February 9

Anchoring Learning Through Documentation

Background in UDL

Lately, I have been trying to use UDL principles to increase the use of my visual supports in the classroom. A typical anchor chart is provided by the teacher to serve as a reference to steps or key ideas with a standard being taught. However, what if a documentation approach is used to anchor the next steps students will take on their own.  Educators know the power of “I do” modeling.  Then we guide students to a “We do” stage.  What would happen if the teacher captures these phases of instruction in the classroom?

Using Standards to Guide Goals

My goal was to increase students ability to grasp key ideas from text and provide support from the text to explain thinking.  I wanted to model CLOSE reading strategies with students in a way that would allow them to learn deeply from text. The goal was to show, do together, and release students to be independent with growth in CLOSE reading. These techniques are taught every year, but how can a teacher use visuals to support the process in a rich, detailed approach.

Key Ideas and Textual Support in Indiana Standards

5.RN.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.
5.RN.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RN.2.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Define the Tool

To help my students with the concept of three phases of CLOSE reading, I decided to use the normal anchor chart from Smekens.  This chart was blown up, laminated, and added to the classroom.  Just adding the chart is helpful.  Students learn that a first phase read is like putting on your glasses.  You take a look at the text and give it a read through.  Then the second read is related to a microscope.  You look very closely at the text and study it.  During this phase, you annotate key ideas and discuss. Next, you associated the third read with the telescope.  You take a broader view of the text, write about the text, and respond to the text with evidence.

Capturing the Process in Visual Documentation

What developed next in my classroom was the need to document the three phases from the modeling! Yes, it was becoming obvious that going beyond the “anchor” chart was necessary so that our process lived in the room.  What transpired next was an improvement in my visual supports for learning!

Phase 1 & 2 ClOSE Reading Docmentation

We used a Storyworks article. When we were annotating the text together, I used Kami to model the annotation. Later, I printed off the annotated text and put our work in order of how we went through the CLOSE reading stages.

Students were able to go back to a CLOSE reading documentation chart when trying the process on their own. The kids were able to work on their third phase written response with the “We do” modeling available.

Phase 3 Documentation

Written response that we did together was later printed and used to help students for future reading passages. Notice how checklists were added to the anchor charts.

Organizational writing structure for the response was documented on one of our practice activities.

Tips for Taking this Small Move

  • Keep your traditional anchor chart.
  • Find a way to document the mini-lesson.  It can even happen after it is done.
  • Use the documentation to review the lesson from the day before.  The learning is visible and easy to revisit.
  • Allow students to approach your documentation during “You do” phase of learning.
  • Add checklists to charts when it makes sense for the skill.
  • Make the learning of a skill visible more than just during the introduction of a skill.
  • Can students use visuals to explain what they are learning?
  • Can students make personal learning goals due to the documentation charts in the classroom?

Taking this Idea to Leaderhip

During Walkthroughs, pay attention to what is on display. What documentation is available for students? Do the visuals provide scaffolding support? Can a student easily revisit previous learning? It is an opportunity to coach teachers to think about options that support learning.  You might hear me say, “I wonder if you…” Remember a small move can lead to BIG change in a classroom environment over time.

 

 

Category: ELA Instruction, UDL | LEAVE A COMMENT
January 26

Responsive to Student Needs

A responsive teacher listens to the needs of students. With the work I have been doing with the UDL guidelines, I had the vision of helping students make meaningful goals. However, in the process we built community and helped with engagement too. When you begin working on one area of the guidelines, it truly leads to developing others.

When we returned from winter break, we wrote goals. Then I wanted the students to be able to share their goals with each other. Bringing an audience to a goal, can help you achieve it. Also, I wanted students to be able to express how their classmates could aid in new growth as they worked on the goal. However, what we noticed was there were several students with the same goal, “I want to be able to focus better.”

Once I noticed a theme, I asked the kids if they wanted to create a committee during our Passion Time to see if we could develop new strategies together and meet the need to improve attention together.  Our first few meetings were just talking about what happens when you feel like you lose attention.  I coached with three questions: “What is it like for you to lose attention? Do we have a common experience? What do you notice?”

Our next few meetings were talking about strategies they have tried or want to try. My goal was to help the kids options for self-regulation and brain breaks. Many talked about the use of fidget items, which are helpful and welcome. However, we also got into the emotions of frustration that come when you have lost attention. Some students recognized that a change in attention needed movement to improve.  Also, it became clear that sometimes to lack of focus was due to what feelings they were carrying about themselves or tensions in their lives.  Then we moved to the conversation of what we could create as a hallway refocusing station.  In contrast to some of the early childhood designs, the kids wanted something that looked appropriate for 5th grade.  We did a lot of searching together for a process that would fit their age.

Here was the plan:

  • Wall sits
  • Wall push ups or just pushing on the wall to get rid of stress
  • High five, low five
  • Refocusing tracing
  • Breathing strategies


Once the hallway refocusing station was developed, we made a teaching video to share with the rest of the kids. Now all students have to do is recognize when they are loosing focus and use the hallway for a short break.  Our committee will need to revisit how students like the station.  Reflection will be necessary on how it is working or if there are any further adjustments.  Collecting data and thinking about how they are doing on focus will be important in approving their attention.  Responsive work with students means that you are prepared for changes with flexibility.

My goal as a future building leader is to use this same listening and sharing to help staff and improve a school.  When a building leader is responsive, classroom teachers can meet students needs and collaboration helps staff feel supported. Flexibility is part of leadership.  We grow together and respond with a collection of ideas.

Category: Uncategorized | LEAVE A COMMENT
January 14

Constant Growth for Free!

Free Professional Books and Digital Note Taking

Hoopla is a great way to access professional education titles for free. Professional books can run $20 to $35 each. If you are on a mission to grow, then that adds up!  Often the public library has not been able to keep up with purchasing the professional titles in circulation. The library collection may be dated.  Hoopla runs through your local library and provides you with current digital books. All you have to do is download the app, log in your library card information, and you can open your world to more books. Professional books are not the only content available, but for this blog I want to feature what you can use to grow.

Many times I am in conversation with educators or see books mentioned on Twitter, and I want to access the book.  At first, I used to add them to my Amazon cart or wish list, and hope that one day I would be able to read it. However, now I have learned to see if a title is available on Hoopla.  Some titles are available in an audio format or digital book. Hoopla has allowed me to develop my knowledge and grow for free!

In talking with others about Hoopla, I had some educator friends complain that Hoopla would not work for them.  I asked why and it was shared, “I need to be able to take notes.” Yes, I remember feeling this same way.  You want to mark the ideas that have you excited to try or use to improve your influence.  If you cannot mark those inspirational spots, then you cannot grow, right? However, what I have learned is that you can screen shot digital text “thinking spots” and add them to a note in the Notes App.  The collection of ideas is actually easier in that you have all of the key ideas all together. You do not have to flip through the book looking for the spot.  You can also share your professional “thinking spots” with others if you are doing a school book club.

Do not get me wrong.  Hoopla does not have everything!  However, you can do a search and create a favorites list to go back to when you are ready to read or listen. Hoopla has expanded my professional learning and I hope it extends yours too!  Please know, there are still plenty of titles that I purchase, but this has been a satisfying way to grow.

Check out my video if you want visual support for the process!

Category: Leadership, Professional Development | LEAVE A COMMENT
January 9

What Do You Need to Best Understand Text?

Representation in UDL

In Universal Design for Learning (UDL), we look for ways to help students find their best learning methods. In classrooms today, we have lots of options for multiple means of representation. Students need to be exposed to the potential of each option and figure out through trial and reflection what works best to receive information. Most classrooms have options for technology, but it does not mean that technology is the perfect fit for all students.  Also, students need to exposed to options regardless of learning ability. Strategies are not just for students with a learning need.  What works best in the classroom is the student deciding and the teacher presenting options.

What might it look like in a classroom studying social studies?

  1. A student might choose to use the digital version of the text on a device. However, even with this choice there is variability. One student may prefer to have the audio support play while following along, even if the reader is an effective reader.  The mode of audio and text meets two sensory needs with the auditory and visual being paired.  The mind of this student may feel more engaged with the information. Some students may only use the audio support to hear new vocabulary terms defined and spoken.  Others may just like the ability to read on the screen and not tap into any auditory features.
  2. A student may also like to use multiple forms of text.  Some students like to have the book text and the digital text available at the same time.
  3. Another type of student may find the digital format distracting and prefer the book alone.

Why is it important that we teach the options above?

Educators care about the learning process.  We need to get out of the way on the format preferences of kids. Clearly, educators have their own preferences of representation, but our role is to guide.  When kids are empowered with choice, we are setting them up for success in a digital society.  Devices and features of support are going to continue. Why not help students through trial and error to find the clarity they need to comprehend information?

Reflection is Key

After presenting the different options, students make a selection while working.  It is important to give space for discussion or a quick survey.

Ask:

  • What worked well? Why?
  • How do you know you learned more with the strategy you tried?
  • If you did not like the strategy you tried, what will you shift to using?  Why?
Category: ELA Instruction, UDL | LEAVE A COMMENT
January 5

Building a Passion for Reading

When I started teaching 20 years ago, I made a decision that I would model the life of a reader for my students. It simply meant that I would grab as many different types of kid books as possible to read.  Dive in. One book at a time. It was a small move at the time, which has lead to a big impact with readers. My goal was to know as many different options to direct different types of readers to positive book experiences.  No genre was left aside.  Today, I can ask a simple question, “What was the last book that you liked?” The question is the ticket to discovering what motivates the reader.  It sends my mind off to suggesting the next title(s) for them.  You see, after years of reading books my kids might be interested in, I know lots of authors, titles, series, genres, perspectives, and can find a fit for the student.

My classroom is guided by student led book selections. My goal is to get students to read 20 books during the school year, so I do the same (if not more). Choices are possible because I am comfortable with the books available to my students. I know the books.  Luckily, this opens the world up to my students. My students can read independently or form book clubs.  Then the true beauty of the reading life unfolds when I can confer with readers on their books.  Students know when you are truly a reader. They pick up on the number of books you can dialogue with them on.  They trust you. When you recommend a “next” read, they listen.  Also, when you conference with a student on a book title you have not read, and then you read it as a result.  You grab them in a way they cannot help but be captivated by. You let students know they matter.  It has been a joy to see this small choice in the beginning my career unfold into relational beauty with my students. I look forward to sharing with them the books I read over break.

Never underestimate the power of one book at a time.

Now, as an aspiring school leader, I am reading as many books on instruction, leadership, innovation, classroom management, and education as I can.  It is a small move that I hope leads to BIG change for educators around me. My teaching experience is one of my greatest attributes, but my desire to constantly grow is part of my present and future.  There are many ways to teach and lead.  My goal is to be an influence and help guide others towards resources that help them to develop.  Teachers are the hardest working professionals. If they have leaders who support their growth, walk alongside them, grow with them, and encourage their risk taking, then kids win!  You do not just wake up with this style of leadership, you grow it one book at a time.

Two Take Aways:

  1. If you are a teacher, read one book at a time that you can use to encourage the readers in your classroom.
  2. If you are an aspiring leader or current building leader, read one book at a time that you can use to influence your school community

Collection of My Professional Reads

Made with Padlet

Classroom Resources

Made with Padlet
Category: ELA Instruction | LEAVE A COMMENT
December 2

Micro Credentials the Next Wave of PD

As an educator, I have always been interested in learning and growing.  As an aspiring school leader, I want to be able to guide teachers towards professional development that will inspire and innovate classrooms for students. Today, we have the opportunity to expand our learning to a global platform.  We are not limited to the professional development available in the school building or district level training.  Now you can pick topics, navigate through learning skills, and provide competency in the topic. You can have a micro credential badge to represent your level of mastery to add to your personal digital file or portfolio.

Currently, I have a goal of growing in proficiency in Universal Design for Learning (UDL) and have completed my first micro credential through Learning Designed, which is developed by CAST. The Level 1 credential is a great beginning to learn how to implement UDL in the classroom setting. Topics of UDL are delivered through interactive learning modules with choice in how you receive information.  For example, you can read or use a video within each module. You have the option to take a formal assessment test or upload documentation of your work with a rubric.  In addition, the Learning Designed site is full of resources to assist you on your journey to learning more.  If you click on the credentials section on the resources page, everything is organized by topics that are covered in the micro credential.  The learning goes beyond the credential itself, and, yes, I will be working on the Level 2 micro credential.

Micro credentials are not limited to one topic in education.  You may be wondering what may meet your desire for growth.  Here are some options:

  1. Digital Promise: National Center for Research in Advanced Information and Digital Technologies began in 2008 as a bipartisan nonprofit by George W. Bush. The current platform has its own micro credentials, but also partners with other issuers to provide a wide range of professional development.  Many of the micro credentials are free or require a fee around the same price as a professional book.
  2. BloomBoard: The American Institutes for Research have a micro credential path for becoming a National Board Certified teacher. They have a micro credential program to prepare for candidacy. BloomBoard also offers The Interstate New Teacher Assessment and Support Consortium (InTASC) micro credentials.  In addition, there are The Professional Standards for Educational Leaders (PSEL) aligned micro credentials for aspiring school leaders.

Where do I share my credentials?

Badgr is one account that most credentials can be sent to for storage.  Badgr creates a “backpack” for your credentials. Badges can be verified through Badgr and can provide the issuer and requirements for completion of the credential. What will show up in your digital backpack?

Category: Professional Development | 1 Comment on Micro Credentials the Next Wave of PD
June 18

Mission Control: Teachers Launch Passion!

Tonight, I was drawn to attending a talk given by David Wolf. As a teacher, I could not pass up the opportunity to hear his story and find gems to share with kids. So many students, like all of us, are captivated by space. Secretly, I had in my heart the idea that something he would say would support my stance on Passion Projects in education.

Stats on David Wolf:

  • Astronaut, Medical Doctor, Engineer, Scientist and Pilot
  • Logged 168 days, 12 hours, 56 minutes and 4 seconds in space – over four separate missions including 7 spacewalks
  • Served aboard the Russian Mir space station, Space Shuttle, Spacelab and the International Space Station.

Wolf shared of his experiences in space and adding to the International Space Station. He discussed the seven hour sessions out on space walks and all that it takes to train. The grit it takes to prepare for the “one shot” attempts in space. There are no second chances and the mission needs to be perfect. He inspired many kids to ask him questions after his talk. He was just like us as teachers. The kids showed their depth of knowledge in a wide range of space topics and you could see it in Wolf’s face that he understood the value of their background information. He addressed their facts and aided their misconceptions with grace. There was a key question the teacher in me was waiting to be asked…

What do students need who aspire to work for NASA?

Follow your passion. Work on what you are good at doing. Your own path is what you should do, as long as you do well at it.” -David Wolf

Yes, validation on why following passion is important. We give students time to dig deeper and explore the depths of what drives a desire to learn. Wolf was not giving kids permission to waste time.  He was encouraging them to do their passions well. If we launch kids into their passions, we can affirm their future. An astronaut must have a wide range of knowledge. Wolf had to find expertise in many areas to pursue his career.

What 21st Century skill is needed the most?

Flexibility to problem solve on the spot.  Wolf explained getting stuck in an airlock and exhausting the checklist.  He knew that you had to have the ability to think beyond the checklist. So, our students need experiences where they have to troubleshoot and we cannot rescue them right away.  We have to play “Mission Control” and guide.

The only thing we know is not going to happen is Plan A. I’ve been right every time.” -David Wolf

As teachers, we know that best plans have a way of changing.  We learn to adapt to the kids in front of us.  How can we help kids learn to develop multiple plans in facing a problem? How much more valuable do classroom experiences become, when we promote plan B, C, D, E, etc.?  Launch kids into their passions and be the “Mission Control” to their aid. You cannot do it for them, but you can provide a process.

 

Category: Passion Projects | LEAVE A COMMENT
June 4

Is Play Part of Passion Projects?

As teachers, we understand that every moment matters in the classroom. We feel the pressure and worry about the learning outcomes. Each of us want to be responsible with the time we have to educate the students in front of us.  We have standards and testing looming in the background.

With passion projects, you release control to the students’ interests.  It is not all day. However, I understand how it might seem easy to ask, “Is this a waste of time? Are they learning from this?”

Sometimes the voice of the teacher inside wants to get in the way of a student’s choice for a project.  Just this spring, I had a student who had bounced from several project proposals during the year. Suddenly, he decided he wanted to use a Sphero.

Part of me wanted to immediately start the teacher drill of questions when he came to me with his rather weak proposal.  What are you going to do with that? Why do you want to use the Sphero? Do you have a goal in mind? However, I knew better because this particular student struggles to find a passion for learning.  It was not my time to get in his way and create obstacles.  I needed to let him gain an interest in a technological tool.

So, for four mornings I watched him come in excited. He got his iPad and went to borrow the Sphero from our media center. He worked with the Sphero for the entire 40 minutes.  It looked like play. He spent this time driving the Sphero in the classroom around other people.  He drove the Sphero in the hallway.  It looked like nothing was going to happen other than play. Four days of this made me wonder, when will he want more. Will he do more than this?

Yes, my bias was starting to get in the way. Yet, I wanted to keep him passionate about learning.  So, I called over my student and had a conversation.  It went something like this:

  • T: Wow. I noticed that you know how to drive the Sphero really well now.
  • T: What do you think about the Sphero?
  • S: It’s fun.  I really like it.
  • T: What else do you think you can do with the Sphero?
  • S: I don’t know.
  • T: Can you make an obstacle course? Can you make something that it is contained in and still make it drive?
  • S: I never thought of that.
  • T: Okay, what kind of research can we find for you to explore? (See video)
  • T: What inspired you in that video? What do you want to try?
  • S: I want to try an obstacle course.
  • T: Awesome.  Plan what you want to do in your Passion Notebook, and then you can get started.

Educators, SPACE to explore is still learning! Our job is to let the play lead to something more.  You do not have to stay idle during Passion Time. You do need to give space. Then, you coach. As a teacher, I try to see the big picture for a student. Often kids need to have positive experiences in school to make BIG Change in their lives as learners. I could have been an obstacle for my student, but I let him play first. He created his own obstacle later.

What are your thoughts on play within Passion Projects?

Category: Passion Projects | LEAVE A COMMENT
May 29

Shared Leadership Stories

As a graduate student at Butler in EPPSP, we have been able to listen, learn, and ask questions of leaders in our summer phase. Since EPPSP is experiential you get the chance to engage in person and connect with others further along in their leadership journey.  Today’s blog will highlight the presenters and my takeaway points.

Dr. Deb Lecklider, Director of EPPSP at Butler University, @deblecklider

Q: How do you define success in your different leadership roles?

A: “The people around me are successful.”

When a leader is in charge, the true sign of a leader is the success of others.  Are people growing and getting opportunities to grow. Dr. Lecklider allows others to share their expertise with her.  She is an example of being a constant learner.  It makes her a magnet for great people.  She will continue to draw the right future leaders to the Butler EPPSP program.

“I have to be inspired,” Dr. Lecklider.

 

Anila Dinn, Associate Vice President of Human Resources at Butler University

Q: What is your philosophy on working with others?

A: “Do NO harm. Meet people where they are at. We judge people from our own measure. Try and understand where a people are coming from and meet them there.”

When you have to have a tough conversation with someone, you want to show the person that you are hoping to increase his/her success. You relate that the gap area can be improved, which makes a person an even more valuable asset.  With Dinn, you are given respect and space to grow. However, this is not soft, you evaluate results and are metric driven in your leadership. You learn to “balance the needs of the institution and the needs of the people.”

Tina Seymour, Educational Consultant, @SLSConsultingEd

Q: What system “must haves” do you recommend?

A: “You must develop cultural systems and academic systems in a school. You have to be clear on what your lane is. Why is that a priority? Do you have data to support what you are doing?”

Principals and building leaders are responsible for making the systems in a building clear. The cultural systems allow students and staff to follow behavior guidelines and routines in the building. The instructional strategies allow teachers to know how to teach the content in effective, research based ways. With Seymour you learn, “Leadership is lots of strategy and emotional intelligence.”

Seymour’s Twitter Posts show her passion for education.

Lauren Franklin, Crispus Attucks High School Principal

Q: How do you adjust to a new school culture?

A: “You block off three days when you just take a role. You allow teachers to meet with you for 3o minute sessions. You have them share what was going well in the building and what changes they would like to see. You listen. I didn’t do this in my first positions.”

Principals and assistant principals have to stand up for kids. Adults do not always keep kids at the center and desire decisions that may not be best for kids. When you work for the interest of kids, you may not always be popular with everyone. However, you are able to be true to yourself and your values. Franklin knows building leaders work as a team when she states, “I shouldn’t say ‘I’. I should say ‘we’. I did not do anything alone.”

 

Category: Leadership | 2 Comments on Shared Leadership Stories
May 27

Creating Community Conditions

Over the summer last year, I asked myself, “How do I make each school day the best 7 hours for kids each day?”

Community Circle daily in the morning builds the environment conditions to allow kids to feel safe. When you feel safe, you branch out in new ways and into new challenges.

Community circle benefits all students because we learn that as humans we are all connected.

  • Someone else has a pet
  • Someone has a favorite sport in common
  • Someone has a sibling
  • Someone has the same favorite candy
  • Someone likes the same music
  • Someone has a similar fear
  • Someone else has divorced parents
  • Someone else has lost someone

As soon as we learn in the classroom that we have things in common with each other the bonds are free to grow. Some bonds are immediate and others take time to invest. However, the classroom becomes a more welcoming place for passion too.

Category: Passion Projects, Positive Learning Environment, Uncategorized | 1 Comment on Creating Community Conditions