Let’s stop ranking what we consume!

I’m going to treat this post like an Easter egg, and come back to open it later. It contains the seeds of some ideas that need further developing at a later stage.

Something interesting happened this weekend – I got caught up on my marking!

Somewhere in this marathon session, I was abruptly reminded again of a literacy misconception that I’m getting pretty tired of hearing. Here is my attempt at explaining this.

When considering WHAT we consume, this can be broken into the categories of reading, listening and viewing media texts. Within these silos, there are a range of different media types. The misconception comes when people rank these medias in terms of difficulty, and it is as such:

  1. Literary texts – with novels being the ultimate
  2. Informational texts
  3. Graphic texts
  4. Listening
  5. Media texts

I came across this misconception (?) again and again in my marking. I don’t know where it came from. I don’t know how it is perpetuated. And it frustrates me.

There are so many skills required to critically consume these different kinds of texts. And I have no doubt that there are complicated skills required to consume a novel – thus the reason there are entire university degrees devoted to understanding this text type! But to then demote the others texts – I have a problem with that.

I think it goes back to the purpose for consuming. And who doesn’t need to consume these. I’ve mentioned before about my profound sadness walking into a classroom a few years ago (again, I appreciate the privilege of being able to go into other classes) and saw an entire intermediate class with novels in their hands. They were required to all read a novel – and I understand the motivation. The teacher wanted the students to do better in reading – so they had to read novels to make them better readers.

I’m continually haunted by this objective: preparing our students to be literate in the world of tomorrow. Novels have a place – but not for everyone, and not in every situation. The reality is that (most?) people may not read novels in their adult lives (which is a shame, because great fiction teaches us how to be better humans!) so they need to be literate in a variety of text forms.

So in my dreams, when I get the chance for higher study, I’ll look into the complexities involved in consuming these different texts. So now I’ll leave it here.

M.

 

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Consuming Content isn’t Passive!

 

I’ve been considering this idea for a while, and though my thought process was my triggered by a tweet not quite related, I’ve seen this thought expressed a few different ways.

The prevailing thought seems to be this: Consuming content is passive, producing content is active. This dichotomy makes sense, but I think it is wrong. And I want to explain why.

Traditionally, consuming content seems to be like silent reading: a room full of kids, silently (and mindlessly?) reading. Often teachers participated in this, modelling good reading behaviour too and silently reading. Walk into any room participating in this practice and you’ll see a quite group, blessed calm! I see it in my room too. My students love to consume, and the room is quiet, while they read, listen and view media texts. Compare this to the noise and rumbling that inevitably happens when my students are producing: writing, speaking or representing media texts!

What’s missing from this narrative is all the incredibly complex thinking that is going on while consuming! In our Ontario curriculum within the reading, there is a Reading for Meaning strand, that focuses on, among other things, complex strategies to make meaning while consuming: comprehension strategies, demonstrating understanding, extending understanding, making inferences and interpreting texts, analyzing texts and responding to texts. These are complex skills, and tuning into these processes are extremely difficult. Having students pay attention to their thinking – to think about their thinking – is even more difficult!

This complex and active thinking seems to happen so quickly, its tricky to map it out. However, you can clearly see what you’ve produced because your writing, for example, is right in front of you, clear proof of the active work you’ve been doing. It is more difficult to document and prove your thinking while consuming.

This week, my students have been working on strengthening their Extending Understanding skills. Traditionally, this skill has been called Making Connections, but it is much deeper than that. My students have been learning to connect, compare or contrast to other texts, experiences or issues in order to extend their current understanding. This is some pretty deep and sophisticated thinking, that happens in a matter of seconds!

We watched the full Pepsi commercial that is currently getting criticized for it’s tone deaf approach to current protests. My intent was to watch the commercial and discuss whether students could make sense of the outrage against it: do they have any knowledge or schema on the BLM protests, for example? I was hoping that a few students has a cursory knowledge of these protests, along with maybe a knowledge of the Khardashians. If some students did, they would be able to extend their understanding more deeply than students who didn’t.

We watched the video once and then discussed what was going on. Some talked about the different characters: the musician, the photographer and the model, and how they each joined in the protest. What were they protesting? My students didn’t really know – which we then figured was on purpose. One brave student presented her conjecture: Since there was a sign that one protester was carrying said “Join the Conversion!”, this was a protest that was about LGBT rights, since Kendal Jenner, and her family… you know…

This was fascinating! Some students could keep up with her thinking. Others had no idea. Look what her brain did, all in a matter of seconds! Though she mis-read the sign (it is Conversation, not Conversion), she worked hard to construct meaning of this commercial and extend it further by making connections to what she already knew. She actively worked to deeply understand this text, including details about Caitlyn Jenner.

So though we may not easily see it, the brain works very actively to make meaning, regardless of what we are consuming: listening to music or a podcast; reading a novel or a YouTube comment; or viewing a movie trailer or Instagram picture!

So I leave this here for others to consider. I believe both consuming and producing are very active!

M.

Parents: 11 Questions to promote learning over grades.

 

What if it isn’t about the grades?

Questions to promote learning over grades.jpg

This post originally started here, as a list of dreamer questions I came up with a few years ago and finally got around to posting. Once posted, I felt a few deserved a bit more thinking.

I’ve struggled with this problem for quite some time. I fear we’ve trained kids to do school rather than learn. And my personal problem within this is a seemingly hyper-focus on grades, driven either by the students OR we’ve taught them to value this as motivation.

For us within education, I know there are so many things we need to do to move the focus away from grades and towards the learning. Report cards, summative assessments, silo units, and reporting restrictions are just some of the areas we in the business need to address. However, these are for another time. This post is for the parents.

Parents: Here are 11 questions to ask your child to move the focus away from the grades and towards the learning.

How did you grow your brain today?

I adore the work of Jo Boaler – Stanford professor of mathematics – and her work bringing brain theory to the instruction of mathematics. Particularly exciting is her thinking about the brain’s plasticity and the idea that you can grow your brain. Basically her work tells us, as parents, teachers, educators, mentors to young people, that mistakes and struggle help grow your brain.

This question helps students focus on this struggle – and the positive outcomes of this struggle. Let’s celebrate the mistakes and struggle that grow your brain, and that aren’t celebrated in what Jo Boaler calls our “performance culture”.  We tend to focus on the end product: the tests, the games, the final point in the journey. Rather we also need to celebrate all the struggle along the way.

What did you struggle with today?

There should be a sense of urgency in today’s education. We have so much good work to do, and not a lot of time to do this in. If students aren’t working hard, and struggling, then we are wasting our time. Did your child waste their time today or did they engage in some meaningful struggle today? If they didn’t struggle, then why not? What can they do to make this happen tomorrow?

This question builds off the work of Carol Dweck and Growth Mindset. Growth Mindset is the attitude that seeks out challenges, that embraces mistakes and failures as opportunities to learn. Students with a Growth Mindset tend to be more resilient when facing obstacles and know that struggle leads to success.

This struggle has shown to connect to success in school. Students with a fixed mindset: those who believe that intelligence is fixed and pre-determined, that there is nothing you can do to change this (those who believe that there are “math people”, and therefore those who aren’t good at math), these students tend not to perform well in school in that they avoid challenges: they see these as a threat to there own intelligence. If you struggle then you mustn’t be smart.

Having a fixed mindset is limiting to students. We know that students who embrace a growth mindset will seek out struggles because they know that this struggle with help make them smarter. If you aren’t struggling then you aren’t getting any smarter!

What risks did you take?

Connecting these previous ideas of brain growth and struggle, to the ideas of innovation and creativity is this: taking risks in your learning is so important. Ask your child what risks they took: in what they created, produced, attempted, tried. Did they go outside of their comfort zone and try something new?

Our current fascination with STEM (Science Technology Engineering Mathematics) is really about getting students to solve problems, designing solutions and coming up with new and innovative products. This type of thinking involves taking risks.

These risks can extend to solving problems in math, creating writing texts, reading new-to-you books, etc. Taking risks is so important in today’s classrooms, and we need our students to do more of this.

What questions did you ask today?

Questions prompt wonder, inquiry, and an approach to our world. What were they curious about? What did they want to know? And then, what did they do with this wonder?

Our world is a fascinating place. Let’s together foster this wonder.

What mistakes did you make today?

This question connects to both Growth Mindset and brain theory. Let’s get away from our obsession with our Performance Culture, where the final event is what is most important. Let’s start valuing the learning journey, and celebrate these mistakes as opportunities to learn.

So this isn’t a celebration of failure, but rather a celebration of our response to these mistakes. What mistakes did you make today? What did you then do about it?

And mistakes are not about giving up – students with a fixed mindset believe this. Mistakes are a chance to double down and try something new. Students with a growth mindset relish these opportunities to try again – to improve and get smarter.

Did you fail forward today?

This question comes from education’s current love-affair with design thinking and the fantastic book Launch by the brilliant John Spencer and AJ Juliana. This idea of failing forward is crucial to the design process, but can be extended to just about anything in school. Did you try something and it didn’t work? What did you do then to move your process forward? How did you respond to this failure to create something better?

This could apply to a design task (the marble got stuck in the marble run; the car didn’t go as far as it needed to; the bridge didn’t support the necessary load before collapsing) or to a performance task (the free-throw didn’t go into the basket; the character in the short story doesn’t have a convincing problem). These failures are opportunities to move forward in the design process. Again – how did your child respond to failure?

What problems did you find today?

Teachers love students who solve problems: ones that dig into the challenges presented. However, moving towards an ever-changing future, we need people who will seek out new PROBLEMS to then solve.

I absolutely adore the work of George Couros – both his blog and is book The Innovator’s Mindset. His work is really for educators, but his thinking towards seeking problems is really inspiring. Let’s have kids embrace this approach: there are problems that need YOU to solve them. What are these problems?

As schools lean towards more inquiry, we are looking to students to identify these problems and fully engage in solving these. There are no shortages of examples of students finding a problem and then changing the world to solve it. What I love is the empowerment involved in solving these problems. We need our students to believe that they too can change our world!

What solutions did you try today?

Is your child currently working towards solving problems? What did they try? Did they work? Why or why not?

This thinking helps students look forward. This helps students think about their process, in a world obsessed with products. As an educator, I’ve moved from a product driven approach (now we’re all going to make a PowerPoint!) to a process-driven approach (let’s learn how to revise our work to better engage our audience!). I believe the process is the most important part of the learning journey. Let’s keep the focus on the learning.

Did you get any feedback today?

Teachers now are in the business of providing feedback. We know that student thinking stops when a grade is given. We know that learning never stops. Improving never stops. Why does the thinking stop?

Personally, I spend a lot of time giving feedback (both formal written and informal on-the-fly conversations) and I want students to apply that feedback. This feedback is designed to move the thinking forward. But if this feedback is given with a grade, students ignore the feedback and only focus on the grade – and then the learning stops. A grade for most means that the learning is over.

Again, I know we in education are guilty of fostering this love of grades. I struggle with balancing the need to let students know where they are currently, in relation to the standard (grades) and what they need to do to improve (feedback). I’m guilty of providing feedback along with a grade, though I know that this almost cancels each other out. In education, we know that the most effective way to deliver feedback is to give just feedback. We know this: “Overall, detailed, descriptive feedback was found to be most effective when given alone, unaccompanied by grades or praise.”

So let’s celebrate feedback. Let’s view feedback alone as valuable and something then to apply. Stop asking what grade did you get, start asking what feedback did you get?

Did you meet any of your goals today?

Some feedback is in the the form of goals – something to work towards. To have students fully engaged in their own learning, they should have goals that they are working towards. How are they doing in working towards these goals? Have they reached their goals? If yes, what’s next? If not, what are they going to do about it?

Did you strengthen any of your weaknesses today?

I’ve mentioned our obsession with performance culture before. We celebrate the end product, but little attention is often paid to the struggle along the way.

I’m convinced that we are moving towards what I call a “Harry Potter” culture. In this fantastic series, our titular hero Harry turns out to be a phenom the FIRST time he rides a broom – not only besting his nemesis Draco Malfoy (who presumable spent years on a broom previous to this) as well as jumping the cue as is and instantly making the Quidditch team, something rare for a person so young.

Our popular culture celebrates our American Idol winners, our YouTube stars, giving us the false impression that fame is something easier to attain, rather than acknowledging all the hard work that is necessary.

Sometimes our schools over-emphasis our strengths and talents and ignores our weaknesses. When I taught Grade 1, many years ago, I had a student in Kindergarten who was a reading prodigy. She was reading advanced novels and her parents were looking to have her put into Grade 1, skipping a grade. She spent a week in my class, after which I met with the administrative team and parents to offer my advice. I told them that her strengths were beyond my class, but her weaknesses were below Grade 1 level: She was reading beyond my students, but couldn’t yet hold a pencil or use scissors. This was a revelation to the parents, in that they were over-emphasizing her strengths and ignoring her weaknesses.

I see this today in my own students: students who avoid feedback, and tasks they perceive as difficult in favour of their strengths. We need to balance our focus to include the weaknesses of our students along with what they are doing to strengthen these weaknesses.

Final Thoughts

I know we have a lot of do in shifting focus towards the learning. For too long, grades have given us a quick short-hand way of understanding how students are doing in school. Let’s now look beyond the grades and focus on the learning. These questions will help us in education make this shift.

M.

What If?

Been challenged to create a blog post under 200 words, responding to the following prompt for the IMMOOC course I’m taking:

3. Which “what if” question challenges your thinking in the Innovator’s Mindset? What would you add to the list of what ifs?

A few years ago, during a trip to the dog park, my brain was racing and dreaming, and I came up with the following “What Ifs” that I felt could push my practice forward. It is amazing to come back and reflect.

What if the classroom walls were for the learning?
What if I had nothing to prove?
What if math was art?
What if school was for self directed learning as well?
What if it wasn’t the child’s fault?
What if all students could be successful?
What if school was a place of challenge AND joy?
What if students ran to school?
What if school met the needs of every student?
What if school was a safe place?
What if we all looked out for each other?
What if the classroom belonged to the students?
What if students were in charge of their own learning?
What if mistakes were the most important part of learning?
What if we used technology to transform how and what we learn?
What if it wasn’t about grades?

M.

Self-Directed AND District-Focused PD?

This is a response to the awesome post 43 Things We Need To Stop Doing In Schools which contains, among many awesome things, this gem:

34) Going towards a total self-directed PD model for teachers. While I do believe choice for teachers in what they learn about and how (passion projects, PLCs, etc.) is incredibly important, there also need to be some district-wide goals and focal points that we are all working on. That is how we move an entire community forward as opposed to just perpetuating pockets of awesome within our schools. 

I am going to begin to understand why this resonates so much with me.

I believe our board has been guilty of islands of awesome-ness for quite some time, most obvious with our technology use. There are many people separately doing amazing things, and this exists in all areas and levels. One of most exciting things about our new superintendent is that she is promising focus and cohesion within our buildings and staff.

I’ve often felt like I’ve been on an island, and the longer I teach, I fear the less I am willing to swim off that island – and I don’t know why.

School improvement has fascinated me lately. I think there needs to be a space within my annual learning for both my own passions and the school/board goals. I’m determined to find myself something in each PD session I attend. But I think there needs to be something that finds me within these PD sessions.

My last BCI (Building Collaborative Inquiry) was a struggle to this end. I made effective use of the time and money spent of my time, and am working towards my own goals that fit within the school’s plan. But what I would like is Professional Development that meets my own needs.

The problem I seem to have is that I am moving forward based on my own evaluation of my work towards these goals. I know my areas of improvement but the only way I know of how I am doing is my own self-assessment. So what if I had feedback and goals attached to that?

Am I looking for more and unnecessary evaluation? No. What I am looking for is a focused approach to school improvement. This calls for an instructional leader who moves the PD accordingly. Much like the way I’ve got an idea of where my students are (focused observations and timely data) I wonder if today’s leaders can somehow get the same thing? Then I’ve got PD that meets my needs.

M.