It's Time for a Book Tasting

This year has been filled with so many wonderful things. One of which has been the large number of books that my students have shared with me. I have an ever-growing list of highly recommended books that no matter how much I read, I can never seem to put a sizable dent in. I love it! However, many times, my reader come to me looking for a recommendation based on what they've read. They typically find an author that they love and read everything that he/she has written (like me). This always brings to mind what Rick Riordan said in his keynote at IRA last year: as a teacher it is my responsibility to get the right book into the hands of the right reader.

With there being so many great books out there, that call to action seems almost daunting. How can I expose my students to a multitude of books from which to select all which could appeal to their specific needs and interests?  I was reminded of what a students said in a session at Teaching & Learning, she said that a recommendation would mean so much more coming from another student. And that is how our Book Tasting was born.

Three days before our first Book Tasting, I led a discussion on the
process they each go through in finding their next great read. My learners all admitted that they have varied tastes depending on what is going on in their lives at the time. That was the perfect portal for introducing the Book Tasting. Each student created a recipe for a book that they wanted to share that was also one that others may not have heard of before. They looked at recipes to determine what elements needed to be included in this style of writing in addition to what elements of the book that should be included to tempt the reader to read their scrumptious literary dish. The day before the book tasting, each student brought their recipe and a copy of their book to share. Because I teach multiple classes, I included all of the books from all of the students to give them a wider selection of books.

On Book Tasting Day, I set up the class like a diner including 50's Rock and Roll, tablecloths, flowers, a platter full of books, and a "Wait to Be Seated" sign at the door.  When I seated each party, they each were given a menu where they could add any of the dishes as an appetizer, main course, or dessert depending on their preferences. Then the learners dove into their platter of books, reading the recipe, a portion of the book, and discussing it with the other readers in their party. Some students really got drawn into reading books, unwilling to relinquish them for other learners at their table. After about ten minutes or so of previewing reading and discussing their platter, they would receive a whole new platter of books to savor and discuss with one another. In the course of the period, students tasted at least forty new books and almost all of them had written down more ideas for their independent reading than their menus could hold.

As I walked around the room and enjoyed listening and engaging in informal book chats with each of

my tables, I was thrilled at the level of excitement. Often a student would comment on one of the books on the platter and another reader at the table would share additional recommended reading based on their experiences. The students took their love of a certain book or author and shared it with their peers. The conversations were rich and demonstrated much about each one of my readers. They have learned how move beyond simple sharing the the plot to internalizing and connecting literature to other literature, lessons in other content area classes, and events in their loves. They discussed commonality in themes and analyzed an author's writing style. They even discussed how an author's writing had changed throughout their career and how the time period in which an author wrote directly impacted the style or content in a book.

At the end of class, they each left with a menu full of reading options...options they were excited about trying that came recommended from one of their peers. You know you've found something great when students all  complain that the class went by too fast and that they are afraid they may have missed a hidden treasure on one of the platters. Will we have another Book Tasting? Absolutely! I know those reading menus will be ready to be filled again soon.

Measuring Innovation?

I have just returned from Teaching & Learning 2014 in Washington, D.C. My head is full of new thoughts and ideas that will trickle their way out onto blogs in the next several days (or weeks). The idea of innovation is one that I have spent quite a bit of time contemplating over the last couple of years, in fact the session that I led was "Are you integrating or innovating with technology in the classroom?" One thing that I have learned is that there are so many nuances to innovation that we all have different definitions of what it is and how it looks in our classrooms.

However, in Bill Gates' plenary, while promoting innovative thinking, he made the statement that we needed to find a way to measure innovation. I sent this tweet:

 

and then this one 

Asking the question, "Is it possible?" bounced around in my head as I prepared to lead my presentation, an active discussion on innovation in the classroom with the support of technology. Based on my experience, innovation is a quality that can be nurtured much like creativity; by making it measurable means that we are going to take that quality and standardize it, which in essence extinguishes it. 

While these thoughts marinated, I attended Tony Wagner's Saturday morning plenary. His entire speech was so "tweetable" with revelations on innovation and how we, as educators, can foster it within our students. One thing that he said really resonated with me and my "bouncing question" was that innovators are critical thinkers. Critical thinkers are those that ask the right questions. Innovation is a team sport dedicated to removing the boundaries of content disciples in order to create, not simply consume content. 

As a teacher, we become a coach who empowers and enables students to ask deep, meaningful questions. We dedicate time for students to connect with one another, face-to-face and digitally, in order to ask one another questions, find solutions, share ideas, and push each other to new levels of thinking. We blur content areas lines because in life rarely is a problem dedicated strictly to academic discipline. Answers are found where content areas meet. We let them explore, discover, and create because it is not about finding one right answer. It's about empowering learners to take control of their learning, build meaning, and make a difference in the world.

So is it possible to measure innovation like we attempt to measure everything else in education? Absolutely not! It will take shape in each of our students in different ways. We will see it manifested over time with our coaching, encouraging,  and support. With respect to Bill Gates, what he is proposing is counterproductive to innovation itself. True innovation cannot (should not) be measured. It can be nurtured to flourish in each of our learners. So as we enter our classroom this week, let's put on the proverbial coach's whistle and get to coaching our students in their ability to ask questions. We have no idea what innovative idea is out there waiting to be discovered by one of our learners.

Can One Person Make a Difference?

This post is a bit of a departure than my typical posts. However, my reasoning is twofold. One, I needed to write to clarify my own thinking. Two, I am asking for some insights from all of you as I value your perspectives.

If you're an educator in Alabama, I'm sure you would agree that every time we turn around, there seems to be a new piece of legislation that seems like an attack on educators and our ability to teach our students. Everything from a lack of pay raise to escalated healthcare costs to repealing College and Career Ready Standards to making our state superintendent an elect official (sidebar: Dr. Bice, a champion for Alabama students, doesn't waver from doing what is best for each of our students). I have mostly refrained from publishing my personal views through social media selecting instead to write my legislators emails/letters, make phone calls, and schedule face-to-face meetings. In addition, I have spoken with many of my fellow educators to encourage them to take action as well.

Last week, I finally reached my "breaking point." Much of this legislation is being pushed through by my legislator. After doing some digging, I discovered that he is planning on running for a position in Congress. So, in the interest of building a name for himself, he is taking actions that directly impacts my students' ability to learn and my ability to teach.  I have personally met with many of the Alabama legislators and all of our federal legislators (in fact, I will be meeting with several of them again this week). Any guesses on which legislator I can't get in touch with? Yep, that's right. The one where I am his constituent. I've tried. For two years.

Like many educators, I do not like politics. It is not an arena where I want to be involved...at all. Like many of you, I became an educator so that I could teach my students. I LOVE that I have the privilege of learning alongside my students every day. Every day is different. Every day is exciting. I have a passion for empowering the voices of each of my students. I teach them that their voice can make a difference in the world. A little over two years ago, I realized that I had to speak up for my students. I could no longer sit back and expect others to take action. I had to lead them by example.

I know that the work that I do makes a difference in the lives of my students, their parents, and the community. I have been fortunate enough to be able to witness this year after year. However, I can't help but wonder if I am giving my students false hope or an unrealistic view of the world and the power that they have to make a difference. I want to instill in them a sense of community and a desire to serve others. I want them to know that they matter, their thoughts matter, and that they don't have to sit by and be a victim. They can speak up.

So as I wrap up these thoughts I wonder: Am I setting my students up for failure? Are these unrealistic expectations for my learners? What lesson can I take away from my experiences to pass on to my students?

Thank you in advance for your thoughts and ideas.

Sitting on the Sidelines is Tough

This week has been...challenging. It seems like each day has started afresh only to be bombarded with more challenges and obstacles, seemingly coming from every direction. Being a classroom teacher, these days are not completely uncommon. However, these last couple of days have really gotten to me. As I was driving home yesterday contemplating why these days seemed worse than any other challenging day, I realized the biggest difference was that I wasn't spending my days teaching my fantastic students.

I have a full-time intern who has started her ten consecutive days of teaching. I have been sitting on the

Photo from http://goo.gl/hx5V4Q

sidelines at my now-empty-small-group table diligently staying out of her plans (as instructed by the university). She is doing a great job with my students, but I desperately miss the ongoing, engaging conversation I usually have with my students. I miss the dialogue. I miss participating in activities along side them. I miss the small group instruction and one-on-one time with each one of my learners. I miss those spontaneous book discussions or brainstorm ideas that changes the course of our learning. I miss the inside jokes and celebrating their small victories. Sitting on the sidelines stinks.

Then, I realized how many time students are stuck on the sidelines of their own learning. I couldn't imagine how someone could sit by, day-after-day, while someone else controls all the decisions in his/her learning journey. As a teacher, I realized how crucial it is for us to give our students the ability to actively make choices about their learning. Their hands and minds need to be active. They need to get to know one another (and their teacher). Learners need to learn about themselves as learners and set their own learning goals for their future. They need to be in the game, not on the sidelines.

So as I mark off the days until I get "my kids" back, let's not forget that our students need to get in the game. They need to be the player. They need to be the one calling the shots, with the support of you, their coach. Let's get our learners off the sidelines and let them create their playbook and headed for the BIG game known as life.

*Disclaimer: This post is in no way indicative of me not wanting to provide interns a space to learn and grow as our future generation of educators. I am passionate about "paying forward" learning and providing educational support, opportunities and experiences for others. My intern is doing a great job with my students. I am thrilled to have her in my classroom sharpening her teaching practice. She and my students have both grown by having her join our class.

Welcome to the Land of If...Reflections on Innovation Day

What if students had the power to choose what they wanted to learn?

What if learners had the ability to choose how they learned?

What if our students could choose how to share their learning?

What if we lived in a world where a student's ability to think, imagine, 

and create carried more weight than standardized test scores?

What if....

As teachers, I think we often live in this Land of If. If only...fill in the blank. We know that our students' learning should be meaningful with connections to authentic, real world purposes, but it seems like in so many of our schools, we have so many mandates, practices and procedures our ability to teach (and our students' ability to learn) is shackled.

What can we do to help our students reach their maximum potential? My answer to this question came three years ago from Josh Stumpenhorst and Pernille Ripp as I saw their tweets and blogs about Innovation Day. Using their inspiration, the first two years, I facilitated an Innovation Day with my single group of students. With me changing schools this year, I knew there would be a greater challenge. I now teach three different groups of students in a middle school setting. When I presented the idea of Innovation Day, the wonderful, willing-to-try-anything team of 6th grade teachers embraced the idea of us planning an Innovation Day for the entire grade...200 students.

This day puts the students' completely in charge of their learning for one full school day. With the use of a planning sheet and one-on-one conferring with their ELA teachers, each student selected a wondering question or topic about which they have no knowledge, but they had a high interest in exploring. They devised a plan for creating a product to share with their peers to teach about what they learned. As teachers, we know that there is power in being able to not only learn something, but to turn around and teach others about it. Their topic, process for learning, and product were all in their own hands.

Welcome to the Land of If. On Innovation Day, students were grouped by similar topic with a teacher who could lend their expertise, if needed. Our learners engaged in a full day of learning, imagining, and creating only taking breaks to attend their elective class, PE, and lunch. By the end of the day, we had 200 phenomenal projects as diverse as our students.

The following day, students each took two minutes to share their learning with their peers. After about an hour of presentations, one of my learners said, "I can't believe how much I've learned in just one hour." All of the learners were excited by the passion exhibited by their peers. Although the students remained respectful of one another, they struggled to maintain focus for all of the presentations. After speaking with my teammate, Shelly Huver, who recommended that we turn their presentations into a gallery walk next year giving the learners the opportunity to learn and share at their own pace.

There were moments these two days where I felt that what I was witnessing was surreal. Had I fallen into an alternate universe where students were highly motivated while employing higher level thinking linked hand-in-hand with creativity? No, we had given students the opportunity to pursue their own interests. We gave them the opportunity to put into practice all the skills we had instilled in them this year. We had simply gotten out of their way and let them soar.

One of my colleagues, Lindsay Kilgore, came into our classroom and asked me the question that prompted the thoughts in this blog, "What if we could do this every day?" What if, indeed. Imagine the possibilities if we let our students drive.

The Power of Choice

Those of you who are familiar with my teaching and writing know that I am a huge proponent of student voice. However, there are still skeptics out there that argue that if given a choice, students will choose to do nothing, or at least nothing relevant to learning. In the interest of being totally transparent, I admit that I too was fearful of letting go of that "control" over what my students were learning. I erroneously believed that every student needs to complete the same exact learning activities with a strictly prescribed rubric that I created. After all, aren't I the teacher?

However, as I began truly evaluating my teaching practice, I realized that was missing the boat. Yes, my students were having fun and they were having academic success, but I realized that this is their learning journey, not mine. They needed the opportunity to make choice about what they would learn, how they would learn, and how they would demonstrate that learning. As the educator in the room, my role would be one of facilitator. I know where each student is on the learning continuum. My role becomes one of guiding them in the correct direction.

This year, I have a student intern. This has given me the opportunity to see my practice through fresh, new eyes. Yes, giving students choice does cause there to be "more spinning plates." However, each one of these plates is excited to learn. They are highly motivated. They dig deeper and reach farther than would ever had been possible because they had a choice.

A perfect example of this happened this week. My students are currently engaged in Genius Hour Projects (see Igniting the Learning Fire). One of my students, we'll call him Joel, had created a strong beginning idea for his project. He is a strong reader and writer; he truly loves fantasy and science fiction. His first idea was to discover the process that it takes to create and publish a fantasy chapter book. As he began to dig into the project, I left some feedback in his Google Drive document, and he left this response:

What I love about his response is that he took the time to reflect upon his initial idea and evaluate whether it would not only strengthen him as a writer, but also provide something of value to his readers. From speaking with his peers, he discovered that many of them wanted to write and publish a book, but they were struggling to formalize an idea. Joel realized that although he would be doing tremendously more writing be creating a multitude of open-ended, prologues in many different genres, he would also be laying the groundwork for his peers as well as the audience who will purchase his digital book. 

Without giving Joel time to think and create, the freedom to change his ideas, he would never have reached this level of thinking, not only for himself but for the others he will impact through his project.

As we enter out classrooms, it is important for us to provide these qualities to our students. We want them to become independent thinkers. We want for them to connect their content knowledge in meaningful, problem-solving, life-applicable experiences. The only way that can happen is we give them the power of choice.

From Hashtag to Home: Where Everyone Matters

This week Central Alabama was hit by a debilitating winter storm. Over 11,000 students with their teachers, administrators, and support staff were trapped at schools. Some who do not live in close proximity to school (like myself) were in safe, warm places but home felt a million miles away.... then the community outreach began. When I realized that I wasn't going to make it home, I had countless offers for me to come stay in different homes from colleagues and my students' parents. Throughout the two and a half days that I couldn't get home, I had so many people reach out to me to make sure that I was taken care of. How did this happen? Through digital mediums. The kindness of others reached me through Twitter, Facebook, and email. I felt such an overwhelming sense of gratitude as this community reached out to me, a newcomer.

As I began to reflect upon the strong sense of community, it brought to mind all that I'd read about how this digital age has deteriorated the sense of community. While contemplating this contradiction, I received an alert that I was being mentioned in a Twitter conversation. I hopped onto my HootSuite to discover that three of my stellar colleagues, Jamie Thomas, Laren Hammonds, and Liz Hancock, were discussing ways we could connect our entire community through a digital, community-wide project. Within a matter of a few minutes, we finalized an idea where students would compose six word stories (memoirs) about their snowy adventures away from school. They would take a photo and post them on Instagram and/or Twitter using the hashtag #RQMSJags. Our ever-supportive administrator, Andrew Maxey, joined the conversation. Between the five us, we began reaching out to our other colleagues asking each one to pass the word through any of the outlets they had to contact their students. They used class Twitter accounts, Edmodo, class websites, Remind 101, blogs, and Facebook (just to name a few) to reach out to the community.

While staying put due to the weather, it was riveting to watch photos* coming through the feed and see what the students were engaged in while we were all physically apart from one another. Without the digital medium, none of us would have known that everyone was safe and having fun adventures in the snow.

Laren then pulled the tweets and posts all together in a Storify making one collaborative community story that everyone could enjoy. It validated experiences, hopes, fears, excitement, and victories by telling the story of our entire community by uniting the voices of individuals.

Snow in Alabama is one of those moments that sticks in the minds of kids. By providing them (and teachers, parents) this outlet, they had the opportunity to share a piece of their story, connect with one another, and further strengthen that community bond. It brought all of us closer together...something that would not have happened had we not provided this outlet.

Could this have been done ten years ago? No. It was only because of the digital age that we had the ability to ensure the safety of all of its members while also bringing everyone together in a meaningful way. So while people may argue the detriment that digital tools have upon our communities, I whole-heartedly disagree. Not because I'm hearing about it on Twitter or at a conference, but because I lived it. Personally, I am closer to my colleagues, my students, and their parents because of this experience. Upon returning to school, my learners shared that our snow stories made them feel like they belonged, they mattered, and they each were valued. Isn't that what we want for our students? Isn't that what we want for their parents? Isn't that the kind of community we want for each of us as educators? I don't know how you will answer those questions, but for me, because of this experience, I no longer feel like an outsider looking in. I'm thrilled to be part of such a wonderful community; one that is focused on collaboration with a singular vision towards doing what is best for students.

Thanks to all of you who opened your hearts (and homes) to me this week.

*For students who had Instagram or Twitter private accounts, they emailed their photos, videos, and stories to me to post through our class account.