Phase 6: Implementation, Updates and Final Report
Part One: Implementation of ImagineIT Plan & Report
I have begun the implementation of a problem based unit that is focused on improving the school community. The most common responses that I received from the various students in multiple grade levels from my previous inquiry has been complied in the simple Google Form below. This will initially be given to the students in the Innovation Lab that I co-teach with Mrs. Warden. Based on their responses, the students will come up with an innovative, appropriate way to share theirs ideas and concerns and solutions. This is particularly relevant when considering the second question related to assessment. The students not only will have the opportunity to share their feelings about assessment, but will be able model a type assessment that they desire to be given in the classroom.
This information will be shared with the administration and staff in grade level meetings and/or staff developments, and the parent advocates will take the lead in determining the best way to share this with the community. I am considering the customization of this form, particularly the second question, to allow each specific teacher the opportunity to see the students' responses about how the school can help the community, and how they would like to be assessed. This could be a powerful tool in transforming teaching and learning (and assessment) in the classroom, but I am sensitive to the concerns of each individual teacher and am undecided on this.
I have had communication with a couple community based programs, and they have shown an interest in working with the school community. I am excited to hear this and eager to see the next steps, but I want to allow the ideas of the students, staff and community to drive the process. The long-term success and resonant transformation of the school community for the better is dependent on the input, collaboration and problem solving of all stakeholders.
This information will be shared with the administration and staff in grade level meetings and/or staff developments, and the parent advocates will take the lead in determining the best way to share this with the community. I am considering the customization of this form, particularly the second question, to allow each specific teacher the opportunity to see the students' responses about how the school can help the community, and how they would like to be assessed. This could be a powerful tool in transforming teaching and learning (and assessment) in the classroom, but I am sensitive to the concerns of each individual teacher and am undecided on this.
I have had communication with a couple community based programs, and they have shown an interest in working with the school community. I am excited to hear this and eager to see the next steps, but I want to allow the ideas of the students, staff and community to drive the process. The long-term success and resonant transformation of the school community for the better is dependent on the input, collaboration and problem solving of all stakeholders.
Part Two: Final ImagineIT Report
The dilemmas book altered my thinking about my project. My initial implementation around explore, create, share was successful, and many of the teachers were excited to implement approaches that allow students to demonstrate understanding in various ways. As I continued supporting teachers in this area, my desire was to find ways to incorporate strategies to address some of the social problems the students are facing.
The time I spent with my focus group was instrumental in in tackling some of those problems. My initial planning and discussions were with teachers about the students, but when I talked to with the students, I realized that they had a lot of knowledge to offer on this topic. Their suggestions, or pleas rather, were powerful and they resonated with me in such a way that I felt I would be remiss if I did not act on them. I then involved members of the community and had a treasure-trove of knowledge.
My colleagues challenged me to defend the importance of authentic assessments. Several of them saw the value, but did not feel the need to incorporate them since they felt that the students were not being tested in this fashion. Through much discussion and friendly debate, we established that we don't teach to the present but prepare for the future. This led me to continue searching for positive social programs for the students and community.
The feedback I received from teachers to research sources in the community led to the creation of a problem based unit. This unit, although still under development, is an example of the type of authentic assessment I was looking to promote. In addition, this research experience has helped lead to several partnerships on the horizon: Discussions are underway with a renowned, nearby church on after-school support for our students and parents; contacts have been made with an after-school program focused on students academic and spiritual growth; and the school has been opened for at least two hours after the end of the school day for students and community members to participate in various activities and opportunities for learning and/or job training.
The shift in focus from teacher-focused to student-focused opened the door for a myriad of possibilities around my "new" topic. There is nothing wrong with having good intentions, but listening to those in need is fundamental. I would not have had to take such a circuitous route if I had begun my project withe the students and community in mind. As I progress, the input from them will be the compass for the direction this project takes.
The time I spent with my focus group was instrumental in in tackling some of those problems. My initial planning and discussions were with teachers about the students, but when I talked to with the students, I realized that they had a lot of knowledge to offer on this topic. Their suggestions, or pleas rather, were powerful and they resonated with me in such a way that I felt I would be remiss if I did not act on them. I then involved members of the community and had a treasure-trove of knowledge.
My colleagues challenged me to defend the importance of authentic assessments. Several of them saw the value, but did not feel the need to incorporate them since they felt that the students were not being tested in this fashion. Through much discussion and friendly debate, we established that we don't teach to the present but prepare for the future. This led me to continue searching for positive social programs for the students and community.
The feedback I received from teachers to research sources in the community led to the creation of a problem based unit. This unit, although still under development, is an example of the type of authentic assessment I was looking to promote. In addition, this research experience has helped lead to several partnerships on the horizon: Discussions are underway with a renowned, nearby church on after-school support for our students and parents; contacts have been made with an after-school program focused on students academic and spiritual growth; and the school has been opened for at least two hours after the end of the school day for students and community members to participate in various activities and opportunities for learning and/or job training.
The shift in focus from teacher-focused to student-focused opened the door for a myriad of possibilities around my "new" topic. There is nothing wrong with having good intentions, but listening to those in need is fundamental. I would not have had to take such a circuitous route if I had begun my project withe the students and community in mind. As I progress, the input from them will be the compass for the direction this project takes.