Shared Vision and Norms for Meetings
-For students struggling, how are we each approaching interventions differently in different subject areas? Why are they not getting it?
-How do we know that our strategies are working? How can we make accommodations if they’re not? Gathering and sharing evidence that students are mastering skill/ content.
-What are the structures within the classes that work?
-How can we ensure cohesion between our units?
To that end, we agreed on the following norms:
Grade Level Learning Cycle
But then we started gravitating towards Safe Practice and Experimentation, because some people on our team have already been trying things out in their classrooms and observing some interesting findings.
Mr. McMahon assigned his students to create a visual autobiography: Who’s who in Middle School. There were parameters attached to the assignment, but within those, students got the chance to be creative and express this however they wanted. But students all turned in the same thing, and were concerned with uniformity. In Mr. Pagan’s class, students had to design a cooler. They could design it however they wanted, but within each class, at least 3 groups made the same thing.
Out of this discussion, a strong inquiry question arose: Why do students create similar work when given freedom of expression? How can we push them to expand their ideas? Next week, Mr. Pagan will bring in some sample coolers and some written explanations from the students about their design processes. As a team, we can look for patterns that might prove useful as we figure out how to guide our students towards more unique work.