During the first school year the new space was used, educators were asked to monitor and track growth towards the outcomes identified in their project plan and present the findings in a digital story. The story was framed by the question, "How is innovation shifting the story of learning at our school?"
To develop the school's project, staff worked together to develop responses to the following guiding questions.
Our DAT (involving key staff/teacher stakeholders) met in the spring of 2016 (i.e.: mornings and after school) to brainstorm our “best possible outcomes” for the transformation of our learning spaces with the innovation guiding principles driving our thinking and our decisions. In May 2016, the DAT Teacher leadership took a full day (ie: subs provided) to do this brainstorming which resulted in 3 potential action steps. The teacher group separated into the 3 action teams that best aligned with their personal passions and interests. Each of the 3 teams created a mini-presentation explaining the purpose of and the rationale for their dream idea. Each of the 3 teams then presented their ideas to the entire DAT team (including Rob Price). We then received feedback from the DAT team about each of the 3 ideas (ie: cost, feasibility, etc.) Before we “paused” for the summer, we narrowed our choices to 2 ideal solutions--one idea to support our ML students/teachers and the other idea to support the entire K-8 community.When we returned to school in August 2016, we reviewed our decisions from the summer and with the support of our architects, we finalized our decision to move forward with our 2 decisions (ie: ML Hub and Library Heartcenter).In September, our DAT Teacher Team, along with Kiffany Lychock, went on 3 school tours (ie: Summit, Boulder HS, and SHMS) to look for ideas about spaces, furniture, and ways to support the students in transitioning their behaviors and ways of being in these new learning spaces. Then we returned back to school to draft up how our vision of our new learning spaces aligned with the our best practice beliefs and the BVSD Innovation Guidelines so that the entire process and “journey” felt meaningful and true to our hearts so that these spaces were not just “an add-on” to our building but a “grass root” movement to inspire and enhance the innovative instructional shifts to which we all aspire.
Our project will support engaging learning opportunities for all students to thrive. The space will cater to student strengths as they guide some of their own learning through social, personalized inquiry-based experiences.
ML Hub: Learning is a social process/ Learning is personalized and learner led: Our project aims to create a dynamic space where students can be intentionally social to support academic growth including improving oracy, collaborating productively, and inclusive of all types of learners. We hope to use flexible grouping to provide structures so that students are most productive. There are multiple ways to be social- both digitally and verbally and this would meet both these needs. In this space, students would have access to technology (such as Chromebooks, digital displays, and personal device) to give them access to engaging in social processes digitally. We hope to create a climate of inclusion, where all students feel like they belong. This will move us away from a teacher-led model of communication and towards a student-led, collaborative model of project-based learning, roundtable discussions, team teaching, distance learning and team collaboration. Library Heartcenter:Social Emotional Learning in addition innovative learning is supported by these spaces:
ML HubTeachers may need support to help coach students how to use the space (thinking of Summit’s Habits of Scholarship co-developed with student input.) For teachers and students, a continued revisiting of our technology expectations for acceptable use. Professional development regarding project-based learning, flexible grouping, differentiation, and removing barriers to technology. LIbrary Heartcenter