Teaching is a job that can take many forms. Many people think that the job of the teacher is to deliver the content of their subject area to the students and to hold them accountable for learning that content. However, once you spend a week in the classroom as a teacher on a week on campus as an administrator you know that it is much more than that. Teachers are mentor's, friends, disciplinarians, coaches, psychologists, doctors, comedians, inventors, carpenters, IT personnel, and performers amongst many other jobs. The truth is, there is no handbook on how good teaching is done. Sure we have teacher preparation courses and tons of books on the subject (I hope to write one soon), but we are all so very different. Students come from all walks of life and so do teachers. So I figured I would just mention a few things I have learned about students that have helped me adapt in my pursuit to be an impacting educator.
1) We cannot treat all children the same because they are not.
The initial response to this may be, "That isn't fair to treat children unequally." That is not what I am saying. Actually, there is a difference between equality and equity. What I am saying is that our job is to teach students to their full potential and there are many different ways to accomplish this. Some students will respond to tough love, while others will shut down. Some students will be inspired by your words of motivation while others need you to show it with the act of side by side support. But it all comes down to knowing them and understanding where they are coming from. It is important to embrace their different talents and interests because that is what makes our classes fun.
2) Humor can break down the biggest barriers with students.
Many educators have had that moment when the student who was completely disengaged finally cracked a smile. That is typically the beginning of progress. Think of all the toughest moments in life and think of how often it is humor or common ground that bring us comfort. In environments without humor, it is hard to enjoy anything. Of course, there are scenarios when there is too much humor going on but the quickest and most effective way to create a bond is through humor. If there is smiling, laughter, and light heartedness within the walls of your classroom and you are managing that at a healthy level, chances are you are doing something right.
3) Students will only accept challenges if they trust and respect you.
We all have the desire to push our students to their maximum capacity. We want our students to exceed expectations and reach high levels of learning. Well, I believe that in order for us to teach like that, our students need to feel compelled to do so. If we are leading an expedition, our students need to know that we will not leave them stranded in the wilderness. We need to build up to success. We need to provide them safety nets rather than threaten them with failure. The lifelong A student will always be intrinsically motivated for success. But what are we doing to make our C students motivated to succeed. We are leaders and effective leaders inspire faith in their followers. What are we doing to inspire faith in our students?
4) Students will perform at a higher level when they are interested.
Lets get this straight, students will never be 100% interested, 100% percent of the time. However, the more often they are interested, the more often they will perform at a higher level. There are always building blocks that need to be established that aren't thrilling but we need to infuse interesting topics to inspire achievement. Think about the most productive and successful moments or projects in your life. Chances are, you were not bored while doing it. A quiet classroom is good sometimes but the constantly silent room is probably filled with a good amount of boredom. What are we doing to keep students interested, active, and inspired.
5) The moment when you have a breakthrough with a student will change your life forever.
Schools often feel like battlegrounds. Teaching is tough. Students are not always the most endearing characters. But those moments when you connect with them or have significant breakthroughs with them are worth all of the effort. I believe that educators have the best job in the world. We see growth, impact, revelation, and many eye opening moments throughout the year. I think we are very fortunate to have that opportunity.
These are just a few of the things I have learned about students. I learn just as much everyday as they do. That is why I think it is so important to reflect from time to time. Leading is Teaching.
Thursday, December 12, 2013
Saturday, December 7, 2013
Inquiry and the 10,000 Hour Rule
Recently I have been reading Malcolm Gladwell's "Outliers" for the second time. Like all of his books, Gladwell poses some thought provoking theories about society, behavior, and the human mind in this book. However, the element that is sticking out to me the most this time around is the 10,000 hour rule. Gladwell cites the "ten thousand hour rule" as the rule in which it takes ten thousand hours to become a world class master of anything. Whether it be playing the piano, shooting free throws, writing a blog, or ice skating, it take that many hours to become elite. Well that seems simple enough to me. However, what compels me is where the motivation lies while performing the "ten thousand hour rule."
As you all know, we do not, and never will have ten thousand hours with our students. Those classes where they are analyzing text, working out math equations, creating a story, or using the scientific method will not add up to 10,000 hours, let alone 10,000 hours doing any specific skill. So how in the world can we help to make our students masters of anything? Well, I believe it starts with creating a foundation of skill, and promoting inquiry within our students.
Think of what you have mastered or are currently trying to master in your career and life. Why would you spend that many hours on one particular skill? The truth is that we only spend that amount of time on something we value or something we believe will benefit us in the long run. That is where inquiry comes into play with our students.
I feel that we must encourage our students to have inquisitive minds in order to shape them into people who will one day be masters of something. We need to teach them that trial and error, repetition, experimentation, and persistence are all elements of success. This could obviously come in many forms from Skateboarding to engineering. As educators we must plant the seed of inquiry in their hearts and minds so that it will carry over into their adult life.
The skills of reading, writing, research, presenting, collaboration, and organization are all very important but we must inspire our students to be invested in those things and realize the value they hold in conjunction with their interests.
How do we do that? We give the students a framework of required skills and practices but we combine that with choice. We allow our students to experiment and explore without our constant intervention. We design projects that allow them to fail and learn from their mistakes. We give them the reigns and we help them when they fall behind. We encourage them along the way to persist and take risks. This is what inspires inquisitive minds, passionate people, and future masters. This is what conditions our students to not give up when they miss their free throws in life. As we know, the best motivation is always intrinsic and I believe that this is how we inspire is. Are your students going to embrace the ten thousand hour rule? Leading is Teaching.
As you all know, we do not, and never will have ten thousand hours with our students. Those classes where they are analyzing text, working out math equations, creating a story, or using the scientific method will not add up to 10,000 hours, let alone 10,000 hours doing any specific skill. So how in the world can we help to make our students masters of anything? Well, I believe it starts with creating a foundation of skill, and promoting inquiry within our students.
Think of what you have mastered or are currently trying to master in your career and life. Why would you spend that many hours on one particular skill? The truth is that we only spend that amount of time on something we value or something we believe will benefit us in the long run. That is where inquiry comes into play with our students.
I feel that we must encourage our students to have inquisitive minds in order to shape them into people who will one day be masters of something. We need to teach them that trial and error, repetition, experimentation, and persistence are all elements of success. This could obviously come in many forms from Skateboarding to engineering. As educators we must plant the seed of inquiry in their hearts and minds so that it will carry over into their adult life.
The skills of reading, writing, research, presenting, collaboration, and organization are all very important but we must inspire our students to be invested in those things and realize the value they hold in conjunction with their interests.
How do we do that? We give the students a framework of required skills and practices but we combine that with choice. We allow our students to experiment and explore without our constant intervention. We design projects that allow them to fail and learn from their mistakes. We give them the reigns and we help them when they fall behind. We encourage them along the way to persist and take risks. This is what inspires inquisitive minds, passionate people, and future masters. This is what conditions our students to not give up when they miss their free throws in life. As we know, the best motivation is always intrinsic and I believe that this is how we inspire is. Are your students going to embrace the ten thousand hour rule? Leading is Teaching.
Thursday, November 28, 2013
Teachers: The Great Ones Will Be Great
This year marks a major change for most schools in California. Schools are beginning the transition to Common Core Standards. This is undoubtedly difficult for some teachers and parents to embrace as the standards will be significantly different in their intention. The Common Core Standards focus on higher level thinking, analytical reading, project driven instruction, technology based assessments and a focus on depth of content rather than breadth. In other words, students will be asked to think differently and produce work unlike what they have for the last ten years. As a result, there are, and there will continue to be harsh criticisms from the public on the move to Common Core. However, this move, like all education reforms will not stop the "Great Ones" from teaching our students.
Common Core is not different from the NCLB (No Child Left Behind) days in that it is a politically driven push to positively impact change in education. The primary intention of the advocates for Common Core is to raise accountability without compromising high level learning in the classroom. Either way, it is a mandated movement that requires the majority of schools in our state and most others, to play the "standards game." Despite all of this, I am here to tell you that none of this matters to the "Great Ones."
When I say the "Great Ones," I mean that teacher who could teach students effectively with a stick and a rock. I mean the teachers who find a way to make their class fun, challenging, rewarding, and inspiring all at the same time. This is the teacher who holds students accountable, makes them feel important, drives them to be curious, and motivates them to work hard. I am talking about the teacher who we remember and will always remember. The great ones are the teachers who focus less on curves and more on skills and experiences. We have all had a great one and our lives have been enriched because of them.
I am a believer in using technology to its maximum to enhance the learning experience in schools. I have seen awe inspiring things going on throughout our country with the use of technology. I am amazed at the tools by which we can create and learn in this day in age. However, technology alone will not teach our students effectively. We need great ones to do this. Great ones use the technology to support the approach they have already been mastering. Great ones see technology as a means to an incredible end. They recognize that technology can make their teaching style thrive even more and they realize that they cannot abuse it.
Great ones have begun to shift the teaching and learning model. They understand that students need to explore, create, design, and solve on their own with the teacher as the guide. Great ones design projects and assignments that force the students to stretch their skills but they are there to support them when they need it. Students benefit from this collaborative atmosphere and gain skills that will help them vastly in this day in age. Because we all know that the work force that awaits our children is much different from the one we faced out of school.
So what does this have to do with Common Core? Well, Common Core is not the answer or the problem we should be pointing to. Technology alone will not make our schools improve. We should be worried about finding and molding the great ones. The great ones will adapt to the Common Core and make it effectively their own without compromising the great learning experience of their students. The great ones will use technology effectively because they realize our students need to know how to use it for their success. The great ones could be dropped in any time period and make a difference in our students lives.
Are you a great one? Do you know a great one? What are you doing to help support the great ones? Common Core is the reality that we face as schools. Some think that is a great change in our schools. Others think is not the best time or the best model to shift to. However, our biggest concern will always be looking for the great ones to teach our kids. Leading is Teaching.tech
Common Core is not different from the NCLB (No Child Left Behind) days in that it is a politically driven push to positively impact change in education. The primary intention of the advocates for Common Core is to raise accountability without compromising high level learning in the classroom. Either way, it is a mandated movement that requires the majority of schools in our state and most others, to play the "standards game." Despite all of this, I am here to tell you that none of this matters to the "Great Ones."
When I say the "Great Ones," I mean that teacher who could teach students effectively with a stick and a rock. I mean the teachers who find a way to make their class fun, challenging, rewarding, and inspiring all at the same time. This is the teacher who holds students accountable, makes them feel important, drives them to be curious, and motivates them to work hard. I am talking about the teacher who we remember and will always remember. The great ones are the teachers who focus less on curves and more on skills and experiences. We have all had a great one and our lives have been enriched because of them.
I am a believer in using technology to its maximum to enhance the learning experience in schools. I have seen awe inspiring things going on throughout our country with the use of technology. I am amazed at the tools by which we can create and learn in this day in age. However, technology alone will not teach our students effectively. We need great ones to do this. Great ones use the technology to support the approach they have already been mastering. Great ones see technology as a means to an incredible end. They recognize that technology can make their teaching style thrive even more and they realize that they cannot abuse it.
Great ones have begun to shift the teaching and learning model. They understand that students need to explore, create, design, and solve on their own with the teacher as the guide. Great ones design projects and assignments that force the students to stretch their skills but they are there to support them when they need it. Students benefit from this collaborative atmosphere and gain skills that will help them vastly in this day in age. Because we all know that the work force that awaits our children is much different from the one we faced out of school.
So what does this have to do with Common Core? Well, Common Core is not the answer or the problem we should be pointing to. Technology alone will not make our schools improve. We should be worried about finding and molding the great ones. The great ones will adapt to the Common Core and make it effectively their own without compromising the great learning experience of their students. The great ones will use technology effectively because they realize our students need to know how to use it for their success. The great ones could be dropped in any time period and make a difference in our students lives.
Are you a great one? Do you know a great one? What are you doing to help support the great ones? Common Core is the reality that we face as schools. Some think that is a great change in our schools. Others think is not the best time or the best model to shift to. However, our biggest concern will always be looking for the great ones to teach our kids. Leading is Teaching.tech
Thursday, November 7, 2013
5 Ways to Make Our Students Leaders
I just finished a book called "Tribes" by Seth Godin. It is an inspiring book that examines how leadership develops and groups form around movements that they connect to. Godin provides many examples of how "Tribes" or movements were formed because someone chose to make a difference at all costs. He discusses the challenges that arise for leaders who choose to venture away from the status quo and the process by which leaders are faced with tough decisions en route to their goal. The book caused me to reflect on the effect that schools can have on the development of leaders.
There are many elements to leadership but there is really one driving force behind true leadership. I believe that great leadership is the effort of one person or a small group to take the necessary steps to reaching a common goal within the boundaries of integrity. In other words, a leader shares a goal that is deemed important by his/her group (or tribe) and is willing to do whatever it takes to accomplish that goal. This typically will take hard work, commitment, persistence through adversity, and the confidence to carry out the steps. Last but not least, it takes a service oriented attitude to be a leader. After all, true leadership starts with trusting that the leader is acting in the best interest of the group.
As I reflected, I came up with five different ways that we can teach our students to be leaders:
1) Teach our students to set goals and reach them.
A true leader has clear goals in mind and creates successful methods to reach them. It is important that we have continuous conversations with our students about goals. We should talk to them about long term and short term goals. It doesn't always have to relate to grades or college. But our students should learn that if they commit to accomplishing something, they will.
2) Teach our students to overcome adversity.
This is something that coaches know well. Our students need to understand that facing a challenge or going through tough times, is just part of the journey to success. Most of us have had defining moments in our lives where we were faced with the decision to give up or press on. We need to teach our students to press on and that failure is just part of the equation. A leader does not let one mistake or failure keep him/her down. They persist and overcome.
Teach our students to be risk takers. If you don't take risks, you will never do anything original. If you fail, you won't make that mistake again. But that learning process is invaluable.
3) Teach our students to follow when they need to and to have a servants heart.
A good leader understands that they must do what is best for the group. Sometimes that means taking a backseat and allowing others to lead. Leadership is not showing how amazing you are, rather it is more about service to others. We need to teach our students to recognize the strength of others and maximize them for the better of the group. A good leader delegates tasks rather than taking everything on themselves.
4) Teach our students that collaboration and working well with others is key to success.
I am sure that if you ask most successful people what made them that way, many of them would say the ability to work with others. If people don't like to work with you, it will be very hard to accomplish things in life. We need to teach our students to work with other productively rather than give in to their desire to work alone. When someone can collaborate, they are a huge asset to the group. This is not a natural skill. Collaboration takes practice and patience. If we can help our students master this, they will be true leaders.
5) Teach our students to be organized.
I have met a lot of people in my life who have been very talented but very unorganized. In fact, there have been many periods in my life where I was that kind of person (minus the talent). But when we can maximize our talent by being organized, we are much more likely to be successful. We all have different ways of staying organized but if we teach our students to find their organization process at an early age, it will save them years of frustration. A true leader has a clear and concise method of organizing themselves and others.
*Bonus- Teach our students that hard work feels good.
Lastly, we need to teach our students that when you work hard, it feels good. Think about those moments in life where you finally finished something you had worked so hard for. Didn't it feel great? If our students experience this often at a young age, they will want it more and more throughout their life. True leaders know this feeling and strive to maintain it.
If we continue to teach our students these skills, they will be successful. Success and leadership come in a lot of different forms but I feel that these skills are universal. Leading is Teaching.
There are many elements to leadership but there is really one driving force behind true leadership. I believe that great leadership is the effort of one person or a small group to take the necessary steps to reaching a common goal within the boundaries of integrity. In other words, a leader shares a goal that is deemed important by his/her group (or tribe) and is willing to do whatever it takes to accomplish that goal. This typically will take hard work, commitment, persistence through adversity, and the confidence to carry out the steps. Last but not least, it takes a service oriented attitude to be a leader. After all, true leadership starts with trusting that the leader is acting in the best interest of the group.
As I reflected, I came up with five different ways that we can teach our students to be leaders:
1) Teach our students to set goals and reach them.
A true leader has clear goals in mind and creates successful methods to reach them. It is important that we have continuous conversations with our students about goals. We should talk to them about long term and short term goals. It doesn't always have to relate to grades or college. But our students should learn that if they commit to accomplishing something, they will.
2) Teach our students to overcome adversity.
This is something that coaches know well. Our students need to understand that facing a challenge or going through tough times, is just part of the journey to success. Most of us have had defining moments in our lives where we were faced with the decision to give up or press on. We need to teach our students to press on and that failure is just part of the equation. A leader does not let one mistake or failure keep him/her down. They persist and overcome.
Teach our students to be risk takers. If you don't take risks, you will never do anything original. If you fail, you won't make that mistake again. But that learning process is invaluable.
3) Teach our students to follow when they need to and to have a servants heart.
A good leader understands that they must do what is best for the group. Sometimes that means taking a backseat and allowing others to lead. Leadership is not showing how amazing you are, rather it is more about service to others. We need to teach our students to recognize the strength of others and maximize them for the better of the group. A good leader delegates tasks rather than taking everything on themselves.
4) Teach our students that collaboration and working well with others is key to success.
I am sure that if you ask most successful people what made them that way, many of them would say the ability to work with others. If people don't like to work with you, it will be very hard to accomplish things in life. We need to teach our students to work with other productively rather than give in to their desire to work alone. When someone can collaborate, they are a huge asset to the group. This is not a natural skill. Collaboration takes practice and patience. If we can help our students master this, they will be true leaders.
5) Teach our students to be organized.
I have met a lot of people in my life who have been very talented but very unorganized. In fact, there have been many periods in my life where I was that kind of person (minus the talent). But when we can maximize our talent by being organized, we are much more likely to be successful. We all have different ways of staying organized but if we teach our students to find their organization process at an early age, it will save them years of frustration. A true leader has a clear and concise method of organizing themselves and others.
*Bonus- Teach our students that hard work feels good.
Lastly, we need to teach our students that when you work hard, it feels good. Think about those moments in life where you finally finished something you had worked so hard for. Didn't it feel great? If our students experience this often at a young age, they will want it more and more throughout their life. True leaders know this feeling and strive to maintain it.
If we continue to teach our students these skills, they will be successful. Success and leadership come in a lot of different forms but I feel that these skills are universal. Leading is Teaching.
Thursday, October 24, 2013
Making the Team
When I was a Freshman in high school, I had a couple of experiences that had a lot to do with shaping who I am today. I was born into a football family. My Grandfather was a coach at the local community college, my father had been the quarterback of the year in Orange County when he was in high school, and my brothers were both starting on varsity as sophomores. Needless to say, there were high expectations for me as I showed up on day one. So naturally I was moved up to JV as a Freshman. I thought that the road was paved for me and it was only a matter of time before I became the starting running back on Varsity. However, what I didn't anticipate was that I was not ready. After a few weeks, I was moved down to the freshman team. This was a humbling experience.
On the Freshman team I expected to start immediately but instead I had to earn my position. The coaches were hard on me, knowing that I had the raw talent, but needed to develop the fundamentals. They would challenge me, and I would say to myself, "I am going to do everything that it takes to exceed all expectations." It was a slow start but I bought into what the coaches were saying. I started to realize that if I was willing to work hard and be a leader on my team, success would follow. I learned that I could do nothing without the respect of my teammates and our combined effort. This learning experience paid off. I dedicated myself to being a team player and working hard year around. In my time I broke records at the school but that didn't matter as much as our team's accomplishments. We won our league multiple times and won a section championship. It was more rewarding to accomplish our goals together than to receive any personal accolades.
The other experience was in band. I loved music and I was committed to being in the band while also playing football. I would play on Friday and then march with my tuba on Saturday. But what I didn't realize at first was that band was just as much of a team activity as football. I thought I was playing music for myself because I loved it, but my teacher showed me that it meant way more than that. I was goofing off one day in band and my teacher stopped the whole class in the middle of the song. He sternly told me, "This is not all about you. If you think it is, then this is not the place for you."At first I was angry because he embarrassed me, but it didn't take me long to realize he was right. He ended up being one of the most influential people in my young life and I have memories with the music program that I will never forget.
These two events had a profound impact on my time in high school and consequently the rest of my life. Sports and Clubs helped me to realize that hard work, commitment, team work, and sacrifice are important ingredients to success. These experiences also taught me that you can accomplish more as a team and it is much more fulfilling to do things for others rather than doing them for yourself.
This is why I think it is so important that we challenge students to be involved outside of the classroom. Students need to be connected and active in something that is not self serving. If they put time into something other than what is required, they will be the ones going above and beyond in their career rather than clocking in and clocking out.
Students need to learn how to triumph through adversity, practice to improve, and try again when they make mistakes. If our students learn the values of team work and commitment, they are more likely to be successful. If they learn to serve others and work for a common goal, they will be prepared for whatever comes their way. I am privileged enough to see this happening everyday at my school. And I am reminded that there was a time when I was learning those same lessons. Leading is Teaching.
On the Freshman team I expected to start immediately but instead I had to earn my position. The coaches were hard on me, knowing that I had the raw talent, but needed to develop the fundamentals. They would challenge me, and I would say to myself, "I am going to do everything that it takes to exceed all expectations." It was a slow start but I bought into what the coaches were saying. I started to realize that if I was willing to work hard and be a leader on my team, success would follow. I learned that I could do nothing without the respect of my teammates and our combined effort. This learning experience paid off. I dedicated myself to being a team player and working hard year around. In my time I broke records at the school but that didn't matter as much as our team's accomplishments. We won our league multiple times and won a section championship. It was more rewarding to accomplish our goals together than to receive any personal accolades.
The other experience was in band. I loved music and I was committed to being in the band while also playing football. I would play on Friday and then march with my tuba on Saturday. But what I didn't realize at first was that band was just as much of a team activity as football. I thought I was playing music for myself because I loved it, but my teacher showed me that it meant way more than that. I was goofing off one day in band and my teacher stopped the whole class in the middle of the song. He sternly told me, "This is not all about you. If you think it is, then this is not the place for you."At first I was angry because he embarrassed me, but it didn't take me long to realize he was right. He ended up being one of the most influential people in my young life and I have memories with the music program that I will never forget.
These two events had a profound impact on my time in high school and consequently the rest of my life. Sports and Clubs helped me to realize that hard work, commitment, team work, and sacrifice are important ingredients to success. These experiences also taught me that you can accomplish more as a team and it is much more fulfilling to do things for others rather than doing them for yourself.
This is why I think it is so important that we challenge students to be involved outside of the classroom. Students need to be connected and active in something that is not self serving. If they put time into something other than what is required, they will be the ones going above and beyond in their career rather than clocking in and clocking out.
Students need to learn how to triumph through adversity, practice to improve, and try again when they make mistakes. If our students learn the values of team work and commitment, they are more likely to be successful. If they learn to serve others and work for a common goal, they will be prepared for whatever comes their way. I am privileged enough to see this happening everyday at my school. And I am reminded that there was a time when I was learning those same lessons. Leading is Teaching.
Sunday, October 20, 2013
A Little Rebellion Now and Then is a Good Thing
Thomas Jefferson once said, "A little rebellion now and then is a good thing." To completely understand what Jefferson meant you have to examine him as a person. For a number of reasons, he was a complicated and controversial leader. Jefferson said many things one way, but acted in a much different way in regards to slavery, politics, religion, and education. However, Jefferson understood one thing very well and that is that there are times when it is important to challenge the status quo when the climate is changing. He also understood that "rebellion" is not meant to persist when it has run its course. The balance that Jefferson found in this knowledge helped him to be one the most impacting leaders in American History.
Being the history teacher that I am, let me continue with some examples. The Commanche tribe were a small, dwindling tribe before the introduction of the horse. The Pueblo revolt dispersed wild horses throughout the Southwest and the Commanche soon adopted their lifestyle to the horse. Many of the other tribes decided not to make use of the horse and some decided to only use it sparingly. Because of the Commanche's willingness to embrace this new creature, they became one of the most powerful tribes in all of North America. So much so that the Texas Rangers had to be establish to combat them, because the old tactics of the US Calvary proved to be worthless against the Commanche.
Abraham Lincoln understood that his most important job in 1861 was to preserve the union. He also understood that our nation could not continue on the path of slavery. Before the 13th Amendment was passed, many argued against it because they felt that it would extend the war with the Confederates. Lincoln understood that ending the war and ending slavery were both necessary. The war and the end of slavery completely changed the landscape of the south. He also understood that against all odds, he had to push for its passing because the Emancipation Proclamation would not be enough. Many tried to convince him that he must end the war first before tackling the slavery issue. However, Lincoln, understood that the two were inseparable and although he died in the process, the end of slavery is his greatest legacy.
Steve Jobs was not a very popular person in his younger days. He was known as someone who was difficult to work with and someone who was not committed to fitting in with the hi-tech community. When Steve Jobs And Steve Wozniak began their work together, they were starting a quiet rebellion that would resonate for generations to come. The Steves were primed to make technology accessible to all rather than just a few. They were willing to put in hours and hours in their quest to make a change. The rest is history.
What does all of this have to do with education? Well, we are currently in the midst of a huge transition and and reawakening in education. Technology is being introduced into classrooms as we speak. Some educators will choose to use technology to join the small "rebellion" against the old status quo. Some will choose to not utilize the technology to its full capacity. We must transform education.
I am not saying that there are not great fundamental teaching practices that must carry over. Good sound teaching must always persist. Students must focus, they need structure to their environment, they need the teacher to be active as a guide to learning. As I always say, a good teacher could teach with a stick and a rock. However, we also must embrace the fact that our kids are stepping into a different world that requires them to work with technology. This takes a transition from the status quo. We may not like the inundation with technology. We may see teachers struggle to effectively use the technology for higher level thinking. However, we must work to overcome and adapt to make our students successful. We as educators owe it to our students to work tirelessly to effectively make the transition to meaningful, challenging, and relevant learning through technology. Technology is not the "rebellion" or revolution that I am talking about. The revolution is our ability to use that technology in a meaningful way to make our students successful in the classroom and beyond! Leading is Teaching.
Being the history teacher that I am, let me continue with some examples. The Commanche tribe were a small, dwindling tribe before the introduction of the horse. The Pueblo revolt dispersed wild horses throughout the Southwest and the Commanche soon adopted their lifestyle to the horse. Many of the other tribes decided not to make use of the horse and some decided to only use it sparingly. Because of the Commanche's willingness to embrace this new creature, they became one of the most powerful tribes in all of North America. So much so that the Texas Rangers had to be establish to combat them, because the old tactics of the US Calvary proved to be worthless against the Commanche.
Abraham Lincoln understood that his most important job in 1861 was to preserve the union. He also understood that our nation could not continue on the path of slavery. Before the 13th Amendment was passed, many argued against it because they felt that it would extend the war with the Confederates. Lincoln understood that ending the war and ending slavery were both necessary. The war and the end of slavery completely changed the landscape of the south. He also understood that against all odds, he had to push for its passing because the Emancipation Proclamation would not be enough. Many tried to convince him that he must end the war first before tackling the slavery issue. However, Lincoln, understood that the two were inseparable and although he died in the process, the end of slavery is his greatest legacy.
Steve Jobs was not a very popular person in his younger days. He was known as someone who was difficult to work with and someone who was not committed to fitting in with the hi-tech community. When Steve Jobs And Steve Wozniak began their work together, they were starting a quiet rebellion that would resonate for generations to come. The Steves were primed to make technology accessible to all rather than just a few. They were willing to put in hours and hours in their quest to make a change. The rest is history.
What does all of this have to do with education? Well, we are currently in the midst of a huge transition and and reawakening in education. Technology is being introduced into classrooms as we speak. Some educators will choose to use technology to join the small "rebellion" against the old status quo. Some will choose to not utilize the technology to its full capacity. We must transform education.
I am not saying that there are not great fundamental teaching practices that must carry over. Good sound teaching must always persist. Students must focus, they need structure to their environment, they need the teacher to be active as a guide to learning. As I always say, a good teacher could teach with a stick and a rock. However, we also must embrace the fact that our kids are stepping into a different world that requires them to work with technology. This takes a transition from the status quo. We may not like the inundation with technology. We may see teachers struggle to effectively use the technology for higher level thinking. However, we must work to overcome and adapt to make our students successful. We as educators owe it to our students to work tirelessly to effectively make the transition to meaningful, challenging, and relevant learning through technology. Technology is not the "rebellion" or revolution that I am talking about. The revolution is our ability to use that technology in a meaningful way to make our students successful in the classroom and beyond! Leading is Teaching.
Wednesday, October 9, 2013
Project Based Learning is Not All Fun and Games
As I see many schools start to revamp their school wide strategies to be more "Common Core Friendly," I feel compelled to make a case for project based learning on a number of levels. Common Core Standards call for more rigor, critical thinking, reading comprehension, writing, and the ability to analyze text to present findings. In my opinion, this fits perfectly with Project Based Learning. However, the first and biggest step to moving towards Project Based Learning is to dispel all of the rumors associated with it. When many educators think of Project Based Learning, they think of fun and games. They think of month long projects that involve making castles out of marshmallows and performing skits to explain the functions of microorganisms. Although, these two projects do sound like fun, they are far from what Project Based Learning actually sets out to accomplish.
According to the Buck Institute For Education, the following is the definition of Project Based Learning: "In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations."
Clearly this definition does not sound like students are playing around without any direction. In fact, it reveals the true complexity and focused intent of Project Based Learning. It requires students to ask important questions and find the answers through research with the teacher's help.
As I observe classes at our Project Based School and research similar models throughout the country, this point has been reaffirmed time after time: Project Based Learning, contrary to public perception, actually requires more structure than a traditionally based classroom. Many people in education would find that assertion to be ridiculous but if you examine the definition carefully, then it cannot be denied. In a PBL classroom, the teacher is responsible for creating the project, providing the framework in which the students will work, establishing check points in which students will be evaluated on progress, working as a guide to help the students in their process, and grading the student's final product. In a non-PBL environment the teacher will create the assignment, lecture to give information, assign reading, and grade. This is not to say that non-PBL teachers do not work hard, because we all know that they do. I had some incredible teachers who worked outside of this model and have many friends who do as well. However, it does reveal that Project Based Learning, if done properly, takes a lot of work and structure to be effective.
Many people have arguments against standardized testing. However, nobody I know would argue against school accountability. To have accountability, you need data to measure the "success" of schools. On a National scale, it is very difficult to measure students in a non-multiple choice format. The same goes for the classroom. It is easy to manage multiple choice tests, lecture, and worksheets. It is very difficult to manage project creation, detailed rubrics, projects that are scaffolded, and student monitoring through the process. However, the latter is the more genuine way of learning in my opinion. The teacher is the guide and the students lead the learning. How did you learn to change the oil? How did you learn the sweep on your football team in high school? How did you learn to drive? It would have been much easier for these things to be taught through lecture (maybe not driving) but you learned by doing. That is the basis for Project Based Learning. It shifts the teacher's role, it requires students to get outside of the comfort zone, and it challenges them to think for themselves.
If a teacher rolls out a project that does not fit this criteria, then it is not Project Based Learning. This is very difficult to implement and make successful. However, just like the students in a PBL model who have to figure it out through trial and error, so must we. It will take structure, time, patience, and tenacity, but it is a great model for kids to get a real world and relevant education. Leading is Teaching.
According to the Buck Institute For Education, the following is the definition of Project Based Learning: "In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. While allowing for some degree of student "voice and choice," rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice 21st Century Skills (such as collaboration, communication & critical thinking), and create high-quality, authentic products & presentations."
Clearly this definition does not sound like students are playing around without any direction. In fact, it reveals the true complexity and focused intent of Project Based Learning. It requires students to ask important questions and find the answers through research with the teacher's help.
As I observe classes at our Project Based School and research similar models throughout the country, this point has been reaffirmed time after time: Project Based Learning, contrary to public perception, actually requires more structure than a traditionally based classroom. Many people in education would find that assertion to be ridiculous but if you examine the definition carefully, then it cannot be denied. In a PBL classroom, the teacher is responsible for creating the project, providing the framework in which the students will work, establishing check points in which students will be evaluated on progress, working as a guide to help the students in their process, and grading the student's final product. In a non-PBL environment the teacher will create the assignment, lecture to give information, assign reading, and grade. This is not to say that non-PBL teachers do not work hard, because we all know that they do. I had some incredible teachers who worked outside of this model and have many friends who do as well. However, it does reveal that Project Based Learning, if done properly, takes a lot of work and structure to be effective.
Many people have arguments against standardized testing. However, nobody I know would argue against school accountability. To have accountability, you need data to measure the "success" of schools. On a National scale, it is very difficult to measure students in a non-multiple choice format. The same goes for the classroom. It is easy to manage multiple choice tests, lecture, and worksheets. It is very difficult to manage project creation, detailed rubrics, projects that are scaffolded, and student monitoring through the process. However, the latter is the more genuine way of learning in my opinion. The teacher is the guide and the students lead the learning. How did you learn to change the oil? How did you learn the sweep on your football team in high school? How did you learn to drive? It would have been much easier for these things to be taught through lecture (maybe not driving) but you learned by doing. That is the basis for Project Based Learning. It shifts the teacher's role, it requires students to get outside of the comfort zone, and it challenges them to think for themselves.
If a teacher rolls out a project that does not fit this criteria, then it is not Project Based Learning. This is very difficult to implement and make successful. However, just like the students in a PBL model who have to figure it out through trial and error, so must we. It will take structure, time, patience, and tenacity, but it is a great model for kids to get a real world and relevant education. Leading is Teaching.
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