Time - Vexing at every step of the way

Slide is from a Fall session with Kentucky HS scheduling teams in partnership with UK Next Generation Center for Learning focused on dual credit offerings.

It's that time of year where master scheduling gets real. The human experience in schools is heavily impacted by the way time is used (and misused). We have worked with dozens of schools to help their use of time meet their mission/vision for learning. If you are struggling to deal with declining FTE, how to incorporate work based learning, too many single offerings, imbalanced classes, state mandates, etc. please reach out for support.

Most recently we did a master schedule audit for a high school that was stuck trying to meet all the needs of their diverse and dynamic school. The school based team was at their wits end trying to schedule for SY2526. Our team audited the offerings, looked at the cadence and pattern and then solved the problem for the school. The sense of relief when we are able to help that school meet their needs quickly, efficiently and effectively is fantastic.

We have seen it all and look forward to bringing our toolbox to serve your district.

We have time this spring for master scheduling consultancies. Reach out to diana@inquiryschools.org for a free introductory session.

Sept. 9 - Resource Roundup

Our Executive Director, Diana Laufenberg, has previously created this resource for district specific initiatives and projects and will extend this practice to a larger audience with these periodic posts. All resources are focused on inquiry driven methods, school redesign and professional development.

This week I was asked to help out on the farm where I was raised. I live close and had the time, but often I am not the preferred assistant in such jobs. I often refer to myself as a D minus farmer. After putting the tractor in the ditch at 10 years old, I was relegated to the least mechanical tasks on the farm. This task is pretty simple but a few years back I might have bounced a big round bale off the trailer. I was lucky we were hauling big squares this time.

I think about how bad I was at farming quite a bit these days - it is the closest I can empathize with students who aren’t engaged with school. Considering what we struggle with, why we don’t necessarily engage to improve and how we employ elaborate task avoidance measures is one way to try and connect with learners of all ages that are not buying what you are selling for learning. I am happy to report that I didn’t drive or bounce anything into the ditch this time - and am satisfied to have just enough competence to help out when needed. I’ve come a long way these past 50 years. ;-)

For the Students

• StudentCam - C-SPAN

• StudentCam is an annual documentary competition sponsored by C-SPAN for 6-12th grade students. Ages ago I had my student participate in this competition and yielded one of the most compelling videos I’ve seen students create. Even if you don’t pursue the documentary angle, this could be an interesting prompt to get students thinking about the next four years.

• 2025 Competition Theme: What issue is most important to you or your community? Examine your selected topic from multiple perspectives and assess what action(s) the president should take after Inauguration Day.

• Unusual Origin Found for Asteroid That Killed the Dinosaurs (free link)

• A study adds strong evidence to the hypothesis that the deadly rock came from a family of objects that originally formed well beyond the orbit of the planet Jupiter.

• The ability to add more unknown and possible discoveries about such ancient events is always a potential hook for students to engage. 

• ELA - Use it for a nonfiction reading assignment, pair with a Thinking Routine

• SS - Discuss the geographical implications

• Sci - Chemistry, astronomy, geology, dinosaurs

• Math - Calculating exponential distance, understanding how the number 541 as it relates to years 

• ‘Worst nightmare’ venomous sea worms washing up on Texas shores, scientists say

• Heading to the beach? Pack duct tape and vinegar for the bristle worm that, if touched, makes people feel like they’re on fire.

• Definitely a hook style resource

• ELA - Use it for a nonfiction reading assignment, pair with a Thinking Routine

• SS - Discuss the environmental/geography conditions

• Sci - Chemistry, biology, environmental science

For the Teachers

• From Mind/Shift - How to Get Kids Thinking Instead of Mimicking in Math Class

• A teacher explaining how Building Thinking Classrooms in Mathematics by researcher Peter Liljedahl is working in their classroom. I’ve bought this book for many folks, implored teachers to consider the approach and it’s been tough going to get implementation. I love that there is a teacher voice walking through the impact.

• More Human Than a Ladder or Pyramid: Psychology, Behaviorism, and Better Schools

• This article has bounced around in my head for weeks - I highly recommend that anyone working in K12 spend some time with these ideas and consider what can flex within your system to accommodate. 

• Excerpt: “Teachers must understand that teaching is dominated by entrepreneurial mindsets that are in dated pedagogy and problematic strategies. By changing the narrative, we can approach each new idea with a critical lens. We can analyze each new development through a deep understanding of what it means to be human. If what it means to be human is to be controlled, regimented, and worked for capital – then we’re doing a fairly good job. But if what it means to be human is recognizing who we are, connecting deeply to those around us, and finding greater purpose, then we have a long way to go.”

For the Admin

• WEF Top 10 Work Skills for Tomorrow

• I had the opportunity to hear from Jerry Almendarez, Supt of Santa Ana Unified and he mentioned this list as one that informed their work around Profile of a Graduate. Much to consider and think about with this list. 

• Spark & Sustain: How all of the world’s school systems can improve learning at scale

• I read McKinsey with a little extra scrutiny, but was impressed with the level of coherence and applicability that I found in this article. Much of what I read resonated with the work that Inquiry Schools has been challenged by over the years. Tons to consider if you are on the path to change your school/district’s path.

• For example - “Start the journey where you are. To select the best interventions, school systems need to consider their starting student performance, their financial resources, and the capabilities of their teachers and school leaders. One of the biggest mistakes that school systems can make is to “lift and shift” best practices from a system that operates in a vastly different context. In our methodology, we group school systems into five performance bands, based on student learning levels: below poor, poor, fair, good, and great. While the elements of school system excellence remain the same, the interventions differ.”

• K-12 Schools Struggle to Engage Gen Z Students

• Much of what I read in here overlaps with the work that I done with Inquiry Schools for the past decade and in my classroom before that. Much of what is mentioned doesn’t cost money per se - but it will take a considerable investment of time and support to move folks in this direction. It is hard work, but work that we’ve done alongside districts to deliver a more compelling learning experience. It’s the work worth doing.

• Excerpt: “What would it take to get Gen Z more engaged in the classroom? According to the students themselves, the teacher plays a big role: Six in 10 say that when they are most excited about or interested in what they are learning, it is because their teacher made the material interesting and exciting for them. The same percentage mention that the subject matter was something they wanted to learn more about. Nearly half of Gen Z K-12 students (46%) also say opportunities to engage with the material in a hands-on way drive their interest, and about one in three (35%) most enjoy what they are learning when they can connect it to the real world.”

InqSchls in Cleveland Metro Schools

On March 16th, a five person Inquiry Schools team kicked off a three year engagement to support Inquiry Based School Redesign with eight PK-8 schools in the Cleveland Metro School District.

With over 300 attendees for the professional development day, Zac Chase led the cohort through an introduction to what inquiry can create in the classroom. The teachers then spent the day with Zac Chase, Kristin Hokanson, Lisa Manross and Kimberly Sheppard to investigate effective questioning, instructional methods and assessments for learning. Diana Laufenberg worked with the leadership teams on managing change, inspiring teacher learning and the logistics of the project.

At the end of the day we were equal parts excited and exhausted, thrilled to set about the school based work that was yet to begin. We look forward to our first school visits at the end of the week when we will be working with Case School, Mound STEM School, H Barbara Booker Elementary and Sunbeam.

Chris Lehmann Talks about Creating the Schools we need...

What are the big ideas powering school 2.0? What does modern learning look like? How can we learn from the best and create schools that are of our time to help our students be the citizens of tomorrow?  Get answers to all of your questions about School 2.0 by attending this interactive session.  Monday 8:30 am Star Ballroom 3

Storify and slides posted after session

17 - Creating the Schools We Need #ISTETransforms from Chris Lehmann

Inquiry Schools at SXSWedu

The school built on inquiry has to be ready to ask questions, real questions about process, protocols, pathways-ask questions of the traditional methods, systems and structures that are so deeply embedded into the American schooling DNA. This school builds systems and structures that are responsive to the community it serves, reflective for changing circumstances and responsible for providing a meaningful and relevant experience for the individuals that inhabit its halls.   Why would a community build  a school based on inquiry?  What kinds of support(s) do teachers need to do their work differently?  What are the most challenging aspects of transforming a school?

Come join the conversation as Jaime Casap, Diana Laufenberg, and Chris Lehmann tackle these big questions and more.

SXSWedu Building InqSchls