we doing to provide these students with leadership skills and opportunities to fail and grow? How are we fostering responsible consumers and producers?
While we don’t have all the answers, I think ISB is moving in the right direction to help our students be more prepared for being compassionate, responsible citizens or leaders in any field.  We are putting a stronger focus on social and emotional learning while providing more interdisciplinary experiences to engage in deep, relevant learning.  We are fostering cross-curricular skills by giving our students authentic tasks to demonstrate their knowledge and skills.  We are reviewing our experiential learning programs and we provide dynamic robust professional learning for our community. It is definitely work that has started, it’s not happening everywhere, we are growing as educators and these hopefully more deep, relevant hands-on learning experiences at school will become more prevalent over the next few years.

Image Credit: Creative Commons via PixaBay

We are very lucky to have bright, engaged students who do well in school, but what traditional schools have done for the past hundred years aren’t preparing our students for their future jobs or to be responsible, compassionate transformational leaders.

What I wonder is what happens when the qualified teachers, coaches & tutors are gone.  How do our students continue to learn and grow? I think then we will truly know how prepared our students are for their futures.

The Joy of Standards

After a long day of sun on a Thai beach recently, my family came back to our hotel room happily exhausted, looking forward to watching our favorite Netflix shows on our laptops.
But it was not to be.
Our laptops, drained to nearly no battery life, couldn’t charge because their cords only had the Chinese three-pronged plug, and our hotel room only had the Thai two-pronged outlet.  
Yes, I know, talk about “first world problems.” Hardly a crisis.
But the disappointment of not being able to watch our shows got me thinking about an article I read recently called The Joy of Standards by Russel and Vinsel. If only the plugs were standardized internationally, none of us would have this problem. It’s astonishing just how much of our daily life depends on the products we use conforming to technical standards that we usually never give a thought to. 
There’s an interesting analogy herebetween technical standards and educational standards.
I spend much of my workday talking about the various sets of standards that we have aligned to as a school, from the Next Generation Science Standards, to the Common Core, to the National Core Arts Standards. As an independent school, we have the freedom to choose our standards here at ISB. Then we prioritize them, sequence them, unpack them into rubrics, assess them, and report on them—they form the backbone of our curriculum, helping us answer that all-important question: “What DO we want students to learn?” 
Unfortunately, as Russel and Vinsel put it, Standards have always struggled with an image problem. Critics worry that a standardized world is dull and mediocre, a nightmare of conformity and Kafkaesque bureaucracy.”
I can definitely relate. I can’t count the number of conversations I’ve had with teachers who feel that aligning to standards is just bureaucratic hoop-jumping, something to get through as fast as possible to get to the good parts of teaching.
None of us like unnecessary hoops. All of us want the freedom to use our own creative spark in the classroom.  
However, think back to the electrical outlets. Various countries don’t want to collaborate on technical standards, so we who travel between them have to figure out how to make our electronics work. The lack of standardization creates unnecessary friction that slows us down, just a little.  
Similarly, our students move year by year from one classroom to the next. Of course, they should expect to encounter differences in style from one teacher to the next. However, our school-wide alignment to standards ensures that 3rd grade prepares them for 4th grade, that 8th grade prepares them for 9th grade, and so on.
Standards help us ensure that there is a purposeful increase in rigor from year to year.  
Now standards are not enough—they can form the backbone of your curriculum, but they need you and your team to build out from a statement on a paper to a dynamic lesson plan.  The art and craft of teaching is so much more than just choosing standards. Your work is to decide just the right questions to pique your students’ interest; to plan the learning engagements to help them construct their understanding; to make dozens of moment-by-moment decisions on how to connect with your students.  
So, next time you open your rubric or your unit planner, see your list of standards, and feel a little exasperated, think back to the last time you didn’t have the right shape electrical outlet, and how frustrating that was.
Yes, standards might feel mundane sometimes, and they may be the least interesting part of what you do. But your choice to align to standards reduces frustration for students as they progress on their learning journey. 

Source: rawpixel on pexels.com

Sustainable Design in Schools


When I first started working as a Design teacher, I was so excited by all the projects and opportunities I was going to have making with my students. I started to thinking about SUSTAINABILITY without even really thinking about the term in two ways:

  1. How will we manage materials and waste responsibly?
  2. How can I give students’ opportunities for open-ended client based projects when I only saw them for a year or a semester, but manage the sustainability of good projects?

 
And even after ten years, still don’t have answers, but it still something I continue to think about and work on as an educator and facilitator. No matter what school you are at, this is usually an issue, but it’s not something that is frequently discussed or solved easily.

First, let’s think about the question with the clearest answer:
How can we manage materials and waste responsibly?
Originally, I thought maybe I could use primarily recycled or upcycled materials.  I think this can be done with balance.  It is hard to create high quality products with old cardboard boxes and old food containers. School communities are great at collecting materials, but then Design/Maker labs quickly turned into a trash heap on one side. We also created more trash with the trash in some instances.  Some of the products would definitely not be used.
As international teachers, we move around frequently, and often do not have the language acquisition for procuring materials.  Or the budgets nor time to be really picky.  I would love to know the source of all my materials and be able to use high quality, sustainable, ethically and realistic for my budget.
As many of us have realized… there is no answer.  It is a balance of upcycling/recycling, and ordering ethical and sustainable materials.  We have started recycling our own plastics at ISB, using the Precious Plastic model, which has been a great asset to our design program. I do wonder how I can find out more about the origins of my products and educate our community more on local sustainable products.
Now, on to the second part of sustainability in school projects:
How can we give students’ opportunities for open-ended, authentic, client based projects and manage the sustainability of those projects and products?
This is more difficult to answer.  I am constantly trying to figure out this one.  Frequently, students come up with great ideas for projects that could truly solve an authentic problem in our community, but once that student leaves the class or the school, that project is often dropped.  Sometimes I’ll try to suggest to the student that he/she should create a “sustainability plan” for example: create a club to continue the work that’s needed…
Sometimes a younger student will pick up the project…
And sometimes, I’ve just got to let it go, no matter how great it is.
In Design, a high quality product is desirable and we want kids to achieve that, but the reality is the process and the learning that goes into design thinking is most important.  Maybe those students continue the work at a new school, new community, or even at university.  I will never know, but there’s hope.  If nothing else, I hope that our students continue to use design thinking to address issues, identify problems and seek opportunities in all areas of their lives.
In many design thinking frameworks and processes, there is a part of the reflection piece where students need to consider the impact of the project/product on themselves, others, the environment and be reflective on their social, emotional and economic impact of their project, especially for them to imagine their product going to mass market.  This is essential in our teaching and our Design classrooms, no matter the project.
As international teachers, our students are the future leaders, businessmen/businesswomen, and parents of the next generation.  I hope they always consider their impact as they design and create new businesses, products and solutions to problems that may not even exist yet.
So is this something we need to put more at the forefront of our teaching as Design Teachers?  If we are not teaching it, who is, especially in such a hands-on way?
Should we always be looking at the sustainability and impact of the project, even as young as elementary school?
I think, yes.
 

Sip and Read!

What’s better than reading the newest and greatest books?

Eating, drinking, talking and getting FREE BOOKS while you’re doing it!

We all know as busy teachers that we NEED to gather new books and resources to engage our students in inquiry, introduce or consolidate ideas and concepts, or simply to immerse them in worlds other than their own.

Yet finding the time to do so can feel challenging.

In step the librarians!

We adore curating resources for teachers – it’s our superpower – and we are the best book pushers on the planet. With over 50 boxes of spectacular new books arriving so far this school year, we knew we had to get them in teachers’ hands, STAT!

Thanks to this week’s staff development time being dedicated to team time, each of the grade levels had purposely allocated time to head on down to the library to feast upon hundreds of the latest arrivals to our collection.

The delicious drinks (served in wine glasses to make us feel a bit fancier) and snacks (thanks to charity bakery, Bread of Life,) helped relax the atmosphere further.

Once bellies were filled, and the book shopping began, you could see shoulders relaxing and people losing themselves in beautiful texts.

Teachers flowed through areas showcasing beautiful picture books aimed at our youngest learners, introductory non-fiction texts and onto challenging and engaging sophisticated picture books and narrative non-fiction.

Deeper into the library were tables highlighting perfect read alouds, the perennial favorites in graphic novels and almost 200 genrified chapter books. Along the tops of the non-fiction bookshelves were new books that were purchased to match grade level inquiry units and Writer’s Workshop units.

    

But there was more!

Along the edge of the library were new high interest non-fiction books across all topics and ages and projected in one of the teaching spaces was the QR code for teachers to sign up to RB Digital for both student and faculty magazines and newspapers.

Finally, SWAG! (Who doesn’t love free stuff??)

On the way out the door, teachers were encouraged to take two gifts:

  • 8-10 titles from past Panda Book Award lists to add to their classroom libraries (they had just been deleted from the Teacher Resource Center),
  • Three posters of QR codes, curated for their specific grade level: search engines, royalty free images, and databases.

It was an incredible opportunity for us to connect with the teams we support, and to show them the ways new resources can complement their teaching. What a joy it was to have quiet, relaxed conversations about powerful books that have the potential to move students’ ideas and hearts. What a privilege it was to flesh out possible provocations for upcoming inquiry units and to provide easy and efficient ways to ensure ethical uses of information. 

Perhaps most happily of all was hearing teachers genuinely appreciate the dedicated time to relish browsing and borrowing without the need to simultaneously supervise students.

We always have chocolate, we always have ideas, we always have books, and we will always make time.

Come visit us!

Personalized Learning through the Passion Project

Image Credit: I can still be a kid sometimes  by Austin, a Fall 2017 Passion Project student

ISB has made a commitment to personalized learning as one of our Strategic Initiatives.

Personalized Learning is offering a variety of student opportunities and resources that fosters students’ learning, allowing them to design learning experiences based on their own interests, curiosities and competencies. In our high school, there are many different pathways and course selections for students to gain knowledge, skills and foster L21 skills.  The Passion Project course is an opportunity for students to design their own learning for a semester.
This course description is as follows:

The Passion Project is a dynamic approach to learning in which students explore passions, problems and opportunities and follow the ISB Design Process in a hands-on approach to create a product, event or system.
In this innovative course, students design and complete an individual project that is geared to their particular interests, aptitude, needs, and desired outcomes. This self-directed study could take many forms. The Passion Project aims to provide students with the opportunity to find, develop, and experience a passionate endeavor.

This is an amazing opportunity for students to follow their passions with the guidance and mentoring of a teacher.  This allows students time in their schedule to work on their Passion Project, reflect, and conference with the facilitator.
Students use a design thinking mindset, guided by the ISB Design Process to over the course of a semester to achieve their goal. Using the scaffolding of the ISB Design Process students inquire, develop their ideas, plan, create and seek feedback to improve their process and product.

At the end of the semester, students will choose their own way to share their products and learning.  This can be as simple as meeting with a few teachers or their parents to share their work.  This could also be much bigger where students could present at an assembly or for another audience in our community.
Students post their weekly progress on their blogs and are always seeking feedback, inspiration and ideas from our larger community.  Please be a part of our students’ learning journey as they document their Passion Project through process journals. We encourage you to comment on their blog posts through: questioning, advice, suggestions, and any other constructive feedback.
Here are our semester 1 Passion Project students this year:
Austin’s Passion Project process journal   – His goal is to publish a book of his comics
Maggie’s Passion Project process journal   – Her goal is to create a portfolio of her illustrations for stage design
Tiger’s Passion Project process journal   – His goal is to raise and potential breed bearded dragons
Sarah’s Passion Project process journal   – Her goal is to design and publish a graphic novel based on mental health for teens
Jane’s Passion Project process journal  – Her goal is to write and publish a novel

OneDay 2017

At ISB, OneDay is a day in which middle school students can design their learning.  OneDay gives students the time to follow their passions and individually personalize their learning for the day.  Teachers facilitated the process throughout the month of January during homeroom Mentoring time to help students follow the ISB Design Process to create a goal, investigate, design their day and plan.

It is amazing to walk around the middle school on OneDay as students take learning into their own hands.  They were engaged on the sports fields and gyms,

in the kitchen,

in the band rooms,

art rooms,

makerspaces,

hovered around laptops collaborating

and were nestled in cubbies as they typed fan fiction.

 
We want to continue to improve OneDay and will work on a feedback session with middle school teachers in an upcoming faculty meeting.  Please feel free to add any suggestions in the comments.
I’d also love the idea of a OneDay as a PD model.  It would be difficult for me to decide what I would do that day, but I think it’d be a good exercise for teachers to take ownership of their own learning and also experience what the students did as they prepare for OneDay.
For more OneDay projects, check out the ISB OneDay Blog.

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