• Liberty North has many exciting teaching and learning opportunities! This space is devoted to making that learning visible and sharing our collective story. 

  • Visible Learning

    Posted by Tara Harvey on 1/10/2019 9:00:00 AM

    One component of Visible Learning that our LPS colleagues are diving into are learner dispositions. Learner dispositions are a person's habits of thinking and doing when learning. Liberty Oaks has made an effort to choose 6 ideas that they will intentionally teach their students. I was recently in their building and had the opportunity to interview several students and they were experimenting with the language successfully. Check out the graphic below and you will see that many of these concepts are applicable at the high school level as well.

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    Learner Dispositions

     

    At Liberty North, we have several teachers also discussing the language of learning and the tools we need to be successful. The team of teachers who volunteered to be a part of the Visible Learning Guiding Coalition wrestled with this question this week.  One component of our discussion included the helpless hand raising that sometimes occurs in our classrooms. This article Weaning the Helpless Handraiser is a good resource or reminder. I had no idea that one of these interactions can take 4-5 minutes away from instructional time. It is ok for learning to be hard for the right reasons including learning new concepts and thinking critically about complicated topics.  Teaching our students to rely on themselves is a great habit to reinforce and helping them develop a language of learning may increase their ability to trust themselves to move on without constant teacher contact.

    Another component of Visible Learning is regarding our students being assessment capable. Students are asked to share their understanding of content and concepts in a variety of ways in high school. We ask that they communicate their skills and knowledge through writing, presenting, creating, and performing to name a few. When can we provide exemplars for students? What do they still need to know and be able to do? How will they be able to show what they know? Are they connecting the dots between past, current, and future learning?

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    At North, there are classrooms who are giving students opportunities to share their understandings in varied manners. One example is devoting time to developing a shared vocabulary that is overarching and therefore essential to the entire curriculum. When students are overwhelmed by new vocabulary, they are less capable in showing what they know. Students can wrestle with the concepts verbally and in writing as well as creating an image that represents the concept.  Cooperative Learning Strategies such as consensus placemats (strategy 3 in the article) are effective for giving students individual ownership as well as the support of peer influence which will lead to students being able to explicate what they know.

     

     

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  • Humanities 10

    Posted by Tara Harvey on 11/12/2018 1:00:00 PM

    Humanities 10 students have been researching human rights violations while exploring the historical, cultural, and societal implications. Through the creation of a multi genre artifact project they have been developing empathy and a deeper understanding of both world history and the impact it has on individuals. Ronnie Lathrop and Kimberly Brownlee have utilized project based learning in combination with cooperative structures to enable their students to dive deeply into content while also refining their research, reading, and writing skills.

     

    Teacher Reflection: The variety of means students used to present their research was outstanding. The kids are becoming masters of historical research and the synthesis of their understanding went beyond our expectations.

     

    Student Reflection: I researched human rights violations all over the world. I found violations where you would not expect them. I liked creating the different artifacts because I got to be creative.

    multi genre projectstudents sharing projects

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  • Humanities 9

    Posted by Tara Harvey on 10/18/2018 2:00:00 PM

    LMC

    Using history and contemporary situations Liberty North humanities 9th graders had to explain how they would fix one of the immigration issues the United States currently faces. Led by Kelly Lock and Josh Baldwin, students studied both the history of immigration in the United States as well as the currently reality. Students had the opportunity to pen pal with students from East High School in Kansas City, MO who had immigrated to the United States and took a field trip to meet their pals in person on Oct. 11.

    Teacher Reflection: Students had the opportunity to see the world a little more, beyond the walls of Liberty North. There was a perspective that the East High students could give that we can’t replicate in the classroom. It is so much more impactful to meet and talk with an immigrant from another country and become friendly with them.

    Student Reflection: I didn’t realize that the kids would be this nice. I am happy to be at Liberty North and I am very thankful for what I have now.

    LMC Students meeting with pen pals

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  • ELA 9

    Posted by Tara Harvey on 10/5/2018

    teacher conferencing with students

     

    Reading Workshop:

    Ms. Ukleja and Mrs. Penner are reinventing ELA 9 for some of our kids. This model may feel a little different than a traditional ELA class. In the workshop model, students work to improve essential reading and writing skills through both self-directed and classroom text. They are teaching specific reading and writing skills through direct instruction and then asking students to practice independently with books and articles that interest them. The goal is that this will help students take a more active and engaged interest in their learning. They also hope that students feel success and are able to identify and reflect on their improvement. In an effort to foster an environment where students take control of their own learning, they are also working toward their writing their own story.

     students working

    Teacher Reflection: Our kids are able to talk about what they are learning and know their progress more than ever before.  The day after each conference we can tell our kids appreciated the individual time we have spent talking about their goals and progress.

     

    Student Reflection: My teacher cares about me because she knows I have trouble focusing and she checks on me.  I like reading a choice book more than a class novel. I feel proud that I have improved my focus and read more pages than I have in a long time.





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