As we build up to Monday’s solar eclipse, I was thinking back to the only other solar eclipse that I recall seeing. The date was May 30th, 1984. That May was the beginning of my last summer before I became a “school kid.” I would be starting kindergarten that fall. My mom ran an in-home daycare, which was great because that meant I had friends to play with every day. She had been collecting shoe boxes for a few weeks leading up to the eclipse, and on the day before the eclipse we turned them into pinhole cameras. (One fun fact for all of you who are at RSI – Dave Bradley was one of the kids that was at the daycare on the day of the eclipse).
While I don’t remember exactly what the sky looked like that day, I remember that there was a lot of excitement about the event. I also remember that there wasn’t a lot of talk about NASA approved sunglasses (maybe there was and I was too young to know about it). That day my mom reminded all the kids not to look at the sun, we took out pinhole cameras outside, and we watched the eclipse. I do remember that the big trees in our backyard were making it hard to see, so Dave and I moved to the backyard behind mine, and we had a much better view.
As many of you know, when I was still a classroom teacher, my favorite subject to teach was science, and my favorite unit was always space science. I think that my experience with the solar eclipse set me up with curiosity about outer space. As a kid I loved watching shuttle launches. I remember crying when the Challenger disaster happened. I had the chance to go to space camp during my first year as a teacher. Even today, I can get sucked into a livestream of a SpaceX launch or landing and not be able to turn away.
I know that there are some who are concerned about safety for our students, but I would hope you seriously consider finding a way to give your students an opportunity to see the eclipse. My experiences that day have helped lead to the things I am still curious about today, and for our kids it could be such a great provocation to lead into student wonder. Who knows, a future space scientist, astronaut, or science teacher could be sitting in your classroom! If you have something cool planned for the solar eclipse, share with us in the comments below!
When you get up in the morning, what are you excited about? For most of us, the thing that gets us going in the morning is also the thing that drives us throughout the day. It’s also typically something that we feel confident about, that we think we do well, and we enjoy doing. Most importantly, that thing is also something we would identify as a strength.
I feel that often in education, we get drawn into thinking about weaknesses. As a teacher, we have to identify weaknesses in our students in order to find ways to support their growth. As an administrator, evaluations often include identifying weaknesses of the staff in our building, and planning to lead to future growth. We get caught in a cycle of looking for the weaknesses around us. If our strengths are the things that motivate us, isn’t it safe to assume that our learners would be motivated by their strengths?
A few years ago, as an ongoing activity throughout our unit on Ancient Rome, I provided students with a list of possible ways they could articulate learning. These choices involved aspects of Roman society and culture. I was amazed by the projects that students were able to create based on their strengths. I had students designing roman outfits based on research because they were interested in style and design. I had a student write a children’s picture book about the Roman Empire because they felt they were good writers and illustrators. And probably my favorite, I had a student, Patrick, who had struggled all year long but designed and built a scale model of a Roman Aqueduct that was SPECTACULAR (it’s still in my office today) because he liked to build things. While we were doing in class activities for learning, students were also researching for these projects. They were able to select a project that fit their strength, and the results were amazing. Having students present something that they had learned that also fit with their strengths was such a rewarding experience for me, and I’m sure led to a greater transfer of learning for each of them. I would guarantee that none of them would be able to answer any of the questions we had on a summative exam, however I would also bet they could tell you about what they created for that project.
Knowing how strengths can motivate all of us reminds me to be on the lookout for strengths as I am walking the halls. I am challenging myself to look for the strengths or everyone, and recognize those strengths! I challenge you to do the same.
Be thinking about the data that you collect on students. Don’t just look for patterns in terms of weaknesses. Also look at the data that supports their strengths. Give them the opportunity to build upon those strengths. Most of our students will choose a career path based on their interests and passions. Wouldn’t school be a better place if we gave our students the opportunity to accentuate their strengths? I’m not saying we ignore areas where a student needs to grow, but I can tell you that all the time that my sophomore English teacher had me spend diagraming sentences is not what has led me to be a good writer, a good reader, or any of the other skills I have developed. All it did was make me hate sophomore year English (sorry English teachers!).
Take a few moments in the coming days to seek out the positives in the students that are in your classroom. Identify the things you see, and share it with your students. See how they react to some strength-based feedback.
Engagement. We all say that this is what we’re striving for when our students are in the classroom. We want our students to be engaged in whatever’s happening in our classroom. Normally that means getting your students excited about whatever it is that your class is studying.
But as we think about what it takes for any of us to learn something new, being engaged in the activities doesn’t guarantee learning. I can guarantee that in the next few days I will be engaged in hours of watching NCAA Basketball. The likelihood of any kind of deep learning happening in that time is not very high.
To get students to that deeper understanding, the learning needs to be meaningful. Bill Ferriter (@plugusin) says “Kids need to be empowered NOT engaged.” So how do we get there? Ferriter goes on to say that “Empowering students means giving kids the knowledge and skills to pursue their: Passions, Interests, Future.”
One of the things I believe in education is that we have great power to help our kids be excited about learning. The more student choice and voice we give, the more authentic and relevant approaches we take, the more we shift our students from engagement to empowerment.
The graphic above was created by @sylviaduckworth in response to a blog post by @gcouros about the differences between a traditional school setting, and comparing it to what we know best about how people learn. It makes me think of the TED Talk by Ken Robinson on Changing Education Paradigms (check out this version).
Couros looks at the differences from the graphic above in his post School vs. Learning where he looks at the traditional school model compared to the way that research shows that people and students learn. Think about the ways you learn best. Do the descriptions on the left or right of the graphic above fit with your experiences of learning? The next question – what do the classrooms that you are in most look more like?
Engagement is great, but engagement alone is not learning. My kids can be engaged with YouTube for hours if I let them. Does this mean they’re learning? If we want learning to happen for our students, we need ask “what can I do less of?”
Reflect on what school looks like for you. If what you reflect on makes you uncomfortable or gives you pause, think about where you can implement change to make learning new and better for your students.
So we say we want innovation in our schools, in our classrooms. Many of us feel that this is the best way to get our students past the point of engagement, and moving to the level of empowerment. But there is one little word that can kill that process – no.
In the past couple of years, we have had many opportunities to interview potential teachers. Every time we bring an interview team together, we all agree that we are looking for people who are “go-getters” – people who will do whatever it takes to make the learning experiences for their students new and exciting. They have helped to bring exciting new learning opportunities into our school. At the same time, many of the teachers in our building continue to learn and evolve – trying new formats of teaching, new activities, new technologies. This innovation continues to spread, and is so exciting to watch!
If you know much about improvisational comedy, you know that during a scene the key is to not say no. The mindset has to be to have an attitude of “yes, and…” This is what we’re seeking for innovation. When there are new and exciting ideas that will make learning better for students, I strive to say “yes, and…”
My hope is that this culture of yes will allow us all to continue to learn and grow. Ultimately, our growth will allow us to make learning more innovative for every student! Isn’t that the goal?
As I was reading Part 1 of The Innovator’s Mindset by George Couros this past week, one of the “Critical Questions for Educators” really struck a chord for me: “How did this work for our students?” In the book Couros shares that he used to survey his students at the end of the year, and I often gave my students a similar survey at the end of every school year. I would ask what their favorite lessons were, and what were the things that they didn’t enjoy as much. I would analyze the results, and use it to improve my practice for the next school year.
In retrospect, I feel I may have been missing an important piece. I valued my student’s opinions, and would use their responses to improve, but how did my survey help them? It didn’t.
Think about it like this: When was the last time that you were out to eat with your family or friends and had poor service? Or what about a time where you server was so awesome you just wanted to show love in more ways than just a good tip? How did you handle either of those situations? Did you ask to speak to the manager? Did you call the restaurant after you left? Maybe they had comment cards, or a website where you could leave feedback.
Have you ever thought of your students as being kind of like the customers of your classroom? How often do your students get a chance to leave you feedback about your lessons? They are in your classroom on a daily basis. Shouldn’t we all know what our students like or don’t like about our class?
In The Innovator’s Mindset we’re reminded that innovation isn’t just doing things that are new, but doing things that are new AND better. These days through the use of Google/Microsoft Forms, SurveyMonkey, and other simple survey tools, we can always be seeking the feedback of our students. Wouldn’t it be a learning experience to take a moment to reflect on your student’s opinion about that lesson you were so excited about?
Create a simple survey. Make a QR code that students can scan that will take them to the survey. Encourage students to provide anonymous feedback of what’s happening in your classroom, and take that feedback to grow as a teacher. What a way to build student empowerment in your classroom – when they see you responding to your feedback in a way that model’s growth, they will see the value in a growth mindset of their own.
Have you ever surveyed your students before? What kind of questions have you included? Share your thought in the comments below!
If you are on Twitter and follow any of the same people that I do, you have probably noticed people posting pictures of text, sometimes with highlighting, adding emojis, bitmojis, or text, and then posting it on Twitter with their own comments. Normally if you look at the comments, you will see the hashtag #BookSnaps linked to it. Even if you aren’t on Twitter, you can see what people are posting by clicking this link: Twitter #BookSnaps
If you go to Twitter and check this out, you will probably notice that most of the posts here are educators who are sharing their personalized professional reading with their Twitter followers. If you look closely though, some of what you will find is teachers sharing BookSnaps that students created in their classroom. It got me started thinking about how some of you might be able to use them in your classroom. Check out this student created BookSnap that the teacher then added some additional comments to:
Most of the ones that you see are using SnapChat in order to create and share. For those of you that know what technology your students are using, SnapChat is a pretty popular app. But here’s the thing, there are ways that BookSnaps could be created using other apps that don’t involve the social network aspect of SnapChat. Any app that allows you to pull in your own pictures and add text, drawings, and emojis could be used in the same way. The student created example to the left was created using SeeSaw. Some other examples that come to mind are Skitch, Google Drawings, various PDF annotating apps, and even Instagram.
Think of the potential engagement for your students if you asked them to create their own BookSnaps. Could you imagine what they would say if you told them to open SnapChat or Instagram in class? In ELA classes, you could have students create a BookSnap when they run into a Notice and Note signpost. You could have them create one to identify the climax in the book they’re reading, or create one based on their own writing, identifying specific plot points.
And don’t say “I’m not an ELA teacher, this doesn’t apply.” I could see real potential for BookSnaps in nonfiction reading as well – identifying the main idea in a science article. Sharing things that surprised them as they are reading about some historical figure. Responding to the 3 Big Questions from Reading Nonfiction by Beers and Probst.
I could even see integration into math class – MathSnaps could be a thing (acutally I just checked, and it is a real thing on Twitter)! You could have a kid snap a picture of the answer to a problem and then add text describing how they came to that answer. Or there could be ArtSnaps, MusicSnaps, or GymSnaps. The limitations are only bound by the creativity of how to integrate this technology.
As for how to share, again, the options are probably endless. If you’re already using SeeSaw, that’s an easy option. Other ideas I’ve seen include Google Slide Decks, a class shared PowerPoint (these options allow everyone can see what BookSnaps other kids have created based on the same reading assignment), or even something as basic as emailing it to you (although a way to share with classmates would make the audience so much more authentic and meaningful). Once kids have shared them with you, find a way to share beyond the walls of your classroom. If you’re on Twitter, tweet it out with the #BookSnaps hashtag – others will see it. You could also put it out on Instagram or Facebook – both have people actively using this hashtag. If you don’t have social media, you could have students print them out and put on their locker, or create a BookSnaps bulletin board.
If you are still at a loss for how you even create a BookSnap, there are some great resources from Tara Martin. You can find her on Twitter at @TaraMartinEDU or @BookSnapsREAL.
I know I’ve got some creative people in my audience. If you have an idea for how BookSnaps could be used in the classroom, please share in the comments below. My ideas above are simply ones that have come to me in the past couple of days. You might have something that I haven’t thought of – or possibly never would. Let us know!
If you begin using BookSnaps in the classroom, please share them! Use the #RSIHawks or #RSIReads hashtag in your post!