Being the Change -- #cyberpd Week 3

The #cyberPD book this year is Being the Change: Lessons and Strategies to Teach Social Comprehension.

The last chunk we read was chapters 5 ("Finding Humanity in Ourselves and Others") and 6 ("Facing Crisis Together").

My response in the first week was gratitude for the opportunity to build another classroom community through the art of teaching. In the second week, books I was reading aligned with the concepts in Being the Change.

One book stands out at the connection to this last chunk:

Harbor Me
by Jacqueline Woodson
Nancy Paulsen Books (August 28, 2018)

(my review on Goodreads)
Amazing book.
So beautifully written.
So needed for this country, our classrooms, our children, all our citizens RIGHT NOW.
So powerful...the power of talk, of getting to know others ("Others").
So honest about race and privilege and ability (dis- and otherwise) and family and grief and loss and prison and immigration. It's all there, but it's not too much. Because it really is all there, all the time.

Being the Change -- Cyber PD Week 2

The #cyberPD book this year is Being the Change: Lessons and Strategies to Teach Social Comprehension.

In Week 2, we read chapters 3 and 4, which brought us from a more individual exploration of identity and the listening skills we will need to instill as our norms, to the strategies for identifying and teaching about bias and microaggressions in ourselves and the news.

I found two books that I will add to my classroom library and use with my students to explore identity and bias. (Truth in advertising/#teamworkrocks -- Franki alerted me to both of these titles!)

The Cardboard Kingdom
by Chad Sell
Knopf Books for Young Readers, June 2018

This graphic novel is a collection of short stories about the imaginative summer play of a diverse group of neighborhood kids. I'm thinking it will be my first read aloud (Kindle version), in order to set the tone for what a graphic novel demands of a reader, along with conversations about identity, bias, bullying, what makes a family...and more.

How to Be a Lion
by Ed Vere
Doubleday Books for Young Readers, June 26, 2018

The world expects a lion to be fierce and violent, but that's not the only way to be a lion. While this book might be too straightforward/didactic for some, I love the friendship between Leonard the lion and Maryanne, the poetic duck. Lots of bias to unpack, and Leonard and Maryanne find a unique way to stand up to the bullies at the end. They may not change the way others think, but they have solidified their own beliefs.

Being the Change -- #cyberPD Week One

The #cyberPD book this year is Being the Change: Lessons and Strategies to Teach Social Comprehension.

I'm not going to outline the content of the introduction and the first two chapters. You need to read the book and glean your own take-aways. Here are two of mine, and a story.

#1--This is the right book at the right time for me. I wish I'd had it two years ago when racial tensions were high in my classroom. I wish I'd had it last year. I see now that those two boys aren't the ones who needed to change, it was...is...me who needs to (who can) change.

#2--This book makes me exceedingly grateful that I stood my ground and remained a self-contained classroom this year (and hopefully through to the end of my teaching career). Increasingly, it seems to me that classroom community is the key element in all that I do -- in the art that is my teaching.

Story--One morning several weeks ago, there was a knock at the door. AJ answered it, and stepped out onto the porch to talk with the person. I admire (and defer to) his patience in listening to and engaging with political, religious, and sales people who show up on our doorstep. I was glad he was out there and I could remain in here on the couch reading. The woman was selling some sort of educational materials, he said when he came back in.

She returned later that evening. AJ answered the knock again, but called me to come and talk to her. She had been out knocking on doors all day long. It was hot. She needed to log a certain number of interactions (sales?) each day. Learning from AJ, I offered her a bottle of water, but she was carrying her own. With a thick Eastern European accent, she launched into a description of the product she was selling. It was a text book covering every subject (or maybe a series of text books and I just saw sample pages from each subject). I listened. I saw how the history articles were condensed into just the main points students would need to know to answer the questions at the end of the chapter. I saw how the math pages had the teacher explanation below each example so that when students were working on their homework (and look -- LOTS of practice work for students -- many, many problems for each concept) both they and their parents would know how the problems should be solved. I saw that her product could serve as the be-all and end-all for homeschooling families.

I listened, but in the end I had to tell her that I don't teach from text books. I address the standards and meet the needs of my students with resources and materials that I gather on my own, or that are suggested by my district. I described my teaching as art, rather than as the science of opening a text book to the next page. She was in awe. She had never heard of this way of teaching and learning. She thought that perhaps she would have liked to have learned in a classroom like that.

I had to send her away without a sale (I hope she was able to log a conversation with a teacher, theoretically a potential buyer). I reaped all the benefits. I was left with an even deeper gratitude that I am blessed to teach in a district that does not have mandated textbooks in the elementary school. A district that respects me as a professional and trusts the ART of teaching.

My Stack for #cyberPD 2017

Dynamic Teaching for Deeper Reading
by Vicki Vinton

MUST read.

Disrupting Thinking
by Kylene Beers and Bob Probst

MUST read.

No More Telling as Teaching
by Cris Tovani

Probably more secondary and probably preaching to the choir, but MUST read because we get so caught up in galloping toward the test that sometimes we forget. (We...meaning I.)

The Teacher You Want to Be
edited by Matt Glover and Ellin Oliver Keene

Yes, next year I'll be entering my 32nd year of teaching and I'm down to less than one hand before retirement, but I'm STILL trying to be the teacher I want to be. Why stop now, right?

{DIY Literacy} #cyberPD

Better late than never, right?

#cyberPD nearly passed me by this summer, but in the spirit of Tuesday's Big Gulp-O-Reading, I read the whole book in one day.

Because I haven't kept up with all of the conversations for the past several weeks, my big take-away is likely redundant:

THIS BOOK IS BRILLIANT.

Summer is winding down. The IDEA of being a teacher again in a few weeks is switching back over to being a REALITY. This book cushioned me as I fell from Summer Mode back into Teacher Mode.

Even though I've been at this gig for decades now, what I love+hate most about it is that every year is new. I never feel like I've got this down pat, like I know where I'll start and exactly how I'll proceed through the year, or like I'm the expert I should be after all this time and practice.

But this book makes me feel like I'm going to do a better job this year than I've ever done before.

At the same time they make me realize that I haven't been doing enough to support learners by even more finely slicing and layering my lessons than I ever thought possible, Kate and Maggie never make me feel like a failure. Instead, their book does for me what my work with it will do for my students -- it will lift me/us to the next level (and the next and the next and the next).

As Franki said in the foreword,  "The ideas are sophisticated, but Kate and Maggie make teachers feel like "we can do this!"" They believe that teachers who are readers and writers themselves have at their fingertips the steps and moves that become the strategies that will help each child learn at his/her level. I love this focus on turning inward and accessing what I already know as the expert reader and writer in the classroom. And this book has given me the ways to make my years of experience into clear and concise tools that will bring my learners along with me.

#CyberPD--Who Owns the Learning?, Ch 5-end

Who Owns the Learning?: Preparing Students for Success in the Digital Age
by Alan November
Solution Tree (May 21, 2012)
I read the Kindle Edition

"Reflecting on my own education while growing up, 

I don't remember any of my tests. 

I don't remember any of my multiple-choice tests 

or my written answers. 

But I remember the experiences I had...

...what can we give kids that's an experience 

that they typically don't get...?" p. 86

Chapter 5 -- Job of global communicator and collaborator
Big idea for me: Students need to learn empathy. Global empathy as well as just plain understanding and appreciating other points of view.

Discussion Question #1 -- What kinds of opportunities can you imagine for enabling students to engage with authentic audiences around the world? 

• Skyping with other schools and with authors...and perhaps with the international families of my students? Just learned last night on #5thChat about Mystery # Skypes and TodaysMeet. Both of these seem RICH with possibilities!
• Working the Twitter feed for all it's worth. 
• Participating in the Global Read Aloud.

Discussion Question #2 -- What barriers do you anticipate educators will face in guiding students in the role of global communicator and collaborator? 

The biggest barrier will be Me.

• I have to guard against running out of time, energy, commitment, focus, and a willingness to brainstorm creative ways to access technology resources. 
• I have to remember to start small, using authentic audiences in our own school district...maybe even our own building!
• I have to choose projects wisely, then work backwards from the end result to make sure I've taught all the skills my students will need in order to be successful.

Chapter 6 -- Purposeful work, legacy of student contribution
The story of the student-written history text/wiki is fascinating. Leaving a legacy is as crucial as empathy. I had an amazing interim principal once upon a time (you know who I'm talking about, some of you). His tagline on all written and most verbal communications was "Leave a legacy." The hallways in the new wing of our building (built during his term with us) are named Legacy Lane. Through his constant use of that word, he made me think about the value and importance of all I do in my classroom and our school. I think the idea of taking student work to the Legacy Level can be a ongoing conversation from day one. "What can come of this work we are doing that will be of lasting importance? Of use to someone else?" Thinking about the legacy piece will naturally tie into teaching empathy. (Hmm...this is pretty fascinating. You are witnessing ideas being born as I type...I'm getting really excited about this!!) I recently had an afternoon of conversation with some of my #LivePD pals. We kept wrapping back around to the idea of "Who will be the audience?" Seems like if students are involved in conversations about leaving a legacy, they are also determining the audience for the work they'll be doing. So they won't just be shouting into Cyberspace and hoping someone will respond. (Hmm...it's all coming together nicely...) And if we're considering legacy, we've got purpose covered, too! (Hmm...)


Discussion Question #1 What opportunities can you identify for incorporating multiple student jobs into your classroom activities? 

The answer is Yes.  (need time to think and plan)

Discussion Question #2 How could you help your students create an educational legacy that would outlast their own student experiences?

The answer is Yes. While I'm hoping that it's not just one thing and that it comes as much from them as from me, I do have one idea I'd like to float to my students and to the staff of my school: We need to take our Multiculturalism on the road to other schools whose classes aren't as international as ours. We need to take our authentic Multicultural Day out to other schools that have a fake one put on by their PTO.

Discussion Question #4  How would you structure yearlong collaboration with colleagues beyond your classroom to add value to your students' learning experiences?

See answer to #1.  (also got a good start on this during #LivePD with Karen, Maria and Cathy)




Laura Komos (Ruminate and Invigorate) is hosting today's conversation about WHO OWNS THE LEARNING? Thank you to her, to Jill Fisch (My Primary Passion), and to Cathy (Reflect and Refine) and for bringing us together to have these important conversations. Looking forward to the Twitter Chat!

#CyberPD--Who Owns the Learning?, Ch 3-4

Who Owns the Learning?: Preparing Students for Success in the Digital Age
by Alan November
Solution Tree (May 21, 2012)
I'm reading the Kindle Edition

"As long as you're asking what's next, you'll get there. 

But never be content with where you're at."

In Chapter 3, Alan November describes the job of Student Scribe. He says that this job is "low-hanging fruit," but I'm having some trouble imagining it in my 5th grade classroom. At least the way he describes it. My students aren't typically taking notes throughout the day. But maybe they should be...in some way, shape, or (developmentally appropriate) form...

I can see the Scribe being responsible for a daily blog post for our class blog. And I like the idea that this is a place where "Every voice speaks with the same volume." The idea that the habits/skills that are a part of this job will contribute to lifelong learning and instill a sense of LEGACY in students is powerful. But was November reading my mind when he commented that part of the challenge with this job is getting past the fear of letting go of control?!? :-)

Discussion Question #3: "Do you think students will work harder on material that they prepare for that audience than they will when doing work for their teachers?"

I'm having a hard time answering this with an enthusiastic "Yes!" Blogging kind of flopped for me last year. My invitation to my students to join me in my Poetry Month project kind of flopped. My Columbus Dispatch Reader group is in the process of flopping. Where is this mystical, magical motivation? Does it have to do with audience and control? If I don't take charge, these things won't get done/get done correctly/well/on time...right? And where, exactly is this audience? As bloggers, we all know that it takes nearly as much energy to be a good audience as it does to be the ones creating the content to be consumed. I guess that's the part where I arrange for my class to partner with another class in the district (uh oh...there's that control issue again...) and/or my students link up with other classes through our Twitter feed.

Discussion Question #4: "How can teachers model sharing knowledge with a global audience?"

Easy peasy, this one. Blogging and Twitter and my Wikimedia Commons project for Poetry Month come immediately to mind. I've had photos from my Flickr photostream used (with my permission and with attribution) in a magazine and an online city guide. Just recently this Poetry Friday poem got picked up though a key word search "high plains" by High Plains Public Radio for their website. Got this one covered.

On the other hand, Chapter 4, Student as Researcher, was the chapter that showed me where my gaps are. I need to learn to do better Internet searches so that I can teach my students to be smarter researchers. I dipped into this a bit with my Poetry Month project. I no longer allow students to drag to their desktop any ol' image they find on any ol' Google Image search. This year, I taught my students to do an advanced image search for images that are licensed to be used/modified, and to give attribution for the image when it is used in a project. I have informally taught bits and pieces of analyzing a website and/or its address, but with the information and resources November has given me, I will be much more methodical (and informed) about this in the future!

ALL of the Discussion Questions for Chapter 4 are ones that I want to return to and reflect upon.  #1--I need to teach my students to design basic and advanced searches. #2--Yes, students should be taught search strategies in every discipline. #3--How to implement the role of student researcher in my classroom needs lots of thinking and planning. #4--Designing assessment items that required students to access the web...hmm...sounds very Common Core to me. And very exciting!

So much in Chapter 4 to think about and learn about! This chapter really got me excited!

Jill Fisch (My Primary Passion) is hosting today's conversation about WHO OWNS THE LEARNING? Thank you to her, and to Cathy (Reflect and Refine) and Laura Komos (Ruminate and Invigorate) for bringing us together to have these important conversations.

#CyberPD--Who Owns the Learning?, Ch 1-2

Who Owns the Learning?: Preparing Students for Success in the Digital Age
by Alan November
Solution Tree (May 21, 2012)

I'm reading the Kindle Edition

My brain is going in two different directions as I read this book. 

1. (the young side of my brain) Well, duh. You long ago gave away sole responsibility for hallway and classroom displays. Why not take the next logical step and do the same thing with learning and teaching?

2. (the greying side of my brain) I don't know enough about all of these digital tools! When will I have time to learn them all before I teach them to my students??! I don't have access to enough iPads or laptops to make this work! (answer from young side: Quit hyperventilating. You know very well that all you need to do is turn students loose with technology and they will figure it out. And weren't you paying attention? You can do all of this...or at least get started...with just one laptop and one iPad. That's do-able.)

Questions for Discussion, Chapter 1

"2. What first steps might you take in building a learning community where your students take on more responsibility for contributing to the learning of the class?"

• Reinvent my classroom jobs to include Scribe and Researcher. I wonder if I could have my Researcher monitor/add to the class Twitter feed throughout the day?
• Resurrect my class wiki and turn it over to the students to manage. Learn just enough about podcasting and screencasting to teach my students (if they even need to be taught) and give it over. Frankly, the biggest barrier I felt/imagined was the amount of time it would take ME to manage the wiki.
• Start a class blog that goes out to the world.
• Don't grade -- don't even offer extra credit points for -- any creative project that contributes to the learning of the whole class. Remember, "Students teaching students is a powerful method for building learning and driving creativity and innovation."

Questions for Discussion, Chapter 2

"1. As an educator, can you name some specific types of lessons or topics that would be particularly well suited for student tutorials?" 

Short answer: Yes. Lots of them. 

New thinking: Perhaps the next step after a guided lesson with students who are struggling with a topic is to ask them to create a tutorial. 

Here are a few possible Language Arts tutorials (guided lessons I taught with small groups) I can think of off the top of my head:

• making plurals with nouns that end in vowel-y and consonant-y (word study)
• cause and effect (reading nonfiction)
• summarizing (reading fiction and nonfiction)
• revising a poem for line breaks (writing)

Cathy (Reflect and Refine) is hosting today's conversation about WHO OWNS THE LEARNING? Thank you to her, and to Jill Fisch (My Primary Passion) and Laura Komos (Ruminate and Invigorate) for bringing us together to have these important conversations.

(A note about my post -- I deliberately did not read anyone else's posts before writing mine. I'm anxious to see how my thinking is the same as and different from everyone else's!)