Morning Meetings can take many forms and they serve an important purpose of starting each day with intention and accountability. They gather the community together to foster connection and to explicitly state how everyone intends to spend their day. By continually engaging in this practice, students are cultivating highly useful skills in time-management, teamwork, self-awareness and self-assessment.
The Offerings Board lists available and requested class offerings, opportunities, and resources. Facilitators, resource people in the community, and the children themselves can contribute to these offerings. A resource person in the community may offer to teach their craft or host a field trip to allow children to experience it.
Set-The-Week is the first morning meeting of the week, which includes introducing and creating the schedule for any opportunities that week. If resource people are coming in to the school at a particular time to hold a class, it is important that this make it onto the schedule so other, more flexible activities can be planned around the special offerings. This is also the time when we identify projects that are going to take multiple days to accomplish, and set weekly intentions. We might set time aside each day to work toward that goal. This is sometimes referred to as a “weekly sprint.” For example, the students may want to perform a play at the end of the week. At the set-the-week meeting, they might decide that every day at 10am, they will hold rehearsal until lunchtime.
The feedback loop that begins with the morning intentions comes full circle at the end of the day with an afternoon meeting. We take this time to ask, “Did we accomplish what we intended to?” If so, how? If not, why not? This is an important bookend that allows for daily reflection on individual and group productivity. This feedback cycle that provides each learner with the awareness they need to constantly improve.
Documenting our process fulfills the cycle of learning by creating sharable value. Students may keep record with words, audio, video, or images. It can be visible only to the staff, student, and parents, or it can be made public to varying degrees. No matter the medium of sharing, creative documentation serves as an upgrade to the report card. This record becomes a digital portfolio of work that is student-generated. This compendium of interests and accomplishments serves as a feedback loop so students can see what they keep returning to, and recognize patterns in their own learning. It can serve to provide parents with a sense of security and safety as they are able to gauge their childs progress and values over time.