Classroom Design: Children Speak

I quickly rearranged desks for better listening.  Students arrived and immediately proposed a plan for change.  I listened, and through a process of negotiation we changed the arrangement.  I told them that the key to the change was that they didn't just complain, instead they came to me with a plan for change.  Then I went on to share the research I've been doing related to classroom design both on my own and at Educon.

They became very excited and wanted to voice their opinion and ideas.  Therefore, I decided that we'd spend some time working as individuals or teams creating and proposing changes related to current learning and classroom design so that all students can learn well.  I framed the discussion with the "needs, wants, and desires" framework.

For about an hour, students worked with laptops at tables, on the rug and at desks discussing, researching and writing about optimal design.  They posted their thoughts on our closed classroom social network, NING, in forum discussions.  Take a look at what 10-year olds proposed below.  I welcome your response and comments, and will share that information with students as we continue to explore design for optimal educational effect.

Team AAY

Needs:

• More new books because I love reading.
• More reading time because I have a lot of books and little time.
• More story writing time (fiction) because I have a lot of fantasy ideas.
• More erasers because people don't have any.
• More time to do projects, that way we finish more work, and more edit until it's finished. 

Wants

• Free time when we can eat for ten to twenty minutes because we like playing with our friends at recess.
• Choice of indoor or outdoor recess because we like to stay inside when we have the computers.
• No-sound reading chair because I think it might be cool.
• More Goddess Girl books because I love that series.
• More free computer time because sometimes we need a break on computers.
• Bigger desks because we could keep more stuff in it like books, folders and supplies. 

Team ET

• 

Tamira and Elissa desire this classroom/ because we think it will be a comfortable learning place.

We think this will be a great way for people to learn.

Fun way for reading and it is good for people that like to read to block out the noise.

Other: 

• Vending machine for people that don't have any thing to drink or eat for snack
• Outside 40'X60'X18' / 2 3/8" Domed Truss

Team LHLK

Need:

1. A clean classroom.
2. More reading time.
3. More computer time.
4. More beanbags because people wouldn't have to wait.
5. Better chairs and desk because are desk are boiring.

Want:

1. More recess.
2. More gym.
3. Fun projects.
4. Fun activities.
5. Paint the room with bright colors because the room is dull.
6. More games.

Desire:

Can we take away the wall in the back of the room because it doesn't look good, and I wan't to have more beanbags and the things Ms.Devlin showed us because I want a comfy place to read and we don't have to wait so long to get the beanbags. Take away the blower because the blower makes a lot of noise. Eating outside because the lunch room can be hot and noisy. 

Team SJN

I THINK WE NEED: MORE CALM DOWN COOL DOWNS because then if everyday we got calm-down-cool-downs then maybe we won't be as not-listening.

I WANT: MORE RECESS because I dont think we get enough recess.

I DESIRE: BETTER CHAIRS so we can be more comfortable.

THANK YOU!!!!!

I think that we should have more recess.  We should have more recess because some kids come in with more energy than teachers expect and start fooling. Then they end up in the office.

I think we should have healthy vending machines.  We should have vending machines because some kids forget their snack or some kids might get hungry.

I think we should have bigger, better lunch meals.

I think we should have sales to raise money for the items.

• One of my desires is that everyone should have a bigger desk because some of the taller kidslike me get a bit uncomfortable on the small desks because our legs get bent or crossed.
• I also desire that we should get the chairs that block the sound because you can be annoyed and get into an argument and you could get less reading time and I know how much this class likes to read. 
• I think we need to have more recess because we get more riled up when we don't have a lot. 
• I want a time of day where we get to play tutpup (online math game) for a while so we can get better at math and typing and so on and have fun with it.
• We need more reading time because then we get a time of peace and quite and to get better at reading.
• I want a calm down cool down time every day because we get to just relax and settle in after the long fun recess and get to digest all the food that we just ate so we can be ready for the learning.

Team KPGR

Kayla and I think we should have the following things in the classroom, a chair that hangs from the ceiling, for cozy reading time and relaxing in calm down cool down or indoor recess. Kayla and I think we should have a people pad for the rug so everyone can be comfy and do their work without fighting over bean bags, look at this awesome couch called so not your grandma's couch, and this awesome lounger you can plug your electronic devices. Also for the kids who like to read on the playground look at these awesome sun loungers! (it wont let us put ether of the lounger pictures in ) and a taylor swift poster which will be on our wall that has our inspirations for the class. Thank You Ms.Devlin!!!

Education: A Creative Challenge

The children before me are a canvas.  They bring to school varied experiences, temperaments, skills, knowledge and concepts.  My job is to coach, guide, and mentor in ways that engage, develop and inspire.  I've described it before as a giant math problem where one works with many variables to create growth.  I also see myself as a conductor creating a symphony of voices, or a choreographer planning a performance.  Whatever metaphor you choose, the process remains a creative endeavor requiring reflection, direction, observation, vision and response.

Many who do not spend their days teaching would like to simplify this notion by proposing one-size-fits-all solutions and standardized approaches as if children and the world are static, sterile and predictable.  Instead, educators know that we work with an ever-changing, evolving landscape making our jobs similar to that of a wave rider who observes, predicts, chooses, and adapts as she rides the wave to shore repeating the process again and again each time seeking a better ride, greater precision and optimal skill.

Hence, the educator should seek optimal process rather than a one way approach.  The process should provide educators with routines that support evolving craft, responsive delivery and life-long learning.  It's an awesome creative challenge that vibrant, dynamic educators embrace with energy and passion--a challenge that is enhanced with regular collaboration of all involved: teachers, parents, students, administrators, community members, leaders and global colleagues.

In this age of teacher evaluation reform and races to the top, our emphases should be on outlook, process and intent rather than status quo. How do schools and educators perceive their students and work place? What is their intent?  Which processes do they follow as they learn, observe, reflect, deliver and evolve? How does this work match the knowledge and vision of the world we imagine and desire?

Yes, education is a creative challenge--one that has the potential to move our world forward towards greater peace and prosperity. How do we support this potential in ways that enliven rather than hinder with a focus on all the world's children, not just a few?

What are your thoughts on this matter?  At this "fork in the road" time with regard to education and American culture, we have the chance to go one way or the other.  We can support the status quo, a model for a world that has passed, or we can create new directions for a world that we imagine?  We all have responsibility with regard to this decision, and it is important that we speak up and share our perspectives as students, parents, educators, administrators, leaders, community members and global citizens.

Ellin Oliver Keene's Literacy Studio Applied

Our school system is looking closely at Ellin Oliver Keene's Literacy Studio design and wondering about the components we'll employ to strengthen our reading/writing workshop approach for optimal literacy development.  Yesterday I was prompted to analyze a short list of Keene's construct.

As I analyze Keene's work, I will integrate my research related to brain-friendly, student-centered, 21st century learning design.  I don't believe that we can think of any curriculum today without integrating the latest research about cognition, and the skills, knowledge and concepts students will need in order to become life-long learners in our fast pace, multi-tool, knowledge-saturated society.

Keene calls for a 90-minute literacy block in elementary schools.  I think that's a great idea as it provides fluidity and gives teachers and students room to respond, create (compose/craft) and reflect.  She presents a number of strategies that "minimize the space between teacher and student" thus creating more time for active learning i.e. "more of them, less of us." Keene also presents ideas for studio design and educator efforts as coach, mentor, guide, and co-learner. Like all leading literacy educators, Keene affirms and proposes rich, deep learning techniques that have been replicated throughout time by life-long learners and intellects who value knowledge, process and concept.

How will Keene's work affect what we currently call reading/writing workshop?  

Her work will serve to strengthen current practices, establish greater uninterrupted time in the schedule for literacy development and add detail and finesse to our work based on the latest research.

What is the mood of the Literacy Studio?

The literacy studio is a vibrant community of readers and writers who exhibit a sense of urgency related to applying and sharing student-centered learning which exemplifies a culture of rigor, inquiry, intimacy and in-depth study. Risk taking, experimentation, inquiry and exploration are encouraged as children who feel trusted and honored read, write, research, reflect and share. It's an apt time of day for students to engage in passion-based learning as they grow skill, concept and knowledge.

Who is the Literacy Studio teacher?

The Literacy Studio teacher is the lead learner who knows his/her students with depth, and understands both the art and science of reading/writing instruction.  She/he targets instruction with skill using think alouds, modeling, comprehension strategies, apt tools (including technology) and just right literature to develop students' reading/writing skill, interest, analysis and independence.  The lessons are short and engaging, and the focus is responsive to students' needs and real world application and connection.

Who is the Literacy Studio student?

The student is an engaged reader and writer who has extended time to immerse himself/herself in a wide variety of genres and text while applying the strategies and focus modeled and discussed during focus (crafting) lessons. Students have choice and voice in selecting texts and writing/research topics/genre. They work alone, with partners or in small groups, and discuss and share their work readily with peers and teachers.

What is the role of ritual in the Literacy Studio?

The literacy studio exemplifies a climate of respect and civility.  Rituals, a predictable schedule and well-defined procedures foster collaboration, independence and camaraderie.

What does the Literacy Studio look like?

The literacy studio pays attention to design.  It is a warm, inviting environment with soft lighting, multiple work areas, rugs, book shelves, comfortable seating, spaces and furniture for group work, and readily available materials such as books, paper, computers, iPods, iPads, pens, pencils, notebooks and more. 

Keene's Literacy Studio moves reading/writing workshop into the 21st century by making the learner's experience center stage in a responsive, engaging, multi-modal learning environment.  I look forward to greater research and reflection related to this construct, and welcome your thoughts and ideas.

Learning is Personal

Recently I encountered a learning event that didn't match my style at all.  In fact, I left the event feeling really uncomfortable.  The event lasted for quite a long time, and the takeaway was minimal.  That's frustrating when you're a teacher with an endless lists of tasks and research to complete.

Just because the event was a bad fit for me, doesn't mean it was a bad fit for everyone--perhaps others left with revelations, but their faces didn't demonstrate that emotion. In fact, there seemed to be some tension as we all departed.

So what didn't work?

While the information was helpful and will serve as a resource, it didn't fit my current questions.  That's why I like our PLCs and grade level meetings where we talk a lot about what's current and how to best serve the students we teach.  Those meetings are problem solving, creative sessions that provide information and plans that directly impact our shared classroom work.  I also learn a lot from expert speakers and conferences tailored to my questions and needs.  Again, events like that provide important, lasting takeaways.

The format of this learning event didn't work for me either.  The topic was imposed and the group of learners didn't know each other well. While optimal teaching was a general purpose, we didn't have the kind of relationship or shared pursuit that fosters meaningful debate and discussion. I would have learned more if I had the chance to listen to the other participants share one aspect of the topic that they felt they did well or couldn't teach without. That would have provided me with a broader lens of the material, specific ideas and a chance to know the other educators.

I recognize that the purpose of the event was cross-pollination of ideas and perspectives about a chosen topic (a topic I value), and that it's nearly impossible to plan an event for a large group of diverse learners.  That's why I continue to be a fan of differentiated professional development that meets the needs, questions, style and interests of educators.

I must also remember what this event felt like to me as I'm sure my students feel the same way when I impose a topic and structure that doesn't fit their style, interest or questions.  Hence, I'll continue to make every effort to make learning engaging, and when a child acts up, I'll work with that child to identify and remedy what caused the frustration.  As humans, we like to learn, and we like to do a good job.  When learning events affirm that by recognizing our learning style, needs and questions, our learning is enhanced and the experience gratifying.  As for this learning endeavor, sometimes an event that's not just right can offer an important perspective.

Moving Forward After Educon

Educon refined my lens and palette for teaching.  I find myself facilitating learning with greater awareness of the learners in front of me after attending the three-day conference in Philadelphia.

I also find myself missing the rich discussion, problem solving and passion that leads so many Educon educators.  The construct of school often doesn't lend itself to those conversations.  That's not all bad since I'm happy to have the time to apply the knowledge to best teach my students. There needs to be a balance of reflection, learning and practice for best effect.

What's next?

In a collaborative fashion, we've restructured our reading workshop groups and focus to better meet students' needs.  This is the first week of our new structure. Students and teachers are getting used to the new patterns as individuals, small student groups, and teacher led groups meet to read and discuss books.  As Ellin Oliver Keene suggested, we're giving students lots of time to practice reading and discuss books. From a teaching point of view, this area of the curriculum calls me to work towards finesse with regard to helping students choose just right books and engage in dynamic conversations that build understanding, discussion and a thirst for more.

Today, I met with a couple of boys to discuss George Washington Carver's biography--their interest and questions related to the time period and individuals in the story were wonderful and led us in a variety of directions.  Earlier in the day, my student teacher led the students in an inferencing lesson with a story about an Egyptian Muslim family who immigrated to the United States fostering further discussion and understanding related to our family history/immigration unit. Together students and teachers will work to build reading fluency, comprehension and enjoyment as the school year moves forward.

In math and science, we'll continue to tackle concept after concept in multiple ways including hands-on, paper/pencil, tech connection and content integration. We'll focus on teaching students how to grasp and learn skills using multiple tools available and habits of a good student i.e. asking questions, collaboration and content creation.

Project Based Learning includes the creation of our open ended Immigration/Family History Museum.  Our grade level team is working closely to coordinate this work by sharing information and tools.  We're also planning a coordinated Family History/Immigration Museum Open House as our culminating unit project.  The Museum will showcase students' individual exhibits including stories, facts, images and artifacts from their family history and country(s) of origin. I hope to develop this project further using a new learning design template based on brain-friendly, inquiry based learning principles.  I'll post about that soon.

Overall, I'll continue to think about a theme at Educon which was "More of them, less of us" meaning with every lesson and activity, students should be the most active.  They should be the ones doing most of the talking, creating, decision making, teaching and sharing as that's how real learning happens.