WB4All...

Switch - a book that's game changing for how to guide the change process

2012-01-15T19:21:00.000-05:00

The book, Switch: How to change things when change is hard by Chip and Dan Heath, removed a veil about being an effective change agent.

One analogy from Switch is that of an elephant and its rider. The rider directs the elephant along paths and tasks. It's the thinker through logic and analysis. But sometimes the elephant gets spooked. Filled with emotions, logic dissolves. The elephant stomps and/or storms where it wants--and the rider, no longer in control, must hold on for the ride.

Changing personal views and habits is a monumental challenge. Some people on a sinking ship will panic and stampede causing more danger, instead moving in an orderly fashion to stations for safety. Or they might stick their heads in the ground ignore warning signs--consider the near demise of the Big 3 automotive companies or it you want to gawk at a traffic accident in slow motion follow the publishing industries dinosaur-like thinking regarding ebooks. Others would rather die than change--see smokers.

One of the industries that leads in the challenge for change is Education. As data mounts of low student achievement, how can we continue to maintain "business as usual" when results do not meet demands of a global society?

Switch provided me great reflection on how to recognize and plan for effectively guiding change. How to get the elephant in step with the rider. Check out the book. Download free sample chapters (Kindle / BN). Take this first step. You won't be disappointed.

Differentiating Instruction through Project Based Learning

2011-12-01T09:18:00.003-05:00

Recently I had the chance to talk about 2 of my favorite education topics for how best to meet the needs of ALL learners. I'll let the video stand for itself. If you find it useful or helpful, please go to YouTube to "like" it. Thank you. Additional resources are below the video.

Differentiated Instruction through Project Based Learning

Leading Project Based Learning: www.leadingpbl.org

This site contains many resources around PBL, from tutorials (Modules), units designed and implemented by pre-k to grade 12 teachers, and many useable materials for designing, managing, and assessing project based learning units.

The Learning Classrooms: learningclassrooms.pbworks.com

This site is an online learning series for Differentiated Instruction (DI). Modules guide teachers through important thinking, reflections, and understandings about DI and ways to effectively implement.

Stirred, a thriller that also represents a "different" way of publishing

2011-11-23T15:15:00.000-05:00

I had the opportunity to read the novel Stirred by J.A. Konrath and Blake Crouch. It's a great thriller that brings to culmination two series by these two exceptional authors.

View Stirred on Amazon

These authors are pioneers on what epublishing can be for the masses through 21st Century Skills. There are many traditional publishing organizations, as well as hybrid where 3rd parties handle your work for a fee. And then there are the kind of mad innovative minds of these authors who make a successful living tackling the process themselves and make it look easy. In many ways the process can be easy once explored and with a good guide. A Newbie's Guide to Publishing is a great place to start.

Steve Jobs - Living the life of our future

2011-10-07T14:39:00.000-04:00

Wednesday, October 5, 2011, a man died but his visions and ideas remain. He gave a commencement speech in 2005 for Standford University that, listening to it on NPR, moved me deeply. A message of hope and promise, mixed with an American ideas of independence and collaboration, is a gift of wisdom for all ages, besides the new college graduates. A recent Washington Post shared the them of that speech: Steve Jobs: Stay Hungry, Stay Foolish

It's with honor that I introduce Steve Job's speech, given in 2005:

Speech link: http://www.youtube.com/watch?v=UF8uR6Z6KLc

Stay hungry, stay foolish,...How do we help our students experience such a rich opportunity?

News Sources = Source for PBL Ideas and activities

2011-07-27T09:41:00.001-04:00

How do you turn an ordinary Project-Based Learning unit into something extraordinary?

This is one driving question that I'm often exploring, as there is so much at stake for a successful learning experience that leads to academic achievement and development of global skills that are necessary to adult success. And...there is not just 1 answer.

Although, I would suggest that if the end result of a PBL unit is that students use what they learn to help or change the "world" outside of their classroom, that is a very good start. News articles can help us find ideas for inspiring students to make meaningful connections between content and the global community. Through such connections, students alongside students can develop or design meaningful ways to impact or influence others through their academic understandings.

For example, consider these articles from today's news:

Tourists despise tiny fish but anglers love them

From MI news about strange silver creatures washing up ashore of MI beaches. Where did they come from and what impact might they have on our environment and tourism?

Is default deadline truly Aug 2? Analysts say no

As the debt ceiling debate continues, how does time management influence or effect our decisions, and what are effective ways to organize timelines for project efficiency? (project is a metaphor for all kinds of work and tasks)

Morgan Admits Dodgy Practices

With greater scrutiny on the press, there is much to explore from effective research practices (online and traditional), ethical practices, and truth telling. How best can we get accurate information when media sources express conflicting reports? Should ever the "end justify the means" in the workplace?

U.S. likely to lose top rating: economists

With the congressional deadline looming about the US debt ceiling, there those who speculate that the US is already negatively affected. What would happen if the US lost it's AAA credit rating, and what would it take to regain it? How could leader's convictions of beliefs be rigid and flexible?

News from the serious, to humorous, to fluff can generate ways for students to find their voice in a PBL unit. They and educators uncover connections between content and community context. I invite you to find articles and post them as used here for connections to PBL ideas.

RSA Animate - Drive: The surprising truth about what motivates us

Grading Practices Revisited

2011-06-21T10:04:00.000-04:00

I just read an article "The Culture Builder" by Roland S. Barth (Educational Leadership May 2002, Vol. 59, Number 8) with a group of highly motivated, inspired (inspirational) school leaders who are establishing new school programs where new culture is being built around what is best for students. More on that later.

A topic that rose was grading practices. Roland Barth states a message by schools is "Learn or we will hurt you." He states, "Educators have taken learning--a wonderful, spontaneous capacity of all human beings--and coupled it with punitive measures. We have developed an arsenal of sanctions and punishments that we inextricably link with learning experiences."

Ken O'Conner, Rick Wormelli and others look at grading practices and how it can be done to emphasize learning over gradebook keeping. I've made comments on this before, and was asked to share a powerpoint where I took these educator thinkers work and explored the ramifications. Below is a powerpoint that I've used to support teachers and administrators in reflecting on efficient ways to assess and grade. Comments welcome.

Reflecting on assessment a tale of hope and ideals 2010

View more presentations from John McCarthy

Results-Only Learning Environment

2011-06-17T08:37:00.000-04:00

Much of the focus of the Education world for achievement is on what the adult stakeholders can or should do to improve the system. There are some innovative ideas generated, tested, and implemented. How can we help students be successful. How do we hold accountability to standards based on practice that is evidenced-based. What will schools of the future look like?

These are only some of the challenges that educators grapple with in seeking what is best for students. Through all of the work that's done, few include a missing element. One that may, in its simplicity, be the most difficult and critical element for success...

YouTube - Results-Only Learning Environment PechaKucha Style

Rigor, Relevance, and Relationships are touted as critical to education. Yet few school cultures incorporate students as an equal member, much less the driving member of the learning team. Students can best determine the what and how of learning. For proof, look at adults regarding our learning. Give me the deadline and learning targets, and I will take the pathways that works for me. Reading, talking to others, watching videos...varying location from walks, cafes, desk, floor...with music or silence depending on "my" mood. It doesn't matter how or what I do, so long as the deadlines are met and the outcome produce is of high quality.

Shouldn't that be what's best for students?

Coach students on how to work in this format. Believe that they are capable if given the opportunity and guidance. Trust that they can succeed. When they fail, it's the best opportunity for them to learn and grow. It's our responsibility to teach them how to learn from mistakes.

Shouldn't that be what's best for students?

Bears’ Greg Olsen kicked off field at Stevenson High - Chicago Sun-Times

2011-04-16T07:41:00.005-04:00

Bears’ Greg Olsen kicked off field at Stevenson High - Chicago Sun-Times

I'm a Bears fan, and even I would have stopped Greg Olsen from going on to the Stevenson High School football field. Hey I like him as a player, tried to trade for him on to my championship Fantasy Football team. I would not have sent him away feeling unwelcomed. Here's someone who lives in the community, who is a quality professional in his work place. I'd give him the star treatment, as if he were a CEO, scientist, elected official, business owner, a chef, a parent or an educator--because Greg Olsen is a potential contributor of time and networking power.

He want's to use the facilities at the school, fine, here's the paperwork holding harmless the district and employees. "Mr. Olsen, can I get you some coffee, water, or Gatorade, while the paperwork is faxed or delivered by the Superintendent's office? What would you like for a snack or lunch from our cafeteria (or the cafe down the street)? Can we get some pictures with you as one of our . successful members of the community...signed?"

Accommodate this professional. But also have him do the background check (not too difficult given he's a public figure) done with anyone who will be on school grounds when minors are present. Work out an arrangement for the NFL starting tight end to practice on the field. Include in the plan that he give some of his time to mentor players and other students about perseverance, dedication, and long term planning. As the relationship builds, have Mr. Olsen connect the school leadership team with other professionals, ranging from the businesses whose products he endorses to say...the management of the Chicago Bears (after the lockout ends of course).

Safety and insurance coverage is necessary in today's society. Opportunities for partnerships that would benefit students' learning experiences should not be squandered by a public show of aloofness and cold rejection.

Notes:
Adlai E. Stevenson High School has won numerous awards for excellence, including the prestigious U.S. Department of Ed. Blue Ribbon Award for 1987, 1991, 1998, and 2002. It's the birthplace of the Professional Learning Communities (2nd site) concept by Richard DuFour (bio) that went viral in the United States. The school gets visitors, including me, from across the country and internationally to see their structure for success. With such experience with dealing with attention in their own right, it makes this publicity and missed opportunity more surprising.

Project Based Learning: Explained.

2011-03-03T14:58:00.000-05:00

Why do Project Based Learning (PBL)? The connection to lives of teachers, students, and workplace is a needed understanding. This video by the Buck Institute for Education does a great job making that important connection.

Learning through Risk-taking

2011-02-16T10:49:00.000-05:00

The iNet Conference has been more than inspiring, it provides thought-provoking ideas for where we need and can go if learning is the driving force. Examples shared from throughout the world, time and again, prove that success happens when students have an active role in unit design, curriculum feedback, ending technolog embargos, and how they develop and demonstrate "their" learning.

Bethnal Green Technology College (London)
Bay House School & 6th Form (Gosport)
Ken Stimpson Community School (Peterborough)
Al Asayel School (Dubai, United Arab Emirates)
Barry Island Primary School (Wales)
The Way Program (United States)
Asia Society (United States)
New Tech Network Schools (United States)
High Tech High Campuses (United States)
Buck Institute for Education (United States)

"When you’re in the hardest time you invest the most in being innovative." Dr. William Skilling, Oxford Community Schools --quote from iNet Conference 2011.

A Tale of 2 Views: What should education become

2011-02-15T10:16:00.002-05:00

I'm attending the iNet Conference in East Lansing Michigan. With a strong international presence, the focus is one exploring and networking on ways for innovations in transforming education for developing students for a global society/economy. There is tremendous dialog around what educators around the world are thinking and doing to advance student learning within this present, and not based on the 19th/20th century model that remains a dominant presence.

The morning had intriguing presentations, followed by Q&A, by Dr. Yong Zhao, Professor of Education at the University of Oregon, and Robert A. Compton, a venture capitalist who develops documentaries on such social issues as countries ranked high in student international tests--2 Million Minutes (trailer, pt.1 & pt.2) and The Finland Phenomenon.

Dr. Yong Zhao talked about "Student as Entrepreneur"(pdf). His premise is posing the question: how do we as a society maintain innovation and creativity by engaging students in such practices? Educators need to begin with the student's drive and build curricular (standards) experiences around their learning focus. Students are viewed as equal players in a collaborative journey for learning.
Some examples would be Project-Based Learning, Problem-Based Learning, and Inquiry. Whatever the approach, Zhao's ideas resonated for me in what he emphasized as key components for learning experiences:

Identify Problem/Need
Develop Solutions/Products
Market Solutions/Products

Units that include these steps as a framework for how students learn and express understanding, then the "what" (ie. standards) will have greater meaning and therefore long laster retention.

Robert A. Compton talked about what top countries for education have in common: China, India, Finland, Korea. These countries are rated the highest based on international testing. Whatever you might think about standardized testing, Robert explored what do these countries have in common:

Culture
Curriculum
Credentials in teachers

Robert purports that a society gets what it celebrates. The top 4 countries revere academics, while the US highly value sports. Here's how Robert breaks down the comparison between the top 4 and the US, in terms of overt and subtle messages:

4 top countries
National View: Academic Achievement is greatly recognized
Local Communities: Scholars are stars, and are known by their local population
School focus: Learning is the purpose based on core curriculum
Family aspiration: Each generation excees previous

US
National View: Athletics, entertainment, education, college prep in this order are recognized
Local Communities: Scholars are barely noticed. Opening a local newspaper would reveal that athletics carry greater presence than the academic teams.
School focus: Sports, socializing, learning (perhaps grade-base not content), clubs, work, volunteering
Family aspiration: Mixed messages

Robert Compton presents much data to digest for their important implications. His solution is that the US needs to design a curriculum where the adults drive what students should learn, eliminating any input by students, because as students, what can they possibly contribute? Curriculum could be more focused (not tighter). Excluding students in the process has been in practice since the dawn of "modern" education (19th and 20th century educational system). This is the very system that Robert criticizes (and Yong). So to follow Robert's suggestion appears to continue using the same system, with small and/or big tweaks. This suggestion reminds me on Mike Schmoker's argument that education should roll back to the 1950s where education is 90% lecture and rhetoric.

Makes me think about the adage: What's the definition for insanity? Continue doing the same thing and expect a different result. Should we continue to mandate an industrial education system to a global-based society which is shown by many thinkers including Thomas Friedman, author of The World is Flat.

I don't want to diminish Compton's observations about what societies value. His observations needs to be critically reviewed as we take a hard look at our societies and ourselves in regards to education.

In the end, if we want a student, graduating from a K-12 career with 21st century skills that enable them to work independently and with others effectively, then how do ensure that those experiences are embedded into their learning career? The solutions may be somewhere in between these two viewpoints, and must include the involvement of the students.

Articles about school systems in other countries

How to close the achievement gap 08/16/10
How nations get the top educations systems in the world 11/19/10

edReformer: Why Standards-Based Gradebooks & What Next?

2011-01-09T12:10:00.000-05:00

edReformer: Why Standards-Based Gradebooks & What Next?

by Andrew Miller

Here's a thoughtful commentary about the benefits of Standards-Based Gradebook. Along with the insights, I'd add that standards-based assessments open up productive dialog among educators about learning targets, and how to provide instruction that helps students get there. That conversation can lead to one of Andrew Miller's cautions for preservation--Creativity and Innovative teaching and learning.

Change's a Coming...Are you watching?

2011-01-03T17:23:00.003-05:00

We are in the midst of change in action. Print to ePub. I'm not ready to say that books on shelves will become obsolete. Actually, books will become expensive collector's items with short print runs. But that's a discussion for another time.

The point is that with the growing market of ePublishing, more unknown authors are self-publishing and getting known. With smart phones, tablets, iPod (touch), and other similar media with Book apps, consumers have many options for taking their books with them. Authors are getting known based on the ratings (following) they receive. Cost has dropped to $3.99 or less, making an unknown author an appealing risk to consumers. Meanwhile, traditional print publishers try, with little success, to hold the epub cost to that of a paperback or oversize trade paperback ($7.99 to $14.99).

JA Konrath has an interesting view that is becoming mainstream (not quite yet).

A Newbie's Guide to Publishing: A Response to Richard Curtis

After reading his thoughts do a check on Amazon, Barnes and Noble, or other online outlet. Check out the ePub section and make your own judgement. Just know that we're living in the midst of a change where what was once considered fringe is becoming mainstream, like how politicians use rock music (formerly anti-establishment) as campaign anthems.

What in education might be having the same effect? Look around...Change's a coming!

Life Long Learner

2010-12-31T22:07:00.000-05:00

Read any mission statement for a school improvement plan or sometimes posted in the main hallway, there is usually some reference to developing a love for learning in the students. If you can't get a copy, or don't see the mission statement, ask any educator what do they want their students to develop when they graduate from the school or district. Included in their list will be a hope for students to become life long learners.

This hope and dream is an important expectation, a blessing, which when happens, leads to the prospect of an interesting and fulfilling life long endeavor. Scientists have shown that when learning occurs, adult brains grow dendrites. I've experience a natural high when I have an epiphany from some area of study, or seeing something in a different light from a conversation or conference. Don't you recall similar experiences?

So to truly help students develop a desire and drive for life long learning, we need to first inspire ourselves to practice the same, and share our experiences with students. Teaching is challenging and time consuming. Improving teaching craft requires a constant drive to learn more.

The result is...

What's Best 4 All.

Happy New Years.

How well does your data drive your decision making? Three elements for continuous improvement - News Archive -Pawley Lean Institute

2010-12-21T10:37:00.000-05:00

How well does your data drive your decision making? Three elements for continuous improvement - News Archive -Pawley Lean Institute

This is an interesting article to consider regarding avoiding data rich, information poor scenarios. That is to say that often we have plenty of data, from assessments to demographics, as a small portion of the plate. The challenge is how best to organize the information so that it's useful for informing our decisions in the classroom, building-wide initiatives, and district direction.

Important, Timely, and Sufficient are the guide posts this author uses. How well do you use these guidelines in your respective work? What other considerations are there?

Experts & Newbies | Bloggers on Project Based Learning: What's up with PBL in the Elementary Grades?

2010-11-23T21:18:00.001-05:00

Experts & Newbies | Bloggers on Project Based Learning: What's up with PBL in the Elementary Grades?: "EDITOR'S DESK | John Larmer We're working on a new book about PBL in elementary school, part of BIE's PBL Toolkit Series. As a former high s..."

As Project-Based Learning (PBL) grows, it's nice to see resources that help teachers implement a curriculum structure that helps kids think critically, gain depth, and find context to their lives. I had the chance to read the book prior to publication. Preorder it when it comes available. Well worth reference.

Thanksgiving Parade rejects Mayflower kin | detnews.com | The Detroit News

2010-11-23T10:14:00.000-05:00

Thanksgiving Parade rejects Mayflower kin | detnews.com | The Detroit News

This article at face value was startling. An organization of direct descendents from the Mayflower colonists are denied a spot in the Thanksgiving Parade? Definitely grabbed my attention. The organization made 4 separate attempts to know what was wrong with their application or other reason why they were not included. While they received no response, the news writer included this quote from Anthony Michaels, president and ceo of the MI Thanksgiving Parade Foundation, who runs the parade:

"We get hundreds of applications from groups and people — all kinds that want to be in the parade," Michaels said.

"We're setting this up to be an entertainment-oriented parade, so we want to make sure everything has entertainment value."

Among the new entries this year are floats from DTE, Blue Cross Blue Shield and Strategic Staffing Solutions. DTE has been a financial backer of the parade for years. The utility's entry this year will be titled "Energy and Our Future."

From The Detroit News: http://detnews.com/article/20101123/METRO/11230313/Thanksgiving-Parade-rejects-Mayflower-kin#ixzz167K8zVvd

Hmmm, the red highlights show part of my thinking. Mr. Michaels' comments might be interpreted as saying that Cultural history has not the value of say, Utilities and Insurance companies. One wonders what Project Inquiries students could do around this topic, or perhaps for public understanding of the relationships between culture, politics, and business. When or how should the three be intertwined for effective decision making.

There is another lesson in this experience. I wondered what might be the reason(s) for Mr. Michael's foundation to reject the group. May be the group has a political agenda which its presence might overshadow the focus of the parade--like a protest that they'd spring during the parade. So I did some digging.

1. I googled their name to find their website.

2. Reading through the website, I searched for the organization's agenda, both public and hidden.

3. Searched for links of other groups that are linked to the organization.***

4. Searched for similar groups.***

I couldn't find anything underhanded or subtly sinister. My point for this research reaction is that knee jerk posting creates lots of contentious statements (rants?), which denies a substantive dialog. Having students do due diligence prior to responding is a good tool to hone, especially in this digital age.

*** One place to do this is at Google Advanced Search. Open "Date, usage rights, numeric range, and more". Under "Page-specific tools:" are two options to choose from:

Find pages similar to the page

Find pages that link to the page

Paste a website in either and find out who they are referenced and related too.

21st Century Learning Skills...Tools for Making it Real

2010-11-18T14:55:00.003-05:00

My kids do a lot of problem solving in the games they play. They play online games such as World of Warcraft and Wizards 101 where they work in teams with other players to complete quests. Often the tasks can only be done through collaborative strategy, problem solving, and communication. Lack these skills, a player is mercilessly booted from the team to make room for someone who can fit in this group concept.

They play Farmville with their grandmother. The Facebook game is about growing crops and raising livestock, and selling products for "money" to expand the farm. They barter and exchange goods. They tutor their grandmother in the nuances of the game to gain the most output from their farms.

My youngest used the Nintendo DSi to record podcast stories with friends, sometimes grabbing the digital camcorder to shoot video tales. In Little Big Planet, they create new levels, which are uploaded via the PS3 to share with a global user group.

Many schools politely tell children to leave these tools and skills outside the building.

In unstructured time, they use 21st Century Skills but lack deep understanding metacognitively. How can anyone hone expertise if they don't know the structures for what they do? In school, where they spend 7 hours a day--almost half of their waking time, these skills are little practiced. Often instruction is the conversation between teacher and student, or content is delivered by the teacher with few opportunities for students to discover the content themselves through inquiry. Students need "mucking about" time with concepts. Traditional teaching tends to be a "I told you about xyz". Telling is theoretical. Doing is permanent.

Here are a variety of tools that can support students practicing communication, collaboration, and critical thinking with in a learning context, which benefits them for academic achievement and life skills in a global community.

Learning to Change/Change to Learn: Students' Voices

Team Building

Teampedia

Students need practices in these skills, especially communication and collaboration. Teambuilding and icebreakers can be effective when students do multiple experiences, and reflect after each session.

Free Online Communication

Voice or video chat: Now students and outside experts and mentors can have conversation around the work anywhere, anytime, and for free. Students can maintain collaboration experiences while not in the same building or country.

Rubrics

Rubrics are excellent tools for assessing students' growth in 21st Century Skills. It's important that students are part of the evaluation process, both of themselves and their team members. A good rubric brings clarity to expectations.

Blogs

Blogging is a way for students to comment to a broader audience, publish works and ideas, and engage in relevant dialog. Blogger integrates well with users of Google tools and apps. WordPress also has great functions.

Reviewer Publications

Students need avenues to voice their opinions. Shape and express ideas to a general audience based on their learning of the current curriculum and learning targets.

Collaborative Editing & File Sharing

Resources for asynchronous sharing and real-time editing of data are important for developing and refining ideas during and outside of school.

Survey and Polling Tools

Survey Monkey
Zoomerang
Poll Everywhere (vote via cell phone text)

During inquiry, students need tools to more efficiently gather data from peers and other audiences who can inform their explorations of study. All are online.

Creating, Collaborating, and Publishing Content

There are social network tools that students use to exchange ideas and develop content such as Twitter and Facebook. Wikis are great for developing a Social Education site where students and teachers can share ideas, develop content, and problem solve. All within an environment used for learning and exploration through the 21st Learning Skills. (Example would be this very site)

Web 2.0 Tools

To develop 21st Century skills as educators we need to learn and use the tools ourselves.

Books on Grading worth Evaluating and Reflecting

2010-10-26T07:54:00.000-04:00

Grading has one of the most impactful influence on students' progress and learning, yet the skills for formative and summative assessment practices remains under trained, and often glossed over by teaching programs. While assessment practices tell teachers what students need and levels of understanding, the results influence lesson planning to best support students in a variety of forms. Differentiated Instruction is based on a clear reading of data that is unencumbered by human bias and flawed calculation processes.

Essentially, to assess and grade effectively, educators must let go of personal experiences "when I was a student", which perpetuates the broken model, and become a pioneer, exploring new territory with an open and fresh perspective.

There is good literature available that focus on engaging educators to reflect on the quality of current practices, and explore new ways of thinking--with an open mind.

Two books that make for a strong reflective exploration of grading are by Rick Wormeli and Ken O'Connor:

Wormeli, Rick. Fair Isn’t Always Equal: Assessing & Grading In the Differentiated Classroom. Stenhouse Publishers: 2006

Address quality elements of good assessment and grading practices based on getting an accurate understanding of student learning. Provides strategies and different views for thinking and methods for effective assessment and grading. Great for teachers and administrators. Makes for an excellent book study for schools and districts looking to build clarity in assessing student learning.

O’Connor, Ken. How To Grade For Learning. Corwin Press; 2^nd Ed.: 2002 (additional resorces)

The author shows how to link grades and standards. His eight models assist teachers in designing and conducting grading practices that help students feel more in control of their academic success. This eye-opening dialog remains an exceptional way to begin a journey with even the strongest skeptics.

Ken O'Connor wrote a book that is my personal favorite because it tackles the most difficult issues. Many of the challenges that educators have difficulty digesting tend to be more about control then the deeper issues that need addressing in a constructive, positive, and clear intend for what is best for clean assessment and the development of the learner.

O’Connor, Ken. A Repair Kit for Grading: 15 Fixes for Broken Grades; 2nd Ed. ATI: 2010

(1st Ed.)

Teachers and school/district leaders gain a deeper understanding of the issues involved in sound grading practices. Includes: practical strategies and alternatives to help change how students are graded.

I intend to explore some of the concepts in this last book with the hope to encourage a rich dialog about where grading needs to play an effective role for student achievement.

Waiting for Superman -- Cause to Pause

2010-10-25T00:47:00.004-04:00

Tonight I watched the movie, Waiting for Superman. Prior to viewing it, I've heard criticism about it as promoting charters and bashing teacher unions. Interestingly, some of the criticism came from people who had not yet seen the movie. The buzz or the hype had a skeptic flavor for what can a "movie" tell, except the agenda of the film's producers.

Trailer for Waiting for Superman

Having watched the movie, and being a school improvement consultant in a county containing 34 school districts and many charter schools, I found the issues and message compatible. An education system based on a 1950's model with an 1890's philosophy has a complexity of problems and multiple stakeholders that share in the responsibility for the perpetuating failures. The movie focuses on three issues:

1. Many public schools are failing to develop students to be competitive with kids from other developed countries.

Sure, the movie throws out a lot of statistics about failing public schools where students' chances of success is depressingly small. These Dropout Factories create hopelessness for students before they enter the school. There's a site that allows you to search your local schools and see how they rate.

Whether we take the movie at face value, or rather lets' be skeptical that the claim might, just might, be exaggerated, the real perception exist by parents who feel their kids are under served by their local schools. Unfortunately, school culture tends to be mystifying to parents and community, which does little to ease concerns. Just ask a child on 3 consecutive days, "What did you learn in class today?" The answer is predictable. When students, the major source for promotion of what schools accomplish, can not describe in depth what they are learning and why that learning is important to know...the negative perceptions are unsurprising.

How do we change the perception? Break the teaching and learning mold while simultaneously changing school culture to one of learner collegiality.

2. Charters serve as an alternative choice for students
The movie acknowledges that only 1 of every 4 charter schools achieve outstanding success. One could point to the 75% that do not do any better, sometimes worse than traditional school systems. Or, we can ask, What makes the 25% so good? It's not money. They get no more than traditional systems. In fact, having fewer resources is a challenge. It is the professionals in the school that reinvented themselves into a school that truly is "student first" focus. Criticize charter schools, and there is much to critique. Even point out that charter schools have flexibility that traditional schools do not. The reality is that good charter schools are successful. Student results prove this out repeatedly.

Yet what charter schools do with limited resources, traditional school districts should be able to do effectively given their greater resources. How can such resources be harnessed so that dropout factories become achievement oasis?

Charter schools must hold a lottery when there are more applicants than there are student spaces. It seems cruel to turn away students. Perhaps the bigger question is why did so many families apply for the limited spots of a charter school, instead of attending their local school district?

3. Unions need to become part of the solution
The movie does critique unions. It sites an example of the teacher's union in Washington D.C. along with the NEA and AFT. Unions serve a purpose to ensure teacher work conditions. There is nothing inappropriate about such a responsibility. Whatever side of the argument about tenure and work conditions, when it comes to children--everyone is on the same side. We, the adults, want all students to be successful. There are many issues for why not all students achieve. There are multiple stakeholders that help or create obstacles to learners learning--parents, administrators, communities, students, organizations, and teachers. Assuming that the responsibilities for support is equally held by all, or even slanted to parents, students, and communities, there are teachers who are ineffective, and should not be in classrooms.

How can the teachers union be a leader for other stakeholders to improve quality teachers are working with our children? It's not just the unions' responsibility, but far better that they lead so as to find that balance for bringing into the fold good teachers, and then keeping them in the profession.

If we agree that the purpose of education is to develop students so that they are all growing developmentally and achieving appropriate academic success, then there is little that can not be achieved in a 21st Century Global Society.

Watch Waiting for Superman. Share your response.

An Introduction to Project-Based Learning (Edutopia)

Sea Change to Culture Permanence

2010-09-07T11:42:00.000-04:00

We are living during a time of culture change. Remember this day, this Summer, as when ebooks and books lurch to a tipping point. This author interview from J.A. Konrath's blog A Newbie's Guide to Publishing is an intriguing illustration. In this case it looks at the evolution of print media (books) to eBooks from one author's perspective.

It's also a slice of life about the Change process, from idea to implementation, to CULTURE Change, and then Permanence.

Six Keys to Being Excellent at Anything - Tony Schwartz - The Conversation - Harvard Business Review

2010-08-27T13:28:00.001-04:00

Six Keys to Being Excellent at Anything - Tony Schwartz - The Conversation - Harvard Business Review

Here is an intriguing article that opens the premise that there is no ceiling to what a person can do. Genetics can play a role in inherent advantages such as growing over 6 foot to make dunking "easier." Yet there are those like Spud an NBA point guard who once WON the dunking contest.

The 6 keys seem interconnected. What stands out to me are how several of the pieces are recognized as part of effective teaching practice such as "Seek expert feedback" and "Pursue what you love" which I interpret in the classroom as making learning contextual to what students view as relevant.

This is a worthy read.

Assessment-Friendly Grading Categories

2010-08-27T12:58:00.002-04:00

Open a gradebook. What do you see?

Typically there are columns for recorded scores from a variety of assignments. The left-most column lists the names of students. Row 1 is a header that labels the type of assignment, followed in the column with the scores that recorded the work by students.

It's difficult to know what such a table of numbers tells us about students' understanding of the coursework. All that can be said for certain from what is displayed is that Summer and Thor excel in taking quizzes--thus labeled--while no clue as to what the "quizzes" are about.

What if, instead, the gradebook looked more like this:

Labels are one key to unlock understanding of achievement data. In this second example, the data has significant meaning. Isn't more important to know what the assignment focused on, then the type of assigned work? There is more to the data in these examples, but to just look narrowly at the impact of substantive labels can raise our understanding of a student's progress.

Whose Performance Would You Stake Your Life On?

2010-08-11T10:07:00.004-04:00

Consider this scenario: You’ve taken a skydiving class. At the end of the course, you are going to jump out of a plane with a parachute. [Note to Reality Police: Yes, beginning parachuters are typically tied to an instructor for their first jump. This is a Scenario. Work with me :) ]
There are 3 professionals who pack all parachutes for course participants. You get to choose which person will pack your chute. Who would you want packing your chute: Packer #1, Packer #2, or Packer #3?

Every time I conduct this scenario, no one wants Packer #1. Sure this person started out great. Initially, scores are consistently above the Competency/Mastery Line. But on Week 6 and onward, this packer is unable to pack a chute that is safe for your jump. Choosing this packer is asking for a Once in a lifetime experience.

Packer #2 gets several votes. I’m always intrigued about why this person is picked. Here is a packer who is consistently inconsistent. The exam results are as much below the Competency/Mastery line as above. The common response is that based on the last test in week 9, this person is due for some good packed chutes. Choosing Packer 2 is for those looking to literally gamble with their lives on whether their chute will be the one packed well.

Packer #3 is an interesting story. Looking at the exam results for the first 6+ weeks, and you wonder how did this person stay employed? There is no way I’d want this person in the same room as my chute. Yet something happened beginning in week 7. Not only is this individual packing good chutes, the quality level exceeds the other packers and continues to excel to higher standards. Most people choose Packer #3. There is much to gamble with one’s life when jumping out of a plane. Having a chute packed by this professional, ensures that the focus on risk and reward is based on what you learned by the end of the course.

Interestingly, if we look under the hood of the chart at the raw scores by the packers, a different story is revealed. Traditionally supported or directed by schools and districts, teachers use a 100 percent scoring system for grades. The scores are averaged to get the reported grade.
[Note: One variation is to “weigh” categories of grades, such as 30% Tests, 20% Homework, etc. Within each category the scores are averaged. More on weighing grades in a later post.]

What if the Packing Chart reflected a school course? Plug-in the class you teach or are taking.
How do the results differ from a record of what students truly know and understand of the curriculum?

Packer #3 who the vast majority of teachers surveyed would risk their life on her competency has a grade of “D”, while the others who you’d really need a psych test if you chose them to pack your parachute get a “B”.

Assessment and grading practices are complex, and should be treated as such in how academic learning is evaluated. Yet, one component, averages, is a primary tool used for its simplicity in making judgments. Averages might not need to be thrown out of the mix. What’s needed is to include other factors for analysis of student competency. Beginning with clean assessment data, add in a shift in thinking about assessment practices, and add in an educator’s professional experience about curriculum, learning, and the student, will improve students’ growth and academic achievement.

If the primary purpose of grading is to measure academic skillfulness of students, one potential long range outcome is developing and/or nurturing highly qualified future professionals. Our assessments should indicate or track progress of learners.

At the end of the day, if our approach to assessment is multi-faceted and continuously reviewed, there will be more future professionals like Packer #3, and we can help Packer #1 and #2 become more than a facade.

How does solely using Averages a potential fog to accurate grade reporting?
What elements of good assessment practices do you find important?
How should an educator’s expertise factor in such decision-making?

Grading Practices Re-examined

2010-08-05T10:17:00.002-04:00

With a new school year approaching, a month from now, there is so much to prepare for in schools and classrooms. With a refreshed, often times rejuvenated, focus on the "calling" recognized as student learning achievement, this seems the time to consider how best to serve students. Much of our decision making is based on student work and the assessment and grading practices used to get as accurate a picture for meeting learner's needs.

What will follow is a series of posts focusing on grading practices. While I have a bias, which will become obvious, my intent is to offer information and examples for people with experience about grading to consider and join me on a reflective journey to discover what practices are best suited to meeting learners' needs. Those "people" include anyone who has ever been (or currently is) a student, teacher, administrator, business, and/or a parent.

To begin, what's needed is a agreed upon description for the primary purpose of grading. Much is taught from academics to citizenship, to responsibility. Yet, promotion to the next grade and graduation at the HS, MS, and Elementary** level is determined based on academic progress. While "social promotion" happens it's never been the standard by which students are expected to move forward. Our first impression on looking at a report card is that the "Grades" are indicative of academic understanding and skills based on a standards or learning objective orientated curriculum. Tom passed Freshmen English, so he's ready for Sophomore English, Susan is starting the year as a 4th grader, so that means that she has sufficient understanding of 3rd grade curriculum.

**Universities share a similar focus, and are included in this exploration. Their culture has some different challenges, grading practices share some common problems to study.**

Consider this statement, and does it, in general terms, address a commonly accepted view, your view, for the purpose of a Report Card?

The primary purpose for a Report Card grades is to represent a student's level of academic proficiency.

Primary is underlined to recognize there may be other factors which schools wish to report and/or parents want to know about in the student's development.
Academic Proficiency is underlined to emphasize that instruction and student learning expectations are keyed to academic curriculum. Look at the Common Core movement, and the impact that NCLB (wiki) has had on states developing common learning standards as proof. (ex. Michigan standards: GLCE and HSCE).
Proficiency is used instead of Mastery because expectations are not always expecting mastery. Students do need a level of proficiency which could range from recognition to mastery.

The primary purpose for a Report Card grades is to represent a student's level of academic proficiency.

Does this statement reflect or come close to your understanding for the primary purpose of grades?

6 Beverage Industry Secrets They Don't Want You to Know

2010-07-22T08:30:00.000-04:00

6 Beverage Industry Secrets They Don't Want You to Know

Lately, several teachers I've worked with are developing projects around the theme on nutrition. Here's an article that could make for a great entry event. While not a big fan of the author's early books--seems to promote eating one unhealthy food over another because it's not "as" bad--this article is thought provoking in a healthy way. The premise is to read and understand labels, particularly the ingredient list. Never accept the advertisements for "natural", "organic", "zero calories", or "low calories".

I could see students reading this article and then analyzing labels for common drinks to determine the reality of health impact.

Unfetterred Inquiry & Creation (iPad 1 of ?)

2010-07-21T15:00:00.012-04:00

Testing the waters...
I'm not an early adopter of the iPad, or for that matter pc tablets. I would not give of my laptop, nor the desktop--although their growing compactness is very appealing. What the iPad provides is a "light weight" computing system with above average web access (as of this posting my local library Internet is not friendly to this iPad. To be fair I have similar problems with laptops there too) and good content tools. Combined with the social networks and communication tools (like this blog) there is no single desk or chair I must reside to work.

With wifi a part of our society. Including many free access points + cellular access there is more possibility for students to do field research. Traditionally, Science corners the market on technology used in the field, such as water quality studies and measurements of force and speed on roller coasters. It's time to open the field. Think of data collection that can occur through a robust system that allows for such data collection as survey work with upload access. Or if I want to collect costs in a supermarket, upload and do a comparison with stores in other regions--same or different store chains.

Even better follow a news item in it's reporting in different locales or across states or countries. What does Joe and Joanne Citizen think about a current event. Bring up a source document and see how view points change. Students learn the importance of reviewing multiple sources before making a judgement, rather than leaping to conclusions. Take for example the current flap around ShirLey Sherrod, an employee of the USDA. She was forced to resign over alleged racist remarks. Now the White House is apologizing for jumping to judgement. The incident raises many issues from misuse (deliberate and otherwise) to a need to verify sources and facts. just for the record of this example, reserve judgement until you see the full video. The edited version, slanting context, is on YouTube.

A final note on usage is that this entire piece was constructed with related, reviewed links on an iPad.

More to explore and share...

Anywhere, Anytime

2010-06-21T11:28:00.002-04:00

Recently, I was reminded of the changes in information access, which was either not easily unavailable or clean access online than what exists today. While driving my kids to school, my daughter realized she’d left her notes on the three Laws of Motion on the kitchen table. Her test was that morning, and the trip to school was an opportunity for study. Hmmm, no time to turn around as we were 10 minutes into a 30 minute drive.

After a moment’s thought, she took my smartphone and used a website with the information to review for her test. Cellular and wireless technology has come a long way. While internet access via phone has been around for awhile, the speed and page view quality are recent improvements. My son routinely asks for the computer, my phone, during drives for research or to find his favorite program online. Video streaming isn’t too bad, depending on cell tower proximity. iPads, e-Book readers like the Nook and Kindle, are just some of the gadgets available that offer excellent portability and internet access anywhere, anytime.

Outside of schools, adults and children are plugged in using these tools. Information, both acquired and created, are so integrated into our culture because of widely available access, schools must seek ways to incorporate them into the students’ academic world far more pervasively than currently exists. Universities and post secondary institutions have heeded the call several years ago. There are k-12 schools that have also made the shift, fully embracing the possibilities such as High Tech High, New Tech High, and Holland Christian Schools. Yet the trend in k-12 continues to be slow. Either schools maintain a comprehensive ban on students bringing phones and other electronics into classrooms, or if allowed, the usage is held to a minimum.

Bans exist because of fear that students “might” commit serious abuses from academic dishonesty to not paying attention to instruction. The former happens regardless of such tools and the latter is an indication that instructional practices may need to be restructured for engagement. In either case, how can students learn responsible use when they are denied the opportunity?

Minimal use of such tools in the classroom is often due to an educator’s lack of experience with using the tool in the educational world. One solution is to recognize that students are an important resource to channel their expertise with the tools. Provide clear academic criteria for work, and allow students to innovate ways to use their gadgets to accomplish the learning targets. Students are amazing creative people when given the chance to use what they understand. A second solution is for educators not to dismiss their own innate strengths with these tools. More adults use social networking sites, research online, and use such tools as digital multimedia, e-Readers, and cell phones. How can communication, research, collaboration, and critical thinking be incorporated into an academic assignment or unit? Then embed the gadgets.

K-12 needs to get on the bus, and then drive it to newer innovations, and not be left at the corner or sitting firmly in the back. The tools continue to evolve. As I sit on a plane more than 10000 feet up, the airlines provides wireless internet access, truly,

Anywhere, Anytime...

Choice 3.0

2010-05-12T16:52:00.008-04:00

A common learning tool that's part of the teaching craft is student choices. Here's a look at the levels that choices are used for student engagement and empowerment.

Choice 1.0

When students are working on artifacts, options is an obvious strategy that is commonly used. Choices encourages student buy-in. When they select an option they're saying, "This is what I want to do."

Choice 2.0
One way to deepen options for students is to incorporate learning profiles, such as multiple intelligences (Howard Gardner and/or Robert Sternberg, Thomas Armstrong), brain-based (Jensen), or other approaches (4-Mat, Meyers Brigs(test), True Colors (test), etc.). If we know how our students think and process problems, learning can be structured to suit those needs. For example, when the objective is to contrast diet programs (Adkins or Weight Watchers) in terms of effectiveness, students could demonstrate understanding through an essay, podcast, video, or presentation using posters or digital slides.

Another example, during a lesson, students need time set aside to process the blocks of instruction as a transition to the next activity. This can be accomplished by summarization--journaling, talk to a partner, outlining or webbing ideas or think-pair-share. We use a strategy or combination that suits the ways our students digest comprehension.

Choice 3.0

Have one option be "Student Created." The ultimate buy-in approach is to have students help structure their learning experience. I call it: Doing the Heavy Lifting. It can be too much to ask teachers to develop a customized version of a product for a small groups of students and individuals. There is lots to plan and keep track of. Time becomes a nemisis. When done, the investment of time can be well spent as student engagement rises, along with a belief that "I can do this."

These requirements need to be filled for success of Choice 3.0.

1. Establish clear criteria for a successful outcome.

2. Provide 1-2 options.

3. Allow students opportunity to revise proposals with a deadline for student proposals.

Clear criteria is important for the teacher as to what are the critical learning points that lessons must address, and assessments need to track for student growth. For example in building understanding of persuasive communication, criteria might include:

Main focal point
Word choice
Details, examples, and/or anecdotes
Counter arguement
Tone
Illustrations/Visuals

Clearly articulated criteria can be turned into an effective rubric, and used as part of a coaching conversation with students to guide their reflection on their learning. Students use the criteria as sign posts to keep them on a good path, without getting lost. There's nothing wrong with students wandering off the paved roads to trailblaze a new or innovative direction. The criteria allows for this, but also gives them guidance for how to get back on the main road if learning runs into a dead-end. Perhaps most important is that criteria allows for consistency with evaluation for the teacher and other judges to make effective assessments regardless of the product. Using the criteria for persuasive communication, students could explore use of media in governmental politics, product/services advertisements, or social issues. The final product might be an op-ed article, commercial (video or podcast), photo essay, protest music, or graphic novel. The teacher developed option might be the article. Students could propose alternatives that include ideas from this list or something else.

Teacher develop options provides students with choices that the resources are available in the classroom. Students may want to go along with these fixed choices ready-made for immediate use. These options also provide a model or template for students who want to create their own proposal. Criteria is tightly aligned with the models so that students can understand how their proposal must fit the requirements. A student proposal should be based on the resources that she has access to, which may or may not be available at the school.

When students develop their own proposals, teachers evaluate the pitch to accept, revise, or send back to start over. This development and revision process is an effective learning experience for students. The deadline helps students manage their time, and by when a proposal is approved. Otherwise they must choose from one of the teacher options to ensure enough time to complete the work.

A Lesson on How it Should Have Ended...

2010-05-02T14:43:00.013-04:00

In the Michigan Curriculum for English Language Proficiency Standards for K-12 (pdf) there are two standards for Reading that form the basis of a common learning activity:

R.8 Make inferences, predictions, and conclusions from reading
R.9 Analyze style and form of various genre

In many classrooms students get assigned the task to create an alternative ending to a story, play, or other form of literature. Sometimes there is the restriction to maintain the integrity of the genre for the story; other times students are free to transform the story into another genre while maintaining the integrity of the story. R8 and R9 have their fraternal twins in other states, and perhaps other countries. The task for alternative endings equally has its familiar incarnations.

As with any concept, students learning effectiveness increase when they find connections to the task, and/or are given options from which a student finds a pathway appealing. I saw this represented in a high school class studying Shakespeare's Othello. In one pivotal scene, Othello spies Iago conversing with Cassio. The two men talk of Cassio's romance with Bianca. Othello believes that the woman spoken of is not Bianca, but his wife Desdemona, which inflames Othello's jealousy and steers him towards a dark and tragic path.

The assignment for the students was to collaborate in teams and come up with a modern version of that scene.

One team had Iago sitting before a laptop using Skype (See VoIP Software) to talk to Cassio who's face is on the screen. Iago wears headphones so that Othello, hiding out of sight of the webcam, can only hear Iago's part of the conversation. With Iago's ill intent, you can imagine what he says that will ignite Othello's jealousy.
Another team set the scene at a basketball game. Cassio and Iago talk adamantly in the stands, as Othello sits in the stands directly across the court from them. Iago and Othello text each other regarding the conversation. Once again, Othello is seething.

A different approach is having students write alternative endings. Or as the following option demonstrates, let learners produce them. Here are two examples from Twilight and Lord of the Rings. Both not only change the ending while staying within genre, setting, and situation, they incorporate a humor that enhances the changes while staying true to the story. What literary analysis might be included to mine the thinking of students if they made similar learning artifacts?

How Twilight Should Have Ended

How Lord of the Rings Should Have Ended

Here's one more to make the point (More found at How It Should Have Ended):

How Star Wars Episode IV Should Have Ended

What's great about these tasks is that those students or communities with the resources can choose these tasks. If there are students who do not have the resources, nor a manageable way to get access to the resources, a low tech or no tech option is provided as a choice for everyone.

I'm curious about other ways students are encouraged to be innovative in their thinking. What, perhaps, have some seen or heard about...?

What gets monitored...Gets done

2010-04-20T19:25:00.019-04:00

Going to Disney for vacation, it becomes immediately clear that tourist are made to feel welcomed, relaxed, and promised a wealth of memories to treasure when they leave. There are, of course, exceptions. Speaking purely from my experiences (2 visits in 4 years) and that of those who I've swapped stories, positive memories was common. I have no insider knowledge for how this phenomenon is successful. But, an educated guess would be that the training is a major reason for such success and consistency. Another critical component would be monitoring. I'm not talking Big Brother 1984 style, although that is a possibility; rather, it's the idea that consultants, coaches, and/or leadership observes, gathers data, and provides ongoing support to the employees to maintain the Disney experience.

Classrooms and school districts focus are similar. With so much pulling at educators, identifying and implementing systems for supporting student achievement is high stakes in an intensely pressurized environment. What I've noticed in successful schools and poorly performing schools is that what gets monitored, and supported, gets done.

In a classroom, students learn early on what work is important by what the teacher reviews and returns with feedback. Notice, I did not say "by what's collected and graded." One can argue the point, but when we look at quality levels, what gets returned with feedback carries more value. It sends the message, "This work is so important that I've taken the time to review it so as to support your growth and continued success."

Sound strange? Consider the messages transmitted in a building. Staff receive professional development on writing strategies or a character program. PD takes one to three days to complete prior to the start of school. The principal informs the staff that on submitting lesson plans, the PD focus must be included somewhere, "x" amount of times. A recipe for success or failure could turn on what happens next. If the collected artifacts is put into storage, a vague message of "Nice Job" is returned, and/or feedback comes a week or more later if at all, not much will take hold. What was learned in PD will not take root in a systemic format. Veterans will teach the rookies the adage, "This too shall pass." Another PD checked off, and forgotten.

If instead, the leadership team reviews artifacts and provides timely feedback--written or verbal. If time on a regular basis (can we strive for weekly) is used for sharing of successes, assisting frustrations, and next steps, the focus has greater chance for embedded success. The message is that the system focus is so important that leadership provides time and direction for shared learning and collaborative support. The expectation is that staff implement the initiative with support of colleagues and leadership through reflective dialog.

In successful classrooms anywhere, where students are largely experiencing consistent success despite struggles, the teacher(s) monitor, coach and facilitate feedback support so that students' experiences meet set expectations. Schools where staff by and large are having consistent success with student achievement, share experiences, ideas, and support for themselves and their colleagues, which leadership (administrative and teacher) monitor, coach and facilitate feedback based on their efforts.

Wouldn't it be great if you could walk into any school and feel the electric excitement for learning success in a community of stakeholders (inside the building). The demographics, pedagogy, and culture would be widely different; but there would exist a common sense that all students can and will be successful and prepared for their future. There are schools in diverse settings and challenges that have this kind of success--through monitoring what needs to get done.

So how do we spread the Disney Magic? What's Best 4 All...

Authors to Study
Robert E. Quinn, Stephen Covey, Susan Allan & Carol Tomlinson, Richard DuFour, John C. Maxwell, James Kouzes, Carolyn Downing, and Michael Fullan

Thing 23: Administrators - Reflecting on Leadership

2010-03-31T13:07:00.000-04:00

21st Century Skills: How do we get there?

In education, a plan for success is rooted in the kind of person we want to see when they graduate from our school, our district, our post-secondary institution. Keeping the End in mind, what do our students need to be successful in the next stage of their educational and life journey? Once those qualities are identified, we need to analyze the structures, resources, and people expertise available to ensure that our students achieve those end goals. It takes ongoing reflection on practice by all school stakeholders to identify and provide support so that students become successful.

23 Things for Administrators offers, not necessarily tools--though those are in plenty, rather a look into the culture that is the lifestyle of our students, including the tools they take for granted like those of us who think nothing of a VHS machine, cassette player, refrigerator, or the pre-personal computer era. While there is a diversity, often disparity, of experience and access to resources that are continually expanding and growing--to some--more complex, there is one constant...

Development of a learner's mind is crucial to the individual and society. Growth in critical thinking, problem solving, creativity, innovation, communication, and collaboration are the coin for success and survival. While these skills do not require use of technology, it is the social networks, multimedia, and participation in the knowledge explosion that is the world we live in. Classrooms or schools that "close" the door to these realities, are frozen in time, walled out and left behind the common practices and usage in the real "real world."

Leadership, in part then, is about guiding staff to communicate, collaborate, critically reflect, problem solve, create, and innovate ways to let in the world as the students understand so as they might more effectively learn curriculum. The adage applies here: practice makes better skilled. Teachers model to students what they do themselves. As leaders, then how do we model to our administrators and teachers?

Here are some ideas, some in addition, to the tools offered in 23 Things:

Back Channel
Example: Todays Meet
During instructional talk or video viewing, participants post comments and resource links on a website as a way to allow learning and conversation to be non-linear. It's a back channel to the main conversation. Have you ever been to a session where the speaker sparks an idea or mentions an article or resource? You look for it and then post it along with your thoughts for the benefit of the other participants.
Slideshare
This was addressed in Thing 18. Maintain an electronic portfolio of documents and presentations that tracks progress, thinking, and support for staff. Include resources for conversations. Here's one from a Dell presentation about Connecting students to learning:
Connected Presentation
View more presentations from Adam Garry.
Pageflakes
Create your own portal for where information comes to you. Include sites and information you'd like to have your staff get resources. If staffs have their own Pageflake, they could RSS your Blog or Wiki or news sites or school resources. iGoogle is another one that does the same. Here's an example.
Google Wave
This will be a great innovative tool for collaboration and development of resources with all tools at your finger tips. Great for building and district committees. Let's not forget collaborative teams on a state, national, and international level.

Keeping the End in Mind is crucial. Communicating and collaborating in a reflective process around problem solving, creative synergy, and innovation is how we use Web 2.0 to meet the needs to supporting staff who in turn help students develop themselves.

Thing 23: Teachers - Reflecting on Practice

2010-03-29T13:53:00.115-04:00

I've been thinking a lot about this Web 2.0 journey, and the resources that are available to teachers and students. There is so much to access, which can feel overwhelming with the choices--but using the lens of 21st Century Skills, it's less about knowing what all or most of the tools are out there. The students can help in that area. I'm thinking it's all about how as educators we use and teach 21st Century skills to our students.

Communication and Collaboration come to mind as a vehicle to getting rolling. Learning new ideas and creativity can grow from exchanging ideas and working together to discover new perspectives. I attended a Dell Computers sponsored event where the topic was on how do we support student learning. Consider that this is a Dell event without a sales presentation. Instead, the presenter Adam Garry, who has lengthy experience as an educator and user of instructional technology, facilitated a conversation about what best supports student learning based on the kid culture in the cyberverse: Connected. Participants were encouraged, sometimes prompted, to share their opinions, stories, and resources. By the end of the session, no Dell products were sold, yet Dell as a business that gets the important message that teachers need to focus on academic achievement, and Dell is committed to involve themselves in understanding this focus, and thereby intelligently share how their tools will help academic learning. Engagement is no longer acceptable as "the" reason to have technology. Here's Adam Garry's presentation slides from Connected:

Connected Presentation

View more presentations from Adam Garry.

From the presentation, I left with some great instructional tools and a deeper understanding of how kids through their online world connect with learning, collaborate, communicate, create, work independently, problem solve, --oh, and are engaged.

Back Channel
Example: Todays Meet
During instructional talk or video viewing, participants post comments and resource links on a website as a way to allow learning and conversation to be non-linear. It's a back channel to the main conversation. Have you ever been to a session where the speaker sparks an idea or mentions an article or resource? You look for it and then post it along with your thoughts for the benefit of the other participants.
Trailer Mashups
Create a trailer using snippets of a movie to present it as a different genre. How does this lend itself to study the power of media, changing voice, or organization and details? Many possibilities...
--Shinning (Classic Horror) presented as a Romantic Comedy

--Lord of the Rings (Fantasy) using Transformers (Science Fiction)

--Avatar (Science Fiction) using Pocahontas (History+Disney)
Google Features
Google has a number of tools and features that are best explored than for me to go into a lot of detail. Suffice to say that these tools can lead to assignments that allow students to spend more time with critical thinking and collaboration, because the fact organization is done. Think of the possibilities. Explore at your pleasure:
Squared
Wonderwheel
Timeline - Dipity - General - News
Wolfram Alpha
Ever have a student who struggles with understanding a concept. Abstract explanations just do not work. This site takes such ideas as Math concepts and breaks down answers in a way to show the steps and mechanics. Opens possibilities on how to help students understand what their learning, and not just "do it" without lasting comprehension.
Pageflakes
Create your own portal for where information comes to you. Include sites and information you'd like to have your students get resources. If students have their own Pageflake, they could RSS your Blog or Wiki or news sites or school resources. iGoogle is another one that does the same. Here's an example.
Google Wave
This will be a great innovative tool for collaboration and development of resources with all tools at your finger tips. Great for student teams in a classroom, multiple classrooms in the building, across district, across the state, country, or internationally.

These ideas for the classroom were sparked by the opening of doors of RESA 23 Things. 21st Century Skills are necessary for everyone to navigate the constantly expanding realm of information, knowledge creation, and collaboration. Kids and adults are already using the networking tools out there for personal use. How we help students harness the experience and navigate the information flow and creativity is critical to their success...and ours.

Thing 22: Admin & Teacher - My Wiki sites

2010-03-28T12:21:00.001-04:00

I use PB Works for 2 professional development areas.

Leading Project-Based Learning
This is for a Michigan initiative to develop PBL skills by classroom teachers. I co-developed this site for the facilitation work that a colleague and I do.
Differentiated Instruction
I developed this site based on the extensive work in Wayne County, Michigan, and for use by anyone who is looking for online support in Differentiated Instruction.

Wikis allow for non-linear navigation more easily then Blogs. Although there are blogs like Wordpress that allows you to make pages similar to a website with navigation links. Nings are another way to combine Blogs with non-linear functionality. Blogs are good for sharing ideas and having conversations through the comments option. As 23 Things for Teachers and Administrators are examples of a tutorial build on a blog platform, Wikis are easier to develop for such a purpose. Wikis are not as intuitive for conversations as a Blog or Ning.

So many great choices!

Thing 21: Admin & Teacher - Wiki Exploration

2010-03-28T11:09:00.001-04:00

When I first explored wikis, I saw value in having it available, but I did not see purpose in the work I do. What a year a difference makes. Now I have two wikis used for supporting Instructional Practices:

Wiki is a great tool for learning and reflection, or even as a message place, e.g. traditional website. One site that I am constantly referencing as a student site is: Comparing Hemispheres
A school in NY (Northern Hemisphere) and one in New Zealand (Southern Hemisphere) collaborate on science experiments. Students upload their findings so that both groups can compare and analyze the data. Students are active in their learning as scientists. Important note: These are not high school students. Elementary students are doing great complex work.

Another great example of how to develop a learning classroom is:
7th Grade Science
This Michigan classroom offers many opportunities for students to be deeply engaged in complex learning.

I've spent a lot of hours looking at sites that offer free Wikis. Here are four, in order of preference:

PB Works
This has the second most user friendly advanced functions. Plenty of space and security options, plus for educational classrooms up to 100 accounts that do not require an email address--good for using in elementary classes.
Google Site
The best set of tools that are user friendly and effective for designing a site. Connection to other Google Apps tools. Has limited storage.
Wikispaces
Very educational friendly. Lots of storage space. Tools are simple, which is part of the company's mission. It is a great option for anyone looking for a simple and quick way to put up a site. Advanced formating is difficult and limited.
Wet Paint
This is a social network environment. Easy to create pages. Has a large education community. Two challenges is that each site has a limit of file attachments, making it difficult to have students post assignments and other files. The other challenge for some schools is that it is a social network, with access to other networks through accounts made.

Thing 20: Admin & Teacher - Subscribe to Podcast

2010-03-28T07:47:00.001-04:00

Through iTunes there's a podcast called, Writing Excuses. A panel of authors answer questions about craft and publishing. Part time humorous, yet thoughtful on craft. Makes for a great tool to provide students to listen in class or outside of school as a resource or assigned homework. Teachers could benefit from podcasts like this one for building expertise or staying sharp on the craft of writing. If we grow in our skills, we see the nuances for instructing students. I could see linking to a podcast on the blog and facilitating a conversation. Another location is iTunes U. Several college level podcasts on multiple subjects. I, no surprise, have subscribed to several writing topics.

Thing 19: Teacher & Admin - Podcasts

2010-03-27T20:50:00.001-04:00

Podcasts are another way to get information, which can be played on computers, mp3 players, and in the car. I use iTunes for podcasts for NPR and education sites. There are other places to get podcasts. For example, publishers record interviews by authors to talk about their book and/or issues around them.
Rick Wormeli on Differentiation | Borders Media
I picked these two sites because they illustrate the use for staff development (former) and students' author study (latter). There are many to choose from. That can be a challenge.

Thing 18: Teacher & Admin - Slideshare -- Grade Fog

2010-03-27T08:55:00.001-04:00

I'm getting a better handle of Slideshare. It is a useful tool to get resources. Now with Social Networks growing, Slideshare could be a means to network as well as use as a portfolio for current and best work for adults and students.

One area of my work is facilitating educators (administrators and teachers) in reflecting and redefining grading practices. Focus assessments on academic focus and scoring without including non-academic practices into the grade. For example, not taking points off a test or assignment because a student did not write their name on the paper. It's an important organization skill to teach, but taking points off skews what we should know about the student's academic understanding of checks and balances in the U.S. federal government, or demonstrate proficiency in solving long division. Here's something from Slideshare:

Reflecting On Assessment A Tale Of Hope And Ideals 2010

View more presentations from John McCarthy.

Thing 17: Admin & Teachers - Online Productivity

2010-03-26T15:08:00.001-04:00

Trailfire is an online tool to create a list of related sites such as for Shakespeare, Algebraic Equations, Writer's Craft, Weather, or other. The list can be annotated for directions or explanation of the site's usefulness. Two views are given, one is a slide show-like display where you view each site with a message box of annotated comments, or in a summary view where you see at a glance the site links.

This could be as useful as Delicious in that students and staff can view each site with directions for a task (in case of the students) or explanation of resource (in case of the staff). The slide view enables web site viewing as you read the annotated comments.

Here are two examples:
Students studying Weather
Trail link: http://trailfire.com/cydenning/trails/39383
Summary: http://trailfire.com/cydenning/trailview/39383

Teachers studying Project-Based Instruction
Trail link: http://trailfire.com/librarytigger/trails/37472
Summary: http://trailfire.com/librarytigger/trailview/37472

When setting up such lists, it's important to check for broken links so as to keep the list up to date.

The Grade Fog Diaries: What's most important

2010-03-25T21:27:00.001-04:00

Sometimes the tendency is to focus on what's broken, when what works can model for what is possible. This was illustrated for me when one of my children got a detention for not completing an assignment on time. Many of the students in Music did not know the song that they'd practiced for several weeks.

The academic focus was that the students must know the song fluently. In some classrooms, a punishment would have been meated out, such as copying the song multiple times or writing lines, like "I will do my homework." The former might help a few students, most may have seen it as a punitive measure rather tan a learning tool. The latter work would have no bearing in helping kids acquire the fundamental goal: Learn the song with fluency. Neither approach actually would provide little hope that the problem would be solved.

The teacher responded by scheduling extra time for students to practice singing, either in place of recess or after school. This was not optional. With parental input, students picked the slot that allowed the child to give up their free time to address a deficit.

Some might question the teacher's action: "How does this teach responsibility?" Take points off their music grade. That will send a clear and strong message. When we take points off for non-academic reasons, we create grade fog. Whether the penalty is 10%, 10 points, 50%, or a Zero for late work, the resulting score ofuscates data on what students know or don't know regarding the learning outcomes. Now before you shoot the messenger, consider that if a consequence is necessary, it can happen through non-graded means. What do students value the most? Personal time.

Traditional consequences may or may not improve responsibility, but it guarantees that:

The teacher does not know what the student understands about the learning focus, because the work remains incomplete.
Or the student was allowed an easy out if he is not allowed to make up the work to show full knowledge.

The music teacher understood that requiring students to serve a "detention" where the focus would be on practicing the song sent the message:

This work is important and will be completed.
Accomplish work by scheduled timelines, or lose personal time to get the tasks done.

Result: Kids learn the important outcomes, and progress.

Tox

Thing 16: Teacher & Admin - Google Docs

2010-03-25T19:31:00.001-04:00

Google Docs is a great tool for completing work from any Internet ready tool, and for collaborating on work with others remotely. My kids use Google Docs for their work, which they can access from home and school as needed. It allows for Word docs, Powerpoints, and Spreadsheets. Students work on collaborative projects, while school staff develop and revising work for units and school improvement remotely.

Teachers can have view access of the work of all of their students. Administrators and teacher leaders can have view access of the various committee work, and, yes, throw up a lesson template, and plans can be completed remotely, allowing for "readers" to monitor progress for support. Consider, two or more classes in different buildings (potentially in different countries or continents) could team together and used Google Docs to compile research or finding, and develop learning products.

There are many possibilities...

Thing 15: Admin & Teachers - RSS revisited

2010-03-25T19:17:00.001-04:00

RSS is a very helpful tool. Bring the information to me means that I'm more likely to read it. Some places will send email when there is an update, so I'm a click away from reviewing. I think my challenge is that there are several programs to capture the information. I have Google Reader and Bloglines. And doesn't Yahoo have one? Facebook allows you to embed feeds from certain places. As a result I have them in different areas. One key is to consolidate to one place all RSS, and stick with it.

Thing 14: Admin & Teaching - My Bookmarks

2010-03-25T19:10:00.001-04:00

Delicious can be a useful tool for teaching and leading. Making available useful sites for projects, lessons, and professional growth and work resources via a link is a great way to give access anywhere on any Internet browsing device. I've currently used Storywind as a screen name. I can privatize the bookmarks that are not relevant to the professional support I am providing. The tagging is how to be efficient in communicating the kinds of links that my students, peers, or staff should navigate.

Some examples might include:

Shakespeare: Links about the bard, or support sites to do literary analysis and critique
Multiplication: Links include different tools and strategies to mentor understanding
SI (School Improvement): Links provide the tools to complete research and/or planning goals
Instruction: Links to various ways to support learning in the classroom.

Thing 13: Admin & Teaching - Tagging

2010-03-24T22:24:00.001-04:00

Online bookmarking is a useful way to maintain bookmarks in a productive fashion through such sites as Delicious. What makes this useful for my personal use and as an instructional tool is Tagging. The concept of tagging is to assign keywords to bookmarks to categorize them. Traditionally in bookmarking on a computer browser, you set up folders and drop the bookmarks in. I tend to put the same bookmark into different folders based on usage. For example, Amazon is a site I might keep in a Shopping folder and the Education folder. With tagging, I assign the keywords: Shopping and Education. Selecting either keyword gives me a list of sites I have in that category. Students can learn the value of identifying keywords through this meaningful approach, and then use the same thinking when doing online research.

Social Bookmarking in Plain English

The Leader in Me: 7 Habits-based Schools

2010-03-23T17:55:00.000-04:00

I've gotten questions about a program by Stephen Covey's organization known as "The Leader In Me" (Book link one, two, and three) The program resonates with me because I use the 7 Habits of Highly Effective People in my work as a School Improvement consultant for a county consisting of 34 school districts, plus charter and private schools. I'm always recommending the 7 Habits to staffs during PD work I do as it's an effective way to manage one's personal and professional life. Just as important, the Habits are a way to develop students' voice.

With regard to "The Leader in Me" program, to be honest, I only know what Dr. Stephen Covey and his team said during their talk for Galileo Leaders and Alumni in February. Dr. Covey was inspiring and his executive was thorough in describing the program. Two things moved me to want to explore further this program that has gone national. The first were the videos of students, administrators, and stakeholders from an elementary school, A.B. Combs Leadership Magnet Elementary in Raleigh, NC:

2001 Lorimer Road View Videos Here
Raleigh, NC 27606-2661
(919) 233-4300

The second helpful piece was the data the presenters shared about the schools having success. Unfortunately, no handouts on this information was shared, but you can call them at 800-272-6839. Although, I'd suggest calling A.B. Combs. It's something I'm considering.

7 Habits is a great culture building standard to incorporate into curriculum. For example, I volunteered for my kids' school trip to a program called Exchange City. For a day, the students take on adult work roles and manage businesses and municipalities. It was an enriching experience that I'd recommend to any classroom interested in helping kids connect the subject of economics to the adult working world. During the process, some children seemed overwhelmed with the tasked needed to be done. An accountant for one business has responsibilities to input all payments and expenditures, pay bills, and collect payments on certain bills from other businesses. She felt pulled in so many directions that little was accomplished and her frustration grew. "Begin with the End in Mind" and "Put First Things First" would be a great learning experience for all of the students, incorporated into the economics unit. Overall, the children had a positive experience, which could have been further deepened.

Franklin Covey's The Leader In Me Video Preview: Elementary Students Teaching the 7 Habits

Begin with the Leader in Me trains teachers how to embed the 7 Habits into curriculum so that students build them into their lives, and pass on the learning to their family. Check it out, it's worth the exploration.

Thing 12 - Admin: Tweeting

2010-03-20T09:23:00.001-04:00

I've had a Twitter account for awhile: wb4all. It seems most beneficial to me in terms of some of the organizations and people I follow who focus on posting work-related information. Usually, they give links to articles and resources. An administrator might do the same, to find and share resources with colleagues in their building or district. Or, a resource person might post based on the latest state or federal update that people want to know, such as conferences, licensing, or when the state test results will go public.

Some of the ones I follow are:

David BIE: David Ross is one of the leading thinkers on Project-based Learning. He is part of an organization, Buck Institute, comprised of, not surprising, great people who have an incredible impact on PBL. David's Tweets revolve around sharing quality information in the arena of PBL.

New Tech Network: NTN is a group of schools, nation-wide, who's culture includes following a standards-based Project-Based Learning curriculum. It's one of the quality approaches to school-wide pbl.

New ones that I'm exploring...

Thing 11 - Admin & Thing 12 - Teachers: Widgets

2010-03-20T08:07:00.001-04:00

Widgets are useful tools. I like the poll tool. It's a way to get feedback from students, parents, or staff about an issue or idea. Keep a poll open for a couple of days and than review the results. There are some interesting counters. The globe on mine is nice for showing 3D flags of the locations of people currently viewing the site. There are so many interactive tools. The key of course is to use the ones that support your purpose for the blog, or entry.

Thing 10 - Admin & 11 - Teachers

2010-03-19T23:35:00.000-04:00

Posting on blogs is an important way to think, reflect, and have potential conversations. I find worthwhile the dialogs that are respectful in the midst of disagreement. It is an opportunity to understand another's perspective and, perhaps, grow our own. It's what Stephen Covey describes as Seek to Understand before being Understood and Think Win-Win. In the first, I strive to see the other perspective, which helps me communicate more effectively and show that I am "hearing" the other. The latter is about not one upmanship or "attack" another's view to beat them. Rather it's about finding a place of understanding. From there grows mutual respect.

There are several people who try to model after in terms of how they respond to others in such conversations. Rick Wormeli and Carol Tomlinson. Both do a remarkable job of communicating effectively.

We can help students develop this craft for respectful dialog in discussion and blogging. In their learning, they can impact their families. In modeling, the teachers develop a similar practice when addressing difficult and often passionate issues in school improvement. Administrators can do this by maintaining a positive and constructive attitude in what they blog. Transparent communication is good, and it also can be draining when some responders use hard or harsh language, and speak in absolutes. But it's worth it...

FranklinCovey's The Leader In Me Video Preview: Thoughts on The 7 Habits

Thing 9 for Administrators & 10 for Teachers - video download

2010-03-14T18:01:00.001-04:00

Zamzar is a great tool for collecting a video library to use during class instruction and staff meetings without risking that the internet streaming is sticky or stuttery. Zamzar is free. Another tool is Real Audio Player and, my personal favorite, Replay Media Catcher (RMC). RMC is not free, but well worth the purchase price, particularly if you get the Suite version. What's great about RMC is that you can download potential PD and instructional videos immediately and convert into the format of your choice.

Thing 8 for Administrators & 9 for Teachers - Videos

2010-03-14T17:53:00.001-04:00

I find videos are an excellent learning tool for students and as PD for staff. Videos can make a point through visuals that text may not always do alone. Student videos now have a forum through Youtube. Adults can develop videos for staff development. Here are some that I find useful...

21st Century Pedagogy

Five-Year-Olds Pilot Their Own Project Learning

YAWP

Body Part Math

Thing 8: Teachers - Flickr Montager

2010-03-14T17:12:00.001-04:00

Flickr has many tools to use for picture collection. Montager makes for an interesting tool with shaping a picture out of pictures. There's also the Spell With Flickr that I used for the title of this blog.

Thing 7: A&T - Photo Sharing: Project Pallooza

2010-03-12T14:28:00.001-05:00

Project Pallooza @ MACUL = Huge Success

At MACUL 2010, 24 of the teachers from Leading PBL displayed and talked about the great learning experiences had by their students through Project-Based Learning. The participating teachers showed passion and expertise about their students' learning experiences, and their personal journey to embrace and embed PBL into their practice. Here is a photo gallery of the session through Flickr.

Beginning last June, a cohort of about 80 Michigan teachers learned about standards-focused project-based learning, developed and implemented at least one PBL during the year. The phenomenal results led to MACUL sponsor 2 more years of funding to facilitate another 300 teachers through the program. See results at www.leadingpbl.org.

Registration for the next Co-hort of 150 Michigan teachers opens now, until April 12, 2010. Check here for details, and registration directions.

On another note...
Flickr is a great tool to display work of students by teachers, and accomplishments of colleagues (as is the case above) by educational leaders. The results serves as an electronic portfolio of accomplishments that can be returned to for review. There are also opportunities to do writing prompts around topics based on the posted picture. Or how might this stream of pictures be used in mathematics?

Thing 6: Teachers & Administrators - Grade Fog

2010-03-12T13:09:00.003-05:00

The Edge
Originally uploaded by ~jjjohn~

Working with teachers and administrators about grading and assessment, images help to illustrate that unclear assessments lead to foggy results. This picture reminds me of my drive home from MACUL conference. It was night time and vision was limited on the ill-lit highway. Just for the record, I dealt with rain, not fog, but lack of visibility was the same.

Poorly constructed assessments offers limited views, which can obscure what we really need to know. Just as at times last night, it was difficult to see the road markers on the turns through a mist of rainfall.

Pictures such as this make for a great metaphor that an audience, such as a classroom of students, or a staff in-service, can relate to the image and make personal connections that lead back to the concept. In this case, driving on a foggy road, which many of us have done, is as dangerous as gleaning results from an assessment that doesn't quite assess what it's intended. For example, if a Science test on definitions has points taken off for spelling, it's possible (and likely) that a student could show 100% accuracy on terms but get a B or C because of lost points for misspellings. Or, an administrator evaluates a teacher's performance during Halloween celebrations.

Would you want to navigate that result when explaining to a parent or lawyer?

What is Grade Fog

2010-03-10T19:38:00.002-05:00

I met with a school staff the other day to facilitate learning and reflection about grading and assessment practices. We started with a sample of student work. The geography assignment asked that students be able to name the Mid-Atlantic states (US).

The student's score was 80%.

I asked the staff, "What does the 80% tell you about the student's knowledge of the Mid-Atlantic states?"

The responses captured were that the student pretty much knew the states with some errors in knowledge of all the states in the category: Mid-Atlantic. This seemed reasonable given the score. I then asked them to look closer at the assignment, review the correction marks where points were taken off, and see if the assessment of the student's knowledge held.

The directions asked students to take the list of states, capitals, and bodies of water and do two tasks.

Label the outlines of states and bodies of water with the correct names, and include the capitals in their corresponding state. All names had a specific color to be written (students used colored pencils).
Shade in each state with an assigned color.

On closer inspection, the staff discovered that the student made all labels correctly. Each state had the correct name, with its capital. The bodies of water were also listed correctly.

While the states were shaded in with the correct color, the labels were all in black pencil, not the assigned colors. Points were taken off for each of the labels that did not have the correct color.

Final score: 80%

If the focus was on students' understanding of the Mid-Atlantic states, this student demonstrated 100% proficiency. If the outcome addressed following directions with color coding, this student showed 80% proficiency. Might have potential confusion been eliminated by listing two assessment scores?

Knowledge of Mid-Atlantic States: 100%

Following Directions regarding color coding: 80%

Grade Fog is when an assessment becomes unclear due to unclear learning targets. Or when several targets are combined into a single assessment score. It's like taking a grilled glazed salmon, roasted herbed chicken, and a seasoned steak, and mash them together, then conduct a taste test to determine the cook's quality for each of the proteins.

Classroom assessments are valuable to how a teacher can track learning progress. Clear data allows for strategic interventions where needed. Foggy data conceals who needs help, and in what fashion of intervention or challenge should be provided.

In another instance, a student had on the report card a failing mark for Reading. The exam asked students to complete short answer essay questions based on a novel the class read. Based on the student's written responses, the assessment results appeared accurate. The teacher took the student aside and through an interview, asked the student questions about the novel. The student spoke on the questions with far greater depth than the written responses.

The teacher had realized that for the student, poor writing skills impeded demonstration of understanding. The assessment was on Reading, but writing skills became an obstacle to accuracy of the learning targets.

What grade fog might you find in your work or realm of influence?

What lies beneath?

Thing 5: Teachers and Administrators - RSS Subscriptions

2010-03-10T18:01:00.001-05:00

I'm using Bloglines and Google Reader, yes I actually use both, to follow a couple of educational related blogs, and for personal use, I get a couple of writing/author related sites. I find them very useful, as I've culled the ones that after first blush did not fit the limited time I've set for myself to read feeds. The challenge for me is that if I don't read them for a week, the box fills up fast. The sorting out begins, sometimes taking up my reading time.

But I always read the ones that are important to me, needed for my work or what I'm learning about. I think that's an important point. Make your blog relevant.

Thing 4: Teachers and Administrators - RSS feeds

2010-03-10T17:56:00.002-05:00

RSS feeds is a great way to get information without having to seek it out. It's like having a subscription to a magazine or newspaper. Rather than going to the store, the material is dropped, or tossed, at your doorstep. Something to consider is that you can set up an RSS feed link to your blog, which means stakeholders can stay in touch with the classroom teacher (students and parents) and administrators (parents, teachers, and district staff). Consider how a newsletter sent weekly or monthly is not posted on a blog, and the information is automatically dropped into a person's Bloglines or Google Reader account. Announcements, assignments, district related news, and other forms of information can be sent out.

The more we can keep open communications, the more efficient our work, and that of our colleagues and clients, can be.

Check out my RSS link :)

Administrators: Thing Three

2010-03-05T12:23:00.000-05:00

As the curators of school culture, building and district administrators can use blogging as a means to foster healthy conversation. Dissent is welcomed, so long as the conversation, on both sides of an issue, is civil. I was drawn in to Kimberly Moritz's blog (Superintendent of a district in Western NY) because of the dialogue that people are invited to do as she shares what's happening in the district, such as the great work by a 7th grade math class in What is a prism? (Check out the student videos), and especially initiatives, which leads to discussions about Resistance to Change. This blog exemplifies the productive power of involving community into curricular thinking.

Teachers: Thing 3

2010-03-05T11:19:00.002-05:00

The EduBlogger has a an interesting list of blogs to explore. It also has tools of its own that I found interesting, such as the rss Tweets. That could be great for announcements or an information source to provide like news sites. I was particularly interested in the primary grade sites because it's intriguing to see how younger kids could be included. Some interesting approaches includes Receptions--Room 25@Willunga Primary, Wojtera's Words, and Mrs. McDonald's Blog.

Blogging with students, and for supporting student learning is one way to develop 21st Century skills. Take traditional essays, opinions, and multimedia projects that occur in classrooms, and post them on a classroom blog, or a blog maintained by each student. The conversation opportunities are enormous. Feedback is considered to be one of the top ways to improve student learning ("Setting Objectives and Providing Feedback",Classroom Instruction that Works, Marzano, Pickering, and Pollock). Security can be a concern, except that many blog sites have security tools that, for example, only allow posts by registered users, or users who have been approved or screened by the blogger. Teachers might use a blog to provide information or incorporate activities and resources for students and parents.

Administrators: Thing One and Two

2010-03-05T10:13:00.002-05:00

Instructional leaders and Servant Leaders are critical to the progress and success of learning institutions. Whether school culture is top down, bottom up, or flattened, the work begins with the leader who is responsible for the caretaking of the culture, and progress of mission and school improvement. Web 2+ tools are pervasive in the lives of students, outside the school doors. Bringing those tools in, as 23 Things would show, can dramatically impact learning and instructional practices.

A Vision of K-12 Students Today

21st Century Skills are critical for students to develop. For this to happen, school staff need to master the same skills set. Incoming new teachers do come with a technology skills set, and perhaps including Web 2+ tools. But the culture of schools tend to be early 20th Century institutions where collaboration and communication among staff and the global society is in its infancy. How can we as leaders build a 21st Century skills based culture? Part of the answer is to model and walk the walk. 23 Things will provide some answers.

Vision for Technology in K-12 Education

Blogs can be an effective tool for adult learning. 23 Things is an obvious example. As a leader of a writer's group, I developed a writer's version of 23 things, modeled from 23 Things for Teachers. As school leaders, the same can be done for staff, developed alone, or better yet, collaboratively with school improvement or other teams. I look forward to seeing more of how 23 Things can be used by administrators.

Teachers: Thing 1 and 2

2010-03-05T09:57:00.000-05:00

21st Century skills are crucial today. Collaboration and communication skills are honed by practice within the global society. Students generally use the technology tools with intuitive efficiency and understanding outside of school. Harnessing those skills in academic curriculum would seem liberating for instruction. The video Pay Attention is excellent. It continues to be required viewing for anyone with doubts about why technology is important to developing 21st Century skills. Another video that goes to the heart of instructional needs is: A Vision of K-12 Students Today.

When I last explored these concepts, it was as freshman exploring a new world. Now as a wise-fool (sophomore), I'm looking for the layers. 21st Century skills are the venue through which technology (Web 2+) can be efficiently integrated into teaching and learning.

Thing Two (reprise)

When I first started this blog, I wasn't sure where it would go.

Now, the focus is rooted in exploring concepts and ideas about education. Why? To ask questions and make decisions through the filter of "What's best for all..." learners. I'm exploring other blog ideas. Yet I find staying consistent with this one is about all the real demand I can maintain for the moment.

23 Things for Teachers and 23 Things for Administrators

2010-03-01T12:37:00.000-05:00

Learning is in part a cyclical process. I will be reengaging 23 Things for Teachers to analyze, what I hope to discover, that my understanding has deepened from a year ago. Also, I want to support my colleagues as we dialogue on supporting 21st Century Skills that students need to develop and refine. 23 Things for Administrators is an opportunity to study the nuances for how Web 2.0, and by extension 21st Century Skills, can be used to support their work as leaders. For administrators who live up to or aspire to become Instructional Leaders, or Servant Leaders, to foster growth in their staff, Web 2.0 tools are means to forward student learning-centered agendas.

I will continue to post about educational contexts, other than Web 2.0 tools. The vision is not abandoned or remotely set aside. While we strive for What's Best for All, this forum will continue to further that cause.

The Leader in Me -- Stephen Covey

2010-02-28T10:38:00.001-05:00

Trained in 7 Habits of Highly Effective People, I've read Stephen Covey's thinking and watched him on several videos, never imagining that I'd ever be in the same room. Thursday night at the Galileo Teacher Leadership (Ning site) sponsored event, I had the experience of seeing and listening to Stephen Covey in person. Of course there were about 400 other people in the room living the same dream, which did not lose any of the impact.

Much of what Dr. Covey discussed revolved around Habit 5: Seek to Understand Before Being Understood. A part of his current work seems to be about teaching world leaders and business executives about how to be an effective listener. He uses a Talking Stick, from Native American tradition, where whoever has the stick gets to communicate until they feel understood. Only then is the stick passed on to another person to focus on their needs. Reminds me much from 7 Norms for Collaboration from the Center for Adaptive Schools (Model), which fits with the work of Cognitive Coaching.

Empathic Listening by Stephen Covey

Up to this point, I felt affirmed in the approaches I take in the work that I do. The transformational moment began when the focus turned to The Leader in Me (Sample Chapter). In over 300 schools, the Covey team is helping implement 7 Habits as part of school culture and academic curriculum. 7 Habits is so important in the adult world that it is surprising that it's taken until now that a serious effort is being made to empower children with a similar understanding and way of living. The people in Decatur Public Schools say it well for themselves:

FranklinCovey's The Leader In Me Video Preview: Thoughts on The 7 Habits

This 3 part process begins with the staff.

Train them on the Habits and how to implement in their school and classroom.
Teach children the Habits and how to implement it in their school life.
The children bring the Habits home, and through their actions teach their parents.

Some of the Habits exist in many of the schools I work with in an informal way. Embedding them as a visible part of thinking and empathic decision making could be transformational. I am inspired to explore more deeply the work of The Leader in Me.

PBL and Differentiated Instruction

2010-02-10T09:42:00.003-05:00

Question from a Teacher:
Can you differentiate Project-Based Instruction (PBL)? Could I see some tangible examples?

Project-Based Learning is a great instructional vehicle, within which differentiated instruction can be effective. The core of PBL planning is:

Identify the learning targets
Develop the supporting assessment
Lesson planning

a. What supports are needed for struggling learners?

b. What supports are needed for advanced learners?

Standards-Focused PBL incorporates 21^st Century skills, such as collaboration, communication, research, problem-solving, independent, and technology literate. There are many ways to incorporate these skills in learning, and support of learners.

Video Examples from Edutopia and Youtube:

Project Learning Introduction

Project Learning Overview (extended)

5 Year Olds Pilot their own Project Learning

How do I observe My world

Here are some resources to review:

Leading Project Based Learning
Provides a tutorial on PBL which when completed, educators have a PBL unit ready to implement. Also worthwhile is the PBL Resources section that includes a Video Library.
Buck Institute
This is an important location for getting professional learning, databases, and PD support. Many PBL institutions and schools have their roots from the Buck Institute. The non-profit organization is an international leader in PBL.
Differentiation in Practice (Books)
--Carol Ann Tomlinson and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades K-5 (2003)
--Carol Ann Tomlinson and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5–9 (2003)
--Carol Ann Tomlinson and Cindy A. Strickland. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9–12 (2005)

These 3 books are an excellent resource for examples of high quality units that incorporate Differentiated Instruction effectively. It includes valuable teacher reflections about why and how the units were developed, and the effectiveness of the units. Each unit includes a unit outline, the lessons, and related materials needed to implement. The books are best used by teachers who have a basic understanding of Differentiated Instruction and/or quality unit design.

MI ASCD Differentiated Instruction Conference

2010-01-31T22:02:00.002-05:00

Michigan ASCD is a great organization with a vision for bringing quality support to the region, matching the quality level of the national organization. ASCD national brings in the big names in just about every educational area there is to explore. That kind of expertise is difficult to match. What MI ASCD does, and I'm sure other states do but I only know the work of the MI chapter, is bring philosophical pedagogy into practice.

Differentiated Instruction is a great example. On February 1 and 2, some of the top educators in Michigan who do DI are coming together to show, model, and facilitate the work of teachers and administrators to improve practice for the support of student learning. A similar conference was done in August of 2009. Many of the resources are posted, for a limited time, on the MI ASCD website. Well worth exploring.

Also, check MI ASCD on Facebook.

21st Century Skills in Action

2010-01-07T12:31:00.000-05:00

I read an article that illustrated how 21st Century Skills with current technology skills are important to hone by our students.
Warcraft Helps Catch a Crook tells a tale of detective work that went beyond just calling Blizzard and getting account information. All the tools needed were in one paragraph of the article. I've linked the relevant tools.

"Blizzard [WoW] played ball, giving up Hightower's account history, IP address [Lookup], screen name, billing address and preferred game server. One Google Earth search later, and Canadian authorities had apprehended Hightower in Ottowa, Ontario."

http://videogames.yahoo.com/events/plugged-in/warcraft-helps-catch-a-crook/1383804

Deductive reasoning, among other critical thinking skills, combined with using such tools make for valuable experiences that students can apply to their lives. This article shows a great job-embedded example of 21st Century Skills.

Resources
Route 21
A good resource and reference on 21st Century Skills. It's part of the Partnership for 21st Century Skills.

One valuable format for this type of instruction is Project-Based Learning. It addresses critical thinking, across curriculum areas, embedding 21st century skills, and student directed learning.

Leading Project-Based Learning
Online tutorial that educators are using to learn about and develop their own projects.
Check out their resource library.
Buck Institute (BIE)
This non-profit organization is having a tremendous influence on how PBL is approached. Many successful educational organizations such as High Tech High and New Tech Network have their PBL roots through BIE. The organization works with educational institutions at state and local levels. Their influence is being felt in the business world and internationally.
Youtube Site | Tools

Videos are great learning tools. This sampling may help further explain and support 21st Century Skills.

A Vision of K-12 Students Today

Partnership for 21st Century Skills: Teaching 21st Century Learners

Learning to Change/Changing to Learn: Student Voices

Relationships Matter: Next Steps...

2010-01-03T21:00:00.022-05:00

The previous 3 posts attempted to look at the powerful impact of getting to know our students. It's important, and perhaps, I've beaten that point into a deep hole. I could go further by referencing the impact of a study by William Sanders (Sanders 101 by Jeff Archer in Education Week, May 5, 1999 -View as PDF or Word) --http://www.edweek.org/ew/articles/1999/05/05/34sander.h18.html --but I will not over indulge.

A better use of time would be to suggest tools for how we can learn more about the students who we are charged with their learning. One useful tool is a learning/perceptual survey. We make assumptions about the people who enter our classrooms. Students do the same. In many cases their assumptions were made long before they entered your classroom, based on their experiences, positive and negative, regarding school, subjects, and their capabilities. Having some sense of students' perceptions could go a long way in knowing how best to support them achieving.

Here is a list of potential questions you might ask at the beginning of school, when a new student enters the class, or--as this post occurs in the middle of a school year-- tomorrow. It's never too late to learn more about students.

Pick and choose the questions that best meet your needs. Rewrite and add your own. I'm thinking 4 to 5 questions might be the right balance so as not to overwhelm with tons of writing, and still get depth regarding who they are... plus or minus 2.

Would love to know your stories on your use of surveys, and questions you've used or developed that were helpful.

Sample Student Survey

3 traits, others would describe me as:
3 traits I would describe myself as:
2 or 3 things I like to do outside of school are:
2 or 3 things I like to do in school are:
My favorite subject is:_______________.

What I like most to do in this subject is:
What I don't like to do in this subject is:

My least favorite subject is: ____________. My reason(s) is: (include example)
This subject is easy/hard because:
Draw a picture of what:

class is like to you
school means to you

If you were teacher for a day, what subject would you enjoy teaching
The best thing about school/home is
The worse thing about school/home is
3 people I know and trust are (name & relationship):
The staff person(s) at school who best understands me is: (list 1 or 2 people if possible)
The character from a movie/tv show/book that I want to be like is:
The character from a movie/tv show/book that best describes my life:
What are 2-3 ways a teacher can be a good teacher to you?
What are 2-3 things a teacher should avoid doing as your teacher?

Another type of feedback to have is how students learn best. There are many approaches to learning styles. Howard Gardner and Eric Jensen are widely known. I like to mix in Sternberg's Triarchic Theory on Multiple Intelligence and a few others, but that is for another post.

This movie clip shows the value of utilizing a varitey of learning experiences that incorporate learning styles for something as simple(?) as keeping a beat. Also consider the Zen conversation that Mr. Holland has with his Chess buddy. You need only watch for 6 minutes to get the point, although it's a great clip.

Mr. Hollands Opus -
Differentiating based on Understanding a student, and his needs
http://www.youtube.com/watch?v=_fTZcHACrqQ

Here are a list of resources that you may find far more useful than the list of sample questions I've provided. I've explored some more deeply than others, finding some great resources. This is to say as a disclaimer, please review a resource deeply and make your own decision about its value :)

Bon Appetit!

Survey resources

Here's a pdf excerpt from Chapter 4 of Differentiated Instruction in the English Classroom. The principles and strategies in this excerpt are applicable to all content areas and grade levels. It provides different ways to get to know your students.
I Want to Teach Forever: http://www.teachforever.com/2007/08/first-day-of-school-sample-student.html

A to Z Teacher Stuff: http://forums.atozteacherstuff.com/showthread.php?t=67431
School Climate Survey: Could be adapted for classroom use. Intended for Elementary.
http://goal.learningpt.org/winss/scs/sampques.asp?survey=E
Teachers at Risk on "9 Questions I ask my students on the first day of school"
http://www.teachersatrisk.com/2007/08/30/nine-questions-i-ask-my-students-on-the-first-day-of-school/

Learning Profile Surveys

Find your strengths: May be used for secondary students
http://literacyworks.org/mi/assessment/findyourstrengths.html
What Is My Personal Learning Style? (Builds a visual graph based on each answer)
8 Multiple Intelligences Test
Abiator's Online MI Assessment
Assessment: Find Your Strength
Helly Quizzy.com: MI Test
Intelligence Survey
Service Canada: Job Bank
Birmingham Grid for Learning
My Personality (free registration required)
The Rogers Indicator of Multiple Intelligences
Various Multiple Intelligence Tests (by Businessballs)
"Does Your Child. . . " (For Parents)
What's Your Learning Style? (By Edutopia)

Printable Paper Resources/Links

Discovering your SMARTS: A MI Checklist
Multiple Intelligences Inventory (html version) (Click here for PDF version) from Surfaquarium
Multiple Intelligences Test (by SPAN)
Testing yourself: How Are You Smart? by Accellerated Learning Network
Thomas Armstrong's Multiple Intelligences Checklist @ SUNY Courtland
Word/Excel/PDF Format

Relationships Matter pt. 3: Acting with Conscious

2009-12-24T09:07:00.002-05:00

Seeing when students respond to learning, have epiphanies, dive into deeper understanding is an adrenaline rush. If you've ever won a big game or tournament, gotten that first publication, accepted to prestegious organization, or hired some place special, then you know the emotions.
"Yes, yes, yes!!!" Metaphoric pumping of the fists.

There is no better experience than that moment when teaching skills reap fruit...

These experiences most often happen when teacher and student understand each other, which is to say, when we invest in understanding our students to a depth beyond academic skill level. The message: I understand where you come from, and the challenges you face that weigh more heavily on you than anything I assign. Now let me guide you to see the strengths inside you"

There is no better experience than that moment when teaching skills reap fruit--

Except for that same moment when the student makes important learning connections.

Yawp!

Dangerous Minds - Choice

Relationships matter pt 2: "Listening to Voices"

2009-12-23T08:19:00.004-05:00

Each year we are responsible for the learning success of a group of students. Whether they are on your attendance roster, or someone whose facial features is a silent cry for help, our calling as educators draws us to help. Yet this instinctive desire is often buried by the numerous tasks and pressures that compete in loud voices demanding attention.

Sometimes, as we scan students, noting with our instincts needs for support, we need to pause, mute everything else that shout demands, and

listen to the student.

In this video, what does the student struggle to communicate...in scene one,...two,...the rest of the video...

Clarinet Scene - Mr. Holland's Opus

Think back on a student or students you're recently noticed concerns---a need to listen. Check in with that student, pause, mute external demands, listen...

What do you hear?

Relationships Matter pt. 1 - Layers of a student

2009-12-22T08:19:00.004-05:00

One year nears an exit and a new year--on the horizon--waits it's turn. It's a time for midyear reflection during a 2 week bubble that gives educators opportunity to recharge and retool. What will follow in the next couple of blog entries including images and/or videos to capture our thinking on what's best for all learners.

Thank you for your consideration...

New Boy is the winner of Best Narrative Short at the 2008 Tribeca Film Festival. It's about a boy's first day in a new school, and for the boy, a vastly different place. Consider the students new to your class after school starts, when culture is established. Consider how the boy's life story is a treasure chest that could enrich the lives of the boy, the other students, and the teacher--if you were her.

New Boy

Pause reading. How did the boy or other characters make you feel?

Tell yourself about an epiphany or affirmation you got about the importance of knowing students...

Every student has a back story. It can be the key needed to help them succeed where once they believed only laid failure, achieve where they didn't know there was more to uncover, and learn new talents and interests where they didn't know they had.

Learning about backstory is work that's worthwhile to student learning and liberates educators in uncovering more options for instructional support.

What matters is Achievement

2009-10-29T08:16:00.002-04:00

Act 1: Scene 1

Mr. Stevens carried a stack of papers to the front of the classroom. “These are your final exam results,” he said while walking up the first row of desks, and handing a stapled packet to each sophomore. “You’ll recall that this test covered all the work we did this semester. The grade reflects your level of knowledge and skills acquired.” He walked down the next row, passing out more papers.

Paper crackled and slapped the desk as students looked through the pages. A few students raised a hand. The teacher headed up the next row of seats. “There are two grades. The first is the exam grade. The second, which is circled, is your grade for the course.” Hands dropped, except for one.

“If you have any questions, see me after class.”

“Mr. Stevens, how can I have an A on my exam and a D for the course?” Tony asked, while keeping his hand in the air. The sounds of rustling paper ceased.

The teacher continued his measured steps, turning down the final row. “As I’ve already stated, I’ll answer questions at the end of class.”

“Sir, I got an A on the exam. You just said that it covered the entire semester work. An A means I know a lot about this course. So how come you gave me a D?” Tony was short of breath.

Mr. Stevens exhaled. All eyes watched and waited for his response. “Alright, since you insist. You’ve turned in few homework assignments and you’ve participated little in class discussions. Calculating those grades, the A’s and B’s on tests, and the Final exam results in a D.”

“Sir-“

"That’s the real world Tony. Apply yourself better next time."

Act 1: Scene 2

Ms. Stevens carried envelopes to the front of the conference room. “These are the 6 month commissions,” she said while walking around one side of the table of sales reps and corporate executives, and handing an envelope to each person. “Based on your quota for sales and contracts negotiated, your commission represent how much you made for the company. Checks will arrive this coming Friday.”

Paper ripping filled the room as the people pulled out statements. Some chuckled or whispered. Several hands rose. Ms. Stevens rounded the table, passing out more envelopes. “There are two numbers listed. The first is the total amount you've earned for the company. The second number is a multiplier for your commission.”

People murmured.

Stacy, her had still raised holding her letter. “Ms. Stevens, I’ve attended every meeting and turned in all memos on time. I made sales quota exactly. Why do I have the minimum multiplier? Tony over there misses meetings and he’s chronically late on memos. Yet he’s got a huge multiplier.”

Ms. Stevens sighed. “Tony exceeds every sales and contract goal set. He keeps that up, he can miss some meetings and turn in memos when he’s not making a sale or closing a lucrative contract for the company."

"But-"

"That’s the real world. Apply yourself better next time."

***

Resources to explore

15 Fixes for Broken Grades by Ken O'Connor

Webinar - Book links 1st - 2nd - 3rd

Here's a link if the video does not show on this page.

Here's a link if the video does not show on this page.

Your thoughts...?

Why Leadership Matters...

2009-10-18T18:39:00.001-04:00

A leader is a dealer in hope.

Napoleon Bonaparte

Wisdom is found sometimes in the unlikeliest of places. Napoleon may have been a dictator, and one who aspired to rule. A "dealer in hope" is part of what leadership can do. When put to good use, people are inspired to dream of possibilies.

The very essence of leadership is that you have to have vision. You can't blow an uncertain trumpet.

Theodore M. Hesburgh

Another important facet of leadership is guiding people fulfill that vision. Sometimes it takes connecting with what's in the hearts of other, other times its sweetness, or cold facts of the new reality. People will follow that which is clear and shown to be in their best interests.

In education, schools, even districts, build and follow school improvement plans whose intent is to provide students a successful learning experience. This is done, in part, giving teachers the tools to do that job, and for guiding administrators with a road map for leading the adults towards success. Such accomplishment takes a lot of work and sacrifices by the adults. There are no short cuts. No free rides. In most cases, effective school improvement plans require a shift in thinking by educators as to the ways business is done must change.

What gets monitored, gets done. What is not monitored does not get done.

As schools strive to become more skillful, better at meeting student needs, success is about building buy-in among staff. Not everyone will be on board. Yet a persistent leader can bring along staff by staying the course of action. There are veterans who with each initiative will murmur, "This too shall pass." While seeming cynical, those teachers and administrators speak from experience not fantasy. Resistance is a form of conserving ones energy for the real work. Change for its on sake does not by nature take root.

Strong leadership is needed to have effective school improvement plans. Leaders need to involve staff in the planning, include them in the shaping of a plan, and hold them accountable to their commitments. A leader who pays lip service will see the school improvement plan become a paperweight rather than a vehicle for improving success by teachers teaching students, and learners learning. Sadly, too many well intentioned leaders get trapped in the day to day demands. Like parents of kids going away to college where they are out of sight and no longer guided, a swamped leader "hopes" the staff is following the plan and doing what's expected. Just like the leader, the staff also struggle to keep their heads afloat. Priority is survival. The first things cast overboard are the tools and expectations of the school improvement plan.

'Good directors, playwrights and leaders are enablers who make it possible for others to succeed by providing the means and opportunities for actions.' Anon

Leadership is passionate persistence about what's best for learners needs and ensuring that all staff strive to meet those identified needs.

Responses to Texted Questions

2009-08-14T09:18:00.003-04:00

John McCarthy, Ed.S. – General Session on August 13, 2009

Participants texted questions they needed answered to move forward as edcuation leaders for re-imaginging Differentiated Instruction. The questions reflected the varioius needs for action from leading by example to facilitating professional growth and systemic change. Here are responses.

Any books or websites available with examples of tiered lesson plans across the curriculum?

Fulfilling the Promise of a Differentiated Classroom by Carol Tomlinson (Tool box) Sample chapters list here.

http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html
This site has several examples under Readiness. The interest and learning styles examples are not necessarily tiered focused, but may have ideas to look at.

Teachers in our district want to know how to grade tiered lessons where students are working on different levels of activities?

Hold clear standards-based objectives for all students. The assessment can be common or differentiated based on the tiered focus. When different, it’s because the learning is at different stages of mastering the concepts. Eventually you want your students to have similar core level of understanding. Some may be above expectations, but all will share the essential knowledge and understandings. Rubrics can be helpful in this format.

What is the name of the ASCD video series you showed this morning?

Instructional Strategies for the Differentiated Classroom, Part 1: Complex Instruction, chapter 2 (Sample video at this link)

Where do you start using Differentiated Instruction?

Begin where you feel most comfortable, preferably in a content area you feel confident in. Two books to consider for guidance are by Carol Tomlinson:
How to Differentiate Instruction in a Mixed Ability Classroom
--Great primer for where to start and common vocabulary
Fulfilling the Promise of Differentiated Instruction
--Deeper book for instructional practice and curriculum. Great resource for strategies.

High school teachers will ask you about time! How do we fit DI into our short periods and still cover all the hsce’s?

The challenge of short periods exists at all grade levels. Elementary teachers deal with the daily challenge of instruction being broken up by specials and other important needs. Having taught in a 40 minute period, I feel your pain regarding teaching and learning in general, much less “coverage.” Addressing the HSCE’s is not a challenge with regards to DI. We differentiate because it’s what students need in order to achieve. To not differentiate virtually guarantees that students will fail. The pressures for teaching HSCE’s and GLCE’s are real, and should not be ignored. A path for meeting that need is addressed by Concept-Based Instruction. This approach is championed by Wiggins and McTighe in Understanding by Design, Lynn Erickson (Concept-Based Instruction), and the Buck Institute (Standards-Focused Project-Based Instruction), just to name some. Their approach is about “uncoverage” of essential learning.

What is Compacting?

“A 3-step process that (1) assesses what a student knows about material to be studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.”
Carol Tomlinson. How to Differentiate Instruction in Mixed Ability Classrooms. 2nd Edition, p. 98. (Book preview)

What’s a good article on Standards-Based Grading?

ASCD’s Education Leadership has an excellent article for why schools should transition from traditional grading practices to a Standards-Based grading approach. In the issue, Expecting Excellence, read Seven Reasons for Standards-Based Grading by Patricia L. Scriffiny, Pages 70-74, October 2008 | Volume 66 | Number 2

A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor is a great resource, and What’s Fair Isn’t Always Equal by Rick Wormelli is an effective way to start the conversation that leads to real change in grading practices. Here's a sneak preview.

Can we get the Math video?

Ma and Pa Kettle doing multiplication is a YouTube video at:

http://www.youtube.com/watch?v=Bfq5kju627c

MI ASCD Conference on DI: Day 2

2009-08-14T08:58:00.002-04:00

Day 2 opened with a general session to "Re-Imagine Differentiated Instructruction." In the course of the morning session participants explored the need for integrating Differentiated Instruction as part of effective models for student learning, beginning with the reflective question: Will you take responsibility for the learning success of your students? The learning time generated quite a productive conversation that spilled into the break as well as the entirity of the session.

Exploration included looking at how "Teachers respond" from Carol Tomlinson's work on the 3 cogs for differentiation (Fulfilling the Promise of the Differentiated Classroom, ASCD. p. 28.) Read the sample chapter. 3 Dimensional Instruction (John McCarthy, 2008):

Identify the objective(s)
Develop the assessment
Brainstorm 8-15 3D processing activities to teach the concept(s)
Build lesson steps with 3D processing activities

We looked at 4 Quadrants for instruction and learning by International Center for Leadership in Education, and Project-Based Learning (Buck Institute and support by www.leading pbl.org)

In this busy morning, participants texted questions, some of which were addressed during the session, while a compilation was answered in a post at MI ASCD. Here is the transcript.

The afternoon was a big hit. Participants left with much information and take aways to begin implementing in their schools. Thank you all who attended. The conference existed to support the critical need to help all students achieve.

Now the planning starts for next year and adding additional strands that go deeper and more complex.

Have a great school year!!!

MI ASCD Differentiated Instruction Conference: Day 1

2009-08-12T20:17:00.003-04:00

Dr. Susan Allan’s keynote and general session set a great tone for the necessity, if not the urgency, for differentiation to take a greater role in instruction. She addressed the misnomers about what is differentiated instruction (DI) and what it is. For example, it’s not planning individualized lessons for every student, nor less work for struggling students and more work for students further along in their learning. Rather it’s meeting students where they are in learning, which forms groups based on common needs, interests, and/or learning profiles. DI is about teacher flexibility and developing a classroom towards a student-centered culture. She guided participants into a deep exploration of Readiness issues and strategies that support students from struggling to advanced. By the end of the morning session, I hope that participants walked away with a core understanding of Differentiated Instruction, and steps towards implanting.

In tomorrow morning’s general session I will discuss how as education leaders, administrators and teachers, we must re-imagine DI in a 21st century world. Thinking of DI needs to be expanded in our thinking, and viewed most significantly as a cornerstone to instructional pedagogy, regardless of the model or system that is followed. There’s a taste. More to come.

The Teacher panel was well balanced. The four teachers ranged from elementary to high school, and veteran to a teacher who completed one year. The questions were diverse. Responses had a common strand as to how best to develop successful practice that includes DI:

Peer collaboration,
Leadership support,
Recognition of the complex work,
Communicate with peers, students, and parents

One question focused on how to differentiate instruction with large class sizes. A panelist stated, “Differentiated Instruction may vary with class size, but there is no question that it will be implemented.”

The Grading and Assessment session was surprising in the turnout. I expected 10 or less as it was a mini-break out of 85 minutes. Most sessions were 3 hours and the mini-break out that preceded mine was a small number. Over 40 participants came after the common break. Clearly, grading is a hot enough concern that people want to know what are new options.

The issues around grading are challenging as traditional practices appear to fail students on multiple levels. Entrenched ideology around grading makes the issues more complex and deeply problematic. As one educator shared, what is a situation that plays out in many districts, getting a group of educators to agree on new solutions is next to impossible as discussions get bogged down over what to do. My intent in a 85 minute session was to raise awareness for why grading practices need to be assessed, and explore issues that might compel educational leaders to establish changes in grading policies. Not too ambitious :)

There are many compelling arguments for rethinking grading. Perhaps in a later piece I’ll go more in-depth into each.

Percentages, Zeroes, and Mean (averaging) scoring are inconsistent in accurately assessing learning at best, and at worst kill student desire to put forth their best efforts.
Grading often hurts students who take longer to learn a concept. In connection to this, mismatched assessments, that is reliability is questionable, gives inaccurate information.
Factors such as participation, homework/classwork completion, and extra credit distort assessment of learning when factor into grades.

There’s more. A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor is a great resource, and What’s Fair Isn’t Always Equal by Rick Wormelli is an effective way to start the conversation that leads to real change in grading practices. Here's a sneak preview. In the end, I’d like to believe that the time was well spent. From the anecdotal feedback I received, perhaps it was.

A next step is to Standards-Based Grading. ASCD’s Education Leadership has an excellent article for why schools should transition from traditional grading practices to a Standards-Based grading approach. In the issue, Expecting Excellence, read Seven Reasons for Standards-Based Grading by Patricia L. Scriffiny, Pages 70-74, October 2008 | Volume 66 | Number 2

MI ASCD Conference on Differentiated Instruction

2009-08-11T20:33:00.003-04:00

A major conference on Differentiated Instruction starts tomorrow in Michigan. It's a 2-Day event, kicked off by Dr. Susan Allan. The breakout sessions are done mostly by teacher practicioners. Participants will learn alot and take away much to impelement in their schools. May MI ASCD continue this great tradition each year.

During the conference, follow the goings on:

MI ASCD on Twitter
http://twitter.com/MichiganASCD
Check for conference updates, news, and DI ideas.

MI ASCD on Facebook
http://www.facebook.com/pages/Michigan-ASCD/125394864523
Check here for post conference news and updates, plus upcoming events in Michigan.

More to follow...

New Tech High

2009-07-01T09:14:00.001-04:00

It's day three, the final day of the conference. I'm here early for a highly anticipated presentation by a school staff from Rochester, IN, who implemented a 21st century skills culture wrapped around a project-based learning curriculum approach. Will report after.

H. Wong's 7 Principles

2009-06-30T15:23:00.001-04:00

Harry Wong talked about his "Secrets" to year long success based on what you do on day 1.

1. Am I in the right room?

2. Where am I suppose to sit?

3. What are the classroom rules?

4. What will I be doing in your classroom this year?

5. How will I be graded?

6. Who is my teacher as a person?

7. Will I be treated fairly in the classroom?

How well these questions are answered in planning prior to the 1st day is critical to success.

Online Gaming = Learning?

2009-06-30T12:31:00.002-04:00

The session, Game On, described something just around the corner. MMORG games that support curriculum. http://www.spngameon.ning.com
Their focus is on playtesting games written for curriculum support. I wonder what's out there where lessons and units are using MMORG as the environment. I'll follow the ning to learn more.

June 29 Highlights

2009-06-30T11:14:00.007-04:00

Yesterday was a mind filling experience. Starting with McNulty on student engagement through relevance I attended many good sessions. See previos post on Harry Wong.

2 highlights were an elementary and a middle school. English Estates Elementary does project-based learning as curriculum approach. http://teachercenter.scps.k12.fl.us/ees What makes this worthwhile is their culture-building element. All students engage into Covey's 7 Habits of Highly Effective People as part of their learning content concepts. See their resources on their site. They have several resources on their systemic work.

Salina Intermediate School uses teacher leadership with the principal to improve instruction and learning. http://salina-int.dearbornschools.org

They're doing great work on establishing focus on learning as a learning community. Students and teachers use many methods to teach and learn together. One example is through videos, such how and how not to meet collaborative and Co-Teaching.

Here are some usefulresources.

D-Tube: http://video.dearbornschools.org
Blog: http://blog.dearbornschools.org/salinaprincipal/my-presentations
http://battee.blogspot.com

Today, I'm at a session called Game On.
http://www.spngameon.ning.com

More later!

Harry Wong

2009-06-29T10:36:00.003-04:00

Harry Wong is amazing in person. High energy, full of examples, humor, and laser focus ideas. Classroom management is not discipline. It's having a plane to communicate meeting needs of students, making kids feel valued and safe, and getting them to work. Read his work online. Buy his book, First day of school. He and his wife write a monthly column in the Teachers.Net Gazette. The online zine, TG, is worth checking out.

2009-06-29T08:50:00.001-04:00

Ok, I'm at the models school conference this week. http://www.leadered.com. I'm blogging by text as things happen, as long as battery holds. Will

2009-06-28T23:23:00.001-04:00

In my desire post more often, I'm linking text messages. Adventures abound.

Think Time

2009-05-20T12:55:00.002-04:00

There have been studies that looked at the length of time teachers pause after asking students questions. I ask this question of teachers during the professional development I'm asked to do about instruction and differentiation. Their guesses are pretty close to the results that researchers found.

Researchers found ranges of .7 to 1.7 seconds that teachers pause.

That is less time than to take a breath. Considering that an inhale is required to speak, only students with an immediate answer, and who is ready to articulate immediately has a chance to respond. And in some cases even they don't have enough time to "start" speaking. What researchers and other educational thinkers suggest is pausing for 3 or more seconds. Pause time is dependent on purpose and situation, but extending beyond the current pause rate has been found to give benefits to learning. Students are given time to think through the question, compose their answer, and speak.

This Ferris Beuller clip is a great parody of 0.5 pause time creates:

Reflective responses, and other answers that require critical thinking, I suggest pausing for 5 to 15 seconds. 10+ seconds may seem an eternity--I've done this, I know--but it gives consideration to the internal thinkers who are sometimes known as intraverts. (Link 2) These thinkers need personal time to consider their thoughts and check for understanding before they feel comfortable sharing with others. In 3 seconds, they will most likely not be ready to answer the question, unless the required response is based on recall or low level understanding. 5 seconds might be a stretch.

Used judiciously, 10 to 15 seconds is also a class-management tool. Ask a question. Pause for all students to consider the answer, because anyone of them could be called on. After the waited time, call on a student to answer the question. Don't wait for volunteers. Up to 15 seconds is plenty of time for most students to formulate an answer depending on the expect complexity of answers.

3-5 seconds of wait time is useful in other ways, such as pausing after giving students time to articulate their questions, teacher pauses in a lecture to give emphasis to a concept, thus allowing students to digest the information, or giving students time to consider the response by a peer or teacher.

What's important is recognizing that the giving of pause, or think time, emphasizes the value of the question being asked and the quality of answer expected.

http://atozteacherstuff.com/pages/1884.shtml

http://www.greenleaflearning.com/newsite/workshops/Handouts/Web_Brain_Handouts_Greenleaf.pdf

Researchers: Mary Budd Rowe (1987): First Wait-Time; Robert J. Stahl (1990): Think-time; Kenneth Tobin & Capie (1987), William W. Wilen (1987): Question Techniques

What is ‘Think Time’?
Information processing involves multiple cognitive tasks that take time. Students must have uninterrupted periods of time to process information; reflect on what has been said, observed, or done; and consider what their personal responses will be.
— Robert J. Stahl

The Role of Wait Time in Higher Cognitive Level Learning

Kenneth Tobin

Western Australian Institute of Technology

Wait time is defined in terms of the duration of pauses separatingutterances during verbal interaction. The paper reviews studiesinvolving wait time in a range of subject areas and grade levels.When average wait time was greater than a threshold value of3 seconds, changes in teacher and student discourse were observedand higher cognitive level achievement was obtained in elementary,middle, and high school science. Achievement increases werealso reported in middle school mathematics. Wait time appearsto facilitate higher cognitive level learning by providing teachersand students with additional time to think.

2009-04-07T09:19:00.001-04:00

A leader is a dealer in hope.

Napoleon Bonaparte

Wisdom is found sometimes in the unlikliest of places. Napoleon may have been a dictator, and one who aspired to rule. A "dealer in hope" is part of what leadership can do. When put to good use, people are inspired to dream of possibilies.

The very essence of leadership is that you have to have vision. You can't blow an uncertain trumpet.

Theodore M. Hesburgh

Another important facet for guiding people to fulfill a shared vision is to be a servant leader.

Sometimes it takes connecting with what's in the hearts of other, other times its sweetness, or cold facts of the new reality. People will follow that which is clear and shown to be in their best interests.

In education, schools, even districts, build and follow school improvement plans whose intent is to provide students a successful learning experience. This is done, in part, giving teachers the tools to do that job, and for guiding administrators with a road map for leading the adults towards success. Such accomplishment takes a lot of work and sacrifices by the adults. There are no short cuts. No free rides. In most cases, effective school improvement plans require a shift in thinking by educators as to the ways business is done must change.

What gets monitored, gets done. What is not monitored does not get done.

As schools strive to become more skillful, better at meeting student needs, success is about building buy-in among staff. Not everyone will be on board. Yet a persistant leader can bring along staff by staying the course of action. There are veterans who with each initiative will murmur, "This too shall pass." While seeming cynical, those teachers and administrators speak from experience not fantasy. Resistance is a form of conserving ones energy for the real work. Change for its on sake does not by nature take root.

Strong leadership is needed to have effective school improvement plans. Leaders need to involve staff in the planning, include them in the shaping of a plan, and hold them accountable to their commitments. A leader who pays lip service will see the school improvement plan become a paperweight rather than a vehicle for improving success by teachers teaching students, and learners learning. Sadly, too many well intentioned leaders get trapped in the day to day demands. Like parents of kids going away to college where they are out of sight and no longer guided, a swamped leader "hopes" the staff is following the plan and doing what's expected. Just like the leader, the staff also struggle to keep their heads afloat. Priority is survival. The first things cast overboard are the tools and expectations of the school improvement plan.

'Good directors, playwrights and leaders are enablers who make it possible for others to succeed by providing the means and opportunities for actions.' Anon

Leadership is passionate persistance about what's best for learners needs and ensuring that all staff strive to meet those identified needs.

Taking the Journey to endless learning...

2009-03-25T21:52:00.002-04:00

“I know nothing except the fact of my ignorance.” –Socrates

Socrates continues to have an enormous impact on my life. He leads the teachers that influenced my thinking and the lenses I use to interpret the world. He’s known as one of the greatest philosophers for human kind, even in his own time. He taught or influenced Plato and Aristotle, both men also arguably great thinkers who transcend their era to ours. Consider Socratic Questioning, a highly respected instructional strategy named after the philosopher. The questioning process proves effective for helping expand student thought process. Socrates thinking, called the Socratic Method, was so phenomenal that his peers feared him for the power of how he influenced others to think for themselves. Yet this man believed that he “knew nothing,” that there was so much more for him to explore. And he did so until his death, orchestrated by those who feared him.

This blog exists for personal and professional reasons. My work as an educator drives me to explore many, many ways of teaching and learning. Blogging serves as an instructional/learning tool and a means for personal reflection. I’m not sure what reflections will have value beyond my desire to examine my thinking and, hopefully, grow my understanding. My interests are in ways of teaching and learning that are effective. I know and teach about many systems and strategies. There is so much more that I understand little or am not aware of. So this blog is a way to mine gems, explore undiscovered territory (at least unexplored by me), and experience many cognitive shifts by maintaining open-mindedness.

If there is vanity in publishing my ideas and belief systems so that others might examine what “wisdom” is contained, my hope is to recognize illuminations for what it is, and in that process grow beyond that naïveté. Learning is everywhere if we keep open-minds, and allow for the possibility that knowledge is malleable.

Socrates is a constant reminder to me of living with humility. The adage applies here in that the more I learn, one truth holds…there is so much more that is unknown. Every open ended question answered uncovers multiple questions. Especially in areas of my expertise, the people I teach benefit my understandings as well as from the leading thinkers in and outside the field of education.

This journey will explore concepts and views on education and life in general. For experience is indeed an effective teacher if we are but open to her lessons. My travels will lead to areas that don’t exist in my understanding, and into examining self-beliefs that I as yet do not hold. Perhaps my path will intersect with others, and for that opportunity, perhaps we’ll both be the richer. Throughout this experience, Socrates’ wisdom is my compass and Experience is the two by four for helping me keep perspective.

Just Breathe...

2009-03-16T14:49:00.004-04:00

“Seek first to understand then to be understood.” Stephen Covey, 7 Habits of Highly Effective People

Covey tells a story about being on a train during a crazy moment. Two young children jumped on chairs, shouted and chased each other. Their behavior was better suited to a playground, not a public transit system. In the confinement of the train, people stared at the father with increasing impatience and agitation, demanding action with their eyes. The father sat oblivious to the silent demands and to his children, who’s activity increased in volume and intensity. When confronted about his kids needing attention, the father noticed his children as if breaking from a trance and seemed helpless to act. Apologetically, he explained that they’d come from the hospital where his wife just died. The father said he did not know how to tell his children that they’d lost their mother. What was apparent from a distance of a man with undisciplined children shielded the passengers from the deeper reality of pain and loss.

In “The Red Shoe” by Linda Webb (full text), an article from Education Leadership (September 2000), the author tells a story about her childhood experience entering kindergarten. Full of enthusiasm for the exciting world of school, she did everything asked of her in class. One day the children demonstrated if they knew how to tie their shoes. The girl volunteered to go first. She began tying her shoe using her teeth to pull the shoelace through the loop made with her fingers. Aghast, the teacher shouted, “Nasty Girl! What would your mother think of you putting that in your mouth?” What the teacher did not know is that the kindergartener’s mother was born without hands. The girl learned to tie her shoes from her mother.

“Seek first to understand then to be understood.” This Covey principle deals with being open to other people even when their actions or beliefs seem in opposition to our own. So when a person says something that makes me think they’re from another planet or the thought bubble that appears is, “I can’t believe you said that,” the temptation is to mentally close the door on them. Disengage in further genuine conversation, and if I can’t leave immediately, then watch the clock for when leaving is possible. Most times, I resist this urge and ask questions to understand that person’s point of view. Rather than set them up for failure by shutting down, inquiry gives the person voice, opportunity to express themselves. I may discover a perspective that brings me pause to consider. In the end, I may discover a new understanding, or respectfully agree to disagree.

People, especially children, need their voices to be heard. When their actions or behaviors appear strange or inappropriate, it’s tempting to make executive decisions and move on. So much more is gain time is taken to understand, as was needed for the man on the train and the kindergartner.

“Seek to understand before being understood” reminds me to breathe. It’s so easy to get caught up in the moment, focus on one view, and miss the crucial detail. Consider an experiment on video. In it, people wearing white shirts and black shirts, pass two basketballs. As you watch, count how many passes are made by the players in white shirts.

Did you count 13, 14, 15, or 18?

Notice anything?

Try this video instead, and count the passes by the players in white shirts.

Did you see the AgLoLrIiRlOlGa the first time?

When dealing with someone who I do not understand or agree with, this is tough to do in situations that are tense, emotional, or demand a decision. Breathing helps a person to pause long enough from acting so as to suspend judgment and consider the other person’s perspective. In some difficult situations, filled with tension and anger drives people to fight or flight. The person who flees or loses the battle is voiceless.

At a steering committee, members tackled the complex issue of drafting minimum competencies for computer skills by employees. I was among advocates who laid out a rationale and suggested guidelines to support the educators in the building to develop needed core skills to do their work and bridge the cultural gap between them and their technology literate students. The discussion seemed amicable and supportive of implementation when one fellow teacher expressed opposition to the plan. Her tone moved from conversational to argumentative to punishing statements that bordered on bullying. Any reasoning that I or others said seemed only to inflame her more. She used words and tone as a weapon to beat us into silence. Finally, a break was called in hopes that the tension would abate.

As combatants went to separate corners, I approached the leader of the opposition and asked her to explain her reasons. Her words were like a rough wind buffeting me. I leaned into the gale seeking understanding to the meaning behind her attack. Why, I wondered, was she so upset?

What became clear was that she was afraid of failure. Lacking computer skills, she did not want to be labeled. Prideful of her skills as a professional, admitting that she was unskilled in technology was a heavy blow to her confidence. I let her know that I understood how she felt, and that guiding her to the needed skills would be my personal mission. She felt heard. She believed that support would be at hand to ensure her success. Opposition dissolved.

While adults need to be heard, students are especially in need. An elementary child might be a monster in the classroom, doing everything possible to disrupt class from screaming, damaging property, to hitting other kids. Discipline is necessary to maintain authority, and understanding is a way to discovering and eliminating the on-going problem. What if the child’s parents are divorcing, and the kid believes demanding attention will bring them back together? Knowing the background, what if an adult talked to the child about the pain of parents separating, and suggests that positive attention is better than negative attention? How might that child respond? Or, what if the student is sent to the principal’s office, and, ultimately, is suspended for the improper behavior, but the root of the behavior is never explored with the child.

The beginning of a school year, I welcomed high school students to English class. One student, a large teen with a shock of curly red hair, entered class. Tardy, he strolled across the room with an amused expression as if challenging me to say something. Some would have asked for a tardy pass, and when one was not forth coming, sent him back to the office. As I breathed, something about his manner suggested taking a different course of action. Ignoring him, I continued the introduction. Seated, he tried to “press buttons” that would get my attention and send him swiftly to the discipline office.

Finally, I had him step outside of the classroom. He looked at the other students, moving with a triumphant swagger. He believed that his prediction would come true, that I would send him to the assistant principal’s office. Outside of the classroom, I asked him why he tried to disrupt the class when I’d done nothing to him? Belligerent at first, his words were like rushing water. I stood in the stream, allowing the water to pass. Breathing deeply, I held my objective in mind—to understand him and connect with his sense of fairness. His words turned from his game and became about his feelings of frustration and anger that he was labeled for failure. I was one of few adults who gave him space for his voice. He remained a constant challenge, but he came to my class and strove to be part of the community.

What I learn from these experiences is that breathing is a constant challenge. When stress is high, the airwaves constrict as instinct says there’s little time to breathe. Pausing even a few seconds can make the difference. Hopefully these stories help you to understand my perspective. If not, breathe, and search for the gorilla. :)