The Soft Skills
12/10/2020
Planning, Organizing, Divvying up tasks, Working collaboratively, Making decisions, Meeting deadlines, Listening, Communicating, Contributing, Problem solving, Revising, Engaging, Executing. Many would argue that these skills far outweigh the academic skills of readin’, writin’, and ‘rithmatic in the real world. These are the skills that help us with most everything we do in life. Being able to have kids practice these skills in a safe environment has been essential to their social growth and development especially in a time of isolation where students have few opportunities to engage with others. Group work pushes students to think in ways that may not come naturally to them. They have to step up and be heard if they want to also feel ownership. Students have to recognize when their group is getting off track, consider another’s feelings, decide what is reasonable, compromise, and utilize many other "soft skills". These last two weeks before the winter break, 7th and 8th graders are turning favorite childhood picture books into short films for the entertainment of the youngers in the community. Middle Schoolers will also be learning about film making, using the school equipment and figuring out where they fit best into a film crew. This kind of project would not have been possible at the beginning of the year. Over the course of the semester, these students have really gotten to know one another well and understand how to respectfully engage with each other so that positive forward progress can be made in whatever they are doing. The groundwork has been laid, and these middle schoolers are comfortable enough to do just about anything together. Focussing on the social skills needed to work in a group is likely one of the most important aspects of middle school. Without developing these skills, students would be challenged to use and share what they know to succeed. Chem Lab - Middle School Style
11/21/2020
One of the main goals of science at the middle school level is to provide a solid foundation of scientific concepts, vocabulary, and skills so that students can confidently understand the world around them to ask deeper, meaningful, and more connecting questions in highschool and beyond. Currently, students are learning about the characteristics of chemical reactions by recognizing when they have occurred. These types of labs are particularly fun for students as they add a few drops of this to a few drops of that and observe temperature changes, color changes, and the formation of gas bubbles or precipitates. Upon completing most labs, students are asked to write a CER (Claims-Evidence-Reasoning) using their lab write up.
Most of the time, science lab experiments are done with one or two partners. Often, partners have to divy up the tasks to be able to complete the lab on time. Students check their work with one another, ask questions and explain what they witness out loud to clarify for themselves or help each other. Fun-Yes! Solidifying Science Skills and Concepts-Yes! Technical Informational Writing - Yes! Many science labs also capture the essence of most 21st Century Skills:
Photos from the last two weeks.
Investigative Journalism
11/7/2020
Teaching students how to write engaging, meaningful stories can be very challenging. One way to ensure that students buy into the process is allowing them to choose what they want to write about. In our most recently completed unit, Investigative Journalism, students chose a topic that was meaningful to them and then followed a series of steps using mentor texts to produce pieces they were passionate about. We were even able to talk with Kyle Hopkins, Pulitzer Prize winning investigative journalist, from the Anchorage Daily News. Kyle spoke to the class about how he finds his stories, checks his facts, investigates, takes notes, and writes. Students asked many thoughtful questions and learned quite a bit about work as a journalist from this guest speaker. At PNA, we use Lucy Calkins’ Units of Study. I have found that these units of study require students to think critically and deeply about each word they put on the paper, and about words they read in texts. I think back to the formulaic, fill in the blank, writing I was asked to do when I was their age, and it was nothing like what I am asking of my students today. They must work hard to think analytically as they write. Some students are ready for the level and depth Lucy Calkins wants from them. Yet many are not based on their experience with writing, and/or actual brain development (analytical and critical thinking skills). It doesn’t matter, though. When we show students what is possible, when we ask them to reach for the stars and they try, we get growth. Students worked hard to produce their work. They revised, critiqued, revised, edited, and then finally published. The Middle School Voice is a collection of their stories. Sit back and get ready to learn about what concerns students these days. 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. Middle School Scientists
9/26/2020
One of the main goals of science at the middle school level is to provide a solid foundation of scientific concepts, vocabulary, and skills so that students can confidently understand the world around them to ask deeper, meaningful, and more connecting questions in highschool and beyond. This year, students have been learning about structures, and simple machines as they move forward in the building of the PNA greenhouse (a PBL project with Mr. Johnson).
Before the Covid quarantine disruption, students had been building “Nifty Lifters” under a standard set of criteria. Basically, they needed to build a device that used two simple machines to lift a 600 gram soup can 5cm in height. Their devices needed to use as little input force as possible - revealing the mechanical advantage of the machines. To get a better handle on the true mechanical advantages of simple machines, our class did a number of labs. Investigative labs are particularly fun for students but they also require using a set protocol following the scientific method. As a class, we are working to understand how to write clear conclusions that use real results as the evidence behind the learning. Most of the time, science lab experiments are done with one or two partners. Often, partners have to divy up the tasks to be able to complete the lab on time. Students check their work with one another, ask questions and explain what they witnessing out loud to clarify for themselves or help each other. (While students may have to work closely with one another and share materials during these labs, they are required to wash their hands afterward and add any group materials to the sanitation bin for Covid - 19 precautions.) Fun-Yes! Solidifying Science Skills and Concepts-Yes! Technical Informational Writing - Yes! Many science labs also capture the essence of most 21st Century Skills:
Here’s to a whole year of science ahead! (For photos of students working on these labs, see previous blogs.) Understanding by Doing
9/19/2020
Even in times that we must physically distance, there is still room for learning by doing. This week students continued their studies on simple machines. While wrapping their heads around the physics behind the machines through focused labs, students decided if they might apply what they learned to their own devices. Partner teams have been challenged to build a device that will lift a 600gram weight using the mechanical advantages of simple machines. On Wednesday, we will test our machines by applying an input force - which should, hopefully be far less than 600 N! Pandemic Surprises
9/12/2020
Due to the Pandemic, Spring Hill Elementary (across Lake Otis) has become a safe haven for PNA Middle School, allowing students to run, play, climb, swing, and basically engage with one another. This playground, which is usually off limits to outsiders during the school day is open and available because ASD students are in school online! So PNA MS has moved in! Know your resources! It takes 10 minutes to walk over to the playground from PNA. We take a moment to eat and then the students play until it is time to head back to PNA. The best part is that MS students usually decide to play an all inclusive game like “Mouse on Ground”, or “Hide and Seek Tag” where everyone is encouraged to play. It is heartwarming to watch this group of 12-14 year olds take care of one another and ensure that each person is OK with the current game of choice. One day last week we extended our day at Spring Hill by bringing over a science activity - Seesaw Science (aptly named). In this activity, students worked to find the relationship between distance and weight by finding the balance point using different weights. Students are learning about simple machines as they work to build the greenhouse with Mr. Johnson. One reason activities like this may be better inside is because of the unpredictable wind gusts we had to contend with, but otherwise, things went well. Enjoy the photos! Distance Makes the Heart Grow Fonder
5/21/2020
I've always been a strong believer in Pacific Northern Academy’s mission, philosophy, and methodologies. But never have I believed in them more than through this last trimester of distance learning. It was as if students and teachers had been in training their whole PNA careers for this moment…. These students had to be independent thinkers to navigate all the problems that might pop up. They had to help their younger siblings and family members in roles they had never had before. They had to be responsible and take charge of their own learning. Middle Schoolers rose to the challenge and led the way. Time and time again, strong roots in community have proven to play a significant role in positive responses to crisis. Maintaining ties between students, teachers, and families was PNA’s main focus. Without community, who are we? Through community we knew we could continue to grow and learn despite the obstacles. Once things stabilized, we were able to sit back and watch our students relax in their new routines. And while we spent some time learning new technologies and problem solving glitchy devices, we relied on our strengths. For Middle Schoolers, Project Based Learning found its most authentic place. 8th Graders worked on their graduation speeches and learned how to make them into videos for the 2020 Graduation Ceremony. In Social Studies, all students kept a primary source journal documenting and reflecting on daily challenges and developments of the pandemic. In science, students learned about the nature of viruses and how they work and then explored in depth any aspect of pathogens that was of interest to them specifically. You will need to ask your student to view his or her video. But when we let them choose whatever they wanted to focus on and develop their own interest, they truly shined. Students followed a plan that they created and adapted for themselves toward a goal they wanted to achieve. Interests ranged from photography - to cooking - to reimagining interior airplane design - to sewing - to coding - to art - to anatomy and history of medicine - to training a puppy - to running - to building a trebuchet - and others! For me, distance learning has reinforced all of PNA’s strengths and deepened their meaning. I have seen the community, the integrity, and the independent thinking in action. I am very proud of our school and the families that make up our community. And while I am not fond of distance learning, I know that if we have to continue with some form of it, PNA is the place I would want to be.
|
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
Categories |