Every hour of the school day, a number of students hustle into my classroom, focused, and eager to get to work. Before the bell rings to indicate the start of my class, students are already invested in their studies. Backpacks are open, paperwork out, and pencils urgently filling in blanks. I don’t even have to provide motivation or verbal cues. My students are great kids. They seek approval from parents and teachers. They have positive intentions toward success and a sincere desire to please.
What’s my secret? Continue reading
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
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
Back to School
Stores taunt shoppers with Back-to-School savings in early July. By mid-August, denial transforms into anticipation. Hallways are waxed. New classroom designs are configured. Bulletin boards become thematic works of art. Pencils are sharpened. School is ready for students.
Educators focus their vision on the master plan for student learning. What worked last year? What adjustments need to be made? And why? Always know the WHY to move forward with purpose. After addressing the WHY, it is time to figure out HOW to set the plan into action. Every day, students should ask and be able to answer: What am I learning today? Why am I learning this? and How will I know I have learned it?
We know from the research of experts and from personal experience—in its simplest form—learning must be visible to maximize educational effectiveness. John Hattie reminds us, “Know thy impact.” So, we proceed thoughtfully…
Course curricular units. Planned.
Department standards. Identified.
Visible learning targets. Posted.
Student-friendly language? Yep.
If we can get to this point, we are in great shape; but a new conflict emerges. How do we know students are learning according to expectations? Is there a transparent means of assessing and organizing evidence of learning? This becomes a gap in what well-intended educators want to do versus what takes place in the classroom. Here is a simple plan to align standards, learning targets, and assessment. Continue reading
Time to get personal
I’m an educator. Teaching is my passion. Student learning is my purpose. I’m always thinking about the next lesson. Planning. How can I make the curriculum relevant and engaging? These are my classes. This is my classroom. These are my students. But this is not my education.
I began teaching at the end of the 20th century. Even then, I recognized that students should own their learning. Early stages of teaching focused on cooperative learning strategies. When the 21st century arrived, the classroom became more student-centered. Many learning opportunities were project based. My Master’s thesis focused on the impact of autonomy on student learning. I have since improved my understanding of the learning process and the value of assessment for learning. Differentiation became–and continues to be–a necessary emphasis of my professional development. Last year, students produced brilliant outcomes when introduced to Genius Hour. So why limit the energy, passion, and curiosity of learning to twenty percent of our time in class?
That brings me to the present year. Now that I am confident (but never satisfied) with my craft, and have a secure understanding of course content, standards, and learning targets, the next logical, but challenging, step is to personalize learning. All of this sounds like educational jargon, but it’s really a cultural philosophy if I truly believe in my educational motto: learn with a purpose. Read on for 10 observations… Continue reading
Last year, in order to TRANSCEND, I felt obligated to get involved in every opportunity that called for educational leadership. My learning grew exponentially, but so did my time commitments. As responsibilities overlapped on my calendar, I found myself rushing (often running) to the next entry on the agenda. That pace is exhausting but necessary at crucial points in life, especially with the motivation to transcend. I am proud of my efforts, but refuse to grow complacent; I know there is much more to accomplish in 2015. Now, with an established foundation of personal and professional understanding, I have a clearer vision going forward.
2015 cordially invites me to take personal action with the following expectations: to find and branch out from my center, extend my learning, reach out, share more experiences, emanate positive energy, shine…
Over the last fifteen years, reading Oedipus the King in-class essays has made me want to gouge out my eyes with a red pen. Students traditionally analyze the play’s themes, symbolism, irony, or character flaws. This year, while maintaining the integrity of the original prompts, I added a twist–I changed the purpose and audience. After reading the play, my juniors sent Oedipus to court to determine if he is guilty and deserving of his outcome, or not guilty–a victim of fate’s injustice. They came to court prepared to write from the perspective of the defense or prosecution. But in typical fashion of Greek drama, fate determined which side of the case they would present…after entering the courtroom. Continue reading