SmartLab teachers dive into innovative classrooms

Continuing the topic of effectively integrated technology in the Clovis schools, we took a look at our secondary SmartLabs.

We’ve had these labs for a number of years at our middle schools, but have expanded and updated the offerings in the last couple of years, with a view to possibly extending to upper grades as well as elementary schools, with grade-appropriate content.

These multi-focused learning environments cover a wide range of topics, from circuitry, computer graphics, digital communications, mechanics and structures, robotics and control technology, scientific data and analysis, software engineering; each area with its own range of sub-topics.

Our new SmartLab teachers have delved enthusiastically into these innovative classrooms: Dennis Kerg, Austin Edwards, and Aaron Burrow, all highly motivated, just completed the first round of training.

The role of teacher in these unique environments becomes that of learning facilitator, guiding students to areas of interest, encouraging them to take charge of their own learning.

The overarching goal of the SmartLab is providing a collaborative, problem-solving environment, an opportunity for students to explore an array of topics; then, digitally document the processes, procedures, and outcomes of the learning modules.

The idea is to create independent learners who are able to investigate and document their learning phases, working productively with a fellow partner, who periodically changes as teams rotate.

Mistakes are not frowned upon in the SmartLab; in fact, mistakes are viewed as steps in the process of learning. Even upon the completion of a module, students extending themselves is encouraged; for example, what would happen if angles were changed or if the length of a lever was lengthened, and so forth.

Kerg, Edwards, and Burrow guide their students with the “3-Before-Me” rule. This means that as questions arise, students have to consult three other available resources before questioning the teacher. For example, reviewing the in-depth background section of the module; other help resources provided; or talking to fellow students who have completed the module and moved to another station.

This strategy alone strongly encourages independent learning and fosters resourceful students. Dropping by one of the labs recently, I saw this in action. While talking briefly to the teacher, he continually scanned students working in their teams. As students raised their hands, here and there, the teacher held up three fingers; students grinned went back to work; or, one said, “Oh, yeah!” and did the same.

Magic.

Cindy Kleyn-Kennedy is the instructional technology coordinator for the Clovis Municipal Schools and can be reached at: [email protected]