Winning Back Our Students

Originally published June 5, 2016 on CambridgeLearns.

Screen Shot 2016-06-05 at 10.36.57 AMI had the honour of attending a keynote presented by Dr. Gordon Neufeld a few weeks back. Dr. Neufeld’s work focusses on “attachment” and the power of relationships in the development of a child. We know intuitively that when a child has a strong bond with a parent, a teacher, or another trusted adult, they will do almost anything for that person. We also know that when that attachment is not present, children can be defiant, do the opposite of what is requested, and start to orient themselves towards their peers. One of the most profound statements Dr. Neufeld made during his keynote was, “We have to win our students back!” This statement resonates for me because I increasingly see students that schools have clearly lost. There are a few reasons why I think this is so.

In these times of increased accountability in education and with teachers saddled with the overwhelming pressure to “cover the curriculum” and prepare for standardized tests, school has become irrelevant to many students and disconnected from their reality. For these students, school is tolerated, school is something that is done to them, and school is something they try to survive. In fact, as a teacher reflected back on his schooling experience during a recent conversation I had with him, he said, “I didn’t really enjoy elementary or high school, and when I got out…” His words struck me. He was talking about his schooling experience as if he had just finished a prison sentence. He then went on to share that his educational experience changed after high school because then, he actually had some input regarding his learning. We clearly need to do a better job of incorporating student passions into the work we do in schools. Students do a great deal of incredible learning on their own, but because it doesn’t take place between 8:30 a.m. and 2:30 p.m. at school, we don’t seem to value it. Learning that takes place at school represents only a small part of the total learning a child does.

This phenomenon was illustrated in a recent fine arts performance at Cambridge Elementary titled, “The Sorcerer’s Apprentice”. The play was about a magician and his assistant. Several times, the magician would send his assistant off with a task, such as preparing props, or finding items. Each time, the assistant would get side-tracked practicing and learning magic tricks because in reality, the assistant really wanted to be a great magician as well. The assistant learned so much each time she was sent off to do a task, but inevitably, the magician would return and become very upset because the tasks were never completed and because the assistant appeared to be doing nothing. I couldn’t help but feel that schools are very much like the magician in this play. We seem to think the learning opportunities we provide are the only ones that are valuable. The good news is that at the conclusion of the play, the Sorcerer acknowledges all the learning the apprentice had done and agreed to include one of her magic tricks in his performance. We need to make sure learning is relevant to students, places value on student passions, and that students are given the opportunity to learn through play.

Screen Shot 2016-06-05 at 11.36.48 AM

Another reason “we have to win our students back” is that in our frenzy to “cover the curriculum”, “teach content”, and be accountable, we have lost sight of the fact that children need to be connected to people who care about them. Dr. Neufeld stated, “humans don’t do separation.” If a child comes from a busy home with working parents, has no other adult to attach to, and is surrounded by teachers who only focus on delivering content, that child will quickly seek help from people who are unable to really provide that support – peers. Dr. Neufeld shared that all children need to have a “home-base” at school –  a caring and trusted adult.

Screen Shot 2016-06-05 at 11.37.07 AM

CC Image courtesy of Bill Ferriter on Flickr: https://flic.kr/p/e6Wh1K

Thankfully, all hope is not lost! I believe that schools are beginning to understand the important messages communicated by Dr. Neufeld. Some say that there is too much change in education. But really, can we afford to not change? Can we continue to live with the fact that almost half of high school students wait to “get out” of school so that the real learning can start? We are starting to see curriculum reform that focuses on the development of key competencies such as communication, creativity, problem solving and critical thinking, rather than a curriculum that is inundated with content that overwhelms students and teachers alike. Teachers are hearing the message that part of the important work they do in schools is connecting with students before directing them. And most important, those who work in schools are beginning to value and tap into the wide range of skills, talents, and passions that learners bring with them. Clearly, there is much more work to be done, but thankfully schools have started to fight the important battle to win back our children!

Where Is The Learning?

Originally published April 24, 2016 on CambridgeLearns.

img_5149Cambridge Elementary is two years into a journey of documenting and sharing student learning electronically through digital portfolios. One very important thing that this process has done is essentially reflect back to the viewer a clear picture of the learning that is (and sometimes isn’t) taking place. The documentation forces one to ask the very important question, “Where is the learning?”

In the work I do daily, I have the opportunity to visit many classrooms. These visits allow me to not only connect with and support students and staff, they give me the opportunity to have a strong sense of the learning taking place. Like when I visit digital portfolios, my class visits always take me to the same question, “Where is the learning?” And when I talk about learning, it’s important to know that I don’t just look at specific curriculum connections, but also the development of core competencies and “soft” skills.

A phenomenon that has stormed into Cambridge and many other schools throughout SurreySchools this year is 3-D design and printing. Everyone seems interested in the possibilities of this new technology and students are spending hours of their own time at home designing and testing items. As students become more proficient with their design, we gradually grow closer to the point where they begin to think of how they can harness the power of 3-D design and printing to actually solve real-world problems. We know students everywhere are doing this already! A great example of this is a wonderful project completed by outstanding local Teacher-Librarian Anna Crosland and the students over at my previous school, Georges Vanier, who used 3-D design to create and print braille tags for doors to help a visually impaired student navigate safely from place to place within the school. Read more about this work here!

One teacher in particular at Cambridge Elementary, Peter Beale, has demonstrated a genuine passion for learning about 3-D design and printing and has opened up this new world of learning to his students. Recently, they were given the opportunity to reflect back on their 3-D experiences and they were encouraged to go back to the all important question, “Where is the learning?” Sure we knew students were engaged and had a great time designing and printing their objects, but could they articulate their learning?

Kiera, a Grade 6 student shared:

3D objects designed and printed by a Cambridge learner
3D objects designed and printed by a Cambridge learner

“I created a 3D model of the Eiffel Tower. Later on I added two more towers like the Leaning Tower of Pisa and the Seattle Space Needle. You might be wondering how I made the Seattle Space Needle, Leaning Tower of Pisa, and the Eiffel Tower. Well, I searched up tinkercad models of these towers to try and find the right shapes. Somehow I was able to create these towers. I was pretty impressed myself.

Creating the Eiffel Tower wasn’t easy. I really didn’t know what shape to use for the base, until I started experimenting till I finally found it. I really only needed to use 3 shapes. Pyramids, Cubes, and the shape called a Round Roof. Once I was done, I thought it turned out pretty good but I thought I needed more things. You’ve probably noticed that I didn’t add the criss cross like the real Eiffel Tower in Paris. I tried making it but it was complicated. Some things would pop out and it just looked like a big mess.

Now the Space Needle was a different story. It was the hardest one. It took me days just to find the right shapes. I had to combine shapes just to have the right shape. I also searched up a model of the Space Needle and tried to make my Space Needle like theirs. The base wasn’t that hard until I got to the point where there were details that were almost impossible to figure out how to make. In the end, I was able to make it and I was proud of my self.

The Leaning Tower of Pisa was probably the easiest one to make. I didn’t really need to search up a model of it from tinkercad cause somehow I was able to just experiment with a bunch of shapes and create the Leaning Tower of Pisa. I duplicated a lot of things and didn’t add much detail as the real one does. I was really happy on how it turned out.

Notice the powerful language…

  • I created
  • I searched
  • I really didn’t know
  • I started experimenting
  • I thought I needed more things
  • I had to combine shapes

mistakesThis learning story talks about critical thinking and problem-solving, not knowing and searching, trying again in the face of failure, and most importantly that mistakes help us learn. The student above communicates clearly where the learning is!

So if you were wondering if students actually learn anything in the process of 3-D design and printing, this student helps us respond to this question with a resounding “Yes.”

Digital Portfolios … Moving Beyond The Glorified Scrapbook

FullSizeRender 5
Surrey Schools Superintendent, Dr. Jordan Tinney, CNN Interview, 2014

Co-authored with Kelli Vogstad.

Inquiry is a dynamic and emergent process that can foster a culture of collaborative learning with teachers working together to consider, explore, and reflect on issues and approaches related to shared questions and intentions. It has been said that when educators make their own discoveries, they become energized by the desire to inquire more deeply and to learn more broadly. You actually get the opportunity to not only ask questions, but also to delve deeply into these questions.

We think it would be safe to say that in the culture of openness, sharing, and genuine curiosity fostered in Surrey Schools, the process of inquiry has led some teachers into a state of dissonance. Dissonance, results as teachers pause and take a step out of their practice and become increasingly reflective. Teachers have called into question much of what they have always done in schools, and careful reflection and discussion, has led them to make responsive changes in practice as they work to better meet the needs of their students. We suspect teachers throughout the district continue to experience this so-called dissonance, and the unrest it has caused has resulted in thoughtful exploration around many topics, one in particular, communicating student learning.

We began by asking . . .

  • What does exemplary communicating regarding student learning look like?
  • Do our current tools and strategies adequately communicate the rich learning taking place in our classrooms?
  • Do parents have the information they need to be the supporters of student learning that we want them to be?
  • Do we hear the voice of students?

For the first time, we were equipped with the tools to create digital portfolios with learning evidence in the form of descriptive feedback, images, audio and video. Imagine giving parents the opportunity to see and hear their children in class engaged in activities that demonstrate their learning in almost real time. Parents can now be invited to look into their children’s classrooms, access activities, and see what their children are learning on their own time and schedules. No longer do they have to wait for the parent-teacher interviews, products to be brought home, or report cards. Teachers now had the tools to make this all happen.

But learning is messy; inquiry is a journey, and most journeys have bumps in the road. With digital tools in hand, it became easy for teachers to collect artifacts…too easy! Many digital portfolios became “media dumping grounds” and “glorified scrapbooks”. In the beginning, it was new and exciting. Parents loved to see their children smiling into the cameras, a beautiful piece of artwork, or a polished published story. As teachers began to question their collections and reflect on the goal behind digital portfolios, they asked themselves: How are we communicating student learning? It became clear that parents didn’t need more, they needed better.

Transformation calls for us to move past simple replication with technology. As our inquiry into communicating student learning continued, teachers had to ask themselves: Were they using these tools to document, show, change, and improve student learning? We had to move beyond the technology, and focus on the pedagogy and what we were really communicating to parents. If you take a picture of a spelling test and send that to a parent does anything really change? Can we justify sending an image of a student simply posing with some artwork which he or she created? If anything, this is a recipe for infuriating parents. As parents ourselves we’d be asking some pointed questions:

  • Really, you spent $500 on an iPad for a teacher so that they could send me a photo of a spelling test?
  • The artwork is great, but can you tell me why they created it and what they were supposed to learn?
  • Why don’t I hear my son or daughter reflecting on what they learned?

It would be easy to be disappointed, to point the finger at technology, to make excuses, but the road forward is not paved with excuses. Rather, it is time to leverage the connections we have with teachers and to harness some of the exceptional exemplars we know exist. These exemplars are created and chosen by asking simple but serious questions whenever artifacts are collected and shared with parents.

Where is the learning?

If we describe learning as a change in behaviour (“I couldn’t do this before and now I can”, or “I used to do this but now I do this”, or “I used to think this but now I don’t because…”) we begin to think critically about what we capture and share. What we document should show what kids know, understand, and can do. What is captured and shared should show a child’s learning over time, changes and growth in his or her ability to communicate, think, and build his or her capacities of self as a learner.

Here are some examples of teachers and students talking about changes in behaviour:

Students making learning visible by explaining their thinking:

Students reflecting on their work over time:

IshanScreen Shot 2015-07-08 at 12.51.56 PM

Students engaged in conversations about their learning:

What is worth sharing?

Parents know their children best. Often times, parents are able to share with teachers, what their children can do. We believe parents want to know how their children are changing, both in how they act and how they think. Parents also want to support their children at home. We can help parents provide better support by showing and communicating to them not only WHAT their children are learning, but WHY. At the same time, if we provide the criteria behind what is shown in the portfolio so students and parents both know what “good” looks like we can help move parents to deeper understandings of the “whys” behind the learning tasks. And, to go further, if we include descriptive feedback prior to summative assessments we can provide parents with meaningful data they can use to assist in the intervention process.

Here are some examples of teachers sharing this kind of valuable information:

Explaining to parents how they can support their children’s learning:

Sharing criteria and exemplars with parents:

f04891909a0111e489c76d79d5b99163-rotated-Screen-Shot-2015-01-11-at-4.34.51-PM

Screen Shot 2015-07-08 at 3.35.50 PM

Screen Shot 2015-07-08 at 3.36.04 PM

Explaining to parents WHAT students are learning and WHY:

c2997d509de811e48ca5afeb2449ad77-rotated-yThRG_16-01-2015-05-32-55

Screen Shot 2015-07-08 at 3.44.40 PM

How much should we share?

When teachers suddenly found themselves with the ability to easily capture evidence with their devices, they thought they had to capture everything. Not only did this inundate parents, it overwhelmed teachers. We didn’t collect and share everything before; why start now? How much we collect and share is a discussion we are currently engaged in. For us, it comes back to Jordan Tinney’s quote cited at the start of our post, “We’re trying to boil it down to what do parents really want and need to know…”

True, different parents want different things, but we believe all parents want to know if their children are learning and progressing. They want to know if their children are having difficulty and struggling in their learning. They want to know what the teacher is doing and what they as parents can do at home to help their children be more successful. And mostly, parents want to know that their children are cared for, safe and respected, and liked by others. Through thoughtful digital portfolio collections, parents can be reassured that the teacher really understands and knows their child and is helping them learn and succeed.

As we continue this journey of inquiry into communicating student learning, we have become connected in our desire to improve our understandings and practices and to continue to reflect on what we know, what we do, and how this relates to student learning. We are ready for more dissonance and more questions as we develop better and more meaningful ways to help students learn so we indeed have the data and documents to capture and collect and share with parents. This is our challenge!

Practice and Publicity

Much is said these days about “digital footprints”. If people Google you (and they probably do), what do they find and what does it say about you? Who controls that?

wersm-Your-Digital-Footprint-Online-Reputation-Breakdown

Image by We Are Social Media

I am motivated to write this post by a question I heard one Principal ask another of a particular staff member who was a prolific tweeter, blogger, and social media extraordinaire. The one Principal asked, “Gosh, is Steve (not the teacher’s real name) really as good as he seems on Twitter?” The other Principal simply gave a look. The look spoke volumes! There was an obvious disconnect between what this teacher did and what this teacher said.

I’ve also had many people share with me that it drives them crazy when some administrators and teachers seem to use social media to “toot their own horn”.

While the reality is that not everything an educator shares via social media “matches” their practice, I believe that it is healthy to share. Teachers need to share what they are experimenting with in their classrooms. Principals need to share what they are experimenting with in their schools. This sharing helps others learn because it encourages them to reflect on their own beliefs and practice. Most people are apprehensive to share because they fear how this sharing will be perceived or that they don’t have anything significant to share. Sharing takes courage because you open yourself up to the world and to the possibility that someone may disagree with your ideas or views. But, whenever I speak to anyone about the possibility of tweeting or blogging about something, I simply share the message from Derek Sivers’ awesome video, Obvious to you. Amazing to others:

“We’re clearly a bad judge of our own creations. We should just put it out and let the world decide.”

In this sharing though, I think it’s important to be as honest as possible and to not only share what goes really well, but also that which does not go as planned. I screw up a lot – ask anyone! What comes to mind as I sit here typing:

  • I remember my very first MysterySkype with a class from Missouri. I really wanted students to do well so of all things … we talked about Missouri; where is was in the U.S., that it was land-locked… Uh, this is a MYSTERY Skype – students aren’t supposed to know where the other class is from!!! Embarrassing, but I learned. I’ve since done many MysterySkype sessions and helped others with them as well.
  • I remember participating in the WikiSeat project and designing and building my own chair. Once I was done, it was hideous. I wrote a blog about going through this process and having to start all over again: Read that blog here. It’s not always easy to publicly talk about mistakes, but in the end I was happy that I didn’t settle for my first attempt; it clearly wasn’t the best I could do.
  • During a recent Year-End assembly, the video I worked on for hours froze halfway through because I rendered it at the highest possible resolution, resulting in a file over 2 GB that my computer could not handle. This was not a private failure. There were over 700 students, staff, and parents, watching as I tried in vain to get this movie to run. I later rendered the movie at a lower resolution that played fine on my computer. I invited anyone interested to come down to the gym and watch the whole movie. Again, my first attempt was unsuccessful, but in persevering I succeeded.

Many people talk about mistakes and failure and how we should embrace these experiences because they lead to new learning and understanding. We expect it from our students, but do we “put ourselves out there” in a similar way? Do we make ourselves vulnerable? Do we really embrace failure as a vehicle for learning?

FullSizeRender 4While it’s true that practice does not always match publicity, it’s also true that it’s up to the world as an audience to take from digital footprints what they deem true and valuable, and to enter into respectful, dialogue when they disagree with someone’s view. Sharing, however, should always be encouraged because risk leads to growth, we all have something of value to share, and we are better collectively than we are on our own.

Layers

“Layers… Onions have layers. Ogres have layers. Onions have layers… 
You get it? We both have layers!”

-Shrek

IMG_7264I’m a lucky person!

I consider myself lucky for many reasons. Among these reasons are my health, the family I am part of, and the work I do in schools that allows me to make a positive difference every day. What more could I ask?

Most people who know me would also say that I am fairly laid back and that not too much bothers me. For the most part, I think that’s true.

I’ve been sitting on this blog topic for some time and it’s only until quite recently that my wonderful admin partner, Kelli Vogstad (@KelliVogstad), encouraged me to express my thoughts. So, here I go.

I sometimes feel misunderstood and it bothers me! There, I said it.

You see, I have been with the same school district for over 20 years and I have come to be quite “typecast” in that time. In case you didn’t know, many consider me to be a “techie”, as in I like to use computers, iPads, sound equipment, and so on. While I can’t argue this, it bothers me to be considered so one-dimensional. Don’t get me wrong, I think if leveraged properly and integrated thoughtfully, technology can most definitely have a positive impact on student learning.

But, here’s where I reveal a layer of myself most people wouldn’t expect…

I also believe that technology is not THE answer. Using technology to simply replicate what we’ve always done in classrooms, is a waste of valuable funding and doesn’t significantly move student learning forward. Technology cannot save bad teaching or poorly designed learning experiences!
IMG_7949
Obviously, issues in education have layers too!

The fact is, my love of technology is just one aspect of who I am. Like Ogres and everyone else in this world, I do have layers. That’s what makes us all special and unique.

As I write this, I wonder if we sometimes overlook the uniqueness of those we work and learn with everyday.  Do we look at people and issues through a narrow lens and generalize? Are we blind to the layers below the surface? What thoughts come to mind when you consider the following statements:

Male vs. Females students?

Primary vs. Intermediate teachers?

Novice vs. Experienced teachers?

Loud vs. Quiet classrooms?

Siblings of a student you’ve had in your class before?

A student’s socioeconomic background?

Appearance?

This list could go on and on. The point is, many of us have become so busy, we often don’t spend the time needed to do important things well. In schools, we feel pressure to “cover curriculum” so we hop from lesson to lesson and unit to unit without digging deep into meaningful learning.  In working with students, do we follow Dr. Gabor Mate’s advice and “collect” students before we direct them?

We can only do this if we are truly committed to teaching kids first… and subjects second!

How do we welcome students each day?

How do we welcome students who arrive late?

How much do we know about each of our students and do we care?

Do we work hard enough to uncover and appreciate the layers in those we work and learn with everyday?

What I Notice…

IMG_7571The best part of the work I do in schools is visiting classrooms and participating in the learning taking place. I have previously written about my passion and belief about the kind of work students in schools should be engaged in. You can read more about this HERE, HERE, and HERE.

Something that has become evident to me is that students are just like adults: they thrive when doing work that is interesting and meaningful. As adults, we value our time and consider it precious. We don’t tolerate requests to do tasks that are irrelevant to us. We demand to know WHY we are doing what we are doing. BUT…

Do we treat students’ time the same way?

Do we ensure that students see the relevance of the work we ask them to do?

Is the work we ask students to do in fact relevant?

How do we react to students who express (in various ways) that the work they do in class is not personally meaningful?

Do we pay attention to these reactions and what do they mean?

When I speak to others about school, I always say that if I ever went back to classroom teaching, I would be far more effective than I ever was before I became an administrator. Why? Years of visiting classrooms and witnessing what does (and doesn’t) work has given me valuable perspective. Where I used to focus on the teaching, I now focus on the learning. Teachers jokingly  say that they get nervous when I visit their class. Of course, that is never my intention. I visit to experience the learning from a student perspective. I ask questions:

What are you learning?

Why are you doing this?

How will you know you’re done and that you’ve learned what you were supposed to learn?

Most of the time, students respond by explaining what they are DOING, rather than what they are LEARNING. Students always find it challenging to  articulate WHY they are learning something. Most of the time, there is value and a good rationale for the work teachers ask students to do. The missing link is that we often don’t share this information with students. What we are talking about is “Learning Intentions“: sharing with students WHAT we expect them to learn and WHY. Learning intentions are most effective when they are clear, visible , and in language students can understand.

This past week during class visits, I noticed students in several classes engaged in hands-on, meaningful, and interesting learning experiences.

My first learning story comes from a grade 5/6 class that participated in a hands-on activity whereby they learned to frame a wall – a REAL wall, with lumber, nails, screws, and carpentry tools. This activity was part of a larger project in which students design an actual home. The why of this work is obvious:  our students will one day be homeowners, they will be required to design and build, they will measure constantly throughout their life…

Before constructing their walls with power drills and hammers, the Learning Intention for this activity was made explicit for students:  they were doing this work because eventually, they will have to use tools to perform tasks in their own home. If we are skilled in taking care of small tasks on our own, we can be independent and not rely on others all the time. We also shared that there will be a huge demand for skilled trades people in the future and for students to consider trades the next time someone asks, “What do you want to do when you grow up?” The following images show students excited, engaged, proud, and fully understanding not only the WHAT of learning, by the WHY.

My second learning story comes from a Grade 3 class I visited. When I arrived, I was intrigued by what I saw: black tarp on a table, and four eggs standing lengthwise in bottle caps. This I had to stay for! Students were going to test the strength of these eggs by slowly stacking heavy textbooks on top of them.  All of this was part of a structures unit where students were learning how structures could be built to maximize their strength. As each textbook was placed on the egg, suspense grew. 25, 26, 27, 28 textbooks. Then the 29th textbook was placed on the stack and there was a slight movement. A moment later, the eggs began to crack and the stack toppled:

IMG_8120The students in this class were riveted, and so was I. Because we decided to record the event in slow motion, we had the opportunity to view the eggs cracking over and over again. Eventually, students identified the egg that cracked first, second, third, and last. They noticed that they cracked in sequence and in a clockwise direction.  The “wheels were turning” and the questions started.  What if we did this demonstration again? Would the eggs crack in a similar way? This is evidence that learning isn’t always about coming up with answers, but rather promoting curiosity and igniting passion!

1356452B-7D39-4CA0-A827-9A872EE9BE1E-2562-000002FAD15746F5My third learning story is about how we do our morning announcements. Students have ownership over this activity and take it very seriously. Very often, students arrive early to school to prepare, even though we don’t do announcements until 10:15 a.m. When it is time to do announcements, students arrive on time and prepared.  I think a large part of this ownership comes from the fact that not only do the 650+ students and staff hear what is said, but that the announcements are recorded, tweeted, and published on our school website and blog in real-time. In other words, their audience is the world. Listen to our morning announcements HERE. Students know they are doing real work!

IMG_0321My final learning story comes from Kindergarten. I love to visit Kindergarten classrooms because of how creative, carefree, and risk-taking our youngest learners are. I can witness students experimenting with language and developing an understand that language can be powerful and used to communicate their thoughts and feelings. During a recent visit, I received a detailed drawing so I asked the student to tell me about it. I had my iPad with me so I asked if the student wanted to send his story to someone. He said “Yes” and that he wanted the story to be sent to his teacher, our music teacher, and our teacher-librarian. Using the ShowMe app, I recorded the story. Hear Keaton’s story here. Once others knew they could record their stories and send it to others to hear, I soon had a line of students ready with pictures in hand. Again, I think this goes back to the inherit need students have to do work that is meaningful. The audience in this example made the learning meaningful!  Listen to a few other stories HERE and HERE.

All of these stories took place in the last week and all have a common thread: students actively engaged in interesting, hands-on, and meaningful learning experiences. As educators, it isn’t always possible to prepare “home-run” lessons that wow students. What is important is to ask good questions during planning:

Would I want to do this task?

Why are students learning this and how will I let them know?

How will I engage students? 

What do the learning stories in your school reveal about what people believe about the work we expect students to engage in?

My TOP 10 Video List

To This Day Project – Shane Koyczan

Terry Fox – ESPN

Obvious to you. Amazing to others. Derek Sivers

Leading by Lollipops. “Drew Dudley”

Leave your Legacy. What will your name leave behind?

The Most Astounding Fact

The Encounter Collection

The time you have (In Jellybeans)

Do Schools Kill Creativity? Sir Ken Robinson

Tied for 10th…

See Something, Say Something.

Simon Sinek: How great leaders inspire action

The Story of Dick and Rick Hoyt

What Makes A School “Great”?

“And then parents, you’d walk into the front office and the people
don’t even look up at them, let alone see them as who we’re serving.”

Steve Barr, Green Dot Charter School Network

Source: Fraser Institute
Source: Fraser Institute
This past week, I had an interesting chat with a parent. Her family had just moved into the area and she wanted an opportunity to speak with me about the school and to have a look around. She also said something that really interested me. She shared that according to the Fraser Institute, our’s was a “good” school and was trending in a positive direction. While I am obviously pleased that public perception of our school is good and that this parent was doing the leg work to gather information about our school,  I am disappointed that the Fraser Institute’s Report Card on British Columbia’s Elementary Schools is one of the few tools parents have to determine the quality of a school. Even more, when parents realize that the Fraser Institute’s Report is based almost completely on a standardized text taken once per year by Grade 4 and 7 students, they realize that this is one very narrow measure of school quality.

Formula used to determine overall school rating. Source: Fraser Institute
Formula used to determine overall school rating. Source: Fraser Institute

But, schools are like organisms and are therefore complex in nature. Schools are alive and dynamic and can’t be reduced to a mathematical formula or a letter grade, as some jurisdictions are now doing. In the video below, Steve Barr of the Green Dot Charter School Network talks about his view of what makes a great school. Qualities he includes are:

  • Quality teachers
  • A welcoming environment
  • Students are treated with care and respect
  • Teachers are empowered
  • High expectations exist for all
  • There is a sense of family
  • Quality resources are available for teachers and students
  • Parents are viewed as partners
  • Schools are accountable to parents
  • There is a belief that all kids are worth it and that they can all learn

So much of what Barr talks about is relationship-based. Relationships are central to the work we do in schools. Students not only need see the value in the work they do at school, they need to feel a sense of care, inclusion, and safety. This is essential work that forms the foundation of quality learning.  Teachers also need to be able to engage learners. With all the competition that exists (peers, television, social media), this is no easy task. But from my experience, kids are like adults and therefore thrive on doing work that is interesting and meaningful. I am proud of the many examples of such efforts from staff at our school:  Innovation Week, technology integration, the WikiSeat project,  30-Hour Famine, Genius Hour, KIVA, and promoting creativity. I am further buoyed when I see that our efforts are not isolated, but are evident throughout Surrey Schools and beyond.

So, what would you add to this list of qualities that makes  a great school?

Do you think your school is great?  How do you know?

Innovation Week – Unchartered Territory

IMG_3899

gvInnovationWeekTo me, being innovative doesn’t just mean making things different, but making things better! Given this,  I think our first Innovation Week at Georges Vanier Elementary would meet the criteria for being innovative. Our Innovation Week took place from December 9 – 13, 2013, and was inspired first by witnessing Genius Hour in many classrooms in our school, then by hearing about Jesse McLean‘s experience with his own Innovation Week at Greystone Centennial Middle School in Parkland School Division in Spruce Grove, Alberta. What prompted us further was hearing about Innovation Week over at Fraser Heights Secondary in Surrey.

Discussions started with staff members who embraced the idea, then we began to advertise to students. I have to say that as much as we tried to explain what Innovation Week was (though not really being too sure ourselves), I’m not certain students actually understood what they were signing up for or what they were missing. Some took their application, filled it out as best as they could, while others opted out and decided to wait and see what Innovation Week would look like.

We had a total of 75 students from Grade 3-7 participate. I was neither surprised or disappointed by that number as I didn’t really know how the event would evolve. What I do know is that since there were not enough students participating to collapse other classes to thereby free up teachers, I was alone with the group much of the time. Special thanks for our EA staff who came in to assist and to the many teachers who stopped in to look and ask questions, all on their free time. I even had a teacher who retired last year, Liane Jagger, come and assist for three days. What a great help!

This slideshow requires JavaScript.

Innovation Week projects included:

  • Developing an app.
  • Website development.
  • Remote control car modification.
  • Creating a document camera.
  • Building a Minecraft server.
  • A jewelry holder.
  • Christmas crafts.
  • A new and improved chair.
  • A rolling storage container with built-in iPod charger.
  • Modifying a Snickers Bar.
  • A new breakfast cereal.
  • (Just to name a few).

So how was learning improved? Over the course of the week, students:

  • Were engaged in personally relevant learning.
  • Adjusted their initial plans based on the challenges they were having.
  • Became increasingly independent.
  • Confirmed that they made good choices regarding learning partners or realized that the choices they made regarding partners did not help them in their learning.
  • Reflected on the competencies they were developing and demonstrating.
  • Were inspired daily by videos about creativity and innovation. One favourite was Steven Johnson’s Where Good Ideas Come From below.
  • Were on-task and continued to work without direct adult supervision.
  • Developed ideas for future Innovation Week Events.
  • Were extremely proud on of their learning on presentation day, sharing their projects with peers, teachers, and parents.

Most impressive to me was the curiosity of students who chose not to participate in our initial Innovation Week. These students were often out in the hallway, peering inquisitively at the work begin done inside the gym, asking to come in and see what was happening. But most rewarding to me was the response I received when I asked the group involved in Innovation Week, “Would you participate again?” They emphatically said, “YES!”

As an aside, other innovative ideas that were popping up around the school while Innovation Week took place in the gym.  In Ashley Henderson and Matt White’s classes, students participated in Learn a New Skill week and, like the students participating in Innovation Week, were initially taken aback when given the opportunity to make their own decisions about their learning, but later embraced the freedom of the experience. Skills students decided to focus on included:  juggling, learning card, magic and coin tricks, stop motion animation, duct tape purses, and optical illusions. While in Francoise Rempel and Hugh McDonald‘s classes, students spent time everyday working to create Rube-Goldberg Machines.  I had the chance to visit on the last day and were students ever challenged and engaged!

2013 ended in a very positive way at our school and I look forward to working with our wonderful staff  and community to further explore ways to innovate in order to further engage our learners and bring genuine enthusiasm to the work they do.

What innovative ideas are swirling around in your head?  Are you ready to share them and put them into action?