This is a blog about my life, education, challenging discussions and what I learn. The mission and goal of this blog is to promote the sharing of ideas and resources to improve student performance.
So I organize and lead a team of educators to create an event called #edcampSTL. Please follow along with the hashtag and participate. This year it will be on 2/8/2014.
One of the things we like to do is get creative. To get creative we need people to get our of their shells. The whole day is pretty uncomfortable for those that have never attended an edcamp. This event really pushes them over the edge.
After lunch, typically there is a lull. It's not anyone's fault, it just happens. Blame it on circadian rhythms, the ebb and flow of the day, the lack of coffee, or the cycles of the moon, regardless, there's a lull.
To combat this lull, to build community, to meet new people, we needed an activity. We came up with an activity we affectionately call "Things you can't do with kids in the building." I know, long name.
We gave every person a sign off sheet (see below) and a MAP of the school:
The idea is get people up, moving, doing things they normally wouldn't in their "professional day." The ideas below are accompanied by images if we were able to catch them. These images are from over the last two years of EdcampSTL. The stations we used included:
Running in the halls - Super easy station and fun for everyone! Gets the blood pumping!
Screaming in the library - Wish I had a video of this. People had a blast since they never get a chance to do it. We really wanted to get a person in a white wig and bifocals (old-school librarian style) shhhhing people after they screamed. That would have been great!
Sliding down the rails - We all want to do it, it's great to give people permission to play!
Bouncing balls in the hall - How many times have you said for students to not bounce the balls in the hallway, it's freeing to let go of that!
Throwing food in the cafeteria - The one station people talk about every year. It's a classic. Both years we used mashed potatoes. We forgot about having people wipe their hands after throwing them, oops! We got smart and picked up an apparatus from the dollar spot to keep people's hands clean!
Throwing paper airplanes - Toby is the king. People came up with creative airplanes and we learned who's a perfectionist. :-)
Texting in school - Really easy station. We used poll everywhere to gather information to show teachers how they can use student's devices in the classroom.
Rolling chairs in the hallway - Awesome! Be careful though, we broke two chairs and had to replace them :-)
Playing with bouncey balls - I forgot the name of the game. We had cups and the bouncey balls had to make it into the cup. The only trick was there were directions of different tasks on cards. It was awesome. I do remember we purchased the game at urban outfitters. No it wasn't beer pong!
Book Bowling - This was awesome! We built "pins" out of shoeboxes and then used books to knock them down. Very fun! I wanted to do a station called "Angry Books" Which we built a structure and then flung the books like angry birds, it just took too long to set up each time.
Bullying in the stairwell - Fun one! We came up with insults (see planning documents below) and people picked them out of a hat and read them to each other. It was all in good fun! Even the team from Mentor Mob appreciated it!
Dance walking - Interesting. I really wanted video taken of this and then made into a promo for EdcampSTL. I'm not sure what happened to the video. Anyway, this was our inspiration:
Acting up - We had a room where people could do anything they wanted. Most just stood on the table. That's a big thing for people. I guess they wanted to reenact the scene in Dead Poets Society:
At each station is a volunteer that signs off on their form, these submissions are used to win a prize, yet another incentive to get people moving. Here's the form for 2012:
My blog has been neglected. My job has shifted into curriculum creation which has afforded me the opportunity to write a TON. I have authored curriculum for kindergarten through 8th grade in both science and social studies.
Thanks to my good friend, colleague, mentor, guide and general inspirer of all things awesome Josh Stumpenhorst. He inspired me to write this post and I thank him for getting me back to my blog!
For starters, here are 11 random facts about me many people may not know.
I'm scared of heights, closed in spaces, and being underwater. Yes I'm a BIG scaredy-cat but I'm overcoming my fears every day. I owe that mostly to my amazing wife who constantly pushes me to overcome my fears.
While in high school I thought it was a good idea to have a mullet. It was not a good idea.
I'm against stinky cheeses.
I'm the one in charge of cooking and doing the laundry in our house. On top of that I fold my t-shirts using a folding board I was given from when I worked at The Gap.
As a baby/toddler I was entered into a beauty pageant, and won.
My mom LOVED halloween. She made the best costumes of any kid I knew. She made this Voltron costume. Pretty awesome!
I'm a "Friends" nut. I've seen every episode and can quote almost every line. I also own the "Friends: Scene it" game, no one will play with me.
My favorite color is blue.
When I was in High School I worked at Pizza Hut and was a "Production Leader." Fancy!
I am committed to having fun, no matter the age. I do understand this comes with a trade off of not always being taken seriously. I accept those consequences.
11. My dad and I once got into a fight about grades. He said I wasn't applying myself. I disagreed. I ended up running away only to return because I was cold. I'm such a wuss.
Here are Josh's questions for me:
1. What was your favorite children’s book as a child or favorite to read as a parent?
A. As a parent I have not had much of an opportunity to read to my daughter (she's only a couple months). When I was younger I loved this book about cars and trucks (seen here with my dad purchasing the same one for our daughter.
2. If you had won that insane lottery jackpot, what is the first thing you would buy?
A. Google Glasses. They are ridiculous but I think they're so cool. I'm sure I'd also get a GoPro Camera and a new house.
3. Can you touch your tongue to your nose?
A. No, but I can touch my nose and tongue simultaneously. Does that count?
4. If I were to meet you up at a bar, what drink would I buy for you?
A. Scotch on the rocks....
5. When was the last time you laughed so hard it hurt, and what was it that made that happen?
A. Between my wife and I this happens often. Most of the time for no apparent reason. Also any time we are with good friends of ours that live in Chicago. We always end up laughing until our cheeks hurt.
6. What is that one movie that shows up on TV that even though you have seen it a hundred times you still leave it on and watch?
A. Pretty Woman. It's so emasculating to admit that.
7. If you could sit down and interview one person, living or dead, who would it be?
A. Martin Luther King Jr. How cool would that be?
8. Paper or plastic?
A. Neither, reusable bags. That way we can ring the bell at Trader Joe's.
9. What is something you have always wanted to do but continue to procrastinate and make excuses as to why you have not done it yet?
A. Skydive. See the random facts number 1 listed above.
10. Have you been able to unlock the code and figure out what a fox says?
A. I'm sure it has something to do with the "one thing."
11. If you could pack it all up today and move, where would you land?
A. That's tough. I love vacations in paradise, on a beach with a cold beverage, but I couldn't imagine living there. Spain was amazing, Madrid was beautiful, but if you live there does it all become noise? I'm happy where I am, I say I'd stay right here. Lame but true.
Does the toilet paper go over the top or under the bottom? NOTE: there is only one right answer for this.
If you were a superhero, which one would you be?
What was your favorite project when you were in school?
Which color Starburst/Skittle/Jelly Belly is your favorite?
What quote inspires you every day?
What's your favorite sandwich, ever?
What is the most played song on your iPod?
What's your favorite sound?
If you could invite anyone over for dinner, living or dead, who would sit at your table?
What celebrity do you often get mistaken for?
What is the best gift you've ever given/received?
Here’s how it works:
Acknowledge the nominating blogger.
Share 11 random facts about yourself.
Answer the 11 questions the nominating blogger has created for you.
List 11 bloggers.
Post 11 questions for the bloggers you nominate to answer, and let all the bloggers know they have been nominated. Don’t nominate a blogger who has nominated you.
Below are the DRAFT units, proficiency scales, essential learning goals for K-5 Elementary Science based on the Next Generation Science Standards. These will be updated throughout the summer to prepare and improve them for implementation. DESE's reaction to the NGSS: http://dese.mo.gov/divimprove/curriculum/ngss.html Find out more about the NGSS here: http://nextgenscience.org/ As of today we have no timeline for implementation however these are ready and will continue to be improved as we determine what the timeline may be as dictated by state adoption of the NGSS as the next Grade Level Expectations.
Failure is tough. Failure is humbling, humiliating and makes you feel inferior in every possible way.
Heck, I even wrote a post after many, many fails on my part. Blog Post Here. At a recent event I learned about the "Failure Bow" seen here:
Instead of cringing, sulking, hiding make the choice to put your hands up! Welcome the humility and celebrate the transparency in the willingness to celebrate. That transparency of recognizing your not perfect, you're human, gives you space. That space may be the little thing called happiness. This happiness can move from that space of failure to transform it into an opportunity to move you and other forward. See more about the failure bow from Michael Smith in his TEDx talk below:
I just recently finished the Steve Jobs autobiography. The book was amazing and fun and irreverent, much like I'm sure Steve Jobs was. There were many take aways and highlights that influenced my thinking about leadership and education. It also inspired more questions than answers.
I'm going to use this post to pull out those highlights, connect them to education, and offer up questions to ponder, reflect on and give you space to determine if you value these same ideals.
"The people who are crazy enough to think they can change the world are the ones who do." - Apple commercial 1997
How can we "think differently" about our education system?
How can we think diferently about (insert idea: RTI, student discipline, teaching, instruction, testing etc.)
Moore's law, founded in 1965, states that technology will exponentially grow in capacity but cost will steadily decline.
With technology more than proving Moore's law, how is education reacting or capitalizing on the capacity?
Are we charging too much for what we are getting?
When will we reach capacity for technology?
Steve Jobs hated school: "I knew school was at fault for trying to make me memorize stupid stuff rather than stimulate me."
How has school changed since Job's was a student?
Are we still asking the brightest students to memorize stuff?
When will "standards" seek to focus on processing skills vs content knowledge?
"If it hadn't been for the blue boxes, there wouldn't be an Apple."
Where, in school, do we let kids tinker and play?
Where, in school, do we inspire new ideas from students?
Where, in school, do students get to take charge of their own learning?
"I learned the truth of the Zen saying that if you are willing to travel around the world to meet a teacher, one will appear next door."
Can we learn from this that readiness for learning is crucial?
What if students drove the learning? Student interest will bring the curriculum to them when they are ready.
When we are hung, we eat. Not vice-versa. How does this relate to teaching and learning?
"The sixties produced an anarchic-mind that is great for imagining a world not yet in existence."
When will our educators of today live through their "sixties"?
Will our undergraduate programs that are creating the next generation of teachers create this same environment?
Woz started a computer club who's theme was 'Give help to others.'
This was the ethos of hackers and open source, what in education are you allowing to be open source?
How are you contributing from the open source environment?
Are we surrounded by standards and goals, can we live without some of them?
Does our facility, our classroom, our environment influence behavior and aspirations?
"You did the impossible, because you didn't realize it was impossible."
How often do we say "Well, that's too difficult for a _____ grader?"
Do we give kids the ability to dream? Can we give kids the space to create their own "possible?"
"By expecting them to do great things, you can get them to do great things."
Are our expectations of students, colleagues and supervisors too low?
"Mac retreat highlights: Don't compromise, The journey is the reward, people don't know what they want until we've shown them."
How often do we settle for good enough?
Why do we focus on grades and outcomes when we could be celebrating the process and the learning?
When we share new and exciting experiences with students, when we can bring in or take students to meet passionate and successful adults we can open up doors to possibilities. Are you?
"In the first 30 years of your life, you make habits. For the last 30 years your habits make you."
What habits are we teaching our students?
Are we teaching students habits that will make them successful later in life?
What are the most important habits?
Jobs said: "Your thoughts construct patterns like scaffolding in your mind. You are really etching chemical patterns. In most cases, people get stuck in those patterns, just like grooves in a record, and they never get out of them."
What grooves are you in?
How are our students "stuck"?
How do our habits shape our thinking?
What prepared him for the great success Jobs would have in Act III was not his ouster from his Act I at Apple but his brilliant failures in Act II.
When can we allow students to fail, while with us, so they don't fail away from us?
When can we give students and colleagues the opportunities to try something new and take risks while support is still there to help?
How can we be Act II so student's post secondary career is their Act III?
Do we ask kids to strive for their dreams or reach for what is right in front of them (the what's possible)?
Jobs: "I think you still have to think differently to buy and Apple computer. The people who buy them do think different. They are the creative spirits in this world, and they're out to change the world. WE make tools for those kinds of people."
What kind of students does our school produce?
What kind of students do we want to produce?
Are we creating the right environment and hiring the right people to help us achieve that goal?
Job learned that "a properly run company could spawn innovation far more than any single creative individual. 'I discovered that the best innovation is sometimes the way you organize a company'"
Is your building or district arranged for innovation?
Most schools I see are set up to handle stimulus, not many are set up to create stimulus.
How would you change the way your building or district is organized to be forward inspiring instead of reacting?
Apple uses "Deep collaboration" or "concurrent engineering." Jobs realized 'A' people want to work with 'A' people.
Does our hiring process reflect our values?
Do we have 'A' players? How can we pair them with other 'A' players?
Once a year Jobs took his most valuable employees on a retreat, which he called the "Top 100."
How do you recognize the outliers in your organization?
How do we get the top students/teachers/administrators together?
Does your district collaborate with other districts to bring together the best to inspire new ideas and next practices?
Jobs on presenting: "if you need slides, it shows you don't know what you're talking about."
How have you utilized technology to improve your organization or classroom?
Can you see past your current reality to the next innovation?
In order to institutionalize the lessons Jobs was learning, Jobs started an in-house center called Apple University.
How do we share the lessons we learn?
How do we create learning opportunities for every person?
Do we have a culture of learning and sharing at our institution?
How are kids sharing what they are learning?
When our tools don't work, we tend to blame ourselves, for being too stupid, or not reading the manual or having too-fat fingers...when our tools are broken, we feel broken.
How are we ensuring students and staff experiences are quality and don't allow for people to feel broken?
Have we thought through possible scenarios that happen in our day to ensure we are providing experiences for people that empower them instead on marginalize them?
In the closed versus opened, integrated vs fragmented
Why do we continue to purchase resources and textbooks we often go with the lowest bidder. If we really want a seamless environment, we should create or curate the resources ourselves.
Isn't our school date fragmented and closed, isn't that the worst possible scenario?
"We're doing the best we can, we're learning as fast as we can-but we thought this rule makes sense."
When do we apologize?
How do we apologize?
When do we take on our policies and practices to ensure we're learning and they are growing?
Do we have a procedure to call our rules into question? Does that involve students and our community?
The whole world is the same now.
The kid in Turkey has access to the same tools as the kids in Canada, has your classroom changed?
When kids are allowed access to devices, they learn what they are interested in and what is available to them. SOLE project
"Teachers should be treated as professionals, he said, not as industrial assembly-line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until 6PM and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on a teacher standing at a board and using textbooks. All books, learning materials and assessments should be digital and interactive, tailored to each student and providing feedback in real time."
So this process of developing learning goals for classrooms brings about amazing opportunities for demonstrating great work by educators. Below is a third grade class. The teacher developed a proficiency scale for this learning goal:
Students will be able to compare how where you live affects how you live.
3 - Student accurately describes how Environment/Climate affect (two) clothing/food/housing
2 - Student accurately describes how Environment/Climate affect (one) clothing/food/housing
1 - Student accurately describes how Environment/Climate
After our conversation we proposed a student formative assessment opportunity. We created a graphic:
We added it to our proficiency scale. Then we posted that scale in the room. When proposing the learning goal as a question. Based on this student performance was drastically improved. Below are examples of student work: This student was developing in their knowledge. Before, this student wouldn't have been able to answer anything in a written format. In this case the teacher decided to allow the student to simply tell her what they know about the topic, she wrote down the information.
In this scenario below the student needed differentiation strategies to allow them to communicate what they knew without being held back from a diagnosis of difficulty with written expression. The teacher provided the scaffolding of the boxes and numbers to provide the student with the opportunity to demonstrate what they knew. The addition of the boxes allowed the student the necessary tools to be successful and met the grade level expectation.
This student didn't need any scaffolding, also didn't need to write a ton and demonstrated and understanding of the content.
After this assessment the student below demonstrated partial mastery and needed either more time or more scaffolding to be successful. Conversations with this student are ongoing.
And of course no set of examples would be complete without an exemplar. This student has never written this much but having the rubric available gave the student the inspiration to write a ton. This is truly amazing for a 3rd grader!
After looking over this student work we had a conversation around these following questions:
What do we notice about the student work that supports our proficiency scale?
What do we notice about student work that was an unintended consequence of the proficiency scale?
Is the "4" of labeling all three really stretching to a transfer level? If not, is the a question or experience that we could add to reach the transfer level of understanding?
Since then many more proficiency scales have been completed, here is one more example. You tell us, does it answer our questions above?
I'm excited to see where this goes next!!! Way to go Betsy!
There is NOTHING more important that blogging. Do you agree with that? I'm not sure where I stand but I remember the day April 15th 2009, when I started this blog. This blog hasn't been a place of regard on the internet, it hasn't changed education as a system. You know what it has done? It has given me a voice, given me a place to document my thoughts, cool tools and ideas. What do leaders like Seth Godin and Tom Peters think about blogging, well:
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., incontrast, especially).
CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.2e Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-Literacy.W.5.3e Provide a conclusion that follows from the narrated experiences or events.
How can this all NOT be accomplished through blogging? PLUS we get a chance to allow family and friends to subscribe, comment, and all the while teaching digital literacy. Hard to not pass it up. Recently I listened to Michael Hyatt's podcast on "the resistance." It's that urge we all feel when we are going to try something new. The fear we have that creates all the doubt to try something new. He states that the first phase to overcoming that fear is to: Just Start.
After all, What's more REAL WORLD, than the actual REAL WORLD! So, Start blogging today! More importantly, let your students blog.
