Reflections on my “Shadow a Student Challenge”

I recently participated in the “Shadow a Student Challenge” by attending the classes of a student for one day.  Empathy was my purpose for this day as I looked beyond my assumptions and put myself in the shoes of our most important clients, our students.  I reminded myself to be curious, suspend judgment, and just observe.  At the end of the day, my goal was to have gained a better perspective of our students’ learning experience.

I am always cautious about making overgeneralizations.  One class on one particular day is not always representative of an entire semester or yearlong experience.  Similarly, one day does not always represent the overall learning experience of students in our schools or district.  That said, I can only share my experience for one day.

Let’s start with what is going well in the school I observed.  The students were polite and respectful in a very safe environment.  It was obvious students were interested in doing well academically.  Also, the teachers have good connections and share a mutual respect with their students.

I then thought about my observation experience in context of a recent blog post titled “Natural Versus Unnatural Learning” by Jackie Gerstein which describes the disconnect of how students learn naturally versus how students often learn in public schools.  Below are 4 of the points the author makes on “school” which were reinforced in my observation.

Sit in uncomfortable desks and chairs, and expected to pay attention for long periods of time.

Other than a few exceptions, students in the classes I observed sat for the entire day.  Here is one of my observation notes during the day: “Lot’s of sitting on hard plastic chairs and in uncomfortable desks.  There are few opportunities for students to get up and move other than between classes."

Be quiet, interacting with peers occurs only periodically and only with permission from the teacher.

Other than a lab class and a group project in another class, student voices were mostly absent.  During the day, I observed: “Students don’t appear to be engaged in some classes.  Teachers asking students questions to encourage discussion, gage understanding, or solicit deeper level understanding were often missing.  For the most part, one-word answers, one student responding, and limited expectations of all students to think about and produce an answer was the norm.  Students talking about learning during a group project took place in one class.  Most student accountability to the content seems to take place on summative quizzes and tests.”

Learn and understand isolated content and topics often without a real world context and in a very linear manner.

Real world connections were mostly surface-level with the exception for one class.  In this class, the group project was designed for students to learn the content in context of real world applications.  Additionally, the same group project was the only time throughout the day in which students were allowed to use technology (BYOD or Chromebook) as a tool to explore personalized inquiry in relation to the content.

Not connect and learn with others outside of the classroom population.

I did not observe students connecting with other students and experts outside the classroom.

I firmly believe there is always room for “better,” so after my day of shadowing a student I reflected on specific ways the learning experience could be improved for students.  Recognizing there is always a time and place for all instructional practices, there are also opportunities to consider and grow.  The following is my “MORE OF” recommendation list:

●      Learner-Centered

●      Project Based Learning

●      Student Collaboration

●      Student Voice and Choice in Learning

●      Authentic and Real-World Connections to the Curriculum

●      BYOD and Chromebooks to Research, Connect, and Create

●      Formative Assessments to Ensure All Students are Learning

●      Student Movement

●      Flexible Seating - Tables

My goal in participating in the ‘Shadow a Student Challenge” was to have gained a better perspective of our students’ learning experience.  Yes, I achieved my goal.  It was a long day for me sitting and soaking up the information presented.  I thought back to my days as a student and wondered how much has really changed since the 1980’s.

As an overarching theme from the day, I wondered how school could become more learner-centered.  I honestly don’t think it would take that much to change classrooms from “school” to places of “learning.”  What if we asked our students how they learn best and made adjustments accordingly?  What if we took some time to reflect on what we truly believe about how students learn?  What if we reflected on the “school” and “learning” list below by George Couros and started by moving just one of our current “school” practices to “learning?”  I know our students would appreciate our effort.

Breakout EDU "The Best Thing Ever"

Back in December, Janet O'Hara (Red River Valley Education Cooperative Coordinator) dropped off 6 Breakout EDU boxes for our district to use.  Previously, I had heard of breakout rooms and Breakout EDU boxes, but never personally experienced or observed.  I was truly amazed when I observed a class of 5th grade students trying Breakout EDU for the first time.

What is Breakout EDU?

Breakout EDU creates ultra-engaging learning games for people of all ages. Games (Breakouts) teach teamwork, problem solving, critical thinking, and troubleshooting by presenting participants with challenges that ignite their natural drive to problem-solve. Speciality K-12 Breakouts can be used to teach core academic subjects including math, science, history, language arts and have embedded standards that apply problem solving strategies within a real world OR collaborative context.

HOW IT WORKS

With the purchase of a Breakout kit, you’re able to play countless Breakouts. Each kit comes with a collection of locks, hidden contraptions, timers, keys, and other “diversion hardware” that can be used to play the Breakout challenges available from the store.  Currently, all the games in the game directory are free!

(http://www.breakoutedu.com/how-it-works/)

During my first time observing Breakout EDU in a classroom, Kari Melland (Curriculum Technology Partner) provided the introduction to Leslye Thiery's 5th grade class at Discovery Elementary.  While the students listened to the brief set of directions, they could hardly contain their excitement as the locked box became the focus.  And...the timer starts...NOW!  How often do we see students eagerly dive into a learning and problem-solving opportunity.  There was a buzz in the room as the students scurried around trying to make sense of the clues.  I enjoyed watching the group dynamics in action as some led the class down "wrong" paths, while some quietly figured out the "right" path.  Even with the energy and excitement of an entire class trying to figure out the clues, there were no disengaged and uninterested students.

Finally, the "Great Candy Caper" problem was solved as the students happily ate their Kit Kats. Kari and Leslye took some time to listen to the students about what they liked and what suggestions they would have to make it even better for the next time or other groups.  Here are some direct quotes:

"Best thing ever."

"We all had good ideas."

"Working together."

"Teamwork."

The first thing I noticed was the fact it had nothing to do with the extrinsic reward (Kit Kat), but rather the intrinsic rewards as listed by the students.  I observed a high-level of critical thinking, problem solving, cooperation, listening, and team work.  During the discussion, a student asked, "could we create a game for other students to try to solve?"  This comment was followed by many thoughts about how this could be done.  In education, it really does not get any better than students asking for opportunities to take critical thinking, problem solving, and deeper learning to a new level!  I can't wait to see what the students create.

To the skeptics and nay-sayers, this is not just a "game" for students to play, but an opportunity for deeper learning in all curriculum areas.  When students are empowered to create, their learning and curiosity soar to new levels.  I think it is a safe bet that more Breakout EDU boxes will need to be purchased/built/assembled in the very near future.

For additional information, follow @BreakoutEDU and co-founders James Sanders (@jamestsanders) and Mark Hammons (@mhammons) on Twitter.  Also, check out Maria Galanis's (@MariaGalanis) blog post "Breakout EDU - You Had Me at Breakout!" (http://goo.gl/qGPzsI) and the related infographic shown below created by Sylvia Duckworth (@sylviaduckworth).  

To Fail is To Succeed

The fall of 2015 marked the start of a new course at Red River High School proposed and taught by Mr. Eric Sanders called “Innovations and Communications.”  In a blog post by Mr. Sanders, he explains the course and basic structure:

Students choose a problem that needs to be solved. They decide if they are going to work alone or in a group of up to three students. They propose a plan, their timeline, the point value of the project, and at least three CCSS English standards that they will master through this project.

Brainstorming sessions every Monday, working on projects Tuesday through Thursday (Students research their topic, carry out their plans, and build their proposals and presentations, and basically get the job done), and blogging on Friday (reflecting on how their project is going, their struggles and successes, etc.)  When the project is finished, the students present their project to their chosen stakeholders.(https://sandersspeaks.wordpress.com/2014/11/04/innovation-class/)

Over the course of the past semester, I followed the progress of the class through Mr. Sanders's Twitter posts, highlighting student blogs and insights into the class.  I also received a phone call and emails from a student in the class inquiring about promoting her group's project through district communication methods. All students learned the real-world skills of reaching out and connecting with adults.

At the end of the semester, I was invited to listen to the the student TEDx talks, the culminating event. Mr.Sanders opened the class with reflections on his role as a facilitator and quest to develop each students' creative confidence.  Each student took their turn to articulate their project, learning experiences, and accomplishments in the class.  Projects included rape culture, transgender, Kindness is Key, hearing impairment, etc.  After listening to all the students, three direct quotes resonated with me:

"To fail is to succeed."

"All teachers should encourage divergent thinking and innovations in all classes."

"Failure and risk is part of the process of learning and innovating."

Failure as part of the learning process was a consistent theme.  It became apparent that as students recognized and became more comfortable with failure, their confidence and learning grew exponentially.  The following infographic by Sylvia Duckworth highlights many points made by the students:

It was obvious that Mr. Sanders created a culture of encouraging students to think big, which provided real-world opportunities to embrace, then overcome failure. Through the concluding TEDx talks, Mr. Sanders received some unsolicited, but resounding endorsements for the course.  In fact, one student even wished that Innovations & Communications class was a year long class instead of just a semester.

When students are empowered to guide their own learning, choose a project they are passionate about, and recognize that failure is part of the learning process, true deeper learning happens. In fact, the learning has already extended beyond the classroom walls as some of Mr. Sanders's students recently presented at the @TEDxGrandForks Open Mic night and some have been asked to speak at other events.

I can only wonder how student learning could become more innovative if...

• all courses concluded like Innovations and Communications.
• teachers provided each student an opportunity to honestly reflect on their learning and experiences at the conclusion of the course.
• authentic and meaningful were words students used to describe their classes.
• students were empowered to explore topics of their choice.
• more teachers encouraged and modeled risk taking for our students.

“If we are really wanting to serve our students and help them to develop to become the leaders and learners of today and the future, taking risks in our practice is not only encouraged, but necessary.” George Couros

Thank you Mr. Sanders for taking a risk in starting the Innovations and Communications course and providing your students many opportunities to learn and grow through their failures. While these students readily admitted to their failures, they are now equipped with many more skills to succeed in THEIR future.

Book Review: The Innovator's Mindset by George Couros

Book Review: The Innovator's Mindset by George Couros

I recently finished reading the book The Innovator's Mindset by George Couros and am eager to continue the conversation of the book's contents with anyone.  Over the past few years, I have read all of George's blog posts because his thoughts on education resonate with my educational philosophy.  I heard George speak at ISTE in Philadelphia in June 2015 and again at TIES in Minneapolis in December 2015, so to say I connected with the book would be an understatement.  Here is a brief summary of the book.

We are in an exciting time in education with so many opportunities for ourselves and our students, so George starts by defining innovation "...as a way of thinking that creates something new and better."  As educators, shouldn't we always be searching and developing new and better?  His positive approach throughout the book encourages his readers to embrace change.  After all, "Change is an opportunity to do something amazing" as educators consider what is best for each learner.  George further develops the definition of The Innovator's Mindset through an explanation of each of the "8 Characteristics of the Innovator's Mindset," which are depicted in the following infographic by Sylvia Duckworth (@sylviaduckworth):

While reading the book, I appreciated George's straight forward approach to change.  He strategically provides opportunities to look at our selves/school/district in the "mirror" through questions posed in the book while opening the door to considering something better.  George recognizes the many aspects not within educators' purview and focuses on those areas which are in educators' control.  For example, education is and always will be about relationships.  The bottom line remains, "...we must be constantly focused on improving our practice, which means we will never be done innovating, growing, and learning" (George Couros).

This book is a must read if you are...
1. an educator or school leader.
2. truly focused on "What is best for each learner?"
3. open to new ideas to ponder, discuss, and develop.
4. ready to challenge the status quo.
5. interested in creating new and better educational opportunities for your students.
6. open to considering well-developed ideas to make school a more innovative place for students.

The words in The Innovator's Mindset are not just words in a book, but rather a thoughtful culmination of George's own journey towards an Innovator's Mindset.  As a connected educator himself, George connects the dots of current education thought and synthesizes the information in a way that encourages all educators to move forward.  As George states; "If we don't really think about the way we teach, and, more importantly how both educators and students learn, we will all miss out on the opportunities that lie in front of us."  Most importantly, "If students leave school less curious than when they started, we have failed them" (George Couros).  What are you doing to learn and ensure students leave your classroom/school/district more curious than when they started?  Spending some quality time with this book is the perfect place to start.

The Innovator's Mindset is another outstanding book from Dave Burgess Publishing (http://daveburgessconsulting.com/books-2/).  I have read most of the books in the Dave Burgess publishing series and found each one to be though-provoking as each author underscores better educational opportunities for students.  As educators read these books and become connected educators, they model what it means to be a learner, for our students.  Even more importantly, these books are outstanding for book study discussions which will hopefully lead to positive changes in your classroom/school/district.

Letting Our Children “Fly”

The planning and preparation started like our many other trips to the Boundary Waters Canoe Area Wilderness (BWCAW) in Northern Minnesota; pouring through maps to find an entry point and route, securing a permit, pulling out the gear, picking up groceries, packing the packs, and loading the canoes on the trailer.  The crew eagerly anticipated the upcoming trip.  After the final checks and good byes, it was time to head east on Highway 2.  It was that moment with mixed emotions as I watched the crew leave with the canoes in tow.  I would not be making this trip to the BWCAW with my son Derek.  With 17 trips under his belt, all with me, he was now the group leader and ready to experience canoe country without his Dad.

As the crew left, my thoughts began to wonder if he was ready to take on this challenge.  As a way to rationalize that he was ready, I did some comparing.  My first trip was with my uncle and cousins in 1986 to Hog Creek and Perent Lake.  After just 2 trips and at the age of 18, my friend Doug and I took a trip to Clearwater, Johnson Falls, and Mountain Lake prior to starting college in the fall of 1987.  I have made a trip every year since.  Derek, on the other hand, is now 21 and has been on 17 trips.  I reassured myself that he was ready, but would he make all the correct decisions?

In all of my trips, our group mantra has always been; “It’s all part of the experience.”  As those who have traveled into canoe country know, “the experience” can be both positive and negative.  The positive and unforgettable experiences keep us coming back to Canoe Country, while the adversity we sometimes experience are those we vividly remember and come with some valuable lessons.  Hopefully Derek remembered all those “lessons learned.”

Overtaking my worrying was a walk down memory lane as I reflected back on our experiences together.  In 1998 after Derek turned 4, I convinced Taunya that our son was ready for his first trip to the BWCAW.  My journal entry for Derek’s first trip captures the moment:

In the summer of 1986, before my senior year of high school, my Uncle George Schleicher asked me if I would like to go to the Boundary Waters because they needed a 4th person.  My first impression was that this place was something special and I promised myself to come back every year.  I was also excited to introduce others such as family and friends to this special place.  

The more I went the more I couldn’t wait to share it with my own children.  When you were born in February of 1994, I was already planning and looking forward to our first trip to the Boundary Waters.  I said, “as soon as Derek is potty trained, he’ll be ready to go.”  This year (1998) the opportunity was finally here and I found some other interested family and friends (Mark, Derek, Clint, Eric, Paul) that wanted to be a part of your first BWCA experience.  

I started organizing and planning about 3 weeks prior to our trip.  I felt (and always have) that the key to a successful trip is careful planning and organization.  I was reluctant to tell you that we were going right away because I didn’t think you would understand where we were going, what the Boundary Waters was, and you would always get over anxious anytime we would go somewhere.  You would count down “sleeps” as a measuring stick to count the days.  Finally, it was getting closer and I wanted you to be a part of the preparation of the trip, so I told you where we were going and who we were going with.  You were really excited and immediately asked, “Dad, how many sleeps until we go?”  It was 10 at that point.  You did a great job of counting backwards every day.  We went grocery shopping together for the food and also spent time together setting out the equipment and checking it out.  You asked many questions and I explained what everything was used for.

Zero sleeps and it’s time to go.  We said goodbye to Mommy and Ben.  We stopped at a gas station in Grand Rapids for gas and an ice cream treat.  You told the cashier; “You know what, we’re going to the Boundary Waters and I’m going to catch a big fish.”

As I read through the journal for Derek’s first trip, I was glad that I captured the moments in writing as he certainly would not have remembered the trip nor would I continue to remember the details.

Derek’s second trip in 1999 took place over the July 4th weekend (enter at Island River, Isabella River, Quadga Lake, Bald Eagle Lake, exit at Snake River).  Our experiences from this trip would be forever remembered.  

We’re off to the Boundary Waters for your second trip...As we approached the final portage before our destination, Bald Eagle Lake, Doug and Clint decide to try to run the rapids.  We portaged our stuff to the end and waited for their appearance.  A few of us made a second trip on the portage and still no sign.  Finally, they emerged with the badly dented up and punctured canoe.  They made a poor decision to run the rapids and were very lucky not to be injured seriously.

Sigurd Olson best described this scene; “...as long as there are young men with the light of adventure in their eyes and a touch of wildness in their souls, rapids will be run.”

In the morning on July 4th, we fished a little bit but then the sky started to look a little threatening.  We picked up the camp and prepared ourselves for some rain.  Later in the morning, a loud roar could be heard followed by some intense winds so we all headed into our tents.  After about 15-30 minutes, the strong winds decreased and it rained for a couple of hours.  After the rain stopped, we went fishing.  We talked to another group that was camped on Bald Eagle and they said that they had many trees in their campsite get blown over, so we were pretty lucky.  (Only later would we fully realize the damage that the storm did).

The adventure didn’t end there.  We still had to get home.

After double portaging over and around the many blown down trees, we arrived at our car and met another group who said we were not going anywhere as the trees blocked the road.  We then heard chainsaws and found the forest service clearing the road so we helped out.  After loading up and heading out, an oncoming vehicle stopped me.  The driver warned me to be aware of a creek, which was washing out the road.  I made it through, but unfortunately Doug, Derek, and Tyler got stuck in the washed out road and needed a tow truck to pull out the vehicle.

Since 1999, there have been many other memorable experiences during our annual trip to the BWCAW.  Some of these experiences include the long portage, border route trail, Johnson Falls, jumping off rocks into the water, trips in October, and trips with Derek’s brother, cousins, uncles and grandpa.  

In 2012, just our immediate family took our first trip together.  We secured 2 permits for the same entry point so Derek and Ben could take a side trip on their own.  After a couple of days, Derek and Ben set off for 2 nights.  I was more sad than worried, knowing that that my sons no longer needed their Dad.  The boys learned a great deal about being on their own while Taunya and I were just a couple of lakes away.  This trip also prepared me for my own transition of letting go.

Looking back, my initial goal was to ensure my sons had a positive experience in the BWCAW so they would want to return again and again.  Mission accomplished.  In doing so, I did most everything while they played, fished, and explored.  Over the past several trips, I started asking more questions (i.e. What do you think?) and turning over some of the duties.  I knew that I was not going to be on their canoe trips indefinitely, so they needed to learn things on their own.  As I turned over the duties, I had them assist me, then had them “do” with my guidance, and finally complete tasks on their own to figure things out.  A few examples include, setting up tent, starting a fire, hanging the food pack, portaging, filleting a fish, and reading a map.

 Through the gradual release of my “teaching” vs. their “learning,” I noticed that even after everything I had thought I taught them some mistakes were still made.  Only when Derek and Ben were allowed to do a task on their own instead of me showing and telling, did they complete the tasks more efficiently and accurately.  Mostly through their struggles, were they really allowed to learn.  I enjoyed watching the learning process take place through collaboration, critical thinking, failure, and redos.

It was challenging for me to watch Derek and Ben struggle through certain things when I knew the correct answer or a better way to do something.  For example, I watched them put up the tent incorrectly.  They worked their way through some of the obstacles, and then would ask me for assistance.  I would respond with a question such as, “what do you think” or “have you thought of?”  Another example was map reading and finding portages.  Let’s put it this way, we added some distance to our paddles as they read the map to find the portages.  I usually knew where the portages were, but I allowed them to figure it out after they were not able to find it the first time.  I believe I would have done my sons a disservice if I had not let them think through problems.  After all...

“Learning is their journey. Let them navigate. Push them to explore. Watch them discover. Encourage their questions. Allow them to struggle. Support their thinking. Let them fly.” Krissy Venosdale

In addition to wilderness skills, I also tried to model and impress on my sons other intangibles such as the respect of this special place many fought so hard to protect.  We always practiced “leave no trace,” left our campsites better than we found them, and left a small pile of prepared wood by the fire grate.  They hopefully learned that the key to a successful trip is planning and preparedness.  Finally, we always were mindful that help is a long way away, so we were careful, safe, and made good decisions.

So, it seemed fitting for Derek to choose Hog Creek and Perent Lake for his first trip with his friends.  After a few days, Derek and his friends returned from a fun trip.  They were eager to share stories from their adventure.  Listening to their stories, I smiled to myself and knew my question about Derek’s readiness and ability to lead others into the Boundary Waters Canoe Wilderness was answered.  To see four 21 year olds willing to venture into the wilderness, without Wi-Fi, and enjoy their time in the BWCAW was truly rewarding.

Letting our children fly also means letting our children pursue their passions.  When I was a child I loved being outdoors and camping.  After my first trip to the BWCAW in 1986, canoe country became my passion with a promise to myself to return each year.  I wanted to learn everything I could about the BWCAW, so in the pre-Internet days, I went to the library to find books and periodicals.

The BWCAW continues to be one of my passions.  I am grateful to have shared so many trips with my sons with many wonderful memories.  I made it clear they did not have to have the same interests as me and should never feel obligated to go on trips, but they always wanted to go.

Letting our children fly does not only pertain to the BWCAW, but life in general.  Share your passions with your children, allow them to pursue their own interests, and then be patient to observe their learning process in action.

Thoughts on Engaged Learning with Twitter Edchats

During the 2013-2014 school year, we launched #gfedchat for Grand Forks Public Schools educators and anyone else interested in chatting about educational topics.  I look forward to #gfedchat every week.  I have “met” and connected with more teachers across our district than I ever had in my career as an educator.  Our Monday night chats are lively, engaging and are a source of inspiration for me each week. (Thank you #gfedchat participants, you are all amazing!)  Similar to the numerous other chats, the format is a Q1, Q2 containing the questions followed by A1, A2 with the participants' answers.  Now, after 2 years of #gfedchat and personally participating in other chats, I started to think about the relevance of Twitter chats.

I appreciate almost everything about Twitter edchats.  There is a mutual passion and willingness to learn among educators participating in the edchats.  I have made numerous connections to other educators through Twitter chats, watched ideas shared and connections made through mutual collaboration, and participated in book studies led by authors.  Anytime, anywhere learning has made a tremendous impact on my professional growth.

On the other hand, some Twitter edchats feel like a rapid-fire event in which speed-typing the answers to the questions and trying to keep up become more of a frustration than a learning opportunity.  It often feels as if providing good answers becomes the priority over actually reading others’ responses, asking good questions, and having side-bar conversations.  Sometimes, the best learning takes place in those side conversations.  I appreciated the question George Couros recently posed to #satchatoc (What impact do you think Twitter chats have on student learning?)

Many indicated Twitter chat participants often provide shallow answers and chats become echo chambers, while others jumped at the chance to highlight the merits in Twitter edchats:

At times, Twitter edchats are contrary to what we know leads to deeper learning and engaged learners.  In Tom Whitby’s recent post, Twitter Chats for Learning, Easy vs. Hard, he posed some great questions about edchats:

• Where was the thought?
• Where was the pushback?
• Where was the following of a progression of thought?
• Most importantly where was the learning?

Is it good classroom practice for the teacher (moderator) to ask the questions and the students (participants) to just provide answers without any meaningful dialog?  Are we creating a learning environment for our students (participants) to be fully engaged in deeper learning?  

Here are my thoughts on how we can improve upon our own #gfedchat this school year.  

1. We should remind and encourage our #gfedchat participants to be engaged learners. Recently, I provided a brief introduction at our middle and high school professional learning event and made the connection between students as learners and teachers as learners:

2. Change the format once an awhile like #ndedchat did recently. The open format provided an excellent chat.

3. Consider fewer scheduled questions in an hour on a particular topic to encourage side-bar conversations, allow ideas to percolate, and hopefully move ideas into action.
4. Invite students to moderate.
5. Encourage lurkers to JUMP IN
6. I would love to hear other ideas to add to this list for improving #gfedchat and edchats in general.

Tom Whitby (Twitter Chats for Learning, Easy vs. Hard) highlights why participating in edchats matter:

“Although my personal preference is for the unscripted chat, there is no right way or wrong way of doing this. For some the only way they might be involved in any chat might be through the scripted chat. For many others the organic conversation that springs from the unscripted chat is the way they learn best. We are fortunate that any chats are now available to us as connected educators using social media for continuing professional development. Chats give transparency to education. We talk about our individual experiences on topics common to all. Chats are also a sounding board. Even more, they are a treasure trove for collegial sources, people who can help each other professionally. Participate in chats for all these reasons and to maintain relevance in a rapidly changing world.”

I am eagerly looking forward to another season of #gfedchat which begins again on Monday, September 21st at 8:30 pm.  Let it always be about STUDENT LEARNING.  All are welcome!