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Category

Resources for Schools

Question from a Reader

17th July 2025Website Admin

Question from a Reader

With help from Bradley Conway, Gesher’s Jewish Studies Teacher


Gesher is a Jewish Faith school, and the values of the faith permeate the school. The school’s Blueprint  has at its heart a commitment to a set of core values, a  guiding philosophy (expressed as ‘Hashkafa’) embracing ‘Avodah’ (work and service), ‘Chesed’ (kindness and love between people) and ‘Torah’ (teaching and guidance). We know, of course, that some readers of The Bridge are unlikely to be familiar with the tenets of Judaism – we are bound by a shared interest in education, not a shared faith. However, the universal message for schools is the power of having a unifying set of core values and unity of purpose across a school community.

We received the following question from a reader: We are looking to welcome all types of families and individuals to our synagogue but we’re struggling to come up with the right accommodations. How can we make sure that we’re doing enough? How will we know whether people feel included and welcomed?

That is a great question. To begin with, you can start by making small changes. In order to feel included and welcomed in religion, one needs to be able to feel a connection. It’s only through a connection would one be able to express oneself, engage with rituals, events, and festivals. So it really is about connecting. And the only way that one can do that is by being invited, feeling accepted, and having the opportunity to express themselves in their own way.

We believe that every single person should be valued and accepted. In order to make that possible, different and/or additional reasonable adjustments are necessary. This doesn’t mean making things more difficult. It’s not like we wouldn’t make adjustments for people who are neurotypical. We would. So, we should also make adjustments for neurodivergent community members. By making small adjustments within our provision, this allows people to feel more comfortable, more accepted and welcomed to attend and feel part of the community.

At Gesher, we work with various religious organisations, synagogues and communities to help them create greater awareness about being inclusive of people with additional needs. We show them different ways that they can be more engaging by acknowledging what they do already and making slight tweaks to what they offer, in order to be more accessible and welcoming. We can invite individuals and families who may have children with additional needs or who may themselves have such needs to advocate for what they need which allows them to feel empowered.  There are many families who have not necessarily felt accepted but when change happens, even by the smallest margins, they start to feel validated in being part of a community and they feel that their needs are recognised and accommodated like anybody else’s needs. This allows them to feel valued, and accepted just like anybody in the community.

One of the strategies that we employ with our students and also the wider community, is having various options available to promote inclusivity of choice. We developed, for example, the Siddur Lakol alongside the United Synagogue, JWeb, and Kisharon School. The Siddur Lakol is a prayer book with several options for reading and following along. Reading the Siddur Lakol, children at Gesher are able to either connect with the prayers through the Hebrew words, the phonetics of the Hebrew words–transliteration, the translation of the words, or through the pictures. And because a lot of different prayers have very similar words, the students are able to familiarise themselves with those pictures. Those pictures are called Pecs which are a set of accessible graphic icons.

The end of the day, we are all created in the image of Hashem, and therefore, we are all special. We are! We should all be valued! As it says in the Talmud (Shevuot 39a), ‘we are responsible for each other.’ Therefore, we should do our utmost to ensure that every individual feels included in the community. No one should be left out. We all need different things, but we are all human!

Bradley Conway has been Head of Kodesh (Jewish Studies) at Gesher since January 2023. With a Masters in Jewish Education and completing his NPQ in Senior Leadership,  he is continuously developing his knowledge and skills, with a specific focus on neurodiversity. He believes it is very important for students at Gesher School to engage with their Jewish learning in a fun, interactive, personal and accessible manner. 

If you would like to submit a question to our experts, please email [email protected] 

Article,Issue Four,Resources for Schools

Assessment for Deeper Learning: A teacher discussion group CPD resource

16th July 2025Website Admin

Assessment for Deeper Learning: A teacher discussion group CPD resource

Kim Wynne, Kelly Sanders, and Carolyn Fink


This Resource for Teachers applies the principles of  Deeper Learning to assessment.  It demonstrates how assessment practices can be transformed to build trust, raise expectations and promote engagement – our three core principles for Deeper Learning. 

We have created three scenarios designed to be used as discussion tools by groups of teachers.  We have tried to make them age-appropriate so that they will have relevance for both primary and secondary schools in the UK.  After each scenario there is an italicised paragraph that ‘unpicks’ what is going on.  As a tool, you can use it with that section and discuss both the scenario and the analysis.  Or, you might want to have your own discussion before reading the italicised paragraph – and then discuss both the scenario and the analysis together. Your call!

Primary Level (aged 5 to 9):

It’s reading time in Mr. Wilson’s first grade classroom. Zach enters the classroom from his decoding intervention with Mrs. Swanson. He sees his classmates are arranging themselves in partner groups in different spaces around the room. He spots his partner, Mikaela, grabs his book box, and settles down next to her. Earlier in the week, students had the opportunity to study short videos of other first graders reading aloud.  From there, the class created a criteria chart of effective reading. They noticed things like ‘read all the words correctly,’ ‘fluent reading,’ and ‘know how to solve tricky words using the letters and sounds.’ Now it’s time for them to apply the co-created strategies to their own work with their partners. Zach asks Mikaela if he can go first. He pulls out his book about trains, which is a favorite topic for Zach. Mikaela asks: “What goal are you working on?” “I’m working with Mr. Wilson and Mrs. Swanson on reading all the way through words. Can you watch me and put tallies on my goal tracker when you see me doing that?” Zach will share his progress with his teachers later in the day.

In this scenario, Zach is drawing on a trusted relationship with a peer to get real-time feedback on how frequently he is using the targeted strategy, reading all the way through words. As his partner tracks his progress and gives feedback, Zach naturally adjusts his reading behaviours. In the process he also develops a deeper understanding of himself as a reader, enhancing his sense of agency in his own learning.

Middle Level (aged 10-14):  There is an excited hum in Mrs. Kay’s class as her fifth graders come back from recess. They have just finished a unit on animal adaptations and biomimicry in which they explored how the form of animals’ bodies supports their adaptation and survival in the wild. During the unit, students completed independent research on animal adaptations, engaged in experiments in which they explored different adaptations, and created informational books on a chosen animal. 

As a final project, they worked in collaborative groups to explore biomimicry, or the creation of new inventions inspired by the form, structures, or adaptations of animals. Working collaboratively, Cora and her group developed an idea for a crab-inspired, ocean-walking robot whose hinged legs provide stability, helping it to deftly navigate the ocean floor when investigating environmental accidents or to help in search and rescue missions. Following the engineering and design process, her team made iterative models of their invention, seeking feedback and making revisions as they went. Ultimately, they built a prototype and tested their invention. This afternoon, they will analyse their work from this unit of study in preparation for mid-year Student-Led Conferences with their families when students present their progress and next steps in academic achievement and VOGC skill development.

“Scientists, as we wrap up this unit and prepare for our Student-Led Conferences, it’s the perfect time to reflect on and document your growth using the VoGC skills and dispositions,” says Mrs. Kay. “You’ve gathered all your artefacts. Your task is to analyse and evaluate your own work, including your assessments and checks for understanding from across the unit, using the descriptors in the VoGC. Make sure to tag and document your artefacts, noting how your work matches the VoGC.”  Mrs. Kay approaches Cora’s work area and asks how it’s going. “I’m looking back at the engineering model we developed for the ocean-walking robot and thinking about myself as an Engaged Collaborator.” Mrs. Kay nods and says, “What evidence are you finding in your group’s work?” “Right here in our notes from our first meetings,” she says. Cora explains that the process of designing the model was challenging, because her group mates had many conflicting ideas in the beginning. “This work shows that I am an Engaged Collaborator because, at first, no one could agree on how to design our robot. Everyone had different ideas and they got upset when other people challenged them. These notes here show how I helped to take the best parts of everyone’s ideas and help us come up with something good. I learned that I am good at finding a compromise and helping other people feel good about our work. I can’t wait to show my family this evidence and talk about how I’m doing on the VoGC dispositions.”

 

In this scenario, Cora and her classmates are learning how to use products of their work during a unit to demonstrate not only how they meet unit standards, but also their development of skills and dispositions necessary for lifelong learning and success. Mrs. Kay designs assessment tasks to help them analyse and unpack their individual growth within the context of their collaborative group work. She conveys the importance of this work by having them identify and articulate specific examples of where they see themselves developing these skills and dispositions that they can track in their personal learning portfolios. The Student-Led Conferences offer an authentic purpose for both understanding and advocating for themselves as learners.

High School Level (aged 15-18):

Jahmal, a senior at Farmington High School, thinks about his upcoming meeting with his Capstone advisor as he walks into school on a chilly winter morning. All FHS students complete an Aspire course or Capstone experience based on an area of interest in order to demonstrate mastery of the VoGC. Capstone is an independent inquiry project that includes research, field work, engagement with an outside expert, and some form of service to the community. “Hey, Ms. Wilton,” Jahmal says as he enters her room. “I’ve been working on my digital portfolio.” “Great,” says Ms. Wilton. “I know you are in the middle of conducting research on how executive functioning impacts learning in young children, right?” “Yup,” he answers. He shares that he’s also had several meetings with his outside expert, a second grade teacher at a nearby school where he will intern after winter break. “When I put together what I’ve learned from the research, my conversations with Mrs. Doyle, and the observations I’ve done in her class, I see how important executive functioning and self-regulation skills are for success in school and in life. No wonder it’s an interest for me,” he laughs. Ms. Wilton asks Jahmal how he is demonstrating mastery of the VoGC in his digital portfolio. “Well, researching my topic has helped me strengthen my skills as an Empowered Learner, especially in organisation.” Jahmal shows Ms. Wilton how he’s using the tools she suggested: a daily task sheet to organise his research and a note taker to document his conversations with his mentor teacher. “I’m most proud of my work as a Disciplined Thinker, because I’m applying all that I’ve learned from this experience to actually create something that will help others.” “This is impressive, Jahmal,” Ms. Wilton says. “What have you been thinking about for your service project?” He shares a website he’s started to create for parents and teachers. “It will have resources for developing executive functioning and self-regulation skills for young kids. I’ve found a lot of strategies that I think will be useful. They also would have helped me as a kid.”  They go on to discuss the improvement in his fall semester grades. “Any idea why?” asks Ms. Wilton. “Definitely. I’m more excited about learning because of this project. I’ve increased my ability to focus in class and be organised. I also hand in assignments on time.” Jahmal smiles. “I’m taking the SAT test this weekend. I think I can increase my score with my improved focus and attention to detail.”

In this scenario, Jahmal not only knows himself well as a learner, but he understands his insight can be used to make decisions about his future and for making contributions to his community. He recognises that his areas of challenge are opportunities for growth. While working independently on a topic of personal interest, he is improving his academic achievement, demonstrating important life skills, and contributing to his community. Ms. Wilton acts as facilitator and coach, providing him with encouragement, tools, and just-right support through carefully posed questions that help him reflect on his progress toward achieving his goals.

We recognise that some of the more traditional forms of assessment, like national tests, are a reality in our current educational systems and therefore tell one part of a student’s academic story. But as educators, we can support our students in telling a fuller, more complete story of who they are and what they know and can do by giving them increased agency and ownership. 

When students tell their own stories, they believe they are trusted to make wise choices, they internalise high expectations for themselves, and they seek engaging experiences as lifelong learners – the three principles of Deeper Learning.

When we create high trust cultures, with high expectations for all students, and highly engaging learning experiences, we help our students understand that standardized test scores and summative assessments are just data points within a larger body of collected information. Zach, Cora, and Jahmal know this. They used these data, along with the pursuit of personal interests and information about themselves as learners, to recognize both their unique strengths and areas for growth. This is what we want for all students. By shifting our assessment practices, our students will experience deeper learning and get to know themselves as learners and humans who can then go out into the world ready to make an impact.

 

Kim Wynne is the Assistant Superintendent for the Farmington Public Schools in Farmington, Connecticut.  Kelly Sanders is a leadership consultant, who worked in Farmington for 30 years as a teacher and principal. Carolyn Fink is the Principal at West District Elementary School in Farmington. Kim, Kelly and Carolyn have worked together for over 25 years, collaborating while working in a variety of different roles across the district. You can learn more about the Farmington Public Schools, including their Vision of the Global Citizen and Framework for Teaching and Learning at fpsct.org.

Article,Issue Four,Leadership,Learning,Resources for Schools

Student-Led Conference: Model Agenda

16th July 2025Website Admin

Student-Led Conference: Model Agend

In Section 1, XP School, Doncaster contributed an article on student-led conferences as a transformative approach to facilitating learner agency, improved relationships and a sense of ownership and belonging.  This guide or protocol, printed by permission, featured in High Tech High’s Unboxed journal (September 2024). 

Student-Led Conference: A High Tech High Guide

Randy Scherer


Student-Led Conferences (SLCs) flip traditional parent-teacher conferences to put students in charge of an important conversation about their experience in school. All students deserve the opportunity to reflect on their life at school with adults who care about them. Families and teachers can form strong networks of support when they build relationships together and hear about learning experiences directly from students. SLCs empower students to develop a range of skills and mindsets that foster a growing sense of responsibility, healthy communication, and leadership.

Who attends: The student, at least one significant adult such as a family member, and at least one teacher.

Time commitment: 15 to 30 minutes per conference.

What to bring: The student, with the teacher’s support, brings work samples from each of their classes and extracurriculars, including drafts, final products, photos, and more. The work is selected by the student to reflect appropriately the breadth of their current school experience and learning, and encourage a conversation that goes deeply into how school is going for them, including successes and challenges. Curating a portfolio is an excellent step in preparation, and supports the conversation. 

 

Sample agenda:

Introductions: Begin the conversation by having each person introduce themselves and their relationship to the student. 

Why? SLCs facilitate a web of support for a student, and it is essential that each person understands who the others are, and their support connections to the student.

Appreciations and Celebrations–Opening: Each participant shares at least one specific aspect of the student’s experience in school or their personality that they appreciate and want to celebrate. 

Why? By beginning the conversation with appreciations and celebrations, we create a welcoming space in which students are open to feedback and embraced as members in good standing of the learning community.

Student Strengths

The student shares areas of experience in school in which they are proud of their efforts, progress, or accomplishments. Ground this conversation in work samples from each area of the student’s work in school, and value all of them equally: expertise, effort, and growth.

Why? By beginning with strengths, we identify areas where the student has a good foundation to build upon. All students bring strengths to the classroom; validating strengths is essential to building relationships that facilitate learning. Sometimes adults surprise students by noticing strengths that they may not have identified yet on their own.

Areas for Growth

The student shares areas of their school experience that they identified as good opportunities for growth. This could reflect their effort, progress, or future accomplishments. Continue to ground this conversation in work samples from each area of the student’s experience in school.

Why? Students learn to take ownership of their education through understanding how addressing areas for growth with the support of caring adults will help them accomplish their goals.

Questions

The student invites questions from their panel of adults and asks questions they may have to the adults.

Why? Up until now, it is possible that this is a student-led presentation. By intentionally shifting to questions, we ensure that the group has a conversation.

Goals Setting

The student shares goals and the next steps they will take to accomplish them. Help students identify “SMART” goals: goals that are specific, measurable, achievable, relevant, and time-bound. 

The student identifies next steps for the adults in the room to help support them through their experience in school.

Why? By having students articulate their goals, they practice numerous skills of self-efficacy and develop important habits to lead their own learning.

Appreciations and Celebrations–Closing

Each participant shares at least one aspect of the student’s presentation, or their personality manifested, that they appreciate and want to celebrate as a strength to build on.

Why? By ending the conversation with appreciations and celebrations, we communicate to the student that we value what they shared in their conference, and that we see numerous strengths that they can use as they take the next steps in their education.

Suggested questions for the panel of educators and significant adults:

What did you learn from that? Tell us more!

Looking ahead, what are you most excited about and why?

What are you most proud of from your experience in school so far?

What new learning goals do you have for yourself?

What would you like to learn next?

For the student to ask their panel:

What do you appreciate most about the work that I’ve shared with you?

What advice do you have for me?

How can you help me accomplish, achieve, learn
?

Article,Issue Four,Leadership,Resources for Schools

Belonging: A Staff Workshop Activity

16th July 2025Website Admin

Belonging: A Staff Workshop Activity


In the introduction to this activity, the model for helping us to think about belonging in school was proposed. It suggests four features that together might contribute or comprise feelings of belonging for young people in school.

Obviously, belonging links to inclusion or inclusivity, but it is more than that. Inclusion is something that the school does; it’s about school policies and practices. In contrast, belonging describes how a young person feels towards or within the school culture and community and the relational dynamics s/he experiences. 

This discussion activity is a vehicle for teachers to engage together on the subject of belonging–what it is and how well you feel your school fosters feelings of belonging for all young people.

Activity One

In groups discuss the model.  What does it make you: Think? Feel? Wonder about?

Is there anything you would change? Based on your experience, what would you take out and replace or re-word? What would you add? Why?

Do you think each feature is equally important? Is there an order? Redraw the model using the size of the features to indicate relative importance.

Think of some learners in your context. How might the model help you to explore and better understand their experience of school? What questions does this raise for you? 

If there are multiple groups, facilitate an opportunity to share insights and ideas to arrive at a version of the model that feels right for your school.

Activity Two

In groups (the same or different) discuss each of the features in your updated version of the model.  What do you do well and how?  What do you do less well and why?  Give yourselves marks out of 10 for each feature.

Share and discuss your scores. 

Where is there strong agreement? 

What can you learn from the differences? 

Agree a score for each feature for the whole school.

Activity Three

Take the two lowest-rated features and, in groups, discuss what action(s) would need to be taken to improve these scores.  

If there are multiple groups, split the two features being discussed to make the best use of time.

Ask each group to share their suggested actions. Ideally someone (in advance) might be delegated to take ownership of the suggested actions so that the people taking part can see that their insights and ideas matter.

Article,Issue Four,Learning,Resources for Schools

What Do We Mean by ‘Belonging’?

16th July 2025Website Admin

What Do We Mean by ‘Belonging’?


Belonging is a theme that runs through this issue of The Bridge. Teachers know that a sense of belonging is really important to children’s learning but do we really have a shared understanding of what is required of us as educators to create belonging classrooms and schools, where learners and learning can flourish?

Informed by articles in the previous two sections, the draft model which follows is offered as a point of reflection and discussion.  It is designed to enable teachers, individually or in groups, to form for ourselves a richer picture of what a school that emphasises belonging might involve.  

In this ‘Resources for Teachers’ section, you are invited not just to reflect on the model, but to edit it (hence draft) to make it useful in your context. We have suggested some group discussion questions and activities that might be used in staff workshops to surface strengths and areas for development in your school’s receptiveness to ‘belonging’.  

“As human beings, one of the most essential needs we have is the need to belong. When that sense of belonging is there, children throw themselves into the learning environment and when that sense of belonging is not there, children will alienate, they will marginalise, they will step back.” – Dr. Linda Darling-Hammond, President and CEO of the Learning Policy Institute in Building a Belonging Classroom, Edutopia

Article,Issue Four,Leadership,Resources for Schools

What All Schools Can Do to Support Neurodiverse Learners

13th June 2023Website Admin

What All Schools Can Do to Support Neurodiverse Learners

With thanks to Pete Wharmby (Centre for Research in Autism and Education, CRAE Annual Lecture, 2023)


10 Things All Schools Can Do

  1. Make sure that all staff know the profile for all relevant learners.
  2. Have a mentor for each neurodiverse learner – one in which they have some agency.
  3. Educate all staff about autism – if they have knowledge, they can do a lot.
  4. Work with your community – employers need to understand neurodiversity, too.
  5. Open up the issue of difference – move it from insult to fascinating.
  6. Promote tolerance of and accommodation of difference.
  7. Accommodate idiosyncrasies (e.g. stimming, walking around, repetitive behaviours, sensitivity to noise, obsessive interests).
  8. Make the school sensitive to known or potential triggers “of stress or behaviours”. e.g.
    • Changes to routine or schedule
    • Group work
    • Work deadlines
    • Presentations
    • Reading aloud
    • Picking teams
  9. Prioritise positive relationships with learners and parents (e.g. regular dialogue with parents; support groups for parents) – working together is in everyone’s interests.
  10. Have available appropriate therapeutic strategies.

Guidance for Schools

The 10 suggestions above provide a useful checklist. They can also be used to create a workshop activity for staff that will sensitise everyone to the issue of supporting neurodiverse learners. They were stimulated by Pete Wharmby’s presentation at the 2023 CRAE Annual Lecture, and most of them were specifically referenced there. Pete is an autistic teacher, writer, speaker, advocate and author. Below are two suggestions about how “10 Things” might be used.

  1. The first is a simple “bright spots” activity, designed to identify the best of what is currently happening in all 10 areas. The logic of discussing bright spots is to build from the best of what currently happens. “What are the characteristics of this that could be applied more broadly?” and “What would be required to have more like this?”
  2. The second is an evaluative activity to identify strengths and areas for growth – what is going well (or not) and what more might be done.

Activity 1

  • Pre-arrange groups so that there is a good mix of experiences and roles in each group. Prepare a facilitator for each group – someone who will advocate for the activity.
  • In groups, discuss the “bright spots” in your school for each of the 10 items. What is the best of what you do? What are the key features of these bright spots?
  • Then, come together with new ideas being suggested for each of the 10 items, where relevant, based on the principles or features of your bright spots.

Activity 2

  • Before the activity, create sets of cards with one of the 10 suggestions on each card plus five blank cards (to add new things). One set is required for each group.
  • Pre-arrange groups (as above).
  • First, each group discusses whether they have additional ideas to add on the blank cards.
  • They then sort out their top 10 as a group.
  • Groups come together and are facilitated to create a composite or consensus top 10 across the groups (“Our school’s top 10 ideas”).

Subsidiary activity either in groups or as a whole staff:

  • Arrange this top 10 into three groups – things we do well; things we need to improve on quite a lot; things we value but are not currently ready to do.
  • Using post-it notes (green for positive affirmation, amber for creative improvement ideas, red for “we’re not close on this”), decorate ideas around the ten cards, starting with amber, then green, then, if time, red.
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Life Skills Shopping List

13th June 2023Website Admin

Life Skills Shopping List

Danielle Petar, Emily Bacon, Michal Geller


‘Making your own Life Skills Space’

The shopping lists below have been organised around the same themes as the article in the ‘Teaching and Learning with Neurodiverse Children’ section of this edition.

Issue three,Resources for Schools,The Bridge Issue Three Life Skills Resources for Schools The Bridge

Anti-Idling Project

13th June 2023Website Admin

Farmington Public Schools

Grade 5

Our fifth graders took action in collaboration with the Farmington green Efforts Commission by participating in a local anti-idiling campaign. As civic-minded contributors, this was a wonderful opportunity to engage in stewardship in our town. Students have been studying how human activities impact the Earth’s sphere, and more specifically, how the burning of fossil fuels impacts the atmosphere.

As part of this project, fifth graders collected and analysed data about idiling in the west woods parking lot before and after school. They learned more about idiling from Ms. Caitlin Stern, an enivronment analyst in the Bureau of Air Management at the Department of Energy and Environmental protection.

Next, in a special appearance on the Wildcat News, Ms. Cate Grady-Benson of the Farmington Green Efforts Commission explained the charge of their committee and its campaign. She invited students to participate in a sign-making contest to promote anti-idling in our town.

In order to learn what makes an effective sign, students used several resources, including a presentation from the West Woods art teacher, Mrs. Lantange. She offered tips and suggestions on how to think like an artist while creating designs (colours that work well together, the right medium, and excellent craftsmanship).

Eight of the signs designed by students were selected by the Green Efforts Commission. Final image edits were done by a Farmington High School students under the guidance of the art teacher. The signs will be professionally printed by DEEP and posted at each of the Farmington schools and the Town Hall.

Learning Targets

As a civic-minded contributor, I can take action to protect the Earth’s atmosphere. I can promote community awareness about idling by collaborating with the Farmington Green Efforts Commission & DEEP.

Students’ Reflections

“I think it’s good to take action because there’s things in the world that we need to stand up for. Before this unit I didn’t know about idling. I’m pretty sure even my parents didn’t, but I told my parents and they haven’t been idling ever since.”

– Jahnvi

View all project cards

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The Podcast Challenge Project

13th June 2023Website Admin

Lisa Mishriky, Laura Munafo, Elizabeth Smith, 7th Grade Language Arts

Alysson Olsen, Library Media Specialist

Trisha Irving, Humanities Specialist

Irving A. Robbins Middle School, Farmington, CT

During the Podcast Challenge, seventh graders research, script, record, and edit “podcasts with purpose” on a topic of interest. Students decide whether their podcast will inform, serve as a call to action, or entertain their listeners. Some of our topics this year included: the insulin shortage in the U.S., cryptozoology, e-waste, the importance of music education, cybersecurity, worker’s rights, and more! Students have the opportunity to conduct interviews with professionals in their field of study, attend feedback workshops facilitated by eighth graders who previously completed the project, and create their own music and sound effects. The project culminates with a Celebration of Learning where students pose questions to a panel of experts, listen to each other’s podcasts, and engage in reflective interviews with one another. Students are then invited to enter their original creations into two national competitions with National Public Radio or the New York Times.

Teacher’s Reflections

“I am most proud of how much working with students on their podcasts really deepened my relationships with them. This project truly cultivated trust. I was able to focus more on guiding from the side as a coach while watching them run away with the passion for their topic and the project. It was truly a student-driven experience.”

– Lisa Mishriky

Students’ Reflections

“I really liked the Podcast Challenge project. It was fun to research with a partner and learn about something we both really wanted to learn about. Creating the podcast from start to finish – research to editing – was really interesting and made me really proud. It didn’t feel like school to be honest.”

– Luke

“The interview with the professionals was the highlight of my project. It was really awesome to interview someone about a topic that we were all so passionate about.”

– Jonah

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Medical Moment Project

13th June 2023Website Admin

Sharon Becker, Beth Block, Kerry Visone, 8th Grade Science Teachers

Alysson Olsen, LIbrary Media Specialist

Irving A. Robbins Middle School, Farmington, CT

When was the last time you took a moment to educate yourself on your own well-being or on factors that could affect your future health and those of people you care about? Our 8th graders educate our IAR community about the interdependent systems of the human body as related to a medical topic of their choice. Many students chose personally meaningful areas of study related to family, friends or even their own personal medical and/or mental health situations. Students had the chance to research using databases, books and reliable websites. They even had the opportunity to interview medical experts in our community where they could ask specific questions related to their research. Students presented on topics from Parkinson’s disease to diabetes, to broken bones and selective mutism. The choice of engaging newsletters, powerful MedTalks, and captivating screencasts allowed our students to shine in their own unique ways as civic-minded contributors. They educated our community about the causes, effects, treatments, and implications of their topic. Students also raised money via school-wide pajama days – money collected that project winners, voted on by their peers, could donate to charities related to their medical moment topic.

Teacher’s Reflections

“It is incredibly rewarding to watch students go through the process from choosing a disease, disorder, or neurodiversity to becoming an expert on that topic. I continue to be in awe of how much they learn throughout the process. Medical Moment is a highlight of the school year!”

– Kerry Visone

“I am most proud of how the students become more aware and more thoughtful and understanding of how people’s daily lives are affected by the different medical conditions that are presented.”

– Beth Block

Students’ Reflections

“It helped educate people on different diseases and disorders, which I think is going to be very helpful when we grow up into adults (some of us might even go into the medical field because of this project).”

– Leena

“I think Medical Moment really helped me understand many different aspects of the medical field and what people do everyday to save lives. The project helped me become more aware and appreciative for everyone in the medical field.”

– Claire

“This project helped me be a more positive global citizen because I am now more aware of medical conditions and am less likely to judge before I know the whole story.”

– Brooke

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Gesher School

Cannon Lane

HA5 1JF

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020 7884 5102

[email protected]

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Pinner HA5 1JF
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