I started reading about bullet journaling last year. Not a new concept, but I was drawn to it's evolution. The blending of art and list making - right up my alley! About that time, I noticed Sylia Duckworth's sketchnotes popping up everywhere. My mind went straight to how can I get folks on board with this type of organizing and notetaking? I mean, as an adult, drawing pictures is seen as something you do when you are off-task in a meeting, right? The attitude is the same in classrooms across the country. THAT is what started to get to me.
In February, I attended #iPDX in Portland, Oregon. The keynote speaker was Sunni Brown, author and a Doodler. I loved the message she delivered that morning, and it drew me into her packed session later that morning on the power of Doodles.
Yep - doodles. There I go again. What on earth does doodling have to do with education? It's not innovative...right? I'd argue that it is.
Immediately after returning from #iPDX, I headed to NCTIES,. There someone snapped a picture of me in a quiet corner. Because they couldn't get my attention, they posted the pic and called me out on Twitter. They saw someone engrossed in something so I felt compelled to share - on Twitter - my first sketchnote. You see, I wasn't just lost in thought or playing on my phone, I was making my sketchnote after the opening keynote. I shared with the world...put it right out there. Was it perfect? No way! But I wanted folks to see that I was doing something productive.
Perception is a powerful thing - and it can be wrong.
How often when students are deeply connected to something, fully engrossed in what looks like off task behavior, are we quick to judge and make them do something WE think they should be doing instead?
I felt strongly that I needed to do something to change this; to get teachers, and other school leaders, to think about what they allow students to do to demonstrate understanding. Are teachers allowing choice? Are we building a culture of compliance or learning?
I came back from Portland and NCTIES ready to build some professional development on this. I figured if I could get a few teachers on board with what this process can do for THEM, then allowing doodles in classrooms would be next!
I'm such a Pollyanna sometimes.
What I was met with was strange looks when I talked about it. A few that I shared my doodles with were interested, but I silenced my dream. The time wasn't right. I kept plugging along, sharing the doodle love, taking my notes then synthesizing them adding images to help me remember key points.
But I decided I needed to create something different.
This summer, I facilitated a book study on The Innovator's Mindset.. With each part of the book came a challenge to the participants. Challenge one was a #booksnap. I chose this because it is something that teachers and students can do in any content area...and they don't need Snapchat. We talked about different ways to do this...it has taken off! I think we will see more of this in the upcoming school year.
Challenge two was to sketchnote some element of Part II. You should have seen the looks on their faces. I got the predictable, "I can't draw" and the firm "I'm not going to do this." I shared ways to do this that didn't involve drawing - photos and pre-made art in some apps allow this to be done digitally. I believe in giving multiple ways for folks to complete a task because IT'S BEST FOR LEARNERS!!!
One of my favorite passages from Part II of The Innovator's Mindset says,
"We rarely create something different until we experience something different."
When we met to discuss Part II, after sharing how completing the challenge made them feel, I pointed them to that passage. I asked them to think about students...could they think of a student that would LOVE to take on a task or take notes if they know that they could draw? Everyone of us could.
At the EdTechTeam's GSuite Summit last month, one of the interesting take always for me was the research that shows we learn MORE when NOT in our preferred learning modality. As educators, we try to identify students "learning styles" so we can make sure we design activities with them in mind. But what if the best way to grow them is to challenge them to learn OUT of their comfort zones.
I definitely pushed people out of their comfort zone with the sketchnote challenge. Radical, I know...but our brains are wired to remember things that we enjoy or hate; things that bring us comfort or discomfort. We internalize those moments and what we learn in them. My hope is the folks involved in this book study remember this sketchnoting strategy exists and can get a few others to embrace is as a choice as they craft tasks and activities for students.
I'm presently struggling with how I'm going to create a different experience for the Part III challenge. I have a little time as this new school year is about to take off and these educators have busy days ahead. I need to find something that can ultimately make a difference for the students they work with daily.
Here's to hoping that this year, some students can "experience different" and find their path to learning.
It has to mean something if it has to matter.
- ME (and a lot of other people)
Disengaged. Bored. Lazy. I have heard ALL of those used to describe today's students. If you listen carefully, what your really hear is an excuse to NOT change - a deflection of ownership of the real problem: most classrooms and mainstream instructional practices haven't changed too terribly much in about a hundred years.
"He's disengaged" - Student "playing" on their cell phone? Reading a book instead of looking at the teacher during a lecture? Hmmmm....are you sure the student is disengaged? Many of today's learners (not all) are actually paying more attention than you think. Turn those perceived problems to assets. The student on the cell phone might actually be looking up information you are talking about or taking notes. And that student that reads - that may be how he blocks out stimuli - my oldest who is on the Autism spectrum is one of those.
"I'm bored" - Too often, the translation for this becomes "the work is too hard for the student" when that really is often NOT the case. This reaction is triggered by a topic that is too easy or not interesting to the student or - GASP - they already know the information! It happens, people. Most often they are just uninspired - let them be creative! Somewhere around third grade, kids are turned into compliant learners...well, most are. They learn that thinking differently or being creative is a punishable offense in some classrooms. How do you encourage creativity?
"She is so lazy" - nope nope nope...more likely they are uninspired. see above for remedies for that. However, sometimes they are just tired. Kids today have a lot going on - sometimes that is pressure placed on them by family. Sports, dance, familial obligations, poverty....they take a toll. Are we as educators aware of that? Too often the child deemed lazy has a lot going on that we fail to see. Take the time to get to know them. A simple conversation or two can be life changing.
How often do we create authentic learning experiences for our students? When was the last time you gave them a chance to identify a problem that matters to them and do something about it? These days, versions of 20% Time and Genius Hour are becoming prevalent in our schools. In some schools, there is still the mind set that this learning isn't going to raise test scores - a point which is a) grossly inaccurate and b) irrelevant. Students are NOT test scores. When teachers are told they can't let students learn through Genius Hour or 20% Time activities because this "isn't in the curriculum" I get a little grumpy.
I like to share the story of Richard Turere who identified a problem and created a solution that made a difference for his family and his community.
I can guarantee that his actual project wasn't in the curriculum, but the skills he learned while perfecting his invention - and giving this speech - certainly were. I'm sure that given the opportunity to identify a problem and work to solve it, many of those "disengaged, bored, and lazy" students would thrive.
If you always do what you've always done, you'll always get what you always got.
-some motivational speaker somewhere
Sometimes, we have to let go of the way we've always done things to grow. I've been there, heard that, rode the bike...
That's right. The bike. The bike of unlearning. The bike of gracefullness.
Granted, anyone who tries to ride it will not feel graceful, or even very successful. I certainly did not when I gave it a shot two years ago. However, it is all in what you take away from the experience. I can honestly say, I took a lot away from that experience. So much that I knew this needed to be experienced by teachers in the district where I work.
The bike riding adventure above was captured at our 8th NHCS Summer Institute for Instructional Innovation. This year, we were fortunate to bring Jeff Crews and Dean Phillips of Beyond the Chalk to share their message of innovation and the importance of unlearning to learn to teachers and administrators in our district. Their engaging and thought-provoking keynote inspired all who were there.
Together we tried - and failed - and learned the value of new ways of thinking.
When was the last time students came running into the classroom like Bilbo Baggins getting ready for an adventure?? When was the last time YOU came to work like that?
Then there is this passage from the best novel ever....
Gandalf: I am looking for someone to share in an adventure that I am arranging, and it's very difficult to find anyone.
Bilbo Baggins: I should think so - in these parts! We are plain quiet folks and have no use for adventures. Nasty disturbing uncomfortable things! Make you late for dinner!
Thanks to Jennie Mageria for reminding me of that passage as she opened her keynote speech at #NCTIES17
I thought about this and reviewed my notes from the conference as I helped plan the June Twitter chat on Design Thinking. A big part of the Design Thinking mindset focuses on learning from failure. In her opening keynote, Jennie Mageria reminded us to turn your FAIL (First Attempt In Learning) into SAIL (Subsequent Attempts In Learning.) ,,but first you have to find your team of adventurers AND a way in.
In The Hobbit, notably a powerful example of a piece of literature that can teach about the power of having a growth mindset, Bilbo and the dwarves always manage to find a way in. A hidden door, a crack...whatever. As educators, we understand the importance of finding that way in. A way in is a place to get your foot in the door: take it where you find it. Build those relationships with the students you teach. Find out what makes them tick.
To get students to learn, you have to get students.
Also as I was looking for Design Thinking resources to share with teachers in my district, I came across this video. I knew I had to share it here so I could dig a little deeper into its power. Take a few minutes and watch it.
In Five Rules of Design Thinking to Reach All Students, Michael Roush makes a compelling argument that resonates with so many educators always looking for that way in!
1 Teach like you are Banksy (read the rule book - then rip it up)
Rules are guidelines (in most cases) and need to be adjusted for certain situations. Every learner is unique. What works for one or two definitely won't work for all. Bend the rules, don't break the students.
2 Teach like you are Leonardo DaVinci (be curious about everything - never stop trying to make things better)
For me, the point about not making students pick art or academics hit close to home. I watched my children have to do this and was powerless to fix it. This needs to stop. Leonardo DaVinci is a GREAT example to support this small change in practice.
3 Teach like you are Chanel (strive for beauty and elegance, but understand that those things will be different for everyone)
We all bring our own background music to learning. We need to remember this and create spaces where our students can share their background music comfortably and appreciate each others'. Strive to find some morsel of beauty in everything.
4 Teach like you are Brunel (planning is important, but imagination is what makes the extraordinary possible)
You can't do what you've always done! If you go by yesterday's rules and guidelines, then there is no room for growth. Learn from mistakes and failures and modify the rules as the situations change.
5 - Don't blame the lettuce. If the lettuce doesn't grow well, you don't blame the lettuce.
This is my favorite! How often have we heard folks "blame the lettuce"? Be optimistic about EVERY student! Help students find their strengths and bring out the strengths in others. Through their eyes, try to see your own strengths AND weaknesses.
What steps will you take to find a way in as you plan for the new school year?
The escape room craze has found its way in to education. Actually, if found its way in about a year ago - at least that is when it happened in our district. Seriously, think about all of the important things this type of learning experiences has to offer students.
Often BreakoutEDU activities that blend digital and the physical components catch - and keep - the attention of the learners. And let's face it - students aren't the only ones loving these learning activities - they are fun to CREATE! BreakoutEDU is a breakthrough and is leading to innovative instructional methods in classrooms across our district.
Breakout activites create opportunities for learners to connect with content on a deeper level. Yes, sometimes students only scan and skim the text passages, but hey - those are reading skills, too! Carefully crafted activities can direct the participants to really go back and read certain resources that are included in order to break a lock..
These activities break through the perceptions that learning is a sit and get event. They allow learners to engage with resources on a topic of study in multiple ways - visual, auditory and kinesthetically. All activities are designed to help them scaffold their learning. The focus shifts from being first to finish, to being first to be correct - a key component of many Breakout activities.
Through our district's Be Awesome badge program, we have seen teachers at all grade levels creating and using breakout activities to unlock students' potential, not just locks! We see high school math teachers proving math isn't all about scratching out computations on paper. They've created Breakout activities that set a scenario and then they set the timer. Their students have to work through problems and apply knowledge of mathematics in order to breakout! The activities are super engaging and guaranteed to break through the mindset that math is boring.
We have also seen school leaders explore inspiring resources related to school transformation that might not get a careful read by participating in Breakout activities designed to make them examine the resources carefully to breakout. Breakout activities are not just for children in classrooms - they are great for learners of ALL ages!
In planning these learning events - they are so much more than lessons - no detail is overlooked! Sometimes the groups are carefully orchestrated - this was the case in a teacher created breakout in a high school math class. When students broke out, they got their recent tests back for a correct and review session. The students were grouped based on common errors. They then had to work through the problems collectively to review the content. Genius!
Sometimes they end with an activity that forces the groups back together. The final component is something that will take whole group collaboration. In this picture, it is a map with a printed message AND a hidden message. The printed message gave them instructions about how to find the hidden message. Each group had one piece of the map in their group's final locked container.
One thing we offer in our district is support in the creation and implementation of these activities. We brainstorm ideas for the process with teachers as they build the activity. They do all of the hard stuff, We set the locks and get the physical components to them based on their requests. If they need us there the day they lead the activity - we attend!
Some schools have purchased the official kits - the lock options are more aligned with the pre-made versions at the BreakoutEDU website. Locks can be the most expensive part if you try to build your own set - office supply stores typically have them for around $10 each depending on the type of lock. And plan to mess up a few - we certainly did when we were getting started. Some of the locks you get with the kit are a little more forgiving. We also purchased the Locks app that the BreakoutEDU folks created - this app is totally worth the cost. At $1.99, it is the cheapest, most versatile lock you can add to your toolbox.
The BreakoutEDU creators also have a digital breakout site - that is a GREAT place to look for ideas and inspiration if you want to create your own. They use GSuite Tools for the bulk of these digital activities and include resources for how to do it! I love it when the digital and physical components work in harmony, so those hybrid activities are what I prefer to create.
.Along the way, we have had to improvise...we have made breakthroughs of our own. One being the multiple physically locked components. A visit to a dollar store was quite inspiring - lockable tool boxes, cheap key locks, and pencil pouches! This Pencil Pouch hack was inspired by a planning meeting with some of our school administrators that were creating an activity on The Artisan Teacher. Props go to them for this ingenious idea! Here are some directions for the Pencil Pouch hack that I created for the teachers to use when they put these events together.
This is yet ANOTHER phenomenon fueled by my experiences with NCDLCN and at the GSUITE EdTEchSummit - these events inspired us to bring BreakoutEDU: the hybrid edition to NHCS.
At the end of last school year, I was introduced to the possibilities of virtual reality in education through an experience at NCDLCN led by Jeff Crews and Dean Phillips of Beyond the Chalk. I need to add here, that these were the two who introduced me to the Sphero. (You can read all about what THAT did for our district in this blog post.) I immediately knew that this would be another avenue to make the abstract more concrete for learners in our district, but I needed to learn more. And I needed investors.
I'm not talking about financial backers, here. Fortunately, after the campaign to get Spheros in the district proved to be a worthwhile investment, I was given a small budget - a terrifying and truly amazing thing. I just needed a few visionary educators who saw the potential impact this technology could have to transform learning experiences for their students - those are the investors I'm talking about.
In the fall of 2016, The William & Ida Friday Institute for Educational Innovation offered a Digital Learning Series. Dozens of teachers from schools across our district, with the encouragement of their building administrators, applied for the handful of seats we reserved for two of the two-day workshops: Google Tools for Today's Schools and Digital+Physical Learning = ENGAGEMENT. If selected, we would cover the cost of the workshop and their sub on the days that they would miss school. In exchange, they would offer PD for teachers to share what they learned.
I clearly underestimated the return on this investment.
Three teachers went to the Digital+Physical Learning = ENGAGEMENT workshop. After day one, I know I had found my investors. They were on fire to bring what they had learned back to their classrooms - a pretty normal side effect of professional development at the Friday Institute. Teachers know that when you bring movement into a lesson, the concepts "stick" with students. This is nothing new. But this workshop made them feel like they could really do what they learned - we already had the Spheros that were part of the workshop, but how could they take students on virtual field trips? And how could they share this with others in the district? This workshop started the conversation.
We immediately began collaborating in a shared Google Doc - we added resources we found about devices, viewers, and apps. Google Expeditions was a high priority. We knew that Google Expeditions could not be facilitated on our BYOD network, so we searched for viable alternatives. We have iPads in the district and a management system in place for those devices so we opted for iPod touch devices - twelve of them. We also knew that the traditional Cardboard viewers had a few downfalls. Then there was the process for checkout and use - so many pieces of the Virtual Reality (VR) puzzle to fit together. Let me break it all down...
Devices: We selected the 6th generation, 32 GB iPod touch. In conversation, we discussed the possibility of creating content with these, not just consuming it. Content creation is phase two of this virtual reality vision, but we needed to plan for it from the outset. Also, some of the apps require tours to be downloaded. We needed space for the content. We ordered a simple and relatively inexpensive high impact armor case for each to help protect the devices and keep them securely in the viewers. For each device, that put us around $260.00.
Viewers: We tried a few on for size. We had STUDENTS try them out. That is how we landed on the ones we did. Too often we forget that students are our ultimate investors - we can't overlook their input on their learning experiences. The Cardboard viewers we are used to seeing are made of paper or plastic coated paper. They are usually an adventure in origami. But to us, the down side we were most concerned with was clean-ability. As these would be shared, we needed to disinfect between uses to try and cut down on the spread of germs - especially since this was rolled out at the height of cold and flu season! We found a relatively inexpensive viewer on Amazon for $16.00. It also had a head strap - we removed those. Why? Let's be honest here: lice can be a problem. While the head strap can be a fun addition, I have yet to encounter a single teacher to complain about their removal as it was intended to prevent the spread of lice. We do have the head straps stored and available upon request when hands-free is a necessity due to special needs. Also in that vein, we also have a couple of open viewers and even one with adjustable lenses that could accommodate needs should they arise.
Process: We have had requests for "PD on VR" - well, that PD turns into a conversation and time spent plearning (playing+learning). Our emphasis is on the process. How will you use this to enhance the content of your lesson? We ask questions. We weigh the pros and cons of different apps. We share what has worked for other classrooms. Each VR set is in its own box (from the Dollar Tree) - headset, iPod and charger. The only guideline sheet we have now is a set of suggestions like
Our guidelines are about the equipment - the teachers are the content experts!
The first professional development to include our Virtual Reality sets was at the end of January. There were two on the same day. The facilitators shared the checkout information with participants and the requests have come almost non stop since then! We have a Google form on our website next to the equipment availability calendar. Teachers simply fill it out and tell us about how they hope to use virtual reality as part of their instruction and we do our best to accommodate their requests. Most days, we pick up the devices and take them straight to another school.
This is a new adventure for us. These VR pioneers are leading the way for others. At the moment, most that are using VR with students are doing so in small groups using a rotation model to make sure all students get the experience. I'm eager to see how this evolves Will teachers step back and have directions and expectations posted at the station to guide students? Will students be creating their own 360° videos to demonstrate their learning and to teach others?
NC Governor Roy Cooper recently visited one of our schools and spent some time with these students who were exploring a volcano that day. Looks like they were all engaged! Who knows what the third graders in the image below will be doing with VR (or more advanced technology for that matter) in a few years. I look forward to finding out what the real return on this investment will be.
The North Carolina Digital Leaders Coaching Network, or NCDLCN, is a group of educators from various roles in districts all across North Carolina who gather to explore new opportunities and strategies for leading the digital learning transformation in our state. We are School Library Media Coordinators, Instructional Technology Facilitators, Instructional Coaches both at the school and district level. Despite our diverse roles and job descriptions, we are ALL committed to the vision of future ready learning environments for all students.
Last year, I participated as a 2015-2016 cohort member. I wrote about our districts efforts to bring Spheros to schools in this blog post...after our first meeting that year. I can honestly say that that experience marked a significant change in the direction of coding instruction in our schools. So many ideas from being a part of NCDLCN that year impacted classrooms around the district. This group is a catalyst for innovative thoughts and ideas...I KNEW I had to be a part of this group again.
This year, I am a mentor for NCDLCN.
Through this experience, I have had the honor of sharing ideas with some enthusiastic digital leaders from around our state while we help each other grow. Being a part of this dynamic experience has added a multitude of perspectives and voices to my PLN. As instructional leaders from across the state, we have different issues impacting our schools, yet we all have the same "why" - student learning.
At times, we feel like there isn't much we can really do as individuals, but we are ever hopeful that together we can make an impact that will be felt across the state. NCDLCN lets me know that there are others out there who share my vision of innovative instruction as a game changer for students of North Carolina and ultimately, the world. I have found my tribe.
As I was perusing resources on jobs that don't exist yet, I came across a SlideShare by Sparks & Honey. There are a few that I feel epitomize future educators.
The job description reads: A personal advisor in flaneuring; an advisor that not only provides inspiration and content to spark curiousity, but one that teaches the art of discovery.
I had to know more...the word flaneuring was fascinating. I discovered that its literal translation is a one who strolls; a lounger or saunterer. One who goes about. However, as I investigated more, I found that a flâneur has become an important symbol for scholars, artists and writers thanks to Charles Baudelaire, a French poet, and Walter Benjamin, a German philosopher. The word morphed into something like an observer and guide that reflects on the the surroundings to gain perspective.
So why do future educators need to align themselves with a Curiosity Tutor? The educator of the future needs to be reflective and observant. Able to prepare and guide learners through an ever changing world while providing foundational instruction. Setting the floors, not the ceilings. The educator of the future encourages creativity and exploration and provides opportunities for learners to create, explore and grow.
But in reality, this is one part of the job of a future educator and today's teachers know this! In fact, a great many present day educators work hard to be Curiosity Tutors now. Here are a few more careers from that SlideShare.
Cultural Skill Sherpa
This "pivot professional" helps clients develop and acquire the skills to prepare for positions that are one of a kind, emergent or newly relevant.
This counselor encourages students to hack the real world and experiment with life rather that only pursuing traditional education paths.
Spark and support curiosity, help learners acquire skills for jobs that don't exist yet, encourage learners to experiment and pursue their individual paths for learning - today's educators do all of this!
But, it sounds like teaching in the future will be three different jobs. Maybe the pay will be three times greater, too.
One thing I find myself emphasizing frequently is that today's students often need access to a different learning paths than what is the daily reality in some classrooms. Compounding matters is that Generation Z (those born between 1996 and 2010) is hot on the heels of the Millennials - and many classrooms never changed their approach for THAT group! And Generation Z...well, they bring some great reasons to shake up the status quo.
The video above is the creative rendering that came out of an experience of Paige and Frankie, the two main characters of Bizaardvark. Trapped in the back of an ice cream truck, they have just enough battery life left to send one text message. Instead of sending "Help" or another string of text, an emoji was sent...and it was the wrong emoji - inspiring the creative duo to pen the tune "Oops, Wrong Emoji" in the video above. As I watched this episode with my resident member of Generation Z, I noted the conversation between the chartacters as they discussed the choice to use emojis over words. It made me think...
In an earlier post, I referenced the book Brain Rules. As I watched this episode of Bizaardvark, I thought about the rules regarding gender, attention and most significantly, vision. In this section of the book, Media explains the value of using pictures to help with information retention. Text alone is less effiicient than pictures. To our brains, there are no words. The brain sees words as tiny pictures. This explains why some of us get stuck when a word is misspelled - it just looks wrong....and our brains struggle.
"Words are only postage stamps delivering the object for you to unwrap"
Information communicated via pictures is not only the preferred means of comminication by Generation Z, it has been proven to be "superior in capturing attention" (Brain Rules 196)
So what are we, as educators, doing about it?
Traditional methods of pedagogy often fall short when it comes to educating those in Generation Z.
This generation is about doing and creating. Are we embedding enough of these opportunities into our classrooms? They are civic minded entreprenuers who, believe it or not, do think about global issues. Are we creating classrooms that allow them to explore these issues and solve real-world problems? As I started this post with, they send and receive information with pictures. Are we allowing them the chances to illustrate their mastery of the content and take visual notes or are we forcing them to copy copius amounts of words? There are still classrooms where teachers complain when students doodle...a practice that is sometimes forbidden - even punished!
There is so much about the way Generation Z learns that is supported by neuroscience, and I do see many educators in our district making strides to account for the different learning styles of their students as they plan activities and content delivery. As of late, those I see making the most pronounced effort to change (based on both observation and our district's Be Awesome applications) are secondary teachers - and that is a great thing for Generation Z.
As a district level Digital Teaching and Learning Specialist who coaches others, I try to always remember the days in my middle school classroom. Those years gave me so much insight into learning differences for students AND adults. While subtle differences occur as we age, there are some similar, fundamental things we need to remember when planning learning opportunities for students and adults.
Just like our students, teachers learn in different ways. We need to allow them options on HOW to learn and WHAT to learn. Then, we need to support them while they use what they have learned...not just "turn 'em loose" when the hour-long professional development is over. WHY? It's ultimately best for the students.
Giving teachers choice and control of when, what, and how they learn will better enable them to bring learning choice to their classrooms - putting students in charge of their own learning and growth. If we allow teachers to experience the power in this type of learning, they will hopefully see the value in bringing it to their classrooms.
The impact of the type of one to one support for teachers that Daniels explains in the video is powerful. This is what will inspire other teachers to want to make a change - even if they simply observe what is going on in the classroom across the hall.. As educators, we know that strategies are more successful when modeled and actively supported - not just thrown out into the wind with the hope it lands where it is needed.
I know what some of coaches might be thinking - I don't have time to give everyone individual attention. I hear you, but guess what - that's what we expect teachers to do for their students...we coaches are teachers, too.