In this storybook workshop, children generated ideas by choosing a provocation that had been set out by the teacher. Provocations for this lesson included art studio with watercolours, play dough, building blocks, plastic animals and loose parts (beads, empty spools), and collections of other artifacts. The children built, played, and made the story come alive in their actions and words.

A child was building a tower with building blocks and explaining what she was doing. The idea of adding houses was an imitation of something she had seen her older cousin do. Young children often imitate in order to build their skills and then get original ideas later.

In the Science astronomy unit students are asked to consider the ethical implications of space travel.  As a class they discussed the issues, and used jigsaw and think-pair- share to explore a variety of issues.  They narrowed the list of issues down to technological issues, health issues (physical and mental) and resource issues.  They then looked on-line at the Mars One project (a one way trip to mars in 2023 that may or may not be a hoax). 

Students in this classroom frequently write their own blogs related to topics they are studying, and on current issues in their classroom and beyond. They tweet their blogs, and often receive comments from around the world. The teacher notes that the blogs offer students a safe way to express their opinions and freely with each and with the world, and give her a chance to understand each student more deeply than even their positive and open daily interactions in the classroom.

In May, the teacher posted the following assignment:

A student reflects on experiences that changed his goals and aspirations.

This excerpt is part of a longer interview with a student who talked about his experiences and the events that shaped him as a learner. In looking back, he recounts the challenges he experienced in his early high school years, when he did not want to be at school, avoided completing any work, and had no connection to school. He explains the impact of receiving an award as most improved student, and the teachers who gave him options to use his strengths to represent what he knew.

This excerpt is taken from a student’s memoir.  Students were asked to write about a significant life experience using dialogue. The project was launched with a brainstorming activity. The teacher also provided a rubric to guide development, revision, and self-assessment.

In her memoir, the student fully brings her audience into her “sky diving” experience.

After studying the origins and theories around our universe, students were asked to present their knowledge given a choice of styles.  This student chose to turn it into a children’s story.
 

This sample is from a student who generally did very little at school.  She was able to take this assignment and really be able to demonstrate her understanding (and her communication).
 

At the end of an optics unit, students created a video as a culminating activity. Their teacher provided the following instructions:

Use your observations to draw conclusions and change variables. For each picture you took you will do the following things in your video: 

Health and Career: drug awareness education project; end of grade 7.  Students had completed several projects using a variety of presentation options. In this way, they developed the skills to complete any of the project options. Their project included writing a test for their classrooms to check the intended learning.  Here is a summary of the assignment:

Students wrote a children’s story geared to their Kindergarten buddy class. They had to consider plot, characters, and setting.

Their story needed to consider their audience in its presentation. What would a kindergarten child like to see? How can you engage them? Some students were very good at making their PowerPoint young child friendly. They used simple words and bright, friendly cartoons.