A day in the life – Shadow a Student Challenge
As part of the international Shadow a Student Challenge, last year I blogged about my experience of shadowing a grade 9 student, Grace, throughout her day at the International School of Prague. In a very positive sense, I got much more than I bargained for.
This time it was Maria in grade 4 whom I had the pleasure of shadowing throughout her day of learning at ISP. I can truly say that while I was exhausted at the end of our day, I was also energized by what I observed and learned with Maria and all of her grade 4 classmates.
Maria – Grade 4
From the moment I entered Mr. Ryan Malone’s classroom, I was struck by how students were engaged and had considerable choice in how they were learning. At the same time it was clear that the structure and purpose of what students were learning was clear and well structured. What follows is a short version of my day of shadowing Maria primarily told through pictures and video:
The morning began with students rotating through the classroom reading through poems they may wish to learn and present. There was a palpable sense of focus as the students absorbed different styles of poetry.
Picking a poem
After that it was off to music class with Mr. Allen. The class was filled with a variety of engaging musical activities from vocal warm ups, to singing Solfège, to composing our own rhythms, to performing on Orff instruments. Mr. Allen’s music class was active, fun and focused.
Visiting Mr. Allens music class
After returning to class we were off to PE with Mr. Choudhury. First we warmed up with some dodge ball. Here I must mention that the students were intent on hitting me with a ball but then politely handed me another ball so I could join in again, only to be “attacked” once again. It was fun! Then we got into an introduction to badminton by watching some footage of professional players. After some conversation about our observations, it was time to try it out for ourselves.
Once back in Mr. Malone’s class, students led by fellow student David, took turns nominating people, parents or friends, who had something positive and special. For example:
Sam said. “I nominate my dad for playing the Math game with me yesterday.” and then David asked the class to give “3 snaps for Sam’s dad.” What a great way for these young students to think about and recognize how others help or support them.
Next the class smoothly segued into math learning, beginning with some sequential math problems.
Then the class tackled a conceptual problem, The Box Factory.
After working individually, students took turns describing how they would represent a crate of oranges with numbers.
Later the class continued its study of The Universal Declaration of Human Rights. To introduce this part of the unit Mr. Malone had announced to the students that they were going to watch a video about “Fuzzy Bunny’s Magical Trip to the Human Rights Forrest,” but they were in for a surprise. As the class gathered around the screen, they were startled to see an ominous “hack” of the internet by an interplanetary alien, STHGIR (“rights” spelled backward) who posed a challenge to the students. After the startling appearance of STHGIR, Mr. Malone explained that there wasn’t a real alien but that his challenge was for students to see if they could come to agreement on what they believed were the five most important human rights.
Students first reviewed and rated the rights individually and then worked in pairs and then groups to see if they could reach consensus on five rights. This was an excellent way to get the students to better understand all the rights in the declaration through considered debate and discussion.
Working to reach consensus
Even though it was a bit cold outside, it was now time to go outside in search of “metaphors.” Once outside we were asked to find an object which students could describe from a variety of perspectives and to write descriptions of each in the appropriate “room,” such as the Sound Room or the Feelings Room. This was a wonderful way to allow students to discover the concept of metaphor without simply telling them what it was.
Looking for Metaphors
I am a rock?
Learning about metaphors
Once back in class, students excitedly presented their own creations as part of the Class Economy unit. Here they had a chance to “sell” and “buy” items they created to one another. The activity required creativity, thinking about marketing and entrepreneurship, and through the process the students learned about commerce.
So that was our day in a nutshell. What is hard to convey is how much fun it was to learn in this dynamic and focused environment, where the learning of each student was nurtured and supported and where the students could safely take risks and learn from their trials and errors.
Agenda for our day with Mr. Malone
Oh, I forgot to mention, recess and lunch. They were fun too!
Thanks to Mr. Malone, Maria and grade 4 for an amazing day! I learned a lot!
With Mr. Malone and Grade 4
Maria and me