A Teacher Flowchart on Innovative Learning

As I continue to pursue my one-word goal of synthesis, I’ve decided to give another graphic a shot! I love the process of visually uniting the learning concepts on my mind, as well as the opportunity to sift through recent ideas from my PLN that have inspired me most. I would love your feedback on this project! (Below is the jpeg version. See the clickable version here!)

featured image: DeathToTheStockPhoto

Inquiry Into Where We Live

The notion of home elicits powerfully personal responses from us all. So what do our students gain when we help them inquire into what that means for more than just themselves?

This week’s provocation can be easily applied for the IB PYP “Who We Are” unit of inquiry (see more provocations for units of inquiry here), but it can also apply to other units involving geography, economics, humanities, adaptation, and change.

Resource #1: This House, Once, by Deborah Freedman

A fabulous picture book to get kids thinking about where each element of a home comes from.

via Amazon.com
via Amazon.com
via Amazon.com

Resource #2: Subprime, by Beeple

A fascinating video to elicit thinking about how the idea of home has evolved over the years.

Resource #3: “This Home was 3D Printed in Only 24 Hours and for Just $10,000” (Futurism article and video)

A remarkable view of the possibilities of the future in home construction.

Resource #4: The Bedrooms of Children Around the World, by BuzzFeed

A powerful video to show the vast differences in what today’s children call home.

Provocation Questions: 

  • How has the idea of home changed over human history? What has caused that change?
  • How might the idea of home change in the future?
  • What are the different points of view of home for people around the world?
  • How are people’s homes connected to where they live?
  • What responsibilities do humans have when it comes to creating homes?

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3 Reasons 1st Grade Isn’t Too Early to Teach Digital Citizenship #TeacherMom

For a kid whose internet use is still limited almost exclusively to Netflix, I’ve been surprised just how enthralled my first grader has been by White Ribbon Internet Safety Week. I’m sure that this has more than a little to do with all the prizes her school is raffling off for participation, but still.

She came home eager to chat about all the Internet safety “power boosts.” What surprised me even more than her enthusiasm was her ability to make important connections, even without the context of full internet use.

So today’s #TeacherMom post is a follow-up on my post entitled, “3 Reasons High School’s Too Late to Teach Digital Citizenship.”

#1: It helps them build intuition and confidence.

In the course of our conversation, my daughter and I watched a Youtube video about cyberbullying that featured some boys taking a picture of a classmate, adding unkind captions, and then circulating it through the school. When we finished, my daughter told me about how an older student asked to take a selfie with her at Halloween, and she wondered if that had been cyberbullying.

In that moment, the protective mama-bear side of me just wanted to blurt, “Never let anyone take your picture without permission [because cyberbullying]!” But instead, we discussed that moment in the video when the boys sneakily snapped that girl’s photo and walked away laughing. I asked her how that moment felt, and how it compared to how she felt when the student asked to take a picture with her in their Halloween costumes.

She concluded that the older student had not intended any harm in her situation, and was able to begin to learn about identifying and trusting her own gut feelings. And since I know I won’t be there in most of her future moments of uncertainty, I’m grateful that she is learning such discernment now.

(I also loved that she made a great connection here with a phrase from her teacher: “Hurtful or helpful?”)

#2: It helps them learn to be true to themselves.

Given that my daughter doesn’t yet have much of an online presence, it was a bit confusing for her when we discussed the “power boosts” that involved friends doing or saying silly things online. But we were able to start the discussion about how some people think that their internet lives are different than their “real” lives, and so they do and say things online that they would never say in-person. I loved that we are already building the foundation that we should “ALWAYS be the same in person as you are online” (LivBits, an inspiring young digital citizen I recently wrote about). As a result, she doesn’t even have time yet to develop the notion that her online self will differ from her in-person self.

#3: It gives the opportunity to model our own digital lives. 

Because the White Ribbon week focuses on safety for young kids, one of the power boosts says, “I will use tech to connect with my REAL-LIFE friends. People online are not always who they say they are.” In this context, we discussed how there are people who try to “make friends” online and get kids to meet with them to cause harm. However, I also got to tell my daughter about how now, as an adult, I get to connect with and learn from teachers all over the world that I haven’t met. But we also returned again to safety measures that I take now as well.

When my daughter wants to play outside with friends in our neighborhood, we talk both about the safety and the possibilities. I am grateful for the opportunity to lay the same foundation for her digital life.

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The Price of Putting What’s Best for Teachers over What’s Best for Students

Heart thumping. Throat catching. I want to sink into the floor. I want to dissolve. One by one, students call out their math quiz scores as my teacher records them in her gradebook. My last name is toward the beginning of the alphabet; my abysmal score will stand out in burning contrast to all the other acceptable scores that come after me.

Mine is never acceptable.

I feel the shame of my teacher’s disapproval.

I feel the humiliation of my classmates’ incredulity.

I feel the weight of the growing belief that I. don’t. belong. 

Day after day, I spent that entire year of elementary school in a sickened panic. I doubt my teacher possessed malicious intent toward me. Perhaps she even hoped that this strategy would help free up her time to better reach her students in other ways.

But put into practice, it served her convenience as a teacher more than my needs as a student.

And as a result, I spent every day, and many years thereafter, believing that she simply despised me. So all-encompassing was that fear and shame, I honestly doubt I was able to absorb much in the way of learning that year.

Now, at first glance, this may seem an extreme example. But here’s the thing: we never know how our kids are internalizing their surroundings; they might be unable as of yet to articulate their feelings even for themselves. With all their personal experiences and circumstances, students often respond differently to identical strategies (for me personally, it didn’t help that that year was also the single most tumultuous period of my childhood).

It is crucial, therefore, that we scrutinize every one of our practices with this question: Is this best for my students? None of us are perfect, and we certainly will make mistakes where this question is concerned, but as long as we keep reflecting, apologizing, and trying again, we can be assured that we are doing all in our power to provide a safe and positive learning environment for our students.

When the answer to that question is anything but a resounding yes, we never know what the price may be.

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There is Room for Us All. There is Room for Us All. There is Room for…

What alarmed me most, however, was what I saw in student eyes from up on that stage.  Those who wanted the event to take place made eye contact with me.  Those intent on disrupting it steadfastly refused to do so. It was clear to me that they had effectively dehumanized me. They couldn’t look me in the eye, because if they had, they would have seen another human being. There is a lot to be angry about in America today, but nothing good ever comes from demonizing our brothers and sisters. ~Allison Stanger

These are the words of a professor who participated in an attempted campus event for Charles Murray to speak (attempted because chanting, chair/window-banging, fire alarm-pulling, etc. ultimately prevented his voice from being heard).

Most, if not all, teachers I know advocate for the principle that we teach our students how to think, not what to think. They invite debate, research, critical thinking, and civil discourse.

So, what is happening here? What is getting so broken when assumptions and hatred win over open-mindedness and compassion?

I believe it comes down to dehumanizing those that seem on “the other side,” even as we work to dispel intolerance. And while I want to make it clear that I don’t believe teachers are to blame for this occurrence, I believe there are some important questions we can ask ourselves to ensure we are, at the very least, not contributing to the problem:

  • Do our students get the sense that there’s a “right answer” when discussing social justice issues?
  • Do we make more room for social issues that align with our personal ideology than with a wider scope (ie, issues facing only one group, a specific political agenda, etc)?
  • When there are misconceptions, do we work to familiarize our students with the individuals around whom those misconceptions center? (see a great example of Pernille Ripp’s class Skyping with a refugee).
  • When we direct our students to research material, do we ensure it is as neutral as possible, or at the very least, balanced?
  • When we disagree with our students’ (and usually their parents’) opinions, how do we respond? What measures do we take to ensure a safe exchange of ideas to promote learning for all (see lessons I learned when parents of one of my 5th grader started pulling their student early each day to miss our read-aloud that involved race)?
  • And perhaps most important of all: When we encounter opinions that sharply clash with our own, do we ourselves start to define that student/parent/colleague more by that opinion than by their humanity? In other words, do we fixate more on how we differ than how much we share in common?

As I have continued to ponder this matter, I realize that I keep seeing this message again and again — that there is genuine power in focusing on what makes each of us human. Here are a few examples from recent resources:

#1: From “Why do Labels Matter?” by SoulPancake

“If we get curious about each other and don’t stick in our bubble, I think that actually can save the world…Because that is where you get to the unifying things…You realize, oh, someone who has been criticized their whole life for what they look like — all of a sudden I remember the places where I’ve been criticized and I go, We have common ground there. So in a sense, we are all the same, but it’s through the differences that you get there.”

#2: “Drawing a Line in the Sand” from Seth Godin’s blog

Problems aren’t linear, people don’t fit into boxes. Lines are not nuanced, flexible or particularly well-informed. A line is a shortcut, a lazy way to deal with a problem you don’t care enough about to truly understand.

#3: “The Tough Work of Improving School Culture” by Brendan Keenan

via Edutopia by Brendan Keenan

#4: Trailer for Accidental Courtesy by Daryl Davis

“For the past few decades the black musician, actor and author has made it his mission to befriend people in hate groups like the Klu Klux Klan by calmly confronting them with the question:

“How can you hate me if you don’t even know me?””

Even when we vehemently disagree, there is room for us all. Because of our humanity. And this is a message our students deserve to have both protected and modeled in every classroom.

featured image: DeathToTheStockPhoto

Recovering from Perfectionism for Our Students, for Ourselves

Can you picture the first time you tried to write bubble letters? I don’t know about you, but for me, it did NOT go well. The letters bunched at the end of the page. Some parts of each letter were too fat. Others were too skinny. I knew my attempt looked nothing like my older sisters’ bubble letters, and even less like the cool typography I saw on posters.

I didn’t want anyone to see the ridiculous letters I had drawn. I wanted to hurry and throw the paper away and quickly revert to normal writing — quick! — before anyone could see that I had tried to deviate.

And that is pretty much how I felt about failure throughout my childhood.

AJ Juliani recently wrote about the difference between fail-ing and fail-ure, emphasizing the fact that when we focus on failing, we focus on the process and on how we pick ourselves back up. On the other hand, failure doesn’t have anything to do with getting back up, or with that resilience and determination.

And this is key for that wily perfectionism.

As Brene Brown wrote in The Gifts of Imperfection,

“Perfectionism is not the same thing has striving to be your best. Perfectionism is the belief that if we live perfect, look perfect, and act perfect, we can minimize or avoid the pain of blame, judgement, and shame. It’s a shield. It’s a twenty-ton shield that we lug around thinking it will protect us when, in fact, it’s the thing that’s really preventing us from flight.”

For our students, who are particularly susceptible to making efforts based on peers’ perceptions, we owe it to them to model what shaking off perfectionism looks like. To show the fails and, more importantly, the subsequent attempts.

These days, I try to be honest about what my “getting back up” looks like on a regular basis (When DIYpd Goes Terribly Wrong…Or Does It; That Time I Failed At Inquiry; What Driving Stick Shift Taught Me About Teaching). Where our students are concerned, I think that’s the least we can do if we expect them to take risks and to be courageous as they stretch, fail, and grow each day. And let’s be honest — it’s the least we can do for ourselves.

Here are a couple of videos (by New Age CreatorsDiana Laufenberg) that have inspired me in my continued journey to let go of perfectionism, and to truly learn from failure. May they do they same for you!

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Citizenship: A Sharing the Planet Provocation

This is part of a series of of IB PYP units of inquiry provocations. For more, click here.

The notion of what it means to be a citizen has a longstanding role in schools everywhere. For this reason, we must recognize it in all its modern variations. In addition to traditional community/national citizenship, digital and global citizenship have also taken on crucial significance in the 21st century.  

In all its forms, citizenship comes down to helping everyone find a sense of belonging and contribution to the world. If we are to truly share the planet, we must do all we can to help our rising generation see themselves as local, national, global, and yes, even digital citizens.

Resource #1: “Lead India, The Tree” by Times of India

Resource #2: “I am Malala – UN Speech – Video Animation” by Juley Anthony

Resource #3: “The Power of One Young Digital Citizen

Provocation Questions:

  • What does it mean to be a citizen?
  • What are our rights as citizens?
  • What are our responsibilities as citizens?
  • How are education and citizenship connected?
  • Why are there different perspectives on what it means to be a citizen?
  • How is the concept of citizenship changing?

Featured image: DeathToTheStockPhoto