Two weeks before the launch of the 2016-17 school year, new teachers circled up together for the first time on our campus for an intensive introduction to Expeditionary Learning Education at The Franklin School of Innovation. Anne Vilen, Franklin’s EL Education School Coach and I had the great pleasure of working alongside these spirited and inspiring educators in Franklin’s EL 101 Bootcamp, designed to immerse teachers in experiential learning with these Learning Targets:
I can describe how we teach and learn at an EL Education school
I can explain how a positive culture supports achievement in EL classrooms
I can describe the purpose of Crew for students, teachers, and classrooms
I can name and commit to consistencies for instruction and assessment at FSI
I can balance self-compassion and growth mindset.
This training required that we all wear both teacher and student hats. As students, we engaged in inquiry, dug deeply into content & methodology, and experienced EL as a learner. As adult learners/teachers, we grappled with how to transfer and apply the processes, practices, strategies that we were experiencing in our own classrooms and administrative roles at FSI. We reflected on our learning and set professional goals for the year ahead, realizing that we all must practice FSI’s Habits of Scholarship as teachers!
I’m very honored to be Director of Curriculum and Coaching at Franklin and to collaborate with our Faculty Crew, new and old, as we strive to fulfill FSI’s Mission and, as an Affiliate, the Mission of EL Education: “To create classrooms where teachers can fulfill their highest aspirations, and students achieve more than they think possible, becoming active contributors to building a better world.”
“EL Education’s core work is building the capacity of teachers and schools through professional development, professional resources, and curriculum. When students and teachers are engaged in work that is challenging, adventurous and meaningful, learning and achievement flourish.” Read more here: http://eleducation.org/
From the pinnacle of Mt. Mitchell, which I recently hiked one crisp sunny November day with family and friends from The Franklin School of Innovation, you can spot Table Rock and Hawksbill on the rim of the Linville Gorge Wilderness Area. Mt. Mitchell has long been a special place for me, both as a favorite family hike when I was a child, and as a teacher, having been the destination for hiking and camping with my students to start and end the year at the highest point east of the Mississippi River.
“I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an indefatigable spirit, tenacity in the pursuit, readiness for sensible self-denial, and above all, compassion.” -Kurt Hahn, Founder of Outward Bound
Now that I’ve had the opportunity to experience an Outward Bound Educator Initiative wilderness training, on that very Table Rock you can spy from Mt. Mitchell, I’m even more keen to take students into the wilderness, both literally and figuratively!
The power of experiential learning is simply this:
–challenging students to take risks, collaborate, think and act responsibly, creatively and critically, and as their best selves–
whether in the wilderness (navigating new territory with a compass and out-dated map, climbing, kayaking, tying knots, cooking for your crew…)
…or in the classroom (working in teams to solve problems, collecting and analyzing water quality data, drafting and redrafting historical fiction based upon a slave narrative recorded in the archives of the National Library of Congress…).
The key is for each individual to be “Crew, not Passenger,” to be present and truly engaged, self-reflective, and able to set authentic goals for personal and collective growth. In the classroom, as on an Outward Bound adventure,“By conquering their own challenges, participants discover their true potential and realize they are capable of more than they ever imagined.” (See: http://www.ncobs.org/about)
Expeditions, planned and carried out this year at each grade level, are vital to this self-discovery and authentic learning.
“There is more in us than we know. If we can be made to see it, perhaps for the rest of our lives we will be unwilling to settle for less.“
– Kurt Hahn, Founder of Outward Bound
Outward Bound Heritage informs our FSI Habits of Scholarship
I am especially excited to be part of the Franklin School of Innovation, an EL Education school that honors and holds true the heritage of Outward Bound, a commitment to these values,
Physical Fitness: Building the physical and emotional stamina to meet challenges.
Craftsmanship: Modeling quality and intention in one’s actions.
Self-Reliance:Being resourceful, recognizing and applying personal strengths.
Compassion: Selflessly engaging in the welfare and dignity of others.
Diversity: Embracing people’s differences as sources of learning and growth.
Safety: Managing risk for physical and emotional safety in everything we do.
Service: – Acting selflessly to meet the needs of others and our environment.
Leadership: – Utilizing collaborative relationships to initiate collective action.
Environmental Stewardship: Preserving our natural world for posterity.
which are aligned with our Habits of Scholarship.The traits of FSI scholars:
Habitat for Humanity’s Bill Lineberry, and members of our Student-Build Partner Family, visited the Franklin campus today to help launch our year-long 11th Grade Service-Learning Expedition: Creating a New American Dream.
“Throughout the year, with this guiding topic, students will investigate who has access to the American Dream, as it is currently defined and structured, and strive to create a vision for America’s future that allows for equitable access to resources and opportunities.”
~ Marsha Davis, Social Justice & Chemistry teacher.
This Expedition Kick-off involved real-world simulation in budgeting for various demographic groups, enabling students to gain perspective on the local challenge to find Affordable Housing in Asheville, where the gap between the cost of housing and local wages is extreme. Students learned how our service-learning project, in collaboration with three private high schools, and Habitat for Humanity, will help bridge that gap and create opportunities for community members in need of a safe, affordable home.
Simeon Gibson, who participated in the simulation, had this to say:
“This expedition will help us put ourselves into the shoes of someone who is going through what we will be going through in the future.”
Emma McDowell said:
“I think it’s pretty awesome that we can help build a home for others, even while our school is in its temporary modulars!”
Expeditions are integral to Franklin’s mission : preparing the next generation of leaders, capable of solving problems and participating effectively and ethically as local and global citizens. We are all excited to be on an expedition designed to both figuratively and literally build greater community through service learning with our 11th graders, Franklin’s faculty crew: Bryan Clendenin, Chris DeFiore, Marsha Davis, Katie Washburn, Jill Padfield, Laura Bubacz, and The Asheville Area Habitat for Humanity!
What does it take to build or buy a home in Asheville’s neighborhoods today?
Jill Padfield’s Math III students will be calculating the cost of buying/making a house, including the materials, workforce, property and taxes. Then, students will participate in a second simulation which has them take out a loan for the house and watch as it accrues interest over time. According a randomly assigned demographic, groups of students will be able to make different percentages of the payment and be able to compare the overall cost of buying a home over time in relationship to other buyers by how much interest accrued due to their ability to pay.
What are the best materials to use in building homes in the Asheville area?
Students will also be investigating the logarithmic decay of materials and calculating the depreciation of the house due to the decay of the materials. They will synthesize their conclusions and collaboratively design a final product in order to share what they’ve learned with the larger Franklin community.
LEARN. ACT. LEAD. On Expedition.
Franklin’s Exemplary Expeditions with a service learning component:
Franklin HS Cross Country Runners Demonstrate Persistence!
Cheers to our HS XC runners: Harbin, Riley, and Shane. All three finished strong and set personal records in Swannanoa at the ACA Ramble by the River http://nc.milesplit.com/meets/241920/info#.V-bjtU0rLnC
I was super proud of the personal goal-setting and progress our HS runners have shown, just adding in the practice of Tuesday/Friday “pacing/endurance” runs (in spite of the 2016 unseasonably high temperatures at 3:30 pm! Learning how to push and pace oneself in various conditions is key! Directly transferring this experience and learning to academic and lifelong lessons is just one example of what Franklin facilitates at all grade levels, through sports, projects, and Expeditions.
Finally, a shout out to Lisa Browning, for heading up the Franklin XC program. She recently shared this historic FSI XC data:
Below is a list of top 10 all time performances for Franklin. It shows the 10 fastest students, their times, and when it was run. This could be good motivation for your students to try to get on the board. However, running is a fantastic individual sport in which a runner’s first concern should be enjoyment and personal improvement. All of our runners are showing growth as runners and seem to be having a good time.
Middle School Cross Country Top Performers Boys’ 2 Mile
1. Aiden Browning 11:38 Waynesville Invit. 9/2015
2. Declan Mattee 11:50.30 WCU Invit 9/2016
3. Will Fehan 12:06 10/2014 Veitas Invit
4. Jaks Ashley 12:40.9 9/2014 ACA Invit
5. Grayson Scott 12:44.9 Waynesville Invit. 9/2016
6. Evan Camissa 12:52.7 2016
7. Ben Reed 13:06 2016
8. Bhaerava Sculthorp 13:34 2016
9. Cameron Camissa 13:54 2016
10. Cole Chenevert 14:02 Waynesville Invit 9/2016
Middle School Cross Country Top Performers Girls’ 2 Mile
Franklin Scientists Practice Inquiry in the First Weeks of School
In the first weeks of school, Franklin students are introduced to the process and purpose of scientific inquiry. In my visits to science classes in grades 6-11, I saw and heard teachers and students doing the work of real scientists as they:
used data sets to build background knowledge;
set up scientific field journals for organizing information, making observations, documenting key concepts, and asking wonderful questions to guide further inquiry and experimentation;
practiced classification skills, as they begin an all taxa species count of life on FSI’s campus;
mastered using microscopes and safe science;
grew cultures from Hominy Creek water samples collected on our campus;
fostered monarch caterpillars to release in our waystation post metamorphosis.
Stay tuned as these early introductions to science establish essential understandings and practices that enable Franklin scientists in all grades to go deeper into the wonderful world of scientific inquiry. Our campus is a laboratory of learning.
Press Release for FSI’s 8th Grade “Water is Life!” Expedition Celebration of Learning
Friday, May 27, 8:15 am – 2pm, at 21 Innovation Dr, off Sardis Rd.
For Immediate Release: On Friday, May 27, Franklin School of Innovation 8th Grade Students will partner with Asheville GreenWorks to clean a 2-mile portion of Hominy Creek during FSI’s Celebration of Learning! The stream clean is the culmination of a six-week study, in which students studied the impact of water on the history of Buncombe County and the lives of its residents. During the “Water Is Life!” Celebration of Learning, students will share science projects, math data, their collective website project, and skits. We invite interested members of the community to share in this celebration of learning and participate in the stream-clean up.
This year, all Franklin students have participated in a Learning Expedition, an in-depth study through which students study big questions from multiple perspectives. FSI Learning Expeditions have also encourage students to take action towards sustainability through service-learning. The 8th Grade Expedition focused on water, which plays a crucial role in the development of communities throughout history. Students investigated the meaning of the phrase “Water is Life” from historical, literary, and scientific perspectives. Guiding questions and culminating projects for each core subject:
In ELA: How do different cultural narratives about water inform our human story? Students have created skits to adapt the folklore from the cultures that called the French Broad River home during the 17th and 18th centuries.
In Science: How can an understanding of the hydrosphere, watersheds, and human uses of water in history and today impact our stewardship of water resources? Students created a water quality index to evaluate the health of Hominy Creek
In Math: How can data be converted into visual formats that are easily understood and compelling? Students analyzed the data collected from Hominy Creek
In Social Studies: How have groups in history and today competed for, cooperated, and conflicted over water resources in North Carolina? Students researched the history of the cultures of the people living near the French Broad River during the 17th and 18th centuries and presented their findings on a student-designed website.
Please join us for an inspiring morning of Expeditionary Learning!
Agenda for Celebration of Learning:
8:15- 8:30- Welcoming and agenda for the day is presented.
8:30- 9:45- Gallery walk presentation of Lab Reports and SS work and ELA performances.
FSI 8th graders, on this “Water is Life!” expedition have been collecting data on pH, turbidity, dissolved oxygen, nitrates, and phosphates in Hominy Creek, investigating whether the creek can support aquatic life and the safety and potability of creek water. Data will be shared with environmental groups working to improve water quality throughout our region. In support of this Water Quality Index Project, Peggy Altman, 8th Grade math teacher, and I applied for and were awarded a Burrough’s Welcome PRISM grant to purchase $3,000 of LabQuest Probes. These tools enable our students to do the work of real scientists, both in the Water Quality Index and in other inquiry based science projects across all grade levels at FSI.
Getting out into the real world to take action
Earlier this spring, students collaborated with GreenWorks to plant a 100-tree “live stakes” nursery at Franklin. The native trees will provide a source for stakes that will be planted along Hominy Creek as part of creek restoration efforts. Collectively, Franklin students have planted nearly 1,000 trees this year! We are grateful for having the support of our community: Greenworks, Eric Bradford, Mountain True, Friends of Hominy Creek, RiverLink, and an amazing crew of 8th grade teachers and students to be leaders in taking learning into positive action on behalf of a more sustainable planet.
Having recently investigated the cultural and environmental history of Asheville and its environment, with a focus on the consequences and impacts of migration, FSI high school students have been guided by the question: “What is the value of diversity?”
Student-directed inquiry over the course of this 9th-10th grade Learning Expedition, “On the Move,” has identified a consequence of movement and change: the current shortage of affordable housing in the Asheville area.
Seeking to make a positive difference, through Asheville’s Habitat for Humanity service learning project: Student Build #3, Franklin School of Innovation has joined forces with Christ School, Carolina Day, and ACA .
The Student Leadership teams from each school met on April 20, 2016 at Asheville’s Habitat for Humanity to learn more about fundraising and house-building, and to visit the Shiloh neighborhood, where we’ll be constructing our Student Build #3 home. We were greeted in the Shiloh Community Garden by Anita White, a retired UNCA librarian and expert historian, who welcomed and inspired us with stories of the Shiloh neighborhood history.
Off to a great start, the Student Build Leadership Team submitted a grant to State Farm and was awarded $3,000!
This is just the beginning of a long term service-learning project. Please stay tuned as our FSI Student Build Leadership Team members, Sydney Freeman, Emma McDowell, and Meredith Bordeaux, finalize and share fundraising initiatives. FSI is proud to be the first public charter school to participate in an Asheville Habitat for Humanity Student Build project.
ON THE MOVE! In this expedition, students looked at different populations of people, plants, and animals migrating throughout Asheville. We explored the diversity of these groups and how they have changed over time. In Civics, students completed a case-study of a neighborhood in Asheville, digging into demographics and census data to paint a picture of how the neighborhood has changed; in ELA, students crafted a spoken word poem to reflect the consequences of those changes in their studied neighborhood; in Science, students collected and analyzed data on plant, bird, and tree species, examining a question of biodiversity through a scientific research paper; in Math, students created data displays from their science and social students research using graphs and statistics.
If you had visited The Franklin School of Innovation 7th grade this month, you would have definitely seen and heard students leading their own learning, through: inquiry, innovation, and design-thinking, as they practiced the work of scientists, historians, writers, artists, and mathematicians. I recently visited a class Sarah Gold had dedicated to independent work time. Here’s what she was facilitating, as students engaged in the work of the day:
Complete work on each of the following sections of your infographic:
Who is Rube Goldberg? What is a Rube Goldberg machine? Why did we build Rube Goldberg machines in science? How does this relate to the expedition?
Sketch & Description
See student folder in g-drive for scanned-in sketch
Write a step-by-step account of how your Rube Goldberg machine works, including how each of the simple machines are involved. (See rubric attached for details.)
Machines and Mechanical Advantage
What is mechanical advantage? How do the simple machines in your Rube Goldberg create mechanical advantage? How does this help you do work on the marble? (See rubric attached for details.)
Work and energy are basically the same thing. What types of energy does your Rube Goldberg machine use to work? How is energy transferred throughout your Rube Goldberg? How is potential energy transformed to kinetic energy or vice versa in your RG machine? (See rubric attached for details.)
Palpable to all present were the purpose and intensity of this 7th grade science classroom circle! Seventh graders held silent attention to instructions for the moment of truth: demonstration of Rube Goldberg machines that work. All the Habits of Scholarship and the Academic Standards were magically merged into the practical demonstration of each RG design machine tested in a group of peers. Feedback was kind, timely, and meaningful. Design tweaks were made, based upon this supportive feedback, and most were successful. When they weren’t it was GROWTH MINDSET, that kicked in. Each student was supported and inspired to problem-solve and redesign for success.
This is Expeditionary Learning at its best.
7th graders started their exploration of Simple Machines by creating and assessing the effectiveness of human machines in the Expedition Kickoff:
Just in case you were curious, these are NC State Standards for Science covered in this Expediton:
7.P.1.1 Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object.
7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity and magnets).
7.P.2.1 Explain how kinetic and potential energy contribute to the mechanical energy of an object.
7.P.2.2 Explain how energy can be transformed from one form to another (specifically potential energy and kinetic energy) using a model or diagram of a moving object (roller coaster, pendulum, or cars on ramps as examples).
7.P.2.3 Recognize that energy can be transferred from one system to another when two objects push or pull on each other over a distance (work)…
7.P.2.4 Explain how simple machines such as inclined planes, pulleys, levers and wheel and axles are used to create mechanical advantage and increase efficiency.
How do machines work?
How did machines change working conditions as countries industrialized?
How does technological change shape Asheville’s workplace today?
Long-term learning targets:
I can explain the effects of balanced and unbalanced forces acting on an object.
I can explain how energy is transferred and transformed in mechanical systems.
I can model energy transfer from one system to another when work is done.
I can explain how simple machines increase the efficiency of work.
Daily learning targets:
I can design and build a Rube Goldberg machine that does work on a marble.
I can demonstrate how energy is transferred and transformed in mechanical systems and how simple machines increase the efficiency of work.
I can present my design and analysis using accurate scale drawings, data, calculations, and text in an infographic using Piktochart.
In this lesson, students will apply their knowledge of complex and simple machines to design a Rube Goldberg Machine. Students will calculate the mechanical advantage of 1, 2, 3, or more simple machines in their design. Students should also relate Newton’s 3 Laws of Motion to their machine.
Pre-requisite knowledge: Exposure to Newton’s 3 Laws of Motion. Experience with six simple machines. Practice working mechanical advantage problems and efficiency.
Meanwhile, in Mr. Clendenin’s 7th Grade Social Studies Classes: students have created Illustrated Mind Maps to share what they’ve learned on expedition about Technology and Work and social, ethical, environmental consequences:
Here are a few of the Social Science Learning Targets students have been tracking their mastery of in this expedition:
I can describe the changes in farming methods that created the “Agricultural Revolution.” I can explain how the Agricultural Revolution created an increase in industrialization. I can identify and explain specific inventions that sparked the beginning of the Industrial Revolution. I can explain how new inventions lead to the creation of the factory system in England. I can describe how the factory system changed the face of labor in England. I can explain how the Industrial Revolution sparked the rise of capitalism and the main characteristics of that economic system. I can explain how the economic conflict created by the rise of capitalism affected society.I can describe the environmental consequences of urbanization and industrialization. I can explain how society responded to the changes brought by the Industrial Revolution. I can explain how industrialization changed political ideas in society.
(There are many more, but this list gives blog readers a “gist” of the deep thinking required for students and teachers on this expedition!)
Want to test your knowledge of simple machines and work?
In ELA: https://sites.google.com/a/thefsi.us/fsi-7th-grade-15-16/home/english-language-arts/weekof3-14-16
Living Portraits and interviews with members of our FSI community about technology in the workplace…
Thank you all who have participated in this invaluable opportunity for FSI students to apply knowledge in practicing authentic inquiry, leadership, research, and writing! We are looking forward to the final celebration of learning for the 7th grade expedition!