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 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
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.”
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.”
