"Why do we have to write these stories about ourselves, Mr. Joseph? I mean, what's the point?"
With characteristic 5th grade skepticism, I found myself facing a key question from my student, Tate, that speaks to the heart of the question of student voice - that of audience. What Tate really wanted to know was, Would anybody care about this? Would anybody see this? Would it have any meaning beyond simply a skill that I'm supposed to know?
As teachers, we all have students who are compliant and willful, who will readily produce whatever output we ask or demand of them to please the teacher or earn a desired grade. There is no question that narrative and non-fiction writing are critical skills that must be taught explicitly at all levels every year. Increasingly, however, in an era of daily online publishing and daily digital content production on social media sites, students need to know that whatever they are asked to generate will have a meaningful audience and make a difference to someone. In 2014, kids have never known a world where they haven't been able to reach out around the globe in seconds and make an impact with words, pictures, and video on Instagram, Twitter, or Facebook.
Central, of course, to student voice is student choice. When asked to write a small moment narrative this past fall, students in my writing workshop were given the opportunity to not only write traditional text-based stories using words, but also to create a "performance piece" that involved a demonstration of the story through some digtial medium. Some students chose to make digital stories, matching their own podcasted voice to images and create a movie. Others chose to learn the ancient art of storytelling, and videorecord their performance. Some reenacted their story as a movie and filmed the experience. Still others used animation techniques to tell the story. The possibilities generated by the students and the products that they ultimately produced far exceeded anything I could have imagined.
The students in my workshop all have blogs, so they posted both their stories and the digital counterparts online. They were asked to send the link to at least three people in three different states or countries around the world and solicit feedback. In this way, the students saw the exponential possibilities of global sharing, and how their work does indeed make an impact - however large or small - on the lives of people, often countless individuals beyond friends and family. Their voice was not only honored, but broadcast on the widest possible stage.
We all know that technology tools are constantly evolving and changing. What will remain immutable, however, is the architecture of story - problem, solution, characters and setting. As long as we enable our students the choice to decide what multi-modal output they would like to try, they will be motivated to learn the fundamental writing skills they need to grow and develop as writers. Furthermore, their work will have meaning for the maximum number of people possible, as it should. Kids care about writing and creating when they know people pay attention to and care about their work . Writers' voices will be heard.
Check out Shin Be telling her story the old fashioned way:
Here's Tate's Paintball Party in pictures and words:
Nicolae uses Lego animation to tell his tale.
Notes from the Intergalactic Highway
Wednesday, January 8, 2014
Thursday, August 1, 2013
Tuesday, July 23, 2013
A New Era in Literacy PD in Michigan
A-MAISA-ing!
What do you get when you
combine dynamic K-12 writing units of study with over 500 dedicated Michigan teachers
from throughout the state? An amazingly powerful literacy professional development
experience with nationwide repercussions.
It has been nearly a month
since the Michigan
Association of Intermediate School Administrators (MAISA) English Language Arts
Conference in Lansing kicked off the summer PD season June 24-27. This
event was truly historical due to the confluence of people and events that led
to its creation. Led by a team of literacy consultants from multiple ISD's across the state of Michigan, writing
units of study have been refined and written at all levels, K-12, to align
with the Common Core State Standards. While the units themselves enshrine
practices and protocols that are familiar to veteran teachers, and informed by
decades of effective practice informed by Lucy Calkins and other practitioners
of a workshop-approach to the teaching of writing, the units are all extremely accessible
to all teachers regardless of their level of experience. Last year these units were
endorsed statewide by MAISA, which precipitated the establishment of the
conference. They are public and available to all online.
The four-day experience
featured dynamic keynotes each day. These were followed by breakout sessions by
grade level which were led by teacher-leaders from throughout the state. I had
the pleasure of co-facilitating a 6th
grade section with Jianna Taylor, an outstanding teacher from West
Bloomfield Public Schools. We led our 23 teachers and literacy coaches through
an exploration of four of the units – narrative writing/launching, argument,
literary essay, and information writing on each of the four days.
What makes this conference experience
so exciting is that it was all locally led and executed. The leadership came
from ISD’s throughout the state. The keynotes and facilitators were all
Michigan teachers. We know that the best kind of PD is that which is meaningful
and sustainable, and is peer-led. As a result, these are people who will see
each other throughout the months and years to come. We will serve as ongoing
resources to and for each other. This approach is also very cost-effective and
sustainable in an era of limited funding. With this conference we were able to
harness our own expertise to drive our own PD. This is a powerful way to lead
and grow as professionals.
Plans are already afoot for
the 2014 conference, which will focus on reading. As we continue to build PD
capital in Michigan, we serve as a powerful complement to the kind of
professional development offered by institutions like the Teachers College
Reading and Writing Project at Columbia University. We may even attract teachers
from throughout the country to come to Michigan to learn and grow right here in
the Midwest.
Monday, December 10, 2012
Thanks, Pauline!
Gratitude. I am so grateful to so many people for the
opportunity to have gone to Prague for the Microsoft Partners in Learning
Global Forum last week. I certainly appreciate the hard work and dedication of
the Microsoft team who pulled off an amazing event. As Pauline Roberts has eloquently
articulated, I thank Anthony Salcito, Lauren Woodman, Sophie Tual, Rob
Bayuk and Carrie Hoople Hispsher for their ability to bring together a
world-class collection of educators for a powerful professional development
experience. Thank you, Microsoft, for your willingness to honor and uplift the
work of students and teachers around the world who value effective,
transformative teaching and learning from the classrooms of our schools to the
streets of our communities.
I was humbled and inspired as I walked the aisles of the
forum. The breadth and depth of projects that my international colleagues are
undertaking is very familiar in structure to ours
and also motivating at the same time. I look forward to the chance to spend
more time deconstructing other projects and creating more global connections. I
am certainly grateful to my new friends from all over the planet for their
dedication to their students and the real learning that takes place when
students’ learning leaves the classroom and enters their lives beyond the
school building.
I am certainly appreciative of the support from the
administration, teachers, school board members, and parents of Birmingham Public
Schools. The opportunity to participate in the Global Forum is certainly a
career-altering event, and the chance to participate has been a gift that will
reap dividends in my classroom for years to come.
I deeply appreciate the most compelling reason I was able to
attend the Forum in the first place, and that is the vision, dedication, and
hard work of my teaching partner, Pauline Roberts. “Queen Pauline the Green”,
as she is known around the Joberts 56 team (54 students and two teachers),
Pauline has long been a champion of educational experiences that enable
students to view themselves as stewards of their own learning.
Pauline came to me with the idea of participation in Partners
in Learning last year, after going through the experience by herself the
previous year. The conversation went something like this:
Pauline: “Hey
Rick, what do you think about our kids’ getting involved in Partners in
Learning?”
Rick: “Okay!”
End of
conversation.
My implicit trust in all things Pauline stems from the fact
that Mrs. Roberts encourages each child to develop a relationship to self from a
place of deep integrity, and to live the principle of “see a need, fill a need”.
On the Joberts team, kids don’t need to wait for an adult to tell them what to
do. Students are encouraged to identify problem areas in the world in which
they live, and to act on them. It is this guiding principle, I believe, which has
enabled our Doing
Business in Birmingham Project to be successful.
Queen Pauline lives constructivist practice every day. She
enables our students, through inquiry, to develop their own realizations and
take ownership for bringing them to fruition. A recent example took place last
week during our sciracy class (science and literacy – rhymes with piracy). It
is during sciracy when we have to creative freedom to give students the chance
to engage in project-based learning experiences like Doing Business in
Birmingham.
We were in the midst of planning our “Global Celebration
Manipulation” in the wake of our first
place win in the Collaboration category at the Global Forum. Pauline asked
the kids,
“So, what do you want
to do for our celebration?”
The responses varied from surprisingly reasonable (“Let’s
have cake”) to more predictably daring suggestions. Pauline skillfully facilitated
the conversation to honor and uphold the students’ suggestions with the minimum
amount of necessary teacher parameters. Her consistent message to the kids was
clear: This is your party. What do you
want to do?
The empowerment of our students on a daily basis is a hallmark
of who Pauline is as an educator. It is part of her charisma. Kids flock to her
with ideas because they know that their thoughts – no matter how outlandish - matter
and will be heard. Queen Pauline the Green makes kids and their visions her
own. She uplifts and empowers, from Birmingham, Michigan to Prague and back.
Every day.
Thanks, Pauline.
Saturday, December 1, 2012
Teacher, Know thy students
What part is the teacher to play in forming a pupil's character? In general he must both inculcate
principles and foster the formation of habits. This requires constant activity and elaborate but definite
knowledge. Mere acquaintance with certain common foibles of human nature is not sufficient.
Each [student] in particular must be known intimately and trained individually. Otherwise
there is much useless beating of the air (Tierney, 106).
This
timeless quote from 1914’s Teacher and
Teaching by John Tierney, S.J. presumes a fundamental, timeless truth about
what effective education has always really been about: the quality of the
interpersonal relationships between a teacher and her students. Whether in the
context of “character” or “academic” disciplines, relationships are at the
heart of differentiated instruction, as they presume that the practitioner not
simply cares about her students or has a desire to get to know them as people,
but actively and systematically goes about the process of gathering knowledge
to determine exactly who these human beings are before her and what motivates
them to learn new concepts, and more importantly, take risks. When a teacher
can facilitate a willing amount of risk-taking in a learning community, then
that behavior becomes infectious. Transformative practices occur both
individually and communally.
While
the question of the quality of relationships may seem a bit nebulous to
qualify, and much less to quantify, the first standard in all certificate areas
for the National Board for Professional Teaching Standards, “Knowledge of
Students”, states: Accomplished teachers use their knowledge of child development, their
knowledge of students as individuals, and their knowledge of students as
learners to develop and strengthen relationships that enhance learning.
Essentially,
a key component of quality relationships boils down to how I prioritize my time.
How much time am I dedicating to getting to know my students and what they
value? What are their interests outside of school? What do they like to do for
fun? What are their hobbies and interests? What do they enjoy and celebrate
within their families? What are their future aspirations?
As a teacher and instructional leader I am well acquainted with the truth in this quote from Haim Ginott, “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather.”
The
quality of the relationships in my room are controlled by me. We have a
principle on our teaching team of KVKW, pronounced "Kuh-vak-wuh",
which stands for "kind voice, kind words." I remind my students of
the power of their voices, and how their words are often the least important
component of their conversation. My students easily recognize effective
communication not so much for what it sounds like but for what it feels like.
They will respond when a classmate is sharp-tongued by telling that child,
"Hey, KVKW."
I
am aware of the need not only to gather information about who my kids are and
what makes them tick, but to actually use that data to drive instruction. A few
years ago, I realized toward the end of a two year relationship with a student
named Paul that he was fascinated by model airplanes, particularly those from
World War II. Paul was a very reluctant writer who chronically complained of
writer's block, and bemoaned the labor of the craft.
"I
hate writing. It's so boring," Paul would proclaim on a near daily basis.
"Why do we have to write every day in this class?" he remarked at the
beginning of a narrative writing unit.
"Well,
Paul, let's see," I replied. "There's plenty to write about. Think
about something that happened in your life that you remember or a person that
you care about."
"Nothing
happens in my life. My life is boring."
I
knew there had to be a way to enable Paul to access his experiences, but how?
The
next day I was telling the class a story about how when I was between the ages
of 11 and 13 I enjoyed building plastic models of military aircraft. I hung a
B-17 Flying Fortress and a B-24 Liberator bomber from the ceiling in my
bedroom. At the end of my interest, I gathered up my painstakingly constructed
models, to which I had dedicated hours of time and systematically destroyed
them. Just for fun.
When
I relayed how I stuck firecrackers in the crevices throughout the aircraft and
watched with glee as the models exploded into tiny fragments, I noticed the mix
of disbelief on the part of some and complete understanding on the faces of
others, particularly the boys. I had made a connection. The kids' own stories
of destruction and detonation came tumbling out.
"Yeah,
Mr. Joe, I remember when I stuck a firecracker in a pumpkin and the mushy stuff
went everywhere," came one reaction.
"Yeah,
and I remember a time when my friend put an M-80 underneath an upside-down
garbage can and launched it, like ten feet off the ground," said another.
Paul offered, "Yeah, that reminds me of
the time when my friend poured gasoline on his model car and lit it on fire. It
melted into his driveway and left a black mark.”
Bingo.
Had
I taken the time to share a few of my stories, both as structural mentor text
pieces, but also as bridges to Paul's and other students' experiences, I would
have enabled my kids to generate more stories with greater ease. A classic
example of the link between reading and writing, yes, but also an awareness on
my part to access my students' schema and utilize it to a constructive end. My
students all have lives. It is my job to help them reflect on and unearth their
own stories, facilitate connections between their experiences and those of
others, and enable them to draw on their daily adventures to forge new learning
paths. I knew then that when my students saw me as a human being, my ability to
reach and teach them was significantly enhanced and they were able to perform
more effectively and efficiently. I pledged to get to know my kids, many of
whom were virtual strangers to me, despite the fact that I saw them for two
hours a day, five days a week.
Many surveys and countless conversations later, I'd like to believe
that I am better able than
ever to differentiate my instruction through
cultivating relationships with my students. I still have much work to do to
build a consistent, disciplined approach that maximizes the information I glean
with the productivity of my students.
Ultimately, I realize that the responsibility lies squarely on my shoulders. As
noted by Rick Weissbourd,
“The moral development of students does not depend primarily on explicit
character education efforts but on the maturity and ethical capacities of the
adults with whom they interact—especially parents, but also teachers.”
That’s me.
Sunday, November 18, 2012
Not Just a Teacher - Best Teacher Blog of 2012!
I heartily recommend Pauline Roberts' Not Just a Teacher Blog for Edublog's Best Teacher Blog of 2012.
Pauline always manages to combine the perfect blend of anecdotes and evidence to create a reading experience that uplifts and inspires me. She artfully "blends the boxes" of her personal and professional lives to put forth gripping and relevant ideas. Pauline writes with a clarity and passion that only intensify with each passing post.
In an offering from the beginning of October entitled The Purpose of Education, Pauline writes:
They (students) should leave the education system with a clear sense of their own significance, their own potential to make a positive contribution as global citizens and a thorough knowledge and understanding of the tools that will enable them to successfully make that contribution: creative thinking, productivity, digital literacy, communication skills, integrity, responsibility, reliability, and accountability.
Pauline's ability to distill big ideas into their essential parts is one of her gifts. By offering a voice that ultimately speaks to the need to promote service to others through the application of practical skills, Pauline clarifies the priorities in education that matter most. Her awareness of the need to think globally and act locally are a further indication of her wisdom and dedication to children.
I always manage to feel extremely motivated and optimistic for the future of education after reading Pauline's posts. She inspires me to be my very best and reminds me to dream big. Not Just a Teacher is a perfect pick for Best Teacher Blog of 2012.
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