What Educators Can Learn From the Ultimate UltraMarathon

The next time you are looking for a good 90 minute watch, check out the Barkley Marathons documentary on Netflix.  The Barkley Marathons, conjured up by Tennessean Gary “Lazarus Lake” Cantrell, are a series of five 20 mile loops (in reality, Barkley runners say that each loop is more like full marathon distance) completed within a 60 hour time limit.

The Barkley Marathon is unlike any other ultra marathon in the world.  This race pushes athletes to the edge of their mental and physical limits as they navigate extreme temperatures, sleep deprivation, drastic elevation changes, and severe terrain challenges through the day and night (Read these race reports from Barkley Marathon finishers to gain a glimpse of what they experienced as a Barkley racer).  Each loop  of the race must each be completed in 12 hours or less and in alternating directions.  This is exceptionally challenging considering that runners must bushwhack through much of the unmarked course to reach checkpoints (runners must return a specified page of the book at each checkpoint as proof of having found them all) buried in the woods of Wartburg, Tennessee.  Since the race began in 1986, only 18 runners have completed the entire Barkley within the 60 hour time limit.  

Are People Crazy?

Identifying our physical and mental limits, and setting goals for pushing those limits, is widely popular these days.  Consider the Tough Mudder phenomenon (said to be one of the fastest growing athletic events), the rising number of marathon completers each year (up from 350K in 2000 to over 500K in 2016), and even the growth mindset movement. People are becoming increasingly interested in self reflection, personal growth, and pushing their limits- in an effort to see just how far their bodies and their minds can take them.

Why are people so interested in Tough Mudders, insanely hard CrossFit competitions, or even the Barkley Marathons?   Why would people want to push themselves to the brink of their physical and mental capacities?

I think, in many ways, these events allow us access to the same feelings and challenges that professional athletes experience in their careers.  Although professional athletics will always be primarily a spectator event for most of us, these events allow us access to similar challenges that illuminate the depths of our perseverance, the limits of our grit, and the bounds of our resiliency.

What is it that we can draw from these experiences that can help us push our personal limits in the classroom?

Decide to be Great:  Professional athletes set their sights on a very high goal and then they commit to reaching it.  Although the goal may not be achieved today (often these goals are years in the making), professional athletes decide that they will get there.  Decide to be great in your classroom.  Set your sights on exemplary status and define what that looks like to you.  Then commit to getting after it.

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Set Bridge Goals:   No one reaches peak performance overnight.   Set bridge goals that allow you to close the gap between your current practice and your ideal performance level.  Maybe you can’t go gradeless overnight, but you can start shifting your thought patterns to embrace the learning process and to providing quality, timely feedback.  THAT you can do tomorrow.  Maybe you can’t eliminate homework in your classroom this month, but you can provide meaningful homework activities that honor students and their family time.  THAT you can do tomorrow.   Set and achieve some ‘bridge goals’ as successful checkpoints on the way to your ultimate goal.

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Chart Your Path:  Simply deciding to be great isn’t enough. Think about what it will take for you to achieve greatness.  Consider both the amount of time it will take for you to reach your ultimate goal, as well as the steps needed to make it there.  Start moving along this path of growth, just as runners follow a training segment to prepare for race day.  Your training plan will depend on the unique qualities, experiences, and gifts you bring to the challenge, so no two paths will be the same.

Surround Yourself with Top-Notch Personal Trainers (& Avoid Junk Food):  Elite athletes work closely with a team of people committed to helping them achieve their goals.  There are thousands of educators committed to your success as well.  They are present in your school leaders and colleagues, but also in a virtual PLN.  Surround yourself with those committed to the same work you are, and use them as 1) fuel for growth and 2) to counteract any negative energies that are bound to come your way (think of them as tempting junk food).  I use Twitter chats as a way to both fuel my soul and silence the negative energies that threaten to derail my growth.  Try joining one Twitter chat a week as part of your training segment.  Weekly interactions with those committed to the same educational goals you are can bring you much needed encouragement, support, and resources as you make your dreams a reality.

Explore Your Limits:  Every athlete and every educator has differing levels of tolerance for new ideas, change, and even professional growth. Test your limits by mentally exploring and testing new thoughts and strategies.  Reflect on those that make you uncomfortable.  What makes them tough?  Is the challenge impossible, or just out of reach today?  Is it a Tough Mudder that pushes you to the brink or would it take a Barkley Marathon? Does flexible seating make you uncomfortable, or does it push you to your limit? I going gradeless on the fringe of your comfort zone or is way outside? Find out what new idea or strategy pushes you to today’s limits and do it in the classroom.  Reassess in one month. You will likely find that your limits have expanded, and you can now add new ideas to your repertoire. You are moving forward in your training segment and getting closer to your ultimate goal of peak performance.

You'll never know how much you can do until you try something more_

Passion:  Elite athletes have a passion for what they do. Although the day-to-day grind of training may wear them down, they are able to draw strength from a passion for their sport and love for the game. What makes you love teaching? What’s your WHY? Keep your ‘why’ present with photos and quotes throughout your classroom.  Draw on them during long training days.

 

Ultimately, educators and athletes alike are in hot pursuit of accomplishing something meaningful – something real that lasts long after race day.  Commit with “every fiber of your being” to trying, failing, and reworking along your journey to greatness. Laz

 

 

Love Languages in the Classroom

Make Connections.  With Content and with PEOPLE.

I love finding connections between seemingly unrelated pieces of information.  Metaphors, similes, analogies, memes -I love it all!  Making connections between new information and pre existing constructs helps learners like me, synthesize and make meaning.  This is why educators often try to draw on students’ past experiences and current constructs – to set the stage for learning by inviting students to find a relationship between new content and their current understandings.

The learning I do in our field (which, by the way, takes place literally EVERYday now thanks to my growing and amazing PLN) nearly always has implication in other facets of my life.  It seems that I can always apply some component of my educational philosophy and learning to the relationships I build as a parent, spouse, coach, and friend.  The visa versa seems to be true as well; As I engage in mentorship, friendship, spirituality, and encouragement in these other important roles in my life, I often discover that the content holds implications for my work as an educator.  My friend, Emily (@TheEdSandbox) often speaks of this “trickle down effect” of education – and she and I agree that it knows no bounds.

When scrolling through my Twitter feed the other day, I stumbled across the tail end of a #teachermyth Twitter chat in which Laurie McIntosh (@lauriesmcintosh) noted her revelation that “gifts aren’t everyone’s jam”:

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Laurie is right.  Just because small notes and gifts appeal to her heart, doesn’t mean that they will be meaningful to everyone in her audience.  Recognizing this, Laurie began  considering ways to show her appreciation for her staff in ways that have meaning and value to each of them.  As learners (and people) we crave this personalization (think personalized PD, autonomy in our classrooms, and coffee made just how we like it).

The 5 Love Languages

Gary Chapman (@DrGaryChapman), marriage and family author and presenter, writes about 5 ‘Love Languages‘ (Words of Affirmation, Acts of Service, Receiving Gifts, Quality Time, & Physical Touch) and the importance of discovering and speaking your partner’s love language in a thriving relationship.

Dr. Chapman’s work certainly resonates with our work in schools- as we strive to connect meaningfully with colleagues, staff, parents, and, most importantly, our learners.  Consider the following Dr. Chapman quotes on parenting, but with an educator’s lens:

We often try to pour all our children into the same mold. We go to parenting conferences and read books. We are inundated with great ideas that we want to use with our children. We fail to remember, however, that each child is different. What works with one may not work with another. And what communicates love to one child may not be received the same way by another child.

-Dr. Gary Chapman

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The Love Languages in Our Schools

Words of Affirmation

For those whose primary love language is Words of Affirmation, positive and encouraging comments go a long way.  Speak freely and affirmatively with these students & colleagues, building confidence through positive talk.  Uplift students and staff with unexpected notes or emails.  Call or write to parents, administrators, and the community to share others’ great work.  Offer encouragement and praise to students and staff through blogs and social media.

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Kayla Delzer’s (@topdogteaching) affirming and personalized notes for her kiddos

Acts of Service

Let your actions speak for you when communicating with students and staff whose primary love language is Acts of Service.  Think of ways you might ‘lighten the load’ for these friends, or ways you can show your appreciation of them.  Attend students’ after school commitments, or help a staff member solve a non-school related problem.  Help a student get packed up at the end of the day or remember an important date in a staff member’s life.  Find out about others’ passions and find ways to incorporate them into their day.

Receiving Gifts

Some people feel love through tokens of thoughtfulness.  Find ways to leave simple (even free) tokens of your appreciation for those whose primary love language is Receiving Gifts.  Leave an inspirational quote for a staff member, or a special treat for a student.  Provide a new school supply for a learner or a classroom want for a colleague.  Buy lunch for a staff member or coffee for a parent.  Be sure to attach notes of appreciation to your gifts.

Quality Time

Your undivided attention is what shows your love to those who resonate with Quality Time.  Show your appreciation to those who speak this love language by offering your time to them.  Invite a student to have lunch with you or play a game with him/her during recess.  Coteach with a faculty member or offer to help him/her plan an upcoming unit.  Facilitate an extra-curricular activity for students or hold a coffee and conversation evening for community members.

Physical Touch

For those for whose love language is Physical Touch, positive facial expressions and touch mean the most.  Find ways to incorporate tools into these students’ day, like sensory related flexible seating or fidget tools, that target their love language.  Share a high five, hug, or handshake with others as a sign of your appreciation.

Relationships, Relationships, Relationships

It is clear that there is no ‘one size approach’ to expressing appreciation.  Taking the time and energy to get to know your staff and students’ love languages takes a commitment to authentic connections with those in your school community.  Getting to know one another and then using that information to tailor your interactions with those around you is a great way to do what Amy Collier (@amcollier) notes as the true purpose of education: LOVE.

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How OPENing My Classroom OPENed My Mind

Grab any sampling of school mission statements and you are likely to come across the words “life long learner”.  This is such a wonderful sentiment, but what do these words actually look like in practice?  What are the identifiable traits of “life long learners”?  What types of activities do these learners engage in and how are they sustained ‘life long’?

Spending the past few months in the open (through #IMMOOC and utilization of Open Pedagogy in my online course) has opened my eyes to this notion of true continuous learning.  Learning in open forums (and encouraging the same of my students) has helped me experience, first hand, a learning cycle of critical consumption, reflection, creation, and finally – contribution.   

Original Image from Empower by AJ Juliani & John Spencer

 

Continual engagement in this learning cycle is how I envision ‘life long learning’ playing out in…well…real life.  Most educators engage in consumption – on a regular basis: begging, borrowing, and stealing (with permission), great ideas from whomever and wherever we can.  The best consumers then reflect on this content, become inspired to create their own works and ideally, openly contribute them back into the cycle and back into the field.

This is extremely exciting for educators and learners alike, because this experience of creating and contributing openly transcends the restrictions of both physical classroom walls and online learning management systems.  In fact, authentic participation in this continuous learning cycle can’t occur inside a classroom or LMS because the cycle craves a larger audience and bigger stage.  Plus, courses end, grades close, programs are completed, and students graduate.  And when they do, manufactured learning opportunities disappear. 

In the past I worked really hard to mimic the real world in both my face to face and virtual classrooms.  I spent many hours attempting to recreate real world situations and craft real life experiences in my classes.  I was spending a good amount of time and effort orchestrating the creation of fake real world scenarios when the real real world was right there all along.

How OPENING My Course OPENED My Mind:

This term I took a new approach (inspired by Robin DeRosa and local Open Pedagogy discussions- check them out at @actualham & #USNHShare).  I asked my students to immerse themselves in the field of education in concert with current, practicing educators.  I asked my learners to utilize open forums to share their learning, interact with colleagues, authors, and thought leaders of whose work we read in class.  I facilitated real real world learning tasks that asked students to reflect on their learning consumption then create meaningful artifacts that contributed to their personal learning communities.

Doing so facilitated a REAL real world immersion that even the best of my previous mimicked lessons couldn’t touch.  Working in the open naturally increased my course’s rigor and relevancy as my assignments grew in audience, purpose, and value and my students became contributors to our field.   My students were empowered to take an active role in the creation of real content and in the experience of real conversations in their respective fields.  Learning expanded naturally and exponentially, as the connections, discussions, and purpose for my course’s work become much greater than a LMS or classroom could ever hope to provide.

Ideas for OPENing Your Class:

  • Move online classroom discussions out of your Learning Management System and into the open (through social media and/or blogging).  Use a course hashtag to track posts, replies, & comments
  • Exchange a required online discussion for a live Twitter Chat (organize your own, or invite students to participate in a chat of their choice related to a course topic, content area, or age group they are interested in)
  • Ask students to blog weekly as a vehicle for sharing their reflections.  Ask learners to share and comment on one another’s work, pushing their collective thinking and making connections to other existing works, blogs, chats, and discussions.
  • Invite students to share their course artifacts in the open (through a Creative Commons license and on an open platform like  FlipGrid or Padlet.
  • Transition assignments from ‘Disposable’ to ‘Renewable’ (@actualham).  “Disposable assignments” have an audience of only one (the teacher).  They have little purpose and/or the actual product has little relevancy to the real real world as evidenced by their final destination…a trash can or electronic archive).  Renewable work, though, has purpose, meaning, and value in context.  These assignments are created to meet the actual needs of a real (and wide) audience and as a result are living, renewable, and valuable.

BE an OPEN model

What better way to model, foster, and encourage lifelong learning in our students than by openly modelling continuous learning ourselves?  Continuous engagement in the reflective process of critical consumption, creation, and contribution is life long learning in practice.

Let’s free ourselves from the exhausting work of learning in isolation.  Let’s quit the tiring task of recreating real life inside the constraints of our classrooms.   Let’s agree to make, remix, revise, and GIVELet’s break into the OPEN.  THIS is what will sustain a profession.

 

 

4 Miles = 4 Blog Ideas | Generating Blog Post Ideas

Creativity is something that many people (myself included, until recently) believe you either ‘have or don’t’.  Our fixed mindset culture leads us to believe that creativity is a God given, natural talent that is simply part of the personalities of a lucky minority.  Similar sentiments are thought about artistic, musical, and athletic ‘talents’, leading us to believe that these traits are either gifted to you at birth, or … not.

For me, creativity was one of these ‘magic traits’ that I deemed myself ‘not blessed with’.  Sure, I had other ‘talents’, but out of the box thinking was not one of them.  That is, until something happened- I caught myself HAVING AN IDEA!

As it turns out, creativity is not something that God has only supplied to a lucky few.  It is a characteristic that with time, attention, careful thought, and focus, can be developed, strengthened, and cultivated.  In fact, I now can’t think of a character trait that isn’t this way.   We aren’t __________ (athletic, musical, math, artistic, creative…) people.  Rather, we are who we commit to being through focus, hard work, perseverance, and passion. 

Dave Burgess, author of Teach Like a Pirate, often shares the frustration he experienced when a colleague told him that designing and implementing off the wall engaging learning experiences was “easy for him, because he’s creative”.   On the contrary, Dave’s ideas (as he explains in the text) don’t appear to him in blinding flashes of light or drop from the sky in a fury of perfection.  Instead, they are honed and crafted by thoughtful “engagement in the creative process” which include trying new things, cultivating passions, and asking the right questions.

Generating engaging, relevant, and meaningful blog post ideas is one area of creativity that I often wish would present as a flash of genius in perfectly timed moments.  Instead, (like all things worthwhile) my creativity requires sustained focus, commitment, and hard work.


Engaging in the Creative Process:  Ways to Spark Blog Post Ideas

  • Actively Seek Inspiration:  Actively seek inspiration for your writing.  Learning in ‘Open’ spaces (blogs, Twitter, etc) embraces the notion of sharing and remixing one another’s ideas.  Take the time to experience the content in your field, reading, reflecting on, and thinking critically about others’ contributions.  Honor differences in opinion, using the opportunity to challenge your own thought patterns, learn, and grow.  Reflect on these experiences in your blog.
  • Journal:  Keep a journal (or two) of ‘blog worthy’ notes.  Notepads and paper in your car, office, bedside table, etc, are great for jotting down inspiration as it comes.  Record specific quotes, questions, and ideas to be unpacked at a later time.
  • RUN:  Aerobic exercise has been shown to encourage growth in the hippocampus, potentially helping to spark ideas and create connections.  Running typically yields me a minimum of one blog post per mile.  It works so well that I’m currently working on devising a system for ‘journalling while jogging’.
  • Prioritize Time for Creativity:   Honing any skill takes focused attention; and focused attention takes time.  Set aside time in your weekly schedule for actively working at the skill of generating ideas and fostering creativity.  Identify what it is that helps  get your creative juices flowing and schedule time in your day to practice.   Some things that work for me (some better than others) are: listening to music, going for a walk with my dog, reading, spending time in quiet reflection, journaling, reading the Bible, playing sports, and going for a drive – certainly nothing Earth shattering and nothing I haven’t engaged in before, but doing so with the specific goal of generating ideas has been quite helpful.  Identify what it is that helps fuel your creative fire and make time in your day to commit to fostering the skill of brainstorming.
  • Cut Yourself Some Slack:  Allow yourself permission to write – to write and share.  Not every idea will be (or needs to be) fully fleshed out before publication.  Open Education embraces and encourages ideas that are ‘not yet’ fully developed, fostering both sharing and collaboration as we work to reuse, revise, and remix one another’s work.
  • Stop Thinking That You Aren’t Creative:   A huge contributor to my ability to ‘become more creative’ was belief that I was capable of producing creative ideas.  Reflect on your personal creativity goals and articulate them as you would when working to achieve any new PR.  Then, shed the fixed mindset, set your sights on becoming uber creative, and actively work to go get it!

                                

You just can’t “unhear” that… How assigning homework shoots ourselves in the foot.

When my preteen daughter sees something that she deems disgusting she says “wow- you just can’t unsee that”.

I’ve found myself thinking a similar sentiment in response to connections shared during our recent #IMMOOC series- particularly the live sessions with Jo Boaler and Alice Keeler and this thought provoking post by Katie MartinWhy Are We Still Assigning Homework? 

There are some things that you just can’t “unhear”.   Some words have so much power, influence, and impact, that once they have taken hold in your mind, your thought patterns are forever changed.

Hear this:

“Homework is one of the biggest causes of inequity in the classroom”

Jo Boaler

This is worth saying again: Homework is one of the biggest causes of inequity in our classrooms.  Did you hear that?   Homework causes inequity.

Hearing (and I mean truly hearing) this requires us to pause and examine this practice.  As educators (and people) aren’t we working hard to break down bias, overcome barriers, and promote equity for all? Assigning homework is counterproductive to this work.  The truth is that assigning homework in math actually widens the achievement gap.  Every homework assignment we give, then, shoots ourselves in the foot in the fight for equity in our learning spaces.

John Hattie’s research of the relative impact of various classroom strategies corroborates this notion.  Hattie notes that: ” homework for some reinforces
that they cannot learn by themselves” and that homework “can undermine motivation and internalize incorrect routines and strategies”.   Any strategy we select that has even a small potential to “undermine student motivation” should be thought about carefully.

Once we have truly heard these truths, we have a responsibility to reflect, listen, and, as Katie suggests, “examine traditions in education, like homework, that may actually get in the way of learning and innovation”.

 

 

 

#IMMOOC: Not for you – BY you.

I’m not sure I’ve ever been a part of such a flurry of frenzied learning that the jam packed, last six weeks of #IMMOOC has afforded me.   The experience has impacted me in subtle, yet truly significant, ways- some of which I wrote about in a recent post: Old Me vs New Me: Thank You, #IMMOOC.

Bottom line, though?  Connecting with this movement has brought me so much inspiration, encouragement, and happiness.  

One of the biggest takeaways from this series is a newfound outlook on OUR (yes, mine & yours) responsibility to contribute to the movement of innovation.

This discussion is not a conversation for an elite few to prepare and disseminate to hungry educators for consumption. 

No, it is a movement where all voices are valued, heard, and invited – not only  to participate but to create and contribute meaningfully.  In fact, innovation necessitates that each one of us reflect, remix, revise, and republish works.

In this way, #IMMOOC wasn’t created for us, it was created by us.

What an example for our own classrooms!

One of my favorite memories of this experience is logging into my first #IMMOOC live session to see @gcouros in his baseball hat.  My first thought was – “Hey! – I can relate to this guy”.  George facilitating in his ball cap gave me so much confidence that I was welcome in this space,- not just as a listener, but as a colleague, and fellow contributor.  Something about the ‘realness’ of his conversation (and baseball hat) combined with the accessibility and authenticity of @alicekeeler,   @katiemartinedu, @Dwight_Carter, @TaraMartinEDU gave me encouragement to share my ideas, connect with others, and take risks in my own learning.

The idea of ‘shattering perfect‘ and publishing an idea, thought, or connection before it has been through extensive vetting and proofing is a refreshing shift from the academia of higher education.  That’s not to say that formal research doesn’t have a place in our field – it certainly does, but I love how my #IMMOOC PLF also values the authentic and real action research educators like you and I engage in everyday.

So, #IMMOOC friends, it’s time to put on our ball caps, roll up our sleeves, and start our own individual cycles of action!

 

 

6 EDU Phrases to DEEP-SIX

The words we choose have the power to:

MAKE or BREAK   |    BUILD UP or TEAR DOWN

As educators- No, as people- we have a responsibility to select our words thoughtfully and with precision.

I was in a meeting yesterday where the presenter distributed these at the start of the session:

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At the end of the meeting, the presenter read each item aloud and the group was asked to discuss ‘what not to do during a meeting’.

I left the meeting thoughtful about how a little shift in language might have sparked discussion around the topic in a more positive light:

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Speaking of language choice…

How often do we discuss learning experiences without thoughtfully considering the implication of our word choices?

6 EDU phrases we might DEEP SIX in replace of more thoughtful language:

“Behavior Management” :  A shift from a focus on ‘management’ to a focus on ‘culture’ would bring learners back into this equation.  Think about what a positive shift in language it is to move from a reactive position of ‘managing student behavior’ to the positive, proactive language of ‘developing positive classroom culture’  ♥

“Instructional Time”:  Rather than spend any more ‘time’ adding up instructional minutes or even worse: ‘seat time’, let’s shift our focus away from inputs and toward outputs.  How are our students able to create, contribute, and inspire as a result of our precious time with them? Neither time spent ‘being taught at’ or time spent in a seat (no matter how great the environment) is a measure of students’ learning – not to mention their curiosity, creativity, resilience, persistence….

“Mainstream”:  Are educators still using this term?  If so, I think we should consider the subtle way it implies that the goal is for all learners to swim in the same direction.  Perhaps a shift in mindset from conformity to equity is in order.

   FROM    FISH3    TO   FISH2      

“Gifted & Talented”:  Let’s be mindful of the exclusivity that this phrase implies.  Instead, let’s commit to honoring the gifts and talents in each of our learners.

“Enrichment“:  See above!  Shouldn’t all learners have access to enriching learning experiences on a regular basis?

“21st Century Skills”:  The premise of this phrase (the idea that learners should be prepared for the ever changing world we live in) is a good one.  BUT, we have a responsibility to further clarify what we mean here.  Let’s trade this ambiguous phrase for more thoughtful language that includes reference to innovation, creativity, flexibility, passion, and love – and let’s use it to describe the needs of all learners – ourselves included.

 

What other EDU jargon should we think more carefully about?

Meaningful Motivation

Meaningful Motivation #IMMOOC

I’m inspired today by @AnnickRauch‘s recent blog post about educators’ motivation – the “why” behind our work.   In her post, Annick reflects on her growth over time – particularly her exponential growth over the past year.  What sparked that energy and growth if her students’ happiness, learning, growth, and safety has always been her “why”?  Our students have always been “more than worth” the HARD HARD work it takes to sustain a path of energy, self reflection, and innovation in our field.   But what other fuel do we have for this fire?

Annick commends her PLN or – even better – her Professional Learning FAMILY (love that distinction by @TaraMartinEDU) for this added energy, confidence, and MOTIVATION to be her best self.

I couldn’t agree with Annick more –  The energy that comes from being part of a connected family of learners is incredibly inspiring.  I find myself harnessing that energy throughout my day – hearing quotes from my EDU family resonating in my mind as I offer feedback to aspiring educators or when students and colleagues push my own thinking.

The thing is, though – being part of this PLF has done something even more for my motivation and my “why”.

CONSUMER TO CONTRIBUTOR

Our Professional Learning Family has helped move me from consumer to contributor.  Never before have I felt a greater connection between the work I do with individual learners and our field as a whole.  Being a part of this network of like minded thinkers, all pushing the envelope of status quo has sparked something in me – something incredibly motivating:  the motivation to contribute.  No longer do I want to be on the sidelines of our field.  Rather than my old consuming pattern of reading and implementing, finding and trying, I am inspired and motivated to design, create, and contribute to the discussion.  Because of our PLN, my reflections, my work, my ideas, are now all greater than me.  They have an audience of more than one.  They are part of a movement – part of something great – of which we are all contributing.

OPEN PEDAGOGY

We have much in common with our students in regard to motivation.  We are all learners with an intrinsic desire to contribute to something meaningful – something real.  Let’s commit to offering this same motivation to the learners in our classrooms – by providing them opportunities to be meaningful contributors to our world.

Let’s commit to ridding our classrooms of ‘disposable assignments’ that have an audience of only one (the teacher) and instead, replace them with authentic, renewable learning experiences that invite our learners to contribute to a wider audience, a deeper discussion, a greater cause, a larger movement.

 

Old Me VS New Me|Thank you, #IMMOOC

Old Me VS New Me |  Thank you, #IMMOOC

The Old Me:   The old me used to discuss students as categories, groups, and levels.  I would say things like: “This game really helped my low students understand inferences” or “Wow! My high kids loved this writing prompt”.  My colleagues and I would discuss our students based on their proficiency levels- even coding students who were approaching a benchmark in yellow highlighter and those who had reached the target in green.  We discussed the percentages of students in each ‘level’, banding students together into categories and discussing how we can create ‘more green students’. The process helped me self assess the instructional approaches I selected, and my intentions were pure.  BUT – there was something missing in this data collection and analysis cycle.  One crucial ingredient.  LEARNERS.

The New Me:  I no longer refer to students as ‘low’ and ‘high’, ‘advanced’ and ‘struggling’.  I no longer utter ‘he’s a good kid’ because this implies that ‘bad kids’ exist.

Now, when I discuss students, I refer to them by name.   I no longer consider students’ needs, but consider each student’s needs – individual by individual. 

Learners are no longer defined by numbers, levels, and labels, and instead are recognized for their talents, passions, needs, and interests.

Formative Data Anecdotes

Rather than letting data drive, let’s agree to put learners in the driver’s seat (@gcouros).  Instead of focusing on numerical data for information (numbers), let’s focus on anecdotal data (found in conversation, interaction, experiences, discussion).

You see, anecdotes are relational; numbers alone are not.

 And relationships trump numerical data every time.  Relationships allow us glimpses into each student’s thinking, experience, and understanding – and connect us to students in a way far deeper than numbers and categories ever could.

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