AUTHENTICITY THROUGH PRODUCTS, EXPERTS AND FIELDWORK BRINGS LEARNING TO LIFE
HIGH QUALITY STUDENT WORK, INTRODUCTION WRITTEN BY CHRISTIE MANASSO AND MARTINA BAERMAN
Expeditions at Clairemont have grown from a showcase as a means for students to share their work with just their families to purposeful products designed to service the community at large. Prior to the past couple of years, parents were the audience and the purpose for products was not always meaningful. For example, in 2009 first graders participated in a study entitled “I think, therefore I am”. This expedition covered Howard Gardner’s theories of multiple intelligences and gave the students opportunities to learn about plants in a variety of ways. It covered many standards and ideas, but did not concentrate on any one area for students to become real experts.
The following year, the team revised the expedition to focus on weather and cyclical patterns, basic plant parts, and what plants need. The new expedition, entitled “Delicious Decatur”, included student research that lead to the discovery of what plants best grow in our schoolyard. They shared their knowledge in a planting and harvesting calendar that they sold to the community for use when creating home gardens. This was the first time that the kids dug in the dirt and saw the magic of seed to plant. They were personally responsible for tracking temperature and water to keep the plants as healthy as possible. This was done in conjunction with an expert (master gardener) from the local community garden. The plants were used in a school-wide taste test as part of the systemwide, Farm-to-School initiative.
This first grade example is one of many changes that have occurred at Clairemont. As well, kindergarteners created movies that were included as links on the city's website for Decatur visitors and citizens. Third graders, based on their research, provided suggestions to aid in the creation of a more energy efficient school. And, second graders partnered with the new Civil Rights Museum to offer child friendly informational e-Books for young readers.
When reviewed as a whole, patterns and trends emerge from the evidence supporting the claims below. First, connections across disciplines are present in the expeditions. There was heavy math work done in the third grade energy audit data collection, as well as the graphing of data in the first grade plant expedition. Second grade incorporated art appreciation into their Civil Rights expedition with a visit to the High Museum to study the work of civil rights era photographer, Gordon Parks. A second trend is the nature of the field studies as purposeful, vetted, focused, and documented with guiding questions and note catchers. Finally, the experts in all expeditions were not simply visitors to our school, but rather invested collaborators whose input was valuable to the expedition. The field studies and experts empowered the students to become experts themselves and add to the body of knowledge that exists in the field.
The moves to expand our audience and provide products with a meaningful purpose have changed the shape of our expeditions. Our next major steps are to ensure that each product has a direct connection back to our community and our experts become true learning partners from start to finish in our expedition.
Expeditions at Clairemont have grown from a showcase as a means for students to share their work with just their families to purposeful products designed to service the community at large. Prior to the past couple of years, parents were the audience and the purpose for products was not always meaningful. For example, in 2009 first graders participated in a study entitled “I think, therefore I am”. This expedition covered Howard Gardner’s theories of multiple intelligences and gave the students opportunities to learn about plants in a variety of ways. It covered many standards and ideas, but did not concentrate on any one area for students to become real experts.
The following year, the team revised the expedition to focus on weather and cyclical patterns, basic plant parts, and what plants need. The new expedition, entitled “Delicious Decatur”, included student research that lead to the discovery of what plants best grow in our schoolyard. They shared their knowledge in a planting and harvesting calendar that they sold to the community for use when creating home gardens. This was the first time that the kids dug in the dirt and saw the magic of seed to plant. They were personally responsible for tracking temperature and water to keep the plants as healthy as possible. This was done in conjunction with an expert (master gardener) from the local community garden. The plants were used in a school-wide taste test as part of the systemwide, Farm-to-School initiative.
This first grade example is one of many changes that have occurred at Clairemont. As well, kindergarteners created movies that were included as links on the city's website for Decatur visitors and citizens. Third graders, based on their research, provided suggestions to aid in the creation of a more energy efficient school. And, second graders partnered with the new Civil Rights Museum to offer child friendly informational e-Books for young readers.
When reviewed as a whole, patterns and trends emerge from the evidence supporting the claims below. First, connections across disciplines are present in the expeditions. There was heavy math work done in the third grade energy audit data collection, as well as the graphing of data in the first grade plant expedition. Second grade incorporated art appreciation into their Civil Rights expedition with a visit to the High Museum to study the work of civil rights era photographer, Gordon Parks. A second trend is the nature of the field studies as purposeful, vetted, focused, and documented with guiding questions and note catchers. Finally, the experts in all expeditions were not simply visitors to our school, but rather invested collaborators whose input was valuable to the expedition. The field studies and experts empowered the students to become experts themselves and add to the body of knowledge that exists in the field.
The moves to expand our audience and provide products with a meaningful purpose have changed the shape of our expeditions. Our next major steps are to ensure that each product has a direct connection back to our community and our experts become true learning partners from start to finish in our expedition.
CLAIM #1--Due to a schoolwide focus on authenticity in terms of real world product formats and connections to real-world issues and local audiences, students are producing work that matters to them and to the larger community.
THIRD GRADE EVIDENCE -- Reflection by Natalie Bundschu, Third Grade Teacher
Our third grade expedition, Rock This Earth!, focused on three guiding questions: 1) How does the scientific method empower you to understand our earth? 2) How do fossils and soils reveal the earth’s past? 3) How do we know that people have an impact on our environment? During the expedition, students researched and explored rocks, minerals, soils, and fossils. They learned that these materials have an impact on humans and that humans have an impact on them, specifically regarding pollution and conservation of resources. The purpose of our expedition was not only to cover necessary science content standards, but also to spark an interest in a real-world issue in each of the students; protecting the environment. After students learned the necessary content knowledge, students closely read excerpts from Al Gore’s presentation, An Inconvenient Truth. This complex text set the stage for motivating the students to care about human impact on the environment and for generating the desire to take action.
The authentic audience for our final product was specifically our principal, but also their families and the Clairemont community. The purpose of the product was for the students to provide specific and realistic suggestions for the students and staff, as well as their families, in how to conserve more energy. To prepare for the final product, students conducted an energy audit of the school and of their homes to determine areas that needed improvement in energy consumption. With the guidance of an expert from Georgia Power, they analyzed their data and created a class video presentation for our principal and a business letter to their families reporting their findings and recommendations for each area. We used Powtoons as our presentation format for our videos because it was a new and engaging technology with which the students had not had previous experience. Using a new format helped students to practice necessary 21st century skills, such as adapting to various modalities. This expedition was incredibly powerful because each progressive piece laid the groundwork for the pieces that followed. We saw great academic growth in each student, but more importantly, we saw our students grow into environmental advocates and activists.
Our third grade expedition, Rock This Earth!, focused on three guiding questions: 1) How does the scientific method empower you to understand our earth? 2) How do fossils and soils reveal the earth’s past? 3) How do we know that people have an impact on our environment? During the expedition, students researched and explored rocks, minerals, soils, and fossils. They learned that these materials have an impact on humans and that humans have an impact on them, specifically regarding pollution and conservation of resources. The purpose of our expedition was not only to cover necessary science content standards, but also to spark an interest in a real-world issue in each of the students; protecting the environment. After students learned the necessary content knowledge, students closely read excerpts from Al Gore’s presentation, An Inconvenient Truth. This complex text set the stage for motivating the students to care about human impact on the environment and for generating the desire to take action.
The authentic audience for our final product was specifically our principal, but also their families and the Clairemont community. The purpose of the product was for the students to provide specific and realistic suggestions for the students and staff, as well as their families, in how to conserve more energy. To prepare for the final product, students conducted an energy audit of the school and of their homes to determine areas that needed improvement in energy consumption. With the guidance of an expert from Georgia Power, they analyzed their data and created a class video presentation for our principal and a business letter to their families reporting their findings and recommendations for each area. We used Powtoons as our presentation format for our videos because it was a new and engaging technology with which the students had not had previous experience. Using a new format helped students to practice necessary 21st century skills, such as adapting to various modalities. This expedition was incredibly powerful because each progressive piece laid the groundwork for the pieces that followed. We saw great academic growth in each student, but more importantly, we saw our students grow into environmental advocates and activists.
SECOND GRADE EVIDENCE -- Reflection by Lisa Spoeth, Second Grade Teacher
When designing our Civil Rights expedition and final product two main thoughts drove our process. The first was how to make a meaningful learning experience that tied past historical issues to current events. The second was finding a way for students to produce an authentic piece of work and share their knowledge and opinions of the issues with a large audience. With much research and thought, we decided on guiding students to construct their own non-fiction narrative ebook using the Bookemon website.
The guiding questions that helped to focus our lessons were 1) how do people demonstrate the Habits of Scholarship; and 2) how did the historical figures’ actions affect and change Georgia today? The first couple weeks of our expedition consisted of teaching the students the meaning of perseverance, collaboration, and craftsmanship as well as other positive citizenship traits tied to our social studies standards. If students were to be held accountable to use these terms in their writing, we needed to make sure they truly understood the definitions.
Our selection of the ebook as the final product was very purposeful. It allowed our students to communicate to not just their parents and local community, but to a global audience. The link to their book can be seen by anyone, anywhere. When students knew how far-reaching their final product would be, it inspired them to make sure they were producing their best work possible. Completing the ebook also gave students a new set of technology skills. This was a new format that they had never used before and was extremely intriguing to them. The non-fiction narrative genre was carefully chosen because it required students to complete thorough research but also gave them flexibility to tie in an emotional component which was essential with the strong social issues we were addressing.
More than anything, we wanted this expedition to be a compelling lesson that would resonate with students long after their final product was completed. Last year our school population became much more diverse and as teachers we wanted to capitalize on this shift. We knew this experience had the power to provide significant academic and life lessons. It was gripping to watch the students’ faces as they learned about Ruby Bridge’s strength and perseverance. It began to dawn on them that a person can make a difference at any age. Students also began to look around at their peers and realize that in the past, some of their best friends couldn’t have attended the same school. As students researched Jackie Robinson, Rosa Parks and Dr. Martin Luther King, Jr they felt inspired to tell these individuals’ stories. Students were moved to recognize injustices that they see in today’s world and hopefully were inspired to make a difference in our society.
When designing our Civil Rights expedition and final product two main thoughts drove our process. The first was how to make a meaningful learning experience that tied past historical issues to current events. The second was finding a way for students to produce an authentic piece of work and share their knowledge and opinions of the issues with a large audience. With much research and thought, we decided on guiding students to construct their own non-fiction narrative ebook using the Bookemon website.
The guiding questions that helped to focus our lessons were 1) how do people demonstrate the Habits of Scholarship; and 2) how did the historical figures’ actions affect and change Georgia today? The first couple weeks of our expedition consisted of teaching the students the meaning of perseverance, collaboration, and craftsmanship as well as other positive citizenship traits tied to our social studies standards. If students were to be held accountable to use these terms in their writing, we needed to make sure they truly understood the definitions.
Our selection of the ebook as the final product was very purposeful. It allowed our students to communicate to not just their parents and local community, but to a global audience. The link to their book can be seen by anyone, anywhere. When students knew how far-reaching their final product would be, it inspired them to make sure they were producing their best work possible. Completing the ebook also gave students a new set of technology skills. This was a new format that they had never used before and was extremely intriguing to them. The non-fiction narrative genre was carefully chosen because it required students to complete thorough research but also gave them flexibility to tie in an emotional component which was essential with the strong social issues we were addressing.
More than anything, we wanted this expedition to be a compelling lesson that would resonate with students long after their final product was completed. Last year our school population became much more diverse and as teachers we wanted to capitalize on this shift. We knew this experience had the power to provide significant academic and life lessons. It was gripping to watch the students’ faces as they learned about Ruby Bridge’s strength and perseverance. It began to dawn on them that a person can make a difference at any age. Students also began to look around at their peers and realize that in the past, some of their best friends couldn’t have attended the same school. As students researched Jackie Robinson, Rosa Parks and Dr. Martin Luther King, Jr they felt inspired to tell these individuals’ stories. Students were moved to recognize injustices that they see in today’s world and hopefully were inspired to make a difference in our society.
Second Grade Civil Rights eBook by Frankie McFadden, 2nd grader
http://www.bookemon.com/book_read_flip.php?book_id=478721&check=d78b15fd377133075d05b74dfda0e886
http://www.bookemon.com/book_read_flip.php?book_id=478721&check=d78b15fd377133075d05b74dfda0e886
FIRST GRADE EVIDENCE -- Reflection by Martina Baerman, First Grade Teacher
First graders at Clairmont explore geography, social studies, and character traits while developing literacy skills as they research famous American heroes in an expedition driven by American history. This work is guided by the questions: What makes someone a hero? How does geography affect history? How do American heroes demonstrate the EL Design Principles and the Habits of Scholarship?
Students wrote and performed a realistic fiction monologue from the perspective of a chosen hero. In the writing process, the students told a well-constructed story (including a beginning, middle, and end) of a major life event of the character that exemplifies heroic traits. They told where the hero was from and explained how geography played a role in their story. The monologue included a rich description of what life was like during the time the hero lived. The students were videoed performing their monologue and shared it with parents and classmates.
Throughout the process, the Habits of Scholarship and EL Design Principles were discussed. The students were expected to show craftsmanship, perseverance, and collaboration in their work. Students collaborated with each other as they utilized peer editing to complete multiple drafts of a high quality piece. They showed perseverance and craftsmanship as they researched, collected information, and wrote and perfected their monologues. These monologues were then rehearsed with an expert from the Alliance Theater. As a professional actor and acting coach, our expert was able to discuss voice, body, and expression with the students. She worked with them to design simple costumes and props from materials that could be found at home. Adding these components to their work aided in the creation of a final product in the form of a professional high quality imovie. The final assessment of this project included a rubric that gave students a score in the three areas of Habits of Scholarship.
First graders at Clairmont explore geography, social studies, and character traits while developing literacy skills as they research famous American heroes in an expedition driven by American history. This work is guided by the questions: What makes someone a hero? How does geography affect history? How do American heroes demonstrate the EL Design Principles and the Habits of Scholarship?
Students wrote and performed a realistic fiction monologue from the perspective of a chosen hero. In the writing process, the students told a well-constructed story (including a beginning, middle, and end) of a major life event of the character that exemplifies heroic traits. They told where the hero was from and explained how geography played a role in their story. The monologue included a rich description of what life was like during the time the hero lived. The students were videoed performing their monologue and shared it with parents and classmates.
Throughout the process, the Habits of Scholarship and EL Design Principles were discussed. The students were expected to show craftsmanship, perseverance, and collaboration in their work. Students collaborated with each other as they utilized peer editing to complete multiple drafts of a high quality piece. They showed perseverance and craftsmanship as they researched, collected information, and wrote and perfected their monologues. These monologues were then rehearsed with an expert from the Alliance Theater. As a professional actor and acting coach, our expert was able to discuss voice, body, and expression with the students. She worked with them to design simple costumes and props from materials that could be found at home. Adding these components to their work aided in the creation of a final product in the form of a professional high quality imovie. The final assessment of this project included a rubric that gave students a score in the three areas of Habits of Scholarship.
KINDERGARTEN EVIDENCE -- Reflection by Mimi Guinn, Kindergarten Teacher
The Fall Kindergarten Expedition was titled Stories Symbols Tell. This expedition showcased high quality student work. The students incorporated deeper learning by researching symbols and then creating a personal symbol which included many revisions, thus showing the Habits of Scholarship-Craftsmanship and Perseverance.
The guiding questions were: Why do we need symbols? and How can symbols help us learn and teach others? Our final product was an I-Movie. The Students made an I-Movie showing symbols of what the city of Decatur means to them. Our product audience was the citizens of Decatur and Visitors to the City of Decatur Website www.decaturga.com. The overall purpose was to show what the Clairemont Kindergarten students think is special about Decatur.
As a connection to the Common Core Standards SSKH2-Identifies important American symbols and explains their meanings. The students went on a field study to downtown Decatur and observed places and symbols and they created a personal ”Decatur Symbol”. The media specialist taught the students how to use digital cameras (ELACCKW6-Explore a variety of digital tools.) and then the students photographed their symbols. Next the teachers uploaded them into an I-Movie. The students identified their own symbol on the I-Movie. This expedition provided a way for students to be engaged citizens by producing an I-Movie to be viewed and used by many. The students were very excited and proud to present this tool to the City of Decatur.
The Fall Kindergarten Expedition was titled Stories Symbols Tell. This expedition showcased high quality student work. The students incorporated deeper learning by researching symbols and then creating a personal symbol which included many revisions, thus showing the Habits of Scholarship-Craftsmanship and Perseverance.
The guiding questions were: Why do we need symbols? and How can symbols help us learn and teach others? Our final product was an I-Movie. The Students made an I-Movie showing symbols of what the city of Decatur means to them. Our product audience was the citizens of Decatur and Visitors to the City of Decatur Website www.decaturga.com. The overall purpose was to show what the Clairemont Kindergarten students think is special about Decatur.
As a connection to the Common Core Standards SSKH2-Identifies important American symbols and explains their meanings. The students went on a field study to downtown Decatur and observed places and symbols and they created a personal ”Decatur Symbol”. The media specialist taught the students how to use digital cameras (ELACCKW6-Explore a variety of digital tools.) and then the students photographed their symbols. Next the teachers uploaded them into an I-Movie. The students identified their own symbol on the I-Movie. This expedition provided a way for students to be engaged citizens by producing an I-Movie to be viewed and used by many. The students were very excited and proud to present this tool to the City of Decatur.
CLAIM #2 -- Due to a schoolwide focus on students using fieldwork to conduct genuine research, and the purposeful incorporation of experts into Expedition plans, students are producing work that reflects multiple perspectives, connects to big concepts within disciplines, and matters to students and the larger community.
THIRD GRADE EVIDENCE -- Reflection by Christie Manasso, Third Grade Teacher
A great strength of Expeditionary Learning is the use of experts and fieldwork to expose students to real-world applications of their learning. In our 3rd Grade expedition “Rock This Earth” experts and field studies were used to empower students to assume the roles of Energy Auditors and apply their learning to determine steps our school can take to be more energy efficient.
This expedition explored the science standards related to rocks, minerals, fossils, soils, pollution, and the environment through the lens of conservationism. The three investigations were led by the guiding questions, “How does the scientific method empower me to understand our earth?” “How do fossils and soils reveal the Earth’s past?” and “How do we know that people have an impact on our environment?” This expedition consisted of a sequence of leaning experiences to provide the background knowledge, context of a real-world issue, and the application of learning to a problem in our community. Experts and field studies were used throughout the expedition to bring the content to life.
To kickoff the expedition, students visited the Dahlonega Consolidated Gold Mine. This experience showed students how we depend on our Earth for valuable resource. Experts at the mine explained how the methods for mining have evolved over time, what types of resources are valuable to humans, and what happens when non-renewable resources become scarce. Students collected rocks and minerals at the mine that were then tested and studied throughout the first investigation.
A Garden to Classroom Educator from The Wylde Center, a local community garden cooperative, led classes to teach students about different types of soil and soil erosion. Students used the scientific method to determine what types of soil we have on our school grounds and tested pH levels.
A trip to the Tellus Science Museum allowed students to study different types of rocks, minerals, and fossils. This field study allowed students to make the connection between fossils and fossil fuels that we use for energy. Museum docents explained how long it takes for fossils and fossil fuels to form, and what can be learned about the Earth’s past through studying fossils.
The anchor text for the final investigation was the transcript of Al Gore’s “An Inconvenient Truth”, presenting the environmental crisis of climate change. Students conducted a close read of the text and discussed human impact on the environment caused by the burning of fossil fuels. Students determined that they could have a positive impact on the environment by making changes in the ways we use energy at Clairemont.
The final product was a persuasive Powtoon animated presentation to our principal about how much energy we use at Clairemont and how we can be more energy efficient. To this end, we coordinated with Georgia Power to customize an energy audit that students could use to conduct audits at home and at school. A Georgia Power representative met with the third graders to discuss how small changes, like using more energy-efficient light bulbs, turning off lights, and reducing “power suckers” can make our school more energy-efficient and have a positive impact on the environment by reducing our use of fossil fuels.
Armed with the tools provided by Georgia Power, Student Energy Auditors observed classrooms, hallways, and other school spaces to collect data on how much energy is being consumed at Clairemont. Students then used this data to draft three energy efficiency goals for our school.
The Powtoon presented to Ms. Gutfreund as the final product included realistic, achievable goals for our school, including the installation of solar panels on the roof of our pavilion, motion-sensor lights in the hallways, and a student-led Energy Crew.
The experts and fieldwork were an integral part of this expedition. When the time came to create the final product, students were equipped with knowledge, data, and passion about the issue because of the authenticity of their learning experiences.
A great strength of Expeditionary Learning is the use of experts and fieldwork to expose students to real-world applications of their learning. In our 3rd Grade expedition “Rock This Earth” experts and field studies were used to empower students to assume the roles of Energy Auditors and apply their learning to determine steps our school can take to be more energy efficient.
This expedition explored the science standards related to rocks, minerals, fossils, soils, pollution, and the environment through the lens of conservationism. The three investigations were led by the guiding questions, “How does the scientific method empower me to understand our earth?” “How do fossils and soils reveal the Earth’s past?” and “How do we know that people have an impact on our environment?” This expedition consisted of a sequence of leaning experiences to provide the background knowledge, context of a real-world issue, and the application of learning to a problem in our community. Experts and field studies were used throughout the expedition to bring the content to life.
To kickoff the expedition, students visited the Dahlonega Consolidated Gold Mine. This experience showed students how we depend on our Earth for valuable resource. Experts at the mine explained how the methods for mining have evolved over time, what types of resources are valuable to humans, and what happens when non-renewable resources become scarce. Students collected rocks and minerals at the mine that were then tested and studied throughout the first investigation.
A Garden to Classroom Educator from The Wylde Center, a local community garden cooperative, led classes to teach students about different types of soil and soil erosion. Students used the scientific method to determine what types of soil we have on our school grounds and tested pH levels.
A trip to the Tellus Science Museum allowed students to study different types of rocks, minerals, and fossils. This field study allowed students to make the connection between fossils and fossil fuels that we use for energy. Museum docents explained how long it takes for fossils and fossil fuels to form, and what can be learned about the Earth’s past through studying fossils.
The anchor text for the final investigation was the transcript of Al Gore’s “An Inconvenient Truth”, presenting the environmental crisis of climate change. Students conducted a close read of the text and discussed human impact on the environment caused by the burning of fossil fuels. Students determined that they could have a positive impact on the environment by making changes in the ways we use energy at Clairemont.
The final product was a persuasive Powtoon animated presentation to our principal about how much energy we use at Clairemont and how we can be more energy efficient. To this end, we coordinated with Georgia Power to customize an energy audit that students could use to conduct audits at home and at school. A Georgia Power representative met with the third graders to discuss how small changes, like using more energy-efficient light bulbs, turning off lights, and reducing “power suckers” can make our school more energy-efficient and have a positive impact on the environment by reducing our use of fossil fuels.
Armed with the tools provided by Georgia Power, Student Energy Auditors observed classrooms, hallways, and other school spaces to collect data on how much energy is being consumed at Clairemont. Students then used this data to draft three energy efficiency goals for our school.
The Powtoon presented to Ms. Gutfreund as the final product included realistic, achievable goals for our school, including the installation of solar panels on the roof of our pavilion, motion-sensor lights in the hallways, and a student-led Energy Crew.
The experts and fieldwork were an integral part of this expedition. When the time came to create the final product, students were equipped with knowledge, data, and passion about the issue because of the authenticity of their learning experiences.
THIRD GRADE FINAL PRODUCT: https://www.powtoon.com/show/fXXY6t2pKae/energy-efficiency-presentation/#/
SECOND GRADE EVIDENCE--Reflection by Melissa Bastanpour, Second Grade Teacher
Our second graders carried out an expedition on the Civil Rights Movement during the Spring of 2015. We conducted case studies on Ruby Bridges, Jackie Robinson, Rosa Parks and Martin Luther King, Jr., focusing on how these activists exemplified the Habits of Scholarship and various other citizenship traits. As part of the expedition, each student chose an activist to write a narrative-nonfiction piece about for their final product, which was published in the form of an online ebook. We included experts and fieldwork during the course of the expedition to help students make meaningful connections to their work, which resulted in high-quality final products.
Experts played an essential role in the students creation of their narrative non-fiction pieces for their ebooks. The history accounts from experts in the field played a major role in helping students understand the purpose of the Civil Rights Movement. The perspectives from activists that faced investigation further aided in the students understanding of the importance of the Civil Rights Movement. As part of the expedition, we studied several individuals who played a defining role in the Civil Rights Movement. The first person we studied was Ruby Bridges. Students participated in a close read of a narrative-nonfiction piece about her life. This was done to help build students’ background knowledge and to prepare them for the expert coming in from the National Center for Civil and Human Rights, Nicole Cromartie. Ms. Cromartie presented and asked students to analyze the life of Ruby Bridges through art, photography, her research, and the research of a student from Georgia State University who was there as well. Students’ prior knowledge of Ruby Bridges from their close readings helped them develop purposeful questions—such as, “Do you think the guards who walked Ruby Bridges to school were happy to do it or were just doing it because they had to?—which showed that the students had developed a deep understanding of Ruby Bridges.Students recorded the information they learned from the selected readings and experts in a notecatcher, which they referenced when writing their final products. I believe having the ability to ask questions to an expert not only deepened their understanding of the material, but also made their work more meaningful as students could write from the point of view of Ruby Bridges and truly capture her perspective.
After completion of our ebooks, we brought in another expert, Veronica Cox. Ms. Cox participated in the March on Selma, as well as other sit-ins and marches throughout the Civil Rights Movement. Although she came in after completion of our final product, visits from previous experts and our fieldwork provided students with the background information necessary to ask meaningful questions and validated the work they produced in their ebooks.
Fieldwork was also instrumental in helping students produce high-quality final products. Our fieldwork involved trips to the High Museum of Art and the National Center for Civil and Human Rights. We chose to go to the High Museum of Art because they were displaying an exhibit titled “Gordon Parks: Segregation Story.” Before we attended, our art teacher provided students with background information on the photographer and his work and even previewed some of his photography so students would go to the exhibit prepared to make connections and deepen their understanding of the times. The exhibit was very powerful fieldwork because it provided students with a look at the struggles of every day life for families in Alabama battling discrimination. The details of every day life portrayed in these photographs were transferred into students’ writing about their Civil Rights activist and in their own “segregation story” illustrations.
Our fieldwork to the National Center for Civil and Human Rights was previewed (purposefully) beforehand by the second grade team and planned for the end of the Civil Rights expedition. We wanted to ensure the center was both appropriate for our students and that they would have ample background knowledge of the people and challenges of this time prior to going. The visit was a tremendous asset for the both students’ research and writing for the ebooks as they were able to make deep connections to the activists we studied who were as part of the exhibit.
By the end of the expedition, we were both proud of and impressed at the level of craftsmanship in students’ work. This was further affirmed when students’ families viewed their final product. The combination of experts and fieldwork were powerful components in motivating students to put forth their best effort and produce a high-quality product that reflected the sentiment and struggles during such a turbulent time in our history.
Our second graders carried out an expedition on the Civil Rights Movement during the Spring of 2015. We conducted case studies on Ruby Bridges, Jackie Robinson, Rosa Parks and Martin Luther King, Jr., focusing on how these activists exemplified the Habits of Scholarship and various other citizenship traits. As part of the expedition, each student chose an activist to write a narrative-nonfiction piece about for their final product, which was published in the form of an online ebook. We included experts and fieldwork during the course of the expedition to help students make meaningful connections to their work, which resulted in high-quality final products.
Experts played an essential role in the students creation of their narrative non-fiction pieces for their ebooks. The history accounts from experts in the field played a major role in helping students understand the purpose of the Civil Rights Movement. The perspectives from activists that faced investigation further aided in the students understanding of the importance of the Civil Rights Movement. As part of the expedition, we studied several individuals who played a defining role in the Civil Rights Movement. The first person we studied was Ruby Bridges. Students participated in a close read of a narrative-nonfiction piece about her life. This was done to help build students’ background knowledge and to prepare them for the expert coming in from the National Center for Civil and Human Rights, Nicole Cromartie. Ms. Cromartie presented and asked students to analyze the life of Ruby Bridges through art, photography, her research, and the research of a student from Georgia State University who was there as well. Students’ prior knowledge of Ruby Bridges from their close readings helped them develop purposeful questions—such as, “Do you think the guards who walked Ruby Bridges to school were happy to do it or were just doing it because they had to?—which showed that the students had developed a deep understanding of Ruby Bridges.Students recorded the information they learned from the selected readings and experts in a notecatcher, which they referenced when writing their final products. I believe having the ability to ask questions to an expert not only deepened their understanding of the material, but also made their work more meaningful as students could write from the point of view of Ruby Bridges and truly capture her perspective.
After completion of our ebooks, we brought in another expert, Veronica Cox. Ms. Cox participated in the March on Selma, as well as other sit-ins and marches throughout the Civil Rights Movement. Although she came in after completion of our final product, visits from previous experts and our fieldwork provided students with the background information necessary to ask meaningful questions and validated the work they produced in their ebooks.
Fieldwork was also instrumental in helping students produce high-quality final products. Our fieldwork involved trips to the High Museum of Art and the National Center for Civil and Human Rights. We chose to go to the High Museum of Art because they were displaying an exhibit titled “Gordon Parks: Segregation Story.” Before we attended, our art teacher provided students with background information on the photographer and his work and even previewed some of his photography so students would go to the exhibit prepared to make connections and deepen their understanding of the times. The exhibit was very powerful fieldwork because it provided students with a look at the struggles of every day life for families in Alabama battling discrimination. The details of every day life portrayed in these photographs were transferred into students’ writing about their Civil Rights activist and in their own “segregation story” illustrations.
Our fieldwork to the National Center for Civil and Human Rights was previewed (purposefully) beforehand by the second grade team and planned for the end of the Civil Rights expedition. We wanted to ensure the center was both appropriate for our students and that they would have ample background knowledge of the people and challenges of this time prior to going. The visit was a tremendous asset for the both students’ research and writing for the ebooks as they were able to make deep connections to the activists we studied who were as part of the exhibit.
By the end of the expedition, we were both proud of and impressed at the level of craftsmanship in students’ work. This was further affirmed when students’ families viewed their final product. The combination of experts and fieldwork were powerful components in motivating students to put forth their best effort and produce a high-quality product that reflected the sentiment and struggles during such a turbulent time in our history.
FIRST GRADE EVIDENCE -- Reflection by Stephanie Trauner, First Grade Teacher
Clairemont Elementary’s first grade Fall Expedition helped to instill in students the wonder and fun of plants. The Georgia Performance Science Standards, the Common Core ELA Standards, and the natural curiosity and excitement of children drove the learning. Integral to this process was the knowledge, inspiration, and support of numerous lessons by our local Wylde Center expert, Nichole Lupo. Throughout the expedition the students had opportunities to grow and harvest plants, read and write about plants and seasons, and share their new expertise about the interdependence of people and plants, and how seasons affect foods we eat.
The students began by harvesting a sweet potato crop that they had planted as kindergarteners the previous spring. They did a mini investigation of the sweet potato. Following harvest, they rooted potatoes in classroom jars and documented changes in their science journals. They gathered daily weather data and made observations of the affects of the weather on the health of the potato plants. They researched and discussed with gardening expert about the parts of a sweet potato plant, what it needs to grow, and what benefits the sweet potato has for people.
Meanwhile, each of the four classes planted various cool weather vegetables. They planted beets, broccoli, fennel, and sugar snap peas. Again, they researched their plants and documented activities and observations of these vegetables as they grew keeping careful documentation in their science journals. They then created informational texts complete with many informational text features to be donated to the school library.
Clairemont Elementary’s first grade Fall Expedition helped to instill in students the wonder and fun of plants. The Georgia Performance Science Standards, the Common Core ELA Standards, and the natural curiosity and excitement of children drove the learning. Integral to this process was the knowledge, inspiration, and support of numerous lessons by our local Wylde Center expert, Nichole Lupo. Throughout the expedition the students had opportunities to grow and harvest plants, read and write about plants and seasons, and share their new expertise about the interdependence of people and plants, and how seasons affect foods we eat.
The students began by harvesting a sweet potato crop that they had planted as kindergarteners the previous spring. They did a mini investigation of the sweet potato. Following harvest, they rooted potatoes in classroom jars and documented changes in their science journals. They gathered daily weather data and made observations of the affects of the weather on the health of the potato plants. They researched and discussed with gardening expert about the parts of a sweet potato plant, what it needs to grow, and what benefits the sweet potato has for people.
Meanwhile, each of the four classes planted various cool weather vegetables. They planted beets, broccoli, fennel, and sugar snap peas. Again, they researched their plants and documented activities and observations of these vegetables as they grew keeping careful documentation in their science journals. They then created informational texts complete with many informational text features to be donated to the school library.
|
|
|
KINDERGARTEN EVIDENCE -- Reflection by Mimi Guinn, Kindergarten Teacher
An important part of our Kindergarten spring expedition was using experts and fieldwork. The title of our expedition was called Kinder Loving Care. Our guiding questions were: How can the Decatur community protect its animals? and What do
animals need to be safe and healthy? Our final product was a persuasive letter. The students composed a personal persuasive letter to the City of Decatur to keep our parks safe and healthy for animals. Our product audience was the citizens of Decatur.
The overall purpose was to show that the Clairemont Kindergarten students could identify a problem in our community, brainstorm possible solutions and craft a persuasive letter to the City of Decatur Parks and Recreation to convince them to keep our parks clean for animal habitats.
As a connection to the Common Core Standards ELACCKW1-Using drawings, dictating, and writing to compose opinion
pieces, the students produced a persuasive writing piece. The students went on a field study to one of the parks in Decatur to observe animal habitats and found litter throughout the park. There was trash in the stream, flowers that had been trampled and litter on the ground. The students were shocked and very concerned that the park was not a safe and healthy environment for the animals that live there. The teachers invited a field representative from the City of Decatur Parks and Recreation to have our students inform him about their findings and share their knowledge from informational texts about animal habitats. After talking to the expert, the students came up with the idea to write persuasive letters to the city about the problem. Throughout this process, the students were engaged in the Habits of Scholarship. The students were proud of finding a solution and helping the animals of the City of Decatur.
An important part of our Kindergarten spring expedition was using experts and fieldwork. The title of our expedition was called Kinder Loving Care. Our guiding questions were: How can the Decatur community protect its animals? and What do
animals need to be safe and healthy? Our final product was a persuasive letter. The students composed a personal persuasive letter to the City of Decatur to keep our parks safe and healthy for animals. Our product audience was the citizens of Decatur.
The overall purpose was to show that the Clairemont Kindergarten students could identify a problem in our community, brainstorm possible solutions and craft a persuasive letter to the City of Decatur Parks and Recreation to convince them to keep our parks clean for animal habitats.
As a connection to the Common Core Standards ELACCKW1-Using drawings, dictating, and writing to compose opinion
pieces, the students produced a persuasive writing piece. The students went on a field study to one of the parks in Decatur to observe animal habitats and found litter throughout the park. There was trash in the stream, flowers that had been trampled and litter on the ground. The students were shocked and very concerned that the park was not a safe and healthy environment for the animals that live there. The teachers invited a field representative from the City of Decatur Parks and Recreation to have our students inform him about their findings and share their knowledge from informational texts about animal habitats. After talking to the expert, the students came up with the idea to write persuasive letters to the city about the problem. Throughout this process, the students were engaged in the Habits of Scholarship. The students were proud of finding a solution and helping the animals of the City of Decatur.
pers_ltr2_201508071233.pdf | |
File Size: | 1504 kb |
File Type: |
pers_ltr1_201508071232.pdf | |
File Size: | 844 kb |
File Type: |
SCHOOL-WIDE REFLECTION -- Quality Work Protocol Summary Sheet
Prior to the 14-15 school year, the staff closely read the EL Attributes of High-Quality Student Work. We used this reading to start the conversation that we believe would lead to consistency in what the staff deemed as high-quality student work. At the end of the year, staff engaged in a Quality Work Protocol to develop a shared vision of quality work characterized by complexity, craftsmanship, and authenticity. The protocol supports teachers and leaders to identify patterns related to quality across student work to inform goal-setting and action steps.
attributes_of_high-quality_student_work_el_011514.pdf | |
File Size: | 145 kb |
File Type: |
quality_work_summary_sheets_201507170834.pdf | |
File Size: | 353 kb |
File Type: |