Category: Instruction

Project-Based (Connections: Past and Present)

matthewpiercyInstruction

Reflection:

This was the culmination of our unit titled, “Connections: Past and Present.”  The title, “Back to the Future” sought to encourage students to meet the two objectives:

    • Identify what changed and why 
    • Identify how the object might change in the future

All in all, I was extremely pleased with how students performed and the entire project was completed during virtual learning (COVID-19).  We, as a team, already are very aware of how limiting our standards-based approach can be.  This being said, it was especially rewarding to observe how dedicated students were at each step of the process.  Chris’s video above is but one representation of this. He demonstrates a high-degree of professionalism in  presenting and the virtual model he created clearly exhibits pride.  Though creativity is on the rubric (see below), it is not something we assess (yet!).  Rather it is a school attribute and we are beginning to consider how we might more routinely web school attributes into our project work.

 

Back to the Future: Summative Project

RUBRIC

Learning Goal Beginning Approaching Meeting Advanced
Interdependence

Understands that studying the past helps us understand how the world has changed and how it might change in the future 

(Future Product & Flipgrid Presentation)

 I can identify how my object changed through time and how it might change in the future at a limited level. I can partially identify how my object changed through time and how it might change in the future. I can proficiently identify how my object changed through time and how it might change in the future. I can identify how my object changed through time and how it might change in the future at a sophisticated level.
ISB Attribute

(Creativity)

Develops new and imaginative ideas that have impact

(Future Product & 

Flipgrid Presentation)

 I explore new ideas and use limited imagination

in my future product and Flipgrid presentation.

 I explore new ideas and use some imagination

in my future product and Flipgrid presentation.

 I explore new ideas and use my imagination

in my future product and Flipgrid presentation. 

 I explore new ideas and use huge amounts imagination

in my future product and Flipgrid presentation.

 

Invitation to Parents:

Dear Parents of 7th Graders~
Thank you to so many parents for your responses. I have been experiencing a few problems with my e-mail and am unsure if this went out to all the parents on my bcc’ list. I apologize if it is a repeat message. If so, please just delete. Again, thank you for your support!
We hope you and your families are well.  In an effort to connect school, home and learning we are hopeful you might celebrate with us.  You may remember an email (video) a few weeks ago where we shared the Back to the Future project.  Students worked hard, and there are many shining examples of excellence where the ISB attribute of creativity is showcased. We invite you to watch your son/daughter’s presentation and maybe several other student presentations.  Students nominated the following as “must see” videos.  (Kris Pornsirikul, Linzi Durandt, Logan Major,  Brooke Walther, Veronica Pak, Tam Suteesopon). However, there are SO MANY fantastic videos and we hope you’ll see them.  Below are the links to access the presentations.
Thank you for taking time to read this and also for watching the videos. If you have something positive to say, please feel free to leave a short video response on the student’s video.  You can click on an icon that looks like this:
image.png
We’re sure students would really appreciate your kind and encouraging feedback.  Thank you so much for your continued support!
Kindly,
Matt Piercy
——————————————
One parent’s response:

Dear Mr Piercy,

Yesterday we watched a few videos and we were impressed with the ability of the students to deliver a presentation. It was also a moment to reward __________ and to discuss his work and _________’s one (both chose the glasses) to look for improvements that he could have done. It was a really nice, positive and constructive discussion.
Kind regards,
Daniela

3-2-1 (Take-Aways, Questions, and a Reflection) on Virtual Learning

matthewpiercyClassroom Environment

3 Virtual Learning Take-Aways:

  1. It takes time to develop a classroom culture.  Moving into the 9th week, the learning curve has been a little steep but I have come to realize that one of the roles I do not need to fulfill is that of “cheerleader.”  It’s counterproductive and actually a lie to act as if everything is “normal.”  Beginning Zoom sessions with a rah, rah, rah…”Good morning everyone!” has taken a backseat to a more invitational approach.  “I’m unmuting your microphones so you can all say ‘hello’ to each other.”
  2. Be okay with breakout rooms sometimes resembling a space for students to watch paint dry on a wall.  Sometimes they will be flat, especially if time isn’t taken to carefully craft the right “mix” of students in a breakout room.
  3. Come to peace with an unfamiliar quiet.  Maybe even appreciate how this hiatus provides students with an opportunity to improve listening skills.

2 Big Questions

  1. How do ethnic and home cultures of a student impact what they “bring to the table” in a virtual setting?
  2. What creative strategies might I be able to employ in effort to better “read the air.”

1 Reflection

  1. I’m absorbed in Erin Meyer’s, “The Culture Map.” What really grabbed my attention early in the book is the difference between low and high context cultures.

“Low-Context:  Good communication is precise, simple, and clear.  Messages are expressed and understood at face value.  Repetition is appreciated if it helps clarify the communication.

High-Context:  Good communication is sophisticated, nuanced, and layered.  Messages are both spoken and read between the lines.  Messages are often implied but not plainly expressed.”

Meyer’s continues by sharing how different countries fit on this sort of low/high context continuum.  An island nation, such as Japan, more likely to be insular and steeped in thousands of years of shared culture. Furthermore, its homogeneity also adding to a greater degree of nuance and layering of language.  How very different than the United States, the country I call home.

This has me reflecting on the nature of communication in our classrooms, especially if this is a skill we assess. Additionally, in our current Zoom classrooms, there are countless factors to consider that may be effecting, shaping, bending, and possibly blasting the classroom cultures we attempt to create.  Who would have thought about the role of distracting avatars and virtual backgrounds, or the need to mute student microphones because of the clanging of dish washing as life goes on in the houses of our students?