Learning Clicks Into Place at High Road School of Massachusetts
Building Skills Through Hands-On Learning
A recent classroom activity at High Road School of Massachusetts put a new spin on learning to work together as students paired up to build LEGO sets, practicing communication and problem-solving along the way.
Before opening the boxes and getting to work, students learned expectations for working with a partner, including how to communicate, cooperate, and contribute to the project. The lesson was designed around High-Leverage Practice (HLP) 18, which focuses on strategies educators can use to increase students’ active engagement and participation in learning.
Working Together Toward a Shared Goal
Because they were responsible for completing the project together, students had to listen to their partners, share ideas, and help one another work through challenges.
“It was exciting to see students so engaged with one another and with the task itself,” said Sandra Barboza, Ed.D., education director, High Road School of Massachusetts. “They had a shared goal, but getting there required them to communicate and work together. Those are skills we want students to have opportunities to practice in the classroom.”
Building Skills Through Hands-On Learning
A recent classroom activity at High Road School of Massachusetts put a new spin on learning to work together as students paired up to build LEGO sets, practicing communication and problem-solving along the way.
Before opening the boxes and getting to work, students learned expectations for working with a partner, including how to communicate, cooperate, and contribute to the project. The lesson was designed around High-Leverage Practice (HLP) 18, which focuses on strategies educators can use to increase students’ active engagement and participation in learning.
Creating a Framework for Success
The structure of the lesson was intentional. Rather than expecting students to know instinctively how to work successfully with a partner, teachers set expectations. They established those expectations before the activity and reinforced positive collaboration as students worked.
Those supports gave students a framework for participating successfully while allowing them to take greater ownership of the activity. Throughout the lesson, students remained focused on their builds and engaged with their partners. They also worked toward completing their sets.
Confidence Takes Shape
“I was especially proud to see students stay with the task and take ownership of their role in the partnership,” said Barboza. “When we give students the right structure and an activity they’re excited about, we can create opportunities for them to build confidence while learning how to work with others.”
The LEGO lesson reflects High Road School of Massachusetts’ broader focus on creating accessible learning experiences. These experiences support students academically while helping them develop skills they can use beyond the classroom.
About High Road School of Massachusetts
High Road School of Massachusetts provides individualized instruction in smaller, structured classrooms. These classrooms are designed to support students’ academic, social, and behavioral growth.
Through evidence-based instruction and specialized services, educators help students strengthen the skills they need. These skills help students participate in the classroom, work successfully with others, and make progress toward their individual goals.
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