When In The Midst of Teaching You Know The Learning is Big

Friday I was working with my elective group- 8 students...7 from fourth grade and 1 from fifth grade all wanting to be on the CCS Lower School Tech Team. These 8 kids are awesome. They are smart, witty, creative, and self-motivated. It's an easy group to be with and enjoy.

Friday brought a smile to my face that hasn't gone away (despite the fact I whacked out my back getting out of the floor when working with 2 of them and haven't recovered yet)! You know that moment as a teacher when you are working with a group but you are also listening in and scanning the room to make sure everything is going as planned? It's an innate teacher sense...that ability to know what is going on even when you are fully immersed in the conversation at hand. I had 4 different things going on in the room at one time. One student was creating an instructional video on how to use Ozobots, two young ladies were creating a maze out of cardboard to look like the Titanic, I was introducing two other gentlemen to the Sphero SPRK+ robot, while I overheard three other gentlemen troubleshooting a Makey Makey to turn it into a piano. It was in that moment that I found the smile that I can't let go of. Each group was gleefully working together to create an Ocean-themed Escape Room experience for their teachers using STEM tools. Students were on task, active learning was happening and leaders were emerging.

As a rule, I tend to be a "finish what you started" type teacher. If a student picks something to learn, do, read, etc I encourage them to give it a complete chance. I don't force it, but I strongly suggest it (and this might even look like guilting them but that isn't my intention and I try not to push it that far).

We meet for 45 minutes on Friday afternoon for one quarter. Friday, we all had our plans we had been working on and all of a sudden some kids wanted to switch what they were doing. I let them. I was even surprised at myself. One student even said, "but what about the Scratch thing? Who is going to do that?" My answer was, "We will get to it if we get to it." (If there had been a mirror I probably would have looked into it to see who that was speaking). But here is what I learned from being flexible on Friday...

This is an elective. There is no grade and no sense of WE HAVE TO COMPLETE THIS IN ORDER TO GET THROUGH THE PACING GUIDE. These students chose to be with me. I don't take that lightly. I want them to enjoy this process. In fact, the lone fifth grader really didn't want to be in there after he realized he was the only fifth grader but since he had an injured foot, none of the other electives were really a good fit for him. He stuck with it, and I chose to empower him because of that.  In fact, I just sent an email to him and cc'd his mom because of what happened Friday. I'm even going to leave his name in here for you because I'm just so stinking proud of him:

Noah,

I want to thank you for sticking it out on the tech team elective. I know you were a bit disappointed because you were the only fifth grader that got that elective but I want you to see what I see because of you...

You are a leader. Friday when you were working with those other fourth grade boys they were listening to you intently and you were teaching them about the Makey Makey. It was an amazing moment for me. I love seeing students teaching other students! Because those fourth grade boys look up to you, they were 100% into learning more about the Makey Makey. I couldn't be everywhere in the room at one time but I tend to listen in to everyone's conversation. At one point I heard you troubleshooting and saying "Oh wait, she said we could use the metal on a pencil." Your hands-on approach to figuring the issue out without a teacher's help is just what I like education to be like. You have an inquisitive nature that will serve you well in life...especially since you have such a teachable spirit. 

Thank you Noah for being you. You have risen to become my "right hand man" in this group and I appreciate that about you. I've sent this to your mom as well because mommas always like to know that other people see how amazing their kids are too!

Mrs. Davis 

So I guess I am sharing this for 3 reasons:

1. To suggest that you get out of your own way at times. Who I am as a person and teacher often thinks that one of the most important things to teach is perseverance. Friday, I let that part of me take second place and what I saw caused smiles. You are never too old to learn. Here I am at age 49 and I decided because this was an elective I would be more flexible in the plan. 
2. When students get to choose their learning, they are engaged. I had a plan and we will still get there but the truth is, allowing my students to adjust and switch made for one of the biggest edu-smiles I've had in a long time. 
3. Know your students. I have some really strong-willed guys in this group but instead of forcing them into a box to finish this process, I've let them each flourish in a way that they both enjoy and are successful at doing. For one kid, it's allowing him to do his thing by himself. For another, it's letting him become a leader, for two girls it's allowing them to be together, for other students it's pairing them based on their skills. That can't happen if you don't know your students gifts and talents. It often takes a while to see what they are. Once you do, don't stick to your grouping guns just because that's where you started, be willing to help each student shine!

What kind of PD makes teachers smile? And on Saturday? EDCAMP

Year five of Edcamp GigCity is in the books. It was in a fabulous location- Red Bank Middle School in Chattanooga, TN- and it had fabulous attendees. According to the feedback form most left as very happy campers! (pun intended).

Things I learned:

• Oops on the schedule. We accidentally used the schedule from 2 years ago instead of last year so the sign up said 9-2 but the day was laid out as 9-3. We also had adjusted times down to 45 minutes last year but the old schedule had the sessions at an hour. Our bad! We apologize for that oversight and promise it won't happen again.
• Many hands make the burden light. WOW! What an amazing organizing committee we had this year. Being the lead for the last 3 years, I am finally learning how to delegate and trust the team. I was not disappointed. Sure am thankful for a wonderful group of fellow educators. What many people probably don't know is that this is all volunteer led and run, and Edcamp Gigcity is unique in that the organizers represent higher ed, lower ed, public, and private school sectors. I love that about our edcamp! This uniqueness opens the door for collaborative thinking way beyond the walls of the school house, the district, and even the city! I can't even begin to say how much I appreciate the following organizers that planned along with me this year:
• Dr. Karen Adsit, Education Professor at The University of Tennessee of Chattanooga
• Greg Bagby, Principal at Barger Academy
• Jim David, STEM School administrator 
• Kimberly Elbakidze, Computer Science Instructor at Red Bank Middle School
• Evonne Hackett, Technology Teacher at Lakeview Middle School
• Julie King, Middle School Librarian at The Baylor School
• Arthur Williams, K-5 Instructional Technologist at Lakeside Academy
• We need to make sure we explain how edcamps work a little better for new attendees. Often people are a bit overwhelmed by the "no presenters" and "rule of 2 feet" if it is their first edcamp. We need to make sure we provide more insight on how edcamps got started and why it is so organic in nature.  
• The EdCamp philosophy makes people smile. All day long I watched as people moved around from room to room at EdCamp Gigcity with smiles on their faces. I couldn't help but ask myself, "Is this what you see when you lead PD at school?" And I answered myself (because I'm weird like that) "Not usually." So why do educators like edcamps? I have 3 theories:
• Choice- Educators are at least college graduates and sometimes/often even have advanced degrees...they love Edcamps because they get to choose what they learn about instead of being forced into a PD that may or may not interest, help, or pertain to them. 
• Voice- Educators get to ask questions and share their concerns and fears in a safe non-threatening environment. The beauty of our edcamp is that it isn't "district led" so the voices they are in a room with aren't necessarily the ones they usually hear from so it adds a freedom to learn from others. The value of being heard is important to everyone, the nature of edcamps is active participation no matter what your level of understanding. 
• Free- The event is free, the food is free, and the door prizes are both awesome and free. How does that make an educator feel? VALUED. For some educators, they rarely have the opportunity to learn outside of their school building because of cost or time. Edcamps show teachers that they are appreciated and important by creating platforms for them to learn without other things hanging over them- like lesson plans for subs and money.
• Being an #EdcampGigCity organizer make me a more connected educator. This is year five of our edcamp and every year I walk away with new edufriendships, knowledge, and ideas that I know I have a safety net for if I have more questions. Like all conferences, you get what you put into it. Allowing yourself to connect with others and hear what other schools and districts are doing brings value back to yourself and your school/district. I'm thankful for the opportunity to connect in such a big way to the Chattanooga are. #CHAedu

When Fifth Graders Make Websites For Fun

Today our lower school principal sent me a text that said "Some fifth graders have something they want to show you." I was intrigued but also a little nervous. After I made it to the office I was given a slip of paper with a web address on it: https://sites.google.com/view/lava-studios-comics/la-va. There are times in your life you are just so proud and blown away by students and in this case I had absolutely NOTHING to do with this. Five of our students created a website to host comic strips they have created in their free time. I was so impressed that I interviewed two of the students (Aiden and Brody) this afternoon on what they had done:

Being a preK-12th grade school, we are currently working to create a profile for the technology skills we want a graduate to have. This endeavor that these students took on that wasn't even part of their curriculum is a prime example that we are no longer teaching the same type of students we have in the past! These students used classical art skills and creative writing skills and turned them into a contemporary format. 

When I look at the major headings of technology skills we are wanting a graduate to have I look at the why, how, and what these 5 fifth graders have created and I can't help but want to put a check mark by everything. And lets not loose sight of the fact that this was all because they wanted to! If you listen to their video you see we not only have innovators but also potential entrepreneurs on our hands. To see today's young students using technology creatively as positive digital stewards in a globally reachable world makes my heart happy. I helped them think about some digital safety measures they might want to take and they have already made those changes. Why? Because it's what they WANT to do with their free time. 

Read the following goals we are currently working on for technology integration student standards (that have been adapted from the ISTE Student Standards) and see what you think these students have accomplished:

CCS Technology Integration Standards for Students

1. Empowered Learner

As truth seekers students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning modalities.

2. Digital Stewards

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and God honoring.

3. Knowledge Constructor

Students critically curate with responsibility and discernment a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions with integrity.

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

7. Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively as Christ-centered critical thinkers.

Comparison of Teachers vs. Students

         

Oftentimes I hear teachers complain that they don't have time to learn a new software platform, research new techniques, create lesson plans to meet the needs of a wider variety of students. I hear it and I respect it but I started thinking about the differences between a teacher's school year and a student's. Are we as educators respecting our students concerns? Bear with me.

Every year a student starts the school year not knowing what their teachers will be like, not knowing their learning styles will match the way the teacher teaches, not knowing what technology abilities the teacher will expect, not knowing how the dynamics of their classmates will affect their learning.

Every year teachers wonder what this group of kids will be like, how much time they will have to spend on classroom procedures before the students understand their expectations, how to freshen up certain lesson plans, wondering if students will test well and progress well in the curriculum.

Teachers and students each have stressful expectations placed on them. It's no wonder the night before school starts each year teachers and students alike often have a sleepless night due to excitement and worries. I look at the list for teachers and I think of how technology can aid some of the burden through efficiencies (because that's what I do). But I'll be honest, as an educator, when I look at the following bullets I see the conformity needed for students to varied teacher whims being much harder than the teacher's expectations. I also look at this list and see more and more reason why personalization of education, voice and choice, and freedom to critically think are so valued by today's students. Take a look and see what you think:

MIDDLE AND HIGH  SCHOOL TEACHERS

           

• Spend the day teaching in the subject area that they chose as something that is interesting to them
• Teach 1-3 different preps in a day usually within the same overarching curriculum
• Are confident about the things they teach because they are “degreed” in the subject matter
• Set the tone and expectations of their classroom based on their likes and dislikes
• Decide how they will teach the curriculum (for the most part)
• Usually have 1-2 periods off in a day
• Have family and/or coaching expectations after a full days work
• Have grading of the work of many to accomplish in a timely manner
• Are reviewed by their administration 1-8 times a school year.

• Have various meetings that pull them out of the classroom teaching time or take away from their planning periods

• Have a responsibility to students, administrators, parents, and constituency

MIDDLE AND HIGH SCHOOL STUDENTS

• Spend the day in 30 min to 1 hour 20 min segments of time (depending on bell schedule)  in varied topics of interest to them
• Have 4-7 preps in a day within varied subject matter curriculums and homework coming at them daily from any of those subjects
• In a constant state of learning and acquiring skills in those subject matters with varied levels of confidence
• Restricted to rules and regulations from each instructor they visit each day that may vary tremendously based on the instructor and/or subject matter.
• Must learn in each subject area based on the way the instructor teaches them.
• May or may not have a study hall or break throughout the day
• Have sports/arts/job/family expectations after a full day of school
• Have homework to accomplish in a timely manner (often with one day’s notice of being due)
• Are reviewed through formative and summative assessments on a regular basis throughout the school year
• Have consistent expectations of a day except for a few special days/activities throughout the school year
• Have a responsibility to students, administrators, parents, and constituency

Did we win?

Today as the elementary school ended its  field day with the ever famous grade level four way tug-of-war, like always I played my obligatory role of chief encourager of a team. This year it was team green... As each grade stepped up to the four-way rope and pulled their hardest I yelled "let's go green machines!" "You can do it!" "Dig in" etc. and inevitably my team didn't win and I sent team green back to their seats with high fives, "great jobs" and "it was so close!"...And then the fifth grade came. They pulled with all their might and they are actually experts at this because they have been doing it for years now. They came with gloves on, a plan of attack, and a thirst for victory. At one point it was so close to a victory for my beloved green team but alas when the whistle blew there was a pile of green on top of each other and two kids looked up at me and said "did we win?" I said, "No, I'm not sure who won but it wasn't us." To which one girl replied "WOW, IT REALLY FELT LIKE WE WON. I REALLY THOUGHT WE HAD."

I've been thinking on that all day. She was trying so hard, was so caught up in the moment it felt like she had won. And truthfully I was so caught up in the moment of encouraging those green machine kids I wasn't sure who had won.  Isn't this what learning should look like all the time? Students so caught up in the process that they may not even realize the end result when it happens? And teachers so caught up in their students that the end results are really superfluous to the path itself? 

I find myself being more and more challenged to create learning environments like that. As I study the value of formative assessments over summative assessments, competency based learning, personalization, and student voice and choice I imagine students so caught up in the learning all else fades away. I imagine driven behaviors because students are excited about what's before them. Is this a bunny dream world? Maybe a little, but I believe schools are not around for grown ups to have jobs but for kids to learn and succeed. If that's our first priority, what might happen?