Steve Seward tweeted this today and linked to a realling inteesting chart to me. Follow the link to the chart to take a look at it. I am not sure about copyrights on the whole situation so I am not putting it here. I really like the idea of making sure the focus of a coaching conversation is on student work and the formative assessment data you and the teacher are looking at. It really starts to drive the conversation is a safe and comfortable direction. What changes might you make to your coaching that are informed by this chart?
]]>I find this video very interesting.I thought I would share it with you and see if you have done this before.If I make the time, I would like to do this for my communication with parents.
I had the opportunity almost a year ago to go to Capturing Kids Hearts. This was one of the best learning opportunities I have had as an adult. Three different areas were activated over the days: I learned deeply about myself, I learned about how to connect with those I teach, and I learned how to better facilitate with adults. If I had not followed this up by going to Cognitive Coaching I would say CKH would be the most recommended professional learning I had been to. Today I ran across my notes from the event. Here are the highlights from them as I review them.
"All people are motivated by... something."
Our leader was asked what are the top needs of all people, he said, "First to feel connected and second to be successful."
Another approximate quote from the leader:
The leadership skill of affirmation is more caught than taught
Questions. Leaders ask questions.
Be less helpful but surround with support and great things. This will encourage individual responsibility.
There was much more.
]]>Below is the text of a snow day email between me, a trained physics teacher, and one of our art teachers. Three or four times a year we have conversations like this. I thought I would share one.
Mer started it out.
hoping we can do some of this out of school learning IN school too!
--merhttp://www.brainpickings.org/index.php/2013/05/13/dont-go-back-to-school-kio-stark/
The article was fascinating to me. I obviously love some of the things said. What I thought was really great was his emphasis on collaboration. But then I thought this about school and adults looking back on school as opposed to students thinking about school right now. An adult has at some point learned the need to collaborate and how to invite others into collaboration and where that is appropriate. At school what we do, or what we should do, is invite students to collaborate with us and show them how people that think a certain way collaborate, solve problems together, and generally get along. You do this in an art way, and I do this in a science way, but we both do this in a teaching way, and we do it in a Christian way. Frank Smith painted this beautiful picture for me of welcoming kids to the club. The club of painters or modern physicists. Welcome. So you want to be a painter? This is what painters do. This is how painters relate. This is how painters collaborate. This is how painters disagree. This is how painters solve problems. Most importantly, welcome, we painters are glad you are here. School is the intersection of loving experts and vulnerable hungry learners who do not know yet how to figure out who is a loving expert and who is just an expert.Sorry about the morning philosophy.--jim
Jim,Wonderful...I love reading your morning philosophy so much. Send anytime. : )"school is the intersection of loving experts and vulnerable hungry learners who do not know yet how to figure out who is a loving expert and who is just an expert."I love your quote too...and how to navigate a world when the experts stop being loving and learners are still feeling vulnerable...phew.talk soon,mer
Do you know how your English teachers grade papers? Do they do that with printed copy on paper, or do they do this online? If so, is there a software you use?
This page, photographed from the Trinity Hymnal, struck me as funny when I first saw it, then eventually I thought it was sad. Since then I have rested on this page as a reminder. Someone thought adding Amen to the end of every hymn was good, and that it needed to be done well, so they did research and found best practices on how to add amens. This page reminds me that there is always going to be a tension between pure creativity and pure, structured, research based, strategies. To hold this paradox we need occupy, at times, both worlds. The option that strikes me as least interesting and effective is ignoring both ends of the paradox and trying to walk the middle.
I attended the Model Schools Conference two weeks ago. It was quite a gathering and there were a lot of challenging and inspirational speeches. The sessions are led by one of four groups of people, Model Schools Consultants, school employees of found model schools, school employees of created model schools, and corporate conference sponsors (these were noted in the program).
Jim, we are working as a big committee on measuring out digital classroom initiative and
whether or not it is going well. One of the things we want to
measure and create a metric for is creativity and creative expression.
You mentioned at our most recent meeting that you have ideas
regarding this already. Are you willing to share any? So far we
thought a good way to keep track of what is being accomplished is to
archive via a digital portfolio. I saw a great tool for this that
works with Moodle called Mahara, or maybe it was Mahoodle....or even
both. Right now we are using Google Docs/drive.
If you are willing to share a paragraph about how you might measure or
have a metric to show the increase of creativity because of computers,
that would be great.-Nancy
Nancy,
Any suggestions for pd homework so my Moodle high flyers don't get bored?This is a great question. I have a few quick options off the top of my head.
On Thu, Mar 22, 2012 at 10:19 AM, Steve wrote:
Hi Jim,I have a teacher here at Byron that would like to control his Mac with his iPad so he can walk around the room. I don't remember the apps/setup to do this. Was this the same app that allowed the iPad to be a web server too? Or was that a different app?Thanks,Steve
Here is our list:
We saw a segment on 60 Minutes on Khan Academy. It's an organization that puts teaching segments on the internet for anyone to use. They are on all kinds of subjects. It could be something to look into especially with your unhappiness with textbooks.
Hi Jim,
I sat in on your session at MACUL and it was a good start to the
convention for me. I tried to avoid the "how to use this tech tool"
sessions and I wanted to get beneath the surface a little more. Your
talk gave me some things to explore and will help with planning. I
like the idea of the 15 minute sessions each week with staff. Can you
send me three or four topics that you recently used in those sessions?
I'd like to give it a try in my district before the end of the year.
(Better late than never!)
Somehow over a month has past since I initially wanted to respond. Anyway, do you have electronic copies of the articles you use at the beginning of the year?
Then we asked the students this: what big questions does a group of people in Holland need answered. This is the list the students came up with and the classes choose one as our question for the year.]]>Big news about energy has been happening in Holland over the last year. You will be put into a group that will read an article about this issue. Discuss the article with your group and be prepared to share what your group says with others in the class. The person with the most white on their shoes today is the group scribe.
So here goes an attempt to describe why we have to be open to what we do not know.
Today in chapel they showed two videos. Much has been made of the first including a column in the august New York Times. The column supposes the old way of learning and knowing: careful study, long hours of research, and grounded arguments. I am not sure this cuts it anymore.
Facebook is famous for the phrase, "done is better than perfect." Jeff Bethke seems to have been unintentionally doing this same thing writ large. He had an idea. He was open to what he did not know about it. People have responded. He is growing, and so are many people with him.
In science we are taught, way too late I think, that journals filled with publications are a conversation. Researchers dancing slowly around the truth poking holes in each others research and ideas and advancing their own. This process can be seen on Twitter nearly every minute of the day. We have to know what we know and test it. And then be open to correction and advancement of our ideas. We need to hold strong where we are experts, in the face of trolls and naysayers, and keep the conversation moving. We need to know what we know and be able to listen to and be open to what other people know. We also need to be able to test those people and what they know as well.
And perhaps the most important part of all this is that we need to all know how to do this. Not just the scientist or the academic. Because the content is so easy to find and so easy to fake everyone needs to be able to dig.
So who is the leader around here?
Teachers need to lead students, not boss them around. This can only be done if you yourself are moving somewhere and going somewhere. It can only be done if you are exploring, feeling out how what the world is like in the context of your subject. Teachers need to be leaders among their peers. They need to take charge of a grade level or department goal and lead the group in the direction that the school mission statement directs. Teachers also need to build into the others on their teams the capacity to lead where they do not have the right resources to lead. Teacher need to graciously accept that there are times when they need to be led. Who might they be led by? Other teachers. Administrators. School boards and parents. Most importantly they need to build the capacity of leadership into their students by following their students. I hate to say that we need to build leaders, because I have a mushy feeling that there is no such thing as leadership. There is just doing and not doing. That said we need to create people in schools that are doing and keep doing right from the start. Then they will lead, students, teachers, and administrators. One of the best ways a teacher can do this is to follow the lead of a student. Everyone needs to lead, and everyone needs to be open to being led. This is the twenty-first century.]]>They gave us this list to choose from after running these through the filter of their inquiry, readings, and listening in class.
We loved all the highlighted ones, laughed at the bold one and picked the blue ones. We have crafted more lessons based on these student chosen standards so that they can make progress towards these goals. There are things we never would have thought of in here that motivate students to really dig into the topics.
All of the crazy detail questions that you get are answered by the students when you put it in practical terms. I loved how this turned the conversation immediately to things that great video makers do and away from my standards as a teacher. Plus now I have had people in the community talk to me about their energy use and how it can change.
Some notes: I know they could do the 90 views themselves. In this case go back to one of my goals, that the student be aware. If they watch their video 90 times, they will be aware. Even if they take the effort of putting it into an automatically rotating play list. Most achieved 90 by posting to their Facebook with they please watch this my teacher made me get 90 YouTube views. Meets my goals and theirs.
One of my other hats has me thinking about the professional development of all of our teachers 7-12. This is a really fascinating job that is challenging in so many ways I cannot begin to describe it. As a part of that I am part of a group exploring how to better teach writing at the secondary level in a technology rich environment. Once a month this year I am learning about Writers Workshop with a group of volunteers from our faculty.
In the workshop model students are expressing themselves within a context that the teacher provides but in their own words and their own context as well. To translate to the physics audience they create their own data from their own questions and then apply general techniques to analyze that data. It is really cool. So one of the coolest parts is all the research that teachers of writing have done on giving feedback and actually getting kids to learn from that feedback. Some highlights:So here is how all this work with writing has changed my physics class. Every inquiry unit ends with a presentation of the research the students have done. I have put very limited requirements on these presentations, but I do provide an increasing long list of guidelines. I thought to myself, these presentations have not been changing much over the years in spite of me providing this list. So this past unit instead of just spending time going through the list again and giving some time in class to work together on their presentations I picked the two that annoyed me most. Bad procedures and bad graphs. I made a mini lesson about procedure (no more than 7 minutes) and then set them to applying what they learned to their data. Next day same thing with graphs.
Results: actual improvement in the quality of presentations. Students even pointed out the improvements in other students work. So here is my question to you: what makes you groan during lab presentations and how can we work together to make a list and improve them, one skill at a time?
]]>Hi Jim,I am a member of the Yahoo PowerSchool User Group and learn a ton from it each day. Have you joined any Moodle User groups that you would suggest?Thanks,Nate
I wanted so to replace the word worship in this quote with imagination. The words are not mine to do that with. And I am sure that Emerson was much more careful in word choice than I am. So here are the questions this quote generated for me.A person will worship something, have no doubt about that. We may think our tribute is paid in secret in the dark recesses of our hearts, but it will out. That which dominates our imaginations and our thoughts will determine our lives, and our character. Therefore, it behooves us to be careful what we worship, for what we are worshipping we are becoming.
Do you have any more questions. What new worlds will your students create?
Explore and apply: Instructional design should involve labs in which students first explore a concept by studying the relationships between causes and effects (Marek, Maier, and McCann 2008). Once students have developed an understanding of how important variables affect an experimental situation, they can be challenged to use the engineering model and apply their newly formed conceptual understanding to generate a product or maximize an output. In this manner, the science model is employed early on in the exploration phase of the lesson, and the engineering model is used in a subsequent phase of the lesson as an application of student understanding.