In creating our list, we included all of the things that we desire
to carry forward into the next school year as essential aspects of our classroom. We do teach in a unique situation, as team
teachers in a large classroom with 3rd, 4th, and 5th graders together. However, we view these 10 as fundamental
within any learning environment.
1. Genuine Fun
Humor
has been our specialty! How can it not
be when Ann is 6ft tall and I am 5ft, and we are side-by-side often… that
situation seriously comes with its own running commentary. J Laughter is important to us, so jokes,
costumes, and spontaneous dancing were plentiful.
2. Positive Relationships
The
idea of a 3/4/5 Multiage Classroom challenged many with concern to the maturity
levels of students on this age continuum, along with their emotional and social
needs. Our findings, though, were that the
age difference was not a factor for them.
Students were involved in mixed age groupings from the first day,
quickly making it a norm. We met
students where they were and grouped them according to individual needs, as
well as created daily whole group experiences to build community. Students valued the strengths of one another
and appreciated the diversity among us.
3. Student Empowerment
Focusing
on the 5 strategies we used to empower students this year made all the
difference in our teaching and their learning.
Providing daily choice, reflection, and self-assessment,
along with multiple opportunities for students to be the teachers and
share their voice allowed for a dynamic learning environment. They were empowered to take ownership for
their goals and their personal learning journey.
4. Brain Books
Our
developing baby this year (14 months old to be exact J)…
Brain Books have become the ultimate personalized resource for our
students. They created them from scratch
during our first week of school (some carried them into our room from the year
prior) and expanded them as their learning experiences occurred. No two Brain Books looked alike; no two were
organized the same; no two held the same information. They each possessed their own character, just
like their owner. The purpose of these
books was to link students to passionate learning. Again, more to come…
5. Student Learning Community
Building
our Student Learning Community was an eye-opening experience for me and Ann
this year. As we have said before, team
teaching in our Multiage Classroom required a lot of letting go, but it also
required a different mindset. Around
December we had realized the components (respect, retention, responsibility,
resources, and reality) that had made our SLC come alive. Students had gained a respect for the
diversity within our learning environment, understood that true learning meant
the retention of information and skills, learned the responsibility
of being advocates for their own learning, discovered what resources
best fit their own needs as learners,
and gained a better perspective of the reality for their future
as learners in our world today.
6. Personal Growth
Teachers
and students learned alongside each other this year. We each had our very own individual goals and
worked diligently to accomplish them. While
supporting one another to fill in missing building blocks, we truly had the
opportunity to bloom as ourselves and soar to new heights. Ann and I modeled learning by sharing our
own aspirations and successes through the year, as our students shared theirs
with us. Our motto was honored each and
every day by the focus and dedication from all.
“Work Hard, Be Courageous, Celebrate Growth! Hizzah!”
7. Parent involvement/Support
Our
families were truly amazing, and the dedication they provided their children is
to be applauded. They celebrated with us
through the school year, joined their child/children for lunch, volunteered,
dropped in to bring supplies/projects for big events, and communicated with us
frequently. They believed in our ability
to make this classroom the success it grew to be, and we tremendously
appreciated their support and involvement.
8. The Perfect Storm
The
development of the Perfect Storm began in the fall, as a way to shift our
thinking towards a learning environment driven by students’ needs rather than
by standards or curriculum. We used the
metaphor for students to understand the rhyme and reason for our daily schedule
and intentional groupings. It has also
helped in explaining our mindset/philosophy behind teaching and learning within
our Multiage Classroom to other teachers, administrators, and parents. This physical model in our classroom has
definitely grown to be an integral part of our daily work.
9. Tech Integration
Our
students understood technology to be a resource that was available to enhance
their learning when necessary. We did
not schedule shared time or check-out of computers/iPads within our classroom,
but rather they were accessed the same way a dictionary, paint, a ruler, or a
trade book would be- with intent to support a given goal/project. True integration to us is when the
technological tool is a common part of the learning environment, and is used
for a multitude of purposes. We have big
plans in terms of connectivity as we move into next year; so far we only scratched the surface of
possibilities.
10. Project Based Learning
Through
the letting-go process, Ann and I discovered PBL as our favorite go-to
instructional model. Within the content
areas of Science and Social Studies, we found Project Based Learning to provide
authentic experiences and facilitate our goal of empowering learners. Based on
students’ feedback we began incorporating PBL into the math content area, as
well, providing students the opportunity to dig deeper with a concept. Genuine
conversations and collaborative processes unfolded through each endeavor. Culminating teaching experiences provided our
students the opportunity to share their new understanding with kindergarteners. An interactive museum was created each month
to display projects and teach others. Our
classroom truly came alive with enthusiasm during these PBL share-outs.
Our students inspired us each and every day through their
courageousness to open their minds to new learning. They built a true sense of community through
the support they offered, the respect they displayed, and the positive energy
they brought. As Ann and I begin to
establish our goals (the areas we want to improve or tweak within our learning
environment for our students), we will keep these 10 elements in the forefront
of our minds. These have created our
skeleton for an empowering learning environment of the 21st
Century.
·
A place where students can come to communicate
their ideas and realizations, sharing their voice
with the community.
·
A place that offers students collaborative opportunities
as they travel along their learning path.
·
A place allowing for creative ideas and projects
to be shared that display personal innovative talents.
·
A place for everyone to have many chances to
think critically throughout the learning process.
·
A place that offers a safe and supportive
community, while celebrating autonomy.
·
A place where students can call home during
their scheduled learning hours.
~Celina
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