Within These Walls: A Noah Wallace Quest

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"It is amazing to see," exclaimed Dr. Huber, "how at the top of all our vertical spaces as a faculty, we wrote both 'purpose and belonging' as the key components for deeper learning to take place in a classroom community." The faculty and staff were united. A passion to lift the level of work ignited.

Amidst a ceaseless hum of inquiry, they forged ahead, crafting lessons designed to ignite students' self-discovery. Inspired by Zaretta Hammond's teachings, they experimented with gamification, storytelling, and social connectivity to enrich their instruction. Reflecting on their experiences, one student recalled, "Playing Kahoot is my favorite." Another exclaimed, "Building rollercoasters during class was hands down my favorite!"

Thoughts continued to steep … ”Are our responsive teaching strategies leading our students to think on a deeper level throughout the course of a day? What specific supports, artifacts and conditions are in place to move our students to learn deeply? Can we capture this in some way?” “ Is this even happening? “

As they delved into the concept of deeper learning, questions arose: "How can we maintain fidelity to both approaches?" "Are our shifts towards responsive teaching truly enhancing our students' capacity for deeper learning?" "Is there something crucial we're overlooking?" To address these questions, they implemented team leader rounds to observe evidence of this work unfolding daily.

As they observed, social-emotional learning and responsive teaching revealed themselves abundantly. Yet, amidst their exploration, they encountered a scarcity of evidence pertaining to deeper learning. This realization sparked a cascade of questions. "Do we lack evidence of deeper learning altogether," they pondered, "or is it that we haven't yet grasped what such evidence entails? Perhaps it lies beyond the scope of our current units and projects."

It became evident that this truly was deep learning... Yet, how can these educators ensure this flame continues to burn brightly every day, across all classrooms and subjects?

"This quest has been such a gift. It may not always be easy, but each moment is worth it."

A special thank you to members of the Noah Wallace Rounds Presentation Crew: Carrie Huber, Tara Lucidon, Katie Nardini, Erin Nock, Jessy Watson, Jess Ayers, Jess O'Brien, Brittany Gambardella, Alex Conroy, Jess Jusseaume

They saw their second graders as exemplar problem solvers and conflict resolution leaders… The fourth graders were energy experts who engineered colorful, electric art!

…and third graders were seen as refined anthropologists and ecologists.

As the school year continues to unfold, teachers and students alike celebrate their achievements and growth, nestled within a supportive community dedicated to their collective success. Yet, amidst the jubilation and camaraderie, a lingering question hovers in the air, waiting to be addressed. Collectively, they ponder: "Are the connections we're fostering and the responsiveness we've been cultivating truly guiding our students towards deeper learning?" Only time will tell as Noah Wallace School continues its quest of discovery and transformation.

Dr. Huber and her team wanted to SEE evidence of this work in daily exchanges and not only within the larger units. They wanted to HEAR conversations between various community members, that reflect the deep thinking and purposeful learning that they knew was taking place within their walls, fields and lots...throughout the day, in each content area.

Within these walls (and outside at times), Noah Wallace faculty and staff tirelessly navigated the intricacies of teaching, striving to nurture independent learners through JOY-FILLED, responsive teaching strategies and continuous small shifts to lift their level of work. They took risks, they tried new things. They giggled along with their students and supported their little learners to embrace new opportunities. They focused on becoming warm demanders and building learning partnerships to foster autonomous, empowered learners who believe in themselves and their peers.

In the vibrant corridors of Noah Wallace Elementary School, where the lively chatter of students mingles with the hum of learning, a transformative journey unfolds. Here, amidst the colorful murals and bustling classrooms, educators like Dr. Huber and her team embark on a mission not just to teach, but to nurture the hearts and minds of their students.

And so, they pressed on... During an initial faculty meeting of the 2023-24 school year, they dove into core documents and engaged with articles centered around the implementation of deeper learning experiences for their students. It was during this collaborative exploration that they collectively crafted a theory of action for deeper learning at Noah Wallace.

If we create a sense of belonging and facilitate learning experiences that have a purposeful impact on community and / or self, pique students’ curiosities, foster students’ empowerment, THEN students will not only master learning objectives, but also learn deeply.

"We have made great gains," explained Dr. Huber, "in helping our students develop independence. But there is still work to be done. How can we be sure to continue to provide access for our high-needs students and build bridges for our students who are chronically absent," she wondered aloud, "so that these data and our students' levels of understanding improve?"

And so, their quest continued... They dedicated significant effort to refining systems and routines to better support their students. Think tanks emerged to strengthen their Student Response to Behavioral Intervention (SRBI). Through data teams and evidence-based decision-making, they worked to ensure that all students received timely and tailored support.

Rooted in a deep commitment to social-emotional learning and culturally responsive teaching, they weave together a tapestry of experiences that celebrate diversity, foster belonging, ignite curiosity and nurture a sense of purpose. This is more than just a school; it's a community of learners, where every voice is heard, and every child is valued. And so, against this backdrop of compassion and growth, the story of Noah Wallace School’s quest for deeper learning begins.

A Noah Wallace Quest

In a different classroom, a fourth grader expressed frustration, exclaiming, "I'm tired of all of these taxes!" during their study of the Revolutionary War.

Filled with excitement, a first grader joyfully exclaimed, "This is so much fun!" as they embarked on their research journey into birds during their first-grade bird unit. They eagerly anticipated the upcoming celebration of learning, where parents and teachers gathered to admire their final projects in the halls and classrooms. And preschoolers asked those who visited their farmstand, "Do you want to buy any vegetables?"

The flame continued to burn brightly, as kindergartners became active stewards of the land…

...and first graders became distinguished ornithologists and number sense experts.

In the classroom, educators ignited a sense of joy and curiosity, kindling students' imaginations and nurturing a passion for learning through dynamic, interactive activities. Beyond the confines of traditional learning spaces, within their CREW communities, they cultivated deep connections, embarked on journeys of discovery, and collaboratively tackled complex challenges.

As part of their journey, they welcomed colleagues, masked and all, to provide feedback on their efforts to foster independent learning. Through this collaborative process, they discovered that their students were indeed becoming independent learners, and received valuable insights on how to further enhance their efforts.

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