Session: Creating next generation learning spaces (Steelcase)
PRESENTERS: Chip McLellan, Education Sales Leader, The Americas | Steelcase Inc
Session Description: The education environment is rapidly changing as teaching, space and technology are influenced by the world around us. Technology is reshaping education - from mobile devices to blended learning. Learning spaces must evolve to foster a more active and engaging experience for students and teachers. Classrooms today must support frequent collaboration and communication, easy transfer of information between individuals and groups, the effective display of content and seamless transitions - whether in large group, guided small group discussion or presentation. Pedagogy, technology and space, carefully considered and integrated, define the new classroom ecosystem. Inspired by Steelcase research and insights, active learning is the foundation of our solutions developed for students and educators. Please join us as we share our research foci on educational practices and spatial designs, and metrics from our research on how new classroom design can improve engagement and performance for girls.
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Add notes here:
Read this: Steelcase's take on Blended Learning. Cool planning resources.
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Session: Out of the classroom, into the community (scientific experiential learning program @ Madeira School)
Epics/high project is an existing Purdue engineering program for US Students. Connects them with community service.
Train teachers, institute as see fit.
4 areas:
Education
*Access and abilities
Environment
*Human services
Co curriculum program at Madeira existed already. Weekly internship. Seniors? No, sophomores! Service project.
Partners:
Calleva program
Outdoor Ed
Environmental Ed
Sustainable farming
Team river runner
Vets with disabilities
"Paddling towards healing"
Used DESIGN THINKING process (L&D graduate)
Identified site problems:
Launch kayaks, people have access problems.
Steep hill
Other traffic
Began with 6 sophomores
2 science teachers
2 community partners
Year 1: Met All day every Wednesday
Year 2, group is now juniors (very busy!): met 20 minutes as needed
Year 3: seniors. Tbd.
Use design thinking.
Gain empathy (try paddling with simulated disabilities)
Seek out experts (partners)
Brainstorm--what are problems?
ID possible solutions
Focus on critical elements--floating, zero-entry, self-entry
Build and test prototype
Consult new experts for fundraising
Commercial systems
Govt grant advisors
Govt representative
Refine design and build!
Advice:
* Don't rely on school calendar. Public doesn't follow this. Be flexible. Let projects spill over into next year.
* Take backseat to students
* Create structures to help them thru process
* Share your story
Builds:
Teamwork
Communication
Resilience
Simple is better
Project management skills
Pride
~Great material for college essay
Train teachers, institute as see fit.
4 areas:
Education
*Access and abilities
Environment
*Human services
Co curriculum program at Madeira existed already. Weekly internship. Seniors? No, sophomores! Service project.
Partners:
Calleva program
Outdoor Ed
Environmental Ed
Sustainable farming
Team river runner
Vets with disabilities
"Paddling towards healing"
Used DESIGN THINKING process (L&D graduate)
Identified site problems:
Launch kayaks, people have access problems.
Steep hill
Other traffic
Began with 6 sophomores
2 science teachers
2 community partners
Year 1: Met All day every Wednesday
Year 2, group is now juniors (very busy!): met 20 minutes as needed
Year 3: seniors. Tbd.
Use design thinking.
Gain empathy (try paddling with simulated disabilities)
Seek out experts (partners)
Brainstorm--what are problems?
ID possible solutions
Focus on critical elements--floating, zero-entry, self-entry
Build and test prototype
Consult new experts for fundraising
Commercial systems
Govt grant advisors
Govt representative
Refine design and build!
Advice:
* Don't rely on school calendar. Public doesn't follow this. Be flexible. Let projects spill over into next year.
* Take backseat to students
* Create structures to help them thru process
* Share your story
Builds:
Teamwork
Communication
Resilience
Simple is better
Project management skills
Pride
~Great material for college essay
Part 2 of Session: Social Entrepreneurship Program @ Lake Washington Girls Middle School (24 hr. business incubator)
Shannon, Dir of Communication. (Note, former EWS Admissions team member.)
Seattle Washington
106 girls. Teaching "Gumption and grit".
STEAM program. How can we make it interesting to our girls?
Startup weekend girls entrepreneurial program one weekend in May.
Took 5 mos to plan.
Startup weekend is facilitated by nonprofit group Upglobal.
Make a business in 54 hours. For adults. Form teams, iterate ideas, pitch. Some walk away with new businesses.
Her school wanted one for girls.
Only things you need: Internet, people, and food.
Upglobal refined tools for kids.
They provide Organizers guide.
You get experts in room, supplies, then Upglobal takes over.
STEAM teachers helped out. Tons of mentors and coaches. Volunteers.
Memorable Projects:
Pit soul
Ware fair
Broke even. Line up more volunteers than you think you will need as some will be no shows. Don't think that you must be an expert on startup. They guide you every step of the way.
Seattle Washington
106 girls. Teaching "Gumption and grit".
STEAM program. How can we make it interesting to our girls?
Startup weekend girls entrepreneurial program one weekend in May.
Took 5 mos to plan.
Startup weekend is facilitated by nonprofit group Upglobal.
Make a business in 54 hours. For adults. Form teams, iterate ideas, pitch. Some walk away with new businesses.
Her school wanted one for girls.
Only things you need: Internet, people, and food.
Upglobal refined tools for kids.
They provide Organizers guide.
You get experts in room, supplies, then Upglobal takes over.
STEAM teachers helped out. Tons of mentors and coaches. Volunteers.
Memorable Projects:
Pit soul
Ware fair
Broke even. Line up more volunteers than you think you will need as some will be no shows. Don't think that you must be an expert on startup. They guide you every step of the way.
Day 2
Session: Keys to Success of Thriving 17 year old Hathaway Brown Research Program
Crystal Miller, Director of Science Research program
SREP (Sci Res. Engineering Prog)
Labs--biomed/engineering, NASA space research program, natural history museum. Local Cleveland institutions. Case Western, Cleveland Clinic. NASA Glenn, etc. Individual mentors crucial.
Hands on research opportunities for 9th-12th graders.
Help mediate relationship, find mentors.
Institute for 21st cen. learning
Not a core course. Does not count toward science credits. Elective.
Meets 1/wk. seminar, 1/3 of US students participating.
Discuss what kind of science they are interested in, present findings at end.
"Varsity Science" kind of commitment. Multi-year projects. Begin 9th...continue on to delve in deeper. Evolve as scientists/engineers as being mentored.
Research director seeks out & cultivates mentors in research community.
Students register for research seminar class that meets with HB Research Director
Students & director
Brainstorming techniques
How much hands on?
Analyzing data?
Same activity or variety?
Choose labs that would be a GOOD FIT for student.
HB handles logistics and accompanies students on intiial meeting.
SREP (Sci Res. Engineering Prog)
Labs--biomed/engineering, NASA space research program, natural history museum. Local Cleveland institutions. Case Western, Cleveland Clinic. NASA Glenn, etc. Individual mentors crucial.
Hands on research opportunities for 9th-12th graders.
Help mediate relationship, find mentors.
Institute for 21st cen. learning
Not a core course. Does not count toward science credits. Elective.
Meets 1/wk. seminar, 1/3 of US students participating.
Discuss what kind of science they are interested in, present findings at end.
"Varsity Science" kind of commitment. Multi-year projects. Begin 9th...continue on to delve in deeper. Evolve as scientists/engineers as being mentored.
Research director seeks out & cultivates mentors in research community.
Students register for research seminar class that meets with HB Research Director
Students & director
Brainstorming techniques
How much hands on?
Analyzing data?
Same activity or variety?
Choose labs that would be a GOOD FIT for student.
HB handles logistics and accompanies students on intiial meeting.
Director helps mediate to help focus student's own project if feel hesitant about speaking with mentor.
Helps identify optional local/state/natioanl/international confereces and competitions.
Present in class twice a year and at annual poster session.
"Students graduate from HB and SREP with experience that equips them to have the confidence to pursue STEM careers" (head blocking).
Helps identify optional local/state/natioanl/international confereces and competitions.
Present in class twice a year and at annual poster session.
"Students graduate from HB and SREP with experience that equips them to have the confidence to pursue STEM careers" (head blocking).
Day 3: Cross Curricular PD (Miss Hall's EE Ford Sponsored Program)--Love this!
Background:
2 teachers felt that they were existing within a departmental silo, campus is large so there is physical separation, suffering from meeting fatigue (meetings about planning for meetings :))
This way of existing poses several problems:
-Doesn't capitalize on strengths of people in the room. Mostly housekeeping. Not talking about actually teaching. (Cell phone policy, uniform, etc.)
-ie: Second semester sophomores, "they are in the dark hole. What do I do?"
Top down leadership model. No active conversations in the room, making changes/policy, wanted to be players effecting the culture of the school.
Meetings are where culture is being defined in our schools.
Determine how we talk about our girls, how they learn, how we describe ourselves as professionals.
WHAT IF...
How could we improve this situation?
Just teachers in the room. What could happen? Just teachers of sophomores. Discuss Developmental issues. Crazy times in their lives (Juniors super busy, college ap place, etc.)
They are agitators as people. Breaking through doors. Head commits time and resources for faculty seminar. Finding a way to have conversations about girls. What it means to teach leadership skills in the classroom.
See mission statement pic on phone.
Started reading Girl Scouts Leadership Institute Research.
How they define leadership. Make change. Do good things for world. Relational. Want relationship with teachers. Want to connect with us. Want to be partners in their learning.
Recommend:
"Mindset"--intelligence is not inherent, it is something you develop. Same thing as leadership. Opens up world of opportunity for us as educators. Can create a program that helps you teach what leadership is for you personally.
"How Children Succeed"-lots of work based on "Mindset" but uses school examples of what school should be. How to create school culture.
"Role Reversal" takes grading to another level. Kids grade themselves? (Mark Barnes author)
Created this 2 year seminar. Pay teachers to do this work.
We've received this Gift! oh shoot! Now we have to do it!
Faculty applied. Gave justification for what they wanted to take from the seminar. Helped them Design syllabus. Chose teachers only.
Start reading. Have essential question. Have a think tank.
Very scripted. We need outcomes!
"The life of a project" graphic. Google this!
Lots of clout in the room. Lots of loud voices. Unsettling meeting. Very worried about doing a bad job. We ask girls to take risks, but its a revelation as an adult.
Designed it like this: think of your classroom as a learning lab. Not sure if it's going to work, but let's explore how to put girls at center of classroom. Inherent failure, sometimes going to be great, but other times fail. Discuss what it feels like. What happened there? Permission to fail. Model we want for our girls. Not easy when salary and job is tied to that. How to feel comfortable talking about it with your colleagues. Changes your relationship with them. Vulnerable. Generative for all in room.
Fall: reading, vocabulary, creating common language. Individuals come from all different places, ideas of what constitutes good teaching. Want to create own way of thinking as a group. Used books in syllabus ("Mindset"), discussed at lunch table, faculty meeting, sent it into the air. Started changing culture of school.
Process is messy. People are messy too!
Really needed time together to talk about their lives at the school. Work day, teaching a sophomore, having to do weekend duty then AP environmental student prep the next day. More about people than plowing through syllabus.
Leadership & Design task & maintenance for groups getting along. Task (goal of group). Maintenance (care of people in group in order to get the work done). Need moments to come together and take care of each other.
Learned to adapt really quickly.
Think process, not product.
Empathy, trust. Long term partnership, visiting classes and observing. Scary moment, but with partnership you create a plan for the observation. Do reflection. Build trust. Colleague invested in goal, helping you grow in a specific way that you've identified. Give feedback.
What does a visit actually mean? Reviewing students' reflections. Following a chat. Go to classroom and watch. Being focused on a particular way that a person teaches, how impact girls in our classes, more than just physically being in the room. Created forum for collaboration. English to Science teaching strategies, etc. Common language developed about teaching.
LEAVE HOME. So, an English teacher walks into a portrait studio. Get to know subject so that it's more than a selfie.
Think about doing assignments that you give your kids. Take a risk. Do it. Had conversation in front of students. Students observed. Reflected on it as well as entire portrait lesson. She read their reflections.
Project in class: What if I used grades to empower students rather than define them? Stopped giving grades. Inspired by "Mindset".
No need for outside expert. We can all help each other if we convince admin to give us room, money, and time to make those conversations happen.
Have done 2 full years. 16 faculty members have gone through process with them (6-8 at a time).
Huge impact on culture of school. Have conversations with all faculty. Normalized it happening. Expectation that it continues. Build it into the schedule so that it's part of your contracted time.
New groups are converging. Only had 2 meetings then disbanded. Not every Thursday meeting any more.
Stop deferring maintenance on people.
Must be willing to take some risks. Have a lot of stamina. Get buy in. Once happens, it's magical. Giving teachers time to talk with teachers.
Competencies and behavioral goals.
Met every 2 weeks the first time. $1000 stipend/semester. No one signed up for stipend, really wanted conversation. 1.5 hrs. 6-7:30.
Next year gave selves lead-way and didn't meet as often. Wanted to do more 1:1 work with teachers. Redefined what meeting meant. Met during day second iteration to consider people with families. Service block?
Look at faculty, who's hungry for something like this. Who has clout, but is willing to learn? Want teachers to facilitate. Funding. EE Ford funded--aligned with their mission well. Informed decision making.
Look @ website to see competencies around girls' teaching. Major outcome of work they did.
EE Ford Writeup: Classroom as Learning Lab
Girls Leadership Core Competencies (result of work they're doing)
Human Library. Members of community be a human book. I WANT TO DO THIS!!!!!!!
What if we had a human library of ppl who did this seminar? You come and check out a book, tell you about what happened in the project. List of titles.You Were checked out for 10 minutes. ONe way to disseminate information. Write up extensive reflection, documentation. Have portfolio of all she did duringthat year. Lessons learned have impacted way other people are teaching.
Recreated rubrics about what it means to be a student.
Junior toggle--I earned that grade, No it's because you're a sucky teacher!
Growth mindset rubrick--can be shared. Check on this. Beginning of year...middle...end of year, it has to be different.
Relationship with student is a powerful thing. 15-20 minute interviews 4/semester is a powerful thing. Goal setting, build relationship. Made huge difference iin performance in class. Will always be there. Mentoring, not just teaching. Focused coaching...how to get a kid to talk in class, organization, etc. Love kids or content??!
"I am a master of sophomores. I know what to do in Feb to motivate the kids to finish the year strong."
Next step: article. You are a leader in the world and an expert in what you do. You have power, knowledge.
9 year old daughter gets off bus full of confidence. Don't want that to end in 9th grade
Not allowed to lose confidence. I will not grade in a way that allows you to lose confidence. No letter grade, just feedback. Re-writes. Growth mindset.
Girls looking at leadership in a new way. Prepared so that we can prepare them. It's about collaboration and getting things done. Enhancing what comes naturally to you, don't work against it.
Venting should be about how to make things better. Positive spin on everything being discussed. Want teachers to feel empowered to make change. Not just complain about how you feel about something. If you don't do something about what drives you crazy, where are you? Common language helped.
What if that looked really different? Classroom run in another way? Vent and then come up with solutions.
Facilitators didn't participate in venting. Teachers want to be at the table. See selves as changing the conversation.
What could we do about that? Flips conversation from dis-empowerment to empowerment. What would you do if you were in charge of the world?
Process. Apply to do it. Later next year it will become compulsory. Taking time from family, personal time, want to use it in generative way. Now part of what we do. Changes dynamic.
2 teachers felt that they were existing within a departmental silo, campus is large so there is physical separation, suffering from meeting fatigue (meetings about planning for meetings :))
This way of existing poses several problems:
-Doesn't capitalize on strengths of people in the room. Mostly housekeeping. Not talking about actually teaching. (Cell phone policy, uniform, etc.)
-ie: Second semester sophomores, "they are in the dark hole. What do I do?"
Top down leadership model. No active conversations in the room, making changes/policy, wanted to be players effecting the culture of the school.
Meetings are where culture is being defined in our schools.
Determine how we talk about our girls, how they learn, how we describe ourselves as professionals.
WHAT IF...
How could we improve this situation?
Just teachers in the room. What could happen? Just teachers of sophomores. Discuss Developmental issues. Crazy times in their lives (Juniors super busy, college ap place, etc.)
They are agitators as people. Breaking through doors. Head commits time and resources for faculty seminar. Finding a way to have conversations about girls. What it means to teach leadership skills in the classroom.
See mission statement pic on phone.
Started reading Girl Scouts Leadership Institute Research.
How they define leadership. Make change. Do good things for world. Relational. Want relationship with teachers. Want to connect with us. Want to be partners in their learning.
Recommend:
"Mindset"--intelligence is not inherent, it is something you develop. Same thing as leadership. Opens up world of opportunity for us as educators. Can create a program that helps you teach what leadership is for you personally.
"How Children Succeed"-lots of work based on "Mindset" but uses school examples of what school should be. How to create school culture.
"Role Reversal" takes grading to another level. Kids grade themselves? (Mark Barnes author)
Created this 2 year seminar. Pay teachers to do this work.
We've received this Gift! oh shoot! Now we have to do it!
Faculty applied. Gave justification for what they wanted to take from the seminar. Helped them Design syllabus. Chose teachers only.
Start reading. Have essential question. Have a think tank.
Very scripted. We need outcomes!
"The life of a project" graphic. Google this!
Lots of clout in the room. Lots of loud voices. Unsettling meeting. Very worried about doing a bad job. We ask girls to take risks, but its a revelation as an adult.
Designed it like this: think of your classroom as a learning lab. Not sure if it's going to work, but let's explore how to put girls at center of classroom. Inherent failure, sometimes going to be great, but other times fail. Discuss what it feels like. What happened there? Permission to fail. Model we want for our girls. Not easy when salary and job is tied to that. How to feel comfortable talking about it with your colleagues. Changes your relationship with them. Vulnerable. Generative for all in room.
Fall: reading, vocabulary, creating common language. Individuals come from all different places, ideas of what constitutes good teaching. Want to create own way of thinking as a group. Used books in syllabus ("Mindset"), discussed at lunch table, faculty meeting, sent it into the air. Started changing culture of school.
Process is messy. People are messy too!
Really needed time together to talk about their lives at the school. Work day, teaching a sophomore, having to do weekend duty then AP environmental student prep the next day. More about people than plowing through syllabus.
Leadership & Design task & maintenance for groups getting along. Task (goal of group). Maintenance (care of people in group in order to get the work done). Need moments to come together and take care of each other.
Learned to adapt really quickly.
Think process, not product.
Empathy, trust. Long term partnership, visiting classes and observing. Scary moment, but with partnership you create a plan for the observation. Do reflection. Build trust. Colleague invested in goal, helping you grow in a specific way that you've identified. Give feedback.
What does a visit actually mean? Reviewing students' reflections. Following a chat. Go to classroom and watch. Being focused on a particular way that a person teaches, how impact girls in our classes, more than just physically being in the room. Created forum for collaboration. English to Science teaching strategies, etc. Common language developed about teaching.
LEAVE HOME. So, an English teacher walks into a portrait studio. Get to know subject so that it's more than a selfie.
Think about doing assignments that you give your kids. Take a risk. Do it. Had conversation in front of students. Students observed. Reflected on it as well as entire portrait lesson. She read their reflections.
Project in class: What if I used grades to empower students rather than define them? Stopped giving grades. Inspired by "Mindset".
No need for outside expert. We can all help each other if we convince admin to give us room, money, and time to make those conversations happen.
Have done 2 full years. 16 faculty members have gone through process with them (6-8 at a time).
Huge impact on culture of school. Have conversations with all faculty. Normalized it happening. Expectation that it continues. Build it into the schedule so that it's part of your contracted time.
New groups are converging. Only had 2 meetings then disbanded. Not every Thursday meeting any more.
Stop deferring maintenance on people.
Must be willing to take some risks. Have a lot of stamina. Get buy in. Once happens, it's magical. Giving teachers time to talk with teachers.
Competencies and behavioral goals.
Met every 2 weeks the first time. $1000 stipend/semester. No one signed up for stipend, really wanted conversation. 1.5 hrs. 6-7:30.
Next year gave selves lead-way and didn't meet as often. Wanted to do more 1:1 work with teachers. Redefined what meeting meant. Met during day second iteration to consider people with families. Service block?
Look at faculty, who's hungry for something like this. Who has clout, but is willing to learn? Want teachers to facilitate. Funding. EE Ford funded--aligned with their mission well. Informed decision making.
Look @ website to see competencies around girls' teaching. Major outcome of work they did.
EE Ford Writeup: Classroom as Learning Lab
Girls Leadership Core Competencies (result of work they're doing)
Human Library. Members of community be a human book. I WANT TO DO THIS!!!!!!!
What if we had a human library of ppl who did this seminar? You come and check out a book, tell you about what happened in the project. List of titles.You Were checked out for 10 minutes. ONe way to disseminate information. Write up extensive reflection, documentation. Have portfolio of all she did duringthat year. Lessons learned have impacted way other people are teaching.
Recreated rubrics about what it means to be a student.
Junior toggle--I earned that grade, No it's because you're a sucky teacher!
Growth mindset rubrick--can be shared. Check on this. Beginning of year...middle...end of year, it has to be different.
Relationship with student is a powerful thing. 15-20 minute interviews 4/semester is a powerful thing. Goal setting, build relationship. Made huge difference iin performance in class. Will always be there. Mentoring, not just teaching. Focused coaching...how to get a kid to talk in class, organization, etc. Love kids or content??!
"I am a master of sophomores. I know what to do in Feb to motivate the kids to finish the year strong."
Next step: article. You are a leader in the world and an expert in what you do. You have power, knowledge.
9 year old daughter gets off bus full of confidence. Don't want that to end in 9th grade
Not allowed to lose confidence. I will not grade in a way that allows you to lose confidence. No letter grade, just feedback. Re-writes. Growth mindset.
Girls looking at leadership in a new way. Prepared so that we can prepare them. It's about collaboration and getting things done. Enhancing what comes naturally to you, don't work against it.
Venting should be about how to make things better. Positive spin on everything being discussed. Want teachers to feel empowered to make change. Not just complain about how you feel about something. If you don't do something about what drives you crazy, where are you? Common language helped.
What if that looked really different? Classroom run in another way? Vent and then come up with solutions.
Facilitators didn't participate in venting. Teachers want to be at the table. See selves as changing the conversation.
What could we do about that? Flips conversation from dis-empowerment to empowerment. What would you do if you were in charge of the world?
Process. Apply to do it. Later next year it will become compulsory. Taking time from family, personal time, want to use it in generative way. Now part of what we do. Changes dynamic.