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Best Practice Makes Perfect!

Jul 10th, 2009 by

In college (undergrad) I had one REALLY influential professor. You know, the one that inspires you so much that you talk with classmates about the content on the ENTIRE way back home. His name was Dr. Clough — and he was the first professor that really opened my eyes to the role of inquiry learning and teaching the nature of science within my class.

The moment I remember most was the very first class session. He said, “everything about this class is going to reflect what you will find out about good science teaching.” Basically, he was saying that he wasn’t going to teach us about best practice without actually using best practice. If we were going to learn about inquiry…then he was going to teach us using student-centered and inquiry-based activities.

I left class every Monday at 9 pm absolutely beside myself with the excitement (and frustration) that can only come from true inquiry-based learning. I was completely engaged in the process and couldn’t wait to try it in my own classroom. Dr. Clough single-handedly hooked me on the idea of hooking my students.

So, long story short…I think teaching teachers about best practice…should, well, follow best practice. There is nothing that turns me off more during a PD session than someone talking AT me about how kids learn. I just want to scream “If you are truly teaching us about how people learn…then shouldn’t you follow your own advice?!?!”

Imagine my delight when I got my first packet of info from my new school — Peak to Peak Charter School — and it wasn’t full of schedules for PD and info sheets to fill out for my health benefits. Instead it was full of two packets that I should read before the first day back on August 4th. The two packets were the handbooks given to students (and teachers) explaining the ins-and-outs of the school-wide approach to reading and writing across the curriculum. Not only that…but the attached letter outlined how we should read the packets…and, yep, you guessed it…it followed the reading steps presented in the packets. So, as teachers — we get to become students and actually follow the steps of the reading process (pre-reading, active reading, and post-reading) as we read about the reading process. Brilliant! What a better way to help new teachers understand (and be ready to ask questions of) the approach…than to have them actually use it? I love it.

Not only that…but the information is really good. I have always taught reading strategies within my class — but this is a much more systematic approach that I can really see myself using. Also, it points out the difference between a skill and a strategy. A skill is when you learn how to do something…and a strategy is when you know when to apply that skill appropriately. It doesn’t take rocket science to realize that a lot of times we teach kids the skills (how to do something) but not the strategy (when you should do a certain thing)…which means that they have a hard time applying their learned skills on their own.

Dr. Clough also helped me understand that actions within the classroom should be goal-oriented and research-based (I still have the little flowchart of instructional strategies). This reading approach was full of references…in fact, the bibliography was over 2 pages long. Dr. C would even be impressed. :)

Nothing like a little unexpected summer PD to get me pumped and ready to go back to school!

Check back for two updates: 1) The news about whether or not I got selected for the Google Teacher Academy (scroll down to last post), results should be released July 13th (or before) and 2) my goals for the upcoming school year…can you say Standards-based grading? Woot.

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Innovation is Taking Risks

May 15th, 2009 by

I decided last week that I wanted to apply for the Google Teacher Academy…which is basically a professional development dream! Google selects 50 educators (Teachers, Curriculum Specialists, Instructional Technologists, Adminstrators, etc.) to come together in Boulder, CO and discuss technology in the classroom. Then, as a part of the program, we each develop a year-long professional development plan to help our colleagues integrate technology in the classroom.

As a part of the application process, candidates make a 1-minute video about either “Motivation and Learning” or “Classroom Innovation.” It sounds easy…but, dang! it was really hard to fit my ideas into a 1-minute video. Here is the finished product:

The process actually reiterated the value of project-based learning. I had never really used iMovie or the advanced functions in Keynote (animation, timing of slide transitions, etc.) and through this project I became really proficient in both programs! Just another reminder that meaningful learning is the best kind. :)

Wish me luck!

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Where does school culture live?

Apr 1st, 2009 by

Let’s face it. School drama happens. Teachers work closely and all should “buy-in” to the school philosophy and approach. However, it seems like spring time (and the approach of spring break) brings stress and shorter tempers. This, invariably, affects school culture.

So, on April Fool’s Day, I sit back and wonder where school culture lives. Does it live in the students? Does it live in the teachers? Does it live in the administrators? Who “owns” the school culture? I know that the standard answer is “everybody,” but then why do we hear stories of one administrator being able to “turn a school around?” Why can we observe one or two people completely changing the school culture single-handedly? Along with that comes the question as to why some teachers can just “shut their doors” and create their own individual microcosm of happy and supportive culture — regardless of what happens on a school-wide level.

I think the school culture is in how we treat each other. It is not something that sits…like a noun. School culture is a verb…that is a part of how we act, speak, share, collaborate, glance, and interact with each other. I don’t want to go too Kumbaya with this…but I really think that this sets the tone in a building…which then trickles down to the kids.

Today at lunch, we had a discussion about whether culture matters more in a school than in a business. Both have people that interact to achieve a goal. So why are relationships in a school more important? (which is what I contend). Well…there is A LOT more at stake…there is a whole audience of little people (and sometime bigger people…middle school can be that way!) watching our every move. They sit and wait and observe how we act towards each other…and even more importantly, how we react to each other. They are the silent (or sometimes loud…again, middle school!) observers that tag and document our every move.

I have always been a “big picture” person. I can’t just “go do my thing” and not worry about school-wide policies and procedures. I think its because I know that what I teach within my four walls is only about 50% of what I really teach kids. My carefully laid lesson plans and units and benchmarks and objective are only half of my teaching job. The other half is outside my classroom in how I interact with other teachers and students. We don’t set the culture within our individual content areas.

Nope…we set the culture in our Kumbaya interactions. :)

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Is a 1:1 Program Worth It?

Feb 17th, 2009 by

Yes, Yes…and more Yes!

Wait. Let’s back up. Why would I even question a 1:1 laptop program? Well, imagine a middle school ESL student with a language proficiency of 2nd grade…a culture of education that values passively sitting back and listening to a teacher talk…and a distraction machine laptop. Yep, as you can imagine…it gets pretty rough.

I work with 7th-10th graders and the 1:1 laptop implementation has been quite the experience. Nobody realized how much scaffolding would be needed to make sure that the use of laptops is developmentally appropriate. I have now learned how to help 7th and 8th graders be more responsible through structuring, how to gently nudge 9th and 10th graders in the right direction, and remind 11th and 12th graders to set good examples.

Regardless of all that effort…when I see a 9th grade student using a motion detector to create a real-time distance-time graph, my heart skips a beat. The learning that can happen when you embrace technology (despite its pitfalls) in the classroom is AMAZING!

So, I guess my next step is to build a comprehensive classroom management approach that adapts to the issues that a 1:1 laptop program poses.

Baby steps…

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Wanna Go For a Run?

Jan 8th, 2009 by

All teachers scaffold. We do it all the time. We provide support to our younger students to help them reach the expectations of the content and skills that are appropriate for their grade level.

This year, working with a HUGE range of student language abilities, I have learned to scaffold the scaffolding. Sound confusing? It’s not…its just a lot of work. Basically, I naturally scaffold to make difficult content more accessible to younger students (who tend to think very concretely), but within that scaffolding I provide different levels of support using language level of resources, differentiation of task, differentiation of process, and even explanation of project requirements.

I found a new technology tool while surfing the internet over break…that allows me to scaffold when students are digging for their own understanding of material using the internet.

It is called “Jog The Web.” And.It.Is.Awesome.

Basically, its a way to provide web resources in a systematic fashion with specific instructions, comments and feedback on each individual site. I often use lists of web resources to help guide my students in their learning, and we even have conversations about why certain websites are more reliable than others.

One thing I have never liked about these lists…is that they are…lists. Kids often randomly click on the different sites and don’t necessarily take the time to see the “good stuff” on the site (or don’t have the ability to know the “good stuff” when they see it). For example, when researching body systems I put a website on the list because it was a good source to show students the negatives of smoking. However, a small part of the site included a complicated definition of how oxygen is transferred from the lungs to the bloodstream. Since students didn’t realize that the smoking part was the “good stuff” they instead used the site as a resource for oxygen transfer…which was confusing to them!

Another thing I have never liked about this approach is that your instructions are on one site…while the info is on another. Wouldn’t it be cool if it could all be combined?

Yes, it would. Jog The Web allows just that. You can create “tracks” of websites and give details (which show up in the sidebar) for each site. These details can include questions, general notes about the site, instructions for how to use the site, etc. Basically, it becomes an annotated website list…and the possibilities are endless.

Bonus: There are already tracks created and rated by others! So you can even use tracks that have already been put together.

Kids can access it by using the URL assigned to the track when you create it. Check out this track on good Web 2.0 sites!

So, you wanna go for a run?

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Bonding: International vs. American

Dec 20th, 2008 by

‘Bonding’ might be a strong word to describe it. Perhaps ‘relating to’ or ‘building trust’ or ‘getting to know’ might be words that other educators are more comfortable using. Regardless, as teachers…we all do it. We strive on so many levels to connect with our students. To bond.

One thing I have noticed since Day One teaching overseas is that the relationship building looks and feels a lot different than in the U.S. Being a scientist…I wanted to say that this was purely because of culture, but I am not sure that culture can be the isolated variable. So, I stepped back to look at the differences in my last teaching job and this international teaching job to see what conclusions I could make.

I don’t know if it’s the size of the school (600 vs. 82), the size of my classes (20-32 vs. max 18), the culture (100% American vs. 95% Taiwanese), the technology (tech-savvy school vs. 1:1 school), the approach (do what you want in the classroom vs. ENTIRE school progressive model) or the age I teach (only 8th grade vs. 7-10th grade).

Something was different. I didn’t “click” with my students at the beginning of the year like I did with students in the U.S. We just didn’t seem to be speaking the same language (no pun intended…okay, maybe it was). The result of this was me feeling a little “off” in the classroom and not being able to ground myself for a few weeks. Something just didn’t “feel right.”

I am a MIDDLE SCHOOL teacher at heart. I thrive on connecting with kids and helping them like my class and science altogether…then using this engagement to motivate them. I just didn’t feel that over here.

Then, one day…not sure what happened…I developed a group of 7th grade followers. It started with a musical card that my mom sent me from the U.S. You opened it an it played the Hamster Dance Song. That card was my “In.” A few girls opened it and giggled and that became a tradition at the beginning of their class each day. The card was on my desk, so while they played with it before class started…they talked with me. Then, a few other students found out I had read the “Twilight” book series and came to talk to me after school. They were hooked. Now, anywhere I go…kids are chatting with me about everything. Finally, I have broken through.

And it only took until November. Whew.

So what is the difference? The difference is that in the U.S. teaching is a stage for me. I relate to kids one class at a time. Sure, I work with kids individually…but most of my magic comes from the class-wide platform. Over here…its different. I have had to build those relationships one kid at a time. They listen during class, but don’t relate on that level until they are on an individual basis.

Christmas break started this past week and Wednesday was a half day. The student council organized a Christmas Lock-in the night before and about 90% of the students attended. We watched movies…played games, watched more movies, talked, and generally messed around. I ended up staying up all night with some of the students and realized that this was one step in the ‘bonding’ process. I don’t think I would have stayed up all night if this were in the U.S….because it wouldn’t have been required to better build relationships. Over here…its a small price to pay to make myself more effective in the classroom.

Here is some evidence of my bonding experience…

Sleepy Time…Or Not!

Another teacher and I were sitting on bean bags and some of our girls would just come over and sit on us…

I started a “Speed” tournament…which was a big hit! (I was out after the second round)

Good times were had by all…and I went home the next day and slept for 7 hours. A great start to a well-earned break.

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Does structure kill creativity?

Dec 10th, 2008 by

I don’t think so.

I guess the better question is “How can we provide structure so that it doesn’t kill creativity?”

Let me set the background. We are knee deep in “Arts Night,” a night where students show off all sorts of art pieces, musical talents, dancing talent, etc. This year is a “living museum” where the main 2 floors of the building will have different things on display. Some are videos on a loop, some are drawings, some are live performances. It is an AWESOME idea. For the past 4 weeks the entire school has been emerged in Art-Night-Palooza. All 81 kids have been a part of the planning process. Some perform, some plan publicity, some design the tickets, some design the set, some design posters, and some document the entire process.

Sounds great, right? Except it is chaos in action. Kids are everywhere…doing everything. On average, for every 2 kids working really hard, there are about 2 kids that are “hanging around” more than working. Yesterday we did a full rehearsal…and, well, it got ugly. Not the performances….they were great! However, there was lots of wasted time…I am pretty sure our usual suspects snuck off to play Warcraft!

So, how do we provide structure to things like this…without killing the “vibe” of creativity? How do we scaffold the responsibilities for the different grade levels? Do we not involve all students…or do we try to pull everybody along? When is our school just “too big” to involve everybody effectively?

Let me tell you one more little story. I worked for three years with a teacher by the last name of Charles. She was great! When I first met her, I often felt like she was negative towards new ideas and inflexible in her teaching. However, after a few months I learned to get past the surface of what she was saying…and really examine her motivations. She is phenomenal. She wasn’t being inflexible…she was ALWAYS an advocate for consistency and age-appropriateness for kids all the time. She looked at new ideas through the lens of student accountability and influence on student achievement. If I had an idea…I ran it past Charles…to see what she thought. Having someone like that around me was a HUGE eye-opener. She provided structure and consistency in the sometimes chaotic world of a middle school. In fact, in many instances over here I have thought of calling her to find out what she thinks…I know, weird.

I have decided that I need to start “Charles-ing” the things that we do at HIS. This doesn’t mean that I become inflexible or too strict. Not at all. It means that I take some time to really think about how I can add structure to the situation to make kids accountable and help them grow as community contributor.

Now, the question is…can that be done and not squash the “vibe” of openness and freedom? I think we have to find a way. Our clientelle desperately needs us.

Wish me luck.

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Science is the starting point for Human Greatness

Nov 28th, 2008 by

I recently read an article title “Education for Human Greatness: A Higher Vision of Teaching, Thinking and Learning” put out by the Human Greatness Group.

The article discussed how government policies in the U.S. have forced education to be seen as a product, not a process. The product is the ability to “do” math or reading…instead of using math and reading as a tool to solve problems. “Curriculum should not be viewed as a goal, but as a tool to help students grow in identity, inquiry and interaction.” I couldn’t agree more with this statement. Kids need to know the context for a skill rather than memorizing the skill…but how can that happen when curriculum is viewed as a goal?

Looking at this through a progressive vs. traditional lens, it helps me reflect on the state of my teaching. I teach 4 different classes (2 different general science, Chemisty/Physics Principles, and Biology) and I am trying new (more forward-thinking) things in most of them. However, one class has been more traditional, simply for the fact that I have had to pace myself (baby steps!). The students just took a test over the mole. I watched one student, Grace, slave over the test and accurately convert grams of an element to moles and then took that even further to figure out how many atoms there were. She did this flawlessly…and later came to me and said, “Why do we use the mole?”

HA! The one thing keeping me sane (teaching this class more traditionally just to keep a handle on things…progressive teaching is HARD work to plan!) was

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Do We Need a System?

Oct 13th, 2008 by

I am at a point in my teaching, where I am asking questions about what kind of systemic support I need to teach the way that I want to. What are my “non-negotiables” for being able to be the progressive classroom teacher that I want to be? I know that education needs to be meaningful, and I think this is achieved through expeditionary learning, where students go on “expeditions” to learn about different areas of science. Is this possible even if the “system” is traditional? Can I just close my door and go about my progressive business?

I can feel myself standing on the verge…on the point of no return. By accepting a job at a progressive school I have begun walking closer and closer to the edge. I am not ready to jump yet, but I definitely don’t like what is behind me either.

The solution: Focus. I am beginning the process of focusing my teaching. Really THINKING about what I am doing every minute in the classroom. Being purposeful with my decisions and creating an on-the-go version of a research-based framework, where sometimes the research is my trial and error.

Focus.

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