Eric C. Sheninger's Blog, page 8

Using Feedback to Drive Professional Learning

During this school year, I have been working with Stryker Local Schools in Ohio. Like all my implementations where the work is job-embedded and ongoing, learning walks are a core component. In September, the leaders and I conducted walks in every classroom over two days. As a result, I provided them with close to 5000 words of feedback. With the suggestions in hand, the leaders were empowered to review what we had seen and my recommendations to determine the focus for an upcoming professional development day I would be facilitating. I was excited for the opportunity to provide feedback to staff through a pedagogical design process. The three-hour sessions were tailored by grade level and developed based on suggestions for growth based on the learning walks that were conducted. 

Feedback is a critical catalyst for professional learning and growth. It serves as a valuable tool for educators, schools, and districts to refine their skills and improve teaching, learning, and leadership. Whether it comes from administrators, peers, consultants, or self-assessment, feedback offers insights that help educators identify areas for improvement and build upon their strengths. In schools, feedback should not be merely a one-time event; it is an ongoing process that fosters continuous learning and development. I have found this to be a critical success indicator in all the projects I am involved with, both past and present.  

One key aspect of utilizing feedback for professional learning is creating a culture that encourages open and honest communication. When individuals feel safe and supported in sharing their observations and receiving feedback, the environment becomes conducive to growth. In the sessions I facilitated with Stryker educators, there were activities every ten minutes at five to twenty-minute intervals focused on specific areas of potential growth. This psychological safety fosters a culture of mutual respect and trust, allowing professionals to focus on their own development rather than worrying about judgment or criticism.

Moreover, feedback provides specific and actionable information for educators to set goals and make targeted improvements. Vague or generalized praise or criticism can be less effective, as it needs more specificity for meaningful change. Constructive feedback should be specific, identifying what went well or wrong and how it can be improved. This level of detail allows individuals to take concrete steps toward enhancing their practice.

Self-assessment is another valuable tool for professional learning, as it encourages individuals to take responsibility for their own development. Hence, I provided numerous opportunities to reflect before and after giving specific suggestions. By self-reflecting, educators can gain a more well-rounded understanding of their strengths and opportunities for growth. Self-assessment helps individuals identify areas where they need improvement and enables them to set personal goals for growth. It is a proactive approach to learning that empowers them to control their development.

The feedback loop is not limited to just the individual; schools and districts also benefit from using feedback to drive professional learning. When organizations gather and analyze feedback curated during learning walks, they can make informed decisions about training, development programs, and process improvements. This data-driven approach ensures that professional learning initiatives align with the needs and aspirations of their workforce, promoting a culture of continuous learning and growth. Currently and over the years, I have been blessed to partner with district and school administrators committed to this process.

Feedback is a powerful tool for driving professional learning. It promotes a culture of openness and trust, provides specific and actionable insights, encourages self-assessment, and empowers both individuals and organizations to enhance their performance. By recognizing feedback as an ongoing process and a means to facilitate growth, educators can harness its potential to improve and evolve in their craft continuously. 

Reach out if you want to learn more about what this process could look like for your school or district through Aspire Change EDU's comprehensive suite of services. 

Anywhere Learning

Education has undergone a remarkable transformation in recent years, and one of the most significant developments is the concept of "anywhere learning." This innovative approach to personalized education leverages technology to give students the flexibility and freedom to learn at their own pace, in their own space. Anywhere learning is proving to be a game-changer, benefiting students in a multitude of ways, primarily because it is entirely learner-centric.

First and foremost, the ability to learn anytime, anywhere, and with anyone benefits students by offering unparalleled flexibility. Traditional classroom-based education often constrains students with fixed schedules and locations. However, with anywhere learning, students have the freedom to choose when and where they engage with their coursework. This flexibility allows them to adapt their learning to their individual needs and lifestyles. Whether a student is a night owl, a morning person, or needs to accommodate a part-time job, anywhere learning enables them to create a personalized learning schedule.

Moreover, it is particularly beneficial for students with diverse learning preferences. Not all students thrive in a traditional classroom setting. Some may require more time to process information, while others may excel in self-directed learning. Anywhere learning provides a wide range of resources and materials, including videos, interactive simulations, and written content, enabling students to choose the format that best suits their learning style. This personalized approach fosters a deeper understanding of the concepts and promotes critical thinking. I shared the following quote in Disruptive Thinking:

Personalized learning represents an array of strategies that ensure all learners get what they need when and where they need it to succeed. 

Additionally, learning anytime and anywhere develops self-discipline and time management competencies, which are crucial for students' future success. Learning in a flexible environment requires students to take ownership of their education and manage their time effectively. They must set goals, prioritize tasks, and establish routines to succeed. These competencies serve them well in their academic pursuits and prepare them for the demands of the modern workforce, where time management is a valuable asset. With a personalized focus, educators can create lessons, tasks, or even courses that empower students to make the most of where and when they learn.

Another significant advantage of anywhere learning is its accessibility. It breaks down geographical barriers and provides education to students who may need access to quality schools or universities. This democratization of education is a powerful force in promoting inclusivity and equal opportunity. Whether a student lives in a remote area, has physical disabilities, or wants to explore a curriculum not offered locally, personalization opens the doors to a world of knowledge and virtual experiences.

Furthermore, anywhere learning fosters a global perspective. Students can engage with peers and educators from diverse backgrounds, enriching their understanding of different cultures and viewpoints. Online discussion forums and collaborative projects facilitate interactions that transcend geographical boundaries. This exposure to diverse perspectives is an invaluable aspect of a well-rounded education, preparing students for a globalized world.

Another critical aspect is the facilitation of continuous learning. In the digital age, knowledge is constantly evolving, and traditional education models may need help to keep pace with these changes. Anywhere learning allows students to access up-to-date information, courses, and resources at their fingertips. This adaptability to the evolving needs of the job market ensures that students remain competitive and adaptable in their careers.

Effective implementation requires careful planning, the right tools, and a supportive environment. Here are some suggestions on integrating anywhere learning options as a pathway to personalization:

Ensure Clarity: Establish clear learning targets by unpacking the standards that will be addressed. What are the learning goals you want to achieve? A well-defined purpose will guide your implementation strategy and help ensure students stay on task.Select Appropriate Technology: Choose the right technology tools and platforms that align with your educational goals. Ensure they are user-friendly, secure, and offer the features needed for various learning activities, such as video conferencing, discussion boards, and content delivery.Curriculum Development: Adapt and create educational content suitable for online, hybrid, or remote learning. This might involve reformatting existing materials or creating new resources that engage students in an online environment. Work to maintain quality standards for content and teaching methods. Regularly review and update course materials to keep them relevant and effective.Assessment Strategies: Design effective assessment methods that work in an online context. Assessments should align with learning objectives and be easily administered and graded through digital means.Access to Devices and Internet: Verify that students have access to the necessary devices (computers, tablets, etc.) and a reliable internet connection. Consider providing assistance or resources for students who lack access to these essentials. Ensure that student data is protected and that the online environment is secure. Implement robust data privacy and security measures to comply with regulations and safeguard sensitive information.Interactive Learning Opportunities: Create opportunities for interaction, collaboration, and discussion. Engage students through asynchronous videos, discussion boards, group projects, and other interactive methods to encourage active learning and peer-to-peer interaction.Feedback Mechanisms: Set up mechanisms for collecting feedback from students and educators. Regular surveys and feedback sessions can help identify issues and areas for improvement.Monitoring and Evaluation: Continuously monitor for effectiveness. Analyze data on student performance and engagement to make informed adjustments and improvements.Communication: Establish clear communication channels to keep students, parents, and educators informed about changes, updates, and essential information related to this means of personalization. Communicate with parents and caregivers to involve them in the learning process, especially for younger students. Provide them with information on supporting their children in an online learning environment.Flexibility and Adaptability: Be ready to adapt and evolve this pedagogical strategy as technology advances and educational needs change. Embrace innovation and explore new opportunities as they arise.

As with any personalized pathway, anywhere learning is a transformative approach to education that benefits students in numerous ways. Its flexibility, adaptability to diverse learning styles, promotion of self-discipline and time management, accessibility, global perspective, and emphasis on continuous learning make it an ideal choice for modern students. Anywhere learning empowers students to take control of their education, enabling them to thrive in a dynamic and interconnected world. As technology advances, the potential for personalization to positively impact the educational landscape and students' lives is boundless.

Inclusion and Co-Teaching in the Personalized Classroom

Inclusion is essential for special education (SPED) because it promotes the social and academic development of students with disabilities, fosters a sense of belonging, and prepares them for life outside of school. It aligns with legal and ethical imperatives, is often cost-effective, and encourages teacher development. Inclusive education also positively impacts school culture, reduces stigma, and advocates for equity and civil rights, ensuring all students have equal opportunities and contribute to a more inclusive society.

Effective inclusion in a special education classroom involves creating a supportive environment where students with disabilities are fully integrated into the general education setting. It entails individualized education plans (IEPs), differentiated instruction, and universal design for learning (UDL) to meet diverse needs. Collaboration among educators, positive behavior support, and peer interactions are crucial. Accessible facilities, ongoing professional development, and family involvement are vital components. Regular assessment, flexibility, and a culture of respect for diversity contribute to successful inclusion, ensuring that all students have the opportunity to thrive.

One of the hallmark accommodations of inclusive classrooms is more adults, whether a certified special education teacher, a teaching assistant (TA), or both. Having more people in the room can be instrumental to student growth when effective co-teaching and personalized practices are in place, especially modified rotational models. The key considerations are for the adults to use available data and evidence to meet the needs of all learners, with a particular focus on those who are classified. 

During a recent coaching visit as part of ongoing work with Quest Academy Junior High School, I witnessed a co-taught experience that was implemented exceptionally well. The 6th-grade math teacher was seen at a large table, where she used adaptive tool data to pull a group of learners for targeted instruction. While she actively taught, the rest of the class was seen working at their own pace, either independently or in small groups. Students were not just completing low-level tasks as part of busy work. They were actively engaged in an adaptive learning program where they followed their own path based on ability. It was awesome to watch them access short instructional videos as needed, solve problems on dry-erase desks, and collaborate with each other when needed. 

While this was impressive in itself, I was intrigued by the actions of the TA. She was seen accessing evidence on her iPad for individual learners based on their IEP. As she reviewed submitted work, students were identified that were either stuck or needed targeted support. Had it not been for principal Nicki Slaugh informing me that she was the TA, I would have just assumed she was a special education teacher. It was refreshing to see how Nicki had reinforced aspects from a presentation I did last year on effective co-teaching and inclusion that resulted in changes to practice. Change typically only occurs with effective leadership.

The marriage of co-teaching and personalization benefits learners who need the most support from the adults in the classroom while allowing those who are already at standard to move ahead at their own pace. Learning needs can be met more effectively when aligned with Response to Intervention (RTI) and modified rotational models. 

Regardless of the grade level, it is crucial to understand what constitutes real inclusion through pedagogically sound co-teaching models. Please check out the image below and this website for more information.  

Tips for Creating Must-Do/May-Do Tasks

As readers of my blog know, I am incredibly passionate about pedagogically-sound personalized learning. Who wouldn’t be excited about implementing strategies that support ALL learners getting what they need when and where they need it to succeed? What is even more intriguing is that there is no one best way to personalize, something I wrote extensively about in Disruptive Thinking in Our Classrooms and this recent blog post. While technology is a powerful tool that can be leveraged, it is not a prerequisite. Don’t get sucked into the narrative that students have to be on a device for it to be personalized.

As a presenter and coach, I show the value of various strategies educators can implement. I always point out that what might work for one person or classroom might not necessarily be the best fit for others. The key is to know your students in terms of interests, strengths, and areas for growth. Once a solid foundation has been established through sound Tier 1 instruction, the next course of action is to determine what high-agency practice will be employed. Choice is often one of the most preferred means to personalize. Don’t think you need to create an elaborate board.  A must-do/may-do menu is a great option that I see used more and more during my job-embedded coaching cycle.

Before implementing this personalized strategy, determine how the tasks will align with the standard(s) that are the focal point of the mini-lesson it will follow. Always remember the inherent value of tried-and-true instructional strategies where personalization can be integrated through student voice. The next step is to develop substantive tasks that all students must complete and choices they may engage in afterward.

Below are some general tips for creating a pedagogically sound list of activities that students must complete and then options to choose from, as well as effective implementation ideas.

Develop a template and embed it in your learning management system (LMS) for easy access if digital tools are incorporated.Ensure alignment to the mini-lesson (content and concept specific) or areas of need (intervention).Shy away from all tech options.Include a challenging and relevant task(s).Try to avoid overloading with too many activities.Integrate an adaptive tool if available.Display a timer to aid in self-regulation and pacing.If possible, differentiate by having at least two variations.Use data to pull individuals for 1:1 support (Tier 3) when the entire class is working.Make time to monitor in between 1:1 support.End the lesson with a scaffolded closure task (i.e., exit ticket) for learner accountability and teacher feedback.

In the real world, individuals often have choices in how they approach tasks and projects. Must-do/may-do activities mirror this reality and prepare students for decision-making and time-management skills they will need later in life. Their value extends even further. In a diverse classroom, students have different strengths and weaknesses. Must-do/may-do activities provide flexibility for students to choose tasks that align with their abilities. This flexibility can reduce frustration for struggling students and prevent boredom for advanced ones.

As an option to personalize, must-do/may-do tasks are essential in the classroom because they create a more inclusive, engaging, and personalized learning environment. They support students at various competency levels, encourage autonomy, and prepare students for the complexities of the real world, all of which contribute to a more effective and enriching educational experience. Most of all, they can free up teacher time to support those learners who need it the most. 

Quality Over Quantity

In education, there is never a lack of ideas on how to improve teaching, learning and leadership. Most would agree that they are a dime a dozen. Over the years, I have been writing extensively about efficacy-based pathways that have led to proven results. While innovation is a lofty goal, we must be cognizant of what we are trying to accomplish. Too many balls in the area can have an adverse impact on focus, derailing what we are trying to improve.

Quality over quantity matters when it comes to implementing new ideas because it is more important to have a few well-thought-out and well-executed strategies than to have a large number of thoughts that could be better developed, something that I emphasize in Digital Leadership.  Of course, quantity does play a role in the creative process. The more ideas you generate, the more likely you are to come up with a good one. However, it is essential to strike a balance between quantity and quality. If you focus too much on quantity, you may end up with many ideas that could be better.

Below are ten reasons why quality almost always trumps quantity.

Effectiveness: Implementing a small number of sound ideas is often more effective than attempting to execute a large number of mediocre or poorly thought-out ideas. Quality ideas are more likely to address specific problems or opportunities and deliver meaningful results effectively. When it comes to professional learning, this is critical. Resource Allocation: Resources such as time, money, and peoplepower are finite. Focusing on a smaller number of high-quality ideas allows you to allocate these resources more efficiently and ensure they are used where they can have the most significant impact.Risk Management: High-quality ideas are typically better researched, planned, and tested, which reduces the inherent risks associated with implementing new concepts. Rushing into numerous things at once can result in failure, wasted resources, and potentially harm your district, school, or classroom culture.Learning and Adaptation: When prioritizing quality, you can invest more time and effort into learning from each idea's implementation. This allows you to gather valuable feedback and insights that can inform future initiatives and increase the likelihood of success over time.Focus and Clarity: Pursuing too many ideas at once can lead to confusion and dilution of efforts. High-quality ideas are more likely to have a clear vision and purpose, making it easier for your team to stay focused and aligned.Educator Satisfaction: High-quality ideas are more likely to address your student's or staff's needs and preferences. This leads to higher satisfaction and loyalty, which can translate into long-term success.Competitive Advantage: Implementing a few high-quality ideas can set you and your school or district apart from others pursuing a quantity-based approach. Quality innovations can become unique elements of the learning culture that set your learners up for success compared to other schools or districts chasing the next shiny thing. Sustainable Growth: Quality ideas are more likely to have a long-lasting impact on growth and sustainability. They can lay the foundation for ongoing success and adaptation to a rapidly changing society because of disruptive forces.Reputation and Branding: Successful implementation of high-quality ideas can enhance your reputation and brand image. In BrandED, we illustrated how It signals to stakeholders that you are committed to delivering excellence and innovation to support all learners. Engagement: Focusing on quality can boost staff morale and engagement. Educators are more likely to feel motivated and fulfilled when working on meaningful, well-executed initiatives.

Here are some more tips for implementing new ideas with a focus on quality:

Take the time to define the problem or opportunity that you are trying to address. The more specific you can be, the better.Generate a variety of ideas, but be critical of them. Don't just accept every idea that comes to mind. Think about each idea's feasibility, potential impact, and potential risks.Select the best ideas and develop them further. Conduct research, get feedback from others, and ensure your ideas are well thought out.Implement your ideas in a phased approach. This will allow you to learn from your mistakes and make adjustments as needed.Measure the results of your ideas and make adjustments as needed. This will help you ensure that your ideas have the desired impact.

Don’t get caught up in the hoopla that seems to surround the latest pedagogical fads and technology. While it may be tempting to pursue a large number of new ideas, prioritizing quality over quantity is often the wiser approach. High-quality ideas are more likely to deliver the desired results, effectively use resources, and contribute to long-term success and growth.

Making Learning Personal: 5 Steps for Success

Learning is a deeply personal journey and tailoring it to individual needs and preferences is essential for fostering meaningful and effective education. Personalized learning increases engagement and helps learners develop a deeper understanding of the subject matter. It all begins with understanding the learner's interests, something I dive deeply into in Disruptive Thinking in Our Classrooms. What are they passionate about? What do they want to learn more about? Once you know the learner's interests, you can tailor the learning experience to them.

Below are five things to consider, which can help make learning personal and empower students to take ownership of their education.

Establish Clarity

To make learning personal, educators should establish clear learning targets that are both challenging and achievable for students. These should align with the standard(s) being addressed and the student’s current knowledge and skills, ensuring they feel the appropriate cognitive flexibility without becoming overwhelmed. Clarity provides a sense of purpose, direction, and motivation, allowing students to measure their progress and take pride in their accomplishments. When facilitating Tier 1 instruction, look to impart relevance during the opening minutes through a well-designed anticipatory set. At the conclusion, have the students reflect on how they will use what they learned outside the classroom as part of a closure task.

Determine Individual Needs

Data is the best tool educators can use to determine what a learner needs to succeed. There are so many sources to pull from, such as common formative assessments, routine benchmarks, and adaptive tools. You can even leverage data from exit tickets. By identifying both areas for growth and strengths, educators can begin to map out specific personalized pedagogical pathways that focus on customized supports. They can also adapt their teaching methods and materials to cater to the diverse needs of their students.

Emphasize choice and autonomy

Empowering students with choice and autonomy is a fundamental aspect of personalized learning. When students have the freedom to choose topics, tasks, projects, or how to demonstrate understanding, they become more invested in their learning. Educators can provide a range of options within the curriculum, allowing students to pursue their passions and explore their strengths while meeting educational objectives through choice activities, playlists, specific digital tools, dry-erase surfaces, and must-do/may-do options. This fosters a sense of ownership and responsibility for their learning.

Provide Continuous Feedback and Support

Learning that is personal ensures continuous feedback and support to students. Constructive feedback helps learners understand their strengths and areas for improvement, allowing them to adjust their strategies and take initiative in their learning journey. It should be timely, specific, and practical, where educators maintain open lines of communication, offering guidance and resources tailored to each student's needs. Also, fostering a growth mindset, where students understand that learning involves setbacks and challenges, can help them persevere and succeed.

Adapt and Evolve

Making learning personal is an ongoing process that requires adaptability, evolution, and growth. As students grow and change, so should their educational experiences. Educators should be willing to adapt their teaching methods and materials based on feedback and assessment results while connecting relevant trends and issues. Technology can also play a significant role in creating a personal touch, offering adaptive learning platforms and tools that cater to individual progress and needs.

The best classroom management strategy is sound pedagogy. Making learning personal can help establish attentive behavior while creating an environment where students want to work. Here are some practical tips that can be leveraged during every lesson:

Integrate a hook at the beginning of class.Use technology to create interactive and engaging learning experiences.Connect learning to the learner's real-world experiences.Encourage learners to reflect on their learning and set goals for themselves.Celebrate the learner's successes.

Personalized learning is a powerful approach to education that recognizes the uniqueness of each student. Educators can create an environment where students are actively engaged and take ownership of their learning by assessing learning preferences, establishing clarity, offering choice and autonomy, providing continuous feedback and support, and adapting to changing needs. Ultimately, personalized learning enhances academic achievement and fosters a love for learning that extends beyond the classroom.

Developing Learning Walk Protocols

As I work with leaders across the globe, I am always careful with my words. There are rarely absolutes when it comes to educational leadership and ushering in meaningful change. The best course of action depends on the situation and context, which is rarely the same for different administrators. However, I am direct when it comes to what can be controlled. As a leader, you can control whether you make the time to visit classrooms to provide valuable feedback to your staff. So why does this matter in the larger scheme of things? I pulled the following from some research on the topic (Hardavella et al., 2017).

If we do not give feedback, this will come with a cost. The learner can assume that everything is fine and will continue practicing in the same way. This leads to a false assessment of their own skills and abilities and builds up a false perception.

It is hard to debate the value of learning walks when it comes to improving practice. In a previous post, I elaborated on the rationale for making them a consistent component of a leader’s day:

The process of learning walks, or walk-throughs as many schools refer to them, is to get a glimpse of what is happening in classrooms to then provide non-evaluative feedback for improvement. They serve an integral role as “soft” accountability mechanisms to spark conversations and reflections on practice. The more we observe and talk about practice, the better equipped we are to make and lead change. Another positive outcome of learning walks is the building of better relationships since the non-evaluative nature of the process focuses on meaningful growth around targeted look-fors.

When developing a learning walk protocol, consider the following:

Focus

Determine a realistic number of practices that you would like to see during visits. These should be identified in your strategic plan for the academic year. Keeping things more general is also a good idea, as you can flesh out specifics during feedback conversations. When I facilitate learning walks with leaders that I support, I keep my list to five (5). However, you might find more value in focusing on less. Another good idea is to elicit input from teachers on where they feel feedback and support is needed.

Alignment

Try to align the look-fors to elements of the formal observation tool you use and expect to see routinely. We found that our teachers greatly appreciated that they would be receiving consistent support to prepare them for their three unannounced observations. My leadership team and I pulled specific elements that were core components of Tier 1 instruction. 

Process

Create an easy-to-use form based on the look-fors that you establish. Google Forms are great for this as they can be set up to instantly graph the data, which can be shared with staff. In my coaching work with leaders, I help them develop a coding system for the strategies they are targeting, as this helps to make qualitative data collection much more manageable. 

Transparency

Once you determine the focus for your learning walks, share the rationale and form with your staff. If educators are unclear or must guess what administrators are looking for, the process diminishes in value. Transparency helps to build trust and relationships in the process. Both will pay dividends during feedback conversations.

Inter-rater reliability

Everyone conducting learning walks must be on the same page. In addition to coming to a consensus on the areas of focus and co-developing the form, make the time to visit classrooms with a peer and then discuss what you saw and why. Regular leadership meetings can also be leveraged to ensure everyone is in lockstep. 

Consistency

Once all the items above are addressed, it is time to get into classrooms regularly. Develop a schedule and stick to it as best you can. My admin team and I had to conduct five walks a day. Between the four of us, this came out to 100 visits a week, which resulted in a wealth of data to unpack. 

Feedback

The entire purpose of learning walks is to help educators grow through non-evaluative feedback. If you visit classrooms and never engage in a dialogue about practices embedded in your strategic plan, then all you have accomplished is management by walking around. Determine how feedback will be provided to your staff. I suggest a two-pronged approach. First, curate the data collected and present during your faculty meetings, highlighting commendations and areas to consider for growth. Second, reach out to individuals where you have either seen outstanding practices in action or something that really needs attention from an improvement standpoint. Face-to-face conversations are typically the best, but you can also utilize phone calls, paper notes, or video conference tools. Try to limit feedback through email. 

While I have found the elements above to be highly effective in my work with leaders to develop a learning walk process, keep in mind that you might find value in additional components. Regardless of what you settle on, flexibility is key. I shared the following in Digital Leadership: 

With any learning walk form or tool, there must be a great deal of flexibility regarding how you use it. The most critical aspect of the learning walk process is what is done afterward to improve practice. Collaborative discussion as a leadership team about what can be improved as well as timely feedback to teachers are both crucial for success.

Getting into classrooms regularly was the best part of my day as a principal. It is also a highlight of the work I am blessed to engage in with leaders currently. Reflect on where you are with the learning walk process and how to make it a success. If I or my team at Aspire Change EDU can be of assistance, be sure to reach out (aspirechangeEDU@gmail.com)

Hardavella G, Aamli-Gaagnat A, Saad N, Rousalova I, Sreter KB. How to give and receive 
feedback effectively. Breathe (Sheff). 2017 Dec;13(4):327-333.

The Role of Content in Classrooms Today

Reflecting on my days as a student, I recall how the subject matter was the primary focus in every class. Whether delivered through lectures in college, direct instruction during K-12 education, or occasionally gleaned from textbooks and encyclopedias, it permeated every aspect of learning. Upon closer examination, it becomes evident that information, in the form of content, held a central role in all my classes. The routine was consistent: my peers and I would receive information and then be assigned tasks to showcase our comprehension, occasionally even constructing new knowledge. Essentially, the objective was to excel in exams.

I don't intend to undermine the value of content or curriculum; it serves as the foundation for progressing from basic to advanced learning levels. Indeed, mastering essentials such as letters and numbers is crucial for delving into language arts and mathematics, respectively. However, with the advancement of technology, learners can easily access content and information using various devices as they move through the education system. When considering artificial intelligence (AI), Alexa, Siri, and well-thought-out Internet searches, there is no end to how readily content can be accessed. This prompts the question: How significant is content truly in a knowledge-driven economy evolving rapidly due to technological strides?

Contemporary learners exhibit less compliance and conformity compared to earlier generations, and rightfully so. Whether engaged in authentic or pertinent learning, students naturally seek the underlying purpose and justification, an entirely reasonable sentiment. When content is imbued with purpose and applied in authentic ways to foster fresh insights, learners can articulate:

What they've learnedThe rationale behind their learningThe practical application of this knowledge both within and outside of educational contexts

Pertinent and purposeful instruction empowers students to leverage their knowledge to tackle multifaceted real-world challenges, often possessing multiple solutions. This shift in approach is pivotal and represents a move from instruction (what the teacher does) to learning (what the student does). Engaging in learning encourages students not merely to accumulate knowledge but to employ it for practical ends. Many aspire to apply their knowledge to address intricate real-world issues, creating projects, designs, and other tangible outcomes applicable to real-life scenarios. As I shared in Disruptive Thinking in Our Classrooms, the value of content is intrinsically linked to how it's utilized to foster purpose-driven thinking and application, which are both hallmarks of personalized learning.

While being adept at trivia might be advantageous for a game show like Jeopardy, its utility in real life is limited. Given the heightened stakes of today, it's imperative that we critically assess our methods to facilitate growth and enhancement. Nurturing a sense of purpose among our learners is a collective objective that will undeniably yield enduring benefits for their future endeavors.

Introducing Aspire Change EDU

I often get asked both through social media and in person how to become a consultant. For various reasons, educators are enamored by the keynoting circuit, facilitating presentations at both national and international events, and coaching in school systems. Initially, I had to pause and reflect before responding as I wanted to be very clear on how my journey was more complex than it might seem. Now I have a standard answer. I did not wake up one day and say that this is what I aspired to do for the rest of my career. It can also be stated emphatically that I was not looking to leave New Milford High School or was forced out. Instead, the path was carved for me through the efficacy-based work that my staff and I did when I was a principal.  

In short, we vehemently focused on improving teaching, learning, and leadership through a shared vision, clarity of purpose, innovative practices, and clear evidence of impact. Our shared successes caught the eye of national media outlets as well as other systems that were curious about methodologies. What resulted were districts, schools, and organizations visiting my school from all over the world. I loved to share our successes, the challenges we overcame, student perspectives, and any other tidbits that might be valuable to those wanting to implement similar changes. During one such visit, an organization offered me a full-time position with their company. At first, I respectfully declined as I was happy where I was at in my career. However, the conversation never stopped, and I eventually decided to take a leap of faith to pursue a newfound passion in education.

It has been nine years since the consulting path was laid out for me. Over the years, I have worked with two amazing companies dedicated to helping learners succeed and traveling the globe assisting educators in various ways. While the work has been highly gratifying, there has always been an innate desire to carve out my own unique path in the education consulting space. My first step was to create an LLC during the pandemic. 

It has laid dormant until the right time, which is now. With great pride and excitement, Aspire Change EDU has moved from vision to reality.

I have ambitious goals for my company. The first was to develop a name that embodies what consulting should be about, and that is to help systems aspire to change that leads to improving and enhancing what we already know works. Educators don’t want more things to do. They crave to maximize available time, strengthen their craft, help learners succeed, and find joy in the work. The logo above, co-created by my children Isabella and Nicholas, embodies this mission and vision.

During the initial phase of the company, I will be fulfilling many of the responsibilities, including:

Keynotes (view topics HERE)Back-to-school convocationsLeadership retreatsBreakout presentationsInteractive workshopsStrategic planningCoaching (job-embedded, ongoing)Asynchronous courses (more info HERE)

Leadership and pedagogy will be my primary focus, which encompasses every facet of professional learning. Currently, my work with schools assists them with Tier 1 instruction, personalization, school culture, leadership (digital, pedagogical, sustainable change), using data, branding, and the purposeful use of technology. Over time I will flesh out concrete practice areas.

The last sentence above leads to what will be a differentiator for Aspire Change EDU. I aim to create a collaborative consultancy comprising best-in-class practitioners and seasoned consultants who share similar beliefs. While my plan is to have a bench of people to serve schools, I also want to partner with other independent consultancies (and vice versa) for the benefit of districts and schools. By working together, we can provide systems with what they want, not what we feel we can do. Imagine being matched with the best possible professional learning consultant(s) aligned to virtually every focus area, technique, initiative, tool, or strategy in education. That’s the goal and one that, in my opinion, best serves schools.

Just like for our learners, professional learning needs to be personalized and differentiated. It’s nearly impossible to accomplish this without collaboration. That is something I hope to solve in the near future with the help of others. In the end, schools will win and evidence-based change will be the result. Stay tuned for more updates in the coming months.

Until then, feel free to reach out and have a conversation about your professional learning needs. Learn more on my website.

Why Choice in Learning Matters

Do you like being told or directed to do something a certain way even though you know it doesn’t align with your innate strengths, interests, or learning preference? Pretty frustrating, right? It becomes even more of an obstacle to growth if you know how to demonstrate understanding but aren’t afforded different pathways to articulate a response. Choice matters when it comes to learning if that is the ultimate goal. The key is first to be open to giving up some control and understanding that, in many cases, there isn’t always one right way to demonstrate competency.

While educators can leverage many high-agency strategies, choice might be the most essential element of personalization because it allows students to take ownership of their own learning in so many different ways. When students have a say in what they learn, how they learn, and when they learn, they are more likely to be engaged and motivated. They are also more likely to see the relevance of their learning to their own lives and interests. Most importantly, when they are able to demonstrate understanding on their own terms, it builds invaluable confidence in their abilities.

I shared the following in Disruptive Thinking in Our Classrooms:

Choice is the great differentiator that helps meet the needs of all learners.

There are many ways to incorporate choice as a means to personalize. For example, students can choose their own learning:

Goals by involving them in setting individual goals, working with a group to set group goals, or choosing from a set of pre-determined goals.Materials such as a variety of textbooks, articles, websites, technology, or other resources to assist with or demonstrate learning.Activities such as hands-on activities, simulations, projects, or tasks in a choice board, playlist, or must-do/may-do list. During Tier 1 instruction, there are opportunities where students can choose to show their understanding using individual whiteboards or dry-erase surfaces (text, drawings) or technology (video, audio, drawing, text, images, etc.).Pace by setting their own deadlines for completing assignments, projects, or when working on a personalized task.

In my work with principal Nicki Slaugh and her Quest Academy Junior High School staff, student choice as a high-agency strategy has begun to flourish. Below you can see a few examples. I also encourage you to check out these posts from Wells Elementary (TX), Snow Horse Elementary (UT), Juab School District (UT), and the Corinth School District (MS).

Giving students a choice in their learning can be a challenge, but it is worth the effort. While some might see it as more work or just another thing to do, once you find a schedule that works for you, choice can be integrated routinely, even if it is once a week. When students have a say in their learning, they are more likely to succeed. Here are some of the benefits of giving students choices in their learning:

Increased engagement and motivationImproved understanding of the relevance of learningIncreased self-regulation and directionEnhanced problem-solving skillsIncreased creativity and innovationImproved critical thinking skills

If you are interested in incorporating choice into your classroom, here are a few tips:

Start small. Try to do only a little at a time.Be clear about your expectations. Let students know what they need to learn and how they will be assessed.Provide students with a variety of choices. This will help ensure that everyone can find something they are interested in.Be flexible. Be willing to adjust your plans based on student feedback.Celebrate student choices. When students make good choices, be sure to let them know.Share templates and ideas. Don't reinvent the wheel. Leverage your best resource, which is other educators invested in the work.  

Giving students choices in their learning can be a powerful way to improve their engagement, motivation, and understanding. If you are looking for ways to personalize your classroom, I encourage you to give choice a try. For an array of strategies, check out this post.