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Birmingham Covington: Building a Student-Centered School

Educators take on the role of guides and motivate students to direct their own learning.

Young students are working at tables in a large multipurpose room with large colorful-shaped decorations hanging from the ceiling.
Young students are working at tables in a large multipurpose room with large colorful-shaped decorations hanging from the ceiling.
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A group of middle school students in full beekeeping gear examines one of the hives their school keeps in the woods nearby. “Ooh, there’s honey!” says one excitedly. “I see nectar!” says another.

These eager fifth and sixth graders from Birmingham Covington, a public magnet school in suburban Michigan focused on science and technology, are empowered to become self-directed learners through hands-on experiences in and outside their classroom.

Birmingham Covington’s student-centered philosophy is embedded throughout the curriculum, from third- and fourth-grade classes focused on teaching individual resourcefulness to an almost wholly independent capstone class in seventh and eighth grade called Thinkering Studio. Teachers at the school often say they’re “teaching kids to teach themselves” and rarely answer questions directly; instead they ask students to consider other sources of information first. Even the classrooms, with their spacious communal tables and movable walls, emphasize fluid group and peer-to-peer dynamics over teacher-led instruction.

The 650-student school offers grades 3 through 8 only and pairs grades together, following research that shows that mixing age groups accelerates learning. For more than a decade, Birmingham Covington’s students have ranked at or above the 95th percentile in overall performance for all Michigan elementary and middle schools.

By relentlessly focusing the classwork on student interest and independence, the educators at Birmingham Covington hope to transform students into active learners who will be successful throughout their lifetimes.

“When you get kids collaborating together, they become more resourceful and they see themselves as experts,” said Mark Morawski, who’s been the principal since 2013. "All of a sudden you’ve opened the ceiling to what kids are able to do, and they surprise you sometimes." 

Solving Real-World Problems: The Bee Project

Birmingham Covington’s unique bee project, like much of the coursework prioritized at the school, was driven by student interest. After reading an article about the extinction of honeybees in their science literacy class, fifth- and sixth-grade students said they wanted to do something to help.

In the class, which combines inquiry-based science and English language arts (ELA), students build their research, literacy, and collaboration skills through small group projects aimed at effecting lasting change around real-world problems. Working on a range of activities—from building a website to managing a real beehive—students become more active and engaged learners, teachers say.

“Science literacy is teaching our kids to be curious about the world around them, with the problems they identify,” said ELA teacher Pauline Roberts, who co-teaches the class. “Even as students, they are learning how to become effective agents of change. It’s bigger than the science content—it’s about helping to develop the citizens that we hope our children become.”

Teaching Resourcefulness

Throughout Birmingham Covington, both coursework and instruction push students to learn lifelong skills like independence and resourcefulness, which teachers encourage early on in the primary grades.

Third- and fourth-grade teacher Jessie Heckman says she empowers her students to become more resourceful by solving common problems with the support of their classmates. Instead of raising their hands when they have a question or encounter a hurdle, for example, Heckman’s students clip clothespins to their computers and fellow students circulate around to troubleshoot—a system she calls the help desk.

“Kids need to learn teamwork-based skills because every other class in any other subject that they have—third through eighth grade—requires them to work in different sized groups accomplishing different tasks,” Heckman explains.

Modeling Collaboration: Teacher Labs

Students aren’t the only ones at Birmingham Covington improving their collaboration skills—teachers also identify as a “community of learners” who use planned, peer-to-peer feedback to help each other raise student outcomes throughout the school.

The school’s voluntary Teacher Labs—facilitated by an instructional coach and organized around a clear, written protocol—enable teachers to reflect on their craft with support from their peers. Through the labs, small groups of teachers observe each other’s classes and then offer constructive feedback around a stated objective.

“We’re really asking teachers to step outside of their comfort zones,” said Roberts, who serves as the lead facilitator in the labs. “We are creatures who live behind closed doors. To experience being in someone else’s classroom is really powerful.”

Increasing Independence for Older Learners

As they near the end of their time at the school, Birmingham Covington seventh- and eighth-grade students are accustomed to self-reliance and problem-solving. They put these skills to use in Thinkering Studio, an elective class where they design their own independent learning projects, and Engage, a class focused on design thinking—a system of solving problems that follows the steps of inquiry, ideation, prototyping, and testing.

In Engage, teachers Roy McCloud and Mathew Brown guide students to work on various self-directed, team-oriented projects like designing a new sport for third graders or building a roller coaster. Their support and feedback direct students toward the right resources while encouraging them to dig deeper: Did students ask the right questions? Did they get the right information? Did they go to other groups for feedback?

In these culminating classes, as in the curriculum more generally, teachers act as guides rather than instructors, directing students toward helpful resources but ultimately insisting they solve their own problems.

This innovative, student-centered approach to learning—the bedrock of the school’s vision—takes the long view, helping students develop skills and interests they can continue to draw on after they leave the school. The school believes that this model better prepares students for real-world challenges, since modern workplaces are increasingly collaborative and involve complex, interdisciplinary problem solving.

“The ultimate questions we’re going to be asked by future employers is ‘Can this person work well in a team? Does this person have the ability to problem solve and critically think?’” said Morawski. "Because our students are more resourceful, they have more intrinsic motivation in the learning process and ultimately, are learning to be learners.”

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Rebecca's picture

The per pupil expenditure for this school is over $14,000 dollars! You know what my school's budget is? $100 per pupil. Give me a break.

The school is 83% white, has no English Language Learners, and only 5% Free/Reduced Lunch. And SpEd students nowhere to be found? Show me this sort of student-centered approach at a school with a more diverse, realistic population with a budget and student to teacher ratio that more closely resembles the reality of a public school, and then I'll be impressed.

nora's picture

You are a bit confused. You may have 100 dollars per child for your class on top of the district expenditure per pupil - two different things. There is a difference. No school district operates with an expenditure o only 100 dollars per child

In NYC, there are some schools like this but I bet with a little research we can find schools that serve low income, more diverse schools where there is a child-centered school and classroom structure.

Yes, I agree that the district is wealthy and mostly white but does that mean that you should dismiss the way they do things. There are many ways of working at this school that could work in any environment if the structures are there to support them. We should not wallow in the depths of problems but collaborate and figure out what aspects of what this school is doing that would serve our students and teachers well (such as developing a true collaborative culture). Ask ourselves: How would this student/child-centered environment serve ELLs and special needs students better than what we already do? What organizational supports and structures would we need to succeed using a child-centered approach? What planning would we, the teachers and administration, need to successfully implement a child-centered classroom?

Rebecca's picture

My school's budget for 2017-18 is 120k. We have 1,160 students. We do not receive Title I funds, so the district funds very little at our site.

California has some of the lowest per pupil spending in the country.

No one said this was not effective teaching. I said this school should not be held up as a model, since it is VERY different from an average school site. I want to see a school where this sort of teaching is a challenge, and where teachers do it anyway and do it effectively. THEN I'll be impressed.

Understand, nora?

BalancEdTech's picture

Are you a single school system or is that your school's budget not including district funding (teacher salaries, administrators, buildings, maintenance, etc.)? A quick google check has average California teacher salaries above $40,000 and average student expenditure above $10,000. Funding definitely affects what a school can do, but the amount listed includes ALL expenditures, not the school budget. Both the Thinkering Studio and Engage parts of this story were started with minimal district funding except for teachers and the district did not increase our teacher staffing to do this. In fact, these classes came about when the district cut our staffing due to needing to cut millions in the district's budget.

Laura Friedman's picture

This is an incredibly interesting thread...I just went back to read from the beginning and am drawn to this post. I went here: http://www.ihsnyc.org/about/ Is this the school mentioned by Joyce on 4/27? If it is, it seems that somehow the school was allowed to design an alternative to what was typical. This is a public charter? There is no mention of standardization--no standardized testing in the Performance Based Assessment Taks under graduation requirements. If I am understanding this correctly, my question is how was this alternative systems created, accepted, funded and now maintained? (Really four questions in one...) Thanks.

BalancEdTech's picture

Laura, are you asking about The International High School or Birmingham Covington? Birmingham Covington is a public school within Birmingham Public Schools. It is a school of choice within the system. Students get in through a lottery system, no testing. It was designed 20 years ago to be somewhat different in methods while still achieving state mandated standards.

nora's picture

Something does not compute. What kind of a school system are you in?

Laura Friedman's picture

BalancEdTech, I was looking at The International High School site. But it's productive to hear more about the Birmingham Covington school, too. Over time I've learned that the term "public" actually tells me very little. I've gotten in trouble jumping to generalizations. Each state's ed departments and laws can vary tremendously. What I'm interested in a lot these days is just how schools got where they are. For instance, you say that Birmingham Covington was designed 20 years ago to be "different'. Who was behind the push at that time? What influenced change? Was it an easy change or did it take a lot of time and energy? The article mentions that it is a Magnet school. I am remembering, perhaps not correctly, that one of the reasons magnet schools began was to offer unique/excellent programs to any child (through the lottery that you mention) and to support integration. Was this the case with Birmingham Covington?

BalancEdTech's picture

BCS was designed by the district, building administrators, teachers, parents, and students. Initially it was described as "The Birmingham Covington Districtwide 3-8 School (BCS) offers a choice in educational structure and philosophy for BPS residents seeking a rigorous academic challenge. Its science and technology emphasis is based in Science for All Americans: Project 2061." How we have lived into and up to that has been an interesting process though ultimately rewarding. All of the founding administrators and many of the teachers have retired or moved on to other positions.Dr. Dale Truding can probably give the best history of how/why it started and was designed as it was. Supporting all children, unlike many magnet schools that have requirements, has always been a goal. More info can be found on the "Why BCS" page written for prospective parents http://www.bcsonline.info/why_bcs.html

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