I have been creating, and iterating, an innovative learning experience (fancy name for a lesson plan, huh? Let’s call it an ILEP!) over the past two weeks and I’m ready to share it with you! That does not by any means imply that it is done (are we ever really “done”?) but it is in a stage of finality that I am proud of. In a nutshell, this ILEP asks my fourth grade scientists to use Circuit Stickers to create a constellation seen during their birth month. Further, they may choose to write or verbally explain why that constellation can be seen during that time of the year based on an understanding of patterns of seasonal change. The project ends with a dark room gallery walk to view the night sky through the work of all scholars in our classroom. Fitting that it’s Thanksgiving week and a time where we in the United States tend to express our gratitude, I was reminded of how thankful I am for my peers, instructors, and those in my “teaching tribe” for the feedback and growth they afford me. MY ILEP would not be here without the thoughtful comments that I received this past week. Here’s what my ILEP looked like after the feedback phase - bursting with comments and ideas to work with. Exploring Universal Design for Learning (UDL) and intersectionality (see more about that on my blog post from last week) gave my peers and I new lenses to critique with. I made a few relatively small changes but with a huge UDL impact. It was suggested to give my students multiple means of expression and allow choice in how students construct their explanation. My original plan asked students to write out their understanding of seasonal change, but my improved plan allows students to write or verbally explain in a short Flipgrid video. Students are still meeting the same science standard, but in a way that works best for them. Students with difficulty reading and writing may prefer a verbal option while shyer students may prefer to express themselves with text. I also added more resources, details, and “tinker time” where students could explore the task and technology, make mistakes, and ideate with peers. One aspect I did not change was the rubric where students are graded. I asked if anything needed clarification, but as I attempted to clarify the scientific explanation instructions, I felt that I was simply “giving away” the answers of what students may write. I want their explanation of constellation change based on seasonal patterns to be more organic and truly assess what they understand about Earth’s rotation and revolution. Rubrics are hard! How do we make them clear and concise, yet also allow for creativity and expression? I’m still searching for that delicate balance. As I gave feedback to my peers, my students were at the forefront of my mind. I first searched out positive points to comment on - in this case, particularly ones that addressed UDL and provided multiple means of representation, engagement, and action/expression. I strive to do this each day - both personally and professionally. Our first interactions with our students need to be positive, and a critique to a colleague is much better received when they are also accustomed to hearing me sing their praises. Griping to a spouse when I walk in the door makes for an unpleasant evening; I’d rather enter with gratitude and grace. Once I noted the glowing aspects, I was able to ask questions, request clarification, and provide suggestions for growth. The challenge here was doing this through the perspective of intersectionality. We were asked to view the plan through an identity different than our own. As I gave feedback on a lesson using virtual reality goggles, I focused on the challenges this may present to a student with limited mobility or a student in a wheelchair. These are not challenges I think about each day or during my own lesson planning, so I had to step outside of my comfort zone. As I think about moving forward with my ILEP, I envision big smiles and deep conversations in my classroom. Stay tuned!
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Hi there!I'm Sarah! I have a passion for powerful teaching and lifelong learning. I am a 4th grade teacher turned instructional designer, and this is my blog documenting the journey. Click here to get in touch with me. Archives
February 2021
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