The Philosophy of the Yo-Yo: What we can learn from the development of “yo-ing” and its impact on teaching and learning at LCS
We are a thriving Christian learning community, connected outward and inward, serving together as leaders to empower students to have an impact in a changing world.
This past year, we developed our “Education with Impact” statements about our high yield instructional guidelines at LCS. We are working on developing our understanding of the guidelines in our teaching practice in our Friday morning PLC time and Staff Mentorship Program:
In this video, Berkley Glazer (Middle School Principal) and Kevin Mirchandani (K-12 Director of Instruction and Christian Foundations) talk about the philosophy of the yo-yo. They examine how the yo-yo has changed over the past few decades and what that means for our understanding about scaffolding and assessment practices:
We believe that good assessment practices involve the following:
-The use of standards-based assessment practices.
-Clear learning objectives, personal goals, and criteria-based clarity.
-High expectations in relation to descriptive criteria.
-Scaffolded learning that teaches skills that are used to demonstrate learning.
-Tracking student progress and evidence of learning.
-Timely feedback that leads to motivation and improvement.
-Encouragement to ask and engage with rich inquiry questions.
-Student voice, choice, and agency to demonstrate learning.
-Self-reflection that provides both formal and informal feedback.
Berkley’s Yo-Yo Trick List
- Throw Down
- Forward Pass
- Sleeper
- Breakaway
- Walk the Dog
- Motorcycle
- Bow Tie
- Bottom Mount
- Barrel Roll
- Rock the Baby
- Around the World
- Creeper
- Around the Corner
- Trapeze
- Flying Saucer (left & right)
- Lindey Double/Triple
- Pinwheel
- Trapeze with a Barrel Roll
- Double or Nothing
- Eiffel Tower
- Split the Atom
- Atom Smasher
