Eric C. Sheninger's Blog, page 33
February 17, 2019
The Two Most Important Questions to Ask to Determine if Learning is Taking Place
There are so many thoughts and ideas as to what learning really looks and feels like. From these conversations, educators form their own perspectives and opinions that best align with the vision, mission, and goals of their classroom, school or district. However, a consensus is critical if the goal is scalable change that results in improved learning outcomes. As I have written extensively in the past, research and evidence should play a significant role in what learning can and should be as well as whether or not it is actually taking place. Common vision, language, expectations, and look-fors go a long way to creating a vibrant learning culture.
Recently I posted the following tweet.
It seemed to resonate with many educators. I decided to post this update when I saw my friend Greg Bagby share an image of the Rigor Relevance Framework where technology is considered. Thus, my tweet referenced a digital angle. In hindsight though, I should have written the tweet to align with what I genuinely believe in. Some of the commentary I received reinforced what I always speak and write about as well as coach on; that the two questions I posed are important both with and without technology. So, when it comes to learning, the two most important questions are:
Are kids thinking at increasing levels of knowledge taxonomy?How are kids applying their thinking in relevant ways?
The Rigor Relevance Framework provides a practical way to determine the answers to both of these questions by looking at the level of questioning and the tasks that kids are engaged in.
Consider it a litmus test of sorts. Where do the instruction (what the teacher does) and the learning (what the kid does) fall in terms of the four quads? Good instruction can, and should, lead to empowered learning, with movement along both the thinking and application continuums. The point here is to not reside in Quad D as that is a place you visit once and a while, but it should be an area that learners are moved to at some point during a unit of study. When technology is added to the mix, it should be utilized purposefully by the learner in ways that address the two questions posed above.
The image above conveys a critical point. We should never look at technology as a distinct element separate from curriculum, instruction, and assessment. Each of these in their own right intersects in ways to support and enhance learning. It is essential to understand that the role of any digital tool or experience is to empower learners to think in ways that represent a fundamental improvement over traditional practice. The use of technology leads to yet another critical question – How are kids using technology to learn in ways that they couldn’t without it?
All in all, learning has to be the focus. It’s up to you to determine if it is, in fact, taking place and if not what can be done to ensure that it is.
Recently I posted the following tweet.
When it comes to #edtech in the classroom ask yourself these two questions to determine effectiveness:
1. Are kids thinking?
2. How are they applying their
thinking?#leadered #edchat pic.twitter.com/SqffWhOgsc— Eric Sheninger (@E_Sheninger) February 2, 2019
It seemed to resonate with many educators. I decided to post this update when I saw my friend Greg Bagby share an image of the Rigor Relevance Framework where technology is considered. Thus, my tweet referenced a digital angle. In hindsight though, I should have written the tweet to align with what I genuinely believe in. Some of the commentary I received reinforced what I always speak and write about as well as coach on; that the two questions I posed are important both with and without technology. So, when it comes to learning, the two most important questions are:
Are kids thinking at increasing levels of knowledge taxonomy?How are kids applying their thinking in relevant ways?
The Rigor Relevance Framework provides a practical way to determine the answers to both of these questions by looking at the level of questioning and the tasks that kids are engaged in.
Consider it a litmus test of sorts. Where do the instruction (what the teacher does) and the learning (what the kid does) fall in terms of the four quads? Good instruction can, and should, lead to empowered learning, with movement along both the thinking and application continuums. The point here is to not reside in Quad D as that is a place you visit once and a while, but it should be an area that learners are moved to at some point during a unit of study. When technology is added to the mix, it should be utilized purposefully by the learner in ways that address the two questions posed above.
The image above conveys a critical point. We should never look at technology as a distinct element separate from curriculum, instruction, and assessment. Each of these in their own right intersects in ways to support and enhance learning. It is essential to understand that the role of any digital tool or experience is to empower learners to think in ways that represent a fundamental improvement over traditional practice. The use of technology leads to yet another critical question – How are kids using technology to learn in ways that they couldn’t without it?
All in all, learning has to be the focus. It’s up to you to determine if it is, in fact, taking place and if not what can be done to ensure that it is.
February 10, 2019
Are Students Off-Task in Class on Phones? There's an App for That!
As teachers and administrators, grappling with off-task behaviors and distractions when it comes to student phones in the classroom has occurred at some point. Recently I recently learned about Pocket Points, an app that educators are using to promote better decision-making amongst students with the goal of keeping them off their phones when not being used to achieve learning outcomes associated with the class. More on this in a little bit.
I am a huge proponent of harnessing and leveraging mobile technology in the classroom. As the principal, I decided to implement Bring Your Own Device back in 2010 as a way to not only take advantage of student-owned devices but to also improve the learning culture through more empowerment and ownership. In Uncommon Learning, I detailed the necessary steps we took to ensure success. The key, whether 1:1 or BYOD, is to thoroughly plan and put learning at the forefront for kids, teachers, and administrators.
However, planning can only get you so far. Building pedagogical capacity both with and without technology must be prioritized. Mobile technology is more accessible than it has ever been. The urge to go on a personal device in schools, with and without mobile learning initiatives, has grown exponentially. Up until recently, there have been two main deterrents:
Well-designed lessons that are relevant to kids combined with sound classroom managementA school culture that empowers kids to use their devices responsiblyNow the above strategies might still work well, but in my experience working in schools as a job-embedded coach, I have seen more and more students off-task. No matter how well we plan or work to develop a positive school culture, off-task behavior still occurs. Enter a third deterrent mentioned at the beginning of this post called Pocket Points.
Pocket Points was founded in 2014 by two college students who noticed a disturbing trend among their classmates in that too many kids were spending class glued to their phones, ignoring their professors' best attempts to teach them. They had the idea to create an app that would reward students for paying attention in class. They got local businesses to agree to offer free and discounted food as rewards on Pocket Points, and it spread through the campus like wildfire. Within a few weeks, half of the student body was using the app.
The developers spent the next few years spreading Pocket Points to every college in the country as well as high schools. Through their growth, they came to the realization that the problem was even more prevalent at the high school level than college, and these teachers felt the impact more than anyone. As a result, a Teacher Rewards program was developed. This program allows teachers to directly offer rewards to their students on Pocket Points for staying focused in class. The hope is that it will act as a support tool that teachers can use to help their students develop healthy phone habits while maintaining engagement on learning tasks in the classroom. In the near future teachers will have the ability to "whitelist" certain educational apps, meaning students could continue to earn rewards while using these as part of the learning process. This should help teachers who integrate phones as educational tools keep their students on task.
Getting started is easy. Students can download the Pocket Points app for free from the app store. They sign up, select their school, and they can begin earning rewards. Here they will find a gift page on the app full of rewards provided by companies, including Redbox, Panda Express, and Papa Johns on the national level. There's a variety of online companies that are available to all students as well. In many areas, partnerships with local restaurants and retailers provide even more rewards, all of which cost points.
Points can be earned in a variety of ways. Initially, they could only be earned when a student had his or her phone out of sight when not being used as part of the teaching and learning process. Now kids can earn points when they are not in school, though they need to set and successfully complete a time off phone goal to get the points. There is also a great feature where the app automatically tracks when a student is driving and gives points if he or she remains undistracted.
Schools and teachers can leverage this app to provide positive reinforcement while combatting the issue of off-task cell phone behaviors, which cause a distraction in the classroom. This issue has become pervasive in many cases while frustrating teachers and administrators alike. It's a battle that most are tired of fighting.
Empowering kids to use devices as tools to support and enhance their learning is, and always will be, the goal. However, balance is critical, and technology will not improve every lesson or task. In either case, Pocket Points might be an option to help overcome battles with phones to create a school culture that sets up students for success now and in the future.
I am a huge proponent of harnessing and leveraging mobile technology in the classroom. As the principal, I decided to implement Bring Your Own Device back in 2010 as a way to not only take advantage of student-owned devices but to also improve the learning culture through more empowerment and ownership. In Uncommon Learning, I detailed the necessary steps we took to ensure success. The key, whether 1:1 or BYOD, is to thoroughly plan and put learning at the forefront for kids, teachers, and administrators.
However, planning can only get you so far. Building pedagogical capacity both with and without technology must be prioritized. Mobile technology is more accessible than it has ever been. The urge to go on a personal device in schools, with and without mobile learning initiatives, has grown exponentially. Up until recently, there have been two main deterrents:
Well-designed lessons that are relevant to kids combined with sound classroom managementA school culture that empowers kids to use their devices responsiblyNow the above strategies might still work well, but in my experience working in schools as a job-embedded coach, I have seen more and more students off-task. No matter how well we plan or work to develop a positive school culture, off-task behavior still occurs. Enter a third deterrent mentioned at the beginning of this post called Pocket Points.
Pocket Points was founded in 2014 by two college students who noticed a disturbing trend among their classmates in that too many kids were spending class glued to their phones, ignoring their professors' best attempts to teach them. They had the idea to create an app that would reward students for paying attention in class. They got local businesses to agree to offer free and discounted food as rewards on Pocket Points, and it spread through the campus like wildfire. Within a few weeks, half of the student body was using the app.
The developers spent the next few years spreading Pocket Points to every college in the country as well as high schools. Through their growth, they came to the realization that the problem was even more prevalent at the high school level than college, and these teachers felt the impact more than anyone. As a result, a Teacher Rewards program was developed. This program allows teachers to directly offer rewards to their students on Pocket Points for staying focused in class. The hope is that it will act as a support tool that teachers can use to help their students develop healthy phone habits while maintaining engagement on learning tasks in the classroom. In the near future teachers will have the ability to "whitelist" certain educational apps, meaning students could continue to earn rewards while using these as part of the learning process. This should help teachers who integrate phones as educational tools keep their students on task.
Getting started is easy. Students can download the Pocket Points app for free from the app store. They sign up, select their school, and they can begin earning rewards. Here they will find a gift page on the app full of rewards provided by companies, including Redbox, Panda Express, and Papa Johns on the national level. There's a variety of online companies that are available to all students as well. In many areas, partnerships with local restaurants and retailers provide even more rewards, all of which cost points.
Points can be earned in a variety of ways. Initially, they could only be earned when a student had his or her phone out of sight when not being used as part of the teaching and learning process. Now kids can earn points when they are not in school, though they need to set and successfully complete a time off phone goal to get the points. There is also a great feature where the app automatically tracks when a student is driving and gives points if he or she remains undistracted.
Schools and teachers can leverage this app to provide positive reinforcement while combatting the issue of off-task cell phone behaviors, which cause a distraction in the classroom. This issue has become pervasive in many cases while frustrating teachers and administrators alike. It's a battle that most are tired of fighting.
Empowering kids to use devices as tools to support and enhance their learning is, and always will be, the goal. However, balance is critical, and technology will not improve every lesson or task. In either case, Pocket Points might be an option to help overcome battles with phones to create a school culture that sets up students for success now and in the future.
February 3, 2019
Blending with Playlists
In an effort to personalize learning more and more educators are turning to blended learning strategies. Before getting into the specifics of this post, it is important to flesh out each concept to ensure the efficacy of these shifts in pedagogy. When it comes to personalized learning, the “personal” should be emphasized. Putting all kids in front of a device and having them engaged in an adaptive learning tool all at the same time is not personalized. Here is my take on the strategy:
See the difference? The transfer of power and time is apparent as the learner is in the driver’s seat. This is not to say that a teacher using a variety of tools as part of daily instruction isn’t effective, but this is not blended learning. Content and process matter if the goal is to move to a more personalized approach through increased student agency. Wells Elementary School in the Cypress-Fairbanks Independent School District (CFISD) is one of the best examples I have seen when it comes to effective blended learning at school. Up until recently station rotation and choice boards where preferred strategies utilized by the teachers here. However, during my recent coaching visit, I began to see the implementation of playlists across all grade levels.
So what is a playlist exactly? I pulled the following from the blog of Jennifer Gonzalez, who profiled the work of Tracy Enos in this area:
First-grade teacher Anna Fisher has also implemented playlists in her classroom along with many of her colleagues. After hearing about how she improved the strategy following feedback I provided as part of the coaching process I asked her to share what she was doing. Below is her take on the use of a playlist for reading (you can see the entire activity HERE).
Personalized learning represents a movement from the “what” to the “who” as a means to facilitate student ownership of the learning process. It considers the tailoring of pedagogy, curriculum, and environments by or for learners to meet their different learning needs and passions. In many cases, but not all, technology is a catalyst to facilitate the personalization of the learning environment.The lofty outcomes listed above can be accomplished using a variety of innovative strategies. The key is to shift the balance of power and time from instruction (what the teacher does) to learning (what the kid does). Blended learning, as a means to personalize, is one way to accomplish this. However, there still seems to be a great deal of confusion as to what this really entails. Many times, blended instruction is confused with blended learning. Here is the difference.
See the difference? The transfer of power and time is apparent as the learner is in the driver’s seat. This is not to say that a teacher using a variety of tools as part of daily instruction isn’t effective, but this is not blended learning. Content and process matter if the goal is to move to a more personalized approach through increased student agency. Wells Elementary School in the Cypress-Fairbanks Independent School District (CFISD) is one of the best examples I have seen when it comes to effective blended learning at school. Up until recently station rotation and choice boards where preferred strategies utilized by the teachers here. However, during my recent coaching visit, I began to see the implementation of playlists across all grade levels.
So what is a playlist exactly? I pulled the following from the blog of Jennifer Gonzalez, who profiled the work of Tracy Enos in this area:
A playlist, an individualized digital assignment chart that students work through at their own pace. With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. With the learning plan in hand, students work through the lessons and assignments at their own pace. And because each student has their own digital copy of the playlist (delivered through a system like Google Classroom), the teacher can customize the list to meet each student’s needs.As I visited classrooms, I saw many different versions of the playlist, but the overall goals associated with path, pace, and place remained the same. Andrew Huckeba created a playlist for his 5th-grade math students where they worked through various activities on multiplying and diving fractions. As they finished a task, they colored in the corresponding box next to their name. While the majority of the class progressed through the playlist, Andrew worked one-on-one with students that needed the most assistance. Herein lies one of the most essential elements of any personalized experience – kids getting help who need it the most.
First-grade teacher Anna Fisher has also implemented playlists in her classroom along with many of her colleagues. After hearing about how she improved the strategy following feedback I provided as part of the coaching process I asked her to share what she was doing. Below is her take on the use of a playlist for reading (you can see the entire activity HERE).
Here’s how it works. Each 'village' is one of my reading groups that are grouped by reading/skill level. The barrels at the bottom, fish and steak, go along with corresponding reading task cards that are grouped by skill level/skills being targeted. I'm currently working on how to make it even more differentiated. They fill in their responses in their reading journals which they take to partner reading to share. I got these cards from Teachers Pay Teachers and added some of my own. The student looks at how many of each barrel they need to complete that day and then fill in that amount with snowballs on their igloo. The barrel in the back is a work in progress. On a rotation, one group each day completes one task on the Lego board I showed you. The students have the opportunity throughout the week to record their responses on Class Dojo and share with me during group time.Playlists can provide a true path to personalization. Michael Putman provides this take:
Imagine a school where students arrive at their classroom and start their day by using their mobile device to scan a unique QR code posted on the door. The QR code points the students to a website that includes a series of activities aligned with their individual learning needs. As the teacher enters the room a short time later, she briefly conferences with each student regarding his or her progress, while the rest of the class continues to engage with their tasks.Ownership of learning requires a more personal approach. From differentiating instruction to maximizing the impact of flexible learning spaces, the use of playlists aligned to sound pedagogy can add more purpose in the eyes of kids as they engage in tasks while developing independence and self-management competencies.
January 27, 2019
Kid-Centric Schools: When There's a Will There's a Way
When I wrote Uncommon Learning back in 2015, the premise was to set the stage as to how we could create schools that work for kids. A good deal of the strategies presented came from what we successfully implemented at New Milford High School where I was the former principal. To get a better gist of the main focus areas check out my TEDx talk. As I have since transitioned from school principal to Senior Fellow with the International Center for Leadership in Education (ICLE), my work now focuses on helping schools transform teaching, learning, and leadership to create vibrant cultures that kids want to be a part of. Through the lens of an instructional and leadership coach, I have been able to see firsthand how schools across the country and world are implementing innovative change with this goal in mind.
There are many isolated pockets of excellence that all of us see or experience. It is these examples that we can use to form the foundation as to where we eventually want to move towards. However, the goal should be sustainable changes that impact all students in a school, district, or system. In the past, I have written extensively of how Wells Elementary in Cypress, TX has evolved into a prime example of what’s possible when teachers, building leaders, and district administrators work together to move from vision to action. I encourage you to check out the numerous posts that showcase their efforts leading to efficacy. It is now my honor to share some insights from a high school that has accomplished some equally impressive achievements in this area.
As a lead up to some long-term, job-embedded work with all schools in the Mount Olive Schools District in NJ, I had the honor of delivering a keynote to the entire staff on Learning Transformed. After giving the message, I was able to visit with Kevin Stansberry, the High School Principal, and Susan Breton, the Director of Curriculum and Instruction. Both of these leaders had been in the district for many years and were able to shed some insight as to where the high school was a decade ago and the innovative changes that had been implemented over the years since. It was a fascinating story focusing on so many challenges that were in dire need of attention. Quite frankly, that school resembled and functioned like virtually every other high school across the country. Then, changes were made.
The prior superintendent, with overhwleming support from the Board of Education, was a genius when it came to finances and the budget. Not only did Kevin and Susan emphasize this, but I saw it with my own eyes as I toured the building. More on what I saw in a bit. Through numerous revenue-generating programs and decisions, money began to flow into the facility and programs. It is still flowing into the district today and I can’t wait to see how Robert Zywicki, the new superintendent and an innovative leader in his own right, leverage these financial resources to move the district even further. The premise of what was put in place is as simple as it is brilliant – put as many resources and opportunities into the hands of ALL kids to let them flourish.
I was in awe by what I saw, and this says a lot as I spend so much time working in schools across the United States and the world. Ove the past ten years Mount Olive High School has designed and built with relevant learning experiences and kids in mind. As a parent, I would love for my kids to go there and I can’t even begin to imagine how proud the community is of what has been accomplished. To give you some insight I will now share pictures of what I saw with some brief captions in an attempt to add context from a learning perspective.
Professional TV studio
Science classrooms outfitted with dry-erase boards on the walls.
Giant-sized Scrabble board on a wall in the library for kids to play the game.
Drunk-driving vehicle simulators that are used in PE/Health.
A room dedicated to a biological habitat focusing on numerous different ecosystems. I loved seeing a giant tortoise that had free range of the entire room. Students use this room for turtle rehabilitation. How cool is that?
Marine robotics lab (M.A.T.E. - Marine Advanced Technology Education) where kids design and test their inventions in a large water tank purchased by the board of education. Not only do the kids develop robots that have received national acclaim, but they also create marketing and branding for their creations. I loved seeing the unique logo they designed for the class on the wall.
Robotics lab that has a machine (dual CnC mill and CnC plasma cutter) where kids create their own parts to either fix or build their robots.
Music studio that looks and feels like the real thing because it is. I loved seeing all of the electric guitars that the Rock and Roll Academy class uses as well as all the periphery seating to accommodate performances.
A makerspace, referred to as "The Mill" (The The Marauder Innovation Learning Lab), inspired by some of the most innovative company workspaces across the globe. In addition to the space itself, resources for tinkering, inventing, creating, and making were available everywhere. One of my favorite rooms was the one that housed thirty-six 3D printers. The outside of the room also contained an inspirational slogan to motivate learners to think forward.
A seasonal, climate-controlled dome (Maurader Dome) is set up for physical education classes and athletics. You can't miss the large white bubble when you pull up to the campus. It covers a large turf practice field during the colder months and then is taken down when the temperature warms. From 6:00 PM on the facility is leased out to local organizations for use as a great revenue-generator.
I cannot stress enough that leadership from every level made this transformation happen and epitomizes a shift from “yeah but” to “what if.” Central office administrators worked to make funds available using creative approaches that continually generate revenue outside the budget. Kevin, as the building principal, worked with his assistants to develop a culture of risk-taking, support, and inclusiveness. Every room we visited he made sure to state that what I saw is open to every student. It was awesome speaking to teachers and hear how Kevin is always open to and supportive of their ideas, no matter how crazy. Finally, I was equally impressed with the teacher leadership. Their willingness to push the envelope and make learning relevant while challenging kids to think was apparent in all that I saw and the many conversations we had.
My job allows me to see first-hand how innovative practices, ideas, and strategies are being implemented with a high level of efficacy. My role is to share all of the awesome work they are doing, but also push and guide them down a path of continuous improvement. I can’t wait to return as a job-embedded coach when the kids are present with the goal of further scaling research and evidence-based practices.
We can learn a great deal from the successful outcomes at Mount Olive High School to empower other districts and systems to design and build schools that kids appreciate and want to attend. How have you worked to make your school(s) more kid-centric and what would you like to pursue? Please share in the comments below.
There are many isolated pockets of excellence that all of us see or experience. It is these examples that we can use to form the foundation as to where we eventually want to move towards. However, the goal should be sustainable changes that impact all students in a school, district, or system. In the past, I have written extensively of how Wells Elementary in Cypress, TX has evolved into a prime example of what’s possible when teachers, building leaders, and district administrators work together to move from vision to action. I encourage you to check out the numerous posts that showcase their efforts leading to efficacy. It is now my honor to share some insights from a high school that has accomplished some equally impressive achievements in this area.
As a lead up to some long-term, job-embedded work with all schools in the Mount Olive Schools District in NJ, I had the honor of delivering a keynote to the entire staff on Learning Transformed. After giving the message, I was able to visit with Kevin Stansberry, the High School Principal, and Susan Breton, the Director of Curriculum and Instruction. Both of these leaders had been in the district for many years and were able to shed some insight as to where the high school was a decade ago and the innovative changes that had been implemented over the years since. It was a fascinating story focusing on so many challenges that were in dire need of attention. Quite frankly, that school resembled and functioned like virtually every other high school across the country. Then, changes were made.
The prior superintendent, with overhwleming support from the Board of Education, was a genius when it came to finances and the budget. Not only did Kevin and Susan emphasize this, but I saw it with my own eyes as I toured the building. More on what I saw in a bit. Through numerous revenue-generating programs and decisions, money began to flow into the facility and programs. It is still flowing into the district today and I can’t wait to see how Robert Zywicki, the new superintendent and an innovative leader in his own right, leverage these financial resources to move the district even further. The premise of what was put in place is as simple as it is brilliant – put as many resources and opportunities into the hands of ALL kids to let them flourish.
I was in awe by what I saw, and this says a lot as I spend so much time working in schools across the United States and the world. Ove the past ten years Mount Olive High School has designed and built with relevant learning experiences and kids in mind. As a parent, I would love for my kids to go there and I can’t even begin to imagine how proud the community is of what has been accomplished. To give you some insight I will now share pictures of what I saw with some brief captions in an attempt to add context from a learning perspective.
Professional TV studio
Science classrooms outfitted with dry-erase boards on the walls.
Giant-sized Scrabble board on a wall in the library for kids to play the game.
Drunk-driving vehicle simulators that are used in PE/Health.
A room dedicated to a biological habitat focusing on numerous different ecosystems. I loved seeing a giant tortoise that had free range of the entire room. Students use this room for turtle rehabilitation. How cool is that?
Marine robotics lab (M.A.T.E. - Marine Advanced Technology Education) where kids design and test their inventions in a large water tank purchased by the board of education. Not only do the kids develop robots that have received national acclaim, but they also create marketing and branding for their creations. I loved seeing the unique logo they designed for the class on the wall.
Robotics lab that has a machine (dual CnC mill and CnC plasma cutter) where kids create their own parts to either fix or build their robots.
Music studio that looks and feels like the real thing because it is. I loved seeing all of the electric guitars that the Rock and Roll Academy class uses as well as all the periphery seating to accommodate performances.
A makerspace, referred to as "The Mill" (The The Marauder Innovation Learning Lab), inspired by some of the most innovative company workspaces across the globe. In addition to the space itself, resources for tinkering, inventing, creating, and making were available everywhere. One of my favorite rooms was the one that housed thirty-six 3D printers. The outside of the room also contained an inspirational slogan to motivate learners to think forward.
A seasonal, climate-controlled dome (Maurader Dome) is set up for physical education classes and athletics. You can't miss the large white bubble when you pull up to the campus. It covers a large turf practice field during the colder months and then is taken down when the temperature warms. From 6:00 PM on the facility is leased out to local organizations for use as a great revenue-generator.
I cannot stress enough that leadership from every level made this transformation happen and epitomizes a shift from “yeah but” to “what if.” Central office administrators worked to make funds available using creative approaches that continually generate revenue outside the budget. Kevin, as the building principal, worked with his assistants to develop a culture of risk-taking, support, and inclusiveness. Every room we visited he made sure to state that what I saw is open to every student. It was awesome speaking to teachers and hear how Kevin is always open to and supportive of their ideas, no matter how crazy. Finally, I was equally impressed with the teacher leadership. Their willingness to push the envelope and make learning relevant while challenging kids to think was apparent in all that I saw and the many conversations we had.
My job allows me to see first-hand how innovative practices, ideas, and strategies are being implemented with a high level of efficacy. My role is to share all of the awesome work they are doing, but also push and guide them down a path of continuous improvement. I can’t wait to return as a job-embedded coach when the kids are present with the goal of further scaling research and evidence-based practices.
We can learn a great deal from the successful outcomes at Mount Olive High School to empower other districts and systems to design and build schools that kids appreciate and want to attend. How have you worked to make your school(s) more kid-centric and what would you like to pursue? Please share in the comments below.
January 20, 2019
Are You a Critical Consumer?
Digital literacy is more important now than it has ever been. The exponential evolution if the Internet and social media tools have allowed for the quick sharing of knowledge, ideas, images, videos, and opinions. The result has been a double-edged sword. In one respect everyone with a smartphone has instant access to information at any time and from anywhere. I for one love the fact that I can get up to the minute news, sports scores, and weather in the palm of my hand. However, there is a downside that is beginning to plague society. We have seen an influx of misinformation, claims of “fake” news, inaccurate facts, distortion of the truth, broad claims, doctored results, and opinions with not much substance behind them. Now more than ever we must not only teach our kids to be critical consumers of digital content, but we must also model the same.
The education space is not immune to some of the prevalent issues and challenges described above. This is not to say that amazing ideas and strategies aren’t being shared. In fact, I for one benefitted greatly as a principal when I learned about something shared on social media and then either implemented or adapted it in a way that bolstered the transformation efforts at my school. Case in point. As we explored moving towards Bring Your Own Device (BYOD) in 2010, I was able to glean powerful insights and evidence of efficacy from the Forsyth County School District in Georgia. The content they shared included policies, procedures, pedagogical techniques, and professional development, but more importantly, tangible improvement results. Motivated and inspired I then began to seek out research and more examples of successful implementation that aligned with our goals while addressing specific challenges.
Going BYOD sounded like a great idea based on what I had either read or saw online. However, not everything I consumed addressed the realities we faced as a school. Some of were too “fluffy” or not practical. It is important when reading a blog post or article to look beyond what in theory sounds good, but in practice might not lead to improvement. Going beyond surface level opinions and ideas is really at the heart of critical consumption. Since many of my queries when out through Twitter at the time that is how I received the majority of the information for consumption. As more and more tools and pathways have emerged to allow educators to share it is incumbent upon all of us to take a more in-depth look so that something isn’t done just for the sake of doing it or because it sounds really good.
Why is this idea or strategy good for my classroom, school, district, organization or professional growth?How will it positively impact learners beyond just engagement?Does it align to peer-reviewed research?Is it realistic given culture, budgetary, demographic, socioeconomic, and facility challenges?What qualitative and quantitative measures can be used as evidence to validate whether or not it is effective at improving outcomes? How can it be sustained and scaled?
Sharing will not and should not stop. Becoming a connected educator changed my entire trajectory thanks to what I was and continue to be able to glean from my Personal Learning Network (PLN) in addition an array of other means to get information discussed in this post. It is up to you to be a critical consumer to separate quality from what in theory seems like a great idea, but in practice won’t get the results that learners and educators are seeking. Sounding good just doesn’t cut it when the bold new world demands more from our learners.
The education space is not immune to some of the prevalent issues and challenges described above. This is not to say that amazing ideas and strategies aren’t being shared. In fact, I for one benefitted greatly as a principal when I learned about something shared on social media and then either implemented or adapted it in a way that bolstered the transformation efforts at my school. Case in point. As we explored moving towards Bring Your Own Device (BYOD) in 2010, I was able to glean powerful insights and evidence of efficacy from the Forsyth County School District in Georgia. The content they shared included policies, procedures, pedagogical techniques, and professional development, but more importantly, tangible improvement results. Motivated and inspired I then began to seek out research and more examples of successful implementation that aligned with our goals while addressing specific challenges.
Going BYOD sounded like a great idea based on what I had either read or saw online. However, not everything I consumed addressed the realities we faced as a school. Some of were too “fluffy” or not practical. It is important when reading a blog post or article to look beyond what in theory sounds good, but in practice might not lead to improvement. Going beyond surface level opinions and ideas is really at the heart of critical consumption. Since many of my queries when out through Twitter at the time that is how I received the majority of the information for consumption. As more and more tools and pathways have emerged to allow educators to share it is incumbent upon all of us to take a more in-depth look so that something isn’t done just for the sake of doing it or because it sounds really good.
“Just because something sounds good on Twitter or looks good on Pinterest doesn’t mean it is an effective practice.”The quote above has really helped ground my approach to what I consume and then ultimately use to improve professional practice. It also extends well beyond social media to articles, books, keynotes, workshops, and presentations. We must acknowledge that with all of the great ideas and strategies there is an equal amount that just isn’t very good regardless of the hype surrounding them. By not good I mean that there will be difficulties in either implementing at scale or showing, not just talking about, better results. To assist in taking a critical lens to what we see or hear consider the following questions:
Why is this idea or strategy good for my classroom, school, district, organization or professional growth?How will it positively impact learners beyond just engagement?Does it align to peer-reviewed research?Is it realistic given culture, budgetary, demographic, socioeconomic, and facility challenges?What qualitative and quantitative measures can be used as evidence to validate whether or not it is effective at improving outcomes? How can it be sustained and scaled?
Sharing will not and should not stop. Becoming a connected educator changed my entire trajectory thanks to what I was and continue to be able to glean from my Personal Learning Network (PLN) in addition an array of other means to get information discussed in this post. It is up to you to be a critical consumer to separate quality from what in theory seems like a great idea, but in practice won’t get the results that learners and educators are seeking. Sounding good just doesn’t cut it when the bold new world demands more from our learners.
January 13, 2019
Know Thyself
“Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is strength; Mastering yourself is true power.” - Lao Tzu
Do you know who you are? In one sense most of us respond with a resounding yes. However, deep down many of us, including myself, are always questioning our purpose. By the way, this is indeed ok. Throughout our lives, we are continually discovering and reassessing who we are. Experiences, feedback, and the environment in which we live and work shape this process in a way that ultimately helps us to realize our strengths and weaknesses. Taking all of this into account helps us come to the realization of why we are the way we are. It is at this point that we must continually consider changes that can be made to better ourselves and those around us.
Quote from Andrew Murphy/image credit
Herein lies my point. How open to change are we really? The key, in my opinion, comes down to knowing thyself. So why is this so important? Take this view from Annalisa Coliva:
Let the past inform your present. We can learn a great deal by taking a critical lens to past mistakes and failures. These can teach us to make better choices now and in the future.
Dig deep to unearth your core values. Knowing what you stand for and why you believe in certain things will provide fantastic insight as to why you make the decisions you do.
Seek out, listen to, and gain perspective from the works of other educators, leaders, and authors. Hang out with people you know have developed a strong sense of self-awareness.
Don’t’ discount your fears. These manifest themselves in many ways and ultimately dictate your actions, which in turn impact everyone with whom you come in contact. By tackling your fears head on you will be more prone to make empowered choices.
Have an open mind when it comes to change as it is a constant. Over time you will accumulate an array of experiences, which will color your perspective. Move beyond your comfort zone, take calculated risks, and expand your outlook.
Developing a better understanding of yourself is a never-ending journey, which will help you to better understand your strengths, weaknesses, fears, and aspirations. If you want to help others either overcome or address these areas, then it makes perfect sense to do so ourselves. Only then will the stage be set to initiating meaningful change that sticks.
Take some time to get to know yourself better.
Do you know who you are? In one sense most of us respond with a resounding yes. However, deep down many of us, including myself, are always questioning our purpose. By the way, this is indeed ok. Throughout our lives, we are continually discovering and reassessing who we are. Experiences, feedback, and the environment in which we live and work shape this process in a way that ultimately helps us to realize our strengths and weaknesses. Taking all of this into account helps us come to the realization of why we are the way we are. It is at this point that we must continually consider changes that can be made to better ourselves and those around us.
Quote from Andrew Murphy/image creditHerein lies my point. How open to change are we really? The key, in my opinion, comes down to knowing thyself. So why is this so important? Take this view from Annalisa Coliva:
Presumably, it means to know, first and foremost, one’s character and it is crucial because only by understanding one’s character can one be aware of one’s limitations and avoid likening oneself to the gods. But, more simply, it is only by knowing one’s character that one can try and improve from a moral point of view, or make the right decisions in one’s life.In a world where people are seemingly always trying to figure out what makes others tick it might be prudent to reflect on the very nature of why we do what we do (or what we don’t). Understanding our own drive and resistance to change goes a long way in helping others to embrace new and different ideas with the goal of improving practice. Your ability to define who you are and how you will make decisions can help catapult you to a level of professional practice that will continually be grounded by your sense purpose. It is your prior experiences, roles, and the people that influence your work that will help to develop enough awareness to determine and define what truly matters. Having a greater purpose than oneself becomes a catalyst for initiating needed change.
Let the past inform your present. We can learn a great deal by taking a critical lens to past mistakes and failures. These can teach us to make better choices now and in the future.
Dig deep to unearth your core values. Knowing what you stand for and why you believe in certain things will provide fantastic insight as to why you make the decisions you do.
Seek out, listen to, and gain perspective from the works of other educators, leaders, and authors. Hang out with people you know have developed a strong sense of self-awareness.
Don’t’ discount your fears. These manifest themselves in many ways and ultimately dictate your actions, which in turn impact everyone with whom you come in contact. By tackling your fears head on you will be more prone to make empowered choices.
Have an open mind when it comes to change as it is a constant. Over time you will accumulate an array of experiences, which will color your perspective. Move beyond your comfort zone, take calculated risks, and expand your outlook.
Developing a better understanding of yourself is a never-ending journey, which will help you to better understand your strengths, weaknesses, fears, and aspirations. If you want to help others either overcome or address these areas, then it makes perfect sense to do so ourselves. Only then will the stage be set to initiating meaningful change that sticks.
Take some time to get to know yourself better.
January 6, 2019
Why Connect?
I was honored to have been interviewed for Educational Leadership, ASCD's flagship magazine, on the power of Twitter as part of a Personal Learning Network (PLN). You can read the article HERE. Since only snippets of my responses were embedded into the piece I wanted to share the specific questions that were asked and my thoughts on each. As you will see, the true power of connected learning is what you glean from the people you engage with.
When and why did you decide to get involved on Twitter? Did you have any initial challenges or reservations about it—and if so, how did you overcome those to develop a robust network and community?
I got on Twitter in 2009, which was an accomplishment in itself as I had previously convinced myself that I would never use social media as I didn’t have the time nor saw any value in it. Thus, the biggest challenge I had to overcome was a fixed mindset regarding how I could use a tool like this to improve my capacity as an educational leader. My “ah ha” moment came in March of 2009 after having read a newspaper article about Twitter in the Staten Island Advance. This article switched the light bulb on as I finally saw value in how a tool like Twitter could help me become a better leader. The connection was to communicate. You won’t find an effective leader who is not an effective communicator. Once I made an initial connection to supporting and enhancing professional practice I later learned how social media tools could be used to improve other areas of leadership. As my focus shifted from communication to learning that is when I saw unlimited potential. We don’t know what we don’t know. The humbling moments that the social media world provided became the primary driver in my pursuit to embrace digital leadership and work collaboratively with my staff to improve the learning culture at my school.
How long does it take to develop a strong network on Twitter or other digital platforms? Does it help to focus in on one platform--like Twitter or FB--or do you need to build a diverse network with blogs, social media, podcasts?
The time it takes to develop a strong network on Twitter, or any social media platform is dependent on the quality of the content you share and create as well as the time you put in. I have found that educators are keen for more insight on practical ideas aligned to research and evidence of actual improvement. The more you can show, as opposed to telling, how innovative practices are improving learning outcomes leads to the development of a robust and respected network in my opinion. My rule of thumb is to start small by mastering one platform first and embed it consistently into professional practice. Whether for learning, communications, telling your story, or developing a brand presence, consistency is essential. Once you are comfortable with the use of one tool, the next step is to diversify your digital portfolio. This will open you up to even more information, ideas, opinions, connected educators, feedback, resources, and discussion. The bottom line, however, is to use the platform that best meets your needs and goals. It’s not about how many social media tools you use, but how well you use them to further your thinking and learning to continually grow as an educator while better serving your community in the process.
Newbies are often advised to follow certain hashtags or prominent people as a way to ‘do’ Twitter, but sometimes that’s akin to walking into a crowded party and not having any idea who to start talking to or where the food is. How does one go about building a network, really?
Hashtags are an excellent way to begin to build your network as you can spread ideas and strategies to an established group. Amplification through hashtags combined with engagement plants the seeds that can lead to a vibrant network. The key is to share original work aligned to the specific hashtag. People want to know what leads to results and ultimate success. The more practical the ideas, the quicker your network will form. Other elements that go into network building are honesty, transparency, actively participating in discussions, and the right balance of sharing your work with that of others. The real strength of any network is not how many people follow you, but the quality of the people you follow and connect with.
What’s the most valuable information, advice, or a lesson you’ve gotten from someone in your digital network? How did you use it to improve your practice?
I learned a long time ago to keep my message on point and aligned with my professional work. In my former role as a practicing school leader, this meant only sharing what my teachers and kids were doing during school hours. This not only protected me but ultimately helped to promote all of our successful practices while building my staff and students up in the process. In this sense, it has to be about “we” and not “me.” Over time I learned that education had to change. “Don’t prepare students for something. Prepare them for anything!” – This is one of the biggest lessons I have learned from my time in the space. In the ASCD book, Learning Transformed that I co-authored with Tom Murray we provide a great deal of context on this.
What three common mistakes do you see educators make when they try to develop a professional network or community on Twitter?
Too self-promotional where it becomes humblebragging. Tagging loads of people in your tweets for the primary purpose of getting him/or her to share your tweet. Not responding to questions or comments that are directed to you.
On average, how much time do you spend each day on Twitter? Do you have any personal rules for unplugging?
Well, this depends on the day. My thinking is this – we all can allocate at least 15 minutes a day to learn and get better. Why not make the time to do this on a platform like Twitter where we can personalize the experience? Balance is key. As such I do not have any personal rules for unplugging. I limit my use dramatically when I with my family so that I am present. That is the best advice I can give.
Related to the last: How do you stay focused when you’re on Twitter—and not get sucked down a rabbit hole of distraction (oh! Those cat memes!)?
Establish some personal norms and stick with them. Self-efficacy is the only way not to get distracted. I look at it this way. My time is valuable, and there must be a professional-life balance. Thus, my use on platforms like Twitter are all aligned to how I can become more effective at what I now do – helping educators, schools, districts, and organizations transform teaching, learning, and leadership. Even though my activity can come in many forms, the focus remains the same. If I want cat memes and such I will move over to my personal Facebook or Instagram account.
Do you think social media platforms are a give-and-take relationship? To receive good content, do you also have to create it? And if so, how?
To get anything valuable out of life, it requires to give and take. You don’t have to create good content to obtain anything from the relationship necessarily. Case in point. One can lurk on social media and acquire proven strategies that have been successfully implemented in schools that have led to better learner outcomes. The acquired content can then be used as a catalyst for growth and improvement in his or her context. If you are willing to take the ideas that others are openly giving you and using them to move your professional goals forward, then a positive relationship exists. Creating content is not a means to an end if you don’t want it to be. It is the vetting of and then using, the material that others produce that leads to evidence of improvement that creates relationships in connected spaces. When, and if, you are comfortable building your content go for it, but never think that you have to to get something from the platform.
What do you get out of Twitter (or other online connections) that you haven’t been able to get from a personal colleague?
Timely, practical, and specific feedback when and where I need it. The convenience of having a 24/7 support network that spans the globe is quite empowering. I often get the best feedback and advice on how to improve. Another benefit is the ability to pull from a vast collection of educators who have a diversity of strengths and unique talents.
One worry/complaint from people who are trying to build a network online is that there’s too much content. How do you sort through “the noise” to find the things and people who are most valuable to you?
The noise can be controlled by being selective about who you connect with. The beauty of social media is that it is all about YOU! Unfollow those who clog up your streams with information or posts that don’t align with your professional goals. You can also use a tool like TweetDeck to manage your connections and hashtags in specific columns. By doing this, you essentially are applying your filter to your feed.
When it is all said and done the true power of Twitter, or any other social media tool for that matter, is the people with whom you connect and engage with to learn. The best ideas and strategies in education come from those who are successfully implementing them and getting results.
Quote source
The digital age allows you to create an infinite amount of rooms to engage with the brightest minds across an array of experiences in education and other fields. By building a network that works for you the short and long-term impact on your professional practice can be priceless.
When and why did you decide to get involved on Twitter? Did you have any initial challenges or reservations about it—and if so, how did you overcome those to develop a robust network and community?
I got on Twitter in 2009, which was an accomplishment in itself as I had previously convinced myself that I would never use social media as I didn’t have the time nor saw any value in it. Thus, the biggest challenge I had to overcome was a fixed mindset regarding how I could use a tool like this to improve my capacity as an educational leader. My “ah ha” moment came in March of 2009 after having read a newspaper article about Twitter in the Staten Island Advance. This article switched the light bulb on as I finally saw value in how a tool like Twitter could help me become a better leader. The connection was to communicate. You won’t find an effective leader who is not an effective communicator. Once I made an initial connection to supporting and enhancing professional practice I later learned how social media tools could be used to improve other areas of leadership. As my focus shifted from communication to learning that is when I saw unlimited potential. We don’t know what we don’t know. The humbling moments that the social media world provided became the primary driver in my pursuit to embrace digital leadership and work collaboratively with my staff to improve the learning culture at my school.
How long does it take to develop a strong network on Twitter or other digital platforms? Does it help to focus in on one platform--like Twitter or FB--or do you need to build a diverse network with blogs, social media, podcasts?
The time it takes to develop a strong network on Twitter, or any social media platform is dependent on the quality of the content you share and create as well as the time you put in. I have found that educators are keen for more insight on practical ideas aligned to research and evidence of actual improvement. The more you can show, as opposed to telling, how innovative practices are improving learning outcomes leads to the development of a robust and respected network in my opinion. My rule of thumb is to start small by mastering one platform first and embed it consistently into professional practice. Whether for learning, communications, telling your story, or developing a brand presence, consistency is essential. Once you are comfortable with the use of one tool, the next step is to diversify your digital portfolio. This will open you up to even more information, ideas, opinions, connected educators, feedback, resources, and discussion. The bottom line, however, is to use the platform that best meets your needs and goals. It’s not about how many social media tools you use, but how well you use them to further your thinking and learning to continually grow as an educator while better serving your community in the process.
Newbies are often advised to follow certain hashtags or prominent people as a way to ‘do’ Twitter, but sometimes that’s akin to walking into a crowded party and not having any idea who to start talking to or where the food is. How does one go about building a network, really?
Hashtags are an excellent way to begin to build your network as you can spread ideas and strategies to an established group. Amplification through hashtags combined with engagement plants the seeds that can lead to a vibrant network. The key is to share original work aligned to the specific hashtag. People want to know what leads to results and ultimate success. The more practical the ideas, the quicker your network will form. Other elements that go into network building are honesty, transparency, actively participating in discussions, and the right balance of sharing your work with that of others. The real strength of any network is not how many people follow you, but the quality of the people you follow and connect with.
What’s the most valuable information, advice, or a lesson you’ve gotten from someone in your digital network? How did you use it to improve your practice?
I learned a long time ago to keep my message on point and aligned with my professional work. In my former role as a practicing school leader, this meant only sharing what my teachers and kids were doing during school hours. This not only protected me but ultimately helped to promote all of our successful practices while building my staff and students up in the process. In this sense, it has to be about “we” and not “me.” Over time I learned that education had to change. “Don’t prepare students for something. Prepare them for anything!” – This is one of the biggest lessons I have learned from my time in the space. In the ASCD book, Learning Transformed that I co-authored with Tom Murray we provide a great deal of context on this.
What three common mistakes do you see educators make when they try to develop a professional network or community on Twitter?
Too self-promotional where it becomes humblebragging. Tagging loads of people in your tweets for the primary purpose of getting him/or her to share your tweet. Not responding to questions or comments that are directed to you.
On average, how much time do you spend each day on Twitter? Do you have any personal rules for unplugging?
Well, this depends on the day. My thinking is this – we all can allocate at least 15 minutes a day to learn and get better. Why not make the time to do this on a platform like Twitter where we can personalize the experience? Balance is key. As such I do not have any personal rules for unplugging. I limit my use dramatically when I with my family so that I am present. That is the best advice I can give.
Related to the last: How do you stay focused when you’re on Twitter—and not get sucked down a rabbit hole of distraction (oh! Those cat memes!)?
Establish some personal norms and stick with them. Self-efficacy is the only way not to get distracted. I look at it this way. My time is valuable, and there must be a professional-life balance. Thus, my use on platforms like Twitter are all aligned to how I can become more effective at what I now do – helping educators, schools, districts, and organizations transform teaching, learning, and leadership. Even though my activity can come in many forms, the focus remains the same. If I want cat memes and such I will move over to my personal Facebook or Instagram account.
Do you think social media platforms are a give-and-take relationship? To receive good content, do you also have to create it? And if so, how?
To get anything valuable out of life, it requires to give and take. You don’t have to create good content to obtain anything from the relationship necessarily. Case in point. One can lurk on social media and acquire proven strategies that have been successfully implemented in schools that have led to better learner outcomes. The acquired content can then be used as a catalyst for growth and improvement in his or her context. If you are willing to take the ideas that others are openly giving you and using them to move your professional goals forward, then a positive relationship exists. Creating content is not a means to an end if you don’t want it to be. It is the vetting of and then using, the material that others produce that leads to evidence of improvement that creates relationships in connected spaces. When, and if, you are comfortable building your content go for it, but never think that you have to to get something from the platform.
What do you get out of Twitter (or other online connections) that you haven’t been able to get from a personal colleague?
Timely, practical, and specific feedback when and where I need it. The convenience of having a 24/7 support network that spans the globe is quite empowering. I often get the best feedback and advice on how to improve. Another benefit is the ability to pull from a vast collection of educators who have a diversity of strengths and unique talents.
One worry/complaint from people who are trying to build a network online is that there’s too much content. How do you sort through “the noise” to find the things and people who are most valuable to you?
The noise can be controlled by being selective about who you connect with. The beauty of social media is that it is all about YOU! Unfollow those who clog up your streams with information or posts that don’t align with your professional goals. You can also use a tool like TweetDeck to manage your connections and hashtags in specific columns. By doing this, you essentially are applying your filter to your feed.
When it is all said and done the true power of Twitter, or any other social media tool for that matter, is the people with whom you connect and engage with to learn. The best ideas and strategies in education come from those who are successfully implementing them and getting results.
Quote sourceThe digital age allows you to create an infinite amount of rooms to engage with the brightest minds across an array of experiences in education and other fields. By building a network that works for you the short and long-term impact on your professional practice can be priceless.
December 30, 2018
Top Posts of 2018
Get up and write! Well, this isn’t the saying that I abide by, but making the time to reflect and hammer away at the keyboard is something that I still consistently commit to doing. There are many reasons I continue to blog regularly, but the biggest is trying to add a practical lens to many of the ideas we either see or hear about on social media. During the past year, I attempted to connect more research to either further validate my thoughts or illustrate how educators were implementing proven strategies with an innovative angle into practice. An increase in the amount of job-embedded coaching work I did in schools over an extended period of time also influenced my thinking. There is nothing better in my opinion than to see either growth or success in schools where real challenges were overcome.
Image credit
In my opinion, you don’t have to be a great writer to blog. Begin with a focus on your work and that of others you spend your days with as a starting point. Remember, the act of blogging is first and foremost you and the impact that it has on your growth and development. Another outcome is the impact that it has on readers near and far. Never discount how your ideas and experiences might positively influence the work of others. Back to the whole writing thing. If you ever doubt your ability fall back on a proofreader (thanks mom) on Grammarly as I do.
Here are my top posts of 2018.
Preparing Learners for the Fourth Industrial Revolution
Change isn’t coming. It’s already on our doorstep. You can’t run or hide from it. The revolution, or evolution depending on your respective lens, of our world, will transform everything as we know it. We must adapt, but more importantly, prepare our learners for a bold new world that is unpredictable. Welcome to the Fourth Industrial Revolution. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres marked by emerging technology breakthroughs in a number of fields, including robotics, artificial intelligence, nanotechnology, quantum computing, biotechnology, the Internet of Things, 3D printing, and fully autonomous vehicles. Education remains the key to the future. Don’t prepare students for something. Prepare them for anything!
Scaffolding Questions to Develop Deeper Understanding
The key to future-proofing school and learning is to empower all kids to think regardless of label or zip code. By using the Rigor Relevance Framework as a guide, we can begin by asking learners better questions with the goal being that they start to formulate questions on their own. With and without technology, it is crucial to create a thinking culture. Scaffolding questions enhance learning and aids in the mastery of concepts by systematically building on knowledge and relevance. The ultimate goal is to develop competent thinkers and doers who can not only use knowledge in new ways but also construct their own.
The Pivotal Role Movement Plays in Learning
Research has shown that movement in the form of brain breaks, recess, and physical education positively impacts learning. Don’t look at kids moving in class as a break or poor use of instructional time. Schools need to do more to ensure that movement is being integrated into all classes. The brain needs regular stimulation to properly function and this can come in the form of exercise or movement. Based on what is now known about the brain, this has been shown to be an effective cognitive strategy to improve memory and retrieval, strengthen learning, and enhance motivation among all learners. As research has shown, movement is an essential component of learning. If the goal is to help kids be better learners, then we have to be better at getting them up and moving in school.
Five Components of Good Feedback
Feedback is essential to improvement and growth. There is nothing more vital to our professional roles than a good discussion around evidence-based practice that paints a picture not only of what we are doing well but areas where we can either become much better or outright improve. However, for it to be effective, it must be delivered positively, timely, practical and specific, consistent, and delivered using the right medium.
To Improve Outcomes, We Need to Take a Critical Lens to Instructional Design
There is no perfection in education; thus there is always room for improvement. To get to where we want, and our learners need us to be, a routine audit of pedagogical practice is necessary. In this post, I identify five areas to look at when implementing any digital tool or innovative idea to determine whether or not improvements to pedagogy are changing. These include the level of questioning, authentic and/or interdisciplinary contexts, rigorous performance tasks, innovative assessment, and improved feedback. A question or two as a means to help self-assess where you are and if improvements can be made follows each of these areas.
Thanks to everyone who has made the time to visit my blog, read posts, and provide comments. Here’s to a fantastic 2019!
Image creditIn my opinion, you don’t have to be a great writer to blog. Begin with a focus on your work and that of others you spend your days with as a starting point. Remember, the act of blogging is first and foremost you and the impact that it has on your growth and development. Another outcome is the impact that it has on readers near and far. Never discount how your ideas and experiences might positively influence the work of others. Back to the whole writing thing. If you ever doubt your ability fall back on a proofreader (thanks mom) on Grammarly as I do.
Here are my top posts of 2018.
Preparing Learners for the Fourth Industrial Revolution
Change isn’t coming. It’s already on our doorstep. You can’t run or hide from it. The revolution, or evolution depending on your respective lens, of our world, will transform everything as we know it. We must adapt, but more importantly, prepare our learners for a bold new world that is unpredictable. Welcome to the Fourth Industrial Revolution. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres marked by emerging technology breakthroughs in a number of fields, including robotics, artificial intelligence, nanotechnology, quantum computing, biotechnology, the Internet of Things, 3D printing, and fully autonomous vehicles. Education remains the key to the future. Don’t prepare students for something. Prepare them for anything!
Scaffolding Questions to Develop Deeper Understanding
The key to future-proofing school and learning is to empower all kids to think regardless of label or zip code. By using the Rigor Relevance Framework as a guide, we can begin by asking learners better questions with the goal being that they start to formulate questions on their own. With and without technology, it is crucial to create a thinking culture. Scaffolding questions enhance learning and aids in the mastery of concepts by systematically building on knowledge and relevance. The ultimate goal is to develop competent thinkers and doers who can not only use knowledge in new ways but also construct their own.
The Pivotal Role Movement Plays in Learning
Research has shown that movement in the form of brain breaks, recess, and physical education positively impacts learning. Don’t look at kids moving in class as a break or poor use of instructional time. Schools need to do more to ensure that movement is being integrated into all classes. The brain needs regular stimulation to properly function and this can come in the form of exercise or movement. Based on what is now known about the brain, this has been shown to be an effective cognitive strategy to improve memory and retrieval, strengthen learning, and enhance motivation among all learners. As research has shown, movement is an essential component of learning. If the goal is to help kids be better learners, then we have to be better at getting them up and moving in school.
Five Components of Good Feedback
Feedback is essential to improvement and growth. There is nothing more vital to our professional roles than a good discussion around evidence-based practice that paints a picture not only of what we are doing well but areas where we can either become much better or outright improve. However, for it to be effective, it must be delivered positively, timely, practical and specific, consistent, and delivered using the right medium.
To Improve Outcomes, We Need to Take a Critical Lens to Instructional Design
There is no perfection in education; thus there is always room for improvement. To get to where we want, and our learners need us to be, a routine audit of pedagogical practice is necessary. In this post, I identify five areas to look at when implementing any digital tool or innovative idea to determine whether or not improvements to pedagogy are changing. These include the level of questioning, authentic and/or interdisciplinary contexts, rigorous performance tasks, innovative assessment, and improved feedback. A question or two as a means to help self-assess where you are and if improvements can be made follows each of these areas.
Thanks to everyone who has made the time to visit my blog, read posts, and provide comments. Here’s to a fantastic 2019!
December 23, 2018
3 Questions to Help Make the Most Out of the Money You Have
<!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} </style><br /><span style="font-family: verdana, sans-serif;">How do you make the most out of the money you have</span>?<br /><br />I<span style="font-family: verdana, sans-serif;"> hope the question above gets you thinking. Educational institutions around the world spend billions of dollars on textbooks, curriculum, programs, technology, and professional development. I’m sure I missed some categories, but you get the point. Now, I am not saying that anything listed is not valuable. On the contrary, there is research, evidence, and practical needs that justify many of the purchases that are made in each category. My point is this. In times where the budget hammer comes down and critical decisions have to be made, what criteria do you use to make them?</span><br /><span style="font-family: "verdana" , sans-serif;"><br /></span> <span style="font-family: "verdana" , sans-serif;">As a principal one of my primary responsibilities was that of preparing a budget. Requests were made through a digital platform and had been done so years before I took the helm. One significant change I made was allowing my teachers, through their department chairs, to have more autonomy over this process. Once funds were allocated to each respective department, I then told them to spend as they saw fit. After all, why should I make these decisions if I am not the one actually teaching the kids or serving directly as a facilitator of learning? It made sense that the people who had the most day to day contact with students were empowered to make the best choices with the funds we had. There were a few times I had to intervene though when some of the decisions were questionable at best, but oversight is essential. </span><br /><span style="font-family: "verdana" , sans-serif;"><br /></span><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-UFy_cTAXVz..." imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="552" data-original-width="980" height="225" src="https://3.bp.blogspot.com/-UFy_cTAXVz..." width="400" /></a></div><div style="text-align: center;"><span style="font-family: "times" , "times new roman" , serif; font-size: xx-small;"><a href="http://edtechreview.in/trends-insight..." target="_blank">Image credit</a></span></div><span style="font-family: "verdana" , sans-serif;"><br /></span> <span style="font-family: "verdana" , sans-serif;">Big ticket items or those that were outside the realm of specific departmental needs followed a different process. Many of these fell within the categories listed at the beginning of this post. In this case, the teachers submitted wish list items while my leadership team and I consulted with students and staff alike to determine school needs. The goal was to make the budgeting process more collaborative. Leaders need to understand the positive impact that shared decision making and more autonomy have on culture. In many cases, those making the decisions think that is the case, but reality states otherwise. An article in Education Dive titled “<a href="https://www.educationdive.com/news/pr..." target="_blank">Principals, teachers have different views on employee input</a>” shared the following:</span><br /><blockquote class="tr_bq"><span style="font-family: "verdana" , sans-serif;">Most principals — 96% — think that teachers are involved in making important decisions about their schools, but that’s far more than the 58% of teachers who feel the same way, according to a new RAND Corp. American Educator Panel survey of both teachers and school leaders.</span></blockquote><span style="font-family: "verdana" , sans-serif;">Just as teachers use strategies in the classroom to encourage participation from students who aren’t typically likely to volunteer their opinion or ask to be the first to give a presentation, principals will likely need to use multiple methods to ensure they are hearing from a broader cross-section of teachers. </span><br /><span style="font-family: "verdana" , sans-serif;"><br /></span> <span style="font-family: "verdana" , sans-serif;">The budgeting process and how money is spent represents one of the most significant decisions that have to be made each year. To build morale and culture, leaders need to relinquish some control and trust those who are tasked with educating kids.</span><br /><span style="font-family: "verdana" , sans-serif;"><br /></span> <span style="font-family: "verdana" , sans-serif;">Beyond school and district budgets all educators should be critical of how money is spent to improve not only student learning but also their own. All funds are precious, whether they originate from your school or out of your own pocket. Think about the supporting research and evidence of impact to guide your decision-making process. </span><br /><span style="font-family: "verdana" , sans-serif;"><br /></span> <span style="font-family: "verdana" , sans-serif;">When spending money on programs, curriculum, professional development, or technology consider these questions: </span><br /><br /><ol style="text-align: left;"><li><span style="font-family: "verdana" , sans-serif;">Why invest in this product, service, or event? </span></li><li><span style="font-family: "verdana" , sans-serif;">How will (or has) it improve learning outcomes? </span></li><li><span style="font-family: "verdana" , sans-serif;">What criteria will be used to determine if it was a wise investment or to continue funding?</span></li></ol><br /><span style="font-family: "verdana" , sans-serif;">Spending any amount of money is a big deal. Engage in conversations at the district, school, or individual level to make the most out of what you have. When it is all said and done you want to be confident that the financial commitment either has or will continue to, positively impact learning outcomes for kids. </span><br /><div><br /></div></div>
December 16, 2018
Making is in Our DNA
I have such fond memories of the time I had with both my grandfathers, albeit much too short as one of them was taken from us too soon. Each of them had such a great fondness for the outdoors, which influenced my decision to pursue degrees in marine environmental science and biology. William Sheninger, or “Pappy” as we called him, was always outside fixing things and my brothers and I would often hover around to see what he was doing. Robert Lewis, otherwise known as “Grandpop”, lived on the Jersey Shore and loved to fish in the surf. Each morning when we visited, he would be out there like clockwork. My brothers and I loved when he would catch sand sharks and place them in a nearby gully for us to observe.
Besides the outdoors, both of my grandfathers had an interest in making things in a world that had yet to experience the types of disruptive changes that we are now seeing thanks to the exponential evolution of technology. It was the late 1970’s and 1980’s after all. At the time I only viewed these activities as hobbies, but now see that the time they both invested was much more. Their passion manifested itself into unique creations that involved skill, knowledge, and patience to learn through doing. Much of what they were doing didn’t make sense as it was the complete opposite of what I was doing in school.
Pappy was the ultimate engineer as his day job was that of a master mechanic this comes as no surprise. He could take any broken tractor and either fix it entirely or design a whole new contraption. I remember him re-engineering one tractor so that we could use it to ride through trails we had created in the acres of forest behind our house. It was amazing how he could get almost anything to work no matter what condition it was in. His hands were always dirty. Beyond mechanical devices, he was still willing to put his knowledge and skills to help out my brothers and me. When my twin and I became fascinated with camping, he said let’s make a campsite. Pappy helped us raise and then level a site in the woods out back. He also helped us build a fire pit with old scrap metal to ensure that the hot coals wouldn’t spark any nearby debris. Even though he did not have a college degree, Pappy was one of the most brilliant people I have ever known.
Grandpop also made things with his hands, but his creations were much different than that of my other grandfather. During the day he was a certified life insurance underwriter for New York Life and had years of higher education beyond a bachelor’s degree. On evenings and weekends, he engaged in another job, but not one to make money. In the guest room of his house was a workstation where he made jewelry. One of the favorite stones he loved to work with was the Australian white/light opal. He also worked with amethyst since my grandmother loved the color purple. They had purple carpet for crying out loud. Grandpop would make necklaces, rings, and pendants all of which he would give to my grandmother and other family members. He was also fond of Cape May diamonds, which he collected on the beach in Ocean City, NJ. I remember scouring the beach with my brothers to locate these stones for him, after which we would use them to make some incredible jewelry.
With all the hoopla in regards to maker education and makerspaces I wanted to take a minute to share that this is not a new concept. Has it evolved – definitely! The process of making has been in our DNA since the dawn of human civilization to create tools for hunting and survival. For many of us who grew up before the Internet, we spent countless hours playing with popular toys such as LEGO’s, Lincoln Logs, Construx, and Erector Sets. It has also been the livelihood for many people and a focus on hobbies or passion projects. Now we have 3D printers, Arduino’s, Raspberry Pi’s, Little Bits, Makey-Makey’s and an array of other innovative technologies to unleash the maker in all kids. Regardless of the tool, the process is rooted in constructionism, which can be traced back to constructivism. Jonan Donaldson sums it up nicely:
For more ideas, strategies, and resources related to maker education check out this Pinterest board.
Besides the outdoors, both of my grandfathers had an interest in making things in a world that had yet to experience the types of disruptive changes that we are now seeing thanks to the exponential evolution of technology. It was the late 1970’s and 1980’s after all. At the time I only viewed these activities as hobbies, but now see that the time they both invested was much more. Their passion manifested itself into unique creations that involved skill, knowledge, and patience to learn through doing. Much of what they were doing didn’t make sense as it was the complete opposite of what I was doing in school.
Pappy was the ultimate engineer as his day job was that of a master mechanic this comes as no surprise. He could take any broken tractor and either fix it entirely or design a whole new contraption. I remember him re-engineering one tractor so that we could use it to ride through trails we had created in the acres of forest behind our house. It was amazing how he could get almost anything to work no matter what condition it was in. His hands were always dirty. Beyond mechanical devices, he was still willing to put his knowledge and skills to help out my brothers and me. When my twin and I became fascinated with camping, he said let’s make a campsite. Pappy helped us raise and then level a site in the woods out back. He also helped us build a fire pit with old scrap metal to ensure that the hot coals wouldn’t spark any nearby debris. Even though he did not have a college degree, Pappy was one of the most brilliant people I have ever known.
Grandpop also made things with his hands, but his creations were much different than that of my other grandfather. During the day he was a certified life insurance underwriter for New York Life and had years of higher education beyond a bachelor’s degree. On evenings and weekends, he engaged in another job, but not one to make money. In the guest room of his house was a workstation where he made jewelry. One of the favorite stones he loved to work with was the Australian white/light opal. He also worked with amethyst since my grandmother loved the color purple. They had purple carpet for crying out loud. Grandpop would make necklaces, rings, and pendants all of which he would give to my grandmother and other family members. He was also fond of Cape May diamonds, which he collected on the beach in Ocean City, NJ. I remember scouring the beach with my brothers to locate these stones for him, after which we would use them to make some incredible jewelry.
With all the hoopla in regards to maker education and makerspaces I wanted to take a minute to share that this is not a new concept. Has it evolved – definitely! The process of making has been in our DNA since the dawn of human civilization to create tools for hunting and survival. For many of us who grew up before the Internet, we spent countless hours playing with popular toys such as LEGO’s, Lincoln Logs, Construx, and Erector Sets. It has also been the livelihood for many people and a focus on hobbies or passion projects. Now we have 3D printers, Arduino’s, Raspberry Pi’s, Little Bits, Makey-Makey’s and an array of other innovative technologies to unleash the maker in all kids. Regardless of the tool, the process is rooted in constructionism, which can be traced back to constructivism. Jonan Donaldson sums it up nicely:
Terms such as collaborative learning, project-based learning, metacognition, inquiry-based learning, and so on, might be new to some audiences, but they have a relatively long and well-documented history for many educators. The most widely-known and promising pedagogical approach is constructivism grounded on the work of Piaget, Vygotsky, and Bruner. Constructionism brings creativity, tinkering, exploring, building, and presentation to the forefront of the learning process.It was Seymore Papert who developed the theory of constructionism. Donaldson goes on to write:
Constructionism, a theory developed by Seymour Papert, articulates a theoretical foundation for learning based on creativity, tinkering, exploring, building, and presentation. Papert had previously worked with Jean Piaget but felt that Piaget’s constructivism placed too much emphasis on the internal mental processes of learners. He insisted that learning occurs not only through learners constructing meaning but also through constructing real-world inventions which can be shared with others. He argues that the construction that takes place ‘in the head’ often happens especially felicitously when it is supported by construction of a more public sort ‘in the world’—a sand castle or a cake, a Lego house or a corporation, a computer program, a poem, or a theory of the universe. Part of what is meant by ‘in the world’ is that the product can be shown, discussed, examined, probed, and admired. It is out there.The connections above to the maker movement are indiscernible. He goes on to share the following synopsis of constructionism penned by Kafai, Peppler, & Chapman (2009).
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.When it is all said and done, the process of making is a powerful catalyst for meaningful learning. In some cases, it can be the identification of a problem followed by the development of a workable solution. How Pappy approached making is an excellent example of this. On the other hand, it can be the creation of meaningful products that are personal in nature, like what Grandpop created or how many kids have used building toys listed previously. Age is irrelevant. Making is and has been, in our DNA forever. Sure, the tools have changed, but the will to tinker, create, and invent hasn’t. The role of educators and schools is to seize on the opportunity inherent in this type of learning to unlock the potential in all of our kids not for grades, but instead the gratification of creating something that has meaning to the creator. There is no finer beauty in learning than making something that matters.
For more ideas, strategies, and resources related to maker education check out this Pinterest board.
