Measuring Student Engagement and Voice:
An Interdisciplinary Unit Based On The Three Pillars of Personalization
By Nick Gordon and Jon Potts - Harwood Union Middle School
Leading up to our action research...
Summer 2016
Nick attended the Vermont Folklife Center’s Discovering Community Summer Institute
Fall 2016
Harwood began Proficiency-Based Assessment for grades 7-9 in the Fall of 2016
Spring 2017
Jon and Nick co-teach interdisciplinary humanities unit on China and the Cultural Revolution
2016-2017 School Year
Harwood Middle School administers Personal Learning Plans
2
3
4
View the Survival Guide here.
Irene and the Effects on Waterbury.
Starring Becky & Student 2
How has Irene affected the lives of Vermonters? For some- devastating, homes, businesses, lives- lost in the storm. Becky recalls a time where she, though not as bad as others, was effected in a way that had forever changed her. Helped by the touching track, uno is walking, by K-Conjog, Arianna tells the story of Vermont's true bravery in a storm unlike any other. Please support K-Conjog and his touching work at:
6
Scaffolding
7
Step 1: Choose a topic that relates to the Harwood Community
Step 2: Find subjects - family or people you know within the community who you believe can speak about your topic
Step 3: Conduct your field work - Interviewing
Step 4: Tell the story using digital media
8
Integrating PLP development within a Humanities model
You can view the project design site here.
9
“students will recognize both school proficiencies and personal and academic goals”
10
“teachers will align classroom activities (events & projects*) with proficiencies”
11
Proficiencies
12
Proficiencies
13
“teachers will create opportunities for students to align their classroom-connected learning experiences with proficiencies and goals using a personal website”
14
Personal Learning Plans
15
Student 1
Students, teachers, and ideally families will reflect on the submissions , making choices based on those reflections…(for example in the design of a celebration or follow-up activitiy)
16
Flexible Pathways
17
Beginning of project
18
Student 1
Middle of project
19
Student 1
A few days before due date
20
Student 1
Interview with Leonard Robinson
By Student 1 - December 2017 - Warren, VT
The Mad River Valley has a rich history many people overlook daily. So, I went to talk with Leonard Robinson, my great-grandfather, about living in the Valley decades ago. Leonard lives in Warren, like he has his whole life, where he is surrounded by family members. When he was younger, he worked on a family farm, and then his own farm, before later starting an excavating business. Now, he runs Blueberry Lake XC Center, a small XC skiing center in East Warren, and spends a lot of time at home with his wife, Gene. Despite having left the farming life long ago, Leonard was happy to share stories of his old Vermont childhood that help you imagine day-to-day life all those years ago.
Beginning of project
22
Student 2
Middle of project
23
Student 2
A few days before due date
24
Student 2
Irene and the Effects on Waterbury.
Starring Becky & Student 2
How has Irene affected the lives of Vermonters? For some- devastating, homes, businesses, lives- lost in the storm. Becky recalls a time where she, though not as bad as others, was effected in a way that had forever changed her. Helped by the touching track, uno is walking, by K-Conjog, Arianna tells the story of Vermont's true bravery in a storm unlike any other. Please support K-Conjog and his touching work at:
Beginning of project
26
Student 3
Middle of project
27
Student 3
A few days before due date
28
Student 3
Interview with Corrie Miller
By Student 3- December 2017 - Waitsfield, VT
For my project I had the opportunity to interview Corrie Miller, the executive director of Friends of the Mad River.
The river is a very important part of our community so I decided to bring some attention to it. I learned many interesting and sad things about the Mad River. I hope you enjoy the podcast and really think about some of the things you can do to help our river.
Interview with Jordy Baker By Student 4
December, 2017- Warren, VT
For my project, I decided to interview Jordy Baker, a wedding floral designer. She lives in Warren, Vermont with her husband, Jon and daughter, Savi. As Jordy explains, moving to Vermont was one of the best things she has ever done. Jordy feels very lucky to live in such a beautiful place surrounded by a wonderful community. She feels like she knows everyone, even the guy walking across the street.
Effort
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
31
1 - Strongly Disagree
5 - Strongly Agree
Challenge
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
32
1 - Strongly Disagree
5 - Strongly Agree
Interest
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
33
1 - Strongly Disagree
5 - Strongly Agree
Future
Outlook
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
34
1 - Strongly Disagree
5 - Strongly Agree
Pursuit of Interests
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
35
1 - Strongly Disagree
5 - Strongly Agree
Choice
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
36
1 - Strongly Disagree
5 - Strongly Agree
Engagement
Responsibility
(Teacher)
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
37
1 - Strongly Disagree
5 - Strongly Agree
Engagement
Responsibility
(Student)
Beginning of the year
Beginning of Ethnography Unit
After Ethnography Unit
38
1 - Strongly Disagree
5 - Strongly Agree
Nick’s Conclusions
There was a measurable increase in Student Engagement as a result of the project drawing connections to the real world:
39
Outlook for the future: Students’ reflections are improving with feedback; students demonstrate significantly more awareness of the rationale for the learning experience and the learning design.
Jon’s Observations about PLP integration
40
41
Language Arts prior to the Ethnography and PLP connections
Language Arts after the Ethnography and PLP connections
Outlook for the future: By being included in the activities of the unit, the PLP’s were improved significantly.
“I picked this project format, based on my future goals and academic goals and alo interests. The format that I used was wevideo. I Interviewed the game warden because that is what I want to be in the future (It is my dream job). I shot video of chad Barrett A.K.A the game warden. I chose the video format for a few reasons. One I interviewed, him because I wanted to be able to look back at this in the future. Also I think body gestures while telling stories are also important as talking. I asked Chad what kind of academics it took to become a game warden. I used outdoor sounds like a running brook and a picture of a river to help to imagine what Chad was talking about.” ~ HUMS 7th Grader, 2018
42
Outlook for the future: The PLP’s do add something to the unit, to the learning.
I made the choice of designing a podcast/interview with music. I felt that when I did this you could really understand what Aron was trying to say by the different tones of his voice. Also, I think It really showed his expressions on the questions I asked him. For example, when I asked him what a basic day is like at AAron Flint builders, he gave an honest answer and talked about the cold and snow… Instead of pictures to draw the topic out for you, the person's voice and emotions give you a real understanding of your topic...I also chose this topic because I alway enjoyed working with my hands and building with wood. I chose this topic because I wanted to get a better understanding of my dad’s job and what it took to be a carpenter. One of my future aspirations is to still be into art and work with my hands. I want to one day make my own house decor out of wood. Exploring this topic made me get a better understanding of what it takes to do that. ~ HUMS 7th Grader, 2018
43
Outlook for the future: By being included in the activities of the unit, the PLP’s were improved significantly.
44
Student 1
Closing thoughts...
45
“The person I interviewed said, ‘If you stop having curiosity in life, you become boring, and people won’t want to hang out with you anymore. So stay curious and explore your life.’”
-7th Grade Student
Be brave. Ask questions.
-Brave Little State
46
47
How are you feeling about the Ethnography Project today?
(December 5th/6th - Beginning of independent work on project)
1 2 3 4
2.71
48
How are you feeling about the Ethnography Project today?
(December 14th/15th - Middle of independent work on project)
1 2 3 4
2.5
49
How are you feeling about the Ethnography Project today?
(December 18th - a few days before due date of project)
1 2 3 4
2.79