"Working together and co-planning with Devon and Helen has had a huge impact on my success. Being able to bounce ideas off of one another has been an invaluable resource. This was the first year that we consciously implemented the learner-active model in our classrooms. We have been able to create and implement back to back PBL's which is an overwhelming task for one person. We are able to split up the work and collaborate. There are certain areas that each one of us is better at and we completely take advantage of each others talents.
It is also impossible for all three of us to begin a unit at the same time of the day, so the first one to start is usually the trial and error person. She gives the other two advice on what works and what doesn't. We also have different ways of approaching a task, which helps when we are trying to consider the different types of learners in our classrooms. If a procedure or plan does not work the way I want it to, I know that I can ask for other ideas.
In the beginning of the year, the idea of letting first graders schedule part of their day seemed a bit ridiculous, especially because we had no idea of how to go about it. When we sat down in the winter to discuss the idea again, we were able to come up with a system that is successful. One of us definitely could not have come up with it alone. The end result is definitely a collaborative effort!" – Jill Gijanto
What led you to become a teacher? How many years have you been teaching?
Jill said that she has always wanted to be a teacher and has been teaching for five years. Devon was inspired to become a teacher because of her mother's influence. She grew up watching her teach and knew that was what she wanted to do from a young age. Her mom still teaches second grade. It's great because now they can share ideas and stories together! This is her 4th year teaching.
What structures of the learner-active classroom are most helpful to you as a teacher?
Once my class learned the routines and procedures such as the "Help Board", "Expert Board", "Parking Lot" and Resource Center, my class ran itself which frees up time for me so that I can work with small groups of students. In the morning, I also leave a colored post-it note on some student's desks if I need to see them. They match the post-it with the time on the chart to meet with me. 
While I am with a small group, the other children in the class know to write their names on the "Help Board" and/or find an expert to help them. Using the "Parking Lot" helps us to stay on track during group discussions. First graders love to share stories and I don't want them to feel that they can't. It really makes them feel special and heard when they know there is a specific time of the day for parking lot conversations.
When my students come into the classroom, they already know what is expected of them. Everyone has a job to do and/or project to work on. I do not have to spend time directing the children around the room. The room is set up so that they are free to get the supplies they need and they are accessible to them. At the end of each day we discuss what we did and what we will do the next day. Because they know what is going to happen, they are more focused.
The learner active classroom has helped my students to become more independent. By allowing them to choose activities from a menu they have more ownership over their learning. I think it has really helped to raise their interest levels. When they're working independently it gives me more time to work with small groups and individual students.
What do you like best about teaching in a differentiated classroom?
When I first started teaching, I worried that my capable students would get bored and my struggling students would get frustrated. Using the learner-active classroom model allows me to meet each individual child's needs and interests. Each PBL addresses all academic levels and allows the students to challenge each other and themselves. I have noticed that the children are much more engaged and motivated. Everyone works to the best of their ability individually and in groups. When visitors come into my room, they are always amazed at how independent first graders can be.
They think that teaching in a differentiated classroom is a great thing because I feel like I'm doing the best I can to reach all of the different learners in my room. It allows the students to work at their own pace on a level that is right for them.
What's best about it for your students?
I have noticed that this year, my class as a whole is much more aware of their interests and how they learn best. I have spent much more time discussing problem solving and making choices. When we 
began scheduling ourselves, we discussed when, how and where we do our best learning. We have had very sophisticated conversations. Because they are given the freedom to choose a work space and the freedom to move if it isn't working, I have fewer discipline problems. The children love having a feeling of responsibility and ownership. They are also becoming experts at time management and are aware of deadlines.
The students have many different choices in my classroom. I have activities set up to meet the needs of many different learners. This has helped them to feel successful. Since the topics are differentiated it really allows the students to choose activities that are at their level and they can work at a pace that they feel is comfortable.
Which of the Ten Principles is most important to you in your classroom and why?
Before we begin a new unit, we always discuss why we are learning it and how it affects us. Since first graders are egocentric by nature, they love knowing how learning about a new topic will be important to them. When we plan a new unit, we are much more aware of identifying what we want to happen and then decide how we are going to make it happen.
What's your favorite differentiated unit?
My favorite unit so far was our unit on Penguins. My students really enjoyed researching and learning about penguins. They got a lot out of taking that knowledge and applying it to a group project. It was so great to see how excited they got every time we worked on the project. The end result was amazing! Jill's favorite unit was the Lenape Unit.
How do you think authentic learning helps students experience & learn through real life situations?
Our first PBL, required that the children become Lenape Indian experts in order to teach and present their facts to fourth graders. When we worked on this unit over the summer we learned that the fourth graders also did a Lenape Unit. When we discussed what we covered with the fourth grade teachers, they were surprised because their students didn't retain this information. Collectively we decided to give
both grades a reason for learning about the Lenape Indians. We decided to make them responsible for teaching each other. We were nervous to give the children this much responsibility, but they exceeded our expectations. Months later, they are still talking about it and asking for more information. They can't wait to be in fourth grade and be on the other side.
Last year, we also studied the Lenape Indians, I did not see as much interest and enthusiasm. I believe the difference is that the students didn't acquire the same ownership as this year's class did. It wasn't a "real" experience. (I have actually wished I could go back and reteach it to last year's group! I know they would have gotten more out of it).
Materials used in their classes:
Penguin PBL
Lenape or Delaware Native Americans PBL
Native American Unit