Providing the Opportunity for a Tech Club (AASL reblog)

Screwdrivers and servers

Over the past school year I have learned about the importance of observation and offering opportunities.  As an Instructional Technology Coach, I have learned not only to look and offer opportunities for exploration with teachers, but students as well. One such opportunity arose when I was introduced to the “Hour of Code” event and purposefully provided the opportunity for middle school students at Pike Middle School.  From that and the partnership with Pike’s Librarian, Sue Fitzgerald, a Tech Club was created that, in every since of the word, was student-driven.  This experiment was captured in my post: “When Control Sinks Your Ship.”

Through Sue and my collaboration, presentations this summer and Twitter conversations word has spread.  Recently we collaborated on an blog post article for American Association of School Librarians (AASL) for their Tech Tip Tuesday blog feature. This post shares a lot of what has previously been written, but tells how our Tech Club has grown and goals they have made for the future. To discover what has most recently been happening with our Tech Club read: “Tech Club Anyone?”

Rituals, Routines and Relationships… I’ve got this?

Every classroom that has been in full swing for four or more days probably appears like a well-oiled machine.  It amazes me how quickly teachers and students alike adopt procedures, rituals and routines with lightening speed and quickly move into the content.

We all give heavy thought to developing relationships with our students and, I believe, work very hard to build those student to teacher relationships. However, I think we may need to reflect and re-evalulate.

Are we changing how we facilitate and coach how our students interact?

Peter Senge quote

We all agree there is more emphasis on group work, “talk moves,” collaborative learning and peer feedback, as it should be. We all agree that WE, the educator in the room, have worked to establish a community of trust and respect… but, dare I say, WE direct that so it is about the teacher to student relationship, not the student to student relationships. In fact, many times the classroom will have the “look” of a student-designed and led learning environment, but when we peel back the layers it is very much teacher directed and led.

Edward Fiske quote

As I reflect on this, I know I may be upsetting educators by my questions. I am fully aware of the pressures and the dense curriculum and content breathing down the necks of classroom educators that must be delivered in a finite amount of time with data that reflects critical thinking visibly, depth of knowledge and a transfer of knowledge across disciplines.

Consider, though, if we are wanting students to think in deep and creative ways that must come from a deeply personal place.  If students own their learning, then the feedback and input of others, particularly peers, can be profoundly scary if there is not the relationships and trust built between students.

Robert Reich quote

We are asking students to get in front of their peers and present, sit with their peers and share their ideas and thinking, create solutions and products with other students passionate about the same ideas via PBL opportunities, but are we facilitating a “Ropes course” approach to building those teams of learners within the walls of our classroom?

If you are wanting to create an environment of self-driven autonomous learners that thrive in their learning community, then I challenge you to reflect and re-evaluate.

Here are a few questions I would ask myself to be sure the relationships are just as much about the student to student relationships as they are about the student to teacher relationship:

1. Does everyone in the class know everyone’s name with ease (first and last)?

2. With getting to know you activities have they first been shared with a small group, then, when sharing out the “get to know you” facts someone other than the student in the group shares with the class?

3. Can students share with each other why another student’s presence with specificity is essential to the entire team (class) learning? (What makes them uniquely important to this particular class?)

4. Can students in your class share with passion what the community agreements or norms for learning are and why they are essential to the classroom?

5. Do your students see your classroom as an opportunity to practice democracy? (Are you training them to live in a democracy when they grow up, or are you giving them the chance to live in one today?- Alfie Kohn, TRIBES by Jeanne Gibbs, p. 25)

As educators, I know that we are risk-takers and want to encourage our students to be risk-takers as well.  To do that, in the classrooms of today, we can no longer be the only relationship builder, we must intentionally coach and facilitate positive relationship building between students.  They need to be sure of not just the safety of learning with the teacher, but with their peers.

Winnie the Pooh sure of you quote

Lauren. “My Still Small World.” The Loveliest Hour. N.p., 20 Mar. 2014. Web. 01 Sept. 2014.

How are you ensuring a learning community that is developed, driven and passionately protected by your students for their peers?

Anyone Can Do a Training, No One Can Tell Your Stories…

TechnoPalooza

 

In the last two days of July my district hosted an amazing Professional Learning Event called #TechnoPalooza 2014.  There were amazing presentations by myself and others both within my district and outside of my district.

As I moved on from those two days and reflected on the learning, connecting, and collaboration that took place, one thing rose to the surface.  In every situation where an individual’s learning was impacted, it was through a story or stories shared.

I heard feedback about my colleagues presentations as well as my own presentations, and each conversation started with… “I loved the story you told about….” or “I appreciated the story you told how you reached a student through… I related to that.”

Recently, Hayley Sample, a 4th grade English Language Arts Teacher that I work closely with as her Instructional Technology Coach, shared how she completely redefined storytelling and publishing  through the use of Google Forms, Showbie and the BookCreator app that was featured on my Instructional Team’s Blog “Making IT Click“.  Her story was so powerful that her story was re-blogged by the creators of the BookCreator app on their blog site.  As I write this, Showbie is discussing with Hayley the possibility of  re-blogging here story as well.  She was also a presenter on this topic at TechnoPalooza… what resonated with participants?  It was the power of her story, the learning experience and the impact it had on the  students in her classroom and beyond.

As I thought about the presentations and workshops I have led this summer, I have come to realize that the stories we tell of personal struggles, triumphs and transformation as we share the skills are what truly encourage others to try the techniques, tools and ideas we offer.  I am mid-way through the book “ROLE Reversal” by Mark Barnes and it’s the stories he shares through out, but especially in chapter 5 (Moving from Grades  to Feedback) and chapter 6 (Evaluating while Evolving), that fire me up to transform classrooms to a Results Only Learning Environment.

As I think about the transformation and growth in my own professional learning, it has never been because of a profoundly skill driven course I have taken that has pushed me forward, but rather, the stories of passion, heart (and heartache), and difference made.

I have included the presentations I gave at #TechnoPalooza below.  However, without the context of the stories I tell, they seem somewhat empty to me.  I share them without reservation, as I know, anyone can use my presentation, but no one can tell the same stories… those are  uniquely mine and those I share my learning journey with.

 

Presentation on “Curation for the 21st Century”

Curation Palooza

and “Genius Hour.”

image of GH site

I also had the privilege of co-presenting with Library Media Specialist, Sue Fitzgerald (Blog: The Unpretentious Librarian).

We shared with participants…

“Letting a Tech Club Find You”

Tech Club palooza presentation

“Blogging as a Reflective Educator”

Reflective educator palooza

and “Blogging by Choice”

Blogging by Choice palooza

No matter what  expertise you bring to the table in whatever environment, your stories are what make your wisdom and ideas palatable to others.  Anyone can present the tool or technique, but only you can share the stories.  Share your stories… the world is waiting for your unique perspective that may be just the story that pushes that person to transform their own  learning and the learning environment of their classroom, campus, district, etc.

 

The #nisdPalooza anticipation builds…

TechnoPalooza

This Wednesday, July 30th and Thursday, July 31st my district is hosting “TechnoPalooza.”  Three years ago it was a in-district choice menu Professional Development focused on Educational Technology Integration. Last year it grew within the district in popularity and was open for other districts to attend as well.

This year the planners led by Karla Burkholder (@techiequeen), NISD Director of Instructional Technnology (which includes the NISD Instructional Technology Team I am a part) decided to go BIG or go home.  We opened up for presenters beyond the keynote from all over, invited attendees from all over, and brought in vendors.  On top of that, there is a staggered schedule of presentations, choose your own session menu (via app designed by our very own Rory Peacock, Northwest ISD Coordinator for Instructional Technology) and choose your own lunch hour and lunch via Fort Worth Food Trucks.

I am not just a participant this year.  I have been given the privilege of presenting 5 different sessions.  How does one go from not being a session presenter to 5, you ask?  Well, that is for another time and another post… but briefly it has to do with Twitter, my PLN, my mentors and “What’s Obvious to You…” video by Derek Sivers.

Aside from that and being amazed at the offerings for learning, there are a few things I am even more excited about.  The amazing presentations coming from my team and the campuses I support.  From my team consisting of Charles Cooper (@Thrasymachus), Cara Carter (@caracarter1), Brittany Horn (@Brit_Horn), Ashley Chapman (@AshChapman3), Rene Egle (@ReneEgle) and previously mentioned, Rory Peacock (@rorypeacock) there are over 10 presentations just from our team.

In addition to our Instructional Technology Team are the Northwest ISD teacher leaders that are presenting.  Many of these teachers I have worked with over the past year or learned about their innovative approaches through our district Tuesday night chat #nisdNOV8.  Their commitment to great instruction, student learning and technology integration make them the perfect presenters for an event like TechnoPalooza.  A special HT (Hat Tip) goes out to Nicole Wallis, Kristin Dougherty, Christie Crocker, GailAnne Smith, Penny Rosen,  Sara Thomasson, Christa Pospisil (Popsicle :-)), Melissa Griffith, Rebecca Redman, Donna Thompson, Sue Fitzgerald, Hayley Sample, Nicole Covarelli, and Shelly Stringer for their risk taking in the classroom, transparency, collaborative spirit and enthusiastic willingness to present. I am beyond excited so many are presenting at TechnoPalooza.  So sad that I cannot be at each and every one of their presentations to cheer for them and learn from them.  The choice offered from this group is staggeringly amazing. Sessions vary from using Technology and Trash to Create Musical Instruments and Music to using several technology tools to create a platform via the BookCreator App to publish student written  stories (see recent blog post from our IT team’s “Making IT Click” showcase).

In addition to all this, there is an even more personally exciting aspect to TechnoPalooza.  Through the power of Twitter I have met some amazing people along the way.  The only shortcoming to Twitter is that the people I meet globally, I don’t know how I can possibly meet them all face to face.  So when I do, I am like a 6 year old on Christmas morning.  At TechnoPalooza I will have the great privilege of meeting co-cooridinator/moderator of #MTedchat Crista Anderson (@cristama) and Revdel representative, Jason Rincker (@JD_Rincker) which I now, because of our connections via Twitter consider as friends.  She will be presenting on Wednesday about harnessing the power of Twitter for connecting and learning. With Jason’s assistance, she will also present on Thursday about ways to utilize and target school communication as effectively as possible.

If you didn’t register for TechnoPalooza this year, follow the #nisdPalooza Tweets.  Next year don’t miss it.  I have insider information that the Keynote for 2015 will be amazing!

Is it time for a ROLE Revolution?

On Sunday I had the privilege of hosting #txeduchat.  The topic was “Results Only Learning Environment” based on the book ROLE Reversal by Mark Barnes (@markbarnes19).

For a review of the book I refer my blog followers to my good PLN friend Joy Kirr’s (@joykirr) post on her blog last year ROLE Reversal Review.

Some may wonder why I have become so interested in this approach.  I have posted about my observation of ROLE at Coppell Middle School East.  I have further examined the idea of student driven learning and creating an autonomous learning environment.  My last post “What is a #growthmindset?” explains the connections that have occurred from the reading, conversations and professional learning opportunities I have had in the past few months.

All of this learning has me wondering… no inspired…. hmmm, no, more like fired up. Yes! Fired up.

I learn and lose sleep in my passion for learning. I gain great satisfaction and contentment when I set a goal, and even though it is a challenge, through perseverance reach that goal.   Why would I not want the same experience for my students and teachers? A joy for learning, if you will, well defined in @shareski’s presentation, “Whatever Happened to Joy.”

Yet, we continue to try to take some of the pieces of student-driven learning theory and retro-fit them to an antiquated grading systems and one-size-fits all curriculum. Instead of completely renovating from the ground up.

Every day I learn more about the ROLE approach.  I want to bring it to classrooms in my district, as I have never seen students transform into self-driven learners with such authenticity as I have with ROLE.  This approach seems to be made to stick.

#nbtchat meme

There are a few parameters with a true ROLE classroom… no homework and no grades.  Teaching must follow the workshop model approach and discipline is not an issue.

Intrigued? So were those that joined me when I hosted the #txeduchat on ROLE.

The following is a snapshot of the Tweets and links that were shared.

Q1A1 aA1 bA1 cQ2A2 aA2 c

@markbarnes19 blog post on Homework

A2 fQ3A3 aA3 bA3 dA3 cA3 fA3 hQ4Mark Barnes A3

@markbarnes19 blog post on Feedback

A4 aA4 bA4 dExample of Student Rubric for peer/self evaluation by Charles Cooper @thrasymachus

A5 aA5 bA5 cA5Q6A6 aLinks to school doing a ROLE Type approachSedbury School links: http://leewaysudburyschool.org/testimonials

http://sudburyschool.com/testimonials

A6 c

There was a real sense of urgency for change.  Many wanted to know how.

Challenge to be brave

Suggestions and inspiration were shared.

For integration and becoming paperless:

Going paperless with ROLE

For taking it back to classrooms:How to get it goingTo continue the dialogue and stay connected:

Mark Barnes FB gradesTeacher’s Throwing Out Grades FB group sponsored by Mark Barnes: https://www.facebook.com/groups/teachersthrowingoutgrades/

As well as the upcoming book chat on ROLE Reversal by Mark Barnes.  Anyone is welcome to join #suummerROLE if you are wanting to revolutionize education.  July 29th we will be discussing chapters 1 and 2.

I am ready to revolutionize education.  I am eager to put in motion ROLE.  I look forward to continued conversations about student-driven learning that fosters joy and autonomy.  If you still need some convincing I leave you with this:

Anti WS memeWill you join the ROLE Revolution?

 

Link to #txeduchat archive for July 13, 2014:

http://txeduchat.com/2014-twitterchat-archives/07-13-14-chat-archive

What is a #growthmindset?

Recently a fellow colleague, @LisaDegnan1 and #newbie blogger (Blog: Teaching and Learning With and Through Others) shared the excitement of self-directed autonomous professional development.

Lisa Degnan

Lisa Degnan and Husband

With her permission I am “re-blogging” her post titled “Best Summer Professional Development”

“Have you ever written curriculum?  Looking at the standards, breaking down the TEKS, and creating assessments that will address the standards has been one of the best professional development opportunities that I have had this summer.  It sounds tedious.  It sounds kind of boring.  Yes, even to my ears it sounds CRAZY!  But when you place great educators, creative thinkers, and motivated people in the same room… GREAT things begin to happen.

Sure, I have had some great PD opportunities this summer.  They have been fantastic.  I have notebooks of things that I would LOVE to try this school year.  I brought all that knowledge with me to our day of writing assessments. 

As our curriculum writing team began to formulate assessments, I was thinking of the many principles I was learning through my book study, Learning Targets: A Theory of Action.  The following quote from the book was something that I heard buzzing in my mind as I worked alongside my fellow writers: “The most effective teaching and the most meaningful student learning happen when teachers design the right learning target for today’s lesson and use it along with their students to aim for and assess understanding.” 

Knowing and understanding the learning standards for reading became key in developing assessments that would help identify student weaknesses, help drive teacher instruction, plan for future remediation and embrace real enrichment opportunities. And guess what?!  It WAS fun!  Working alongside knowledgeable educators that pushed my thinking and my level of understanding was FUN. It was also one of the best learning experiences that I have had this summer.

Professional development can present itself in a variety of ways.  It is the phenomenal speaker at a convention.  It is the inspiring Twitter chats that involve some of the brightest thinkers in the world.  It is staff development that causes you pause and rethink.  It is – for me – being in a room with a group of creative, inspiring, bright people that have come together to create assessments that are focused, purposeful, and challenging.  It may not have looked fancy and we had to pay for our own lunches, but what we did in one day – was nothing short of amazing professional development. 

We all have the ability to do this type of soul searching professional development with peers that inspire us.  We can do it each week with thoughtful and intentional lesson planning.  We can talk to other dedicated professionals and ask for their input, their insight, and their opinions.  We can change how we have done things in the past to incorporate what we know is best for our students. It is part of being fully present.  It is part of loving what we do.  It is part of being highly effective educators.

My thought for today is… #JustDoIt !  You will be so glad that you did.

Lisa perfectly captures the unbridled joy of learning.  When you are you are driven from within the reward isn’t the professional development hours you receive, the possible payment you may be given for time spent writing curriculum or the accolades or praise from others, but rather the joy one has when they know they have met the target… the achieved synergy of ideas that affirm why we do what we do… the flip of a switch that makes the struggle getting there the energy that drives one to keep going.

dan pink flip switch quote

I too am reading Learning Targets by Moss and Brookhart.  What is exciting to me is I read this once before shortly before I learned about #geniushour in the spring of 2013.  I really liked what the book was saying, but I wasn’t sure how to do it.

learning targets

It did plant a seed.

The student being self-directed and assessing their own learning stuck with me.

It became a reality in the spring 2013 when I implemented #geniushour in my classroom.  For some reason, I was able to play out much of the approaches suggested in Learning Targets first through a situation where each student had their own designed target for learning.  I learned a lot about being specific as I coached my students and refined the process of feedback from me and their peers.

feedback book

This spring, a full year since I read Learning Targets the first time, I wanted to learn more about effective feedback.  I shared this desire with a mentor, Principal Cathy Sager, who recommended I read Feedback: the Hinge that Joins Teaching and Learning by Pollock.  This further refined my thinking and practice on feedback.  One of the most convincing arguments for student led feedback was in a story about a high school teacher, Ian Mulligan, who, at first thought the process of student led feedback would take too much time.  What he realized was “when students sought and received peer feedback frequently in class, there were fewer interruptions or disruptions, and students stayed more focused so they actually covered more material more deeply than before.”(Pollock, p.52)

While reading Feedback  I visited Coppell Middle School East to observe Results Only Learning Environment(ROLE).  I saw the power of good scripted feedback.  I was obsessed.  I wanted to consume anything and everything that could create a learning environment where learning was purposeful, effective, focused and, most of all, student-driven.

I was having FUN, much like Lisa.  FUN knowing that I was putting the pieces of a puzzle I began long ago.  This puzzle started when I studied the Autonomous Learner Model by George Betts in the late 90’s.  Then the puzzle took a more definable shape when I found a way to take the benefits of what happened in #geniushour and apply it to concepts and targets in content we are responsible to teach through the discovery of the ROLE approach.

It doesn’t stop there.  I continue to learn via conversations, conferences, Twitter and blogs (just like Lisa). But the biggest “Aha!” has been as I re-read Learning Targets while reading Drive by Daniel Pink.  Pairing the practical “how to” of Learning Targets with the philosophy of Drive has me sleep deprived IN THE MIDDLE OF THE SUMMER and I don’t care.  Why?  Because I can’t wait to share and work alongside teachers like Lisa as we transform instruction. My mind won’t stop thinking of the possibilities.

ROLE book

What is even more crazy is that I am reading another book called ROLE Reversal by Mark Barnes (If you want to join me I will be hosting a book chat July 29th- September 2nd: https://sites.google.com/a/nisdtx.org/role-reversal-book-study/) .  It seems to take the philosophy of Drive and research of Learning Targets and melds the two into a dynamic that results in a complete overhaul where the best of how 21st century learners construct knowledge is met.

I continue to hold true to my “one word” FOCUS.  This addresses my FOCUS on student driven learning/motivation.

If we design a learning experience where students are self-driven and self-motivated as discussed in Learning Targets, Drive, and ROLE Reversal then they should be having just as much FUN learning and growing as Lisa and I do.  They will truly have developed a #growthmindset.

How are you having FUN in your personal professional development this summer?  As Lisa suggested, #justdoit!