Resource Round-Up (aka early spring cleaning?)

My online bookmarks are a mess. The only thing that irritates me more than the fact that they aren’t doing me any good in their jumbled mess of folders is that they aren’t doing anyone else any good there either.

Fixing that today with this little graphic of resources, strategies, and ideas that I couldn’t help but bookmark over the years (even though I knew it meant adding to the mess). It also links to a few of my posts that included many of those bookmarks to further help me organize my favorite resources/strategies.

As you browse, please remember that innovative ideas will only make an impact when wielded by innovative teachers–individuals committed to thinking outside the box, encouraging student empowerment, and cultivating a personal growth-mindset. Also know that they aren’t intended as a silver bullet for classrooms everywhere; some might be more/less useful than others to you and your circumstances.

But I hope that you will be able to find something new, useful, and/or inspiring from this graphic!

I decided to frame the entire thing around the 4 C’s of 21st century education (I wanted to use the ISTE standards for students, but it proved too much for the visual I intended, but if you check those out, you’ll see a lot of parallels anyway). Please let me know what you found most useful, or if you have additional ideas to share! Enjoy!

Converting Frustration to Teaching Moments #TeacherMom

Last week, I asked my 6 year-old to get something from the car. I knew the item had fallen under the seats, so I added the instruction, “Make sure you look all over!”

She came back empty-handed, telling me it wasn’t there. Of course, with mom omnipotence (momnipotence?), I knew that item was indeed in the car and that she had simply not looked thoroughly enough.

Anyhow, I was ready to heave my usual sigh and go look for it myself when it occurred to me that “look all over” is a very vague and abstract concept for a 6 year-old. My mind jumped to an old-school Sesame Street episode featuring Grover we had recently watched:

I referenced Grover’s silly song about prepositions, telling her, “Try checking one more time, only this time, be sure to be like Grover and look ‘Around…over…under…and through’ all the seats.”

Though she did not end up finding the object during her second search either, she nevertheless took much longer and was clearly far more thorough (in the end I discovered it had fallen down into a remote and camouflaged corner).

As I reflected on that small teaching opportunity, I realized how often I take for granted what I think my kids ought to be able to do, yielding to frustration rather than teaching. In my classroom, I generally made it a point to help my students explicitly identify, “what does _____ look/sound/feel like” (ie, what does working respectfully in pairs look/sound/feel like?).

Yet there were still moments when I felt frustrated by shortcomings I felt my fifth graders should just know by now (penmanship, writing in complete sentences, group work skills). The reality was usually that they simply needed more modeling, more support, more patience.

I hope this #TeacherMom moment will help me better recognize those learning opportunities with my own children and my future students.

featured image: DeathToTheStockPhoto

That Time I Failed At Inquiry: 5 Missing Elements

Years ago, toward the end of the school year, I felt like our class was in a rut. I wasn’t sure what we were missing–Autonomy? Inspiration? Creativity? All of the above?

Whatever it was, I decided to do something drastic. I had recently come across a story online of a teacher who encouraged her students to create videos, and it seemed like a great idea to me.

So the next day, I checked out the laptop carts and dived head-long. I told them they had to work in small groups. I told them they could create any commercial they wanted. I might have had slightly more structure than I can recall, but if there was, it wasn’t much. And I stepped back, awaiting the student-centered magic to come to life.

It was bedlam.

Shocked and dismayed at the chaos and the discord and the aimlessness, I cancelled the whole thing the next day.

Today, a small part of me still wants to leave this experience forever buried in the corner of my memory labeled, “I-can’t-believe-you-actually-tried-that.”

But the rest of me knows that our failures are rich with learning opportunities. It reminds me of a teacher’s remarks during a PD session on inquiry this fall in which she expressed a wish to hear more about inquiry attempts that have crashed and burned. So, having come a long way since then (I hope!), I think I’m ready to finally retrieve that memory from its dark recesses and shed light and learning on it instead.

Here are 5 major elements that I now realize I was missing:

The Self-Perpetuating Cycle of Authentic Creativity

Earlier this summer, my daughter started expressing interest in all things behind-the-scenes-movie-making. Not only did she seem more attentive during the “bonus features” than the movies themselves, but she took rapt illustrated notes as she watched.

When she told us she wanted to make movies for Disney when she grows up, I sensed a learning opportunity. I downloaded a stop motion video-making app for her to explore (Stop Motion Studio on Android).

Though the first attempt was pretty rough, I was impressed that a 6 year-old was able to figure out a fairly complex creative app almost completely independently. After some time exploring, I offered her an additional resource: a camera holder. We Googled some solutions together, found a cardboard lid, cut some slots, and let her roll. Below was her attempt a few days later:

Over the months, I noticed continued exploration of the the app’s features and techniques, including altering the speed of the stop motion, adding music, and typing in titles to her videos.

She also wanted to watch examples of high quality stop motion videos on Youtube. Her favorites were this:

…this…

and this… (which included a particularly rich conversation as she watched with wonder and made hypotheses on how each shot was created. We paused, rewound, and re-watched frame-by-frame. It was a magic in and of itself to watch her try to unravel the mystery).

I was not surprised when our mini-film festival inspired her to create something new, with markedly improved technique:

But I was ever so surprised to find that as I went about my business later that day, I was suddenly struck with an idea for a stop motion video myself (having had a bumpy, less-than confident relationship with creativity in the past). So we brought “Goldilocks and the 3 Chairs” to life together (the “river” and “bridge” were her additions):

I would never have guessed when I first downloaded the app that this would have evolved into such an enjoyable shared pursuit. And I marvel at the skills that she is developing (no sticker charts, grades, or rewards needed here!):

  • Story structure Over time, I can see her getting better at developing a beginning, middle, and end of her stories. She’s also considering settings, characters, and key details that bring a story to life.
  • Phonics As she slowly locates each letter on the keypad for her titles, she is making connections about spelling rules and “rule-breakers.”
  • Speaking and listening I listen to her record her voice, listen back, and then rerecord over and over until she is satisfied with the way it sounds.
  • Media literacy All this device and app exploration has increased her confidence in navigating and wielding the device features.
  • PATIENCE Would you have thought it possible for a 6 year-old to spend hours going back and forth between snapping photos and making infinitesimal adjustments to her set over and over and over again? Me neither.

The teacher-side of me is reminded that when we allow ourselves to be authentic participants of the learning (and not just the ringmaster or director of it as it swirls or marches around us), not only is that learning exponentially enhanced for our students, but it is enhanced for ourselves. The entire process becomes self-perpetuating in an ever richer cycle. And the relationships are deepened in a way that worksheets and boxed units can simply never replicate.

featured image: r. nial bradshaw

“Mistakes Are For Learning” #TeacherMom

On Monday, my first grader came home from school and announced, “Mistakes are for learning.” Throughout the rest of the day, she repeated the mantra in various contexts–including sharing it with a restaurant manager helping us out when we found wax paper in a burger.

Pleased though I am that she seems to finally be grasping this essential element of the growth mindset, I can’t help but marvel at how long it took for this concept to sink in.  After all, having studied Carol Dweck’s growth mindset, I’ve made it a point over the years to try to help her celebrate failures and recognize opportunities for growth.

But it wasn’t until a first grade teacher shared it in such simple terms as “Mistakes are for learning” that things clicked. And I couldn’t be more grateful for the timing. First grade is packed with pivotal moments for learning, failing, and growing. With a fresh school year, she’s still dazzled by every aspect: practicing spelling lists, listening to audiobooks, participating in a computer math program that advances users as they demonstrate mastery.

But I know that it won’t be long before the novelty will wear off. The tasks will become more challenging. The routine will become less enchanting. Mistakes will always be for learning, but that will not make them frustration-proof.

The key will be to help her maintain her understanding of the positive outcomes even amid the discomfort. To recall previous moments of victory as a result of repeated effort and failure. (Like when she recently wrote a book title, and when she asked me to read it, and I read aloud phonetically, “The Kumfee Kav,” she dashed off saying, “OH! I forgot ‘cave’s’ silent ‘e’ to make the ‘a’ say its own name! I can fix that!”). To remember that though progress may be slow, as Khan Academy’s video below emphasizes, “[She] can learn anything.” Most of all, to celebrate the journey along the way.

So to all the teachers currently in the classroom, thank you. Thank you for stepping in, shedding light, and reaching our kids in ways we parents can’t always do.

featured image: DeathToTheStockPhoto

Come back next Wednesday for another “#TeacherMom” post. Read here for the rest of my weekly blogging topic schedule/background.

An Epiphany: Blog Posting Topic Schedule

You know when you get those moments of clarity that make you giddy with excitement? I’m currently in the thralls of one of those right here!

I’ve been reflecting lately about my blogging habits that I know are holding me back. Like the fact that my brainstorming process reminds me of chicken feed scattered thin across a yard (I have several dozen Google Documents of ideas I start and then abandon to jump to something else). Or the time I waste second-guessing myself before I hit publish. Or the mental energy I squander with worry that since I’m not currently in a classroom, my ideas are less valuable.

But today, I’ve had a stroke of inspiration that I hope will help me better organize, focus, and refresh my thoughts and time. I’ve decided to try joining those bloggers who create weekly topic schedules for their posts:

Mondays: Inspiring Inquiry

Wednesdays: #TeacherMom

Friday: Learning Through Reflecting

Some background on each topic:

Mondays: Inspiring Inquiry

I feel like I’m constantly stumbling across beautiful and thought-provoking images, articles, or videos that I think would make incredible Provocations or conversation-starters for students (for those not familiar with International Baccalaureate or the PYP–Primary Years Program–a Provocation is a component of an inquiry unit that provokes students’ questions and thinking, hopefully orienting them toward that unit). Sometimes I’ll tweet them and sometimes I’ll bookmark them. But I’m generally left with a nagging, back-of-mind worry that I’ll want to find that one resource again for my future students, only to be thwarted by my hopeless lack of organization.

So I’m setting aside Mondays as “Inspiring Inquiry” as a personal goal to not only better organize provocation-worthy material, but to share with my fellow teachers. In addition to publishing my favorite resource of the week, I’ll also plan on listing open-ended questions you can have students consider.

Wednesdays: #TeacherMom

I’m particularly excited about this one. I’ve often heard the advice for bloggers to “write what you know.” As a teacher writing for an educational blog, I never anticipated this being an issue (after all, despite being on year two of my extended parental leave, I still can’t seem to turn off “teacher mode”).  But the longer I’m away from my classroom, the more difficult it’s becoming to reach back to write about my experiences in the classroom. And if I’m not reflecting about personal teaching experiences, I worry about originality–I don’t want to just recycle other people’s ideas.

What’s more, child-rearing has taken center stage on the “what I know” front while I’m home with our three little ones. And I don’t often turn to this all-encompassing aspect of my life for writing inspiration because it’s not the classroom.  

But I recently realized how very silly this has been. Though my students are much smaller, they still offer rich learning opportunities every day. And not only run-of-the-mill parenthood learning (ie, don’t lay down on your picnic blanket during a crowded library storytime, or the toddler behind you might try to pick your nose), but learning that very much uses and extends my professional development as a teacher. So it’s time for those #TeacherMom stories to come to light. Buckle up!

Friday: Learning Through Reflecting

I’m setting this aside to reflect on lightbulb moments on my previous teaching practices. These “aha” moments usually come as I connect with and learn from my PLN–their tweets, blogs, and photos. They also come through keeping up with educational journals and news. 


I’d be lying if I said I wasn’t nervous about making this kind of commitment. I know there will be days or even weeks where it just doesn’t happen. But since I want to continue to model important learner qualities to my students (current small ones and future bigger ones), I refuse to let fear of failure keep me from taking a chance that might help me grow and improve.

Meanwhile, I’d love to hear from you! Have you ever tried a blogging topic schedule? What worked for you and what did not? What are your thoughts on the topics I’ve chosen? And I’d also love to hear your feedback on these themed posts as they start rolling out next week!

featured image: DeathToTheStockPhoto

Examining Learning vs. Education: Introducing the 2017 HGU Scholarship

Ownership over learning. My favorite element of 21st century education. It stands for much of what has often been missing in the history of formal schooling: encouragement to pursue personal meaning, challenges to take risks, empowerment to share a voice.  As I carefully selected this phrase in one of last year’s prompts, I hoped to witness some of these moments of authentic student ownership through our scholarship’s five creative mediums.

Though the efforts of last year’s applicants were inspiring, authentic, and reflective, it quickly became clear to me that this notion of true ownership over learning is still a mirage for too many of our students. Too many have been trained to believe that ownership is simply working hard enough for the grade, or otherwise looking outward for the measure of success.

But with companies like Google completely abandoning typical hiring standards like GPAs since they have found no correlation to successful employees, and other companies looking for digital portfolios instead of resumes, the traditional model of schooling is quickly becoming less relevant. As Josh Bersin, Founder of Bersin by Deloitte stated:

“Companies want someone who thrives on challenge [and is] willing to learn something new.  [They want] a seeker of information, willing to adapt. If you’re the type of person that wants to be told what to do, you might be a straight A student. In fact you might even be a better student than the other type of person.”

And of course, it’s really much less about what 21st century companies want, and much more about cultivating personal authenticity. It’s just that fortunately, it seems the world is starting to recognize the convergence of the two.

So instead, for this year’s scholarship, we’re asking students to examine the issue themselves. The 2017 prompt is as follows: Represent your views about the concepts of education vs. learning.

It is my hope that it will encourage greater reflection and dialogue on what matters most during the many years we invest in formal schooling.

For additional information on our 2017 creative multimedia scholarship, see the overview here (note the graphic at the top–for someone with a longstanding awkward relationship with creativity, I’m grateful for opportunities for growth like these as I try to lead out in pushing my comfort zone), and detailed FAQ’s for each medium here. It is available to high school seniors and college students with at least one year left of school, and has a deadline of April 16, 2017.

Finally, my reflections from last year’s participation have prompted me to also share a list of some do’s and don’t’s. These are meant to help promote the creativity, rather than to impede it (not to mention, to make sure that we will actually be able to review your submission)!

DO:

  • Do have a great time expressing yourself through your medium! The joy always shines through!
  • Do double/triple-check the sharing settings so we can view your file. There were quite a few that we could not evaluate last year because of this.
  • Do choose a creative title to help your piece stand out and to do it justice!

DON’T:

  • Don’t try to force a medium for your piece that isn’t a natural fit (ie, submitting a video that is really just you speaking would be better suited as a written piece).
  • Don’t submit a random assignment from a class. The lack of meaning and connection to the prompt is always apparent.
  • Don’t submit a formal ESSAY! This is a creative, multimedia scholarship. The creative writing medium is for creative pieces, including short fiction stories, poetry, screenplay/scripts, monologues, etc.