Greenhouse Project
10/23/2020
by Pete Johnson How do kids learn best? To some degree, that depends on the child; however, most of us would probably agree that first hand experience is the best teacher. Project based learning (PBL) provides that first hand experience to students, which is why PBL is a fundamental pillar of PNA’s educational philosophy. PBL allows students to apply the concepts they learn to a purposeful activity or project. This not only enhances a child’s personal investment and engagement in the learning process, but this also creates authentic learning experiences with connections to real life. For the first couple of months of this school year, PNA middle school students embarked on an ambitious PBL project to construct a greenhouse as part of a structures and engineering science unit. Students practiced a number of skills, including: geometrical thinking, proper tool use, application of appropriate materials, and basic engineering skills. In addition, students also practiced several soft skills, such as collaboration and effective communication. This was not only a great opportunity to develop academic knowledge but this project also created opportunities to develop positive interpersonal and leadership skills. This was largely a student managed project. As such, students were assigned different roles such as Engineer (responsible for interpreting plans, etc.), Safety Supervisor (responsible for physical and Covid safety), Foreman (responsible for implementing tasks and managing other workers), and Worker Bees (responsible for general labor as directed by the foreman). Students had the opportunity to fill out a new job application for their preferred position a couple of times during the project. Students became very invested in the project, and exhibited a high degree of pride and ownership. I wouldn’t be surprised if some of the students ask to build things at home. I also wouldn’t be surprised if at least a few students put a brad nailer on their Christmas list! Executive Function
10/12/2020
On Friday, PNA teachers attended a virtual conference put on by the Northwest Association of Independent Schools (NWAIS). The keynote speaker was Rick Wormeli who is a leader in the education world pressing for practical change to celebrate and promote youth to achieve their dreams. He focuses on differentiation, standards based grading, social emotional learning and skill building among many other ideas. I would encourage you to take a look at his website if you are interested. When I hear speakers like Rick Wormeli, I feel reaffirmed and encouraged to focus on what I know, as a teacher of MIddle School, to be the most important lessons of the moment. Often, these moments are not centered around academic content. Instead, they are all about getting started with work, finding a notebook, recalling a previously learned lesson, organizing material, or getting work turned in on time and to the right place. I attended a second session with Rick Wormeli on Friday that focused on Executive Function. Here, I was reminded of my daily work (described above) and how focusing on these skills is absolutely essential for the success of the student - and I would add, “in middle school”. Developmentally, the middle school being, as we are all quite aware, is unique in what they know, and what they think they know. Their unused brain cells are being pruned right and left to make room for the ideas and skills that are most important and relevant to them. It often feels like they are losing their minds! It is developmental, however, and it is supposed to happen. We must take this important moment to focus on executive function skills helping students through this critical time and so they make the best decisions for themselves. Here are some excerpts from an article Rick Wormeli posted on his website about executive function: Executive FunctionExecutive function (EF) is the set of mental processes that help us plan, organize, strategize, pay attention to details, and manage time. All of us have issues with EF from time to time, even as adults. Executive function in the pre-frontal cortex of the adolescent brain is intermittent at best…. And just what are those EF skills? In their book, Smart but Scattered Teens: The "Executive Skills" Program for Helping Teens Reach Their Potential, Richard Guare, Peg Dawson, and Colin Guare cite the following:
Some students swear they can wake up 10 minutes before the bus arrives and be on time for school--and they do arrive on time, but they forget to bring three assignments and one permission slip that are due that day, so they call Mom to see if she can bring those things to school on her way to work, and oh, could she bring some lunch money, too?... Some students’ EF capacities are slower to mature, and they need additional assistance from teachers. Unfortunately, many teachers are not trained in how to help students develop these EF skills, especially those students who are identified with challenging learning disabilities or attention deficits. In addition, when students struggle academically and emotionally, we tend to blame the student. "Come on," the words tumble out of our mouths, "step it up, get organized, use your time wisely, show respect, and get your act together." These comments are a little like telling a student who doesn’t speak our language that he is intellectually incapacitated. As Todd Whitaker would say, who’s the slow learner here? Improving EF Skills No single strategy will work with every student, nor is there one magical strategy that will solve one student’s EF problems. It’s always going to involve multiple strategies implemented in concert. Successful teachers are dynamic in their approach, too, adjusting EF strategies as students mature. Here are some of the strategies that promote EF success: (Rick’s posted article goes into much more detail and research about each listed idea.)
Rick Wormeli reminded me that I work with Middle schoolers who all struggle with executive functions issues precisely and biologically because they are 12 - 14! I get frustrated when students don’t turn in their work on time, or forget to bring their book home, or leave their jacket under the tree. But, though frustrating, it is truly a moment to celebrate. As a PNA teacher, I can put my energy into helping to develop executive function skills now so that these students can function on their own, making the right choices, when it really matters in high school and beyond. |
Sarah Mariner
Ms. Mariner earned her Bachelor of Science degree in Biological Science from Colorado State University, and was awarded a teaching certificate through the University of Alaska, Southeast. Her varied background includes being an environmental education field instructor in Massachusetts, Colorado, and Baja, Mexico. She also served two years as a Peace Corps volunteer in the Dominican Republic. Archives
April 2021
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