Passion Project

"Here's the next instalment of #Peel21st Blog Hop. This round it's all about student PASSION! Also, be sure to take a look at the blogs posted at the bottom, and hop from one to another to see some other best moments."

In your current role, how have and/or could you support students in discovering their passions in your practice?

I struggle with this. I think we all do. The feeling of being shackled to curriculum objectives, while trying to ensure students have the freedom to travel down paths that interest them. I think we often try to force things on our students that we feel are 'fun' or 'exciting ways to learn' but will they feel the same?

I used to do this a lot when I taught business classes like Marketing. I would encourage students to create products they were interested in, but still placed restrictions and limitations on them. I thought I was doing them a favour by helping them to focus and channel their energy. I think I was doing it wrong though.

I never fully encouraged them to go further with their products and actually create. I was still too focused on ensuring their projects addressed every little detail I wanted to assess. I had my checklists, my templates, and my lesson plans. They could follow their passions so long as it fit within my structures. I think they pursued projects that they knew would fit within those parameters, without fully exploring ideas they may have wanted to. And to be honest, why would they? The final product was all just an idea on paper. It lacked any real tangible element.

What I find amazing now is the opportunity students have to actually create something real. The technology available to them - the possibilities for 3D production, coding for games, guides & websites for app creation, music hosting sites, video production tools etc. - allow them to truly pursue passions. It's no longer just an idea on paper, but an opportunity to CREATE! I now realize that if students were further supported to follow the design & creation process then the motivation would be there to pursue those passions. As well, that accomplishment in itself would fit any checklist, template, or lesson plan I could ever create for them.

The value of making is something I need to pursue further. Something I want all my students to experience, in whatever they do.  The design thinking process can take student learning to new heights. I think if we can offer this opportunity to all students, the passion for learning, like we have all felt, can take over.

Be sure to check out the other #Peel21st bloggers and their thoughts on discovering student passion:

• Tina Zita 
• Amit Mehrotra
• Pam Taylor
• Michelle Hollingsworth

Optical Illusion

Today was a bit of a tough one. A real great opportunity for professional learning, sharing, and connecting hit a bit of a snag. It was to be a great night, one that I think would have really done much for the learning community. The decision behind it was due to 'optics'.


When I think of 'Optics' I often think of Economics. I know weird right? Tangent? But hang in here for a second. In economics we often look to indicators to judge economic performance. We look to GDP, unemployment, inflation, as well as several other indicators. What we often don't do however, is look behind these. For those who may be unaware, the big three (GDP, unemployment, and inflation) are not exactly perfect; and have flaws in using them to judge performance. However, we often look to these indicators because 'optically' they can be quickly used to make things 'look good'.

In education, I think this happens as well. Standardized test scores, gradebook printouts, media stories, etc. only tell part of the story - typically the 'optically positive one'. However, we need to look past 'optics' and really think critically. Sometimes positive optics are negative; and something which may seem negative, is actually quite positive.

• A school with high EQAO scores BUT all classrooms have desks with rows in them?
• A learning environment touted as tech savvy BUT has huge photocopy numbers?
• A gradebook printout for a student which averages 90% BUT all entries are tests and quizzes?
• A professional development day for staff BUT all staff are working individually?

These are just some things that require questioning. When we see things we often make assumptions because they look good. Sometimes we think things look bad, when in fact they look good. We need to dig deeper, and not just go with our gut. Otherwise we may casually disregard underwear, because optically it just doesn't look good.

A Pace for Learning

Professional learning as a group is a challenge for every school. Trying to appease a variety of learners and support their learning journey is a delicate balance. It's really a 'no-win' situation as not everyone is invested the same way; and just like the students in our classroom, each has a different preference of learning.

Today, I was a part of a discussion about this topic - how do we support the adult learners in the building so they can grow as professionals? The planning group's main concern was about the current pace of learning and the culture of learning in the school. It struck me at how similar this discussion was like the discussion we have about our students in our classrooms.

We often look at our classrooms and plan according to curriculum. We know we have to fit in 'X' units of study in 'X' number of days. The pressure we put on ourselves as teachers to "finish the course" is countered by the pressure we put on ourselves to "ensure all students learn". This delicate balance is no different than what all school's deal with as part of their own professional learning.

We hope to achieve learning goals as a staff by the end of each semester, or by the end of each year. Many would like to go 'slow' while others need to 'speed up'. We do need to ensure that all learn, and are supported with the appropriate resources and strategies to ensure understanding & proficiency. And if we race through the material then we can almost certainly ensure that learning will be haphazard at best. Going slow is therefore necessary.

However, when it comes to certain learning goals there is no option however. Students are the ones directly impacted by our professional learning, and if we slow down too much then we are not living up to the expectations of our students. I'm not saying we need to put the pedal to the medal, but I think we always need to ensure our foot is at least on the pedal.

I guess what I'm left with is just a question. When do we need to 'go'? And when do we need to 'go slow'? Either way, however, we still need to be going.

?

Why do we do the things we do...

Why do we set up our classrooms in rows?
Why do we design schools the way we do?
Why are classrooms closed off?
Why do we set up our desks at the front of the room?
Why do we have desks?
Why do we lecture?
Why do we have computer labs?
Why do we make technology an event?
Why do we assign tests, quizzes, and exams?
Why do we provide homework?
Why do we teach the same lessons as last year; as 5 years ago; as 10?
Why do we plan our lessons prior to knowing our students?
Why do we have school bells?
Why do we have audio announcements?
Why do we have 'community centres' separate from school?
Why do we start school before 10 am?
Why do we start the school year in September?
Why do we have exams after a winter break?
Why do we organize departments by subject specialties?
Why do we "prepare students for university"?
Why do we have grade levels based on age?
Why do we have lesson periods & semesters?
Why do we have subject specific courses?
Why do we run professional development the way we do?
Why do we teach in the same school for so long?
Why do we renumerate based on degree & length of teaching experience?
Why do we all not have to earn spec. ed. qualifications?

Why?

If we don't ask questions, how will we move forward?

Zone of Proximal Influence

I had the pleasure a few years ago of listening to a keynote by John Seely Brown. He shared insight into the world that he has occupied for so long - innovation. From his years at Xerox PARC to the Institute for Research on Learning, he provided great stories and details from his experiences. However, one thing more than any stuck with me; and to this day, I find myself repeating it to anyone I think could benefit from listening to...

I say this often to students, and have thought about this quote all this time in the context of the classroom. It has become part of my 'mantra' I guess when it comes to teaching. However, it recently struck me, what are we doing ourselves as educators?

Many of us frequently connect in virtual environments where we can share resources, stories, and insights into our 'worlds'. For the most part we've all been able to connect with peers in our buildings, families of schools, or region in real life as well on a somewhat regular basis. However, how many of us are lucky enough to have daily social interactions that push our learning forward?

I have benefitted from working daily with others who have shared my interests, and passion. Being able to plan together, bounce ideas off one another, and take risks has been an incredible learning experience. I wonder some days where I would be in my own learning if I didn't have such a 'zone of proximal influence' (copyright all rights reserved trademark keepsies no takebacks).

I don't think that is the kind of social learning that JSB was talking about, but imagine if everyone had this opportunity? What would the world be like?

Is the Staff Room Closed?

It's always interesting to walk into a school you are unfamiliar with. There are instant impressions made about the culture of the school. Like many cultural centres, there are many artifacts that tell us how to behave?; What is valued?; How people work, act, and use the space? All of these 'things' provide great insight into the teaching and learning in the school.

I've noticed none may be more telling than the staff room. I find as soon as I enter this secret world I am instantly attuned to the collaborative culture of the school. There are those rooms where you are welcomed, those where you are the invisible person, those where you want to join the party, and those where there the only party happened way back in 1957. It's always a surprise.

Up until today I have felt like staff rooms are for the most part 'closed'; a thing of the past, an ancient relic of systems, and structures past. I think these are spaces that could better be used, modified or overhauled for better purposes. Maybe another learning space for students or teachers?

However, I walked into a staffroom today at lunch and found myself wanting to be part of the party. A great number of staff were together, eating lunch, sharing stories, and breaking bread together. I know this could be a one off, but I was actually warned about this prior to going in there; that this happens daily. I was instantly struck by the culture that existed and wondered how did they get here?

I don't have an answer to this, and I am sure I could have simply posed the question to the group. I just wonder, what did they do to 'open' the staffroom again?

A Few of My Favourite Things

"Here's the next instalment of #Peel21st Blog Hop. This round we thought it would be great to share some of our favourite apps, tools, websites, books, blogs, and just about anything & everything else! Also, be sure to take a look at the blogs posted at the bottom, and hop from one to another to see some other best moments."

So it's always a great time of the year, kids are counting down the days until holidays, teachers are switching to sugar-only diets, and schools are abuzz due to the previous two things. It's also a great time to share, and so I thought I would. It's tough to choose favourites, but a blog hop with a title "Some of my Somewhat Favourite, well Almost Favourite, ok, Things I Really Like Things" just wasn't as nice sounding. So without further adieu, here they are...

Be sure to check out the other #Peel21st bloggers and their best moments!

• Tina Zita
• Jonathan So
• Amit Mehrotra
• Jim Cash
• Melanie Mulcaster
• Heather Lye
• Maggie Fay
• Jason Wigmore
• Pam Taylor
• Gina Loutrianakis

Best Moment...

"This is the first #Peel21st Blog Hop of the year. After a bit of an irregular start to the school year, a few of us thought sharing our best moments thus far would be a great way to reconnect. Take a look at the blogs posted at the bottom, and hop from one to another to see some other best moments."

I was going to write about my best moment so far this year, and although this is true, it also has been my best moment since beginning in my role as a resource teacher. Since 'leaving' the classroom over a year ago, I've had few opportunities to teach in the classroom with students. This year however has been much different.

I've been able to co-teach several lessons with some teachers at a few of the schools I support. It's provided me the opportunity to engage with kids again, and placed me back in one of my favourite places in the world - the classroom. I don't like to get 'corny' or whatever you want to call it, but I've really come to realize how much I love the classroom; and how much I've missed it. It's only when you step outside of that for an extended period of time, do you understand what you have left.

These opportunities have also provided great opportunities to learn alongside other teachers, and observe their practices as well. You begin to see strategies, dynamics, techniques, etc. that you can only learn by collaborating together. The interplay between two teachers in a classroom is also so rewarding, and really makes me wish that was more common place (at the secondary level at least).

Students have also been awesome in allowing a stranger, such as myself, come into their community and work with them in learning various technology tools. They have really shown how much they want to learn various tools to support their learning, and crave the opportunity to explore these tools. There was a moment in one of the classes where we were basically holding a 'matchmaker' event - students throwing out ideas they want to do to complete projects & products for their courses, and I was throwing back ideas of tools they could use to complete such tasks. It was awesome to see their eyes light up, and brains explode somewhat, when they looked at the app/tool and what it could do; and made me realize that students crave creative expression, and are always looking for new ways to convey this. They also were able to show me tools & apps that I haven't heard of before, and put themselves in the role of the teacher to do so. That's not so easy to do, but they have a certain knack for it when it comes to showing technology, and I was wise to listen.

We never really get to step outside our own selves, and look back to see what we have done; or how we are progressing in our own practice. But this year has been just that, and I've really been able to reflect - I love being in the classroom; I love working alongside talented individuals; and most of all, I love learning alongside students.

What has been your best moment?

Be sure to check out the other #Peel21st bloggers and their best moments!

• Jonathan So
• Amit Mehrotra
• Tina Zita
• Jim Cash
• Melanie Mulcaster
• Heather Lye
• Erica Armstrong
• Matt Fletcher
• Jason Wigmore
• Shivonne Lewis-Young
• Matthew Forestieri
• Sarah Dadger
• Pam Taylor
• Phil Young

10 Good Things

Often times in education we fall into the habit, or trap, of negative dialogue. It's easy to focus on what's not working well, what needs to change, or what is wrong with the 'system' or 'school board'. I hear it often, and too have fallen into that trap at times. However, contrary to what we believe, it really doesn't help improve anything. What we end up doing is just driving ourselves mad, and allow the negative conversation to continue. Don't get me wrong, it's important to vent and have the support of peers to do so; but what if we vent more often about the great stuff happening in our classroom, school, board, or education in general? Wouldn't that do more to improve education as a whole? Wouldn't we be able to learn more? Improve our professional practice? Provide students with a more enjoyable education experience? I think so.


That's why we need more of #10goodthings; more sharing of what's going so well in our own practice. Thanks to Ve Anusic, a good friend and colleague of mine, who challenged me to reflect & share some of the good things happening in my little world over the past year; and thus contribute to the positive dialogue in education!

#10GoodThings

1. The continuous learning I am experiencing in my new role as an Instructional Technology Resource Teacher. Hesitant & overwhelmed at first, I am really loving this new role in supporting, learning, and working with many different schools & colleagues.

2. A couple of days this past semester I was able to work alongside George Couros - someone I consider a rockstar in education.

3. Continuously revisiting my own professional practice around assessment, and doing away with traditional evaluation practices; and loving every bit of it. Gotta thank @AssessmentGeek for that one!

4. Hit 100,000 views on a Youtube video I posted for my students. It may not be that interesting, but I don't, nor have ever, taught that many students. It made me realize the vast connections we are able to make now through new media and technology.

5. I continuously learn about 'new' tools (ie. Kahoot, Thinglink, Canva, etc.) for use in the classroom and share them with others. For one I love learning about a new tool, but more importantly I love when a colleague uses it in their classroom and comes back to tell me how much their students enjoyed using it, and the greater learning experience it has given them.

6. I have encouraged my parents to begin using Instagram, Pinterest and Wordpress, to follow their own passions, and connect with the world.

7. I miss the classroom - this is a good thing. It reminds me of how much I love teaching.

8. Twitter has been good since I began using it. But find myself liking it more and more, mainly because of a very awesome PLN that has formed through the #peel21st hashtag. I find myself constantly learning from many amazing educators.

9. I am excited by many new opportunities to learn from others, as well as share my learning. Really excited to try out making a podcast with @jimmyblackwood!

And last but not least...

10. Blogging. I wish I could do it more, but when I do, I find it very beneficial. Like this very post, it allows me to truly reflect on what I am thinking or doing.


A little note:
I began this post wondering if I could even write about 10 positive things. I am now apologizing to those experiences, relationships, and past events that I failed to mention here. It's amazing what happens when you begin reflecting - you begin to realize just how much you have done, and the people who have contributed to it! There are a lot more than 10 'things' and maybe I'll write another list soon.

Our Evolving Communication

Every so often I listen to concerns regarding technology's role in advancing student language & communication. Most often the question posed is whether or not technology is hindering our students' ability to communicate effectively. The concern stems from the language of texting, and that if we as educators infuse greater technology in our classrooms, do we foster 'improper' texting conventions of communication?

Typically when this concern is raised I immediately reflect back to my days as a student in my grade 11 English class. I see myself sitting there at my desk, staring at a book full of words and terms I cannot for the life of me understand. I am told over and over again, how this book contains language of great importance, and I would be wise to learn it. I understand that the author influenced almost every narrative that came after him, but I could never understand what the heck this 'Bill' guy was talking about.

I have never (well maybe rarely) used any of the phrases William Shakespeare so eloquently penned in his great works. As I have said, I understand his works are masterpieces; and believe me, I wish I appreciated them then like I do now. However, I also understand that when I speak to family, write an email to coworkers, or text my friends, I don't utter the phrase "Where art thou?"

Communication has evolved, and continues to evolve. I wonder if someone back in 1650 said "These kids these days! those gents don't knoweth how to writeth properly!" Did they fret about the state of spelling & grammar? Did they wonder if giving every student a chalk & slate would lead to every kid not knowing how to speak properly? Or that they wouldn't know how to write a proper essay?

True, texting has a great influence on the evolution of communication; but I don't believe it's because of the technology. Communication has changed because we have adapted as living, breathing, walking & talking beings in how we use it. No device forces you to write 'U' instead of 'You'. We make that choice. Even if we are talking about autocorrect, we still make the choice to set the autocorrect function to do this, or allow it.

If we are concerned about our students' written communication than it's our responsibility to teach them the proper conventions for each medium. If it comes to writing an essay, then yes we need to teach them how to properly construct one. However, how many essays have you wrote lately? How many students are going to go on to write one in their future?

Students however, are far more likely to blog, text, email, and produce a podcast. Therefore, maybe if we get students to construct these forms of communication, they will take greater care with their conventions? Not because of the technology component, but because these are ways which resonate with them, and ways of communication in which they see in their future.

I hope my students go on to write amazing works of art, essays of great importance, and novels that capture the masses. But I also hope just one goes on to blog a little, maybe like me, and finds their outlet for communication.

Learning in the 21st Century

“Over the last several weeks I have found myself in many conversations about what 21st century teaching & learning means. It seems like a topic that would be perfect for our second #peel21st blog hop. So here we are again! Read on to learn more about what I think 21st century learning is to me, and don't forget to check out the other blog posts linked at the bottom of the post."

I often try to articulate what it really means to learn in the 21st century. It is difficult. I battle with attempting to define this almost everyday. I often look toward the skills necessary to be successful in the 21st century; and therefore what our students need to acquire. However, defining 21st century skills doesn't necessarily translate to the idea of 'what learning in the 21st century is?' or better yet, looks like.

Therefore, I often gravitate toward the idea of what should happen in a classroom every day, and believe there should be a few observable traits. These I think should be the 4 C's of 21st century education - collaboration, communication, critical thinking, and creativity. It's not like they weren't around when I was in school, but they definitely weren't a focus in the same way. This is the distinct difference I see between the learning I engaged in, and the one I want for my students. Learning, as John Seely Brown said best, is a social process. Therefore as teachers, we really need to ensure we provide an environment that allows for socializing to happen.

I think the biggest thing however, is that learning today needs to be 'real'. Learning has to allow students of all ages connect with the world around them. I came across this video not too long ago that I believe really articulates my thoughts on what learning today is really about.

So when it's all said and done, learning today requires authenticity, connections, and most of all, the ability of others to support you in following your passion. Or put another way learning in the 21st century...

What do you think?

Oh and don’t forget to check out the other blog posts in our Blog Hop!

• Sean Broda - http://mrseanbroda.blogspot.ca/
• Josh Crozier - http://joshcrozieredu.wordpress.com/
• Tina Zita – http://misszita.wordpress.com 
• Jim Blackwood – http://jimmyblackwood.wordpress.com
• Jonathan So – http://www.Mrsoclassroom.blogspot.ca
• Alicia Quennell – http://aliciaquennell.blogspot.ca/
• Debbie Axiak – http://debbieaxiak.blogspot.ca
• Lynn Filliter – http://assessmentgeek.edublogs.org
• Heather Lye – http://www.teachinginspirations.blogspot.ca/
• Graham Whisen – http://ideaconnect.edublogs.org/
• Donald, Campbell – http://ateachingyear.wordpress.com
• James Nunes – http://joyousteaching.blogspot.ca
• Greg, Pearson – http://leaderinadigitalworld.blogspot.ca
• Phil Young – http://sphillipyoung.wordpress.com
• Shivonne Lewis-Young – http://slewisyoung.wordpress.com
• Jim Cash – http://makelearn.org
• Engy Boutros - https://engyboutros.wordpress.com/
• Susan Campo – http://susancampo.ca
• Sean Coroza - http://seancoroza.wordpress.com/
• Ken Dewar – https://mysite.peelschools.org/personal/P0031112/Blog/default.aspx (need a Peel O365 Account)

The Tweet that Changed a Life

It isn't often you get to work alongside someone who greatly inspires you; who you regularly look to for motivation and direction to become a better educator. Many of these people I follow on Twitter, see at conferences, and read their blogs; but rarely do I ever truly get to "work" with them (I intentionally use parenthesis there, as work in this case is hardly work!). Today however, was one of those rare, and very lucky days.

I saw George Couros speak for the first time a couple of years ago at #TLDWpeel and walked away wanting to change the world. He has an affect on people that few have; and is one of those leaders that can make people laugh, cry, truly engage with one another, nod their heads in complete agreement with everything he says, and get them up on their feet dancing to whatever the fad song is of the day. It's truly remarkable.

I could go on this whole post and talk about how amazing it is to work with someone like that; and in a way, I set out with somewhat of an intention to do so. However, today I bore witness to something else that was maybe even more amazing. Sorry George ;)

We set out on the day without a roadmap, or any real plan of how the day was going to go. It was really about responding to the needs of the 20 educators in the room, and what they felt they really wanted to accomplish. The one main idea that we had however, was to connect these educators with others that exist outside the walls of their school - open the doors to a wealth of expertise, ideas, innovation, and sharing.

The real amazing moment came when we were signing all of them up on Twitter and showing them the ins & outs of the social media platform. One teacher in particular George signed up himself, just to show the rest the process of tweeting, retweeting, mentioning others, and following people who are worthwhile to follow. He then proceeded to demonstrate the true power of Twitter, and how one tweet can develop so many new connections. From his own account he tweeted out the following:

The rest of us watched. In an instant there were 5 new followers; 30 seconds later, 12 new followers; a minute, and 15 were now following her. After just a couple of minutes, Lisa had already developed connections with many educators from around the world. In that moment, she realized what she had just done. She turned to George and softly, but profoundly stated "This just changed my life."