There are many more sessions to post about once I get home. For this morning, I want to talk about Fit Bits and Suitcases. The events surrounding these things are analogous to my overall conference experience.
Most people know that I purchased and promptly fell in love with my Fit Bit Flex. Bertha tells me how I'm doing with data and longer term statistics on everything from sleep to steps. (Yes, I named my Fit Bit. Doesn't everyone? No one tells me what to do if we don't have a relationship!) I diligently charged her before I left Fort Wayne assuming that would be enough for six days. Last night, she congratulated me on 10,000 steps for the day and kept me on-time and on task. The battery low indicator is flashing this morning. She is keeping time, but I know the inevitable is that she will cease to work. Her power is depleted. Today, I am my Fit Bit.
Many of you know my planning nature. Mentally, I packed and re-packed for weeks. My final decision was to travel with the smallest suitcase and least baggage. For a six day trip, I took the smallest suitcase! You know; it's the one that is small enough to carry on the plane. I also brought a computer bag and my SMALLEST pocketbook. I didn't want anything to drag me down or burden me. Today, as I attempted to pack, I realized my folly. Where do I put all the books that I bought? Before you say, "Ship them home," know that I dismissed this idea yesterday when I had the opportunity to do so! Last night, I was pleased with my decision! Success, it all fit. Yes, it was tight. The suitcase was stretched to its maximum, but all I had to add in the morning was my toiletries and pajamas! The Brazilian Bombshell lotion was the proverbial straw that broke the camels back. It all zipped up nicely. Yes, I had to force it, but these things are sturdy, right? Seconds later, two zippers, having jointly agreed that enough was enough, broke. The kind of zipper break where it simply unhooks itself , the teeth let loose, and the sides spread. The first things to fall out were my cosmetics and Posh. Next, the portion of the suitcase with my clothing let loose with Marzano, Kafele and Jackson's books escaping to the floor. How do I get it all back together and home? There is nothing to do but buy another suitcase. I came with expectations. They were far surpassed. I've left with information and ideas that will spill out and be messy for quite a while. I have to wrestle with how it all will fit and best ways to transmit the material from me to my teachers. I came with a mindset, a preconceived set of beliefs, and my own knowledge. I can't simply stretch these to fit what I have learned; in some cases I need to start anew. No, I don't have to throw away all that I know, understand and do. However, I need to reframe much of this with new ideas and concepts. In many ways, my mindset has become too static and fixed; it is time to upgrade. I am my suitcase. (We'll find out at the airport if my suitcase is as overweight as I feel after a week of fine food and binges!)
Monday, March 23, 2015
Sunday, March 22, 2015
Principal Kafele: It's NOT an Achievement Gap. It's an Attitude Gap!
At 7:30 a.m. Principal Kafele was already pacing back and forth in the ballroom like a tiger. Few people were in the ballroom, and I could tell he was READY to get going! He graciously took a selfie with me and other attendees while the time passed. Having been to quite a few sessions on educational equity by now, I wondered what new he would add to the discussion. I was not disappointed.
The man has PASSION and a religious missionary's zeal for young men of color. If I could describe it here I would, but what he exuded went beyond words. There was an URGENCY and a CONVICTION in his eyes, his stride and his voice that I've never encountered. He radiated an energy and intensity that made me question my own.
He began by saying that we did not get where we are by effort. I was skeptical until he added, "We got here by ATTITUDE." The attitude of belief in ourselves, led to goal setting, led to actions, led to hard work, led to resilience when the going got hard, led to tenacity, and finally led us to our career path and vocation. The work ethic and all the other eventualities sprung forth AFTER we formed the attitude. Achievement is not the problem. Our young men do not realize how extraordinary they are or the unlimited potential they possess. If we keep telling them, they will believe it eventually. They need to get fired up about themselves.
The gap exists between those students who have the will to strive for academic excellence and those who do not.
We can teach them to strive for excellence. We can teach them to tap into their greatness and their will.
1. First, capture their attention: Speak to him in a language and ways that are relevant to his life. Paying attention to you must be EARNED by your demonstrating relevance and respect. These things build a willingness to hear what you are saying.
2. Your students attitudes matter! Youngsters have to be fired up about themselves! Get excited about themselves. They need to know there is more to their life than sports and rap.ATTITUDE does not let anything interrupt the game plan. Get them excited about learning. Go in with a mindset that you, as a teacher, are going to DESTROY the competition...the negative attitudes! Starve them for air...give them no time in your room.
3. Your attitude matters. Teacher attitudes, admin attitudes, all staff attitudes MATTER. Are you all fired up about the children? Is that what gets you going? Are you fired up about teaching and learning? Are you fired up about your own personal growth as an educator? What are you reading right now to improve your practice? Are we excited by the process of getting better at our practice?
4. Your classroom climate and culture matter. Energy and attitude in the room are determined by YOU! What do students feel when they walk in your classroom? Is it "WOW"? Is it a "good" place where kids can take off their masks? Magical? Empowering? Do students feel like they can learn there? Students need to feel welcome, be greeted and valued. You are welcome! What do you need? At this point, I thought a lot about the Wal-Mart greeters and their purpose. They want you to feel welcome. They want to know if you need help finding anything. It is their job to create CLIMATE for your visit. Work on the BAM! Students should feel that the classroom is about THEM. They should see themselves everywhere they look. They should hear their own voice. This should be a haven, a home, a safe place. Culture is the lifestyle of the classroom. How do you operate/ Who is included? Who is not? What are the norms?
5. Your classroom brand matters. (I think I was daydreaming a bit at this point. I'm uncertain about it.) It had to do with how outsiders see your school, your classroom and you.
6. Your intentionality matters. Dispose of "striving for excellence"...we are excellent INTENTIONALLY. We set ourselves up to win. We are excellent by design.
The man has PASSION and a religious missionary's zeal for young men of color. If I could describe it here I would, but what he exuded went beyond words. There was an URGENCY and a CONVICTION in his eyes, his stride and his voice that I've never encountered. He radiated an energy and intensity that made me question my own.
He began by saying that we did not get where we are by effort. I was skeptical until he added, "We got here by ATTITUDE." The attitude of belief in ourselves, led to goal setting, led to actions, led to hard work, led to resilience when the going got hard, led to tenacity, and finally led us to our career path and vocation. The work ethic and all the other eventualities sprung forth AFTER we formed the attitude. Achievement is not the problem. Our young men do not realize how extraordinary they are or the unlimited potential they possess. If we keep telling them, they will believe it eventually. They need to get fired up about themselves.
The gap exists between those students who have the will to strive for academic excellence and those who do not.
We can teach them to strive for excellence. We can teach them to tap into their greatness and their will.
1. First, capture their attention: Speak to him in a language and ways that are relevant to his life. Paying attention to you must be EARNED by your demonstrating relevance and respect. These things build a willingness to hear what you are saying.
2. Your students attitudes matter! Youngsters have to be fired up about themselves! Get excited about themselves. They need to know there is more to their life than sports and rap.ATTITUDE does not let anything interrupt the game plan. Get them excited about learning. Go in with a mindset that you, as a teacher, are going to DESTROY the competition...the negative attitudes! Starve them for air...give them no time in your room.
3. Your attitude matters. Teacher attitudes, admin attitudes, all staff attitudes MATTER. Are you all fired up about the children? Is that what gets you going? Are you fired up about teaching and learning? Are you fired up about your own personal growth as an educator? What are you reading right now to improve your practice? Are we excited by the process of getting better at our practice?
4. Your classroom climate and culture matter. Energy and attitude in the room are determined by YOU! What do students feel when they walk in your classroom? Is it "WOW"? Is it a "good" place where kids can take off their masks? Magical? Empowering? Do students feel like they can learn there? Students need to feel welcome, be greeted and valued. You are welcome! What do you need? At this point, I thought a lot about the Wal-Mart greeters and their purpose. They want you to feel welcome. They want to know if you need help finding anything. It is their job to create CLIMATE for your visit. Work on the BAM! Students should feel that the classroom is about THEM. They should see themselves everywhere they look. They should hear their own voice. This should be a haven, a home, a safe place. Culture is the lifestyle of the classroom. How do you operate/ Who is included? Who is not? What are the norms?
5. Your classroom brand matters. (I think I was daydreaming a bit at this point. I'm uncertain about it.) It had to do with how outsiders see your school, your classroom and you.
6. Your intentionality matters. Dispose of "striving for excellence"...we are excellent INTENTIONALLY. We set ourselves up to win. We are excellent by design.
- What they hear: our words inspire, say what you say with conviction and passion, multiple times, intentionally build and fire up
- What they see: your philosophy, excellence, student work, acknowledgement and celebration of the individual
- What they feel: the emotion, the passion, caring
- What they experience
If all of that isn't enough....Principal Kafele has over 100 videos (2-6 minutes that address at-risk males) on YouTube. He has videos for TEACHERS on YouTube. He has videos for principals on YouTube. All of it FREE; all driven by his passion!!
https://www.youtube.com/user/bkafele
If I were teaching, I'd have my class watch several a week! They "work" for girls, too! ha ha ha I am going to begin watching the teacher videos and will recommend ones that are good! I bought two of his books......
A+ Principal Kafele
The Rise: Creativity, the Gift of Failure, and the Search for Mastery
Dr. Sarah Lewis is one of the most brilliant and articulate woman that I have ever heard speak. She has written a book titled The Rise: Creativity, the Gift of Failure, and the Search for Mastery. Her expertise and field of study is not the educational world of pedagogy.
Brief bio from her website:
Brief bio from her website:
Sarah Lewis is an art historian and a Du Bois Fellow at Harvard University. She received her bachelor’s degree from Harvard University, an M. Phil from Oxford University, and her Ph.D. from Yale University.
Her second book, focused on the role of photography in the exposing the fiction of racial categories, is under contract with Harvard University Press. Her essays on race, contemporary art and culture have been published in many journals as well as The New Yorker, Artforum, Art in America and in publications for the Smithsonian, The Museum of Modern Art, and Rizzoli.
She has served on President Obama’s Arts Policy Committee and as a Trustee of Creative Time, The CUNY Graduate Center, the Brearley School, and the Andy Warhol Foundation of the Visual Arts. She has also held curatorial positions at The Museum of Modern Art, New York and the Tate Modern, London.
She is also the author of The Rise: Creativity, the Gift of Failure, and the Search for Mastery (Simon & Schuster), a layered, story-driven investigation of how innovation, discovery, and the creative progress are all spurred on by advantages gleaned from the improbable foundations.
She lives in New York and Cambridge, MA.
About her book:
“It is one of the enduring enigmas of the human experience: many of our most iconic, creative endeavors—from Nobel Prize-winning discoveries to entrepreneurial inventions and works in the arts—are not achievements, but conversions, corrections after failed attempts.
The gift of failure is a riddle. Like the number zero, it will always be both the void and the start of infinite possibility. The Rise—part investigation into a psychological mystery, part an argument about creativity and art, and part a soulful celebration of the determination and courage of the human spirit—makes the case that many of our greatest achievements come from understanding the importance of this mystery.
This exquisite biography of an idea is about the improbable foundations of creative human endeavor. The Rise begins with narratives about figures past and present who range from writers to entrepreneurs; Frederick Douglass, Samuel F. B. Morse, and J.K. Rowling, for example, feature alongside choreographer Paul Taylor, Nobel Prize-winning physicists Andre Geim and Konstantin Novoselov, Arctic explorer Ben Saunders, and psychology professor Angela Duckworth.
The Rise explores the inestimable value of often ignored ideas—the power of surrender for fortitude, the criticality of play for innovation, and the propulsion of the near win on the road to mastery, the importance of grit and creative practice. From one of the most insightful writers of her time, The Rise is true masterwork.” --http://sarahelizabethlewis.com/writing/
Did I mention she is drop-dead gorgeous and probably in her early thirties? With eloquence and measured cadence, she shared the story behind her book. I found myself wanting to know about her childhood, her parents, where she was raised, etc. There was no hint in her accent, which was HIGHLY polished with perfect elocution. My guess is if she was from anywhere with an accent, she has worked to remove all traces. What she has done is to curate the stories of people who have done amazing things and accomplished world renown BECAUSE of failure, mistakes and the unrelenting search for MASTERY.
She had me mesmerized from her first word. Success is reaching a point. Mastery is an ongoing process of refining and continually improving. The stories and applications for use in school made me cease listening at points because I got so into my own head connecting and applying. Of course, the book is ordered from Amazon and will be awaiting me when I arrive home. What an impact these stories can have on students and colleagues! If I taught, I'd read one every few days. Students learn grit, perseverance and resilience by hearing about people who have these qualities. Let's make their heroes be true heroes like these in the book! I'll have it read by Friday, probably. Who wants to borrow it next?
Charlatans, Hucksters, Practioners, Researchers, and Balanced
Presenters at ASCD come in all shapes, sizes and configurations. They hail from every state in America and points far beyond. I am going to share my taxonomy of ASCD speakers who provide professional learning at ASCD, and probably all over the world.
Charlatans and Hucksters: I can make folks LIKE professional development for a price.
These folks make their money presenting other people's ideas, stories, and experiences. They are hired guns who travel full time on the PL circuit. These folks are HIGHLY entertaining, have slick Power Points, and get everyone laughing and engaged. They are usually dramatic, energetic and exude pseudo-passion. What they present is often out of date but an idea that still holds general appeal and status. An example of this is the speaker on "THE BRAIN" yesterday who taught about right brained and left brained people. Poppycock! I call "bullsh*&" on that one! http://www.oecd.org/edu/ceri/neuromyth6.htm She had cool slides with tigers and lions and music that all basically said: kids don't learn when their scared, you need to build relationships, and kids like to be challenged. Rigor, Relevance and Relationship....can we say Dagget? After reading REAL studies and books by great folks on brain research, rigor and relationship I just left early and annoyed. There is NO DOUBT that she could be motivational and entertaining, but I found no BEEF. She handed out information cards that she wanted us to fill out, so she could contact us about bringing her PD to our school. Did I mention she made "redneck" jokes....
I hate to put this presenter under "charlatans and hucksters" because I liked him. He was old enough to be my dad, which doesn't happen often anymore. He sounded like my dad, complete with heavy East Coast (New Hampshire? Massachusets?) accent. The presentation was on GRIT. Though he said many good things, I feel he spoke from a kids are deficit mindset. I raised my hand every time he made a statement such as, "How many of you did chores growing up?" "How many of you were taught work ethic".....It sounded to me much like "How many of you walked five miles in the snow, uphill both ways to school every day? Damn kids today can't do anything." He had slides of over 50 things we have to teach kids to do today that we used to know how to do. It sounded very much like "white cultural norms" to me....Thank you, Ed Javius from Edequity.com. He did quote DWECK and HATTIE, which seem to be a REQUIREMENT in EVERY SESSION this year, but I think he got some of the implementation stuff wrong....I think his mindset is wrong. He runs a company SDE and pushed his books, booth and services. He has written a very clever title, which I own: "If the Horse Dies, Get Off". He was funny, engaging and his PowerPoint was BUSY, ACTIVE, and overdone. Music...zinging sounds...animations....He recommended some GREAT books...had some AWESOME quotes to share and was in many ways HIGHLY inspirational, but I left feeling like he wasn't quite on target and he was trying to sell me something. I feel harsh saying this because he made me feel so nostalgic and safe; he WAS everything I loved in my dad who I lost last year. My father was an educator, too. However, I would not follow his pedagogy...I'd die for the man but his ways were not the ways of the 21st century. This man made me feel like he was trying to bridge the pedagogy and be cutting edge, but he didn't quite make it.
Practitioners: We did it; you can too!
These are passionate educators and administrators. These are people who know 'stuff' because they have done 'stuff'! They share about their class or their school. They share what they have tried, successes and failures. They exude passion and authenticity. Often appearing nervous, they warm to their topic. They are NOT professional presenters; however, their Power Points are always WOW and organized. These are people who are proud of their accomplishments! Great presentations of program, transformation, strategy and data are the norm from this group! I love practitioner sessions; they leave me thinking about transference, application and possibilities. They embody the term action research. This type of research shows how ideas work and what change can be brought, less on WHY.
Researchers: These are the facts!
Marzano would fall into this category. He has quartiles, percentiles, effect size, and huge sets of data. For me, he brings a big picture perspective. He shares data with no bias, emotion or anecdotal stores. (Ok, there was one story about his son and one pseudo-joke) By and large, he's got the BEEF, the straight scoop. Some people find him dry and static. Power Point slides are polished and perfect. My feeling is he presents to inform and not to entertain. He is KNOWLEDGE and RESEARCH. He's not going to "fire you up"; he's going to give you fuel to use in sustaining your knowledge base, which is the material that drives passion and gives programs sustainability, validity and reliability. Marzano's type of research tells what works and what it looks like with less focus upon the WHY.
Balanced: Been there DONE that...researched that...went back and did it again....refined my research...I still want to know more! Tell me what you think? INQUISITIVE SEARCHER
These are most likely academics based in universities. They have taught in some realm K-12 and moved on to university. However, they ARE not "ivory tower" folks. They are in classrooms all the time. They KNOW what is going on at ground zero. They respect teachers; they respect students; they love the craft and profession. They are insightful, thoughtful and based in the trenches and the muck of the messy world of the classroom. Their presentations blend the research and practice together and contain anecdotes, strategies, pedagogy and data. Tomlinson is the queen of pedagogy and balance in my opinion. Presentation style: we're sitting at the kitchen table talking together, no attempt to entertain or be overly amusing, simple (beyond simple) ppt slides
Brilliant Non-Educator: I am saving this for its own post!
Saturday, March 21, 2015
My Notes are Like Nets
I have been trying to capture every slide and everything said by taking copious notes, but the ESSENCE of what I have heard slips through the holes and falls, unwritten, between the lines. Today, I will focus on ESSENCE.
Books Recommended:
Active Strategies for Engagement and Differentiation in the Secondary Classroom (at the printing house)
Visual Learning by John Hattie
Professional Capital by Hargreaves and Fuller
Ethics of Excellence by Ron Berger
Quotes: "Culture is to humans, as water is to fish" --Wade Nobles
Leaders need to create working environments where people are comfortable being uncomfortable.
Hattie's research shows a .72 effect size when strong relationships are developed in a classroom. This is the largest effect size of any strategy. It seems so simple! Build a relationship and you will get engagement, motivation, and academic growth! I BELIEVE this, but I am uncertain how to TEACH teachers to do this "simple" thing! Some do it intuitively, naturally; others seem to come devoid of any skill in this area.
Ed Jarvius had some critical things to say about PBIS, and I think our districts response to this type of criticism is adding the CR part! However, I haven't seen many "deliverables" from all the hours of training. I go home with a huge amount of information on changing MIND SET first and then strategies. Surveys that will allow teachers to reflect on their unconscious biases, Seeing past the "hoodie" and the "hood" for all that is good! (I made that up...corny.)
Once again, we spent a LOT of time on KUD and knowing what you want the kids to walk away from the lesson knowing, understanding and being able to do. Lessons are framed around these NON-NEGOTIABLE items and then differentiation strategies are applied! High expectations. We need to have our radar up for over-scaffolding and transmitting a message to our students.
We need to affirm, validate and bridge cultures.
Ed had some great advice on starting the shift of mindset. He said to start with those who would roll with us first. The early adopters and proactive people in the school can help lead. We then talked about two kinds of teachers:
Firefighters: Those teachers who say, "It can't be done," "We tried this before," "They don't know our kids", "I can't take one more thing on my plate," "Teachers are too stressed to take the time to....," and huddle in the teachers' lounge and halls waiting to put out the fire of a new idea or a new teacher.
Fire Starters: Bring the passion and contagious enthusiasm, see beyond the possible to things thought impossible Beware: fire starters are often not popular, you may lose your pass to the party
Start with the WHY...why are we doing what we are doing? motivation and Mind Set
Move to the WHAT....what are we doing? Is there a better way?
End with HOW....how can we change...how can we do it better...
All too often we deny students the right to COGNITIVELY STRUGGLE. Why? My thought is that some teachers don't want the "push back" from the student which leads to discipline and confrontation. It is easier to give them what they are used to getting and will sit passively doing. (the worksheet, the flashcards, busywork) People learn when they are in the ZPD (zone of proximal development), the place where they need a PUSH to achieve and need to work.
Culture intrinsically motivates. At this point, we did a lot of thinking about FISH...the analogy was that some students are fresh water fish and others are salt water fish. The environment of school is fresh water. If you take a goldfish from the county fair and dump him in your fish tank he will start to fail and eventually die. You have to acclimate him to the water by integrating him in his bag into the tank. We have to add the "Lowry Salt" into our curriculum. Where can the student see himself and his culture?
At this point, it just got so good that I stopped writing altogether! I have handouts with surveys. behaviors that are common in black/brown males, mind set and strategies! We should not advance a student to tier 2 strategies because of cultural differences. We must affirm and validate their culture and then instruct them in the culture of school, while simultaneously re-thinking this culture!! (Why do we have to sit still? Why do we have to be quiet? )I will share all via email if requested.
One of the biggest "aha's" was when we looked at the Common Core and saw that talking, moving, doing are Common Core BEHAVIORS! Sitting passively and silently are NOT. Thinking..thinking..thinking...
I saw a bunch of examples of DI and process/product/content by readiness/learning profile/interest, but I won't share that here. That is my "wheelhouse"....ha ha ha
Books Recommended:
Active Strategies for Engagement and Differentiation in the Secondary Classroom (at the printing house)
Visual Learning by John Hattie
Professional Capital by Hargreaves and Fuller
Ethics of Excellence by Ron Berger
Quotes: "Culture is to humans, as water is to fish" --Wade Nobles
Leaders need to create working environments where people are comfortable being uncomfortable.
Hattie's research shows a .72 effect size when strong relationships are developed in a classroom. This is the largest effect size of any strategy. It seems so simple! Build a relationship and you will get engagement, motivation, and academic growth! I BELIEVE this, but I am uncertain how to TEACH teachers to do this "simple" thing! Some do it intuitively, naturally; others seem to come devoid of any skill in this area.
Ed Jarvius had some critical things to say about PBIS, and I think our districts response to this type of criticism is adding the CR part! However, I haven't seen many "deliverables" from all the hours of training. I go home with a huge amount of information on changing MIND SET first and then strategies. Surveys that will allow teachers to reflect on their unconscious biases, Seeing past the "hoodie" and the "hood" for all that is good! (I made that up...corny.)
Once again, we spent a LOT of time on KUD and knowing what you want the kids to walk away from the lesson knowing, understanding and being able to do. Lessons are framed around these NON-NEGOTIABLE items and then differentiation strategies are applied! High expectations. We need to have our radar up for over-scaffolding and transmitting a message to our students.
We need to affirm, validate and bridge cultures.
Ed had some great advice on starting the shift of mindset. He said to start with those who would roll with us first. The early adopters and proactive people in the school can help lead. We then talked about two kinds of teachers:
Firefighters: Those teachers who say, "It can't be done," "We tried this before," "They don't know our kids", "I can't take one more thing on my plate," "Teachers are too stressed to take the time to....," and huddle in the teachers' lounge and halls waiting to put out the fire of a new idea or a new teacher.
Fire Starters: Bring the passion and contagious enthusiasm, see beyond the possible to things thought impossible Beware: fire starters are often not popular, you may lose your pass to the party
Start with the WHY...why are we doing what we are doing? motivation and Mind Set
Move to the WHAT....what are we doing? Is there a better way?
End with HOW....how can we change...how can we do it better...
All too often we deny students the right to COGNITIVELY STRUGGLE. Why? My thought is that some teachers don't want the "push back" from the student which leads to discipline and confrontation. It is easier to give them what they are used to getting and will sit passively doing. (the worksheet, the flashcards, busywork) People learn when they are in the ZPD (zone of proximal development), the place where they need a PUSH to achieve and need to work.
Culture intrinsically motivates. At this point, we did a lot of thinking about FISH...the analogy was that some students are fresh water fish and others are salt water fish. The environment of school is fresh water. If you take a goldfish from the county fair and dump him in your fish tank he will start to fail and eventually die. You have to acclimate him to the water by integrating him in his bag into the tank. We have to add the "Lowry Salt" into our curriculum. Where can the student see himself and his culture?
At this point, it just got so good that I stopped writing altogether! I have handouts with surveys. behaviors that are common in black/brown males, mind set and strategies! We should not advance a student to tier 2 strategies because of cultural differences. We must affirm and validate their culture and then instruct them in the culture of school, while simultaneously re-thinking this culture!! (Why do we have to sit still? Why do we have to be quiet? )I will share all via email if requested.
One of the biggest "aha's" was when we looked at the Common Core and saw that talking, moving, doing are Common Core BEHAVIORS! Sitting passively and silently are NOT. Thinking..thinking..thinking...
I saw a bunch of examples of DI and process/product/content by readiness/learning profile/interest, but I won't share that here. That is my "wheelhouse"....ha ha ha
Friday, March 20, 2015
KUD: Milking it for All It's Worth
Yesterday was KUD DAY! Both presenters focused on this simple idea. Students cannot hit a target that is fuzzy or in constant motion. If the teacher does not have any idea what the KUD for an activity are , how are students expected to learn?
K: KNOW (facts, definitions, vocabulary, etc)
U: UNDERSTAND (generalizations, concepts, big ideas of the discipline)
D: Do ( the VERB, what do we want them to DO, skill, product)
Turn of phrases: prolonged direct instruction: "the ear hustle", racism of low expectations, praying for a teacher's retirement is not a leadership strategy, Most effective teachers: WARM DEMANDERS- part master drill sergeant and part Mother Theresa
FAVORITE QUOTES: Unquestioned patterns become prisons.
The greatest barrier to learning is not what the student knows but what the teacher believes.
Video: Everyday Creativity pt. 1 Narrated by a National Geographic photographer creating an interesting analogy for teaching! (One of the best video clips ever. I googled it..$795.00. YIKES!)
Take-Aways from Video:
K: KNOW (facts, definitions, vocabulary, etc)
U: UNDERSTAND (generalizations, concepts, big ideas of the discipline)
D: Do ( the VERB, what do we want them to DO, skill, product)
Turn of phrases: prolonged direct instruction: "the ear hustle", racism of low expectations, praying for a teacher's retirement is not a leadership strategy, Most effective teachers: WARM DEMANDERS- part master drill sergeant and part Mother Theresa
FAVORITE QUOTES: Unquestioned patterns become prisons.
The greatest barrier to learning is not what the student knows but what the teacher believes.
Video: Everyday Creativity pt. 1 Narrated by a National Geographic photographer creating an interesting analogy for teaching! (One of the best video clips ever. I googled it..$795.00. YIKES!)
Take-Aways from Video:
- Creativity is looking at the ordinary in extraordinary ways. Falling in love with the world with passion and connection
- We have to learn how to change our lenses. There is more than one right answer. Continually search for another right answer...a better right answer.
- Seek this other right answer without fear...embrace it and change leneses
- Don't be afraid to make mistakes. An average National Geographic photographer will take 14,000 pictures for ONE article!
- Press out of your own comfortable box, break PATTERNS in your life
- Don't think in terms of win-lose scenarios; think about win-LEARN scenarios
- Ask yourself: Why do we do it this way? Is there another right answer? Another way?
- We must train our technique: Vision without technique is blind.
- We must put ourselves in the place of most potential.
- Be patient, persevere, be ready to take advantage of windows of opportunity.
- Balance emotion and intellect -- really CARE.
- Life is a banquet of endless possibilities: Don't stop at the first right answer.
I've typed it all and it looks CLICHE and trite. Honestly, the video was inspiring. I can see it being very motivational at an opening session for a school district, too pricey for a school PL session!
_______________________________________________________________________________
What you teach matters! Absolute clarity in instruction is needed.
We begin with designing challenges, ever mindful of teaching UP! Then, we assess our students to inform our teaching and learning. From this information we scaffold our challenge and create extensions for our challenge. Once created, we MANAGE for predictability and flexibility.
WE SHOULD SPEND MORE TIME PLANNING WHAT WE ARE TEACHING THAN WORKING ON AN ACTIVITY.
- A focus on MEANING (why it matters)
- a focus on UNDERSTANDING ( why it makes sense)
- a focus on RELEVANCE (why students will care)
- Designed for DEEP (vs. surface) learning
- Requires APPLICATION for TRANSFER of information to other contexts!!! They don't remember it if they don't get it. If they don't remember, they can't transfer. "Didn't your teacher teach you this last year??"
- Clear KUD- with UNDERSTANDING in the foreground of student work
- Necessity for critical and/or creative thinking
- Real-world applications
- A product focus -- evidence of learning ---thought process
- Opportunity for dialogue, discussion, examination of perspectives, confronting confusion
- Task assignment is based on consistent and persistent formative assessment
- Requires student reflection
____________________________________________________________________
This next section contradicts FWCS beliefs as taught by Learning Forward.
Learning Forward says that STANDARDS=CURRICULUM
It's essential to know what curriculum is and is not!
Curriculum is not textbooks. Curriculum is not standards! Curriculum is not a pacing guide. It includes, but it is not LIMITED to standards. In other words, a curriculum should not be seen as a fixed or immutable entity. The ingredients of curriculum include the things listed.
All ingredients working together create a curriculum. Analogy: ingredients in a meal, all can be combined in different ways and combinations to create DINNER.
Everyone should get DINNER and not LEFTOVERS. Planning, preparing and serving the meal require creativity and thoughtfulness. The art of putting together materials to teach is being lost due to "fast food" type learning packages, textbooks and companies who earn money selling canned programs of study.
______________________________________________________________________________
Plan for the Ceiling not the FLOOR!
Avoid TWINKY differentiation: not grounded in KUD, random, multiple intelligence's activities with no connection to learning
Pedagogical Content Knowledge - Cultural/Linguistic Lens to Achieve Engagement
- Know my students- Do I know enough to ENGAGE them in what they need to know?
- Know my content- Do I really know my content, skills and standards and what they are asking student to do? If there is a gap, do I know my content well enough to find and fill?
- Know my skill level - Do I have MULTIPLE WAYS to teach the content/skill to diverse learners in my class
When planning think what it would look like for a student to exceed your standards.
_______________________________________________________________________
The power of the Teacher
When I close my classroom door, I create the weather!
Mindset: What you believe a student can do.
Do you see the "COAL" or the "DIAMOND"?
Don't let the swagger get in the way of the engaging! Don't let the hoodie or the sagging create expectations. Don't devalue linguistic differences. Instead, teach students to code switch from home language to academic language. Connect primary language to academic language. Academic language gives access to standards. Validate and affirm home language.
Don't randomly call on students; be strategic
____________________________________________________________________________
Engagement: 2 cartoons in ppt
To ensure understanding work from clear KUDs.
The standards are all DO's!
(Lots of talk here about KUD. We played a game with a baggie full of cards. We had to sort them into K - U - D piles.)
IF WE ARE NOT CLEAR ON THE KUDS, WHAT WILL WE ASSESS???
4 Questions of PLCs
- What do we want them to know?
- How do we know when they know it?
- What do we do when they don't get it?
- How do we extend when they do?
Thursday, March 19, 2015
Mind Set: Reflection
After a night of reflection, I have questions about yesterday and concerns. My big take-away is that differentiating instruction AND equity both hinge on MIND SET. They will not automatically be successful if I simply change teacher PRACTICES by giving them strategies! I have to cause change or be a catalyst for change in their THINKING processes. By and large, thinking process and mindset are invisible and difficult to assess. (Javius said there was a survey in the materials, which I'll have to look for today.)
I can go to a class and OBSERVE a strategy being utilized. I can't go in and assess mindset. In the long run, I guess that mind set, to a large extent, is communicated by a person's words and actions. To assess this will take time. Bottom line is are we even aware of our own mind set and biases?
Then there is the slippery slope of what the best MIND SET truly is. Yesterday, we learned to be "color blind" in the classroom, seeing all children equally, is NOT the mind set. We must view all children as different. To respect a culture, linguistic group or race we must first be aware and informed about differences and take actions based on what we know and understand. To respect a student we must also respect their learning profile which includes: readiness, interests, learning preferences, etc. So, we don't act BLIND to the differences; we embrace them and build upon them.
Equity is not about treating all students the SAME. It is about giving all children what they NEED, so that all opportunities will be EQUAL.
The other key piece goes beyond the beliefs we act upon relating to race, linguistic group or culture. It strikes at the heart of our conception and definition of INTELLIGENCE. What do we believe that SMART looks like? What choices do we make based on this belief? I think most educators know the work of DWECK and the concept of fixed vs. growth mindset, in theory. However, I do not think the choices we make reflect what we know to be true.
I'll never forget when a guidance counselor told my daughter, "You're a 111; you can't get any more average than that." This was a personal experience, so it stands out in my mind. They can't be in HONORS classes unless they score in the 98th%ile on the NWEA..... We reserve the "goodies" for a select few and don't hone in on the mind set belief. EFFORT and HARD WORK will lead to success when coupled with quality instruction. How often do we limit options, opportunities and "goose bump curriculum" from students based on a number on tests that are agreed upon by all to be biased?
Javus contends that teaching for equity and having a growth mind set are 80% of what we need to close the achievement gap. Twenty percent is based on strategies.
Summary: All can learn, and all have something to teach. Changing mind sets is the Holy Grail.
I can go to a class and OBSERVE a strategy being utilized. I can't go in and assess mindset. In the long run, I guess that mind set, to a large extent, is communicated by a person's words and actions. To assess this will take time. Bottom line is are we even aware of our own mind set and biases?
Then there is the slippery slope of what the best MIND SET truly is. Yesterday, we learned to be "color blind" in the classroom, seeing all children equally, is NOT the mind set. We must view all children as different. To respect a culture, linguistic group or race we must first be aware and informed about differences and take actions based on what we know and understand. To respect a student we must also respect their learning profile which includes: readiness, interests, learning preferences, etc. So, we don't act BLIND to the differences; we embrace them and build upon them.
Equity is not about treating all students the SAME. It is about giving all children what they NEED, so that all opportunities will be EQUAL.
The other key piece goes beyond the beliefs we act upon relating to race, linguistic group or culture. It strikes at the heart of our conception and definition of INTELLIGENCE. What do we believe that SMART looks like? What choices do we make based on this belief? I think most educators know the work of DWECK and the concept of fixed vs. growth mindset, in theory. However, I do not think the choices we make reflect what we know to be true.
I'll never forget when a guidance counselor told my daughter, "You're a 111; you can't get any more average than that." This was a personal experience, so it stands out in my mind. They can't be in HONORS classes unless they score in the 98th%ile on the NWEA..... We reserve the "goodies" for a select few and don't hone in on the mind set belief. EFFORT and HARD WORK will lead to success when coupled with quality instruction. How often do we limit options, opportunities and "goose bump curriculum" from students based on a number on tests that are agreed upon by all to be biased?
Javus contends that teaching for equity and having a growth mind set are 80% of what we need to close the achievement gap. Twenty percent is based on strategies.
Summary: All can learn, and all have something to teach. Changing mind sets is the Holy Grail.
Wednesday, March 18, 2015
The day is ending, and I am exhausted and content. The session today was pretty amazing and can be separated into two distinct strands. The first was dealing with differentiation of instruction, and the second was teaching up for equity and excellence. The equity portion was the most interesting and dealt with the needs of our non-majority populations in the classroom setting. I am going to post a bit from my stream of conscious notes as I am too tired to clean it up and organize it!
What is differentiation? "Shaking up" the educational experience by offering multiple options for taking in information, making sense of ideas, and expressing what has been learned.
+ Respectful teaching- Does this mean that not differentiating is disrespecting our students? Hmmm
+ Principle driven decision making not a set of strategies or activities
+ Analogy: There's an APP for that! Many resources to help us get things done, finding the right APP, method or modality
+ A sequence of common sense decisions made by teachers with a student-first orientation
+ A way of thinking and being, a mind set
Common Sense Decisions of Differentiation
1. ensure learning environments support student learning (mindset, connections, community)
2. absolute clarity about powerful learning destinations (KUDs, engagement, understanding and teaching up)
3. Persistently knowing where students are in relation to the destination along the way.
4. Adjusting teaching to make sure each student arrives at destination (readiness, interest, learning profile)
5. Effective leadership and management of flexible routines and rules
What does it mean to teach up?
+ Clear KUDs
+require careful thought
+ focus on understanding
+ use key knowledge and skills to explore interests and application
+ authentic
+ require support, explanation, application, evaluation and transfer
+ criteria should be at or ABOVE "meets expectations"
+requires metacognition, relfection, planning and evaluation
+every kid has "respectful" tasks, they must all be required to THINK, KNOW and DO
Quotes: We don't have a learning gap; we have an opportunity gap.
We must process new information in our primary language before we can communicate in academic language.
Rigor is what the KIDS do an produce not what the teacher does! You can't WING rigorous instruction; it must be thoughtfully planned.
We make meaning through cultural, linguistic and racial identities.
The most important thing is to know the students. (profiles, interests, etc) Wrap instructional strategies around WHO they are as learners. Don't try to wrap the students around your instructional strategies.
How can culturally responsive strategies add to differentiated instruction? Learning profile and interest surveys are more important than readiness. Relationships will turn the key. Students and teachers see through their own lens. (poverty, race, etc.) We've got to own them ALL. Half the battle of getting to rigor is knowing where your students are brilliant and honoring their uniqueness.
The strategies we choose should tap into our students experiences.
"Sometimes PLCs are so data driven that they never get to the how are we going to use this data piece." 20 % of time should be spend figuring out WHAT the data says. 80% of time should be figuring out WHAT we will do in response to data.
75% of closing the achievement gap is MINDSET. 25% is strategies. What we know and believe about students is key. Do we believe we can teach and reach them all? Do we truly believe they all can learn?
Those teachers who PLAN are more likely to hit the mark.
Information does not mean transformation.
You only need ONE kid to validate mediocre instruction. Teachers asks, "Do you get this." One student responds, "Yes".....so, the teacher moves on. How do we know they know if we don't assess learning in formative ways?
Equity is the process Equality is the outcome.
Equity stems from: AWARENESS, ATTITUDE, and ANALYSIS of and towards racial identity and data. We must examine our unconscious bias. Do we ask lower DOK questions of some students? Have we already decided that some students can't learn or don't care? Are we practicing instructional racism with our low expectations without knowing it? Do we inadvertently scaffold so much that we are communicating low expectations to the student and the rest of the class?
How students see themselves is directly related to their resilience in school. (Video: young black children pick white doll as more attractive and "good") We are opening up more AP opportunities for minority students, but are they like the canaries in the mine?What do these students need to be successful? verbal code switching and social networks
"As an African American male I enter a class and am already on trial for my race. I don't have a chance to mess up or misbehave. " Teachers must give opportunities for students to make mistakes in safety. Doing AP is often seen by peer group as "acting white". We have to interrupt this type of thinking!
Quality DI begins with a GROWTH Mind Set, moves to student teacher connections, and evolves into community. (At this point we discussed fixed vs. growth mind set for quite awhile. I think we all get this!)
Video clip from 60 Minutes: Hrabowski at UMBC- building cohorts of minority students for math and sciences. Components:
+ Every kid deserves a "goose bump" curriculum
+ Meaning rich
+HARD WORK
+Words of affirmation and support, "We believe in you"
+teacher acceptance of responsibility for student success
+cohort effect
+contagious enthusiasm
+focus, focus, focus
Growth Mind Set: DWECK
1. Success comes from EFFORT.
2. With hard work most kids can and do learn most things.
3. Teachers can override student profile.
4. Keys: high goals, high support, ensure student focus
"The best strategy for Tier 1 is not thinking Tier 2 has the answer."
Planning intentional instruction is the best tier 1 intervention.
A + B = C (COACHING + TEACHER EFFICACY = Educational Outcomes
Efficacy = A teacher's belief that they have the skills, knowledge and understandings necessary to successfully teach all students in the classroom.
We don't need more resources; we need more quality instruction and teacher efficacy.
I have the knowledge, skills and actions to increase deep learning in all of my students. (Efficacy)
DOK- Blow up the chart! Hang it up! We know the language that our students need to be academically successful! This is the language they must know.
What do culturally relevant teaching practices look like? (Video Clip: Room 26) It was an elementary classroom, but there were a lot of solid strategies and ideas.
safe environment, connections, respect, "no one gets kicked out of this room", help each other out, understand who they are and like them anyway, make your room a "secret cave" that is special and distinct from the outside world, don't yell, NO SARCASM ever, personal relationships. PEACOCK moments, be a "warm demander,"
What is differentiation? "Shaking up" the educational experience by offering multiple options for taking in information, making sense of ideas, and expressing what has been learned.
+ Respectful teaching- Does this mean that not differentiating is disrespecting our students? Hmmm
+ Principle driven decision making not a set of strategies or activities
+ Analogy: There's an APP for that! Many resources to help us get things done, finding the right APP, method or modality
+ A sequence of common sense decisions made by teachers with a student-first orientation
+ A way of thinking and being, a mind set
Common Sense Decisions of Differentiation
1. ensure learning environments support student learning (mindset, connections, community)
2. absolute clarity about powerful learning destinations (KUDs, engagement, understanding and teaching up)
3. Persistently knowing where students are in relation to the destination along the way.
4. Adjusting teaching to make sure each student arrives at destination (readiness, interest, learning profile)
5. Effective leadership and management of flexible routines and rules
What does it mean to teach up?
+ Clear KUDs
+require careful thought
+ focus on understanding
+ use key knowledge and skills to explore interests and application
+ authentic
+ require support, explanation, application, evaluation and transfer
+ criteria should be at or ABOVE "meets expectations"
+requires metacognition, relfection, planning and evaluation
+every kid has "respectful" tasks, they must all be required to THINK, KNOW and DO
Quotes: We don't have a learning gap; we have an opportunity gap.
We must process new information in our primary language before we can communicate in academic language.
Rigor is what the KIDS do an produce not what the teacher does! You can't WING rigorous instruction; it must be thoughtfully planned.
We make meaning through cultural, linguistic and racial identities.
The most important thing is to know the students. (profiles, interests, etc) Wrap instructional strategies around WHO they are as learners. Don't try to wrap the students around your instructional strategies.
How can culturally responsive strategies add to differentiated instruction? Learning profile and interest surveys are more important than readiness. Relationships will turn the key. Students and teachers see through their own lens. (poverty, race, etc.) We've got to own them ALL. Half the battle of getting to rigor is knowing where your students are brilliant and honoring their uniqueness.
The strategies we choose should tap into our students experiences.
"Sometimes PLCs are so data driven that they never get to the how are we going to use this data piece." 20 % of time should be spend figuring out WHAT the data says. 80% of time should be figuring out WHAT we will do in response to data.
75% of closing the achievement gap is MINDSET. 25% is strategies. What we know and believe about students is key. Do we believe we can teach and reach them all? Do we truly believe they all can learn?
Those teachers who PLAN are more likely to hit the mark.
Information does not mean transformation.
You only need ONE kid to validate mediocre instruction. Teachers asks, "Do you get this." One student responds, "Yes".....so, the teacher moves on. How do we know they know if we don't assess learning in formative ways?
Equity is the process Equality is the outcome.
Equity stems from: AWARENESS, ATTITUDE, and ANALYSIS of and towards racial identity and data. We must examine our unconscious bias. Do we ask lower DOK questions of some students? Have we already decided that some students can't learn or don't care? Are we practicing instructional racism with our low expectations without knowing it? Do we inadvertently scaffold so much that we are communicating low expectations to the student and the rest of the class?
How students see themselves is directly related to their resilience in school. (Video: young black children pick white doll as more attractive and "good") We are opening up more AP opportunities for minority students, but are they like the canaries in the mine?What do these students need to be successful? verbal code switching and social networks
"As an African American male I enter a class and am already on trial for my race. I don't have a chance to mess up or misbehave. " Teachers must give opportunities for students to make mistakes in safety. Doing AP is often seen by peer group as "acting white". We have to interrupt this type of thinking!
Quality DI begins with a GROWTH Mind Set, moves to student teacher connections, and evolves into community. (At this point we discussed fixed vs. growth mind set for quite awhile. I think we all get this!)
Video clip from 60 Minutes: Hrabowski at UMBC- building cohorts of minority students for math and sciences. Components:
+ Every kid deserves a "goose bump" curriculum
+ Meaning rich
+HARD WORK
+Words of affirmation and support, "We believe in you"
+teacher acceptance of responsibility for student success
+cohort effect
+contagious enthusiasm
+focus, focus, focus
Growth Mind Set: DWECK
1. Success comes from EFFORT.
2. With hard work most kids can and do learn most things.
3. Teachers can override student profile.
4. Keys: high goals, high support, ensure student focus
"The best strategy for Tier 1 is not thinking Tier 2 has the answer."
Planning intentional instruction is the best tier 1 intervention.
A + B = C (COACHING + TEACHER EFFICACY = Educational Outcomes
Efficacy = A teacher's belief that they have the skills, knowledge and understandings necessary to successfully teach all students in the classroom.
We don't need more resources; we need more quality instruction and teacher efficacy.
I have the knowledge, skills and actions to increase deep learning in all of my students. (Efficacy)
DOK- Blow up the chart! Hang it up! We know the language that our students need to be academically successful! This is the language they must know.
What do culturally relevant teaching practices look like? (Video Clip: Room 26) It was an elementary classroom, but there were a lot of solid strategies and ideas.
safe environment, connections, respect, "no one gets kicked out of this room", help each other out, understand who they are and like them anyway, make your room a "secret cave" that is special and distinct from the outside world, don't yell, NO SARCASM ever, personal relationships. PEACOCK moments, be a "warm demander,"
Good Morning, Houston!
The traveling day was fairly uneventful and without bumps! No delays, no missed connections, no lost luggage!
The Sheraton Suites near Galleria in Houston is quite comfortable. I have a king suite, which is quite nice indeed. I have set up the office and unpacked; it is home for the next 6 days.
I promised that this would not be a travel blog with pictures of everything I eat and tourist information! If you want that, friend me on facebook.
Today begins at 7:30 at the convention center. I have a three day pre-conference session titled "Teaching up for Equity and Excellence in Education." I chose this because I feel that refining our differentiation practices at North Side is the next big step. We are getting proficient at differentiating articles and readings by Lexile level, but what comes next? Stay tuned.
I have a few time slots that I have selected several sessions and can't decide. I will post them here. Let me know what you think we need at NSHS!
1. Grit, Mind-Set, and Determination: The Key to Perseverance or Mobilize Me: Engaging Digital Age Learners
2. Boys At-Risk:A Schoolwide Game Plan for Reversing the Trend, Brain Scans to Lesson Plans: Applying the Latest Research to the Classroom, Now THAT'S a Good Question: Developing Questions for Cognitive Rigor
I'll post more conflicts tonight. These are for Saturday sessions!
Have a wonderful day. I'll post what I learn today after dinner.
The Sheraton Suites near Galleria in Houston is quite comfortable. I have a king suite, which is quite nice indeed. I have set up the office and unpacked; it is home for the next 6 days.
I promised that this would not be a travel blog with pictures of everything I eat and tourist information! If you want that, friend me on facebook.
Today begins at 7:30 at the convention center. I have a three day pre-conference session titled "Teaching up for Equity and Excellence in Education." I chose this because I feel that refining our differentiation practices at North Side is the next big step. We are getting proficient at differentiating articles and readings by Lexile level, but what comes next? Stay tuned.
I have a few time slots that I have selected several sessions and can't decide. I will post them here. Let me know what you think we need at NSHS!
1. Grit, Mind-Set, and Determination: The Key to Perseverance or Mobilize Me: Engaging Digital Age Learners
2. Boys At-Risk:A Schoolwide Game Plan for Reversing the Trend, Brain Scans to Lesson Plans: Applying the Latest Research to the Classroom, Now THAT'S a Good Question: Developing Questions for Cognitive Rigor
I'll post more conflicts tonight. These are for Saturday sessions!
Have a wonderful day. I'll post what I learn today after dinner.
Monday, March 9, 2015
I'll be heading to Houston, TX on March 17th for the ASCD Annual Conference. I'll be posting things that I learn each day here. This is my first blog attempt! I am excited to give this a try.
On the 18th-21st I will be attending a pre-conference institute with Carol Tomlinson entitled "Teaching Up for Equity and Excellence." Currently, I am pouring over the session choices to determine which I will be going to on the 21st, 22nd, and 23rd. There are many options.
On the 18th-21st I will be attending a pre-conference institute with Carol Tomlinson entitled "Teaching Up for Equity and Excellence." Currently, I am pouring over the session choices to determine which I will be going to on the 21st, 22nd, and 23rd. There are many options.
Subscribe to:
Comments (Atom)