Leadership is not something every student aspires to. In fact, many students are way more comfortable letting someone else take the lead. They feel comfortable in a role of listener and follower. But it is important to get them out of their comfort zone and guide them to roles of captaincy, to steer the ship and delegate the responsibilities of stewardship. Those whom you feel are the least likely students to influence others will shine if you give them the opportunity. Leadership can be supreme commander of a discussion or even pioneer of tinkering and creation, either way feeling like you have a say, your ideas will be followed, your guidance will be admired is a feeling every student should have. Sometimes they just need a nudge in the right direction.
Setting up a classroom that lends itself to self-direction, community and leadership is easy when you place desks in a communal layout. I have round tables, standing desks (4 pushed together) and science slate tables placed in triangular shapes to make the room feel more like a coffee house or picnic area then a classroom. Flexible seating allows students to choose where they sit, some stand one day and then sit at a round table the next. This keeps my room fluid and spontaneous. Much like a room of chatter can steer the tone and mood at any public venue, an energetic and conversational classroom opens up the learning experience to choice, voice, and collaboration. It also subtly allows leaders to emerge, steering the discussions, focusing the lessons and even choosing the activities. It is important to me that I am not the guardian of the knowledge nor the harbinger of struggle and challenge. I basically provide the impetus and then step back, as a facilitator should, letting the sparks of curiosity, need, and preference map the course of the day.
Empowerment is heightened when students recognize they are being heard. In a think-pair-share or collaborative group when a student is talking and their partner is actually listening and responding to them. their self-confidence builds. This self-confidence through participation in Edcamp discussions, debates, Socratic Seminars, even presentations grows stronger and stronger and then the quiet students become more interactive. The compliant students become more engaged, and the leaders begin to share responsibility and allow their peers to become more active. As teachers we can try to inspire leadership through letting go of the reigns but until students see themselves in the role, this will be a challenge.
I have 1-minute check in's with every student per week and this helps me, help them see their potential. I give suggestions on how they can lead the group. This gets many students who are on the edge of leadership to take the plunge. We can not empower but we can set up situations where students become empowered by their actions. These situations where they are engaged and curious and just can't not participate. When they feel they are in control and understand the content they will want to share and collaborate. This creates a sense of belonging and thus potential is unshackled and from the ruble comes a phoenix of sorts, a free spirit willing to see the world in a different light. Empowered to shift opinion, voice reason, and unite others in a common cause. This call to action is empowerment because they are the leaders, designers, and developers of their own experiences and this is true leadership.
Tuesday, January 31, 2017
Monday, January 30, 2017
Annihilate, Cultivate, Substantiate: Imagineering a New Mindset
A fixed mindset is one of staying comfortable in a bubble. Sticking with the routines. Never venturing too far away from normalcy, the traditional way of thinking that has shaped you. A growth mindset, is one of tearing down the box, seeking new opportunities to broaden your horizons, having an open-mind and free spirit. But is there different levels of a growth mindset? Can you be a free spirit but still be caged in by doubt and lack of ingenuity? What is necessary in order to truly embrace a growth mindset? Thinking about changing and actually innovating and reflecting, and growing consistently are two different stages in a complex web of adventure, set backs, and leaps forward. In order to encapsulate a call to action, a mission, to not take a stance but a running pace we need to cultivate, substantiate, and annihilate certain aspects of our psyche and schema.
Annihilation can be a messy process. To completely destroy or obliterate part of our thinking can be scary. But it may be necessary. We must be willing to let things go in order to add new content. Layering our knowledge is common place, but when we are unsuccessful and stuck we may need to throw out our prior understanding completely. We need to accept our misjudgment and seek opportunities to transform and enhance our schema. A lack of reformulation can cause idleness and eventually ambivalence and stagnation. A quote by Ayn Rand sums it up, “Non-thinking is an act of annihilation, a wish to negate existence, an attempt to wipe out reality." By refusing to keep an open mind we back ourselves into a corner, unwilling to find an exit we feel cornered but safe and this false sense of security blinds us to self-reflection and growth. Annihilation wipes the slate clean. Requiring self-reflection and reorganization.
Once we have cleared the brush, tilled the soil and laid the foundation of new knowledge acquisition, we must fertilize and harvest our ideas and concepts. This process of developing a new schema needs nurturing and cultivation. Adding in a slow stream of data and knowledge can be one large discrepant event, causing frustration and doubt. This is when a mentor, teacher, peer interaction is critical. The layers of prior knowledge can be cleared but they never truly disappear, much like succession they are the foundation on which all new information is processed. Even the best gardeners will tell you, weeds may block the sun, soil may become fallow, and even drought will hinder growth, but with homesteading and horticulture a newly planted field can become a fertile forest.
How then do we take our newly cultivated mindset and substantiate it into our schema? The more we find connections the more actualization and validation we find, the more ratification. Providing opportunities to use this new information, establishes pathways between concepts. Relevance. The more we incorporate this new knowledge into our way of thinking. Corroboration through peer interaction, collaborative teams, self-reflection solidifies this into our knowledge base. Allowing us to access it when we need to. Annihilation clears the path, scorches the misinformation. Cultivation allows the first sprout of curiosity and interest to push up from the soil and seek light in which to grow. Finally, substantiation completes the process by allowing new knowledge to manifest itself in our minds becoming a part of our psyche. A new mindset does not happen overnight but it is rather a slow process of succession where lichens break down the hard surfaces into the soil, rainfall and nutrients create the first organism to sprout and this in turn will create the foundation by which all future thought will grow.
Annihilation can be a messy process. To completely destroy or obliterate part of our thinking can be scary. But it may be necessary. We must be willing to let things go in order to add new content. Layering our knowledge is common place, but when we are unsuccessful and stuck we may need to throw out our prior understanding completely. We need to accept our misjudgment and seek opportunities to transform and enhance our schema. A lack of reformulation can cause idleness and eventually ambivalence and stagnation. A quote by Ayn Rand sums it up, “Non-thinking is an act of annihilation, a wish to negate existence, an attempt to wipe out reality." By refusing to keep an open mind we back ourselves into a corner, unwilling to find an exit we feel cornered but safe and this false sense of security blinds us to self-reflection and growth. Annihilation wipes the slate clean. Requiring self-reflection and reorganization.
Once we have cleared the brush, tilled the soil and laid the foundation of new knowledge acquisition, we must fertilize and harvest our ideas and concepts. This process of developing a new schema needs nurturing and cultivation. Adding in a slow stream of data and knowledge can be one large discrepant event, causing frustration and doubt. This is when a mentor, teacher, peer interaction is critical. The layers of prior knowledge can be cleared but they never truly disappear, much like succession they are the foundation on which all new information is processed. Even the best gardeners will tell you, weeds may block the sun, soil may become fallow, and even drought will hinder growth, but with homesteading and horticulture a newly planted field can become a fertile forest.
How then do we take our newly cultivated mindset and substantiate it into our schema? The more we find connections the more actualization and validation we find, the more ratification. Providing opportunities to use this new information, establishes pathways between concepts. Relevance. The more we incorporate this new knowledge into our way of thinking. Corroboration through peer interaction, collaborative teams, self-reflection solidifies this into our knowledge base. Allowing us to access it when we need to. Annihilation clears the path, scorches the misinformation. Cultivation allows the first sprout of curiosity and interest to push up from the soil and seek light in which to grow. Finally, substantiation completes the process by allowing new knowledge to manifest itself in our minds becoming a part of our psyche. A new mindset does not happen overnight but it is rather a slow process of succession where lichens break down the hard surfaces into the soil, rainfall and nutrients create the first organism to sprout and this in turn will create the foundation by which all future thought will grow.
Sunday, January 29, 2017
A Carnival of Adventure or a Fortress of Solitude?
The image of a fortress often includes a large castle or wooden encampment atop a hill overlooking a city. A thick, guarded wall surrounding it. A barrier of protection, security its main purpose. But, generally it is constructed to keep others out. Not a prison to isolate, but a sanctuary to shelter. Unfortunately this citadel, for many students and teachers, becomes a stronghold, a fortification that hinders rather than defends. It puts us in a place where we begin to fear what is beyond the gates, deeming it the enemy, when in fact it is reinforcements. Teachers have this same insulation causing us to be hesitant to lay down the draw bridge and let others pass the great moat we have put in place around us. But in this profession we need to not be a fortress of solitude but a village of like-minded individuals. The townspeople who each have a unique attribute to provide for the town: blacksmith, carpenter, or shopkeeper. Each lending their knowledge in order for the town to fight off the bandits and maintain itself.
To get a student to step outside the gates we slowly encourage their participation through engaging activities and worthwhile, relevant adventures. As if the travelling circus, and roaming theater has rolled up to the center of town. The music and excited atmosphere luring the citizens outdoors. But, how do we get the angry mob or disgruntled villagers to join the party? Some teachers will eagerly anticipate the arrival upon hearing the distant din of carnival noise, while others just knowing a little bit of upheaval is near will lock up their doors tight. These teachers, with boarded up windows, will never open their doors willingly. Even with the most enticing aroma of candy and treats, singing and dancing of local actors and jesters won't get them to venture out. The more we cheer and laugh, playing and enjoying ourselves, the more they resent us. But we as free spirits refuse to go back inside, preferring to get comfortable with the evil eyes peering at us from behind the curtains.
Each day is not a carnival or festival. However, each day needs to be relevant and worthwhile. engagement is not universal. The outlaws of boredom often trickle into town. This is inevitable. But rather then gear up for a fight, let the sheriff stroll on past. Just his mere presence will keep the calm sometimes. Let main street bustle with the sights and sounds of learning. when the Wells Fargo wagon pulls in, let the mystery of its contents trickle through, enticing passersby to take notice. A crowd will form and then before you know it, conversation, anticipation, community. Engagement draws in students but can teachers use this strategy as well. Place little morsels in the minds of our students, create exciting situations, our wanted signs should read: Wanted: Learners, Keepers of Self-Knowledge, Growth Mindset. Refuse to be in the dark shadows of a deserted town. Never let your path become a ghost town. Invite, entice and others will join you because you will truly be the best show in town.
To get a student to step outside the gates we slowly encourage their participation through engaging activities and worthwhile, relevant adventures. As if the travelling circus, and roaming theater has rolled up to the center of town. The music and excited atmosphere luring the citizens outdoors. But, how do we get the angry mob or disgruntled villagers to join the party? Some teachers will eagerly anticipate the arrival upon hearing the distant din of carnival noise, while others just knowing a little bit of upheaval is near will lock up their doors tight. These teachers, with boarded up windows, will never open their doors willingly. Even with the most enticing aroma of candy and treats, singing and dancing of local actors and jesters won't get them to venture out. The more we cheer and laugh, playing and enjoying ourselves, the more they resent us. But we as free spirits refuse to go back inside, preferring to get comfortable with the evil eyes peering at us from behind the curtains.
Each day is not a carnival or festival. However, each day needs to be relevant and worthwhile. engagement is not universal. The outlaws of boredom often trickle into town. This is inevitable. But rather then gear up for a fight, let the sheriff stroll on past. Just his mere presence will keep the calm sometimes. Let main street bustle with the sights and sounds of learning. when the Wells Fargo wagon pulls in, let the mystery of its contents trickle through, enticing passersby to take notice. A crowd will form and then before you know it, conversation, anticipation, community. Engagement draws in students but can teachers use this strategy as well. Place little morsels in the minds of our students, create exciting situations, our wanted signs should read: Wanted: Learners, Keepers of Self-Knowledge, Growth Mindset. Refuse to be in the dark shadows of a deserted town. Never let your path become a ghost town. Invite, entice and others will join you because you will truly be the best show in town.
Saturday, January 28, 2017
Welcome to the Battlefield
As teachers we all want to feel like we belong. That what we do in our classes and beyond makes a difference. We seek acknowledgement of our hard work but often it goes unnoticed, unless we brag and shout it from the mountain tops, a quality I myself try to avoid at all costs. I share on Twitter and Voxer but not in my own school. I just do not want to start waves when there is already tidal currents abound as it is. As teachers we go to conferences and read great books about teacher voice and leadership- but we often hold ourselves back for the fear of negativity from our peers. It is difficult to be a leader, no matter how positive our personalities are, how inspirational we may be, there will always be those who dislike us or are jealous of our accomplishments.
Teaching is a profession that I feel should be all about recognizing and celebrating accomplishments that have improved the learning of our students. I am not talking about test scores, but day to day classroom activities where our students are thriving because of the happenings within the learning environment. The land-mines naysayers toss in our path, the doubt we feel when we wait for any sign of recognition but receive none, are the layers of trenches, barbed wire, and yes even tier gas that lies between us and contentment and excitement for our profession. This is the battlefield we must traverse to reach the sanctuary of our classroom. I set a goal for myself this year, try to bring about positive change, be the voice of my students. But the goal I should be focusing on is my voice and getting my voice to unite others to a common cause-teaching our students how to teach themselves and how to think for themselves.
The battlefield however seems to be enlarging every day. The gossip mill is running amok, the animosity and discontent seems to be permeating from the walls all around me. It makes me sad. I work at a positive school for the most part students are happy, administration is a positive force yet often a quiet one. If I need anything it is there, but the offer is never proactive. The faculty basically keeps to themselves, rather then step into the hall or visit another classroom. We shy away and close the door behind us, feeling the push away rather than inclusiveness. I feel weird just walking into someone else's room unless I am invited, so I don't most often. I have the #observeme on my doors and I am actively inviting others in. I am hoping this sparks a trend. Two of my teammates are going to add one on their door. A gentle wave but a wave nonetheless and I hope it builds and becomes a tidal wave where others will surf it to the coast, where a huge beach party will arise and together we will become a stronger community.
A battlefield is necessary sometimes to bring about change. Like a soldier, I will dodge the musket fire, and forge ahead because that is how we inspire others, it just takes one observer, one person who notices and others will begin to listen and then...a movement begins.
Teaching is a profession that I feel should be all about recognizing and celebrating accomplishments that have improved the learning of our students. I am not talking about test scores, but day to day classroom activities where our students are thriving because of the happenings within the learning environment. The land-mines naysayers toss in our path, the doubt we feel when we wait for any sign of recognition but receive none, are the layers of trenches, barbed wire, and yes even tier gas that lies between us and contentment and excitement for our profession. This is the battlefield we must traverse to reach the sanctuary of our classroom. I set a goal for myself this year, try to bring about positive change, be the voice of my students. But the goal I should be focusing on is my voice and getting my voice to unite others to a common cause-teaching our students how to teach themselves and how to think for themselves.
The battlefield however seems to be enlarging every day. The gossip mill is running amok, the animosity and discontent seems to be permeating from the walls all around me. It makes me sad. I work at a positive school for the most part students are happy, administration is a positive force yet often a quiet one. If I need anything it is there, but the offer is never proactive. The faculty basically keeps to themselves, rather then step into the hall or visit another classroom. We shy away and close the door behind us, feeling the push away rather than inclusiveness. I feel weird just walking into someone else's room unless I am invited, so I don't most often. I have the #observeme on my doors and I am actively inviting others in. I am hoping this sparks a trend. Two of my teammates are going to add one on their door. A gentle wave but a wave nonetheless and I hope it builds and becomes a tidal wave where others will surf it to the coast, where a huge beach party will arise and together we will become a stronger community.
A battlefield is necessary sometimes to bring about change. Like a soldier, I will dodge the musket fire, and forge ahead because that is how we inspire others, it just takes one observer, one person who notices and others will begin to listen and then...a movement begins.
Friday, January 27, 2017
#ObserveMe
The thought of someone coming in your classroom for any reason is unsettling for many teachers. They worry about judgement and ridicule. They stress about administrators and their colleagues seeing that they may not be perfect every day. That some lessons are more engaging and active then others. They want to know when any visitors may arrive so they can prepare their students, make sure they are on their best behavior. This to me though is limiting, I want visitors to pop in anytime and check out what is going on in my classroom. Whether it is active and loud, or simple and reflective, come on in. I was always curious though how to get people to come in during the school day. How do you advertise per se without sounding like you are tooting your own horn?
I was at a conference last week and low and behold someone mentioned the #ObserveMe movement. I was intrigued and went tot heir website and read about the strategies many teachers are using to invite others in, and how they are getting them to actually take the time to visit. I am a novice of course and this week I made my sign and put it on my door.
On my door it went. Noticed only by a few. I did however speak to my principal about it and he is investigating more and seems excited at the prospect of getting it more school wide. But alas two days and no visitors. I figured I needed something more flashy but not aggressive or as some teachers in this building believe, trying to "one-up" any one else. So I printed and displayed this morning a little addition to my door and hopefully this will cause others to pause and read my sign and hopefully ENTER.
I am a proponent of feedback-please, please, please, give me feedback or I will never grow as a teacher. I face ridicule and naysayers every day, every innovator does. I think outside the box, I always do my best, and sometimes I am so focused on engagement I lack the ability or time to just sit back and watch. So having others observe me might give me some more insight. I am hoping, positive or negative, people feel welcome to enter and just listen for a bit. I think we sometimes close our doors and forget there are other classrooms doing fantastic things every day-teachers stepping up and beyond daily who are not getting any recognition. This is a great movement and I hope it spreads like wild fire and is one of many sparks that leads to changes and growth for teachers across the globe.
I was at a conference last week and low and behold someone mentioned the #ObserveMe movement. I was intrigued and went tot heir website and read about the strategies many teachers are using to invite others in, and how they are getting them to actually take the time to visit. I am a novice of course and this week I made my sign and put it on my door.
I started with this sign but then realized I needed to make it a little more intriguing and as collidingwithscience is my Google domain and all my school related monikers, I changed it a bit.
On my door it went. Noticed only by a few. I did however speak to my principal about it and he is investigating more and seems excited at the prospect of getting it more school wide. But alas two days and no visitors. I figured I needed something more flashy but not aggressive or as some teachers in this building believe, trying to "one-up" any one else. So I printed and displayed this morning a little addition to my door and hopefully this will cause others to pause and read my sign and hopefully ENTER.
I am a proponent of feedback-please, please, please, give me feedback or I will never grow as a teacher. I face ridicule and naysayers every day, every innovator does. I think outside the box, I always do my best, and sometimes I am so focused on engagement I lack the ability or time to just sit back and watch. So having others observe me might give me some more insight. I am hoping, positive or negative, people feel welcome to enter and just listen for a bit. I think we sometimes close our doors and forget there are other classrooms doing fantastic things every day-teachers stepping up and beyond daily who are not getting any recognition. This is a great movement and I hope it spreads like wild fire and is one of many sparks that leads to changes and growth for teachers across the globe.
Thursday, January 26, 2017
Delusional Discrepancies
I startled awake the other night, 4:12 a.m., eyes half closed, in the dark, I forgot where I was, who I was. This confusion kept me in a state of the "in between" for a moment or two, before the reality of the quiet humming of my fan brought me back to the here and now. I closed my eyes and tried to fall back asleep, but to no avail. I decided to reflect and write in my journal. I have no idea what broke my sleep but it did open me up to some great ideas. Those moments of clarity, when all else is dim and distant. These delusional discrepancies that create the back drop of who we are. In psychology lingo a delusion is belief or intention that even when contradicted stays steadfast in our mind. When you are half asleep, this is when most delusions appear. Then slowly as you wander back from slumber they become clarity losing their idiosyncrasy. These divergent discrepancies become compatible and converged into our schema.
How can we combat these delusional discrepancies- as teachers we feel we are providing active authentic learning experiences, hands on tasks, student-driven lessons, but do students feel we are? As teachers we believe we are building strong relationships, are developing trusting communities in our classrooms but do students agree? There is usually a discrepancy when it comes to these questions. So how can we make sure we are making the right impact on our students? Ask them. Get consistent, constructive feedback, from students. It may be difficult to hear at first, as we all feel we are doing a better job then we actually may be. We as teachers have a good instinct at recognizing engagement versus compliance. But how do we know they are truly engaged? Conduct surveys, anonymous data collection. Students will be honest if they know they will not be held accountable for their honesty. As teachers if we are in fact doing these things, then this feedback should be welcomed not feared.
The gap between what teachers believe and what students believe needs to be narrowed. If we ask students how they would like to learn, how they learn best and let students create their own plan on how to teach themselves then the discrepancy can be lessened. They will feel they are empowered to create their own experiences in the classroom. In my class we have 1-minute check-ins and this is where I ask them what is working for them and what isn't and what I can to to help them. I have google surveys they can complete anonymously, and I have them write reflections on their activities. With all this information I can make sure that when I feel the lesson was a success, when I felt students were committed and engaged that they actually were. Crushing the delusional discrepancies takes place when we are startled awake from our dream-like haze where we get in teacher mode and lose sight of what may actually be taking place. When the quiet humming of student voices are interacting and collaborating and we see that engagement is reality and students feel connected and interested in the lesson. This is when what we believe is happening is actually happening.
How can we combat these delusional discrepancies- as teachers we feel we are providing active authentic learning experiences, hands on tasks, student-driven lessons, but do students feel we are? As teachers we believe we are building strong relationships, are developing trusting communities in our classrooms but do students agree? There is usually a discrepancy when it comes to these questions. So how can we make sure we are making the right impact on our students? Ask them. Get consistent, constructive feedback, from students. It may be difficult to hear at first, as we all feel we are doing a better job then we actually may be. We as teachers have a good instinct at recognizing engagement versus compliance. But how do we know they are truly engaged? Conduct surveys, anonymous data collection. Students will be honest if they know they will not be held accountable for their honesty. As teachers if we are in fact doing these things, then this feedback should be welcomed not feared.
The gap between what teachers believe and what students believe needs to be narrowed. If we ask students how they would like to learn, how they learn best and let students create their own plan on how to teach themselves then the discrepancy can be lessened. They will feel they are empowered to create their own experiences in the classroom. In my class we have 1-minute check-ins and this is where I ask them what is working for them and what isn't and what I can to to help them. I have google surveys they can complete anonymously, and I have them write reflections on their activities. With all this information I can make sure that when I feel the lesson was a success, when I felt students were committed and engaged that they actually were. Crushing the delusional discrepancies takes place when we are startled awake from our dream-like haze where we get in teacher mode and lose sight of what may actually be taking place. When the quiet humming of student voices are interacting and collaborating and we see that engagement is reality and students feel connected and interested in the lesson. This is when what we believe is happening is actually happening.
Wednesday, January 25, 2017
Let's Get Ready and Roll on to Something New
Transitions of course are the key to the quick, smooth, effortless change of course in a classroom. For me they can be an opportunity for brain breaks, turn to a partner, even 5-2-1 activities. My signal is a raised hand, a count down 5-1. Rarely does this not work and most of the time I raise my hand and others will get the class quiet before I even have to count down. Those seconds are the difference between calm and chaos. But to me they aren't really my transitions just the change-over. Transitions are those times when I am allowing students to find the connections, formulate the pattern, see the big picture. This week there was one such transition: heredity to asexual reproduction. Students understand that reproduction is fertilization but they often do not cross the bridge between uniformity and diversity, genetic randomness versus cloning, the importance of mutations and variation.
This year my team decided to teach types of asexual reproduction after Genetics. At first it seemed weird to teach it last, but after teaching the unit on heredity and Genetics the path to asexual reproduction became more clear. The randomness or probability of gene expression leads directly to our diversity. We discussed personal characteristics, the dominant and recessive traits within the classroom and all my classes, and they even graphed these similarities. Finally students created an "offspring" using probability, basically flipping a coin to determine the traits. Then I asked them to work together in groups to determine how their "offspring" created by the coin toss would be different if there was no probability, if we could choose the traits? A great selective breeding and cloning discussion ensued. But then, I asked is there any organism that naturally clones itself? Organisms that require only one set of genes to reproduce?
I showed them a great Ted Talk video called The Animal that Wouldn't Die about Hydra. Then students used Nearpod, my first time ever, to read articles, watch quick clips of asexual reproduction: vegetative propagation, budding, binary fission, and regeneration. Then after the explore part of the lesson, I wrote on the board- Demonstrate asexual reproduction. They went to the makerspace and created using play-doh, pipe cleaners, etc. examples of each. As a group they showed the class their examples. Lastly, I had them post a blog, on Seesaw about the four types of asexual reproduction and why the organisms that use them are successful with little diversity. How can asexual reproduction be just as successful as sexual reproduction and why?
I always say when we change topic, "Let's get ready and roll on to something new." But I always take that step back and let the students control the speed and direction of the momentum. Let them free for awhile but then always bring them back as a group to assess and review. This was a busy week full of vocabulary but with the visual cues and makerspace students agreed it was an easy transition and they made the big connection between traits, probability, and unity and diversity. Writing, creating, collaborating, together are the transitional tools that helped my classes come full circle and close a unit with reflection and understanding.
This year my team decided to teach types of asexual reproduction after Genetics. At first it seemed weird to teach it last, but after teaching the unit on heredity and Genetics the path to asexual reproduction became more clear. The randomness or probability of gene expression leads directly to our diversity. We discussed personal characteristics, the dominant and recessive traits within the classroom and all my classes, and they even graphed these similarities. Finally students created an "offspring" using probability, basically flipping a coin to determine the traits. Then I asked them to work together in groups to determine how their "offspring" created by the coin toss would be different if there was no probability, if we could choose the traits? A great selective breeding and cloning discussion ensued. But then, I asked is there any organism that naturally clones itself? Organisms that require only one set of genes to reproduce?
I showed them a great Ted Talk video called The Animal that Wouldn't Die about Hydra. Then students used Nearpod, my first time ever, to read articles, watch quick clips of asexual reproduction: vegetative propagation, budding, binary fission, and regeneration. Then after the explore part of the lesson, I wrote on the board- Demonstrate asexual reproduction. They went to the makerspace and created using play-doh, pipe cleaners, etc. examples of each. As a group they showed the class their examples. Lastly, I had them post a blog, on Seesaw about the four types of asexual reproduction and why the organisms that use them are successful with little diversity. How can asexual reproduction be just as successful as sexual reproduction and why?
I always say when we change topic, "Let's get ready and roll on to something new." But I always take that step back and let the students control the speed and direction of the momentum. Let them free for awhile but then always bring them back as a group to assess and review. This was a busy week full of vocabulary but with the visual cues and makerspace students agreed it was an easy transition and they made the big connection between traits, probability, and unity and diversity. Writing, creating, collaborating, together are the transitional tools that helped my classes come full circle and close a unit with reflection and understanding.
Tuesday, January 24, 2017
Aces up Their Sleeve: Give Them Something to Believe
Students need something more then rhetoric, words, they need something to believe in. They need something more then words on a page, videos on the screen, they need tangible, active, experiences where they are the orators, designers, editors. This freedom for students is often smothered out early on in their education. Teachers need to expose them again to the excitement, curiosity, spectacle of knowledge. These subtle yet effective tools can be used to make learning a stage, the aces up their sleeve. Students need their hidden gems that they feel comfortable pulling out of their arsenal at a moments notice. When they have a treasure trove of strategies they are more prepared for any pitfalls or hurdles they must traverse. These obstacles can be self-created or brought about by a misunderstanding of the content. It is one thing to help them understand the content, it is another to help them figure out their best assault against confusion or frustration.
To provide them with a choice of demonstration of knowledge is fantastic, it is more impactful however, to build in them a sense of self, to believe in themselves. This comes from experience and creating an atmosphere of trust and respect. It is forged through opportunities for failure and reconstruction of knowledge, but it is cemented only in personal strength and determination. We need to provide endless strategies and let them pick and choose what works best for them. The simple art of deception can set themselves back ten fold. If we leave them empty handed they often deceive themselves into thinking they can't overcome their confusion. If we provide them the heart, spade, club, diamond to slide up their sleeve or in their pocket, they will be able to feel content in the idea they have a magic ticket that can be used at any time. These strategies are not secrets, they are not only used in one subject area, or in one area of learning, they are universal and should be implemented whenever needed.
First and foremost, reflection. Students need to write reflections. They need to create questions they can use to help drive them to their goals. "What misconception may be guiding me down the wrong path." "Why do I believe this to be true?" "What is the best way for me personally to learn this content: draw, write, speak?" If they truly look inward and identify their weaknesses, and are okay with them, then they can seek the strategies to help themselves overpower them and succeed. Highlighting text, sketchnotes, listening to a recorded lecture, writing about the content in a more personal way, like a letter to themselves, are great ways to help them solidify their learning. Let students be free to take notes and reflect in any way that works best for them even if it is a different way then you are used to.
Words can deny it, actions can redefine it, together they can alter and clarify it. By teaching students the skill of debate, listening, deciphering fact from opinion, research skills, speech and questioning we are giving them the foundation to excel at learning. By every day showing them a blank slate, giving them time to reflect, getting them to ask themselves the right questions, we empower them to be self-learners. No one will pull the wool over their eyes. When they hit the wall or a new concept is shadowing them, these strategies will spark clarity. "I know I am confused, I know I am frustrated, how can I find the clarity I am looking for?" Teach them to be self-sufficient, determined, have a growth mindset and nothing will back them into a corner. Note-taking, pod-casting for themselves, writing a daily journal helps them recognize and anticipate the error codes, the setbacks, the impediments before they happen.
Belief is more powerful than truth. When bombarded with fact, presented with research and sometimes even when the truth is in front of our eyes, belief is what drives us. Teachers need to help students find the tools they need to lead them to the truth. So that they can decipher any text, identify falsities, understand the opinions of others and listen to all sides before making a decision. These aces need to be personal. We can't design them, students need to. Present them with the skills, they will tweak them and personalize them and these will become their deck. These cards can be shuffled, stacked, even used to create a house of cards they use to stand upon to see the big picture. But if they are theirs alone to create, to utilize and pull from their sleeves when needed, they will become apart of who they are and become their foundation of learning.
To provide them with a choice of demonstration of knowledge is fantastic, it is more impactful however, to build in them a sense of self, to believe in themselves. This comes from experience and creating an atmosphere of trust and respect. It is forged through opportunities for failure and reconstruction of knowledge, but it is cemented only in personal strength and determination. We need to provide endless strategies and let them pick and choose what works best for them. The simple art of deception can set themselves back ten fold. If we leave them empty handed they often deceive themselves into thinking they can't overcome their confusion. If we provide them the heart, spade, club, diamond to slide up their sleeve or in their pocket, they will be able to feel content in the idea they have a magic ticket that can be used at any time. These strategies are not secrets, they are not only used in one subject area, or in one area of learning, they are universal and should be implemented whenever needed.
First and foremost, reflection. Students need to write reflections. They need to create questions they can use to help drive them to their goals. "What misconception may be guiding me down the wrong path." "Why do I believe this to be true?" "What is the best way for me personally to learn this content: draw, write, speak?" If they truly look inward and identify their weaknesses, and are okay with them, then they can seek the strategies to help themselves overpower them and succeed. Highlighting text, sketchnotes, listening to a recorded lecture, writing about the content in a more personal way, like a letter to themselves, are great ways to help them solidify their learning. Let students be free to take notes and reflect in any way that works best for them even if it is a different way then you are used to.
Words can deny it, actions can redefine it, together they can alter and clarify it. By teaching students the skill of debate, listening, deciphering fact from opinion, research skills, speech and questioning we are giving them the foundation to excel at learning. By every day showing them a blank slate, giving them time to reflect, getting them to ask themselves the right questions, we empower them to be self-learners. No one will pull the wool over their eyes. When they hit the wall or a new concept is shadowing them, these strategies will spark clarity. "I know I am confused, I know I am frustrated, how can I find the clarity I am looking for?" Teach them to be self-sufficient, determined, have a growth mindset and nothing will back them into a corner. Note-taking, pod-casting for themselves, writing a daily journal helps them recognize and anticipate the error codes, the setbacks, the impediments before they happen.
Belief is more powerful than truth. When bombarded with fact, presented with research and sometimes even when the truth is in front of our eyes, belief is what drives us. Teachers need to help students find the tools they need to lead them to the truth. So that they can decipher any text, identify falsities, understand the opinions of others and listen to all sides before making a decision. These aces need to be personal. We can't design them, students need to. Present them with the skills, they will tweak them and personalize them and these will become their deck. These cards can be shuffled, stacked, even used to create a house of cards they use to stand upon to see the big picture. But if they are theirs alone to create, to utilize and pull from their sleeves when needed, they will become apart of who they are and become their foundation of learning.
Monday, January 23, 2017
Can You Change a Sloth into a Raptor? Transforming Students
What is a sloth? They are named after the capital sin of sloth because they seem slow and lazy at first glance; however, their usual idleness is due to metabolic adaptations for conserving energy. Aside from their surprising speed during emergency flights from predators, other notable traits of sloths include their strong body and their ability to host symbiotic algae on their furs.- Wikipedia
Birds of prey, also known as raptors, refer to several species of predatory birds (i.e. birds that hunt and feed on rodents). The term "raptor" is derived from the Latin word rapere (meaning to seize or take by force). These birds are characterized by keen vision that allows them to detect rodents during flight and powerful talons and beaks. -Wikipedia
We all have them students who are sloth like, slow to process information, by no means unintelligent, just slow moving students who either over-analyze or hyper-correct every assignment. These students who gather information in a different way, usually by listening and making connections other students may miss. They are usually quiet, they need time to take it all in. They may seem lazy but in actuality take a lot of time to perfect their work causing undue stress and frustration. They need to be slow moving to store the energy they need to perfectionists, to overwork themselves, where others simply complete assignments they go up and beyond on every one. Information seems to stick to them like algae on a sloths fur, creating a symbiotic relationship. Information being the foundation for their every choice, seeing the big picture, knowing the steps involved to collect every treasure in order to be able to slowly create a mindset of growth but with rules and organization. They like to create and have fun but need the rules to be clear and concise. Not only for themselves to follow but also for others to follow because they like to see the path and they want others to do the same.
Other students are very much birds of prey. Swooping in on anything new and creative. Loving the flexible, non-structured moments when they get to be free and self-sufficient. Their keen eye sight and open mindedness leads them to the makerspace, they love to debate and sit in on Edcamps, they love to get up in front of the class and share their ideas. They like to take flight so they too can see the big picture but not just to understand it but to alter it. They see the smallest things and pounce because they want to learn through innovation. They thrive on discrepant events and freedom of choice, the options of demonstration of knowledge. Their outlook is one of, it may not be perfect but I did my best and had fun. I may have had to wait a little longer to reach my goal but it was worth it to get off track for a little bit because I learned a lot from the alternate route or detour. These students may not go up and beyond but they complete assignments and truly understand the content because they dissected it just as a raptor with its prey.
Can you change a sloth into a raptor? Absolutely not. These are two types of students that are so independent that they need to be allowed to find their own way. Whether it is in a tree, watching critters beneath traverse the classroom unhindered and unprotected. Sloths may be slow but they can move very quick if in danger. Yet the birds of prey are seeing a larger expanse, witnessing the class dynamic from a point-of-view of a free spirit, a predator soaking up knowledge like a feast. They love the scramble and hustle bustle. Together though these students, who often remain separate are a sight to be seen when you put them together in a group. Then you truly can witness how both mammal and avian can change the dynamic of the classroom environment. So rather than try to change either of them, show them that they can both be leaders together to help all the other critters hear the sounds of collaboration rather than isolation. To collectively build a community a habitat of evolution, adaptability, and succession.
Birds of prey, also known as raptors, refer to several species of predatory birds (i.e. birds that hunt and feed on rodents). The term "raptor" is derived from the Latin word rapere (meaning to seize or take by force). These birds are characterized by keen vision that allows them to detect rodents during flight and powerful talons and beaks. -Wikipedia
We all have them students who are sloth like, slow to process information, by no means unintelligent, just slow moving students who either over-analyze or hyper-correct every assignment. These students who gather information in a different way, usually by listening and making connections other students may miss. They are usually quiet, they need time to take it all in. They may seem lazy but in actuality take a lot of time to perfect their work causing undue stress and frustration. They need to be slow moving to store the energy they need to perfectionists, to overwork themselves, where others simply complete assignments they go up and beyond on every one. Information seems to stick to them like algae on a sloths fur, creating a symbiotic relationship. Information being the foundation for their every choice, seeing the big picture, knowing the steps involved to collect every treasure in order to be able to slowly create a mindset of growth but with rules and organization. They like to create and have fun but need the rules to be clear and concise. Not only for themselves to follow but also for others to follow because they like to see the path and they want others to do the same.
Other students are very much birds of prey. Swooping in on anything new and creative. Loving the flexible, non-structured moments when they get to be free and self-sufficient. Their keen eye sight and open mindedness leads them to the makerspace, they love to debate and sit in on Edcamps, they love to get up in front of the class and share their ideas. They like to take flight so they too can see the big picture but not just to understand it but to alter it. They see the smallest things and pounce because they want to learn through innovation. They thrive on discrepant events and freedom of choice, the options of demonstration of knowledge. Their outlook is one of, it may not be perfect but I did my best and had fun. I may have had to wait a little longer to reach my goal but it was worth it to get off track for a little bit because I learned a lot from the alternate route or detour. These students may not go up and beyond but they complete assignments and truly understand the content because they dissected it just as a raptor with its prey.
Can you change a sloth into a raptor? Absolutely not. These are two types of students that are so independent that they need to be allowed to find their own way. Whether it is in a tree, watching critters beneath traverse the classroom unhindered and unprotected. Sloths may be slow but they can move very quick if in danger. Yet the birds of prey are seeing a larger expanse, witnessing the class dynamic from a point-of-view of a free spirit, a predator soaking up knowledge like a feast. They love the scramble and hustle bustle. Together though these students, who often remain separate are a sight to be seen when you put them together in a group. Then you truly can witness how both mammal and avian can change the dynamic of the classroom environment. So rather than try to change either of them, show them that they can both be leaders together to help all the other critters hear the sounds of collaboration rather than isolation. To collectively build a community a habitat of evolution, adaptability, and succession.
Sunday, January 22, 2017
The Day After: Analyzing the Results
21 teams...7 schools....many many months of hard work...culminates...in this day. January 21st a day where junior high students from across Houston (1 from San Antonio, 1 from Dallas) competed in the Future City Competition 2017. Most school brought one team, several two, I was ambitious and brought three (by invitation from the host.) This is my tenth year as mentor for teams in this competition. Seven years in Georgia, and my third here in Texas. The Future City competition over my ten years has gotten more grueling and competitive. In Georgia each year there were about 132 teams, here in Houston on average 28. The rubric has changed making the requirements more challenging. Each region wants to make sure they send their very best team to nationals in Washington D.C.
It is a tough competition including many components: Playing Sims City (a video game) combining a presentation on every aspect of the game compiled into a power-point presentation, reflection included. A city description/essay on the topic chosen for the year, this year public spaces. This essay is 1500 words and needs to include a city description, background research on how the city was designed and an explanation of the types of engineering and science utilized in building the city. Also, a well-organized and thoughtful planning project including all the collaboration and design implementation used by the team. Last but not least, participants must build a 50 x 25 model including all of the innovations of their city using 90% or more recyclable materials. Finally on the day of, students present their findings in a 7 minute speech and 4-6 minute question and answer session with two different sets of judges, and a third set on stage in front of everyone if they make the top 5.
This year, for the first time in ten years, I have had the same team two years in a row. This made some aspects much easier, however each year all competitors are getting better and better. Many come from private schools where this is a class for them, while others merely an after-school club. None-the-less every team works very hard to be able to participate and I hope in the end, award in hand or not, they have had fun and learned a lot about design, collaboration, and public speaking. 21st century skills that are necessary to be a successful member of the working force. My three teams all did their very best. Two teams scoring very high in most categories. But, only one team per school can make top 5. This ensures that the wealthiest and private schools do not take every top 5 spot every year. To even the playing field so to speak. This upsets some parents, however, this has worked both ways for our school. We have a team who deserved to be in the top 5 but was pushed out due to another one of our teams making it in, this year however we were actually in 6th place going into finals but, another school had to lose a top 5 team because they had two, thus we slide up into top 5. The score differential in these cases .567 points. So very close scores in these cases.
My winning team this year, same as last year, came in 4th place two years in a row and were very disappointed. But after I went through the scores, letting them know where they ranked in numbers, they became more proud and content. I always say it is not about winning but what we learn. The schools that ranked higher, two were private, and one started this year with two students who won the competition last year. So...think about that I told them. They all had a slight advantage over us and you had a slight advantage over the 5th place team having competed two years in a row. You all did fantastic but it literally comes down to fractions of a point. This year the 1st place team actually won by 11 points which is unheard of, they deserved it, they were phenomenal.
A great day, they won 4th place and the best transportation award. And, shocking to me every year, this is my third year in a row where I have won the best teacher mentor award. I reflected on this award this morning, why do I get this award when somehow my teams never seem to take the top prize? I think it comes down to the fact that I am not in this for the accolades or for the win, it would be nice to win, but I never come in expecting to do so for the reasons stated, but just building relationships with my students is actually rewarding enough for me. My goal, teach them to teach themselves about city design, let them find their own voice, build their own models and simply support them in their decisions. Win or lose, who cares. The successes we are honored to accept are those of growth and humility. Have fun, play, laugh, and realize you did your best.
It is a tough competition including many components: Playing Sims City (a video game) combining a presentation on every aspect of the game compiled into a power-point presentation, reflection included. A city description/essay on the topic chosen for the year, this year public spaces. This essay is 1500 words and needs to include a city description, background research on how the city was designed and an explanation of the types of engineering and science utilized in building the city. Also, a well-organized and thoughtful planning project including all the collaboration and design implementation used by the team. Last but not least, participants must build a 50 x 25 model including all of the innovations of their city using 90% or more recyclable materials. Finally on the day of, students present their findings in a 7 minute speech and 4-6 minute question and answer session with two different sets of judges, and a third set on stage in front of everyone if they make the top 5.
This year, for the first time in ten years, I have had the same team two years in a row. This made some aspects much easier, however each year all competitors are getting better and better. Many come from private schools where this is a class for them, while others merely an after-school club. None-the-less every team works very hard to be able to participate and I hope in the end, award in hand or not, they have had fun and learned a lot about design, collaboration, and public speaking. 21st century skills that are necessary to be a successful member of the working force. My three teams all did their very best. Two teams scoring very high in most categories. But, only one team per school can make top 5. This ensures that the wealthiest and private schools do not take every top 5 spot every year. To even the playing field so to speak. This upsets some parents, however, this has worked both ways for our school. We have a team who deserved to be in the top 5 but was pushed out due to another one of our teams making it in, this year however we were actually in 6th place going into finals but, another school had to lose a top 5 team because they had two, thus we slide up into top 5. The score differential in these cases .567 points. So very close scores in these cases.
My winning team this year, same as last year, came in 4th place two years in a row and were very disappointed. But after I went through the scores, letting them know where they ranked in numbers, they became more proud and content. I always say it is not about winning but what we learn. The schools that ranked higher, two were private, and one started this year with two students who won the competition last year. So...think about that I told them. They all had a slight advantage over us and you had a slight advantage over the 5th place team having competed two years in a row. You all did fantastic but it literally comes down to fractions of a point. This year the 1st place team actually won by 11 points which is unheard of, they deserved it, they were phenomenal.
A great day, they won 4th place and the best transportation award. And, shocking to me every year, this is my third year in a row where I have won the best teacher mentor award. I reflected on this award this morning, why do I get this award when somehow my teams never seem to take the top prize? I think it comes down to the fact that I am not in this for the accolades or for the win, it would be nice to win, but I never come in expecting to do so for the reasons stated, but just building relationships with my students is actually rewarding enough for me. My goal, teach them to teach themselves about city design, let them find their own voice, build their own models and simply support them in their decisions. Win or lose, who cares. The successes we are honored to accept are those of growth and humility. Have fun, play, laugh, and realize you did your best.
Saturday, January 21, 2017
The Calm Before the Storm: Overconfidence Can Lead to Under-performance
Most athletes or competitive players call it "choking." That moment when you take the stage, kneel before the starting block, begin your performance and just before the first word...or movement..you freeze, or lose your concentration. This lack of focus causes your confidence to wane, your voice to crack or muscles to seize. Basically you fumble, hit the wall, time-out but before you let the momentary lapse take over you snap back and continue sometimes flawlessly, sometimes not. I see my students do this at science competitions on a larger scale: stuttering in a speech, or knocking over their model. But, it also happens on a smaller scale in the classroom. Students who feel they know everything there is to know about a certain topic, a bit arrogant, a bit overambitious try to conquer the hill become king, only to find themselves at the bottom as a serf.
This battle of wits, internally of course, can be damaging causing reluctance to try again or it may just make them stronger, so next time when the hill seems like a mountain, they have the captured dragon go first. Failure is important. It is the foundation of who we are, as babies learning to walk, toddlers learning to talk, students learning to learn, adults learning to let go and be childish and young at heart. These are not easy accomplishments but we as humans continue until we master them, at least the first three. That calm before the storm where the first steps become walking but then just as fast as they were on their feet they are on their bottom. Just when we think we have reached the precipice, stormed the castle walls, taken the crown, we often find we never wanted the crown or the kingdom, only the knowledge of how to acquire it.
An example, I have several teams for one of my many competitions, they have participated before, they have done very well before, they became very arrogant and over-confidant, not practicing like they should or heeding my advice as to how to improve their skills. Competition day, not one of these teams made finals. Deflated and frustrated they whined and complained "that team cheated." Simply I responded, "You were defeated not my ignorance but by arrogance. Lose with dignity and humility." Then at a different competition, different team, same thing. The feeling they mastered this thing and by golly the game is way more important then coming to practice and preparing for the competition. So alas, defeat. Overconfidence leads to under-performance not rarely but frequently. In class same thing, assignments are just lacking enthusiasm and creativity because many a student just doesn't care enough to put in their all. How do we combat this?
Push them, challenge them every day to think for themselves, to give them honest, constructive criticism, have them reflect on their performance and always look for ways to improve. I always use American Idol as an example. It is the finals and there are only two singers left, both amazing, their singing is impeccable, they have stage presence, they are likable, they have an enormous league of fans. The judges are really nit-picking their performances, almost incessantly, why? They have to push them, make them better, instill in them a need to be better, the best or they will not win. This is what we need to do. The struggling students need strategies to improve their practice skills, our over-achieving, high-achieving students need to be pushed to reflect and find strategies to make themselves better, stronger, faster. Basically we are constantly improving only when we take a deep, honest look at our faults and we all have them, can we win the race.
This battle of wits, internally of course, can be damaging causing reluctance to try again or it may just make them stronger, so next time when the hill seems like a mountain, they have the captured dragon go first. Failure is important. It is the foundation of who we are, as babies learning to walk, toddlers learning to talk, students learning to learn, adults learning to let go and be childish and young at heart. These are not easy accomplishments but we as humans continue until we master them, at least the first three. That calm before the storm where the first steps become walking but then just as fast as they were on their feet they are on their bottom. Just when we think we have reached the precipice, stormed the castle walls, taken the crown, we often find we never wanted the crown or the kingdom, only the knowledge of how to acquire it.
An example, I have several teams for one of my many competitions, they have participated before, they have done very well before, they became very arrogant and over-confidant, not practicing like they should or heeding my advice as to how to improve their skills. Competition day, not one of these teams made finals. Deflated and frustrated they whined and complained "that team cheated." Simply I responded, "You were defeated not my ignorance but by arrogance. Lose with dignity and humility." Then at a different competition, different team, same thing. The feeling they mastered this thing and by golly the game is way more important then coming to practice and preparing for the competition. So alas, defeat. Overconfidence leads to under-performance not rarely but frequently. In class same thing, assignments are just lacking enthusiasm and creativity because many a student just doesn't care enough to put in their all. How do we combat this?
Push them, challenge them every day to think for themselves, to give them honest, constructive criticism, have them reflect on their performance and always look for ways to improve. I always use American Idol as an example. It is the finals and there are only two singers left, both amazing, their singing is impeccable, they have stage presence, they are likable, they have an enormous league of fans. The judges are really nit-picking their performances, almost incessantly, why? They have to push them, make them better, instill in them a need to be better, the best or they will not win. This is what we need to do. The struggling students need strategies to improve their practice skills, our over-achieving, high-achieving students need to be pushed to reflect and find strategies to make themselves better, stronger, faster. Basically we are constantly improving only when we take a deep, honest look at our faults and we all have them, can we win the race.
Friday, January 20, 2017
Don't Forsake Tactile for Technology: Technology is a Tool not a Goal
Technology, in most schools, is considered the true innovation. Without the latest Apps, Gadgets, Simulations, software a classroom is considered behind the times, unimaginative, traditional, boring. Many teachers say "Students will not learn a new concept unless you connect it to technology," or "Their attention spans these days are so short they need the flash and bang of technology to engage them." These flash-bang technological applications can be useful if they are relevant. They are worth while, only if they are purposeful and meaningful. Technology when over used, saturates the classroom, almost creating an atmosphere of virtual reality. So if we balance between tactile and technology are we doing harm? Or, Are we doing students a favor?
I have six laptop computers, none of which log on in less then ten minutes, so honestly what's the point? I use them only for Word or Power-Point. I also have 3 class i-pads, which have some pretty good Apps but only 3, so if I am doing stations whoo-hoo if not, well.. The best bet for my students is our school BYOD policy. 99% of the time they use their own device. But alas, Adobe Flash is not on most of their phones so we come back to, can the simulations run? I usually show any simulation or gadget on the Smartboard. Technology can for me at least, be more of a time suckage or hindrance then an actual benefit. Not saying technology isn't awesome, Twitter, Skype, You Tube, Blogspot, Seesaw just to name a few. These we use regularly and their phones work great for this. But students also have journals to keep organized and to write reflections. Good old paper and pencil does still very much go a long way.
This week I chose specific examples of both technology and tactile and offered both to students. I wanted to see which students would choose the good old hand and create method or the graphic design approach. It was a landslide, hand and create method. "Hey guys, the topic today is physical traits. It would be awesome if by the end of the period you have created an example of what different traits, phenotype characteristics, you have personally." They looked at me blankly. A hand went up for clarification. "So do you want a representation of ourselves?" "Yep, in any way you can imagine. You can use anything in the makerspace, any software on your phone etc." I watched as many wandered over to the makerspace and began collecting materials while many were also pulling out their devices or getting on the i-pads. After about ten minutes I noticed most of the technology driven students got frustrated and changed over to the makerspace. "Why are you switching over from technology," I asked. "I don't see the need to use technology it is too hard to use draw and the art Apps, it is easier to just use play-doh and it is more fun anyway."
Just one lesson though?, I thought, maybe it was a biased sample. Play-doh is really fun. So I chose a different topic later in the week. Selective Breeding. After students read a brief article, to get the basics down, I wrote on the board, what does selective breeding look like? What does it mean to breed two purebred dogs to get a purebred dog? Any way you feel comfortable discussing this topic I would like you to choose a partner and teach this to them. Demonstrate or describe what happens during the selective breeding process. This time I offered no means to get there merely the question. They had a bit longer for this activity, about 30 minutes. Many got on their phones to find articles or video clips that could explain it in more detail. So yes, technology, for research, our textbook is awful and this really is the best means to get data. If technology is a tool not a goal then the use of it here definitely fits that.
When it came to actually creating an example, a few students used Microsoft Paint to create a diagram of selective breeding, a few made a Power-Point embedding some photographs. But, the majority, used play-doh, construction paper, googly eyes, pipe cleaners, and every other supply possible from the makerspace to create an artifact they used to describe the process to their partner. At the end of the lesson I asked if they liked how this was more of a balanced tech/tactile lesson? They responded, "I like technology only when it makes things easier for me, sometimes good old hands-on is more engaging, more fun, and easier so why use technology?" I smiled and responded, "Thank you you just made my point."
I have six laptop computers, none of which log on in less then ten minutes, so honestly what's the point? I use them only for Word or Power-Point. I also have 3 class i-pads, which have some pretty good Apps but only 3, so if I am doing stations whoo-hoo if not, well.. The best bet for my students is our school BYOD policy. 99% of the time they use their own device. But alas, Adobe Flash is not on most of their phones so we come back to, can the simulations run? I usually show any simulation or gadget on the Smartboard. Technology can for me at least, be more of a time suckage or hindrance then an actual benefit. Not saying technology isn't awesome, Twitter, Skype, You Tube, Blogspot, Seesaw just to name a few. These we use regularly and their phones work great for this. But students also have journals to keep organized and to write reflections. Good old paper and pencil does still very much go a long way.
This week I chose specific examples of both technology and tactile and offered both to students. I wanted to see which students would choose the good old hand and create method or the graphic design approach. It was a landslide, hand and create method. "Hey guys, the topic today is physical traits. It would be awesome if by the end of the period you have created an example of what different traits, phenotype characteristics, you have personally." They looked at me blankly. A hand went up for clarification. "So do you want a representation of ourselves?" "Yep, in any way you can imagine. You can use anything in the makerspace, any software on your phone etc." I watched as many wandered over to the makerspace and began collecting materials while many were also pulling out their devices or getting on the i-pads. After about ten minutes I noticed most of the technology driven students got frustrated and changed over to the makerspace. "Why are you switching over from technology," I asked. "I don't see the need to use technology it is too hard to use draw and the art Apps, it is easier to just use play-doh and it is more fun anyway."
Just one lesson though?, I thought, maybe it was a biased sample. Play-doh is really fun. So I chose a different topic later in the week. Selective Breeding. After students read a brief article, to get the basics down, I wrote on the board, what does selective breeding look like? What does it mean to breed two purebred dogs to get a purebred dog? Any way you feel comfortable discussing this topic I would like you to choose a partner and teach this to them. Demonstrate or describe what happens during the selective breeding process. This time I offered no means to get there merely the question. They had a bit longer for this activity, about 30 minutes. Many got on their phones to find articles or video clips that could explain it in more detail. So yes, technology, for research, our textbook is awful and this really is the best means to get data. If technology is a tool not a goal then the use of it here definitely fits that.
When it came to actually creating an example, a few students used Microsoft Paint to create a diagram of selective breeding, a few made a Power-Point embedding some photographs. But, the majority, used play-doh, construction paper, googly eyes, pipe cleaners, and every other supply possible from the makerspace to create an artifact they used to describe the process to their partner. At the end of the lesson I asked if they liked how this was more of a balanced tech/tactile lesson? They responded, "I like technology only when it makes things easier for me, sometimes good old hands-on is more engaging, more fun, and easier so why use technology?" I smiled and responded, "Thank you you just made my point."
Thursday, January 19, 2017
Vocabulary Jumble: A Pictorial Adventure in Heredity
The 7th grade Genetics unit has a lot of vocabulary. To me the cornerstone of any unit is the vocabulary but it is often covered through rote memory, Quizlets, worksheets, writing and defining words in a self-created glossary. I wanted to come up with a more community driven way to get the words visualized and put into memory without having to memorize a text book definition. first I gave them a simple reading about Genetics. It was a basic overview and embedded in it are tons of vocabulary but they would have to find them. So I asked them as they were reading it to circle any words they could tie to Genetics. About 20 total. This was the 10 minute interval. Then the 5 minute interval was having them at tables discuss why they chose the words they did and to basically compare notes.
Then students came up to the board and drew a pictorial definition and the word on the board until we had a full vocabulary jumble. Then we briefly for 2 minutes discussed the board. This was a mini lesson 10-5-2.
Then I had students take a picture of the board with their phones. I also took a picture and uploaded it to Canvas and the class blog. This was q fun mini-lesson to see the big "picture" of Genetics.
Wednesday, January 18, 2017
5-2-1 A Quick Makerspace Activity
I use the makerspace as much as I can. Almost daily. But I think it works really well in quick bursts. As brain breaks or 5-2-1 at the end of class to reinforce a lesson. There are so many different materials in my makerspace, I do not always open up the whole space. For the 5-2-1, 5 minutes to design and make, 2 minutes to explain to the class, 1 minute to dismantle and clean up, I choose a few materials and roll them out on a cart or place them at the front of the space. This is definitely a strategy that needs modeling because getting the timing down takes several sessions. But once they complete the activity a few times, they are a beautiful thing to watch. They dismantle as another group is presenting, then as groups are switching they quickly put the materials back. It looks like a fine oiled machine.
Last Friday in the last 8 minutes of class I decided to have a 5-2-1 because the days activity was kind of dry, Mendel's Theory of Inheritance. A short video, a collaborative chat, a quick vocabulary highlight and after listening to the various table groups discussing the topic there seemed to be a little bit of abstract imagery, it just hadn't gelled into place yet. It was our first day of Genetics so the vocabulary had not really been taught yet. So the word I knew that had down pat, heredity and Genetics were the focus of the 5-2-1 but it was open-ended and they could create & explain anything about either. I wrote on the board- What does heredity and Genetics mean to you? Show me. The various artifacts were similar because pipe cleaners and a few other items were what I gave them to use.
Mendel, pea plants, Punnett squares, dominant vs. recessive were the basic ones for each class and that is perfect because the more they hear it the more it will be added to their schema. The more they are active, creating, tinkering the more they will make connections, visualize, and add to memory any concept you throw at them. A fun way to quickly review and students learned a lot in just 8 minutes.
Last Friday in the last 8 minutes of class I decided to have a 5-2-1 because the days activity was kind of dry, Mendel's Theory of Inheritance. A short video, a collaborative chat, a quick vocabulary highlight and after listening to the various table groups discussing the topic there seemed to be a little bit of abstract imagery, it just hadn't gelled into place yet. It was our first day of Genetics so the vocabulary had not really been taught yet. So the word I knew that had down pat, heredity and Genetics were the focus of the 5-2-1 but it was open-ended and they could create & explain anything about either. I wrote on the board- What does heredity and Genetics mean to you? Show me. The various artifacts were similar because pipe cleaners and a few other items were what I gave them to use.
Mendel, pea plants, Punnett squares, dominant vs. recessive were the basic ones for each class and that is perfect because the more they hear it the more it will be added to their schema. The more they are active, creating, tinkering the more they will make connections, visualize, and add to memory any concept you throw at them. A fun way to quickly review and students learned a lot in just 8 minutes.
Tuesday, January 17, 2017
Teachers Block: Its a Thing
Staring at a blank, white screen, cursor blinking.. .. .. .. incessantly..why..can't..you..think..of..something..to..write. The frustration adding to the chaos in my mind. The words vanishing as soon as I think of them. Nothing I want to say seems valid or worth typing, I simply pause. This is such a bad place to be in as a writer. As a teacher, worse, with 30+ eyes staring back at you, wondering why you stopped, why you seem confused, why what it appears to them, you seem disinterested. But in reality, your mind has been flooded to saturation, too many things to do, teach, organize, complete, that your brain just gives an error code and shuts down. This can be for a moment or for several. How do you get back on track now that your students have also seen the error code? How do I sort through the chaos in my processing? How do I shrug the temporary set back off and reconvene the class? I laugh, "Brain fart." or "Epic fail." My students laugh. Then I set them off on their daily student-centered activity.
Students are always forgiving and seem to just ignore it when I am honest. I make mistakes, I through lack of sleep forget the instructions and wing it. Honesty is always the best policy. I find the less I say the better. The simple description, instructions, basic game plan written on the board, materials provided, students will investigate and create their own activities. I make sure they are on the right track but then leave them to their own devices (literally BYOD) and their creativity and curiosity. Build, design, write, justify, explain, through any means at your disposal. Collaborate, combine, converse, create as a community. Redesign, correct, determine what further help is needed, accomplish. Remediate or enrich, mentor or be mentored, but choose what you need to succeed. Teacher's block can trickle into student block. I make sure to give them time to discuss and reflect before turning anything in to help combat this. We all have good days and bad days and we all need an extra hand now and again.
I have put strategies in place to help avoid teacher block, reflection being key. I reflect before I have a lesson, to determine any thing I may foresee as a hindrance. I reflect after a lesson, what could have gone better, were students truly successful. I have students reflect in their journals as well, by asking them what do you feel will be the best way for you to learn this information? How can you design an activity to help make this happen? We discuss in 1-minute chats and then they implement. Student block can be averted by modeling the best strategies for learning and reminding students what has been successful for them in the past. Teacher block can be minimized when we lessen our work load, put more of the heavy lifting in students hands. No need to stand in front of the room and explain in every last detail the procedures if you model them daily. Eliminate lectures by blending the classroom and having notes and vocabulary on-line in discussion questions and a quick 5-minute podcast. Better yet have students create the podcasts.
Every day look for one more simple way to lessen your load. To provide an opportunity for students to be the leaders. Eventually you will have a student-led classroom and then teachers block will be a thing of the past. Always baby steps, small increments, but in the end they will become the procedures and expectations that keep your class both engaging, exciting, and every student will feel like they have a voice and will contribute to the classroom dynamic. When isolation becomes an atmosphere of curiosity and exploration, there will be nothing to stand in the way of student happiness, collaboration, and success.
Students are always forgiving and seem to just ignore it when I am honest. I make mistakes, I through lack of sleep forget the instructions and wing it. Honesty is always the best policy. I find the less I say the better. The simple description, instructions, basic game plan written on the board, materials provided, students will investigate and create their own activities. I make sure they are on the right track but then leave them to their own devices (literally BYOD) and their creativity and curiosity. Build, design, write, justify, explain, through any means at your disposal. Collaborate, combine, converse, create as a community. Redesign, correct, determine what further help is needed, accomplish. Remediate or enrich, mentor or be mentored, but choose what you need to succeed. Teacher's block can trickle into student block. I make sure to give them time to discuss and reflect before turning anything in to help combat this. We all have good days and bad days and we all need an extra hand now and again.
I have put strategies in place to help avoid teacher block, reflection being key. I reflect before I have a lesson, to determine any thing I may foresee as a hindrance. I reflect after a lesson, what could have gone better, were students truly successful. I have students reflect in their journals as well, by asking them what do you feel will be the best way for you to learn this information? How can you design an activity to help make this happen? We discuss in 1-minute chats and then they implement. Student block can be averted by modeling the best strategies for learning and reminding students what has been successful for them in the past. Teacher block can be minimized when we lessen our work load, put more of the heavy lifting in students hands. No need to stand in front of the room and explain in every last detail the procedures if you model them daily. Eliminate lectures by blending the classroom and having notes and vocabulary on-line in discussion questions and a quick 5-minute podcast. Better yet have students create the podcasts.
Every day look for one more simple way to lessen your load. To provide an opportunity for students to be the leaders. Eventually you will have a student-led classroom and then teachers block will be a thing of the past. Always baby steps, small increments, but in the end they will become the procedures and expectations that keep your class both engaging, exciting, and every student will feel like they have a voice and will contribute to the classroom dynamic. When isolation becomes an atmosphere of curiosity and exploration, there will be nothing to stand in the way of student happiness, collaboration, and success.
Monday, January 16, 2017
Demonstrative and Determined
We all have that student, the one that speaks a little too loudly, often resulting in odd looks from classmates. The one eager to say hello when they see you in the hallway. They have no reluctance to outwardly show their affection. They energize me every day. I simple smile when I see them. This type of personality often is joined with a deep sense of determination. Little deters them from a goal set by themselves. They will always volunteer to share their projects or answer questions. When I sing or dance to keep the mood upbeat and focused, they are the ones who jump up and sing too, with not even the slightest embarrassment. They are simply infectious. Every class tends to have at least one. So easy to teach because all assignments are perfect, turned in on time, they always go up and beyond.
These students however are often perfectionists and I need to help them constantly let go, be finished. Help them see that failure is o'kay. It is what we do with the failure that is important, but the word failure is so scary they wince at the mere sound of it. This is why I act silly, epic fail, embarrass myself to let them see it is safe to do so. But even with all of this nurturing and reinforcement they still remain steadfast in their bubble, their perfectionist bubble. These are often the students overlooked because they are getting A's and behave impeccably. I make sure these students have a voice too. I beckon them into the community and slowly but surely they begin to let the little things go. They begin to accept the challenge of choosing to grow and not be perfect.
These demonstrative and determined students come at all levels, they just need to be heard. The more 1-minute check-in's I have with them the more they feel comfortable with me, usually the last ones to be. They begin to ask more questions, they begin to realize perfection is never what I am looking for. Growth is. Especially with my GT students, this is a daily occurrence, the need to simply calm their nerves, give them options, make sure they understand that doing their best is good enough. These are the students that push themselves so hard, with 10 clubs, band, choir etc. They actually lose their hair from the stress. I want to lift any burden I can. Just listening does a great deal. I give them a chance to ask a million questions one-on-one until they are comfortable to go ahead. Let them be themselves but quietly reassure because we all need that gentle nudge of reassurance even the most outgoing and high achieving students.
These students however are often perfectionists and I need to help them constantly let go, be finished. Help them see that failure is o'kay. It is what we do with the failure that is important, but the word failure is so scary they wince at the mere sound of it. This is why I act silly, epic fail, embarrass myself to let them see it is safe to do so. But even with all of this nurturing and reinforcement they still remain steadfast in their bubble, their perfectionist bubble. These are often the students overlooked because they are getting A's and behave impeccably. I make sure these students have a voice too. I beckon them into the community and slowly but surely they begin to let the little things go. They begin to accept the challenge of choosing to grow and not be perfect.
These demonstrative and determined students come at all levels, they just need to be heard. The more 1-minute check-in's I have with them the more they feel comfortable with me, usually the last ones to be. They begin to ask more questions, they begin to realize perfection is never what I am looking for. Growth is. Especially with my GT students, this is a daily occurrence, the need to simply calm their nerves, give them options, make sure they understand that doing their best is good enough. These are the students that push themselves so hard, with 10 clubs, band, choir etc. They actually lose their hair from the stress. I want to lift any burden I can. Just listening does a great deal. I give them a chance to ask a million questions one-on-one until they are comfortable to go ahead. Let them be themselves but quietly reassure because we all need that gentle nudge of reassurance even the most outgoing and high achieving students.
Sunday, January 15, 2017
Tweaking the Trajectory
It is dead silent, all eyes on me, my mind is wandering ferociously trying to figure out how to make this discussion change course. Tweak the trajectory. The mood is not energetic like normal with students practically jumping out of their seats ready to get started on the days activities. This, what was supposed to be a quick blurb introducing the lesson, has morphed into a moment of confusion. The topic of Genetics can be challenging with all the vocabulary and abstract concepts. Of course phenotypes we can see but the genotypes of heredity the chromosomes, genes, alleles well, they are as abstract as you can get. So blank stares continue as I briefly search for an anecdote. A real world, relevant topic of debate, heated debate actually, cloning. Just the word evokes fear in the hearts of many. Science Fiction horror stories of technology taking over the world, clones taking over our lives, basic mayhem.
"What if...?" I say quietly.....My simple use of the word cloning and students are stirring in their seats, looking at each other for confirmation that I indeed said the word. Our conversation about writing, a topic most students dread, lingered but then leaped forward with interest and anticipation. "Is one of the topics you could choose for your PBL cloning or GMO's, selective breeding, even stem cell research." "This PBL", I explained, "will be combined with your ELA class and together as teachers we will help you narrow your research, determine reliability and validity, fact or opinion." Their paper will be about fact not opinion. They will be forming their own conclusion based on their research. This is a persuasion paper and the culmination will be creating a public service announcement about their chosen topic. They were....hooked.
Tweaking the trajectory can be as simple as a word, a gesture, or even silence and contemplation. In this case a single image of fantastical, futuristic images got them engaged. They are even more intrigued now that they know cloning is not a distant future concept but a current science reality. I rarely lecture for any length of time, but when I do my goal is to never lose them. I tell jokes, change the fluctuation of my voice, and even sing or dance a little to keep them focused. Brain breaks happen a lot too, the more movement the better that is why I have flexible seating. They can get up and move quietly if I am addressing the class if they need to. But the simple act of standing at a standing desk and then sitting at a round table reinvigorates them and voila, focus. The trajectory altered, the engagement lifted, like a rocket ready to explore the unknown.
"What if...?" I say quietly.....My simple use of the word cloning and students are stirring in their seats, looking at each other for confirmation that I indeed said the word. Our conversation about writing, a topic most students dread, lingered but then leaped forward with interest and anticipation. "Is one of the topics you could choose for your PBL cloning or GMO's, selective breeding, even stem cell research." "This PBL", I explained, "will be combined with your ELA class and together as teachers we will help you narrow your research, determine reliability and validity, fact or opinion." Their paper will be about fact not opinion. They will be forming their own conclusion based on their research. This is a persuasion paper and the culmination will be creating a public service announcement about their chosen topic. They were....hooked.
Tweaking the trajectory can be as simple as a word, a gesture, or even silence and contemplation. In this case a single image of fantastical, futuristic images got them engaged. They are even more intrigued now that they know cloning is not a distant future concept but a current science reality. I rarely lecture for any length of time, but when I do my goal is to never lose them. I tell jokes, change the fluctuation of my voice, and even sing or dance a little to keep them focused. Brain breaks happen a lot too, the more movement the better that is why I have flexible seating. They can get up and move quietly if I am addressing the class if they need to. But the simple act of standing at a standing desk and then sitting at a round table reinvigorates them and voila, focus. The trajectory altered, the engagement lifted, like a rocket ready to explore the unknown.
Saturday, January 14, 2017
A Legion of Learners
My goal this week is to discover new simple ways to switch areas of my classroom over to my students. Flexible seating is working great. Allowing students to move about, switch table groups, meet new people is a great community builder. Collaborative groups are very much a part of daily life in our room. Sometimes I secretively set the teams up based on personalities, skill and even possibility. The more opportunities my students have for flexibility and self-determination the more my students will be open-minded toward the curve balls I tend to throw at them. Rather than dodging the pitches they catch them or swing the bat. They do not always result with home runs but they always end with a base hit.
I have been Voxing a lot and listening to some absolutely amazing educators. They inspire me every day. Today, two such insightful individuals: Alana Stanton and Teresa Gross, opened my mind to new arrangements of furniture in the classroom, but also letting students have access to the whole room. The walls, the cupboards, the floor. I have a makerspace and they use it all the time- but what about my cupboards? Why are they full of my stuff and inaccessible to them? How can I incorporate them (at least some of them, I still need personal storage) to be apart of the makerspace? I am going to slowly reorganize and open up more cupboards thus increasing the square footage of the makerspace. But also I think allowing students more control over the physical arrangement could be cool. Let them draw up some plans and implement them. That is simple enough- they already have flexible seating why not flexible design and personal input?
A legion of learners not only integrates the mind and actions of a student it also brings together freedom and self-determination. Opening up a world of possibilities. Putting students in the drivers seat. Choices are their own. Remediation and enrichment circles are there to guide them to what they need but they choose to visit. To create a legion one must be willing to sacrifice the role of teacher and take on a role of observer. It is critical that teachers do not hijack the learning process. To let students fail and grow. Take the wrong path, mess up completely but then discover new ways of thinking in the process. When students make choices together that impact the class as a whole they feel more responsible for one another, they seek opportunities to let others shine. They lead but then let others lead as well. This is a true legion of learners. Now we as teachers just need to become silent and watch the magic unfold.
Friday, January 13, 2017
Inheriting the Nature of Cohesion: A Teachers Passing of Traits to Students
Cohesion, or collision of thought. Mind over matter. Relevance and interest meet common sense and contemplation. How do we as teachers get students to inherit these percussion's of ideas and behavior? Setting the stage for action does not always mean this passing of traits or semblance of knowledge will occur. I know from experience that what I think is an awesome lesson is not always what my students find engaging. Relevant maybe but not necessarily of interest. I find that to truly get these traits or encounters to collide and gel, they need to be deliberate based on personal opinion, operation, and reflection. In other words, active and authentic but also personalized. Personalized learning is cohesion. Ultimately isn't that what we want for our students? A colliding of mind, purpose, and choice.
How can we do this? Today I was a docent, nudging my students to walk about, learn from each other, appreciate the art and listen to the stories behind the artifacts. Rather than give a bunch of notes, I showed a short video clip on Gregor Mendel, just to give his background and theory. We talked a bit about the time in history in which he lived, what it meant to be a monk, how long he collected data and ultimately how long it took for his information to become wide spread and accepted. We discussed traits and simply how we inherit them? We kept it simple much like it would have been for Mendel not knowing what DNA, genes, alleles, or chromosomes were. Then I said we are in a museum of thought. A gallery of ideas created by you. I want to be a tourist and travel about the room learning about the concept of heredity, as if I was learning about it for the first time.
I asked them one question: What does heredity (remember this is our introduction so their knowledge is limited) mean to you? Go to the makerspace, use any thing you want and create a simple artifact (it must be a display that can be taken down at the end of class) but you must be able to explain why this artifact represents heredity to your group. The catch, you have 5 minutes to create it, 2 minutes to explain it, 1 minute to dismantle it and clean up your area. A 5-2-1 we call them. And so they began, I stood against the wall simply listening. I chose not to walk around during the creation phase because I did not want to distract them. I simply listened and learned a lot actually. They finished right on time 5 minutes.
The models and explanations varied: dominant/recessive, first generation/2nd generation, even a few people and the traits they acquired and how 1 allele came from mom and 1 from dad. One made Mendel and explained why he is considered the father of genetics. Very enlightening. The kids were interested in seeing all the artifacts and after the 2 minute presentations walked about quickly to observe. Then I announced begin the 1 minute dismantling and cleaning phase. Then tidiness was achieved. I then had them take out their journals and write a 2-3 sentence reflection. What did you know before the museum/makerspace activity and what knowledge did you gain after? Then finally I asked them to explain in one sentence why or why not this lesson was a cohesion or collision of ideas for them. I read through them at the end of the day and the majority of students wrote, a cohesion because a vague concept of genetics became a 3D adventure, a colorful way to visually see an abstract idea come to life and other positive comments.
Can we pass on the nature of cohesion? At least in a nature kind of way, of course a nurture kind of way would be impossible. But as any nature vs. nurture debate will attest it is in fact a true combination of genes and experience that solidifies who we are. The commotion, animation, liveliness and motion making contact with the imagination, ambition, aspirations and musing of an individual. This focus, cornerstone of knowledge, cynosure of data is what drives us forward. By asking my students to take an abstract idea and make it, tinker with it, design a new form of it, caused my students to build a new schema. It is now a picture and image rather than a word or thought. So I believe a cohesion of ideas is possible and we can pass it on to our students when we become the learner as well. The true collision is between a teacher and a student when their concepts of learning become united and together they develop strategies in which mind and matter become action and authentic learning experiences.
How can we do this? Today I was a docent, nudging my students to walk about, learn from each other, appreciate the art and listen to the stories behind the artifacts. Rather than give a bunch of notes, I showed a short video clip on Gregor Mendel, just to give his background and theory. We talked a bit about the time in history in which he lived, what it meant to be a monk, how long he collected data and ultimately how long it took for his information to become wide spread and accepted. We discussed traits and simply how we inherit them? We kept it simple much like it would have been for Mendel not knowing what DNA, genes, alleles, or chromosomes were. Then I said we are in a museum of thought. A gallery of ideas created by you. I want to be a tourist and travel about the room learning about the concept of heredity, as if I was learning about it for the first time.
I asked them one question: What does heredity (remember this is our introduction so their knowledge is limited) mean to you? Go to the makerspace, use any thing you want and create a simple artifact (it must be a display that can be taken down at the end of class) but you must be able to explain why this artifact represents heredity to your group. The catch, you have 5 minutes to create it, 2 minutes to explain it, 1 minute to dismantle it and clean up your area. A 5-2-1 we call them. And so they began, I stood against the wall simply listening. I chose not to walk around during the creation phase because I did not want to distract them. I simply listened and learned a lot actually. They finished right on time 5 minutes.
The models and explanations varied: dominant/recessive, first generation/2nd generation, even a few people and the traits they acquired and how 1 allele came from mom and 1 from dad. One made Mendel and explained why he is considered the father of genetics. Very enlightening. The kids were interested in seeing all the artifacts and after the 2 minute presentations walked about quickly to observe. Then I announced begin the 1 minute dismantling and cleaning phase. Then tidiness was achieved. I then had them take out their journals and write a 2-3 sentence reflection. What did you know before the museum/makerspace activity and what knowledge did you gain after? Then finally I asked them to explain in one sentence why or why not this lesson was a cohesion or collision of ideas for them. I read through them at the end of the day and the majority of students wrote, a cohesion because a vague concept of genetics became a 3D adventure, a colorful way to visually see an abstract idea come to life and other positive comments.
Can we pass on the nature of cohesion? At least in a nature kind of way, of course a nurture kind of way would be impossible. But as any nature vs. nurture debate will attest it is in fact a true combination of genes and experience that solidifies who we are. The commotion, animation, liveliness and motion making contact with the imagination, ambition, aspirations and musing of an individual. This focus, cornerstone of knowledge, cynosure of data is what drives us forward. By asking my students to take an abstract idea and make it, tinker with it, design a new form of it, caused my students to build a new schema. It is now a picture and image rather than a word or thought. So I believe a cohesion of ideas is possible and we can pass it on to our students when we become the learner as well. The true collision is between a teacher and a student when their concepts of learning become united and together they develop strategies in which mind and matter become action and authentic learning experiences.
Thursday, January 12, 2017
Pioneers of Possibility
As a wise man just wrote to me a few days ago, "Your students are making ideas, making assumptions, and making conclusions. Inquiry is mind-making and mind expanding." This has stuck with me since. I truly believe that as a teacher my responsibility is to teach my students how to teach themselves. To show my students there is a light inside them that only they can ignite. Learning is the "big dig" the construction zone, the last piece in the puzzle completing the big picture. The pieces of the jigsaw, the cones and hazard signs, the land mover all tools at their disposal. They are the engineers and architects while we are the foreman. It is my goal every day to let my students make. Simply have a quiet moment to make something.
Students make both tactically and mindfully: using both hands and mind. Teachers tap into these using active, authentic learning experiences where students see their own tools whether a box of crayons, a container of play-doh or an ipad. Any creative measure we can provide them helps them layer the scaffolding. Making is a frame of mind. Tinkering, molding, shaping thought. Thought can permeate into more thought, voices and ideas leading a student forward. These ideas can express themselves in writing, reflection, music, art, scientific discovery. If we only let students find their own truth, their calling and instinct, their growth mindset. Let them make mistakes, falter, skip a beat, retrace, rework and push forward. Make.
When we set up our students to expect change, embrace failure, energize their minds with new information we give them the tools to make what ever they need to, whenever they want, to follow their curiosity and inquiry and become a part of, intertwined in, surrounded by, immersed in their personal schema. This individualized, fluid, amalgam of knowledge they make, they create, they embrace and this in turn makes them unique. Make your own knowledge base, create your own library, solidify your own sense of self. This is what makes us human.
Students make both tactically and mindfully: using both hands and mind. Teachers tap into these using active, authentic learning experiences where students see their own tools whether a box of crayons, a container of play-doh or an ipad. Any creative measure we can provide them helps them layer the scaffolding. Making is a frame of mind. Tinkering, molding, shaping thought. Thought can permeate into more thought, voices and ideas leading a student forward. These ideas can express themselves in writing, reflection, music, art, scientific discovery. If we only let students find their own truth, their calling and instinct, their growth mindset. Let them make mistakes, falter, skip a beat, retrace, rework and push forward. Make.
When we set up our students to expect change, embrace failure, energize their minds with new information we give them the tools to make what ever they need to, whenever they want, to follow their curiosity and inquiry and become a part of, intertwined in, surrounded by, immersed in their personal schema. This individualized, fluid, amalgam of knowledge they make, they create, they embrace and this in turn makes them unique. Make your own knowledge base, create your own library, solidify your own sense of self. This is what makes us human.
Wednesday, January 11, 2017
Disneyland: An Example of Classroom Design
I remember going to Disneyland growing up. Back then, I will give away my age, in the 1970's they did not have season passes, but rather a booklet of coupons. You actually had to pay more for E tickets, the ones you used for Space Mountain or Pirates of the Caribbean. They only gave you 4 in the book. Imagine going to Disneyland and having coupons and when you ran out, no more rides. I remember when the Matterhorn was finally completed, I was so raring to ride it. I got in line only to discover when I got to the gate I was too short to ride it. I was so upset but calmed down when I realized, at least I still had another E ticket. Instead of using it then and there, I went to FantasyLand and rode the Dumbo Ride and Mr. Toad's Wild Ride, they were C tickets I had plenty of those. The last ride of the day a D ticket, The Haunted Mansion. Still exactly the same today as it was back then, why change what works.
At Disneyland there were 5 different lands to visit : AdventureLand, FrontierLand, TommorrowLand, FantasyLand, or Main Street. Each with its own rides and games. In the classroom there are 6: Engage, Explore, Explain, Elaborate, Evaluate, Enrich. Do the two have anything in common? Each of these lands was unique in theme but common in purpose to entertain and create a world of fun. In the classroom the 5 E's create a theme park map as well in order to keep the lesson exciting and meaningful. When you visited Disneyland there was two ways to connect to the whole park, the monorail and the train. Like in a classroom there needs to be connections made in order for students to see the big picture, For students to build off prior knowledge and add new details to their schema.
Adventureland was chock full of wild and untamed rides like the Jungle Cruise and the Tiki Tiki Room. Rides where the unexpected can happen, where a surprise is around every corner whether a hippo or alligator. Much like engage this is very much a hook to create curiosity and intrigue. This was always one of my first stops at the theme park because it was a way to ease into the rest of the park after a quick burst of excitement. Then came Frontierland, a journey to the old west, full of history with cowboys and saloons. A wonderful time to explore and explain the sites around us. The rides were mostly about the time period and everyone was in costume. I remember many pictures of me sitting on a wooden bench in the middle of two bronze statues of cowboys. A land where my parents explained the old west and its importance to history.
Tomorrowland had Space Mountain and the Matterhorn, these were the most famous and sought after rides. The most thrilling. The most enjoyable. Much like elaboration this is the time to let loose and find what truly inspires you. To get out the play-doh and create. A time to enjoy and see the park from the top of the ride just before you soar down the tracks. Quick turns and fast bumps keeping the interest level high. Ending with exhilaration and satisfaction. After a long day and an empty coupon book you meander down Main Street where the lights flicker in the dusk of day and lure you in. Now they have you, you must have that candy or that stuffed Mickey Mouse. The prize at the end of the journey. The evaluation of how you participated and "behaved" throughout the day. Good behavior, toys and candy. Paying attention and studying, good grades.
Once home and ready for bed, jammies and slippers, clutching my new plushie my parents would always ask me "What was your favorite ride? Did you have fun?" This was much like enrichment because it was reflection. A way to bring the events of the day together. To recognize all the different experiences I had gone through. But most importantly to talk one on one with my parents. A moment where my thoughts were heard. That was almost my favorite part of the day. A day at Disneyland is very much like a day in the classroom. Roller coasters, adventure rides, parades of learning, characters walking around (just not in costumes), even a thrill or two. But in the end, students feel exhausted after the ups and downs, labs and activities, collaborative groups and Edcamps they traverse. Not because they are forced to do work, but because they are active participants, riding the rides of learning and personal growth.
At Disneyland there were 5 different lands to visit : AdventureLand, FrontierLand, TommorrowLand, FantasyLand, or Main Street. Each with its own rides and games. In the classroom there are 6: Engage, Explore, Explain, Elaborate, Evaluate, Enrich. Do the two have anything in common? Each of these lands was unique in theme but common in purpose to entertain and create a world of fun. In the classroom the 5 E's create a theme park map as well in order to keep the lesson exciting and meaningful. When you visited Disneyland there was two ways to connect to the whole park, the monorail and the train. Like in a classroom there needs to be connections made in order for students to see the big picture, For students to build off prior knowledge and add new details to their schema.
Adventureland was chock full of wild and untamed rides like the Jungle Cruise and the Tiki Tiki Room. Rides where the unexpected can happen, where a surprise is around every corner whether a hippo or alligator. Much like engage this is very much a hook to create curiosity and intrigue. This was always one of my first stops at the theme park because it was a way to ease into the rest of the park after a quick burst of excitement. Then came Frontierland, a journey to the old west, full of history with cowboys and saloons. A wonderful time to explore and explain the sites around us. The rides were mostly about the time period and everyone was in costume. I remember many pictures of me sitting on a wooden bench in the middle of two bronze statues of cowboys. A land where my parents explained the old west and its importance to history.
Tomorrowland had Space Mountain and the Matterhorn, these were the most famous and sought after rides. The most thrilling. The most enjoyable. Much like elaboration this is the time to let loose and find what truly inspires you. To get out the play-doh and create. A time to enjoy and see the park from the top of the ride just before you soar down the tracks. Quick turns and fast bumps keeping the interest level high. Ending with exhilaration and satisfaction. After a long day and an empty coupon book you meander down Main Street where the lights flicker in the dusk of day and lure you in. Now they have you, you must have that candy or that stuffed Mickey Mouse. The prize at the end of the journey. The evaluation of how you participated and "behaved" throughout the day. Good behavior, toys and candy. Paying attention and studying, good grades.
Once home and ready for bed, jammies and slippers, clutching my new plushie my parents would always ask me "What was your favorite ride? Did you have fun?" This was much like enrichment because it was reflection. A way to bring the events of the day together. To recognize all the different experiences I had gone through. But most importantly to talk one on one with my parents. A moment where my thoughts were heard. That was almost my favorite part of the day. A day at Disneyland is very much like a day in the classroom. Roller coasters, adventure rides, parades of learning, characters walking around (just not in costumes), even a thrill or two. But in the end, students feel exhausted after the ups and downs, labs and activities, collaborative groups and Edcamps they traverse. Not because they are forced to do work, but because they are active participants, riding the rides of learning and personal growth.
Tuesday, January 10, 2017
Scientific Rotation
At first I though what a great idea. Then as it sunk in I began to realize I would have three days of someone else's students. This began to worry me a bit. Then I remembered not 6 classes of this particular lesson but 24. Is this a good idea I asked myself. But, I refuse to give up on a challenge, so I got my team on board and after one day back from the holiday break we began, scientific rotation, or three days of students rotating around between teachers to learn about humans in space. Rather than teach all 8 topics we each chose two and well we became experts at these and created what I was hoping would be engaging lessons.
I was warned, "you have to be careful of this student, this period has these students who will misbehave etc.: I chose to ignore their warnings because it was only for one class period and who knows maybe they will "behave" not my words, for me. Thursday one teachers students, Friday another teachers students, Monday the final rotation of a different teachers students. Then Tuesday my students returned, mumbling about how happy they were to be back in my class. I missed my students. I enjoy having my students, I know them, can anticipate the days events, laugh and play with them. It was a relief to have them back. However, I enjoyed the last three days. I thought it would be awful. But it was quite fun.
My lesson was about spacewalks and sleeping in space, two of the most boring of the topics. But to spice things up I had 4 2-5 minute video clips interspersed in the lesson so as not to talk to much. I do not lecture in my class too often but for this rotation we all did to keep it consistent. I told a few jokes, they laughed. I had them brainstorm and collaborate, they enjoyed this interaction. They were intrigued and interested in the video clips, who wouldn't be they were about astronauts in space. At the end of each class, I thanked them for coming and told them how much I appreciated their attention. I explained that I enjoyed having them and hopefully we would have the opportunity to do this again sometime. They smiled and said "Thank you Mrs. CJ this was awesome." I could see in their eyes that teachers rarely thanked them. But for my students it is a daily occurrence. We exchange thank you's and good byes every day.
After this rotation lesson I reflected a lot. I was curious how everyone else on my team felt about it. Overall they agreed. They did not like having kids they did not know. It was hard to control them they explained. I did not like not knowing their names but I did not really need to control them. I had no issues at all. Whether they were on their best behavior or were truly engaged I will never know for sure but the three days were a great experience for both the students and myself. I learned that a good lesson will appeal to all students, if you make it interesting they will listen. If you are authoritative in stature but relaxed and energetic in nature they will respond with respect and interest. This is how it was for me. I made them laugh, I was passionate and eager to teach them and they in turn were motivated at least to listen to what I had to say. Not a lesson I would want to do all the time but rotating the students gave me an opportunity to meet all of them and them me. Now in the hallway they wave and say hello. A week ago they didn't even acknowledge me and now after one class with them they at least know who I am and smile my way.
I was warned, "you have to be careful of this student, this period has these students who will misbehave etc.: I chose to ignore their warnings because it was only for one class period and who knows maybe they will "behave" not my words, for me. Thursday one teachers students, Friday another teachers students, Monday the final rotation of a different teachers students. Then Tuesday my students returned, mumbling about how happy they were to be back in my class. I missed my students. I enjoy having my students, I know them, can anticipate the days events, laugh and play with them. It was a relief to have them back. However, I enjoyed the last three days. I thought it would be awful. But it was quite fun.
My lesson was about spacewalks and sleeping in space, two of the most boring of the topics. But to spice things up I had 4 2-5 minute video clips interspersed in the lesson so as not to talk to much. I do not lecture in my class too often but for this rotation we all did to keep it consistent. I told a few jokes, they laughed. I had them brainstorm and collaborate, they enjoyed this interaction. They were intrigued and interested in the video clips, who wouldn't be they were about astronauts in space. At the end of each class, I thanked them for coming and told them how much I appreciated their attention. I explained that I enjoyed having them and hopefully we would have the opportunity to do this again sometime. They smiled and said "Thank you Mrs. CJ this was awesome." I could see in their eyes that teachers rarely thanked them. But for my students it is a daily occurrence. We exchange thank you's and good byes every day.
After this rotation lesson I reflected a lot. I was curious how everyone else on my team felt about it. Overall they agreed. They did not like having kids they did not know. It was hard to control them they explained. I did not like not knowing their names but I did not really need to control them. I had no issues at all. Whether they were on their best behavior or were truly engaged I will never know for sure but the three days were a great experience for both the students and myself. I learned that a good lesson will appeal to all students, if you make it interesting they will listen. If you are authoritative in stature but relaxed and energetic in nature they will respond with respect and interest. This is how it was for me. I made them laugh, I was passionate and eager to teach them and they in turn were motivated at least to listen to what I had to say. Not a lesson I would want to do all the time but rotating the students gave me an opportunity to meet all of them and them me. Now in the hallway they wave and say hello. A week ago they didn't even acknowledge me and now after one class with them they at least know who I am and smile my way.
Monday, January 9, 2017
A General Absence of Motivation
A morning like any other. Drowsy, coat laden children meander in dreading the day to come. First period, my one class that seems unexcited and utterly despondent with school, every morning. The announcements play, the pledge is muttered with hands on hearts. Then the simultaneous screech of chairs as students scootch in. I am tired too of course, sipping on my morning cup-of-joe. It is 7:25 and the darkness of the Katy sky still lingers. I take attendance and they remain sullen, half of them with heads on their tables. This is the moment I choose to ignore the general absence of motivation, in fact I reject it and insert my own reality. I take a deep breath.....tell a joke, ask a probing question. A little more focus, eyes now making their way to the front of the room. Motivation still absent. But then I pull a ball of play-doh, wicky sticks and pipe cleaners from the makerspace and ask one simple question..."What can you create that tells me about today's topic, Genetics?"
Once I pose this question. voices start to stir, expressions come alive, motivation slowly creeps in. But alas, this has peaked their interest but has not locked them in. So after a few minutes, only a few, of twisting and pulling and shaping, I say "STOP. Now I want you to trade your artifact with someone from another table." They look at me with confusion and intrigue. "If you were actually completing the task with purpose you should have something resembling an item representing Genetics.
Lets see shall we. You have to trade in silence, do not tell them what it is supposed to be. Once you have traded I want you to finish what you believe was their intended artifact." They shuffle around the room a little more excited and lot more engaged. They begin to laugh and snicker, some worried that they do not now how to finish the artifact correctly. But the giggles subside and the motivation kicks in. They finish their creations. "Now give them back to their owners and then you will each explain what you made, or were trying to make in some cases," They laugh, now fully motivated to succeed in the task.
Some of the artifacts are clear and purposeful, strands of DNA or parts of a cell. Even some simple human figures explaining genotype and phenotype. One student has two sets of mirrored items to express homozygous and heterozygous. (two alike alleles, two different alleles. The conversation is awesome. Each sharing quickly and concisely. Then I ask them to gather around the two large tables: 16 at each. I let them decide which table to go to. They settle down in anticipation of what could be next. Committed and focused all of them are now. I say there are two main questions we need to answer first before we delve into the unit of Genetics, yes this is the hook for our lesson. "The first question is how are our traits passed on from generation to generation?" "The second, what happens when this process does not go as planned?" "Table 1 you will discuss the first question and table 2 you will discuss the second, I will put 15 minutes on the timer. At the end one spokes person will share your overall ideas into a brief answer or conclusion."
After 15 minutes of Edcamp students shared their conclusions. Now fully intrigues and motivated, I say "thank you I have learned a lot from you today. I am looking forward to you seeing if your ideas are correct. It will be up to you to discover if you are or not. I will provide you with some evidence and you will come up with your own conclusions. Are you ready to begin?" The bell rings a few minutes later. Students gather their belongings and as they are leaving I hear "What do you guys think will happen tomorrow? How are we going to discover more about Genetics? Do you think there will be labs and stuff?" It was an awesome day. Student-centered with a little guidance. They are motivated now because the task of learning has been placed in their hands. This next week is going to be fascinating- I love being a docent it gives me time to see the sights and get to know my students on a more personal level.
Once I pose this question. voices start to stir, expressions come alive, motivation slowly creeps in. But alas, this has peaked their interest but has not locked them in. So after a few minutes, only a few, of twisting and pulling and shaping, I say "STOP. Now I want you to trade your artifact with someone from another table." They look at me with confusion and intrigue. "If you were actually completing the task with purpose you should have something resembling an item representing Genetics.
Lets see shall we. You have to trade in silence, do not tell them what it is supposed to be. Once you have traded I want you to finish what you believe was their intended artifact." They shuffle around the room a little more excited and lot more engaged. They begin to laugh and snicker, some worried that they do not now how to finish the artifact correctly. But the giggles subside and the motivation kicks in. They finish their creations. "Now give them back to their owners and then you will each explain what you made, or were trying to make in some cases," They laugh, now fully motivated to succeed in the task.
Some of the artifacts are clear and purposeful, strands of DNA or parts of a cell. Even some simple human figures explaining genotype and phenotype. One student has two sets of mirrored items to express homozygous and heterozygous. (two alike alleles, two different alleles. The conversation is awesome. Each sharing quickly and concisely. Then I ask them to gather around the two large tables: 16 at each. I let them decide which table to go to. They settle down in anticipation of what could be next. Committed and focused all of them are now. I say there are two main questions we need to answer first before we delve into the unit of Genetics, yes this is the hook for our lesson. "The first question is how are our traits passed on from generation to generation?" "The second, what happens when this process does not go as planned?" "Table 1 you will discuss the first question and table 2 you will discuss the second, I will put 15 minutes on the timer. At the end one spokes person will share your overall ideas into a brief answer or conclusion."
After 15 minutes of Edcamp students shared their conclusions. Now fully intrigues and motivated, I say "thank you I have learned a lot from you today. I am looking forward to you seeing if your ideas are correct. It will be up to you to discover if you are or not. I will provide you with some evidence and you will come up with your own conclusions. Are you ready to begin?" The bell rings a few minutes later. Students gather their belongings and as they are leaving I hear "What do you guys think will happen tomorrow? How are we going to discover more about Genetics? Do you think there will be labs and stuff?" It was an awesome day. Student-centered with a little guidance. They are motivated now because the task of learning has been placed in their hands. This next week is going to be fascinating- I love being a docent it gives me time to see the sights and get to know my students on a more personal level.
Sunday, January 8, 2017
Embrace or Retrace
As a learner myself, I of course at times feel frustrated and discouraged, while other moments feeling the mastery of a skill or inspired to take on more challenges. I see the world only through my eyes and my eyes can betray me or the vision they display can set the stage for personal growth. A growth mindset is a choice not taken by all. Fear and discouragement can lead many to a corner of fixed ambitions. But with a little nudging we can lure them out at least for a little while. Change can be scary. Chaos is not a goal of many. Upsetting the status quo maybe but not utter anarchy. Many teachers shy away from situations of rebellion or resistance for fear of such anarchy. But, uprising's need not be disorderly, only a disturbance in the force. This interference leads to change either subtle or boisterous. We can either embrace it or retrace and move in reverse.
Engagement does not always mean bells and whistles. Over my years of teaching it is often the quiet moments of a personal anecdote or an open-ended question that has brought on some of the best moments of engagement in my class. We can not have exciting, awe-inspiring moments of pure excitement every day in our classes. But we can have engagement every day. It takes the ability to embrace the lesson. To slow things down and allow your students to listen and process and relate. They are bombarded with so much every day their brains are simply in overload. Is this a grade? When is this due? Can I work with a partner? How long does it need to be? Does it need to be written in complete sentences? These are rapidly running through their minds as we are trying to be engaging. No wonder we lose them.
In my classroom these questions are all answered by them, my students. My flexible, student-centered classroom is a community of leaders with an educational guide. I, the often quiet, hidden, docent observing the needs of the group. Pushing them to move forward by standing in the rear. Pointing out the important sites, providing the direction but allowing them to detour when desired. They may need to retrace their steps if they get lost, or peruse the map to get refocused, but in the end I am a tour guide simply describing the museum and directing their attention to the exhibits. I mat leave a few bread crumbs for them to follow but the choice to embrace or retrace is ultimately theirs alone. Some of the group may need to embrace and enrich while others need to remediate and retrace but all should end up at the gift shop in the end.
Remediation or enrichment circles are a great way for students to self direct. I have two tables set up with handouts, review sheets or activities. Depending on what they need students will go to either table and collaborate with their peers to accomplish the goal: get ready for the test by playing a review game, listen to review podcasts or go further and solve a lab activity or create a makerspace artifact. They usually choose wisely because they always know where they stand with their grade and their learning through reflection. They switch tables once they understand and feel prepared for the assessment. Students choose to embrace their challenges and overcome them through retracing their steps, going back over their notes and talking it through with their peers. They then embrace moving forward with confidence and the growth to tackle their next hurdle.
Engagement does not always mean bells and whistles. Over my years of teaching it is often the quiet moments of a personal anecdote or an open-ended question that has brought on some of the best moments of engagement in my class. We can not have exciting, awe-inspiring moments of pure excitement every day in our classes. But we can have engagement every day. It takes the ability to embrace the lesson. To slow things down and allow your students to listen and process and relate. They are bombarded with so much every day their brains are simply in overload. Is this a grade? When is this due? Can I work with a partner? How long does it need to be? Does it need to be written in complete sentences? These are rapidly running through their minds as we are trying to be engaging. No wonder we lose them.
In my classroom these questions are all answered by them, my students. My flexible, student-centered classroom is a community of leaders with an educational guide. I, the often quiet, hidden, docent observing the needs of the group. Pushing them to move forward by standing in the rear. Pointing out the important sites, providing the direction but allowing them to detour when desired. They may need to retrace their steps if they get lost, or peruse the map to get refocused, but in the end I am a tour guide simply describing the museum and directing their attention to the exhibits. I mat leave a few bread crumbs for them to follow but the choice to embrace or retrace is ultimately theirs alone. Some of the group may need to embrace and enrich while others need to remediate and retrace but all should end up at the gift shop in the end.
Remediation or enrichment circles are a great way for students to self direct. I have two tables set up with handouts, review sheets or activities. Depending on what they need students will go to either table and collaborate with their peers to accomplish the goal: get ready for the test by playing a review game, listen to review podcasts or go further and solve a lab activity or create a makerspace artifact. They usually choose wisely because they always know where they stand with their grade and their learning through reflection. They switch tables once they understand and feel prepared for the assessment. Students choose to embrace their challenges and overcome them through retracing their steps, going back over their notes and talking it through with their peers. They then embrace moving forward with confidence and the growth to tackle their next hurdle.
Saturday, January 7, 2017
Rebellion is Built on Hope
I just finished watching Rogue One for the first time. I can't believe it took me so long to see it, but illness prevented me from seeing it earlier. Amazing movie, no spoilers I promise. It just inspired me in so many ways that I have to write about it. There are two quotes that stick with me the most "Rebellion is built on hope," and "I'm one with the Force. The Force is with me." They are two ideals I will add to my 2017 repertoire. I have to admit I have always been a rebel. As a child, I questioned everything, was big on problem-solving (took apart the phone and remote many times) and was always outside rough and tumble with the boys in the neighborhood. I never had many friends but my imagination always took me to distant galaxies and magical landscapes. I grew up in a world of fantastic movies like E.T., Raider's of the Lost Ark, Star Wars, and Close Encounter of the Third Kind. What a time to be immersed in film as a child. These movies helped me create my psyche, one of quiet rebellion but inquisitive and curious, leaving me with a definite sense of independence.
"Rebellion is built on hope." Hope is a sense of longing, a desire to change and grow. It pushes us through the dark times, guides us to a new outlook even when discouraged and alone. When presented with indecision it focuses our view and helps us see the direction we should follow. Rebellion can not occur without hope. Rebellion is not always loud and immediate. It is often silent and enduring. It can be directed at miss justice but can also unite around unbridled and forward thinking ideas that bring about change and progression. Every day in my classroom I strive to be a rebel. I do not want to cause upheaval but rather spark curiosity in my students so they become the rebel force, they find their united voice. When they feel safe to be rebellious they are truly learning. With common goals and a focused agenda students become allied and driven to conquer any misconceptions that may lie in their path.
"I am one with the force. The force is with me." The force is neither magical or supernatural. It is the intuition and drive that we as humans listen to. We are guided by our emotions, faith, desires and senses. The energy we put into our learning and passions comes back to us. The failures we overcome, the sadness we endure, the struggles we bare are all a part of the force. The force picks up on where hope leaves off. It is the power we all have inside of us to keep going. The vibration of the universe steering us to find out what is true for ourselves. When a teacher builds a safe environment in which learning can take place but then steps back and lets her young "jedi" become "jedi masters" she is letting the force become the focus rather than the manual or predetermined flight plan. Allow students to find the force on their own ensures that they truly become "rebel jedi masters." Masters of their own learning and owners of their own story lines.
We all have the force within us. A harsh word of discouragement or a look of disapproval can cause us to lose sight of it. Failure can push it away from our grasp if we let it. But when we are fearless of hurdles and setbacks the force will direct us into hyperspace where we can focus and reach our destinations more quickly. A teacher should not be the master. In many movies the master is the wisest individual in the room. But often they are arrogant. If you believe in your students, provide them with inquiry based, active, relevant learning experiences they should become their own masters. A teacher should guide not lead. A teacher should often be quiet, listening and removing the guardrails so that their students can make their own choices. Whether the dark side of the empire or the rebel alliance it is a choice and when we get to make our own decisions we learn from them. They help create a growth mindset and ultimately set the stage for some really awesome light saber battles.
"Rebellion is built on hope." Hope is a sense of longing, a desire to change and grow. It pushes us through the dark times, guides us to a new outlook even when discouraged and alone. When presented with indecision it focuses our view and helps us see the direction we should follow. Rebellion can not occur without hope. Rebellion is not always loud and immediate. It is often silent and enduring. It can be directed at miss justice but can also unite around unbridled and forward thinking ideas that bring about change and progression. Every day in my classroom I strive to be a rebel. I do not want to cause upheaval but rather spark curiosity in my students so they become the rebel force, they find their united voice. When they feel safe to be rebellious they are truly learning. With common goals and a focused agenda students become allied and driven to conquer any misconceptions that may lie in their path.
"I am one with the force. The force is with me." The force is neither magical or supernatural. It is the intuition and drive that we as humans listen to. We are guided by our emotions, faith, desires and senses. The energy we put into our learning and passions comes back to us. The failures we overcome, the sadness we endure, the struggles we bare are all a part of the force. The force picks up on where hope leaves off. It is the power we all have inside of us to keep going. The vibration of the universe steering us to find out what is true for ourselves. When a teacher builds a safe environment in which learning can take place but then steps back and lets her young "jedi" become "jedi masters" she is letting the force become the focus rather than the manual or predetermined flight plan. Allow students to find the force on their own ensures that they truly become "rebel jedi masters." Masters of their own learning and owners of their own story lines.
We all have the force within us. A harsh word of discouragement or a look of disapproval can cause us to lose sight of it. Failure can push it away from our grasp if we let it. But when we are fearless of hurdles and setbacks the force will direct us into hyperspace where we can focus and reach our destinations more quickly. A teacher should not be the master. In many movies the master is the wisest individual in the room. But often they are arrogant. If you believe in your students, provide them with inquiry based, active, relevant learning experiences they should become their own masters. A teacher should guide not lead. A teacher should often be quiet, listening and removing the guardrails so that their students can make their own choices. Whether the dark side of the empire or the rebel alliance it is a choice and when we get to make our own decisions we learn from them. They help create a growth mindset and ultimately set the stage for some really awesome light saber battles.
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