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?
Yesterday afternoon after all our students got on the bus and headed home, the educators in our building gathered with their Professional Development Teams around the building. Each team spent the hour digging into the topic that is most relevant to them. These topics were voted on by the staff last spring, and then staff members signed up for teams this past fall. Throughout the year, teams have been holding their own inquiry study on their topic.
As we are approaching the end of the year, it is important to remember what the main point of professional development is. Primarily, PD is meant as a learning opportunity for teachers to take back to their classroom to impact the learning of their students.
So what should we do in order to let our students know what we’re learning about? How do we help them to know that we are seeking to grow as well? I’m not sure that I have the absolute ideas, but I can think of one way: simply share with your students what you learned, and how that will impact your teaching moving forward. By telling our students about the things we learned about, we accomplish several things. First we model for our students that we are learners. More importantly though, it creates accountability. Not accountability with ourselves, or accountability with a colleague. It creates accountability to the people that we are learning for: our students.
After your next PD session, take a moment to reflect on what you have learned, and more importantly, how you will share that learning with your students!
Have you ever shared with your students about PD experiences before? How did that go for you? What was the good that came from that? Share your thoughts in the comments below!
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!
This week is the beginning of The Innovator’s Mindset Massive Open Online Course. For the next five weeks, I look forward to the opportunity to reread a great book and interact with educators during the weekly YouTube Live sessions as well as the Twitter chats! I love this format of PD, and look forward to creating new connections and growing my Personal Learning Network! If this sounds like something you would be interested in, you can still sign up here: IMMOOC
As I was reading the introduction to The Innovator’s Mindset this week, there was one line that really stood out to me: “if students leave school less curious than when they started, we have failed them.” Given the meaningfulness of that line, I was so glad that became a major topic during the YouTube Live event on Monday evening. During this session, AJ Juliani talked about a self-audit based on 4 questions, and I felt that these questions could really help us think about what we do in the classroom that might encourage students to “play” school and take away some of their self-agency and curiosity.
What do I allow for in my classroom/school?
What do I make time for in my classroom/school?
What do I support in my classroom/school?
What do I praise, assess, look for in my classroom/school?
What intrigued me the most about these questions is that students who play school well get there not because of their own desires. Instead they get there due to the things that the adults in their lives (both educators and family members) value. Watch kids of any age, and you will see curiosity – whether it’s on the playground, with their friends, or while playing a video game, our students our naturally curious. But for many, when we put them into a classroom and ask them what makes them curious, the response is “I don’t know.” If this is happening in your class, then your students are probably well trained to play school.
If we want our students to create, we have to model creativity (or at least a willingness to try). If we want our students to be problem finders and solvers, that spark has to be modeled through our actions. All of us have our interests and desires. A lot of us keep those interests and desires separate from what is happening in our classrooms. If we want to ignite the fire of curiosity in our students, we need to show them that their interests matter.
Recently in our school building, a student noticed that our cafeteria never served ice cream at lunch. She knew from talking with friends at other intermediate schools that ours was the only one in the school district that did not ever serve ice cream as part of the school lunch. Instead of just complaining about it, or even accepting that’s just the way it is, she went into action. She did research. She got friends and classmates involved. She met with our school’s cafeteria manager to understand why we didn’t serve ice cream. She met with our district facilities manager to learn about options to make ice cream a possibility at our school. She got the student council on board to do a fundraiser. All of this started last year with the question of why.
Last Friday at lunch, our school served ice cream for the first time.
I would argue that the learning that happened for this student, and her classmates who were part of this work, was some of the most meaningful learning in the past year. All of this happened because the adults around this student saw the curiosity and the drive that this student had – for ice cream – and they let her run with it.
What are the ice cream moments that are happening in your classroom? In your school? How are you helping to ignite that curiosity? What are the ice cream moments for you? Are you modeling that curiosity with your students? As the leaders of our classrooms and schools, we have the ability to choose a course for our students that inspires them, or we can choose a course that creates students who “play” school well. Which course do you choose?
I’d love to hear your thoughts in the comments below. Keep the conversation about innovation in learning going here, or hit me up on Twitter @brian_behrman.