The Highlighting Innovation Award recognizes teachers that work to provide rich learning experiences for our students that help them master our rigorous academic content and the Portrait of a Bee competencies.

We hope that as you look through these projects you might find an idea that you would like to try in your classroom! If you do, PLEASE feel free to reach out to these teachers! They would be happy to share what they are doing, what they have learned from their experiences, etc.

SPARKing Empathy to Reduce Food Scarcity

The Project Description:

Third graders from Garfield Elementary, along with SPARK Medina (a charitable nonprofit that exists to engage youth, families, and Medina nonprofit partners with meaningful service learning opportunities to expand awareness, engagement and commitment to community) and OSU extension, as well as data provided by Feeding Medina County, have partnered to combat food scarcity among Medina County senior citizens. Third grade teachers ‘sparked’ an interest by delivering research-based vocabulary lesson (which also served as a pre-test) to gauge knowledge of vocabulary words vital to this project. A discussion on scarcity followed, with an emphasis on how this affects the elderly. Students used this information to create an essential question: “What happens when the elderly experience scarcity?” Students were able to share personal experiences from their own grandparents, which ‘sparked’ empathy based on inflation and how it relates to food. A food drive was organized at Garfield with the help of SPARK Medina. Third graders made posters in makerspace and commercials for “Good Morning Garfield'' to spread the word. Cross-curricular and cross-grade level tie - in of collaborating with fifth grade to count food items by category and total on a line plot (this is a 5th grade standard) led to deeper learning, as students analyzed meaningful data over time. Ultimately, students put together snack bags to distribute to area LIttle Pantries.

Competencies Developed:

Collaborator, Communicator, Respectful Citizen, Responsible Decision Maker, Innovative Problem Solver

Student Feedback:

10% of students had heard of 3 or more of the 6 vocabulary words. (Pre-assessment) 80% of students could accurately describe 4 or more vocabulary words after instruction/project (Post-assessment) (see link for vocabulary pre/post) In addition, students were asked to respond to an empathy question after viewing a video and at the culmination of the project. See picture for details.

Click here for the Deeper Learning Design Template

Stock Market Simulation

The Project Description:

Students are participating in a 12 week Stock Market Game simulation sponsored by the University of Cincinnati. Students work collaboratively in groups of 3-4 to buy and sell stocks and other investments. Each week, they participate in mini-lessons on topics needed to become savvy investors, such as how to read a stock report, how to calculate commission, what are mutual funds, and how to diversify a portfolio. After the mini-lesson students work in their collaborative groups to make decisions on their investments. Each person in the group, has a role to play. One person is the Director or leader of the group; one person is the data entry person, who inputs the trades; and another person is the lead reporter who is in charge of detailing all transactions. Each week students analyze their portfolio and make decisions as to how to proceed in order to raise the value of their portfolio.

Competencies Developed:

Collaborator, Communicator

Student Feedback:

Though we are still in the midst of the project, students are enjoying the challenge of trying to become successful investors, even in this difficult stock market climate.They have learned about finance, they are able to use the Yahoo Finance page skillfully, and they have learned about their own "risk" levels.

Click here for the Deeper Learning Lesson Template

The Project:

Mock Trials

Project Description:

At the end of each semester, students in my Criminal Justice class complete mock trials. Students are presented with the stipulated facts for a civil case and a criminal case. They then get to choose which case they want to be a part of and whether they want to represent the plaintiff/prosecution or defense. With their team of attorneys, students must dig through the details of the law, past precedents, evidence and witness statements to build a case. They work collaboratively sharing ideas, building their theory, drafting direct and cross examination questions and opening and closing statements. The weeks-long preparation culminates in two, three day trials, where team members all play the role of attorneys. Students not participating in the current trial act as citizen jurors, learning about the role of a juror as a citizen responsibility, carefully considering the facts, testimony and evidence presented during the mock trial to deliberate and reach a responsible conclusion about the imposition of guilt or liability.

Competencies Developed:

Collaborator, Resilient Lifelong Learner, Responsible Decision Makers

Student Feedback:

Students love the mock trial portion of the class. They talk about how much fun it is to both prepare and present the trials. Their investment is obvious when you see their disappointment if they are not on the winning side at the conclusion of their trial.

Link to the Deeper Learning Lesson Template

The Project:

Cardio Drumming

Project Description:

Students engaged in combined music and PE classes to do Cardio Drumming in grades 1-4. Materials included buckets, yoga balls, and noodles. Students drummed along with popular songs and beat saber videos to elevate their heart rate and find a new fun form of exercise. Steady beat, rhythms, and cardiovascular endurance were the topics of our 3 day program. After practicing many different patterns, at the end of the project students created an original routine to a song with their partners. They were able to perform this as instructors to lead the class, be recorded for assessment, or just perform for the teachers. Students gave feedback on increasing their heart rate through the premade routines and the student lead ones..

Competencies Developed:

Collaborator, Resilient Lifelong Learner

Student Feedback:

Students enjoyed the project! It was great being able to collaborate with peers they don't normally see from the other homerooms, and use their previously learned drumming skills in a new way. They enjoyed the beat saber warm ups and creating their own routines the most. Many students wanted to continue this program after our three days.

Link to the Deeper Learning Lesson Template

The Project:

Researching Natural Disasters

Project Description:

The research teams were responsible for collaboratively researching multiple subtopics relating to their natural disaster. The students would collect information on their specific area and then meet in group to discuss. The groups completed a google slide presentation conveying important information in bullet point and synthesis paragraph, citing their sources. The students were then given a choice for how they would present the material to the class. Each group decided they would like to script and present their information in video, using the makerspace lab, ipads, and green screen. Once the videos were completed, we spent a class period watching their work and reflecting on the project.

Competencies Developed:

Collaborator, Resilient Lifelong Learner, Communicator, Innovative Problem Solver

Student Feedback:

The students enjoyed their time working with technology to bring the Natural Disaster projects to life. For many of them, this was their first time being on camera, and they commented on how much more difficult it was than they were expecting. They appreciated being able to choose how they would present their knowledge to the class, and very much enjoyed watching each teams videos. The students also appreciated the ability to peer review the other students in their group. Overall they enjoyed the project and the challenges associated with scripting and producing a video.

Link to the Deeper Learning Lesson Template

The Project:

Learning About Diverse Cultures

Project Description:

Students were expected to research a culture that interested them or one that connected to their family history. Students conducted interviews, found recipes, and conducted independent research for the purpose of teaching others about the diverse cultures that surround us. Students were given the opportunity to collaborate with their peers if they shared similar cultures, or discovered a useful resource. Students became experts on their topics throughout their research and then were expected to present their final research project with the class. Students also had the opportunity to participate in a gallery walk where Mrs. Kilbane and Ms. Boza’s class shared with each other. After completing their projects, students were able to continue their creativity in the maker lab by creating something that would be a good representation of their culture. Finally, students were able to connect their learning across curricular areas by taking their research and writing opinion pieces. Students were expected to come up with a thesis, and then persuade the readers to either visit their country or convince them on why their country was great.

Competencies Developed:

Resilient Lifelong Learner, Communicator, Responsible Decision Maker, Respectful Citizen

Student Feedback:

Students loved being able to choose what they were researching. They loved finding out more about where they came from. (While they had the choice to choose any culture they were interested in, most were eager to find out more about where they came from.) Students also really loved sharing with the different classes and learning about how different other cultures are compared to what they are used to here in the U.S. They had so many questions for each other!

Link to the Deeper Learning Lesson Template