What a journey. I’m excited to say that my class and I have navigated through the entire inquiry process. It’s been three months of hard work, dedication, and focused learning.
Let’s get started on our final Passionate Kids Project post. Our student-led EdCamp was a blast!
We started by creating our session board. Each student was given an 8 by 8 piece of construction paper. Instructions were to create an advertisement for their session. Some students wrote their essential question while others focused on the topic. I made a strategic choice for the piece to be analog rather than digital. I wanted the personal connection. Students had so much fun creating their square. There was a feeling of excitement in the room. Because the EdCamp was going to be held in the cafeteria, we used one of the bulletin boards to display the session board. It turned out great.
Let’s get started on our final Passionate Kids Project post. Our student-led EdCamp was a blast!
We started by creating our session board. Each student was given an 8 by 8 piece of construction paper. Instructions were to create an advertisement for their session. Some students wrote their essential question while others focused on the topic. I made a strategic choice for the piece to be analog rather than digital. I wanted the personal connection. Students had so much fun creating their square. There was a feeling of excitement in the room. Because the EdCamp was going to be held in the cafeteria, we used one of the bulletin boards to display the session board. It turned out great.
Our class has 29 students. This was a perfect number to work with. We ended up having three sessions with 10, 10 and 9 table presentations. Each table had 8 seats available. When we set up the sessions, we were conscious of having a variety of topics available. We strategically made sure that each session had a balance of topics. For example, we had several sports, environment, and art/music topics. Additionally, several of the students used technology during their presentations (Kahoot, Quizlet Live, digital piano, Google Classroom, etc.). We made sure that each session had at least one of these options available. It ended up being a big chess game as we set up the sessions. Here is a digital version of the session board that was available to participants.
The three sessions were color coded and numbered. My 6th graders were the presenters and our 4th and 5th grade GATE classes were the participants. The two classes were given an even number of red, blue, and green name tags. We used a traditional color rotation for participating students to pick their sessions. We really wanted to focus on equity and allow all students to have a first pick of sessions. Here is the rotation schedule. Tables were numbered to match the session board displays. Each table had two balloons on them with the table number written on the balloons. (If you know me, an event isn’t complete without balloons.)
Now for the EdCamp. We have a foyer leading into the cafeteria. We used this as our storage area. Our students were in teams based on their presentation table number. Each team was responsible for helping each other set up and break down their supplies. (We called this the “quick change”.) Can I say that I was one proud teacher?!? Each team was completely in sync. Because we run a student-led classroom, working together is the norm. Before each session began, students organized their tables with supplies for eight students. One student had her supplies in individual baggies. I will definitely use that as a tip for next year’s EdCamp. Take a look at some of the table set-ups.
The three sessions were color coded and numbered. My 6th graders were the presenters and our 4th and 5th grade GATE classes were the participants. The two classes were given an even number of red, blue, and green name tags. We used a traditional color rotation for participating students to pick their sessions. We really wanted to focus on equity and allow all students to have a first pick of sessions. Here is the rotation schedule. Tables were numbered to match the session board displays. Each table had two balloons on them with the table number written on the balloons. (If you know me, an event isn’t complete without balloons.)
Now for the EdCamp. We have a foyer leading into the cafeteria. We used this as our storage area. Our students were in teams based on their presentation table number. Each team was responsible for helping each other set up and break down their supplies. (We called this the “quick change”.) Can I say that I was one proud teacher?!? Each team was completely in sync. Because we run a student-led classroom, working together is the norm. Before each session began, students organized their tables with supplies for eight students. One student had her supplies in individual baggies. I will definitely use that as a tip for next year’s EdCamp. Take a look at some of the table set-ups.
We invited our parents, school board members, district personnel, and a couple other special guests. They were invited to participate in the sessions and enjoy the day with us. One special guest was my fifth grade teacher Yes, you read that right . . . my fifth grade teacher! I absolutely adore and cherish the relationship I have with this precious man. He has been my cheerleader my whole life. My dad was an elementary school principal. Mr. Minnix was one of the first teachers he hired. Now that my dad has passed, Mr. Minnix is the man that shares my successes. I will cherish this man forever! Another special guest was my Twitter friend Brisa. Yes!!! We met on Twitter and have only recently met in real life. I adore Brisa and her desire to bring engaging experiences to the hundreds of students in her after school program. I was so happy that she shared the day with me!
Once the EdCamp started, participants chose their sessions and got settled in their seats, then we started a 10 minute timer. Because our class had already presented their demo slams the previous week, they rocked their sessions. (Demo slam post here.) Presenters were confident, informative, and so proud of what they had to share. There was a buzz of engagement as students taught students. The adults were genuinely impressed with the level of confidence, expertise, and maturity that the presenters exhibited. Sessions started with introductions, answered their essential question through an authentic piece, conducted a hands-on activity, and finally closed with a reflection and thanking their participants. Some students even gave away swag. So cute! There was quite a bit of movement and productive noise during the hands-on portions of the EdCamp. Students participated in a science experiment, soccer and softball drills, created cards, bookmarks, and mini posters, played the piano and recorder, found clues in a scavenger hunt, created artistic pieces with oil pastels, colored pencils, and even play doh. One might think this was distracting but it actually enhanced the engagement of the event. Take a peek.
As each student finished up their presentation, they instructed their participants to complete a rubric. The participating classes had previously reviewed the rubric and were instructed on how to fill it out. This was used as part of the discussion between my students and me when determining their final EdCamp grade.
The three sessions took about an hour to implement. With welcoming remarks by students, the 10 minute sessions, about 5-7 minutes for the quick changes, and closing remarks by students, the event ran smoothly. My students were so excited and exhausted after the event. We went back to class, debriefed orally, then had “free choice” for about an hour. (They deserved it!) We came back the next day and reflected in our digital journals. (Post here.) The responses were extremely positive. Many students thanked me for providing the opportunity to do passion projects.
As part of the grading process for student’s authentic piece and EdCamp presentation, I held one-on-one conferences. Prior to the meeting, students completed a self-assessment using a single-point rubric inspired by Jennifer Gonzalez. (Read her blog post here.) The purpose of the self-assessment was for students to articulate what they created for their authentic piece, consider how they can enhance the product, and defend why they thought they exceeded the standard. With the document in front of us, the student and I had a conversation about their product and determined their grade. I had students suggest their grade first, then we negotiated from there. It was actually really fun. We did the same for the EdCamp grade but centered the discussion around the participant rubrics. (Click here for the single-point rubric and here for the EdCamp rubric.) Everyone left really happy and satisfied with their grades.
The three sessions took about an hour to implement. With welcoming remarks by students, the 10 minute sessions, about 5-7 minutes for the quick changes, and closing remarks by students, the event ran smoothly. My students were so excited and exhausted after the event. We went back to class, debriefed orally, then had “free choice” for about an hour. (They deserved it!) We came back the next day and reflected in our digital journals. (Post here.) The responses were extremely positive. Many students thanked me for providing the opportunity to do passion projects.
As part of the grading process for student’s authentic piece and EdCamp presentation, I held one-on-one conferences. Prior to the meeting, students completed a self-assessment using a single-point rubric inspired by Jennifer Gonzalez. (Read her blog post here.) The purpose of the self-assessment was for students to articulate what they created for their authentic piece, consider how they can enhance the product, and defend why they thought they exceeded the standard. With the document in front of us, the student and I had a conversation about their product and determined their grade. I had students suggest their grade first, then we negotiated from there. It was actually really fun. We did the same for the EdCamp grade but centered the discussion around the participant rubrics. (Click here for the single-point rubric and here for the EdCamp rubric.) Everyone left really happy and satisfied with their grades.
Phew! It’s hard to believe that it’s over. We’ve lived the inquiry process and PKP for three months. This has been a wonderful journey. Thank you for sharing the experience with us!
If you’re interested in any part of the process, do not hesitate to reach out. I’m only a DM away! I would LOVE to share and brainstorm with you. I’d like to give one final shout out to Trevor for guiding me through this journey and to Rebecca that I met during the journey. The two of you are truly inspirational as you share your passion for inquiry and especially for showing us how to nurture all of our learners no matter the grade level. Readers, if you haven't picked up their newest book, Inquiry Mindset, pick it up here.
Have a great summer, rest up, and be ready to rock the 2018-2019 school year!
#MuchLove
Marilyn
If you’re interested in any part of the process, do not hesitate to reach out. I’m only a DM away! I would LOVE to share and brainstorm with you. I’d like to give one final shout out to Trevor for guiding me through this journey and to Rebecca that I met during the journey. The two of you are truly inspirational as you share your passion for inquiry and especially for showing us how to nurture all of our learners no matter the grade level. Readers, if you haven't picked up their newest book, Inquiry Mindset, pick it up here.
Have a great summer, rest up, and be ready to rock the 2018-2019 school year!
#MuchLove
Marilyn
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