Re-thinking Open House

Open House can and should be a showcase of the most amazing things happening on your campus.  I believe open-house should be a blending environment where students take a leadership approach and demonstrate their knowledge and skills to parents.  There are multiple ways that this could be achieved, I am just highlighting three ways that could result in better engagement.  

  1. Parent University approach could be a great resource, where information is presented by various leaders throughout the community and Open-House becomes an event instead of just a quick come and go. A rotation could be set up where vital face to face time with teachers are still achieved, but in smaller groups, allowing relationships and initial conversations to happen. This rotation could also serve as a great tour guide and becoming more familiar with the campus while gaining the vital knowledge and information for the coming year.  
  2. Student groups could put on a small showcase thus highlighting what they are known for instead of reading a small description in a newsletter. We (education) exist because of students, so let’s put them front and center.  Making the event more student centered could also help engage some reluctant parents to show up because they want to see their children involved.
  3. Their work can speak for themselves.  For example, students in social studies having studied, researched and developed project that cover major leaders or individuals in the world can proudly display their work in the hallway.  But why stop there, if students record their presentations then they can have QR codes next to their presentations and they will be giving their project a new audience.  Hearing a student present their project instead of just simply looking and judging the visual aspect of the project will not only help enhance the work that was being displayed but will also engage the community.  

The supporting premises the Organizational Transformation in Creating a New Vision for Public Education recognizing the value of the teacher as the designer of knowledge.  

V. II. The teacher’s most important role is to be a designer of engaging experiences for students, supporting students in their work by incorporating more traditional roles of planner, presenter, instructor, and performer.

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