How much does that issue weigh?
How much does it weigh in time?
How much does it weigh in personnel?
How much does it weigh in impact?
We can travel multiple paths in education. We can embark on numerous paths of innovation, investigation, and change. Yet, time, personnel, and support is limited. Hence, we have to make choices about what paths are most important and profitable when it comes to the vision and mission of the work we do.
Taking on a heavy issue with limited time, personnel, and support has the potential to fail. Yet, determining that a heavy issue is worth the time, personnel, and support necessary will create a viable path to the issue's efforts and work.
Prior to embarking on any educational path, it's important to chart the course, determine the needs, and make a plan. When invited to partake in an issue discussion or effort, it's okay to ask for details about purpose, time lines, and supports in place. Once you have those answers, you'll be better able to assess how much energy the issue is worth, and the potential the issue holds.
Determining issue weight and impact prior to discussion and effort is an important first step in any endeavor. Assessing the weight and impact on the other end of the effort is similarly important.
The work up front is essential to charting a path to success.
Wednesday, May 29, 2013
What Matters to Children?
There are many competing interests in schools, but the one we must focus on is the children. What do they want? What do they need?
That's not to say that the other matters in schools aren't important, but at the end of the year when you're a bit tired, it's possible to put the other matters on hold while students own the energy left.
With that in mind, what do my students need right now?
First, they need to work through the research project's tough part--finding the best facts in the sea of information that exists. I'll have meeting after meeting to help children discern which facts are accurate, and which information is important for the projects. Following the research, students will embark on multiple presentation paths.
Next, it's time to engage in the many end-of-the-year celebrations including a field trip, field day, instrumental concerts, class games, and picnics.
After that, there needs to be time to rest during the hot days in a a room without air conditioning. Read aloud on the rug is perfect for those moments. We have one book to finish (Wonder) and another one to start and finish (The One and Only Ivan).
Then, time for play. I rarely give extra recess at the start of the year. Instead I save those minutes for the end of the year when I know a few extra minutes of play serves to fuel students' energy for end-of-the-year project/skill study.
There's 19 school days left--19 days to teach children with care. That's the main focus.
That's not to say that the other matters in schools aren't important, but at the end of the year when you're a bit tired, it's possible to put the other matters on hold while students own the energy left.
With that in mind, what do my students need right now?
First, they need to work through the research project's tough part--finding the best facts in the sea of information that exists. I'll have meeting after meeting to help children discern which facts are accurate, and which information is important for the projects. Following the research, students will embark on multiple presentation paths.
Next, it's time to engage in the many end-of-the-year celebrations including a field trip, field day, instrumental concerts, class games, and picnics.
After that, there needs to be time to rest during the hot days in a a room without air conditioning. Read aloud on the rug is perfect for those moments. We have one book to finish (Wonder) and another one to start and finish (The One and Only Ivan).
Then, time for play. I rarely give extra recess at the start of the year. Instead I save those minutes for the end of the year when I know a few extra minutes of play serves to fuel students' energy for end-of-the-year project/skill study.
There's 19 school days left--19 days to teach children with care. That's the main focus.
Tuesday, May 28, 2013
PLC Norms?
What norms support positive, professional conversation and debate?
How can norms ensure that everyone is heard?
What is the optimal size in breadth and depth of an issue to take on in an hours' time?
What kinds of prep, communication, and planning are expected when it comes to problem analysis and debate?
What issues take priority? Who chooses the agenda?
What issues underly decisions and discourse? Who is responsible for the decisions made?
Soon, our PLC will revisit norms.
That's a challenge for me. Since my earliest days, I've had a lot to say. I read, think, and write a lot. I make the time to think deeply and carefully about decisions. In college, I devised the a..b...z response where I never responded if it was an "a/b question--one with a predictable response" and always waited for the "z response--the answer that demanded a risk and a lot of thought." That was my way of limiting my responses, not taking over.
At PLC's I've tried many approaches, all unsuccessful. It takes great patience for me for multiple reasons. Hence, now it's time to reset the norms mostly to remind me to wait my turn, not interrupt, sit quietly, and listen. The challenge lies in the fact that all decisions made at the table affect my daily work with students. All of the decisions directly impact the classroom teacher, and even little decisions made quickly or without sufficient thought can mean less time for the good work possible with children. Hence it's difficult to just sit by and listen without input.
I frankly share this dilemma as I believe there are many out there that will have advice for learners and thinkers like me. I'm not always right. I don't know it all. I look forward to challenge and debate, yet it's time to face the facts, similar to the classroom discussions and debates, there's limited time and everyone wants a voice at the table.
How do we make time for everyone's voice? How do we choose, prepare for, debate, and make decisions about issues that matter--issues that affect teaching children well?
Addition 1/2/15
Since writing this post, I've determined that the process makes the difference. Well thought out process creates positive avenues for deliberation and share. Our PLC this year has used a number of successful strategies in this regard. Further the ideas set forth with regard principled negotiation have positive promise for PLCs.
How can norms ensure that everyone is heard?
What is the optimal size in breadth and depth of an issue to take on in an hours' time?
What kinds of prep, communication, and planning are expected when it comes to problem analysis and debate?
What issues take priority? Who chooses the agenda?
What issues underly decisions and discourse? Who is responsible for the decisions made?
Soon, our PLC will revisit norms.
That's a challenge for me. Since my earliest days, I've had a lot to say. I read, think, and write a lot. I make the time to think deeply and carefully about decisions. In college, I devised the a..b...z response where I never responded if it was an "a/b question--one with a predictable response" and always waited for the "z response--the answer that demanded a risk and a lot of thought." That was my way of limiting my responses, not taking over.
At PLC's I've tried many approaches, all unsuccessful. It takes great patience for me for multiple reasons. Hence, now it's time to reset the norms mostly to remind me to wait my turn, not interrupt, sit quietly, and listen. The challenge lies in the fact that all decisions made at the table affect my daily work with students. All of the decisions directly impact the classroom teacher, and even little decisions made quickly or without sufficient thought can mean less time for the good work possible with children. Hence it's difficult to just sit by and listen without input.
I frankly share this dilemma as I believe there are many out there that will have advice for learners and thinkers like me. I'm not always right. I don't know it all. I look forward to challenge and debate, yet it's time to face the facts, similar to the classroom discussions and debates, there's limited time and everyone wants a voice at the table.
How do we make time for everyone's voice? How do we choose, prepare for, debate, and make decisions about issues that matter--issues that affect teaching children well?
Addition 1/2/15
Since writing this post, I've determined that the process makes the difference. Well thought out process creates positive avenues for deliberation and share. Our PLC this year has used a number of successful strategies in this regard. Further the ideas set forth with regard principled negotiation have positive promise for PLCs.
Weathering the Storm of Innovation, Change, and Growth
Innovation, change, and growth can result in disruption--storms of new ideas, practice, and results. Change is met with a myriad of emotion, response, and actions. Some passions flame while others diminish--it's not a simple, predictable path, but I believe it is a path worth the effort.
How does one travel the path of change with both respect and effect? How does one differentiate between debate, disagreement, and disrespect? When is a question pointed, targeted, and positive, and when is a question deemed inhospitable or aggressive? What sense of urgency should fuel your journey?
The unpredictable, and sometimes stormy path of innovation and change can sometimes deter professionals from taking that path. Is there a way to make innovation and change less disruptive and more inviting for all? What protocols lead growth and change with positivity? What is the focus for changing patterns, innovative ideas, and new strategies?
Moving old systems like schools ahead may be more arduous than moving a start-up forward. Old systems can be mired in traditions too steep to change. Making the distinction between classic, formidable traditions, and traditions that simply survive due to age is imperative. What's old might make a strong foundation, but what's old might also serve to impede apt progress.
As I think about the year and the many changes we embarked on to teach children well, I've learned a lot. I can't say that I've learned so much that I now understand how to navigate a path of new practice without error, emotion, or surprise. If you know that secret, please let me know. In the end though, my intent has been focused on serving children well with best practice, and I'm always open to debate, honesty, and discussion when it comes to that topic as we weather the storms of innovation, change, and growth.
How does one travel the path of change with both respect and effect? How does one differentiate between debate, disagreement, and disrespect? When is a question pointed, targeted, and positive, and when is a question deemed inhospitable or aggressive? What sense of urgency should fuel your journey?
The unpredictable, and sometimes stormy path of innovation and change can sometimes deter professionals from taking that path. Is there a way to make innovation and change less disruptive and more inviting for all? What protocols lead growth and change with positivity? What is the focus for changing patterns, innovative ideas, and new strategies?
Moving old systems like schools ahead may be more arduous than moving a start-up forward. Old systems can be mired in traditions too steep to change. Making the distinction between classic, formidable traditions, and traditions that simply survive due to age is imperative. What's old might make a strong foundation, but what's old might also serve to impede apt progress.
As I think about the year and the many changes we embarked on to teach children well, I've learned a lot. I can't say that I've learned so much that I now understand how to navigate a path of new practice without error, emotion, or surprise. If you know that secret, please let me know. In the end though, my intent has been focused on serving children well with best practice, and I'm always open to debate, honesty, and discussion when it comes to that topic as we weather the storms of innovation, change, and growth.
Scope and Sequence Meeting: Purpose
Today, I'm attending the first of two scope and sequence meetings. Today we'll review the math scope and sequence.
Is a scope and sequence document an important tool?
I believe that having a "loose-tight" scope and sequence is essential for a working team. At the elementary level our aim is to provide students with a strong foundation of concept, knowledge, and skill. Our new standards provide us with a guiding sequence of concepts, knowledge, and skill--essential standards for life-long learning. If we share a "loose-tight" plan for teaching the standards, we will be better able to implement strategies and schedules to share materials, craft, and approach. "Loose-tight" is important because we are teaching students first, and they might need more or less time with varying standards.
Why a spring scope and sequence meeting?
Teachers often do a lot of reading and thinking over the summer months. Creating, refining, or reviewing a scope and sequence plan in the spring gives teachers a document to digest and develop over the summer months with reading, research, and study.
Is a scope and sequence only standards-based?
It is essential that the standards are embedded in the scope and sequence, but the scope and sequence should not reflect the grade-level standards alone as there needs to be room for remediation and enrichment. Also, when possible, the standards should be embedded into worthy learning design that reflects students' interests, the learning community's needs, and context.
Is the scope and sequence a working document?
The scope and sequence should be seen as a working document rather than a static piece of information. The changing learning landscape, tools, and efforts will impact the scope and sequence regularly. Hence, the scope and sequence is a guide not a rule.
As I listen to the participants describe and explain the scope and sequence priorities and parts today, I'll take lots of notes. I hope to mostly note the resources available to teach each standard. I will be thinking about the diversity of students too, and how we can meet the needs of all. Further, I'll note areas where I can strengthen my repertoire and effect with regard to mathematical understanding and teaching.
I'm delighted that our system put aside the time to discuss and create a guiding scope and sequence. I look forward to the learning and collegiality ahead.
Is a scope and sequence document an important tool?
I believe that having a "loose-tight" scope and sequence is essential for a working team. At the elementary level our aim is to provide students with a strong foundation of concept, knowledge, and skill. Our new standards provide us with a guiding sequence of concepts, knowledge, and skill--essential standards for life-long learning. If we share a "loose-tight" plan for teaching the standards, we will be better able to implement strategies and schedules to share materials, craft, and approach. "Loose-tight" is important because we are teaching students first, and they might need more or less time with varying standards.
Why a spring scope and sequence meeting?
Teachers often do a lot of reading and thinking over the summer months. Creating, refining, or reviewing a scope and sequence plan in the spring gives teachers a document to digest and develop over the summer months with reading, research, and study.
Is a scope and sequence only standards-based?
It is essential that the standards are embedded in the scope and sequence, but the scope and sequence should not reflect the grade-level standards alone as there needs to be room for remediation and enrichment. Also, when possible, the standards should be embedded into worthy learning design that reflects students' interests, the learning community's needs, and context.
Is the scope and sequence a working document?
The scope and sequence should be seen as a working document rather than a static piece of information. The changing learning landscape, tools, and efforts will impact the scope and sequence regularly. Hence, the scope and sequence is a guide not a rule.
As I listen to the participants describe and explain the scope and sequence priorities and parts today, I'll take lots of notes. I hope to mostly note the resources available to teach each standard. I will be thinking about the diversity of students too, and how we can meet the needs of all. Further, I'll note areas where I can strengthen my repertoire and effect with regard to mathematical understanding and teaching.
I'm delighted that our system put aside the time to discuss and create a guiding scope and sequence. I look forward to the learning and collegiality ahead.
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