Resources for Teaching by Dr. Olabuenaga: 2011

Friday, October 28, 2011

Project-Based Learning Video: Melrose Elementary

Check out this fabulously directed and produced video by Caren McCaleb featuring some of my colleagues and me from Melrose Elementary Math/ Science/ Technology Magnet.

Thank you for watching!

Melrose Elementary - Project Based Learning from Melrose Elementary on Vimeo.

Friday, July 1, 2011

Reflections On My First Exhibition Night

As a fan, at least for a time, of The Apprentice, I always marveled at how people, who had no idea what they doing, could pull together an event [insert event title here]. I marveled, I suppose, because I thought of the stress that would threaten to overwhelm my racing mind in that situation. Because no one likes to fail, including me.

When I first began watching, I always felt like the answers were so obvious. "Of course, you should know how to spell Liza Minnelli's name. And yes, you SHOULD have checked!" "How could he think that those cheap golf sets would appease the ultra-rich attending the golf tournament/ charity event?" Then, along came my very own season finale "charity event".

June 3rd, 2011 was my first exhibition, entitled, Who Am I? Exploring Identity Through Art. The driving questions for my project were:

What is a museum?
How can art tell a story?
How does art define the artist?
How is art a reflection of the artist?
How does art bring people together?

On some level, how ambitious it seems to have had so many questions when one was so much to ponder. Perhaps this was my first learning lesson. Allow all the questions stirring in my mind to filter into one or two so that my outcomes can be more knowable for both students and myself. If I were to revise that list, my question would be this: How does art define the artist and what role does, or should, a museum play in facilitating this process?

Questions aside, this exhibition night was perhaps the best on the job training I have ever had. We wrote business letters inviting local community members. We invited superintendents. We planned art talks and food sales and art-making sessions led by student artists. We became docents and curators and artists. All for and because of this night.

First take away of the night: your students will amaze you. There is something unique and intangible that happens to students when they have the authentic audience that project-based learning requires. I watched some of my most struggling and painfully shy students become the most well-spoken docents I have ever seen. They wanted to show the work we had done. They wanted to lead. This came as a beautiful gift to them and to me.

Second big take away of the night: it all cannot be micromanaged. There were technical difficulties, scheduling conflicts, no-shows, and art falling. I learned quickly that deep breaths matter. Allowing the students to take control as much as possible also was helpful in allowing me to greet guests, put out fires, and enjoy moments of the evening that I could. Without question, it allowed them to better experience the night, too.

Third: parents will be supportive. Though the initial response left me worried, I was humbled and blown away by the support that arrived unexpectedly. The event could not have been the success that it was without them. Parent support from outside of classroom was also a sight to be seen. Parents of all grades came out to support our event, and shared how much they valued the evening and the work of my students. They want this kind of learning for their students and we should not be afraid to provide them with these kinds of experiences.

Fourth take away: have an exhibition night sooner. With the way my students blossomed during the event, I can't help but think of the impact it would have had on confidence, morale, and classroom performance. Next year will be different. Though... two a year is a good number to start with me thinks!

Fifth: TAKE PHOTOS! Can't believe that I forgot to assign someone to just capture this event. It would have made the memories that much more precious.

Finally, I learned that exhibition nights are as much a celebration of the work as they are a sharing of the work. The imperfections did not matter anymore. The struggles to plan and prepare were over. It was time to come together around a school and a group of proud learners.

So, this returns me to the driving question. Well, the revised one at least. How does art define the artist and what role does, or should, a museum play in facilitating this process? Art allows the artist to become his or her expressive self, the self that lies beneath the surface shaded by responsibility, obligation, and societal norms. Art allows the artist to become the person they wish to be: brave, confident, open, proud. As for museums? Well, their role is provide the forum in which artists can share this definition, or redefinition, of self, organizing the art in such a way as to draw out the greatest response from the audience. This is the conclusion I came to after watching the beautiful work of the students of Room 28.

There is much to celebrate that is going on in classrooms. Stay tuned to what we do next!

Thursday, June 2, 2011

EXHIBITION NIGHT FLYER!!!

We look forward to your attendance!

Gallery Invitation

View more documents from Gina Olabuenaga

Sunday, May 22, 2011

Starting PBL: Linked Learning Symposium Handout

Pbl handout for symposium
View more documents from Gina Olabuenaga.

Saturday, May 21, 2011

Critique Photos: Grade 1

Watch the way critique changes student work!

Ron Berger's Critique: A Video by Melrose Stars

Three Guiding Principles:

Be Helpful. Be Specific. Be Kind.

To facilitate critique, these are the frames that are used in Room 28:

Praise:

I like how you ___________ because ____________.

Question:

I like how you ___________ because ____________. I am wondering ____________.

Polish:

I like how you ___________ because ____________. In the future you might try _____________.

Ron Berger's Critique: A Melrose Stars 28 Production from GiOlabee on Vimeo.

Saturday, May 14, 2011

"Seeing the Work" Student Samples: Expert Books

This slideshow has two outstanding student samples of Expert Books. At the end of each sample, there is the sticky note with student critique. Be sure to check out the ways in which the students of room 28 give critique to each other!

Writing Samples From 5th grade Expert Books

How to Be a Melrose Star by Angela

View more documents from Gina Olabuenaga

Crocodiles by Dima

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Expert Books from 2nd Grade

Expert Book Writing Samples from 2nd Grade

Skateboarding by Jake Grade 2

View more documents from Gina Olabuenaga.

Rollerblades by Cherish Grade 2

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Pokemon by Taylen Grade 2