New Learning/Teaching Brings Challenge

Teaching a new curriculum always brings challenge.

When you're embracing a learning/teaching module for the first time, you really don't know what to expect.

Today will find me with two new learning experiences. The first is our outdoor "wilderness" exploration. I've chosen a woodsy piece of land near our school to explore rain or shine. The second new venture is modeling Khan Academy.

I'll apply what I learned earlier in the week with the STEAM lab to our first "wilderness" exploration. I'll give students time to playfully explore the plot of land before we dig in.  They are going to want to tip rocks, touch the water, shake a tree, echo, and explore the land. Rather than the constant reminder that we're here to study, I'll let this first exploration be a fun one, a time to get used to being outdoors on a drizzly, wet day. Some will have had this experience at summer camp, on a family vacation, or in their backyard, but others will not have had this experience so I'm anticipating a range of reactions.

As for the Khan Academy exercise, the modeling will take patience on behalf of some children.  Yet, last year, I skipped this lesson and found that several needed explicit instruction with the program. Hence, I'll provide explicit instruction.  All students will have a laptop on their desk. I'll be on my laptop at the front of the room using my student address.  I'll log on and they'll long on. Then I'll pretend to be a fifth grader using Khan Academy to learn. Using the SRSD approach, I'll coach myself aloud in front of the students with statements such as the following:

• I know I'm capable of learning anything I put my mind to.
• I know Khan has the tools I need to learn the material.
• I know Khan offers a process of watching a video, then trying out the new learning.
• I also know that I listen to videos best when I take notes, so I'll get some note paper and my favorite writing pens.

Then we'll all listen to the video. I'll take notes on the easel as the video plays--visual notes and written notes.  I'll encourage students to take notes too. Then I'll try the exercises. I'll show them how to use the hints and the writing pad. I'll make mistakes and learn from them.  

After the modeling, I'll let them try out the same exercise, an exercise that matches our current math focus.  I'll observe their efforts, listen to their comments, and respond accordingly.

It will be a day of new learning, and anticipating the day's challenges and efforts in a blog post helps me to wear the right clothes (today that means shoes that can get muddy, and outdoor explore wear), have the best materials ready, and most importantly, a matching mindset and attitude to start the day with.

What new learning/teaching have you recently embraced? How do you prepare for it, and grow from it?  Making the fact that the learning/teaching is new explicit for children also helps to build a community of learners and make the endeavors a shared challenge.  Let's see what happens. 

Private School Mentality in a Public School

In so many ways, I see education differently than many educators, and that's often frustrating.

Last year when I attended the Poughkeepsie Day School, I found that the school's environment, mission, and vision were much in line with my educational thoughts and beliefs.

Some may say and have inferred, why not move to a private school? And my answer is that I believe in the promise and potential public school holds for individual's lives, communities, our country, and our world. I continue to believe that a well-educated populous will lead us forward with strength and happiness.

Where do my thoughts and ideals differ?

First, I'm a big fan of personalization not one-size-fits-all. Today the local paper had a story about a one-size-fits-all initiative, and while the initiative wasn't bad, I felt it was short-sighted with regard to to the many ways students learn, and the need for more active 3-D learning rather than passive fill-in-the-bubble and swipe your finger learning.

Next, I'm a fan of quick response. Rather than waiting a year for the typical budgeting process, I'd rather see more fluid systems that can respond to research, new ideas, students' needs, and interests.

Further, I'm a fan of deep, inclusive problem analysis and transparent share--I know that the more people know and understand about an issue, current events, and plans, the better everyone will do with their work. I believe this is true in all but the utmost personal and private matters. Too often people reach for the quick fix or the way we always did it, rather than seeing structures, programs, and routines with new eyes and a sense of possibility.

After that I believe schools should resemble Google, IDEO, and other modern design studios and cozy home spaces as I think comfort matters when it comes to learning. The traditional chairs and desks send a message to students about the nature of learning and school--a message that is mostly untrue when it comes to the most potent ways to learn.

Yes, I'd like to see almost all of the old-time factory structure of schools crumble, and be replaced by child-friendly, researched-based learning environments that invigorate study, empower every child, and focus more on learning and creativity than uniform behavior.

Yet, for the time being, I'll continue to work in the evolving educational world--a world that's in some ways stuck to traditions, some that work and some that don't, and in other ways is moving forward with recognition of the new ideas, practice, and structures that cognitive science and world needs are revealing. I know the evolution will continue, yet I'd like us all to think a bit more deeply about what we're doing and why we are doing it, and make that conversation transparent. What do you think?

Big Ideas, Forging Friendships

Today's coordinate grid lesson led us to big questions such as:

• What came first, latitude or longitude or coordinate grids?
• Why do we graph grids with x, y rather than a,b,c?
• Why do video games use x, y, z, and is z the height?

We discovered the answers, and will continue to think about and discuss these questions and others.

The STEAM lab is becoming a source of rich friendship and collaboration as students problem solve and invent together--an aspect of the study that I haven't really thought a lot about, but truly a wonderful aspect for invention and creativity.

Tomorrow we'll venture into Khan Academy with some depth as we look at the ways we can use programs like Khan to independently and collaboratively learn and move ahead with knowledge, concept, and skill. I really like Khan's 5th grade coordinate grid activities so we'll start there.

At last, we found a peaceful and happy read aloud structure after changing our protocols a dozen or so times. We made a big, rug area for read aloud, and students are allowed to bring quiet writing or crafting supplies to use during the read aloud. I'll give a five minute prep-for-reading time so everyone can get ready. I'll also update the cozy chair list so it's fair for all.

The routine, protocols, and class community are taking shape--hooray!

Sometimes Silence Promotes the Best Learning

It's our responsibility to introduce students to the many,
wonderful ways to learn. 

I was a late reader.

In fact, it wasn't until third grade that I read the first book that I loved by myself.

This momentous event happened in Ms. McLaughlin's third grade class. I was seated in the third to last seat in the window row--the row next to the giant windows that overlooked our big, grassy playground. Along the windowsill, there was an array of picture books carefully displayed.  As children fooled and talked, Ms. McLaughlin reminded us that it was a silent study time--no talking.

I looked around and noticed what others were doing. My life seldom had quiet as I was the eldest child of six in a busy, small house of five children and two parents at the time. We didn't have a lot of books and we spent most of our time playing inside and outside.  After I watched the others for a while, I finally picked up one of the books on the window sill.  I started reading. It was amazing as the characters in the book were so similar to my family, and the problems were similar to problems I had too.  I read with more interest to see how these characters solved the problem.  At the time, I thought I was the only one with a problem like that.  I read and read, and my thirst for reading started.

So today as I introduced my students to the learning palette and the sometimes advantage of silence, I was reminded of that momentous learning day in wonderful Ms. McLaughlin's third grade class at Indian Hill School in Worcester, Massachusetts so many years ago.

Many Ways to Learn: A Varied Palette

Like clay, learning can be molded.

When students understand their power to lead and manage their learning, they generally respond favorably.

For example, if Sara is not attending, you may say, "Sara, I'm wondering why you're making the choice not to take advantage of this learning? What's on your mind? How can I help?"

Also as you teach, you can survey the class. Who is raising their hand? Who is taking notes? Who is asking questions? Who is extending the lesson?  How are you pointing out apt dispositions and actions related to learning, and also how are you leading the lesson to respond well to the students? What can you do to move the learning experience forward so that students are engaged, invested, and actively learning?

Today, we'll move from yesterday's exciting STEAM creativity to a more direct teaching day--we've got knowledge to explore, connect, and learn.  I'll start the lesson, by showing students the learning palette as I explain that there are many ways to learn, and one important aspect of elementary school is giving students the chance to try out all these learning "colors" so they understand how to learn while they learn.

I'll also emphasize that students will have different favorite ways to learn, but if we only learn in one way we're not helping our minds to grow with strength. Similar to cross-training for the body, learning in varied ways strengthens many parts of the brain, one's learning discipline, and readiness to learn.

Then we'll learn together.

What "colors" will you employ as you learn with your students today?