Remember the excitement of fifth grade? We had enough tools in our backpack to read and write, problem solve, ask big questions, and attack the world with vibrant eyes and independence. Every Friday, I rushed off the bus to search encyclopedias (remember those?), call my grandparents, and contact library reference desks to find the answer to Ms. Setzer’s weekly trivia question. She piqued my curiosity and inspired my thinking with an optional weekend challenge.
By Monday morning, I proudly placed an answer on Ms. Setzer’s desk. Nothing beat the feeling of conquering another quest, and the look of satisfaction in my teacher’s warm smile. During the week in Ms. Setzer’s class, I eagerly completed daily content lessons so I could sit in the oversized chair—the one by the fish tanks—on the stage in the back of the room. In that sacred space, I had time to read for pleasure, solve brain teasers, learn how to play chess, or work on a project.
The most memorable project extended well beyond the fifth grade curriculum. Our school was running a silent auction to fundraise for a charity. Each student was asked to reach out to family and friends for auction items. My buddy and I brainstormed ideas from the oversized chairs in the back of the classroom. What could two fifth grade boys possibly contribute to the cause? Continue reading
Heroes quest for knowledge and crave adventure. Their journeys consist of trials–tests of strength, skill, resourcefulness, and endurance. With each challenge, heroes are expected to be courageous, take calculated risks, and prove their worthiness. Fortunately, heroes find mentors–teachers who provide guidance, wisdom, and feedback during training, and help each hero recognize their unique gifts.
While heroes appear superhuman, they must face the truth: like all humans, heroes are flawed. The greatest adversity is self-doubt, a conflicted mind, the temptation to give up. Heroes must look inward to conquer their darkest fears. Only then may they return to impact society and leave a legacy.
When we replace hero with learner in the classroom, we witness the impact of personalized learning. When we empower learners, we unleash their super powers. Empowering learners to explore the unknown requires courage–for educators as well as learners. It is not easy for educators to unlearn what they know and what has traditionally been expected of them.
Accept the call to adventure. Join our hero’s journey on a quest to personalize learning. If you are unable to attend the 8th Annual National Convening on Personalized Learning, follow the Twitter hashtag #PLconf17.
Want to “Foster Powerful Learners“? Unleash their superpowers!
We never know what our learners are thinking or capable of creating. When we provide time, tools, space, and opportunities to make their own connections, students will remove their masks and use their powers to answer questions educators would never consider asking.
Attendees of Not All Heroes are Created the Same: Unleashing Learners’ Superpowers will be treated to a session featuring the voices of my heroes. Four courageous students will reflect on a year’s worth of challenges, adventures, and personal transformation on their quest for understanding. They return from their journey to share their stories, guided by essential questions from the Epic Final Exam.
Stage 1: Separation from the Ordinary World
- What did you discover about yourself as a learner?
- What was your call to adventure? Did you initially accept or resist the call?
- How did crossing the threshold in this course force you out of your comfort zone?
Stage 2: Initiation – Trials and Challenges
- What was your most memorable adventure in this class?
- What was the most challenging obstacle for you this year?
- What academic risks did you take throughout the year?
- What was your greatest achievement?
Stage 3: Transformation – The Inward Journey
- How have you transformed throughout the year?
- What traditional habits and thinking did you have to unlearn in order to transform? Reflect on your growth and self-understanding.
Stage 4: The Return – Impact Society. Leave a Legacy
- What new knowledge about the world have you gained by studying the content of this course?
- Use the literature you’ve read to answer the essential question: “How may an individual impact society?”
- Discuss your contributions to society. What have you created that did not exist before?
Throughout each stage, participants will receive supernatural aid and tools to support their quest to personalize learning. Before the session ends, heroic educators will be well on the way to crafting the story of their next educational journey.
In 2016, I will continue to “walk or run with long, decisive steps” at a “good or regular rate of progress” toward my aspirations. I will stride.
The greater distance we travel, the more strides we take, the more highs and lows we face. When I encounter hills and other obstacles, I will stride with perseverance to maintain momentum. We all need inspiration to persist, but for educators, the reminders are ever present in the students we impact every day. Keeping the focus on their individual needs requires acting with empathy and compassion. Students rely on our consistent message, positive attitude, and unwavering support.
In times of stress and conflict, I will stride with resilience to overcome negativity and turmoil. The important lesson–simple runner’s logic–applies to building relationships, parenting, and educating: be patient, remain calm, control breathing, and monitor heart rate. Take life in stride.
–excerpt taken from my 2016 One Word post: STRIDE
To hit one’s stride means showing improvement in the way something is developing–to pick up the pace with ease and confidence.
So, that is exactly how I approached 2016. I took the training advice of top runners: “have fun with it, and try something new.” In class, my learners and I improved our model of personalized learning, approached every day with crazy #tlap passion and an Innovator’s Mindset, created our own genius, leveled up with #xplap gamification, captured learning with #booksnaps, and shared our work in true #ditchbook style.
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
I recently had the rare opportunity (and pleasure) to observe my colleagues’ classrooms throughout two school days. In total, I entered twenty-four classrooms and, after reflective collaboration with the rest of the leadership team, enjoyed conversations about nearly fifty observational rounds. While out on tour, my purpose was to collect data about the amount of differentiation and level of rigor our students experience in a typical day of high school to provide direction for future staff development. What I recorded on a clipboard may prove valuable; but what I experienced has already made a significant impact.
My greatest take-away is the need for all stakeholders to increase innovative thought in our vision of school–by students, teachers, and administrators. Students should spend more time creating, not simply doing, in a school day. Teachers should be coaching more than instructing. Administrators should attack the status quo, think big and ask, “why not?” All leaders should empower others by asking more questions than providing answers. We can make significant improvements to what we do and how we do it. So what holds us back? Continue reading
In 2015, I became a runner. Not a great runner, but a dedicated one. In the past, I have run to stay in shape or condition for other sports, but I never trained for competitive running. I learned about preparation, pace, nutrition, and training. I discovered how hard I can push my body and challenge my mind. The result was a healthier athlete (a term I use casually), completion of my first 15K run, and an expectation to increase my performance in the upcoming year.
That expectation not only refers to running, it drives all aspects of my personal and professional life. Now that I have motivation and direction for 2016, I will continue to “walk or run with long, decisive steps” at a “good or regular rate of progress” toward my aspirations.
I will STRIDE…
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