March 4

#SOL22 #4

an anti-ode

reading the headlines

“people who die from this day forward”
“will die because of you”

“nuclear plant…seized by Russian forces”

“banned access to Twitter and Facebook”
“increasingly harsh crackdown on independent”
“and critical voices in Russia”

“has no water, heat or electricity”
“running out of food”

my broken heart splinters further
that a madman has the power
to trample on innocent lives
unchecked

 

February 22

Where is the shuttlecock?

My friend and colleague Terry Elliott in habitual style has caused me to question and wonder. He and I had a Zoom “picnic” not long ago in which he gave me a brief overview of “rewilding,” and some of his process related to his own rewilding journey. He could explain it much more elegantly than I; a succinct way he describes its purpose is, “it helps me find my own and others’ blind spots, and gets me to consider walking other paths, other desire lines.”

Terry has brought his exploring mind to our “Daring Classrooms” exploration of Brené Brown’s book Dare to Lead and has challenged me to think more deeply and more broadly about the concepts we are exploring, and Brown’s take on them. In our discussion yesterday, we developed “permission slips,” and in part due to Terry’s contributions to the conversation, I realized I needed to give myself permission to question Brown’s viewpoint, and to evaluate for myself what a Daring Classroom looks like.

All of us in the Daring Classrooms discussion agreed it is easy to think “our way” is the best. I have revised and refined my practices continuously over the years, what in the business world is referred to as continuous process improvement. One danger of me conducting this work in a semi-bubble is that my perception of what is improvement is by definition incomplete. As I have modified my practices and observed positive changes in one area, I may have unwittingly created a negative change elsewhere that I am oblivious to. Therefore, I am grateful to Terry for his questioning mind that pushes me to dig deeper, reflect more meaningfully.

I am also glad Terry batted the shuttlecock to my court, as it revived a beautiful memory of my now 27-year-old son as a small child, three or four. He and I were playing badminton, and I taught him the word shuttlecock. And laughed uproariously at the shocked faces of the parents when he trotted the word out during his next badminton match with his young friends. Just as I laughed when his younger brother amazed people when he rattled off the “doubles” times tables up to 12×12 when he was three or four. You see, it’s not the kids who are limited in their learning, it is us as adults who limit what we allow them to learn.

Alright, Terry, I’m waiting with bated breath for the next volley.

January 28

Just-in-time teaching and learning

I sometimes use the term “just-in-time” in regards to teaching, especially as it applies to content. Originating in the manufacturing world, the basic idea is that materials are acquisitioned only as they are needed, so that companies don’t bear high inventory costs for materials sitting around waiting to be needed.

This concepts applies well in teaching and learning. Students of all ages learn more completely, more deeply, when they have the opportunity to immediately apply their learning. Such a situation presented itself to me this week.

Eight Meliora students are collaborating on writing a Western genre short story. Each of them is responsible for developing a character representing a single Western archetype, and for developing parts of the plot that include their character. Yes, a tall order! We have had a series of discussions, and the students have made a number of decisions as to how they are going to tackle the project.

One question that came up was regarding point of view. They decided pretty quickly that a third person point of view was the most reasonable choice. We then dove into which type of third person — close or omniscient? I realized, based on student reactions, that these were terms some of them understood, others did not. So, they received this assignment this week. It is a combination of learning about point of view, and then immediately applying it to work they are doing. I am confident this just-in-time approach to learning this concept is going to “stick” much better than if the students had a lesson as part of their grammar text and then moved on to the next lesson without a #realworld application.


Photo by Jakob Owens on Unsplash

January 21

It all comes down to #stories

I posted this on Facebook tonight, with a comment of, “#familyresemblance, my dad’s oldest brother and my youngest son.” Within seconds I had a bunch of “likes” and “loves” (and a “wow”), many of them from people whom I rarely interact with on Facebook. What caught people’s attention? Not how handsome these young men are, but the #story. Images of two young men frozen in time at similar ages, separated by nearly 80 years, yet genetically entangled enough to closely resemble each other. One who obviously spent time in the military. The other, we have no idea (yet) of he present or future, but we would like to know more. Our stories are what bind us together as humankind.

A few days ago, I was checking out at the grocery store. The clerk made a silence-filling comment we have all heard many times, about yearning for the end of her shift so she could go home. Oftentimes, I would have smiled and nodded or similarly acknowledged her comment without engaging. Instead, I responded, asked her more about her work day, and by the time we finished conversing, I knew a ton, not only about her work day but her family life, her dog, and where she lived. Why was she so open? Maybe I was the first person in the day who had actually tried to create a connection? Who showed an interest in her beyond being the person scanning items and telling me the total?

My #oneword for 2022 is #truthful, and one way I can be more truthful is by being present, being curious, actively engaging with others, reinforcing the importance of their stories.

October 25

A Bedazzled Day

It was one of those bedazzled days that needs to be pulled up from the archives periodically. In a single day, my #Meliora students:

  • Asked to take on more responsibility for their learning. Not their project work, where they already have a lot of #voice and #choice, but in learning the more basic, some would call drudgery, content related to the US Constitution and Government.
  • Offered thoughtful, practical ideas to make our Google Classroom environment function better. Not only does this demonstrate the maturity of their thinking, it shows they trust me to listen and to respect their ideas.
  • Asked to present a “surprise” at the end of class, which was a compilation of (200ish!) photos from a variety of project deep dives and outings over the span of several years. This helped all of us acknowledge our sense of isolation. By reliving some shared experiences, the students are trying to strengthen those weakened human bonds. Additionally, the new students in the class were given a glimpse into the exhilaration that comes with working together on a #project.

One of the great things about my #PBL practice is that many of my students return year-over-year. Not only does that allow me to continue to help them deepen their #criticalthinking skills, they move into a #mentorship role with new students and further develop #leadership skills.

I recognize the sharing of memories among returning students may have made the new students feel left out, not part of the club. I welcome ideas of how to bridge that gap, to ensure new students feel included.

September 3

Conversations through poetry #remix

I was touched by the reaction my #clmooc friend Sheri had to this post and to my poem of anguish, a plea for a change in our society’s approach to the events taking place. Sheri remixed my poem into this beautiful piece of art, both visual and poetic, which offers hope. My friend Kevin picked up the threads and wove them into yet another poem, furthering the tenor of hope.

My response to them and others in this conversation. Let’s continue this poem-versation!

 

Harvest is upon us,
hues saturate.
Rest is coming,
a time to reflect.

Anger, discontent
soften to conversation,
fertilize new thinking.
We hum, then sing
songs together.

We dream of renewed life,
envision new growth,
dare to share.

This fresh view ignites,
bursts into new song,
blending our voices of all colors.

Together, we plan for a new spring,
scattering seeds of peace,
renewing our promise
of vibrant life for all.

August 31

Be angry and sin not

My Christian faith compels me to process events through the eyes of Jesus. As I am blasted by the neverending news reporting of the civil unrest taking place in the United States, I am crushed with sadness. Everyone has a position, and many positions are hostile and confrontational; “Kill the pigs!,” “He was a criminal,” “we need Law and Order!”

As I think of what is recorded in the Bible about Jesus’ life, I am reminded that he taught love, gentleness, grace and mercy. He regularly spent time with the outcasts of society, those crippled, maimed, adulterers. The only times he showed anger were in his judgment of the religious leaders who were using the Law of Moses as an excuse to be harsh, dispassionate and as a money grab.

What if we applied Jesus’ teachings to our everyday life? What if we spoke with kindness rather than condemnation? What if we truly tried to see people’s lives through a filter of grace? What if we learned to “love your enemies and pray for those who persecute you?”

As rage, distrust and violence has swirled around me, Ephesians 4:26 has come to my mind often, “Be angry and sin not.” We should be angry when injustice happens. Instead of responding in kind, we need to respond with love and compassion, and seek justice and peace. 

If enough of us apply Jesus’ teachings, we will be able to attain what is said in Isaiah 2:4, “they shall beat their swords into plowshares, and their spears into pruning hooks; nation shall not lift up sword against nation, neither shall they learn war anymore.” That is my deepest wish.

Be angry and sin not

Say his name
sketch his likeness
tell all the world
how much you miss him.

Not everyone accepts
acts of destruction
as cries of anguish
craving to be heard.

I seek to understand,
to enter in to your pain,
to offer a safe place
for you to lament.

I am bruised
from all the anger.
Voices of all colors
loudly talking
and not listening.

I implore you!
Let us beat swords
into plowshares,
together sow fields of peace,
and rejoice in the harvest.

 

April 26

#PBL as a #process within a #framework

Recently, a team of five #Meliora students uploaded a newly refined version of their history fair project. Next week, they will be competing at Illinois History Day, the last step in their quest to qualify as national contestants.

National History Day (#NHD) provides a good example of the Project-Based Learning (#PBL) #process and #lifecycle. Students are first challenged at a local/school level to create a project, within a specified #framework. As pointed out in the High Quality Project Based Learning Framework, and by John Spencer, high-quality PBL is not a free-for-all, but rather #learnercentered work conducted within the boundaries of a defined structure.

The NHD project framework consists of the following specific criteria:

  1. Must strongly incorporate the annual #theme (the 2018-2019 theme is “Triumph & Tragedy in History”).
  2. A choice of five categories: paper; exhibit; performance; documentary; or website. This variety offers students abundant #voice and #choice in the product they create. Ultimately, the product serves as their primary #evidence of #learning.
  3. Constraints for each project category. For example, documentaries cannot exceed ten minutes in length. Conversely, they should not be much less than ten minutes long, (an unspoken rule) because if students cannot find ten minutes of evidence to support their argument, it suggests they have not looked into their topic deeply enough.
  4. Supplementary documentation, including an annotated bibliography and a process (#reflection) paper.
  5. #Public #presentation (#communication) before a panel of judges at each level of competition. The judges use identical evaluation criteria for each category of project, focusing on the clarity and strength of the argument the students develop in defense of their thesis statement.

Nearly every discipline uses a framework or blueprint for their creative work, it’s a writer’s workshop structure, an engineering process, the scientific method, or a design thinking framework. ~ John Spencer

Students have complete voice and choice in the topic they explore, as long as their thesis and argument fit within the framework. In past years, Meliora students have explored topics as diverse as “The Tucker Torpedo,” Women’s Suffrage, Michael Jordan (national contender) and Soul Train (national contender). The topics chosen reflect the students’ interests, while at the same time requiring them to conduct thorough research.

In many cases, the students started their journey with superficial knowledge. As they dug deeper, their knowledge and critical analysis expanded. Not only did they learn more about their chosen topic, but more importantly (shhhhh, don’t tell them), they developed a much deeper understanding of the historical context, content, and relevance.

In my role as #facilitator, I did not “teach” them about their topic. Rather, I asked them many open-ended questions: “Why did [event] happen?” “What else was happening in the [country, world] at the time?” “What was life like at that time?” “How do you know?” I also helped them locate resources, and persistently asked them to use proper research methods.

This year, the most significant #mindset growth this team made was arguably related to an interview they conducted. That one 20-minute activity (plus the preparation work) exponentially boosted their confidence and their belief that they have significance, not only in the teen world, but also the adult world.

As I also write here, students who participate in National History Day create multiple #iterations of their product, refining their work between each level of competition. Since the project framework remains constant, they invariably are faced with making tough decisions as to which evidence is most relevant to their thesis argument. There is frequent anguish as they remove a favorite quote or an image they love, even as they recognize that a particular element is less important than others they need to include.

This refinement process is an excellent tool for helping the students develop #criticalthinking skills. When they are struggling to make decisions and ask my advice, my standard response is, “In what way does it support your thesis?” Often accompanied by sighs and groans, they make the correct decision.

This is the documentary going to competition next week:

For the truly dedicated, here is the team’s first version:

April 23

Intersections of poetry & improv

My friend Kim recently wrote about how she and her students were writing poems using inspiration from three words provided by the students. She describes how in the first iteration, the poems were very literal in their interpretation. Kim then worked with the students to brainstorm imagery related to the words. Finally, she challenged them (and herself) to write a poem using the three words without the poem being about any of the words. As she understates, “[t]his was much more difficult!”

Kim’s observations parallel the learning process of improv, a new-ish endeavor of mine. At the beginning of a set, the performers typically ask the audience to provide one or more words that are then used as inspiration for creating scenes and story lines. Just as Kim describes, emerging players often create scenes that stick close to the literal words, whereas more experienced players use them truly as inspiration and wander much further afield in associations and connections. As a result, their scenes are richer and more satisfying, to both the performers and the audience.

Developing any new competence takes time, practice, encouragement and constructive feedback. I’m fortunate to be learning to perform improv at a studio which swarms with supportive, encouraging instructors and fellow performers. This nurturing environment is part of the culture, fostered by the owner and artistic director.

In our schools, we have the same opportunity, and responsibility, to develop and sustain a culture which encourages students to grow into their full potential.

 

April 5

Evidence, always need evidence

Earlier this week, a group of five #Meliora students finished revising their National History Day (NHD) documentary project in preparation for the next level of competition. NHD projects essentially consist of developing and defending a thesis, a difficult cognitive task for the middle- and high-school students who enter this contest each year. At each level of competition, the students present their project before a panel of judges, who evaluate and provide feedback on the solidity of their thesis argument. Those projects with the most persuasive defense are the ones which advance to the next level.

In the recent competition, my students received feedback that their selection of secondary sources was narrow and limited. The judges knew this because as part of the NHD framework students are required to create an annotated bibliography of their sources.

As I supported them in learning how to more effectively dig through (online) newspaper and other archives, one of the students commented, “we don’t need this article, because we already have this information.” Which prompted me to loop back to earlier in the year, when we discussed reliability of evidence, how we must find multiple sources that support facts or a certain interpretation in order to consider it reliable. We work on #digitalliteracy as we talk about the kinds of digital sources that are generally more reliable, with the understanding that even those must be substantiated.

During the revision process, the students also made some claims I was skeptical of as they developed their historical context. So, I did a little research of my own and presented my evidence, which clashed with their claims. Then I asked them to sort out what they thought the most valid interpretation was.

This experience coincided with my reading of a recent MindShift article on how students are unable to evaluate the credibility of what they read online. The percentages are staggering; 82% of middle schoolers in a 2016 study were unable to tell the difference between an online ad and a news article. Even more frightening is that 59% of adults in a 2014 study couldn’t tell the difference either.

As Sam Wineburg, Stanford University professor states, “rather than teaching them [history lessons] as rules or things fixed in time or set in amber, these are precisely the kinds of things that are worthy of debate.” In Meliora history classes, every topic is open to discussion. I impress upon my students that I am not the “expert,” that they are welcome to challenge any claim I make… as long as they have evidence. As we ask our students “why?” and “how do you know?” during these kinds of discussions, we are helping them develop their #criticalthinking skills.

For the curious, the Meliora documentary project currently in competition can be viewed here.