Category Archives: learning

Losing Our Minds

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Everyone should read Deborah Ruf’s book, Losing Our Minds.  Not only does she do an EXCELLENT job of describing giftedness in many different ways, but she also describes different KINDS of giftedness and different ways of meeting those needs in the classroom.  She addresses push in and pull out models, the need for independent studies and when that isn’t necessary. She really makes the delivery of services for meeting the various needs of gifted kids just make sense.

I also love the book, “Young, Gifted and Black,” by Theresa Perry, Asa Hilliard III, and Claude Steele, as they describe the cultural and democratic aspects to be considered when looking at educating blacks in America.  They make the point that REALLY we have only been experimenting democratically with truly educating African Americans for a short period of time. MANY folks, as African Americans were “integrated” into society in the 1900s –and many still today–question the mental capacity, the intellectual competence of black people, looking at historical academic achievement as “proof”. This book argues that “since learning is fundamentally contextual, there are extra social, emotional, cognitive and political competencies required of African Americans precisely because they ARE African Americans.” (See Ira Socal’s recent post, Crossing America: An Education for a better explanation than I am giving here.)

BUT, what brought this topic to mind is a recent article, “No Gifted Minority Left Behind” in the Richmond (VA) Times that @JonBecker and @mwacker (Michael Wacker) posted.  Our county is currently (as many are) examining the discrepancy between membership group populations and enrollment in special programs such as Gifted, Special Education, Advanced Placement/Honors courses, technical programs, etc.)

So, I asked Michael and Jon: Do you believe that just because say, 70% of your student population is white, 70% of your gifted (or SPED) population should be?

Their responses included the following comments and questions:

becker@paulawhite no, but we should be within a much tighter confidence interval than we are now; extreme disproportionality is problematic.

Me-> 2 years ago our Gifted Advisory Committee did a study on that discrepancy, Jon, and my school was the ONLY one near to that tight confidence interval. However, it isn’t anymore, as I moved schools, and the GTs who came after didn’t continue ID of minorities. (I’ve now been gone from that one 5 years and the kids I identified are mostly gone.)


wacker@jonbecker @paulawhite agreed, its not that clean, but it is an issue, has anyone addressed cultural bias in the tests themselves?

becker@mwacker @paulawhite yes, and most LEAs have moved away from a single test for ID purposes, but that hasn’t made much of a difference.

Me->BECAUSE most people still look at the test score (no matter what test) as most important–behaviors and class work is incidental, and the one snapshot test “MUST” be more valid.

wacker@paulawhite @jonbecker do you use a triangulation data collection method for determining giftedness? Is it just one test or a B.O.E.?

So I responded:

Part of the discrepancy in identification IS cultural in that (and this goes back to my K blog) some cultures ENCOURAGE movement and calling out. Have either of you ever been to a southern black Baptist church? Calling out, responding aloud in group, NOT raising hands and moving is all part of their ritual–so ESPECIALLY kids with those experiences have to be indoctrinated to the hidden curriculum of school (sit down, be quiet and listen)–and teachers see those active, calling-out kids as “misbehaving” so therefore, they CAN’T be really smart. GTs often aren’t aware of cultural differences in behaviors, and most teachers DEFINITELY aren’t!

In fact, I go looking for those calling out/active kids cause it’s a GREAT sign of engagement.

I have a 5th grader right now (NOT minority)whose behavior has interfered with ANY teacher seeing his absolute BRILLIANCE…cause he refuses to “play school.” He wants to learn and he wants his questions answered–and he wants to know WHY he has to do stupid busy work, so he constantly challenges the teachers, which gets him sent to a safe spot. I’m trying to get them to give him a laptop AT the safe spot and see what he does with it. He recently embedded a WHOLE middle school math book on his wiki so others could read it and learn “as much as I did.”

I have another, a 2nd grade minority girl who did the most sophisticated sort of dominoes last year in a class lesson–when I pointed it out to the teacher, her response was “she must have copied.” This year’s teacher is noticing her novel responses.

Then, Samantha Melvin joined in:

melvinauthentic differentiated learning can only take place with authentic differentiated TEACHING –so glad you are sharing this!!

Me->Teachers have to understand that it is not about assembly line work or making everyone part of a melting pot, but separate and distinct individuals with specific strengths and passions. It’s not about conforming but honoring and providing opps for differences and personal strengths to be used and grow.

YES!  about process, not product! Amelvinre we giving them the skills they need to demonstrate their knowledge in a variety of ways? (serving the individual learner)

Great question! Here’s where (IMHO) tech plays a SERIOUS part and meets a HUGE need!

So, when you read the article, what do you think?  ARE we leaving no gifted minorities behind, or are we losing our minds?



Do We Send Him to K or Wait a Year?

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Last night @JonBecker and @BeckyFisher73 were tweeting and mentioned me, so I joined their conversation. Jon is struggling, as so many parents do, with whether to enter his son in Kindergarten when his age says he can go or wait a year. He’s tweeted often about his son, so I know a bit about his behavior in some situations.

I have spent over half of my career teaching early childhood, with 17 years specifically being in Kindergarten and/or First Grade or a K-1 combo (MOSTLY K). I have a Master’s in Early Childhood from the University of Virginia that I got in the early 90’s when they actually had an Early Childhood department. I am now a Gifted Resource Teacher and have taught in 6 different elementary schools in our division, from the smallest and poorest performing (at the time) to ones who are extremely advantaged (i.e., the principal can pretty much ask the parents to fund anything and someone will write a check) to ones who are succeeding in all traditional measures to ones with diversity and ones with little diversity.

So, when Jon tweeted that he was looking for opinions, I certainly have one, as I usually do.  🙂

In a series of tweets broken into 140 characters, poor Jon had to read over time as my slow connection allowed me to post.  Here’s what I shared (with some minor additional explanations sometimes):

Let me just say that young boys often enter at a disadvantage…sometimes due to teacher bias and/or inexperience, or traditional school expectations (the not-so-hidden curriculum of sit down, be quiet and listen) which is not only inappropriate, but getting worse and expected more in the schools I’ve seen. I counseled my daughter in law to NOT enter my grandson, an August birthday, into Kindergarten when he was just barely 5, but she did and he’s still struggling…not necessarily ONLY because of the early entrance, but also because he’s a gifted LD kid. He’s one of those who has only had the LD part worked with and most teachers do not give him a chance to show the brains because they can’t get past his disability–or worse yet, the label. He’s an incredibly frustrated kid who hates school, but loves learning OUT of school.

Jon’s next question: but what if I’m like every other parent and think my child is Uber-gifted “academically?”

Fact is, Jon, your kid has the rest of his life to learn in school-like situations. Do you push him into a system we, as educators, KNOW doesn’t typically meet the needs of the extremes, or do you enjoy him and make sure he gets to be a kid as long as he can before having to face the brutal realities of the world out there at age 5 or 6? Another fact is MANY parents are holding their kids out, so the age of kids in a grade is not only a wider span, but often has more older kids. So, if you enter a young one on time, he may be almost 2 years younger than some in his class. And, what do you do now for his uber-giftedness?  Can you not do that another year and let him grow socially into being comfortable with his emotions and other kids in more able ways?

Another fact is that gifted kids DO grow asynchronously and often their emotions are way behind their intellect–one of the challenges of parents of gifted kids is to remember that their ability to reason and talk and think at a high level is the anomaly-their behavior is often RIGHT ON TARGET for their age. When they temper tantrum or cry or act like a baby out of jealousy of a new sibling, they are simply acting their age. Parents often struggle when the kid talks so much like an adult, or can handle their own in a very sophisticated discussion but then acts in other situations like–OMG–a KID!

(Others joined the conversation here and the rest is a conglomeration of tweets to Jon and others, (with slight modifications to allow for context) and additional thoughts I have had since last night.)

It is CRUCIAL that early childhood teachers be nuturers FIRST and academians second–but GREAT academians who can meet those emotional needs WHILE fostering or extending a love of learning. MOSTLY you want an Early Childhood teacher who dwells on competence rather than deficits. They simply have to recognize the strengths of kids and make that public daily in ways that support the kid, and allow others to see those strengths as well.

Too many times kids, especially active young boys who don’t do the hidden curriculum well, get constantly fussed at for not sitting quietly, for asking questions out of turn, for blurting out answers, for fiddling with stuff, and those constant reprimands from the teacher say to the other kids that this kid isn’t smart. Think about it–isn’t it a sign of intelligence when one WANTS to engage, when one wants to ask questions, when one is so involved in the conversation that conversational turn-taking falls by the wayside, when one is constantly looking and fiddling with the stuff in one’s world to figure out how things work? Well, some K teachers–heck, some teachers in all grades–see their job as one where they are supposed to teach kids to play the game of school and learn how to sit down, shut up and listen. In many schools and most Kindergarten situations, kids are expected mostly to learn how to conform to the teacher’s (and parents’) traditional expectations for school behaviors.

Well, you and I both know smart people often DON’T conform. When that brilliant child needs that question answered and perseveres to ask it, s/he may get put in time out–or a safe spot–or sent away from the group for interrupting or not listening, or not doing what the teacher asked him/her to do. When that happens, tears may come as the kid is outraged at the injustice and/or may be hurt (crushed!) at the exclusion from the group. (Gifted kids also have an exaggerated sense of justice and fairness, too-and situations like this only amplify their outrage.) When other kids see that kid go to time out, or be fussed at constantly, or cry, they recognize these are NOT appropriate school behaviors–and no matter what the circumstances, the child who may be simply TRYING to engage is seen by others as perhaps a “bad boy”, a “crybaby”, “not smart”  or worse.

That’s why I say the teacher has to recognize strengths and display them publicly.  I can chastise my 5th grader in one moment for his misbehavior and in the next talk about WHY I perceive him shutting others out, explaining to the group that he’s involved in his own thinking and input from others may not allow him to work out HIS thinking just yet.I honor HIS style of learning while showing him he may need to adapt his behavior NOT to say “Shut up and leave me alone” to say “I need a few more moments to think, please. Can you be quiet and let me think?”

I spoke all the time to my K kids about how we are not in school by ourselves, but part of a group, so the conversations HAVE to involve turn-taking–and sometimes all of us will blurt out because of our excitement or enthusiasm, but it can’t happen all the time. I point out the REASONS behind the behavior and WHY some conformity is necessary. I speak to why I am asking the kid to leave the group–NOT because I am kicking him/her out, but because I need a few minutes to get the others going on something before we can have a private conversation. (Reread my first two blogs, “Why TZSTCHR? (Teasiest Teacher)” and Rules-Schools Have Too Many!” to see other ways I deal with shaping behaviors while respecting individualism.)

As parents,

As grandparents,

As people who LOVE our kids,

we all want to see our children grow up in happy situations, in places that will be safe emotionally and that will allow them to grow and stretch intellectually. Fact is, school is an institution and the social mores and groups determine (more often than not) which path we take in school.  Give your child the best chance by NOT sending them emotionally insecure to begin with–by enrolling them when they are ready and have the adaptability skills to handle the social/interactive piece of school and the various interactions they will encounter–and that includes traditional situations, various cultures, new situations, schedule changes and evolving routines. You can always push a bit later for the academic needs to be met, but let him/her grow, adapt, learn how to settle in a bit and adjust first. The social needs, for a young immature child, are paramount right now.

PS–the gifted teacher in me HAS to add, “Just don’t let go of the academic needs forever!”

Learning Well

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Last spring I saw a tweet about a collaborative venture called “Teaching Well” that was part of the work Darren Kuropatwa (@dkuropatwa) was doing with facilitating PLP work. Basically the idea was that one person started a metaphor/contrast about teaching and the other person finished it. There were some amazing contrasts and pairs of slides that not only showed the creativity of the teachers involved but also the philosophies and thoughts they have about teaching. I wasn’t officially part of the PLP, but Darren let me submit a slide anyway. (See the idea with many links explained here by Tania Sheko.)

Here’s mine.

Teachingwell

It clearly shows I believe teachers have to be learners, and in rereading it, I think that it pretty much encompasses all that I believe about teaching.

Teachers can teach shallowly, to simply pass the tests or we can teach for deep understanding that allows students to ask new questions and thirst for more; we can do it alone or we can collaborate and share with our colleagues; we can do it because we want to make a difference, we want to help kids, we relish the AH-HA moments in our students, we enjoy deep conversations, we like the challenge of crafting questions that scaffold students to new understandings  or we can do it in a way that simply meets the requirements of the job to bring home the paycheck; as we teach, we see knowledge as simply a gurgling up, a beginning that leads to more questions, perhaps different questions and deeper learning as we make connections, synthesize, analyze and use that knowledge to create.

So many of us lament, day after day, that we have no time to talk to our colleagues, that we have no time for reflection, no time to build the lessons we have in our minds and hearts that go well beyond the state standards to the passions we have in our field.  Milton Ramirez (@tonnet) recently responded to another of my blog posts, saying, “Twitter really changed our way of connecting to educators and other professionals. I can not foresee other applications that can bring together so many interesting people at once.” While I’m glad to hear another person say Twitter is as powerful for them as it is for me, I think we have to go beyond 140 characters and commit to having deep conversations, critical questioning and more co-creations that tap into the incredible brainpower of the educators  sharing in the Twitter stream.

We not only have to share our strategies, our finds, our projects, and our methods of using the web with our students as we talk about teaching well, but we also have to have the conversations about how our students LEARN WELL. Let’s challenge ourselves to change the conversation from centering on our teaching to our students’ LEARNING WELL.

I’m wondering what my slide would look like if I borrowed Darren’s idea and changed the phrase to “Learning Well.”  Interested in thinking about what YOUR slide would look like? Want to play?

Learning Well

http://docs.google.com/present/edit?id=0AS2gSADuNRdRZGhkZm1rajNfMWNqcmc5c2Ri&hl=en

Please be sure to cite your source on the last slide.


http://www.unicef.org.uk/tz/resources/resource_item.asp?id=107

Tools/Schmools

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I stole that title from this post: http://jonorech.blogspot.com/2008/12/tools-schmools.html Jon wrote this post a year ago, and it is one we need to keep in front of all of us educators at all times.  It’s not about the tool, it’s about the learning!

So, in that vein, let me say that I have really, really been wanting to engage in conversations about important learning episodes where technology is used/needed, but is also simply a tool to support the engagement, learning and skill improvement that is occurring. Too many times we find a cool tool and then force the learning into the use of the tool.

As @bengrey says (http://bit.ly/z5iMg),

bengrey We absolutely must stop focusing on teaching technology and move instead to learning through it.10:09 PM Oct 2nd from TweetDeck

So, does it help to have sites like “iPod Ideas” or “Ways to use Wikis”?  Or should  we instead be talking about and sharing specific ways to teach fractions and decimals or quotation marks or the seven continents? Okay, maybe that’s too skill-driven–too centered on minute discrete skills…

So,  would it help for us each to post a favorite/best carried out/most-learning-happened lesson for others to see and learn from? Okay, maybe that’s too activity driven…

Do we want to share websites that help us craft amazing essential questions, or enduring understandings or desired outcomes?  Or is working on those too cerebral for many of us? (Do we use those in our lessons?)

We do a lot of “just found this” on twitter, and people have bookmarked and favorited THOUSANDS of websites on social bookmarking sites like Delicious and Diigo–but how often do we go back to those? (I’ll be honest here–organization of things like this is NOT my forte–I learned a LONG time ago I could just ask my colleagues things like, “What was that site that allowed you to put text in and then it would turn the words into a visual representation of the words used in that text?” and 5 people would respond “wordle.com” within 24 hours or shorter. . . so why spend my time maintaining a website of links, when there are people who enjoy doing that?) Instead, I remember the names of people who do that well already–@jacatlett, @kellyhines, @keisawilliams, OR I utilize the brain of all brains, IMHO, @mtechman, who, if she can’t immediately name it and the URL or doesn’t know exactly where to put her finger on the resource you’re asking about, will hunt until she finds it, because she enjoys the SEARCH and the joy of being successful at finding it!!

For Melissa, It’s not about power–or getting recognition for being the one who found it for you–it’s about successfully providing a service she sees as necessary and that a teacher/librarian does for people. It’s about using the technology to do her job and do it well, and be helpful at the same time. She’s intrinsically driven to help people find what they need. Melissa does what Ben talks about–she learns through the use of technology ALL the time, and then shares that knowledge with us all on Twitter.

So if I really, really want to engage in conversations about important learning episodes where technology is used/needed, but is also simply a tool to support the engagement, learning and skill improvement that is occurring, I guess I’ll start by sharing some of MY stories and seeing if anyone reacts to them. Anyone want to share theirs, too? If so, tag it with #sharing on Twitter.  🙂

World Peace Game-And An Example Of Big Picture Thinking

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Week before last I listened to an interview with a teaching friend, John Hunter, about the premier of a documentary being made around him and a game he invented called World Peace. (See the You Tube Video here: John Hunter explaining his World Peace game. ) John is  a gifted resource teacher in my division and he described his job as one where he “sets up a situation so students have to stumble through the unknown and discover for themselves how to do it.”

His game is one that has evolved over the 30+ years he’s been teaching and he clearly is a teacher who doesn’t mind the students being in control of their learning. Heck, he even talks in this interview about supporting that, and that once the game begins, it is out of his hands. John is an amazing teacher, thinker and colleague and it’s a great pleasure to work in a system where I have relatively regular contact with him, even though he’s in a another school. If you are in Charlottesville, VA on February 21, 2010, please attend the premier of this documentary at the Paramount Theatre. I guarantee it will amaze and astound you and give you food for thought.

In this interview, John also speaks to the ease/relief/ability to be this creative because he works with kids who have already learned the minimum state standards, so they can explore these bigger questions of life. I think all gifted teachers have some of this feeling in us. Because of the students’ abilities with whom we work, we DO have more latitude in what we teach in many situations. That’s both a good and a bad thing.

It’s good because we can meet these very, very bright kids at the level at which they think without them being slowed down by thinkers who may not make the intuitive leaps they do, who may not have the background of information they do, and who may not have the confidence to challenge them as they think aloud. This experience isn’t about elitism, but about allowing students the opportunities to think with others who think at their speed, at the depth they do, and who question the world as they often do.

It’s bad because all teachers do not feel they have the latitude to teach this way with all students–to explore big questions of life and tie their lessons into essential questions that support students making those connections between topics, between concepts and between understandings that are universal and that deepen their understanding of the world.

I have a teacher in my  school, though, who is attempting to teach to that level with ALL of her students in math. This teacher has developed a structure that is based on the ideas behind the “Daily Five” in literacy. She has created a pie, divided into three pieces, which, after brainstorming with several folks, she decided on the categories Becky Fisher (@beckyfisher73) suggested, which were strategy, fluency and numeracy.

Of course these overlap, but by looking at each of these each day, and helping kids thinking metacognitively about these skills, they become more aware of their mathematical thinking and in turn, become better at it. She devises a set of three problems that revolve around big ideas in math and then the children self-select which of the three problem solving tasks they will work on for the week. By Friday they create a poster describing their thinking and explaining the way the solved the problem. That’s the numeracy piece of her pie.

The fluency piece is the arithmetical part of math–direct teaching and practice of basic skills, based on the Virginia Standards of Learning for 4th grade.

The strategy piece of her pie is worked on in several ways–through the posters the students create to show their thinking, the work they do as the week goes along and the classroom conversations that occur around their work. Students love the structure, they are free to develop their own strategies to solve the problems, they talk about the connections between the various problems and they self-select into the groups that sometimes stretch them, sometimes allow them practice and sometimes allow them to lead the problem solving process.

Big picture thinking and teaching and learning–why doesn’t it happen in more classrooms? How can we restructure our schools so that it can be pervasive and the norm rather than the outlier?

Following Followers and Thinking

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Yesterday, Milton Ramirez, (@tonnet) re-tweeted a comment about inconsistency that intrigued me (which he often does), so I began tracing the conversation back to see the context.  Through doing that, I found @monedays, @TalkDoc2 and @JohnDMcClung having a conversation that was right up my alley–but I came late to the party due to my wonky  nTelos air card, so wasn’t in time to join in. However, I filled a whole page marking many of their comments as favorites!

I think these folks MUST have read the book, Lift, and they live it. . . their tweets are inspiring and thought-provoking. I know these favorites will give me much food for thought.  Hope  they do for  you as well!

(I just copied them from my favorites, so read from the bottom up if you want to read them in order.)

Enjoy!

  1. JohnDMcClung RT @MarkOOakes: Everyone 1 of us is called to LEADERSHIP, whether to lead ourselves, a great cause or lend a helping hand to just 1 person!9:44 AM Oct 10th from TweetDeck
    RT

  2. John McClungJohnDMcClung RT @TalkDoc2: @JohnDMcClung There actually would be more peace in the world w/o dichotic thinking. Good sometimes, but not usually.9:36 AM Oct 10th from TweetDeck
    RT

  3. Monica Diazmonedays @JohnDMcClung @TalkDoc2 If there is truth, we cannot grasp it, only our perceptions of it. So comparing notes, gives us a broader pic!9:29 AM Oct 10th from Tweetie
    RT

  4. John McClungJohnDMcClung @TalkDoc2 Too many times we work on the assumption that because “X” is true, “Y” cannot be. Both could co-exist as “truth.”9:28 AM Oct 10th from TweetDeck
    RT

  5. John McClungJohnDMcClung @TalkDoc2 Hypothesis testing in debate theory allows a “truth” to be examined on it’s own merits. It’s “truth” doesn’t discredit others9:26 AM Oct 10th from TweetDeck
    RT

  6. Monica Diazmonedays RT @EdieGalley: Your past can be used as a great foundation of learning….just remember it is not a box to get trapped in.9:25 AM Oct 10th from Tweetie
    RT

  7. John McClungJohnDMcClung RT @TalkDoc2: @JohnDMcClung There are many “truths” that evolve over time…thankfully. <Exactly! Why hypothesis testing is appropriate9:24 AM Oct 10th from TweetDeck
    RT

  8. Mike MorganTalkDoc2 RT @JohnDMcClung: @TalkDoc2 To get at truth, you need to look at an issue from all angles, not just fully support from one. – True9:20 AM Oct 10th from TweetDeck
    RT

  9. Monica Diazmonedays RT @JohnDMcClung: @TalkDoc2 To get at truth, you need to look at an issue from all angles, not just fully support from one.9:15 AM Oct 10th from Tweetie
    RT

  10. Monica Diazmonedays RT @thehrgoddess: RT @wallybock “Everyone is entitled to their own opinion, but not their own facts.” ~ Daniel Patrick Moynihan9:13 AM Oct 10th from Tweetie
    RT

  11. Monica Diazmonedays RT @LeadToday: People in leadership positions that don’t care about their people forfeit the opportunity to truly lead. #BeOrginal9:13 AM Oct 10th from Tweetie
    RT

  12. Monica Diazmonedays So true! A challenge to attract them! RT @TalkDoc2: Deeper truths are discovered through open discussion with others who are not like you.9:09 AM Oct 10th from Tweetie
    RT

  13. Mike MorganTalkDoc2 Deeper truths are discovered through open discussion with others who are not like you.9:07 AM Oct 10th from TweetDeck

    RT

  14. Mike MorganTalkDoc2 You cannot fully receive the gifts of love and laughter unless you give them away.9:04 AM Oct 10th from TweetDeck

    RT

  15. Mike MorganTalkDoc2 @LollyDaskal Good friends expect genuineness, not perfection. Good morning Lolly.9:02 AM Oct 10th from TweetDeck

    RT

  16. Monica Diazmonedays RT @MarkOOakes: Leadership Skills Inventory: Listening, Empathy, Attitude, Vision, Effectiveness, Resilience, Purpo (cont) http://tl.gd/kupo
RT

LOTS to think about here! If you read one of these and a story comes to mind, would you share it with us, please?

Thanks again, Milton, for helping me find these folks to follow! When I tweeted Milton yesterday, I sent @tonnet Thanks for the new people to follow this morning. Will blog later about the conversation I followed thanks to your RTs! :-),  he responded with these tweets:

tonnet @paulawhite I try to catch up with the immensity of information we have to deal with on a daily basis. Thanks 4 your kindly words & support
tonnet

tonnet @paulawhite@celfoster @ ritasimsan @Katjewave @Mrs_Fuller Read this piece and it will show u why I appreciate ur retweets

which led me to Bit Rebels. . . another great thinking resource for me.
My PLN ROCKS!

Meeting People, Sharing Stories

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Okay, so this afternoon I have been working to figure out what I have to say and after about three hours, I think this blog may turn into two or three like several others have.  It’s not that I deliberately wait until I have several to write, but that in thinking about writing one, I find I have several blogs to write.

Chad Ratliff (@chadratliff) has had an immense impact on my thinking, and he doesn’t even realize it, I don’t think.  I began following him on Twitter sometime this year, and started following some of his tweeple as well from tracing back his conversations. He is an entrepreneur, an educator, a thinker and a friend, not necessarily in that order. ( I suspect all of those take back seat to his roles of  Dad and Husband MUCH of the time!) Anyway, Chad and I started talking on Twitter, he began following folks from Albemarle Schools and to make a long story short, he attended a conference with us (where I had the honor  and pleasure of introducing him around) and he wound up working in our school system. (I’m not taking any credit for that–he is an amazing person we were lucky to have join us!)

Before that, he was taking classes, running a business (or maybe 2 or 3 of them), keeping his hand in education and tweeting to people in all of those endeavors. How we connected I don’t remember, but what I do know is that I started following some business people from all over, which I never would have said I would do. Through Chad, I found some educators in Iowa (like @RussGoerend, whom I have an ongoing competition with about whether VA or Iowa has more notable tweeters) and from Russ I got to some other amazing thinkers, and it goes on and on. . .

But, really, what this blog post is about is the importance of social networking: We participate and connect with people who think like we do. We interact, and sometimes argue with or question people who think differently.  We sometimes watch and “lurk” on conversations others  have, watching the stories unfold in front of us.   We come back to our online connections, to the people we have met and come to know online because of the power of stories–the connections we make through sharing with each other the thoughts, questions, strengths and weaknesses we have–and sharing the struggles and the solutions we find.

See I Finally Get It–Why Social Networking Is So Important for another insight into social networking as story.

So, back to why I started by writing about Chad:

I haven’t seen him since he joined us.  I’ve tweeted very little since then, as a matter of fact, because it’s been the beginning of school and I’ve just been darn busy. When I have been on Twitter, I’ve been furiously reading, trying to catch some of the nuggets my PLN shares. Chad’s tweeted me a few links and DM’d to make sure I was okay, but mostly since he got here, I haven’t been in contact much.

That doesn’t matter.

I follow his conversations still and have followed some amazing thinkers because of him–and I constantly learn through their tweets as well. Twitter–and the connections people make on it– continues to amaze me.  I am learning from so many people all over the world because thoughtful practitioners are willing to share and give so much.

I am so appreciative of all the people who share with me online–I thank you all for sharing the stories in your life.

And, thanks, Chad, for helping me follow some people who have certainly stretched my thinking through the stories of their lives.

Engagement and Quality Work

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Chad Sansing, (@classroots on Twitter) is a brilliant educator in my school division.  I have known of Chad for many years (he’s been middle school, I am elementary, so we’ve had little opportunity to interact personally, but we’ve met.) During the recent PD opportunity, Edustat, we joined each other’s online PLN and I am thrilled to have him as part of mine.  I highly recommend him to others–he’s an educator who interacts and is a great thinker!  Recently, he posted a definition of authentic engagement on his website, Classroots.org

Chad had run an earlier version of this by several people on our county email list and received some feedback and additional resources (posted on our wiki), and then he synthesized what he was thinking.  Part of his post and my response is below. There are many of us exploring engagement in many ways.  Some of us are using the hashtag #AE on Twitter to thread the conversation.  We have begun a wiki, Authentic Engagement. We invite you to join our conversation and involve others… that’s why I am cross-posting my response to Chad on MY blog–to hopefully get my readers to go see and participate in Chad’s site and join our wiki.  🙂

Disagree with me, add to my knowledge, share your resources on engagement, think WITH us!

The more we think together and share our questions and thoughts, looking at context and quality of student work and how to be better teachers, the more we’ll all learn.  🙂

Chad’s blog excerpt:

Authentic engagement is a powerful means to the end of learning.  Authentic engagement connects students to content through real-world work that allows for social learning, inquiry, and products that contribute to students’ communities.

Characteristics of Authentic Engagement

  1. Students master content through project-based, inquiry-driven learning with access to multiple types of media and outside experts.
  2. Students work and learn from one another collaboratively and socially.
  3. Students evaluate for and select the best tools for their work and are free to use them.
  4. Students’ work is published for an authentic audience outside the classroom.
  5. Students receive feedback on their work from experts before and after publication.
  6. Students revise work until it shows mastery of content and follows experts’ guidelines.
  7. Students’ work benefits their community.

My response:

Chad,
I appreciate the references above gathered in one place, especially because I am not familiar with the Bob Peterson one, so I now have something new to read.  🙂

The different terms, quality work, engagement, authentic engagement, etc. are all variations on a theme, but I don’t think are synonyms. The definitions of quality work have to do with the product. The definitions of engagement have to do with the student’s attitudes, habits of mind while involved and intensity/persistence/passion about the task.

So, for me, it’s not about engaging with experts inside or outside of my classroom for kids to be authentically engaged in learning. That’s about authentic WORK. It’s not about benefiting the community–that, too is about the work. So, I wouldn’t agree that your 4, 5, 6, and 7 describe authentic engagement so much as they do authentic work/products.

For me, engagement is all tied up in the level of effort the student is willing to invest in the task. So I agree with Schlechty’s statements:


• The student sees the activity as personally meaningful.
• The student’s level of interest is sufficiently high that he persists in the face of difficulty.
• The student finds the task sufficiently challenging that she believes she will accomplish something of worth by doing it.
• The student’s emphasis is on optimum performance and on “getting it right.” (MY addition–this does not mean getting it right on the test, but getting it right for oneself–truly understanding the content, the material, the process, the work so that it becomes a part of your skill and knowledge repertoire.)

It’s not about compliance, as Marzano seems to say when he says engagement is the kid doing what the teacher asks.  It’s not about doing work for outside experts or even the teacher. That stuff is about worthwhile work, quality work, important tasks or whatever you want to call them, but those are all about the product, not the student’s engagement. (Now does worthwhile work (such as that described in 4, 5, 6, 7 above) engage the student?  Absolutely.. .but it’s not necessary in the definition of engagement.)

For me, engagement is about personalized, meaningful learning for (mostly) intrinsic reasons–persisting and persevering through challenge and difficulty to develop deep understanding and increased process skills.

Your thoughts?

Organized Tweeting? Is that a good thing?

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Recently I attended Edustat, a national conference held in my school district put on by UVA, my school system and Schoolnet. It was a unique conference experience for me, partly because my Superintendent had invited several people I tweet with, Chad Ratliff (@csratliff) and Jon Becker (@jonbecker), and partly because I had spent the prior two weeks reading Jay McTighe‘s book, Schooling by Design and had previously read The Global Achievement Gap.  Both Jay McTighe and Tony Wagner were invited speakers. The goal of this conference for Albemarle teams was to basically learn, talk, and figure out how to take what we learned back to our schools and make a difference.

Chad’s attendance was a catalyst for me, because he is a questioner, a thinker, a listener and currently NOT a practicing teacher, but an entrepreneur. His constant questions had me thinking all week about our structure, our systems and the teaching and learning that happens in Albemarle. The fact that Jon Becker drove in daily from 70 miles away also had me thinking–what was it about this conference that interested a professor from a nearby college? He was obviously engaged, and he, too, asked questions and conversed about the topics being discussed. I’m looking forward to seeing his thoughts about it at some time in his blog, Educational Insanity.

The uniqueness for me was coming in with high levels of expectations for learning (I really liked both Schooling By Design and The Global Achievement Gap), high levels of expectations for engaging in great conversation with my colleagues (both local and my Twitter buddies) and an air of excitement because Becky Fisher (@beckyfisher73 on Twitter), with the blessing of our Superintendent, (@pammoran on Twitter) had organized people to tweet and blog throughout the conference, and I was one of those. I was looking forward to being a catalyst for conversations among my Twitter following as well as engaging new local folks in tweeting.

What happened I should have expected. Twitter is always viral, and I should have known it would take off. . .

Those of us initially tweeting (@pammoran, @beckyfisher73, @mtechman, @csratliff, @jacatlett, me) involved MANY folks from outside of our county on Twitter.  The Edustat hashtag was followed by folks from all over, and as we were streaming the sessions, people from three continents and all over the US were watching. Because of that interest from outside, many of our local shakers and doers became tweeters and they were voracious about tweeting out what the presenter was saying and asking quick questions–reflective questions we should-and will- return to later.

I simply couldn’t keep up with my usual twitterstream, the presentation, the #edustat hashtag tweets AND another stream (the TED conference) I had going at the same time.  Twittering wasn’t a conversation as much as it became a place to report what the presenter was saying in both the Edustat hashtag stream and the TED stream. The fast tweeting caused me, at least, to back off and try just to keep up with reading and listening and responding to questions outside folks were asking.

The Twitter use definitely evolved over the three days of the conference and some of our local folks became quite hooked on it. (I am going to school tomorrow to answer some of my principal’s questions, in fact!) As a county, we have begun to use another Twitter hashtag, AE, (for authentic engagement) to continue some of the face to face conversations begun at the conference. As a county, many of our teacher leaders now have a feel for the impact of a PLN that is not simply local.

As a county, we have been transformed by our Twitter experiences.

It certainly made a difference when the superintendent, Pam Moran, (@pammoran on Twitter) asked her folks to use and experience a tool that she believes is powerful for teaching and learning.  It certainly made a difference when attendees began to realize we had an international audience.  It certainly made a difference when some of our administrators and teachers got on Twitter and saw the vast amount of information being shared. It made an even bigger difference when they began to USE Twitter.

So, Organized Tweeting-is it a good thing?  I say yes. .  .

And, thank you, Pam and Becky, for designing the task so our folks sought out the tool, the instruction and the learning!!