Creating Engaging Classrooms

There is much talk and research about the correlation between student engagement and student learning. The type of engagement that goes beyond “teacher-pleasing behaviors” such as sitting up straight and paying attention to cognitive engagement is much harder to observe.  In his book, The Architecture of Learning, Kevin Washburn outlines the process for planning instruction that engages student thinking needed to construct learning.   

• Experience – The brain gains raw sensory data
• Comprehension – The brain sorts, labels, and organizes the raw data
• Elaboration – The brain looks for patterns, recalls prior experiences and blends this knowledge to construct understanding
• Application – The brain practices using the new understanding or skills in widened contexts

Similarly, In Visible Learning for Literacy, Hattie, Fisher and Frey share the process of moving students through surface learning content, to deep learning that explores the relationship between and the extension of ideas to learning transfer that allows for the application of that learning to new problems and situations. 

How can we intentionally design classroom experiences to help students move to higher levels of learning?  I recently read Engagement by Design by Fisher, Frey and others and I think that their framework and suggestions provide a great starting place. The intersection of the teacher, the student, and the content overlap to create optimal learning environments. This overlap can be broken down even further to clarify the importance of the teacher-student overlap called relationships, the teacher-content overlap referred to as clarity and the student-content overlap known as challenge. Intentionally designing inviting, engaging classrooms will place the highest priority on relationships, clarity and challenge.

Relationships – We know that teacher-student relationships facilitate learning. When students are confident that their teachers care about them and believe that they can be successful, it makes an incredible difference. A foundation of respect, trust, honesty and communication are important elements as we seek to have healthy relationships with our students. Ron Ritchhart from Harvard’s Project Zero and author of Making Thinking Visible shared 10 Things to say Every Day at our annual stlinatl.com conference. A few of his suggestions include saying Hello and Goodbye (we all have a basic human need to be known and acknowledged in a welcoming environment- learning names and stories are part of this), What Makes You Say That? (asking students for their reasoning behind thoughts or ideas increases motivation and challenge), Let’s Debrief (allows students to consolidate their learning) and We (supports building a culture of community). Equitable distribution of response opportunities, noticing students without strong relationships and advocacy are all examples of action steps to enhance student-teacher relationships.

Clarity – Students must have a clear understanding of the learning targets or goals that they are to be learning, why they are learning it, how they will know they have learned it, and how their learning will be assessed. When students trust in the teacher and believe that the teacher is competent, this inspires a level of security among their students. Teachers can clarify their organization of learning outcomes, lesson tasks, activities and assignments. We should strive for a clarity of explanation that includes relevant, accurate comprehensible information. There should be a clarity of examples transitioning into guided practice as students move to independence with teacher support. Finally, students need clarity of assessment of student learning which involves formative feedback through discussion and written responses.

Challenge – Many teachers do not want their students to struggle but it is important to increase the challenge for students in our schools. Vygotsky Zone of Proximal Development suggests that there is a difference between what a student can do alone as compared to what they can do with support. Learning is limited when we only present students with what they can do on their own. Furthermore, the more that a student struggles, and even fails, while trying to learn new information, the more likely that student is able to retrieve and apply that information in the future.

Reading Engagement by Design is a great way for educators to reflect on how we can increase our impact in the lives of our students. Designing learning environments where students are cognitively engaged must include a focus on relationships, clarity and appropriate challenge.  I enjoyed this book immensely.

Resources:

Washburn, K. D. (2010). The architecture of learning: Designing instruction for the learning brain. Pelham, AL: Clerestory Press.

Fisher, D., Frey, N., & Hattie, J. (2017). Teaching literacy in the visible learning classroom. Thousand Oaks, CA: Corwin Literacy.

Ritchhart, R. (n.d.). Ron Ritchart 10 things to say to students every day.pdf. Retrieved from https://thinkingpathwayz.weebly.com/uploads/1/0/4/4/104440805/10_things_to_say_to_your_students_everyday.pdf

Fisher, D., Frey, N., Quaglia, R. J., Smith, D., & Lande, L. L. (2018). Engagement by design: Creating learning environments where students thrive. Thousand Oaks, CA: Corwin Literacy.

Homework Redesign

I remember the first time I was actually assigned homework by Mr. Ziegler in the fifth grade. I loved playing school so I could not wait to get home to start my math homework. Somehow, I felt like I had finally arrived in the realm of the mature student. I admit that most of the time, I could not wait to start my homework. I think it has something to do with the fact that I am a classic Achiever (Gallup) and completing homework was something that I could check off my “to-do” list each day, and this brought me joy. (In the spirit of full transparency, my perspective changed a bit during college when my priorities for socialization overtook my desire to do my homework.)

Today, there is much research and debate about the effectiveness of homework. This is especially true in elementary and middle schools. Much of the debate is driven by age-old beliefs regarding the purpose of homework. In her book Rethinking Homework, Cathy Vatterott discusses the history of homework, which originated when school consisted mainly of reading, writing, and arithmetic. Memorization and rote learning was the norm, and practice was easy to do at home. Today, however, homework often involves complex projects which require a great deal more time, effort and the support of parents.

Vatterott provides a great history of American homework “policy” from the 19^th century to the modern-day, and she explains that it has gone back and forth, from “there’s too much homework” to “there’s not enough homework.” She also summarizes the arguments of a variety of research to conclude that the culture of homework is based on several long-standing beliefs. These largely unexamined beliefs about children and learning may be based more on faith, tradition or moral judgments rather than facts.

●      Belief #1: The role of the school is to extend learning beyond the classroom.

●      Belief #2: Intellectual activity is intrinsically more valuable than non-intellectual activity.

●      Belief #3: Homework teaches responsibility.

●      Belief #4: Homework is a sign of a rigorous curriculum.

●      Belief #5: Good teachers give homework; good students do their homework

The fact that homework is held in such high esteem and reverence by so many parents and teachers result in a culture where many are afraid to recommend changes in their schools. Those opposing homework are starting to ask some good questions. 

●      Shouldn’t our role in extending learning outside the classroom work to instill a love of learning and encouragement for children to find their passions and purpose in our society?

●      Isn’t physical, emotional and social activity as necessary as an intellectual activity in the development of healthy, well-rounded children?

●      When parents are forcing their children to do their homework, how is this teaching responsibility?

●      When we say that we want children to be responsible, are we saying that we want them to be obedient?

●      Does the “more is always better” argument ignores the quality of work and the amount of homework needed for each task?

●      What about less advantaged students with overburdened parents; are these students bad?

So who is right? Vatterott goes on to share in detail a “new paradigm” of homework practices based on research that includes:

●      Designing quality homework tasks

●      Differentiating homework tasks

●      Moving from grading to checking

●      Decriminalizing the grading of homework

●      Using completion strategies

●      Establishing homework support programs

As we begin the conversation about homework redesign, we must place the well-being of our children as our primary priority. Raising our awareness, questioning our traditional bias and starting with baby steps is a good place to begin.

Vatterott, C. (2009). Rethinking Homework: Best Practices That Support Diverse Needs. Alexandria, VA: ASCD.

SEE - Social Emotional Ethical Learning

As the Director of Learning Design and Innovation at Woodward Academy, one of my roles is to lead the development and alignment of the curriculum PreK-12. I enjoy working with teachers and departments as we further define and refine this process to enhance the student experience. In addition to the academic goals, enduring understandings, content, and skills, we work to integrate essential “soft skills” throughout our curriculum.

The development of global competencies, media, and digital literacies, as well as critical thinking and problem solving, are examples of the types of mindsets and “soft skills” that are important to develop in our students today. Social, Emotional and Ethical Learning is another important set of skills that can contribute to a child’s long-term success.

The American Journal of Public Health published a comprehensive 20-year study¹ of 800 children from kindergarten through their mid-20’s. They found a strong correlation between a child’s social skills in kindergarten and how well they were doing in adulthood.

It is interesting to find that children who were helpful, willing to share, play well with others and deal well with their emotions were more likely to have graduated college and have a full-time job by age 25. On the other hand, children who were constantly taking someone’s toys, having problems resolving conflicts, listening, and breaking things were more likely to have substance abuse problems and run-ins with police.  

Even though there is a strong correlation to grades and test scores with future earning potential, we now realize that social-emotional success is also extremely important. The great news is that social-emotional skills can be learned and I am excited to be working on an initiative at Woodward Academy that is consolidating our efforts in this area.

We are coordinating our efforts with our leadership in areas of school counseling, Responsive Classroom elements, character development and mindfulness with the SEE Learning (Social Emotional and Ethical Learning) currently being developed by Emory University. This program is designed to provide a comprehensive education in which character cultivation and ethical discernment are supported through experiential learning strategies and rooted in an inclusive approach of common sense, collective experience, and scientific research.

We believe that when teachers embed “soft skills” such as interpersonal awareness, compassion, self-regulation, and relationship skills into the daily classroom they are greatly increasing the likelihood of their students’ success both in the classroom and beyond.  People with domain expertise coupled with strong character and relational skills are the most attractive candidates in the job market.  (For more on how to do this at home, read chapter 6 – Rebel with a Cause – in Originals: How Non-Conformists Move the World.)  

I agree with Martin Luther King Jr. who once said “We must remember that intelligence is not enough. Intelligence plus character- that is the goal of true education.

¹Jones, Damon E, et al. “Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.” American Journal of Public Health, Nov 10, 2015, 8 Oct. 2015.

Personalized Learning

I believe that all learning is personalized. Each of us uniquely absorbs knowledge based on our innate strengths, our personal experiences and our level of exposure with opportunities to think and problem solve. In order for anything to be “learned”, we must work through a process that Kevin D. Washburn articulates so eloquently in his book The Architecture of Learning: Designing Instruction for the Learning Brain¹. According to Washburn, the learning process – or the learning pathway if you will – occurs in the following order: EXPERIENCE – COMPREHENSION – ELABORATION – APPLICATION as illustrated below.

So what, precisely, is Personalized Learning? It might be helpful to learn what it is not. It is not differentiation. Carol Ann Tomlinson provides a wonderful definition. “Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”² Examples might include theme based literature circles around different texts or student contracts.

Personalized learning is different from differentiation in that students are empowered to have input on what they do and how they demonstrate their learning. Students have opportunities to think, explore, investigate, design, create, and discover solutions to problems. Students are allowed a greater degree of ownership through the entire process from the development of an idea to the presentation of a project or presentation to an authentic audience.

It is also not Individualization.  Individualized instruction has been around for almost 50 years. ASCD provides a working definition of Individualized instruction. “Individualized instruction consists of any steps taken in planning and conducting programs of studies and lessons that suit them to the individual student's learning needs, learning readiness, and learner characteristics or "learning style." “³ Examples might include a teacher playlist of topics to work through or access to Kahn Academy tutorials.

Personalized learning is different from individualized instruction because students are empowered to incorporate the exploration and discovery of their passions and interests while they identify ideas, develop questions and formulate an action plan. Students collect resources, develop timelines and move through the iterative process of experimentation, gathering feedback and revision based on conversations, reflection and new knowledge.

(Kallick and Bena, 2017) identify four defining elements of personalized learning which include voice, co-creation, social construction and self-discovery.⁴

Voice allows students to become involved in setting the agenda by helping students to understand the power of their own ideas and how their ideas change as they are exposed to the ideas of others.   Co-creation supports the growth of student creativity and higher level thinking by working with teachers to develop their challenge, refine learning goals and envision their performance assessment. Social construction involves the transformative power of building ideas through collaboration, discussion and dialogue. Students gain the ability to internalize and improve the larger end-product as they work as a team. Finally, the self-discovery attribute helps students learn how to manage themselves and actually understand themselves as learners.

The world continually evolves and it is of the utmost importance for our young people to participate in learning experiences that foster critical thinking and problem solving. When we design experiences that allow for the exploration of their interests and passions, engagement escalates. The potential for discovery and learning heightens and a sense of what they want to accomplish in life – the vision of a preferred future – begins to develop and emerge.

¹Washburn, Kevin D. The architecture of learning: designing instruction for the learning brain. Pelham, Alab.: Clerestory Press, 2010. Print.

²Tomlinson,, Carol A. "Differentiation of Instruction in the Elementary Grades. ." ERIC Clearinghouse on Elementary and Early Childhood Education. (2000): ERIC Digest. Web.

³A Wording Definition of Individualized Instruction. ASCD/Glen Heathers, Feb. 1977. Web. 14 Mar. 2017. .

⁴Kallick, Bena, and Allison Zmuda. Students at the Center Personalized Learning with Habits of Mind. Alexandria: ASCD, 2017. Print.

Using Design Thinking to Solve Problems

Developing creative and critical thinkers in order to solve real-world problems is an essential component of a child’s educational experience. When students can look up the answer to any factual question on a smart device, the value of memorizing facts in order to regurgitate them for a test has diminished. We now understand that when we apply empathy, context and meaning to essential information in the form of a question, not only will students retain the information longer but the likelihood of transferring essential leanings to new challenges dramatically increases.

I am thankful that schools have incorporated instructional strategies such as project/problem based learning which require our students to critically think as they learn to solve real-life problems. Another favorite strategy or process is Design Thinking which is a methodology of collaborative, human-centered problem solving that has grown in popularity in recent years due to the efforts of the Hasso Plattner Institute of Design at Stanford, IDEO, Henry Ford’s Learning Institutes and many others.

I am excited about our incorporation of design thinking at Woodward Academy because it develops our students’ ability to think creatively to collaboratively design solutions that incorporate the needs of the user. Thanks to our involvement with the regional work of Atlanta’s #ak12dc in partnership with Hasso Plattner’s Institute of Design at Stanford, Woodard Academy teachers have had access to training and support to increase their skills for several years. Our K-12 school team tackles school-wide challenges with direction from leadership. Our five school design thinking teams work with teachers to incorporate design thinking into units of study.

I was taught to work through challenges and problems by digging in with persistence, effort and grit to hopefully come up with the right answer. Design Thinking is much different in that you spend time with others to gain empathy for the people impacted by what you do. Insights, identified needs and empathy interviews are unpacked and synthesized into a meaningful, actionable challenge. Using phrases such as “How might we….”, “Design a way for….” , or “Redesign the ________ experience to be more________ can truly open up the possibilities for innovation.

Next, we collaboratively ideate to brainstorm a ton of varied ideas from which we will build prototypes to test with users. Prototyping involves quickly getting your ideas into some type of physical form that can be interacted with to figure out what works and what doesn’t. It may be a rough object, a storyboard or even a wall of post it notes. The idea is to have a propensity toward action. The testing phase involves getting feedback and refining the low res solutions. Throughout the challenge, we may need to back up, regroup and repeat one or more of the steps of the process. I have often heard this called “failing fast.” Sometimes we get stuck along the way but by going out and engaging others rather than trying to figure it out by ourselves…we always develop a better solution.

Our challenges have ranged from gaining empathy for turkeys who missed Thanksgiving in PreK, redesigning a wheelchair in 7^th grade STEM class, or the challenge of reducing the amount of trash going to the landfill which resulted in a change to a cutlery dispenser in our Middle and Upper school cafeterias.

The world has many needs and design thinking has the power to create and unleash the innovator in us all.

Note: Originally Published in Southern Distinction Magazine, 2017

Developing Student Passion for STEM

I was born into a family with four sisters and was primarily exposed to those things stereotypically associated with little girls.  Early on, however, I discovered a love for science, math and figuring out how and why things worked. Later, I discovered my love for technology.  Fortunately for me, influential teachers encouraged me to major in Chemistry which provided a great foundation for my eventual career in education. I do believe that it takes encouragement along with intentionally planned opportunities and exposure to help students discover passions for the skills in the area of STEM to develop.  This is especially true for female students who may otherwise be left out.  

The use of technology has infiltrated almost all aspects of our lives.  As we consider the present and future needs of our world, we know that STEM careers are growing at an all-time high. Helping students develop their abilities to think critically, collaborate and solve real-world problems involving the sciences, technology, engineering and mathematics is an essential element of a child’s education.

When considering a STEM program at a particular school, parents should determine the extent to which students within the school in grades K-12 have the opportunity to engage in STEM experiences.  It is important for schools to have a vertically aligned curriculum that intentionally integrates inquiry-based learning opportunities from the earliest grades and throughout high school for all students.  As students seek creative solutions to authentic STEM challenges that increase in complexity as students migrate through the school, their learning is scaffolded and students discover meaningful applications that often lead to lifelong passions. 

In addition to a strong STEM curriculum during the school day, parents should ask about extra-curricular STEM opportunities available for students outside of the classroom. Robotics teams, Odyssey of the Mind, Science Club, Environmental Awareness Club, Math Lab and Drone Teams are examples that allow students to work independently and collaboratively to become proficient at solving real-world problems. Extracurricular participation can allow children extended time to explore and develop their passions, learn to work and compete as part of a team to achieve a common goal.

It is also important for schools to form relationships with business/industry partners and universities to provide authentic applications of STEM and to involve our community experts to help assess and augment the learning process as students learn to research and demonstrate their learning to external audiences. This truly makes it real for our students and again opens their eyes to personal interests and potential career interests.

Finally, parents should inquire about the ongoing growth and professional development of faculty within a school. It is important for all teachers to have a personal growth plan with opportunities to explore and strengthen their unique passions as they seek to engage their students in order to foster critical thinking and ethical problem solving skills. The prototyping of solutions to real world problems integrates essential art and design elements and can be used in all curricular areas.  As teachers increase their awareness of how and when they might incorporate these essential skills within their curriculum, it truly takes it to a new level.

Parents and schools must be intentional as we continually strive to incorporate STEM experiences into the lives of our children. Parents can build on school based experiences by taking advantage of local opportunities such as Maker Faires, museums, and summer camps. Parents can further develop these skills by providing creative outlets for their children by exposing them to fun, hands-on, playful games.  Engineering experiences with aerospace, environmental, marine and mechanical are just a few of the exploration areas.  Even cooking with children can be a great application as well as visiting DIY.org or searching on Google for DIY STEAM projects to access a plethora of fantastic examples. LEGO’s, drones, free programming apps such as Scratch, Tynker, Daisy the Dinosaur as well as the Robot Turtles cardboard game which teaches programming fundamentals for ages 4 and up can be enjoyable educational opportunities.  

Note: Originally Published in Southern Distinction Magazine, Vol 4.5 2016

Got Grit?

As a 6^th grader at Martin’s Creek Elementary School in the mountains of North Carolina, there was nothing that I enjoyed more than playing softball. I was fortunate that our small school afforded me the opportunity to cultivate this interest during recess and PE.  I soon began spending every spare minute practicing or trying to get someone to “pass” with me. I continued to play for the next 15 years.  I commonly attribute the development of my own understanding and personal commitment to hard work and determined perseverance to the ongoing pursuit of proficiency and success on the athletic fields.  Put another way, I learned “grit.” 

Grit, or dedicated effort over the long haul, is important.  In fact, many colleges and universities are beginning to introduce “grittiness measures” in to their admission considerations.  College completion rates are at an all-time low in the United States.  Too many students, it seems, just give up when the going gets tough.  Too many of them have never been held accountable for committing to a pursuit or endeavor for an extended period of time or to putting forth the ongoing effort necessary to develop proficiency or mastery.

        

The idea that personal effort over time results in skill development is expanded in Angela Duckworth’s book Grit:  the Power of Passion and Perseverance¹. I am especially intrigued by her idea that, as parents, we can foster grit by encouraging our children to participate in at least one extra-curricular activity of their choice. She actually recommends that as soon as our children are old enough, we sign them up for at least one structured, extra-curricular activity outside of class and that we require that our children stay with it for at least a year.  In fact, Duckworth suggests we require our children to stick with a pursuit for two or more years during high school. As a social scientist and a parent she believes that kids thrive when they spend at least some part of their week doing hard things that interest them. Ballet, piano, karate, basketball or any structured activity provide two important elements that are hard to replicate in any other setting. First there is a supportive, demanding adult in charge who is not the parent.  Secondly, committed participation develops practice skills and fosters a sense of purpose and hope. Some coaches realize the importance and ask players to take Duckworth’s Grit Scale linked below to partner with students to further develop their perseverance or grit.

Duckworth shares that school can be difficult but it is not always interesting. When teens are texting their friends or watching TV, it is interesting…but it is not hard. Things like dance, acting, athletics or learning to play an instrument can be both and it provides a wonderful opportunity for challenge and intrinsic motivation. Duckworth also shares that many long-term research studies indicate that students who participate in extra-curricular activities end up with better grades, have higher self-esteem and are less likely to get in trouble.

I agree with many of Duckworth’s ideas throughout her book such as the importance of cultivating a child’s interests, developing a daily habit of challenging practice, and that connecting to a purpose beyond yourself increases happiness. The idea that learning to hope when all seems lost stuck a chord with me as well. We will all experience failure and we must learn to pick ourselves up and try again.

I can think of a number of friends, adults, and teachers in my life who have encouraged me, provided guidance or challenged my potential at critical times throughout my life.  The grit they unknowingly helped me develop along the way has served me well.  I am reminded that we, too, must all be cognizant of opportunities to invest ourselves in the lives of others.  Our children will only learn those things we decide to teach them.  It takes time.  It takes effort.  It takes grit.  Got grit?

¹Duckworth, A. (2016). Grit: The power of passion and perseverance. London: Vermillion.

²Duckworth, A. (2016). Grit Scale. Retrieved July 08, 2016, from http://angeladuckworth.com/grit-scale/ 

Note: Originally Published in Southern Distinction Magazine, Vol 4.4 2016