No, really… What are YOU learning?

In last week’s post, I wrote a little about the role that we as teachers play in developing our students.  I suggested that one of our primary goals should be helping to develop a strong disposition of learning for our students.  If you aren’t quite sure what that means, let’s unpack that phrase just a bit…  I found a webpage from the New South Wales (Australia) Department of Education that had a great definition of learning dispositions:

What are learning dispositions-
New South Wales Department of Education: Learning Dispositions: https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-for-the-future/futures-learning/learning-and-teaching/learning-dispositions

The page goes on to define the following commonly identified dispositions that are relevant in thinking about future-focused practices.  This list includes: Persistence; Agility and flexibility; Motivation and drive to learn; Metacognition; Problem-solving and questioning.  If you’d like to know more about any of those ideas, follow the link that goes with quote above.  At the end of the short article there are also some great links to go a little deeper, and even some ideas about how you might teach and model these skills.

So… Now that we have a shared understanding of that strong disposition of learning, the follow up question that many might come to is how do we develop those dispositions of learning in our students.  I believe that one of the best ways to teach our students is through our own modeling.  If we want our students to develop these dispositions, we have to first share them, then talk about how we use them, and then show our students the fact that we use them in the moment.

One of the ones that stands out most to me, and ties most closely with my post last week is the motivation and drive to learn.  Part of the reason I started to write this blog was as a way to document my own learning, but I also began blogging as a way to share with you the awesome things I was learning.  Those reasons are probably obvious to you.  But one of the other reasons I started a blog was to model my own learning for each of the teachers and staff in our school.  My hope was that through seeing the steps I was taking to search out and learn about my own curiosities, you might be driven to do the same.  So now, I’m going to ask you to think about the question that I shared last week: What are you learning?

If we believe that our students need to have a disposition for learning, and we can agree that an important piece of that disposition is having a motivation and drive for learning, then the next conclusion is that each one of us has to be a learner too.  What is the most recent educational book you read?  When’s the last time you read a blog about education?  When’s the last time that you searched Twitter, Facebook, Instagram, or some other social media site to find ideas for activities that could impact learning in your class?  And even more important than that, when’s the last time you modeled something that you learned for your students?  Or shared with your students the fact that you had learned something new?

We can tell our students until we’re blue in the face that it’s important for them to be self-motivated, that they need to have a drive to learn, but one of the best ways we can show them why it’s important is by showing them that we are taking steps to continue to learn.  Think about the power that would come from opening a lesson with “this is something that I have been learning about” and then going into an interesting, exciting, and engaging lesson.  If the students see you as a learner, that may be a motivator for each kid in your class to think of themselves as a learner!

So here’s my gentle nudge for you to think about – how can you bring your own learning into your classroom?  How can you bring your own passions into your classroom?  Modeling yourself as a passionate and interested learner – about anything – will model for your students the value of being a learner.  And then, if you want to take it to the next level, how can you encourage your students to bring their own learning and passions into your classroom?  Give them a voice and a stage to share what they are learning about so that they can model for each other that disposition of learning!

What do you think?  Can we encourage our students to have stronger dispositions for learning through modeling our own dispositions for learning?  What haven’t I thought of?  Share your thoughts in the comments below!

Advertisements

What are you learning?

“What are you learning?” It’s one of my favorite questions to ask kids when I am visiting a classroom, or when I see them working in the hallway.  More often than not, their answers will relate to the specific content they are working on in that moment.  The reality is though that they are learning so much more than the math, social studies, science, or whatever the content area may be.

We ask so much of our students when we put them to work.  We expect them to pay attention in class, to be engaged, to think critically, to work collaboratively.  Just think about how much work we are expecting our students to do.  All in the service of learning and growing.

Your role in the learning process of our students is so important.  They need us every day in order to learn, grow, and find success.  It’s such an important job!

But stop for a minute to think – when someone asks you what you teach, what is your answer?  Do you respond with your content area?  Do you respond with your grade level?

I’m going to share something with you that you may not like to hear though – the content is irrelevant.  That may be an uncomfortable thing to think about, but let me share with you why I believe this.  In my role, I get to walk into a lot of classrooms, I get to see a lot of lessons, and I get to see a LOT of GREAT TEACHING!  But in my role, I also get to notice some things that as a classroom teacher you might not get to see.

This year I saw a 6th grade science class doing a lab activity that was identical to something my daughter did as a 2nd grader.  Even the paper that went with the lab looked the same.  The teacher who was leading the lesson was teaching as though the students had never seen anything like this before.  I asked one of the students about the lab, and he shared that he did the same activity when he was in elementary school.  I can’t imagine the depth of knowledge on this activity was as great as the teacher might have believed since the student had already done it.  Another time I was visiting a junior high classroom and I saw a lesson on scientific method being taught in an 8th grade classroom as though the students had never seen anything like it before – it was identical to one I had just seen in a 5th grade classroom.  I know that when I taught 6th grade, my scientific method lesson was very similar as well.  Where’s the rigor in a lesson that is being taught to our students so many different times in basically the same way?  Where’s the depth of knowledge?

If the content was truly relevant for our learners, we wouldn’t be wasting our student’s time teaching them things that they already know as if they have never seen it.  I know what some of you are probably thinking though – maybe some of the students forgot!  Maybe there are students that weren’t in our district who have never done this before!  I’m going to push back on those ideas – what about the students who didn’t forget?  What about the students who were here, did this exact activity, and are bored out of their mind?  Even if the lesson is fun or one of our favorites, how are we serving the learning of our students?  A good formative assessment at the beginning of the unit may lead you to realize that what you were planning to teach isn’t valuable because the students already know it.

And that’s the thing, the most valuable commodity we have is time.  In education we are always asking for more of it.  One of the biggest complaints I hear from teachers about innovation and change is we don’t have enough time to do new things.  If we can gain some of our time back by not teaching a lesson of material that our students already know as if they have never heard it before, we might be able to do something new and innovative.  Instead of continuing on that lab that a student did in elementary school, what could we have our students do that would develop creativity?  How could we let our students communicate the knowledge they already have?  Is there some way they could work collaboratively?  The image below is one that I have seen shared on Twitter by so many people, I can’t even begin to guess exactly where it came from, but it’s an important reminder of the things that our students need to know for their future.

6 Cs of Learning

If the image above isn’t enough for you, what about some research?  According to the National Association of Colleges and Employees in a recent job outlook survey, reported in 2016, these are the top 5 attributes that employers are looking for: 1) Leadership; 2) Ability to work in a team; 3) Communication skills (written); 4) Problem-solving skills; 5) Communication skills (verbal).

As I was researching this post, one of the other topics that kept coming up is the ability to apply knowledge and skills in real-world settings.

Hopefully, like me, you notice that none of the things listed in any of this research is specific to content knowledge.  That should challenge us to think a little differently about the question what do you teach.  I think the answer to what do you teach should probably be something like this: “I am teaching my students to have strong dispositions of learning.”

Our students don’t need to be able to recite back the scientific method.  They need to be able to use the process to solve problems they encounter in the world.  Our students don’t need to be able to solve stand-alone multiplication or division problems.  They need to be able to apply those math skills in real world situations.  If this is what our students need, what does that do to the way you might plan a lesson?  Assess your students?  Create a project?

I would love to hear your thoughts.  How do you get your students to have the dispositions for learning?  What would you do if you found that several of the kids in your class had already done the activity you had planned for today?  Share your thoughts in the comments below.

#IMMOOC Week 3: Proactive vs. reactive

In my first year as an assistant principal, I felt at times I was running around, putting out fires, and never seeming to make any progress on the things I was doing.  For those of you who have been an assistant principal, you probably recall the feeling of only being able to react to the things that were happening around you.  I was trying to learn my role, learn the expectations that students and staff had for me, and help however I could to lead our students towards success.

I’m so glad that I’m past that feeling! (Most of the time, let’s be real, sometimes you have no choice but to react!)

Currently I’m in my sixth year as an assistant principal, and it has become a lot easier to identify ways to avoid reacting.  I have learned that every year there is a group of students that I lovingly refer to as my “frequent flyers.”  I typically know who those 6th graders will be because I probably got to know them in the 5th grade year.  I typically learn who those 5th graders will be because they start to have some difficulties early on.  For these frequent flyers, I work (and sometimes it really is work) to build relationships with them.  I talk with them at times other than when they have made a poor choice or are feeling escalated.  I work to get to know what makes them tick, and use that to my advantage.

This strategy helps me to recognize when something is off.  At the start of every school day I’m on the sidewalk greeting students as they come in off the buses.  If one of my “frequent flyers” has his/her head down, or is behaving differently than normal, I know that something must be off.  I might pull them aside to have a quick chat right there, or I might go find them as classes get started so that we can have a more private conversation.

School teachers (or leaders

By getting to know those kids that most need to be known, I have found that they are not as likely to have the explosive behavior that might lead me to have to go back to my reactionary steps.  I’m a big believer that when we know what makes a kid tick, we are a lot more likely to be able to find the spark that leads to success and learning.

Q-TIP – Quit Taking It Personally

Earlier this week, I shared a document with the staff of my school with some strategies in dealing with students who are dysregulated.  I can’t claim that I created it, it was shared with me by another administrator in the district (thanks Lisa!).  I know that for some, the term dysregulation may be a new one, so let me define it quickly:

Dysregulation: An emotional response that does not fall within the conventionally accepted range of emotive responses.  These emotions can be internalized by our students, which causes them to appear withdrawn, shut down, or non-engaged.  For other students dysregulation will manifest as externalized behaviors such as acting out, being emotional, and trouble calming down.  Some students may show a combination of internalized and externalized behaviors.

Dysregulated ExpectationsThis term came to me as I began learning more about the trauma-informed school model at a training this summer with Jim Sporleder.  Earlier this year I had two posts related to childhood trauma (you can find them here and here).  While the strategies that we learned in our training definitely are beneficial for students who have been through trauma, we know that any student has the potential to become dysregulated, so it is important that all teachers understand how to communicate and work with a dysregulated student.  At the right you will see a screenshot of the document I shared with my staff (if you click on the screenshot, it should enlarge, or feel free to download the document here: ExpectationsStudentsDysregulating).

In the email that went with the document, I shared with our staff that working with a dysregulated student can be very difficult if we aren’t able to keep ourselves regulated.  I reminded our staff of the acronym Q-TIP – Quit Taking It Personally.  Logically I think we all know that when students are dysregulated, it’s not because they woke up with the goal of making the day horrible for us.  There is always a lot more to the story.  It’s still very easy for any of us to feel as though a dysregulated student is “doing it to us.”

After sharing the document, I heard back from one of the Instructional Assistants that works with some of our Exceptional Learners, and her opinion about what she notices with teachers interacting with students who are struggling:

What I notice, and what I think goes along with your Q-tip reminder, is because my kids (FAP, CFL, FIATS) are -labeled-, teachersstudents react different to them. They are way more pa

I think what Kristin says above about expectations is such an important point. We expect our students, especially for those of us who live in the middle grades, to have the appropriate responses.  When they respond in ways outside those norms, we have a harder time maintaining that patience and empathy that we might be able to show students who do have a “label.”

My hope is that we can all remember that when a student is struggling, no matter what their label may be, the manifestations of that dysregulation has very little to do with us.  What happens during and after the dysregulation however is something that we have control over.  If we can use the suggestions in the document above, we may be able to help a student return to a regulated state, which in turn will allow us to move forward in learning and growing.

What are your thoughts of the document above?  Are there strategies that have been successful for you in working with dysregulated students, that aren’t included in this list?  Have you found that there are things on this document that don’t work?  Share your thoughts in the comments below.

#IMMOOC Week 2 – The networked learner/leader

Recently I wrote a post about my takeaways from the book The Innovators by Walter Isaacson. One of the big takeaways that I had from that book was the fact that the innovations that led to a digital revolution did not happen in several giant leaps. Instead, innovation takes place through little steps that are layered on top of each other. In addition, most of those tiny steps did not occur because of one person. When you think of the iPhone, who do you think of? For me the first name to come to mind is Steve Jobs.  And while he was an important part of the process that made the smartphone a marketable thing for consumers, that idea would never have been possible without the work of so many other innovators in the digital revolution. Names like Ada Lovelace, Alan Turing, Robert Noyce, Grace Hopper, and Bill Gates (along with many other innovators) all made it possible for the iPhone to be the powerful tool that I carry around in my pocket every day.

Not too long ago, I was at #DitchCon2017, put on by Matt Miller. During his keynote, Matt put a picture of the Twitter logo on the screen and said “This little bird saved my teaching career.”  As educators, we all get into our own little silos and forget that there are lots of other people doing the same work as us.  If we forget to lift our heads up and look around, we may miss someone else’s awesome idea that could make learning for our students new AND better.

I have been on Twitter since January of 2010.  Initially I joined in order to follow athletes, pop-culture icons, politicians, and people of that nature.  One day while I was driving to school, I was listening to Morning Edition on NPR and I heard a story about #Satchat, and I saw a totally new purpose for Twitter (in fact, the first 3 educators that I followed were Brad Currie, Scott Rocco, and Billy Krakower, the co-founders of #Satchat).  Suddenly I realized that Twitter wasn’t just a way to absorb information from pop-culture, instead it was a way for me to learn and grow.

Twitter became my new go to for learning.  I began seeking out ways to leverage hashtags to find ideas that could impact the learning in my classroom.  I participated in Twitter chats and learned from educators who were just as passionate as me.  Sometimes I just lurked and listened, other times I dove in and shared my ideas.

Today, I talk to everyone I know about how we can use Twitter (or Facebook, Instagram, Snapchat, Voxer, etc.) to learn and grow in our own ways.  Once I started to participate more in Twitter chats, I began to grow followers.  The more followers I had, the more I had to think about what was really valuable information to share with them.  I became very intentional in the types of things I post (not that I’d never post a silly gif or my thoughts on the Cubs or Colts).  This has led me to seek out high quality information to share, and causes me to be constantly reading, learning, and getting better at what I do.

We all would agree that collaboration helps us all grow.  Sometimes it’s great to collaborate with that colleague down the hall, but sometimes it’s awesome to be able to collaborate with someone on the other side of the world.  As Couros says in The Innovator’s Mindset, “Isolation is often the enemy of innovation.”

Going back to my lessons from Isaacson’s The Innovators, the best innovations that we will make as educators are not going to happen in giant leaps and bounds.  They’re going to happen when we continue to layer our own ideas on top of the other innovators that we are learning from, and we can create truly mind-blowing, amazing, awesome learning experiences from our students!  Networking is one of the best ways that I know of that we can do that!

Reaching all our students

One of the challenges of teaching kids in the middle grades (I’m calling that 5th through 8th grade for the purpose of this post) is that physical maturity and social emotional maturity do not always match up.  A couple days ago I was talking with a teacher about the immature behavior of a student.  A comment that stuck with me after I walked away was “But he’s the biggest one in the class…”

Sometimes there is a misconception that the tallest kids are going to be the most mature and therefore capable of doing the most, and that the smallest ones are the least mature.  But in my experience, that expectation doesn’t always work hold true.

The next chance you get, just scan your room.  As you look, you will see a huge variety in physical differences among the kids that are sitting in your room.  Not only are each of those kiddos physically different, they all have differences in their cognitive, social, and emotional needs.  While it’s easy to recognize those physical differences, perceiving what’s going on inside a child is much more difficult.  With all of these differences, how do we try to meet those needs?

Meeting the needs of all learners by differentiating instruction begins with accepting the fact that your students are all cognitively different than one another.

The Center for Applied Special Technology has been focusing their work on the Universal Design for Learning (UDL).  There are three main principles of UDL, and thinking about these principles as you design learning experiences will help you better to reach the diverse needs of your students.

  • Principle 1: Provide multiple means of representation: We can all agree that our students all learn in different ways.  This means it is so important for us to present and represent learning in multiple ways.  Some students would learn best from a video clip.  Others might learn best from a reading assignment.  Others might need graphic organizers to help them to capture their learning.  The key is to remember that if you only provide one entry point for learning, you probably will not reach all your students.
  • Principle 2: Provide multiple means of action and expression: We all have our preferred ways to be able to express our knowledge.  For me, I love to share my learning through written expression. Others might prefer to record a quick video clip, while still others might want to create a presentation through Power Point. The same is true of our students.  While we can have our big ideas and learning targets that we want students to reach, they don’t all have to show what they know in the exact same way. The more choices we offer students in expressing their learning, the more likely we are to meet the needs of every student.
  • Principle 3: Provide multiple means of engagement: We all know that if learners are not engaged, they are not going to be learning.  Students are most engaged when they are given the opportunity to participate in authentic learning experiences that are responding to their questions, concerns, or interests.  If we can give students opportunities to develop they questions or look into their concerns and interests within the scope of our learning goals, they will be more engaged, and feel empowered

Ultimately, our goal for all students is that they learn and grow.  Through the use of these 3 principles, you can design learning experiences that allow our students to feel engaged and invested in their learning, and in turn you will be more likely to move our students forward in their learning.  What are your thoughts?  Have you seen these principles help your students find more success in the classroom?  Are there any principles that you would add to this list?  Share your thoughts in the comments below!

#IMMOOC Week 1: Innovate… why?

Innovate!As we think about innovating in education, it’s always valuable to spend some time thinking about why we do what we do.  As I begin my participation over the next 6 weeks in #IMMOOC (Innovator’s Mindset Massive Open Online Course), I’m driven to think more intentionally about why we innovate, and what innovation means in education.  Below are 3 reasons that stand out to me as why we need innovation in education.

  • The Factory Model of Education – Let me describe something, and you tell me if it sounds familiar: a publicly funded system where groups of about 28 students who are about the same age are taught by one teacher in a room of about 800 square-feet. This is the system of education that developed as a result of the free public education movement put into place in Massachusetts over 150 years ago.  Pieces of today’s curriculum can be tied directly back to decisions that were made about the initial curriculum in the late 19th  In today’s classrooms we continue to teach skills to kids that the iPad they carry can do for them, and then seem surprised that they don’t find value in it.  To give you some ideas of what 21st Century Education might look like, TeachThough.com created a great graphic:

4 essential rules

  • Growth Mindset – Last school year I read the book Mindset by Carol Dweck. While there were many parts of the book that had great value to me as an educator, my favorites came from chapter 7: “Parents, Teachers, and Coaches: Where Do Mindsets Come From?” How we interact with the children in our lives can have such an impact on the mindsets that they develop.  In the portion on parents, I took away the appropriate ways to praise children.  When we give praise that is focused on a child’s intelligence (“you’re so smart!” “you did such a good job on this paper.”), we may harm their long term motivation and performance, because taking a risk would mean possibly not getting that same praise.  Instead our praise should be focused on a child’s efforts and achievements (“I can tell you worked very hard on this!” “I love the effort you put in, but let’s work together on this part to figure out what you didn’t understand.”).  As the chapter continues, it talks about the importance of the words that teachers can use regarding learning.  I think we all know that at times learning is hard.  We need to let our students know that the hard things help us to learn, but only when we put forth effort.  I love watching some of the teachers in my building who are teaching the concepts of growth mindset directly to their students.  The kids in those rooms understand that ideas like struggling and failure help us to continue to grow.

 

  • Risk Taking – Intuitively I think all educators understand that risk taking is an important part of the learning process. Whether we realize it or not, our students are taking risks every day.  For some, simply talking in the classroom is a risk, for others the risk is in trying something new.  But what about us?  How do we model our own risks to our students?  Recently I was in a classroom and there was an issue with technology.  I overheard the teacher say “I never should have done this” and then shift gears into something entirely different.  What message do we send to our students when we give up at the first sign of failure?  How can we expect them to continue to take risks if we have modeled our own hesitancy to take any kind of risk?  We have to shift our own mindset and be willing to take risks for our student.  If that innovation works, then you may have created a truly meaningful learning opportunity for your student.  If the innovation doesn’t work, you have a real-life lesson on mindsets and how we deal with adversity.  By making ourselves vulnerable in our classrooms, we will show our kids that it’s ok to be a little vulnerable themselves.

These are just a couple of thoughts on reasons why we need to innovate.  What thoughts might you have?  Share your own additions or thoughts in the comments below!