Wonder, Inquiry and 100% Student Engagement

(A co-written post by Wonderologist Lorie Lyon and Wonder Lead Ambassador Matt Arend) 

Having the opportunity to be a Wonder Lead Ambassador has opened my eyes to the variety of ways wonder can be infused into classroom. Wonder should always be present in a classroom. It allows students’ curiosities to be explored and make natural connections to interests they have. It is easier said than done. Teachers are tasked with an awesome responsibility of delivering the highest levels of instruction, yet the first thing to fall off the plate is providing students with the opportunity to wonder. What if there was a way for students to chase their curiosities, explore and wonder? What if we could do all those things while adding in student voice and choice? 

SiglerNation’s Lead Wonderologist Lorie Lyon recently had the opportunity to showcase the ways she promotes wonder within the walls of her classroom giving students voice and choice. Thanks to the support of Wonderopolis, she was able to share her story all over the Wonderopolis IG account. (If you are not following Lorie or Wonderopolis stop right now and do so.)

Check out what she calls Camp Wonderopolis... 

During Camp Wonderopolis, our fifth graders rotated through wonder stations that called for them to read an article from www.wonderopolis.org and brainstorm ways to solve a related problem or task. The next step was to create. The students worked in teams to approach the task, and the final step was to reflect on the process. They had the opportunity to articulate the reasons for their creations and describe all the details. Students were exposed to new knowledge to preview upcoming topics and previously learned material in ways that ignited new wonder. During Camp Wonderopolis, the students rotated through three Wonder Stations covering reading, math, science, and social studies content areas.

Go West 

Using Wonder: #223 What Was the Lewis and Clark Expedition?,  students brainstormed reasons why Lewis and Clark needed to travel west and explore the territory before the pioneers moved onto the land. They analyzed the route that Lewis and Clark took on the map provided. Then, they read the short profiles for each identity and decided what character traits described the different people. This station allowed for the students to identify reasons why people moved west and get a better understanding U.S. territorial expansion.  Finally, students were able to apply their knowledge by creating social media posts (Instagram, Facebook, Twitter) for the historical figures. 

Food Chains and Food Webs

Using Wonder: #1617 Who Decomposes Decomposers?, students brainstormed the difference between producers, consumers, and decomposers. Students discussed their role in the ecosystem and how they interact in food chains and food webs. Then, students created food chains and/or food webs using Google Draw. In this Wonder Station, students showcased their understanding of relationships among and within environments. They were also able to describe the flow of energy derived from the sun and transferred through the food chain or web.

Weather and Climate

Using Wonder: #60 Why do Different States Have Different Weather?, students discussed the difference between weather and climate. Groups then chose a specific location from based on different climates with the US and beyond. (California, Minnesota, Iowa & Costa Rica) Students analyzed the location to determine it’s weather and climate. After researching the location, they  planned a weather forecast for the picture. Students recorded their forecast using the Wonder News Green Screen. Being able to create a weather report that included the weather and climate of the given location showed me their level of understanding. 

Wonder News Weather Report

The Result

Three stations, four content areas and one engaged classroom full of students who are exploring wonder, creating and being provided with opportunities for voice and choice. This is it! This is what learning looks like. Cross curricular connections exposing students to new learning and reviewing prior learning. Did students demonstrate understanding? Yes! Did they develop prior knowledge of what is about to be taught? Yes! While Lorie had to invest some intentional planning on the front end and think through the organization of the groups, the students were the ones doing the work. The students were the ones learning while the teacher was truly able to facilitate and enrich opportunities for everyone. 

Voice

Student Voice:

This school year has been filled with finding opportunities to amplify my students’ voice/choice in the classroom and beyond our four walls. I have found that increasing these opportunities has created a classroom that belongs to my students. A key component to this shift is listening. I have listened to the ideas, opinions, beliefs, and passions of my students. These are the things that have shaped our classroom this year. John Spencer and A.J. Juliani pinpointed this when they remind us to ask, “What decisions am I making for students that they could make for themselves? We need to shift from providing choices to inspiring possibilities.”

*As we have been preparing for state testing, I had some students that took the initiative to encourage their peers. Teachers encourage students all the time, but hearing these affirmations from your peers is powerful.  Their voices were genuine and encouraging for the entire grade level. Their voices left everyone inspired to do their best!

*AVID nights: Students have been given a voice at our AVID nights. 5th graders have shared what it means to be responsible, create S.M.A.R.T.  goals, and collaborate with their parents. They have been given the power to run the meetings. Their voices have shaped our learning throughout the year while we have partnered with their families.

*Flipgrid has given our students an outlet to share their voice with teachers, staff, and other grade levels at Sigler. My students have shared why teachers are special, growth mindset messages with younger grades, what students in 4th grade should be excited for 5th grade camp, and have shown evidence of their learning in all subject areas.

*Students have the choice in what they read during class. We work together to find books that spark that love for reading and a good story. My students have had the opportunity to share their voice by using a Padlet to recommend books to their classmates and another used to summarize the book without giving away the ending! Students beg for independent reading time.

*Listening to student voices: Just this past week I had a student ask to come talk with me alone. He told me that without me as his reading teacher this year he didn’t know that he would love reading as much as he does now. This is a student that has struggled and forced himself to “read” this year. Hearing him verbalize how this year has changed his perspective of reading literally stopped me in my tracks. My number one goal is to expose students to stories that grab them and make them want to read more. The only way you will love reading is to read more and search for stories that change you. The only way you will become a better read is if you read. His voice reminded me of my why.

I am only at the beginning of this process, but it has proven that adding in student voice has forever changed my classroom to become a one that is filled with empowered learners.

Teacher Voice:

My voice has also been amplified this year. I told myself a year ago that taking risks and being vulnerable, two things that I have not associated with myself in the past, would be the things I would focus on. While putting yourself out there is scary, it leads to growth and connection. I committed to taking risks and stepping through open doors. I am thankful for the people that have allowed me to share my voice this year.

“The doors will be open to those who are bold enough to knock.”

*Blog: I have shared my voice through my blog over the course of the past eighteen months. While blogging wasn’t really something I would have ever considered doing, a little push to get started was all it took. I have gone back and read what I have written about my journey. While I sometimes wish I was a little further along on the path, I realize that I have come a long way. Reflecting on my experiences has allowed me to be vulnerable, share my voice, and learn from the process.

*Facebook Live: During this past Season 4 #IMMOOC, I was given the opportunity to share on Facebook Live about my journey to create a learner centered classroom. I am so thankful for the nudge from Matt Arend and Allyson Apsey to share my experiences to create the conditions to empower my learners.

*Teacher training: While I have trained teachers on a variety of areas over the years, I was so thrilled to share my passion for creating wonder in the classroom with other #SiglerNation teachers. I was given the opportunity to show how our students have experienced Camp Wonderopolis in 5th grade. Teachers were able to see how I have planned the experiences and were able to engage first hand in a few of the stations where different curriculum areas collided.  I am so thankful for the opportunity to spread my love for wonder using Wonderopolis and sharing my voice with colleagues.

Partnering Voices:

“If a student voice is to be realized we need to ask ourselves how ready are we to listen, learn, and CHANGE.”  -Dr. Russell Quaglia

Our environment has been built on trust and a partnership in the classroom and school. My hope is that all of my students have felt seen, heard, and empowered during their last year in elementary school. Our principals, Matt Arend and Carrie Tracy, have modeled this for teachers and students inside and outside throughout the year. While creating the conditions for my learners, I know that I have felt seen, heard, and empowered being part of #SiglerNation this year.

Ambition

AMBITION-

:a  strong desire to do or to achieve something typically requiring determination and hard work

:the desire or determination to achieve success

Synonyms: aspiration, eagerness, desire, moxie, passion, thirst, vigor, yearning, get up and go

It starts here with me. I have been soaking up every learning opportunity and reaching out with determination to make our classroom a place that changes how we learn. Eagerness, desire, thirst, yearning, and the get up and go mentality is the force that is driving our classroom to the next phase. I can only hope that these words would describe my students as they approach new learning. Again, I have to remember that it starts here with me. I can help develop these qualities first through relationships and classroom culture.

“If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve.” -Dylan William

It is important that my students discover their ambition and vision to see themselves as members of society (or our classroom) that are needed and valued. My students have this untapped potential that is waiting to be unleashed. My position allows for me to help them realize this potential and ignite the spark within them.

I have to take the time to dig deep and create the relationship that allows me to guide them in the right direction toward their passions. I believe that when given the chance to interact with students and discuss their world, I will find that my students have ambition, want to achieve, and will want to work hard because it matters to them.

Taking the drive I have in combination with my students ambitions is the key to our classroom becoming innovative, empowered, and ready to approach school in a different way.

“Motivation comes when learners have opportunities to exert agency in the learning process. Agency comes from the power to act, which requires learners to have the ability to make decisions and take ownership of their own behaviors in the process” -Katie Martin

Incorporating student voice and choice into my classroom this year has led me down the path that is empowering my students in the classroom. They are finding their interests, passions, and their voice. They have experiences that will last. Learning from other educators has played a huge role in determining the evolution of our classroom this year. I am very grateful for the learning that I am experiencing daily. I am on a journey. I have the ambition, moxie, and desire to make the conditions of our classroom innovative. I am looking forward to see where learner centered innovation takes us!

-LL

#IMMOOC 4 Week 3: Blog 3

Building the Foundation

Building the foundation of the classroom is imperative in the process of creating an ideal innovative ecosystem. Katie Martin addresses the components that create a learner centered environment that sparks curiosity, ignites passion, and unleashes genius. When I think about an ideal classroom, my initial thoughts are about creating a culture that values our learners and is a place where my students want to be.

“If you look back at history, innovation doesn’t come just from giving people incentives; it comes from creating environments where their ideas can connect.” -Steven Johnson

As I have been reading #LCInnovation I have reflected on the ideal classroom. It has given me the chance to truly see where I our classroom falls in this vision.

Ideal Classroom Includes:

*culture and relationships built and sustained

*culture that invites and encourages teachers and students to take risks

*more time for the teacher and student to learn together

*engagement in learning with colleagues and time for critical conversations that will make the experiences we create for our students more powerful; can’t be done in isolation

*focus on our learners and their interests

*personal learning connects to learners’ beliefs, strengths, experiences, and passions to start where the learner is and moved toward the desired goals

*a place where students aren’t doing work for just the teachers, but rather a bigger audience

*connected learning-allowing for experiences that connect them to the community and the real world

*the learners are heard, listened to, and are decision makers in the classroom

*exposure to literature, science and history--places to make connections

*aligning the classroom to the world our students live in

*a place where learning and innovation are encouraged and supported

“Critical focus is that learners are seen and known as wondrous, curious individuals with vast capabilities and limitless potential.” -Katie Martin

Building the foundation for my students, opening the door to innovation inside our room, and  making our space a place where students want to learn is my focus. Creating this ideal environment for my students starts with me taking the step forward.

 -LL

#IMMOOC 4 Week 2 Blog 2

What if?

“The power of the teacher comes not from the information she shares but from the opportunities she creates for the students to learn how to learn, solve problems, and apply learning in meaningful ways.” -Katie Martin

This past week I had the opportunity to sit down with my principal Matt Arend @matthew_arend to plan an opportunity for my students that would challenge them to wonder, brainstorm, and create while colliding all four subject areas together.  Providing the students with an opportunity to apply their learning and to preview new learning was our focus. There were no barriers between principal and classroom teacher when we were “aligning learning experiences to authentic tasks.” I am not sure that I have ever sat down with a principal during my career to collaborate on upcoming lessons. I was pushed beyond what I thought I could achieve because he took the time to sit down and plan. I value the expertise and guidance he was able to bring to the table and ultimately to our classroom.

During Camp Wonderopolis, my fifth graders rotated through wonder stations that called for them to read an article from www.wonderopolis.org and brainstorm ways to solve a related problem or task. The next step was to create. The students worked in teams to approach the task, and the final step was to reflect on the process. They had the opportunity to articulate the reasons for their creations and describe all the details. Students were exposed to new knowledge to preview upcoming topics and previously learned material in ways that ignited new wonder.

Our classroom is full of wonder 100% of the time. The intentional learning experience like this one was created to give my students the chance to apply skills from all subject areas and combine them with wonder. I think it is safe to say we successfully “ignited passion in their learning.”

As I have been reading Learner Centered Innovation by Katie Martin, I have felt a drive toward “creating the conditions that inspire learners to continue to wonder and figure out how to learn and solve problems and seek more questions.”

I want to change the ways my students learn and offer experiences that allow us to be lifelong learners together. I look forward to giving my students more opportunities that empower my students.

“What if I begin to create the change that I wish to see in my class?”

-LL

#IMMOOC Four:Week 1

Learner Centered Innovation by Katie Martin

Lessons of Change

Change in any aspect of life can be challenging but it can also be a powerful agent of growth. As educators we recognize the many lessons we can learn from embracing change in order to develop professionally as well as personally. As the 2017-2018 school year began, we both, Lorie Lyon and Dora DeBoer, found a chance to learn and grow by changing. Even though we are both teachers in the same grade, we have our individual takes and stories worth sharing.

Lorie

I began this journey just about a year ago, a journey that has allowed me to break down barriers and face my fears. A. Voscamp states that “Fear is something that we feel. Brave is something we do.” After ten years of teaching fifth grade at the same school, I decided this past fall to let go of the fear of change and be brave. I quickly realized that my knowledge and skills could be taken to new heights. I was living in a place that was comfortable where I was accomplishing great things, but I knew there were greater things to learn. I decided, as George Couros says, to “embrace the challenge and see it as an opportunity to move forward.”

While the curriculum and standards are very familiar to me, I have had to fully embrace the challenge of working with a different demographic of students, get to know a new team, learn all the ways of a new school, and find my place in this new spot. To be completely transparent, it has been the hardest thing I have ever done. I have had to face the hurdles head on and not all days have been full of smiles.  However, creating relationships with educators that share the same vision as me has been priceless. No one can mentally prepare you for the journey, but if you are wondering what it is like to challenge and change yourself, then jump in and don’t look back.

This journey in adapting and transforming my teaching has sparked a flame that I hope has created a path for my students to learn on a new level. I never have considered myself a risk-taker, but I have placed myself on a campus full of them. I know that this journey is giving me the opportunity to expand my knowledge and reach. My journey has not been without  setbacks, challenges, and failures, but the amount of growth outweighs the negatives. I have consistently reminded myself that this is a journey. My hope is that my journey positively affects my students and their learning.

Dora

When I found out I was going to change roles for the new school year my first instinct was like of a caveman; “fight or flight”. Going back in the classroom as a self-contained (Yes! I teach it all) 5th grade Bilingual Teacher made me want to flee and hide.

After the initial shock, I look back at the beginning of the school year and realized I see things differently now. The change has been challenging but I see the growth that has taken place in me and in my perspective as a teacher and a learner. I’m glad I didn’t fly away from the challenge. I’m glad I left the comfort and security of my previous position to embark in this adventure. These are some lessons Change has taught me so far..

Embrace being A Beginner

Although I was constantly learning in my previous role, I had a sense of “knowing” my stuff inside-out. Going back into the classroom to teach a new grade wasn’t easy.

I had to learn,  relearn, and unlearn some things. It was humbling to be a newbie again; trying to figure everything out and also not feeling good at it. I can’t deny that my pride took a hit but being a “beginner” helped me. I teach differently because it kept my mind open to trying new things. It helped me put myself in my students’ shoes, especially the ones who struggle. My kids saw first-hand my own change from a fixed to growth mindset. It built a learning community in my classroom because the kids and I overcame obstacles, learned and celebrated our accomplishments together.

Broader View

Over the past 11 years, as a bilingual teacher, a K-2 interventionist, and an ELD teacher, I’ve learned a great deal about foundational reading and math skills, second language acquisition and effective English instruction. As an Interventionist, I began to make connections and used these insights to guide my instruction. I explored different ways to teach and engage my students, and I started to see things differently. All of these roles have given me a wider view of teaching and learning and I use them now in my classroom with my bilingual students.

I now strive to create learning experiences and not just deliver the content. I think of ways to make my lessons engaging, relevant, connected, personal, developmentally logical, and language rich.

Rediscovering my Passion

Going back to the classroom reminded me of my passion, my kids. Their stories have made my life richer because I got to know them more than I would have in my previous position. I love to witness their academic successes, encourage them through the struggles, but mostly, I love the “Very Big Moments”. A VBM is when my most quiet girl who also happens to have dyslexia advocated for herself for the first time by asking for extra time to complete her work. A VBM is when my boy, a math genius, struggled to communicate his understanding using academic vocabulary but wanted to share first because he wanted to practice using “The Language of Math”. A VBM is when my most resourceful and driven girl, who at her young age has seen and lived more than any kid because of her journey to this country, asks me to correct her when she mispronounces a word in English.

These are the moments that fill my heart with infinite joy and that remind me my passion for teaching. The passion of helping my kids unleash their talents and discover the power they have within themselves.

Lorie Lyon is a 5th grade teacher at Sigler in Plano, TX. She has a passion for instilling the love of reading in her students. You can read more by Lorie at lorie.lyon.blogspot.com and follow her on Twitter @lorclyon.

Dora DeBoer is a 5th grade bilingual teacher at Sigler in Plano, TX. She is passionate about language learning, global education and teaching the whole child. You can read more by Dora at dora.deboer.wordpress.com and follow her on Twitter @DoDeBoer1

WONDER

Wonder is defined in three different ways. 

Wonder:

 n. feeling of surprise mingled with admiration, caused by something beautiful, unexpected, unfamiliar, or inexplicable.

v. desire or be curious to know something.

v. feel admiration and amazement; marvel.

A few weeks ago our fifth grade classroom was transformed and exhibited all three definitions. We had a special visitor, Kristie Ennis, a Wonderopolis Lead Ambassador, come visit and convert our little space into Camp Wonderopolis.

There is no doubt that all three ways of defining wonder were on display on this special day. The students, and myself of course, felt a “feeling of surprise mingled with admiration, caused by this beautiful, unexpected” learning environment. My students had this intense “desire to be curious and know something” more about all the topics we were reviewing that day. We all felt “admiration and amazement; marvel” about the entire situation. Words do not do justice what happened within the four walls during Camp Wonderopolis. My students had the chance to rotate through six stations that reviewed concepts from science, math, art and social studies. While reviewing previously learned concepts, students used their reading skills to uncover new wonders. The buzz around the room portrayed students that were engaged and intrigued.

After a day of Camp Wonderopolis, I began wondering what would happen if this was our normal. I wonder what if we incorporated Wonder stations more often? I wonder if student engagement would increase? I wonder if more hands on application activities could be created for all subjects? I wonder if everyone would be just a little more excited to learn?

In my 2018 plans, I am looking forward to taking my “wondering” and actually doing. Based on my students’ reflections from the day, they are also looking forward to taking our learning to the next level.

“The best part of the stations for me was the part when we made wonders because I loved to actually express what I was wondering about."

“The most interesting thing I learned was about the women in the war and what they did to help.”

“I learned that art is more than one thing.”

“I would like to do this again because it was a creative way for us to learn with hands on activities.”

“Yes I want to do this again ,because we got to learn more that we didn't even know.”

“Yes please!!!!! I would like to do this because again, the hands on activities were the best!”

“Wonderopolis camp WAS AMAZING!!”

I believe our learning will be transformed when we include our wonders and intertwine them with the topics we are covering. I am looking forward to more “feelings of surprise mingled with admiration” in our future.

Thank you to Matt Arend and Kristie Ennis for allowing my students to experience Camp Wonderopolis. Our classroom is forever changed. May our wonders lead us to unexplored places!

-LL