Ideas in Education: Authentic Learning
As a teacher, I loved this time of year. Not because summer was almost here--although that helped--and definitely not because of the craziness that is the end of the academic year. Instead, it was the opportunity for authentic learning opportunities that I loved. After the constraints of the SOLs, this was--and is--a great time to give students more control.
While not all authentic learning is project-based and not all project-based learning is authentic, John W. Thomas identifies 5 characteristics of PBL to ensure project authenticity:
- Projects are central, not peripheral to the curriculum.
- Projects are focused on questions or problems that 'drive' students to encounter (and struggle with) the central concepts and principals of the discipline.
- Projects involved students in a constructive investigation.
- Projects are student-driven to some significant degree.
- Projects are realistic, not school-like.
Even though I loved turning the students loose on their projects, the projects and learning outcomes often fell short. Looking back, I'm actually sort of ashamed at how bad some of my year-end projects were.
5 mistakes I made and how I learned from them.
- Originally, I turned students loose on their own. Because of the individuality of the year-end projects, I didn't think developing a learning criteria was possible. Not surprisingly, the end result was chaos, little learning, and increased stress for everyone. In actuality, it's pretty simple to develop a criteria for success: have students develop their criteria with teacher and peer consultation. After a couple of years, I had several exemplars that I shared with students. This set the bar quite high. Establish a criteria for success.
- Teach students the important skills necessary to complete the project. I remember one student needing to market her ideas to others; I left her to her own devices. She didn't know how to "cold call" or where to start, and her super idea fell short because I didn't provide her with the necessary training or provide her with enough assistance. Teach the skills necessary for student success.
- Provide an authentic audience. At first, I only had students present to the rest of the class (see rule 5 above). One year I added other teachers--only a slight improvement. I finally hit a sweet spot when I invited families and encouraged students to invite people (especially anyone they worked with). Of course, I could have gone further by inviting more community members or experts. Have an authentic audience.
- At first I didn't require any reflection. Students presented and they were done. But, with PBL the learning is authentic because failure is a possibility, and it is from these failures that the most significant learning often occurs. Requiring a reflection extends the real-life learning opportunities because it often focuses on the s0ft skills or 21st-century skills. Additionally, I added a question on how I could improve projects and my role. Require and model reflection and improvement.
- Don't grade the year-end projects. Alternatively, have the students assign their own grades to their learning. By ditching teacher assigned grades, I found that students were more apt to take risks which encouraged critical thinking, curiosity and exploration. Ditch the rubric and teacher-mandated grades.
Important Dates and Information
May 21, 22: Senior computer collection, close out accounts, etc (10:30-1) in media center
If you have a Senior who owes
fines, a textbook, camera, etc. please let Nanette know by May 21
May 22: Awards Assembly
May 30: Senior Night Awards/Art Show
May 31: Senior Failures due to counseling by completing this form
Grading Workshop with Ken O'Connor
Location: Center I
Time: 8:30 a.m. to 3:30 p.m.
Grading Workshop with Ken O'Connor
We
would like to invite you to participate in a workshop with Ken O’Connor,
author of “The Repair Kit for Grading,” on July 16 and 17. This is part of
division-wide efforts to study current grading practices that began this past
fall with a survey to all teachers and the half-day sessions with all middle and
high school teachers to unpack the results of that survey. Soon, we also will
have results from a student survey with their perspectives on grading
practices.
This summer
workshop is a great opportunity to work with an internationally recognized
expert on grading practices and to learn more about various models for
communicating student achievement and providing feedback. There will be an
emphasis on practical applications that you can select to put into practice in
your own classes.
Please let us
know if you’re interested by May
20 by putting your name on this spreadsheet.
if you are able to attend this workshop as a member of our school team.
Dates: July 16 & 17Location: Center I
Time: 8:30 a.m. to 3:30 p.m.
Shout Outs
Additionally, thank you to all the faculty and staff who made the performance possible and those who attended one of the shows.
Birthdays
May 26: Irvin Johnson
May 27: William Trent
Useful Information
Bell Schedules : http://bit.ly/MOHSbells
Want
something included on the Monticello Outlook Calendar, the Monticello
website, in the PowerSchool Daily Bulletin, or the student newsletter
(viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33
Worth Your Time
Five years ago, she was a homeless high school valedictorian. Saturday, she got a degree from Georgetown. "I want people to look at me and say, 'She did it, I can do
SAT Adds Adversity Score
The reasoning behind the SAT's New 'Disadvantage' Score
Your questions about the New Adversity Score Answered
Opinion: The SAT's Bogus 'Adversity Score'
Year-end schedules
Award Ceremony 2018
May 22, 2018
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7:40-8:40
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Zero Period
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8:55-10:05
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1st Period
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10:10-11:20
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2nd Period
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11:25-1:20
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3rd Period
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1:25-2:30
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4th Period
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2:00-2:30
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Senior Reception in Auxiliary Gym (please wear graduation gown)
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2:30-3:50
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Award Ceremony
*Classes will be called over the intercom
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AM CATEC: Normal departure, Leave CATEC at 11:15am to return for 2nd lunch
PM CATEC: Depart Monticello at 12:10, Leave CATEC at 2:05 to return for Award Ceremony
End of Year Bell Schedule
NO Mustang Morning
May 28-June 4
Mondays and Wednesdays: A-Days
Tuesdays and Thursday: B-Days
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Zero Period: 7:40 – 8:40
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1st Period: 8:55-10:30
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2nd Period: 10:35-12:40
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3rd Period: 12:45-2:15
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4th Period: 2:20-3:50
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AM CATEC Students: Normal Departure and return from CATEC by 12:15 (at CATEC from 9:10-11:55)
PM CATEC Students: Depart Monticello at 12:45a
Final Exam Bell Schedule
June 5: A-Day Exams
June 6: B-Day Exams
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8:55-10:25
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1st Period
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10:30-12:40
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2nd Period
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12:45-2:15
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3rd Period
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2:20-3:50
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4th Period
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AM CATEC Students: Normal Departure and return to Monticello High School by 12:05
PM CATEC Students: 12:45pm bus departure
Make-Up Exam Bell Schedule
June 7
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Session 1: 8:55-10:30
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Lunch: 10:35-11:05
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Session 2: 11:10-12:50
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AM CATEC Students: Normal Departure and return to Monticello High School by 10:35
PM CATEC Students: Depart at 11:05 and return to Monticello High School by 12:50
