As another baseball season concludes, I reflect on our team highlights and individual heroics that will become hometown lore, and inevitably, relive several “what-if?” scenarios, as if we could go back and choose new outcomes. I taste the bittersweet reality of saying good-bye to our seniors, while the renewed hope of next year’s potential emerges. I will miss our graduates, but would start a new season tomorrow knowing I have another chance to work with our returning letter winners. This is the annual cycle of emotions experienced by high school varsity coaches.
Since shifting to a personalized learning model in my high school English classes, I have experienced similar feelings. The more we invest in the individual, the more we get to know our learners–interests, strengths, academic needs, areas of improvement, learner preferences, future plans–and the more personal the relationship grows. While there are more technical definitions, that’s how I identify personalized learning.
Educators know the feelings. Satisfaction. Exhaustion. Fulfillment. Pride. Seasonal allergies are not solely to blame for end-of-year watery eyes as teachers wish their kids a final “have a nice summer” sentiment. There is an emptiness–a sense of loss–knowing the time has come for our students to move on. We’ve done our part, but now we must watch them become someone else’s responsibility. All of the progress, conversations, and feedback exchanged between teachers and learners reset; the learning process starts over next year.
So what do we do? Post a letter grade. Auto-fill several comments. At best, rush to write something nice in students’ yearbooks. And then, they are gone. The classroom is silent until a new group enters.
In my reflections this summer, I question how we end each school year. I question myself.
Like many educators, I want to create a learning environment around a mindset that teaches students to be patient, trust the learning process (and the teacher), and celebrate growth. But there is a powerful force that challenges such conditions. We live in a culture that continues to reward, rank, and emphasize grades over learning, points over progress, and recall over creation.
It’s time to reassess our culture of learning. By acknowledging and acting on the following truths, educators live up to their professional title and create learning permanence.
All students can learn.
Always return to this central truth as foremost in education.
Learning is a messy process; consequently, teaching all students to learn is challenging work. Continue reading
What a week. By the end of an emotionally-draining, anxiety-ridden election week, many find themselves struggling to breathe, smothering under the weight of an insecure future. Each breath as shallow as the destructive rhetoric of intolerance forcing American voters to choose a side—a blade that cuts deeper than partisan politics. With respect to our right to have a voice in the democratic process, what message did adults express to a generation of impressionable children?
Rather than answer that question, I ended the week in the most comforting place I know—with my family. As the father of two compassionate, open-minded, respectful children, I maintain hope for the future. While I cannot protect them from all the realities they will encounter, I will continue to model empathy, encourage dialogue about their questions, and equip them with knowledge and courage to overcome ignorance.
Raising children to become critical thinkers and selfless citizens feels overwhelming at times, but parents are not alone. They have a support system and powerful ally in education. Together, we send a message of hope built on trust, protected by knowledge, and secured by an understanding that all lives matter.
Before closing the week by spending a quiet Friday night watching movies with my family, I attended a two-day conference: The 7th Annual National Convening on Personalized Learning. This year, The Institute for Personalized Learning focused on Preparing Learners for the Future, “to produce learners that work independently, are able to drive their own learning, and want to learn out of curiosity.” From one presenter to the next, all conversations challenged traditional thinking about the way we do school. In fact, every speaker inspired an audience of educators to rethink their vision of school. Breakout sessions shared models of success and struggle to personalize learning, while reinforcing the fact that personalization is not a pre-packaged educational program, initiative, or buzzword. It is a culture-shifting philosophy that puts learning at the center of all decisions, leverages student voice and choice, and empowers every student, every day.
Here are my notes and greatest takeaways from two days of rich dialogue, challenging thoughts, and memorable conversations with passionate educators… Continue reading
Leading change. Launching new initiatives. Driving improvement. Shifting a mindset. These phrases inspire some to turn visions into purposeful actions, but leave others with anxiety and trepidation. Typically, leaders present ideas, committees are formed, and plans are set. Responses are mixed, investment levels varied, but here we go…
Then what happens to slow progress or impede growth? After defining what we are trying to become, even the most well-intended contributors get caught in the reality trap. How can we make change happen? Voices of the “yeah but’s” emerge from the crowd and collect followers. Doubt infects momentum. Leaders expend more energy justifying actions with research and rationalizing intent through models of success. Unfortunately, the result is often greater distance from the intended outcome—retreating to the security of old habits and traditional practices. How do we escape this cycle in education? Continue reading
On the eve of another school year’s opening day, I captured several images of the personalized learning environment students will enter in the morning. Welcome back to The Clubhouse!
Learners will immediately face choices and be challenged to determine where they will learn best each day. Those searching for an uncomfortable, cumbersome, Industrial Age desk are out of luck in room A15–I ditched the last three desks during this year’s back-to-school renovation. However, there are plenty of excellent work spaces available.
Last year at this time, I committed to my one word for 2015: radiate. The time has come to check for accountability to see if I achieved the expectations identified in last year’s post. With humility and gratitude, I reflect on my opportunities for professional development and personal growth in 2015.
Radiate: To move from one’s center requires taking action with direction. It is time to emerge, flow with thoughts, and take action to produce something useful.
In 2015, I resumed my endless quest to promote a culture of learning through innovative engagement strategies, healthy grading practices, and assessment for learning. After years of exploring project-based learning, differentiation, genius hour, feedback strategies, and the paperless classroom, I began working with a personalized learning model in high school communication arts. The process was challenging but the results were rewarding. The efforts of my students and support from colleagues, along with my transparency in documenting the journey, led to a surprising honor. I received the 2015 Herb Kohl Fellowship Award for “the ability to inspire a love of learning in students and motivate others, and for leadership within and outside the classroom.” While the recognition was gratifying, it became a motivator to raise my personal expectations and professional contributions to education. Continue reading
Thanksgiving receives plenty of attention for traditional feasts, shopping, and family time; but for teachers, Thanksgiving week means more than a couple days off of work. It represents the opportunity to reflect and reconnect with former students.
Yesterday, as if posted on the school calendar, a former student stopped by at the end of my prep period. He told me about his current studies and adventures as a college sophomore. We exchanged stories and shared laughs. These reunions are my reward–my holiday bonus.
But conversations with this graduate always go deeper than catching up on life and reminiscing about old times. He wants to know how systems work and asks questions about education that challenge my thinking. He has always been a genuine learner, urged by intellectual curiosity. And he possesses one of the most observant, insightful, brilliant minds I have ever had the pleasure to teach (even when he was a freshman). The limitations of a traditional high school structure were the only obstacles in his education at the time. He exhausted our school’s offerings of Advanced Placement courses and conquered all standardized tests with ease. As anticipated, he needed the independence of college to thrive and be challenged intellectually.
So why do we continue to lack vision of the possibilities and impede the potential of our learners?