Global Changemakers Project: Invited to the Extraordinary, Rich Lives of People Who Changed the World

Fifth grade teachers, under the leadership of a skilled colleague, are guiding students to completion with their Global Changemakers Projects--projects that include reading, research, writing a fictional interview, creating a digital poster, illustrating a portrait, dressing in character, and performing as part of a human timeline of global changemakers from the past to the present.

This project continues to grow over the years, and every year it's amazing to witness the affect that these global changemakers past and present have on the young lives of fifth graders. As I read several interviews this morning, I was struck by the powerful interpretations children were making as they pretended to be both the interviewer and interviewee in the reports. Children's invitation to take an up close and personal view of these extraordinary people and the amazing lives they have lived, struggles they have encountered, and perseverance they have experienced is truly transformative. I read children's words carefully, words they wrote about Edison, Malala, Elizabeth Blackwell, Madeleine Albright and so many more.

This is education at its finest--learning that integrates the arts, technology, reading, writing, conversation, and performance, education that plants critical seeds in these children's lives, seeds that will help to develop greater intellect, perspective, questioning, decision making, and positive living. Onward.

Tomorrow and the Week Ahead: First School Week in June 2018

Before I dig into today's prep and festivities, I want to focus on what I'll do tomorrow to teach well.

We'll begin the day with an entertaining and educational cultural enrichment event hosted by the PTO. Later, we'll meet with the counselor to view a safety program focused on sexual abuse prevention--it's a great program that I believe every school system should share with their students as it helps to keep the students safe. After that the Middle School teachers will visit our school to give the students a presentation on Middle School. Then there will be some time for me to meet with the Middle School teacher while the students play.

After lunch, students will work on their biography presentations. The principal will meet with the boys to lead a short inspirational discussion on scholarship while I work with the girls on their biography projects. I've planned this event as one way to boost scholarship in the final weeks of the school year particularly with regard to the biography project. Later students will attend music class and after that, there will be time for more biography study and recess too.

Tuesday will be another eventful day including a morning of biography study, and a special afternoon living history presentation that will teach students about Lydia Maria Child, a famous Wayland writer and abolitionist, and also model for students how to act in character which will be helpful for the biography project. Tuesday will end with more biography work, instrumental lessons, and recess.

Wednesday will find us digging in to complete those biography reports including time lines, posters, title pages, costumes, portraits, and interviews. And Thursday will be more of the same with the addition of our traditional strings/band concert and the set-up for the next day's Global Changemakers biography presentation. In the afternoon I'll attend the year's last WTA meeting.

Friday will find us starting the day with the Global Changemakers project--a human time line that will extend from global changemakers from hundreds of years ago to notable people today. After that students will have time to catch up on their math tech menus, introduce younger students to the instrumental program, attend tech class, and play.

We have a busy and positive week ahead--a week that will require good focus, positive coaching, perseverance, and celebration.

The last test and more

Today, with the exception of a few students, children will take their last big test of the year. I am so happy that today marks the end of a test season that included nine tests that each took about 3 hours. That's a lot of testing. I still find myself on the fence about these tests since there are both positives and negatives related to this practice. When the data is released, I study the results carefully and use that study to improve next year's practice.

Once the tests are done, we'll travel forward to our engaging project-based month of teaching and learning with the following projects.

The Fifth Grade Play
Everyone of the 65 fifth graders has a role. The music teacher has carefully crafted the play to include students' desired roles and talents. It is the quintessential community building event--one that the fifth grade teachers and many family members support. The presentation is a joyful event for the whole school and parent group. This project is definitely worth the time involved--it's a wonderful learning event for all.

Climate Change Projects
We are at the end stage of this year-long learning event. Students need to complete and present their projects. We learned a lot this year as we engaged in this study, and once the play is complete we'll spend a couple of days putting the final touches on the project and celebrating with a day-long field study in a beautiful, local conservation location.

Global Changemakers Project
Students have been reading and taking notes about famous global changemakers throughout time. Once we complete the Climate Change projects, students will immerse themselves into using their notes to write fictional interviews with these changemakers past and present. Later they'll prepare costumes, finish portraits and digital posters, and practice acting in character.

Boston Walking Tour
Students will take a guided tour through Revolutionary War era Boston--our guide is a wonderful storyteller, and this is always a popular trip.

Middle School Introduction
Students will be introduced to the Middle School with a visit to the school and a visit from the sixth grade team.

Sexual Abuse Awareness
Our guidance counselor will lead this wonderful prevention program to help students be aware of what sexual abuse is, and how to both prevent it or act if it happens to them.

Book Swap and Sale
A high school student will lead a book swap and sale to support Room to Read .

Global Cardboard Challenge
Students will review the design process and use what they've learned to create wonderful cardboard creations for our school wide Global Cardboard Challenge Arcade on the playground.

Field Day
Students will participate in a school-wide day of collaborative and individual sports, and they will also help out with the field day for the younger children.

Fun Day
Fun Day is a peaceful day at a beautiful natural place where children can play, play, and play more.

Slideshow,  Clap-out, and Memory Books
To celebrate students' final days of elementary school there will be a slide show, memory books and autographs, and a clap-out.

The goal for fifth grade educators, family members, and students is to stay the course, and do their best and enjoy each wonderful event as it occurs. Onward.

Digging In: The Biography Project

The biography project demands that children dig into books and articles to find facts and stories about the global changemakers they are studying. The project demands good reading, thinking, questioning, and synthesis. For children who haven't lived long lives and don't always have the contextual information with which to understand an individual's life choices, struggles, and influences, the project demands lots of conversation and discussions about history and lives. In fact one day I found a group of about eight students in the corner of the room debating the merits of their global changemakers' life choices. It was exactly the kind of conversation that you hope a school project will inspire.

So today I'll spend significant time sitting down with individuals as they work on their biography projects. I'll read the questions and answers they've crafted for their fictional interview, and look for areas where students could add more information or correct inaccuracies. The goal is for every child to craft an interview that provides a full look at the global changemaker's life including his/her struggles, influences, early life, adulthood, impact and reasons for fame. Like the children I also enjoy learning about these wonderful changemakers past and present.

Friday Musings: June 7, 2019

Students dressed in costume as they proudly portrayed 65 Global changemakers over an approximately 450 year-span from Shakespeare to Malala. There were politicians, athletes, scientists, businessmen and businesswomen, lawyers, artists, and more. Family members, teachers, and other students in the school took a gallery walk through time as they spoke with every global change maker. It was a wonderful event that continued a tradition which started many years ago.

The week also included a visit to the Middle School, visitors from the Middle School, finalizing the Global Changemakers fictional interviews, digital posters, portraits, costumes, and rehearsal, and today's rest of the day focus on read aloud, recess, the movie Jump In, and some great jump roping
too.

Next week will find students beginning their global cardboard challenge arcade/playspace projects, studying about changing bodies, writing letters, adding to a special book, cleaning out their drawers, and participating in Field Day. Teachers will be highly involved in every activity while also completing a bit of paperwork and engaging in meetings related to next year's plans.

It was a great week of learning, and it looks like next week will be much of the same. Onward.

Project Intensity: The Global Changemakers Project

This morning I woke up early to edit about 25 fictional interviews of global changemakers written by fifth graders. As I read, I was reminded of the intensity of this project as well as the many ways that students approach the project.

First of all the project intensity begins with the planning, preparation, and introduction to the project.

My colleague carefully creates research packets for the students and introduces them to each important step of the project including the following:

• Choosing a global change maker whose life work and impact "speaks to you."
• Helping students choose just right books to learn about the change maker they've chosen.
• Teaching students how to read for information and take notes.
• Introducing the main areas of life such as childhood, adulthood, struggles, influences, why famous and the kinds of information and questions related to those main areas in order to lead their research. 
• Reviewing a note taking packet.
• Introducing the written report format as well as writing techniques and grammar skills.
• Teaching how to move from first person to third person as students write the fictional reports.

In addition to this colleague's thoughtful and deep work, the art teacher and tech teacher also got involved in the project by teaching students how to research and create portraits of these famous people and how to create timelines and digital posters of the individuals' lives. Further the school librarian reviewed research procedures and supported student research and writing too.

Once the project got going, the rest of the teaching team including specialists, assistants, families, and all classroom teachers got involved by coaching the students forward with all aspects of the research, writing, and presentation work. 

To enrich the project, we also hosted two living history presentations to demonstrate to children how they can act in character and what a life story looks like via a living history presentation. Our presentations this year focused on the lives of Ben Franklin and Lydia Maria Child. Over the years we've had a variety of living history presentations which have enriched the teachers' knowledge and experience related to this genre and the lives of change makers too.

Now we're at the final stage of the project--a stage where there's lots of editing, finessing, and helping one another. During this stage students will also prepare their costumes and practice acting in character. Finally we'll host the celebration where children will line up in chronological order by the birth date of their famous individual. They'll be dressed in costume and stand in front of their fictional interview, time line, digital poster, and hand-drawn/painted portraits. Some will likely have props too. They will present for the entire school community, families, and other interested individuals. The show itself is a good teacher about changes in time, the qualities and life events of change makers, and the result of perseverance and scholarship.

While this is an intense and time consuming project for all involved, it is a project that's memorable, beneficial, rich, and deep--a keeper that gives students strength, inspiration, and knowledge to support their journey ahead. 

Friday Musings: March 8, 2019

There's more snow outside today than there has been all winter. Fickle New England weather. Yet the mile winter has made daily travel easier and we have rarely had to cancel recess or school all winter long; that's been positive. Hopefully we'll have one of those true springs this year; the kind that's sunny, cool, and bright most every day. We had one of those a few years ago and it was awesome.

No matter what the weather, we try to create a teaching/learning program that creates warmth, enthusiasm, engagement, teamwork, and fun--the type of program that keeps students coming to school each day and the kind of program that teaches well too.

As I focus on the big picture today, I'm thinking about all that we're promoting in the days, weeks, and months ahead as well as what we might work on more and promote in the future. When you look at the list below, you'll realize that it's a full schedule for the total of about three months ahead.

Math Expectations
There's a lot of expected learning standards in math and we continue to chip away at those standard-by-standard.

Math Tech
There's expectations that students will complete Symphony Math which I believe is an awesome tool for visual learning. We're making the time to meet that goal. We have a host of other online tools we use too to boost math skill and practice.

Computational Thinking and Fractions
I'll be embedding a state-supported standards-based computational thinking/fractions unit into the curriculum guided by a state sponsored professional learning endeavor.

Science Rotations
Students rotate from class to class to engage in hands-on exploration of physical, life, and Earth science standards. We use a team approach, and it's a favorite study time for students.

Climate Change Projects and Environmental Education
We're working with the support of a SUASCO grant to teach children about the science of climate change, foster student-driven climate change projects, and learn the science and engage in stewardship of the local habitat. Students, many families, educators, and community members are enthusiastic about this work. Our upcoming Great Meadows hike is a signature piece of this overall project.

March Madness Reading
Students are reading and voting on a number of great read alouds throughout March. This is creating a lot of good book talk throughout the school.

Fifth Grade Play
Our wonderful music teacher leads all fifth graders in a fifth grade play where every child plays an important part. This musical provides children with the opportunity to speak, sing, act, dance, and more on stage as they entertain the whole school and their family members. It's a great chance for students to try-out what it's like to be in a play to see if they want to continue to perform in our school system's wonderful musical and theater program.

STEAM Projects
We have three essentially survival STEAM projects ahead including the plant packets, water filters, and solar oven projects. Again students love working on these projects, and when we give it a survival theme they love it even more. The recent story about the two girls who survived being lost in the wilderness is a source of inspiration for our work in this area.

Biography Global Changemakers Project
Students will step into the lives of global changemakers as they research, writer interviews, create costumes, practice presentations, illustrate portraits, and more to eventually present a human timeline of extraordinary inspiring people throughout time.

MCAS Tests
These tests and the practice sessions that go with it last for about 8-10 days altogether. Students are tested in ELA, math, and science.

Boston Walking Tour
Student review social studies standards related to the Revolutionary War and then do a walking tour of Boston guided by a descendent of Paul Revere who weaves historic stories and the many historic sights together for an engaging 5 mile walk throughout Boston.

Global Cardboard Challenge
At the end of the year we clean out the cupboards, collect cardboard, and let children use the materials to create cardboard arcade games. Then we have an outdoor arcade that's open to the entire school. Students throughout the school enjoy this project. It's lots of fun and a great way for children to synthesize their STEAMwork and enjoy the final days of school.

Middle School Visits and Family Night
Since our students will be moving on to the Middle School, they'll have the chance to visit and the sixth grade teachers will also visit us to talk about the upcoming change. There's also a night for families to visit the Middle School and learn all about the programs ahead.

Buddies
We'll continue to read to and learn with our kindergarten and first grade buddies.

Science Recess
At the end of the year, some recesses will morph into science recesses when students are able to explore with bubbles and more.

Fifth Grade Fun Day
Fifth Graders spend the final day of school at the high school where they have the chance to play, create, sign yearbooks, and relax in the field house, on the sports fields, and on the grassy fields.

Fifth Grade Memory Book Day
Fifth graders each get a Memory Book that the parents put together. It's a terrific book that they use for autographs on the final days of school.

School Picnic
This year's school picnic will include a special tribute to the school's principal who is retiring this year.

Parent-Sponsored Fifth Grade Events
The parents sponsor a number of special events to mark the fifth graders final year at elementary school.

Continued All Drop and Read Time
We'll continue to make lots of time for in-school reading particularly since many families lament that busy schedules outside of school don't make time for this important focus.

As I look at the lengthy list above and think about all we've done throughout the school year, I'd say the only area that I think we're missing is the inclusion of video games. I'd like to include this at school because I know some students are engaging a lot with this at home and others aren't engaging with this at all. Some of the at-home gaming is positive and some may not be as positive. To include this as a learning venue in school means that this valuable vehicle for learning would be talked about and learned in broader and more inclusive ways. Students who love to game would have a vehicle for learning that they enjoy during the school day. Platforms like Minecraft also fully bring children into the world of 3D modeling which is so critical to their later understanding of the kinds of data visualization they'll work with in almost any field.

Work Towards Positive Change

As I watched the school committee meeting last night on my computer, I was cognizant of change. As the members grappled with the problem of finding a place to park the school busses, I became aware of how much building has happened in the town where I teach. There's not much left over land after you consider the many houses, condos, apartments, shops, businesses, conservation land, parks, churches, synagogues, mosque, sports fields, and wetlands.

Further change was noted as the members and citizens spoke of new programming decisions and the budget. Worries about adding full-time employees could be heard as the committee discussed the need for health care packages with regard to hiring full time workers for the schools. When I looked at the numbers charts, I noticed an uptick in student numbers as well.

It's important to understand the changes that are happening as you think about your career--how will those changes affect your professional goals and efforts?

With regard to the busses, I wish I could think of a better, greener solution. More students could walk which would be healthy, but that would require change with regard to parents' schedules. Many parents in the community where I teach have very busy professional schedules and may not have the time to accompany small children as they walk to and from school over town and country lanes and roads. High school students could be asked not to take cars to school which could possibly free up high school parking spaces for busses yet many high school students need to drive in order to go to after school jobs and activities. One more solution is to hire bus drivers who drive small busses--those bus drivers could keep the small busses at their homes and would have a shorter run with less students. This could be a greener solution.

As I think of my own career path in light of the many changes expressed, I see the following direction.

Rich Interdisciplinary Math Teaching and Learning
One citizen expressed a need for the school committee to think about the way the world is changing and what students will need in the future. This was a good comment, and one that made me think. Boaler's research, in part, points us in the right the direction for math teaching and learning. I will continue to advocate for more meaningful, student-centered, modern math programming, the kind of programming that includes rich interdisciplinary math education that fosters mathematical thinking, skill, knowledge, and concept that transcends all subjects, uses modern tools such as Minecraft, and gives students strong problem solving skill and ability. To do this I will reach out to administrators once again to approve the use of Minecraft to heighten our ability to foster students' modern-day, three-dimensional modeling and problem solving. I will also work with colleagues to advocate for a more logical order of mathematical units and the ability to embed greater collaborative, interdisciplinary investigations into our units. I will also work this summer to organize all of my math teaching resources both online and offline.

Multidisciplinary Units
Clearly the world continues to change and that means our students have to be flexible, well-educated, and thoughtful learners who have a global outlook and strong knowledge, concept, and skill foundation. Education is more important than ever, and that education needs to be broad and deep. That points me to the direction of life long learning routines and habits--it's essential that educators continue to learn in ways that matter with regard to their daily teaching. It also points me in the direction of fostering and supporting rich learning endeavor such as the multidisciplinary units like the Global Changemakers Project we lead each year. Currently our local funding source, WPSF, funds creative teaching/learning endeavor. We are making good use of those funds this year to develop a Frederick Douglass historic mentor unit for the Global Changemakers project. We are also using those funds in another way too to develop greater cultural proficiency in our overall teaching/learning program. Next summer we'll think together about more ways that we can access this funding to develop rich multidiciplinary units that elevate and empower student learning and perspective.

Social Emotional Learning
Our increasingly interdependent world demands that students develop strong social emotional skills and ability. Explicit teaching related to emotional intelligence will help our students to successfully navigate their communities and world. Fortunately our school system is embracing efforts in this regard. I will listen carefully to the leaders in this endeavor, continue to work with the SEL study group that I am apart of, and read more about emotional intelligence in order to help students develop these essential skills.

Conservation and Ecology
Efforts to develop a strong environmental education program were somewhat thwarted this year, but as I listened to school committee members discuss the environment, I realized that I can't give up on this. This spring as our team engages in a number of STEAM and naturalist activities, I'll rethink the ways that we might continue to foster this important learning and teaching.

Advocacy for Quality Education
Educators and citizens have to speak up and advocate for quality education. It's not society's first choice to look out for children or think about the future. Society, like people, are often more reactionary than invested in planning well for the future. That's why advocacy is integral. We have to work thoughtfully together to plan for and envision a good future and quality service and education for children. I will continue to work with the union, state committees, systemwide colleagues, and others to learn about and advocate for high quality education for all students no matter what their class, culture, race, or gender. This matters to our world.

Fifth Grade: What Can You Expect?

I've done a lot of thinking about the fifth grade year, and how to teach well.

There's so many details when it comes to the teaching/learning year. And amongst all these details, you have to stay flexible and keep an open mind to who your student are and what interests, needs, and contributions they'll bring to school.

Essentially, as the year takes shape, and according to what I know now. This is what one can expect at fifth grade this year.

Welcome! 
This is your classroom.

Who Are You? What Are Your Expectations, Interests, and Needs for the Year Ahead?
Introductions, assessments, conversations, and share. 

We Are a Team!
Learning about team with the Global Cardboard Challenge and a visit to Gillette Stadium to engage in a real world STEAM study activity. Teamwork and study throughout the year with our Open Circle/Social Competency programs and efforts. 

Everyone Can Learn. We are All Learners
Studying and embracing to learn behaviors and mindsets.

Independent/Collaborative Reading, Writing, and Composing Throughout Multiple Genres
A steady diet of reading, writing, and composing throughout the curriculum.

Social Studies Lens
Learning about and engaging with the world through geography, history, current events, and social competency.

Science/STEAM
Learning the science standards through reading, research, writing, expert visitors, field studies, and lots of hands-on exploration and experiments.

Data Tells a Story
Mathematics is used in many ways to tell a story, make sense of situations, and support critical thinking and decision making. Graph literacy is integral to using math data to tell and interpret facts and figures. 

Numbers: Math Ingredients
Exploring, investigating, creating with, and manipulating numbers as a primary ingredient of all mathematical study and application.

Math Systems
Learning about the definition of systems and applying that knowledge to the study of the base-ten place value system.

Virtual Space Exploration
A visit to the McAuliffe Science Center to learn about space in hands-on way. 

Area, Perimeter, and Volume
How and why do we measure area, perimeter, and volume, and why do we do this?

Math Operations
Analyzing, practicing, and applying the many ways one may "operate" on and with numbers to solve problems and demonstrate relationships.

Measurement Conversions
Review and application of common measurements and measurement conversions.

Parts and Wholes
A thoughtful study of fractions and decimals with real world application. A potential related study of States of Matter with a lens on proportional thinking.

Geometry
Studying two-dimensional and three-dimensional figures. Looking at where those figures exist and how we describe these shapes with mathematical terms, size, and relationships. 

Water Study and Conservation related to the Local Environment
Students will utilize STEAM to study and apply identified standards as they learn about our local wetlands habitat.

Teamwork and the Arts
The Fifth Grade Play and a potential trip to see a musical performance too. 

Global Changemakers
Modeling the study with a focus on Frederick Douglas and a visit to the African American History Museum in Boston. Then independent research, writing, creativity, and presentation related to notable global changemakers throughout time.

Assessment Leads Instruction
Focus on informal and formal formative and summative assessments at the classroom, school, system, and State levels to inform instruction. We will embark on the Next Generation MCAS for the first time this year. 

In the days ahead, we'll firm up the loose-tight curriculum schedule to create a map for daily, weekly, and yearly plan to support this study.

Should We Start the School Year by Talking about Race?

At the start of the school year, I generally make the time to talk about the history of people. I find that this talk serves to dismiss myths that might hinder our teaching/learning year.

How do I tell this story to fifth graders?

Taking the lead from work I did as a fourth grade teacher who taught a culture unit, I begin by asking, "Where do you think people come from?"

Students typically giggle a bit and then offer a variety of answers. When they refer to reproduction, I smile and say, that's a topic we'll learn about at the end of the year, but if you're curious now, you can talk to your family members about it. Then when they tell religious stories, I say, "We're a public school, therefore we respect all religions. Most religions have origin stories, and it's best to talk to your family members about that. Then I tell the scientific story of human origin, the story that uses our DNA to trace our roots all the way back to Africa.

As I tell the story of evolution, I also tell the story of skin and provide the scientific reasons why we have the skin shades that we have. I make a point of emphasizing that the biology that makes up our skin is a minuscule fraction of our overall genetic make-up, and like all parts of our body our skin has adapted over time for one reason and one reason only, survival. (I may add the news that Americans are getting shorter and ask them why that evolution might be true this year too).

When I tell the story, I use the map. I say that our appearance gives us clues about where our ancestors came from, and that we continue to evolve as all animals do for survival.

I find that this conversation early in the year empowers all of my learners by dispelling racial myths they may have heard or developed.

Recently, I wrote to school system administration asking that we create a thread of teaching throughout the years that explicitly focuses on racism to dispel myths and empower all students to learn well on their own and with others.

It's important that this thread is developmental, and I can imagine a K-12 team of educators, family members, paraeducators, administrators, and community members meeting together to make recommendations for this learning thread.

I would imagine the thread to include the following types of units:

K-2: We are the same, and we are different: A focus on self, our communities, and communities far away. There's lots of great literature and activities that support this kind of community building and awareness for young children.

3-4: Culture and Immigration. This is a great age to make children aware of the history of our multicultural nature.

5-6: History, Geography, and the Impact on Our Lives and the Lives of Others, Global Changemakers, and Current Events. Students at this age are looking for mentors, curious about one another, and very interested in the world around them.

7-12: Since this is not my area of expertise, I would defer this decision making to teachers at this level, but I think it's important that issues of advocacy, current events, racial/cultural understanding, opportunity/attitudina assessment and opportunity, history, world religions, and more.

In the year ahead, I plan to address racism in the following ways with my grade-level teaching team:

• Telling the story of the history of people and the history of skin.
• Regular attention to current events.
• Teaching cognitive science and how our brains work, emphasizing the fact that we're all capable of learning and dispelling myths that obstruct that opportunity.
• Focusing on the life of Frederick Douglas as part of our Global Changemakers Project, a project that introduces students to famous people throughout time who have made significant change, change that positively impacted lives.
• Visiting and working with The Museum of African American History in Boston.
• Regular discussion and education that responds to issues as they arise. 
• Regular work with the greater teaching team including students, families, educators, paraeducators, administrators, and community members to thoughtfully develop our good work in this regard.

Will you talk about race with students at the start of the year? If so, how will you do that with sensitivity and understanding? How will your system address this issue in order to empower all students. I'm open to your suggestions and thoughts.

Note: I work in a school that enjoys lots of diversity of religion, lifestyle, race, gender, culture, language, and more. 

Friday Musings: June 1, 2018

We're currently deeply involved in all things related to the Global Changemakers Project including portraits, timelines, mini posters, interviews and costumes. Next week we'll dig in for a few more days to add those extra facts and details to bring every student's project to a high level of accomplishment.

It's been an enjoyable task to coach each student forward and learn about all these famous people throughout time. Similarly I've enjoyed how students listen in on the edits, pay attention to each other's reports, and compare their lives and the lives of other famous people to one another.

Next week we'll likely continue our quest to complete Symphony Math, practice math via a math tech menu, read a lot and as mentioned above complete and present the Global Changemakers project.

In the meantime, my son graduates from high school and I'll spend the weekend cooking, cleaning, hosting, celebrating, and attending the graduation. I want to put school and other matters aside to enjoy this special time and give him the recognition he deserves. Onward.

Remote Teaching and Learning: What worked?

Since I've had time to relax and come down from a very busy three months of remote teaching and learning, I am now wondering what worked and how we know that it worked?

From the vantage point of my grade-level teamwork, I would say the following efforts worked well:

Fifth grade play
Unlike the grade-level live performance that is a tradition at our school, students essentially made a film with the leadership, guidance, and teaching by the music teacher and some other teacher helpers. Everyone of the 69 5th graders performed in some way in the video story, "The Show Must Go Online." Children learned how to produce a good video of their performance which required significant practice with singing, dance, acting, and speaking. This matched the teaching/learning standards for our grade level and provided each child with lifelong learning and presentation skills. This was a success.

Global Changemakers Project
Lead teachers including the librarian and educators who lead ELA and social studies efforts transferred our in-school project to a virtual research project that included accessing online resources, reading, watching, listening, taking notes, writing a report, producing a video, creating a digital poster, and presenting their work. Students chose global changemakers that connected to their own interests, talents, and dreams to research and report on. Similar to the in-school project, there was a range of completion options, and we coached every child to the completion of a stellar report. The final project which combines all the students' work demonstrates that this project was a success since it illustrates the fact that children read, took notes, wrote, and presented their knowledge in ways similar to years past and ways that provided them with positive lifelong learning tools and knowledge.

Math Standards
We covered all of the math standards for the year, and in fact, did more math teaching than in years past since if we were in school, there would have been several days devoted to field trips, Field Day, special events, MCAS tests, other end-of-year assessments, and play practice. Since we didn't have days away from school, math study everyday was expected and most students met that expectation. Students did take several assessments at home which demonstrated that most students made significant progress and scored in grade-level or advanced levels with regard to grade-level standards. Children who struggled more than others with math learning made significant progress if they came to virtual math classes regularly and regularly completed their daily math practice. Overall there was good progress and steady growth.

Reading and Writing
Hosts of online resources and good books were offered to students. A wonderful grade-level read aloud was presented. Daily reading and writing assignments were included too.

Field Studies
Students were able to virtually participate in traditional field studies, while this does not replace the in-person experience, we were able to replicate those events.

Greater focus on individual learning
We were able to maximize our personal learning approach by utilizing an all-hands-on-deck approach with all the teachers and teaching assistants available to support our team. Also, without the opportunity to socialize or fool around, we often had greater attention by many learners.

All in all, I was very proud of the learning and teaching our team fostered and students and families responded to during the three-months of virtual learning. There were definitely some areas that could have been better, and if we do this again, I will advocate and work for betterment in these areas:

Attendance
Children who regularly attended virtual classes did better overall. I would definitely keep attendance if we switch to remote teaching and learning again.

Targeted scaffolding and grouping
When we targeted student learning by carefully scaffolding projects, assigning teacher-coaches, and making sure that the group size was just right, the learning was more successful. We need to be very careful about this.

Frequency
Just like careful targeting and scaffolding, we have to be conscious of frequency of classes. Every child was expected to attend the following classes each week:

• one homeroom meeting - 45-60 minutes
• approximately three all grade-level meeting - 45-60 minutes
• two math meetings - 45-60 minutes
• One-two biography research meetings: 45-60 minutes
• specialized meetings for students with specific goals - multiple meetings per week led by various teacher leaders

If we do this again, I will look carefully at reasonable and beneficial frequency of classes for each child. 

Choice

Most meetings were open to all students. For example, if you wanted to attend five math meetings a week, you could. You could also attend regular library research help sessions as well as open-office hour meetings for extra help. If you had an IEP plan, you were able to have small group or individual meetings with special educators. There were some opportunities for individual and small group coaching with classroom teachers too as needs were demonstrated and time permitted.

Student-to-student collaboration

Students were encouraged to collaborate with one another. The Google classroom and Google suite tools made that possible.

Expected study and practice

Students were expected to spend one hour a day on math, one and one half hours a day on ELA, and approximately another hour on specialist subjects, science, and social studies. We carefully tracked ELA, social studies, science and math study via a number of online assignments that students completed. We taught all science, ELA, and math standards during the year. We did not cover all social studies standards and would not have covered all those standards if we were in school either since the standards are new and work has not been done yet as to how to fit those into the in-school schedule. 

Personal and group coaching

We coached student efforts and performance in a number of ways. First we wrote a weekly newsletter to families, colleagues, and students that outlined expectations. Next we reviewed expectations on the weekly learning menu and via our homeroom and other meetings. And, when children were not completing work, we contacted families and the students to find ways to encourage the child to complete their learning. When modification or other special requests were needed, we put those in place, and in a few instances, we had to consult system leadership on next steps.

Good communication and expectations

Since we were doing this for the first time, our communication and expectations changed somewhat over the course of time. This was confusing at times for colleagues, families, and students. Should we do this again, it is important to determine expectations, communication patterns, tracking, and assessment venues/protocols up front. That will help everyone to know what to do and how to seek help if they need it. 

Most challenged remote learners

Out of 69 students, we had about five students who I considered challenged remote learners. These learners did not make the same progress that other learners made. I think it's important for schools to understand how to identify these students early on, and then provide these learners and families with extra support. Extra supports may include some or all of the following:

• translation supports for families where another language is prominent
• emergency day care for children who have no parenting adult in the home on a regular basis during the school day
• counseling services for children and families facing emotional/psychological challenges
• parent coaching for parents who are facing extreme hardships during this time
• tutors for children who cannot complete individual tasks on their own after there's been considerable efforts on behalf of grade level teachers and specialists

Scheduling

Just like in school, scheduling of remote learning classes is essential too since often teachers are shared amongst grade levels and amongst subject areas. We put into place a generally good and predictable schedule from the start which helped, but once we started layering on more small group attention and specialized supports, we ran into some problems. So it's good to have a general schedule for all teaching times, meetings, and prep up front before the remote teaching and learning year begins.

Teacher Meetings, Lesson Planning, and Student Learning Review 
We had three standard teacher meetings a week including our staff meeting, PLC, and grade-level teacher meeting. Each teacher spent about 1-5 hours a day planning lessons and reviewing student learning efforts.

Coaching Trumps Commentary on Papers/Projects
I found that spending the time coaching trumped lots of time writing comments or grading papers. For the most part, math assignments were graded by the tech programs I used--that was very helpful. Rubrics helped to keep students aware of the expectations, and using those rubrics during coaching sessions helped to target the coaching efforts in positive ways. Accountability is essential, but the best time, in my opinion, was coaching sessions followed up by individual or collaborative application or practice.

Two teachers at every meeting
We had a practice of having two or more teachers at each meeting. Sometimes this meant it was a teacher and teaching assistant. Working together to teach was very helpful in the virtual sphere because it helped us to hear what students were saying, notice what non-verbal cues students were sending, call on children fairly, troubleshoot tech difficulties, and manage both the chat and live learning experience.

Assessments
A myriad of formative assessments are important elements of remote teaching and learning to gauge the success of individual students and the whole group as well as the teaching/learning pedagogy and curriculum used.

Track your efforts
It is also important to figure out how you will track your remote teaching and learning efforts so that you can report accurately on what you did, how you did it, and what the success rates were. This is the only way that we can reflect on, share, assess, and better our efforts. I would suggest tracking the following efforts:

• daily schedule including numbers of meeting, time for prep/review, teaching focus
• numbers of meetings and numbers of students in each meeting
• attendance
• learning experiences: content, lessons
• assessments: numbers, content, and results
• educators present - how many teachers were at each meeting and who they were

That is a summary of the efforts and learning that occurred at our grade level during the remote spring semester of learning and teaching. I would be very interested to hear a general summary of what occurred across the schools, grade levels, and disciplines including the successes and where we could have done it better. An accurate synopsis of that information will help us to move forward in ways that are meaningful and beneficial to all stakeholders with regard to remote teaching and learning. 

Busy day of virtual teaching and learning ahead

Today is a very busy virtual teaching and learning day.

What's the focus?

Math Meetings: Metric/Customary Conversions
The math meetings are focused on metric and customary measurement conversions. I began that focus yesterday with a couple of targeted lessons. I revised the lesson a bit for today's students after noticing a few areas of instruction that need greater depth. I always look forward to these 45-minute mini lessons where we share our math ideas and problem solve together.

Global Changemakers Project Launch
As we would be doing if we were in school, my colleagues who are taking the lead in reading and writing instruction will launch our Global Changemakers projects with a meeting that includes all 69 TeamFive members as well as the many educators that work with us to support the students' learning. My job at the meeting is to support my colleagues by managing the chat and observing the students to notice any needs, hands raised, and more.

Homeroom Meeting
Once a week we meet as a homeroom to check in on one another and share information that helps everyone to manage this learn-at-home time. A student leader takes charge during the meeting. Today students will share favorite movie titles. I look forward to hearing what they like to watch and why.

Student study review and response
I'll spend some time reviewing student, resetting That Quiz tests, responding to questions, and reaching out to students and their families who appear to be struggling with the schedule or expectations to see if I can be of greater help. We want students to continue the good learning program we've put in place, but we understand that every family is facing different challenges during this time. For example, many in our community are without power today due to the heavy windstorms we had yesterday.

Time to prepare the home office, set up the tech equipment, wear something bright and colorful, and ready to greet the students with positivity and the spirit that says, "We can do this!"

A Walk Through Time: Global Changemakers

Students studied global changemakers that interested them. They created fictional interviews with their chosen individuals. They also created mini posters with Google draw that included images, quotes, facts, and QR codes that linked to their written reports. After that they created costumes and practiced acting in character. Finally, they lined up along the borders of the gym in order of their important persons' birth dates. Then family members, teachers, and students attended the presentation and walked from one famous individual to another asking questions and listening to answers. The students did an amazing job, and their parents also supported the project with care. It was certainly a memorable morning of learning and share!

Dynamic Signature Biography Project Continues

For years our fifth graders have been engaging in a dynamic biography project. Each year the teachers in charge add to the project to make it richer. This year, my wonderful colleagues Ms. Candini and Ms. Mattson, continued to enrich this project, and as I interacted with the students throughout the project work and presentation in a number of ways, I noticed so many reasons why this project is a keeper:

• Students choose a global changemaker that "speaks to them" and one that they are interested in.
• Students read and research all about the individual they choose to study.
• Students use video, books, Internet research, visits to local museums, and more to research the individual.
• Students learn to write with voice.
• Students essentially gain a "historical mentor" as they study and write about the individual's life experiences including struggles, relationships, and choices.
• Students write a mock interview with the individual that prompts students to see the character from at least two perspectives including that of the interviewer and that of the global changemaker. This essentially represents a past and present points of view too. 
• Students use the writing process to reach final copy.
• Students create a Google drawing graphic representation of the individual's life including multiple main points. This representation includes a QR code that connects to the longer written "interview."
• Students rehearse acting in character with classmates.
• Classmates learn about multiple famous people in history as they rehearse with each other, edit each others' work, and present.
• Students get a visual view of history by lining up in the gym in chronological order. The visual difference in clothing and accessories is striking.
• Students further learn about and portray the global changemakers as family members, educators, administrators, and students from other grade levels attend the event, ask questions (questions outlined in a sheet of paper they receive as they enter the performance area (gym), and listen to more information that visitors share from their own experiences and study.

This is the type of project that embeds multiple common core standards in a rich, engaging, empowering, and academic ways. Below you can view the pictures of student presentations as well as read a couple of examples from students' written reports. One addition we might want to think about in the future is to invite local senior citizens to attend the event as their perspectives, experiences, and conversation will lend greater depth to the final presentation as well as student learning.

Every child made a digital poster using Google Draw of their individual. They included a QR quote that connects to their written report. 

Every child included a title page with a quote. Then they dressed up as the global changemaker and acted in character.

This is an example of a student question and answer.

Remote Teaching and Learning: What's Working

Remote teaching and learning for young children is not ideal, but it's what we have right now and we're making the best of it. The areas that are working include lots of personal, small group, and whole class coaching. We're working with families to help students meet standards-based learning goals in a number of meaningful ways.

Math Standards and Problem Solving
With a focus on math talk, reasoning, and problem solving, students are learning the standards that remain for the grade level. About 85% of students are regularly taking part in the online practice exercises and virtual small group math meetings. We're reaching out to the remaining 15% in a large number of positive ways to help them access the lessons and get more involved. We understand that some families are facing greater challenge than others during this time for all kinds of reasons.

Global Changemakers Project
It's an all hands on deck strategy to coach a number of small groups to complete this interdisciplinary project that includes independent reading, research, writing, and composition as well as small group meetings and a final digital project. This is a grade-level signature project that we've engaged in for years. Remote learning has created all kinds of project development to assist students' online research and project completion.

Homeroom Meetings
Each homeroom has a weekly meeting to touch base and share learning. This week's meetings will focus on the fifth grade play.

Fifth Grade Play
This has morphed into a virtual performance that will become a movie that includes a wide range of student talents and interests. The final product will entertain the entire school community.

Global Cardboard Challenge
The June focus will be the Global Cardboard Challenge with a focus on STEAM teaching and creativity.

Science and Social Studies
Via mainly videos and hands-on learning activities, students will explore science and social studies standards with family members as time permits.

Reading, Writing, and Creativity
Students are encouraged to keep up their reading, take part in a grade-level read aloud, and learn and share what interests them in a number of ways.

While not ideal, we'll stay the course through the next few weeks to help students meet the grade-level expectations and be ready for the Middle School years ahead. Onward.

Teaching Priorities for the Months Ahead

I have some travel time to think this weekend so this is a good time to think about the teaching days, weeks, and months ahead. What are the priorities?

Climate Change Fair
Climate change teams and directors have been busy preparing for our March 9th Climate Fair. At the fair each team will present an essential question and action related to mitigating climate change and protecting our local SUASCO watershed ecosystem. Students have been busy researching, creating action plans, working on those actions, and explaining their efforts via posters, presentations, and video. Then, at the fair, they'll share their learning and efforts with family members and students at the school.

Fractions
We have a lot of fraction study ahead. This is a great unit to teach and the priority is making good time for this study.

Geometry and Measurement
We'll spend some time on geometry and measurement too.

Student Led Spring Conferences
We'll update portfolios and help student prepare to lead their spring conferences that will take place during the second half of March.

Symphony Math, Khan Academy, IXL
These are our three main math practice sites, and we'll encourage students to use these sites to solidify mastery of fifth grade standards.

Read Aloud
I am making more time for this in the weeks ahead as a way to build student knowledge related to multiple standards-related content areas and areas of student interest.

Theater Visit
I'll reach out to our school librarian who is also a theater expert to help us prepare students for our wonderful upcoming trip to the theater.

Global Changemakers Project
The writing teacher on our team will take the lead for this project, but once MCAS tests arrive, we'll all shift our homeroom time to this wonderful effort.

Fifth Grade Play
In short time, students will begin working a lot on their fifth grade play which is a wonderful learning event for all.

Middle School Transition
There's lots of paperwork to complete for the Middle School transition. I want to review those dates and make plans about when and how I'll complete that work.

Tests
Fifth graders take a lot of tests. Right now, all those test dates are set on the calendar. The challenge is to teach all the information included on the tests in the weeks ahead--we can do that.

Science
Once the climate fair is complete, we'll move into leading many discrete science lessons including lessons about plants, composting, properties of matter, and Earth and Space science.

Expert Visitors
We have a science presentation about sound and another science presentation related to matter planned. We also have a living history presentation of Ben Franklin planned.

Field Studies
Students will attend the theater, spend a day in a beautiful natural space, and take a historic walking tour of Boston.

Field Day
All students enjoy this day of athleticism and fun.

Global Cardboard Challenge
During the final days of school, we'll recycle all the leftover materials in the classroom to support this creative STEAM project, a project when students create all kids of games and other creations out of cardboard, and then have a Global Cardboard Arcade on the playground during lunch recesses. This is a lot of fun for the whole school.

Celebratory Events
Parents are planning a fifth grade bash, pool party, beach party, and slide show to celebrate the end of fifth grade. Teachers will lead a yearbook signing event in the courtyard and a fifth grade fun day.

Professional Learning
There are a number of professional learning efforts to come including the final efforts related to our DESE Data Pilot. This includes surveying students and analyzing the results. I will also attend a Safe Schools workshop presented by the state department of education.

There's lots to come, and these are the priorities I will be focusing on.

The Curriculum Map

To make the most of time, it's best to lay out the curriculum map that includes what you plan to teach and how you plan to teach it.

Our map for next year includes these possible highlights:

September
Theme: We are a team.
Field Study: Greenways hike w/focus on ecosystem and teamwork
Focused Study: Team building activities, assessments, get-to-know-you activities integrated with early year curriculum tasks, where are we in time and place

October
Theme: Know and care for your local environment in school, on the playground, and in the community
Field Study: Sturbridge Village: Communities today and yesterday
Focused Study: What does it mean to be a good community member? Watersheds and Climate Change interdisciplinary study, STEAM Projects (The team in STEAM)

November
Theme: We are citizens of Planet Earth
Field Study: Christa McAuliffe Challenger Center
Focused Study: Science rotations, math/science integration as we work with large number operations with whole numbers and decimals (metric)

December
Theme: Together We're Better: Climate Change Projects
Field Study: Gillette Stadium
Focused Study: Project Based Learning in Math and Science

January - February Vacation
Theme: Metacognition: Know Thyself
Field Study: Museum of Science, Expert Visitors: Discovery Museum
Focused Study: Student portfolios, prep for parent conferences, assessments, fractions

March - April Vacation
Theme: Cultural Proficiency
Field Study: Wheelock Theater
Focused Study: Finishing up all grade-level standards-based study units, learning experiences

April - May
Theme: Global Changemaker Mentors and Guides
Field Study: Great Meadows, expert visitor: Ben Franklin, MOS Sound Presentation, Boston Walking Tour
Focused Study: test prep, biography projects, math transition assessments, MCAS

June
Theme: Celebration
Field Study: Field Day, Fun Day
Focused Study: Global Changemakers Event, Global Cardboard Challenge

Holistic Teaching and Learning

More and more education programs are moving towards a holistic lens and practice with regard to teaching children well. We know that it's not one skill or another that creates a strong program, but instead it is important to employ a holistic approach that helps educators to connect to students and help them become the successful learners that they can be. It is most important that every child continues to develop his/her repertoire for living and learning well.

With respect to this, how do we continue to develop our own teaching/learning repertoire as educators and how do we continue to develop our curriculum programs and teaching pedagogy to serve every child well.

In light of the fact that the science of learning and learning supports and programs continue to change, how do we keep up with grade-level, school, and system changes?

Our system begins by highlighting a number of system-wide goals. Then each school and educator matches their goals to the system-wide goals. That's a good process overall. The only part I'd change is to look a bit more deeply at the goal setting process so that it's as inclusive as possible. There are many tech strategies we can use to both deepen and broaden the approach.

As I think about our system-wide goals, highlighted to the right, I'm thinking about how the grade-level, school, and I can match our goals to these overarching goals.

Use Data Wisely
Data collection, both informal and formal, provides us with a terrific opportunity to look deeply at our students and programs. Already I've done a lot of deep data analysis with regard to my students. I've identified a number of questions about success and achievement that I'd like to pursue alone and with colleagues. Those questions include the following:

• How do we best serve students who are one or more years behind in the curriculum? 
• How do we maximize staffing expertise and time to serve all students well?
• How do we make our curriculum programs more culturally proficient?
• How do we give every child a challenge and a vision, plan, and activity for development--even children who are already meeting grade-level standards and beyond.

Nurture Early Child Development

How can fifth graders work closely with their early grade buddies to support optimal development, growth, and happiness at school? We can do this by establishing a weekly schedule of buddy time that includes teaching our kindergarten buddies and also developing fifth graders skills in multiple areas including reading aloud, basic math skills, and science and social studies knowledge.

Infuse Technology and Design

In what ways will we continue to design and redesign the curriculum program to teach well? How will we infuse technology into that design process to both appeal to and teach every child with depth? We already use technology a lot. This year we'll begin using Google classroom as we infuse technology into almost all project work and learning efforts. 

Train Global Citizens

What opportunities will we develop to help students broaden their awareness of the world around them and how will we support global and planetary citizenship? Our science curriculum develops students' awareness of our planet and how to take care of it. Our social studies curriculum helps students to develop the social skills to live peacefully and productively in the world. Further our Global Changemakers project helps students to look closely at how the world's most courageous and innovative people fostered positive change and development--this provides mentors for students as they live their lives.

Elevate Achievement
One big push in this realm is teaching students how to learn. We are explicitly helping students to understand the attitudes and behaviors that make learning more accessible and brain friendly. Through models, videos, conversation, and project work, we are developing students ability to pursue their passions and interests and develop as successful life-long learners.

Deepen Wellness Skills and Insights
Together with the physical education teacher, we are looking at ways to foster healthy snacks at school. We are also working closely with the guidance counselor to develop healthy social/emotional skills and advocacy with students on a regular basis. Further we are working to make our teaching and learning routines active including lots of outside nature play and study.

As I write throughout the year, I'll provide more details related to the goals. At present the teachers in my school work together to create school goals, it's important that we work together to support each other's individual teaching, grade-level programs, and whole school approach so that by the time our students leave our school they've developed a strong skill, concept, and knowledge foundation and have had a broad range of meaningful experiences with which to move forward with as they continue to learn.

Teaching Days Ahead: April, May, and June

I'm taking a few moments to think about the big initiatives ahead in the next couple of months:

Climate Change Projects
This week we'll spend dedicated time on students' climate change projects. We've done a lot of standards-based environmental study this year thanks, in part, to a SUASCO grant led by Audubon's Drumlin Farm naturalists.

Math Test Prep
We'll continue our test prep by completing MCAS practice online/paper tests and system-wide cumulative review practice tests.

Computational Thinking: Fractions
We'll engage in the MA Department of Elementary and Secondary Education's computational thinking unit on fractions. A lot of good time and research has been dedicated to this unit of study so I'm excited to teach it after vacation.

Science Test Prep
Students will review all the science they've learned this year and throughout elementary school via a series of practice tests, slideshow creation, videos, and stories.

MCAS Tests
Fifth graders take six MCAS tests--that's a lot, but we prepare them well and encourage them to do their best. The upside of these tests is that they build stamina and give students a chance to do what they know. When the results are used well, they are helpful, however if the results are misused or represented, the tests can be problematic.

STEAM Survival Series
We'll combine our STEAM projects into a survival series and have lots of fun as students use design and engineering practices to create, test, and improve plant packets, water filters, and solar ovens. Students will study the science related to these projects via reading, video, the hands-on project work, and model making.

Fifth Grade Play
Students will be practicing songs, lines, and actions as they prepare for the annual fifth grade play led by our amazing music teacher, Ms. Pohl.

Biography Global Changemakers Projects
Students will each engage in an in-depth study of one famous global change maker over time. The study involves deep reading and research, taking notes, writing a fictional interview, dressing up as the person, creating a portrait of the person, dressing in character, and acting in character during our June morning presentation when all children make a human timeline and families, friends, teachers, and students in the school "walk through time" and meet so may people who made a significant difference in our world.

Field Studies
A celebratory trip to Great Meadows and an educational tour of Boston's history are our final two field studies of the year.

Field Day
Of course, as typical of most elementary schools, students will engage in countless sports and athletic activities during Field Day, a favorite day for so many children.

Global Cardboard Challenge
We'll recycle lots of outdated and no longer useful classroom materials and boxes into a playground cardboard arcade. Students will embed all the science, math, engineering, art, and tech they've learned as they make wonderful playground arcade games, and then during lunchtime the whole school will be able to enjoy these games.

Stewardship Hike
If we can fit it in, we'll accept the offer of a former teacher and current environmentalist to lead the fifth graders on a hike to clean up a local natural area.

Fifth Grade Fun Day
Students will enjoy the last day of school as a day to play in a special location.

Celebratory PTO Events
Parents will celebrate the fifth graders' final year of elementary school with a pool party, beach party, BASH, memory books, and a class photo. All these events help to bring fifth graders together as a community and also offers the fifth graders a chance to meet children from the other schools too.

Clap-Out
On the last day of school families, friends, educators, and students in the school will clap out the fifth graders who will attend the Middle School next year.

As you can see, we hardly skip a beat during the final months of the school year. The key is to stay positive, energized, and student-directed. Onward.