Reflecting on Reflection

What makes you smarter? I bet you have a pretty good idea by now. Personally, I get a little smarter every time I’m behind the edit pane of this blog. I have a new bit of research to share that might even help reaffirm this little claim. Now, I don’t really know if you are actually getting smarter by being where you are right now, on the outside of the blog looking in… reading. I can assume you are getting smarter by reading this blog with about the same level of certainty that I can say my students got smarter by listening to me talk.

escher-christmas

Reflection

For most savvy educators, the metacognitive power of reflecting upon learning is no secret. I think few in the business would refute that assertion. And yet, I have long believed that we do not take this practice serious enough to truly nourish it until it flourishes.* The practice of careful and explicit reflection embedded throughout the process of learning is a far, far cry from the practice of merely assigning reflective thinking. As dialed-in to this practice as I am, I can’t say I’ve personally nailed it down to the: “Four Steps to Winning via Reflection.” Believe me, if I could write that blog post I would. The reality is that most of what it takes to support deep, meaningful learning is far too nuanced for a bulleted blog post hitched to a cocky title.

What I can say, however, is that at some point in my teaching career, I stumbled upon the advantages of thoughtful, coached reflection. If you’re tackling a concept sophisticated enough to require a bit of struggle, then you can benefit from careful reflection. Thankfully, I discovered this early enough in my career to be able to figure out -by trial and error- some thoughtful ways of encouraging, supporting, and embedding this type of thinking. I later learned this to be the seventh of the Seven Strategies of Assessment for Learning by Jan Chappuis:

Strategy 7: “Engage students in self-reflection, and let them keep track of and share their learning.” – Long-term retention and motivation increases when students track, reflect on, and communicate about their learning. In this strategy, students look back on their journey, reflecting on the learning and sharing their achievement with others.

On Assignment

Again, contrast this embrace of the nuances of learning with the mere practice of assigning reflection. I reiterate this to insure that you don’t simply read the linked article, start assigning it on Monday, wonder why Friday’s quiz scores are no better, and then drop the practice as another failed attempt at smartering**. In fact, I would have to say this reminds me of a rather worn out practice within online/blended modes of schooling: the “post once, comment twice” approach. That protocol arises out of the fact that we would like to see a back and forth exchange of information in these new spaces. We’d like to see students engaged in conversation as an additional mode of learning. We’ve spent a great deal of time and effort to figure out how to support this sort of discourse in physical space. I’m guessing most of us would be far happier if it just “happened” for us in online spaces as well. It makes sense that we’d rather not have to spend the time and effort figuring out yet one more way to interact when we’ve already got this surefire way that still “works.” And thus, attempts at online learning experiences often fall far short on most measures of authentic engagement.

Spiral Bound Hoop Jumping

In short: without at least a measure of careful attention to fostering content conversations and open self-monitoring of learning…  reflection becomes yet another hoop to jump through. Experience tells me that assignments created without either input from or options for the learners themselves…  are a hoop. And before you label me a radical constructivist, I do believe students should engage in “path shaping” experiences designed by a learning expert. The degree to which those experiences are seen as “hoops” is entirely dependent upon design. Photocopy it from a text resource? Hoop. Include little more than low-level regurgitation of dogma? Hoop. Fail to help build a context for the work? Hoop. Require it to be done as a movie, merely because you can? Hoop. Every student in the class looking for the same “right answer?” Hoop. Less than timely and non-descriptive feedback on said assignment? Hoop.

Now More Than Ever

The list goes on and on. It takes serious effort to design learning ecosystems and experiences that are more than a collection of hoops to jump through. Teaching and learning are sophisticated endeavors. The world has changed. We don’t need to attend school to collect facts anymore. We can do that from our handheld devices. If you are still caught in a tell me things on Monday-I write it all down-you quiz me on Friday cycle, your approach has been seriously disrupted by the modern world and is ripe for reinvention. Start by studying self-reflection strategies. Perhaps now more than ever, what we do need to attend school for… is to seek wisdom: the quality of having experience, knowledge, and good judgement. I would further suggest that the road to wisdom is paved with reflection upon thoughtful reflection.

Getting down to specifics, purposeful self-reflection can help students on the path to wisdom in many ways. Coaching students through self-reflection on their learning process can help them…

  • see changes and development over time
  • deeply appraise their own learning process
  • take ownership of their own learning
  • diagnose gaps in their learning
  • select strategies that support their learning
  • find confidence in risk taking and inquiry
  • set goals for future learning

This Just In

The reason for returning here to think deeply about reflection was an EdWeek post from a few weeks ago entitled, Post-Lesson Reflection Boosts Learning by Ellen Wexler. The post outlines a study done via the collaboration of researches from HEC Paris, Harvard, and the University of North Carolina. The original paper, Learning by Thinking: How Reflection Aids Performance, can be directly downloaded on the Social Science Reasearch Network. The author highlights the measurable boost in self-efficacy which is thought to be much of the fuel for the results shown. That is no doubt a significant factor, but I think there is more to it than that. I believe there is still much work to be done in this area.

To be clear, I don’t usually put a great deal of stock in the educational application of research fresh out of business school. Learning is learning, however, and this reminds me of so many practical action research projects my former students and I conducted along the way in any given year. Explicitly engaging students in my personal quest to learn more about learning was full of win. Tossing aside the mystique of schooling and involving students in the process helps to put them front and center in the classroom… where they belong. Get a start this summer. Read this article. Read the Stiggins and Chappuis stuff. Design one small way to make rich student reflection on learning more than another classroom hoop.

In Addition

*Nourish it until it flourishes:  I think I’ll use this phrase again. It has an almost musical-internal-rhyme-Marshall Mathers-sort of thing going on. Or something.

**Smartering:  A Michael Gier term for the goodness that takes place within the mindspace that is his classroom.

Finally, thanks to Bert Kaufmann for sharing A Very Escher Christmas, and Joel Penner for sharing “Hoop Jumping” both via CC license on Flickr.

Make It Rain

Disclaimer

I apologize outright if you are from a drought-striken region desperately searching the electronic ether for a glimmer of hope, only to have arrived at this post courtesy of the title. There are no deluge-inducing instructions here. No chants. Barely a plea. But questions? Yes. This post is about questions.

Family Tree of Droplets

Droplets

While sitting on the deck taking in a beautiful early evening outside, I began my traverse of the daylight/dusk/night barrier when my five year old daughter approached me at the table on the deck, and asked to climb into my lap. While shimmying in for kitten-like comfort, she kicked up a seemingly simple conversation…

Neve: “What are you reading?”

Me: “Oh… just about about ways of thinking. Just something to help me be smart about the work I do.”

Neve: “So, can you read a book to get smarter about anything?”

Me: “Almost. Yep… If you think about something you want to learn about, or know how to do… you can probably find a book to help you. You can pretty much learn about anything you want to today.

So, yeah… if you want to learn something, we’ll find books and things to help you.”

Neve: “Can you get a book if you want to learn how to make it rain?

Me: “(pause) Well… actually yes. Probably. There are people who have been trying to make it rain for a very long time. And sometimes they’re getting pretty OK at it in small spaces. Sort of.”

The conversation from there got a little too lengthy and geeky to relay here, but you get the idea. Learning at age five has so…… so much potential. Infinite, really.

Screenshot 2014-06-16 21.01.27

Showers

I’m really not entirely certain what the segue might have been between these two events, but, fast-forward twenty minutes to when I posted this*:

“Holy cow…… the girls asked what a cardinal sounds like. I pulled up a video from the Cornell Ornithology Lab on my iPhone, and seriously, our backyard is now a cacophony of cardinal music.

Why have I not done this until now?”

The comment stream below the post was rich as well, with several connections from those who had done similar things, as well as some fantastic suggestions for taking this to the next level. I get smarter, kids get smarter, rinse, repeat.

Cloudburst

Once the girls heard the cardinals come to life around us, once they saw two land on the fence directly in front of us, they were in. “What does a goldfinch sound like?” “What about an oriole?” “Does a hummingbird make a sound?” While we Googled every last question in the fading light, I tried to interject a thing of two about the limits of their quick little tests. “Maybe those other species weren’t close by.” “Perhaps this was the wrong time of day for them to respond in that way.” Maybe this, perhaps that…  but at this point they had already crossed over into trying to mimic backyard birdsongs themselves to even hear my prompts. At this point, science was bridging a wee bit into art and I knew this wouldn’t be the last time we attempt such an exploration. 

Here is my question for you: do you realize how close real, honest-to-goodness, publishable scientific inquiry is from this very point? Once you’ve asked a fascinating question (often by accident) and taken the time to muck about and explore the elements of the investigation, you are so close to real sophistication. The sophistication of the process. It is at this point you begin to take those “what ifs” and figure out the scope of what you might be able to find out next. You’re digging into what others have already discovered. You are figuring out feasibility. You are formalizing. Little kids don’t need names for these things to inquire, they just need a guide. A guide who will stay out of the way. A guide willing to intervene minimally and only when needed, but a guide that is curious and kind enough to keep pushing. Gently pushing. Ask questions to get questions. Fewer answers. More possibilities.

Science education begins quite young if you let it. Ask the questions. Keep asking them. Once you get more in return than you give…  you’re winning. Go ahead, make it rain.

Today Weather

Artwork
*”Family Tree of Droplets” by HUSO on Flickr via CC.
*”Neve and The Inchworm” by me.
*”Today Weather” by kristina Alexanderson on Flickr via CC.
 

On Avocados and Presidents

Life moves pretty fast

So, it happens that I was just checking out at the grocery store with my youngest daughter, Neve, by my side. While she danced around behind and beside me (literally), the checkout girl, who I could tell was quite green, asked if the bag of produce were avocados, “just to be sure.” My reply:  “Yep… they sure are.” I smiled warmly in an attempt to soften her subtle, but obvious discomfort in having to ask.

A nutritious, swollen botanical ovary makes its seed so irresistible.

A nutritious, swollen botanical ovary makes its seed so irresistible.

 

Meanwhile, my littlest one pulled her 3-4 year old frame (she’s rather tiny for five) up over the edge of the counter by her hands. With her lips barely perched atop the rim and her feet afloat above floor tiles, she said to the girl: “Avocados are a fruit. They’re not really a vegetable.”

The checker replied: “Oh yeah… how do you know that?”

Neve: “Well… see… they have a seed in them and that makes them a fruit. (significant pause) …Even though some people think they are a vegetable. They’re not really though.”

The checker looked up to me for what appeared to me to be a slightly sheepish content check. I’m not sure what exactly I did in response. Did I wink? No, I probably nodded. I think. Maybe. She then said to Neve: “Wow. How do you know that?”

Neve: “I don’t know… it’s just in my head.”

Checker: “How old are you… five? Wow. You’re really smart! Maybe you could be president some day.”

Neve: “Nahhh… I don’t think girls are presidents.”

My "doorman" …or, "doorwoman."

My “doorman” …or, “doorwoman.”

 

I had a bit of consulting to do after that last line. If you either, A) know me personally, or B) have read a bit of this blog, you can likely imagine our conversation in the car on the way home.* All of this has me wondering about the roots of empowerment. Do we really consider how early and deeply ideas become rooted in the brains of our little ones? When is “too early to matter?”

Context

Actually, if you happen to be one of those die hards from the old days on the blog, you might remember a related story here: But Math is Hard. If you have not read it, you now have your assignment. And really, toward the end of the comments on that post, a rather beautiful thing was born. The web of links there will take you to a content area reading/writing strategy that I use to this day every chance I get. Now that I think of it, Miss Neve quite possibly learned that bit of history while observing the purely male string of presidents on Presidents Pro.

*These talks are usually the silver lining in the cloud of a 50 minute commute that is soon to come to an end. Why is this a negative thing? For one, I’ll just plain miss those long car conversations. Well, that and hearing her sing about 90% of the 96.5 The Buzz playlist from memory. (and yes, of course I have to switch to the iPhone playlist at times during The Church of Lazlo, she’s five.  ;)
 

Artwork

-“inside the beast” by Darwin Bell on Flickr via CC
-“door opener” by me. 

 

iOS as an Art Teacher

Dad disclaimer

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.

The meat

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?

 

EdWeekSJSD: A Litany of Thanks

The calm after the storm

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 CoreyTerri Johnson, and Jennifer Gatz. You were great this week, it wouldn’t have worked without you.

The die-hards

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 DialCindy FaucettErin NashMandi TolenJason 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.

 Artwork

*”Twins” by Jon Smith via Creative Commons on Flickr
*The remainder were taken by either Jaime Dial or I.