Case study 1: Teaching in a Flex model at Summit Public Schools발음듣기
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Case study 1: Teaching in a Flex model at Summit Public Schools
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When I talk to people about our school model, they're always impressed with how we allocate time.발음듣기
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And how we allocate student time around focusing on exactly what they need and not wasting their time with that they don't.발음듣기
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And focusing teacher time on coaching kids and setting goals, coaching kids on drawing out their skills rather on the mundane tasks of grading papers or preparing simple tests.발음듣기
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So at Summit Public Schools, we really start to see these different roles for teachers come to life in a few distinct ways that we wanna highlight.발음듣기
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[Man in pink] The first one is this notion of personalized leaning time or what Summit calls PLT.발음듣기
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[Man in violet] Next, the teachers job is really different during their project time, that here their focus is all on non-cognitive skills and teaching students those mindsets that they want them to develop.발음듣기
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So we're gonna start by looking at how Summit uses this personalized learning time for an hour each day.발음듣기
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Take a look. [Man in violet] I find it fascinating to watch how independently all these students are working and when we're there you can just feel that they are hungry for their knowledge during this time and they're working on many different things at the same time.발음듣기
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They're not in the front of the room lecturing or guiding every single thing, instead they're now facilitating and you can see them actually doing just that.발음듣기
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We saw that when we put them in the driver's seat and we put the tools in front of them that they dove right into it and we believe it's because they had choice and they had time to explore.발음듣기
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They also had their relationships with their teachers and a safe space in order to fill in a very useful way.발음듣기
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Then those community groups, we discussed like what personalized learning time is and what it looks like and what it sounds like with each group and then we sometimes revisit as needed.발음듣기
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It was like let's come up with it so like they created it, instead of us telling them what to do.발음듣기
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They think that just gets their buy in it and they want to learn and they realize, oh this is what's gonna make me successful.발음듣기
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They've built this school from their first day to make this PLT time sacred and have the kids really have that uninterrupted, quiet, focus, and allows the teachers to do some very different things.발음듣기
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So the teachers you do see on the floor, they're main job during PLT time is actually to do assessments.발음듣기
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So when a student is ready, when they've learned enough that they know that they can take an assessment, they just put their name on a board or raise their hand and let their teacher know.발음듣기
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The teacher unlocks the assessment, let's the student take it and then the student has immediate results.발음듣기
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To Brian's point about culture, you can see that some of this worked really hard in the first few weeks to instill in students this idea of being self-directed learners and the big idea for teachers here is that you're no longer being that explainer of every concept but you're only intervening once a student is exhausted every other route in front of them.발음듣기
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So if PLT at Summit is all about the individual time for students then the other part of their days in project based time.발음듣기
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This is where students are collaborating with other students and teachers are still not being the explainers, they're just now facilitating students through this projects to get at those deeper learning skills.발음듣기
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Summit has decided to block schedule of their project time so they can use teachers in different ways and one thing that's emerging is they're starting to play with team teaching.발음듣기
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It's really interesting to hear the teachers talk about how much they enjoy this and how much they're actually learning from each other.발음듣기
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Brian and I both have had a lot of experience teaching but neither one of us have co-taught on a regular basis.발음듣기
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Even if we, is on a professional level like co-teaching with someone else has really helped and has really just started this like very trusting relationship with each other.발음듣기
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It's the same thing for him and we've learned form each other because we've both had a lot of different experiences and he's really pushed me to think older and I've pushed him to think younger because I've taught younger grade levels and he's taught high school.발음듣기
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It's great because we can like, if you forget something we can bounce of each other and remind each other like, oh yeah, hey this is what we're supposed to do next or let's add more to that or I don't think they're understanding this.발음듣기
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We trust each other so much that we're not like offended or we don't feel bad, we just feel like we're able to grow and it's just we're really like trusting, comfortable situation.발음듣기
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If every teacher doesn't have to do the entire job of teaching by themselves, we can imagine the shift happen from generalist to specialist.발음듣기
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It also, just think for a moment about being a teacher in a setting where you have a colleague to play off of and the camaraderie to work together.발음듣기
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We've had teachers telling us about how much they're learning from each other because in the old system, the doors are closed.발음듣기
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We're opening the doors, we're letting people interact and be together and frankly, improve their craft.발음듣기
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The entire time is devoted to personalized learning time for students but what that means for teachers is that they're operating as mentors.발음듣기
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Literally pulling students in to 10 minute meetings at a time, where they're reviewing their progress and how they've learned over the whole week, holding them accountable and then setting learning goals for the next week, which really is that engine that drives self-directed learning.발음듣기
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