What does the reading classroom in your school look like? Are bookcases filled with books? Are baskets of books set around the room? Are book talks occuring? Do kids talk about books? Do kids share their books?

In my classroom on Friday, a first occurred. One student turned to another and said, "You should get this book and read it with me. It's really good."

Imagine that. An impromptu bookclub starting right in the reading classroom. How did that happen?

Students in my classroom read. They read their own texts -- texts they have chosen: fiction, nonfiction, poetry, graphic novels, magazines (hunting, motorcycles), etc. Everyday they have at least ten minutes of time to read, and it's the "I'm done" activity for the school. They take their books to every class, just in class they say, "I'm done."

It was a struggle at first. They would come each week with a different book with barely even starting the last one. They'd pretend to read. So, at first, I asked them to write to prompts like "What happened in your story today?" "How is the character like someone you know?" "What part do you like in your book today?" 

So, most of the year, students have had twenty minutes of choice reading three days of the week, with at least 10 minutes on the other two days.  They maintain a daily reading log of title/pages read and a booklog for finished books. On some days, they respond to prompts based on our reading lessons. Some days, but not all. 

I wanted kids to read, to read to learn the joy of reading, to read to find connections to themselves in the choices they make.

Probably half of my students had never read a book on their own. Now, all of them have read at least one, many have read five or more. And they're recommending books to each other. Diary of a Wimpy Kid is a favorite. Hunger Games tops the list for the older students. Some now have genre preferences: realistic fiction, nonfiction history, nonfiction science, sports stories, graphic novels. That has never happened before either.

And some students now read science books in preparation for their choice in science investigations-- without a suggestion, and well in advance of the project.

Kids choosing books.Kids recommending books to other kids. Kids starting their own bookclubs.

Play to Learn...

So what about those pacing calendars, objective-based lessons, pull-out interventions, and endless tests?

Something more important is happening in my classroom. Students choose to read. They ask to read. And now, some are choosing to read and share together, and they are choosing to read for class before a project starts.

Isn't it time,

we added time,

to just let them read.

Please.

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Pause to Reflect...

It's easy to follow the usual road with the time you have in the day speeding by. Sometimes the road is not clear. I read a wonderful post by Chris Wejr, It's Easy, which I found in my Twitter feed this morning. 

It's amazing how the path of a twitter feed leads to solutions. Have you ever felt as if what you do is for naught? --You're given a task of leading others, and resistance abounds? Or perhaps it just seems that way because you receive little feedback?

The easy path is to give up, but then then this tweet appeared:

"Once you learn that, you'll never be the same again."

"You can change it." "Improve it." "Make your mark upon it."

It's easy to step back and give up.

It's hard to keep going to help "change it."

After re-reading Chris's post, I could now reply:

It’s easy to read this post and agree.
It’s hard to ignore the ignorers and focus on the movers.

It’s easy to forget that time and lack of tech are issues with teachers who wear so many hats in these changing and budget-strapped times.

It’s hard to search for support and solutions that encourage such choices.

Conversely,
It’s hard to do it all.
It’s easy to take one small step.

What small step?

Two other posts guided the path today:

1) a comment from a colleague, Tracy Watanabe, on a previous post, which included this suggestion:

WOW and a Wonder (something that is a specific praise and a question meant to guide them to think about one way they can improve)

2) a post on Facebook by my granddaughter:

Play to learn...

One small step to help move forward would be to WOW with a specific appreciation for what is working and improving. Appreciate the small steps by others. In staff meetings, WOW again the positive steps in tech use throughout the school. Then ask an "I wonder"-- a small step that could be taken next -- a step towards implementing technology by non-techy staff. Perhaps it will be an app for instruction; perhaps a way to communicate with students or parents; perhaps a tool for productivity.  At any rate, start with a WOW and add an I wonder if...

So the road may be unseen, but find the path while wandering through the blossoms of appreciation to find the next staff-needed I wonder.

It's hard to do it all.

It's easy to start with one small step.

Credit:

Thanks to the inspiration of @MrWejr @datruss and 

Wow and Wonder Strategy by Tracy Watanabe

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Pause to Reflect...

Teachers in today's "reformed" schools often are pressured by time, mandates, and test scores into lessons that:

Post the objective.
State the objective.
Explain the objective.
Practice the objective.
Test the objective.
Evaluate the objective.
Move on or reteach the objective.
Repeat.

Sometimes we can add art into the lesson.

For instance, after learning (see above steps) Reading Comprehension 2.2.3 Literary Elements: Characterization, students demonstrated the objective with the following process.

Note: a frame provides the foundation to focus on the object and to save time; it provides the outline into which the students creatively add their characterization responses. Students:

• Wrote the title/author in the top frame of a character frame template.
• Read the pages describing the character's physical description, and drew the character within the picture frame template.
• Added into the character's hands the most important prop for that character relevant to that story.
• Listed the most important personality trait for the character on the bottom frame of the poster.
• Explained the evidence from the text for that trait in the left side frame.
• Explained how the character's trait affected the plot in the right side frame.

What happened:

Within this art lesson, the students who usually just make the standard even after several reteaching sessions, were shining. They created a text-based image including not just an appropriate, but pointedly relevant prop. They helped others discover the best prop for their characters. Where usually these students fail, just this twist of objectives that allowed them to "visualize" through art this story and their characters, they demonstrated a deeper level of understanding into more than Reading Comprehension 2.2.3 Literary Elements: Characterization. They discussed cause/effect, setting, plot, and character while reminding others of the story events from the particular point of view in which their little minds work.

Play to Learn…

In our mandate to teach all the standards to mastery, time is the enemy. Pressure forces lessons to cover enough objectives so students can pass The Test that determines student progress, school-wide growth, and teacher effectiveness. Differentiation seems to demand lessons that meet the needs of students who think and work differently, who need a different framework from which to understand the objective and its required response. This lesson differentiated the product so students who struggle with strictly linguistic responses could demonstrate that they did understand the character development. However, this project took time, time from other objectives because art takes time. How many students think in ways that prevent them from answering textual questions in written responses? How many are retaught and re-skilled over and over in ways that don't meet their needs because of the lack of time to plan and implement lessons that would open their pathways to expressing comprehension and application of the objective? How much is the pressure of classroom mandates affecting the learning community?

Differentiation is not individualization; it is knowing student readiness, interests, and learning profiles. Flexible grouping and respectful tasks provide the vehicle through which students and teachers in a community of learners can successfully learn standards. Our goal is for all students to shine. Start slowly; build differentiation. Occupy your classroom for the students. Differentiation is one way. Take the time.

Resources for differentiation:

Edutopia

http://www.diffcentral.com/model.html

Differentiatedinstruction.net

McKinneyisd

Robert Sternberg Differentiation pdf

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Pause to reflect...

It's summer and time to visit friends. Yet, teachers often wander back into their work to improve their strategies for the next year. I know the research on Vocabulary Instruction by Marzano-- see a review and many resources here: jc.schools.net And in thinking about instruction for next year, I decided to visit six vocabulary friends, and I hope you enjoy the visit.

Play to Learn...

1. Listening Vocabulary

  Every teacher knows how valuable a working vocabulary is to learning and understanding. Many kids are exposed to conversations, books, museums, travel, sports and science camps, and other engaging family activities that enrich their understanding of how the world works today and in the past, with a rich vocabulary that accompanies those activities. A good listening vocabulary, those words you understand in conversation, guide the understanding of written words. In order to read well, then, a good oral listening vocabulary will improve the ability to understand written text.

What if students could listen to stories and hear the words?

Did you know about these free audiobook sites for children?

Lit to Go by Florida's Educational Technology Clearinghouse

Storynory

Storynory's Catch Phrase (explains common phrases in stories)

Sync (13+) What about student research and reading online?

Try: Reading Words Online -- turn text to speech

http://vozme.com/bookmarklet.php?lang=en (add to your browser)

http://www.ispeech.org/

http://www.readthewords.com/

http://www.odiogo.com/sign_up.php Turn your blog into a podcast

If you have access to a Mac OS X, check out these accessibility features, including text to speech, built in to the system: (text to speech directions) Literacy Learning

For Students with Disabilities: Bookshare.org  

Where do you see these fitting in?

I see students link to them from a class webpage, students listening on their own or the school's iPads/iPods/computers. I see a class or group of students listening and enjoying together (whiteboard or computer). And I see students access these at home, either downloaded on their own devices at school or accessed directly from home. I see students choosing what and where.

2. High Frequency Words

To facilitate reading, students learn the high frequency words used in texts to develop automaticity in reading.

What are these high frequency words?  

Lists can be found here (free)

Sight Words

Wordbank

1200 High Frequency Words  

For Students and Teachers

Spelling City (freemium)

Prefixes/Suffixes

For Students Fun with Learning Say the words before they disappear.  

Where do you see these in your classroom?

I see kids reading flashcards with each other (see visit number three), or on Fun with Learning. I see kids noticing these words as they write. I see kids making up their own words using the meanings of the words they have learned. I see kids using words more precisely ("underneath" instead of "over there"). Merrium-Webster allows users to build an online dictionary. We could add our class favorite words there. I see a class wiki or google site with our own Great Words to Know. I see students choosing how and where they practice their words (in class, self, groups, at home, online) as part of their self-learning/reflection.

3. Academic Vocabulary:12 words

Standardized tests drive instruction today, like it or not. I've been reading many blogs who have mentioned Larry Bell's suggestion that students learn twelve important academic words frequently found on standardized tests.

Here's one blog with these words: 12 Words (trace, analyze, formulate, explain, describe, summarize, infer, compare, contrast, predict, evaluate, support) This would be a great start to helping students with school-based learning. Learn them. Use them in questions and tests. Students apply them in their work and self-created test questions.

One way to learn words is through flashcards and learner-friendly glossaries. I found two sites that help students and teachers create and use flashcards or glossaries. First, quizlet, a freemium online app allowed me to easily created a set of online flashcards of the twelve words. I also created a set to use to teach with which included examples. Students can sign up to create their own in quizlet. Teachers can create private groups for students. Second, in Wordsmyth, I quickly created a glossary of the words with audio, mostly kid-friendly definitions, part of speech, an example, and related words. I could choose a dictionary (beginner, childrens, advanced) which then suggests kid-friendly definitions accordingly. This is important in learning new words: the definitions need to be in kid-friendly terms and their own words. In this set, I added the word, "evidence" to the list. For the related words, a great strategy is to place those words on a continuum of least-strong to most-strong in its meaning. Reading Rockets provides a wonder lesson and resources about this: Semantic Gradiants

Other Flashcard Apps:

Google's Widget in Spreadsheet How To

Studyblue -- free

Studystack -- Sample flashcards about Google Apps

Many of these apps are now available for the iOS platform (iPhones, iPads, iPods). gFlash is available on all devices.  

Where do you see these in your classroom?

I see kids creating their own glossaries and flashcards which will deepen their word understanding. I see kids using words more precisely ("underneath" instead of "over there"). I links to their creations on a class wiki or google site with our own Great Words to Know. I see students choosing how and where they practice their words (in class, self, groups, at home, online) as part of their self-learning/reflection.  

4. Academic Vocabulary: Content Words

As students study in textbooks and online to become experts in their area of study, they encounter words particular to each discipline. We want students to recognize and take time to learn these words so they can speak and write as historians, geographers, biologists, authors, etc. We want our classrooms filled with literate conversations.

Where can I find these academic words?

Building Academic Vocabulary

Bringing Words to Life available on Kindle

I discovered a wonderful site from Tennessee filled with resources and lists for helping teachers and students master academic vocabulary. And one from New Zealand which also includes exercises for students who are English language learners.

By choosing the words, and helping students choose the words, that are content-specific, we ensure students have the opportunity to develop better understanding of the content. Using wordsmyth or quizlet or any other site that helps students generate and practice these vocabulary words will aid in their progress.

A strategy I use in my class is called word triangles. Here's the strategy sheet. Students choose a word and list it inside a triangle. On two legs of the triangle, students write two details from the text that relate to the word on the lines next to each triangle. On the third line, students write a connection to the word. This helps students focus on the word, the text, and their understanding through a connection. It's been a powerful addition to our learning.

Where do you see these in your classroom?

I see kids developing a relationship with words, in their own lists, at home, online, and in class. If our daily routines in the classroom focus on the art of the wordsmith, student wordsmiths will emerge. I see teacher and student choices in academic vocabulary with brief daily discussions using the words we choose. I see continuing our Vocabulary Wednesdays for more focused instruction with wordlists, games, sharing.  

5. Improving Vocabulary

Yes, automaticity and academic vocabulary is important, but what is more important is lifelong learning. Becoming a wordsmith is fun. In my classroom, my wall is adorned with Donald Murray's quote, "Writing is hard fun." Vocabulary is "hard fun" too. But key to learning new words is putting those words into one's own frame of reference with one's own images, words, and connections and using the words correctly in daily use.

Students need kid-friendly definitions: The Oxford dictionary is for language learners, so the definitions are written in easily understood words and so is this learner dictionary, both specially designed for easy understandings of definitions. And, suggestions for activities to practice, learn, and use words can be found at this Learning Tasks site. Students can create their own learning center at Vocabulary.com

Using the strategies in our first four visits with learner-friendly dictionaries, and interactive activities, and maintaining an online vocabulary center will propel students to become wordsmiths.

Where do you see these in your classroom?

  I see kids challenging each other and recognizing their new word power. I see a hallway of Wordsmith Wonders, where students add their words in a graffiti -like wall that encourages wordplay, poetry, and interactivity. I see blogs with improved vocabulary and word challenges.I see our wiki or Google Site growing in power. I hear the hallway chatter with laughter of a found phrase to share on the Wordsmith Wonder or blog. I see and hear students choosing their own wonderful words.

6. Sharing Vocabulary

Choosing, learning, practicing words need social connections. Our Wordsmith Wonders will begin the interaction of sharing and applying our vocabulary. Working with partners and groups for learning on Vocabulary Wednesdays will offer more sharing time so we learn from each other. A new book of strategies I will try is Inside Words by Janet Allen (available on Kindle).

Merrium-Webster allows users to build an online dictionary; add to it.

Word Whirl

Students bring their best new vocabulary words, ready for Word Whirl. Students think about a poem or speech with their words for two minutes so that in one to two minutes they speak on a topic or recite their poem. They try their ideas out with a partner, seeking questions on content and format, and offering those to their partner. Students rethink their work for two minutes. Now the whirl: students pop up and share their work to the class. Listeners write down the interesting word(s) they hear, and one compliment. Next person pops. At the end all students either turn in their list/compliments or type them into a shared google doc. The document is discussed as a class as it is projected, or a leader shares the compliments and key words. What did you like? What did you notice? What was confusing? What word will you try?

Students add their whirl to the Wordsmith Wonders, their own blog, or a common wiki or site.

And now how about you share: share1 What word did you learn today? Share it so we learn too.... at AnswerGarden.ch.  

Where do you see these in your classroom?

I see wordsmiths recognizing each other for vocabulary choices. I see impromptu discussions where words carry weight by their succinct addition to the topic. I see restatements of content more clear and concise, a group endeavor to summarize with pizazz. I see a badge of honor anyone can earn for the learning and using of vibrant vocabulary, like our vivid verbs in writing.  

7. Listening Vocabulary

Vocabulary is required learning. While the teacher must direct the learning of specific vocabulary for their content area in each lesson, students should also consciously construct their own improved vocabulary. How students learn new vocabulary should not just be teacher directed, but also interest driven (new buzz word: passion). These activities provide opportunities to listen to our words in conversation and discussions and in written work for class or on blogs. Which brings us right back to listening: Wordsmiths listen to the way words work wonder in our minds. So if you find your classroom filled with wordsmiths, grab this badge to share with them.

Where do you see these in your classroom?

The friendly vocabulary visiting is done, except will you please share your favorite vocabulary friends here? I know I would love to meet a few more before school starts! And after you have shared, grab the badge for yourself.

Inspiration for this blog comes from Elizabeth at Apache Junction.

My Growing Vocabulary Diigo

Cross-posted at What Else

Photo Credit:

Wordsmith Badges by Sheri Edwards CC3.0

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Pause and reflect...

I read somewhere that heroes are ordinary people who do extradinary things. Harry Emerson Fosdick said, “Democracy is based upon the conviction that there are extraordinary possibilities in ordinary people.”

My son is a hero to me: he could give up after his tragic motorcyle accident, but he doesn't. He continues to live his life -- his style is shorter (from a wheelchair), but everything he strives to do now, he accomplishes.

My husband is a hero. On his way out of town he noticed smoke, and stopped to grab a neighbor and hoses to help contain the fire until firefighters arrived, saving two homes.

All over the world ordinary people have stepped up to help in floods, storms, and earthquakes. 

When the need arises ordinary people do extraordinary things. We carry the possibilities to bring our communities together when nature pulls them apart.

In our lives we have many communities: family, friends, church, work, play. And in each of these communities, we pull together, and in small ways are heroes to each other when the need arises. For stories of heroes from communities around the world, see the Giraffe Heroes Project.

In the US, all of us have a community in our classrooms and schools. In each classroom are heroes, including the teachers who are not just instructing, but often are mentors, counselors, referees, coaches, nurses, mediators, cheerleaders, tutors, etc. to those children in their care who come to us not as objects to be filled but as whole persons with ideas, dreams, issues, problems, hopes, needs. Despite the requirement to teach the curriculum, it is the child that is to be taught, to be understood, to be encouraged, and to be engaged. Without this consideration of the whole child, the child will probably not engage willingly with learning. Imagine guiding a classroom full of students, each of whom you are to inspire. Look at their faces in your mind. To do this, is to be a hero; it often takes extraordinary skill to guide each child in one's care.

Yes, guide. Look at the root of educate (Dictionary.com): 

Origin: 

1580–90;  < Latin ēducātus  brought up, taught (past participle of ēducāre ), equivalent to ē- e-  + -duc-  lead + -ātus -ate

So, to educate is to lead.  Teachers lead students towards each one's learning, and help bridge the gap from individual to community.

Play to Learn...

If we want our hereos to jump in for our many communities, then our common community, our schools, must be allowed to lead to learning that which is most important: forming and supporting a learning community. That takes time, conversation, and more than the basics. It's why project-based learning is so powerful: solving a problem to complete a project together is engaging, inspiring, and energizing. How else could we guide students to see their possibilities? 

What Does Successful Project-Based Learning Look Like? By Bob Lenz explains that project-based learning includes, among others, these:

• Lasting learning of a deeper learning skill, idea, or way of thinking that is relevant to students’ lives, their futures, and transforms who they are as human beings.
• Mirrors real-world work of professionals in craft, process, or skill (e.g. historians, writers, mathematicians, artists).
• Moves beyond classroom in purpose, audience, or contribution to community.

I'd like to thank the heroes of reform today who keep voicing the need to develop schools for learning rather than for testing -- no test can assess the kind of learning we need to lead students to learning within a community, so the students too will be heroes in their communities.

So even though I teach in a test-prep school, I will also conduct that preparation within the confines of both district requirements and engaging projects-- and to find "extraordinary possibilities in ordinary people." Our democracy depends on this, don't you think?

What about you? Who are your heroes? What are your communities? How will you best lead students to a sense of community and learning? How is it that educators lead us to find "extraordinary possibilities in ordinary people?"

Photo Credits:

Missour River and Jake by Sheri Edwards

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It's not the technology; it's the teaching and learning: pedagogy and purpose. I read often about technology and instruction; one more article about this, called "It's the Pedagogy, Stupid: Lessons from an iPad Lending Program" by Heather Beattey Johnston and Carolyn J. Stoll, drew me to reflection.

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This post was inspired by Cooperative Catalyst #blog4NWP

Photo Credit: Pencils CC by Sheri Edwards

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Pause to Learn...

What's amazing about teachers?

One aspect of teaching that most people do not think about is that a teacher is "LIVE" every minute of the day. Whether teaching high school/middle school hourly or block classes of one or two subjects, or whether teaching elementary classes of all subjects, the teacher is in the spotlight, live for each subject. That's not saying the teacher is the center of attention via lecture, but every moment, the teacher in the classroom is "LIVE" to guide the class or groups, monitoring and providing feedback for the learning (see this Universal Design for Learning Grade 5 Language Arts video as an example.)

And when not actually in a classroom, teachers meet with other teachers, meet in staff meetings, meet for professional development, and meet with families -- all of which expect active participation. 

That's it. Beyond a thirty-minute lunch period, a teacher is actively involved in learning management. And focused involvement with students occurs most of the day. Some teachers receive one prep period in addition to the half hour before and after school, which is reserved for family communication, staff meetings, and lesson preparation.

Play to Learn...

A great blog read is Bircher's Banter from which the ideas in this post derive. In his post, "No Matter What--You're Live," he reminds new teachers that everyday, no matter what, they are LIVE in the classroom. To be effective, a teacher must take deep breath and be prepared for "Ready, Set, Action." As this principal says, "Each day you are expected to have your “A” game.  When you do not deliver, you usually hear about or realize it.  Reflective practitioners know this instantly."

For those thinking about teaching as a career, you may want to think about this, too: If the teacher is "LIVE" with students most of the day, when does the planning, assessment development, grading, differentiation for each student, and documentation occur? A teacher may teach 120 middle or high school students each day in one or two subjects. An elementary teacher teachers 20-40 students in each subject each day. That means teachers don't just work from 9 am to 4 pm. Most often, the prep periods fill with family conferences, tutoring, and staff collaboration, so the "paper work" of teaching occurs outside the school day so you can be "LIVE" every moment for the learning of the students.

That's what's amazing about teachers; "The number of interactions each day with students, staff, parents and community members are significant...the fact that day in and day out – you’re LIVE!" Every minute.

And everyday, they plan for that before they arrive in the morning. Given the daily barrage against education and teachers, how about an apple for your favorite teacher today? And to all the teachers I know, here's one for you:

Please feel free to pass this Apple 4 Teachers badge to teachers everywhere.

Photo Credit:

Flickr CC Math Meeting Board by Old Shoe Woman

Apple4Teacher by Sheri Edwards: Creative Commons 3.0  Created in Snagit.

Flickr CC An Apple for Teacher By Ms. Tina

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Pause to learn...

Skype, as of this date, is a free, easy way to connect classrooms to classrooms and classrooms to authors or other experts. Skype is an audio or video call through your computer and internet connection. Imagine opening up the doors to learning through the sharing of ideas, cultures, learning, data, etc. How could you use Skype in the classroom? Here are 50 Ways at Teachingdegree.org.  And here are author visits available through Skype An Author by author Mona Kerby and Library Media Specialist Sarah Chauncey.

  by mdmarkus66

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Pause...

How do I think through collaboration between/among classrooms?

A quick look (not inclusive)

Questions:

What are the goals?

What is the timeframe?

What tools will enhance the project?

What do the kids think?

How will we know we are successful?

How will we share what we did?

How will we continue or contain the project?

Definitions:

We: Teaches/Students/Districts

Project: a shared inquiry

Goals: overall tagged with standards according to each school district and student needs

Timeframe: one time, short or long-term?

Thinking: input from student ideas; strategies ( I've started reading Comprehension and Collaboration by Harvey and Daniels)

Success: ongoing evaluation, revision, reflection, documentation

Share: public or private

After: continue with further inquiry or contain with reflection, appreciations, and farewells

+++++++++++++++++++++

Play...

Questions:

What are the goals?

What goals do the participants hope to accomplish? Think in terms of teachers and students, linking them to the standards required. How will this project meet these goals? Create an outline with checkpoints.

What is the timeframe?

Is this a one-time meet, or a project that will involve time for a unit, week, quarter, year? Set reasonable checkpoints for reflection, discussion, refining, revising. What are we trying to do? How are we doing? Are we effective? What do we still need to do, and what is the best course of action?

What tools will enhance the project?

Possibilities:

Partner Wiki or Partner Google Site: to create with students the focus, goals, timetable, discussions, possibilities, collaboration, documentation drafts

Skype: to meet each other and provide ongoing face-to-face time as needed

Twitter: sharing and requesting on content and process

Blogs: Documentation; Sharing; Portfolio -- ideas include:

Create for dialogue of process, content, and/or product

Create for teacher reflection

Create for student content, reflection, dialogue

Create as portfolio of project

Google Docs: collaboration, research, product

Google Sites: documentation of content and process; collaboration on project analysis -- what did we do and learn?

Google Groups: online discussion of project to clear up obstacles, delays, refinements

VoiceThread: an ongoing dialogue for exploring or explaining content

Glogster: Poster of content created for project

Flickr or Picassa: sharing visuals

Considerations:

Where will the participants communicate? wiki? email? google docs?

Where will the project information be easily accessible? Shared space (wiki, blog, google site?)

How will the participants keep the project vital and timely? Be clear. Notify each other of any potential obstacles.

What are the goals? List and understand responsibilities.

When will components be completed? Set and meet a schedule, considering time zones

Where will teachers facilitate? (email, wiki, google doc/site, google group?) 

How will the project be evaluated?

What are we trying to do? How are we doing? Are we effective? What do we still need to do, and what is the best course of action?

Remember to share and teach collaboration and thinking strategies as the needs arise in the project; reflect with students on these. These are the key life lessons not tested on "the tests."

Be creative: original, flexible, fluent, elaborative. Think of the talents of students and include them in the development of process and product.

What do the kids think?

Begin with input from students. Develop with students the goal and criteria: Topic, Audience, Purpose. Once the inquiry begins, guide students in collaboration and thinking strategies. Work towards developing the best form to share the project and its results (wiki, site, blog, video, photo essay, public service announcement, etc.)

How will we know we are successful?

At checkpoints, reflect on the topic, audience, and purpose. What have learned? What are we trying to do? How are we doing? Are we effective? What do we still need to do, and what is the best course of action?

How will we share what we did?

Who else will benefit? Who did benefit?

How do we demonstrate our learning to others and our own school district? 

Think about the process and the product.

How will we continue or contain the project?

What are the next steps? Does the same topic continue, or a new goal develop? Is this the end of this collaboration? How will teachers and students debrief and release -- say good-byes?

Where will the project results be displayed?

+++++++++++++++++++++

This is simply a beginning set of possible considerations for a collaborative project. Projects are messy; they require constant revision because life and humans happen. And each project topic and set of goals require its own circumstances and tools, and that's another blog.  For now, what would you include when starting to plan for your classroom collaboration?

+++++++++++++++++++++

Credit:

Flickr Photo CC by lumaxart

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A Progression:

Life: Survival

Learning: Library/Internet

Life: Thriving

Pause...

You know what "they" say: "Necessity is the mother of invention." People whose lives have been shattered either by natural or human events can find hope and help through their own quest for learning. They rebuild, one grain of learning at a time, into new patterns of living.

Watch this TED talk by William Kamkwamba who (at age 14), with info from a library (yet he could only read the diagrams at first) built a windmill for electricity and irrigation during the South African famine in Malawi.

http://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wind.html

A blogger started the progression of events that led to a global involvement:

http://www.ted.com/speakers/william_kamkwamba.html

William's own blog (with mentor)

http://williamkamkwamba.typepad.com/

And now a global presence:

http://movingwindmills.org/

This shows how important access to the Internet is.  Another story that reveals the life-saving power of learning if one has access to the Internet:

From maize to sunflowers to successful community in Macha, Zambia:

http://www.independent.co.uk/news/appeals/indy-appeal/independent-appeal-connecting-the-middle-of-nowhere-1859017.html

Necessity is the mother of learning...

Where there is access, a network of learning developed.

These are stories of learning that saved lives, and the quest for learning continued to offer more than just subsistence living.

Richard Opie, with the Global Education Conference Group (http://www.globaleducationconference.com/index.html) asks, "Why do so many of our young people disengage from school?" 

Perhaps school is no longer part of their answers; schools are not part of what adds to the patterns in their lives. How do we change that? This global conference has the power to stimulate the creation of projects that connect and support solutions to community needs.

Play...

Although not a "global" player yet, I think that sharing this information with my class will help us think about our own community needs, and perhaps begin our own quest for solutions and a real reason to learn.

Things will start small for simple needs. For instance, a student wrote an open essay directed at his need: he had driven his dirt bike across the highway to the trails, but since neither he nor his cycle were licensed, he received a ticket. His essay attempted to persuade the officials to allow crossing the highway at those points the kids needed to.  It's simple. It's personal. It's a start. The thing is, he wouldn't have written an essay if he hadn't needed to.  That's the dilemma education is in.

"Why do so many of our young people disengage from school?" It's not meaningful. It's not relevant. We may not be starving in our communities (or some students may be), but we need to allow the student's world into our classrooms in order to connect them to learning. Our schools need to add to the pattern they are building for themselves. And perhaps, the simple things in the student's world will allow them to expand to help their community, and perhaps support students in the communities around the world. And the pattern grows... one bit of learning at a time...

+++++++++++++++++++++++++++++++++++

Possibilities:

Join the  Global Education Conference Group (http://www.globaleducationconference.com/index.html)

Learn about ActionAid to eliminate poverty: http://www.actionaid.org.uk/100002/about_us.html

Get ActionAid's kit for schools -- Global Citizenship: http://www.actionaid.org.uk/schoolsandyouth/getglobal/  Includes a step-by-step process of thinking through problems through activities and games with action and reflection.

Learn about Computer Aid International http://www.computeraid.org/about-us.asp

Learn about Peace Direct http://www.peacedirect.org/stop-conflict/    and   http://www.insightonconflict.org/about/

++++++++++++++++++++++++++

Photo Credit: Flickr CC by  Wonderlane

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After browsing my Tweets, this caught my eye because collaboration is important to me and I to find the ways in which all my kids are smart:

@gardenglen Just read "Sitting Next to the Smart Kids" by @amandacdykes Good post reflecting on collaboration http://j.mp/bVaVNV

Pause...

First of all, I love the title and header of her blog: Upside Down Education. Her comments about our PLNs ring true:

"We use backchannels, blogs, and twitter to share our ideas, but stop short from giving our students that opportunity.  Students need to share what they are learning as they learn it.  They need to have others to bounce ideas off of.  Even more they need to help each other.  Isn’t that what we do in our PLN, help each other?  Learning takes on a whole new level when it is done with others."

And of course she brought the idea home to the classroom: this is what kids need to do, but how do we guide middle school students to this?

Immediately I thought of the work of Jim Burke of The English Companion ( http://www.englishcompanion.com/ ) and The English Companion Ning (http://englishcompanion.ning.com/) .  Jim Burke's ideas have guided my teaching so that students drive the conversations. Of course they need guidance to start, but on topics that interest them, they shine.

So how can I clarify for my students just how to connect with others so that they can choose this any time they need to gather ideas resources and ideas from a Personal Learning Community (PLC)?

Play...

Keeping in mind how I introduce the hard copies to students, I recreated my think sheets and added a TIPS section to include brief directions with some organizational and etiquette strategies, especially in the online Google Docs versions. I kept each document to two pages: one page for the organizer and one page for the tips.  The Google Docs version doesn't have the "blocks" of the CRT or the "target" of the target sheet, but the idea of an online collaboration with my class or with other classes demonstrates the power of our web tools and the transformation occurring in education. The thinking organizers are the tool to which a task and project move towards completion.

These two options nudge students to connect with others and consider other viewpoints or content. This could lead to further collaboration and expand the project to others. With an online template, the students can establish their own outreach, online learning communities.

Hopefully, we'll have blogging buddies this year to which we can gather ideas online in a true Professional Learning Community. Truly, our PLN is more than a network, we are a community and I would love for my students to grow their smarts and their own learning through a learning community. 

Below are links to the documents and tips if you would like to adapt them to your needs. I'd like to thank Glen Westbroek @gardenglen and Amanda Dykes  @amandacdykes for provoking these possibilities. And thanks to my PLC for helping me transform my teaching.

Documents

Online

Target Query Quests Web View

http://docs.google.com/View?id=dg6rq3rr_1f5vs89c6

Target Query Quests Public Template

https://docs.google.com/Doc?docid=0AR8ApQxzpOlcZGc2cnEzcnJfNGM2a2duZ2hm&hl=en

CRT Conversations Web View

http://docs.google.com/View?id=dg6rq3rr_3tbvgvhd

CRT Conversations Public Template

https://docs.google.com/Doc?docid=0AR8ApQxzpOlcZGc2cnEzcnJfNWY3dmtzdmdx&hl=en

Downloads

Pages -- send me an email

targetconversation.doc Download this file

crt.doc Download this file

PDF

targetconversation.pdf Download this file

crt.doc Download this file

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Pause...

I've been reading The Hardest Questions Aren't on The Test: Lessons from an Innovative Urban School by Linda Nathan. She explains how key to the reform at their school is to develop a philosophy, "a unifying framework" from which their focus on improvement could evolve. I just put my iPad down and thought, "I tried to guide my colleagues this way for several years, and some colleagues tried to help, but without leadership, that floundered." 

She discussed Fenway Park HIgh School's guiding Habits of Mind (PERCS: Perspective, Evidence, Relevance, Connections, Supposition). I had adapted that to my sixth grade self-contained classroom years ago. Nathan also explained: "At Fenway, we asked a particular set of questions: What is my perspective on this? What evidence do I have? What is the relevance? What other connections can I make? And suppose that...? Students had to apply a Habits of Mind framework to school projects and exhibitions, even to homework. The PERCS framework we devised worked well at Fenway." At her new school, the staff also needed to "own" their framework and spent two years framing their focus: RICO - Refine, Invent, Connect, Own.

Since I'm familiar with PERCS, I think I'll pursue that again:

Perspective

I want my students to develop the habits of mind that engender thoughtful planning, personal reflection, and positive life focus. 

Evidence

Right now students barely earn Ds; they are satisfied with this. If I plan for units of learning to which PERCS reflection can occur, then students should have more buy-in and work for a more satisfying experiences while earning better grades. 

Relevance

There is no relevance for teaching if the students have no relevance for learning. Therefore, this idea for curricula design with PERCS is relevant. 

Connection

I think of the engagement my sixth grade students had with project learning, and all this "teach to the test" must stop if we are to re- engage students with the learning process and practice the habits of lifelong learners.  

Play...

Supposition

Suppose PERCS were evident in my teaching? Then I would think from the perspective of how we learn relevant to our students and from where they come.

Suppose teaching planned for how we learn? Then lessons would first of all include choices, secondly include social outlets, and thirdly would include the possibility of success. 

Suppose teaching realized community expectations? Then sharing successes should be frequent and easily visible.

Those suppositions would render my teaching more relevant for students who could then connect better with learning and create the evidence of their learning despite the test results. Who wants to learn with the fear of "the test?". For that matter, I dread teaching for "the test."

So what could this look like? 

I could start out with menus for learning, the results to which students could display their reflections/products in displays around the community, in the school, and online. It would involve projects with student choice, social interaction, and community displays. 

I searched my hard drive, and found the web page I had developed with our Habits of Mind rubric and recreated it for use next year as a starting point, pending revisions as I develop this process.

I am reviving my philosophy of learning and teaching and implementing it into my classroom again; we've had so much change in leadership, and such a focus on "the test." And Linda Nathan reminded me of why I began teaching...

Here I go...  How about you?

Suppose you ask the tough question: What is important in school?  

Suppose you follow your philosophy? How will your students benefit?

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Pause...

Let's think about this:

"Department of Ed Lays Down Law on Kindle E-Reader Usage"

"The United States Department of Education andDepartment of Justice have just issued a reminder calling for colleges and universities--as well as K-12 school districts--to make sure devices such as e-readers that are required in the classroom comply with accessibility laws... Kindle devices aren't accessible to students who are blind or have low vision."

I believe all children can learn. I work with the Special Education Instructor to provide the least restrictive environment and lessons for special needs students. I'm helping her use her new computers with our students with special needs, and with those without special needs. Look at the classroom and all its visual requirements, all of which were "new technologies" at one time: textbooks, whiteboards, screens, notebooks, bulletin boards, etc.

So no one can use the devices because some of us can't? We can only use in classrooms what every one can use, or that we can adapt so every one can use? No wonder people want out of public schools: who can innovate when government regulations prevent it?

Surely, those using the Kindle are providing alternatives.

All students have rights to resources, and those rights should not be diminished, or we prevent innovation that does support learning for those with special needs. Think about it: if we had denied the use of computers in the classroom because every one can't use them, then would we even have universal access on computers?

And, the federal government is planning more for education... Oh my.  

Play...

Advocate. But advocate for innovation not restriction.

I will continue to advocate for the rights of all students to have access to and participate in the world today, especially through and with the technology and its protocols of etiquette that are required of them now and in the future.

Image credit:

CC 2 Flickr by Editor B

Remixed with Snagit 

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"What are those white lines anyway?" 

Pause...

Years ago, on a field trip, the class stopped at a park and walked across the street for ice cream. As I returned to the park with the last group of kids, walking through the crosswalk, one of my students turned to me and said, "Ms. Edwards, What are these white lines for anyway?"

I knew then that although my sixth grade kids know all about hunting and fishing in our rural area, they have so much to learn about the rest of the world. I wrapped our requirements up in integrated projects, developing our language arts through science or social studies. At the time, classes were self-contained so our day focused on "workshops" of learning. We helped NASA scientists decide which planet to study with the Hubble Space Telescope. Sixth grade students "testing" at a second grade reading level were pouring over Encyclopedia Britannica for the evidence we needed. We learned about the stratosphere and the sun through other NASA collaborative projects. During the first Gulf War, we presented the "Nespelem Agreement" as an understanding of the issues of all sides. We researched local historical markers to add to the Signs of The Past project. Imagine the teamwork, collaboration, the reading, writing, and math, and the vocabulary that developed -- before Web 2.0.

Now our middle school configuration disseminates lessons in fifty minute segments. We are under great pressure to "meet objectives" and "pass the test." We've eliminated most field trips and art. We focus on Grade Level Expectations. The language arts expectations are excellent, and the writing expectations focus on the writing process and six traits of writing. But I keep returning to that crosswalk, and all the worldly references our students many miss without time for conversation and at least virtual field trips. 

This year my eighth grade students participated in the Eracism Project, a project run by Flat Classroom(tm) project founders, Vicki Davis and Julie Lindsay. During this period, once again, my students needed so much more information than we had time to investigate, but we dove in and did our best. It consumed our time, and we struggled with important concepts. But we knew what to do and what information we needed through conversation, research, and sharing. As in our past projects, the learning occurred through this social and cognitive process.  In Twitter today, Karen Cator admits, "Learning is an incredibly social act."

I wonder when those in charge will realize the incredibly messy process educating is? Yes, we need objectives; but those objectives are learned and remembered within a context of our community, where conversation reveals needs of the objectives, but also needs that are more complex and real. But how will I know these personalized needs if all we focus on are discrete objectives? In projects, student don't always learn the specific skills objectives at that time, but they do experience much more comprehensive concepts within a collaborative learning community. And that learning community is more valuable than mere objectives. We can walk through the crosswalk with our objectives, but that crosswalk is painted within a larger context of place of which the people more readily ask questions and ponder essential questions. They wonder how things connect and develop deeper understandings. I hope my students continue to ask clarifying questions, "What are these lines for anyway?"

Play...

How will I engage my students in a learning community again? I've joined a Problem/Project Based Learning (PBL) group in Classroom 2.0 .  In addition, some resources on PBL include:

PBL in Language Arts

Slide Show on PBL in Language Arts

http://www.edutopia.org/project-learning-overview-video

checklists  http://pblchecklist.4teachers.org/

In my PLN, I've made connections to other middle school teachers who may also collaborate on projects. Finally, I've found a wonderful text on extending Literature Circles into Inquiry Circles: Comprehension and Collaboration Inquiry Circles in Action by Harvey Daniels, National-Louis University, Stephanie Harvey. I'm especially interested in the "mini-inquiries" in Chapter Eight. 

My summer is set for crossing back to projects to better engage students in a learning community.

Any other suggestions? Other projects for the Language Arts classroom? Want to join us?

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 Welcome !

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