How do you infect students with a passion for learning?
I had to sit on this question for a bit. My initial reaction was: be passionate yourself. Then, I thought about my former students and the teachers I work with.
I am very passionate about what I do. I love teaching and I love my content. However, you could give me the most passionate chemistry teacher and I don't know if I'd develop a passion for chemistry or learning based on that one factor.
Sadly, developing a passion for learning can be as simple as showing your own passion for learning. But, it's not always that simple.
I like to envision my most challenging learners when I plan anything and plan for them. I think about some of my students I had my first years of teaching: several who where becoming teenage moms, some addicted to drugs, and some living out of their cars. And, I think about what would/does make them passionate about learning.
And, my best answer: choice and hope.
It's a combination of you showing your own passion, giving them choice, and providing them with hope. In order to be passionate about something, you need hope that there is an opportunity for you. And, before any of that can occur, you need the choice and space to find out what makes you passionate.
I love learning and, under a passionate chemistry teacher, I may enjoy chemistry, it, alone, will never make me a passionate learner. We must accept that not ever student will be passionate about the same things we will. However, we can make them passionate about the one thing we all are: learners.
And, to do that, we have to provide students with choice in whatever they do. Though, there is not always an opportunity for choice in every assignment, we need not be discouraged or irritated by students if they do not find passion in what we teach.
Providing multiple ways for a student to express understanding gives them the opportunity to explore an interest. This is the first step. Once that has been established, we can guide students to their area of passion.
How do you infect students with a passion for learning?
Thursday, March 12, 2015
An epiphany at #SXSWedu
Last year, I attended and presented at SXSWedu for the first time. I left feeling let down on all of the hype. It seemed very theory-based and more about discussions, less about action.
So, this year, I decided to come back, but with different expectations. I can't say that I saw any more focus on action, but it did cause an epiphany in me.
I attended a session yesterday about Hacking school - creating non-traditional school models. One of the panelists had a makerspace environment for an after school club, one was a non-profit, and the other was a charter school here in Austin. They shared the success of their students - the learning successes - not the test scores. And, though these successes are awesome, they are not always able to replicate in public school during the school day.
A man sitting next to me came to the mic at the end and asked the best question of my SXSWedu experience: how can we make these ideas work in public education. He wanted to take action. He wanted to start making change.
Another participant joined him and brought up the point that we have parallel schools going on right now. Her school in South Bronx was closed due to poor performance. In its place, a charter school was opened. Her point: is this our solution to public education - tearing it down and replacing it with charter schools? Or, do we have a plan to take what we've learned from charter schools and implement it in public education.
This made me think and want to take action. It raised the question: do we need public education? And, my answer: Yes. In its most basic form, it is a communal space. It should represent the learning of the community. We should be able to provide our community with education. Does this get in the same argument we are always in ? Yes. However, it brings urgency to the issue.
We need a solution for public education. Another participant compared it to a pinterest project. You know all of the "nailed it" memes going around...When you start out on a project and you are trying to replicate someone else's project, it usually does not turn out the same and you think you failed it. However, if you start a project from scratch with an open view of its end vision, you won't have something to compare it to for failure. Let's put this in education: when we try to make it fit something it's not, we will find failure. When we make it open, we find innovation.
My answer: more creative environments within the classroom and school. Makerspaces and making equal the playing field. They provide an opportunity to create without a model of comparison.
My action: to work on creating maker environments within my school. Does this stop state tests? No. Does it fix every issue? No. But, it does give us a starting place. Right now, we just need to start.
And, on that note, I finally took the plunge and made my first sketch note, documenting this idea.
What action will you take as a result of SXSWedu?
And, kudos to TES Global for providing so many teachers the chance to attend SXSWedu for free. Five of my teachers got to attend and were exposed to a different type of conference and new ideas. Now, that is change-making.
So, this year, I decided to come back, but with different expectations. I can't say that I saw any more focus on action, but it did cause an epiphany in me.
I attended a session yesterday about Hacking school - creating non-traditional school models. One of the panelists had a makerspace environment for an after school club, one was a non-profit, and the other was a charter school here in Austin. They shared the success of their students - the learning successes - not the test scores. And, though these successes are awesome, they are not always able to replicate in public school during the school day.
A man sitting next to me came to the mic at the end and asked the best question of my SXSWedu experience: how can we make these ideas work in public education. He wanted to take action. He wanted to start making change.
Another participant joined him and brought up the point that we have parallel schools going on right now. Her school in South Bronx was closed due to poor performance. In its place, a charter school was opened. Her point: is this our solution to public education - tearing it down and replacing it with charter schools? Or, do we have a plan to take what we've learned from charter schools and implement it in public education.
This made me think and want to take action. It raised the question: do we need public education? And, my answer: Yes. In its most basic form, it is a communal space. It should represent the learning of the community. We should be able to provide our community with education. Does this get in the same argument we are always in ? Yes. However, it brings urgency to the issue.
We need a solution for public education. Another participant compared it to a pinterest project. You know all of the "nailed it" memes going around...When you start out on a project and you are trying to replicate someone else's project, it usually does not turn out the same and you think you failed it. However, if you start a project from scratch with an open view of its end vision, you won't have something to compare it to for failure. Let's put this in education: when we try to make it fit something it's not, we will find failure. When we make it open, we find innovation.
My answer: more creative environments within the classroom and school. Makerspaces and making equal the playing field. They provide an opportunity to create without a model of comparison.
My action: to work on creating maker environments within my school. Does this stop state tests? No. Does it fix every issue? No. But, it does give us a starting place. Right now, we just need to start.
And, on that note, I finally took the plunge and made my first sketch note, documenting this idea.
What action will you take as a result of SXSWedu?
And, kudos to TES Global for providing so many teachers the chance to attend SXSWedu for free. Five of my teachers got to attend and were exposed to a different type of conference and new ideas. Now, that is change-making.
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| Fennovation.org 3.11.15 |
Thursday, March 5, 2015
What's your idea of a new learning space? #YourEduStory
Learning spaces need to be flexible. In reading blogs of teachings going back to the classroom to be students for a day, or more, my belief is cemented. As teachers, we get irritated at professional development because, most of the time, we just sit. And, when we are called to do a task, we don't want to because we are trained to be passive. The thought of doing something is almost revolting. Except....when we do actually take that plunge and become active, it changes. We change. And, guess what? Our students are the same way.
A learning space must coax learners to be active. Every day at about 2:00PM, I hit it - the afternoon plunge into slumber. Our students hit it too. I had a class one year that I asked to do jumping jacks every 15 minutes because they also fell victim to this slumber attack. Looking back at that classroom, it was collaborative in that I had the class positioned in tables. I changed up the layout of my room often. However, I can say it was still a classroom that did not call learners to be active. There was not a space for students to be independent - to be different.
Oftentimes, we, as teachers, try to differentiate learning by giving students options. And, that is a step. However, we can differentiate further by adjusting our learning spaces. Recently, I walked into a classroom. Some students were sitting on medicine-like balls. Others were sitting on a carpet space. One was sitting in a desk. Another group was sitting in the corner in stools. Everyone had their space. Everyone had their tool. The class was not working on the same thing. In fact, within a group, there were a variety of different tasks being completed. The end goal was the same, though. They were working to create a better school-wide recycling program.
Does this teacher's method require a lot of planning? Yes. Does it require a lot of management? Yes - initially. When I entered the classroom, however, students were managing themselves. The teacher was assisting students as they needed help. And, that's the beauty of designing a classroom that promotes active learners.
What are some steps to get your classroom more active?
Think about what makes you most creative. Think about what makes your peers most creative and design to that. I feel most creative in either silence or music of my choice. I like to be where there are windows. I like to be alone. Some of my friends like to be surrounded by others in a loud space. Others feel most creative in an organized environment. Design based upon creativity.
What makes you feel most creative? What makes your students feel creative?
A learning space must coax learners to be active. Every day at about 2:00PM, I hit it - the afternoon plunge into slumber. Our students hit it too. I had a class one year that I asked to do jumping jacks every 15 minutes because they also fell victim to this slumber attack. Looking back at that classroom, it was collaborative in that I had the class positioned in tables. I changed up the layout of my room often. However, I can say it was still a classroom that did not call learners to be active. There was not a space for students to be independent - to be different.
Oftentimes, we, as teachers, try to differentiate learning by giving students options. And, that is a step. However, we can differentiate further by adjusting our learning spaces. Recently, I walked into a classroom. Some students were sitting on medicine-like balls. Others were sitting on a carpet space. One was sitting in a desk. Another group was sitting in the corner in stools. Everyone had their space. Everyone had their tool. The class was not working on the same thing. In fact, within a group, there were a variety of different tasks being completed. The end goal was the same, though. They were working to create a better school-wide recycling program.
Does this teacher's method require a lot of planning? Yes. Does it require a lot of management? Yes - initially. When I entered the classroom, however, students were managing themselves. The teacher was assisting students as they needed help. And, that's the beauty of designing a classroom that promotes active learners.
What are some steps to get your classroom more active?
- Mix up your furniture.
- Teach around big concepts. Let the students find their niche within that concept.
- Encourage creativity & cultivate that.
- Don't worry about the device. Allow for student choice. You don't need a class set. You really don't.
- Be passionate. It goes a long way.
Think about what makes you most creative. Think about what makes your peers most creative and design to that. I feel most creative in either silence or music of my choice. I like to be where there are windows. I like to be alone. Some of my friends like to be surrounded by others in a loud space. Others feel most creative in an organized environment. Design based upon creativity.
What makes you feel most creative? What makes your students feel creative?
Friday, February 27, 2015
What was the defining moment you decided to be a teacher? #YourEduStory
From an early age, I knew I wanted to teach. I had no idea what I wanted to teach, but I knew I loved instructing others. My brother can vouch for this.
Many times, I tied him up to the chair and forced math books upon him.
In third grade, I was lucky enough to join the class of a life-transforming teacher. She encouraged me to reach for the stars. It was that year, that I found my identity. I found confidence in things uniquely me. And, it is a year that I will never forget.
As the years went by, I fell more in awe of English, reading, and writing. So, it was only natural to me to choose to become an English teacher when I was a sophomore in high school.
However, what I didn't know at the time was that it was never about the subject for me. I loved English, but I loved teaching more. Therefore, after five years of teaching high school English, I switched to become a different teacher.
I can't say I ever had a defining moment that lured me into becoming a teacher. Rather, it was a series of shaping events.
As a K-12 student, I was shy. I was afraid to talk in school. I spent many of hours alone, dreading group work. However, from the outside, I was in the top of my class and a star athlete. But, I would get ill just thinking about going to school.
And, while, I had this urge to teach when I was in high school, I never thought I could do it. I knew talking in small groups was a struggle so, how could I manage talking and leading a class?
But, during my sophomore/junior year of college, I was impacted by several great teachers. Several empowered me and instilled that confidence in my abilities that my third grade teacher did. By the end of college, I was sharing my ideas. I felt bright. I felt empowered. I shined. I knew what I said was of value.
And, it was that feeling that I wanted to give to other students. I wanted to help students like myself shine. It's one of the most important things someone can do for another. And, though, my students have changed over the years, my goal is still the same - to make others shine.
Does it work all the time? No. But, it's my constant goal.
What's your defining moment?
Many times, I tied him up to the chair and forced math books upon him.
In third grade, I was lucky enough to join the class of a life-transforming teacher. She encouraged me to reach for the stars. It was that year, that I found my identity. I found confidence in things uniquely me. And, it is a year that I will never forget.
As the years went by, I fell more in awe of English, reading, and writing. So, it was only natural to me to choose to become an English teacher when I was a sophomore in high school.
However, what I didn't know at the time was that it was never about the subject for me. I loved English, but I loved teaching more. Therefore, after five years of teaching high school English, I switched to become a different teacher.
I can't say I ever had a defining moment that lured me into becoming a teacher. Rather, it was a series of shaping events.
As a K-12 student, I was shy. I was afraid to talk in school. I spent many of hours alone, dreading group work. However, from the outside, I was in the top of my class and a star athlete. But, I would get ill just thinking about going to school.
And, while, I had this urge to teach when I was in high school, I never thought I could do it. I knew talking in small groups was a struggle so, how could I manage talking and leading a class?
But, during my sophomore/junior year of college, I was impacted by several great teachers. Several empowered me and instilled that confidence in my abilities that my third grade teacher did. By the end of college, I was sharing my ideas. I felt bright. I felt empowered. I shined. I knew what I said was of value.
And, it was that feeling that I wanted to give to other students. I wanted to help students like myself shine. It's one of the most important things someone can do for another. And, though, my students have changed over the years, my goal is still the same - to make others shine.
Does it work all the time? No. But, it's my constant goal.
What's your defining moment?
Friday, February 20, 2015
Why I Do What I Do #YourEduStory
"People don't buy WHAT you do, they buy WHY you do it" Simon Sinek - Why do you do what you do?
This is a great question that I wished we asked others more often - not just educators, but students. Too often we ask students to focus on a product or the WHAT, but we don't ask them the why. Why should you do this, Why is this important, Why is this relevant.
As educators, we need to ask ourselves this question often - why do I do what I do? And, we need to challenge students to focus on the whys: why do they do what they do. That is far more important than the whats.
At the end of the day, I am evaluated on what I do. However, how well I do that is greatly affected by why I do what I do. And, the answer is simple: I love it. I absolutely love teaching. I've loved it since I was a 7-year old girl, tying my brother up to the chair, and forcing him (a 4-year old) to read.
What rubs off on others are the whys - not necessarily the whats. Yes, I impact others because of my knowledge and understanding of various tools and strategies. However, it's the whys that capture them.
At our district, many teachers go to Capture Kids' Hearts training. And, I often see and hear teachers using technology as a substitute for the teacher. Though, I could go on and on this subject, I'll make it simple.
Technology engages kids and teachers capture kids. The is the difference between the whats and the whys. Technology is needed, but without the why, without the teacher, it does not have the same impact.
Why do I do what I do? I love to help others learn. In some ways, I enjoy facilitating that learning and, in other ways, I enjoy solving problems and coming up with new solutions. Teaching is problem solving.
Be the why to your students. Capture them.
Why do you do what you do?
This is a great question that I wished we asked others more often - not just educators, but students. Too often we ask students to focus on a product or the WHAT, but we don't ask them the why. Why should you do this, Why is this important, Why is this relevant.
As educators, we need to ask ourselves this question often - why do I do what I do? And, we need to challenge students to focus on the whys: why do they do what they do. That is far more important than the whats.
At the end of the day, I am evaluated on what I do. However, how well I do that is greatly affected by why I do what I do. And, the answer is simple: I love it. I absolutely love teaching. I've loved it since I was a 7-year old girl, tying my brother up to the chair, and forcing him (a 4-year old) to read.
What rubs off on others are the whys - not necessarily the whats. Yes, I impact others because of my knowledge and understanding of various tools and strategies. However, it's the whys that capture them.
At our district, many teachers go to Capture Kids' Hearts training. And, I often see and hear teachers using technology as a substitute for the teacher. Though, I could go on and on this subject, I'll make it simple.
Technology engages kids and teachers capture kids. The is the difference between the whats and the whys. Technology is needed, but without the why, without the teacher, it does not have the same impact.
Why do I do what I do? I love to help others learn. In some ways, I enjoy facilitating that learning and, in other ways, I enjoy solving problems and coming up with new solutions. Teaching is problem solving.
Be the why to your students. Capture them.
Why do you do what you do?
Thursday, February 12, 2015
What is connected learning and WIIFM? #YourEduStory
So...I had to look up the meaning of "wiifm." Did you?
The best learning is connected. Learning on your own does not yield the same as what learning with your network does. I am as useful as my network. I know that I will never know every gadget, every new strategy, or every new idea. However, I lean on my network to shine in the areas where I am not an expert.
Connected learning is one part learning from your network and the other part building your network. I've grown in my own learning as a result of my network. I can now help my teachers in a matter of minutes by simply "phoning a friend" or, in my terms - Google chatting, Hanging out, or "Slack"ing. My results are almost instantaneous and go beyond my own knowledge.
However, I am not of the belief that we need to define teachers' success by whether or not they are on Twitter, or have a large virtual learning network. Connected learning also includes face-to-face networks as well as implementation. I am exposed to some great teachers on a daily basis who help their students and fellow teachers grow, but they are not as connected in the 21st century meaning of the word. WE need to highlight these teachers. WE need to share their stories. WE need to learn from them.
So, my challenge each day is not falling into the "Twitter view" of teaching, but staying connected to everyday educators and everyday problems. That is being connected. It's a blend. It's moderation.
What's being connected mean to you?
The best learning is connected. Learning on your own does not yield the same as what learning with your network does. I am as useful as my network. I know that I will never know every gadget, every new strategy, or every new idea. However, I lean on my network to shine in the areas where I am not an expert.
Connected learning is one part learning from your network and the other part building your network. I've grown in my own learning as a result of my network. I can now help my teachers in a matter of minutes by simply "phoning a friend" or, in my terms - Google chatting, Hanging out, or "Slack"ing. My results are almost instantaneous and go beyond my own knowledge.
However, I am not of the belief that we need to define teachers' success by whether or not they are on Twitter, or have a large virtual learning network. Connected learning also includes face-to-face networks as well as implementation. I am exposed to some great teachers on a daily basis who help their students and fellow teachers grow, but they are not as connected in the 21st century meaning of the word. WE need to highlight these teachers. WE need to share their stories. WE need to learn from them.
So, my challenge each day is not falling into the "Twitter view" of teaching, but staying connected to everyday educators and everyday problems. That is being connected. It's a blend. It's moderation.
What's being connected mean to you?
Thursday, February 5, 2015
Learning in 100 words #YourEdustory
Today's #YourEdustory challenge: What is learning in 100 words or less? Now, that's a challenge.
Learning is sharing. When you share your story, you and others learn. When others share, both you and they learn. It's a wonderful cycle of sharing and learning. Learning is freedom and empowerment. When you learn, you are released into a new world of opportunities. It's like walking though the doors of Alice in Wonderland. It never ends...
Learning is sharing. When you share your story, you and others learn. When others share, both you and they learn. It's a wonderful cycle of sharing and learning. Learning is freedom and empowerment. When you learn, you are released into a new world of opportunities. It's like walking though the doors of Alice in Wonderland. It never ends...
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