When We’re Tired Of Coming Up With It All Ourselves #TeacherMom #IMMOOC

In season 4, episode 2 of the current #IMMOOC running, Angela Watson stressed the importance of not trying to come up with some beautiful, perfect lesson every day:

“[There’s] this self-imposed pressure to reinvent the wheel. It goes back to the notion that ‘kids these days have a short attention span, and they’re so different so they need all these different things, so therefore I need to have the most exciting lesson in the world.’ I can’t possibly do the same thing with them twice or else they’ll be bored and they won’t pay attention. One of the best things we can do as teachers is to develop this core group of activities that are open-ended and naturally differentiated that you can plug into your lessons over and over. So instead of constantly trying to find something new, have a tried-and-true repertoire of maybe 5-6 things as a new teacher, and slowly you add to that over time. Things that kids really enjoy and learn from.”

When I listened to this, it was an instant “aha moment” both as a teacher and as a parent. Sometimes I think Pinterest has warped our views of success to make us think that if there aren’t rainbow sparkles emitting from our pursuits as teachers and parents every day, we’re doing it wrong.

Instead, we can think of what works, and then how we can make that more accessible to kids. And, best of all, we can invite kids in on the discussion every step of the way.

As a teacher example, when I reflect on that repertoire of 5-6 activities that usually worked really well, I think of visible learning. Protocols like:

Once we find protocols that seem to work well in generating quality thinking, sharing, and stretching, the next step is to make sure they are well known enough that when you invite students to help plan, they can easily pick out which ones would be appropriate for upcoming concepts/content. This might come in the form of putting up posters with a summary of what each one involves, or it might simply mean posting a list in your “planning corner” where students can be reminded that they are ready to be put to use.

When I think of my parenting 5-6 go-to’s for my small kids, I think of:

  • Our sensory box (bin full of pinto beans)
  • Playdough
  • Kitchen play
  • Read Alongs
  • Outdoor play
  • Puzzles

Just as with the teacher items, the real magic happens when we let kids in on the planning, ensuring kids remember what activities are within reach. Ownership is shared, energy is multiplied, and fervor is rekindled. I’ve seen this happen when I’ve worked to set the environment so my kids can better plan their own daily activities.

You see, there’s just no need for us to come up with it all ourselves. Maybe those burnt-out feelings are just a good reminder that we can look to the kids we serve to find the very energy we’re looking for!

featured image: DeathToTheStockPhoto

Inquiry: What Trajectory Are YOU On?

This week, I had the privilege to volunteer at my old school as one of the trainers for professional development day. I was asked to focus one of the workshops on inquiry planning and concept-based instruction in science and social studies. But the more I prepared, the more I realized that when it comes to inquiry, it’s not so much WHAT we do, as much as HOW we APPROACH.

So instead of spending our hour discussing science/social studies-specific ideas, we started off with a personal inquiry inventory, adapted from a couple posts by Kath Murdoch.

click for Kath’s post from which this inventory mainly originated

Next, participants used their inventory responses to determine which area of inquiry they wanted to investigate more.

As participants researched, they were also on the hunt for a sentence-phrase-word that helped them determine the difference between the same science/social studies activity used in a traditional teacher-driven classroom vs. an inquiry, concept-driven classroom.

I loved hearing the conversations, and engaging with participants as their research prompted new wonderings.

As everyone shared their Sentence-Phrase-Words, it led to more fabulous, thought-provoking discussions, such as…

  • …the fact that it’s a sacred trust to protect and cultivate the natural curiosity of our young charges — to not allow “the game of school” to drain that from them.
  • …the fact that everyone is on a different trajectory when it comes to adopting an inquiry approach — it’s not so much about how much of your day is dedicated to an inquiry-based instruction, but rather how consistently.

But by far my favorite part of our workshop was finishing up with “I used to think…Now I know…” sticky notes.

In case you can’t quite read them all in the above photo, I’ll list out the content here, too:

  • I used to think that students need to be taught. Now I know that they need to be guided.
  • I used to think the teacher had to give all the instruction using books, videos, etc. to teach about other cultures and countries. Now I know we can connect with other places in the world and talk with REAL people about their culture and country through technology.
  • I used to think that giving students agency can be scary. Now I know that with the right tools, it isn’t.
  • I used to think that joining curriculum and student-driven inquiry was too difficult to join in the classroom. Now I know it’s possible here as it is anywhere & not as hard as we convince ourselves.
  • I used to think that inquiry was complicated. Now I know we are making it complicated.
  • I used to think that questions were used solely at the beginning of a unit to drive the inquiry. Now I know questions can be a result of the inquiry and lead to more exploration.
  • I used to think inquiry was more work on the teacher. Now I know I need to lend it over to the kids — let them be kids.
  • I used to think that you had to fit everything in your lessons. Now I know that student driven lessons are more effective and fun.
  • I used to think that I always had to have an answer. Now I know that I don’t. Students can discover their answers through their own research.

I should add that thanks to the discussion during this workshop, as well as my continued online learning with teachers around the world, I need to add my own:

  • I used to think that to be an inquiry teacher, we must have students directing the learning 100% of the time. Now I know that it’s more about working toward creating a culture of ownership and curiosity, which can be present even during explicit teacher instruction.

Here are the links to all the research I shared with participants. Thank you so much to the many educators who so freely share their thinking and learning. I learn so much every day because of you! Kath Murdoch, Edna Sackson, Taryn BondClegg, Richard Wells, Sonya Terborg, Aviva Dunsinger, Sam Sherratt, and more.

Questioning:

Classroom culture:

Inquiry cycle for forward-moving planning:

Student-driven planning:

Hunter/Gathering for science/social studies:

Agency:

Focusing on CONCEPTS amid curriculum requirements:

featured image: DeathToTheStockPhoto