- Changing culture
- Sense of Place
- Student Centered, Student Voice
- Design Thinking
- Developing Mindsets
Been out of school for just over 3 weeks, but summer hasn’t really begun. This is the year summer of “what was I thinking?” and a whole mess of conferences and workshops. (Definitely bit off more than I can chew…. but it’s so tasty!)
I am almost at the point where it’s exciting and invigorating, but I know I have to process it all and get it organized in my head. Not quite there yet – but I think there’s a story.
First order of business after school exams ended was the opportunity to take a group of kids on an experiential learning trip to Iceland. The goal was to be more than tourists and bring back to our school an action plan that would lead us to a better vision of sustainability.
We did most of the usual things and a few less so: hot springs, hikes, geysers, waterfalls, volcanoes. We helped at a Turf House project and built a wall. We lived in an eco-village. We visited a geothermal power plant. We shopped in Reykjavik. We cooked, we recycled, we composted. It was amazing.
About halfway through our time in Iceland, my colleague and I decided that when it came time to make our action plan, we would structure the workday as a design thinking exercise. We felt that we could frame our experiences as the empathy piece, and asked the kids daily to reflect on how what we’d learned helped them construct their vision of sustainability. We crafted an essential question that would sort of define the problem and guide them in the brainstorming session. Our prompt: “What steps can we take to imbue our school with a sense of place such that it embraces a vision of sustainability within a community that is both highly diverse and very fluid?” We brainstormed – no post-it notes, no whiteboard, just pieces of paper and a table. We examined our ideas, talked and took notes.
This is an unfinished story. We are working through a Google doc of plans and intend to submit them to the administration by August first. But the important point is the attitude… the tiny shift in culture, the students taking charge; at one point in our planning day my colleague and I referred to their 10 minds as the leads in this – they retorted that no, it was us too and we needed to make sure we included the whole school community. Might not sound like much, but it was one of those ground-shift moments.
Again, it’s an unfinished story, but I think it’s coming together.
Today a colleague and I were talking about some school and personal goals. My colleague referred to a recent Sunday night news special on technology use and the brain. I’m not sure which show it was, but there is lots of recent stuff out there if you search fro it.
The conversation evolved into how we should be teaching our students to use tech for good not evil – and give them options. (that’s another story). But it got me thinking about all the good blogs and tools and other reads that have been so good, and how to keep track of it all.
That got bound in with some feedback from my faculty (I’m the department chair) on things we (yes, we) would like to do better…. I have great department; I love them and they way we were together… And I stumbled on this in my newsfeed: Building a Learning Network.
It discusses ways to use Flipboard to build a curated collection for a PLN. I’ve used Flipboard for years, but never in this way. I am also a fan of Diigo – but again, I’ve not thought of that for this sort of use either. I think I might try it – I like that the content is one-less-click-away than Diigo. It doesn’t bother me in Diigo to click through, but if I am trying to help build a more innovative teaching practice, the easier I make it for faculty jump in and to follow, I the less time-consuming it becomes – and we all know time is the nemesis of teachers – and hopefully, the more likely for them to participate.
This excites and encourages me to try. I will keep you posted on how it goes.
One of my professional and personal goals for the year has been to become a more reflective teacher – hoping that by improving my teaching I am creating a better learning experience for our students. I’ve been reading and writing a lot (I have not mastered consistent blogging yet… that’s a big struggle for me).
Have found some great learning communities and blogs to follow. The nice thing about blogs is that they are usually quick reads and can provide great ideas and/or food for thought.
This one from ASCD in-service spoke to me, as we strive be more student-centered at my school. The author is targeting how we treat students of poverty (and having taught in that arena, I can state: “truth.”) but I think any time you read students of poverty in this piece, you can zip it out, and zip in “the jocks”, those with learning disorders, the cliquers, the weak ones, the gifted ones, etc.
It’s a worthwhile read and reflect on in those upcoming lazy (we hope) days of summer.
Twitter: @gcouros “So many blogs in my RSS reader are dormant with people not writing anymore. Curious on what others think the reason could be?”
And the title from this is a quote (hopefully correct) from “Bill Nye Saves the World” that I am binge watching. Seems timely.
It’s that time of year (in the independent school world we have just about a month left) – so much to do in so little time. Still trying to find that balance, and I guess thinking about how to best do that, is what’s been behind and possibly driving my silence. What have I been doing? Having great conversations with kids about learning. Developing a couple of projects that will take them a little out of their comfort zone while getting them excited about the learning prospects. Seems to be working. I have been challenging my Design Fellows with some new ideas that might help. And looking at some “me” time… PD related but my own brand of refreshing re-energizing.
Behind the scenes, I am still plugging away – been reading lots of the blogs. Going to try something new; I make no promises, but I’ve loaded the calendar with reminders – and even it’s short I want to try to capture my reflections and move them to “print” (they are actually on real, old-fashioned paper already) at least once a week.
(and I’ve been marching #ScienceMarchBoston, #peoplesclimatemarch #resist so that innovation can continue)
I could tie this to the ‘what if questions’, I could tie this to our Episode 4 from last night.
Maybe it hit a chord because we come back from our spring break tomorrow (I teach in an independent school, so we have one really long bread in March rather than winter and spring breaks).
Whatever – just this:
It’s not my creation; a colleague recently posted this on her FB page.
What would you add to the list of what ifs?
- What if there were no bells?
- What if schools didn’t compartmentalize learning?
I split this for a couple of reasons… partly as a personal rant since I am very frustrated trying to find the time to get all this done. (and in my head it’s tied into the ‘what if’ that I want to add!) I know it has been said that if it’s important you find the time… and I guess I am finding it; but at what cost? I do the reading, I read other’s blogs, I watch/participate in the videos and chats but I feel like it’s just keeping up, and not doing the quality job that I want!
I am a fan of High Tech High. I love the precepts in Wagner and Dintersmith’s Most Likely to Succeed. I’ve looked at the models implemented by other schools. How to make that work within the confines of a traditional prep school culture? There’s not going to be a sea shift change, so how to work the system in place so that we can do amazing things? It’s a process and a challenge that I’ve given myself – and while I’m not happy with only baby steps, I have to acknowledge that we are moving forward even if not at the pace I personally want to see!
Look at what Finland has proposed: no, not eliminating subjects, but blurring the lines. This is totally inline with how we ask questions – it’s why research groups in universities (and other places) have regular meetings including those who are not involved on a project; questioning with fresh eyes is soooooo important.
We often try to do this via interdisciplinary projects – important, but how much to we engender stress and frustration because of scheduling. Students are invested; willing; and engaged – but how to we better empower them, especially when it’s often so clear that they want that?
No answers; some ideas; and lots of rambling questions.
Which “what if” question challenges your thinking in the Innovator’s Mindset?
I don’t know if “challenge” my thinking is the way I look at this since I firmly believe these are how it should be; and I try to promote. But, I think the first one: What if we believed that everything that we has to make great schools was already within our organization, and we just needed to develop and share it?” is often the most difficult to promote. Because it’s about changing the fundamental culture within ourselves so that we can truly move forward with all the other what ifs.
My work with tinkering tenets (the first tenet is to start with what you have) is what pushed me over the edge with this in my own mind, and let me see that I didn’t “need” more, better, bigger;” sure, it’s be nice to have x, y, or z but we can do some pretty awesome stuff with what’s in our grasp right now.
My next challenge is helping other faculty buy into that concept – so that they can understand it’s about moving all of us learners forward via a mindset and not with physical things.
Create an image of a quote from either the book, or from a participant blog post (please use proper attribution). If you are interested in trying this, check out canva.com.
I have experienced canva. Felt a little frustrated because I didn’t find it completely intuitive (but didn’t we hear that it’s okay to leave ’em frustrated?) I did what I would expect my students to go: found enough of an online tutorial to get me started, even though I was dissatisfied that I could find video only and not text (which I prefer). That was the motivation to figure it out rather than listen all. the. way. through. yet. another. video to figure it out! Most of it became clear, and I suspect I will go back and try another.
Share some of your best ideas for building relationships and a culture of trust in your position?
- Having an open door.
- Closing the book and having that ad hoc session in the classroom.
- Bringing cookies to class.
- Trying to be fair.
- Attend a school game.
- Pick up coffee.
- Publicly thank and acknowledge others.
- Celebrate a birthday.
- Celebrate a cultural event.
- Attend a performance.
- Don’t assign busywork.
Anything that goes beyond the boundaries of “the job” and recognized the humanity of the student or colleague goes a long way to building the culture where everyone is vested for their own good and the good of all the other stakeholders.
The journey so far has been invigorating and hectic. Still not quite caught up (and feeling the need to be a little linear about it, rather than jumping to ‘current’ work) but hopefully tomorrow’s blizzard will allot the time to get to the right place.
The “content” in Chapters 1-3 of the book has not been especially new to me since I’ve been reading and working on this for quite a while. Last year, one of our professional reading cohorts was an Innovation Reading Group – we read Juliani’s “Inquiry and Innovation in the Classroom” in part because I had just delved into Genius Hour with some moderate success and I thought the book was really good. Well, I still think the book is excellent, but “The Innovator’s Mindset” is the book we should have read! (It was only just out at the time we were picking the books, and I had only skimmed it, not read it closely enough to be more vocal about the recommendation!)
I want to scale and print every image, make a quote board for my classroom, and get every one of my colleagues on board. I think I have some good ideas already for those reluctant learners – in the coffee pool, as well as in the classroom.
The reading so far has validated all that I’ve been trying to incorporate in my teaching as well as in my interaction with colleagues. Maybe that’s part of what comes with already being a groupie when you sign on; but it’s a good feeling nonetheless.
One way I am sharing my reading with others, is simply making a bulleted list of my highlighted parts – no annotations, and I’m not up to sketchnotes yet myself – and sharing them with my cohort. Not sure how effective it will be, I can only hope it might stimulate further discussions.