Integrating Knowledge, Ideas and Skills
The Three Pillars of Our School Day
Our classroom routine was built on three distinct parts designed to transition students from focused assessment to active, creative learning.
Part 1: Morning Assessment & Literacy
The day began with six math or science questions on the blackboard. I selected students to solve these problems while the rest of the class and I observe their logic and problem-solving strategies.
This wasn't just about the "right" answer; it was an opportunity to see how students apply logic and to gauge if the class is ready to move to a higher level.
Following the MST warm-up, we transitioned to literacy. Two or three students read a page from a novel aloud while the class listened quietly. We often conclude with a brief Q&A to check for comprehension.
Part 2: Targeted Skill Building
Once morning testing was complete, I moved into direct instruction. I focused on the specific information and skills students would need to progress, delivering content through short lectures, readings, or educational videos.
This ensured everyone had the "toolkit" required for the hands-on work ahead.
Part 3: Creative Application & Technology
By mid-day, students were eager for hands-on work. Because kids naturally enjoy building and drawing, I used orthographic and isometric projection as the primary vehicle for teaching.
By integrating the metric system into these drawing projects, students gained practical life skills in a low-stress environment.
When we combined existing knowledge with a project they found genuinely fun, the "stress" of learning disappeared. The atmosphere became relaxed, allowing students to absorb complex new content seamlessly through the act of creating.
Our classroom routine was built on three distinct parts designed to transition students from focused assessment to active, creative learning.
Part 1: Morning Assessment & Literacy
The day began with six math or science questions on the blackboard. I selected students to solve these problems while the rest of the class and I observe their logic and problem-solving strategies.
This wasn't just about the "right" answer; it was an opportunity to see how students apply logic and to gauge if the class is ready to move to a higher level.
Following the MST warm-up, we transitioned to literacy. Two or three students read a page from a novel aloud while the class listened quietly. We often conclude with a brief Q&A to check for comprehension.
Part 2: Targeted Skill Building
Once morning testing was complete, I moved into direct instruction. I focused on the specific information and skills students would need to progress, delivering content through short lectures, readings, or educational videos.
This ensured everyone had the "toolkit" required for the hands-on work ahead.
Part 3: Creative Application & Technology
By mid-day, students were eager for hands-on work. Because kids naturally enjoy building and drawing, I used orthographic and isometric projection as the primary vehicle for teaching.
By integrating the metric system into these drawing projects, students gained practical life skills in a low-stress environment.
When we combined existing knowledge with a project they found genuinely fun, the "stress" of learning disappeared. The atmosphere became relaxed, allowing students to absorb complex new content seamlessly through the act of creating.