Learning from and with Teachers - Center for Inspired Teaching

September 15, 2015

(Photo: Bria Stephens/Center for Inspired Teaching)

This piece was written by Isabel Brodsky, a high school student in Washington, DC and a volunteer at Center for Inspired Teaching. Isabel is the daughter of Inspired Teaching’s Executive Director, Aleta Margolis.

I am a high school senior, and I had the opportunity to intern with Center for Inspired Teaching during the final week of the 2015 BLISS: Building Literacy in the Social Studies and SCALE: Science Curriculum Advancement through Literacy Enhancement summer Institutes.

Walking in on the first day, I felt a wave of energy exuding from the room, before warm-ups had even begun. Music was playing, teachers were catching up from the weekend, and there was a general air of anticipation. As the warm-ups commenced, I was encouraged to participate and immediately drawn into the community. During warm-ups, we greeted each other using our elbows, sang and signed songs, and got our minds and bodies ready to work hard.

Throughout the remainder of the week, I learned about the curriculum writing process, as the BLISS and SCALE Teacher Leaders, with the support and guidance of Inspired Teaching staff, created new, standards-aligned social studies and science curricula for use by their colleagues across the district. I was stunned to see both how much scrutiny was involved and just how much the teachers care about their students. The breadth of hands-on activities the teachers had crafted for their students was remarkable. I found myself wishing that I might be able to experience these lessons as a student.

In my opinion, the most important activities that I observed during the BLISS and SCALE Institutes were those that were intended to remind teachers of what it is like to be a student. One day, the teachers were instructed to write down both pleasant and unpleasant memories from their time as students. Another day, the teachers engaged in role-playing exercises to practice explaining the shift to inquiry-based teaching to their students. This commitment to empathy and understanding among teachers was, for me, the most striking aspect of my experience.

Interning with Center for Inspired Teaching was a very rewarding experience. I have learned a great deal about the curriculum crafting process, and I have gained a newfound respect for the work that teachers do, which I will carry with me into my senior year.

Learn more about BLISS and SCALE, two year-round, district wide Inspired Teaching partnerships with DC Public Schools to build student achievement and transform instruction in social studies and science by training cohorts of Teacher Leaders to become Instigators of Thought; write inquiry-based, standards-aligned curricula; and lead professional development for their peers across DC Public Schools. Lessons written by BLISS and SCALE Teacher Leaders are key components of DCPS’ new Cornerstones Initiative.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.