Learning is Hard

This week, I have been immersed in a four day learning session. While the work is extremely valuable and exciting for student learning, it is completely out of my day-to-day realm. I possess very little foundation in this type of work (in spite of completing my homework in advance). As I reflected at the end of the day yesterday, I realized that much of what I was experiencing can be very similar to what some of our students may experience within our classrooms everyday. As someone who strives to learn and grow every single day, it was an eye-opening experience to sit in this role.

This lead me to question the choices I make with and for my students. Am I providing them the supports that they need to make sense of the content with which we are working? Do I give them some context upon which to hang new ideas and then the time to process and discuss these ideas? Am I stopping throughout the learning process to check for understanding or am I trudging forward full speed ahead oblivious to the fact that a student is sitting there completely lost and frustrated?

Furthermore, what are my students experiencing? Are they so overwhelmed that they complete shut down? Do they feel like they are the only one in the room who doesn't get it? Are we giving them an opportunity to vent their frustration? (Thank you, Emma) Are they getting the encouragement and one-on-one support that they need to keep moving forward instead of completely giving up? (Again, thank you, Emma)

Learning is hard. Sometimes it's scary. As the lead learner in our classroom it our obligation to look out for every single student put into our charge. Sometimes it's important to put ourselves into their shoes and feel how overwhelming, messy, and ultimately, exhilarating learning can be.

What do you value?

This past weekend was the University of Montevallo's annual homecoming, College Night.  For College Night, students break into two teams, gold and purple. Each side spends three to four weeks writing and producing an original musical. Everything is done by students: costuming, musical compositions, choreography, set design/building, lighting. The two sides perform, amidst each side's chanting and cheering and it's scored by a panel of judges. A tradition like none other in the United States, it began in 1919 and is a considered a local legacy by the Library of Congress.

As we were ensconced with all the different College Night celebrations, it occurred to me that many of the attributes that we value in our classroom are also valued at Montevallo: creativity, collaboration, community, voice, hard work and acceptance.

It's obvious, to even a casual observer, that the University of Montevallo values those traits. As a teacher I couldn't help but wonder how we demonstrate what we value within our classrooms? What does a casual observer see when he/she walks into our learning space? Are students sitting in quiet rows working on test-prep? Are learners sitting all over the space, collaborating in face-to-face and digital formats? Are they building and making things? Are they applying their learning in meaningful ways? Is everything focused towards a score on a standardized test, or are students pushed to demonstrate mastery on authentic problems? Where we invest our time and energy shows what we value.

I think whether we make conscious decisions or not, what we value as an educator can be seen with our students in our learning spaces. Sometimes, we need to take a look in as an outsider to see if what we value is truly what is being manifested in our classrooms. If someone who didn't know you came into your classroom, what would they see?

Let's take these ideas and build the best learning experiences possible for our students.

Igniting the Love of Reading

Not too long ago, I got to participate in some fantastic conversations at ILA15. One of these conversations was how we can ignite the love of reading in even our most resistant students. As Lester Laminak said, " We want students to fall into a story and wallow in it because that is how one discovers a love of reading."

At an Edcamp later, I joined a conversation about sparking a love a reading in middle school readers. At the end of this dialogue, someone asked me if I had these ideas in one place. So here are a few of the ways that my learners and I have found to break down even the last resister to ignite that love of reading...

1- Each Friday, we dedicate time for silent, independent reading. Students can read ANY literature that interests them. We have a large library of comic books, picture books, novels, and nonfiction books. Also, my students can choose to read their classmates' blog posts or articles online. They can read about ANYthing that interests them.

We approach this day as an exciting event. It's true that if you are enthusiastic about something, the students will mirror that excitement. Many students have had that flame stomped out by reading logs, scripted programs, and mandatory AR points. So, we gradually build up their endurance. No pressure. We are reading because it is FUN. It's perfectly acceptable for students to read part of a book and decide not to finish it. Then we have informal book chats. Students take 90 seconds to sell their book to their audience. A peer's endorsement of a book results in a long waiting list for that book in our classroom library and the school library (To be totally transparent, a majority my favorite reads this year have been a direct result of these informal book chats.).

Consequently, our classroom became a place where book chats spontaneously sprouted and dialogues blossomed. When students finished a book, they would go to one another for recommendations. My students reaped so much from this simple practice and eagerly anticipated our time each week.

2- The weekly independent reading and book chats opened students up to conversations about reading and writing. Several of my students even formed their own book clubs during lunch. It quickly became a popular thing to join these student led book discussions. It wasn't long before these groups included students who didn't see themselves as readers.  Therefore, it was no surprise that these lunch time book clubs organically developed into student-run book clubs within our classroom. Students chose books, set group norms, timelines and facilitated their own discussions. (You can read more about that here: Once Upon a Time Student Run-Book Groups.) The students had an authenticity to their reading and their writing.  The results were amazing as students had the opportunity to connect with peers who were in different classes, gaining different perspectives, strengthening their literacy skills, and having...dare I say it...fun.

3- Since today's students crave immediate feedback from their audience (usually judged by how many likes they've received on Insta posts), each year, we usually engage in several synchronous book chats using a variety of digital tools. What we've discovered is that it really doesn't matter the tool; what matters is that they have the opportunity to talk, in real time, to others about the books that they are reading. They love forming connections with their global peers over their favorite books. Gaining that perspective often pushes them to think beyond themselves to see and gain a respect for others' opinions and ideas. It stretches them to see beyond themselves and their community, discovering their place within a global community of readers and learners. My students have used tools like Twitter, TodaysMeet, Skype, and Google Hangout.

The question that I often get is "How do you find these classes to connect with your learners?" Over the years, I've been able to find connections through various social media outlets. Many of these connections have been through our participation in the Global Read Aloud (You can read more about this program here: One Book to Connect the World.) As a teacher, there is an entire community of fellow educators who are interested in connecting their students through literature. Many of the connections that we've built through the Global Read Aloud become long term connections. My students love the opportunity to build relationships with their global peers in order to share their reading, writing, and ideas.

4- Another way my students connect with one another to share books is through a Book Tasting. Often students will find a book series or an author that they love and they will read every book in that series or by that author and they are stumped for what to read next. Even though we do the informal book chats every week, there are so many book recommendations that go unshared due to time. A book tasting is an activity where students bring in their favorite "unsung hero" book in any genre. They write a recipe teasing that book for their peers. During a book tasting, learners have a blank menu where they can select books that appeal them. Appetizers, for a little taste of something different. Entrees, for something meaty to dig into. Desserts, for a frivolous light-hearted read. 

Our classroom was decorated like a diner. Set on each table was a platter of books. Students would read the recipe, pieces of each book and discuss them with the "dining companions." As the diners were wrapping up their tasting, a new platter of books was delivered to their table. Learners filled their menus with books recommended from their peers. Even my most reticent readers enjoy themselves, finding great reads recommended by their classmates. (You can read about the details of this day here: It's Time for a Book Tasting and Build a Book Buffet.)

I hope that one of these ideas may spark some ideas for you and your readers. I'd love to know what you have found that works for your students. Please share any of the ideas you have found to be successful with your readers.

• Finding a Love of Reading Faster than a Speeding Bullet
• Reading: A Book in a Day
• Whose Voice is Heard?

Why We Need Each Other

I have a student; for this post, we'll call her Lisbeth. She is in one of my honors ELA classes this year. In our district, placement in this class can be overridden my a parent request in spite of teacher recommendation. Now, I am not here to debate this practice, because as their teacher, it is my responsibility to educate every child that is in my classroom. Lisbeth is one of those students whose parent placed her in honors classes.

As I got to know my students, I observed that Lisbeth often took a great deal of time in completing any classroom assignment or project. In spite of the extended time in class and at home, she was actively engaged in her work and she demonstrated mastery in content area standards. She provided her peers with deep and insightful feedback. When she read aloud (yes, she volunteers), she struggles to decode words and lacks fluency. She demonstrates great reading and word strategies as well as endurance when tackling new words or text. Doing some one-on-one work with her, I discovered that although she lacked fluency, her comprehension far exceeded many of her peers.

From my experience, I wanted to conclude that her lack of fluency and the extra time that she needed to complete tasks was not something to focus on. Also, I did not want to make any decisions regarding her obstacles that could potentially damage her self-confidence.

As an educator of middle level students, I don't often need to work with students who lack fluency (unless it's also tied to other reading deficiencies).  Although my instinct told me that since Lisbeth was still finding success, I didn't need to go into rigorous lessons on fluency, I lacked that data to substantiate that decision. That's when I turned to two highly accomplished K-3 educators. Dr. Gay Barnes and Kim Bowen both who have years of experience in positively impacting student learning, especially in reading.  They are vocal advocates for doing what is best for students regardless of whatever trend is blowing through education. I knew they would really listen to all of my observations and the conclusions that I have drawn regarding Lisbeth and give me honest feedback and recommendations.

As we spoke, they came to the same conclusions that I did, but they recommended that I conduct a Qualitative Reading Inventory (QRI) in order to evaluate if I was missing something in diagnosing Lisbeth and designing the appropriate support for her learning. I hadn't thought of a QRI in thirteen years. Although time consuming, those assessments provide the data I had been lacking regarding the conclusions I had drawn.

Without my conversation with Gay and Kim, I could have easily misdiagnosed what Lisbeth needed. It could have had a negative impact upon her growth professionally and personally. We all need Gays and Kims in our lives who can provide us with honest insight, feedback, and expertise so that we can provide our learners with the best learning opportunities possible.

As we begin a new week, let's all be mindful of the  breadth and depth of experience we have around us, both face-to face and digitally. Let's harness that collective and channel it into empowering our students with the best support system possible.

Photo credit

Where can student voice lead?

I know that I write about, speak about, and advocate for student voice....often. I truly believe that is a key to reaching our students. They need to have control over their learning, not just in the now, but for a lifetime. Then on Friday,  real-life example of how far student voice and choice can take an individual walked into my classroom.

I have a full-time intern this semester. She prepared a brief activity to introduce herself to my learners. As she began sharing a few things, one item opened a door to a lot of questions for me and my students. She explained that when she completes her internship with us and graduates, she already as a teaching job....for two years....with the Peace Corps....in Madagascar. I'm sure you can imagine the questions that tidbit sparked. She transparently shared her story and it starts in one of her high school English classes.

In high school, she had a teacher who told the students that they could choose any topic to research. In searching for a topic, she came across the Peace Corps and her interest was peaked. As she dug into her research, she began to see this as an opportunity for her to grow as a person and give back to others.

Upon entering her teacher preparation classes at the University of Alabama, this idea of serving in the Peace Corps resurfaced and she began the journey of making this a reality. She isn't traveling with friends and she knows no one who is or has been in the Peace Corps. Yet, this is something about which she is passionate....thanks to a teacher who gave her an opportunity to choose. And where did that passion take her? All the way to Madagascar (come June 20th).

Her story reinforced why it's truly worth all the planning, conferring, and time involved in giving students a voice in their learning. In so doing, we are investing in our students and their future...and we have no idea how far that will take them. It could take them to the other side of the planet, out into space, or into the great unknown. But we'll never know until we give them that opportunity. Let's give them a voice and let them start their own journey.

Madagascar Image

Want to read more? Here are a few other posts I've written on student voice and choice:

• Are We truly Listening?
• Once Upon a Time: Student-Run Book Groups
• How Transparent Are You? Creating Student Advocates
• Our Heart to Heart Talk...It's About Time
• 6 Lessons Confirmed (& Learned) from My Students
• The Power of One Word, Choice

Being Present and Making Moments

At the beginning of a new calendar year, there is much discussion about goals and resolutions. Although my students composed a an email on futureme.org outlining their plan for the second semester, we set goals in our classroom just about every day regardless of what the date on the calendar reads. Each day is fresh with new ideas, new possibilities, new opportunities. Each day, we are a little different and therefore our path may need to be altered.

Yet, as my students were discussing and writing an email to their future selves, I began to think about what changes I wanted to make, personally and professionally. With the integration of digital tools into our every day lives, we have opportunities to connect and collaborate with people globally. I know I am a much better teacher, a much better person, because of these regular connections through social media. However, as a result, like many of my students and friends, I realize that we often disconnect with those around us in the three-dimensional world to catch up with those in our digital world. Have you ever looked around restaurants? It is very common to see a group of people (of all ages) dining together, but not conversing because they are each on devices.  This happens in professional settings too. 

As I reflected on this, a thought crystallized. We only have limited amounts of time with our students, with our family, with our friends. Once a moment is gone, it will never return. We need to clear time and mental space to truly be present in each of our moments with others. 

For me, I realized that my mind was too cluttered to be able to enjoy moments giggling with my nieces or planning an amazing simulation for my students. I had to clear things off of my plate and out of my mind. That meant saying "no" to truly worthwhile opportunities. It meant removing devices from some of my activities. I have to have space to be creative and breathe so that I can be the best teacher for my students and the best version of me for my family and friends.

Teaching is not about content, it's about students. Life isn't about a checklist, it's about the people that we surround ourselves with and the choices we make. So whether we are conferring with a student on writing, facilitating an improv activity with our class, meeting with a parent to design a path to lead to a student's greatest success, hiking with friends, cooking dinner for loved ones, or binge watching TV in your PJs with your family, let's all strive to make moments. Be present...because that's the greatest gift we can give another person.

PBL: Many Paths, One Destination

I have a responsibility to educate my students beyond the “now.” But in a world where we are often mandated to prepare students for looming high-stakes tests, how can we provide our students with the opportunity to learn crucial life skills like communication, problem solving, creativity, decision-making, time management, and organization? Is it possible to both guide students into mastering their grade level standards as well as empowering them with the life skills that they will need in the future?

For me the answer came in the form of project-based learning (PBL) more than four years ago where students use life skills to create a project that demonstrates mastery of content areas standards.  Along the way, my students and I have learned a few tips to make PBL manageable within the classroom environment while empowering students to have a voice and choice in how they learn, what they learn within a standard, and how they demonstrate mastery of their standards. Here are the things that we have found yield the greatest degree of success:

Exposure. My students come to me from two different elementary schools. Although they have had experience in doing projects, most of those projects are very teacher-directed with heavy assistance by parents. When I began PBL, my students were not accustomed to having to make choices, solve problems, or direct their own learning. I always hesitate to show an example of how a student could create a project to show mastery of standards because ultimately you get 85 almost identical projects. On the other hand, students also need to “see” their target.

As I contemplated that conflict, I realized I already had a large database of projects from previous students published on our class website, blog, and wiki. All I needed to do was expose my students to all of the possibilities. Instead of pointing them out to the class, I created an online scavenger hunt for my learners to explore digital resources and they spent a lot of time exploring and engaging in the projects of their predecessors. They have seen how one standard can be met in many different ways. They understand creativity and individuality are key components in making the learning theirs.

Gradual release. In our class, PBL means students are working toward demonstrating mastery of the same standard. Same goal. Different paths. When I speak with other educators, I can feel overwhelmed facing the idea of a large variety of projects going simultaneously.

Students can feel overwhelmed because they can no longer compare their learning against a peer’s as they are working on different projects. They can no longer depend upon parents to assist (or complete) their projects for them. In our classroom, as in many other PBL classrooms, a bulk of the work is completed at school. You can’t measure a student’s mastery if they had assistance from parents. You would have no idea where the student’s learning ended and the parent’s began.

To alleviate that pressure, we begin with small projects within one or two class periods. When we practiced using adverbs to paint more powerful images for our audience within our writing, students were tasked to demonstrate a mastery of adverbs. Some students opted to write a paragraph with and without adverbs demonstrating the difference descriptive language makes to a reader. Other students create Instagram videos where they acted out adverbs and asked their global peers to identify the adverbs. The digital dialogue gave those students the opportunity to defend their learning and add to the learning of peers.

These types of projects were not a list of suggestions I gave my students, but ideas they came up with on their own. This gave them the opportunity to look at what a content standard really meant beyond the classroom walls. It gave them insight into how to manage their own work with a clear deadline. They learned how to problem solve, apply knowledge, and articulate their own learning.

Confer, confer, confer. This has been the most important shift I have made when moving to PBL. When students are working on projects for longer durations of time, they need feedback often. No one wants to get derailed for three weeks only to discover his or her mistake. With my students, I aim to meet with each student at least twice a week. They bring their work, ideas, questions, obstacles, and goals for the next couple of days. These sessions keep students focused on the purpose of their project: to prove mastery of content standards. As the teacher, I know where they are and if I need to plan a small group lesson or a reteaching session to provide the support—or challenge—each student needs. With regular conferring, I can do that in a timely manner. If students are struggling with how to demonstrate mastery, I can ask them a series of probing questions to lead them in the right direction.

To manage all of the feedback and discussion, my students now handle all of their brainstorming, research, note taking, planning, and writing drafts in Google Drive. This enables us to have conversations about their writing, making the feedback visible where they can easily refer to it during their project. With Drive, students can also invite peers to provide insights and feedback adding another perspective to the publishing of their final project.

When it is time for a student to be assessed on their project, the grade is never a surprise because they have been discussing it with me and with their peers for days (or weeks).

Stay focused. Just like each one of our students are unique, so are their projects. It is easy to get wowed by a project with a lot of bells and whistles. Often these projects overshadow projects that appear simple. However, the appearance of the final project is not what this is about. Recently, a teacher asked how to compare a project where a student has created an intricate and professional-looking movie with a student who had drawn a comic strip. The answer is simple. You don’t. That’s not the point. The point is to compare each student to the standard. That’s the target for each student.

For one of our quarter assessments, my students took the six standards that we had been working on and each created a project to prove mastery of those standards. Some students created video games that required an audience to apply their learning to solve the problems. They built this gaming world with challenges, obstacles, and rewards. It took countless hours. And another student created a simple Power Point that had hand drawn illustrations. Although these projects were very different, they each had proven mastery of the six standards. Truth be told, the learner with the simple Power Point actually showed a much higher level of mastery with her project—something that is easy to overlook if we don’t stay focused on what matters most—students owning their learning.

Although PBL seems to be a trend right now, it isn’t anything new. Teachers have been doing this for decades because it empowers students to take ownership and apply their learning in authentic ways. It’s the best of what education can offer our students—the opportunity to master content standards, apply life skills, and learn how to take that content and apply it in authentic ways. It strengthens them as not just as learners, but as individuals who will shape the world of the future.