tag:blogger.com,1999:blog-52432842694864339272024-03-13T13:45:27.601-07:00Edu Change & Student AdvocacyEdu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.comBlogger118125tag:blogger.com,1999:blog-5243284269486433927.post-33679868423734972742021-06-14T14:32:00.001-07:002021-06-14T14:34:12.942-07:004 Tiers of Showcasing Student Work<span style="font-family: arial;">In my last year of being a high school principal, I was reminded once again about the power of taking student work public. Then high school senior Destiny Anger – who later graduated from UC Santa Cruz and is now a Customer Relationship Manager and Marketing Specialist in the San Francisco Bay Area – used social media showcasing of her senior project to alter the trajectory of her career. As part of her senior project, Anger partnered with <a href="http://www.helpinghow.org/">Helping Orphans Worldwide</a> on a local awareness project. She was eventually connected to key organizational leaders in New York through a video she posted on her personal Facebook. The video had spread to her school’s Facebook page, and then onto Helping Orphans Worldwide Facebook page. Destiny’s story is not unique. However, it does depend on how much our schools use digital spaces and other public channels to showcase student work.<br /><br />Students need to have their work assessed, critiqued, evaluated, appreciated, and experienced by as many people as possible including teachers, peers, school leaders, parents, business partners, community members, specific career professionals, and experts. The more we showcase student work, the more students care about producing high-quality work. This process is key in increasing student agency, metacognitive practices, and authentic career preparation. Here are four tiers of taking student work public:<br /><br /><u><b>Showcases and Exhibitions</b></u><br />These are events designed to share student work publicly. They are opportunities for students to defend and explain their learning in a professional, reflective, and celebratory environment. Ideally, these should be school-wide or even district-wide. However, it’s perfectly acceptable to organize smaller or more intimate events based on student, staff, and school interests and capacities. Even a single teacher or class can host a public event to showcase student learning. Students, teachers, schools, and/or districts can even participate in showcase events organized by other entities such as business, industry, community agencies, higher education, county offices, or others.</span><div><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-6yG1r0KPyyQ/YMfAqMuYOsI/AAAAAAAArYA/T5nL5-dCkXAOsgIXBoFGhymgcxGdykShACLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="183" data-original-width="275" height="213" src="https://lh3.googleusercontent.com/-6yG1r0KPyyQ/YMfAqMuYOsI/AAAAAAAArYA/T5nL5-dCkXAOsgIXBoFGhymgcxGdykShACLcBGAsYHQ/image.png" width="320" /></a></div><br /><b><u>Piggybacking On Existing Events</u></b><br />Although events designed to showcase student work are fantastic and well worth it. We can also take students and their work to existing events. The advantages here are that we already have an existing or captive audience we can optimize or maximize. And, we don’t have to necessarily market or promote it as a showcase. Think about school events – sports, open houses, back-to-school nights, meetings, fundraisers – that we can add the student work component to as an add on. Take this show on the road to school board meetings, city council meetings, industry or business events, and more. Disadvantages are that the audience is attending expecting or anticipating to engage in student work. But it’s a start and can expand the audience.</span></div><div><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-_Uyh1xZ1Tbk/YMfKTpTlYUI/AAAAAAAArYI/2FoIih5csa8kHfrC3SfAyTsA7nvqUaBUQCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="194" data-original-width="259" height="240" src="https://lh3.googleusercontent.com/-_Uyh1xZ1Tbk/YMfKTpTlYUI/AAAAAAAArYI/2FoIih5csa8kHfrC3SfAyTsA7nvqUaBUQCLcBGAsYHQ/image.png" width="320" /></a></div><b><u>Digital Spaces</u></b><br />This is the unlimited world to showcase student work globally. There will always be value in face-to-face exhibitions. However, the digital spaces not only allow for larger audience reach but also adds to the development and refinement of the digital portfolio.<br /><br />Before we get into sharing student work online, let’s not forget digital ways to showcase locally. Most schools now have video monitors or information walls installed on campus. In addition to being information boards, they can be a place to exhibit student work such as presentations, videos, photos, logos, podcasts, art, and much more.<br /><br />In terms of the online public spaces, there are many. First, we need to make sure that student work appears on all class, school, and district websites. It’s amazing to me that most schools and districts have almost everything online except for student work. When it comes to websites, there are other opportunities as well. Many of our business partners have websites where we could partner and feature student work.<br /><br />Social Media is a great opportunity to showcase student learning. This can be on a teacher’s social media site, as well as a school district or others. Again, our community partners all use social media and would benefit from showcasing that partnership through sharing student work. And for secondary students, we have the opportunity to teach them and model for them how social media can be used professionally. We are aware of the negative pitfalls of social media. However, organizations such as <a href="https://www.commonsense.org/education/articles/3-ways-savvy-teens-can-showcase-themselves-using-social-media">Common Sense</a>, <a href="https://www.edutopia.org/blog/making-case-social-media-in-schools-jim-asher">Edutopia</a>, <a href="https://www.theedadvocate.org/22-ways-use-social-media-classroom/">The Edvocate</a><a href="https://www.theedadvocate.org/22-ways-use-social-media-classroom/">, </a>and <a href="https://medium.com/@samosley01/16-ways-teachers-can-use-social-media-in-the-classroom-d711cb200c66">Medium</a> have all addressed how to use social media in education.<br /><br />This also applies to video channels such as YouTube, Vimeo, and others. Again, we can post student work on a teacher, school site, or even district video channels, as well as those of our partners when relevant. For secondary students, again we can consider students having their own video channel in order to showcase their own work and projects.<br /><br />This really leads ultimately to students all having their own digital portfolios. Entities such as <a href="https://morweb.org/post/school-website-builders">MorWeb</a>, <a href="https://www.websiteplanet.com/blog/best-website-builders-teachers-schools/">Website Planet,</a> and <a href="https://colorlib.com/wp/education-website-builders/">ColorLib</a> have compiled specific lists of free website builders for students, teachers, and schools. Students can easily create their own websites and digital portfolios as an ongoing mechanism to showcase work and increase their personal brand equity.</span></div><div><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-MWkdvVTT4wY/YMfKlvmNbHI/AAAAAAAArYQ/vFXmSRzSoAkQ5jmcrc2mFH_IcwXhFoAhQCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="191" data-original-width="264" height="232" src="https://lh3.googleusercontent.com/-MWkdvVTT4wY/YMfKlvmNbHI/AAAAAAAArYQ/vFXmSRzSoAkQ5jmcrc2mFH_IcwXhFoAhQCLcBGAsYHQ/image.png" width="320" /></a></div><b><u>Contests, Competitions</u></b><br />An interesting opportunity to take student work public exists in entering competitions. There are literally thousands of local, regional, national, and even international contests where students can enter their projects. These contests include diverse areas of study such as writing, digital media, visual and performing arts, STEM, career technical education, service learning, and more. Several entities such as <a href="https://www.weareteachers.com/student-contests-competitions/">We Are Teachers</a>, <a href="https://worldscholarshipforum.com/category/competition/">World Scholarship Forum</a> and <a href="https://www.competitionsciences.org/2020/09/23/academic-competition-best-practices-and-opportunities-for-teachers/">Institute of Competition Sciences</a> have worked to compile many of the available contests and competitions. Some are also local and regional and sponsored by county offices of education, local higher ed. institutions, or even business or industry partners. And there is no reason why individual teachers, schools, or districts cannot create their own contests and competitions. All of this is not about trying to necessarily force students into competitive situations. However, it’s one more authentic and real-world place to showcase student work and model that we all have to take the risk of going public.</span></div><div><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-joZCs-OBOTQ/YMfKufYzpjI/AAAAAAAArYU/_8KU8NQ1kgIX_U5SdmNzkr0F3w7SqtTVACLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="168" data-original-width="300" height="179" src="https://lh3.googleusercontent.com/-joZCs-OBOTQ/YMfKufYzpjI/AAAAAAAArYU/_8KU8NQ1kgIX_U5SdmNzkr0F3w7SqtTVACLcBGAsYHQ/image.png" width="320" /></a></div><b><u>The Wrap</u></b><br />If teachers and schools focus on this as a priority, they can, along with students, continually evolve new ways to maximize one’s community and technology in order to get all our students’ seen by as many audiences as possible. In keeping with the intent behind deeper learning pedagogies, teachers and schools can ask students for other ways to showcase their work as well.</span></div>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-5713637434028275242021-06-10T13:25:00.000-07:002021-06-10T13:25:08.036-07:00Edu Innovator Jon Corippo Lays Out New Paradigm for Professional Development<p style="text-align: center;"><span style="font-family: arial;">Conferences, Professional Development Changing Dramatically for 2021-22</span></p><span id="docs-internal-guid-8cde8bf6-7fff-a21f-7ac1-64675bec0802"><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As we are exiting this unprecedented time of lockdown, many people are beginning to think about what professional development is going to look like next year. People who know me know that I'm a little bit of a conference junkie and I've run a few events in my time, including one of the largest edtech events in the US. I would like to take a moment here to share what I think is coming in the coming year. These may be changes that will become permanent.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;"><br /></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><a href="https://lh3.googleusercontent.com/-1pZDZWhVK6Q/YMJyIGw-MwI/AAAAAAAArVU/phy8noLDFqAbjMkecLdjtUd_58ZBzETcACLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="183" data-original-width="275" height="213" src="https://lh3.googleusercontent.com/-1pZDZWhVK6Q/YMJyIGw-MwI/AAAAAAAArVU/phy8noLDFqAbjMkecLdjtUd_58ZBzETcACLcBGAsYHQ/image.png" width="320" /></a></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial; font-weight: 700; text-decoration-line: underline; white-space: pre-wrap;">Conferences</span></div><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial; white-space: pre-wrap;">People are social animals, and we will still have many events where people get together to experience the buzz and excitement of seeing their friends and great presentations face to face. But in a similar way that schools will change, with a new, permanent element of hybrid capacity and a comfortable sense of what's possible with online learning, I expect to see more events that have hybrid elements or a continuation of events that are 100% online at a much higher level of participation than before the pandemic. The ability for teachers to simply log in or watch a video to get three or four of the best sessions of a conference after school, instead of getting on a plane or driving for five hours makes a lot of sense going forward. I don't think any type of professional development is going to end as much as I think we are looking at a broader spectrum of options, and let's be honest - traveling for professional development is very expensive - which means less accessibility for many educators.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial; white-space: pre-wrap;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial; white-space: pre-wrap;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-udn5iRda1_M/YMJyoAOVkoI/AAAAAAAArVc/NxPlMiozTO8ZncWIDg-kR_t7C0oC-UO_QCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img data-original-height="141" data-original-width="358" height="158" src="https://lh3.googleusercontent.com/-udn5iRda1_M/YMJyoAOVkoI/AAAAAAAArVc/NxPlMiozTO8ZncWIDg-kR_t7C0oC-UO_QCLcBGAsYHQ/w400-h158/image.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: arial; font-weight: 700; text-decoration-line: underline; white-space: pre-wrap;">Professional Development</span></div><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">I've done a lot of professional development over the years. I average about a hundred days delivered per year in a normal situation. Let me tell you from experience, six hours of face-to-face professional development is a hard lift for everybody. It's a long day and most of us are overloaded by about 1:30, but we keep smiling and hanging in there. The biggest epiphany I've had about professional development due to the pandemic is that </span><span style="font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">six one-hour sessions spread out over two weeks or four weeks (or more) is far more effective and impactful than a day of PD all packed into six hours</span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. I think the biggest change in educational development is going to be that districts are </span><span style="font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">far more open</span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> to teachers getting a series of one- or two-hour sessions for professional development instead of trying to do training for a whole day. One of the biggest side bonuses for this model is that schools don't have to pay presenters to travel, giving even more PD capacity in a fiscal sense, and districts don't need subs or as many subs. And nearly all school districts have limited access to substitutes right now.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: arial; font-weight: 700; text-decoration-line: underline; white-space: pre-wrap;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-mJnHgJSx1k0/YMJ0xQguxGI/AAAAAAAArVw/cryvWRD62sAfNmQH_1EiFkLvlXBu1lxiQCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img data-original-height="177" data-original-width="284" height="249" src="https://lh3.googleusercontent.com/-mJnHgJSx1k0/YMJ0xQguxGI/AAAAAAAArVw/cryvWRD62sAfNmQH_1EiFkLvlXBu1lxiQCLcBGAsYHQ/w400-h249/image.png" width="400" /></a></div></span><p></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: arial; font-weight: 700; text-decoration-line: underline; white-space: pre-wrap;">The Vendor Hall</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">The vendor hall is a very important piece of nearly all the conferences that I attend, fiscally, culturally and, as part of the total experience of going to a conference. Important relationships are developed there, teachers see new products that they bring back to their classroom and in some cases, teachers shift their career path because of the products that they see in the vendor hall.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">But I think that the line-up-at-tables-and-grab-a-fun-sized-candy-bar-or-pencil model has really got to be rethought at this point for a virtual setting. My experience is that virtual vendor halls are not going to attract enough traffic to keep vendors funding their appearances at conferences. This funding shift could cause higher prices for teachers attending events. I think the future of vendor sessions should include expert classroom users of the various brands who seek to share, so that attendees can see the tools in the context of classroom success. And really, maybe this is a good model for all face-to-face events as well. What could be better for vendors than excited teachers/users actually sharing how their product has impacted learning positively in their classrooms?</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">The Wrap</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">So the pandemic has disrupted professional development and training in many ways - and ways that are similar to the changes we've had in classrooms: we've had to change quickly, grow quickly, and learn quickly because of the pandemic. My hope is that we can fold all these new skills into a ‘learning mosaic’ of sorts, keeping the best of things and adding new skills while letting some old practices go.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;"><br /></span></span></p><div style="background-color: white; color: #222222;"><span style="font-family: arial;"><b>By Jon Corippo</b></span></div><div style="text-align: left;">Author, The Eduprotocol Field Guide - Book 1 and 2<br />Contributing Author - 100 No-Nonsense Things Teachers Should Stop Doing<br />Helpful Guy: 559-676-1935<br />Apple Distinguished Educator | Google Certified Innovator | Microsoft Innovative Expert | CUE Gold Disk Recipient | Madera County Teacher of the Year | National School Board 20 to Watch Educator | Ed Tech Digest TrendSetter and Top 100 Eduinfluencer</div><span><div><span style="font-family: Arial; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-18518374868040525062021-01-12T14:15:00.001-08:002021-01-12T14:15:02.477-08:00The United Nations’ Sustainable Development Goals Could Be Our Standards<span style="font-family: arial;"><span> </span>For those that are continually advocating for a complete redesign of our education system, there are many potential areas of focus. Some are now suggesting that standards - what many cling to as foundational - may be the last bastion of a dying educational ecosystem. </span><div><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-YjA2OVsEBeM/X_4fCYGNY8I/AAAAAAAAq9Y/u1dsBtUS06wf9HEGAiD6fifG5r4husg3gCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="332" data-original-width="512" height="252" src="https://lh3.googleusercontent.com/-YjA2OVsEBeM/X_4fCYGNY8I/AAAAAAAAq9Y/u1dsBtUS06wf9HEGAiD6fifG5r4husg3gCLcBGAsYHQ/w387-h252/image.png" width="387" /></a></div><u><b>Voices of A Learning World</b></u><br /><span> </span>Earlier this year, there seemed to be a tipping point on the horizon that spelled something beyond standards and standardized assessments. Indeed, PBLGlobal’s Thom Markham - along with 17 other international educational thought leaders - launched <a href="https://www.worldlearningvoices.org/">Voices Of A Learning World</a>. They advocate, among other things, that our standards are the problem. Their focus is to support project-based approaches and wellbeing as key elements of an emerging learning system that they foresee overtaking industrial models of teaching. And they think instead of institutional arms creating the standards, that rather students, families and community should ascertain the appropriate learning goals and accompanying practices. <br /><br /><b><u>Ditch The Standards</u></b><br /><span> </span>One of these international thought leaders - Nicholas Martino - is an American national now based out of Mexico. Martino is known for his work with the <a href="https://authenticlearninglab.org/">Authentic Learning Lab</a> and <a href="https://thinkglobalschool.org/">Think Global School</a> among others. He is advocating that we could use the <a href="https://www.globalgoals.org/">United Nations 17 Sustainable Development Goals</a> as a framework for teaching and learning. <br /><span> </span>The goals - which were established in 2015 and are intended to be met in 2020 - are broad, overarching, relevant and ambitious global topics such as poverty, food security, health and wellness, sustainability, equity, climate and peace. “Each of the goals has a number of targets. It’s like a matrix of standards or learning goals,” said Martino.<br /><span> </span>Martino says that the United Nations has essentially done much of the work - such as the research and data collection. “I can’t find anything that doesn’t fit into the goals.<br /><span> </span>Martino explains that Goals 1 - 16 provide the content that any learning entity would need, while Goal 17 provides the challenge. Goal 17 states “Strengthen the means of implementation and revitalize the global partnership for sustainable development.” Martino explains that Goal 17 is really about all of us getting involved with organizations, partners and going public with our work in these areas. <br /><span> </span>Although the current 10-year timeline remainder may make them seem lofty, Martino argues that they are perfectly designed for learners of all ages and types to engage in and work towards making things better across the world. <br /><span> </span>“Most curriculum is about things that have already happened. The SDGs are challenging education to address the future,” said Martino. “They are project-based, inter-disciplinary and relevant to all.”<br /><br /><b><u>SDGs, SEL and the Why</u></b><br /><span> </span>The intent behind social-emotional learning is not just about awareness for teachers, or certainly turning to some packaged unit of student, according to Martino. He said if we think we need to establish Maslo before Bloom - a popular expression in education circles to communicate how humans need their basic needs met before academics can be fully embraced - then the SDGs are what is designed to be before both. Martino believes that the SDGs can serve as the ultimate why. <br /><span> </span>Martino said this approach is not necessarily even new. He refers to John Dewey who advocated not only for active learning and metacognition, but about citizen education. <br /><span> </span>“We’ve moved so far from citizenship. We’ve forgotten that education is about creating active, informed citizens who are good people - Creating an active citizen,” said Martino. “The SDG’s fulfill that goal too. It’s an active way to become a participatory citizen.”<br /><span> </span>Others concur with Martino. <a href="http://www.teachsdgs.org/">TeachSDGs</a> Co-Founder Dr. Jennifer Williams believes that the Sustainable Development Goals provide a roadmap for educators looking for ways to take action for the planet and its people through inquiry and collaboration.<br /><span> </span>“With the 17 Goals, there is a place for everyone,” said Williams. “There are opportunities for teachers and students from any content area, any grade level, and any location to jump in and get right to work.”<br /><br /><br /><b><u>Think ‘Glocally’</u></b><br /><span> </span>Those work in the areas of service and project-based learning have long talked about the phenomenon of addressing global challenges locally. That birthed the phrase “Think Global, Act Local.’ This has now morphed in the business and education worlds into the ‘Glocal’ or “Glocally.’ This is really the concept of local educators and learners consulting global resources, such as the UN’s 17 SDGs, and adapting them to impact their local communities. <br /><span> </span>Martino said that the SDGs provide us the global perspective and collective action needed, while one doesn’t need to look too far to see the same challenges in our local communities.<br /><span> </span>“Sadly, far too many of our local communities are struggling right before our eyes with poverty, food insecurity, climate issues, sustainability, mental health issues, inequity, injustice and more,” said Martino. “For students, this is an important process to realize that these are global problems, as well as local problems.”<br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-dDnZp2Efpeo/X_4fOqh_oqI/AAAAAAAAq9c/p8NeabesJnwqWrLZL5h-LutPCyLXHER2wCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="512" data-original-width="512" height="240" src="https://lh3.googleusercontent.com/-dDnZp2Efpeo/X_4fOqh_oqI/AAAAAAAAq9c/p8NeabesJnwqWrLZL5h-LutPCyLXHER2wCLcBGAsYHQ/image.png" width="240" /></a></div><b><u>#TeachSDGs</u></b><br /><span> </span>Martino is not alone in advocating for the SDG Framework. Indeed, there is an entire international movement - <a href="http://www.teachsdgs.org/">Teach SDGs</a>, <a href="https://blog.movingworlds.org/the-full-list-of-the-17-united-nations-sustainable-development-goals-with-pictures-sdgs/">Moving Worlds</a> and the <a href="https://www.un.org/sustainabledevelopment/blog/2017/06/teachsdgs/">United Nations</a> themselves - organizing around these 17 goals. There are schools, networks and even individual educators and learners adopting these as their new operating standards.<br /><span> </span>Ultimately, this pivot to the SDGs is what many are looking for in redesigning what teaching and learning look like.<br /><span> </span>Williams believes that we in a moment of action in education<br /><span> </span>“This is about action in the form of acceleration of use of technology and innovative teaching practices, action in the form of student activism and student voice, and action for social good as teachers and students come together as co-learners in classrooms across the world,” said Williams. “#TeachSDGs has become a movement, but also a community of educators committed to making a difference in the world through teaching and learning.”<br /><span> </span>“Our world needs as many as possible working on solving our problems. The SDGs represent the real work the entire world has to do,” said Martino. “I really believe that education can change the world - not passively but actively. But first, we need to change education first.”</span><br /></div>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-23823302734041326612020-11-03T11:01:00.004-08:002020-11-03T11:07:55.324-08:00The Role Of Student Roles<span style="font-family: arial;">In the world of work, all of us have roles. We have formal ones (our job titles), but we also might function in informal ones (duties we assume). Either way, the roles we serve in communicate the value we add to any organization or effort. Our roles might imply responsibility, skill sets, expertise and even the expectations of others. But all of this represents our professional, and often even personal, identity. It informs us and others how we function within a larger group, company, organization or project.<br /><br /><b><u>The What</u></b><br /><br />Throughout the history of modern education, we have created and utilized students’ roles. Teachers would assign, often in the elementary levels, students to perform certain tasks – such as attendance, cafeteria support, cleaning up or more. At the secondary level, we associated roles with leadership positions either in student government, clubs or groups such as athletic teams and performing groups. There is nothing wrong with any of this.<br /><br />So, in the pursuit of deeper learning where students are engaged in pursuing real-world challenges, as well as sharing their work publicly, can student roles add to the quality, effectiveness, and overall experience? I would like to share some insights that imply yes and even what it could look like.<br /><br /><b><u>The Why</u></b><br /><br />There are many reasons to expand the application of real and relevant roles for all students throughout their learning. It’s not about titles for title sake (although students do respond to positions). It’s about students taking greater responsibility for the strategic roles in the classrooms. It’s about allowing students to bring their expertise and experience forward for the greater good, while also enhancing their skills, resumes, portfolios, and self-realization. Here are a few role types to consider:<br /><br /><b><u>Project / Instructional Roles</u></b></span><div><span style="font-family: arial;"><b><u><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-PQBqdprP430/X6GqR7VoLgI/AAAAAAAAqOQ/-im0sbAOudA5IgVQTrL73c-Dk2I44msNgCLcBGAsYHQ/s700/project-managers-responsibilities.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="539" data-original-width="700" src="https://1.bp.blogspot.com/-PQBqdprP430/X6GqR7VoLgI/AAAAAAAAqOQ/-im0sbAOudA5IgVQTrL73c-Dk2I44msNgCLcBGAsYHQ/s320/project-managers-responsibilities.png" width="320" /></a><a href="https://1.bp.blogspot.com/-QKz42XIYO3M/X6GnMkxxrfI/AAAAAAAAqNk/Oz_w1j6lTPU-1URLxVHMgCQvGW4_jfX0QCLcBGAsYHQ/s693/Screen%2BShot%2B2020-11-03%2Bat%2B10.53.16%2BAM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="510" data-original-width="693" height="212" src="https://1.bp.blogspot.com/-QKz42XIYO3M/X6GnMkxxrfI/AAAAAAAAqNk/Oz_w1j6lTPU-1URLxVHMgCQvGW4_jfX0QCLcBGAsYHQ/w289-h212/Screen%2BShot%2B2020-11-03%2Bat%2B10.53.16%2BAM.png" width="289" /></a></div></u></b></span><span style="font-family: arial;"><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><br /></span></div><div><br /></div><div><br /></div><div><br /></div>These are directly related to actual work and workflows as part of any larger collaborative pursuit or effort – i.e. a real project. For example, what if every project, team, class, or other had a Media Coordinator responsible for coordinating the video work? Or a Social Media Coordinator handling the class Facebook, Instagram, and Twitter Accounts? How about a Project Coordinator responsible for calendars, roles, timelines, and deliverables? One could keep going with a Design Coordinator, Social Coordinator, Web Coordinator, YouTube Channel Coordinator or Community Coordinator. How about Peer Coaches? At my former project-based high school, we created a Student Project Coordinator role. Students who were advanced in a given curricular area, or showed tremendous enthusiasm and skill, could apply for this position that had students in the role of facilitator of learning. Instead of Teacher’s Aide, or glorified gopher, Student Project Coordinators led sessions, coached small groups, organized model lessons, and delivered demonstrations. (Special Remote Learning Note: in our current distance learning environments, what leadership or management jobs could students assume? Could they assist in some of the tech being used? Could they facilitate how respondents are chosen? I bet we can generate some important and current ideas that would create an agency for students and sanity for teachers).<br /><br /><b><u>Governance Roles</u></b><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-QKdEmMGjGko/X6GoVivXAcI/AAAAAAAAqN4/NygRgyIVyJgVaMPmmJKr5suKCcZCdX26QCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="939" data-original-width="1000" height="240" src="https://lh3.googleusercontent.com/-QKdEmMGjGko/X6GoVivXAcI/AAAAAAAAqN4/NygRgyIVyJgVaMPmmJKr5suKCcZCdX26QCLcBGAsYHQ/image.png" width="256" /></a></div></span><div><span style="font-family: arial;">As referenced earlier, we have traditionally had some roles for students, especially at the secondary level, where they were expected to participate in and facilitate some formal leadership roles on campus. Most of us know these as entities such as Student Body President, Class President, or others. Although well-intended, and effective in some established programs, this does not go far enough in terms of truly involving students in the governance of their schools.<br /><br />A term that has gained popularity is democratization. Whether we’re talking about students, staff or community, the intent here is to get as many people as possible to contribute to the decision-making and implementation needs and efforts of the organization.<br /><br />In schools, this could mean varied things. But one example could be hiring. At my project-based high school that emphasized student voice, we had student representatives on every interview and hiring panel. Every teacher hired was not only interviewed by site leaders, other teachers, parents, and community members but students as well. And they were not there for a token appearance. Indeed, they were part of the discussions and ultimate selection of the finalists or candidates Naturally, this could extend to all needs and decisions made at the school. Again, there are some schools doing, but far too often our students are in ceremonial or symbolic roles versus ones that truly impact the direction of the school. (Special Remote Learning Note: It would be interesting to see what leadership roles exist now in the distance learning environment. Maybe students should be part of all committees, task forces, or collaborations that are focused on redesigning school now and later. It’s never been a better time to include student voices in all decision-making processes.)<br /><br /><b><u>Schoolwide Needs Roles</u></b><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-qK7-yA5vZjM/X6Gn2MOLR2I/AAAAAAAAqNs/g3L-HGzeUqo0gwjObBtlAAbMfpDtqLUKQCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="167" data-original-width="301" height="178" src="https://lh3.googleusercontent.com/-qK7-yA5vZjM/X6Gn2MOLR2I/AAAAAAAAqNs/g3L-HGzeUqo0gwjObBtlAAbMfpDtqLUKQCLcBGAsYHQ/image.png" width="320" /></a></div>I have always believed that most students not only truly care about their learning, but also their learning environment. If they are trusted and respected appropriately, they can become supporters of our desires to have safe, clean, positive, and nurturing learning spaces. I had great success with challenging students to come up with creative solutions (<a href="https://mwniehoff.wixsite.com/mysite-1/student-projects">School Improvement Projects</a>) to everything from embracing diversity to special education inclusion and more. Think about a school problem and think about who normally works on these. It’s the adults. However, students can and should be the ones that work on these as well. Indeed, in a project-based learning environment, these can become great introductory projects or even capstone choice projects. (Special Remote Learning Note: in our current distance learning environments, how can we get our students involved with how to make school safe when we do return? How can they help design and implement new ways to do face-to-face learning? With all the different schedules, technology, and changes that have been made to learn from home, what can we apply to our learning environment when we return? Maybe the school shouldn’t return to normal.)<br /><br /><b><u>Real-World Preparation</u></b><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-dIMQz8v-Mq4/X6Go_wDCzpI/AAAAAAAAqOA/juaXyDUg2ewsW4Y5aCCp-mUVS-WoJ7_VwCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="287" data-original-width="460" height="200" src="https://lh3.googleusercontent.com/-dIMQz8v-Mq4/X6Go_wDCzpI/AAAAAAAAqOA/juaXyDUg2ewsW4Y5aCCp-mUVS-WoJ7_VwCLcBGAsYHQ/image.png" width="320" /></a></div></span></div><div><span style="font-family: arial;">These things have worked and continue to work in the professional world. And therefore, they can be powerful in school. What better way to personalize learning than to have every student assume responsibility for something in which they have potential interest, skills, experiences, background, and expertise. We will increase their agency, leadership, and readiness while also increasing the quality of work universally.</span></div></div>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-19963249067285285322020-10-22T14:00:00.002-07:002020-10-22T14:00:13.001-07:00Embracing Partners: 7 Human Resources of PBL Successful project-based learning has many foundational elements. A few of these include student work going public, working to sustain the learners in deep inquiry, critique and revision, authenticity, and focusing on real-world challenges. And in a world that is rapidly becoming more tech-infused, globalized, and automated, there is one magic bullet that addresses the aforementioned PBL elements, as well as these evolutionary changes. It’s People: The Human Resources of Project-Based Learning. Here are seven types of potentially valuable partners that can increase the quality and reach of any project:<br /><br /><u><b>Student Peers</b></u><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-IVdSVaXVj7I/X5Hv_NrhgMI/AAAAAAAAqLQ/Yy-UwKxJ370JP-oybWgTcHlHQh7EfRAhQCLcBGAsYHQ/s360/Screen%2BShot%2B2020-10-22%2Bat%2B1.47.28%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="268" data-original-width="360" src="https://1.bp.blogspot.com/-IVdSVaXVj7I/X5Hv_NrhgMI/AAAAAAAAqLQ/Yy-UwKxJ370JP-oybWgTcHlHQh7EfRAhQCLcBGAsYHQ/s320/Screen%2BShot%2B2020-10-22%2Bat%2B1.47.28%2BPM.png" width="320" /></a></div><div> Naturally, we need to begin with the most obvious and immediate people in any class or school. These are the learners’ peers. Student peers can serve as the first line of feedback in order to revise and improve work. What if older or more experienced students coached, advised, or were involved in student projects? Students can also serve various roles. For example, what if one’s class or program had a Media Coordinator responsible for coordinating the video work? Or a Social Media Coordinator handling the class Facebook, Instagram, and Twitter Accounts? How about a Project Coordinator responsible for calendars, roles, timelines, and deliverables? It’s not about titles for title sake. It’s about students taking greater responsibility for the strategic roles in the classrooms. It’s about allowing students to bring their expertise and experience forward for the greater good, while also enhancing their skills, resumes, and portfolios.</div><div><br /><b><u>Staff Peers</u></b><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-dFMaOE-VgmM/X5Hwrv7OdOI/AAAAAAAAqLY/p-UHgo6F0_YnBePuEIIqbwVJrLP8CTSIACLcBGAsYHQ/s302/Screen%2BShot%2B2020-10-22%2Bat%2B1.50.38%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="158" data-original-width="302" src="https://1.bp.blogspot.com/-dFMaOE-VgmM/X5Hwrv7OdOI/AAAAAAAAqLY/p-UHgo6F0_YnBePuEIIqbwVJrLP8CTSIACLcBGAsYHQ/s0/Screen%2BShot%2B2020-10-22%2Bat%2B1.50.38%2BPM.png" /></a></div><div> Projects are a great opportunity to involve administrators, instructional coaches, other teachers, and classified staff. Think about inviting an administrator in for feedback, expertise, and project management. This will help students see their administrator differently, while also giving administrators a chance to be deeply involved in the instruction (which they are supposed to be). As we put together panels to hear presentations, critique student work, or be involved in any aspect of the project, think about how valuable the classified staff are. In many cases, they already have close relationships with the students. However, now the students will see them differently and realize they are too professional adults with lots to offer. The classified staff members will get to understand the instruction and teachers better allowing them to have more empathy and ways to support. Projects should be experienced as school-wide and community-based endeavors.</div><div><br /><b><u>Local Leaders</u></b><br /> <a href="https://lh3.googleusercontent.com/-JW0vIlXuoqA/X5HxA7-6mPI/AAAAAAAAqLg/j4tI2h8CkAccFNSbWWQUY-oCpe-lbBKbwCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" data-original-height="800" data-original-width="800" height="220" src="https://lh3.googleusercontent.com/-JW0vIlXuoqA/X5HxA7-6mPI/AAAAAAAAqLg/j4tI2h8CkAccFNSbWWQUY-oCpe-lbBKbwCLcBGAsYHQ/w220-h220/image.png" width="220" /></a><span style="text-align: center;"> </span><a href="https://lh3.googleusercontent.com/-tMIWdm3vvYU/X5HxI76jh9I/AAAAAAAAqLk/SyvSuMHSVzsDAY1mOeLBeP6f7n6bTaetgCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" data-original-height="144" data-original-width="350" height="132" src="https://lh3.googleusercontent.com/-tMIWdm3vvYU/X5HxI76jh9I/AAAAAAAAqLk/SyvSuMHSVzsDAY1mOeLBeP6f7n6bTaetgCLcBGAsYHQ/image.png" width="320" /></a></div><div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: justify;"> Most communities have some sort of local leadership – i.e. city council, county supervisors, the mayor, and school board to name a few. These are typically elected officials who represent constituents that would include the students, staff, and community of a school. Therefore, I could argue they are obligated to be involved. That being said, these are excellent potential partners to reach out to for project support. Again, they can serve on panels to evaluate student work and presentations. However, they might also be able to bring expertise, resources, project ideas, and mentoring. All of our learners need to connect to community and mentors outside of school. These local leaders represent a good place to begin that important connection.</div></div><div><br /><b><u>Business Professionals</u></b><br /> <a href="https://lh3.googleusercontent.com/-fESIOrelXkQ/X5HxqJiczII/AAAAAAAAqLw/fbwLU77ujHs03-v0IQwF0CVZQE3sEcqkwCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" data-original-height="545" data-original-width="1024" height="183" src="https://lh3.googleusercontent.com/-fESIOrelXkQ/X5HxqJiczII/AAAAAAAAqLw/fbwLU77ujHs03-v0IQwF0CVZQE3sEcqkwCLcBGAsYHQ/w306-h183/image.png" width="306" /></a><span style="text-align: center;"> </span><a href="https://lh3.googleusercontent.com/-9H-7nMbCnos/X5HxwM4i-YI/AAAAAAAAqL0/ZBZSWEIczmgKAMi16Kv7IiZbAQP1mL7hQCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img alt="" data-original-height="225" data-original-width="225" height="198" src="https://lh3.googleusercontent.com/-9H-7nMbCnos/X5HxwM4i-YI/AAAAAAAAqL0/ZBZSWEIczmgKAMi16Kv7IiZbAQP1mL7hQCLcBGAsYHQ/w198-h198/image.png" width="198" /></a></div><div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: justify;"> Local professionals in our communities have so much to offer for work in the area of PBL. Like our elected officials, our school communities make up their customer base. So, there should be some natural interest. But that’s especially true if the project relates in some way to their business, industry, or expertise. They naturally might be able to offer the expertise that could be used throughout project work and be part of feedback, critique, evaluation, and assessment. Additionally, however they might have projects or work that our students can be a potential part of as well. Maybe they have needs or challenges that could become driving questions. Our students would really benefit from being exposed to general entrepreneurial skills, how to make an effective pitch or how to write a business plan. These folks also represent future potential employers of our students and we can model that ‘every day is our resume’ to all of our learners.</div></div><div><br /><b><u>Non-Profit Partners</u></b><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-RXtY5MV7OwM/X5HyFYpeN3I/AAAAAAAAqME/VCEhRPnBRsowbiBn2yZV-aXOBfi-HNvegCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="576" data-original-width="1000" height="184" src="https://lh3.googleusercontent.com/-RXtY5MV7OwM/X5HyFYpeN3I/AAAAAAAAqME/VCEhRPnBRsowbiBn2yZV-aXOBfi-HNvegCLcBGAsYHQ/image.png" width="320" /></a></div> Virtually every community has local non-profit organizations that are poised perfectly for our students to partner with in many ways. And if our local community doesn’t, we can connect with regional, national, and even international non-profit partners with a few keystrokes online. These non-profit organizations can support our projects and learners in many ways. One, they are engaged and focused on addressing real-world problems and needs. Our students can join their team. Two, they often do not have large budgets and will welcome student work as contributing to the larger mission in the form of public service announcements, videos, campaigns, event support, and more.</div><div><br /><b><u>Higher Education</u></b><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-WXMJ_L9ttCQ/X5HyVRGOSLI/AAAAAAAAqMM/E_lXhlA0EOMn8aAIvNo2UxVrh1Kcu3iiACLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="552" data-original-width="980" height="180" src="https://lh3.googleusercontent.com/-WXMJ_L9ttCQ/X5HyVRGOSLI/AAAAAAAAqMM/E_lXhlA0EOMn8aAIvNo2UxVrh1Kcu3iiACLcBGAsYHQ/image.png" width="320" /></a></div> Most of our communities are home to some sort of higher education institutions – public universities, community colleges, technical schools, or private colleges. These institutions employee faculty who are not only instructors but experts in their field. Naturally, they could serve in the capacity of an advisor, expert, panel member, or guest speaker. But many are also involved in research or are working on addressing real-world problems. These can become the projects or challenges for our students as well.</div><div><br /><b><u>Clients</u></b><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-eITgCV209Qo/X5HywBj5V6I/AAAAAAAAqMU/QyBVcTIQbBQ8SmJFvEpT53L1TZRnaa_hQCLcBGAsYHQ/image.png" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="118" data-original-width="426" height="113" src="https://lh3.googleusercontent.com/-eITgCV209Qo/X5HywBj5V6I/AAAAAAAAqMU/QyBVcTIQbBQ8SmJFvEpT53L1TZRnaa_hQCLcBGAsYHQ/w406-h113/image.png" width="406" /></a></div> This final partner possibility is unique and powerful. These are partners that explicitly agree to have our students work on a project that benefits the client in some way. Maybe they are a non-profit that needs content created (social media, videos, graphics, PSA’s or campaigns). Maybe a local business person could use help in producing ads, marketing pieces, updated products, new services, or customer survey data. Maybe they are just volunteers in the community who agree to have students provide a service (i.e. tax consultation, financial planning, or tech support). This creates an authentic opportunity for our students to produce work that serves and benefits others.</div><div><br /> In an era where we often think of resources in the form of technology, equipment, or available funding, we need to demonstrate to our students that the most valuable resource we will always have is one another.</div>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-56329323363096315032020-08-27T10:12:00.003-07:002020-08-27T10:17:33.553-07:004 Ways To Support Higher Quality Student Presentations<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"> Students have always given presentations in class. What started one time as book reports in elementary school have grown to full blown defenses of learning, portfolio presentations and other types of academic presentations. And with the advent of more deeper learning and project-based environments, the importance of the student presentation has never been more apparent. And while students are giving and teachers are facilitating more presentations than ever, we often do not teach learners how to improve their presentation skills. We may assess basics like eye contact and audience interaction, but do not necessarily teach how to design and deliver a professional presentation. So, how can we not only continue to increase the implementation of student presentations, but also help them master this as a core 21st century professional skill? Here are four ways that could make an impact:</span></div>
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<b><u>Understand the WHY of Presentations</u></b></div>
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<a href="https://1.bp.blogspot.com/-GSVtGp8EhQY/X0fpPVuCnTI/AAAAAAAAqC0/G40YCS_yCnUDOCunz-Ds0A4nlU25q8mQQCLcBGAsYHQ/s1600/Screen%2BShot%2B2020-08-27%2Bat%2B10.11.10%2BAM.png"><img border="0" height="180" src="https://1.bp.blogspot.com/-GSVtGp8EhQY/X0fpPVuCnTI/AAAAAAAAqC0/G40YCS_yCnUDOCunz-Ds0A4nlU25q8mQQCLcBGAsYHQ/s320/Screen%2BShot%2B2020-08-27%2Bat%2B10.11.10%2BAM.png" width="320" /></a><img height="180" src="https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcT4GpXXa4XyDjG-I98zXjtqvIShYWKPUffx9w&usqp=CAU" width="320" /></div>
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Sharing information with an audience via oral communication and visual aides is still the foundation of business and professional and cultural endeavors across the globe. Whether it be business, government, entertainment, activism or other, the presentation is the foundation of how we communicate ideas and often try to get others to either learn from us, accept our way of thinking or even join us in a particular pursuit, cause or agenda. We don’t need to look further than the cultural popularity and phenomenon of things like <a href="https://www.ted.com/talks">TED Talks</a> to understand the power of the presentation. </div>
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Educationally, we recognize that a high quality, professional presentation is not only an ideal way to demonstrate learning, but also to increase important skills mastery in the Four C’s (Creativity, Critical Thinking, Collaboration and Communication) and other essential competencies. There are several standards in English Language Arts at all grade levels that address delivering presentations effectively through communication, use of media and more.</div>
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Think about a job interview. Many of these now expect the candidate to deliver some type of presentation. With the Gig Economy being more of a reality more than, think about the skills so many will need to continually go out and chase work, new clients or projects (gigs). This will require more and more people to continually deliver presentations. </div>
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<b><u>Explicitly Teach Presentations</u></b></div>
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<img alt="Resonate by Nancy Duarte - Book Review | Presentation Guru" height="171" 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" 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This might seem obvious. However, many classrooms are requiring and assigning presentations as part of lessons, units and projects. But we cannot simply assign presentations and communicate the content expectations while hoping for the best. Yes, the content matters. But we also need to teach our learners how to deliver these presentations. This includes how to create the story, how to design the visual aspects and how to maximize available technology and media. There are resources galore that can help us. The professionals learn from people like <a href="https://www.duarte.com/">Nancy Duarte</a> who publishes books, blogs and more to help corporate America deliver better presentations. But we can learn from her as well. If presentations represent skills, then we need to explicitly teach them and assess students using rubrics such as this <a href="https://my.pblworks.org/resource/document/9_12_presentation_rubric_ccss_aligned">Example from PBLWorks</a>. This also includes opportunities for students to practice presentations, receive feedback and have multiple opportunities to improve - especially before the final public presentation. </div>
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<b><u>Storytelling</u></b></div>
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Ultimately, presentations are stories. And like all stories, there are ways to tell a story that include story methodology and writing techniques. Students do not naturally make this connection, but can once we support them in doing so. This is something that most of us educators can benefit from as well. For example, looking at story design through examples such as <a href="https://www.youtube.com/watch?v=d1Zxt28ff-E">Joseph Campbell's Hero's Journey</a> is a great way to demonstrate that presentations, like stories, have a very intentionally designed exposition, rising action, climax, falling action and resolution. Presentations are not haphazardly designed, but rather meticulously created. There are great resources out there - such as <a href="http://elevatorspeech.com/">elevatorspeech.com</a> - that include templates, checklists and worksheets that can be downloaded. </div>
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<b><u>Design</u></b></div>
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Without explicitly teaching visual design, at least to some foundational degree, many students will produce slides that are not visually appealing or graphically sound. Many of us have seen things like <a href="http://bit.ly/BadPowerPointSlides">The Bad Powerpoint Examples</a> online. These are perfectly acceptable to show students as what not to do. The basic elements or high quality design are not that complicated. Essentially, we’re talking about one point per slide, limited text, limited but powerful images (one great one vs. four mediocre ones), effective use of white space, authentic graphics, large vs. smaller text and avoiding bullet points. One of the best themes we can have our students adhere to is ‘less is more.’ Again, experts like Nancy Duarte and others can expand on how to deploy effective design elements. </div>
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<b><u>Following Up</u></b></div>
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Some of the best and most useful professional learning I attended was about how to deliver better presentations. I’m not a master. Nor are my students. However, we both have benefited from focused learning on presentation pedagogy. This should be part of every educator’s professional learning, as well as every student’s curriculum. Our classrooms now have tremendous access to thousands of professional presentations on <a href="https://www.ted.com/talks">TED Talks</a>, <a href="https://www.youtube.com/">YouTube</a> and others. Our students need to see how the pros do it and work to learn the techniques outlined above. Presentation Skills are invaluable and more important than ever in the global economy. </div>
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Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-47067596708453176272020-06-27T17:00:00.000-07:002020-06-27T17:02:56.953-07:00Bad Cops, Bad Teachers Represent Same Challenge: Professional Integrity, Policing Our Own<span style="font-family: "arial" , "helvetica" , sans-serif;"> Educators, like everyone else, are trying to respond to the latest protests in our country due to police brutality. Black Lives Do Matter and many of us in education have long been disturbed by the policing issues in our country.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>The Talk</u></b><br /> Years ago, I remember an African-American friend of mine, who grew up in Los Angeles, telling me that he was told by his father as a young man how to interact with the LAPD. He was advised early on, if ever pulled over for any reason, to get on the ground and assume the prone position. This was his dad’s version of ‘The Talk’ long before it had a name or I knew anything about it.<br /><img height="180" src="https://lh3.googleusercontent.com/8O1hdDRqoq9f8Rusxn94h6gNVvsgKvKFN2gLmIWFW46ArwqZzgABFPncloGePfjutZOPhZrXQ_aWiJt2hISEY6pDQhf3nZWU5gdxP4ButOnz3gsyvmAJpGhhNyScVd8EzJrGAAni" width="320" /> <img height="179" src="https://lh4.googleusercontent.com/ESkwM2gfJQSyNAfBkvicOMpg55rt2Ak6JMwqAObtu-cOlZLgWUQ1PISusGl1L_rmj9uhBBc9d30wqTSFYE_GKZX0-nsbmGc11yxjN3d2831vLXEUR2asPAJaUsO67VUCOjt8dlCz" width="320" /><br /> These stories, along with the countless cases captured on video since the Rodney King case, have long informed all of us that we have a national policing crisis. I have long argued that our policing problem, bad or unfit officers, won’t be fixed until it’s fixed from the inside. In other words, the good cops, the assumed majority, need to stand up and demand change. They need to work collectively to get rid of the unfit cops in their ranks. Until they do, they, and the entire profession, is suspect...and may continue to be even under siege as different people express their outrage of the continued abuse and murder in their communities. <br /> And as much as I want to see policing in America go through a major overhaul, I also feel like my own house is not in order. You see, in education, we have the same problem: bad teachers. Let me explain. Ultimately what bad police officers do is erode the public trust. They use their position of authority in negative ways. And in doing so, they harm the entire profession. Yes, all those good cops look bad because of the behavior of those bad cops. Teachers are the same way.<br /><br /><b><u>The Terrible</u></b><br /> Anyone in education, along with most stakeholders, are aware that we have bad teachers in the profession. And just like all too often in law enforcement, we protect them. Police use things like ‘Support Blue” while our system houses, keeps and even protects poor teachers. Whether it’s unions, tenure or weak leaders, it’s not acceptable. <br /> Who are these bad teachers and what do they do? Well, if you go to almost any school in America, most know who they are. And I’m not talking ‘bad’ in terms of skill or pedagogy, but ‘bad’ in being downright horrible to kids. These are the teachers that demean, insult, bully, abuse, marginalize, ignore and damage students daily. We have teachers that don’t care, don’t work hard, don’t engage in professional learning, and generally show no interest in being an education professional. <br /> Worse yet, we are all aware. Students, parents, site leaders and teachers are all aware. As educators, we cannot afford to be complicit. There is room to discuss and debate curriculum, instruction, technology and assessments. But there is no room to debate laziness, unprofessionalism, student disrespect and apathy. <br /><br /><b><u>The Trot</u></b><br /> Over 10 years ago, the groundbreaking film <a href="https://www.imdb.com/title/tt1566648/">Waiting For Superman</a> educated us about the ‘Lemon Dance’ or ‘Turkey Trot’ - euphemisms for how schools swapping their worst-performing teachers at the end of the year on the bet that their lemon isn't as bad as another. This is a common practice and is the collective complicity we in education are all part of for sure. <br /><img src="https://lh3.googleusercontent.com/5asPlq8J5PhNp0w5BVyjXCU144670lNDhZ4GTqQMAPwJPaYQ0nJ_2ergoU-qCq1d2cfW5JskBZ-2WGW_Nmcmex0UqBarAqwfyXs6K0dl2c62RP1j0VZ2QCWg7gsFLOEhibDRYH3z" /><img src="https://lh3.googleusercontent.com/Si8xVo4qaCV3dU-5RJbSq1LTCp3wmn9nonFOkfVTDNmPrlu1voKorkjsA_-BNOJyaqUPStjgsJgavpLzMeWF6xdWLKwxb4HjAmYQahvXboNgj7iNXoYBGHQFr6fKD7R_aLfqDLZ5" /><br /> After the recent case of police brutality and bad cops being bad in the death of George Floyd, millions of citizens have taken to the streets in protest. This has happened before. Maybe this time will be different. We don’t know. However, we are finally hearing a new cry about reform - and now coming from the inside. That’s right. More and more police officers and leaders are beginning to not only acknowledge the problem, but demand that they have to be the ones that lead the changes. <br /><br /><b><u>The Truth</u></b><br /> When a bad cop emerges or becomes known, colleagues have to - for the sake of the public and the sanctity of their profession - take charge and remove that anomaly from the profession.<br /> Education has the same challenge. We have tried to address bad teachers through systems of evaluation, professional development and support. That hasn’t worked. This will be a heavy lift. I have known individual teachers who have expressed concerns about incompetent or dangerous colleagues in their ranks. But one teacher cannot fix another bad teacher. The entire collective community has to stand up. If there is a teacher who is truly unfit and unacceptable to be around kids, every member of the staff will have to demand removal. </span></div>
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<img height="200" src="https://lh4.googleusercontent.com/IUCwyjc55is2ftWcIBJzEhCFMhWCxqeLtwilOypxsZsmMTwdmJNviCC-ce_iY5g0ZKjO6IConlO7b5El8c65bBvCBNxHrgTze0FfWGplk_U2ztZ9EIyyk4GoArLRkswmn51KKc1j" style="font-family: Arial, Helvetica, sans-serif;" width="200" /><img height="223" src="https://lh3.googleusercontent.com/Nvf8QuouByMpAC2ig0d7fTXgJQTVErV8-3bO2QAOTQDic9ql-U5QenHRm0lMoAH-GeCLkhzLxb_SAsT8Y6pWWE8AyvDw2OOiTho-SVf7ZBQyoNZOV4-VyZ1i0fXiqZT3DZI0IATD" style="font-family: Arial, Helvetica, sans-serif;" width="400" /></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"> Can you imagine if we made it safe for students to take to the streets to protest those teachers in the system who don’t care or make any attempt to be professional? It would be powerful for sure and might be the tipping point for real education reform and removal of unfit teachers. But I don't think real change will happen until all of the good educators - the majority - demand that this bad minority doesn’t continue to infect the profession.</span></div>
Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-50214703088790424732020-04-10T10:02:00.001-07:002020-04-10T10:04:19.766-07:00The Hero's Journey Of The Educational Reformer<span style="font-family: "arial" , "helvetica" , sans-serif;"> Many of us in education have always fashioned ourselves as change agents. We have spent our entire careers advocating for some very core concepts. They usually relate to relevance, agency and pedagogy. We have been excited at times about the changes occurring, while simultaneously being disappointed in the slow pace or missed opportunities. We love that we have such great education technology, but are also frustrated that too many are doing the same old worksheet digitally. We love that project-based learning is being done in some places, while surprised that others have yet to even attempt anything related to deeper learning. It’s this constant tug-o-war that often leaves us hopeful and inspired, while also exhausted and cynical.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> So, for any educators that feel this dilemma, I think I have yet another way to reflect and examine the situation. I believe that many of us are eternally part of a long admired literary model. Yes, we are smack dab in the middle of <b><a href="https://www.youtube.com/watch?v=d1Zxt28ff-E">The Hero's Journey</a> </b>. This is the classic story structure created by academic Joseph Campbell in 1949 as a means to explain how stories unfold. This journey refers to a majority of all tales in which a character ventures out to get what they need, faces conflict and then ultimately triumphs over adversity. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> First there is the <b>Status Quo.</b> That’s our traditional education system that is still the dominant paradigm - you know regular school. This is also often called the <b>Ordinary World</b>. But then there is the <b>Call To Action</b> or <b>Call To Adventure.</b> This call is about lifting the <b>Hero </b>(us in this case) out of their comfort zones. Here, we are generally confronted with a challenge we can’t ignore. This catalyst can take many forms. For educators, this can be witnessing the lack of success so often present in school, seeing frustrated students, working in outdated systems or attending a conference with new ideas. We may initially <b>Refuse The Call</b> as we think that it’s too large of a challenge or that the system is impenetrable. We then <b>Meet the Mentor.</b> In this education analogy of the <b>Hero’s Journey</b>, this can be that other educator, the right leader, a speaker at a conference or even the right book. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> We then <b>Cross the First Threshold</b>. This is when we first enter another world - <b>The Special World</b>. This is that initial journey into that new project, new technology, new instructional approach, new paradigm or new classroom environment. We are becoming committed to something new. We no longer see things the same way. We have accepted the 'call.' There is no returning to the <b>Ordinary World.</b> Next, we begin to experience <b>Tests / Allies / Enemies</b>. We meet resistance, stumbling blocks or barriers. These can be our local system or larger ones. Think required textbooks, overly emphasized standardized assessments, homework policies, school schedules, tech limitations or outdated tech restrictions. We begin to lean on our<b> Allies.</b> These are our colleagues that have also entered the <b>Special World</b>. We sometimes work with them, but often we meet them outside our local systems. This occurs at professional learning gatherings, online on Twitter or maybe even in another professional outside of education. Or we are fortunate to work with those special, courageous leaders. We meet students, parents and others who embrace the new. Simultaneously, we encounter our <b>Enemies</b>. These can be individuals, groups or entities. These are colleagues who don’t want change or leave the <b>Ordinary World</b>. These can be policies or system expectations that don’t align with the change we seek. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img height="200" src="https://lh4.googleusercontent.com/vEZtDeKZXvmUIaMmPxyQKhphvcEGLpSlAJJAWoNA0aGgRHT0si6f4f5c9ndteYTlICFnUibvZMht_YB58i_MJsVH0YI6eSNc4HkdLoSr54NkswFGywFPTbXhNIsUPYF1pVP97AuU" width="200" /><img height="139" src="https://lh6.googleusercontent.com/S32oE6U2JvvryY3VLfh0KW43Oe9NCBTiQ1UZt7r1wZv-hn1mJoz2OPK3SbQOP67lziLqLOxISUuKGTEFqu13Q4ozAmFbroRvUFuNefUxvO21WAHMvW-mh2kWMX3YVQwDlTcvmFAL" width="320" /></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"> We then <b>Approach to the Inmost Cave </b>where we have our ultimate metaphorical encounter with the forces against us. We realize how difficult real educational reform is. It’s these moments where one might feel like surrendering or even leaving the profession altogether. We then reach the <b>Ordeal.</b> We are now at the apex. Campbell says this is the “belly of the whale.” We are confronting all of our professional fears in education and we must dig deep down to see if we can continue towards our individual or collective goals of change. This is where we may experience our most extreme objections, challenges, barriers or detractors. The system has survived much unchanged for many years. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> Then, we finally begin to experience <b>Reward</b>. We experience success. Our project gets great community feedback. Students are more engaged than ever. Parents say their students have never been this enthused about education. Students tell you that this is the best learning experience they have had. We then experience <b>The Road Back</b> where we realize despite some success, we have a long way to go. We get to <b>Resurrection</b> - possibly our final test. If we can push through these toughest times, we will prevail. This is where we see that new program, school, approach, major change on the brink of becoming a reality larger than ourselves. Finally, we <b>Return With The Elixir.</b> This is the triumph. Our definition of teaching and learning seems to be more accepted. We have others telling us that this is the right direction. We see our pedagogy getting support and more true believers. We may even see ourselves or fellow change agent colleagues get recognition, awards, speaking engagements, book deals or other adulation. We celebrate the change, the success and the apparent moving away from the <b>Ordinary World.</b> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img height="210" src="https://lh4.googleusercontent.com/L88AL2RgIWd-wG7l5BMRB-ES-ger7OXvJexAmNmv8TSsh1KvwPfvivue68BEFB_Dg5B2Sl-qCMc8wekTgfqht6Xu1kAZjOKUtH5owLMJSemXwGxAUP-cIHmnGXVobvElKV000s3c" width="400" /></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"> Although this story arc seems very prevalent in a majority of our stories, books and movies, the <b>Hero’s Journey </b>may be stuck in a repeat cycle for education. We seem to make the cliched one education step forward, then two giant education steps back. This last section of the journey - <b>Reward, Road Back, Resurrection, Elixir </b>- represents the part where many of us often get stuck. We may or may not experience the <b>Reward</b> and beyond. We are no longer in the <b>Ordinary World</b>, but are eternally stuck trying to get all of the <b>Special World</b>. This conflict is what makes all lifelong learners and change agents eternally frustrated. I hope those stuck in the <b>Ordinary World</b> finally get the <b>Call To Action</b>. Those of us fighting it out in the <b>Special World </b>need everybody. </span>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-64440238343577227322020-03-31T18:08:00.001-07:002020-03-31T18:10:20.372-07:005 Ways School Leaders Can Create, Foster and Promote a PBL Culture, Environment Project-based learning is becoming the way many educators and educational leaders are beginning to view the future of instructional pedagogy. Indeed, PBL addresses a litany of educational goals and needs including, but not limited to content standards, skill acquisition and growth, connections to career and community, integrated technology, collaboration, student agency and engagement.<br />
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When teachers, leaders, schools and districts become more project-based focused, they often tend to aim their attention at many targets. They will often focus on professional learning, clear goals and objectives, technology, scheduling, how to cohort students and/or teachers, courses, graduate profiles and much more. These are all important. However, sometimes we forget that nothing is typically successful - or least optimized or maximized - unless there is an authentic culture to support it. <br />
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In order for teachers to serve as facilitators of learning, while students own and lead their learning, a different type of learning environment is required. And that’s made possible by a discreetly different culture than is traditionally found. Here are five ways school leaders can create, foster and promote a PBL culture, environment:<br />
<b><u><br />Start At The Beginning</u></b><br />
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How we start and end things says a lot about who we are. Projects, in a healthy PBL culture, typically have entry events or launches where we do something significant (field work, guest speaker, simulation, activity, etc.) in order to engage our students in the pursuit of relevant, public work about real world challenges. If we’re not excited and they’re not excited - from the beginning - it will be tough to make it through the project design and implementation process. <br />
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Many schools have realized that the beginning of school is not a place to just start academic work, but rather to establish a mindset focused on culture building. We need to get students excited, connected and engaged and then optimize our culture to keep them that way. One approach, that was created at my previous school with colleague Jon Corippo, was <a href="http://tinyurl.com/smartstartyourschool">Smart Start</a>. Our entire first week of school was dedicated to culture building to prepare for academic work. At week’s end, we had collaboration, relationships, reduced affective filters, connections, public and professional work and true community. <br />
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Another format some school leaders are implementing is starting the school year off with a schoolwide design challenge. If a school leader organizes something that involves all students, staff and the larger school community, it will set an amazing tone of the year. It will immediately introduce to students and teachers the concepts of problems solving, collaboration, risk-taking, going public with work and so much more. Several school site leader colleagues of mine have done things similar to <a href="http://tinyurl.com/sampledesignthinkingchallenge">this</a> the first week of school to set a PBL culture from day one. <br />
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<b><u>Promote, Push Public Work</u></b><br />
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Taking student work public by showcasing, exhibiting and sharing projects publicly is foundational to project- based learning. Producing and sharing our work publicly is something that connects to other important aspects of project-based learning design - such as authenticity, reflection, critique and revision. It also tends to get students to buy-in more, have legitimate portfolio and resume examples, and ultimately allows them to connect and network to professionals, leaders, experts and the greater community. <br />
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<img height="172" src="https://lh5.googleusercontent.com/FhqVsXpxmB-OPehc8m4G6UqPDKVoNXUH2dMGfqyHBAJ_pK5q_Jomi-jalNh1j-1ZEL_oaBXxoRruK6oS4eSA2h9rMCRKyDkx50AEZeAJdUW0bO6ZUiJuTyj0hRxEBRE0bZeJR9Yt" width="320" /><img height="179" src="https://lh4.googleusercontent.com/LLckAYPrzc3bSSQuHYOXaMiZ91sweKjjSeuQBXxoikkTJ2hVE2I5EeF4qTWfQhTuL4e2yZwGvZIUvqZWnrguQ8PnpoEC_FaCbDNP-JC9bf6YeleG4LMIyJWGy4XpQU-tDUUo_-yd" width="320" /></div>
Creating these public opportunities can be a burdensome lift for individual teachers, while site leaders ideally have the capacity. Here is a list of things that leaders can do to create public options for students:<br />
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* Organize and facilitate school wide showcases, exhibitions<br />
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* Invite the community to these events<br />
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* Share and promote student work on site and district digital spaces - websites, social media<br />
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* Schools can feature student work at any or all school events (sports events, open houses, back-to-school nights, meetings, fundraisers, etc.)<br />
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* Leaders can work with teaching staff to implement school wide portfolios for student work<br />
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* Encourage and incentivize students and teachers to submit student work to local, regional, national and international contests. There are hundreds of contests for students to enter media projects, writing, design, presentations and more. They may get scholarship monies or prizes. But the real intent is not winning, but competing in the real world. <br />
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* Invite and coordinate students presenting at school board meetings, as well as other governing or leadership organizations. <br />
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* Communicate and share student work with local media outlets<br />
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<b><u>Connect Your Campus to the Community</u></b><br />
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One of the big game changers for project-based learning is the incorporation of partners and collaborators from outside the school. These can be experts, business partners, community leaders, non-profit organizations, higher education and community leaders. <br />
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These people can be part of the projects in terms of critique and revision, resources, sharing the work publicly with their networks and often even have authentic projects that students can contribute to and be an actual part of as well. <br />
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It’s not fair to expect teachers to be able to make connections and coordinate all of the great potential partners available to support high quality project-based learning. However, leaders often have large and diverse networks throughout the community. <br />
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These potential project partners will also typically respond more successfully to school leaders such as principals and site administrators. And if leaders connect these collaborators to teachers, it immediately invests the administrator into the project work as well. It’s a win, win and win.<br />
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<b><u>Make Every Student Famous</u></b><br />
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One of my former colleagues always said our job was to be the “maker of kings.” In other words, we need to make each of our students a respected expert at something. How can we create environments that maximize our students individual and personal strengths and talents, while also promoting them? Here are just a few ideas:<br />
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*Students have the opportunity to serve in many roles and leadership positions focused on their unique skill sets. <br />
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* Create your own rewards and recognition practices and systems where high quality work, effort and attitude are appreciated publicly.<br />
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* Make sure each student has a digital platform to showcase and share their best work and projects (website, blog, YouTube/Vimeo Channel, etc.)<br />
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* Take students to any public setting you can where they can utilize, practice and promote their skills and applications. <br />
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* Consider things like digital badging and other practices that encourage students to set goals and master professional skills and applications. <br />
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* Text them, message them, email them and meet with them about their best work. And get others to do the same. <br />
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<b><u>Culminate, Celebrate</u></b><br />
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Beyond how we start, how do we conclude projects in a pbl culture? These should not only be opportunities for showcasing and exhibiting our best work to the public, but also an opportunity to reflect and celebrate. This can take on many shapes and forms. Leaders have the ability to set the tone in terms of how students work climates and get celebrated. <br />
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John Dewey, one of America’s original educational reformers, posited early on that “We do not learn from experience ... we learn from reflecting on experience.” What Dewey was suggesting was that real learning, i.e., deeper learning and higher-level thinking, was going to stem from the metacognitive process of thinking about what we’ve learned.<br />
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<a href="https://www.gettingsmart.com/2019/10/metacognition-and-why-it-matters-in-education/">Metacognition</a> is at the core of the PBL process. When done well, students not only engage in project-based endeavors but also are challenged by their teachers and others throughout and at the conclusion of the work to reflect on all aspects of the project. This means what worked, what didn’t work, what could or should happen next time, and what would one do differently. This results in the learner having a greater understanding of their contribution to the work and process, their role or roles in the team and their own growth (academic, social and more). The learner can see themself as an active part of the learning process and that nothing about it is static. They can be part of the problem or solution and that is the journey into self-awareness and discovery. <br />
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We need to create systems where students have to not only do regular presentations, but also practice reflective learning in regular semester or annual presentations. These not only get them to present their best work and learning, but also again teach them again and therefore continue to learn at a higher level. If it’s good enough for graduate students and doctoral candidates, it’s good enough for all students. Many classes, programs and schools have started to have their students do Final Reflective Oral Presentations - Defense of Learning - in order to capture this deeper learning experience. My former school - <a href="http://minarets.chawanakee.k12.ca.us/">Minarets HS / Minarets Charter HS</a> - designed a year-end portfolio presentation students would do each year entitled the <a href="https://www.flickr.com/photos/minaretsmedia/sets/72157684698186895/">Personal Brand Equity</a>. This culminating project not only required them to analyze and assess their learning and best work, but also do the same for them as a growing, learning and ever-improving young adult (skills focus). Reflection, presenting and teaching will represent the highest form of learning these students can both experience and demonstrate. <br />
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<b><u>Final Focus</u></b><br />
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Transitioning to a more project-based pedagogy can be challenging and overwhelming for all of us. But remember that beyond the curriculum and instruction, the resources and everything else, we all need to dedicate discrete time and energy to the culture that will help create and cultivate the environment where PBL can not only survive, but truly thrive. Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-49098953331679473282020-02-05T14:52:00.000-08:002020-02-05T14:52:16.543-08:00iLEAD Schools Creating Authentic, High Quality Project-Based Learning Environments<div style="text-align: justify;">
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As a longtime project-based learning (PBL) practitioner, facilitator and advocate, I am continually on the lookout for a school, or school system, that has not only embraced PBL as pedagogy but is truly making it a reality as a daily practice. Many educational systems are talking a big game of deeper and more personalized inquiry-based learning, but a visit will typically reveal that they often lack the culture, creativity, and commitment to necessary elements that facilitate high-quality PBL for all students. </div>
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As a writer and facilitator, I have been fortunate to visit places that are the real deal. They not only talk the talk but ultimately walk the walk. Some are known internationally such as <a href="https://www.hightechhigh.org/">High Tech High</a>. Some are newer and lesser-known such as <a href="https://ellabaker.lwsd.org/">Ella Baker Elementary</a> (I wrote about them <a href="https://www.gettingsmart.com/2019/06/ella-baker-elementary-shines-a-bright-light-on-learning/">last spring</a>) However, after my most recent visit to <a href="https://ileadschools.org/">iLEAD Schools</a>, a network of several project-based charter schools in Southern California, I am convinced that they are taking inquiry-based learning to the next level. Founded in 2009 - and now also featuring programs in Colorado, Hawaii and Ohio - iLEAD Schools feature such diverse programmatic offerings such as home school, online and hybrid programs. Indeed, they serve students who attend school daily to those that are teen parents, as well as everyone in between. </div>
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<b><u>The iLEAD Introduction</u></b></div>
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Their name defines who they are. The “i” stands for International and is an immediate acknowledgment that iLead students are global citizens who are active in their communities and are compassionate, open-minded and globally-focused. The “L” represents Leadership - a practice that prepares learners for a lifetime of listening, collaborating and inspiring. There is “e” for Entrepreneurial Development - encouraging learners to work in teams, take risks and learn from failure. The “a” is for Arts aimed at creating and exploring the world through the artistic experience that enhances all subject areas for our leaders. Finally, there is the “d” for Design Thinking that leads to more meaningful experiences and a deeper understanding for learners. </div>
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Everything at iLead is intentional and by design. Students are Learners and Teachers are Facilitators. And it all starts with The Learning Engine.</div>
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<b><u>The Learning Engine</u></b></div>
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iLEAD doesn’t just make the usual nod towards the importance of the learning environments, but rather they make it foundational in their deeper learning pedagogy. Based on David Thornburg’s book <a href="http://www.renovatedlearning.com/2017/01/16/campfire-holodeck/">From the Campfire To the Holodeck</a>, iLEAD has strategically and intentionally place learning spaces at the center. They acknowledge that one’s learning spaces are indicative of what type of learning culture one ultimately creates. The theory of Thornburg’s work centers on designing to help schools move from traditional learning spaces (lecture halls or the campfire) where students just receive information to schools that encourage immersive student-centered learning.</div>
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At iLEAD, this works in the following ways: Of course there is still The Campfire, but it’s maximized as a community space where students are given just enough information to tackle the challenges ahead of them. Additionally, this space can also be led or facilitated by students to address the larger learning community. There is The Watering Hole for social learning such as spontaneous meetings, student collaboration and brainstorming. This is where students can process and take action based on the information at the campfire. Then there is The Cave, often lacking in traditional schools, where students can retreat to for solitary, reflective and self-directed learning. There is the Life space where students get opportunities to apply their learning - often referenced as a design portion of learning. They get to take their ideas to The Makery in order to tinker, experiment and make. This is where student creativity is unleashed. Additionally, instead of computer labs, there are Exploratoriums. There is The Village where learners come together to present and share their learning. Ultimately, there is The Holodeck, where students are in immersive learning experiences and can participate in cross-disciplinary missions using technology and community resources. iLead has created a culture of learning that allows for the realization of the Holodeck. </div>
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<b><u>Public Work & Reflection</u></b></div>
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Presenting one’s work publicly is an essential pedagogical foundation of PBL. It all begins when the projects are launched. The driving question - responsible for grounding and focusing the nature of the students’ inquiry - are made public not just to all of the students but the entire community. Anyone on campus can see the current inquiry-focused challenges and pursuits of all the students. Recent examples on my visit included:</div>
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<b>2nd Grade -</b> “How can we, as zoologists, create sustainable habitats?</div>
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<b>3rd Grade -</b> “How can we take care of our environment and inspire others to help?</div>
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<b>5th Grade - </b> “How can we use data to reduce our families’ impact on the environment?”</div>
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<b>6th Grade - </b>“How can we use sustainable practices to positively impact our community?</div>
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<b>7th Grade -</b> “How can we bridge the gap in our community resources </div>
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regarding cultural - social issues?”</div>
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<b>8th Grade -</b> “How can I become active and knowledgeable </div>
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to create a positive change in our environment?”</div>
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All of the learners’ projects include a Presentation of Learning. These are public opportunities for students to present their final products and articulate what they have learned. In these presentations, students discuss the impact or result of that learning on themselves, their community and the greater world. Learners present to their peers, facilitators, family and community members, experts and partners. </div>
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PBL advocates regularly discuss the powerful learning that comes from reflection (metacognition). They often refer to the words of John Dewey who said, “We do not learn from experience - we learn from reflecting on that experience.” All iLEAD learners have a culminating capstone experience that concludes each year in the form of a Showcase Of Learning. This impacts their future learning goals and pursuits. What’s possibly even more powerful - from a school leadership and culture perspective - is that all of the facilitators have to present at the Showcase of Learning as well. This is a public opportunity to share what they have learned in the past year as a facilitator and how this will impact their teaching and learning in the future.</div>
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<b><u>Projects At Work</u></b></div>
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In addition to the work reflected in the aforementioned driving questions and presentations of learning, iLEAD students have many unique opportunities to work on large, public projects that have international partners and implications. One of the best examples is iLEAD’s <a href="https://ileadaerospace.org/">Student Aerospace Projects</a> that include topics such as Genes in Space, Science Accelerator, UAV Design & Flight Training, Dreamup to Space and the Soaring Aeronautics Glider. What makes these projects powerful is that students are partnering with entities such as NASA and experiencing high-level peer collaboration with students in places such as Israel. </div>
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Another one of the many unique ventures at iLead is what schools such as <a href="https://ileadaguadulce.org/">iLEAD Aguadulce</a> are doing with Play-Based Learning school-wide. Students experience a rigorous, PBL curriculum with an emphasis on being encouraged to play that is all supported by the latest brain research. Students play both indoors and outdoors in order to experiment, innovate, create, collaborate and increase their emotional intelligence all whilst becoming part of a very active learning community. Whether it’s allowing students to climb a tree or raise chickens or rabbits, the iLEAD Aguadulce school and community have adopted the mantra Free Range Children as a way to explain how their learners are encouraged to play in order to learn. Ultimately, all iLEAD students are encouraged to be Makers. At iLEAD, this is not jargon. <a href="https://beingmakers.org/">Being Makers</a> is how they see all learners and facilitators. Indeed, iLEAD is working on professional development gatherings and ongoing opportunities for educators worldwide in the areas of Being Makers, Play-Based Learning and more. </div>
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<b><u>All Students</u></b></div>
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We often hear educational systems refer to “all students.” More than ever, there is a universal acknowledgment that most, if not all, of our educational endeavors seem to leave people out (often those furthest removed from opportunity). This is not often referred to as equity. At iLead, this seems to be just how they do business. iLEAD offers different programs and avenues for all students K-12. One of these unique programs is <a href="https://empowergenerations.org/">Empower Generations</a> that began as a place for teen parents - who often went to alternative education and eventually dropped out - to customize a learning experience that was relevant, meaningful and authentic to them. Instead of quietly getting these students out of the mainstream, iLEAD creates an environment and culture that not only allows these students to flourish but become empowered learners who take control of their own learning and lives. The program not only includes the requisite childcare opportunities but incorporates immediate opportunities for these students to advance the health and wellness of themselves and their families with family seminars, internships, mentorships, college courses, career development, and a powerful, personalized learning community. Empower Generations has been so successful that it is now attracting and enrolling many students that are not teen parents, but looking for a highly personalized and supportive environment focused on personal empowerment. </div>
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<b><u>See For Yourself</u></b></div>
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It’s difficult to do justice to all things that iLEAD Schools are doing with PBL. They offer free tours of all of their southern California sites, as well as the schools in Colorado, Hawaii, and Ohio. Feel free to contact <a href="http://matt.watson@ileadschools.org/">Matt Watson</a>, Director of Maker Outreach iLEAD California for more information. You can also engage them professionally about learning collaboratives and opportunities at <a href="https://beingmakers.org/">Being Makers</a>. iLEAD is a group of creative and committed lifelong learners truly trying to transform the learning experiences for all students.</div>
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Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-54489127481731606772020-01-03T08:47:00.003-08:002020-01-03T08:50:57.801-08:00Project-Based Learning Provides Path For Increased Awareness of Self, Others and the World Often in education, we are looking for the next great thing: curriculum, technology, program or even instructional approach. What’s problematic here is that we’re often not really invested. We pilot, and before we have any real implementation, something has changed. It might be due to leadership, other initiatives, the board, funding and so on, but the priorities have shifted and we’ve moved on to yet another thing.<br />
What’s very relevant to me about project-based learning is not only does it offer an instructional pedagogy that works, but it also addresses so many of our needs and does so in a way that is adaptive to our ever-changing environment, students and the world. I’ve been advocating for some time - whether it’s student engagement, deeper thinking and learning, collaboration, technology integration, relevance, real world application, career development or so many more - that project-based learning can really do it all. In addition to the aforementioned, it’s also the best means to address social-emotional learning and emotional intelligence that allows students to truly have a better understanding and appreciation of themselves, those around them and the world at large. <br />
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In addition to all of the technical skills the world will continue to demand from our students, others of equal or even more importance are social intelligence, cross-cultural competencies and new literacies. <br />
Let’s examine, in more detail, how project-based learning can deliver on greater awareness of self, others and the world:<br />
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<b><u>Awareness of Self</u></b></h4>
There are several foundational elements to project-based learning in terms of pedagogical design. A couple of them are truly intended to increase the learner’s awareness of self. <br />
One example is Reflection. One of America’s original educational reformers - John Dewey - posited early on that “We do not learn from experience ... we learn from reflecting on experience.” What Dewey was suggesting was that real learning, i.e. deeper learning and higher level thinking, was going to occur from the metacognitive process of thinking about what we’ve learned. <br />
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Reflection - or Metacognition - is at the core of the project-based learning process. When done well, students not only engage in project-based endeavors, but are challenged by their teachers and others, throughout and at the conclusion of the work, to reflect on all aspects of the project. This means what worked, what didn’t work, what could or should happen next time, and what would one do differently. This results in the learner having a greater understanding of their contribution to the work and process, their role or roles in the team and their own growth (academic, social and more). The learner can see themselves as an active part of the learning process and that nothing about it is static. They can be part of the problem or solution and that is the journey into self-awareness and discovery. <br />
Speaking of active participant, another foundational element to project-based learning is Student Voice & Choice. Again, when project-based learning is done well, there is an opportunity for the learner to be involved in how the project is executed. It could be a choice on how to demonstrate the learning (public product), what focus topic or specific path to take in response to the overall challenging problem or question (driving question) or even whom to collaborate with as well. Good project design and learning does not require choices on all of these at all times, but there should be some opportunities (often just from a menu of choices) of what a learner may want to pursue in terms of the project-based learning experience. This leads to greater learner ownership and ultimately of the realization that their ideas, opinion and work matter.<br />
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<b><u>Awareness of Others</u></b></h4>
Collaboration is another word that is almost become a cliche. And that’s sad because it represents one of the most important skills in the world of work more than ever. Indeed, most of us know, when we reflect upon our experience, that work becomes more high quality when quality collaboration takes place. Ideas, innovations, processes, products and breakthroughs are often made possible by the results of the collective experience. <br />
High quality project-based learning requires a great deal of collaborations. Learners not only collaborate with their teachers and peers, but also with other staff, industry professionals, business leaders, community members, parents and others. This not only increases the quality of the work, but also the awareness we gain of the contribution of others. What do others think? What can their contributions be? What can we learn from them? These collaborations produce many bi-products. In addition to a richer learning experience and higher quality work, they allow the learner to meet potential professional mentors, employers, experts and role models. These become the foundation for a student’s first real Professional Learning Network. The collaboration and relationships that develop may indeed impact the learner for life by setting them on a specific career path or broadening their horizons. <br />
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As students begin to address real world and challenging problems, issues or questions, they begin to see how things connect and how interrelated we all are. Teachers, as well as employers, are often saying that they want our graduates to be able to demonstrate empathy for others, degrees of emotional intelligence and things like cross-cultural literacies. This can only happen by allowing learners to have the opportunity to partner with a diverse set of collaborators in pursuit of authentic, real world and relevant work. For example, many projects have the opportunity for students to partner with various local, national or even international non-profit organizations. These types of collaborations demonstrate to learners first - hand that there are people and organizations that dedicate themselves to solving problems and helping others, while also demonstrating that a student’s work can be a significant contribution to the larger work in the world.<br />
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<b><u>Awareness of The World</u></b></h4>
When students are challenged to address real world issues (Challenging Problem or Question), they begin to see themselves and others as part of the larger global society. Indeed, one could argue that many of our biggest problems exist or are made worse by our lack of individual connection to the larger global community. High quality projects and project-based learning can change that.<br />
Indeed, not only does learner awareness of global issues increase, we actually make progress in addressing these issues. Think about it. We often hear the term “think globally, act locally.” This is not just a fun expression, but a real attempt to engage people and truly make progress on the biggest problems facing the planet. <br />
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We do this because it works. Another foundational element of project-based learning design is Authenticity. This occurs when learners are working on real world problems using real data, technology, partners, resources…..and this work will be public, potentially beneficial to others. Additionally, we also do it because this is where the jobs are. Jobs are created and grown as we work to address the real problems facing our world and peoples. Our students are ready to tackle the problems facing our world. They have a voice. They have the tools and resources. And they are not afraid to collaborate and form new communities poised for the problem-solving work that needs to be done.<br />
Education may always have a series of intentions or expected outcomes. But beyond meeting standards, assessing learning and even engaging students, there might not be anything as important as the process of self-actualization. Maslow argued that our ultimate need as a person was “the full realization of one’s potential and of one’s true self.” Through the process of self-discovery, the awareness of others and the realization of the larger global community, project-based learning could do just that.<br />
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<b><u>Additional Resources:</u></b></h4>
<a href="https://www.pblworks.org/what-is-pbl/gold-standard-project-design">PBLWorks Gold Standard Project-Based Learning Project Design Elements</a><br />
<a href="https://www.we.org/">We.org Service Learning Resources</a><br />
<a href="https://www.dosomething.org/us">Do Something.org Service Learning Resources</a><br />
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<i><span style="font-size: x-small;">(Images courtesy of Foter, Pixabay, Unsplash)</span></i></div>
Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-77814416052043458192019-11-08T16:14:00.003-08:002019-11-08T16:16:24.767-08:00Four Big Ways PBL Prepares Students for the Future of Work<div style="height: 0px;">
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<span style="font-family: Arial, Helvetica, sans-serif;"> There are many reasons why project-based learning may be the best pedagogy for all students. Indeed, PBL is intended to be engaging, collaborative, tech-ready, student-owned and personalized. But, there may not be a better reason for PBL than that of preparing all students for a rapidly changing world - especially the future of work.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Whether we discuss the impact of globalization, the gig economy, artificial intelligence or new technologies, it seems that our students are entering an uncharted work world that will require them to be much more adaptive, creative, flexible, growth-oriented and skill-focused than any previous generations. I’d like to demonstrate that high quality project-based learning effectively advances our students’ core skills of the future. Here are four of them:</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">(1) Creativity Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This term is used so often it’s hard not to see it as a cliche. But it is a skill that is no longer reserved for certain professions. Whether it’s innovation, problem solving, branding, networking, collaborating or competing, professionals are going to be expected to be creative. We need to help others see creativity as a vital aspect of every professional and personal endeavor worth examining. Really, creativity is part of everything - every idea that becomes a reality. Creativity exists in how we work, whom we partner with, what we choose to produce, where we choose to work and what tools we choose to use. Creativity occurs when we focus our energy, time and resources on being turning ideas into reality. It’s a process that we all have the capacity for, but all must invest in as well.</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">PBL and Creativity Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Authentic public projects that address real world challenges allow students to take on various roles where they can optimize their expertise and assume high levels of responsibility. PBL allows students to often have choices and a say in those choices - whether it’s which aspect of a challenge they would like to address, how they would like to address and how they will get others to see their work. It’s these choices that not only allows for creativity, but demand it. PBL allows both the individual and the team to both see creativity in themselves and others in new ways, as well as how to apply their individual and collective creative capacity to real world work.</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">(2) Leadership / Global Citizenship Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Like creativity, we used to often think that leadership was something that only certain individuals possessed. The new world of work will require everyone to be capable of exercising leadership. Much of the future of work will come from both our ability and urgency to address the real world issues that face us. When one thinks of challenges like climate change, universal health care, food and water quality/accessibility, education and renewable energies, we may only think about these overwhelming and often seemingly insurmountable challenges. But the truth is that these also present us with the greatest opportunity to redefine our work. These problems need to be addressed and new jobs will be created as we address them. The world is truly getting smaller and our problems seem to be getting bigger. This requires our next generation of young professionals to all be global citizens. </span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">PBL and Leadership / Global Citizenship Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Because PBL first focuses on addressing real world problems, it places students right where they need to be. Whether it’s a school wide concern, a local community challenge or a global need, they are set-up to connect their academic standards and skills to things that matter to them and others. High quality projects not only push them into global citizen mode, but also allows them to access, practice and showcase their individual leadership skills. High quality projects will create opportunities for them to collaborate with outside partners, share their work with their community and ultimately see that their work can contribute to the larger work of the world. That is leadership. Aren’t leaders those who step up to take on challenges while often showing fearlessness, creativity, compassion and results?</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">(3) Initiative and Entrepreneurism Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Like Creativity and Leadership, Entrepreneurial skills were often seen as something only a few of us may need depending on our career choices. But in a Gig Economy, where future work will have to continually be secured, this skill set may be more important and universal than ever. Think about the initiative it takes to find one’s career and profession, to pursue advancement and new challenges, and to adapt to an ever-changing professional landscape. The ability for individuals to be self-starters who can appropriately identify what needs to be done and then do it is highly sought by employers. Everyone will be expected to be able to articulate the vision and mission of our organizations, as well as how to deliver an effective elevator pitch on whatever project one is currently pursuing.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><img src="https://lh6.googleusercontent.com/fhxjdLXvbwv20Kq-bQSmui_71w5s2tO05GfiZp2OIo95L8VHEmg1tXggMihotlqxH1aG3AUYJrIO005rHj3CbpMzbtf_b8ZaMfKoM2nU4TKBHyFbtI1-rNr_lmkwsiST49FGNvCw" /></span></div>
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PBL and Initiative and Entrepreneurism Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Because high quality PBL expects students to tackle real world challenges, invest some of themselves through choices and take on specific roles, they develop an entrepreneurial spirit. School has traditionally killed much of this spirit. PBL fosters it. Students are very accustomed to step by step processes and workflows. PBL has students making decisions, investigating possible directions, and discussing approaches with peers and professionals. In a PBL environment, students don’t have to start companies or non-profit organizations (although they can) in order to advance their entrepreneurial skills. They can also create a website, a social media campaign, a YouTube channel, an event, a logo, a hashtag and an endless list that will require them to flex their developing entrepreneurial muscles.</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">(4) Collaboration Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Authentic collaboration is considered to be one of the most important employability skills. Companies can train people on technical skills, but really want people who come prepared to partner. Collective thinking and working produces better ideas. Better ideas produce more innovation. Our potential partners are all around us. They are local companies, non-profits, experts, entrepreneurs, advocates and civic leaders. It’s mutually beneficial to combine our resources and collaborate for better work. Collaboration at high levels also provides all of us with opportunities to continually learn and improve. We meet our mentors through projects and partnerships. When we partner, we solve problems. When we work to solve problems, we create opportunities for work and learning. If we want lifelong learning, collaboration is the vehicle.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><img height="265" src="https://lh5.googleusercontent.com/8AC2iJksf-oD2uauG2P1g_OvlGS_Rri4h4GauEfPOb-HpHbKktG1m9OHBdbX07r5hdo5ft_kGGZuRtIsU0OWukRxPHAVMmYIn3tEDpjTmBmIRFWy5xO6Kdbsv_Nm9aeSP2qBC0LV" width="400" /></span></div>
<b><u><span style="font-family: Arial, Helvetica, sans-serif;">PBL and Collaboration Skills</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Because high quality PBL begins with students addressing real world challenges, we are naturally poised to have students collaborate with diverse partners in the form of non-profit organizations, businesses, community groups and leaders. Yes, PBL is perfectly designed for high quality peer-to-peer collaboration. But like the real world, the authentic nature of PBL gets students the opportunity to extend their collaborative skills and experiences beyond their peers. It’s this collaboration with outside partners that allows students to buy-in into the learning at higher levels. The more authentic our partners are, the more the work seems relevant, important and meaningful. Collaboration also give us natural avenues for students to showcase their work and take it public to larger audiences. Our partners have events, websites, active social media campaigns, promotional and advocacy needs and larger networks. As a natural byproduct, students have an expanded network of mentors and leaders who will continue to impact their education and eventual professional careers.</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">Putting A Bow On It</span></u></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> From my observations, PBL is related to the future of work in more ways than outlined here. PBL creates situations where students continually have to flex their skills in these areas in order to deliver an appropriate product, showcase their work, and address the driving question of a real world problem. We didn’t directly address Critical Thinking and Problems Solving skills here. However, PBL begins and ends with addressing complex, real world problems that insert our students in authentic situations where they are having to think critically about research and information, technology, their partners and audiences, workflows, product and idea design, as well as roles and responsibilities. These skills of the future are not developed or experienced in isolation, but rather as they are in the real world of work - simultaneous, in real time and through the authentic need to produce professional work with a purpose.</span></div>
Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com1tag:blogger.com,1999:blog-5243284269486433927.post-53298444324134383562019-08-30T15:08:00.000-07:002019-09-01T11:29:18.016-07:003 Things Education Can Learn From The Craft Beer Phenomenon<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"> A couple of years ago, I wrote a piece called </span><a href="https://www.eschoolnews.com/2017/02/24/schools-food-truck/" style="font-family: Arial, Helvetica, sans-serif;">5 Things That Schools Can Learn From the Food Truck Phenomenon</a><span style="font-family: "arial" , "helvetica" , sans-serif;">. Some thought it was funny. Some thought it was pertinent. I thought it was appropriate. One, I am routinely advocating for education, as well as educators, to look outside the field of education for ideas and innovation. Two, I loved the inspiration, innovation, creativity and customization that the food trucks were offering and wanted education to be inspired to do the same. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img height="224" src="https://lh5.googleusercontent.com/9dVWEA9FEi7_5MtGAJJefg09o27ipJPZFofOK0E8hLZRIRVPt59hry2izDhlLziUcxlabKYwakK5SyOtij7bIuMj7ooilwkKkmtGa-kRT7tj4ZoIeSqlRBfpIFaaxpw5TjAJZhrB" width="400" /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> Well now, I’m taking it one step further. I have been a craft beer lover for over 30 years. The huge and recent popularity of craft beer in America has motivated me to beg the question: What Can Education Learn From The Craft Beer Movement? Well, here are three main ideas:</span></div>
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<br /><b><u>Keep It Simple Smarty</u></b> (I never liked the word ‘stupid’)<br /><div style="text-align: center;">
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Just like Food Trucks, Craft Beer establishments have moved in the direction of simplicity. They are about good and unique beers. They leave things like the food to others. The current, and most successful model, is for craft beer establishments to have the food be provided by various food trucks. They want to be experts in beer, not food. They don’t want to manage a kitchen. They want to provide a great been menu and leave the unique food menus to the various food trucks they collaborate with on different days. Schools have long suffered from trying to do - or offer - too many things. Most schools have dozens and dozens of programs, initiatives and plans all trying to address hundreds of standards, needs and goals. If schools could focus - or simplify if you will - they might find their schools tastier (and maybe more successful). Breweries, just like schools, cannot be good at everything. All of us need to figure out what we do best and then just do that. What is attractive about many charter schools, academies, pathways or magnet programs is that they tend to have a focus or specialization. They don’t do everything, but get very good at something. When we visit a local brewery, we know that they have a specialty and are seeking them for that. Too many of our schools are not known for being really good at something or being the best at anything. And most schools cannot since they don’t specialize - they generalize.</div>
<br /><b><u>People Don’t Know What They Don’t Know</u></b><br /><div style="text-align: center;">
<img height="179" src="https://lh6.googleusercontent.com/5H6rCSjmDEGiYaY8yp_tLYg9GkFbB9BqGuJiCfmYtAfCea4P3ND4cVOm6HKMI_-S5K2e3jP6gG--mwJoISlDZ-PBzHNvJG1-CJoP84q0XejD4iIab9h0d5U15Ix8NRlgNlgjFPfM" width="400" /></div>
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Although craft beer has been around for a long time, it’s only recently in the last few years has it become mainstream. Across American cities and communities, local breweries are popping up everywhere serving dozens of varieties of high quality and unique brewed beverages to an anxiously awaiting consumer base. But just a few years ago, most of those consumers either didn’t drink beer at all or only drank mass-produced, mass marketed inferior beer products that shall remain nameless. How did this happen? Well, never underestimate culture and trends. But also don’t underestimate better. Once people discovered there was something better, that’s what they wanted. </div>
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This reminds me of our mass-produced, mass-marketed educational systems and curriculum. We have the same old courses we’ve had forever, same old classrooms, same old textbooks (now often used digitally), same old teacher training programs, same old school schedules and structures, same old compliance instead of creativity. Admittedly, there are exceptions. Some things and some places have changed ...but certainly not everywhere and certainly not dominantly. But just like people discovering that new, fresh squeezed IPA or fruity, tart sour beer, we have things like Project-Based Learning, Design Thinking, true tech integration, micro credentials and badging, personalized learning and more. Once the consumer - i.e. the student (maybe even teachers and parents too) - experience something better, they want more. Once a learner experiences truly transformational learning with things like high quality, public projects and using professional tools/applications, they are not going to accept sitting at a desk reading a book or completing a worksheet. Once a local brewery goer has something fresh, unique and real, they can’t go back to less tasty variety. </div>
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<b><u>Make It An Experience</u></b><br /><div style="text-align: justify;">
What we see as special or powerful in things like the craft beer movement goes beyond better and more expanded menu offerings. It goes beyond keeping it simple. It’s really about the experience. Most of our local breweries not only offer quality beverages, they also offer a high quality social experience. In addition to having guest and rotating food trucks, they also offer pub quizzes, cornhole and other yard games and often live entertainment. Customers, as well as students, are looking for an experience. Almost everything we enjoy is about the place, the people and the unique moment. Because local breweries tend to be simple, specialized, social and fun, they create a unique experience each time. This is what is missing all too often in schools. Students are not having unique or special experiences. Learning should be just that - an experience. If we don’t shoot for that each and everyday, than our education risks become fleeting, meaningless and disconnected. If most of us reflect upon our most impactful learning moments, we would identify them as experiences. We remember them and their impact because someone made it an experience. </div>
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<img height="247" src="https://lh3.googleusercontent.com/4ek5suVZigN5h3lsMar3nkuNaonbEhaGqTWba4oqOhmA1S83k5si65mKDT-okBvYmhi3y2exbjuFSOefIA8oXhCDtxx9t9WrEruJuuR3eHeN_Cl0RxlPd67rNk7zJSVwA1oOUc7_" width="400" /></div>
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Most of us that visit our favorite craft beer location could also easily stay home and enjoy craft beer from the store. However, we are opting for the craft beer experience. More and more, our students are searching, although sometimes unknowingly disguised as disengagement, for a better learning experience. At our craft beer locations, we tend to be in a fun environment that is focused not only quality products, but quality socializing, playing and fun. That’s our challenge in education. Traditionally, our fun is what happens outside the learning (games, rallies, dances, etc.). But we need to make the learning fun part too. We don’t have to compromise rigor...just the opposite. Real rigorous learning is highly engaging, collaborative, applied, relevant and personalized. Science supports this too. The more we are engaged, the higher level we learn.</div>
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<b><u>Last Call</u></b><br /><div style="text-align: center;">
<img height="320" src="https://lh6.googleusercontent.com/5Cuu7-CXqy8iY5YxjSorVyVsUFDPTlIDMes4o7jPp6VjKCjwkIhL8_qX26b8Ew50IBzsFHpxBzvF_QEBJW0PJLYNPMD4my3cwF9VLaI9OdWtCmt2Q8ZZx2HMPFOW7iiL47Dol4pv" width="320" /></div>
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So next time you hear someone enjoying that Milk Stout or Hazy IPA, think about all of the students in our country who have yet to experience craft education. Let’s see if our school menus - what we learn - can look and feel a lot more like all the happy customers at local microbreweries across America. </div>
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<span style="font-size: xx-small;">(Photos/Images courtesy of Foter, iStock, Pixabay, Michael Niehoff LLC Archives, Saldana Designs)</span></div>
</span>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com1tag:blogger.com,1999:blog-5243284269486433927.post-56244164213151508812019-08-23T13:15:00.000-07:002019-08-23T19:47:57.448-07:00Modeling Lifelong Learning<span id="docs-internal-guid-4243f58c-7fff-335d-69d1-aa9c55b742b9"></span><br />
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<span id="docs-internal-guid-4243f58c-7fff-335d-69d1-aa9c55b742b9"><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">If you ask educators about essential skills for all students, lifelong learning surely tops many lists. It has always been important, but it’s now a real expectation for all of us to stay employed, engaged and relevant.</span></span></div>
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<span id="docs-internal-guid-4243f58c-7fff-335d-69d1-aa9c55b742b9"><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Additionally, educators have always known that the true joy of learning is all about the ongoing journey of continual improvement. But talking about it is very different from living it. If we want our students to succeed, we, as leaders, need to model lifelong learning—for our students, teachers and communities. Here are a few areas in which we can do that:</span></span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Reading</span></span></h2>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Although we require our students and teachers to read, it’s amazing how many leaders are not actively reading—for personal or professional purposes. And when reading professionally, we should be reading about education, as well as other forces and thinking in our universe, such as business, culture, entertainment, politics and more. With the number of reading opportunities offered by blogs, social media and new education books, there’s no excuse for leaders to not be active, engaged readers who share their learning and enthusiasm with their constituents.</span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Our various state standards require students to not only write, but also to create and share digital content in a variety of forms and writing genres. Yet, how many of us do the same? Reading is great, but writing and publishing gives us a chance to process, connect and apply what we read. Reflecting through writing and publishing allows us to connect with our stakeholders, to share our stories of success and failure, and to demonstrate that we are operating in the public sphere.</span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">With the number of opportunities for leaders to blog, write feature articles and contribute to digital content, there is no excuse for us not to do so. For more details, see my DA blog post on “Why school superintendents should blog” (DAmag.me/pdblog).</span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Because school leaders have to present to staff, school boards, parents, community members, business partners and other leaders, most realize that presenting is a big part of the job and are confident doing it.</span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">But are leaders pushing themselves to be lifelong learners as public speakers and presenters? They need to model this. It is not only important for their teachers and students, but it’s also important for leaders as it helps everyone continually improve and stretch themselves.</span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Beyond our standard audiences, we should present at professional conferences to bring our district’s story to other audiences. We should share these talks on social media and through avenues such as YouTube. We are obligated to push ourselves as hard as we push those we serve. We have great stories and experiences to share. It’s time that all education leaders share them.</span><span style="color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">We are obligated to push ourselves as hard as we push those we serve.</span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Youth advocacy</span></h2>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Many school leaders encourage their teachers and staff to be more student-oriented. We want our students to have more personalized, engaging, collaborative and relevant learning experiences. We ask teachers to be more accessible, flexible, creative and forward-thinking when it comes to interacting with students. Leaders need to model this as well. For example, how many of our school leaders meet regularly with students? How often are students invited to be part of interview panels, advisory groups, committees or other groups? I was fortunate enough to start a new school where students always served on every interview panel, and could text any staff member, including the principal. We can go a long way by including students in decision-making. For more details, see my blog post on “5 Ways To Include Student Voice In School Change” (DAmag.me/isv).</span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Preach it</span></h2>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Whether it’s a skill, a standard, a pedagogy or just a good idea, we must share, promote and champion it. But we must also practice it.</span><br />
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</span>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-39061651213937494452019-06-13T21:34:00.000-07:002019-06-13T21:45:29.984-07:00Shining A Light on Learning - Ella Baker Restores Faith in Education, Promise of America<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"> Most schools make grand promises. They have mission and vision statements, slogans, banners, posters, quotes and much more. But how often are these just words and not really practices? In my experience, far too often. That’s why my recent visit to one elementary school in Redmond, WA was so special. The school is Ella Baker Elementary; a K-5 school in its very first year in the Lake Washington Unified School District. And not only did the restore my faith in the promise of education, but in the promise of America as well.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> In an effort to be fully transparent, I was there to work with the teachers on project-based and service-based learning at the request of the principal - Kim Bilanko - a friend and colleague of mine.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> In its first year, it’s obvious that <a href="https://ellabaker.lwsd.org/">Ella Baker Elementary</a> is a special and unique place where the staff has bought into being a transformational experience for all of their students. Students and staff not only demonstrated the Four C’s (Collaboration, Communication, Creativity and Critical Thinking), but they embodied, modeled and exemplified them. Here are a few areas in which I believe this school is one of the best models I’ve seen, about what can be done when educators have a strong instructional and cultural vision, and when they truly collaborate to make it happen.</span></div>
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<b><u><span style="font-family: Arial, Helvetica, sans-serif;">Grounded</span></u></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> According to Ella Baker Principal Kim Bilanko, she and the staff spent considerable time examining and developing their unique purpose. Their strong foundation in WHY, based on the work of Simon Sinek, is integral to all. “Everything we do is aligned with our WHY,” said Bilanko.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Additionally, Bilanko is quick to point out that the staff, during their visioning process, researched and visited other schools, read books and worked to seek out best practices.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “We examined the purpose of education and determined the purpose of our school: Empowering Changemakers who know themselves, understand others and are inspired to make an impact on our world,” said Bilanko.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> All of this grounding has formed the foundation of what Ella Baker Elementary does through culture, Changemakers, project-based learning and service learning pursuits. But after my inspiring visit, I worked to break down just what was seemingly so powerful and effective at Ella Baker. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>School Culture</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> We’ve all heard Peter Drucker’s famous quote that “Culture eats strategy for breakfast.” Well, in my experience it devours it for lunch, dinner and even holiday meals. Many of us know that the culture of a school, just like any organization, is what makes any goal, product or success truly possible and optimized. Well, Ella Baker bleeds culture. It appears that every lesson, activity, event, practice, procedure, school day and staff members are continually and completely focused on making the learning environment a welcoming, personalized, engaging and relevant one. I witnessed smiling and engaged students, teachers, staff and community members at every turn. Ella Baker has made every effort - from the physical environment to the instructional practices - to be an inclusive, innovative and illuminating place. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Huddles</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> In an effort to keep learning, collaboration and relationships at the forefront, the staff exercises in two ‘huddles’ each week. These are a two-part experience that involved all of the teachers and ultimately all of the staff and students. Every Monday and Friday morning, all of the teachers meet in a teacher’s classroom for a brief professional gathering. All teachers host these as they move around the campus each week. A teacher’s turn hosting the huddle includes hosting it in your learning space while also creating a short lesson or activity to refocus the teachers on the learning for all students. The teacher host is responsible for choosing the topic, content, tools and format in order to engage and inspire their peers. On the day I was there, the music teacher hosted the huddle and shared a music video from another school that she thought would not only resonate with her peers, but inspire them to want to do the same school wide music video with their students. Not only do the teachers spend some quality time twice a week for an inspirational and relevant experience, they see their peers own the moment and harness their own personal passion, stories and practices in order to communicate ideas to one another.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Following the teacher session, they join the entire staff at the entrance of the school and greet every student entering the building with ‘good morning,’ ‘high fives,’ and ‘big hellos.’</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Nothing warms my veteran and cynical educator’s heart that seeing teachers teach and inspire one another, then in turn, take that energy and enthusiasm to their students. For a visitor, I saw students of dozens of ethnicities, languages, religions and cultures excited about another day of learning on a Friday late in the school year. I could see in the students’ faces that they felt the culture. Relationships are not a catch phrase or mission statement word, but rather a lifestyle at Ella Baker. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Changemakers</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Service Learning is a core value for Ella Baker. As part of that mission, they have chosen to adopt a Changemaker mindset. The teachers at each grade level choose an important Changemaker from the world of history, culture, art or other arenas. That grade then dedicates their year, first through a public visual art demonstration and then through the curriculum, exploring and celebrating the impact their specific Changemaker had on the world. This Changemaker not only serves as a model and inspiration, but guides deeper learning through reading, writing, research and ultimately service-based projects. Examples of Changemakers in their first year included Malala Yousafzai, Mary W. Jackson, Dolores Huerta, Malcolm X, Steve Irwin and Fred Rogers. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Service Learning Projects</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> This might be as core as anything at Ella Baker. This is a natural deeper learning extension of their Changemaker theme and pedagogy. Grade level teams collaborate with all of their students in making their chosen Changemaker come alive with real world, applied service learning projects. In addition to the public projects that often involve school and community partners, these also serve as themes and gateways to extended and deeper learning through reading, writing, speaking and other academic endeavors. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Shine A Light On Learning</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Earlier this year, Ella Baker hosted their inaugural event where students could showcase, exhibit and defend their learning. According to Kindergarten teacher Shelby Johnson, Shine A Light on Learning is an event where all students, families and community members are invited into our school to celebrate the learning and projects our students have completed. Students and teachers collaborated on creating learning museums and interactive exhibits where students facilitated as docents for parents and community members.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “This is a chance for students to truly SHINE as they share the powerful service-based, project-based work they’ve been working on throughout the school year,” said Johnson. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Johnson and her fellow teachers agreed that this event will be an annual one that will only grow. According to Johnson, they think this is a great way for the students to continue to master their presentation skills, demonstrate their content knowledge, and explain to visitors how they have been creating meaningful change.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “Students may even encourage visitors to become changemakers themselves through their presentation,” said Johnson. “This event even further encourages and empowers our students to continue in their work as Changemakers.”</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> See video here </span><a href="https://www.wevideo.com/view/1318547007" style="font-family: Arial, Helvetica, sans-serif;">Shine A Light On Learning</a><span style="font-family: Arial, Helvetica, sans-serif;">.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Students at Work</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> In my short visit, I saw students working on a variety of projects that were not only engaging, but directed at solving real world problems. They were in areas of study such as the environment, social justice, design and more. On my brief visits through classrooms, I discovered a couple of third grade students working intently on a 3D design. Officially, they were working in math. But in its totality, they were working on a project where they were creating urban landscape and public green space designs for potential locations near their school. Not only were they working on both digital and non-digital designs, while addressing math curriculum, they were also going to be writing letters that were going to be sent, along with their best designs, to several local government officials. Their intention was to be involved in the final designs that were selected and implemented by their elected officials while involving their school, parents and community. These students were exercising and displaying multiple key skills across the curriculum and their learning experiences. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Meet Some of The Teachers</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Every school has some high quality teachers. Every school has a few that probably don’t meet that criteria. At Ella Baker, I was not only impressed that they all seemed engaged, bought in and focused, but also collaborative, communicative, creative and innovative. As I entered each of their classrooms, they welcomed me and seemed genuinely excited for me to meet their students and see their work. While at some schools, this is often an inconvenience or even an annoyance, Ella Baker teachers seized the opportunity to model for their students things like professionalism, empathy, connections, communication, engagement and more. Meet a few of these special teachers:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Angie Angel - 1st Grade</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “I love our Monday and Friday huddles. It is a great time to come together as a staff and connect with everyone in our building,” said first grade teacher Angie Angel. “Our profession gets so busy and we can often go without seeing one another so having that built in time has been really impactful. It is a time to read motivational quotes, watch funny videos, reflect about the work we are doing and give shout outs to our team. It has been a great way to build a positive culture and practice taking risks with one another. It is uplifting and a great way to start the day.”</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Angel mentioned that she really loves the high fives and greetings to all students as they walk through the doors on huddle days. “Even if I am having a rough morning it turns my day around seeing students smiling at me and getting high fives of encouragement. It creates an environment I am proud to be a part of each day, said Angel. “I truly believe small things like this add up to a positive culture over time. It is so easy to get caught up in negativity or the difficult parts of our job at times and I am so grateful to work in a school that makes the effort to put positive systems in place to help us rise above that.”</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Kellee Captain - 2nd Grade</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “This year we have truly taught (plan/teach/assess/reflect) as a team to integrate all content areas to increase engagement, community development and student learning. It’s amazing to see our teamwork play out in the group of 2nd graders,” said Captain. She is proud that she and her two colleagues operate as a true team taking collective ownership of all of their students in their grade level, not just their own individual students. “Students are learning to value collective effort and knowledge of the group instead of relying only on themselves as individuals while actively putting into practice many, if not all, our school’s character traits.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>Casey Conroy - 4th/5th Grade</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “Our incorporation of integrated Service Learning Unit makes us unique from other schools I have taught at. Students immerse themselves in a project that spans over multiple months. They use teamwork, collaboration, and problem-solving to address an overarching question, in an effort to create a positive change and impact,” said Conroy. “Our students are empowered and have come to realize that learning has a true purpose and application to the real world.”</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Conroy is enthused that her students were challenged all year by their driving and essential question, "How can humans make a positive impact by reducing waste on our planet?" She said that this led to some deep learning on the topic, activities, group projects, guest speakers, and field trips that not only allowed students to fully understand the problem, but recognize how they could go about creating a change.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “Our students ultimately realized that creating a compost system at our school was a small step they could take to address the pervasive issue of food waste,” she said. “ Her students wound up petitioning the school district, which did not previously allow on-site composting, and they are now in the process of getting a compost system that the students will help monitor and manage. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u>A True Model of Learning</u></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> One needs to only spend a few minutes with a student, teacher, staff member, site leader, parent or community member at Ella Baker to sense the universal feeling that this is a special place that is embracing the future of education and the promise of America. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Watching the pride in the staff is inspiring in itself. Spending time with the principal is like witnessing parental pride at its finest. She beamed with enthusiasm as she embraces the school’s aggressive mission and realizes that they are only just getting started.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> “Many times in education, we are handed curriculum, a script, or a scope and sequence and we are asked to implement without much thought. Staff at Ella Baker are going beyond this by developing powerful integrated units of study that engages students in authentic learning experiences,” said Bilanko. “Because this is new learning for most of us, we are relying on each other as teammates to grow and learn. Teachers are developing and implementing collaboratively in order to provide the best experience for kids.”</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> As I mentioned earlier, my visit to Ella Baker Elementary not only restored by faith in education, but also in our nation. America always has and continues to have a unique opportunity in the world. Can we provide a free, equitable and high quality public education to students from almost every walk of life in terms of culture, religion, ethnicity, socio-economic background, learning orientation, sexual orientation and more? We can, but we need to create an environment where the teachers, staff and learning environment at Ella Baker is the norm, not the exception. Thank you Ella Baker Elementary for giving me, and my guess is many others, hope. No matter how many times you are told ‘no’ by the system, the experts, the critics or others, keep finding a way to say ‘yes.'</span></div>
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As a former site leader and activities director, I facilitated a great deal of teacher appreciation events. We did it all from breakfasts, lunches, dinners, raffle prizes, coffees, gifts, car washes and even massages. They were all fun and well deserved. And why these are fun and do offer some appreciation, especially if students are involved in teacher appreciation, I’m still challenged by the larger implications.<br /><div style="text-align: center;">
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Just like our other national holidays or celebrations – i.e. Mother’s Day, Father’s Day, Valentine’s Day and so many others – do we end up having ceremonial gestures or actual true appreciation. After all, should we not value, appreciate and recognize our mothers, fathers, loved ones and even our teachers everyday?<br /><br /> This is also currently being inspired by what I see as some real travesties in schools in regards to not only recognizing teachers, but also working to keep them (especially the really good ones). It’s ironic. In an era of large teachers shortages, we often only seem to discuss recruitment and not retainment. Almost every year, I have friends and colleagues leave the classroom and their school sites to take other opportunities. Normally, these are not about compensation, but rather value, flexibility, creativity, autonomy and more.<br /><div style="text-align: center;">
<img height="190" src="https://lh4.googleusercontent.com/eWQ49orzdQwuxecmo4duV8JD6LLPMTlex2qXiTOY_VZ88j8zTfEOgStPkhpH8hNS7tBSE0_tRixigJ3lhIk5f-dwRbZ7qWOM0bFqAqTxiBwthf2YlsAAy66QFqFAIvCFsC4nM_qj" width="320" /><img height="243" src="https://lh3.googleusercontent.com/NjKrEn7hJUqmZotab7-AiEkOczoaXIfVHdHWwqtHg8RIGvZbKaD_EyTYRL6U-5j4tuGpRCab43Rpg-3LwGo2KFQp6nr6SFbLDX3S7AJf0-dzbxGS-m8Tw_ucmzhrgtFLzvu6Gh-8" width="320" /></div>
Last May, I offered <a href="https://www.gettingsmart.com/2018/05/5-good-ways-for-edleaders-to-make-teachers-feel-as-important-as-they-are/">five ways for educational leaders</a> and others to make teachers feel as important as they really are. They were Create A Culture of Teacher Support & Appreciation, Autonomy, Flexibility, Digital Appreciation and Let the Students Do It. This year, I’d like to add to that list. And, as usual, instead of focusing on one-off celebrations or recognitions, work towards having a school culture and work environment that honors the hard work of teachers everyday. Here are more ideas to add to the original list:</span><div>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><u><br /> Support Real, Personal Professional Growth</u></b><br /> Professional Development has often been something dictated or prescribed by administrators. There is no argument that professional growth and lifelong learning, especially for educators, is more vital than ever. But how can we support teachers on their individual professional journeys? Well, if you have any teachers who want to attend professional learning events, work to find any way to support that and get them here. Better yet, if you have teachers who are involved enough to be presenting and sharing with other professionals, be sure to find any way to support that. Whether that is getting a sub, covering their classes or covering expenses. Indeed, ask them to come back and share with and train their colleagues. Indeed, I applaud those districts that are now offering teachers online and personalized professional learning options, as well as things like digital badges, annual funding to be spent as teachers see fit and more. We need to have all leaders work towards creating professional environments where all teachers have professional growth goals that they have established and can be supported. <br /><div style="text-align: center;">
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(courtesy of Ed Surge)</div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><u> Just Say Yes</u></b><br /><br /><img src="https://lh5.googleusercontent.com/x6qlFpoQjnn7WSv7tHxrc4HWzWx6TcwfCQeSQH9CUhAco3OVw8ukEkXm9ZuDKBWrf98_osHm3mR9Cs3ydIudG_09RAVVnEY_ZX6reb1aLoEr0SYarf50JV_-VUamT4qhsTlTFUir" /><br /> Additionally, when teachers have those lofty or sometimes seemingly crazy ideas of new projects, courses, field trips, lessons, activities, resources, guest speakers or more, find a way to say ‘yes.’ One of my favorite educators and public speakers, Mike Smith, had a keynote intro that always read, “If it’s not illegal or immoral why not give it a try?” It seems that all of us, but especially educational leaders, are almost trained to say “no.” We are often conditioned to be concerned about everything from supervision and safety to policies and procedures. As leaders, we need to say “yes” whenever possible to our teachers and staff regarding any idea they have. If we want them to dream big and think outside the norm, then we have to support that with our faith in them through the power of “yes.” We may have to say no sometimes, but we should work tirelessly to say “yes.” Saying “yes” is not only more difficult, but forces us to question our own philosophies and beliefs. “Yes” not only usually requires more work or effort, but it also may require risk and fear of failure. If we say “no,” we don’t have to see if an idea will fail. If we say “yes,” we are opening up ourselves and those we lead to a more vulnerable state. But it’s our blessing of the idea, as well as the leadership necessary to remove any barriers, that will ultimately lead to a more innovative and creative community.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /><b><u> Coach Them Well, Especially The Good Ones</u></b><br /><div style="text-align: center;">
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Some of our best teachers are the ones who will take on everything. They will lead in the classroom and outside of the classroom. They are committee members, coaches, team leaders, project coordinators and early adopters. And as good as they are at all of it, maybe we need to look out for them. We don’t necessarily want to tell them know, but I also think we owe them the coaching and support of letting them know that nothing is more important than their health, their families, their longevity and their sanity. If they are our great teachers, we need to protect them and save them (often rom themselves). Some folks need a kick in the pants and some need different types of coaching. Just like students,<br /><br /> Naturally, this list could go and probably should. But the intent is to go beyond the cursory gifts or tokens of appreciation. These are all fine and make great ways for students and parents to say thanks. But for those that are tasked with leading and coaching our teachers, we can do much better. Let’s focus on authentic and sustainable ways to help all teachers become their personal and professional best. In the end, they will appreciate that type of appreciation the most.</span></div>
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Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-88459095905165475712019-04-04T10:49:00.001-07:002019-04-04T21:15:27.659-07:005 Ways To Personalize Learning in PBL Personalized Learning maybe one of the most widely used education catch phrases in an attempt to capture what is truly changing about what and how students can and could learn. The challenge is whether this is just another edu fad or something that will become foundational in the necessary transformation of future education.<br />
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<b><u>The What</u></b><br />
Personalized learning is an educational approach that aims to customize learning for each student based on their respective interests, strengths, needs, skills, abilities, background and experiences. To go further, it’s also an effort to involve the learner in their own education. The more one feels invested in their own educational journey, the more likely they will be successful and learn at higher levels. <br />
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<b><u>The Why</u></b><br />
It’s fairly safe to say that we are certainly living in unprecedented times. Whether it’s globalization, technology or colossal human challenges, the rapidity and radicalness of these changes are unheralded compared to previous eras in our history. Our young people are walking into an economy, environment and world that we have never navigated - not even close. All of the efforts to transform learning the student experience are aimed at attempting to address this vital and extreme need. <br />
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<b><u>The How</u></b><br />
To be clear, there are bad examples of what is often described as personalized learning. From a deeper learning perspective, personalized learning cannot be approaches such as online credit recovery, independent study packets or other similar lower level learning approaches. <br />
What we should be interested in is how we can used personalized learning in a more deeper learning pursuit such as project-based learning.<br />
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<img height="221" src="https://lh4.googleusercontent.com/H9q4a0oRyNeTRuh2ISGK3kHvPyzAOIbeDpCAVmeDkvUE07VJwyLemNjwDs-jR9t1tIliWP8upWtEboif0A_cYHK5KDTt-Jwpvf29CDlbXqM2eUWHNIWniuDGHmCFpuHb8ny4MHma" width="320" /></div>
<b><u>Student Voice & Choice</u></b><br />
One of the foundational pedagogical elements is centered around students having the means to own their learning with possible options on areas such as how to demonstrate one’s learning, specialized focus topics and whom to collaborate or partner with (both peer and expert) as well. Many teachers are often creating menus of options for students. Not only do choices and options work to create student buy-in, they simultaneously are having more personalized experiences. Higher forms of learning are predicated on the learner owning larger aspects of the learning itself. This happens through choice. If it’s a project, let’s offer different ways of delivering the final product. If it’s a research topic, let’s offer choices on various options. If it’s something to read, let’s not have students read the same thing, but rather read different things and then compare. Choice not only creates the buy-in and ownership necessary for higher level learning, but creates an environment and learning culture that fosters innovation, confidence, risk-taking and other necessary future skills.<br />
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<img height="176" src="https://lh6.googleusercontent.com/G3I9aK68tqrWInJMfVXrTKjkfhSFKD134Ge6RrHTxzeuhB1bkZVeS1wbuViJ0gzOyCa0Nze7OA6Fsvnxk_zW-y64xFTn8FYFANT2dETSbSzk1yDu49BYg9ER_IahaqprzGIzf42w" width="320" /><img height="200" src="https://lh6.googleusercontent.com/RvWWfL67IsuAfO5VP0uXY7Nslj5fMgz8dpDX_OWNU0En6vjPSZx7_JrAawViXAOvmSnCrSwndPRUvE9DTrLaCkvVjTs8aufzx7oA0WRluQVS_n9JnEwKfSh9g_iVJEwrg1K-1LQt" width="130" /></div>
<b><u>True Career Readiness and Programs</u></b><br />
Career Technical Education - or CTE - is now visible in almost all secondary programs through specific career pathways, academies, linked learning programs, electives classes and more. Not only do these programs and experiences offer students things such as work-based learning, engagement, meaning, soft and technical skill acquisition, and career connections and readiness, but also a way to personalize their learning experiences. First, they are making choices. But beyond that, these experiences typically include lots of opportunities for more personalized experiences such as internships, mentors and much more. <br />
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<img height="213" src="https://lh4.googleusercontent.com/zkE23eYOaJbbGXGmr40FUTj4aNLHMNUZh6wcHu8A0ldCL-BkkGe_ryrqKlwmHzai9hfVqitOj_doIWaqke4oCBSb_I5I1V4I3jZZ74eY8eu1qmqMUN5qgn5zghleQu9FX0CGD1Fb" width="320" /></div>
<b><u>Student-Designed Education Plans</u></b> As a non-special education teacher, I always thought an IEP (Individual Education Plan) sounded like something that all of us could and would benefit from. What if we invited all students in on their own educational plan? Again, in a more project-based world, could we afford all students the opportunity to choose how they want to learn about their subjects, standards and skill acquisition?<br />
For example, many major universities now have ways for students to create and pursuit their own customized majors. What does a student-designed major look like? It’s a coherent program of student that is cross-disciplinary and typically involves three at least three disciplines. These customized majors offer more personalization through choice, but also because of the opportunity to work closely and collaboratively with faculty and academic leaders on individually-designed and student-lead learning experiences. For example, see <a href="https://www.collegechoice.net/best-bachelors-programs-design-your-own-major/">20 Best Undergrad Programs That Allow You To Design Your Own Major</a>. If we can do it at the college level, why can’t we do it in the K-12 arena. <br />
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<img height="208" src="https://lh4.googleusercontent.com/JWOv0s0L3r4n1ehtKZjN6UnOhKseOtH97WFj9PSvw6-yp4CZMjfbJG04tVHoKto6jKCVJb5eldyU1NKyIn1dm9m5rJz4ivYwvgeMuswof8Cozljil_dQj0uuL4tZmJA8-cKJAeTJ" width="320" /><img height="200" src="https://lh5.googleusercontent.com/8ak-Nh5aP0AD6xrIjXA512NYd6d2MRAsUnSH6S1vzW2tF9NtAmdRk1BM-Nyu9oID27cp-oRqrAs4-UtDsZnX8Ha0fZpnygC6am-UpE9XEwVakazkcjqAtA2LqUFPn7e4St2aKc2M" width="150" /></div>
<b><u>Create Unique, Significant Experiences & Opportunities</u></b><br />
Much of the challenge in making things more engaging on a personal level for any and all learners is about creating the right conditions - the right environment that welcomes, invites and fosters individuality, creativity and ultimately a personal learning experience. We can create a culture that is engaging, welcoming and ultimately stimulating for the individual pursuits.<br />
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Some great examples are things like 20Time or Genius Hour where students are allowed to pursue independent project work based on interest and less about standards, assessment and accountability. Teachers allow some time, space and freedom for these pursuits where students can not only pursue personal endeavors and interests, but are freed up from the normal constraints of school. See resources <a href="http://www.20time.org/">20time.org</a> and <a href="http://www.20timeineducation.com/">20time in Education</a> for more details and ideas. <br />
But there are other great ways to do this including <a href="https://www.cultofpedagogy.com/sponge-activities-end-of-school-year/">Lame Duck School Days</a> where we break from the normal schedules and routines, especially on days traditionally not very well attended or learning-centered, and try to offer students unique, almost intersession type experiences.<br />
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And yet another way that establishes and helps create the environment is about how we start the school year. <a href="http://www.gettingsmart.com/2018/07/smartstart-starting-school-year-right/">Smart Start Your School Year</a> focuses the first days of school in culture and community building. This allows the space for the requisite relationships and environment to develop that will foster future personalized experiences. If we can establish a culture and learning environment based on trust, relationships, intellectual curiosity and challenge, then we might have the opportunity to go deeper with our learning. This, in the end, creates the personalized experience. <br />
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<img height="242" src="https://lh4.googleusercontent.com/U55FR4Bgzg7UQjyLZZTG2IkneswBMP3v7FxaglWvtl47dACCbF2hYs76WNUOggpdHsmh7l_n2sxqi903ylE9doyzsCZZpGFBp79J54ycIuEuITpPNBxYOBf8mdCU9cc15Ob7XZFK" width="320" /></div>
<b><u>Feedback At Its Finest: Ask Them Always</u></b><br />
Having our students reflect on their learning and learning experiences are crucial to both student development, as well as instructional growth. As teachers, we do a lot of things to improve our craft. But we rarely ask our students what is working for them and what we can do to help improve their learning experiences. In general, students are both honest, and willing to discuss what is going on with their education. Great teachers have always probably asked – formally or informally – how their students are doing and what can be better. But it’s time to make this a standard. We now have the ability for all educators to regularly engage all of their students about their learning. If we want higher levels of learning, critical thinking and skills, we’re going to all need to learn to get regular feedback from the most important player in education – the student. No better way to personalize learning than to ask the learner what they are interested in learning and the facilitate a way to get them there. </div>
Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-53711967337230776532019-02-10T19:05:00.002-08:002019-02-10T19:07:21.826-08:00Understanding Why We Work Should Inform Education<div style="text-align: center;">
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“Back to work!”</div>
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“Start working!”</div>
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“You need to work harder!”</div>
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“Johnny needs to work more!”</div>
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“Kids need to have a better work ethic!”</div>
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These are just a sample of expressions that most teachers have uttered repeatedly throughout their years in our universal respective classrooms.</div>
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Regardless of instructional approach, subject, grade level or any other factor, teachers are ultimately faced with the task of getting students to work. Indeed, probably since the first teacher and student interaction occurred, teachers have often tried to figure out how to get their students to both work, as well as work at high levels.</div>
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<img height="259" src="https://lh3.googleusercontent.com/QcBe1uYtgS_DtmEcvDm28coVOG4Z5bU0xer4T6D6EIUUYNXFtEEQZVLknttpUiLuf0blx0mhHnWw1DIVGPQfJooq4XfXnlGjMs6z3DYtuVviX-5-1rV8Bh42AbZuDizZ71Srid8S" width="320" /></div>
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Traditionally, our students have worked for a variety of reasons - grades, approval, compliance, fear and future success. In terms of motivation, we have tried many things including, but not limited to incentives, choices, punishment, relationships, technology and more. However, how often have educators studied, or tried to really understand, what makes us - any of us - want to work?</div>
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As a proponent of students doing real world work that they are invested in through models such as project-based learning, I, among countless others, are trying to unlock the magic of how we can maximize and optimize the internal desire to work.</div>
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<b><u>The Power of Purposeful Work</u></b></div>
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<img height="112" src="https://lh6.googleusercontent.com/AGEXIfgDuY_sdCnzEfm_4T79ZPjMI88BDckMyVIF5FRmq_xV-wfpeM8wiZXVpNMtSW0MXi1E4s6J2jh6la38d5i3J-krkwWbCCNg0GyTXwgZa7boELT3hI4HZfhjwRJbHo97x9Nl" width="200" /><img height="136" src="https://lh3.googleusercontent.com/kcsCsAs1vdx10cfb1fS_QGHxPAz0g702aOPxssYVYF110UjDAf5FC09EiyJMbI0tZh-sI-k1antqgiyFbrwFREeg2vNJbrLh55bay36qgeDL1l1kFdD8JKcPYiJZH23VvaFQ87Im" width="320" /></div>
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Although we often approach work through the lens of compensation (usually pay), most adults strive for and discover a sense of pride and accomplishment in their careers. Yes, we word hard for our salaries and compensation, but successful people work hard also because their work matters to them. They see their work as a contribution to something larger - company, organization, industry or even society. We often refer to this work in terms of passion, purpose or meaningful. This is all of become motivated to do more work, but more importantly better work, higher quality work and more significant work. This is the process, feeling or experience we should be trying to impart to our students. If we understand why we work, we should be able to understand why they may not. This would explain why worksheets, tests, lectures, notes and other traditional foundational learning experiences might not be the work that students will want to do or work to make it their best. Seems like a natural reflective question</div>
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<b><u>Work That Others Will See, Utilize & Appreciate</u></b></div>
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<img height="133" src="https://lh6.googleusercontent.com/-IO6sPcNEk48iWZiVTgnLnkhKptr0VoUPxqc-g4gMV4uVJd5xFOqn4c6gxuWQHwonvVZ5pQmne9kx1rHcEFw29FeThQq6vr4hxfDljvfbidHx8NGAIg_rsOA-9AA-JeX_PIeFjFT" width="200" /> <img height="106" src="https://lh3.googleusercontent.com/i8mv645_MtWc2WGZZQ_MsGth8X_JVVX6UooS9clM1uA0hMkquf18lOu6-_PUYZmP7hfHyHE-NCJnnP_cT1MLHIRgif8_ReDXrVSl8d5kYzROHYFBGREFMnaiBZhAm7MEuW9o87CZ" width="200" /></div>
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One of the many foundational advantages of project-based learning is that there is an expectation of students producing public products. Not only does this connect to so many skills and potential for high quality student work, it’s also foundational to create the internal desire to work.</div>
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For students, producing public work fosters and creates more authenticity, opportunities for collaboration and feedback, and reflection and metacognition. Psychologically, this creates a different experience and association for learners and their work. Whether it’s a presentation, a showcase or exhibition, or the countless opportunities for students to share their work digitally with the world, students can see the joy in celebrating work, while also appreciating the acquired upskilling. There are many connections between going public and getting students to work. They are:</div>
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* Students tend to buy-in to the work and take more ownership when they know that others will be seeing, critiquing and even assessing their work.</div>
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*Students also walk away with tangible evidence and documentation of their work that can be part of their long-term and ongoing work to be used by colleges, employers and others.</div>
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* Students not only learn from their work, but from the work of others when they see projects during all stages of design and when presented. This can apply to teachers as well.</div>
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* Students also have greater opportunity to network with more peers, professionals, experts, community members, teachers during all types of public product work.</div>
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<b><u>Grades Are Not The Key</u></b></div>
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If you buy into the rationale outline above, then we know that grades are not reasons, or at least reasons enough for all and for high quality, to get all students to work. Sure they work in some cases. But they are flawed. If we’re focusing on the grades (points, scores), then we are not focusing on the learning or the work. If we can get all students to work, especially producing high quality work that is meaningful to them, wouldn’t the grades take care of themselves? I’m not going to advocate for eliminating grades in this post. That’s for another time. But I am advocating for creating learning experiences for all students where grades are not what drives the work.</div>
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<b><u>Work World vs. School World</u></b></div>
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How much does our environment and classroom culture relate to getting students to work? As you might guess, a great deal.</div>
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Our learning environments need to model and mimic real world work situations. Think about the tools, resources, work flows, schedules, flexibility, products and collaborations that professionals use everyday. In school, we should do the same. We don’t do our students any favor to create artificial environments only seen in school. Schools needs to look more like work and less like what we know traditionally as school.</div>
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Learners need to perform functions, roles, responsibilities that mirror those in the working world. Instead of a manufactured deadline created by the instructor, what if the deadline was based on a real world timeline like that of a client’s need, a partner’s expectation, a contest deadline or that of a public event?</div>
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Public acknowledgement of skill mastery - such as digital badging - translate much better than that of grades or standardized test scores. Ultimately, our academic challenges should be born out of real world challenges. Out texts, language, protocols, processes should be the same as those the pros employ. For far too long, we have lived in separate worlds - the work world and the school world. It’s time for school to live in the real world.</div>
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Work Matters</div>
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Think about all of the times in our careers we have referenced Maslow’s Hierarchy of Needs. Beyond the lower level of the hierarchy of physiological and safety needs, think about how the work we all do contributes to our own acquisition of love and belonging, esteem and self - actualization. If we are engaged in purposeful work that connects us to real needs, real people and collaborators, and ultimately our individual and collective contribution to something larger than ourselves, then we may head towards self-actualization, as well as the continued intrinsic motivation to work (and do high quality work). Maslow was driven by the idea of helping identify what drives all of us internally to move towards being a more actualized, or ultimately satisfied, human being. He argued that in order for this internal motivation to occur as move up the hierarchy, each level must be satisfied within the individual themselves. Think about how our work relates to so much of what we ultimately become.</div>
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<b><u>Lifelong Worker</u></b></div>
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Writer Annie Dillard wrote, “ How we spend our days is, of course, how we spend our lives.” Since most of us will spend a lifetime working, we may want to convey to our students that our work can make a huge impact on the overall quality of our lives. Next time we wonder why a student isn’t working, we may want to examine the work vs. the worker. It’s our duty to model, train and facilitate all learners in engaged high quality work.</div>
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(photos courtesy of Minarets High School, Foter, Pixabay)</div>
</span>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com1tag:blogger.com,1999:blog-5243284269486433927.post-11641321209959863362018-12-25T10:08:00.000-08:002018-12-25T10:08:02.727-08:00Mid-Year Reflections - Redos, Reboots and Restarts As a new calendar year approaches, many of us will participate in new year’s resolutions - that time-honored cultural tradition in which we collectively and individually resolve to change an undesired trait or behavior, accomplish a personal goal or otherwise improve our lives. <br /> In schools, we tend to do similar annual cathartic activities in the summer. Educators typically take the summer to expand their professional skills, make new plans, pilot new technologies or resources - ultimately embark on a reflective journey about making the next school year more creative, engaging and successful. <br /><div style="text-align: center;">
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What if we combined the annual reflective journey of summer with the resolutions associated with the new calendar year? This would become a mid-year reboot, restart, redo or redesign? Instead of waiting until next summer, let’s in January (or even before Winter Break here at the end of 2018), one could implement a new strategy, tool or idea. This could be a classroom redesign, a large and new full scale project or trying something one has always wanted to do. If any idea one has may have the potential to positively transform the educational terrain for even one student, then January could be much better than August.<br /> Here are just a few ways to jump start a new school this mid-year:<br /><br /><b><u>Mini SmartStart</u></b><br /><div style="text-align: center;">
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By now, many educators have realized that how they start the year dictates how the entire year develops. If we devote time the first days of school to culture building, relationships, goals, collaboration and community, we will probably optimize our students’ academic success instead of us just jumping right into academic work when school starts. A colleague of mine penned this effort, that we deployed successfully each year at our high school, as SmartStart. To read the entire SmartStart story, go to: <a href="https://www.gettingsmart.com/2018/07/smartstart-starting-school-year-right/">https://www.gettingsmart.com/2018/07/smartstart-starting-school-year-right/</a> <br /> More and more teachers, educators and school sites are redesigning their first days of school. They have realized that if one builds culture first, instead of jumping into academics, students’ academic success can actually can actually be accelerated. For those that don’t buy into the idea of “culture eating everything for breakfast” mentality, then they will hopefully get on board one day. For those that do, and have been starting the year off differently each year, what if we pretended that mid-year was a whole new year. Whatever we did at the beginning of the year - relationship building, goal setting, community development, creativity, critical thinking, collaboration - isn’t it probably time to revisit these? Will our second half of the year be different, or even better, if we take the time to try a mid-year Mini SmartStart? Here are some <a href="https://sites.google.com/site/mistercorippo/smartstart">Smart Start Resources</a>.<br /><br /><b><u>Lame Duck Days - Intersessions</u></b><br /><div style="text-align: center;">
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For me, this was initially inspired by the SmartStart model and successes. I continued to take our SmartStart philosophy to other aspects of the school year that needed a redesign or boost. For example, any day before a long vacation (Thanksgiving, Winter Break and Spring Break) became an opportunity to not only re-visit our school culture and climate priorities, but engage students in new ways through service learning or career activities that would be a departure from the typical class schedule and non-productive days before vacations. Even our year-end activities became giant celebrations of culture, performances and recognition - instead of the last day of school being another lost day. These final days before breaks are often now called Lame Duck Days. We turned them into SmartStart or SmartReboot days. These last days before vacations became giant intercessions where both teachers and students go to pursue specialized and unique topics, lessons, careers or volunteer work that was outside of their normal course and school work or experience. Remember, many colleges and private schools offer their students intersession experiences. Why don’t we? Here are some more resources on <a href="https://www.cultofpedagogy.com/sponge-activities-end-of-school-year/">Lame Duck School Days</a>.<br /><br /><b><u>Redesign the Space</u></b><br /><div style="text-align: center;">
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Taking a closer look at our learning environments and spaces has become very popular. But it can’t be just about moving a few desks around or putting up some new generic posters. It has to be about redesigning space to optimize student engagement, collaboration, project work, classroom culture and ultimately learning. This can be challenging without some budget and more importantly vision. Maybe survey students before Winter Break to see what space they’d like to see when they return. If anything, that will demonstrate your interest in asking them and listen to them which might be even more powerful that the actual changes to the space. Meanwhile, just Google “Redesigning Learning Spaces” and you’ll see lots of pedagogy, rationale and ideas. If anything, focus on creating some flexible work spaces where students can design, create, collaborate and use technology. Think about space dedicated to conferences, coaching sessions and other feedback opportunities. Make one significant change for the return after Winter Break and then keep experimenting. Again, ultimately you can make this a class project where students have continuous input on redesign efforts. It’s a great Design Thinking activity or project. Maybe your first week back in January could something like this? <a href="http://bit.ly/ClassroomRedesignChallengeCopy">http://bit.ly/ClassroomRedesignChallengeCopy</a><br /><br /><b><u>New Year, New Tech</u></b><br /><div style="text-align: center;">
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Maybe it could be adding one new tech tool, resource or application to a teacher’s repertoire and for the students’ engagement and learning. New technology resources come online seemingly daily. And yes, it’s hard to keep up. But if we chose one new one to learn and implement for the beginning of 2019? Often, we tend to dabble with technology. But this could be a resolution to truly implement and maximize your technology. Choose something that is free (like a web-based application) that both teacher and students can benefit from. Recently a teacher shared a fantastic one with me for anyone doing research, writing, presenting, etc. on various topics, issues and news items. It’s called All Sides (<a href="https://www.allsides.com/">https://www.allsides.com</a>). In an era of heated and divided political debate, and a new emphasis on information literacy, sites like this are great. It gives a conservative, liberal and neutral report on all events. This is more than info literacy, this might be part of the future of saving social interaction. Nonetheless, this is just one of thousands of examples of something we can implement and not wait until a new school year. <br /><br /><b><u>New Year, New Literacies, New Skills</u></b><br /><div style="text-align: center;">
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We touch upon info literacy above. Like others, this can be challenging too. We are inundated with standards - content or grade level standards, new science standards, technology standards and more. But are we meeting our students’ needs in terms of actual skill development and new literacies? These new literacies are things like media literacy, technology or digital literacy, global literacy and even specifics like social media literacy. There are many and yes, to some degree, they are ideally embedded in our daily work. But what if we chose one new literacy, or skill, to really hone in one for the spring of 2019. For example, we talk about the importance of collaboration and teamwork often. Indeed, we acknowledge that industry sites it as one of the most important skill sets in this new, globalized economy. But do we teach collaboration? Do we assess collaboration. Maybe we we should do both. It‘s not enough to talk about or call it out when someone isn’t doing it. If it’s a skill, then we need to teach it. We have to teach it, practice it, asses it and then repeat right?<br /><b><u><br />The Big Project</u></b><br /><div style="text-align: center;">
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This might not be a new idea, but often it’s not launched unless started in the fall. And the word “big” is awfully deceiving. Yes, it might mean larger scale, a culminating experience or even capstone-like. But it can mean different things to different educators. What if “big” just meant “significant?” And that could simply be that it represents new territory for students. Maybe the students are going to have new experiences, learn new skills or perform in ways they have not done previously. I, and I hope others, will consider that “big” to say the least. It’s time to launch something that both teacher and students have never done before. That will, among other things, produce everything from student engagement to creativity. It’s authentic too. Teachers will be transparent in that they have not done this project before, that they don’t have all the expectations nailed down and that this will clearly extend beyond points, grades and regular school stuff. Teachers can consider engaging new partners, community members and ultimately ways to demonstrate the learning. Feel free to check out ideas such as #20 Time or Genius Hour ( <a href="http://www.20time.org/">http://www.20time.org/</a>, <a href="http://www.20timeineducation.com/">http://www.20timeineducation.com/</a>), Project-Based Learning (<a href="http://www.bie.org/">http://www.bie.org/</a>, <a href="https://hqpbl.org/">https://hqpbl.org/</a>. In the end, it will require the students to go further and deeper than they have before. This could be a great way to reboot the mid-year restart. Let’s not wait until summer to implement our “big” ideas.<br /> It’s December now and we’re focused a lot on finishing strong before our breaks. Facilitators and learners need that winter break. But what will be different in January when we all return? Anything? A new calendar could mean a lot of new things. Let’s not it just be a new number. When students return in January, what is their learning going to look like, feel like and ultimately be like? Mid-year is the perfect time for a whole new year. Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-76632616713512131532018-11-24T16:18:00.001-08:002018-11-24T16:24:39.074-08:00PBL Educates The Heart, Mind and the Whole Student<span style="font-family: "arial" , "helvetica" , sans-serif;"> Project-based learning has been touted as the pedagogical cure-all for many things. Indeed, I have long argued it’s the ultimate instructional response to the need for real world relevance and application, problem solving, collaboration, student engagement, presentation skills, mentors and even tech integration. It’s the pedagogical glue if you will.<br /> But one area that is maybe not mentioned as often is its connection to Social-Emotional Learning. Indeed, PBL may not just be the best academic answer, but also the best cultural answer. Project-based learning, through it’s diverse and varied experiences, allows students multiple opportunities to engage with others, as well as themselves, in new and more personalized ways. By contributing to something larger than themselves, i.e. a real world project, they begin to see themselves as contributors and advocates who have self-worth, a voice and a real role in the world at large. <br /> Here are just a few areas where PBL can begin to affect the heart, as well as the mind, for every student:<br /><br /><b><u>Real World Empathy</u></b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><img height="155" src="https://lh5.googleusercontent.com/SHaxPC9FaXOwJdYXHeL8KXSTI49dQVftSyXVBQH4Zv8xNAUP8EB-PQiF59cUb3cIT1knp5rk73EURlGmSFgG3-fmXGlE_hMCzkMHVTH_ceVZgn4olEHO_oWChro12crfrJRbOMvf" width="320" /><img height="180" src="https://lh4.googleusercontent.com/HaE4kG7kY-ebFsrWE6edXPVMNDitMuxjmE4pOtxoe3v-szLASNuEpGaX9_7VSMVMqqFIJnz2_SGTR-i44wIssh1-IfecQ-2QZQ2UV_2o5DaJpe05jN1nkaX7Qln_p6bNfD9l0qBq" width="320" /></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> One of the many foundational elements of PBL is for students to address or tackle real world challenges, problems or issues. When students engage in this fashion, they inevitably learn and interact with situations that move beyond their immediate situations, environments and surroundings. We sometimes think that young people can be self-absorbed (but truly this is a human challenge, not one of youth). But taking on real world challenges facilities the twist that JFK used to reference. In other words, students begin to stop asking what the world do for them, but rather ask themselves what can they contribute to the world. This creates the transformation where we can have empathy for others. When we see how the children in Flint, Michigan have been affected by their water situation, we look at these issues - often for the first time and with a new, more powerful lens. We look at how problems affect us - our world, our communities, our school, our peers, our families and ourselves. But this reflective and circular journey creates deeper understanding and again the path to empathy. I often hear teachers say they value empathy as a trait or skill that they want students to possess. I also often hear from teachers how it’s so difficult for students to have empathy for others. However, I think young people have lots of capacity for the concern of others (empathy) if they embark on real world project-based learning journeys.<br /><br /><b><u>Service Learning and SEL</u></b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img height="200" src="https://lh6.googleusercontent.com/ZHRCe4e47QErlE1jJ2NkJRZNbf0ryjIzl9yxTGTSEw3v3qYPJiIZcSjWPX2uc8uFmINoolcFv-1qQO0wThWDAa3vgUHqvjMFOODYPglr_qRaextJIMrccCE2QtLYP8BB0fpje0WW" width="164" /><img height="200" src="https://lh3.googleusercontent.com/Vt-CW4wreDO2W2zYWv27xj4MnEaqntrPgH2RZo0FcwPWs0QqausdzAagxJmvkCK1iIEZHrg8Rw_fu_VAwkspXwgry_ECn_KUew5qSc4ismjrlv1FawHIRw-Xo5WvdRgZOyAYwh_d" width="200" /><img height="136" src="https://lh3.googleusercontent.com/AnNk9xDMpyxz-TjHMXbmnmsGqn1evjy1_M3665JTq74GCSrlsLZZ9sZ1tMqVnJYyx5e_tDyUjOd46ZOpFnGG3cBiZnUc4vCVOzR6po0BfiQYs6d1_uTVEQU_4uZAHE6uahd-Rz4N" width="200" /></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"> Many projects - especially those with real world challenges or issues embedded as part of the project - also have opportunities for service learning. Because the students are tackling these real world challenges, there are real world efforts in their communities to address these challenges that our students can connect with that result in service opportunities. In many cases, if not almost all, there are also partner organizations - on local, regional, national and even international levels - that will partner with our students, teachers and schools to assist them in their project-based learning efforts. In turn, our students are helping these organizations support their volunteer and organizational needs. When students ultimately see their work not only utilized by others, but making a difference, they begin to not only be more engaged, but more empowered. By seeing their work as being a successful part of some larger work, there is the natural connection to social - emotional learning. They begin to realize their individual and potentially powerful place in the world - their school community, local community and the global community. They begin to see and experience that learning can be powerful, relevant and action-oriented. Additionally, they are gaining valuable real world skills, portfolio and resume exemplars, expanded professional and personal networks and the natural benefits of increased endorphins. The real world challenges in our communities are indeed endless. But if you’re looking for a place to start, see <a href="http://bit.ly/7RealWorldIssues">http://bit.ly/7RealWorldIssues</a>. <br /><br /><b><u>PBL is People-Oriented</u></b><br /><div style="text-align: center;">
<a href="https://lh5.googleusercontent.com/Fxe8mUhwN9zrJyAPkIEhsGGj8pDv-wHGKL0YJyu5NrlzToWj_-E2KgacjxmrB1Iv2AACfBQx8UcFWkS2d91PSDBD-5ai_xyThDimN94mPFNhvaLlSYll8KKoL7-jMrRYWlN4zXrX" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="112" src="https://lh5.googleusercontent.com/Fxe8mUhwN9zrJyAPkIEhsGGj8pDv-wHGKL0YJyu5NrlzToWj_-E2KgacjxmrB1Iv2AACfBQx8UcFWkS2d91PSDBD-5ai_xyThDimN94mPFNhvaLlSYll8KKoL7-jMrRYWlN4zXrX" width="200" /></a><a href="https://lh6.googleusercontent.com/k_KzM-2JkaDxsXrFpSg5cWgAoq0tSikNEvDuYyhVcyaTorgL1FSpHPehkaE5BNC06fQuv5cG7vCBkQ7G_cHspHWMkAfJuRsEbCq86BuV58IsuZj61RxCe2CHPEYRU4S-WZmvMTIS" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://lh6.googleusercontent.com/k_KzM-2JkaDxsXrFpSg5cWgAoq0tSikNEvDuYyhVcyaTorgL1FSpHPehkaE5BNC06fQuv5cG7vCBkQ7G_cHspHWMkAfJuRsEbCq86BuV58IsuZj61RxCe2CHPEYRU4S-WZmvMTIS" width="200" /></a><a href="https://lh5.googleusercontent.com/T8q6OZP8S6WxAg4AKzh7-VR3lslcUfmqtcFUNKV15m3MvuIjhfcPh4yx167Z0wZystZGspaMcPwEHZwXlp9N4UiqDZzn2vrBYCO7kcN_YOrxR5uyVVaRGgRX8uPmjnE1lRwMqdEn" imageanchor="1"><img border="0" height="200" src="https://lh5.googleusercontent.com/T8q6OZP8S6WxAg4AKzh7-VR3lslcUfmqtcFUNKV15m3MvuIjhfcPh4yx167Z0wZystZGspaMcPwEHZwXlp9N4UiqDZzn2vrBYCO7kcN_YOrxR5uyVVaRGgRX8uPmjnE1lRwMqdEn" width="200" /></a></div>
We use the word collaboration continually. But rarely do we explicitly call out how collaboration is supposed to look and why it’s so important. It’s not just a good idea, it’s a career skill - maybe one of the most in the new and emerging economies. PBL not only allows for real world collaboration, but fosters it. Students engaged in relevant, real world project work have opportunities to work with experts, industry professionals, school and community leaders, non-profit organizations, clients or constituents and their peers. All of this allows, in real time, for students to see the true power of connection, relationships and real collaboration. They don’t just hear about collaboration, but see it in action. Each of the different partners that our students work with through their projects has the potential to become that mentor, supporter, role model or employer. This concept of a PLN (professional or personal learning network) is not something that magically occurs as professionals, but rather is a product of a collaborative skill set that requires development. If students don’t get these skills now, facilitated by their schools through projects, when will they? We can’t leverage relationships for opportunities unless we have had authentic ways to develop them. When it’s time to be hired, apply for that internship or get that scholarship, our students have to have their PBL PLN’s ready for deployment. And they will only be able to if they have a PLN and these contacts know of their work. <br /><br /><b><u>Sense of Self</u></b><br /><img height="128" src="https://lh6.googleusercontent.com/670r1iG-ORxgKSZxrwBcKBrhVW5q21z98bhmYgbGB6EH3Lztk_cjzhliGRkQ9oJUOrLeRC5UFUMJy_v8VfhKw7DByp0-w9nKeMbZATuu-EqP9mOGOut2TpYztGJb2jipC9lCo8Bo" width="200" /><img height="172" src="https://lh6.googleusercontent.com/s9m27CFS9FZpGy03eqpqmQxcw3os90Nsdk34lQJP2qcfijs-ORyajIgpDI9K0G4okqrEsM7BZYH3DO8KHbg7oqzquPFvt9YmAOF4exGjA24TWbAGmpi2wEQPxSxusUXdpjWolHdt" width="200" /><img height="94" src="https://lh4.googleusercontent.com/wA6yqom4YecC8MnZeex4qC4vk5afvhsY0nX3fUZ5wbUliUabn5D_FXfvICasm8zuRMqopQxvIM7cAvsOuRmmag9kQkKmZYzBDKmeqlmTwIyVOt00GieIqu2NK8k2xOZopsYAq7Yp" width="200" /><br /> For years, we have oft referred to Maslow’s Hierarchy of Needs as way to explain how we can get students to become self-actualized. If students can get basic needs met (safety, food, clothing), have love and belonging (relationships) and esteem (accomplishment, recognition, mastery, independence), they can become self-actualized (personal best, potential). Well, as usual, how do we do this? As I advocated earlier, PBL provides a pedagogical approach that can produce the environment, situation, opportunities culture that fosters a sense of self. Everything about PBL - real world challenges, collaboration, student voices and roles, authentic and public work and reflection - creates opportunities for students to self-actualize. They have multiple chances to meet their road to self-actualization. When they present their work publicly, they have an opportunity for that sense of esteem. When they get to choose how to present their work, what areas of study to focus on and even whom to collaborate with, they can enjoy mastery and independence. When they get a chance to serve in certain roles, while using and advancing various areas of strength, they can enjoy recognition, accomplishment and that necessary sense of belonging. <br /><br /><b><u>Reflective Practices and Personal, Emotional Growth</u></b><br /><div style="text-align: center;">
<img height="200" src="https://lh4.googleusercontent.com/tGtTFaVl8furPOc47Mc3gaVI91iNxGXljUZsSxg40Om_nXvonPLxVZhAhhuIC2Ou_meRmk9ZwTkJWXjAOlr8GWTqx0qd-vdUmfdS0oQ2vkHJBx6_iPNKexJ_k4Va64LqnB39jPzK" width="192" /><img height="93" src="https://lh5.googleusercontent.com/7wpQt8x_I60FC2yrNKKGFOcbRwDJQec5Vnd3Q31j_Ez6KuLt6bxa3kgNWC0fhp9sWDGuo6DP4NsmtMaG1UpTK-Ovw9725fh5ZVFWsPknYhXiNSDDnOHYl0UyWvGfDT4WOAcNjeDY" width="200" /><img height="150" src="https://lh3.googleusercontent.com/Qt4gdoaHnwt6jjdCxeHlEUFl3KH_Nco34snxere-uk8gFYC-ogm4z6C8_ITfzsLNeBi6iALivQZuENNvo7MrK1uV3uyac_DrTm-3UpHPa2JT5oBlGFBYYm-Yjjx8pZh_a-zSTIMM" width="200" /></div>
One of the tenets of PBL is Reflection. We do this in order to show students that learning operates at high levels when we think about the learning. We think about, as well as articulate, what we learn, how we learn, what has changed now that we’ve experienced the learning and what we take with us to our next challenge. Social-Emotional Learning is predicated on the idea that we are able to identify our own personal and emotional growth. The five core components of SEL - self-management, self awareness, decision-making, relationship skills and social awareness - are naturally strengthened when identified and reflected upon. PBL perpetuates metacognitive opportunities, experiences and practices - which in turn perpetuates a deeper understanding of own growth. These opportunities are natural elements when presenting public work, addressing real world challenges to authentic audiences.<br /><br /><b><u>The Final Pitch</u></b><br /> It seems that teaching the whole student might be more important than ever. Whether it’s the skills for a new and more globalized economy, improved health and wellness, developing and optimizing a growth mindset, self-actualization, better relationships and collaboration, achieving personal and professional goals or contributing to and being part of better communities, we cannot afford to approach learning, and students, through narrow academic and content standards lenses. Indeed, our approach to the whole student will greatly influence the success we have on any part of the student. PBL not only allows for this, but facilitates it. <br /></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><i>(images from Foter, Pixabay, AZ Quotes, Buchanan High School, Minarets High School)</i></span></div>
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Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-24255772718129156622018-09-25T18:47:00.001-07:002018-09-25T18:49:13.995-07:00Cultivating the Culture of Creativity<span style="font-family: "arial" , "helvetica" , sans-serif;"> Ever since the Partnership for 21st Century Skills introduced the Four C’s into the education vernacular, we have been trying to define, and maybe most importantly, actually implement Collaboration, Communication, Creativity and Critical Thinking into our instructional practices. <br /> One of the Four C’s that is routinely referenced and seen as foundational to our students’ future success is creativity. Most see it as essential to innovation, entrepreneurship, technology and to solve our many global challenges.<br /> But as foundational as we collectively view creativity, it is also elusive in terms of common understanding and implementation. We can point to the word on a presentation slide, but often find it difficult to identify in the real world, let alone how to teach it, grow it and enhance it. So, let’s see if we can identify some elements that would help to create and cultivate a culture of creativity. As educators, how can we help all of our students tap into and optimize this very important C? How can all of us who are responsible for learning environments (classrooms, school sites, districts) create the cultural conditions that fosters creativity and does not limit it? Try on these for size:</span><br />
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<br /> If we agree that the Four C’s, and in this special case creativity, are essential, then we need to help both students and educators define it. Or maybe it’s refine. If you poll most students or educators, they will more than likely define creativity in terms of artistic endeavors such as music, drawing, painting, singing, acting - in other words performing and visual arts. And of course those are creative endeavors. But the challenge is that we have been taught, perhaps as a coincident of this perception, that creativity is an innate skill that cannot be developed and practiced. In other words, we are either creative or we’re not. This is our first hurdle. We need to help others see creativity as a vital aspect of every professional and personal endeavor worth examining.<br /> Think culinary, entrepreneurism, design, engineering, architecture, product development, advertising, marketing and so on. But really, creativity is part of everything - every idea that becomes a reality. Creativity exists in how we work, whom we partner with, what we choose to produce, where we choose to work, what tools we choose to use and more. <a href="https://www.amazon.com/Teach-Like-PIRATE-Engagement-Creativity-ebook/dp/B009V9RQNU">Teach Like A Pirate</a> creator Dave Burgess says he often gets feedback that his immersive teaching and learning experiences are great, but they are “for those that are creative.” He quickly shares with us that this is the wrong assumption. Creativity occurs when we focus our energy, time and resources on being creative. It’s not innate or an accident. It’s a process that we all have capacity for, but all have to invest in as well. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> One of the edu myths is that students, for that matter all human beings, need routine in order to feel comfortable, lower anxiety, be able to predict and ultimately produce and perform. Well, this might be true. And we certainly, both in schools, and in our personal lives, seem to cling to routine. But routine is not the same as protocols or norms. Routine seems to also lead to complacency and automation. So, we can keep our rubrics, forms and systems. But if we want to encourage creativity, we might need to break routine. <br /> As Tom Robbins said in <a href="https://www.goodreads.com/work/quotes/610037">Even Cowgirls Get the Blues</a>, “In times of widespread chaos and confusion, it has been the duty of more advanced human beings--artists, scientists, clowns and philosophers--to create order. In times such as ours, however, when there is too much order, too much management, too much programming and control, it becomes the duty of superior men and women to fling their favorite monkey wrenches into the machinery. To relive the repression of the human spirit, they must sow doubt and disruption.” <br /> This could be similar to the famous question “<a href="https://en.wikipedia.org/wiki/Who_Moved_My_Cheese%3F">Who Moved My Cheese</a>?” Well, as educators, leaders and lifelong learners, let’s move that cheese. Let’s disrupt the routine. Let’s throw that monkey wrench into our school and classroom complacency (routines). This is based on the idea that if you want innovation, entrepreneurship, leadership, growth - i.e. creative endeavors - depends on how we push the boundaries, reshape the environment and rewrite the rules. <br /> As a principal of a small, project-based high school, I tried to continually move the cheese for both students and teachers. For example, we used to reverse the schedule on occasion. Instead of 1st period starting the day, it would end the day. The last period of the day was now first. This simple switch would produce all types of reactions. Some loved it, some hated it - but all were disrupted. It forced teachers to evaluate why that last class of the day had a different culture. Students said things like “I loved having math first thing in the day for once” or “It was hard having math at the end of the day.” These realizations were for the students and the teachers. For me, it was about adding just enough chaos to hopefully get people thinking, reflecting, ideating - you know, creating. </span></div>
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<br /> Nothing stifles creativity more often than fear. Too many of us, including many students and educators, are just operating from a place of fear. We are afraid of failure, exposure, ridicule, meeting expectations, being judged, the unknown, operating outside our systems and norms….and so much more. Students and educators need to understand that these fears are normal, but that they are limiting. They can only understand this if the right environments are provided for them. They have to trust those they work with and alongside. From the top on down, educators need to model that they are not afraid of the aforementioned. Sadly in education, we have created a system, from top down, that is all about maintaining the status quo and not rocking the proverbial boat. However, this runs counterintuitive to creativity. If we want authentic and consistent creativity, from students and educators, we need to remove barriers that are foundational in our systems. Many rules, policies, expectations, assessments, data collections, curriculum, instructional practices, grades and traditions not only discourage creativity, but explicitly inhibit it. <br /><br /> So, once we continue to define/redefine, each the cheese of chaos and change, and pledge to fight fear in all capacities, what are some concrete manifestations of this commitment to cultivating a culture of creativity? What could all of us in schools do tomorrow to create the culture that would foster and encourage more creativity? Here are just a few ideas:<br /></span><br />
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<br /><br />* Smart Start (<a href="http://www.gettingsmart.com/2018/07/smartstart-starting-school-year-right/">Smart Start Your School Year</a>).</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">* Breakaway from packaged and corporate curriculum and move more towards project- based learning and other inquiry-based practices.<br />* Recognize and reward creativity across all disciplines and endeavors.<br />* Teachers and Administrators should share stories about their own and students’ creative endeavors (blogging, social media, web content, videos).<br />* Host, coordinate and facilitate school wide challenges, contests, competitions related to projects and other endeavors that require creativity.<br />* Allow students to solve school and real world problems.<br />* Add and create new elective courses, intercessions or lame duck days where teachers can</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> create short or long-term experiences related to their passions, interests and sense of creativity (<a href="https://www.cultofpedagogy.com/sponge-activities-end-of-school-year/">Lame Duck School Days)</a>. <br />* Throw wrenches into schedules, routines, expectations and past practices.<br />* Change the physical environment - new spaces, technology and situations may induce new ideas, collaboration an inspiration (<a href="http://www.gettingsmart.com/2016/12/classroom-spaces-for-project-based-learning/">Six Must Have Learning Spaces for PBL</a>) <br />* Foster and encourage projects of passion, student voice and choice - (<a href="http://www.20time.org/">20time.org</a>) and (<a href="http://www.20timeineducation.com/">20time in Education</a>).</span><br />
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<br /> In the end, like almost everything, creativity might be a mindset or a condition. All students, teachers and leaders can be creative if they are given freedom, trust, opportunities, resources and crazy good expectations/challenges. </span><br />
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Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-11051914682116954042018-08-21T07:13:00.000-07:002018-08-21T07:13:02.340-07:00School Should Be About Limitless Possibilities; Not Limits and Liabilities<div style="text-align: justify;">
<span style="font-family: Arial, Helvetica, sans-serif;"> In all my years of education, one essential question always seems to return to me. What if school was about what we ‘could’ do instead of what we ‘can’t’ do?</span></div>
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As millions of school-aged students return to their classrooms this year, many, if not the majority, will be greeted by rules, policies, expectations, syllabi, homework, calendars and schedules. Very few will learn about what the possibilities could be. Very few will find school inspiring, motivation or engaging. </div>
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Obviously, this is not a brand new topic or issue for us edu Insurgents. Indeed, at every school I’ve worked, I’ve questioned and worked to redesign the on-boarding experiences for all students. I’ve shared the idea of school being more about ‘no’ than ‘yes.’</div>
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How can we transform schools into environments that communicate to students that these are place of limitless possibilities instead of learned limited liabilities? Here are some things that could help assist in this transformation:</div>
<br /><b><u>Create a Truly Kid Kulture</u></b><br /><div style="text-align: justify;">
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Educators and Education loves to profess that “Kids First” or “We’re About the Kids.” But if you visit many schools, one can tell that many decisions are made and many practices are in place - yes with the adults in mind. Everything from the schedules to the furniture to the instruction is based on adult needs. What would school be like if we designed everything with students really in mind? If we did, would we still be arguing about cell phones in the classroom? What about cell phones at lunch (see <a href="http://www.latimes.com/socal/daily-pilot/news/tn-dpt-me-cdm-phones-20170920-story.html">No Cell Phones At Lunch Says Middle School</a>)? Would the staff stand for these types of rules for them? How about dress codes? Many school still have dress codes that restrict style of hair, clothing, colors and more. These are not about safety or decency, but about what adults like or feel comfortable around at work. These next steps are just part of the effort to create and sustain this type of culture. </div>
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<img height="243" src="https://lh3.googleusercontent.com/vPLpNb_di7BwmvIo68OdhLcz0khKbVahk00vSEw_odLOzhZM8ZzxnWVdk0UWp21sMKEC-Qo2WBrdOhlHMLKsP13o6y0BYxHzNkcDx03z_KqQCvW-m_1hqXGpPzu4dCZEXGGA6e7l" width="320" /><img height="256" src="https://lh6.googleusercontent.com/_3O3UEXBi057qXwnrVYSrRkI3o5PdRyE4txAWjNXPrZgLolnoWPYuLfgXfRbU15-KKZrLsrme6PO5vSjRd8wisStbkjoBMTDhu1Ql97kNbaqMILyCe2zlqZ3Bqb9UOTv36cFE9GV" width="320" /></div>
<br /><b><u>Smart Start / Week of Welcome</u></b><br /><br /><div style="text-align: justify;">
If you’re going to create a learning environment that’s about students, it seems we need to examine how school starts. We need to start with Culture and end with Culture. The messages students get during the first moments, days and weeks in their respective classes will inform them what the purpose of school really is. If we let rules, policies and limits dominate the early discussions, activities and experiences, then that’s the message we’re sending in terms of priorities. We need to focus on the things that really matter to students - relationships, relevance, connections, applications, value and so much more. The first moments, days and weeks should incite inspiration in our students, not aspiration. Students should come home from the first few days of classes completely enthused about the possible learning experiences they are going to have. Who are they going to meet and work with? What are they going to create? What decisions are they going to make? If we start better, maybe we can operate better. Maybe if we start with energy, we can work to sustain energy. But if we start flat, safe and status quo, then that’s what we’ll have. See <a href="http://www.gettingsmart.com/2018/07/smartstart-starting-school-year-right/">SmartStart: Starting The School Year Off Right</a> at Getting Smart. </div>
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<img height="180" src="https://lh6.googleusercontent.com/K2FJrThjROi-q3V60Zn1YHNA2eFL-P3-LIa3GE91SXYBDzCLuos_1ZqKLD90_GhqGjFHX7zq29fkO0XTCKWybQrX9ZwMbk1wk8Y--l0v5deR4ijKoA3fRXxdmMabXPFDtcR717ed" width="320" /><img height="180" src="https://lh4.googleusercontent.com/WIhR-7KUJ37_ELnesBg2NvJkfRm6gq6zSyURF4DWx0SkkPbq-KMZtJ7QqM4cRWK0JFY4oOeyz3m9LNpp8CRWWgSEK82W6D3T_P_UHj_F6z2_XUL3DVcvLnDV-gjo0aHLe0yseR6h" width="320" /></div>
<br /><b><u>Ask the Students and Never Stop Asking</u></b><br /><br /><div style="text-align: justify;">
Students have good ideas and are more than capable of providing feedback on what works in the classrooms and what can help facilitate learning. We have great digital tools now like Google Forms and others that allow teachers and school sites to survey students on a regular basis about their learning experiences and growth needs. My last school decided to survey our students quarterly in each class about how their learning was developing, what instructional practices were helping and what they needed in terms of specific academic support. Site Leaders can also learn by surveying students about everything from school culture to school safety. Additionally, students should be providing their peers feedback on their work and projects. We should be including students and their voices in all that we do. If we want our students to learn responsibility and ownership of their lives, we have to begin now. </div>
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<img height="167" src="https://lh3.googleusercontent.com/IPg1M081WE0ButUVvzjKI5wvt6kwAn7YF7wYBv2LgbYo5OC8CuoMvOQpQ99IESauOccbu6Z8p8DDLU4HQnEUELcCQilFpiq2YuE8YZkaaVlqIqjgTCF0JIp2VODAC7ngFm_YG5mX" width="320" /><img height="244" src="https://lh3.googleusercontent.com/egxkzb4Jc5pkC0l1hdg6HwZO_wV93SyvC6axBwUmL0aUvftQnh8dchvArS_A60Xq6S53McwUwGpVv1IuDRbsxZIn7ktbWCaQIDpBrlTNupwZobC_6mUQXIv48HVaBL7s4yq7Fa2G" width="320" /></div>
<br /><b><u><br />Students / Stakeholders As Customers</u></b><br /><br /><div style="text-align: justify;">
To some, this seems strange. To others, it seems so obvious. To be honest, every students in American now has real educational choices. All could go online tomorrow. Most could enroll in a charter school. Bottom line, they don’t have to attend their neighborhood school or any school in particular. So, it’s just common sense or good practice to realize that students, as well as parents, have school purchase power. But beyond that, it’s the right and smart thing to do. Sure, some students, or parents, are unreasonable. But most are not. Most just want to be treated fairly, listened to and have opportunities. We need to create vehicles to have students help make their own educational experience and learning better. We need to do more than just get parents involved. We need to enlist the creativity, innovation and resources of parents in order to make them truly partners in a better school experience for all. So, yes have customer feedback surveys. Yes, have focus groups and other face-to-face meetings where school leaders and staff listen and learn. But make it a cultural foundation. Staffs should work daily on treating their constituents well and always working to make their experience better. That’s our job. It’s that simple. </div>
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To me, it’s about whether we are welcoming organizations that value culture and learning experiences - for all and above all. If we do, and many of us say we do, then let’s rethink our approach to students. Yes, they know they need boundaries and expectations. But, what they really crave is inspiration and possibilities.</div>
</span>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-79723756187557869522018-07-25T11:17:00.006-07:002018-07-25T11:22:14.907-07:00Smart Start Your School Jim George’s now infamous quote - “It’s not how you start that’s important, but how you finish” - has been lauded by many as almost a foundational philosophy for life. However, for those of us who are responsible for starting the school year each year for millions of students, we may want to flip that line of thinking on its ear. Seems that how we start the school year might have more to do with how we finish than anything else.<br />
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In all my years as a classroom teacher, program advisor and site leader, I worked hard to make the first day and week of school was engaging, inspirational and motivational as possible. But no matter how hard I, and many of my colleagues, tried, it seems that the institutional expectations took over and the emphasis became less about student engagement and more about rules, expectations, syllabi, policies, contracts, books and academics. That’s right. After all, does it seem reasonable that the earlier we start academics, the more academic success we would have?<br />
Well, as I suggested earlier, maybe it’s the exact opposite. Turns out a happy accident showed me what I always had known and tried to create. And that is, if we focus on anything but academics to start the school year - such as culture, opportunity, creativity, relationships and the “why” - we may actually produce a more academically successful student and school year. This happy accident was as the school year opened in the fall of 2008 when then brand new <a href="http://www.minarets.us/">Minarets High School</a> prepared for the first week of school. As our luck would have it, our new school buildings and campus were not going to ready or inhabitable that first week. <br />
Indeed, we were going to have to bus our new student body of 9th and 10th graders to an off campus location and mimic what would seem like the first week of high school. We fortunately found a lakeside conference center that would serve as our campus this historic first week. But instead of classrooms and standard presentations about the aforementioned scripted rules and policies, we would be forced to meet as a large group in the conference room and then peel off in small groups for intimate sessions on varied topics. It’s this conference environment that inspired us to completely scrap the standard first day/first week jargon and reinvent the first week of school. And ultimately, this is what would later be dubbed as SmartStart by my colleague and co-conspirator Jon Corippo.<br />
Our first week of school focused on all students getting to know one another, as well as every teacher and staff member. We shared lessons, activities, talks, simulations, challenges and guest speakers on things such as success skills, technology, relationships, careers, project ideas and more. <br />
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<img height="238" src="https://lh3.googleusercontent.com/CNAtKdan7b1dbHMwRGNJ8exwH32JwhY8pe74snQGCeVsG-ltc2JAuLCU5V0Qw_j1J2VZzXeKdbvjgg6Zk_zAfT308zpXcdI2MSKjDfBF6GRmKyoldm4eNAz5LIG1xDWtzeYRiH-3" width="320" /><img height="235" src="https://lh6.googleusercontent.com/YgCC1-2_BFheXlEEEva2duK5SuB4bBotMrIxvFT_efiWlZJwzssbyfm4wAUlJ-MODsEWNSKb4xM8o-r8NdO9f-nlYRa0_uZU3lF5jq5guuI9biLrPTttka36vvbeI8mHJBPrr4qn" width="320" /></div>
We had several goals (deliverables) in mind for this first week. They included, but were not limited to every student knowing whom every staff member was, how our school and their experience was going to be different, how we cared about what students thought and wanted, how they need to engage and produce in productive (but personalized) ways, how they now had good friends the first week of high school and how learning could be relevant and fun. <br />
This first week of school, SmartStart, became a tradition that was improved, expanded and redesigned each and every year. It became a collaborative effort where all staff submitted lessons and presentations that were shared and commonly implemented. It expanded into tech integration and project management where all of our students (even when we had 500 students) would produce a video, a podcast and a presentation the first week of school. In addition to culture building and school wide lessons, we modeled that all students could and would produce high quality work.<br />
Topics for SmartStart sessions can almost be anything. Here are some examples we focused on each and every year:<br />
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<i>School wide activities, challenges, culture building </i></div>
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<i>School wide messaging - i.e. digital footprint </i></div>
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<i>School wide skills - i.e. presentation </i></div>
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<i>School wide technology lessons - Google, other </i></div>
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<i>School wide forms, formats, rubrics, work flows </i></div>
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<i>School wide life lessons, professional lessons </i></div>
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<i>School wide products, sharing, showcasing, exhibiting </i></div>
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<i>School wide guests, professionals, experiences </i></div>
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<b>(Sample Schedule <a href="http://bit.ly/SmartStartSampleScheduleMinarets">Here</a>)</b></div>
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SmartStart, or some derivation of the same, continues today at Minarets High School. And many other schools have been doing something similar. These have included school wide design challenges, learning expeditions and service learning experiences - all with the idea of emphasizing everything but academics in order to build the skills and culture conducive to academics. <br />
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<b><i><span style="font-size: large;">"How we start anything - a lesson, a project or even a school year - might be the most important thing in terms of what gets finished or the end result." </span></i></b></div>
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Each year, some teachers and staff members struggled with the concept. They fell the traditional pressure of “getting started” on schoolwork. We continuously had to remind them, and ourselves, that it was the student and staff culture we built that first week of school that would make high level student work and academics a reality throughout the school year. Indeed, we knew whatever we created, or didn’t create, that first week of school, would indeed define the year. We also knew that whatever good things were born during SmartStart that they would have to re-visited, nurtured, refined and modeled throughout the school year by staff and students. <br />
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<img height="220" src="https://lh5.googleusercontent.com/F8aSnUrtmupOg0IN2LAjx6OnN4HfTKOtP35BEB8hg2u8UrgRpu_ZT3E8vF4fnibq9py13bqIJFbxCHAgUy_e-6kZ6zErPrC_EB1sdfAJ2R4jAIHhcasE21XLDg8N-fbNWx7q204n" width="320" /><img height="220" src="https://lh3.googleusercontent.com/p8sktww25OTFZ7UYPfO2bljwzE8e36R8ibZ9EYkUQcj_KORkGsM_Ww2O74IpsBgM-9B9Kd1bTR0_nJPm8ByY6xSOVrMEzxqPZw9MqbFThI8CLbre3ePHyHNYVZeXEU4WrsQQXSC3" width="320" /></div>
Additionally, when one enjoys success based on some innovation or departure, such as SmartStart, it also influences and creates other innovations. We continued to take our SmartStart philosophy to other aspects of the school year that needed a redesign or boost. For example, any day before a long vacation (Thanksgiving, Winter Break and Spring Break) became an opportunity to not only re-visit our school culture and climate priorities, but engage students in new ways through service learning or career activities that would be a departure from the typical class schedule and non-productive days before vacations. Even our year-end activities became giant celebrations of culture, performances and recognition - instead of the last day of school being another lost day. These final days before breaks are often now called Lame Duck Days. We turned them into SmartStart or SmartReboot days. These last days before vacations became giant intercessions where both teachers and students go to pursue specialized and unique topics, lessons, careers or volunteer work that was outside of their normal course and school work or experience. <br />
This is the power of SmartStart. How we start anything - a lesson, a project or even a school year - might be the most important thing in terms of what gets finished or the end result. Let’s not only rethink how we do school, but how we start school. Here are some additional resources for SmartStart:<br />
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<span style="color: black;"><a href="https://sites.google.com/site/mistercorippo/smartstart">Smart Start Resources</a>:</span></div>
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<a href="http://projectofhow.com/">Project of How</a><br />
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<a href="http://imagination.is/our-projects/cardboard-challenge/">Global Cardboard Challenge</a><br />
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<a href="https://www.pinterest.com/explore/stem-challenges/">1,000 + Design, STEAM Challenges on Pinterest</a><br />
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<a href="http://thehomeschoolscientist.com/100-engineering-projects-kids/">100 Engineering Projects For Kids</a><br />
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<a href="http://www.geniushour.com/">Genius Hour</a><br />
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<a href="http://www.20timeineducation.com/20-time-template-series/introducing-20-time-to-your-class">Introducing #20 Time</a><br />
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<a href="http://www.thefutureproject.org/">The Future Project</a><br />
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<a href="http://kidworldcitizen.org/2013/02/20/35-service-projects-for-kids/">35 Service Project Ideas For Kids</a><br />
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<a href="https://www.cultofpedagogy.com/sponge-activities-end-of-school-year/">Lame Duck School Days</a><br />
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<a href="http://www.milkeneducatorawards.org/connections/articles/view/10-team-building-activities-for-the-first-week-of-school">10 Team Building Activities For First Week of School</a><br />
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<a href="http://bit.ly/DesignThinkingChallengeNewTech">Design Thinking Challenge New Tech High</a>Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-70821345097227554962018-06-07T13:31:00.000-07:002018-07-05T21:16:18.644-07:00An Open Letter of Apology to the Class of 2018 Graduation is a natural and important time to reflect. It’s important for the graduates, but it’s also important for the rest of us. Our society has very few rites of passage more heralded that high school graduation. So, with yet another graduation season upon us, allow me the indulgence to reflect once again.<br />
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For previous graduation seasons, reflections included the following: students we did and didn’t recognize, how we bombarded our graduates with rules and regulations vs. relationships and many other musings. This year, for the class of 2018, I offer you an <b><u>Open Letter of Apology</u></b>. That’s right. I’m sorry. Truth is that I have not worked directly with high school students since the class of 2014. I served previous classes from 2014 back for about 25 years or so. And although I didn’t serve you directly class of 2018, I have, behind the scenes, still been rooting for you and attempting to be your tireless champion.<br />
First, I’d like to tell you how impressed I am with you. When I hear older people moan about the “younger generation,” I want to give them an affectionate, but rattling slap in the face and say, “are you kidding me?” I have been lamenting each and every year how our young people are so much better than I was (or we were). After almost three decades of working with young people in six high schools, I’m here to dispel and repudiate the notion that young people are anything less than their parents or grandparents. Indeed, I actually think each generation gets better.<br />
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<img height="180" src="https://lh4.googleusercontent.com/Ps2Nl-zemq2afsFC0JCXSYzEy1LWjcL4rRL3Yp2EmzG14Itmd4wGiEjKLFFflbaMSZ5TpHeHqXd_h_Sk3JnYodHSbpkFMmURjtA99FkIesvtJHTMAZCNZFl86N1QCwStp7PGfn-a" width="320" /><img height="212" src="https://lh4.googleusercontent.com/xq43hGkqTfx1FaGj04lgJ1sjJqeSwzoYRcXsQbwZnqiq7rVnuLTandNjv7UaTAvSUQBi8APRvSC3eS3zk0uvTIWwCbpV_bKwYM_JgVon_4x51E05P1-0eDw1mLCI-4voZCaTi2aC" width="320" /></div>
When I graduated from high school in the early 80’s, I had never heard about or witnessed a peer of mine volunteering to do community service. Less that 20 years later, I watched as hundreds of students I worked with create charity events, start new charitable organizations, raise money and awareness. Indeed, I have now seen young people own their own companies, become activists, become community leaders and truly impact their environments. They have their own websites, blogs, recording studios and non-profit groups. If one looks closely at all, you could be and should be amazed at what young people are doing. They are presenting, creating and communicating at levels that my generation never accomplished at that age (or maybe any age). I think we often say and do these things because we don’t understand young people - and maybe we don’t want to. Older folks see things they don’t understand and then criticize, minimize and even ostracize. We remember things one way and anything that deviates from that self-established norm is bad. </div>
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So, with that in mind, here is why I think it’s necessary to apologize to you Class of 2018. And I am apologizing on behalf of all of the adults, as well as the system, that have let you down. Don’t get me wrong. Many of the adults in your lives have done the right thing. They have continued to work for you; not against you. They have worked to create healthy educational environments designed for your success. Many of you have done well and should be proud. For the rest of you, those of you have not done well thus far, again I apologize. I apologize on behalf of all the educators, leaders, parents and other adults who have perpetuated the status quo instead of delivering something better - an education and learning experience - designed for you. You, the Class of 2018, deserved better and we let you down. <i><b>We could have and should have done better.</b></i><br />
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<img height="320" src="https://lh3.googleusercontent.com/6TcPsNyr77RQSDZPVg-9wDiozMta540C9ML2ZRgPSvrTV3kedkasVzKrcyfWvPfFqc4PKkz1tc0hVaDwnoUDlPYKSEKtAYhJvEwnNpNa-YbGgvCWflhMOLrUaI6FCxAIhdS97QTQ" width="217" /><img height="238" src="https://lh4.googleusercontent.com/NxdCom9Or8VHVNLgPAnQyoD0iyErHbBYBlXrWPx_9YpjmhmsqPzI9XmreWKQ_a0xKdILLbuE0i9hArgVIxuoMnBSKrY1nMC4SVrbLgrlGYEPb5jve7ucTX9lFV2fkvLaXR0QXTxQ" width="320" /></div>
I’d like to apologize to those of you who did not graduate. I don’t mean walking through the ceremony, but rather those that didn’t finish (regardless of why). You didn’t finish high school for many reasons. Some of those may be on you and your family, but much of that is on us (your educators and leaders). Most of you left school at some point because you didn’t think it was relevant, important or meaningful. We failed to engage you in learning - in skill acquisition important for economic and life success. Now, that being said, I know that many of you will be fine. Despite what we often say, you can be successful, very successful, without graduating high school. The #’s are not good, but each of you can start over, still go to school, still get training and still go after a career. It won’t be easy, but it’s possible. <b><i>We could have and should have done better.</i></b><br />
Next, I’d like to say I'm sorry to all of you, way too many of you, who feel like you didn’t learn anything relevant to your futures. We, as a nation, owe you an education that helps you move forward, gain skills, gain confidence and gain experiences. You’re glad you graduated and I get that. But now what? Did we prepare you for any next step? Again, it’s not too late. You can still do anything. But you need to go out now and find out how to gain the skills, experiences and confidence to get there. <b><i>We could have and should have done better.</i></b><br />
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<img height="320" src="https://lh4.googleusercontent.com/TydG-ZrdFeUszU-VJWPbs0tlZUfCy1lIF_Fpg9EtIKYFZ87mfI1WUeNl_gMYGBw-zzsARYkLBYASfsRmlv0LXrIPPKlEsmDRDncuOiOyT8UEBealO2xvOkRkejyjVex8ujXSBYSi" width="240" /><img height="318" src="https://lh3.googleusercontent.com/RWa-CdBqYlFOEBx_P8XNmEzhFsu92d507mhO7A9kiZnue96ZYlJGdh1CdJTfjEvG60ztOr_c6xoeHaOO560XI7sOhH2P_fdNYfV5cUwJQ9FMtWcYWz_Cr5GEnraS5FLepTQRDRTY" width="320" /></div>
For those of you that are aware that you received a 20th century education (or maybe even 19th century) in the 21st century, again I apologize. We have known for a long time that the teacher-driven, lecture-based and textbook model is not only outdated, but the least effective. Even though we have had great digital technology and resources for years, too many of you still suffered through an outdated and ill-fated instructional approach. We owed all of you a very different experience. Some of you got that, but far too many did not. As one of my colleagues said the other day, “It’s 2018 and you wouldn’t know that in far too many of our schools.” The world as a whole, and especially the world of work, are changing at a much rapid pace than ever. And we owed you an education more reflective of that. We owed all of you an opportunity to gain a whole set of skills and experiences more aligned with your futures needs. <b><i>We could have and should have done better.</i></b><br />
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<img height="160" src="https://lh5.googleusercontent.com/doleJG-fKINyTdZg5aZbQDanR-3_In4GQqyDXaEDY4lyeqdrdPUhz9mbXcAgth6Fso4GAk8BIYLg9WalGfxHcjIEMgHTGbPuwhDm0Ou9NyXRtXgrV5G8zDRs4__YZoa7_DEeYIlt" width="320" /></div>
Also, for those of you that were not treated well by your teachers and schools, again I apologize. You deserved not only an education, but you deserved and needed respect, love, support and mentoring. Many of you got this and that’s good. Too many didn't. Too many of you were in classrooms and schools where too many teachers didn’t care. Again, don’t get me wrong. We have thousands of teachers that bust their butts daily to do anything and everything to make the school experience better for all kids. But most of us in education, and I think most of you outside of education, are well aware that we have systems that protect bad teachers. Almost every school in America has a teacher or two, sadly sometimes more, that stopped trying long ago (if they ever did to begin with). They stopped learning. They didn’t like young people. They badgered students, demeaned them, insulted them or just didn’t give them any energy. For this, again, I apologize. <b><i>We could have and should have done better.</i></b><br />
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<img height="223" src="https://lh6.googleusercontent.com/LL1-lSfv0qaclTWsLNiE0eRNgR8VoDir4wUVb4zAHU9sM6vHaYHnUYcooF8n7XNvi8x4Rn5mkxUO90XULLZixI01uKatYFZNegEjc6U_J5KXjurcPGS-8sNAr_0rVN98NLFic_qK" width="320" /></div>
One of the many goals of education and schools should be to instill a true love of learning in all students. After all, learning can change our lives for the better each and everyday. Indeed, many experts are now saying that our ability to continue to learn, as well as embrace that process, may be one of the most important skills in our future economy. But sadly and even ironically, far too many of our students not only lack the love of learning, but actually associate school with their dislike of learning. They have learned one lesson far too often…..that school and learning are not synonymous. They have endured intellectual and emotional scars from school based on their experience as a learner. This may take years to reverse and for many it may not be reversible. We somehow, collectively, have created educational environments that actually produce the exact opposite of our intended goals. Instead of inspiring our young people to realize that life is a continual pursuit or more knowledge, skills, experiences and greater truth, we have fostered a feeling and mindset that school “sucks” - ergo learning “sucks.” Pardon my french but sometimes we have to call the proverbial spade a spade. Right? <b><i>We could have and should have done better.</i></b><br />
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<img height="213" src="https://lh6.googleusercontent.com/1infHMmnFMnPLkbhFc-YNlfYEaaOiVzZBv3yGIX--8GrW8FDhKKA_Zqm8OPoQYfarjaIzBpMQ1xh6htQVs1R87SXPZWC2iXxXhafZVVSLXXM1k5_SGGvFacoSiv88n5G8VcnTYHD" width="320" /></div>
Learning is about connections. School should be fostering a connection between all students and their world - their community. A large majority of our students have gone through 13 years for formal public education and never ventured outside the school walls for their education. Sure, some have. Some chose the traditional methods of achieving this such as the extra-curricular world of sports, performing arts or service education. And that’s great. But, we didn’t make this connection curricular. There was no expectation or mechanism that one’s learning would involve connecting to the community - you know the real world. Not only did too many of our students miss out on the value of things like work-based learning, place-based learning or service-based learning, but they missed out on relationships, mentors and the direction they needed to take their high school experience on to the next level of preparation for career and life. They missed out on one of the most important aspects of learning - realizing that what they do can change the world and themselves. <b><i>We could have and should have done better.</i></b><br />
Lastly, a majority of grads, or non-grads, are now out of high school with no set life or career plan. And it’s ok for any of us, especially 18-year-olds, to not know what we want to do with the rest of our lives. We all know that many 54-year-olds don’t yet know either. But the point is that shouldn’t have the four years of high school or 13 years of K-12 education enlightened them at all, pointed them in some direction or given them some sense of the tools/resources necessary to get themselves there? Again, it’s not too late to figure this out. However, delaying this work until adulthood seems counterproductive. <b><i>We could have and should have done better.</i></b><br />
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<img height="167" src="https://lh4.googleusercontent.com/ta9u39mLJ67kyLfyONrLqTTdBcdZZCUA8Ds2Ism3wR1f9uVkDRwe5XyMOg2NMYyfr5MUnAjiqewDydBH-dn1R6xyKwlqB813Zc7qlwxgvYvOkgc5XGH5rNlAdPTUDlyhqU-sSr_d" width="320" /></div>
I am aware that this represents a rather cynical view. I apologize for that. I’m also aware that we can point out thousands, maybe millions, of high school grads whose experience is different that what I described here. For that, thank you to all of the educators who have and are making that a reality. But let’s remind and challenge one another about what happens when we don’t do the right thing or make the transformational changes necessary for all students. With each graduation and group of young people that pass through our system, they individually and collectively don’t get another chance at that opportunity. Anytime educators say things like “maybe we’ll do that next year,” “let’s pilot that first,” or “let’s not reinvent the wheel,” we need to acknowledge that we have just screwed yet another graduating class once again. Not reinvent the wheel? The wheel of opportunity is rolling by at a tremendous pace. Maybe it’s time to roll the old wheel off the cliff and invent something that doesn't’ look like a wheel at all. <b><i>We can, and hopefully, will do better!</i></b><br />
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<span style="font-size: xx-small;">(photos courtesy of Foter, Michael Niehoff LLC, Idea of the Day, Pixabay, Dr. Kevin Fleming, Minarets High School)</span></div>
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Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com0tag:blogger.com,1999:blog-5243284269486433927.post-85338404284539705502018-05-28T06:30:00.003-07:002018-07-05T21:26:03.365-07:009 Ways To Make Student Work Authentic<span style="font-family: "arial" , "helvetica" , sans-serif;"> Since the advent of formal education, many students have questioned the validity or relevance of the work they are doing. The question of “when am I going to use this?” has been launched at most veteran teachers countless times. Indeed, making learning more “real” has long been a goal of those who have promoted everything from project-based learning to career technical education. Both learners and learning facilitators want learning where the ‘why’ is an integral part of the process. It’s this desire to be “real” that has now found its way into our vernacular as <b>AUTHENTICITY</b>. Authentic learning can be the guide to not only make learning more real, but also more maximized and optimal for all learners. In a world where authenticity is often elusive in everything from our food to our entertainment, we are now holding our teaching and learning to a new standard of authenticity. Project-based learning practitioners, as well as those truly working on a more 21st century, personalized learning approach, are using authenticity as a foundational metric of both pedagogy and success.<br /> So, what are the way to make student work more authentic? Naturally, I have a list. However, when one creates a list like this, it does not mean that all projects, pursuits or student work has to include all 9 of these at any given time. However, working to include as many of these in one effort will certainly contribute to our students’ work as more <b>AUTHENTIC</b>. And this more authentic work might lead to deeper learning, collaboration and opportunities. </span><br />
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One of the best ways for learning to be authentic is to use real world problems, challenges and questions as the primary pursuit. Real world challenges are everywhere, but typically not in textbooks or standardized curriculum. However, they are in the news, industries, our local communities and all around us. It’s a real problem if others are one acknowledging that it’s a legitimate issue or problem, as well as professionals are spending their time, resources and careers going after solutions. Often, solutions to these problems can change the world, create new career opportunities, lead to new products and services, and rewrite cultural norms and expectations. Personally, I don’t like the term problem solving because I don’t know if we ever solve most of our real world problems. Do we ever solve, fix or eliminate poverty, racism, pollution, homelessness, drug abuse, sexual abuse and assault, etc.? We don’t typically, but we hopefully move the needle, address the challenge or problem, learn new information and applications and hopefully make someone’s life better, different or improved. But I do believe in students attacking real world problems and generating their most authentic real world solutions (not for solving, but attacking and addressing). Finally, having students tackle real world challenges not only leads to more authentic learning, but is how our best jobs our created going forward. <br /><div style="text-align: center;">
<u><b>Authentic Audiences </b></u></div>
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<img height="240" src="https://lh3.googleusercontent.com/TZ0hlthuNCmMqmBXZLQgmStgiX5oDBHqibdp5ZjFF5i6R-8R_PZFUhx-XOcCvy5NUtu4dYYjxpnUwub9pELr3XCJWFhNrdQOhOGFkCeyH0nTCPWd4NNTMfxzZx_BkqgRTlXjwmFw" width="320" /><img height="240" src="https://lh4.googleusercontent.com/9wvEoH-1b5dkDyRGn1fbgPMMHwFXSeQ4Jmcjk8lFv__YiG2BJSJagPGr5rPxbYnRZziteUJb7EdHuYFSVyxBEq0MSyPZIwy7GL12rqIid9tssnKWHgFWhD3lyA8I5REljQNEwcEb" width="320" /> </div>
Who is going to see our students’ final work? We all know that at one time, and unfortunately still in all too many cases, only the instructor was going to see our work. Next level up was our peers. However, we live in an age know where that is just simply not enough. We want more people to see our students’ work for a variety of reasons. One, it can potentially motivate or focus students based on how many will see their work. But two, it’s the real world. Most of us work in environments where someone, often many different someones, see our work. And because of that we care. We have an authentic reason to produce higher quality work. If no one was ever going to see or use our work, we might not care about producing our personal best. So, how do expand the real audiences for our projects and student work? We need to think beyond the classroom. We need to engage other members or our school communities (staff, administrators, parents, community members, etc.) as a start. We can extend beyond that and include industry and business partners, government officials, higher education partners, community groups, non-profit organizations and others. All of these groups represent an expanded audience and those that can have a direct impact on the quality of the student work, as well as the many opportunities that can arise when we produce higher quality work. Finally, technology and things like social media platforms allow us to truly expand our audiences globally. More on that later when we talk tech. <br /><div style="text-align: center;">
<b><u>Authentic Partners</u></b></div>
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In addition to working with one’s teachers and advisors, as well as one’s peers, authenticity is now influenced by the number of diverse partners a student can collaborate with in a variety of capacities. Student work, as well as their future careers, can be positively affected and altered by the distinct partners that get involved. The potential partners are many. They include, but are not limited to industry professionals, business leaders, government and civic leaders or officials, community leaders, non-profit leaders and staff, parent volunteers, higher education partners, entrepreneurs, alumni and more. What can these authentic partners offer our educators and their students? Again, the list includes, but is not limited to advice, critique and feedback, expertise, evaluation, judging competitive events, resources, equipment and technology, more partners, event coordination, access to their websites and social media for student work, actual problems and challenges they are currently working on, networks, audience members and more. Collaboration is the most important career readiness skill so let’s give our students lots of opportunities to collaborate with a variety of partners. Their work will improve and so will the opportunities, the relationships and our communities. </span><div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> <img height="158" src="https://lh3.googleusercontent.com/-14-WnWC7Vs61_pBTjsSxfOFY21SvokQ3yvIuczaHkECiIUDbl6hCIXXTiXFONlqxJcvVKOfAYl7j-KPE83lHeU9-sKGZicXOiY-NG5ob4aVhNo9zSYmLWZpnh0mFAgF4snbpTpe" width="200" /><img height="152" src="https://lh4.googleusercontent.com/nMNy1OwrQPHwxOOwB7ep0H4-m4TWAPp1Up2v3Hf0IQwwn5R1SE-XG9_0qJ2pdOSVAI1pMunXyn6yQpa1NZCtLyl323cL7_3jwAotpPDqgpTjITqSpuiKAw6ot1rSydvvPBigWD9L" width="200" /><img height="132" src="https://lh6.googleusercontent.com/rC6Z-S7RyEUsVqsubPJovdZRpKqqifrpmyuqFKv9JmVEl1HiBokDFJ-z-DXYF6cAwSUo5DB3c24vH8ILr5OR-l13FIwitAgTmueeWluQ5wO3G-5u2uk8ADZBvK6GitFYQJHDlGOi" width="200" /> </span></div>
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Providing our students with the client relationship is invaluable. If we use our partners - especially in the private and public sectors - they can provide real services and products created and designed for real needs and challenges they have. Students will care more about their work if they believe that a real person or persons will use their work and maybe benefit from it. In this client relationship, they will not only be more invested in the pursuit of high quality work due to the authenticity, they will also be improving all of their employability skills. They will have experience an authentic ways to experience and learn the Four C’s and more. Why manufacture a random, arbitrary deadline when a client partner can give you their real one? Why create random challenges when clients can provide their real ones? Why create imaginary or simulated products when clients can offer up real ones that the students will identify with for sure? <br /><div style="text-align: center;">
<b><u>Authentic Skills </u></b></div>
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<img height="237" src="https://lh6.googleusercontent.com/k8eUFvX4d9x73BHPzE4qi5edmQGcDTmF0Qhs-kELwgvfCwZmbqjv2kCbZyypYhqGzwxvD6BG0vdMpbrLdyN2cxceR8pVK0ppP4PvIWtqWWFD_N1NcR4byLAmz1SEBYCNIfe8bpR3" width="320" /><img height="160" src="https://lh5.googleusercontent.com/AOsGyUPGFBLgxDMKhHal-6lvTyQI8W2S0UR8R3B7n-nnAh6DaMPtCcsmXBniGoWwSnJFt3NG-Kl97rhvlT_EurZFAQYujlJml6_LOQrYH2ubvnymFkgZ2Ph9_4T6eS6OV5HAorCK" width="320" /> </div>
We are starting to experience the transition between two worlds (economies as well). Simply, we evaluated student success based on what someone knew rather than what someone could do. Well, we have now realized that we are in a performance - based world. It’s not enough for our students to know something. They need to know how to apply what they know. And this represents the renewed emphasis on skills acquisition. We have technical skills, soft skills, technology skills, academic skills and much more. Project-based learning allows students to learn and improve across skill areas simultaneously. However, we need to identify the skill goals for the students, while offering them timely, regular and effective feedback on the development of these skills. So when working to produce high quality student work, focusing on authentic skills will move that forward. For example, students need to know that collaborative skills (teamwork) is not only the most prized skill to folks like the Fortune 500, but that it’s something we can practice, improve. understand deeply and be assessed one as well. What else represents authentic skills? Could be technology skills (such as Adobe applications, Google applications, specific software), new literacy skills (social media), presentation skills and much more.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>Authentic Tech / Authentic Gear </u></b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> <img height="133" src="https://lh5.googleusercontent.com/KCH4lt6bU7tWHB_RbGnjMAMb24VvLpIO_hV-_wRG_j7Td8NZNqiHFyCaEO77CYJpzhWc1YiekXggyfhdJo1AdWFV458eiUxNRcyiyd_hRqexJyKE5ZZuf_XqyRJ6tgdUUw3U4CLW" width="200" /><img height="110" src="https://lh3.googleusercontent.com/llXKXyp2a6QBZOkOhU129T-ZMy37TCvmY5m8xAiKx44dPfymv5x8M-ilDZD7nwwJMmF8VjUaF3g1PgfIM0C6tw-0AXdnMGGL0v9Vrxz17tuGYbRfLlmqeShZo1128q-Tv5pZ-EBG" width="200" /><img height="133" src="https://lh3.googleusercontent.com/tPNJkoAdjPm7j7D7A3wmHBOpNgGJnin6dNoFT9Y5x-8tk4Bh_NRJ0LqtNd9JsHVLC1PGUku2EGG8jYAaveYvsD7gTD-eLn2OqlqejVsj85ExHC9yWJjNPRbRxvFLeYG5h56CNmXu" width="200" /> </span></div>
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Just like the rest of us, students want to use professional equipment and the latest technology. Let’s face it, if the the gear is authentic, then there seems to be more credibility automatically. Until not that many years ago, school equipment was fairly standard and did not reflect the real world counterpart of their work. But naturally the tech revolution and more have made a huge impact. As an example, do we really want students to still make posters for their presentations or professional slide presentations complete with images, videos, links, survey tools, resources and more? Let’s consider things that make our work more professional and relevant - authentic. Consider things that would not probably be available at home. Although things like 3D printers are becoming more affordable and available for home use, what about welders, plasma cutters, high-end cameras, studios, specialized software, maker spaces, STEAM/STEM labs and so much more? Schools should be seeing what is happening both in industry and the real world and offer students that access at school. All of our schools need to have pro labs in a variety of areas that cannot be found at home or online. If not, students may feel that their work is not of the same value or relevance like that of their professional counterparts - authenticity my friends. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>Authentic Products / Authentic Outcomes</u></b></span></div>
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<img src="https://lh5.googleusercontent.com/Za7I_Qx1drDthH57rXXDSdi4u6wthTUUq3TQpyZnwiU81-ibasQ31rW-5HDuve0ycmyOOZn9yX-8ls1auANM2eKUUWpyoBDm51vSgqNH5me5q78cmOeducEYjcbbSZFF2J_G06G0" /><img height="152" src="https://lh6.googleusercontent.com/qhum-mJt6bBwgpjgDLJgLjvH8j7WJCFq5_SPKXWx1r997MDouTu2HmsL00GxDEq_96Nh4eL-lFbbfg-jqH5DrjTA6GUftCXYSpIaIrytXMbpZ3Twd16ifWy4A9JLVxlh0xXQGVdd" width="200" /><img height="150" src="https://lh5.googleusercontent.com/Jm93iX9hp4NWThT804EIZEfyWHHKh9fWZYoPqMxoBM6WKwimLznxtRnCGvlZXvU2LHXwZrQcocIE80ksDNDepxGEKmLG0cyEMorSkJ4VTTHMGVHtBeD9J0eORKJZFv-T0s2sv8Ux" width="200" /> <br /> Project-based learning, and other deeper learning approaches, focus on having an actual public product that students can not only be proud of, but that can also be seen, shared, heard, experienced and even critiqued. The potential list of authentic products is endless, but just think about what professionals produce as their final work. It can be something that is designed and built. It can be a presentation, video or public service announcement. It could be printed materials, as well as a new website, logo or blog. Maybe it’s a new company or organization that is created. Maybe it’s an event or series of events. Again, professionals tend to make, build, create, design, produce and present things that others can often use, purchase or experience. Students tend to care about their work more when there are public expectations of their final products. And their final products often combine many of the authentic elements here such as authentic problems and challenges, technology and gear, audiences and collaborators and more. As educators, we care about the learning process and metacognitive journey that students will engage in by trying to produce their best public product. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><u>Authentic Competition </u></b></span></div>
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<img height="123" src="https://lh3.googleusercontent.com/a9YAost4fvd-yonq0JTcic3ojSvrQy9ily8zOwzEbYdbVOw-XYMXzAOGc7FlbLbeeFlaaZwOVq7MhZCZUg1-vEV5AVI1dv-lf49l3ZgPpLeqrPEtvgGNbhyd4iDiXo3Tn0Po8A4W" width="320" /><img height="137" src="https://lh4.googleusercontent.com/ZAvU7dR1Ta-Xg4mqC1FzBh7Cph_0ulLjCeACtdc1fBhPFgW1sYvn9kRdoc8oVWibjnCrlsP5YAlzapYEszA4WRv_gguEqrxSPHPurv-sKY8hyldExHNc1lT88JnfNQujiZaYEiiY" width="200" /> </div>
Let’s be perfectly clear. I’m not advocating that all projects need to have a competitive component. That being said, it’s one avenue that can create more interest and authenticity for students. Why have athletics, performing arts and other co-curricular endeavors always been so successful? There are many reasons but the fact that they are competitive in nature is part of it. Those in the visual arts (video, media, art, graphic design) have long enjoyed participating in various local, regional, national and even international contests. Career Technical Education realized long ago that contest - such as Skills Challenge USA - were just one of the many ways to engage students, as well as make their work seem more real, relevant and applicable. Well, we can now add or create the contest, or competition, in all areas of student work if we choose. If we’re addressing a school or campus concern, maybe the administration can offer incentives, award the winning team or implement one of the solutions. Can our business and community partners add a competitive component such as awards, scholarships, internships or more? What if our student products, presentations and work used Shark Tank like tactics and allowed public audiences and collaborative partners to choose, as well as partner with, selected final works? There are literally thousands of online contests for almost every imaginable endeavor. Sometimes we just need to include this as option or make our students aware. <br /><div style="text-align: center;">
<b><u>Authentic Time </u></b></div>
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<img height="213" src="https://lh6.googleusercontent.com/001KrL2jLyDaQv4LLjPFULddSij33ugUWgbOCsd7jyFjYhopJzwU3YlXMntdE_cBKVMdmV1R4EOUjcOAlb6tq0DczmpOJ-rPwmP_EM27YBp9uGrG5O8sw_qiQzVAOPsOFn41ObZY" width="320" /></div>
Finally, the term “real time” has been used to mean a variety of things. But in this context, let’s think about how time is relevant to authenticity. First, project ideas and challenges can and should come from issues and needs that are current and timely. Think about all of the projects that probably were tackled this year related to timely issues in the news (things like the students speaking out against gun violence, the #metoo reaction and so many others). Many issues will probably be in our current news for a long time (think sustainability, poverty, racism, food insecurity, homelessness, etc.), but they may see greater attention due to an incident or big new story. We need to strike when the proverbial iron is hot in order to maximize our students’ interest, as well as the authenticity. <br /><div style="text-align: center;">
<b><u>Wrapping Up </u></b></div>
As always, this not intended to be an exhaustive list, but rather a series of reminders, starting points or check-ins. The continual pursuit of connecting learning and the real world will only get more vital and intense. These various paths to authenticity can help solidify that connection. </span></div>
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Edu Change & Student Advocacyhttp://www.blogger.com/profile/08045086448860071310noreply@blogger.com1