Embedded Files
The Environmental Impact of HTH Projects
Research Team
Research Team
Julie Rea - 8th grade Math/Science teacher at HTMNC
Vie Acosta - Host - 7th Grade Woodworking at HTM
Raffelina Grano - San Diego Substitute Teacher
Chealsea Smith - 12th Grade Art High Tech High Chula Vista
Nuvia Ruland - Knowledgable Other, HTH GSE, Professional Learning Coordinator
Classroom Equity Theme:
We want students to lead an environmental impact project tuning their teacher’s projects with authority. They are confident to interrogate, question, indict, and call out the areas of growth of their teachers' projects.
Social Justice Standard:
Action 20- I will work with friends, family and community members to make our world fairer for everyone, and we will plan and coordinate our actions in order to achieve our goals.
Theory of Action:
If we as teachers design opportunities for students to engage in a mock project tuning, then students will gain confidence to ask meaningful questions aimed at promoting environmental sustainability in their community, resulting in students who are critically conscious and actively working towards a more just future.
Research Lesson Topic:
The Environmental Impact of HTH Projects - Confronting teachers about the impact of student projects at High Tech Middle.
This lesson is a part of a larger project focused on the environmental impact of projects at HTH. Students will be creating project tuning protocols to critique the environmental impact of their teacher’s projects. Our lesson study will be students practicing these protocols.
The Lesson: Lesson slides, whole class work, data collected and focal student reflections
Ms. Vie introducing the lesson
Students engaging in the lesson
Focal Students: Background information, observations, and their classwork/exit ticket
Focus Student #1
Focus Student #1
Interested in making school more enjoyable for kids who ‘don’t like school’
Great energy
Already speaking to power
Great personality, socially active
Capable of doing work
Goals:
Want him to make the connection between environmentalism and woodworking
Want him to plug in to the project in a way that feels meaningful to him
Lesson Observations:
- FS1 was actively engaged in assignment
- FS1 listened to their peers when they were sharing their parts
- FS1 came prepared with their script and shared their questions when it was their turn to speak
- He shared in the debrief that he does not feel prepared to do this activity for the "real deal" yet
sam - fs1 - new.pdf
Focus Student #2
Focus Student #2
He poses difficult questions
He has an IEP
He has an in-class ABA applied behavior analyst
Socially active
Stays in his group when he’s with his friends
Challenges the adult in the room
Goals:
Appropriate language and volume
Appropriate physical boundaries
Completes expected class work
Lesson Observations:
-FS2 was engaged in the lesson and understood his role in his group
-He one shared a scripted question during the interview portion of their project tuning
-He seemed to want to share more but other students were very eager to ask more questions
dylan - fs2 - new.pdf
Focus Student #3
Focus Student #3
Typically does not complete work independently
Completed EIS worksheet thoroughly AND independently
Socially active
Connector! Facilitates friendships between others
Goals:
Would love to see them share out in their group and/or step into a leadership role.
Showcase their expertise to the adult
Lesson Observations:
-FS3 did not participate verbally throughout the lesson.
-FS3 was the official notetaker of the group, and took notes diligently throughout the session.
-During the debrief, SF3 showed her notes to a teammate, who verbalized the idea for her.
stephany - fs3 - new.pdf
Research Documents: Memorialization document, Annotated bibliography, and Literature synthesis
Lesson Debrief/Reflection:
Overall the lesson was a success! This was a great end-of-the-year environmental impact and student voice advocacy project. Having critical Pedagogy being the focus of this lesson truly showed throughout the actual lesson itself. Students were thoroughly taking on their roles, demonstrating their knowledge and understanding of the issues being presented, and following the protocols. Students had multiple opportunities to think critically and have the courage to talk with teachers about their previous, current, and upcoming projects. Modeling critical pedagogy, students focus on critical issues and have these important discussions. This is important to help build the confidence within the students to know that their voices are important and need to be heard and are valued. I'm excited to continue to practice implementing critical pedagogy thoughtfully in and outside of the classroom and always incorporating student interest in projects.
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