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.
By the midpoint of first quarter, teachers are in tune with their new group of learners. They note tendencies and behaviors. They design instruction around interests. Teachers’ precise radars sense something off when a student acts out of character. Special relationships with an unspoken language develop throughout the school year. Teachers notice because they care.
Despite the established rapport, not all learners enjoy the same experience. What students project on the surface is often misleading—a protective camouflage for school survival. How well do we really know each learner? There are pages missing from the entire story. While respecting the personal background of every student, how can we make better use of what we know? Continue reading
For two decades, I have enjoyed the honor of coaching varsity baseball and teaching high school communication arts courses. As I continue to grow in both roles, I recognize the influence coaching and teaching have had on each other in shaping my craft. Although I provide instruction in both positions, I prefer that students consider me their coach—a lead learner who wears the same uniform and is committed to a common purpose—dedicated to create opportunities, plan practice, support, adjust, guide, and root for every learner’s success. I want my learners to play with the content. Challenge their abilities. Learn to persist. Create meaningful outcomes. Celebrate victories. Enjoy a rewarding experience.
Great teachers possess characteristics of the most effective coaches. They are selfless, compassionate, and dedicated to help learners grow. Unlike most jobs, coaching and teaching become a lifestyle with a special responsibility and commitment to serve others. The distinguishing quality of a coach is through the actions taken to educate—the impact and connotation of its verb form: “to coach.”
Effective coaches combine their passion for the game with a keen sense of knowing their personnel: they learn the strengths and struggles of individuals; they understand how to motivate each player; they make sure everyone understands their role in the team’s success; they design a plan to give individuals paths for improvement and provide the team with its greatest opportunity for success. Coaches offer advice or make suggestions for improvement, then provide (even prioritize) the time for practice—a period of adjustment, reinforcement, support, and celebration. Players need time to learn, to increase mental confidence and work through mechanical flaws. They must experience failure, be challenged beyond personal expectations, and feel success in their growth process. How would a similar approach impact our students in the classroom? Continue reading
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.
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