Spring Cleaning My Curriculum for next year

Sorry for the late post. I usually get this blog out on Sundays, but it was a busy weekend at our sugar house and yesterday I was feeling under the weather. I was super excited to get my blog out this week because I came back from the Standards Based Classroom course last week fired up about the rest of this year and next year.

This week we're wrapping up our Economics unit and I'll be using a strategy from the conference to assess the learning. It's called "Tiles" here's an example of a tile sheet I made about my conference takeaways:

The idea is to collect ideas and make connections in a way where there's no wrong answer when it comes to organizing. Tiles can be moved, folded, turned over, etc as you think about things first before writing about it. What Stan and Emily emphasized was that this provides students with think time rather than writing and trying to sort the ideas about the topic out at the same time.

I was able to really put some thought into next year. I wanted to start with a vision. So I wrote a goal statement for Sterling Social Studies: Use transferable skills to think deeply about the modern world using the lessons of history to develop solutions for the future.

From there I created a graphic that I thought would capture the work needed to pull this off:

I borrowed from a graphic I saw from the Tarrant Institute where the roots feed the trees. I know our work needs to be rooted in the transferable skills, from there our 4 topics will grow out of with specific learning to each and the UN Sustainable Development Goals are the backdrop that are present throughout the learning. I'm not a graphic designer but I was pleased with the outcome!

I was able to create 2 units for next year through this lens and develop a KUD for both. Those will be published on the new Sterling Social Studies website when I feel it's worthy! Next steps include developing inquiry based units to move students through the KUD objectives as well as creating benchmark documents so students know up front what the expected learning looks like. I'm excited to keep designing and thinking and can't wait to see how the "Tiles" work goes this week.

End of trimester. Exhale

It's always a busy time of year when the trimester ends because it's also deep in the throws of student-parent-teacher conferences. Since I've really invested in student lead conferences I've grown to love them. Celebrating the growth of the year, or 2 years for my 6th graders is always amazing. To pause and reflect is such a powerful thing. Students don't do it enough and me and this blog are my intentional attempt to do that professionally.

Students wrapped up the first part of our economics unit by completing their individual country research and partnering up and comparing and contrasting their countries and the economic markets. I had them fill out this graphic organizer to show their learning. We then watched a PBS show about American manufacturing to get them thinking about the next part of our unit.

One of my classes was super fortunate to have a parent come in as a guest presenter. She lived in the Soviet Union as a business liaison at the tail of end of the Soviet Union's run as a Communist state. She shared stories of rationing, government planning, and the difference between Communism as a philosophy and Communism in practice. I learned a lot and I know the students really enjoyed it. She brought in great artifacts to show as well.

It was a great week and though it was a 4 day week (today is reserved for parent conferences) I was just as tired last night as if it were a 5 day week. I'll take the long weekend (I've done my conferences outside of today- trying to fit 11 hours of conferences into a 7 hour day never seems to work for me) to breathe, recharge and get ready to welcoming my awesome students on Monday. They'll start their research on an item "Made in the USA" and track the individual components around the globe to see where it all comes from!

Global economy lesson leads to conversation about Christchurch

The week was going great. Students were heavily invested in their research. They could pick any country in the world to study. Describe it using the 5 themes of geography and extend our economic vocabulary to analyze the resources of that country (land, labor, capital and management). Every student seemed excited to get know their country better, some picking truly remote places they had never heard of (they weren’t allowed to pick the USA- we did that as our public record).

Direct instruction happened around the Learning Target for the unit (Economics). Most students were at 2- understanding Supply & Demand. We had updated the deadline for the research as a group, allowing for some democracy in the classroom. I wanted it due Friday, they wanted more time, so next Tuesday it is!

Then the incident of Christchurch took place, Friday morning our time. I couldn’t ignore it. It was the neighbor country to many students’ research countries in Oceania. It was an act of terrorism, an act of out fear and lack of understanding. With all the work we’ve done around empathy it was a teachable moment now on many fronts.

So we began Friday’s lesson with some deep breathing. I reminded them about putting themselves in an empathetic place. We talked about the 3 ways to show empathy: 1- putting oneself in an empathetic mindset. Focus on how they feel rather than yourself. 2- active listening. 3- asking “you questions” rather than making “I statements”. Students were given the option to not participate as well. From there we began the discussion. Let’s find New Zealand on the map, let’s look a the political map and understand that the bigger the font, the bigger the city. So Christchurch is one of, if not the, largest city on the South Island. We talked about what a mosque is. I stated facts, being careful to only cite information that came from official press releases from the New Zealand police or. Government. I was transparent with the students about that too. We talked about the why behind it, the historical aspect that many religions have been attacked based on fear of them over history. We ended by talking through what our response could be. Reach out to a Muslim friend or family member, just to offer words of support and let them know you’re thinking about them. Pause before passing judgement, you never know who is impacted by events like this, be them Muslim or not. Look at the news to see how locals are responding. Be aware that there are mosques in our area, notice how people may go there just to say kind words and support our neighbors. My hope was that I continued to teach these students to be globally aware, but use empathy to impact the community in a positive way locally. It wasn’t the lesson I had planned for the day, but as I’m finding in my first year teaching Social Studies, the news around us is often more powerful a lesson framework than anything I would design in a vacuum.

Friends vs Friendly, Free Markets and Five Day Weeks

The first day back from a vacation can be a challenge. Waking up to an alarm, refocusing attention and being aware of others all come back into play. And the same is probably true for students! This year I've been using those first days back to work on light-lifting, low stress but teachable lessons on empathy, kindness and reestablishing relationships. We did our improv work after summer vacation to work on our listening skills, after the holiday break we worked on the kindness pledge and this time around we did some direct instruction on empathy. I used a lesson from Tolerance.org to help. I explained to my students that you can be friendly to anyone and that doesn't mean you have to be friends. Before we got to the role-playing part we focused on the 3 keys to developing empathy- 1) Put yourself in an empathetic mindset. 2) Be an active listener. 3) When following up, ask "you questions" rather than making "I statements". Students role-played different situations and worked on their empathy skills. We closed with a whole group circle exit task where we shared out big takeaways and things we could go out into the day practicing that show empathetic thinking.

From there we started our unit on economics. Economics is tricky because there are so many unit specific vocabulary words. I gave kids a handout that we used some literacy strategies to read aloud, take notes on and then answer some comprehension questions around. I explained that the goal wasn't vocab mastery but starting to familiarize with terms like producer,  consumer, market economy, supply & demand, etc. Friday we read a Newsela article on the different types of economies in the world. Newsela is great because it allows students to adjust the reading level of the article, highlight words, and take a check-in at the end to make sure they understand what they just read. From the teacher dashboard I can see what reading level each student selected and what words they highlighted. I asked them in particular this time to highlight words in red that they still didn't know so I can build a vocab wall in the room. The big piece of understanding students needed was to learn what resources are being talked about when describing the market of a certain country. Starting tomorrow, students will pick a country from anywhere in the world and research their markets with the goal being to make a claim as to whether they are capitalist, communist or socialist markets by the end of the week.

Reflections on team teaching 18th Century Vermont

Vacations are earned! That's something I know. But they are earned by teachers and students alike, especially after completing a whirlwind unit like we just did.  For the month of February the ELA teacher on my team, Joy Peterson, and I did our first integrated humanities unit. There was an adjustment period for us as teachers- opening the wall between our two classrooms, collaborating on an hourly basis and resetting norms for the big room during non-academic times. So I have to assume the students took some time to settle in as well!

I really enjoyed the experience. It was great to see the flexibility and having multiple experts in the room to refer students to so they could really get the support they needed. I think a true example of personalized learning! Need more research options or random facts about Vermont? Go see Mr. Bailey. Need some support laying out your presentation and properly citing sources? Go see Ms. Peterson.

We started the 3 week unit with a week of stations (documented throughout on our team Instagram feed), where each day students were exposed to different aspects of 18th Century Vermont. People/Settlement/Conflict was the first station, Agriculture/Food the second, Industry the third and Growing Up in Vermont the fourth. We had students keeping exit tasks books throughout as well as self-assessing their focus and interest levels to see how the numbers for focus change as the number for interest in the topic changed. From there they brainstormed personal research projects and used this padlet to research. I was really proud of the focus we intentionally set out for Native American life during that century. A lot of students took an interest in that and did projects with that topic.

The Learning Targets we were assessing the work on was the Humanities target of "Speaking & Presenting" and the Social Studies target of "Culture". I did a lesson with direction instruction around Speaking and Presenting using the Highlights magazine cartoon of Goofus & Gallant. Joy and I created indicators for the target, doing some translating of the language within the target to be more 5th/6th grade vocab friendly. In the mini-lesson, I broke tables groups out to create a Goofus & Gallant using just one part of the target (highlighted in this google doc).

This past week was for presentations, and I can confidently speak for Joy and myself in saying how blown away we were by the content and delivery across the board. I'm so excited to be putting in a variety of examples in below. I'm also pleased that a few students are going to extend their experience by entering their presentations in Vermont History Day in April.

Now it's time to do my part as an 18th Century Vermonter and wait for the weather to cooperate so I can start sugaring season. We run it old fashioned- buckets, lines and a wood fire. An ode to those who've come before. Enjoy the student examples below:

Triumph & Tragedy in 18th Century Vermont

Morgan Horses

Potash

18th Century Vermont Life

This group visited the 1 room schoolhouse as part of their project

The Work of a Fainting Goat

When I'm home at night with my family, my girls (ages 10 & 5), we like to unwind after dinner watching some funny videos. The go to, first request is always fainting goats. For those of you unfamiliar to these animals, see the video below (be prepared to play on loop and have a good laugh):

There's nothing medically wrong when they fall, it's just when it is time to do something, they fall over. Like my youngest, Sophie says "It's like they're plastic!"

For me this made sense when thinking about wrapping up our most recent Social Studies unit which focused on the inquiry question of "Are Freedoms Free?" To tackle this important question we looked at the Constitution, Bill of Rights and all 27 Amendments. When putting together the summative assessment the goal was clear for kids. Unlike the fainting goat, their work needed to stand on it's own merits.

To accomplish this, the sharing out was round-robin format. Students left their work at the table why circulating to other presentations. They were not allowed to stand and explain what their peers were reading. As we work through the CVSD Transferable skills, we have already done a lot of work around Claim and Evidence. This unit was scored on Reasoning & Analysis. Their ability to look back at all the work we did over the unit and analyze how it supported their claim.

The way in which the work was presented was open-ended. I told students to play to their strengths. I received a lot of different formats. Slideshows, posters- both digital and on paper, some videos, a skit or two and even a poem were all part of the things shared out. I was more than impressed with how these turned out and learning students demonstrated. I've included some examples below.

On a related but separate note- I had a great initial brainstorm meeting on Wednesday with Emily Rinkema to start mapping out next year. My big takeaways was that I will be using the UN Sustainable Development Goals as the spine of my curriculum. My homework for Emily is to create some graphic to represent that as a curriculum map. I'll be building a website to house the work for next year. The idea will be to integrate the C3 National Social Studies Standards with the Global Goals and work down through the district transferable skills and learning targets to be the critical thinking skills needed to address solutions to the goals all while using the lens of history to teach it. One theme I'm considering for the year is "Using the past to solve the present". Let me know what you think of that!

Here are some of the examples. Two are from 5th grade girls and the other from a 6th grade boy:

Poem

Slideshow

Essay

Dreams for next year

I'm not even sure if I remember how to write a blog post it's been so long, but I'll carry on in the hopes that it's like riding a bike. Apologies if it comes across disjointed but I'm going to simply share out my ideas for two reasons- the first is that by publishing them I'll build some accountability for myself to implement them and the second is creating a place to come back to when I forget what any of them are!

In an effort to see these ideas come to light I'm already setting up times to meet with our school's PBL coach Emily Rinkema to start laying the groundwork. I know for me, one of my weaknesses is sustaining big ideas unless I've set routines and structures in place ahead of time. The chaos of the school year just takes over and I go in to staying a float mode rather than swimming ahead.

As I'm looking over my first year of teaching Social Studies, I've been pleased with the level of discourse and thinking that's been produced using an inquiry based design approach. The course I took really helped shape my ability to design units where students think critically about topics. I want to keep that in place while adjusting the curriculum map itself to focus on the following areas:

• Using the UN Sustainable Development Goals as the core curriculum experience
• Engage students with real world collaboration opportunities with community members to help their work in these goals
• Begin to use Empatico to connect globally to classrooms around the world as a way to promote empathy, tolerance and understanding
• Continue to improve the PLP process to have students set goals based on the transferable skills our district has set out

• Finally, in my own professional journey I'd like to do this (blog) more and include student voice  by having them use tools like WeVideo and OnlineVoiceRecorder to have them create vlogs and podcasts.

I'm planning on doing another post this week to highlight the amazing learning that took place on the unit we just finished on the Constitution and Bill of Rights where we answered the question- "Are Freedoms Free?"

Comments and feedback greatly appreciated!

Jared