Linn-Mar’s ‘innovative learning model’ gains traction in class

MARION — An innovative learning model created by Linn-Mar educators is improving engagement in classrooms — resulting in better learning outcomes for their students, data and its creators say.

The model creates a classroom environment where students can be successful by creating clear routines, providing visuals and offering engaging learning activities. Kids learn how to solve disagreements with their peers, communicate efficiently and become accountable for their learning.

Rachel Morris, an instructional coach and one of the designers of the program, said students are learning in creative ways because of this model. She also is seeing “teachers’ passion reignite” for the profession. Teaching kids to be self-sufficient and navigate their learning space “frees up teachers’ time” to provide more direct instruction, Morris said.

The learning model is growing “authentically and organically” across the district as educators see it working in other classrooms and wanting to implement it in their own, Morris said. About 50 preschool to high school teachers have begun implementing this strategy.

The innovative learning model was created by Morris and innovation coaches Samantha Dykes and Shanna Helmke, who have been working to create and implement it into classrooms since 2018. They saw a problem — students struggling to learn — and wanted to create a solution.

“We had students who didn’t know how to have disagreements, work together or collaborate,” Dykes said.

Data from the district shows improved student engagement and test scores after implementing the model across 15 classrooms.

Student engagement is associated with academic success and motivation. Student disengagement is one of the biggest challenges teachers face each day in their classrooms, according to the teachers. This can look like a lack of participation, acting out or disrupting class, withdrawal and failure to invest in academic content.

The model designs the learning environment to fit the students’ needs and gives them a place to do their best learning, such as providing flexible seating to give students autonomy and comfort to stay engaged and focused. This is linked to higher motivation and academic performance and improve overall behavior, according to the teachers.

Relationships are built throughout the day, so students feel safe to have productive academic conversations, take learning risks and share responsibility for the learning environment. The model breaks down lessons in to rotations such as:

The rotations are a way for students to learn how to manage their time and to physically get up, move and transition to their next activity.

Visuals are placed around the classroom to communicate expectations to students without teachers having to use verbal demands. An example is a poster explaining how students can solve a disagreement. Options include:

“All credit goes to the teachers,” Dykes said.

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