Wednesday, April 6, 2016
The Next Level of Classroom Collaboration
Recently, I had the opportunity to have an exchange with Ameir Abouelela about the role of collaboration in learning. I have always been a big believer in collaboration in classrooms and additional time for students to reflect, alone, on the fruits of that collaborative process. Often times, the act of bouncing ideas off of each other can generate lots of ideas but it is the quiet time afterwards that allows the students to process and use the results of the collaboration. The entire piece can be found at this link: The Next Level of Classroom Collaboration.
Friday, April 1, 2016
Excuse Notes
Kids are great at making excuses. They make excuses about why they were late, why they didn't do their work and why they got in trouble. They are experts at coming up with excuses. About this time every year, we harness this power to write "excuse notes" as a writing assignment. On Monday, we talked about all of the excuses kids have made in the past to their teachers and parents. We get a good laugh out of many of them and the kids appreciate the creativity of each excuse that is described in the conversation. Then, I tell them about our new assignment: the excuse note. I ask the kids to write a few paragraphs about why they couldn't do something or why they were late somewhere or why they didn't turn in something. While the kids get a charge out of the assignment idea, we talk a bit about the elements of a good story. I tell the kids that they can use something that actually happened to them or make up something completely fictional. After all, there are elements of truth in even the best fiction.
I ask kids to write a 2-3 paragraph excuse note. The note can be from them, a letter from their parents or any other manifestation of an excuse they'd like to create. We go over some of the finer points of good, descriptive writing and talk about believability. I stress to the kids that the best excuse notes are ones that can pass as truthful, whether they are or not. We want readers to ask at the end, "Hmm, I wonder if that really happened." I ask for no aliens, monsters, etc. I want real drama from the kids.
As an added challenge, I told the kids that they would get some bonus points if they wrote the entire excuse note without using the letter "o". I was surprised at the number of kids who decided to try the challenge. There are always the kids who want to push themselves harder to see if they can achieve something. We have many of those kids on team this year.
Well, the kiddos did a great job on their notes. Many of the kids had elaborate scenarios as to why they were late to class, didn't turn in work or failed badly in a different situation. I read all of the notes to the class and the kids listened intently to each note, trying to guess which student wrote each note. It was a fun assignment that brought out some creativity in the students and stressed the importance of clear writing.
I ask kids to write a 2-3 paragraph excuse note. The note can be from them, a letter from their parents or any other manifestation of an excuse they'd like to create. We go over some of the finer points of good, descriptive writing and talk about believability. I stress to the kids that the best excuse notes are ones that can pass as truthful, whether they are or not. We want readers to ask at the end, "Hmm, I wonder if that really happened." I ask for no aliens, monsters, etc. I want real drama from the kids.
As an added challenge, I told the kids that they would get some bonus points if they wrote the entire excuse note without using the letter "o". I was surprised at the number of kids who decided to try the challenge. There are always the kids who want to push themselves harder to see if they can achieve something. We have many of those kids on team this year.
Well, the kiddos did a great job on their notes. Many of the kids had elaborate scenarios as to why they were late to class, didn't turn in work or failed badly in a different situation. I read all of the notes to the class and the kids listened intently to each note, trying to guess which student wrote each note. It was a fun assignment that brought out some creativity in the students and stressed the importance of clear writing.
Monday, March 21, 2016
Cultivating Genius: The Book
When Melissa Hellwig and I give presentations and professional development sessions about 20% Time, Genius Hour and Project/Problem Based Learning, we usually have a curious and receptive crowd. We try to be thorough about WHY schools need to change to incorporate personalized learning and also show the template of our own program. Toward the end of our talk, we get questions about incorporating this philosophy into other situations and a call for more information on the subject. Most of the school districts where these teachers work do not provide any PD on 20% Time or PBL so these teachers are on their own to find relevant information. Teachers often want to be secure in what they are doing before taking that first step.
Because of the constant call for more information, I wrote Cultivating Genius: The Why and How of Creating a 20% Time Learning Environment. Last summer, I assembled all of the material that Melissa and I created and wrote the book in two parts. The first part is the "why" of 20% Time. It explores what schools have traditionally been and why we need to change education. The second part of the book is the "how" of 20% Time. It represents a step-by-step template of our own program that teachers can use as a model. I included the forms that we created and use and I also explained how everything works during the course of the year. Melissa contributed to the book as well. I included a powerful blog post that she wrote and she also created many of the documents that appear in the book. It is our hope that this book can be a springboard for more teachers to embrace the 20% Time model and ignite the passion for learning in their students. You can find the book here.
Wednesday, March 9, 2016
Student Ingenuity and Project Based Learning
Every once in a while, a student will do something that makes you shake your head while at the same time remind you about why things must change in classrooms. Recently one our our teachers sent an e-mail to the rest of our social studies department. It read:
Just a heads up some one named bigchuck_427 created a quizlet with our answers on our study guides. Another student name (name deleted) used it as well.
This e-mail was instructive to me for many reasons. First, like most study guides, if you fill it out correctly, it comprises the actual test. Second, the student mentioned in the e-mail, though it is not what we may want from our kids from an honesty perspective, displayed ingenuity by using technology to allow others to access the completed study guide. Third, the traditional assessment model lends itself to this cat-and-mouse game that prizes information over problem-solving and creativity.
Since assessments are information-based, then there is a "body" of information that is regarded as important. It is this valued information that kids must write on a test in order to be judged proficient. Of course, when so much value is placed on a body of information, then some students will do whatever it takes to make sure they have the right information, even filling out a study guide and making it available on an app that all of the kids can access.
In our PBL classrooms, our assessments look different. They are not paper/pencil affairs that value certain information. These assessments, if done correctly, demand that the kids use the information that they have learned to solve a problem, take a stand, or make a judgment. The kids have a great deal of latitude in the project assessment because they create it in order to satisfy the learning goals. For example, our assessment for the Greek section of our social studies class was comprised of one question: We have looked at many aspects of Classical Greece: art/architecture, government, warfare, philosophy, and culture. Your charge is to decide which of these things was the most important one that we have taken from Greece and incorporated into our own American society. You must analyze what you have learned, research more information about your chosen topic, and create a presentation (paper, video, slideshow, etc) that demonstrates that your decision is the correct one.
For a project like this, there is no study guide. Each project will be different. Each child will have a different judgment and will have to build a case in order to back up their judgment. A project like this incorporates research, analyzing information and building a creative way to communicate the ideas. It is a qualitatively higher-level assessment that includes various secondary skills that a paper-pencil, information-based assessment does not. Let's face it, kids are going to have careers that are based on problem-solving. The more problem-solving experience and training we can give them, the better we prepare them for the future.
Just a heads up some one named bigchuck_427 created a quizlet with our answers on our study guides. Another student name (name deleted) used it as well.
This e-mail was instructive to me for many reasons. First, like most study guides, if you fill it out correctly, it comprises the actual test. Second, the student mentioned in the e-mail, though it is not what we may want from our kids from an honesty perspective, displayed ingenuity by using technology to allow others to access the completed study guide. Third, the traditional assessment model lends itself to this cat-and-mouse game that prizes information over problem-solving and creativity.
Since assessments are information-based, then there is a "body" of information that is regarded as important. It is this valued information that kids must write on a test in order to be judged proficient. Of course, when so much value is placed on a body of information, then some students will do whatever it takes to make sure they have the right information, even filling out a study guide and making it available on an app that all of the kids can access.
In our PBL classrooms, our assessments look different. They are not paper/pencil affairs that value certain information. These assessments, if done correctly, demand that the kids use the information that they have learned to solve a problem, take a stand, or make a judgment. The kids have a great deal of latitude in the project assessment because they create it in order to satisfy the learning goals. For example, our assessment for the Greek section of our social studies class was comprised of one question: We have looked at many aspects of Classical Greece: art/architecture, government, warfare, philosophy, and culture. Your charge is to decide which of these things was the most important one that we have taken from Greece and incorporated into our own American society. You must analyze what you have learned, research more information about your chosen topic, and create a presentation (paper, video, slideshow, etc) that demonstrates that your decision is the correct one.
For a project like this, there is no study guide. Each project will be different. Each child will have a different judgment and will have to build a case in order to back up their judgment. A project like this incorporates research, analyzing information and building a creative way to communicate the ideas. It is a qualitatively higher-level assessment that includes various secondary skills that a paper-pencil, information-based assessment does not. Let's face it, kids are going to have careers that are based on problem-solving. The more problem-solving experience and training we can give them, the better we prepare them for the future.
Friday, March 4, 2016
Student-Led Conferences
Each spring, our parent conferences take the form of student-led conferences. As kids get more and more used to taking responsibility for their own learning, student-led conferences become a natural extension of that responsibility. Kids are in charge of their learning and now have an opportunity to share that learning with their parents. The structure of student-led conferences is vastly different than traditional parent-teacher conferences and the preparation for students is much greater as well.
At the beginning of second semester, just after winter break, we introduce the subject of student-led conferences. Kids are now looking for learning artifacts and performance events that they'd like to share with their parents. In the middle of February, we begin building the kids' portfolios, which make up the bulk of the discussion during the conference. This year, we decided to create websites as portfolios. Most of the kids used Wix.com and some used Google Sites. A few even used Weebly.com. As kids built their sites, we asked them to create pages for English, social studies, math, science, 20% Time and "forms". Each page will have two projects linked. One of the projects must be one that the teacher required and the other project can be one that the student feels shows their best work. The "forms" page houses all of the forms we ask the kids to fill out, from "My Goals for Second Semester" to "How I See Myself as a Learner". The folder of forms is linked here. The week before conferences begin, we make sure that each student has their website created with all of the appropriate pages, links and materials.
The evening of conferences usually runs quite smoothly. We schedule four student-led conferences simultaneously and each conference lasts a half hour. In our four-hour conference period each evening, we can get 32 conferences done. We coach the kids on proper etiquette and have a script of bullet points taped to each conference table in case the kids get lost during the conference. The script just highlights things the kids should talk about. At some point during the conference, Melissa and I visit each conference to see if there are any questions that the parents have for us. For the most part, the parents have had all of their questions answered by their child. We have an exit sheet for each of the parents to rate how their child performed during the conference and we ask each parent to write their child a note telling them some positives about their conference. All in all, it is a great experience that allows the kids to present themselves as learners in charge of their education and allows the parents to see their children in that light.
At the beginning of second semester, just after winter break, we introduce the subject of student-led conferences. Kids are now looking for learning artifacts and performance events that they'd like to share with their parents. In the middle of February, we begin building the kids' portfolios, which make up the bulk of the discussion during the conference. This year, we decided to create websites as portfolios. Most of the kids used Wix.com and some used Google Sites. A few even used Weebly.com. As kids built their sites, we asked them to create pages for English, social studies, math, science, 20% Time and "forms". Each page will have two projects linked. One of the projects must be one that the teacher required and the other project can be one that the student feels shows their best work. The "forms" page houses all of the forms we ask the kids to fill out, from "My Goals for Second Semester" to "How I See Myself as a Learner". The folder of forms is linked here. The week before conferences begin, we make sure that each student has their website created with all of the appropriate pages, links and materials.
The evening of conferences usually runs quite smoothly. We schedule four student-led conferences simultaneously and each conference lasts a half hour. In our four-hour conference period each evening, we can get 32 conferences done. We coach the kids on proper etiquette and have a script of bullet points taped to each conference table in case the kids get lost during the conference. The script just highlights things the kids should talk about. At some point during the conference, Melissa and I visit each conference to see if there are any questions that the parents have for us. For the most part, the parents have had all of their questions answered by their child. We have an exit sheet for each of the parents to rate how their child performed during the conference and we ask each parent to write their child a note telling them some positives about their conference. All in all, it is a great experience that allows the kids to present themselves as learners in charge of their education and allows the parents to see their children in that light.
Sunday, February 14, 2016
The "Tough Love" Question
This morning in one of my favorite Twitter edchats, #sunchat, the topic was "Tough Love". Now, we all seem to have a different definition of "tough love", especially when it comes to dealing with students. Some of the comments read something like "When kids miss deadlines, they don't get to turn the work in late. Maybe they'll learn to meet deadlines next time." I know that this seems to be a natural consequence and we're all about natural consequences, but I don't agree with this type of "tough love".
Our objective is for the kids to learn. We want them to learn good habits and behaviors in addition to the skills and content that we try to teach them. However, punishing bad habits does not further learning. We have to separate the learning from the behavior. Do we want the kids to learn the material? If we do, then telling a student they cannot learn it and turn the work in late for a grade does not further learning. Ideally, we want the kids to learn the material and the good habits. Unfortunately, kids sometimes only get one or the other. One clear example of our mindset is whether or not we allow redos. If we do, then we are furthering the learning. We are also teaching kids that learning is not a one-shot deal. That's okay because in most places in the "real world", learning is NOT a one-shot deal. If I hold a child accountable for the habit and do not allow late work or a redo, how can that child be held accountable for the learning? Either we want the kids to learn the material or we want to punish the kids for bad habits. The latter, it seems, is "tough love".
In our minds, we think that if we penalize a child for a bad habit (not turning in work on time, bad test-taking, etc) then they will feel the urgency to perform better next time. Never mind that they didn't have a chance to repair their learning this time and now will skip that learning to move with the class to the next topic. For a few kids, this penalty may motivate them for next time. For the majority of kids, it does not. Instead, we teach them that the work they didn't do, or didn't do well, really wasn't all that important anyway. If it were important, we would make sure they did the assignment for a grade, even if it came in late. Since we don't, the learning must not have been that important after all. This is the message that kids are learning from us. This is what "tough love" teaches kids.
"Too bad. Should have turned it in. Maybe next time." We think this type of statement is motivational for the students but, in reality, it turns them off. They realize that the teacher really doesn't care about them and the assignment didn't really matter except as a number in the grade book. If the learning is so easily skipped, why do it at all? As adults, when someone says something like "Too bad. Maybe next time" to us, we usually think, "Fine! See ya!" Kids feel the same way. They know that the teacher is not out for them. They know that they are just a number in the grade book. They know that the teacher is really not there to help.
As frustrating as it is sometimes, I give as many chances as kids need in order to learn something. I know that I have as many different learning styles as there are kids in the room. I know that some will get things quickly and some will struggle. I know that kids need different kinds of help. I also know that all kids want to succeed. I can choose to be the barrier to their learning by exercising some "tough love" or I can be helpful in their learning by giving them the support that they need. I choose the latter.
Our objective is for the kids to learn. We want them to learn good habits and behaviors in addition to the skills and content that we try to teach them. However, punishing bad habits does not further learning. We have to separate the learning from the behavior. Do we want the kids to learn the material? If we do, then telling a student they cannot learn it and turn the work in late for a grade does not further learning. Ideally, we want the kids to learn the material and the good habits. Unfortunately, kids sometimes only get one or the other. One clear example of our mindset is whether or not we allow redos. If we do, then we are furthering the learning. We are also teaching kids that learning is not a one-shot deal. That's okay because in most places in the "real world", learning is NOT a one-shot deal. If I hold a child accountable for the habit and do not allow late work or a redo, how can that child be held accountable for the learning? Either we want the kids to learn the material or we want to punish the kids for bad habits. The latter, it seems, is "tough love".
In our minds, we think that if we penalize a child for a bad habit (not turning in work on time, bad test-taking, etc) then they will feel the urgency to perform better next time. Never mind that they didn't have a chance to repair their learning this time and now will skip that learning to move with the class to the next topic. For a few kids, this penalty may motivate them for next time. For the majority of kids, it does not. Instead, we teach them that the work they didn't do, or didn't do well, really wasn't all that important anyway. If it were important, we would make sure they did the assignment for a grade, even if it came in late. Since we don't, the learning must not have been that important after all. This is the message that kids are learning from us. This is what "tough love" teaches kids.
"Too bad. Should have turned it in. Maybe next time." We think this type of statement is motivational for the students but, in reality, it turns them off. They realize that the teacher really doesn't care about them and the assignment didn't really matter except as a number in the grade book. If the learning is so easily skipped, why do it at all? As adults, when someone says something like "Too bad. Maybe next time" to us, we usually think, "Fine! See ya!" Kids feel the same way. They know that the teacher is not out for them. They know that they are just a number in the grade book. They know that the teacher is really not there to help.
As frustrating as it is sometimes, I give as many chances as kids need in order to learn something. I know that I have as many different learning styles as there are kids in the room. I know that some will get things quickly and some will struggle. I know that kids need different kinds of help. I also know that all kids want to succeed. I can choose to be the barrier to their learning by exercising some "tough love" or I can be helpful in their learning by giving them the support that they need. I choose the latter.
Sunday, February 7, 2016
EdCampSTL, the Granddaddy of Them All
The EdCamp movement is global. These PD days are popping up all over the world. EdCamp is a relatively new way of delivering relevant, quality educational professional development. While there is a national EdCamp organization, edcamp.org, each individual EdCamp is a grassroots effort put on by a group of committed educators.
In St. Louis, EdCampSTL started five years ago. A few area educators, including Chris McGee @cmcgee200, Bob Dillon @ideaguy42, Rob Lamb @lambchop1998, and Patrick Dempsey @midscoolsci started building this PD organization into the largest EdCamp in the world. Literally. I attended EdCampSTL a few years ago for the first time. I was blown away by how many teachers were invested in their own professional development. These were teachers who gave up their Saturday to learn and become better teachers. These were the kind of teachers I wanted to be around. Immediately, my teaching partner, Melissa Hellwig @melissahellwig4, and I asked to join the EdCampSTL planning committee. We wanted to do anything we could to help make this event even better.
This year, EdCampSTL was the best edcamp I've ever been to. Hadley Fegruson @hadleyjf, the head of the National EdCamp Foundation, even came! There were over 600 educators who came on Saturday to learn and share. These were educators who were not there to complain about their situation, their students or their school. They were there to learn, find solutions and share their learning. These teachers were all about growth and are the kind of educators who will continue to learn, grow and succeed. Melissa and I presented about our 20% Time program, but otherwise, we were there to help fellow teachers find sessions, solve logistic problems, make sure everyone was having a productive PD experience and networking to make sure that teachers who needed to see or learn from certain teachers, connected with those certain teachers. So many new professional relationships sprang from EdCampSTL yesterday and those relationships will be fostered during the rest of the school year and beyond.
The name of EdCampSTL's parent company, called Connected Learning STL, says it all. We are all connected and should be learning from each other all of the time. The hard work of those in this organization often goes underappreciated by the education community at large but for anyone who has attended one of these first-rate events, they know what quality professional development should and does look like. Hats off to Connected Learning STL and EdCampSTL, the granddaddy of them all.
Subscribe to:
Posts (Atom)