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Marcus Wimberly - 4th Grade Teacher, Halstead Academy
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Marcus Wimberly has been teaching in Baltimore County Public Schools for 11 years. During this time, he has taught at the elementary level in various schools around the county. He is a graduate of Towson University and currently resides in Baltimore County. He enjoys spending his free time with his family and on the golf course!
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June
What an amazing year! It’s almost like a dream to think back to this time last summer as we closed the school year thinking about what was to come. I recall sitting in the summer lighthouse institute thinking how we, as a school, would make this work. A year later we sit at the end of the beginning of an amazing journey.
The amounts of experiences taken away this year are almost uncountable. Growth in our students, teachers, administration, and faculty has been evident as we reflect on what has happened and the changes we made this year. However, there are a few specific details that stick out.
It is always exciting to begin a new school year and reset your classroom. The transformation of the learning environments has been thrilling! Visiting other classrooms and seeing how students move, collect materials, and how teachers are able to facilitate in the space has been an incredible form of professional development. The sharing of ideas and the freedom of experimenting has piloted us to re-define our classroom setting to be truly learner-centered. As excited as I was this year about my classroom, I can’t wait to improve upon it even more!
Another highlight this year has been how the device was incorporated into instruction. It seems so easy to simply use the device as substitution for worksheets or other materials. In reality, the fact is as next year approaches, we are looking to re-define the use of technology in our classroom. Not to think of the device as a daily tool, but one that will allow students to further their own knowledge and use their learning to experiment, create, and teach others.
Thinking back to those two days at the summer institute last June and to now, it is truly unreal how exciting and anxious this year has been at times. As another summer institute approaches, I hope all those out there who may be feeling the anxiety of the device and the expectations that come with them understand that this journey is still continuing and we are all still learning. The funniest part about it for me is that I feel more nervous for next year! When my new class walks into my room in August, they are coming in with a whole year of using their device. They are going to be ready to go right away and will expect me to feel the same. Their expectations have been raised very high and it is my responsibility to continue meeting and raising those expectations.
Next year will be my first year with devices in my room. In a learner-centered environment the students are obviously the leaders. What they don’t know yet is how much I will be relying on them to teach me. Probably more than they will be relying on me!
What an amazing year! It’s almost like a dream to think back to this time last summer as we closed the school year thinking about what was to come. I recall sitting in the summer lighthouse institute thinking how we, as a school, would make this work. A year later we sit at the end of the beginning of an amazing journey.
The amounts of experiences taken away this year are almost uncountable. Growth in our students, teachers, administration, and faculty has been evident as we reflect on what has happened and the changes we made this year. However, there are a few specific details that stick out.
It is always exciting to begin a new school year and reset your classroom. The transformation of the learning environments has been thrilling! Visiting other classrooms and seeing how students move, collect materials, and how teachers are able to facilitate in the space has been an incredible form of professional development. The sharing of ideas and the freedom of experimenting has piloted us to re-define our classroom setting to be truly learner-centered. As excited as I was this year about my classroom, I can’t wait to improve upon it even more!
Another highlight this year has been how the device was incorporated into instruction. It seems so easy to simply use the device as substitution for worksheets or other materials. In reality, the fact is as next year approaches, we are looking to re-define the use of technology in our classroom. Not to think of the device as a daily tool, but one that will allow students to further their own knowledge and use their learning to experiment, create, and teach others.
Thinking back to those two days at the summer institute last June and to now, it is truly unreal how exciting and anxious this year has been at times. As another summer institute approaches, I hope all those out there who may be feeling the anxiety of the device and the expectations that come with them understand that this journey is still continuing and we are all still learning. The funniest part about it for me is that I feel more nervous for next year! When my new class walks into my room in August, they are coming in with a whole year of using their device. They are going to be ready to go right away and will expect me to feel the same. Their expectations have been raised very high and it is my responsibility to continue meeting and raising those expectations.
Next year will be my first year with devices in my room. In a learner-centered environment the students are obviously the leaders. What they don’t know yet is how much I will be relying on them to teach me. Probably more than they will be relying on me!
March
Engagement Everywhere!
As winter nears its end (hopefully) our S.T.A.T initiative has progressed to the point that the 10 Lighthouse Schools are opening their doors to all kinds of visitors. I have to say, it’s been amazing how resilient our students have been with having so many visitors come and see them.
When working in the field of education, you depend heavily on feedback. The feedback we have been receiving from our visitors has been wonderful! The one word we keep hearing is engagement. Many of our guests have been captivated by the amount of engagement in each classroom from K-5. This feedback is evidence that what we are doing is working for our students.
I have been so intrigued by the feedback that I have asked some of our 1st,2nd, and 3rd grade teachers to let me visit their classrooms to see it for myself. What I observed was simply awesome! During a first grade phonics lesson, I observed students actively engaged using many different resources. After a 10 minute whole group lesson introducing a new sound, students broke into groups to work on what their teacher introduced. Some students read decodables and identified words with the sound while others were on devices using Wonders phonics activities through BCPS One. During this time the teacher was pulling small groups for a guided reading activity centered on the day’s new sound. Being that this was a room of 1st graders, I was so impressed with how the students knew their expectations. None of the students were confused or unsure of what to do. The teacher was able to work with her group of students without interruption.
During a second grade math lesson, I saw another precise 10 minute whole group lesson. From here, students went into rotating stations where they worked collaboratively to problem solve, created their own problems, and conducted research on the problems using their devices.
This is only two examples of the engagement we are seeing in our classrooms. However, it can certainly not be taken for granted. Without this level of engagement, teachers would be working too hard. When you walk into a classroom in our building, you will see the students working much harder than the teacher.
Our transition to student centered learning and the introduction of the devices has lead us to this point. As a 4th grade teacher, it excites me and challenges me to know that by the time the 1st and 2nd graders I observed get to 4th grade they will be expecting that same level of engagement. This has challenged me to make sure my own lessons are engaging, rigorous, and are meeting our student’s needs.
As a teacher, and as a parent of a future BCPS student, it excites me beyond words to know what are students are in for as we continue this initiative to put these tools of technology into our student’s hands.
Engagement Everywhere!
As winter nears its end (hopefully) our S.T.A.T initiative has progressed to the point that the 10 Lighthouse Schools are opening their doors to all kinds of visitors. I have to say, it’s been amazing how resilient our students have been with having so many visitors come and see them.
When working in the field of education, you depend heavily on feedback. The feedback we have been receiving from our visitors has been wonderful! The one word we keep hearing is engagement. Many of our guests have been captivated by the amount of engagement in each classroom from K-5. This feedback is evidence that what we are doing is working for our students.
I have been so intrigued by the feedback that I have asked some of our 1st,2nd, and 3rd grade teachers to let me visit their classrooms to see it for myself. What I observed was simply awesome! During a first grade phonics lesson, I observed students actively engaged using many different resources. After a 10 minute whole group lesson introducing a new sound, students broke into groups to work on what their teacher introduced. Some students read decodables and identified words with the sound while others were on devices using Wonders phonics activities through BCPS One. During this time the teacher was pulling small groups for a guided reading activity centered on the day’s new sound. Being that this was a room of 1st graders, I was so impressed with how the students knew their expectations. None of the students were confused or unsure of what to do. The teacher was able to work with her group of students without interruption.
During a second grade math lesson, I saw another precise 10 minute whole group lesson. From here, students went into rotating stations where they worked collaboratively to problem solve, created their own problems, and conducted research on the problems using their devices.
This is only two examples of the engagement we are seeing in our classrooms. However, it can certainly not be taken for granted. Without this level of engagement, teachers would be working too hard. When you walk into a classroom in our building, you will see the students working much harder than the teacher.
Our transition to student centered learning and the introduction of the devices has lead us to this point. As a 4th grade teacher, it excites me and challenges me to know that by the time the 1st and 2nd graders I observed get to 4th grade they will be expecting that same level of engagement. This has challenged me to make sure my own lessons are engaging, rigorous, and are meeting our student’s needs.
As a teacher, and as a parent of a future BCPS student, it excites me beyond words to know what are students are in for as we continue this initiative to put these tools of technology into our student’s hands.
November
What About K, 4, and 5?
For those who have been following this initiative closely, you may be aware that for this year only students in first, second, and third grades have daily access to one-on-one devices. So a potential question some may ask is, “How might this impact kindergarten, fourth and fifth graders?” It is well known that technology has a profound impact in the classroom but not having it daily has not affected our other students. But every staff member in our building is creating student centered environments. While the use of devices aides in this endeavor, we are still able to promote and integrate 21st century skills and thinking. In fact, our fourth and fifth graders are helping to make resources that others can use on their devices!
Recently, our fourth and fifth grade students held our first problem solving day. Students collaborated and solved a word problem using a strategy based on Greg Tang’s bar method. Students solved the problem in a step by step fashion. They then created colorful paper slide videos of how to solve the problem! The fourth and fifth graders decided these videos would be great for our first, second, and third graders to access on their devices.
What About K, 4, and 5?
For those who have been following this initiative closely, you may be aware that for this year only students in first, second, and third grades have daily access to one-on-one devices. So a potential question some may ask is, “How might this impact kindergarten, fourth and fifth graders?” It is well known that technology has a profound impact in the classroom but not having it daily has not affected our other students. But every staff member in our building is creating student centered environments. While the use of devices aides in this endeavor, we are still able to promote and integrate 21st century skills and thinking. In fact, our fourth and fifth graders are helping to make resources that others can use on their devices!
Recently, our fourth and fifth grade students held our first problem solving day. Students collaborated and solved a word problem using a strategy based on Greg Tang’s bar method. Students solved the problem in a step by step fashion. They then created colorful paper slide videos of how to solve the problem! The fourth and fifth graders decided these videos would be great for our first, second, and third graders to access on their devices.
However, it did not stop with the videos. Our older students asked if they could go into other classrooms and teach the problem solving method! Last week we had fourth and fifth graders co-teaching second and third graders! The excitement in the room was amazing to watch as they modeled step by step how to solve a problem.
Next year when our fourth and fifth graders receive their devices they too will have a wonderful new tool to enhance their learning. Until that time, we as instructors in fourth and fifth grade can provide real life applications that promote critical thinking and reach out and help others learn as well.
Next year when our fourth and fifth graders receive their devices they too will have a wonderful new tool to enhance their learning. Until that time, we as instructors in fourth and fifth grade can provide real life applications that promote critical thinking and reach out and help others learn as well.
October
I recall teaching a reading unit a few years ago that focused on journeys. As a class we talked about the saying, “A journey of a thousand miles begins with a single step.”
This thought resonated with me as we began this Lighthouse journey. Learning is truly a journey and using a new tool is another step in this journey. A real journey never ends, just as learning never ends. Our journey hasn’t turned to one of devices in the hands of students, but instead, how and when can this technology help us better teach our students. We think of ideas such as, how do we create a classroom and school culture that puts our students first? What does a student centered learning environment look like? How do we use the device to help promote student success? Our focus at Halstead has not been about how we use the device daily.
We think, “When or how does the device best help our students learn?”
You may not see a device in the hands of student’s everyday but when you do see it, it’s because that tool is what the student needs to meet his or her learning goal.
Reflecting with the teachers at Halstead, it amazes me to hear how they have truly embraced the idea of the device as a tool and not as the end all be all. I think it is easy to look from the outside perspective and focus on the device. However, that is not our drive. We understand the importance of our students having this technology at their fingertips and how it increases their ability to access our digital world.
I recall teaching a reading unit a few years ago that focused on journeys. As a class we talked about the saying, “A journey of a thousand miles begins with a single step.”
This thought resonated with me as we began this Lighthouse journey. Learning is truly a journey and using a new tool is another step in this journey. A real journey never ends, just as learning never ends. Our journey hasn’t turned to one of devices in the hands of students, but instead, how and when can this technology help us better teach our students. We think of ideas such as, how do we create a classroom and school culture that puts our students first? What does a student centered learning environment look like? How do we use the device to help promote student success? Our focus at Halstead has not been about how we use the device daily.
We think, “When or how does the device best help our students learn?”
You may not see a device in the hands of student’s everyday but when you do see it, it’s because that tool is what the student needs to meet his or her learning goal.
Reflecting with the teachers at Halstead, it amazes me to hear how they have truly embraced the idea of the device as a tool and not as the end all be all. I think it is easy to look from the outside perspective and focus on the device. However, that is not our drive. We understand the importance of our students having this technology at their fingertips and how it increases their ability to access our digital world.
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