Becker Middle School

Leveraging resources to support self-directed learning to communicate, create, collaborate, and think critically.

As students move to the Middle School, the focus of how technology is used continues to grow more complex. Students begin to be more self-directed in their learning while content begins to be more specialized (math class with a math teacher, science with a science teacher, etc...). Technology allows students the chance to become more self-directed while meeting the individual needs of each learner.

At Becker Middle School, teachers continue to work to carefully integrate technology where it can best support both complex thinking and the foundational skills need to continue to grow and learn.

Below are examples one may find in classrooms on a typical day at Becker Middle School.

8th Grade Math - Supporting All Students

8th grade math teachers Ms. Leabch and Ms. Fisher recognized that not all students needed the same type of support to expand their understanding of concepts. For students who needed a extra help, time with their teacher in small groups was valuable. For students who had grasped a certain concept, depth of understanding was important. Students who showed mastery of topic were put into groups to organize and create a video tutorial for a number of topics.

Students had to collaborate with classmates to outline the key pieces to solving a problem and record that explanation in a way that best shows understanding. By doing so, instruction was differentiated to support all learners.

IMG_0211.MOV

IMG_0195.MOV

Evidence of Learning - Social Studies, Art, and Math

Students at Becker Middle School are beginning to take "show your learning" to a whole new level with digital portfolios. Students use both their iPad and computer labs to create a digital summer of what they have been learning in Art, U.S. Studies, and Algebra. This allows the student to both summarize and reflect on what has been learned - a practice proven to enhance student learning.

Students bring in artifacts of learning which may include written text or images that display what they have learned. They have also included their thoughts and ideas. For example, students explained the ideas behind each art piece they made along with images of the process that went into each.

Finally, students took what they learned in Algebra and were able to show that as part of their learning goals using a ThingLink. This tool allows students to embed images and videos on their learning target forms to show an example for each Essential Learning Outcome.

Select each image below for examples of both portfolios and learning target summaries.

Demonstration of Understanding

Division.mp4

Discovering what students know and don't know has always been a challenge in education. For many, the answer is giving a multiple choice assessment. But does that really tell us what a student knows? Teachers like Mrs. Forster have begun to ask their students to "show their work" a bit differently.

Students use their iPad and an like Educreations to record their explanation of a math concept. By doing so, students show they can not only complete a problem for homework, but explain it well enough so that others can understand. This also works as a way for the student to hear themselves explain the math concept and make sure they did not miss nor skip any important steps.

Historical Timelines - U.S. Studies

Students in Ms. Peterson's U.S. Studies course were challenged with creating an interactive timeline when given a basic template of events and a series of descriptions. After matching the events, they went out to the web on their iPads and found an image that represented the event. Students were able to work together by using Google Slides.

IMG_0662.MOV

Reading Comprehension Portfolios

Students are encouraged to explore various reading skills, especially those surrounding comprehension. One way 6th grade students do this is by completing an online portfolio that includes both text and images.

Students in 6th grade recently used Google Slides on their iPads to examine the characters and point of views of the author. Students are presented with the learning goals for this activity and then provide examples of their learning. This document is shared with the teacher at the beginning of the unit. This allows the instructor to check in at anytime and see how students are doing and what progress they are making along the way.

Geier1617: The Color of My Words2

Geier1617: The Color of My Words

Online Student Cookbook

8th Grade students in Mrs. Krause's Life Skills class collaborated to construct an online cookbook that anyone can access and enjoy. As this site states, the purpose of this project was "To create an 8th grade website of family recipes brought in by students. This is a synthesis of their learning about nutrition, preparing food, and measurement in collaboration with their peers."

Students used their iPads and Google Docs to write the text for each recipe and take images/videos to include on their website. After the text and images were ready, they went to the computer lab to construct their site and share the information with both Mrs. Krause and Mrs. Feierabend to construct the final website.

The recipe book can be found at https://sites.google.com/isd726.org/bmsrecipes2021. Enjoy!!

Student Reflections - Current Events

Students in U.S. Studies are given the opportunity to watch, discuss and analyze daily current events by watching a 10 minute broadcast of CNN Student News. By using an app like Padlet, they were able to digitally share their ideas, thoughts, and questions with other members of the class in a way that supported all learners. Students joined the "board" and posted a video recording of themselves summarizing the current event and giving their insight into the topic. This allowed students a chance to easily understanding their classmates ideas about the news of the day.

Assessment - Kahoot - and Student Movement

IMG_4124 (1).MOV

MOV_0941.MOV.mov

Recently, Mr. Lynch gave students a chance a express their ideas concerning their experience in his class. One topic that students indicated was the need for more movement. As a result, Mr. Lynch integrated assessment review using Kahoot (game-based review tool) with an activity-based lesson in his classroom. While students have already expressed how much they like Kahoot for review, student engagement increased tremendously when having the opportunity to incorporate movement.

Likewise, Mrs. Geier using movement with Kahoot as well, along with take the time to review the concepts that were shown to have concern. Her 6th graders enjoyed the chance to be involved while also have the time to review the concepts from her class.

Student Reflections - 7th Grade ELA

IMG_0218.MOV

A key to student learning is being able to put into words what they are thinking or feeling about what they are learning. While some students are able to do this in the classroom, many are not comfortable for various reason. With the use of the iPad Camera App and Google Classroom students are able to bring their thoughts directly to their teachers or shared with classmates for a larger conversation.

This simple process allows students the chance to reflect at a deeper level, supporting communication, critical thinking, and creativity. In a sense, it puts every student at the front of the classroom.

Using technology to know what students know

Integrating technology at a high level does not mean that all traditional practices and resources must be discarded. For example...

In Ms. Wentland's math class, students start by solving a small number of problems that are found

in their textbook. An example may be 4-5 math exercises. Students must show their work on paper in a traditional format. Students then go to Socrative where they can enter their responses to the math problems. The benefits of using Socrative include:

Students are told whether their answers are correct immediately. If they are incorrect, they must go back and resolve the problem on paper.
Ms. Wentland is able to see in real time not only what math problems students are struggling with, but she is also able to see any trends or patterns that may indicate collection concerns within the class.
Ms. Wentland is then able to reteach those areas where students are struggling and move forward with those topics where students appear to be comfortable.

Students are than directed to an app that allows them to practice this skill to ensure a higher level of mastery.

This practice allows teachers to target those areas where students need the most support while also allowing the students to practice self-directed learning by knowing immediately if they are on the right track towards understanding. They do not need to wait for the teacher to tell them if the answer is correct. By using their iPad and a powerful tool like Socrative, students are fully aware of their progress and what areas they need to improve within.

Report abuse