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
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?
Am I doing this right?Is this what you’re looking for?What do you think about this?
Learning with a Purpose
As I personalize the learning process in my high school communication arts literature and composition courses, I hear students asking questions about how they can show evidence of their learning. They check in for approval even though we have created an environment of trust, innovation, and risk-taking. I want what we all seek: students creating new outcomes with learning; content they are intrigued by and learning they are invested in; engagement with and exploration of course material; and evidence of innovation.
This year’s theme — Innovation, Iteration, Implementation — reinforces and focuses on the innovation cycle introduced six years ago and the premise of the action network approach — multiple sites trying different approaches to implement the Institute’s Personalized Learning Model, sharing that learning, making adjustments and trying new things, and feeding that back into practice.
…one of my great fears is that ultimately my life will be a waste, that I’ll never do anything worthwhile, and it seems that sometimes I can already feel myself slipping…
Active learning environments. Student-centered classrooms. Ownership of education. Project based learning. Authentic outcomes. Innovative educators strive to attain the perfect balance–ideal in theory, but a challenge to actualize. Here is a glimpse of the impact and results of shifting to a personalized learning model during third quarter of the school year with my eleventh grade Visions in World Literature and Composition classes.
Third quarter of the course (structured in stages of Joseph Campbell’s hero’s journey) focuses on our transformation after facing trials, adventures, and challenges when separated from our known world. The transformation throughout the inward journey helps us emerge from darkness and isolation with new knowledge to utilize upon returning to our known world. The essential question is valuable for all to contemplate: Continue reading
The body count has begun–Mercutio and Tybalt slain. “Fortune’s Fool,” a newlywed, is on his way to banishment. Yes, Act III, Scene 1 of Romeo and Juliet presents more twists than Tybalt’s blade. The scene contains enough action and controversy to promote engaging dialogue. I traditionally use the scene as our first Socratic circle discussion of the year and it never fails to provide engaging material. On the following day, we review the scene and put closure on the discussed topics. We also take the opportunity to dramatically reenact the fight scene.
After witnessing the classroom joy of having several students showcase their cheesy acting skills and reading voices, I shared a new mission for the remainder of the act. Groups of students would have the following day to prepare for a brief performance to be presented a day later. The expectations read: Continue reading
EduFact: Teachers are expert planners of fun, creative, engaging lessons. Our minds naturally connect everyday experiences to something useful for the classroom. Like Happy Gilmore, we are full of positive intentions. We never intend to miss the target, but reality reminds us that learning is messy–for teachers and students.
Here is a typical, well-crafted lesson:
Unit: Finding Success in the Short Game
Essential Question: What does formative assessment have anything to do with golf?
Environment: Happy Land (the classroom)
Learning Target: I can make a putt.
Everything is set. We even spend time preparing the classroom over the weekend to ensure a memorable learning experience. And then it happens… Continue reading