Craft Category: Artifacts

Student Choice Over How to Demonstrate Mastery at Lindsay

A student explains how he decided to choose and execute against his own “level four” mastery demonstration.

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Transcript:

Marco Lopez: She gave us an opportunity for a Level Four, but a Level Four seemed kind of – I didn’t really like it. We do this thing called IXL and there’s like lessons on there, and it teaches us different ways to use like colons and semicolons and stuff like that. So she told us that if we could use all them correctly and incorporate them in our writing, that it could be a Level Four for grammar. And so I did that, and she said that I did an excellent job in that. So I got a Level Four in grammar. And then on theme I also got a four for that with my essay.
Interviewer: So you did an assignment that was different from the original one assigned, but it’s still totally showed that –
Student: Yeah, it still kind of referred the things it would have counted for.
Interviewer: You were excellent at all those learning targets?
Student: Yeah.

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August 10, 2016

Student Choice of Mastery Projects at Lindsay

Teacher Marla Earnest explains how students get choice over how to demonstrate higher levels of mastery.

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Transcript: Marla Earnest: […] they get to choose. There’s a lot of voice and choice, so within a class period you might see kids presenting on what career they want to have. You might see kids presenting on an area, geographic area that they’ve studied. You might see them presenting on something they learned in history, so they might be doing a time period. But the 3V is always application.

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August 10, 2016

Choosing to Demonstrate Advanced Knowledge at Lindsay

Teacher Marla Earnest explains how students who achieve proficiency on a standard can choose to demonstrate deeper mastery.

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Transcript: Marla Earnest: The fours are always student choice. If they want to show that they have advanced knowledge of this particular topic that’s a voice and choice issue because what we want is we want proficiency in all of our learners. Yes, we want them being pushed to the advanced, but it’s not my choice. I offer them that level four. And honestly, we have more and more learners wanting that level four, even in our English language classes. They want to show, “Hey, I got this. I’m advanced. Let me show you.”

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August 10, 2016

Personalized Learning Time at Lindsay

Teacher Marla Earnest explains how students have choice over what to work on and who to work with during Personalized Learning Time.

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Transcript: Marla Earnest: […] we have personalized learning time. And during that time kids are able to work on what they need to work on, on where they know they have work to do. So that might be writing time, you might have a group of kids working on grammar. You might have a group of kids working on a slide show that they’re going to present. It’s very personalized at that time. During that time kids can work on their own, with a partner, they will often work in a small group. The classroom is set up for small group conversations. But you’ll a lot of times see kids like, “I need to do my writing,” and they’ll just go and work on their writing on their own. So it flows. It’s not, okay, everybody’s doing silent, personalized quiet time now. It’s a flow in the classroom so that kids are getting what they need.

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August 10, 2016

Teachers Collaborating over Data at Lindsay

Teacher Marla Earnest explains how teachers have collaborative “data chats” to facilitate planning.

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Transcript: Marla Earnest: We do. We have data chats. It’s more of like a learning community. It’s more like a PLC. So we talk about, “Oh hey, this kid – have you noticed what their reading score looks like? Well what are we going to do to make sure that they’re able to read the text in science?” So those are the kind of conversations we have. And it’s much more of a PLC kind of thing, where we’re coming together as a learning community to work with specific sets of kids.

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August 10, 2016

Students’ Choice in How to Use Personalized Learning Time at Lindsay

Brandy Quintero, a Lindsay teacher, explains how students sign up for Personalized Learning Time.

Brandi-Quintero

Transcript: Brandy Quintero: Is the PLT. So kids get to sign up. We have a flex time manager and they get to go in and see what their teachers are offering on Tuesday and Thursday for an hour-and-a-half at the end of the day, and they get to sign up to what class they want to go. If they don’t sign up with a class, they get to go with Ms. Moore who’s our in-school suspension/detention lady. So we’re trying to teach them, “You do have to sign up for something. You can just say, ‘Oh, there was nothing I needed.'” And then we have opportunities for kids who are on pace in all our classes and don’t need that personalized learning time to get caught up for extra support. Some teachers are doing like woodwork, like creative stuff. One of the teachers, he’s looking at maybe doing some like boxing stuff next year. So like just kind of fun things, because you’re on pace, so it’s not a whole elective course for it. But during that PLT time you can work on something else.

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August 10, 2016

Lindsay Schedule

This document provides an overview of the High School schedule. Blocks are usually 85 minutes long, except on Wednesdays when they are 75 minutes, which allows teachers to have 80 minutes of full-school professional development time each week.

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August 10, 2016
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