If you could reinvent school, would it look like this?

This video is an inspiring look at High Tech High, a school where project-based learning is the norm.  Here are a few of my favorite quotes from the video. There is much more great content. Thought-provoking stuff!

"Education is the one intervention that can elevate you above social disadvantage. And yet, it's the least changed institution in American society."

"Rigor is being in the company of a passionate adult who is pursuing inquiry and bringing students along as peers in that discourse."

"How do we know if you're a good teacher? We know you're a good teacher by the quality of work, the sophistication of work, your students produce."

Leave a comment and share one of your favorite quotes from the video.

17 ideas to generate more school spirit

BHS business and marketing students were having a little fun while taking a break from cleaning up the street they adopted adjacent to the school. Experiences like this are a great way to build shared purpose and enthusiasm for school.

In a previous post Why school spirit matters, I explained some of my thoughts on why school spirit is important and should be encouraged and developed. Everyone in a school contributes to school spirit, but we need strong leaders (students, teachers, parents, principals, etc.) to help show the way to a more spirited school. Here are 17 ideas that might be helpful for increasing enthusiasm and enjoyment in your school.

1. Be a school that celebrates. Notice successes and strong efforts and make them visible.

2. Principals should be lead learners, but should also lead the fun!

3. Have a great Spirit Week and encourage everyone to participate.

4. Establish a strong online presence (Facebook, Twitter, website) and build your school's brand.

5. Promote your yearbook.

6. Have a yearlong battle of the classes with various opportunities to earn points. The class with the most points wins.

7. Get clubs and organizations, not just cheerleaders, involved in leading spirit activities.

8. Encourage teachers to model spirit. After all, participating in spirit activities will make an impact in the classroom.

9. Find ways to get students and staff wearing more school colors, T-shirts, etc.

10. Have contests and games throughout the school year and encourage participation.

11. Have activities during lunches to have fun and build community.

12. Establish traditions that are positive. Or, renew traditions that have fallen aside.

13. Encourage different groups in the school to support one another. Attend another team's sporting event together.

14. Enlist parents to help with developing spirit ideas.

15. Have teachers or principals do crazy stuff that students will love.

16. Tell stories from your school's history.

17. Get involved in the community and get the community involved in school.

I'd love to hear your ideas for building school spirit! Leave a comment.

Top 5 blog posts

The following blog posts generated the most page views in the relatively short life of my blog. It's always interesting for me to see what people are reading, or at least perusing. It's funny how building an audience, while not my primary aim, is motivating to continue to write and think. Writing and thinking are the main objectives of my blogging efforts. But it is great to know that these efforts are interesting to others too.

1. Seven questions to guide decisions of an educational leader. This piece is by far the most read article I've produced to date. Over the years, I've collected a number of questions that I use to guide decisions and help me reflect on my practice. This piece is heavily influenced by Todd Whitaker and a number of other mentors I actually know (hope to meet Todd someday!).

2. Combine instructional rounds and Twitter to make learning visible. Almost anything to do with Twitter seems to be interesting to blog readers. This selection details how BHS teachers toured one another's classrooms and Tweeted about all the great things happening. It was a way to build a sense of community, get teachers in other teacher's classrooms, and generally make learning visible in our school. As a bonus, it was a great way for our staff members to continue experimenting with Twitter.

3. A graded paper will stop learning in its tracks. Standards based grading has been a big topic for our school and several of our teachers are piloting their classrooms using SBG. This piece explains how a grade on a paper, even with feedback comments, may stop learning. Read the post to learn why.

4. Why do educators need Twitter. In addition to completing my doctoral studies, Twitter has been the best professional development I've encountered. This short reflection discusses why Twitter is so powerful for learning.

5. I love being an educator because... This post was inspired by the #MOedchat summer blog challenge. The title is revealing. It's all about why I love being an educator. I included two videos that are inspiring for finding your purpose, one from Jon Gordon and one from Daniel Pink.

#175277054 / gettyimages.com

Why school spirit matters

I think everyone realizes school spirit is important, but we don't ever talk about it, at least not in the way we discuss standardized test scores or curriculum decisions. I guess it's just a 'softer' topic. After all, in its narrowest definition, school spirit is the territory of cheerleaders, pep rallies, and big rivalries. As a result, you won't see too many articles in educational journals on the topic. But I'd like to make a case for why school spirit is really important.

First of all, it's important to clarify how I am defining school spirit. I'm talking about a collective feeling shared by various members of school community, a feeling of pride, energy, commitment, and togetherness. It often manifests itself through sports teams, but it should be celebrated across all aspects of a school, not just extracurriculars.

1. School spirit helps everyone buy into a positive vision of the school. When students and teachers have pride in their school, that collective confidence can translate to self-efficacy, "I'm part of a good school, I can do this."

2. School spirit creates a stronger sense of community. When there is a strong sense of community, there is a feeling of being part of something larger than oneself. We are more likely to follow community norms if we see that others value and share a sense of community. Some norms we value are having good attendance, being respectful, and taking responsibility.

3. School spirit makes people feel good. When we have the 'we' feeling that school spirit generates, we feel better. And when we feel better, we have more energy, more creativity, more compassion, more of all the good stuff. School spirit makes it contagious.

In my next post, I'm going to share a list of ideas for increasing school spirit.

Blogger's note: the picture shown above is from a football game where our student section, with permission, was throwing baby powder in the air with each touchdown. It looked really cool. However, we soon learned that it also makes it really hard to breathe for other fans seated nearby in the stadium. We had to stop, but overall no harm done.

What if we provided you with a classroom set of iPads?

What if we provided you with a classroom set of iPads? We asked this question during some of our interviews last spring. The range of responses we received was interesting. Some candidates were thrilled with the idea and talked about all the ways they would be able to use the devices. Others admitted they didn't know much about how to use iPads for learning, but would be eager to learn more. One candidate shared that her school bought several iPads for her classroom a couple years ago, but she hadn't used them much. She said the school didn't really offer any training.

To be clear, we only have a handful of iPads in our building. However, we have a vision of being a 1:1 school at some point in the near future. We asked the question to get a sense of how open candidates were to implementing technology in the classroom. Ideally, we are looking for teachers who are passionate about leveraging technology as a tool for learning. Clearly, having iPads go unused for a couple of years is not acceptable even if the school failed to provide training.

So I hear this all the time in the graduate classes I teach. We need to offer teachers more PD on how to use technology. And I couldn't agree more. Schools always need to improve the learning opportunities for teachers, and it is a poor practice to just drop new devices or software on a teacher without training. But it also seems like this line of thinking is the most common excuse for not taking control of one's learning and becoming confident with digital tools.

Ultimately, we need educators to be active learners and seek out the information they need. I am not a technology wizard, but my experience tells me that 98% of what I know I've learned by doing, exploring, researching, etc. It did not happen because of a training. Let's be empowered to learn what we need when we need it. Schools need to offer opportunities for tech training, but teachers should never wait until a training is offered to learn something that might be good for them and their students.

To be successful, focus on what successful people do

When I was coaching we had a sign above the door of the locker room that read "Practice and play like a state champion today." It was a reminder to everyone, players and coaches, that our goal was to strive for excellence in the process of becoming a successful team. We had a vision of what it would be like to win a state championship, but our daily actions needed to reflect what state championship teams do. We had to respect the process.

The same holds true for my work as a principal and for our school overall. We want to provide the best possible learning experiences for our students, and for everyone who works in or visits our building. We want to build dreams, create opportunities, and make a positive impact. So we have to have a vision of what the best schools look like and then we have to go out day by day and put that vision into to action. We have to practice and play like we are making that vision a reality.

If we get too focused on results, we can get discouraged if we aren't having the success we think we should. We can't always control the outcome, but we can control our commitment to the attitudes and behaviors that will likely produce the results we want.

Why do educators need Twitter?

I'm terrible at predicting the success of new ideas in technology. When Google came to my attention a dozen years ago, I was using Yahoo as my portal to the web. I couldn't believe anyone would want to use this plain looking search engine when Yahoo offered news, sports, and more from its home page. My early analysis of Amazon was it was nothing special. And then there was Twitter. Why would anyone want to post on this weird site where you are limited to just 140 characters? Who cares what you had for breakfast?

I never would have dreamed in a million years that millions of education related Tweets would post each day. Educators are finding Twitter a powerful way to connect, collaborate, and communicate with each other.


So why do you need Twitter? Why build a PLN? With Twitter and other collaborative tools available, educators who are working in isolation, and not connecting with people from all around the world, are making a conscious decision to do so. Isolation is the enemy of improvement. If we want to grow into the best leaders possible, we need to network with the best education leaders out there. Many of them are on Twitter and sharing their knowledge freely. 

Twitter is a place to share resources, be inspired, push your thinking, own your learning, and find new opportunities. I'm grateful to innovative educators who helped me realize the power of Twitter.

A graded paper stops learning in its tracks

Although I am still working through some of my thoughts on standards-based grading (I fully embrace the philosophy but how that translates to practice is another issue), one thing I feel certain about on the assessment topic is the need for more authentic, descriptive feedback and fewer "grades" or "marks" in the gradebook.

In his book, Embedded Formative Assessment, author Dylan Wiliam explains how learning is damaged when a grade is placed on a student paper. He cites research to support his explanation. And it completely makes sense to me and corresponds to what I've observed in my career as an educator.

Three groups of students were described in the study. One group received only a grade, another group received a grade and written comments, and the third group received only written comments.

Now we all know how productive it is to return a paper with a grade only. It's a terrible practice, but more common than we care to admit. Of course, the group that received only a grade performed the lowest for continued growth.

One might think the group that received a grade and comments would do as well as any, but the study found that students paid very little attention to the comments if there was a grade on the paper. Students who scored high enough to be satisfied with their score ignored the comments for obvious reasons--they were happy with their performance. But interestingly, students who scored poorly ignored the comments too but for differently reasons. They ignored the comments because they were frustrated and simply wanted to move on to the next topic.

I can remember feeling that way as a student too. "Wow, I really didn't get this. I'm going to have to kick it in gear on the next chapter," I thought to myself. And then I was ready to move on and did nothing to correct the deficiencies with what was supposed to be learned right now.

So as we are considering how to provide feedback to students, it seems most beneficial to provide many opportunities for practice with lots of descriptive feedback but no grade. This feedback can come from the teacher, from other students, or from strategies to help a student self-reflect.

If we want students to actually use feedback to continue learning, I would suggest teachers delay communicating a summative score until they feel reasonably confident the material is learned well based on evidence from practice work and from exit tickets and other formative measures.

It seems this is the best practice since research and experience indicate that when a grade goes on the paper, the learning stops in its tracks.

The 'Matthew effect' of professional learning

If you're not familiar with the Matthew effect, it's a phenomenon named for the Biblical parable of talents, a story illustrating how the "rich get richer and poor get poorer"--for lack of a better description short of rehashing the whole story.

The theory of the Matthew effect has been applied to education and the classroom in many ways. Those students who struggle to read will typically read less, and thus fall even further behind. Teachers tend to call on students who raise their hands or who they believe will have right answers, thus allowing these students greater opportunities for active engagement and learning versus their introverted classmates who are only passive participants.

But how might this theory be applied to professional learning for educators? Teachers who are leaders in their buildings tend to have more opportunities to attend conferences and trainings. These inspiring and thought provoking experiences lead to more self-directed learning. These opportunities help them become even better learners.

Some teachers don't seem to pursue any extra professional learning opportunities. These chances may not even come their way as often. Therefore, they feel less competent with the current conversation in education and are less likely to engage. In fact, I would suggest they often withdraw even further out of self-protection. The cycle continues. The rich get richer and the poor get poorer.

How can all teachers be empowered to take full responsibility for their own professional learning? How can we help everyone feel safe to engage in the learning process, students and teachers?

Digital learning that doesn't measure up

We have an online curriculum delivery system like nearly every high school I know. It allows students to take courses online by completing modules and progressing through the material at a pace that works for them. We don't typically allow students to take these courses for first attempt credit. Usually, students are in these courses because they have failed a course, or have fallen behind on the path to graduation and need to catch up. In a sense, these programs allow for second chances and for the curriculum to be delivered in a different way than the first go round.

But while these courses serve a purpose as noted, I remain very concerned about this method of learning. When our students take these courses, there is very little interaction with other students in the learning process. For the most part, it's an isolated and passive experience. Students read the material, do some practice activities, and then take quizzes and tests to demonstrate what they've learned. When students take these course during summer school, they spend an entire school day sitting in front of a computer.

For administrative purposes, this type of learning is very neat and tidy and is a convenient way to provide a safety net for students who might be at risk of dropping out of school. But is this really what these students, or any students, need? I don't think this learning experience is going to serve much lasting value for the students, except for the fact that it provides a pathway for completing high school, a worthy goal that will serve them well. That accomplishment alone, even apart from the amount of actual learning, will result in better opportunities for them in their future.

Anyone have a better way at your high school?

Why don't we teach every child like they are gifted?

The curriculum in any quality gifted program emphasizes creativity, critical thinking, and social/emotional skills. These skills are believed to be very important in helping gifted students reach their potential.

Our youngest son is gifted. Actually, all of our kids are gifted in a variety of ways, but he met the criteria established to qualify for the gifted program at school. As a result of his designation in this program, he has had opportunities to do amazing projects, perform plays, attend space camp, and get extra support with social and emotional aspects of life. In his gifted classes, it always seemed content knowledge was secondary to creativity, critical thinking, and problem solving. Learning was designed to be an experience and not just a standard or objective to check off the list.

So why don't we teach every child like they are gifted? The question is especially relevant if you believe that every student is gifted, even if they are not identified as a gifted student by a test. All students have unique needs, but all have in common the need to develop creativity, critical thinking, and social/emotional skills.

What to do when you don't have enough technology in your classroom

Forward thinking educators are constantly promoting the use of technology in the classroom. There are unlimited ideas on the web for using all sorts of devices and digital platforms for learning. But what if you find yourself in a classroom that isn't equipped with the tools needed for modern learning?

Although our school has more resources than many, I still feel we are behind. We aren't able to fully implement so many of the good ideas that are out there because we just don't have the tools yet. We have a few classrooms that are much better than others, but across the board our students don't have the consistent access to technology that is needed.

pic from http://www.freephotosbank.com/1066.html

But the good news for us is that I believe we will move forward in a big way, and soon. We are committed to implementing a 1:1 program for our students. I'm not sure if it will be Chromebooks, or iPads, or PCs or Macs, but I'm confident that in the near future our students and teachers will be able to create, communicate, and collaborate consistently in a blended learning environment.

But there are many schools that don't have the vision or the resources to make that happen. If you are teaching in a classroom where you don't have the digital tools needed, you can still be an innovative teacher. Instead of focusing on what you don't have, think about how you can solve the problem to create a modern learning environment for your students.

Here are a few suggestions that might help you get what you need.
 
1. Ask for more technology. You may get told no, but it never hurts to ask. I always appreciate when teachers ask for resources, even if I sometimes have to say no, or not now. When a teacher advocates for his or her classroom, that sends a message that you are trying to create the best learning experiences possible for your students. If you don't get what you need the first time, give it some time and ask again in a different way. Keep trying.

2. Get involved with any technology planning committees in your district. If you are involved in the planning for district technology initiatives you may have influence to help bring new technologies to your school. You can make your voice heard and advocate for why these tools are important in the classroom.

3. Donorschoose.org is a great way to crowd source your classroom project. You simply create a listing for what you need for your classroom and wait for donors to choose your project to fund. The more compelling your request the better chances it gets funded.

4. Apply for other classroom grants. You might have a local foundation, or PTA, that funds classroom projects, or you might check with Best Buy or Walmart. At a previous district, one of our teachers completed a grant from Best Buy for a computer, projector, and screen.

5. Use BYOD (Bring Your Own Device) strategy. If you can't provide devices for your students, have them bring their own, if allowable under school policy. Many things can be done cross platform so it isn't necessary for everyone to have the same device.

6. Connect with students through social media, a website, or blog. Even if it's difficult to connect digitally with your students during class for lack of technology, you can still connect outside the school day. Be a digital leader in your school by using online tools to make learning visible and connect with your students and their parents.


7. Involve your students in fundraising to get what you need.  There are a million ideas for fundraising. Use your students as resources to help plan and carry out your efforts. Your class might earn those tablets sooner than you think.

8. Think about digital learning. Until you are able to acquire the tech you desperately need, you can still bring digital vocabulary and thinking into your classroom. Ask your students questions that involve using tech as a tool. How would we approach this problem or this task if we had iPads or laptops? Or, ask students to respond to a prompt by writing a Tweet on...gasp...paper. But remember it has to be less than 140 characters!

I love being an educator because...

My previous post detailed how my decision to become an educator wasn't based on the typical reasons one would expect from a passionate educator. It was great to read Jennifer Houlett's #blogchallenge post about how she always wanted to be an educator. It's awesome to see this type of enthusiasm from the beginning.

Although I came into the profession for different reasons, as I have grown personally and professionally over the years, I've developed a strong sense of purpose about the work of creating the most dynamic, empowering, and life-changing environments possible for student learning. I have grown in my passion and in my commitment to help others be successful.

When a person develops a passion and purpose for his or her work, it no longer becomes work at all. Fellow #MOedchat moderator Ted Huff made this clear in his #blogchallenge post. It is truly a privilege to be an educator and have the opportunity to work alongside forward-thinking, difference-making people every single day.

So I love being an educator because...

• It's great to be in a profession that has a legacy of changed lives and building dreams.
• We get to take risks and try new things and teach our students to be lifelong learners.
• I get to share in all the successes and celebrations of our students and school.
• I am surrounded by rock stars everyday. I am constantly amazed at the talents and contributions of students, teachers, counselors, support staff, and our entire awesome community.
• Educators care about one another and care about kids!
• It's great to have a sense of community and feel like we are all pulling in the same direction.
• Our work has significance! We are part of something BIG, much larger than ourselves.
• We get to have FUN! When students and teachers are smiling, there is more learning.
• Teachers are super heroes!
• It's challenging work! We have to be problem-solvers and find success even in impossible situations.
• Parents entrust me with their most valuable asset, their kids.

As you think about why you love being an educator, I would encourage you to watch these videos. They inspired me to think about my purpose and why my life's work is important.




Two questions that can change your life from Daniel Pink on Vimeo.

Going into education for all the wrong reasons

Like many young people, I struggled with direction about my career path during college. As I finished the general education requirements and the pressure to choose a major was mounting, I was still uncertain of what I was supposed to do. Before it was over, I considered business, law school, and even the Marine Corps, but in the end I decided on education.

And although I have no regrets about that decision, I really went into education for the wrong reasons. You see I didn't really have a passion for making a difference in the lives of students (I know that sounds really selfish, but that's the truth). I wasn't passionate about teaching and didn't long to see young learners have that "aha moment." I wasn't even really that crazy about school when I did my first tour of duty as a student for 12+ years.

So why in the world did I choose education? Where else can you make that kind of money and have three months off in the summer? Just kidding obviously. However, I did have a distant relative make comments like that to me. He did not respect educators.

The actual reason I chose to be an educator was I loved basketball. That was my passion. And as much as I loved playing basketball, it just made sense for me to want to coach basketball. So I majored in English with a minor in History with the intent to find a teaching position where I could also coach.

To be clear, there were some other reasons for my decision. My parents both valued learning and loved me, and several family members had been successful teachers. My dad would talk about teachers who made an impact on his life and that always got my attention. And, I had some teachers who really made all the difference for me, that really helped set me on a better path. One of my coaches, who I wrote about in an earlier post, was especially inspiring.

But the main reason for my decision was I loved basketball. So maybe that's not the worst reason ever to become an educator (doing is for money, prestige, or fame are definitely worse reasons). But it's also not the best. The best reason to become an educator is because it's a calling, because you feel that it's your life purpose to make an impact on the lives of students and help them be successful. That's truly the only great reason to become a teacher, because you love students and love teaching.

Now my story doesn't end there. I followed my basketball dreams, and it was a good thing. I learned a lot. And as my career story continued to unfold I began to find a passion for teaching and for creating the best learning opportunities possible for students. There really is something to be said for doing something your very best and watching as your passion follows that commitment. Over time I became a passionate educator. And I still love basketball too.

What is critical thinking?

It seems we are constantly having conversations--and for good reason--about the importance of critical thinking and discussing ways to increase the critical thinking for our students. We all just seem to readily accept that we understand what we mean when we use the term, yet if you stop to think about how to define what critical thinking is, it's kind of hard to do. It's much easier to give examples of critical thinking skills. We understand what it means to infer, to compare, or to classify for example.

But let's try to identify what critical thinking is without going to exemplars. First, critical thinking is a mental act. We cannot just look at a product a student creates and determine if critical thinking occurred. Since there is a mental act underlying the product, we must ask questions of the student to learn the thinking behind what they have created or developed.

Another important aspect of critical thinking is revealed in the meaning of the word critical, indicating that it is a type of thinking, or a type of mental act, that is of high importance to knowing or understanding. There are lots of mental acts that are rote or automatic to the extent they can't be considered a critical thought. For instance, 2+2=4 or Jefferson City is the capital of Missouri. But critical thinking allows us to make judgments about the truth or reality of new knowledge against a convergence of knowing that is widely accepted as what is true or real.

Next, critical thinking is not limited to a content area or learning discipline. Critical thinking can be generalized across all disciplines. This characteristic is one of the reasons critical thinking is so important to our students. Whereas content specific knowledge is requisite to understanding a subject, critical thinking can help us to understand all subjects.

And finally, critical thinking can be developed through practice and through quality instruction. Some educators seem to believe, if not outwardly expressed, that students' abilities to think critically are just a part of intelligence that is fixed. Clearly, this is not the case. As we have learned from Carol Dweck, critical thinking and intelligence can be developed through practice and hard work.

Center for Critical Thinking (1996c). Three definitions of critical thinking [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk

Why AP courses aren't superior to dual credit

I just filled out another survey for a magazine creating a national "Best High Schools" list. This one
was for Newsweek, but every year we also see the same type of thing from U.S. News. I'm not sure why I take time out of my day to even complete the survey given the fact that they are using the information for profit, and I don't have faith in the metrics they use to determine the best schools.

The measure that is the most frustrating, and one these magazines use heavily to determine the best schools, is the participation rate and completion rate on Advanced Placement courses. We don't offer any AP courses at Bolivar High School, but we do offer 19 dual credit courses in partnership with Southwest Baptist University and Missouri State University, and it's not uncommon for our students to graduate from high school with 30 plus college hours complete.

It's not that I'm against AP courses in general. No doubt these courses are rigorous and help prepare students for college, but so does our dual credit program. Our teachers are qualified to teach college level coursework, and overall the dual credit route better meets the needs of our students. Instead of one test (AP exam) to determine if a student has successfully completed the advanced program, our students are able to earn the college credit each semester without everything riding on one exam.

Moreover, we've found the dual credit classes are generally better accepted for college credit at universities than AP courses. For our students, it just makes sense to for them to want to take dual credit courses over AP.

As we think about what's next for our dual credit program, we would like to add additional courses and perhaps the ability for students to complete an associate's degree while in high school. That would require approximately 60 hours of college credit during the high school years. While the goal would be for these students to continue their studies beyond the associate's degree, it would provide a target for students wanting to demonstrate academic acceleration through high school.

We would also like to greatly expand the opportunities for under-resourced students to take dual credit courses at a reduced cost or for free. We are considering the creation of a dual credit "Bright Futures" scholarship fund that could be used to help students with potential who might not have the current financial means to take dual credit courses.

What Apollo 13 can teach us about project-based, collaborative learning

Educators with an eye on helping students succeed in the future recognize that collaboration, communication, creativity, and critical thinking/problem solving are the skills of the future. I learned about the 4 C's of 21st Century Learning at p21.org. (http://www.p21.org/storage/documents/4csposter.pdf).

But I would suggest that these skills aren't newly important. People have been using these skills to solve some of the most pressing problems of humankind throughout history. In 1970, the Apollo 13 mission suffered a catastrophic failure when an oxygen tank exploded. It left the crew to endure incredible hardships because of limited power, heat loss, and a critical need to repair the carbon dioxide removal system. Back on the ground, NASA was scrambling to support the mission and ensure the crew returned safely to Earth. This video clip exemplifies how the NASA team used "project-based" skills to begin the problem solving.

 

As I think about the types of problems that will fully engage and empower students, instead of asking questions that have predetermined right answers, why not ask questions and present scenarios that could have multiple right answers and require student creativity and critical thinking.

If I was preparing students to successfully bring Apollo 13 back safely, what would my students need to know? If teachers can design projects, or cooperative learning experience that replicate some or all of these characteristics, student learning will be empowering and of lasting value.

1. Sense of purpose--team members are working towards a common goal that has significant meaning beyond the self-interests of the team members.

2. Shared goals--the team is striving to achieve specific goals.

3. Interdependence--team members rely on each other for the success of the entire team. Everyone recognizes the contributions of each member are valuable for team success.

4. Risk of failure--success is not guaranteed and the team recognizes that it's best ideas are required to succeed.

5. No box thinking--it's required to think "outside the box." We can't rely on patterns or models of what's been done before. We need to think of new possibilities even in the face of seemingly impossible circumstances.

6. Extensive discussion--everyone provides input, even introverts, to make sure that all possible solutions are considered.

I think one of the best ways to facilitate this type of teamwork and problem-solving in the classroom is to have students working on real problems in your school, community, or broader context. There are plenty of compelling problems in our world that would bring instant relevance to the learning experience. Students want to solve real problems.

In the end, thanks to a brilliant team effort from those on the ground and in orbit, the crew of Apollo 13 was successful in rigging a carbon dioxide removal system created with items aboard the spacecraft. As a result, we know this story had a happy ending and the astronauts returned safely to Earth.

Humbled by Bammy nomination

When I recently visited bammyawards.org to vote for some of my favorite PLN stars I was very surprised to see that I had been nominated in the secondary school principal category, alongside some amazing educational leaders like Aaron Becker , Dwight Carter, Jimmy Casas, and Jason Markley. Although I have been an avid tech principal for years--we were doing 1:1 with Palm Pilots ten years ago--until recently, I hadn't established a strong presence on Twitter other than through our school handle, @LiberatorsNOW. Sure, I published an occasional tweet, but I wasn't fully leveraging the power of Twitter.

But that's all changed thanks to the strength of growing my PLN. I have learned so much from the interactions and relationships I've cultivated. It's truly caused me to become a more reflective,  dynamic, and forward thinking leader. In fact, I'm 100% convinced of the potential for learning and growth through the networking that is possible with Twitter. In particular, I have enjoyed connecting through several Twitter chats including #moedchat, #iaedchat, #colchat, #sblchat, #christianeducatorschat, and more.

So while I am honored by the Bammy nomination, any contributions I've made to "the conversation" are a result of others who've I learned from. I've shared content or synthesized content and learned so much. I look forward to learning even more and connecting with other leading minds from all parts of the world.

https://twitter.com/davidgeurin

https://twitter.com/LiberatorsNOW

https://www.facebook.com/bolivarhighschool



Dave Geurin

If it ain't broke, don't fix it

I recently was in a meeting where persons keenly interested in education were discussing some of their ideas. I won't go into great detail about the context of the meeting, but some topics related to innovation in the classroom came into the conversation. One of the individuals, who by the way is highly educated, made comments that challenged some of the innovations being promoted in education. In more eloquent words than this, the individual clearly communicated, "If it ain't broke, don't fix it." The speaker then went on to explain that his "traditional" education served him quite well, and if it was good enough for him, it would certainly serve his own children quite well.

Anyone who has served in education for any length of time has heard comments like the ones I've shared, often from parents or other stakeholders responding to something new or different the school might be trying. I want to to examine some of the underlying assumptions of this line of thinking. First of all, there is one way I can find immediate common ground with this idea. I don't believe education is broken, at least not from what I am able to see daily in my school and schools in my area. I think there are many dedicated educators doing wonderful work. But that's where my agreement ends.

From http://www.languagemonitor.com/category/no-of-words/

Even though schools are not the failures often portrayed in the media, and even though we have amazing teachers doing amazing work, we must continue to change. In fact, I would argue we need to accelerate change. Our world is changing faster than ever before. Just one example--14.7 new words are added to the English language every day. Our language is a reflection of the world changing around us. The graph shown reveals just how much our language has changed in the past 60 years or so.

But even in the face of incredible evidence that everything around us is changing, we still have many who resist change. Unfortunately, teachers, principals, and other educators are sometimes among the change resistant. I think that's often due to the fact they feel change is something that has been done to them, that they have not been included as a voice in the change process. Too much of what teachers have been asked to change has been pushed upon them without an opportunity to be truly innovative and forward thinking in a way that promotes ownership of the new practices.

So I came across this photo on Twitter, and it made me very curious about who said it.



The quote is from Rear Admiral Grace Hopper. She was an early computer scientist and according to my reading should probably be recognized as much in the field of computer science as Bill Gates or Steve Jobs. I must admit I'd never heard of her. But my reading has revealed she was an extraordinary thinker and innovator.

Since we know as educators we are preparing students for today and for the future, we must not get caught in status quo thinking. Instead we must adapt, innovate, and change to meet the needs of students. Admiral Hopper has inspired me to continue to lead change in my school and when necessary to break with tradition and comfort. To help others find the courage and inspiration to try new ideas, I must give them the support and freedom to make it happen. There are many reasons why change is difficult and not every change will be successful. But we must press on and examine everything we do to make sure it is best meeting the needs of students.

CBS did a piece on Admiral Hopper. I would encourage you to watch it.

Grace Hopper: She taught computers to talk

Using Twitter to support schoolwide essential questions

Years ago when I was learning about backwards design from the work of Grant Wiggins and Jay McTighe, I was teaching high school English and began to apply the concept of big ideas and essential questions to my lessons and unit designs. Like most teachers, it was not uncommon for my students to struggle to connect to some aspects of the course content. So I was searching for ways to help students make connections and find relevance. Most importantly, I wanted better answers to the ever present question, though not always outwardly spoken, "Why are we learning this? Why is this important?" I wanted to answer that question in a meaningful way that did not include the typical reasons: "You'll need this for the next course" or "You'll need this for college."

So that's where big ideas and essential questions help address reasons for learning that get at meaningful experiences beyond making a living or getting into college. Essential questions help students make connections to enduring concerns that are universal to all persons. This type of learning appeals to the natural curiosity of every learner and invites exploration rather than check-box learning. McTighe and Wiggins (1999) explain, "At the heart of uncoverage, then, is the deliberate interrogation of the content to be learned, as opposed to just the teaching and learning of material."

So while the value of essential questions has been well established in the classroom, an idea-generating article in Principal Leadership describes the use of essential questions that extend beyond a specific course and are schoolwide essential questions. Each year the school develops possible questions and asks students to vote on them. After the questions are selected, it's determined what sequence the questions will be used--one question each quarter. 

I love the idea of schoolwide essential questions to encourage deeper thinking and interdisciplinary connections. I also think Twitter could play a useful role in continuing these discussions in a way that invites all students and teachers to converse in back-channel chats that allow students who may not even be in the same classes to share ideas across all grade levels and courses. I think the potential for intellectual dialogue is fantastic! 

Twitter / DavidGeurin: We would do well as educators ...  

Characteristics of Essential Questions

·         Essential questions are worthy of inquiry, calling for higher-order thinking – analysis, inference, evaluation, and prediction.

·         They are thought-provoking and intellectually engaging, sparking discussion and debate, giving students the tools and a forum to wrestle with important ideas.

·         They are open-ended – that is, there isn’t a single, final, correct answer.

·         They require support and justification, not just the answer.

·         They produce a humbling acceptance that some matters are never truly settled, but at the same time a desire to think about such questions.

·         They point toward important, transferable ideas within and across disciplines.

·         They raise additional questions, spark further inquiry, and need to be revisited over time.

Our school is considering schoolwide essential questions for next year. We believe the questions will connect ideas across all content areas and provide opportunities for literacy development and critical thinking. I like Mortimer J Adler's Six Great Ideas as another starting point for writing good questions. Essential questions will flow from the really big ideas, and these are the biggies. Three ideas we judge by--equality, justice, and liberty; and three ideas we live by--truth, goodness, and beauty. The best essential questions will relate to these six great ideas. The following are some possible essential questions.

·         What sustains us?

·         If we can, should we?

·         Does age matter?

·         How do people approach their health?

·         What is race, and does it matter?

·         Can you buy your way to happiness?

·         Who am I? Why do I matter?

·         What is beauty and/or what is beautiful?

·         Does gender matter?

·         Who are your heroes and role models?

·         What’s worth fighting or even dying for?

·         What will you, or won’t you, do for love?

·         What is normal, anyway?

·         How does your world influence you?

·         Is there a limit to tolerance?

·         What makes you “you”?

·         Which is worse, failing or never trying?

·         You exist, but do you live?

·         If you could have a superpower, what would it be and why?

·         Are humans naturally good or evil?

·         Is freedom ever free?

·         Do looks matter?

By connecting what students learn to bold and grand ideas such as these, we encourage deeper meaning and connect learning to the most important questions in the universe.

“Using Schoolwide Essential Questions to Drive Learning” by Nancy Frey, Douglas Fisher, and Heather Anderson in Principal Leadership, February 2014 (Vol. 14, #6, p. 52-55), www.nassp.org;