When we look ahead to the sorts of things that could be happening (especially where every learner is saddled with an Internet-capable device) in our classrooms and beyond…
I just caught this image in a Facebook post by Will Richardson and it made me return here to record and share a few thoughts.
I think the infographic above begs this question:
“If this is already happening- if this is a truly a baseline average of what is currently happening online in a rather generic way, how do we harness the power of participatory culture for learning?”
It begs questions relating to relevance. It also begs for discussion about meeting kids where they are. It also makes me reflect on the theme of a rather powerful meeting this morning regarding “culture.” Is the culture we seek to create in school… from scratch and of our own doing? Or are these questions also an element of the debate? How can we also credit the culture being created today, and not only bring students into the fold of our vision, but also join them in new places to co-create a culture of learning for the future?
From where I sit, it is no longer a question of if we should. It hasn’t been. A few are already embracing these channels for good, and have been for some time. In my reality of classrooms soaked in the ubiquity of personal computing, I could easily be misled into thinking this is already the norm in many places. I’ve seen some pretty wise examples of this firsthand with teachers I work with. Yet, the reality is: the sort of smart, purposeful embrace of new media for learning I’m talking about is still existing only in pockets.
And yet, I think that if we aren’t yet at least asking these tough questions, we’re behind. Television captured attention in its day. Digital gaming was perhaps the next cultural crack to vie for the attention of youth. Today it is the web. Each of these entities was potentially more all-consuming than the previous… or potentially liberating. Yes, much of what is in this graphic is still little more than noise. That says little of the potential here. I believe it to be your mindset that largely frames the issue.
Do I think life and learning does or should exist solely in a virtual world? No. Not even close. Trolling back through the hundreds of posts here will show this to be true. I have been a life sciences teacher for 21 years. I have been a parent for the past six. I want all children to learn by touching, smelling and interacting with the real world. I want them to learn deeply and rather slowly at times.
I also want to credit the modern world that currently engulfs us. I want smart teachers leading the way. I want balance in these things. I have long been of the opinion that playing “defense” and plugging away on a path that doesn’t credit modern communication channels is just, well… nearly malpractice. Truly embracing these changes might be down the path for you and your organization, but that doesn’t mean you cannot engage in these tough questions as you strive to build a nimble and complete learning environment for the young people you serve.
Thank you……….. drive through.
*Will Richardson, who has pushed my thinking for well over half a decade.
*Dr. White’s Leadership Team address today that heavily featured the topic of school culture.
*My wife, Erin (pictured above) for being that kind of Mom to our girls.
Much has been said in the past five years or so of the diminished importance of raw memorization. The rise of mobile Internet devices has put “Google” in virtually everyone’s pocket. The practice of having kids slave over the memorization of certain sets of information has long seemed inappropriate to many. A few of our most superfluous classroom tasks from an afternoon Twitter conversation today were: U.S. states matched to their capitals, U.S. presidents in order, a litany of decontextualized historical dates, or the correct spelling of the first 36 elements of the Periodic Table. Do these things matter? Is memorization ever appropriate in a wireless, connected, 24/7 world? And if so, how are you tackling it using modern tools?
Allow me to attempt to do a few things here:
Draw a line in the sand between rote memorization as an end goal and contextualized memorization as a key step in transfer.
Characterize an important element of my Marine Biology course that requires really rigorous memorization.
Demonstrate a novel application of iOS Shared Photo Streams that has amplified our work in a really fun and effective way.
I cannot count the times during my own schooling when I was asked to commit a list of facts to memory. Similarly, it would be impossible to recall every time I was required to log hours and hours of practice reinforcing my ability to complete what seemed like a task or skill that I might never revisit in either higher education, nor in real life. Of course, I now recognize this as decontextualized learning; the focus on an element of content or process that lacks an obvious connection to a larger body of context or importance. Thus, I know today to do everything I can to avoid such disconnections between classroom processes and tasks and the wider body of knowledge, inquiry and purpose my course is designed to address.
Sometimes I think this country has lost its potential for nuance in general. We’re just so divided anymore. We’re divided between “ban guns!” & “guns for all teachers!” We’re divided between “no taxes ever” & “spend until we’re broke.” There is no room for a “purple” state in the current national dialogue. It seems at times we’ve lost our capacity to even register shades of gray at all. Pick a side. Stake your claim. Then be sure to get those earplugs buried in nice and tight. We just can’t imagine a scenario where the other side might be right. We make such poor arguments so full of holes because we cannot even bring ourselves to grasp an opposing viewpoint.
As polarizing as this “memorization” debate has been for much of my career, I found it very encouraging that, after tossing out the following tweet with somewhat-loaded language:
…what followed was a balanced, sensible, and informed back and forth on the role of memorization in the wider scope of learning and schools. If you spend enough time honing your follower list, you can have smart people of all walks on the other end of the line at a moment’s notice. Subtopics touched upon today were: relevance, authenticity, transfer, decontextualized learning, alignment, fact fluency, Understanding by Design, etc. I suppose, rather than a microcosm of reality, my Twitter feed is still skewed toward a set of rather wise and seasoned educators. I try to seek diversity in following, but then again I like the signal to noise ratio to be tolerable as well.
Yes: Still Teaching
My main professional focus today is at the district level of a school system making measured and sensible moves toward 1:1 computing for all children. Some might call our 13+ one-to-one schools a “pilot.” And yet, the reality is that they are only a “pilot” in terms of being smart about strategy and implementation. There are a rapidly decreasing number of citizens left that cannot see the landscape of the classroom changing toward the embrace of modern, relevant tools and access. It is no longer about whether we need the access and connectivity of computers in the hands of the learner, it is about implementation, fidelity, and crafting the best ecosystem for learning that is possible. It is easy to forget that textbooks for all kids was also a transformation of the system at one point in the past.
As the point person of a hardworking team of four, I am in charge of making the big picture vision and mission connect to the ground level in our classrooms. This is implementation, and implementation’s linchpin in professional development. If PD has its own linchpin, it might just be classroom relevance – relevance that comes from tested strategies. I still cling to the one course I teach. I think that matters. With all of my other tasks and responsibilities this presents a significant logistical challenge. However, my Marine Biology class is a Monday night course, and has been since 1999. That simple fact allows me to continue to moonlight as a classroom teacher… a teacher of a class that has by design existed to soften the walls of the traditional classroom. And yes, to answer a friend’s question: I really do have a much broader reach today than I ever did before.
My students are representatives of each of our three district high schools. At 6:30pm on 23 Monday nights throughout the year they roll into class… sometimes with a bag of Subway, sometimes still sweating from an athletic practice. We have followed this same schedule since 1999. This schedule goes a long way toward explaining why we were early to develop social technology strategies that were rooted in curriculum & instruction. We’re digitally connected 24/7/365 until the last week of March… when we’re disconnected from the rest of the world and living without outlets on sailing yachts in the remotest reaches of the Bahamas… snorkeling and exploring the coral reefs.
The “What For”
This course seeks a brain-friendly engagement trifecta of novelty, relevance, and authenticity of purpose. Every element of the program was designed with those goals in mind. An authentic science course seeks not only to learn about science, it seeks to conduct science. A big focus for this class for so many reasons is the characterization of reef fish populations. This requires direct sight identification of coral reef fish species in the field. Since our focus ecosystem for the course is the coral reef, and since we spend a week immersed in the reef, why on Earth wouldn’t we do some real data collection on the reef.
A decade ago, my students would learn to identify a few of the main coral reef species if for no other reason than to have a way to connect to such a foreign ecosystem. Today I require my students to be able to sight-identify approximately 125 species of reef fish before even setting sail. To make this even crazier in some respects, reef fish often look radically different from the juvenile, to the intermediate, and finally the adult phase. That kicks the number of visual patterns needing recognition almost by a factor of three. Why would we do such a thing in a high school science course? Why would I push students this hard at what seems so… “knowledge level?”
The answer is simple: This has never been an ordinary high school course. I have used it as a testbed for what a classroom could be since day one. When the carrots of relevance, authenticity, and fringe exploration are this large, you can ask students do more. When you get beyond the grade -and the entire team realizes that you are working on something bigger than a letter- you aren’t held down by a score. And instead of getting less performance, we get more. These students want to deeply understand what they are experiencing. They must operate at this level, or else the data we submit to REEF.org will be less than accurate and precise. That’s not good science, and all of a sudden, “good science” isn’t something to read about, it is something for all to actively protect.
Don’t get me wrong: identification, classification, and memorization at this level is not an easy task. This is not the 50 U.S. States & Capitals. This is 125+ vibrant, living animals darting in and out of crevices in a living coral reef. This is breathing underwater through a fat straw. This is recording data with pen & pencil while submerged beneath the ocean waves. This is not wanting to send bogus statistics to a national dataset that is worth protecting. This is science, and real science in the field often requires really specific skills. This is not your father’s 9th Grade Biology class.
Enter: Shared Photo Streams
As you can imagine, a classification, identification, and memorization task of this magnitude is not easy. Even with big student buy-in, this is a monster endeavor. Students soon learn the relative ineffectiveness of the hours-long “cramming” sessions they are accustomed to. This is deep knowledge-level learning. This is pattern-recognition in a very chaotic world. This is bacon-wrapped learning at its finest.
We have searched far and wide to find best-practices for a memorization scheme of this magnitude. One thing we learned early on is that no matter what strategy we employed, working often and in small chunks is a key. So, I’ve poked and prodded. I’ve been a nag using all available tools to intervene as a coach throughout the day. We use a shared GroupMe space for communication. I tap on shoulders using this, but still, nothing I tried felt like more than digital nagging. That is, until iOS 6 debuted with Shared Photo Streams.
Now, to be clear, Shared Photo Streams (SPS) were not crafted with such a purpose in mind. The Photostream itself was created as a way to sync photos across iOS & OSX devices. Shared Streams were merely an extension whereby you could instantaneously share a subset of your Photosteam with others. It is a great tool for families, but so is Instagram, right? We started off by kicking the tires on SPS just to see what it could do. Each of my students have a 32GB 3rd Generation iPad. We were quickly taken aback by the speed and elegance of the notification system. As soon as I would add an image to the SPS in class, 20 novel ringtones were set off. This was immediately amusing, and caused everyone to want to add in a comment to that image to set off another 20 ringtones. It was a huge spontaneous revelation for all of us. The immediacy of it all soaked in quickly.
Since that time, I’ve been adding images to the SPS one or a few at a time and managing the feedback for learning along the way. From about 6:30am until bedtime I gently poke and prod the fish ID nerve of my students at random times. We quickly moved to a rule where the first responder with the correct species would earn an “extra point.” Nothing like making a bit of a game out of it to entice the competitive nature in a few of the students. And what’s even better… when you look through the few screenshots posted here, you’ll see that I am able to subtly coach within this setting. You’ll notice a few friendly redirects here and there for all students to see. Can’t do that with flashcards now, can you?
In The End
For me, here’s the all-important metric: authenticity. Memorization of this scale “just because” would be ludicrous. It would amount to “rigor” in all of the worst possible connotations of that word. The fact that this work directly translates to being able to record a species of a reef fish that momentarily pops out of a reef crevice… and slides safely back in… makes it all worth the effort. A statistically significant database of species, and abundance overlaid with geographical data, etc., is the scientific “real deal.” When you promise real experiences, you can ask for real work. Even if that real work includes an almost insane amount of “memorization.” It sure is nice when potential tools emerge that can be repurposed for such needs. This is a fun time to be in the business of education. Check out the time & date stamps on the responses here.
No, your students might no longer respond to “homework” outside of class if it smells anything like a worksheet. Stop doing that. You’re kidding yourself. The one real consequence of having “Google in our pockets” might just be that anything lacking relevance & authenticity is a tougher sell today.
1) You don’t have to be a biology teacher to take advantage of the affordances of this tool. True, you need all to have access to an iOS device outside of school… but a large and growing number of students and schools are there. How might you use iOS Shared Photo Streams to support a frequent and informal discussion around the content of your course? If you don’t have this system, are you doing something similar? Compare and contrast that with what you see here. Let’s talk…
2) If you’d like to follow along with this Photostream, send me a private email with your Apple ID and I’ll certainly add you in. I do believe it helps to experience these things from the ground level. (My email is on the “About” page.)
This certainly isn’t the first time I’ve pointed toward Michael Doyle’s blog. But if you’re a new reader, and you have yet to visit his place, you can at least thank me for that much today. In reality, the rest of this post is essentially a response to Doyle’s post, “Just because…” from this morning. There, go read it. Go read it and come right back please. Save his site and spend those three hours trolling through all of the goodness he has there for later. Doing so right now will almost certainly throw you off task. What are you waiting for? GO.
Remember, this train of thought response to Doyle’s post won’t likely make a great deal of sense on its own. You are hereby warned:
“I really like how Gary Stager refers to the way science is often taught as being more or less… Science Appreciation. He’s right.
I’d say much of my “teasing out the nature of science” occurred during the six years I was crawling around knee deep in the hanging prairies of the Loess Hills landform in NW Missouri and SW Iowa. There is something very crucial to being able to “get inside” a scientific endeavor, and really bruise your knuckles on the nuts and bolts of it. It is perhaps the only way to learn the layers of complexity in this way of “knowing” the world.
A look across a Loess Hills ridge in the extreme southern part of the range in Missouri. These hills become less forested as you move north into Iowa.
When I needed to classify and assign a latin name to everything green on a mid-grass prairie undergoing secondary succession, when I had to come to terms with the subtle mathematical ways of describing how the distribution of each species relates to the total ecosystem, when I had to figure out how I was going to then convert all of this data to warm, acceptable, humanspeak, when that humanspeak was going to happen in public and be picked apart by far wiser and more experienced peers, then… I suppose I had to come to some sort of soaked-into-the-cells understanding of the affordances and limitations of science in being able to describe what was happening on my prairie.
This takes gobs of time, and there is most certainly no appfor that. As science teachers, even the best among us attempt to package up little experiences that allow for every element of the above. But there’s just something about time in this case. Perhaps it’s the weeks of thinking and reflection in between any of the “doing” that makes it a deeper experience.
I can realistically tell you this, the only students who have left me with a deep understanding of science, were students in a course we called Science Investigations. This course was from one to three years in duration and really sought to bring a true authenticity to the student experience. From the development of an authentic, self-designed (with coaching, of course) study, to the defense of said study to university professors… these kids did it all. I only had 10 to 18 students any given year, and there is truly no way I could have coached any more than that at any given time. My recollection of those days are memories of some of the best work I’ve ever done.
I say all of that because each year I also had another hundred or so students in Zoology, Botany, Ecology, Dual-Credit Biology, etc., who ultimately left us knowing quite a lot about the natural world. That might sound really great to the uninitiated, but I’m certain you see the distinction. Sure, many of those students were inspired enough to go off and become far more accomplished scientists than I ever was. But they didn’t really learn to be scientists from me. Perhaps they were ripe for this sort of learning when they arrived at the clock tower, but it was there they actually put the pieces together.
I don’t know… we require students to work deeply through the writing process from beginning to end don’t we? Don’t we expect them to be able to write independently and effectively when they leave us? (don’t get me wrong, I’m a writing-across-the-curriculum guy) But show me where we expect a similar efficacy in the processes and performance of science. We don’t. We just expect them to “*know a bunch of stuff.” Sure, we examine elements of the process, but only in chunks. Learning to write only in chunks leaves you quite short of that as well. In my opinion, it is worth getting upset about because changing this systemwide approach really wouldn’t require magic. It would just require a rearrangement of national and state priorities. Good luck, eh?
My classroom on the first night of class, August of 2003. Notice the sign in the upper-right. I might reconsider if I could go back now.
Back to the “sign wars” in your department… and your giant “WHY?” sign in the classroom. This might be one of those great minds think alike moments. Maybe curious minds is a better word. I had those four poster-board-sized characters on my wall from about 1993, on. Although, you’ll see that I, instead, used an overhead projector. Hey, I’m a font nerd. In practice, I tended to point in that direction as a “why do you say that?” in order to encourage students to provide reasoning for their claims. It was also a huge nod to the realm of wonder.
If I still had that classroom, I really think I might go in this weekend to change it from WHY? to HOW? I think your colleague is right on that one. How likely is the better word here. Although, there is also beauty in tapping into the why at the edges of what we study… even in biology class. You don’t have to be a card-carrying reverend, or the like, to at least point in another direction.
Sure, science is known by many for a set of processes it often includes. And yet, it is also truly a way of knowing. It certainly has limitations as that, but hey, so does religion, etc. Knowing a little about those limitations, and perhaps even hammering out a SCIENCE/SPIRITUALITY venn diagram on week one of class might be good.
You’re making me think too much (or at least report on such thinking) for a Saturday morning. Way to go.”
How do you tell the difference between commenting on someone’s blog and actually attempting to hijack it? I’m not completely sure, but I bet it looks something like this:
I blogged here pretty regularly in ’08 and ’09 when I was in the classroom more. As my role has changed over the past few years, somehow that frequency died back a bit. I suppose it is easier to comment elsewhere than attempt to relocate your own “voice.” The above screen capture was the result of trying to respond to Doyle’s blog with about 2X the character count of his original post. I’m glad I was checked on this one. Sheeesh. What a blog hog.
In the end, this little reflection took me back to the roots of how I learned to be a biologist… why perhaps I was able to foster the same in a percentage of students each year… and why curriculum and philosophy matters so much when trying to help students develop a true understanding of the world in which they live.
This blog is entitled nashworld for a reason. You can’t see the subtitle in this stripped-down theme I chose, but it reads: “to teach, to learn, to empower, this is my world.” It was only intended years ago as a place where I would share the reflections of my learning as a dad, as a teacher, as now as an instructional technology specialist. It is a quest to share my learning. In that quest, I have typically blogged about education, technology as used within our schools, and the roots of learning as it plays out in my classroom, the classrooms of my peers, others across the globe, and in the informal spaces of my home.
I have always been cautious of reading too much into the learning of my own children. They are, in some ways, an anomaly. They are growing up in the home of two devoted public educators. Therefore, their learning experiences in many ways are not typical. I try hard to separate this from my daily work. To me, this is an important distinction. If my decisions as a district employee weigh too heavily upon what happens at home, I am not acting as a representative of the 11,000+ learners in our district. Plenty of times I have seen the drawbacks of reading too much into happenings at home… and protracting that into decisions made for the masses. I am probably overcareful of that. I suppose that is my classically-trained scientific mind reflecting on the reality of such data.
Given these facts, there are still those times where open eyes at home allow insight into the workings of little brains as they make their way about our world. Today, an image my wife posted to Instagram took me back a couple of years to a learning experience by our then three-year-old that I once spilled upon this blog. You really do need to read that piece to understand the rest of this post. Go do that now, the rest of this post can wait…
Erin posted the above image including words from Delaney, our now five year old, that read: “This reminds me of that game… you know… Jackson Pollock.” This was in reference to her backyard creation of a twisted stick plunged into the top of an errant smoke bomb left over from the 4th of July.
In 2010, I wrote of her sitting upon my lap and finger scribbling within an app on my iPhone. At the time, I tied the experience to her early understanding of science concepts via an experience with music. Today I’m stopping by to record the latest in this saga… and it relates full-circle back to art and design. Yes, the above image shows a stick emerging from a smoke bomb. Big deal. And yet, the mere mention of this “creation” as something that reminded her of Jackson Pollock seemed pretty interesting to me. Something in this spontaneous little creation actually reminded her of that two-year-old experience… an experience she pinned to the artist. Do the twisted shapes of this little sculpture really mirror that of the artist’s work? Perhaps not. But in my opinion, this connection is pretty interesting for a five year old. I’m certainly intrigued.
Further, it’s not like that was the only connection to have happened since 2010. Just this past June 8th, I took Delaney and Neve to the Nelson Atkins Museum of Art in Kansas City. In the course of that rather eventful day, we happened upon a painting in the “contemporary art” section that made her jump excitedly. Strangely enough, she ran from my hand to the painting above and read most of the display aloud. She remarked: “Wow… that’s Jackson Pollock, the app where I can paint.” Of course, I tweeted it. Actually, that particularly early Pollock painting held few of the familiar abstract paint streaks of the iOS app. It features a bit more structure than his later works. She connected nothing of the “cells” discussion of two years ago, but she did remember the name. At the time I was impressed that she merely connected the name. Apparently, she conected perhaps a but more than the name alone.
iOS as an assistant
When young kids rummage about the yard you don’t imagine they have the names…. or the particular style of key artists… at the forefront of their brains. And yet, somehow she connected the design of this odd little yard sculpture to that of one of the many artists she has seen in the past few years. If that was an authentic connection, and it seems to have been, then I am definitely impressed by the string of experiences that led to this.
This all started with an iOS app on my phone. Did the app allow her to understand the core design nuances of Jackson Pollock? Perhaps not. I’m not much of a nuts and bolts art teacher. Do iOS apps “teach art” in a way we’ve never been able to before? I’d say no. A big, fat no. Come on, the title of this post was meant to be a little provocative. And yet, something is going on here. Something that certainly didn’t happen for me as a kid. I didn’t know who Jackson Pollock was until Art 101 as a Senior in college. Do iOS (iPhone & iPad) apps “teach” more effectively than conventional methods? Of. Course. Not. Do they quickly and easily allow access to a world the adults in the equation can take advantage of? I’d say they do. If you think this micro case study has value, then you must ask yourself: where was the turning point that led to the added value in this instance?
To me, there is little doubt that the value here lies within the synergy between attuned educator and iOS app. Would this have happened with books alone? No. Would it have happened with books + interested parent-teachers? Perhaps. However, the simple detracting fact here is that I don’t have any books that really feature the work of Jackson Pollock. Nor do we possess any titles that do a good job on abstract expressionism. We’re biology teachers for heaven’s sake. We have a pretty respectable and eclectic library at home, but it’s not the Library of Congress. Our phones, however, are windows to the world. And well, we aren’t the most unattentive parents on the planet. I don’t know, is this something?
I’m beat, but delightfully so. Deep learning is hard work. Designing an ecosystem in which others can learn deeply is even tougher. Teachers know this. I mean, pick your favorite food. Then eat five heaping plates of it. Back to back. If someone treated me to a week of epic seafood meals prepared by skilled chefs, I’d eat big every day. You don’t get that opportunity very often. Well… we did that (again), and I’m tired. Next week I’ll revel in quiet solitude, no doubt reflecting on the intense social learning of the past week. This week was EdWeek.
EdWeekSJSD is but one small construct of the larger vision of professional development in our district. Sometimes in a large learning organization you design PD events where everyone sees, hears, and performs the same thing. You have to. There are times when we all need to be on the same crucial page. We need a core of common language around learning. We need a common vision at some level, and we need norms around the central mission of our schools.
Yet, like the students we serve, teachers are all individuals with differing needs and aptitudes. We could never meet the needs of 11,000 highly individual learners with a team of 900 identically-trained educators. In subscribing to that belief, on some level you must be willing to design constructs of learning that cater to these differences. EdWeek is one of those constructs. EdWeekSJSD is a series of day-long explorations into innovative and creative approaches to learning in a modern classroom. For more detail on the structure and happenings of this week, see the wiki from the past two years, as well as an explanatory post, There’s No Week Like EdWeek, I did last year in anticipation of our first experience of this type.
Thanks are in order:
We have so many thanks to give for the success of the past week. For one, if you were there at all, thank you. Trading in an off-contract day of basking in the summer sun is admirable. If you showed up at all, I salute you. Thank you for making all of the planning and preparation worthwhile. If you showed up for all five days, I am deeply humbled by your professional commitment and love of learning and sharing. I could go on and on about each of the past five days. The new things I learned, the collaboration I witnessed, and the open and public sharing that was done. Many of those details already exist online in reflective posts by my colleagues. Do me this favor, please post links to your work in the comments below, and I will embed those directly in a future edit to this post. For sharing in a collective reflection of this week, I thank you. I’ve already read many of these posts, and I couldn’t possibly detail those days any better. Nice work, Mike.
Digital writing matters
Troy Hicks, author of The Digital Writing Workshop, and Because Digital Writing Matters, took us on an exploration of the broader meaning of literacy on day one. Troy challenged us to see literacy as not only the ability to make deep meaning from reading and writing text, but other forms of rich media as well. For me, he drove home the point that literacy instruction in the classroom of today must make efficient and creative use of the many forms of media that blanket our lives like never before in our history.
Silvia, I thank you again
Joining us again this year, Silvia Tolisano reminded us that any approach to innovation with technology must begin with a focus on learning first, followed by careful selection of modern tools to do the job. She pushed us to consider uses of technology beyond the automation of substitution of current tasks. We both share the belief that using technology to maintain the classroom status quo is a prohibitively expensive proposition. What is beyond mere “integration” of digital tools? Using them to transform learning events into something that would not have been possible otherwise. A wiki that includes resources addressed that day gives you an idea of the broad scope and detail of those explorations. We’ll certainly soon be seeing some amplified classroom experiences for our children.
Learning to be
Our next two leaders were neighbors from the North. Darren Kuropatwa joined us this year from Winnipeg. I deeply admire approaches to learning that are multimodal and which feature rich instances of story. I especially appreciate these things when they arise from a career of motivating students to study mathematics in this way. He’s the math teacher I always wanted. He challenged us to create an environment where students aren’t merely doing math, or history, or science. The set of resources Darren thoughtfully planned to support our day is found here. He deftly made the case for empowering students to be… a mathematician, a historian, a scientist, a writer. Thank you, Darren.
The seriousness of silliness and play
Dean Shareski made a return trip from Saskatchewan to Joetown this year with his fun and serious allwrappedintoone approach to learning and exploring media and ideas. You can’t spend professional time with Dean without making things. Experimentation and play was the theme of the day. We created artifacts, quickly, shared them widely, and debated where the learning lies within each. Check out the seven different forms of exploration from our day together. You can’t attend a session like this without re-examining your classroom tone, nor without acquiring new lenses for seeing the seriousness inherent within play and exploration. Dean- again, many thanks.
Now batting cleanup:
Diana Laufenberg. Diana brought the perspective of a powerfully creative teacher into our little meeting room… and allowed us to swim around in it for a day. During the first half of the day, teachers found the tables turned as they took a reflective trip through what it feels like to be a student in her classroom. Diana helped us close out the week with a close examination of the architecture of and for learning she builds into her classroom. We also explored the benefits of participatory learning in a technology-savvy way and the crucial role of failure in any approach to learning. I’d be shocked if there was a single attendee who didn’t secretly wish to have experienced a government classroom that felt the way our room felt today. Thank you dearly, Diana.
Learners AND facilitators
Participating the entire week, and helping to facilitate it is a monster. You want to dig in and explore every single challenge. And yet, your role is also to help support a diverse room full of teachers with different needs. Just a short year ago, I was the lone instructional technology specialist in the room. With a massive bloom from four to fourteen 1:1 schools, we now have a real team to tackle our district’s burgeoning needs in this area. I can’t tell you how good that feels. We are gelling as a team in short order, and will have much to offer both individually and collectively as the coming year unfolds. Participate, facilitate, participate, facilitate. Focus on the task. Bounce about the room. Support. Comfort. Archive everything. Knowing just how difficult this is fills me full of appreciation of the work of Melissa Corey, Terri Johnson, and Jennifer Gatz. You were great this week, it wouldn’t have worked without you.
They just kept coming back. Just over one hundred teachers, coaches and administrators took part in the week’s festivities. An untold number lurked along via Twitter, Ustream, or Today’s Meet. A total of 38 participated in even more than one event. A few came back… every. single. day. What if you took them all to a conference like ISTE, and assuming the experience was equal to such a conference, (which is severely lowballing it) think about what that would cost. Do the math. Of the 38 repeat customers, 11 completed the full meal deal. Other than those of us who were participant/facilitators, there were six die-hards. Mike Dial, Cindy Faucett, Erin Nash, Mandi Tolen, Jason Tolen, and Chantelle Schwope attended EdWeek in its entirety… all five days from 8am to 3pm. Epic. That is not easy. I have homeland knowledge of the fact that one of these folks was also simultaneously juggling two online graduate courses.
Opt-in professional learning, off-contract and in the summer. I begged for this two years ago. Not everyone believed this would fly. It was possible that no one would attend. It works if the design is right. Thanks to Dr. Dial’s trust and willingness to carve out a chunk of resources, it finally happened for the first time a year ago. This past week, EdWeekSJSD happened again; a hypodermic shot of innovation and creativity in an increasingly standardized world. Like I said, I’m beat, but delightfully so.
*”Twins” by Jon Smith via Creative Commons on Flickr
*The remainder were taken by either Jaime Dial or I.