Projects

2010-2011

2011-2012

2012-2013

School-based PD

2012-2013 Model Classroom Projects The 2012-2013 program year kicked off with an ambition six-week series of “Mission Possible” workshops at the Smithsonian Institution. Project proposals from teacher workshop attendees resulted in a continuation of the individual program, but also brought several opportunities for expanded teacher professional development programs in Kansas, Oregon and Michigan. These new programs evolved Model Classroom beyond individual project model to a more comprehensive model reaching locally networked teachers and administrators. Additionally, these new programs necessitated a shift from the project-based “box” to an emphasis on the smaller practices within approaches like problem-based learning, design thinking, civic engagement and place-based education. 2012 Workshop approach The introduction of new Smithsonian museums caused some workshops to more heavily focus on museum content. Despite this, the Mission Possible workshop remained largely an active and hands-on model. Many workshops focused on themes like community and culture; the resulting projects in case studies illustrate these themes well. Teacher Audience Expanding the audience beyond STOY alumni, these workshops also included NEA award winners and teachers representing the CCSSO Innovation Lab Network. 2012-2013 School-Year Program The level of support provided to individual projects was significantly less high-touch. In addition to many teachers being in their second year with Model Classroom, many teachers took the idea of community and civic engagement to heart in designing their projects, resulting in more local support for some projects. As the professional development programs began in Kansas and Oregon, Model Classroom worked on developing systems to support more incremental versions of the work, as well as strategies for documenting and sharing these efforts.

“The World is Our Family” 1st Grade Teachers: Adele Bravo & Mallory Bravo. School: Kohl Elementary School & Hanson Elementary ; Broomfield & Commerce City, Colorado (Kohl Demographics: Suburban, 20% Free & Reduced Lunch, 1% English Language Learners) (Hanson Demographics: Suburban, 80% Free & Reduced Lunch, 55% English Language Learners) Timeframe: Year long Challenge: How can our attitude of being a “family” make a positive impact in our home, our classroom, our school and the world? Description The World is Our Family encouraged students to tackle real world issues and creates a sense of responsibility for their classroom, home, school, state, and world. This year-long unit built on a previous collaboration and celebrated the diversity of language, culture, ability, family structures, class, ethnicity, and gender. Coming from two very different schools, Adele and Mallory integrated a pen pal system as a method to do authentic reading and writing. The first grade classes from each school engaged with each other, exploring their own identity, sharing what makes them unique and what similarities they have with other students. They looked to their own family, gaining and sharing an understanding of different family structures, then to their classroom, seeing it as their first “family community” outside of their home, a place where they learn how to build community. Finally they viewed the world as family, trying to understand cultural and family traditions and their connections to other groups. The project concluded with a field trip to meet their pen pals. Outcome “Watching the children work together has been amazing. They read, wrote, researched, problem-solved, thought critically, investigated, evaluated, the list goes on and on. Our journey took us to places of learning that no textbook or curriculum guide will ever approach. From names on a paper . . . strangers . . . to friends and coworkers. These children teach us that though we may approach life and learning from different perspectives, our personalities, experiences, abilities, and attitudes are the strength of who we are. When we focus on a task, this is the energy and tenacity that will see it through.” -Adele Bravo Video: http://www.youtube.com/watch?v=sISHWgPP988 Press: http://ceapathways.org/2013/05/07/family-team-teaching-captures-spirit-of-national-teacher-day/ http://www.dailycamera.com/boulder-county-schools/ci_23065455/kohl-students-welcome-commerce-city-pen-pals-broomfield?IADID=Search-www.dailycamera.com-www.dailycamera.com

“I Am One of a Kind” 3rd Grade Teacher: Lucy Popson School: Walter Douglas Elementary School; Tucson, Arizona (Demographics: Urban, 74% Free & Reduced Lunch, 37% English Language Learners) Timeframe: 7 months, starting in October 2012 Challenge: Identify local needs and work collaboratively to advocate for and take action. Description I am One of a Kind is more than a project; it’s a set of practices that speak to a belief in students developing their own interests, building empathy for others, and empowering students to take action and make a difference. Centering her 2012-2013 work around the existing student “Caring Crew”, Lucy’s work illustrates a consistent practice of finding opportunities within students' lives, the school, and the local community. A series of small practices-- for example, student-produced videos teaching each other math concepts and student-authored animal stories to raise money for the local Humane Society-- were paired with bigger ongoing projects such as a school garden, trash clean-ups, and a school-wide day of caring. These worked together to help students define themselves as unique individuals capable of impacting their community. In Lucy’s words, “This is about a child-centered philosophy of teaching and learning. The projects are ways to teach and encourage my students to reach their full potential in 3rd grade and to plant the seed to continue with this way of thinking (caring, working collaboratively, influencing others, taking action) throughout their lives.” Outcome: Despite the significant challenges often presented in high-poverty schools-- students reading and writing below grade level, an emphasis on testing, and a less flexible instructional approach-- Lucy shared that Model Classroom-like work is essential for her students to build confidence beyond their test scores. Because of minimal time in the school day, Lucy established an after-school club for her Caring Crew. In Lucy’s own words, “I understand the Model Classroom does not emphasize test scores; however, my students' Spring 2013 AIMS (Arizona Instrument to Measure Standards) scores in both reading and math were above the state and district average. Participating in the Model Classroom projects helped my students learn about the importance of community service. Because the students were constantly writing, reflecting, and sharing about the outcomes of their missions they were practicing reading, writing, listening, and speaking skills. The high test scores were a result of their discipline and love of learning. The students had a real purpose for writing, investigating, and presenting.” Local Press: Letters to the Editor regarding littering.

“The Then and Now of Sheridan County” 3rd Grade Teachers: Laurie Graves & Lamont Clabaugh School: Big Horn Elementary; Big Horn, Wyoming (Demographics: Rural, 19% Free & Reduced Lunch, 0% English Language Learners) Timeframe: Year long Challenge: Share the history of Sheridan County, then and now, with the community, and take action to preserve it for the future. Description While investigating their local county history, students were challenged to recognize their role in the community and ultimately realize the importance of stewardship for the county's land, history and culture. Students began by researching their local history through many first hand experiences including museum visits, local resident interviews and visits to places representing the current culture. Challenged to find ways to make “A Better Community”, students chose to investigate recycling. They conducted hands-on research to determine the need for a recycling program through a school survey, town trash pickup and visit to the local Landfill and Recycling Center. Students then developed a proposal for a school-wide recycling program, interviewed the principal to address their concerns and began to carry out their plan. Having the students take action by implementing their idea was key to bringing their study of the then and now of local history full circle. The end of the school year was not an end for the project; student work on the recycling program continues. “They were very invested in making a difference for the now and the future of the county and are fired up about continuing with the recycling efforts.” -Laurie Graves Outcome Teacher Lamont reflected, “We tried to integrate the project with core subjects as much as possible. This integration of instruction offered students a way to apply their learning skills in real-life scenarios.” Working as a team, Laurie and Lamont made a year-long plan with clear timelines of completion for various instructional “chunks.” Aside from a successful standards-based instructional strategy, this project had a real impact on the participating students and the surrounding community. Students informed the school about the importance of recycling, developed systems to improve recycling options and implemented a school-wide recycling program that involved all students, other teachers, school principals, school custodians, and the county recycling center. Students also reported increased recycling and reusing of materials at home. In order to be successful in this process, students had to think beyond their own personal needs to consider the needs of the larger community and the local environment. Collaboration went well beyond the classroom and included working with peers, students across all grade levels, adults, and a variety of local experts. “Making the project student-driven allowed multiple opportunities for students of all skill levels and interests to participate and be part of the process.” -Laurie Graves

“Take a Stand on the Land” 3rd and 4th grade Teachers: Katie Sullivan, Prudence Krasofski & Heidi Hill School: Warren School; Warren, VT (Demographics: Rural, 36% Free & Reduced Lunch, 0% English Language Learners) Timeframe: 3 weeks, starting in October 2012 Challenge: Students decide if their town should prohibit development on its publicly owned forest, then persuade voters on Town Meeting Day. Description Voters of Warren, Vermont were set to decide whether to put a town-owned parcel of land known as the Eaton parcel into conservation and forever prohibit development. The parcel abuts the Warren School property and is home to an interpretive nature trail used by the school on a regular basis. Students investigated the parcel of land, decided how it would best serve the community and tried to persuade the voters. Their investigations involved visiting and documenting the parcel of land, talking to experts and community members, participating in a forum and conducting first hand research. Students were actively engaged in exploring forms of influence, strategies for gaining and sustaining attention constructively, and civically working to achieve real world goals. But most importantly, the students discovered that they have a voice. They have an opportunity to make an impact on their world and see the direct results of their actions. Outcome Although the the Conservation Committee decided to withdraw their request for the easement, students were able to plan an "Eaton Symposium" where all 3 classes were able to share their work with their peers, the school, and community members and leaders. Katie Sullivan and one of her students presented the project at a ed-tech conference in the fall of 2014. The student shared how he produced an iMovie about the project by using slide shows and Keynote presentations, then showed an excerpt at the conference. Katie stressed that Project Based Learning does not have to be an add-on to the curriculum and that allowing the students to take lead roles in the technology integration means that the teachers can go beyond their personal comfort levels and achieve amazing results! Press: http://www.valleyreporter.com/index.php/en/news/schools/8432-students-weigh-in-on-the-fate-of-eaton-forest%20

“Salmon Run” 4th & 5th Grade Teachers: Jackie Cooke & Paul Chambers School: Hogan Cedars Elementary and Deep Creek Elementary; Gresham-Barlow, Oregon (Hogan Demographics: Hogan Suburban, 52% Free & Reduced Lunch, 12% English Language Learners) (Deep Creek Demographics: Suburban, 31% Free & Reduced Lunch, 12% English Language Learners) Timeframe: 7 Months Challenge: Persuade and educate others to engage in actions to help protect the local salmon population. Description Salmon is a major industry and important part of Oregon’s livelihood. Hogan Cedars Elementary 5th graders teamed up with 4th graders downriver at Deep Creek Elementary to discuss salmon preservation and ways to raise awareness. While 5th graders explored the importance of salmon to local Native American tribes through art, folktales, and resources at the Smithsonian Center for Learning and Digital Access; the 4th graders were busy raising and releasing salmon. Students shared updates on Google Hangout, including videos of the salmon release. The collaboration resulted in student-created S4STS, Students For Saving The Salmon. With the support of Jeff Uebel, a local biologist and fisheries expert from the US Forest Service, students built a website, an online survey and an interactive science fair featuring QR codes to their website. Student-produced PSAs were broadcast on local cable, and Hogan Cedars students took the initiative to get their message on the school’s outdoor billboard and make school-wide announcements about S4STS. Outcome The Students for Saving the Salmon (S4STS) website Project Publication: Integrating Math, Science, ELA, and Technology through Challenge Based Learning Project Jackie shared, “When students started taking action...one of my students took it on herself to set up an appointment with the principal and, as a result, did a presentation about our project at a whole school assembly.” Although Jackie is now retired, another teacher in her school was so inspired by the students’ presentation that she continues Jackie’s efforts and collaboration during the 2013-2014 school-year. Press: https://docs.google.com/file/d/0B3egQGHDFcTacTBYR3hkZi1yc1E/edit?usp=sharing

“Preserving Appalachia” 6th grade Language Arts Teachers: Hannah Walls School: Bates Middle School; Danville, Kentucky (Demographics: Rural, 63% Free & Reduced Lunch, <3% English Language Learners) Became a P21 and MyVoice school during the 2013-2014 school-year. Timeframe: 8 weeks, starting in April 2013 Challenge: Students explored issues and consequences of stereotypes within local Appalachian culture, then created an exhibition and production honoring local traditions and relics. Description Appalachia has a rich culture full of unique traditions and an impressive heritage, yet many negative stereotypes persist. 6th grade teachers used this as a springboard to teach respect, explore the consequences of stereotypes, overcome adversity, and work together to curate an exhibition. They investigated Appalachian culture by working with local experts like Tammy Horn, professor at Eastern Kentucky University and specialist in Appalachian cultural traditions; taking a field trip to Logan Hubble Park to explore the natural region; talking with a “coon” hunter and other local Appalachians including quilters, cooks, artists, and writers. Finally, students connected virtually with museum expert Rebecca Kasemeyer, Associate Director of Education at the Smithsonian National Portrait Gallery to discuss exhibition design. For their final projects students produced a series of works exhibiting Appalachian life, work, play and community structure including a quilt, a theatrical performance and a website. Outcome Students created Project Playhouse, a live production for the local community. Audience members included community members, parents, and other students. In addition, students designed a quilt sharing Appalachian history, and recorded their work on the Preserving Appalachia class wikispace. Hannah reflected that her students were “able to learn the way they learn naturally, every student gets a chance- there is no longer one best way to accomplish a task. Students are not just mimicking what their teachers are writing down; they are now creating, problem solving, and working together to reach their individual goals…. This [approach] challenges students to go beyond their desk and produce not just ‘dumpster projects,’ but projects that are meaningful, useful, and innovative.” “We hope to share with many people this piece of Appalachian culture and teach them that their negative stereotypes are not true. We also hope that when people walk away from our theater they can say that they learned something new about the Appalachian culture.” - Morgan V, student.

“What is Culture?” 7th grade Teacher: Beth Oswald School: J. C. McKenna Middle School; Evansville, Wisconsin (Demographics: Rural, 28% Free & Reduced Lunch, 3% English Language Learners) Timeframe: 4 weeks Challenge: Investigate and market the unique cultural qualities of Evansville. Description 7th graders were challenged to discover what culture means to them and their community. They explored the unique qualities of culture by investigating their families, peer groups, school, and the Evansville community. Then, working together, they created digital products designed to “sell Evansville” - an effort to encourage people to join their small community and keep it thriving. This project enabled students to explore how cultures differ in a variety of ways: language, rules, stories, legends, and symbols. But together, these unique cultural differences create the core of a community, what makes it special and unique, and how these cultural differences enhance their own lives. Outcome “The result is a collection of websites created by teams of students that market the city of Evansville….Students were told they were to work as an advertising agency, creating a website … to encourage people to come to their city. When they were done, the students gave presentations to a panel of community experts including the mayor, a local historian, an alderperson, retired teachers, school administrators and longtime residents.” Student Website: cometoevansville.weebly.com. Press: http://gazettextra.com/news/2013/jan/31/evansville-students-turn-web-promote-benefits-home/

“Project Invent!” 6-8th Grades Teachers: Chris DelPonte, Matt Heuser (GTT/Engineering), Darci VanAdestine (Art/Design), and Genny Lambert (World Cultures/Spanish) School: Waukesha STEM Academy-Middle School Campus; Waukesha, Wisconsin (Demographics: Rural, 18% Free & Reduced Lunch, 2% English Language Learners) Timeframe: 3 months Challenge: Research, conceptualize, and design a new product that could be taken to market. Description Project Invent got students thinking about innovation, specifically, "How do companies innovate new and revolutionary products?" Each grade-level focused on inventing new products that met certain constraints and requirements. 6th grade focused on toys, 7th grade on engineering a mechanism or automation, and 8th graders chose their focus. Students learned the new product development process by researching, conceptualizing, and designing a new product. Students were responsible for identifying industry experts and local businesses to support their process. Each student maintained a digital project portfolio in order to capture, analyze and reflect on their progress. Students brought a wide variety of knowledge to this project and were able to personalize their learning, researching content as needed in a method that suited them. Students presented their final products and offered workshops at the STEM Academy’s Invention Convention which was open to students, parents, and community members. Outcome “The great thing about Project Invent is that it really put students in control of their own learning. Their final inventions were truly reflections of their own learning and interests.” - Chris Delponte Invention Convention Website: https://sites.google.com/a/waukesha.k12.wi.us/steminc/invention-convention Press: http://fox6now.com/2013/03/07/waukesha-students-show-off-their-inventive-sides/

“Middletopia” Middle School Teachers: Elizabeth Firnkes, Jenny Barry, Kevin German, Kristin Sims, Scott Davis, Stephanie Gifford, Jessica Dumont School: Messalonskee Middle School; Oakland, Maine (Demographics: Rural, 31% Free & Reduced Lunch, 0% English Language Learners) Timeframe: Project Planning: 2 months; Project Implementation 6-8 weeks Challenge: Create a utopian school or community based on key values and beliefs determined by the group. Description Sixth graders took a new look at their worldview. Oakland, Maine is a gateway town to the Belgrade Lakes Region rural community. Exposure to the outside world is rare. Teacher Elizabeth Firnkes, wanted to expose her students to other cultural perspectives. Elizabeth and her team created Middletopia: A Middle School Quest for the Perfect Society to immerse students into new experiences. The project challenged students to seek ways to build community, thinking critically about religion and culture’s role in communities. Students began by building a foundation for understanding community through dystopian literature selections such as The Hunger Games and Divergent. Moving forward, a partnership with Interfaith Maine, a non-profit organization dedicated to seeking peace and justice through deepening interfaith relationships and understanding, students organized, planned, and hosted an Interfaith Panel discussion including a Rabbi, a Catholic Priest, a Muslim, a Hindu, and a Pagan. As a one-to-one laptop school, students took advantage of a range of tools to collaborate and plan for the event. During the event, students managed the event with different students taking on roles of photographer, videographer, personal aid to panelists, and support to local press. Outcome Each panelist commented on the power of the experience, especially working with the students. At the panelists’ and students’ recommendation, Elizabeth continues this program every year, making improvements and incorporating more learning targets along the way. Project Website Interfaith Panel Press Coverage

“Detroit 1933/2033” Middle School Teachers: June Teisan, Alexandra Beels, student intern; Kelly Herberholz, student intern School: Harper Woods Middle School; Harper Woods, Michigan (Demographics: Suburban Detroit, 95% Free & Reduced Lunch, <1% English Language Learners) Timeframe: One Year Challenge: Examine Detroit’s challenges and successes from 1933 to today, then think ahead to 2033 and plan for future redevelopment and your role in this transformation. Description June Teisan’s “Future Think” students conducted an in-depth examination of Detroit, a famous American auto industry icon. The city has experienced decline as a result of industry’s collapse. Detroit native June Teisan wants her students to take pride in their community and see the potential for its future. This place-based learning project combined science, technology, engineering, art, and math (STEAM) for a comprehensive examination and problem-solving process. The famous Detroit Industry frescos at the Detroit Institute of Arts served as inspiration and a centerpiece for the project. Students worked with a variety of other experts and organizations; visiting local sites like the Edsel Ford House and Detroit Historical Society, and hosting classroom guests including student advisors from the College for Creative Studies. As an advocate of student “voice and choice,” June asked students to determine how to complete the project. Project options included creating an interactive mural depicting a better future for Detroit, building an online Tinker plot of future industry development and building a website presenting solutions to the community. Outcome Press: “Program to join science and art through exploration” Students facing the challenges of growing up in the Detroit area were able to reframe their perspective: a view of Detroit's vibrant past and an examination of their own abilities fueled dreams of a better future for their city and their own role in that revitalization. Beyond the benefits to her students, Detroit 1933-2033 had much further impact. This classroom project was the inspiration for a summer 2013 teacher professional development workshop. Hosted at the Detroit Institute of Arts and designed in partnership with the Network of Michigan Educators and Model Classroom, 20 teachers participated in this workshop. Several participants are implementing similar projects in their own schools, and discussions for future professional developments are underway.