Steve Barkley Ponders Out Loud

SHOULD PARENTING TRAINING BE A 21ST CENTURY SKILL FOR OUR STUDENTS?

2008-07-20T16:20:00.002-05:00

The Partnership for 21st Century Skills has defined a frame work for 21st century learning.
They believe our core subjects should be broadened and deepened with interdisciplinary themes that explore:
*Global Awareness
*Financial, Economic, Business and Entrepreneurial Literacy
*Civic Literacy
*Health Literacy

The partnership also stresses the need for students to develop skills in the following areas:
Learning and Innovation Skills
*Creativity and Innovation
* Critical Thinking and Problem –Solving
* Communication and Collaboration

Information, Media, and Technology Skills
*Information Literacy
*Media Literacy
*ICT (Information, Communication, and Technology) Literacy

Life and Career Skills
*Flexibility and Adaptability
*Initiative and Self Direction
* Social and Cross Cultural Skills
* Productivity and Accountability
* Leadership and Responsibility

In Disrupting Class, authors Clayton Christensen, Michael Horn , and Curtis Johnson suggest that high school may be the important place for the training of tomorrow’s parents to occur.

The authors present research from Todd Risley and Betty Hart:

…on average parents speak 1500 words per hour to their infant children. ”Talkative”, college educated parents spoke an average of 2,100 while “welfare” parents spoke 600 words per hour. By age 3, children of talkative parents had heard 48 million words while those of welfare parents had heard 13 million.

The most powerful words that promote subsequent cognitive achievement are spoken in the first year of life, when there is no visible evidence that the child is understanding. Children whose parents did not begin speaking seriously to them until the child could speak, roughly age 12 months, suffered a persistent deficit in intellectual capacity, compared to those whose parents were talkative from the beginning.(pg 149)

Hart and Risley describe the words that really matter as “language dancing”, face to face, adult, sophisticated , chatty language as if the child where comprehending and responding to the comments… not business language like a command, ”do this, or time for bed”, but deliberate, uncompromised, personal adult conversation.(pg 151)

The authors of Disrupting Class suggest that rather than funding preschool programs for children who have missed having “talkative parents”, schools might bring greater future learning by investing in teaching children how to be parents before they become parents. Perhaps young, single, intercity mothers could break multigenerational cycles of poverty and underachievement by knowing how to shape early interactions with their children to help them succeed in school. Professional couples of the future, anxious to return to careers, may make better- informed choices with parenting training as part of their high school curriculum.

Perhaps parenting skills fit in the health literacy area of 21st century skills. Maybe this is a step toward “every child ready for school”?

More in a future posting regarding the systemic change thinking presented in Disrupting Class...

PEER COACHING: UMBRELLA OR SKELETON

2008-07-13T13:37:00.002-05:00

When describing to teachers that a peer coaching program is not ”another thing”, I often suggest that it is a tool… an umbrella under which many of our existing programs or tasks get accomplished. Most recently, I was training 165 pre-K to 12 teachers and administrators at the Enka International School in Istanbul, Turkey in peer coaching. With the whole staff training together, English and Turkish speakers using simultaneous translation with headsets, we were able to explore the many ways that peer coaching fits into the day to day goals of teachers and administrators.

Darlene Fisher, the director of Enka School used the symbol of a skeleton. Coaching being the skeleton that supports the many activities of a faculty… a community of learners.

See how the symbols apply for you.

I usually start this conversation by looking at three types of coaching illustrated in an early coaching article by Robert Garmston:

Consider technical coaching most commonly connected to staff development. This is the follow up coaching that is needed when teachers take new skills back to the classroom to integrate into their existing practice. We are all familiar with how our best intentions to implement new learning can be lost without coaching support, reinforcement and celebrations of persistence. Coaching should be how changes in practice or curriculum are implemented. Coaching should be written into any team or individual professional development plan.

I connect collegial coaching to the development of teacher relationships. In other words, the what we are coaching may be less critical than the fact that that staff are getting to know each other and our programs through peer observation and conversation. I am often amazed that in a coaching workshop teachers from the same building make a discovery about each other in a 10 minute practice conference. I had a science teacher say that he just discovered that the Art teacher taught some important material. Coaching should be a component of Professional Learning Communities (PLC). As teachers in a PLC get to know each other better, the quality of their work will deepen. Small Learning Communities and Middle School Teams can both speed the development of their relationships through peer coaching.

Challenge Coaching is helpful when teachers want to work together to create an new opportunity or solve a problem. I worked with an English department that designed a lesson structure for a critical thinking lesson. Then, one teacher taught the lesson and video taped it. The team coached the lesson, modified it and passed it on to another teacher who taught and video taped. The process continued until 9 members taught and together polished the lesson design. Grade level or department teachers can use challenge coaching to tackle a standard that is troubling a number of students or create a plan for a disruptive student that they share. Observing in each others’ classrooms and reflecting and problem solving together often builds creativity.

Within the two day training and a follow up day with teachers and administrators at the Enka School, the following discussions of peer coaching were heard…

In the training during practice, a teacher shared that he had just met a person on the staff that he didn’t know and it was June!

Enka is structured in Pre –K , 1-5 and 6-12 units… discussions emerged about the value of 5 and 6 teachers coaching each other.

Discussion emerged around departments and grade levels selecting a common area for professional development and agreeing to coach each other.

Several teachers wrote on exit notes that they were anxious to coach with teachers in other grade levels and departments.

English pre school lessons will be team taught next year to provide teachers greater flexibility in differentiating. These teachers were discussing how coaching could be a daily activity. Since teaming will be new for most, we discussed teams inviting a third teacher to coach them on their teaming.

E-portfolios are being explored by a group of Enka teachers. They met briefly to examine how coaching was a natural component to support the reflection element of portfolios.

How would you label the Enka staff’s ideas for peer coaching…… technical, collegial, challenge? Do you see many areas of overlap?

Peer Coaching……..umbrella or skeleton? Do you have a better symbol?

NEED FOR DIRECTION

2008-07-06T14:54:00.002-05:00

Those of you who have attended my workshops or read my book, Tapping Student Effort…..Increasing Student Achievement, know that I focus on the need for students to have a “picture of the future” that motivates the effort that is necessary for achievement.

A recent article in Education Week (June 11, 2008) Eye on Research, featured the results of a study surveying 1200 12- 26 year olds over a 5 year period conducted by Stanford University psychologist William Damon. In his book, The Path to Purpose: Helping Our Children Find Their Calling in Life, Damon identifies that a majority of young people are struggling to make the leap into adulthood. (Click for article from Education Week.)

Students in the study were classified into four groups:

Approximately:

20% The Purposeful—found something meaningful to dedicate themselves to, have sustained interest over time, and express a clear sense of what they are trying to accomplish in the world and why

31% The Dabblers-have tried a number of potentially purposeful pursuits but have yet to find reason to commit to any of them

25% The Dreamers-can imagine themselves doing great things in the world but have yet to do anything to pursue their ideas in a practical way.

25% The Disengaged-have neither a purpose in life nor an inclination to find one.

Damon suggest that there have always been kids who drift, but he thinks we have a special problem today with the number of kids and the kind of trouble they are having finding a sense of direction.

What are the skills, practices and dispositions that students need to be developing in our schools? What implications are there for the work of teachers as advisors with middle school and high school students?

Since my first readings about the Met School in Providence Rhode Island, I was impressed with their strong focus on developing and tapping student interest. Elliot Washor outinles that focus in an online article:

Perspectives on relevance and the quest for rigorous student learning: balancing life to text and text to life
Every learner has interests that can be used to create relevant and powerful learning opportunities. We believe, however, that three core aspects of relevance are often overlooked.

Relevance begins with the individual learner. It is the learner who decides what and from whom he will learn. Relevance is about deep connections between the student, his emerging interest in a given area and the complex learning challenges that define that area. Relevance starts and ends with what the student really wants to learn and broadens out as the student makes connections and wants to learn more. Determining what is relevant is itself an essential part of each student’s learning.
Relevance involves a balance between student interests and the curriculum. Traditionally, schools and colleges have featured learning that employs an approach that could be characterized as ‘text to life’. They emphasize in their teaching the world of words in all manner of texts – textbooks most prominently, if not exclusively – in order to prepare students for the world of action. It is extremely important, however, to blend ‘text to life’ with ‘life to text’. The world of action, and the student’s interest in that world of action, will lead him to the textual knowledge he will need to deal successfully with future challenges in his life’s work.
Addressing what is relevant requires a special student–teacher relationship, in which the teacher establishes a relationship with the student through the student’s interests. As this relationship builds the level and quality of the student’s motivation to learn, both the student and the teacher can more successfully understand and pursue rigorous learning strategies.
Importantly, through this relevant and rigorous learning built upon a firm student–teacher relationship, the student will more readily recognize the inherent value of 21st-century skills such as literacy, numeracy, innovative problem solving and self-development. Because these skills will be deliberately grounded in the student’s own areas of interests, he will more readily recognize them as essential tools to master in order to think, learn and perform at high levels. In an ongoing cycle, life’s experiences lead the student to the text and the text leads the student back to life.1

Performance Learning Systems courses, Teaching the Skills of the 21st Century and Live Event Learning, help teacher explore strategies for planning for learning that supports learner interest and skill development.

1 Curriculum Leadership Journal, Volume 6 Issue 8
Perspectives on relevance and the quest for rigorous student learning: balancing life to text and text to life,Elliot Washor

ORCHESTRATING THE ENVIRONMENT FOR LEARNING

2008-06-29T08:10:00.004-05:00

I like to use the term orchestrating to describe teachers’ behaviors especially relating to the creation of a learning environment. When you consider the musical conductor of the orchestra, they have their back to the audience, don’t have an instrument to play, and yet they have a major role in the music created. I believe that successful teachers are often not front and center and, sometimes, not even present when quality learning is occurring, yet if we explored deep enough or far enough off stage, we’d find the teacher’s orchestration.

Creating an environment for student trust and risk taking is key to student learning. When examining how teachers create that trust, I often compare it to how folks learned to ride a bike. Most learn with someone holding the seat. I ask, “Did they ever let go?” and get a resounding, “Yes!” Then I ask, “How can you trust them?”

I‘ve identified three kinds of trust that people connect to their bike riding experience.

Totally Safe

These folks tell me someone was holding the seat and they knew the person would let go, but they knew the person would catch them if they fell. Thus, making it totally safe. Some students need this assurance before they are willing to attempt a learning task. A math teacher early in the year helps students during their first several tests to make sure they all pass. After passing some tests with his help, he looks for them to attempt on their own.

Safety Net

These folks tell me they knew the person was going to let go and they might not be able to catch them, but they would pick the right place to let go…a grassy knoll, maybe a tree, but no trucks on the road. In other words, failure won’t be fatal. Some students come to our classrooms bringing their safety nets from home. They are confident and resilient and see a failure as a way to learn. Other students need teachers who build safety nets into their instruction. Working in cooperative groups can provide a safety net. I can check my thinking with a peer before sharing it with the class and teacher.

Push Off the Cliff

These folks tell me they knew the seat holder would let go and trusted that they’d know the rider was ready. Even if the rider was unsure, they trusted the instructor. Most teachers have students who are ready for higher learning, more challenging tasks, but who won’t go there voluntarily. The teacher needs to trick or tug, thus “push off the cliff”. A special education teacher takes the first chapter of a novel she wants the student to read and prints it out in large type. After the student successfully reads the chapter and asks for more, she hands him the book. He says he can’t read that book and she informs him he just did. He wouldn’t have tried, had she started with the book.

I recently came across two articles that illustrate educators orchestrating environments for learning.

The first illustrates totally safe as students at Baker Middle School in Damascus, GA read to Canine Assistants, dogs trained to sit quietly while students read aloud. Click here for article.

Recently the students sat on couches and chairs in the media center and took turns reading to Amelia while they petted her. They sat quietly and listened to each other read. If the students asked for help reading a word, teacher's aide Deborah Volley gave them the answer. "It is awesome," said Juan Pablo, a sixth-grader. "She doesn't care if you accidentally read a word wrong. Sometimes you read a word wrong and [people] just start laughing at you. She doesn't laugh at you. She stares at you, waiting for you to start reading again." 1

The second has many elements of “safety nets” and push off the cliff”.

In Prince William County,VA, Osbourn Park High School Earth Jubilee science celebration required 320 high school freshman and sophomores to be teachers with lesson plans presenting information and activities to 500 first through third grade students. Click here for article. The high school biotechnology program combines English, social studies and science and requires students to take rigorous courses and do science-related volunteer work. Notice the orchestration in these comments:

“We make believe we are doing it only for the little kids, but we are doing it for us, too," said Larry Nemerow, biotechnology program coordinator. "There is no higher form of learning than teaching. You can learn something for a test, but then you forget it. Here, they had to become experts on a subject, and the information will stick with them a lot longer."

Sixteen-year-old Kelly Greico, who was working the chemistry booth, said it was hard to come up with ways to teach a challenging topic to young minds. The demonstration, she said, was something her team knew would catch their eye. "It was interesting to try and come up with what to say at their level," she said. "The topics we presented we just learned sitting in chemistry class, but we had to come up with hands-on [activities] and different ways to get the kids to learn them."
Students said they were given a list of topics in January and received little guidance from teachers. It was up to the students to figure out how to keep a young crowd engaged. "I liked the fact we were able to do stuff on our own with no one breathing down our necks," 15-year-old freshman Taylor Owens said.2

1 Washingtonpost.com, For Young Readers, an Audience With a Cold, Wet Nose for Books
Middle School Students Say Program Has Helped Them Improve
By Titus Ledbetter IIIGazette Staff Writer Thursday, June 5, 2008; Page GZ05

2 Wadhingtonpost.com, High-Schoolers Teach and Learn at Science Fest
Hands-On Fun, Exhibits Engage Young Crowd, By Jennifer Buske, Washington Post Staff Writer Sunday, June 1, 2008; Page PW03

ROLES THAT COACHES PLAY

2008-06-22T13:06:00.010-05:00

Joellen Killion and Cindy Harrison have produced a book for the National Staff Development Council titled, Taking the Lead: New Roles for Teachers and School-based Coaches. After exploring why coaching is important to student achievement, they dedicate a chapter to each of the following roles that school-based coaches can play:

Resource Provider
Data Coach
Instructional Specialist
Curriculum Specialist
Classroom Supporter
Learning Facilitator
Mentor
School Leader
Catalyst for Change
Learner

I have had the opportunity this year, along with my colleagues, Steve Sassaman and Mark Thompson, to work with the instructional coaches in the Salem Keizer School District in Salem, Oregon.

At Houck Middle School, I met and worked with Instructional Coach, Shanda Brown. I was told that Shanda had a middle school team that found great value in working with a coach. The team agreed to meet with me over lunch and shared how they work. I was impressed with their “teamness”. One neat example was that the Social Studies teacher had agreed to assume responsibility for one of the writing standards in the English curriculum.

I asked the team if they would be willing to create a list of the benefits they gained from working closely with an instructional coach. Also, what did they feel it cost them.
They provided me the following:

Instructional Coach Payoffs/Costs
Synergy Team 2007-08
As evidenced by anecdotal notes re: Shanda Brown, Instructional Coach
Shanda’s List:

Payoffs:
Was an additional team teacher, working alongside all members of the team.
She knew all the kids. This not only assisted us in the classroom, but also in hall supervision/lunch supervision/after-school supervision; i.e. she could catch kids who “forgot” after-school study hall at the crosswalk!
Tracked students of concern.
Facilitated student calls home. Made calls home on behalf of the team when we were in class and unable to get to the phone.
Liaison to administrative staff in office regarding discipline or other issues.
Support for rookie teacher on the team; i.e. classroom management, teaching strategies, etc.
Modeled lessons for veteran teachers, which provided a chance for self-reflection on our current practices as compared to the strategies she used with our classes.
Observed lessons for all teachers, focusing on whatever aspect(s) we asked her to observe, and wrote anecdotal accounts, which provided a chance for low-key self-evaluation. Made suggestions for improvements. Answered teacher questions such as, “What’s going on behind my back when kids are working in groups?!” so that we could gain awareness of potential problem situations and adjust our practices accordingly.
Did research on unit materials, literacy materials, and supplementary math materials. Obtained materials when requested.
Did action research as requested, following the most difficult class from class to class and providing anecdotal notes for teachers which were valuable in self-reflection on classroom strategies and procedures. Pointed out “holes” / resources the team had that we could make better use of. (effort poster)
Visited a LA arts class in Albany and shared her observations at a team meeting, which prompted reflection on the way we were doing team vocabulary, followed by a brainstorming session on making it more useful and relative to test-taking skills. Also gave us tips for new strategies/materials that would relate to building reading fluency.
Helped track kids for after-school mandatory study hall.
Helped facilitate curriculum projects on in-service days.
Was a resource for subs in our classrooms. Knew all our procedures and practices, so she could give them specific assistance.

Costs:
We had to be willing to be transparent and have another instructor in the room at any given time. She saw the good, the bad, and the ugly!
We had to develop a trust relationship, in that she was a part of the team and not there to evaluate us in any way.
We had to release control in our classrooms when she was modeling lessons.
We had to be willing to accept constructive criticism/suggestions without allowing ego to get in the way. Having developed the trust relationship, we knew she had our best interest and the kids’ best interest in mind.
We had to be interested in self-reflection and bettering our practices.
We had to remember to include her in all team communications.
We had to make time for conversations following observations, etc.

Take a moment and compare the list of Shanda’s work with the NSDC roles.

THE POWER OF VERTICAL TEAMS

2008-06-15T14:40:00.001-05:00

For the past three years, I have been working with the staff and administrators at Twin Lakes Elementary in Hillsborough County, FL forming teaching professional learning communities that team K-2 and 3-4 teachers in groups of 7-8. These PLC’s have a three year focus on students as they move through the grades staying in classrooms of teachers on that team.

This year I will be working with at least 5 additional schools looking to create various forms of vertical PLC’s. One of the schools in Hillsborough County, FL asked the staff from Twin Lakes to share their experiences. What follows are the key points they shared.

A big thank you to the Twin Lakes team!

Professional Learning Community Overview
May 13, 2008
Twin Lakes Elementary

Katherine Biggens- 4th grade teacher
Arlene Haack Music -Specialist/Facilitator
Maggie Leverett- Counselor/Facilitator
Vanessa Malzone- Kindergarten Teacher

Big Picture-What is a PLC? (represents a shift in thinking)
*PLC’s are something you are, not something you do.
*PLC’s focus on results
*We focus on student behaviors which result in student achievement and identify what teacher behaviors are needed to make that happen.
*We focus on learning rather than teaching as we collaborate.
*We begin with the end in mind.

What are the benefits of vertical teaming vs. horizontal/grade level teaming for students and teachers?
*Development of quality lesson plans; work smarter rather than harder
*Knowing students better via more valuable discussion
*Data informed discussions; predicting how students would do then comparing to what they actually did
*You are a part of a team that has a knowledge base of grade level expectations but that also contribute to a team across grade levels
*You have an opportunity to collaborate with teachers across grade levels where you can plan such things as Buddy Reading, peer tutoring,
*During vertical teaming, there is a group of teachers across grade level that can assist with Student Teacher Assistance Team (STAT) interventions
*Student discussion is communicated by current and previous teachers

How did our PLC’s impact the school?
*Increased school grade
*Personal growth-stretching
*Increased communication/collaboration
*Interventions shared among house members/regrouping of students
*Tied to Continuous Improvement Model (CIM)
*Celebrations of learning
*Decrease in behavioral problems
*Matching teaching and learning styles
*PLC’s complete next school year student placement task

Why do we need common planning time?
*There needs to be a time dedicated to facilitate the PLC process. This time needs to be protected and consistent on a weekly basis. It also needs to be during school time and not a voluntary meeting. Without the common planning time we cannot have the discussion and results for student improvement.

How do Specialists impact this process? Specialists work the schedule so common planning time can occur for houses. Specialists have changed their ‘team talk’ into more students centered discussion finding their commonality was ‘children’. Specialists and houses share information about children in order to improve student behaviors and achievement.

Challenges?
*Time and Scheduling
*Money to get a mentor (Steve Barkley)
*Resource people buy-in necessary for success
*Communication between Houses
*Meetings/Training/Administrative Support
*Grade levels still need to meet as a team
*Faculty decisions of benefits vs. challenges
*Teachers do not want to go back to the old way

SCHOOL 4 ALIGNS CHALLENGES

2008-06-08T14:51:00.000-05:00

Last year I had the opportunity, as part of a contract with Rochester City Schools in NY, to work with the school based management team at George Mather Forbes School #4 and its principal, Karon Jackson. I especially remember Ms. Jackson as she volunteered to help me model what a coaching conference with a principal might be like. I often promote principals asking to be publicly coached in front of their staffs as an ideal way to model that vulnerability to coaching as a key to ongoing professional growth.

Recently a newspaper article, School 4 Aligns Challenges, Understanding, from the Rochestrer Democrat and Chronicle, featured Jackson and School #4 because the achievement gap — the difference in math and reading test scores between various groups of students — is lower at School 4 than at any other high-poverty school in the state. School 4 was named a National Title I Distinguished School,[an award reserved for schools that receive federal Title I poverty aid, have improved test scores and have narrowed the difference between the scores of its lowest- and highest-performing student subgroups, such as students with disabilities, those with limited English skills and those in various ethnic groups.]The National Association of State Title I Directors recognized 71 schools this year from 37 states, including just two from New York.

As I read the article, the following words said by Jackson or about her caught my attention:
Knowing students
Collaborating
Empowering
Celebrating
Hugging and gently scolding
Mothering Caregiver…Hard on kids
These words strongly connect for me to the work I do with increasing student effort. I asked Karon to respond to a few questions I had. Here they are with her responses.

1. What did your students do that was critical to their success?
The students learned to accept and work with differences (cultural, physical and academic) of the students and staff. They learned specific strategies to support themselves in the areas of English, Language Arts, Math and Writing.

2. What did teachers do that motivated the necessary responses?
The staff focused on the needs of the students by aligning specific strategies to specific needs. They embraced the concept of the school’s intervention block (30 minutes where students switch classes according to the skills they need). They used students’ data to drive their instruction, their grouping and their discussions with parents. They all celebrated small successes in the classroom.

3. How important was teacher collegiality to your success?
Collegiality played a major role in School No. 4's success. School No. 4 staff, involved in the Urban Teacher Leadership Academy at the University of Rochester, did a unit of study on vocabulary. They created a word wizard and a word of the week for primary and intermediate grades. This initiated a school-wide vocabulary program. The school-wide intervention block (Soar 4 Success) provided teachers opportunities to work closely with each other and to know each other’s students.

4. What did you do as principal to promote that collegiality?
Built common planning time into the schedule.

Throughout the year brought in Arthur Brown and Dr. Jason Berman to do workshops on “Where is the Love: How to love our students”.
Worked with specialists to align all School wide professional development to the needs of the students (always hands–on, interactive with thought provoking questions and reflection).
When I talk with the staff, I speak from the heart, making connections to self, the students and the entire school community.
Set up a monthly staff award called “Give Me Love Award” .

5. Words of Wisdom for readers looking to increase student achievement.

Know your students, know your staff (Relationships, Relationships, Communication, Communication, collaboration, Collaboration).
Know the data and make sure your staff does, too.
Model the way and lead by example.
Don’t sweat the small stuff, celebrate the small victories, but most of all do “Whatever It Takes” .

INSTRUCTIONAL COACHES AND CLASSROOM TEACHERS: SHARING THE ROAD TO SUCCESS

2008-06-01T14:43:00.007-05:00

Cheryl Jones and Mary Vreeman, who lead the Reading Coach Project in Hillsborough County, FL, have published Instructional Coaches and Classroom Teachers: Sharing the Road to Success. I have had the opportunity to work with Mary and Cheryl for the past seven years and have seen the results of their work with elementary reading coaches. In addition to training their new coaches each summer, I have worked with coaches and administrators to plan for building implementation with faculty. [click here to read about their program]

Instructional Coaches and Classroom Teachers: Sharing the Road to Success will be helpful to principals and coaches planning to maximize the value of coaching. But the strongest payoff is that the book is written for teachers. In my comments that I wrote for the book’s cover, I noted that most teacher training programs, new teacher orientations, and professional development activities, do not prepare teachers to “make the most” of an instructional coach resource.

Here are a few quotes that will give you a sense of Mary’s and Cheryl’s message.

“Coaching is a two way street for inspiration—you will find you receive inspiration from and provide inspiration for, those you partner with in coaching activities. Coaching does not entertain any notions of perfection, performance, or evaluation.”

“Coaching builds upon the power of collaboration and provides opportunities to explore and examine our beliefs in the company of others.”

“Relationships are at the heart of coaching”

“Coaching offers something to every teacher—from the beginner to the seasoned veteran.”

Throughout the book you will hear Cheryl’s and Mary’s personal experiences as teachers, coaches, and school leaders. You’ll hear the voices of teachers. You’ll find opportunities for your own reflection, plus research and appendices of resources that support coaching activities.

Those of you working with Quality Teaching in a Culture of Coaching will find Instructional Coaches and Classroom Teachers a valuable complementary text.

LEARNING WHILE PLAYING

2008-05-25T17:00:00.000-05:00

In the April 30th edition of Education Week, Sean Cavanagh shares that students can improve mathematical skills while playing board games [Playing Games in Classroom Helping Pupils Grasp Math]. Exposing youngsters from low income backgrounds to simple board games that involved counting produced lasting gains in understanding of numbers.

Young people learn a great deal about the world through play and games are one of the sources of play Games that build an understanding of numerical magnitudes are crucial. Games offer math teachers a way of practicing and reinforcing arithmetic and other math skills.[See posting on mixed-age learners.] While games engage students, they also offer an opportunity to present high level concepts in a colorful and simple way. Educators and parents reluctant to game activities have difficulty with the idea that something can simultaneously be fun and worthwhile academically. (Cavanagh 2008)

You will find a spot to explore learning and playing for elementary students at the website- www.kinecticcity.com. Sponsored by the American Association for the Advancement of Science, this site is designed to draw students who might otherwise be intimidated or bored to explore science through simple technology activities that are fun.
One activity on gravity has students guide a spaceship from Earth to a docking station, using a computer mouse to operate the vessel’s thrust, angle, and launch. Students must account for the force of the Earth’s gravity to keep the ship on course. Try playing a few rounds of Slush Rush to see what Math thinking is practiced in the activity.

For older students try the algebra activity, Coin Problem, at the National Library of Virtual Math Manipulatives. You will find it under Algebra 9-12. Check out www.edportal.com for activities tied to lesson plans and standards.

Performance Learning Systems is offering an online graduate course for teachers interested in Simulations and Gaming Technologies for the Classroom. It offers strategies to engage students in complex problem solving, sophisticated collaboration, and creative expression through the medium of video games. During the course, participants evaluate learning games to determine their effectiveness and suitability for the classroom. Participants become familiar with contemporary gaming technologies, enabling them to understand the pedagogical models behind games and how gaming models may be used for learning.

Hope you soon have an opportunity to PLAY and LEARN.

MIXED AGE GROUPINGS

2008-05-18T12:24:00.005-05:00

I was very interested as I read an article in Education Week, (April 18, 2008), The Value of Aged-Mixed Play: Capitalizing on Children’s ‘Natural Ways of Learning by Peter Gray.

As an elementary teacher, I had several positive experiences with mixed age groups.

In my work with creating time for teacher coaching, I have often recommended teachers pairing mixed grades for students to tutor, so that one teacher can oversee two classes allowing a colleague time for coaching;

Example:
Pair (K-3),(1-4), and (2-5) with the older students all having a tutoring assignment. These pairs tutoring once a week can give every teacher in the school two opportunities a month to observe colleagues while all students are in powerful learning settings.

In my work with forming vertical teams in elementary schools (example: K,1,2 and 3, 4, 5 teachers working as a professional learning community), I often find that teachers create mixed–age groups for activities and later report very favorable outcomes.

Gray, a professor at Boston College and author of an introductory college text book, Psychology, states that the most obvious advantage of mixed age play is that younger students can engage and learn from activities that they could not do alone or with just age-mates, (a four year old playing catch with a nine year old).

“In the name of fun, older participants naturally, and often unconsciously, erect scaffolds that allow the younger ones to stretch and build their physical, social, and intellectual skills. Motivation is no problem in such learning. All the children are playing because they want to, and all strive to play well” (Gray 2008)

“The benefits of age-mixed play go both directions. In interactions with younger ones, older children exercise their nurturing instincts and take pride in being a mature person in a relationship. They also consolidate and expand their own knowledge through teaching.” (Gray 2008)

While conducting coaching training for instructional facilitators, I met John Bolender,a sixth grade teacher at Woods Learning Center in Natrona County School District in Casper, WY. John shared that they mix K-8 students for a weekly program called Circle Groups. I asked John to share some information and insights about the program.

Circle Groups
Circle groups are an opportunity to gather students from all grade levels at our school (K-8) into groups of about 21 students with two staff members. The purpose of circle group is really two-fold. The first is to allow students the opportunity to voice concerns and/or make suggestions for our school. We try to empower students to feel free to speak up when they are aware of a situation needing to be addressed. The second is to allow students from all grade levels to interact with each other and get to know each other in a safe environment.

In order to achieve the ratio of 21 to 2, all certified and most classified staff participate including all teachers, our administrative assistant, librarian, playground monitor, and special ed assistants. We meet for 30 minutes each week; for the last few years it has been at the end of the day on Mondays.

Most circle group sessions begin with the students sitting on the floor or in chairs in a, you guessed it, circle. Each week we check our circle spiral for any student entries from the previous week that need to be addressed. Any circle group student can make an entry any time during the session. The older students will sometimes write for the younger students. These entries range from student ideas for playground equipment to concerns about football rules to the desire to plant a tree on the school grounds. The entries and other items are discussed among all present. When issues are raised that affect the greater school community rather than just an individual circle group, the circle group leaders will bring those issues to the Friday staff meetings for further discussion. Staff responses, questions, suggestions are then taken back to the circle groups the following week.

The discussion period is followed by whatever circle activity is designated for that week. Early in the development of circle groups, each group leader was responsible for the weekly activity; this became burdensome, as it was another class prep for the teachers. Now, circle boxes or kits, usually prepared by some of the classified staff after input and ideas from all staff members, are circulated among circle groups from week to week. The activities are sometimes related to a school wide theme (India this year), but not necessarily. Some of the kits we have used include Jenga, origami, board games, Parcheesi, Chinese jump ropes, snacks and discussion questions, balloon creatures, Pass the Pigs, hula hoops, yoga, etc. We also work on community service projects such as making place mats or gift bags for Meals on Wheels. Often, school wide activities such as the end of the year field day and grounds clean-up are done in circle groups. This year, India Day activities were developed by our middle school students for all of the circle groups, and, since there were some of these students in each group, they were available to direct the activities.

Students feel empowered and know that their opinions are valued. The younger students learn to trust and look up to the older students. The older students learn to assist and nurture the younger. We often have kindergarten and first grade students clinging to and bonding with their 5th grade or 7th grade buddies. The older students often feel protective of their young friends and enjoy interacting with them and helping them learn and accomplish tasks. We feel that one immeasurable benefit of circle groups is the building of relationships and trust among the students, which in turn diminishes the level of teasing, harassment, and bullying that occurs at Woods. It helps us to establish the culture of community we strive so hard to achieve.

We have been doing circle groups for as long as our school has been in existence, 17 years. For several years, we would have the annual discussion about whether or not to continue with circle groups. We rued the loss of instructional time, the scheduling, and the hassle involved with circle preparation. Each year we would conclude that the positives outweighed the negatives. We don't have those conversations anymore. We know.Feel free to contact John with your questions: john_bolender@ncsd.k12.wy.us

As I read John’s comments I recalled several discussions with school teams exploring various restructurings that might require mixing grade levels. I frequently hear concerns about how older students could have negative influences on younger. I am often frustrated by those comments, thinking if that is true, we really need to get started getting the kids into relationships to change the existing culture. More Circle groups might be just what is needed!

OPTIMISM FOR TEACHERS AND STUDENTS

2008-05-11T18:41:00.010-05:00

I recently presented a workshop for teachers at each of the middle schools in Vineland, New Jersey. My session was titled, "Attitudes and Their Impact on Morale and Student Achievement”. I asked teachers to examine how their optimism impacted student learning and to what extent they thought they should have optimism as an element of their curriculum.

We explored that optimism isn’t a personality trait but a set of behaviors which one can consciously practice. If a person can learn helplessness than it makes sense that one can learn optimism. In the Power of Optimism by Allen McGinnis, I found 12 behaviors for teachers to consider in their own lives and as important items to embed in their students’ experiences.

Optimists…
1. Are never surprised by trouble
2. Value partial solutions
3. Believe they have control over the future
4. Plan for regular renewal
5. Have heightened powers of admiration
6. Interrupt their negative trains of thought
7. Are cheerful even when they can’t be happy
8. Have an almost unlimited capacity for stretching
9. Build plenty of love into their lives
10. Share good news
11. Use their imaginations to rehearse success
12. Accept what cannot be changed

In a recent article, in the March 2008 ASCD Educational Leadership magazine, Cultivating Optimism in the Classroom, Richard Sagor states that students are motivated to put forth their best effort when they have faith in the future and themselves. Sagor reinforces that optimism can be taught and learned.

Faith in the future is one of the building blocks Sagor believes is key. In my book Tapping Student Effort, I called this “pictures of the future” which are critical to the motivation of effort. I found an urban teacher who took her fifth grade students to the stage on the opening day of school to have their pictures taken wearing cap and gown and holding a diploma…a picture of a successful future. Students pasted the pictures into their planners to be reviewed daily. The teacher requested two journal writings-"What did you do yesterday to make this picture a reality?” and "What should you do today to help?”. I recommended that middle school teachers work toward all eighth grade students having a five year plan in writing before heading to high school.

Teachers need to have pictures of their students being successful. I suggested that graduates of the middle school (opened in 1958) be found and interviewed for stories to be read by teacher and students.

Sagor’s second building block is personal efficacy…a deep- seated belief in one’s own capabilities. That efficacy is what promotes perseverance when one is confronting difficult task. Setting complex goals, especially those found in “live events”, provides great opportunities for students to “effort” and discover the payoffs. (See Erica’s senior project.) Instrumental music programs build efficacy for many students.

Peer coaching can be a very helpful tool to increase teacher efficacy. Last week I observed a 3rd grade math lesson where the teacher asked me to focus on the “math thinking” her students were doing. As I described my observation, the teacher’s smile grew. She soon told me about the hard work she had done with a math coach and how the students’ responses that I observed showed the payoff of her efforts and the students’.
That efficacy will cause the teacher to “raise the expectations“ for herself and her students.

Sagor posed a great question for teacher reflection and coaching, “Will students walk out of my classroom feeling more capable than when they walked in?” That is teaching optimism.

QUESTIONS-the Coach's Tool

2008-05-04T14:50:00.007-05:00

This week, I had the opportunity to spend two days, coaching coaches. Visiting instructional coaches in Salem-Keizer Public Schools in Salem Oregon, I had the opportunity to observe instructional coaches conducting pre and post observation conferences, as well as, conduct observations of classrooms. In some cases after the observation, I role-played with the coaches how I would conduct the conference and then they conducted the actual conference with the teacher with my observation. As we debriefed, many of the coaches shared with me a renewed understanding of the importance of the questions that a coach uses.

For example, a coach who was concerned how to mention the off task student behaviors that she observed found that when she asked the teacher, "what she saw during the lesson that made her feel most comfortable and most uncomfortable”, the teacher shared the off task behaviors and opened the door for conversation. When I stopped a coach in the middle of a pre-conference after the teacher said for the second time that she wanted the lesson to go smoothly and asked “what is smoothly”, the coach gained a much clearer picture into the teacher’s agenda.

Performance Learning Systems is preparing an updated version of our three day coaches’ training (for more information email me at sbarkley@plsweb.com). It includes an extensive review of the research on coaching. What follows is the research summary of the role of questioning.

Research shows learning comes not from having experiences, but from reflecting on those experiences (Knight, 2007; Rodgers, 2002). Supportive yet challenging questions can encourage reflection (Barkley & Bianco, 2005; Gimbel, 2008). Wang and Odell (2002) suggested, “Mentors need to know how to question and help novices pose questions about prevailing practice and identify the assumptions underlying one another’s teaching” (p. 521). Dunne and Villani (2007) stressed the importance of asking questions that focus on student learning and student work and that encourage the novices reflect on their practices.

Helping professionals have long realized the potential of active listening as a crucial skill for nurturing growth and learning (Tate & Dunklee, 2005). While little research has been conducted on the use of questions in a coaching/mentoring relationship, a substantial body of knowledge concerning the use of questions in the educational process does exist (Buehler, 2005; Schroeder et al., 2007). It is likely much of this information can be extended to peer coaching situations. Udelhofen and Larson (2003) concluded dialogue and discussion are the primary tools of effective mentoring. Browne and Kelley (2007) suggested the ability to ask the right questions is a crucial to creating effective dialogue

Research shows how a question is asked influences its effectiveness (Bell & Smith, 2004; Dillon, 1997; Wang, 2006). Clarity of educators’ questions correlates positively with student achievement (Jarolimek & Foster, 2008). Bowman and McCormick (2000) found that with effective coaching, teachers could improve their level of clarity in asking questions.

Through the use of carefully framed open- and closed-ended (yes/no) questions, mentors can increase the probability of eliciting the kinds of responses desired (Dunne & Villani, 2007). Certain topics require close-ended questions to elicit factual or specific answers, while open-ended questions are more useful for encouraging evaluation and interpretation. Wang (2006) cautioned close-ended questions “…cannot be used to extend the scope of a conversation because a questioner restricts information, which is introduced” (p. 544). Listening carefully to the answers will enhance mentors’ knowledge of new teachers’needs and concerns (Dunne & Villani, 2007).

Research shows employing pauses and probes to obtain more complete answers is beneficial (Davenport, 2003). “Silence following a question can make a coach feel uncomfortable, but that may be time in which the teacher reflects” (Feger, Woleck, & Hickman, 2004, p. 16).

Research shows when questions stimulate novices’ thinking, rather than leads them to an expected answer, they are more likely to understand on a deeper level (Jarolimek & Foster, 2008; Knight,2007). Follow-up questions that refocus or redirect students’ incorrect or incomplete responses enhance student achievement (Dantonio, 1990). It is likely the same tactic aids learning in a coaching/mentoring environment.

Research shows good mentoring sessions allow novices to ask questions of the coach/mentor. This is best accomplished in an accepting and noncritical working relationship (Knight, 2007). In addition to questions that assess knowledge and understanding, other questions help coaches to explore values, promote creative thinking, and help evaluate situations (Morgan & Saxton, 1991). The most crucial point is that successful questions must be planned, not improvised (Dillon, 1997). Barkley and Bianco (2005) suggested effective listening is more than passively hearing another; active listening requires asking questions and paraphrasing the speaker’s content. As Katch (2003) suggested, asking effective open-ended questions sometimes requires teachers to give up their need to control the discussion and instead listen, for understanding. Active listening, in contrast to passive listening, involves an interactive dialogue in which the listener not only hears the speaker, but also paraphrases, summarizes, clarifies, or otherwise elaborates on the content and feelings revealed by the speaker (Ivey & Ivey, 2006).

PLANNING FOR PLCs: Connecting to Student Achievement

2008-04-27T14:14:00.002-05:00

I recently had the opportunity to work with the administrator and teacher leaders at Eustis Middle School looking to establish a plan for teachers to work in PLCs as professional development for the next school year.

We used a backwards planning process to establish a focus and a plan.

First, we identified the student performances, behaviors, and practices that would be critical in reaching the desired student achievement.

The list looked like this:
Students…
...take responsibility for their own learning and their classmates learning.
...have plans for their futures.
...show interest and engagement in learning.
...are thinkers.
...direct many learning activities.
...have active conversations in learning.
...are collaborative.

The following drawing by teacher Julia DeLaCruz illustrates.

The Ideal EMS Student:

Having decided upon the desired student performances, we then brainstormed
the teacher practices most likely to generate these student responses.
That list was then summarized into three focus areas:

Co-operative Learning
Motivating the Unmotivated
Higher Order Thinking

Teachers will have the opportunity to select one of these three areas for study in the coming school year. Initial professional development opportunities will be offered to the three groups. Then smaller PLCs will be formed in each of these three areas. Those PLCs will work together making specific applications of their studies with their students. It is expected that those learnings will follow back to the larger group and potentially back to the entire faculty.

SENIOR PROJECTS

2008-04-20T12:22:00.005-05:00

During a recent professional development workshop in Arkansas, I met teacher Judy Bynum who approached me during a break to share how senior projects at her school motivated student effort. As she shared her story, I knew I wanted everyone possible to hear about it. So here it is:

Judy, tell me about your school and its use of senior projects.
Senior Project® is the brainchild of Carleen Osher of Medford, Oregon, who, in the 1980’s, was searching for an authentic assessment that would serve as a culmination of thirteen years of a student’s education. Hence, Senior Project was born and has proven its worth throughout the United States.

Drew Central, a rural, high-poverty school in Monticello, Arkansas, is one of only a few schools in the state of Arkansas to require seniors to do a project in order to graduate. Although it is housed in Senior English class, there is a Senior Project Director who works with the students, too. Through the process, each senior (including special education students) participates by writing a 10-page research paper on a subject he or she wishes to study; plans and executes a project guided by an adult mentor of his/her choice; organizes a portfolio of materials, forms, photographs, interviews, and other information to document the project; and presents an 8-minute oral presentation to a community board the week preceding graduation. If the board rules that the project is substandard, the student will not graduate.

What has this initiative done for our students? First, it has eradicated Senioritis—they’re too busy to be bored! Second, it has given seniors choice and voice in determining their topic, since it is entirely student-centered and student driven. Third, our seniors have shown a higher level of maturity, responsibility, time-management skills, and the more scholarly writing since our district has instituted it. Although the students may complain during the year, their heightened level s of self-confidence and pride is evident on Senior Boards Day, after presentations.

A bi-product of Senior Project is that when the business leaders of our community see our students dressed professionally and listen to them present formally, they sometimes offer these students jobs in their businesses on the spot. Grammar and presentation skills are honed during the senior years, as in no other year, in preparation for the boards. Colleges have shown strong interest in the projects and the intense study involved as well. And for some of the students, focus on a specific career during their project helped them realize a wrong career choice before expense of four years of higher education began.

Most importantly, Senior Project has made each senior feel proud of his or her accomplishment and has forged a new respect between the faculty and students. Seniors are constantly being asked by the faculty, “What is your project?” or “How’s the project coming?” Some teachers serve as mentors, with one teacher actually doing a Senior Project to show support for what students are being required to do.

Erica Hood, a Drew Central senior, adopted a South Mississippi classroom for her senior project.

Erica, what were your initial thoughts about the concept of a senior project? Did anything change in your thinking as you began exploring and working on it?

I was very unsure about it at the beginning of it. I thought it was going to make my senior year more stressful and would not amount to anything but a waste of my time. When I first began, it was still stressful trying to get everything organized. It was one of those things I had to make myself work on it. Once I actually started doing the project and people began giving money to me so freely, it completely changed the way I felt about this. This was a bigger thing than I thought it would be.

How did you arrive at the idea/focus for your project?

When I was trying to decide on a topic, I knew I wanted to do something that would actually help others. The only disaster I knew about was Katrina. I also knew I wanted to work with kids. So, one thing led to another.

Describe your project:

When I first started working on the project, my actual destination was going to be New Orleans. I wrote my paper on the psychological and emotional effects of tragedy on children. I based my information on experiences children in the New Orleans area had during the hurricane. But when I went to contact the director of departments of education in both Louisiana and Mississippi, the Mississippi director was the first to respond. He told me to get in touch with Harrison County School District, in the very southeast corner of Mississippi where the eye of the storm came through. I immediately knew they would benefit from my project.

Through their website, I contacted every principal and teacher of the school district. The first response was Mrs. Speirs from Lizania, Mississippi. She said that she had a first grade teacher who would benefit with the project, and she put us in touch. Mrs. Dana Ladner then contacted me, explained what had happened to the school in the hurricane, and came up with a supply list of her students’ classroom needs.

I went to work. First, I met with the Ministerial Alliance in Monticello, and they were extremely supportive. I created a children’s packet list of supplies and a teachers’ packet. I went around town and showed businesses the supply lists. Donations began to pour in. Within three days, I had raised over $2000.

On Thursday afternoon, I went shopping at Wal-Mart and literally cleared the shelves of school supplies. That still wasn’t enough. The next morning, accompanied by my mother, little brother, my project mentor, and the mentor’s daughter, we left at 6:00, stopping at every Wal-Mart and Office Depot on the way to buy supplies. We finally finished shopping about an hour outside of Gulfport, arriving at the school about 2:00. When I went inside, I was taken to the class, where I met the teacher and the children. They were so excited.

The teacher, Mrs. Ladner, asked the children to raise their hands if they still lived in a FEMA trailer, and over half the 30 children in the classroom did. It totally shocked me. Many of the families had not received any insurance money yet.

The children followed me outside and helped me unload the van. The amazement and thankfulness in their eyes was unbelievable. They did not know how to react to the gifts. I gave each child a sack, and had my picture taken with each of them for their journal entry. We walked back down the hall to the classroom in a line. The other classes just stared at all the packages. When I asked Mrs. Ladner why, she said that all attention had been focused on New Orleans, yet the eye of the storm had actually been in Gulfport. The city of Lizania was a rural school, not on the coast; and these children were unaccustomed to being given any help. They felt they had been forgotten.

The kids announced to the class what was in their sack. When they pulled out the new books, they immediately began reading them. That was their favorite thing. After sorting through the suppIies, Mrs. Ladner realized we had brought enough supplies to share with the whole first grade, so the three other classes were given supplies as well. I then went on bus duty with the teacher, and she showed me the FEMA trailers used for classrooms.

After the buses left, Mrs. Ladner began to tell me stories of the hurricane. Her oldest son, who had been renting a house in Gulfport, lived beside an elderly couple who refused to leave their home and drowned together in their house as a result. Her own extended family was without electricity for fifteen days. At night, she said, the windows had to be left open, and love bugs came in the windows in droves, turning the carpet completely black. Mrs. Debra Spiers, the principal, worked at another school during Katrina, and the school was turned into a homeless shelter. The first night, they had only half a Dixie cup of soda and two cookies for each person, since they were not prepared. When the hospital filled up, the ambulances started bringing the injured to the school. People were soaking wet with water or blood, having sat on rooftops for hours with broken bones. One night a girl came in with a dog and was told she could not bring the dog in there. The girl said the dog was all she had left, since her house collapsed and the dog actually found her in the rubble. The principal allowed her to bring the dog in. Later a young male came in alone. When asked where his parents were, he said they were all on the roof of their home, holding hands, when the current swept both of them away in the waters. Another family came in and said they were trying to knock a hole in the roof to get out; before they could pull the grandmother out, she was swept away. The assistant principal loaded 5-gallon buckets for gas and drove to Alabama to buy gas to power the generators. She had to take a gun, because people tried to stop her and get gas. Even the army needed their gas for emergency purposes and stopped other trucks to get it.

The teacher took us to downtown Gulfport to the Hancock Bank that had a Hurricane Katrina museum, which we toured. We could actually see pictures, a video of the hurricane, a quilt about the hurricane, and art made from debris of the storm. On the coast, it was devastating to see the plantation houses totally gone, souvenir shops gone, stairs to houses with no houses—“stairs to nowhere,” they called them. You could see people picking up old bricks to build new houses. Mrs. Ladner pointed out churches where she had worshipped as a young girl that were now replaced by a tent. Swimming pools were surrounded with a big orange net, with rusted cars in some of the pools. Cars were also scattered around here and there. Some of the beaches had debris from the storm washed up. In Bay St. Louis, it looked like a hurricane had come through only weeks ago. It was all so disturbing to see.

How would you describe what you learned in the project? Did you learn things that connect to your classroom/courses learning? Are there things you learned (skills) that you might describe as life skills?

I learned both life skills and classroom skills. In collecting the money, I had to learn to be able to approach people I do not know. Before my project, my life plan was to go to get a degree in Business Marketing. After this project, however, I now want to obtain a degree in speech pathology and language. I fell in love with the children of Mrs. Ladner’s class, and I knew then that I wanted to have a career that helped special education children who have speech problems. Although I had tossed this idea around for several weeks before the trip, I knew for certain of my career plans.

In school, I had learned about Katrina and had watched the news, so I thought I knew the ins and outs of what had happened. When I got down there, however, I was totally shocked. It was nothing like what I had imagined. It was nothing like people had said. It was horrible, after all these years. Seeing the devastation made me understand the whole aspect of the hurricane. It had not been real to me until then, and it hit me hard. I had no idea… I had assumed, like so many people, that all the hurricane areas had been cleaned up and rebuilt, but that was certainly not the case.

The trip was life-changing in many ways. It made me more grateful for what I have--my family, my house, electricity. And the town of Monticello has been so supportive in everything I asked.

What advice would you give to teachers, students, parents, who are thinking about adding projects to their school plans?

If schools decide to implement Senior Project, they need to make it important—if you don’t do it, you won’t graduate. Truthfully, I personally wish all the kids had to do a service-related project to help others, because it made me feel so good inside. And I want others to feel that happiness. It made me so happy to “give rather than to receive.” Students might get more out of the project in this way. I truly recommend Senior Project as a requirement for graduation. Seniors I know in other school districts are just required to write a standard research paper, and not even a long one at that. Drew Central builds us up and prepares us for major projects in our future lives.

Anything else you’d like to share with us?
Senior Project has made a real difference in the relationships between faculty members and students. Teachers that I used to pass and speak to in the hallway now ask about the trip, and they have been so excited for me, and have told me they are so proud of what I did. The encouragement I received from everybody was just overwhelming. It made me less stressed just to know I had made a difference in the lives of the world.

Thanks Erica for your work and for sharing it with us. Copies of my books Tapping Student Effort and Wow! Adding Pizzazz to Teaching and Learning will be donated to Mrs. Ladner’s colleagues in your honor.

CREATIVITY

2008-04-13T17:32:00.007-05:00

In an earlier posting I mentioned last year’s report, Tough Choices or Tough Times, which said successful countries will be those that can produce the most important NEW products. Those countries would depend on a deep vain of creativity that is constantly renewing itself, and on a myriad of people who can imagine how people can use things that have never been available before… create ingenious marketing and sales campaigns, write books, build furniture, make movies and imagine things that the rest of the world will find indispensible.
Recently, a unique collaboration between the Conference Board, Americans for the Arts and the American Association of School Administrators released a study titled, “Ready to Innovate: Are Educators and Executives Aligned on the Creative Readiness of the US Workforce.

"While creativity is recognized as a critical ingredient to success in the workplace, schools and businesses need to re-examine their curriculums and training programs to determine the most effective way to increase the emphasis on developing this skill. That's the only true way to effect change and turn out better qualified workers with more creative talents."1

Along with the release of this report, Daniel Pink, the author of A Whole New Mind, presented a lecture at the John F. Kennedy Center for the Performing Arts in Washington D.C. Pink’s work stresses that while left- brain logical, linear skills are necessary, they represent the kind of skills more likely to be moved off shore or automated (tax preparation or legal services for incorporating). Pink sees an increasing need for right-brain artistry, empathy, creativity and big picture thinking. View a short video presentation of Pink’s thinking here.

Could our students be spending too much classroom time solving problem we give them and not enough time practicing how to find problems?

Additionally, testimony was given to the House Appropriations Subcommittee on Interior, Environment & Related Agencies on the Role of the Arts in Creativity and Innovation. Click here to read or view some of the testimony, including that given by Robert Redford.

These events were part of Arts Advocacy Day, a national convening presented by Americans for the Arts.
Here is a summary from the Ready to Innovate report.

”This new research shows that both businesses and schools recognize the critical role of creativity as a workforce skill, and both groups accept the role they have in fostering it. Both also recognize that arts-training is a key way to foster creativity. Yet despite this recognition, most schools do not include arts training as a mandatory part of the curriculum, and most businesses provide creativity-fostering training only to very few employees. With this growing recognition of the role a creative workforce has on the global competitiveness of American business, both business and education leaders need to examine what changes can be made to more widely foster these skills in our current-and especially our future-workers.” 1

What questions does this raise for you as you work with teachers and students?

1 Ready to Innovate: Are Educators and Executives Aligned on the Creative Readiness of the U.S. Workforce?, Authors: James Lichtenberg, Christopher Woock, Mary Wright Publication Date: March 2008Report Number: R-1424-08-KF

TIME, RELATIONSHIPS, AND LEARNING

2008-04-06T18:06:00.000-05:00

This week, I was working with one group of high school teachers looking at the need to differentiate teaching strategies. I was working with another exploring how to make the most effective use of a 90 minute block schedule. I also worked with an entire K-12 district looking at learning communities. During the entire week, the structure of schedules and groupings of learners was a constant focus.
So, as often happens, my quick reading of headlines and online postings caused me to ponder connections.

An article in the Washington Post, Quality Time Stacked in Favor of Firstborns, explores a report by Joseph Price, “Parent-Child Quality Time: Does Birth Order Matter" in the Journal of Human Resources. I recalled that several years ago at a conference on the brain I had heard scientist list things that occur prior to birth and in our early years that influence how our brain forms helping me understand why a class of 23 students was really 23 unique brains. One point they mentioned was birth order; as firstborns are disproportionately represented in the enrollments at Ivy League universities. The suggestion was that parents responded differently to firstborns. This is highlighted in the definition of to sterilize: If it’s your first child, put in boiling water for 5 minutes. If its your third child, pick it up an blow on it.

“Price found that in two-child families, firstborn children got about 30 percent more quality time from their parents. Birth-order differences were largest in activities Price considered most important, such as reading and playing together. Secondborns prevailed in one category: watching television with parents. Price did not count this as quality time.” Why parents spend less time with children as a family ages was not studied, but Price offered some reasons, including fatigue, age and a waning novelty. In his family, he recalled, the firstborn had an elaborate scrapbook right away, but the scrapbook for his fourth child, 14 months old, has not been started”.1

I am a firstborn and am pretty sure my 4th born sister wouldn’t be surprised by the scrap book example.
The second article I found in USA Today-Size alone makes small classes better for kids.
“New findings from four nations, including the USA, tell a curious story. Small classes work for children, but that's less because of how teachers teach than because of what students feel they can do: Get more face time with their teacher, for instance, or work in small groups with classmates”.
"Small classes are more engaging places for students because they're able to have a more personal connection with teachers, simply by virtue of the fact that there are fewer kids in the classroom competing for that teacher's attention,"2

This article reinforced other studies I’ve read, identifying that frequently teachers did not take advantage of smaller class size to change instruction. What is different is that it suggested that students still gained from the smaller size. My guess is connected to relationships… being better known …maybe receiving more attention.

What structures should we be considering to best capitalize on time and relationships for learning? Looping, Small Learning Communities, Block Schedules, House Structures for multiple year relationships, Advisories...I recently worked with an alternative high school in Idaho where students are scheduled to take one course at a time-all day.
Lots to ponder.

1 Washington Post, Quality Time Seems Stacked in Favor of Firstborns, Donna St. George,Washington Post Staff Writer Saturday, March 22, 2008; Page A01
2 USA Today, Size Alone Makes Small Classes Better for Kids, Gregg Toppo

MORE LEARNING IN LIVE EVENTS

2008-03-30T19:49:00.001-05:00

In workshops and presentations on Tapping Student Effort and Learning Styles, I often discuss the power of teachers using Live Events to deepen student motivation and effort. In Live Events, most learning style preferences are naturally present.

Live Events are often project based learning activities where the outcome of the event has a real consequence. A sophisticated simulation can include all the elements of a live event with the exception of real consequence.

Simulation: Students take part in the stock market game. Groups invest a pretend $10,000 and buy and sell across a semester, declaring a winner at the end of the term.

Live Event: Each student in the Freshman Class contributes $25 to a fund that is invested in the stock market after in depth study and consensus decision making. Students track their progress (or loss) during their high school career, cashing out to off set the cost of the senior prom.

Another example of a Live Event was in the January 6th posting, Learning in Live Events, where students at a Wisconsin school did Christmas for poverty stricken children.

The following diagram illustrates the live event elements that positively impact student learning.

A recent article appearing online at Edutopia presents a great live event example.
Philips Sala and Burton Academic High School has an Academy of Finance with its very own Volunteer Income Tax Assistance site. The VITA program, a partnership between the Internal Revenue Service and the nonprofit organization United Way, recruits volunteers to become certified tax preparers as a free service to households earning less than $38,000 a year. Burton’s VITA site is staffed by the high school students themselves.1

Here is how I labeled each element of a Live Event in these students’ experience.
Relevance and Real Environment
"What I love about this process is that it gets kids out of the classroom into a real environment where they can apply what they've learned." "We talk in class about what it means to be professional. We talk about sales tax, interest, and the Earned Income Tax Credit (EITC). But to actually be in an office and assist someone they've never met before, someone who is looking to them as professionals to help prepare their taxes -- all of a sudden, it feels much more real for students."
Process Skills
Not only are they staying awake, but they're grappling with the ins and outs of basic tax returns, learning about running a small business, working collaboratively in teams on complex problems, building speaking skills and self-confidence, and honing multiple academic fundamentals -- including math, computer, and literacy skills -- all in a real-world, high-stakes context.
Multi Sensory
"It's great to learn skills, but it's even better to apply them to help out your neighbors and give back to the community," Glancing at a classroom filled with students who have the poise of professionals and who speak with the urgency of those engaged in a very real task, as well as clients who look as though they know they're in capable hands.
Emotion
"It's a little nerve-wracking," "You get kind of tense because you don't want to mess anything up by not giving people enough money or giving them too much."
Real Consequence
"On a test, there's no real difference between a 75 percent and a 95 percent. But if someone's sitting across from you, and you're talking about their taxes, you want to get 100 percent! You don't want to make any mistakes."

For more information on Live Event Learning, go to The National Educator Program to see how they work with Academies and Small Learning Communities.

1 Edutopia, Financial Aides: Teens Become Tax Preparers A high school opens a tax office, and students run the show by Sara Bernard, 2008

RESPONDING TO RESISTANCE

2008-03-23T15:02:00.014-05:00

In the last two postings, Resistance in Coaching Conferences and Using Questions in Coaching Conferences, I’ve explored the need to uncover agendas and sometimes resistance before moving to problem solving in coaching conferences. In this post we will explore responding to resistance that has been identified. Paraphrasing, active listening, is a good step to confirm the resistance you believe you are hearing. In this scenario,

A fifth grade teacher tells you that she believes reading aloud is an important component of reading workshop time, but she doesn’t use it often because the students don’t listen during the reading. They fidget and are seldom able to respond to questions she asks.

You might paraphrase...

The teachers thinking:

You feel that it’s wasting time to read aloud with them.
You’d like to motivate them to listen.

The teachers emotions:

You’re upset with the students behavior.
You are worried their behavior could get worst if you keep
doing the read aloud.

I find it helpful to identify resistance as coming from three sources: ego (pride), intellect(brain) and emotions (feelings). Then, select a matching response.

Pride resistance- respond with approval statements
Emotion resistance- respond with empathy statements
Intellect resistance- respond with supporting statements

Approval-- In most cases, I look to provide some approval as soon as possible within the conference.
It is so great to hear your understanding of the value of the read aloud. Many intermediate and middle level teachers assume it is just for use with younger students.
Your desire to find a way to make this work shows a real commitment to your students.

Empathy-- It is annoying to work hard and not see students respond. When we find the right mix of motivation and listening skill development your students’ responses will become your reward.
When you feel that you don’t have control, it is scary. Sometimes perseverance is the key.

Support--You are right that there is no time to waste, especially this time of year. What benefits of the read aloud are most important to your students?
Changing student behavior is hard work; motivating listen, reading, and thinking behaviors can have very long term payoffs for your students.

Notice in the diagram on resistance, that sometimes all three areas are present at once. The more resistance present the slower the coach needs to go, fighting the temptation to offer suggestions to end the conference sooner.

For greater study of verbal skills for working with agenda and resistance, see PLS course Building Communication and Team Building.