Eric C. Sheninger's Blog, page 33
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.
December 9, 2018
The Skinny on Hashtags
Upon getting on Twitter in 2009, I was not only baffled about how to use the social media site but also about all the symbols associated with it. There was no apparent rhyme or reason to using these in any messages whether long or short. One of them was the hashtag (#). Before Twitter I referred to this as the “pound sign” on the telephone and only used it as such. I’d say that this is still one of the least understood elements of social media that either scares people off from using this tool or annoys the heck out of others resulting in a lack of embracement. Developing an understanding of the immense value that hashtags provide regarding communications, public relations, and branding can go a long way to facilitating great conversations about the great work happening in education and schools across the globe.
Let’s start by defining what a hashtag (#) is in the sense of social media. A simple search reveals this:
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Once only specific to Twitter, hashtags can now be used on Facebook, Instagram, LinkedIn, and even Google+ for the few of us that are still active there. The key to success with hashtags is to know when to use them, the best examples to add to social media messages, how they can amplify work, and knowing which ones to follow. To begin check out the resource page curated by Jerry Blumengarten, otherwise known as Cybrary Man. He has some great lists that can help get you started. Following the simple advice above, my list of strategies to help you get the most out of hashtags is below.
Get more eyeballs on your ideas and work by using a mainstream hashtag (i.e., #education, #edtech, #pedagogy, #teaching).Search hot topics and trends that are categorized by educators thought and leaders.Lurk on or join an established chat (see some examples HERE).Create a unique hashtag for your classroom, school, district, or organization to communicate information and share your story. Consistently add it to all messages to build a powerful brandED presence. For some great examples check out #ExploreWells and #gocrickets.Engage in an online book study or start your own. Educate your stakeholders on the why, how, and what, as it relates to hashtags. Don’t assume that they know what these are or how to use them.Follow conferences and events from afar. When at an event add the designated # to your messages that share not only the thoughts and ideas of presenters but also ones unique to you.Use your hashtag or those that you most engage with, across a diverse array of social networks. Don’t just put your eggs in the Twitter basket. Know that hashtags have a different impact depending on the social media site. One that is popular on Twitter might not have the same impact on say Facebook or Instagram.
I am sure there are many more thoughts out there on this topic, and I encourage you to share them in the comments below. Hashtags can occur anywhere in a message. Just don’t get crazy and add too many.
Image credit
Let’s start by defining what a hashtag (#) is in the sense of social media. A simple search reveals this:
(on social media sites such as Twitter) a word or phrase preceded by a hash or pound sign (#) and used to identify categorized messages on a specific topic.Back in 2013 Mashable provided the following description that adds more context as well as some great tips:
The pound sign (or hash) turns any word or group of words that directly follow it into a searchable link. This allows you to organize content and track discussion topics based on those keywords. Click on a hashtag to see all the posts that mention the subject in real time.
Spaces are an absolute no-no. Even if your hashtag contains multiple words, group them all together. If you want to differentiate between words, use capitals instead (#BlueJasmine). Uppercase letters will not alter your search results. Create a brand-new hashtag by merely putting the hash (#) before a series of words. Beyond simply organizing your tweets, Twitter hashtags can help you craft your voice while joining in a broader discussion. You can use multiple hashtags in one tweet, but don’t go overboard.
Image creditOnce only specific to Twitter, hashtags can now be used on Facebook, Instagram, LinkedIn, and even Google+ for the few of us that are still active there. The key to success with hashtags is to know when to use them, the best examples to add to social media messages, how they can amplify work, and knowing which ones to follow. To begin check out the resource page curated by Jerry Blumengarten, otherwise known as Cybrary Man. He has some great lists that can help get you started. Following the simple advice above, my list of strategies to help you get the most out of hashtags is below.
Get more eyeballs on your ideas and work by using a mainstream hashtag (i.e., #education, #edtech, #pedagogy, #teaching).Search hot topics and trends that are categorized by educators thought and leaders.Lurk on or join an established chat (see some examples HERE).Create a unique hashtag for your classroom, school, district, or organization to communicate information and share your story. Consistently add it to all messages to build a powerful brandED presence. For some great examples check out #ExploreWells and #gocrickets.Engage in an online book study or start your own. Educate your stakeholders on the why, how, and what, as it relates to hashtags. Don’t assume that they know what these are or how to use them.Follow conferences and events from afar. When at an event add the designated # to your messages that share not only the thoughts and ideas of presenters but also ones unique to you.Use your hashtag or those that you most engage with, across a diverse array of social networks. Don’t just put your eggs in the Twitter basket. Know that hashtags have a different impact depending on the social media site. One that is popular on Twitter might not have the same impact on say Facebook or Instagram.
I am sure there are many more thoughts out there on this topic, and I encourage you to share them in the comments below. Hashtags can occur anywhere in a message. Just don’t get crazy and add too many.
Image credit
December 2, 2018
Unleashing the True Potential of Video for Learning
The best job on the planet is that of a parent. I can’t begin to explain how awesome it has been over the years watching my kids grow up and being actively engaged in their lives. Sure, there are some lows along the way, but the highs are what bring so much joy and purpose into our own lives. If you are a parent, you know exactly what I am talking about. I had always envisioned the types of activities my kids would participate in with sports being one of them. However, I never thought that parenthood would bestow the official role of “cheer dad” upon me in the case of my daughter, but I am so glad that it did.
For starters, I never realized the sheer athleticism that is needed to excel in competitive cheerleading. My daughter does all of these elaborate flips and stunts, often referred to as tumbling in the cheerleading world, that leave me in a state of awe every time I watch her. I know for a fact that if I attempted any of these moves, I would severely hurt myself. Equally as impressive are the team aspects of cheer. In a short period, she progressed numerous levels regarding the specific skills she could perform thanks to the dedication on her part and some phenomenal coaches. The coordination, agility, and strength that it takes to perform difficult routines that combine stunts, flips and dance are incredible. Loud and annoying music aside, competitive cheerleading has to be one of the most difficult and demanding sports out there.
My wife and I try to support our daughter the best we can as she loves this sport with a passion. One day when I was traveling, my wife purchased a contraption called an air track. It is a tumbling mat that simulates a bouncing floor similar to what the girls cheer on at the gym and competitions. We have it in a shed outside where my daughter and her friends can set it up and practice anytime they want. Here is where the learning aspect comes into play. Routinely my daughter will set up her iPhone on the fence to record herself as she tumbles away. She then watches the video to self-critique her form and reflect on what can be done to improve. The best part is that she is doing this all on her own thanks to intrinsic motivation. On many occasions, she will then take the video clips to her coach for feedback.
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As impressed as I am with my daughter on her use of video in support of learning and mastering cheer skills, I am equally impressed with her coach. During private lessons, he will use his iPad to video and then review my daughter’s technique and what she has to do to improve. At the end of the lesson, he will then come up to me and go through various video clips showing where she started during the session and where she eventually ended up focusing on growth. He does the same during team practice. Video, captured either through a smartphone or tablet, has become an essential coaching tool to assist the girls with learning their routine.
The above story lays out how video can effectively be utilized to support learning. Various research studies have revealed how video can serve as a highly effective learning tool (Allen & Smith, 2012; Kay, 2012; Lloyd & Robertson, 2012; Rackaway, 2012; Hsin & Cigas, 2013). Cynthia Brame from Vanderbilt University’s Center for Teaching looked at these and many other studies as they worked to outline the following elements to consider to ensure effective implementation.
Cognitive loadNon-cognitive factors that impact engagementFeatures that promote active learningFor more details on the three elements listed above, please check out the entire article. I want to focus on number three, as the goal of video shouldn’t just be consumption and knowledge acquisition, but transfer and application through active learning. Cynthia Brame shares this:
In the case of my daughter, I can say without a doubt that she uses it to support her learning and growth in cheer. Imagine then the possibilities for learners in our classrooms.
For starters, I never realized the sheer athleticism that is needed to excel in competitive cheerleading. My daughter does all of these elaborate flips and stunts, often referred to as tumbling in the cheerleading world, that leave me in a state of awe every time I watch her. I know for a fact that if I attempted any of these moves, I would severely hurt myself. Equally as impressive are the team aspects of cheer. In a short period, she progressed numerous levels regarding the specific skills she could perform thanks to the dedication on her part and some phenomenal coaches. The coordination, agility, and strength that it takes to perform difficult routines that combine stunts, flips and dance are incredible. Loud and annoying music aside, competitive cheerleading has to be one of the most difficult and demanding sports out there.
My wife and I try to support our daughter the best we can as she loves this sport with a passion. One day when I was traveling, my wife purchased a contraption called an air track. It is a tumbling mat that simulates a bouncing floor similar to what the girls cheer on at the gym and competitions. We have it in a shed outside where my daughter and her friends can set it up and practice anytime they want. Here is where the learning aspect comes into play. Routinely my daughter will set up her iPhone on the fence to record herself as she tumbles away. She then watches the video to self-critique her form and reflect on what can be done to improve. The best part is that she is doing this all on her own thanks to intrinsic motivation. On many occasions, she will then take the video clips to her coach for feedback.
Image creditAs impressed as I am with my daughter on her use of video in support of learning and mastering cheer skills, I am equally impressed with her coach. During private lessons, he will use his iPad to video and then review my daughter’s technique and what she has to do to improve. At the end of the lesson, he will then come up to me and go through various video clips showing where she started during the session and where she eventually ended up focusing on growth. He does the same during team practice. Video, captured either through a smartphone or tablet, has become an essential coaching tool to assist the girls with learning their routine.
The above story lays out how video can effectively be utilized to support learning. Various research studies have revealed how video can serve as a highly effective learning tool (Allen & Smith, 2012; Kay, 2012; Lloyd & Robertson, 2012; Rackaway, 2012; Hsin & Cigas, 2013). Cynthia Brame from Vanderbilt University’s Center for Teaching looked at these and many other studies as they worked to outline the following elements to consider to ensure effective implementation.
Cognitive loadNon-cognitive factors that impact engagementFeatures that promote active learningFor more details on the three elements listed above, please check out the entire article. I want to focus on number three, as the goal of video shouldn’t just be consumption and knowledge acquisition, but transfer and application through active learning. Cynthia Brame shares this:
"To help students get the most out of an educational video, it’s essential to provide tools to help them process the information and to monitor their understanding. There are multiple ways to do this effectively such as guiding questions, using interactive features that give students control, and integrating questions into the video. The critical thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of video, we need to help students do the processing and self-evaluation that will lead to the learning we want to see."I couldn’t agree more with the synopsis above, which is also supported by a comprehensive research review conducted by the University of Queensland. Just showing a video in class doesn’t cut it and is dismissive of the potential it can have as an educational tool. For video to really impact learning and outcomes, active use should be the goal. What is even more important is how learners are empowered to use their own devices to capture video as a means to showcase what they have learned (see an example here from one of my former students), reflect, and set actionable goals for growth. When aligned with knowledge taxonomy ask yourself how video is being used by kids to apply, analyze, evaluate, and create.
In the case of my daughter, I can say without a doubt that she uses it to support her learning and growth in cheer. Imagine then the possibilities for learners in our classrooms.
November 25, 2018
Chase Growth, Not Perfection
Perfection is something many people chase after. Educators are no different, but more on this later. In sports, there are only defined scenarios when perfection can be achieved. A pitcher can deliver a perfect game if he or she gives up no hits or walks and the fielders commit no errors. In bowling, a 300-game consisting of all strikes is also a sign of perfection. Outside of sports, it becomes even harder to meet stringent criteria to achieve this. For those of us that are married, we all strive to provide our spouse with a “perfect” diamond. The closest you can get to this designation is a “D” color, which is often referred to as a flawless and has no visible imperfections at 10X magnification. As great as our intentions might be this can prove to way out of our budgets.
For the most part, perfection is a fallacy. It is based more on set opinions and perception as opposed to established criteria such as the examples I provided at the beginning of this post. The fact of the matter is in the context of education there is no perfect lesson, teacher, administrator, school, program, curriculum, district, or organization. If we constantly chase or strive for perfection, then more often than not disappointment will follow. This is not to say that we shouldn’t attempt to be our best for those who we serve, most notably our learners. However, trying to accomplish the impossible day in and day out is not only unrealistic but also not a wise use of time and resources.
You can be good or great, but both of these distinctions are really in the eye of the beholder. A mindset shift is in order that requires us all to reevaluate how we approach professional practice. It is as simple as it is effective. Chase growth, not perfection. By consistently reflecting on where we are steps can be made to grow in an effort to get to where we want, and our learners need us to be. Chasing growth is attainable and leads to daily rewards that are more intrinsically motivated than extrinsic. The fact of the matter is that there is and always be room for improvement no matter your role in education or how well your school achieves.
Don’t put immense pressure on yourself to be perfect. You don't have to be. Instead, we should continuously strive to be the best iteration of ourselves.
For the most part, perfection is a fallacy. It is based more on set opinions and perception as opposed to established criteria such as the examples I provided at the beginning of this post. The fact of the matter is in the context of education there is no perfect lesson, teacher, administrator, school, program, curriculum, district, or organization. If we constantly chase or strive for perfection, then more often than not disappointment will follow. This is not to say that we shouldn’t attempt to be our best for those who we serve, most notably our learners. However, trying to accomplish the impossible day in and day out is not only unrealistic but also not a wise use of time and resources.
You can be good or great, but both of these distinctions are really in the eye of the beholder. A mindset shift is in order that requires us all to reevaluate how we approach professional practice. It is as simple as it is effective. Chase growth, not perfection. By consistently reflecting on where we are steps can be made to grow in an effort to get to where we want, and our learners need us to be. Chasing growth is attainable and leads to daily rewards that are more intrinsically motivated than extrinsic. The fact of the matter is that there is and always be room for improvement no matter your role in education or how well your school achieves.
Don’t put immense pressure on yourself to be perfect. You don't have to be. Instead, we should continuously strive to be the best iteration of ourselves.
November 18, 2018
8 Ways to Overcome Management Fatigue
As a school administrator, I remember always having the best intentions when it came to instructional leadership. During every summer, my team and I would reflect on the past year and establish a better vision and plan for how we all would collectively work to improve learning. In theory, we devised ambitious, yet attainable goals during these months, or so we thought. Then reality would strike. It began immediately upon school starting with meetings and more meetings. These were then followed by back to school nights and athletic events. Throw in constant emails, texts, paperwork, parent issues, and calendar notifications, and the reality of educational leadership manifested itself in the form of management, which often came at the expense of instruction and school culture.
Image credit
Now I am not saying management is not essential. Effective school leaders can find a balance between the three. The challenge though is when the scale tips in the direction of management more time is spent here than is needed or wanted. Herein lies the rub. The digital age is both a blessing and a curse. The latter takes form when administrators feel they are a slave to email, their calendars, and paperwork in the way of digital documents. Ask any school leader if this is what he or she honestly signed up for and the answer is most often a no. Management fatigue can be grueling. It also takes an eye off the most critical job of any school leader – improving learning while developing a positive culture.
I will be the first one to say that it is easier said than done when it comes to creating a balance between management, instruction, and school culture. It was a significant point of contention for me that finally came to a head when I reflected on this question:
Commit to getting into classrooms more. First off, you can’t fix problems or issues with instruction if you don’t know about them. It is also impossible to give teachers valuable and needed feedback for the same reasons. One of the most instrumental changes I ever made as a principal was committing to getting in classrooms every day, whether for unannounced observations and non-evaluative walks and sticking to it. Build time into your calendar to write up observations. Here in lies another powerful way I broke free from the stranglehold my calendar had on me. By turning the tables per se, I blocked time after every observation to write it up and in this case being at the mercy of my calendar was a good thing as time was directly spent on developing suggestions to improve instruction and learning. Lead professional learning. Don’t ask others to do what you are not willing to do yourself. By planning and facilitating workshops and breakout sessions in your respective school or district, the chances of the specific strategy taking hold increase. Remember, you get what you model.Attend professional learning. I know full well how tough it is to get out of your building or district for a day. However, you really need this break from management responsibilities as well as to give your brain a needed push. It will also help keep you on the cutting edge of the latest strategies in education. Although difficult, you must resist the urge to check email and engage in work not related to the session. If need be, step out briefly to attend to this out of respect to the presenter. Be present at all times, not just physically.Cover classes. Better yet, teach a class. The former is a bit more manageable than the latter. During my first two years as an administrator, I taught a section of biology and wished I had continued to do so. Covering classes so teachers can observe their peers or attend professional learning not only gets you out of the office but provides you with an opportunity to connect with kids.Greet kids as they enter and leave the building. If you want this to work, then don’t plan meetings during this time and leave the device in your office. There is no easier way to build culture and relationships with those who you serve by sharing a smile, handshake, or works of encouragement to start and end the day. Eat lunch with the kids to get a pulse on culture. I loved spending my lunch in the cafeteria talking to my students. Not only did it give me a longer time to eat and relax but I also was able to receive Minecraft tips that I would later share with my son. The conversations also gave me valuable insight into what we could do to meet the needs of our kids better. Delegate. The role of a leader is to create more leaders. You cannot accomplish this if you do everything yourself. When it comes to delegation, management tasks should be the first ones that are delved out. Examples include meetings, testing schedules, and budget preparation. I had a role in all of this and more as an assistant principal but continued to be highly involved when I transitioned to the principalship. Once I began to delegate more of these responsibilities out it freed up more time to focus on all of the above items.
Don’t let the managerial aspects of leadership drag you down. Everyone has the same amount of time during the day. Go back to the original question I posed to determine how you are spending your time to be primarily a learning leader as opposed to a manager. Difficult choices have to be made. These are not them when it comes to lessening the burden of management. Yes, it will always be part of the job. Just don’t let it become the dominating component.
Image creditNow I am not saying management is not essential. Effective school leaders can find a balance between the three. The challenge though is when the scale tips in the direction of management more time is spent here than is needed or wanted. Herein lies the rub. The digital age is both a blessing and a curse. The latter takes form when administrators feel they are a slave to email, their calendars, and paperwork in the way of digital documents. Ask any school leader if this is what he or she honestly signed up for and the answer is most often a no. Management fatigue can be grueling. It also takes an eye off the most critical job of any school leader – improving learning while developing a positive culture.
I will be the first one to say that it is easier said than done when it comes to creating a balance between management, instruction, and school culture. It was a significant point of contention for me that finally came to a head when I reflected on this question:
How does the time I am spending actually impact learning?In reality, the majority of my time was not being spent on improving instruction or building up school culture. Without a good focus on these areas, it is quite difficult to improve learning outcomes. The question above helped me to evaluate better where the majority of my time had to be spent. If it’s important, you will find a way. If not, then you will make an excuse. Don’t try to find the time to become a leader of learning. Make the time by committing to a few changes that will create a healthy balance between management and leadership that impacts the learning culture. Below are eight ways to consider making this a reality.
Commit to getting into classrooms more. First off, you can’t fix problems or issues with instruction if you don’t know about them. It is also impossible to give teachers valuable and needed feedback for the same reasons. One of the most instrumental changes I ever made as a principal was committing to getting in classrooms every day, whether for unannounced observations and non-evaluative walks and sticking to it. Build time into your calendar to write up observations. Here in lies another powerful way I broke free from the stranglehold my calendar had on me. By turning the tables per se, I blocked time after every observation to write it up and in this case being at the mercy of my calendar was a good thing as time was directly spent on developing suggestions to improve instruction and learning. Lead professional learning. Don’t ask others to do what you are not willing to do yourself. By planning and facilitating workshops and breakout sessions in your respective school or district, the chances of the specific strategy taking hold increase. Remember, you get what you model.Attend professional learning. I know full well how tough it is to get out of your building or district for a day. However, you really need this break from management responsibilities as well as to give your brain a needed push. It will also help keep you on the cutting edge of the latest strategies in education. Although difficult, you must resist the urge to check email and engage in work not related to the session. If need be, step out briefly to attend to this out of respect to the presenter. Be present at all times, not just physically.Cover classes. Better yet, teach a class. The former is a bit more manageable than the latter. During my first two years as an administrator, I taught a section of biology and wished I had continued to do so. Covering classes so teachers can observe their peers or attend professional learning not only gets you out of the office but provides you with an opportunity to connect with kids.Greet kids as they enter and leave the building. If you want this to work, then don’t plan meetings during this time and leave the device in your office. There is no easier way to build culture and relationships with those who you serve by sharing a smile, handshake, or works of encouragement to start and end the day. Eat lunch with the kids to get a pulse on culture. I loved spending my lunch in the cafeteria talking to my students. Not only did it give me a longer time to eat and relax but I also was able to receive Minecraft tips that I would later share with my son. The conversations also gave me valuable insight into what we could do to meet the needs of our kids better. Delegate. The role of a leader is to create more leaders. You cannot accomplish this if you do everything yourself. When it comes to delegation, management tasks should be the first ones that are delved out. Examples include meetings, testing schedules, and budget preparation. I had a role in all of this and more as an assistant principal but continued to be highly involved when I transitioned to the principalship. Once I began to delegate more of these responsibilities out it freed up more time to focus on all of the above items.
Don’t let the managerial aspects of leadership drag you down. Everyone has the same amount of time during the day. Go back to the original question I posed to determine how you are spending your time to be primarily a learning leader as opposed to a manager. Difficult choices have to be made. These are not them when it comes to lessening the burden of management. Yes, it will always be part of the job. Just don’t let it become the dominating component.
