Kindergarten and 1st grade students share their knowledge on how to learn a new iPad app. Will you take their advice?
The Instructional Technology team is proud to announce their summer technology courses starting on August 9. To see a list of courses we are offering, click on SUMMER TECHNOLOGY COURSES to the left or go to MyLearningPlan. We hope to see you there!
Walking into the morning Art Club meeting at Meadowmere Elementary, you could immediately sense the energy in the room. I see students with their heads facing down, concentrating on their art projects below.
"What are you working on?" I asked.
"We are 3-D drawing our names!" a boy enthusiastically answered but didn't look up from his work. He was holding a 3-D pen and carefully drawing the base for his name plate.
Adryan Steinberg, art teacher, wanted her students to learn how to use 3-D pens to illustrate concepts. She wanted to start with an easier concept of drawing their names. And since the 3-D pens were new to her, she learned how to use them along with her students.
"It was a lot of trial and error at first, students were helping each other and helping me, it was amazing to see student persevere during this art project." Steinberg commented.
Take a look at the pen in action and listen to the excitement of the students.
The next step is to ask students to create a 3-D concept of their choice as this was just the first project with a 3-D pens.
Lots of teachers do great activities each year to celebrate Read Across America Day and Dr. Suess's birthday. While this event is generally focused on literacy, Jennifer Esfandiary and her 1st grade engineers at Meadowmere Elementary did an activity that illustrates just how well STEM activities fit with Reading.
Groups of students were tasked with working together to build as tall of a hat for The Cat in the Hat as possible. After identifying the problem, students worked through a form of the engineering design process to complete their task. Check out the process below.
Building a Prototype
As you can see from the above pictures and videos, these 1st grade students are excited about this problem solving activity and are able to articulate their thinking and learning.
As educators we know how reading can spark the imagination and tap into a child's natural curiosity. This is where STEM activities, like the one Mrs. Esfandiary and her 1st graders did, can take traditional reading education to the next level; incorporating problem solving, collaboration, creativity, and choice.
Another great example that some Grandview teachers have done is turning the traditional Three Little Pigs story into a science experiment by having student work in groups to build houses and test their durability against the power of the Big Bad Wolf.
In another example students at Belvidere designed contraptions to help the Three Billy Goats bypass the bridge in order to escape the clutches of the Troll.
Although the above examples come from our elementary schools, the possibilities for incorporating STEM activities into literacy education at all levels are pretty much limitless. All you need is curious and creative students ✔︎ a few cheap materials and/or technology ✔︎ and the willingness to give it a shot❓
Classrooms across Grandview C4 are embracing the concept of digital storytelling and it's not hard to see why. Digital storytelling allows for students to take ownership over their learning by creating a story that displays what they have learned. Take for example Ms. Miller’s 1st graders at Meadowmere who were asked to tell a story about an animal. They used Book Creator to draw pictures, add in photos, and to narrate their knowledge about an animal. In this one project, many standards were addressed as well as life long skills such as doing research, writing a script, and practicing their public speaking skills.
Down the street at Conn-West, Ms. Lininger’s 3rd Graders were asked to do a similar task. They completed their animal reports on Shadow Puppet EDU and you can see they had to carefully pick what pictures would make sense with their report. Click on the picture below to watch a student's report.
Digital storytelling can be used as a tool to empower students to be confident communicators and there are quite a few ways you can ask your student to digitally tell a story. Although there are hundreds of tools that we could ask our students to use, don’t forget that it's not about the tool, but it is about telling the story and demonstrating the learning.
Students in Mrs. Godwin’s class at GMS are meeting kids from all over the world without ever leaving the classroom. An awesome website, called PenPal Schools, makes finding a pen pal easier than ever and Mrs. Godwin’s students love it!
Every student is paired with a minimum of three people from over 170 countries to learn together and discuss the things that make their country, city, and culture unique. Together the students will go through a six-week course designed by PenPal Schools. Each week has a new theme, reading, and videos as well as questions to respond to generate conversations. All of the work is done by PenPal Schools, all you have to do is sign up your classes!
This is a great way to generate curiosity and inquiry among students and it has shown to have such an effect on Mrs. Godwin’s students as they worked through the World Explorer course. They pull up maps to find the location(s) of their pen pals in relation to Grandview and spend extra time researching the things that they don’t understand (this was particularly handy in the discussions about food)!
PenPal Schools is offered free of charge to low-income districts or teachers can pay the $25 course fee to sponsor another teacher’s class. What an easy way to give students an opportunity to learn and collaborate around the world!
Grandview High School English Teacher Diane Euston has a passion for local history that was born out of her childhood experiences exploring the historic neighborhood she grew up in. Recently she started a blog to write about and share that passion. The blog, entitled The New Santa Fe Trailer, focuses on local history, and the often forgotten regular people who made it. Since starting her blog last April Ms. Euston has had more than 30,000 views to her site. Now she would like to bring her love of local history and writing to Grandview High School Students. She is currently working with social studies teacher Mike Stringer on the development of a cross-curricular (social studies, ELA) seminar course on Kansas City area history that they hope to teach in the near future.
What makes blogging such a rewarding experience is the authentic audience it can reach. Blogging is a great activity that can be incorporated in classrooms at all levels. Teachers can use blogs to communicate with parents and students, or to provide resources for students in a flipped classroom. Students can blog as part of a class/group, or create their own blog for sharing their work on a platform that provides an authentic audience and space for authentic feedback. The blog can also serve as an electronic portfolio of a students writing/work. In short, blogs create a moderated online space for teachers and students to share ideas and feedback.
Blogging is one of the easiest and most effective ways to integrate technology into your curriculum. We have many teachers at many levels blogging, but we really want to encourage more teachers to do so. If you are interested in blogging in your classroom feel free to contact Mary Cordry (Secondary) or Diane DeLaTorre (Elementary) for support.
You can check out Diane Euston's Blog here.
You can check out examples of how teachers are using blogs at all levels here
Time is of the essence in Mrs. Harrell’s fourth grade class and she is encouraging her students to be in charge of their time. Mrs. Harrell was excited to try something new with her students, so she came up with a way for them to be in charge of their schedule; self-scheduling.
Here is how, it works. On Mondays she hands out the schedule for the week, with a list of MUST DO’s that they have to complete by the end of the week. These MUST DO’s have a suggested time frame of how long it should take them to complete that activity. Students need to decide when they will do these activities and write them down.
Students then log in to Google Classroom to get more information on their assignments such as the code for a Nearpod Lesson or a link to a Read Works article. As I walked around Mrs. Harrell’s classroom, I noticed students working independently, students helping out others who were having problems logging on, and students engaged in their Nearpod lessons and articles that tied into their reading and writing skills.
I asked several students how they decided to organize their days and got a wide variety of explanations. One student said they wanted to do the work they had to do first, to get it out of the way, then they could enjoy the work they wanted to do. Another student said just the opposite; they wanted to do the work they wanted to do first, then what they had to do.
There has been research that links time management to success later in life. A study from the University of Pennsylvania concludes that self-discipline, the driving force behind time management, is a better predictor of adolescents’ academic performance than IQ. See the report here. Mrs. Harrell’s students are getting a good framework on how to manage their time that could help them in the future.
This new system also gives her time to meet with a small group every day, flex group meetings to work on writing, and one-on-one conferencing with students to discuss grades or questions they may have about their work.
Students overall agreed that they liked this system, that it helps to keep them organized! Mrs. Harrell says that the students get a little better at organizing their time every week and the technology helps them to be a little more independent.
This past week, students at GMS had the chance to explore space in a fun new way. The student body was divided into boys and girls to see the new movie, Hidden Figures, and participate in a building-wide STEM Day.
In the morning, students were given their scenario. They were pioneers whose challenge was to colonize Mars through the completion of various activities necessary to sustain life on the new planet. The day consisted of five activities designed for students to problem-solve and collaborate while competing against the other teams. Teachers were provided a rubric to award points as students designed a water filter, constructed shelters, built a lookout tower, designed a working solar water heater, and created a system for lifting rocks to move them.
Many of the activities came with little to no instruction and left it up to the students to decide what the problem was and how to solve it. At some stations, students were given access to technology to research the problem, but were otherwise left to their imaginations to find a solution!
Each station lasted one hour for students to design, test, and redesign their creations. The students had a blast and got to show off their collaboration and problem-solving skills. Kudos to the entire staff who worked hard to pull off a fun, well-planned day, and to Ms. DeeAnn Moore for overseeing the entire event. Way to go, GMS!
Transforming teaching and learning with technology doesn't always require hands-on technology use. Sometimes it can be as simple as utilizing resources on the web that wouldn't otherwise be available. This is the case with Meadowmere teacher Andrea Carr and her Kindergarten students. Ms. Carr brings learning about nature and animals to life with the use of webcams that have been setup and shared by others around the world. While learning about animals Ms. Carr's students/Virtual Explorers have observed bears hibernating and eagles nesting, among others. As Ms. Carr puts it the webcams are, "just one more way to make our world come alive and experience it in the comfort of our classroom".
Webcams offer opportunities for teachers and students at all levels and content areas. Whether students are simply observing animals in their natural habitat, comparing regions and/or ecosystems, or even participating in a real life global study like this Monarch Butterfly project, webcams can be a great way to incorporate observation into a lesson or activity. In addition, bringing the real world into the classroom is a great way to make learning more relevant and engaging for students.
Webcams that can be utilized in the classroom are just a Google search away. Below are a few of the sites Ms. Carr and her Virtual Explorers use in the classroom.
Black Bear Lily’s Den near Ely, Minnesota.
Safe Haven, Grouse Mountain, North Vancouver, BC Canada
LIVE CAM of bears at Brooks Falls, Katmai National Park, Alaska
LIVE CAM of bears at Lower River, Katmai National Park, Alaska
EarthCam and Hollywild Animal Park in Wellford, South Carolina
Hopefully you heard the recent good news about the Meadowmere First Lego League team advancing to the regional championship tournament that will take place in January. We have all heard of Robodog and our amazing high school robotics team, but not as many realize that we have robotics teams at all levels and in most of our buildings. Here is a little more about the FIRST program and our Grandview teams.
The FIRST organization was founded in 1989 in an attempt boost the number of women and minorities who pursue careers in science and technology. There are currently four programs for K-12 students; FIRST Lego League Jr. (K-4), FIRST Lego League (4-8), FIRST Tech Challenge (7-12), and FIRST Robotics Competition (9-12). If you are interested in learning more about FIRST, check out this video on Dean Kamen, the organization's founder, that aired on CSB Sunday Morning last year.
In addition to our FIRST Robotics team, aka Robodog, each of our elementary schools and two middle schools have a FIRST Lego League (FLL) team. What is really great about the FLL program is that students not only get exposure to robotics and programing, they also are exposed to real world problems and a set of core values that drive the program. The FIRST organization describes FLL as;
Tommorrow's innovators practice imaginative thinking and teamwork. Guided by adult coaches, FIRST LEGO League teams research a real-world problem such as food safety, recycling, energy, etc., and are challenged to develop a solution. They also must design, build, program a robot using LEGO MINDSTORMS® technology, then compete on a table-top playing field.
Each Grandview team practices hard in the Fall and early winter before competing in a qualifier tournament. The competition is fierce and requires team members to work together to complete a series of robot challenges and present to a group of judges. Coaches are not allowed to assist in any way. Last year the teams at Meadowmere and Grandview Middle School became the first Grandview teams to ever advance to the Regional Championship. This year Meadowmere has done it again, and the GMS team competes in the final Qualifier event this weekend at Wyandotte High School. Please join me in congratulating Carrie McDonald, Jennifer Belk, and the Meadowmere team; wishing our GMS team good luck; and thanking all of our coaches for the endless hours of work that make this amazing program possible for our students.
Some FLL pictures from over the years
Preparing our students to create digital content is more important than ever in our classrooms as we at Grandview are committed to making learning more engaging, relevant, and meaningful. Students are pretty good when handed an iPad and asked to practice their skills on an app, but it takes learning to a whole new level when asking them to use an app to create something.
For example, take one of our amazing teachers Mary Thacker, 4th grade teacher at MM. She decided to give her students a chance to be content creators rather than content consumers. Students were learning about regions of the United States and were asked to create their own digital book describing different aspects of their region.
Mrs. Thacker gave her students time to learn and teach each other how to use the app, Book Creator, before they started working on their projects. Once students understood the app better, they dove right in on making their digital book. If you were to walk into this 4th grade classroom, you would have seen students engaged with this assignment, helping each other with questions about the process, and thinking critically about the content and design of their books. Students will eventually use these books to present their information.
The real question is why use Book Creator? Can’t students just write their information on paper? First, exposing our students to a variety of technologies throughout their education will help to prepare them for their future careers. Second, using technology like Book Creator allows students to do something that paper and pencil can’t… it can allow them to reach a global audience. The next assignment these students have to create a book, it will be more familiar, they can learn from their mistakes during the first assignment, and they can publish their books to a blog like Edublogs or Seesaw, or they could even submit their books to the iBooks store to become published. Students who know their books will be read by a more global audience will invest more into their books and they will be proud of it. That is a powerful and authentic learning experience for our students and we as teachers need to encourage our students to be content creators.
Ten sixth grade girls from Grandview Middle got the wonderful opportunity to participate in the first ever Introduce a Girl to Engineering Day Junior held at UMKC with Project Lead the Way (PLTW) teacher, DeeAnn Moore, along with girls their age from all over the region. The event was sponsored by major engineering firms from all over the nation, such as Garmin, Honeywell, Cerner, Google Fiber, and many more.
The purpose is to introduce young girls, grades 6 - 8, to engineering and to spark their interest in the field. The girls were paired with female engineering mentors from the Kansas City area based on their selected interests. They participated in discussions, did hands-on activities, and listened to local female engineers discuss their experiences. Check out this short video of one of our very own students who took second place in the Bridge Building contest!
This opportunity allowed the girls to experience a new career pathway, get introduced to the different PLTW offerings within the district, gain new experiences, and collaborate with new people!
Ozobots are tiny line following robots that are causing quite a stir in our elementary classrooms. Ozobots are a part of our Grandview C4 mobile makerspace that teachers can check out to use in their classrooms.
I had the opportunity to introduce Ozobots to third graders in Ms. Weatherly's class at Belvidere and third graders in Ms. Swartz and Mr. Dean's classes at Martin City and here is what I learned.
1. Students want to play to learn
My teacher instinct was to plan out every detail of the lesson to introduce what Ozobot was, how it worked, the rules, and go step by step of the process of coding with Ozobot. This immediately went out the window when I put the Ozobots in front of the students. They didn't hear a word I said because they wanted to start exploring on their own. As soon as I stopped talking, that is when the magic happened! Students were engaged, drawing different lines, and watching what their Ozobot did with different color codes.
2. Start simple
Start by showing students how to draw lines and for the Ozobot to follow, then let the students try. They will eventually want to do more than draw lines when you tell them they can do color combinations that tell the robot to go turbo speed, do a tornado, jump a line and more. Thats when you can hand out a code sheet. Giving students the chance to explore on their own, and through their exploration they will be excited to show you what they have learned.
A student at BV uses a color code combination to tell the Ozobot to spin around.
3. Connect to curriculum
Once students understand how the Ozobot works, it is then time to tie in coding to your curriculum. Ozobots has a website of lesson plans written by teachers, as wells as activities, contests, and resources. There are a wide variety of teachers now sharing out their lesson ideas all over pinterest as well. There are an endless amount of ways to use Ozobots in your classroom.
4. Ozobots App
Once students get used to the idea of coding with lines, students can use the Ozobot app to start block coding. With this app, students can complete coding challenges, code their ozobot to go through mazes, or code their ozobot with block coding or lines. This app is great for our 3-12 grade students.
After finishing up their unit on Native American literature, students in Diane Euston's English III classes were tasked with creating their own origin myths incorporating a moral or lesson at the end. Once the written piece was completed, they had to present their story to the class using technology. Students were given a choice to create a Google Slides presentation, Prezi, iMovie, or another tool (as approved by their teacher) to share their stories. Judging by the end results, students appeared determined to show what they'd learned in creative ways. Just check out this fantastic iMovie by 11th grader, Noah Moore, on the origin of the sun for one example of the many awesome projects!
Reflecting with SAMR
During the 2015-2016 school year 5th grade students at Belvidere Elementary participated in a pilot of the Project Lead the Way Launch (PLTW) program. PLTW Launch is a Project Based STEM curriculum that introduces students to career paths in Engineering, Computer Science, and the Biomedical Sciences. This year 5th grade students at Meadowmere and Butcher-Greene are joining in the fun. 5th grade students in these three buildings will be participating in the following PLTW modules as a part of their science curriculum this year.
Each PLTW Launch Module requires students to collaborate around a design problem and work together, problem solve, and create solutions for that problem. Students who become interested in the three career pathways offered through PLTW have opportunities to further explore those fields through programs available at GMS, MCM, and GHS.
Tyler Stolberg (BV), Samantha Dane (BG), and Peter Norgren (MM) are leading the program in their respective buildings. They have done a lot of hard work to train and prepare in order for their students to be able to benefit from these great activities. In addition, Mr. Stolberg and Diane DeLaTorre, our district PLTW Launch Trainers, have done an incredible job of training and supporting our two new PLTW Launch Teachers. Please join me in thanking all four for their hard work to make this opportunity available for our students. If you would like to learn more about PLTW Launch just click here.
What is OSMO?
Try it Out!
Try out OSMO in your classroom! We have OSMO Words, Tangrams, Numbers, and Code with 5 Bases. To check out an OSMO, please go to Teacher Resources on the left, then click on Mobile Makerspace. This page will give you a calendar of available dates and a google form to fill out.
Email Diane DeLaTorre if you have any questions on how to use OSMO in your classroom.
Students wrote scripts, brought in props, and recorded in front of a green screen to create the appearance of being on the scene and in the studio, just like real news reporters. What a meaningful, exciting way to wrap up a unit on Natural Disasters!
Check out the awesome examples below:
Tsunamis by Shannon Johnson, Jae'lyn Moore, and Asia Stevenson
Earthquakes by Ahjana Hayes, Jalyn Tucker, and Sinise Jackson
Reflecting with SAMR
Grandview C-4 has had a long relationship with Project Lead the Way at the secondary level. In fact, Grandview was the first district in the region to incorporate Gateway to Technology (GTT) at the middle school level. This year we are excited about an expansion of that program that will offer Grandview students engaging and relevant experiences in Engineering, BioMedical Sciences, and Computer Science. Although we have always been proud of the GTT courses we have offered our middle school students, the ultimate goal of the GTT program is to introduce students to a variety of career pathways. Our previous offerings focused solely on the engineering pathway. These changes will ensure students are introduced to at least two additional pathways. Although the changes are only taking place at GMS this year, the plan is to make similar changes at MCM in the following year. An overview of the new courses is below.
8th Grade students at GMS will be participating in the new Medical Detectives course taught by DeeAnn Moore. In this course students assume the role of a real life medical detective. Students will analyze evidence found at a mock crime scene to learn about genetic testing, DNA, and disease through hands-on projects and labs. While the students have fun solving the mystery they will also be introduced to hundreds of career paths in the medical industry. Did I mention they get to dissect a sheep brain?! Interested students will be able to continue this journey in the BioMedical program that already exists at Grandview High School.
Energy and the Environment
7th grade students at GMS will be participating in the new Energy and the Environment course. This course is also taught by DeeAnn Moore. In this course students will collaborate around energy issues, and work to explore sustainable solutions to energy needs. This is a hands-on course in which students design, model, and evaluate energy solutions. Students who remain interested in the engineering career pathway will be able to continue their studies in the already established PLTW engineering pathway at Grandview High School.
Introduction to Computer Science
8th Grade students at Grandview Middle School will get the opportunity to learn about career opportunities in Computer Science by participating in the new Introduction to Computer Science course. This course is taught by Tynisha Watson. The course focuses on creativity and design while introducing students to computer coding. Students will design and create their own apps using MIT App Inventor. Students who remain interested in this career pathway will be able to continue their studies through Grandview High School's Computer Science course.
Thanks to our Teachers
These changes would not be possible without the dedication, enthusiasm, and time commitment of DeeAnn Moore and Tynisha Watson. Each one of these courses requires rigorous and time consuming training in the summer and a great deal of prep work before students even arrive. If you see DeeAnn and Tynisha please join me in thanking them for their dedication to expanding opportunities for our kids!
What is a Makerspace?
A makerspace is a space where students can gather together to explore, create, tinker, learn, and discover with items given to them. It is a mindset of creating something out of nothing and exploring your own interests. That is the heart of a makerspace. Items given to students can be anything from high-tech 3-D printers to low-tech legos to let them explore.
GC4 Mobile Makerspace
Grandview C4 School district now has a makerspace that you, the teacher, can check out and use in your classrooms! Take a look at what is available in our Mobile Makerspace below.
Try it Out in Your Classroom
Check out a Mobile Makerspace item! To do this, click on Teacher Resources on the left sidebar and select Mobile Makerspace. The calendar on this page will show you the availability of items, then just fill out the Google Form to reserve an item.
Breakout EDU boxes have arrived at CSD4 and they’ve taken off like wildfire! Students and staff all over the district have participated in this engaging, exciting activity. Working in small groups, students must solve a series of puzzles and riddles to break into a wooden box that has been locked with five different locks!
These boxes are perfect for any grade level! Second graders at Martin City participated in a back-to-school themed breakout, “If You Take a Mouse to School”, sixth graders at GMS learned about digital citizenship during Transition Days, and high schoolers in Mrs. Dolinar’s class were introduced to a variety of disorders for health class in a game she designed herself!
You can design your own games or select from a database of pre-written ones on the Breakout EDU website (all games are password protected, so if you’re interested, contact Mary Cordry or Diane DeLaTorre). Breakout boxes are the perfect way to introduce or review content with students. You can even have them design their own games for each other!
The Instructional Technology department currently has four boxes available for check out to anyone in the district. Simply hover over Teacher Resources in the left hand menu and select Mobile Makerspace to see the availability and request form.
GMS Choir teacher, Mr. Levy, has been flipping his classes and music instruction to provide students extra practice outside of class. He designed a class website that would be a hub for all things course-related that his students can access at anytime. On this website, students can find everything they need to learn and practice their specific parts/notes when they aren't with him in the classroom!
Every song that students sing in a performance can be found on his webpage. Mr. Levy creates all of the tracks you'll find here by recording his own voice and using the GarageBand app for Macbook to change the octave (yes, that's his voice singing each part!). Once completed, the recording is uploaded to his classroom SoundCloud account and is then embedded into the Weebly page for students to practice.
He has done this not only with his regular choir classes, but also with the upcoming Shrek Jr. the Musical tracks. Students who will be starring in the production this coming weekend are able to access all of the songs online to make sure they're ready for their big performance. Be sure to come see all of their hard work April 14th through 16th in the GHS Auditorium at 7:00 p.m.!
What an awesome idea for flipping music!
Reflecting with SAMR
DeeAnn Moore’s 7th grade Science students have just wrapped up their unit on electricity and as the culminating activity, she decided to let students experiment with Little Bits and Makey Makeys! Students were first introduced to the Little Bits through a series of seven challenges, starting with creating simple circuits. These challenges were designed to familiarize students with the pieces. The next class period, students were split into groups of three to four and were tasked with either creating an airplane that flies on its own while the lights are out (see project here) or designing their own musical invention using Makey Makeys. The groups were not given any specific instructions (only a picture of the airplane), but were given plenty of supplies, like bananas, pipe cleaners, sticks, and more, to create and invent! They had to collaborate to accomplish the tasks and they were successful! What a great way to integrate technology, promote collaboration, and give students creative freedom!
If you’re interested in using Little Bits in your classroom, contact the Instructional Technology Department and we can work with you!
Reflecting with SAMR
Back in November, we showcased the Science teachers at GMS for trying something new this year (going digital!) with the annual Science Fair. Well, students have been diligently working on their projects since then and the time has finally come to show off all their hard work! Teachers displayed the students’ projects in the school cafeteria and on Thursday, February 11th, parents and community members came to check them out!
Students were given the option to complete the traditional science fair tri-fold board or to use a digital platform to complete it. Some students even chose to do a combination of the digital and traditional projects which produced some awesome results! All of the digital projects were completed in Google Slides and were displayed using QR codes. Grab your device (with a QR Reader) to check out some of their amazing exhibits below!
In Lori McIntyre's classroom, students were given the opportunity to play the part as teachers to their classmates. Students were allowed to lead a lesson with a topic of their choosing. The preparation for these student led lessons was quite a process!
Students first had to write a proposal for the topic they wanted to present to their classmates. They had to research about their topic, cite their sources, and decide how they would like to present the lesson to the class. Students determined what they would like for their classmates to do during the lesson and how to assess them.
It was great to see all the different ways the students chose to present their lesson and how they decided to assess their classmates to see what they've learned. As information was presented using the Apple TV, some students kept their classmates' engaged by having discussions in between slides, asking questions and calling on students even those who didn't have their hand raised. Some students decided to give a pre and post test, and some had the students grade their own test.
As the students led their lesson, they were assessed by their teacher using a rubric they created themselves. What a great way for students to lead and set the standard for their work!
Weekly updates on the great things being done by schools, teachers, and students in the Grandview School District. A great way for us to learn from each other!