Every Tuesday and Thursday morning, from 7:30am to 8:15ish, High Tech High Mesa (HTHM) staff gather for a staff meeting. In one of the recent meetings, a group of 12th grade students from Team Zanana came, and delivered a presentation on "Accessibility in The Classroom." This group of students educated teachers how current classrooms could be improved and how teachers could make that possible. In my past experiences of staff meetings at school or any education-related meetings, I've never had students in the space. I was fascinated by the project and their presentation, but I was also fascinated by the presence of students in the staff meetingーthe impact of having students voice and learning from them within staff meeting. I was fortunate to be able to interview another group from Team Zanana's Project Empower. This group of students worked on "Adaptive Athletics." Please listen to what they said. What was the project about? Why this topic of athletics? Listen here. Transcript: "Our project was started off by seeing how disability was represented in our community and after looking at that, we wanted to see how we could improve inclusion of all individuals. So we looked at Universal Design-how that is not only inclusive to people with disabilities but improves lives for everyone as well." "We also looked at High Tech High (HTH) specifically and we wanted to see how our sports are inclusive. So we looked at how HTH is allowing people with disabilities to be on our sports programs. And we found that...YES, we do allow our programs to be in our sports programs, but it's not openly offered to them. If you have a disability, you have to specifically speak to athletic directors or find coaches that might accommodate to. So it's not the easiest process and HTH could be doing better." Why this topic of athletics? Listen here. Transcript: "I, myself, am in a wheelchair. I did athletics through school but I always had to advocate myselfーask this and that I didn't have a lot of choice so I had to coach myself and I had to go through this entire process with the track team and the surf team and really like being the student body getting bigger and there is more diverse representations of abilities, now that I am a senior, it would be good for me and school that...I wanna show school that this is available and that they can be a pioneer school of adaptive athletics in high school because that is not really done. So I feel like that a need had to be filled so we're just gonna be bringing light to that." In order to "bring light" to the need, this group of students made 2 infographics that inform people of adaptive athletics history, current representation, and programs. They also created a 3D printed water bottle holder and a 3D printed backpack hook for wheelchairs. Hands on and minds on. The whole process was based on 1) Engineering Design Process, 2) students' interests and passion, and 3) community partnership. Students made a product as a solution to a problem they found by reaching out to and seeking support from a wide variety of community partners. What a strong, authentic project design that is so grounded.
I highly recommend taking a look at the website that Team Zanana created. The light that each team brought to the needs will inspire any educators or students like it did for meーit empowers us to pause and think, "To what needs shall we be bringing light? How can we do that together?" Visit Project Empower Website: https://projectempowerhthm.org *You can learn more about project description, resources, products that students made in this project. There is also an "accessibility menu" as well.
0 Comments
Listen to the sound.f poetry reading. [girl] This is a sound that I collected from the exhibitions that took place in the last week of the first semester at High Tech High Mesa (HTHM), where I am doing a residency. It is the sound of celebration celebrating the learning that was created by students and shared among the community. This is a sound that I collected from the exhibitions that took place in the last week of the first semester, audience applauding at the end of the 10th graders student-led production of Twelfth Night. It is the sound of celebrationーcelebrating the learning that was created by students and shared among the community. Students spent a semester creating this art. They read Shakespeare's Twelfth Night, came up with an idea to adapt it into 1920s N.Y., co-created the script, co-created a rubric of what a good theater is and worked together to put on a play. On the nights of the exhibition, if you were there, you had seen and heard actors playing their characters on a beautiful stage set that they created. But I want to share with you this kind of sound as well. Listen to this sound. This is the kind of sound you often hear before and after the play: Sounds that are "hands-on." Sounds that were generated as students made the stage from scratch. Most of the things that were on the stage were created by students. They were divided into production teams such as set, props, and costumes, working closely with directors, an assistant director, and stage managers. The 2 nights performance would have not been successful if it were not for the presence of lights and sound team and the work of the marketing team. I saw and heard how learning was not only hands on but also "minds on." In order to create things, students came up with ideas, turned ideas into designs, and designs into actual products. Throughout this process, students were also learning about the play and characters in depth as well as historical context of the 1920s in NY and Italy: about mafia, immigration, the jazz age, political movements, and so on. Since this project is not only a joint project of Humanities and Theaters, but also Math as well that students used quadratic formulas to draw portraits of historical figures that they compared to the characters in the play. Hands-on and minds-on. It was my privilege to be immersed in an environment where teachers and students creating this hands on and minds on learning that was happening in Team Lemonaide, and to take part in it.
This "hands on" and "minds on" learning was also seen in other grades' exhibitions as well. While many students were working on their exhibitions this week, seniors were also exhibiting and presenting their work, specifically to teachers. In Team Zanana, 12th graders were working on a topic of equity and inclusion so that we could make our community a better place for the current students and incoming students and their families. Seniors formed teams, chose topics of their interests, conducted research with the support of their community partner they reached out, and presented their learning to teachers. Yes! To teachers! To educate teachers and to receive authentic feedback from them. I had an opportunity to interview a team of students who conducted their research on a topic of adaptive athletics. Why adaptive athletics? What did they do? I will be sharing in the next article:) In this course, "EDU 650 Leadership for School Change (Fall)" (instructor: Melissa Daniels), residents met every other week with to learn about the importance of family & community engagement. The course description and essential questions are as follows:
Course description: The Leadership Fieldwork course supports Residents’ leadership development as they explore what it means to be an effective leader and analyze the intersection of theory and practice at their clinical site. The residency provides a disruptive experience for reimagining school-- ideas for inspiration and iteration, not replication. Residents will have ample opportunity to observe, practice and reflect on effective leadership by engaging in three Leadership Fieldwork projects over the course of the year (one per term). (from syllabus) Essential questions:
Goals and actions of my fieldwork project: In order to learn about effective family engagement at my residency site, High Tech High Mesa (HTHM), I exercised my leadership to launch a school podcast with Dean of Students for families and community: A podcast series that will feature students, parents, and teachers engaging in a conversation about "who we are" as a HTHM community. The goal of the podcast is 1) to strengthen community identity, and 2) to build empathy within the community by bringing and sharing the voices of different members of our community. Podcasts in and out of itself will not increase family engagement, however, it may serve as an extra tool to remove barriers to involvement and engagement. Podcasts can give families more flexibility. It can cross the border (some students do not live with their immediate families). It can bring and lift up diverse voices. "Removing barriers to involvement may become a course of action to parent engagement" (Baker et.al., 2016, P. 162). High Tech High Mesa Podcast: The first episode is an interview with Director of HTHM and an 11th grade student. Listen now! Citation: Baker T. L., Wise J., Kelly G., and Skiba R. J. (2016). "Identifying Barriers: Creating Solutions to Improve Family Engagement." School Community Journal, 2016, Vol. 26, No. 2 In the course, "EDU 610 Cultivating Conditions for Deeper Learning" (instructors: Kimberly Tsai Cawkwell & John Santos) , we learned about conditions for deeper learning and developed a resource (prototype, or pilot) that would cultivate a chosen condition for deeper learning in my school setting. The course description and the essential questions are as follows: Course description: This course hopes to build the capacity of school leaders to design for equitable learning environments. EDU 610 participants will engage with the National Equity Project’s Liberatory Design Process to design a resource intended to cultivate specific conditions that lead to Deeper Learning. The course will be grounded in leveraging the experiences and voices of communities, including GSE participants, educators and students to inform the design of the resource (from syllabus). Essential question: How can we support educators to cultivate conditions that foster Deeper Learning for their community? (from syllabus) Final project: Developing one resource (probe, prototype, or pilot) that will cultivate a chosen condition for deeper learning in my school setting. A condition I chose and a resource I created: I chose "a culture of excellence" to be the condition and created a workbook that would help students reflect on their culture of excellence: What it is, how it is presented within their team and classroom, and what as an individual and as a team will do to cultivate the culture. Through our study, I learned how important it is to create a culture of excellence and what teachers can do to create and leverage this condition for all. Ron Berger (2003) suggests the following 5 pedagogical practices that teachers can take: 1. Assign work that matters. 2. Study examples of excellence. 3. Build a culture of critique. 4. Require multiple revisions. 5. Provide opportunities for public presentation. Teachers are called to guiding students to excel and for developing students' quality of character and work. However, at the same time, students, too, should be given an ownership to create the culture and to build each other up. How can students take ownership in creating a culture of excellence? One of the ways is to provide students opportunities to reflect on their own character and work. This workbook is intended to be used in their reflection as a guide to deepen their thoughts. Workbook: click here More about the quality of character and work: click here |
AuthorKana will share with you her learning experiences and her journey at High Tech High Graduate School of Education (M.Ed. in Education Leadership) and High Tech High Mesa. Archives
December 2021
Categories |