Mom, Distractions and Technology, and Doctor Who

I have a deep love and appreciation for my mom.  She has always been a great sounding board for my plans and schemes and a tremendous support for me personally and professionally.  On occasion she will send me links to articles or other cool ideas that she thinks might be of interest to me.  Today she sent me a link to a Master's Project by Patrick Tolman that examines the issue of technology usage and how it can be used to help at-risk high school students.  Coming in a hefty 198 pages, the whole thing might not pique the interest of every reader but there were a few points that stood out to me that I will attempt to describe a bit below.

Teachers have to deal with some sort of distraction on a daily basis.  This is increasingly true of the mobile devices that have become so essential in our society.  I've struggled with this a great deal in recent years.  While I LOVE using technology and the cool things that I can do for myself or with my students, there will always be those who are more interested in the games and social media interactions that are all around us.  Many of my colleagues and I regularly discuss the challenges that we have in restricting or even removing devices.  Tolman argues, though, that "removing the devices only gives ... students an additional reason to detach from their educational experience."

In an effort to avoid confrontation, I've tried to find some sort of balance: all devices must be put away when I am giving instructions to the group.  (Edutopia recently put out a video referring to this as 'professional courtesy.')

Once instructions have been given, students are free to work AND use their devices provided they aren't being a distraction for others or themselves.  Those students who choose to remain off-task will have devices taken away.  I'm not perfect at this but many students have begun to at least be aware of the need to regulate what they are doing while in class... at least when I can see them.

Perhaps one of the biggest points that grabbed my attention what what Tolman referred to as FoMA or the fear of missing out.  Social media has created a platform for people to share the experiences that they are having with a much larger audience than just their immediate circle of friends.  Many get hooked on being a part of the action, even if only through a text, Snapchat, or video.  The idea that someone else might be doing something fun or exciting without them is one of the biggest reasons that I see for people 'needing' to be on their phones.  Even when I have claimed a phone or two for a class, some students have really struggled with the thought that they're missing out somehow.  This goes back to the whole distraction piece mentioned above.

So. How do we turn this challenge into an opportunity?  In short, Tolman points out that teachers need to consider a few things:

• we should not have technology use for the sake of technology use; we cannot assume assume that simply using technology will lead to further learning
• students should be able to have some input into how their devices are used; they want to use their devices and having a sense of ownership over their education may lead to greater engagement
• technology use should be targeted to specific purposes within the classroom; there should be a goal in mind and students should be exposed to different programs and apps that might be helpful

He concludes his project by providing a number of lesson plans that have been tailored to include more specific uses of technology.  Tolman argues that by changing his perspective, he was able "to turn a classroom frustration (distracted cell phone usage) into a benefit.  I'm looking at this more in the same way that I will be considering presentational hooks... instead of fighting it, I can be looking for ways to incorporate mobile phones meaningfully into our learning activities.

My summary above might not be the most clear or helpful, so again I recommend skimming looking through the article on their own.

Thanks, mom.

Doctor Who

I don't always follow sports religiously during the regular season but playoff hockey has become a bit of an obsession since I was in Edmonton for the last Oiler's run in 2006.  That means that I'm behind on one or two shows (thank you, PVR) including this one.

I've been encouraged by early reviews so far as I was a lot more confused by the last season than I would have liked to have been been.  I suppose this can be my last hurrah before returning to the regular routine tomorrow.

No spoilers.  ;)

~MrT

Chocolate, Pirates, and Planet Earth

Now that the Easter chocolate coma (Cadbury Creme and Mini Eggs are supreme) has come to an end, I suppose I should get back to posting.  It certainly wasn't my intention to take this much of a rest from blogging.  However, the combination of submitting report card marks, the much-needed arrival of Easter break, and a potent bout of stomach flu that made its way through half of my family provided more than a few distractions.

There are a few things that I want to touch base on.

Takeaways from 'Teach Like A Pirate'

This was one of those reads that I actually devoured pretty quickly.  I had seen the book before and was really hoping to come across some strategies that would help me to develop greater student engagement.  Every teacher knows that this is important, so just what exactly could Mr. Burgess offer?

I suppose that the biggest thing that I liked about this book was the reminder to let loose and have more fun in my classroom.  A lot of the teachers that I remember the most fondly are those that weren't afraid to be themselves and showcase their own personality and strengths for their students.  I've taken liberties to steal adapt a lot of favourite lessons and activities that I enjoyed with the hopes of being able to capture and recreate the sense of fun that I once had.

It's all too easy to get caught up in all the professional expectations that come with the job... report cards, meetings, grading, meetings, parent contact and outreach, and meetings all come to mind.  This can be a tremendous drain on my enthusiasm and if I'm being honest, I feel more 'tired' after nearly a decade of teaching and don't always feel like I want to put myself out there.  It's just too hard.  Reading TLAP, though, reminded me of why I got into the profession in the first place: I wanted to have a positive impact on the learning of my students.  I am way more likely to have those moments when I can bring my own unique brand of humour and excitement to what I do.  I may not do it exactly as Dave Burgess might do, or any other colleague for that matter.  But that's the whole point... there is a whole outlook on learning and fun that is totally unique to me.  I can focus on that a bit more.

When it comes to actual strategies that I can start using today, the most important thing that I took from the book has to do with using 'presentational hooks'... the key questions that I can ask myself when planning and coming up with lessons and activities.  Burgess provides a good sampling of the kinds of questions that I hadn't really been taking the time to think about in my own practice.  Examples are conveniently broken up into seven different sections that seek to address the different learning styles and interests of students.  Some favourite examples include:

• How can I incorporate movement into this lesson?
• Where would be the best place(s) on campus to deliver this content?
• How can I most effectively use music as they enter the room?
• What can my students make that relates to the material?
• And many, many more...

I have to focus quite a bit on what I'm expected to teach.  Like many others in the profession, there is always that feeling that I can't stray too far from stated outcomes and objectives.  However, taking a minute to think about some of these types of questions has already helped to make things a bit more meaningful in the limited time since I read the book.  I'm not just looking at content delivery, but taking a more active approach to consider student engagement.

I look forward to seeing more growth in this area.

Planet Earth II

I can still remember sitting with my parents and siblings in a crowded living room in Edmonton watching the first Planet Earth.  Even before the days of High-Definition and Blu-Ray, all of couldn't help but be amazed at the beauty and wonder of this tiny blue planet.  It was a series that had me uttering frequent wows and left a big impression on me.  It was only natural that I would grab the sequel as soon as I saw it in stores.  Only this time I would get to spoil myself just a little bit more with a larger HD television and improved sound system.

This was an impulse purchase in every possible way: I simply grabbed it as soon as I saw it and went on with my errands.  I had some nagging worries that it couldn't possibly be as good as the first but I can assure you that my fears were quickly put to rest.

The first segment we watched was on islands and there were more than a few moments that left us feeling pretty awestruck.

Like this clip.

I have one more segment to watch but I have once again been left very impressed by BBC to showcase our wonderful planet in such a way.  I highly recommend Planet Earth II for anyone who enjoyed the first series AND if you were one of were one of those who didn't get around to it.

Enjoy your weekend!

~Mr.T

"Teach[ing] Like a Pirate' and Student Haikus

When I made the decision to start blogging again, I figured I would look at a few things that just might give me the boost needed to counter the growing exhaustion that I really start to feel at this stage of the school year.  I made my way back to something I made a note to check out some years ago but never got around to.  I was still hesitant as I made my order... surely this book couldn't be that good, could it?

Well.  My new reads showed up yesterday and the experience has been refreshing and enlightening.  I've started to actually think that maybe I CAN actually teach like a pirate.

This book has been out for a few years and I'm sure that a number of my teacher friends have checked it out and implemented on some of the many recommendations shared by Dave Burgess.  I don't want to simply regurgitate what I've been reading but there are a few things that have caught my eye so far.

First is the meaning behind the word 'Pirate.'  Burgess has created a straightforward and powerful breakdown for each letter:

• P... Passion-there is an immense need to be passionate about what we teach, even if we don't like it (lookin' at you, poetry...)
• I... Immersion-teachers need to set aside the curriculum and really be with students in the moment
• R... Rapport-we need to be willing to get to know our students on a personal level
• A... Ask and Analyze-teachers need to ask the right questions, and seek and act on feedback, in order to design lessons that are more effective
• T... Transformation-we have to recognize when our approaches to teaching need to be changed and reframed
• E... Enthusiasm-teachers need to share our excitement freely throughout the day and with every class

I'm still working on the book but I want to circle back to the first section on passion.  At the risk of revealing far more than I should, Burgess divides passion into three separate areas, one of which involves our personal passion.  In a nutshell, he argues that we need to be far more willing to incorporate our own passions into our work.  I'll admit that there are lots of times during the year where I feel guilty for taking time for myself.  I could read that book, go airsofting, or play that game but I should really tackle that marking that's been building up or figure out how to teach my students about writing essays.  For that reason, I've maintained a degree of separation that has perhaps prevented me from allowing myself to get too excited about the stuff that I care about.  That isn't to say that I don't have fun during the school year but I have probably been denying myself the opportunities to grow and amplify that sense of fun and excitement in my own classroom.

While reading "Teach Like a Pirate," I started to think about the things that I am truly passionate about: quality time with family, games (board and video), technology, news and current events, planning big trips... some of which I might even go on, music, etc.  Burgess points out that listening to someone who is truly excited about something has a certain hypnotic quality to it: we just can't look away because they're so captivating.  I think there are some exceptions to that rule but they are admittedly few.  Surely there are some ways that I can bring my own passion a bit more regularly into my job.  Not many people, in teaching or otherwise, can probably claim that they get to do that as often as they would like.

More to come on this one, but in the meantime I'd challenge you to think about your own passions and start thinking about how you can bring that out a bit more.

Haikus

Somewhat related to the first section, I've been trying to give my Humanities classes some exposure to poetry.  Those who know me figure out pretty quickly that I'm pretty passionate about Social Studies and maybe less so about Language Arts.  I know it's incredibly important and I do my best to cover the required outcomes, but... I don't always feel that I have the enthusiasm that would convince most kids that what I say has that much relevance.

I hit a snag a few weeks back while looking at a few examples of poetry.  Suffice it to say that everyone... and I mean EVERYONE... was checked out.  I felt that in spite of my preparations and approach, I was failing and that I was wasting everyone's time.  So I returned to an old favourite that I had done when I first started teaching Humanities.  Truthfully, though, I stole the idea from my own Grade 8 LA teacher.  I liked doing it and figured my students could get behind it, too.

After introducing an activity that had them analyze and interpret a song of their choice, I introduced Haikus.  I introduced the structure as I had been taught and most would today approach it.  However, I also shared this video from perhaps one of the greatest cartoons ever made:

I gave my students their assignment: write three Haikus about any topic of their choosing as long as at least one of them had something to do with nature.  The results have been pretty impressive to say the least.

I emphasized that with the limited syllables, each and every word and sound mattered.  I saw students grabbing their thesauruses, and sharing their poems with one another.  There was even one student who was determined to create for me the ultimate sensory Haiku: he would write one about Dr Pepper and also provide one that I could drink while reading his poem.  

He wrote:

Cold Dr Pepper

Refreshing Mr. Thompson

Twenty Three Flavours

While I'm still waiting for that Dr Pepper, I saw what Dave Burgess was talking about: kids laughing and having fun being silly or reaching a little deeper and trying to capture the essence of the images that they chose.  Since putting up all the class poems that I've collected, 'The Wall' has been a popular hangout for students before and after class as they read what others have done.

I can do that more.

Video of the Week

I don't always watch Jimmy Fallon but I have loved most of the videos and snippets from his show.  This one was particularly enjoyable.  Enjoy the rest of your weekend!

~Mr.T

How to Approach Student Apathy, and What a Huge Nerd I Am...

After yesterday's inspirational post, I thought I would tackle something a bit more challenging: what to do when student's just don't seem to care.  I don't know a single teacher who doesn't encounter this in one way or another.  The reality is that we have a number of students who have either made the decision not to engage or no longer see the value in education.

It's important to remember that the reasons for this are as diverse as the students we are trying to reach.  Maybe the material just isn't exciting enough, or perhaps the student has other more important things on their mind from social concerns to troubles at home.  Whatever the reasons might be, this has become one of the most frustrating issues for me on both a personal and professional level.

I came across an article in the Washington Post that offered a few suggestions that I started to mull over a bit.  It begins with recognizing that "teachers are expected to combat apathy by continually finding new and innovative ways to reach students - through multimedia lessons, group work, games, alternative assessments or whatever it takes."  According to the author, "the real danger is that this way of thinking has shifted the responsibility of learning, and of caring about learning, from the student to the teacher."

So far so good, right?  Seeing the world as Principal Skinner can't be all bad, can it?

As a suggestion, the author offers two suggestions in order to see the much desired improvement:

1. There is a need to change the conversation about education.  Teachers and policy makers should naturally strive to make improvements to instruction and assessment, but this also needs to include clarifying the role of students in their own learning.
2. Teachers and parents need practical strategies to encourage students to take responsibility for their own education.  We need to help kids develop the habits and discipline that will lead to success.

This isn't anything I hadn't heard before and admittedly left me wanting for more.  Fortunately, the author provides at least one promising strategy that I have seen work: chunking.  At this time of year, I've already been involved in a number of conversations with students regarding their academic fate and it can be pretty overwhelming for some of these kids who have chosen to tune out most of the year.  The task of digging their way out of such a huge hole, though, is incredibly daunting and I can understand why some would still continue to 'take the zero' and give up.  Breaking the task into smaller, more manageable steps can certainly help to build a feeling of accomplishment.

While each student should be considered individually, here are a few other things that have helped me:

• Always go back to the relationship piece.  This can be tough but it has always surprised me just how powerful a positive relationship can go to improving things.  Finding time to get out of the classroom for a bit and walking next to some of my more apathetic students only to ask them something... ANYTHING... about their plans for the weekend or where they got their new hat.  I don't always take the time to ask about their lives and having genuine interest in who they are has more often than not given me just enough energy to start turning things around.
• Ending so-called 'lectures' on the upswing.  Maybe they deserve it but I can do better to remind myself that some of these kids hear the same things over and over at school and once they get home.  I will try to end one-on-one conversations with students on some sort of positive note.  "You haven't been doing your homework and you stole that phone from another student in the class.  These are problems with real consequences.  But... I think you are a leader in this class and people look to you more than you realize.  Let's try to use this energy a little bit differently.  What are some things that I can do to help with this?  

At a recent District PD, Dr. Jody Carrington told us that "every kid deserves a champion."  I know that I can keep this in mind a bit more regularly, and especially with some of my more challenging students.  Without knowing that someone is there for them, how can I possibly expect to care about anything I have to say?

What strategies have worked for you?  Feel free to leave your thoughts below.

Dungeons and Dragons

Back in February, I was watching the following video with my older boys:

And then we kept watching it.  I was honestly a little surprised at how quickly I soon found myself online making a bit of an order...

I even ended up taking my kids to the local Comic shop and buying them their own set of dice.  I'm still feeling pretty overwhelmed with the whole thing, and certain distraction has probably pulled me away from my efforts to learn and understand game mechanics.

I'm hopeful that I can get a handle on things during the Easter Break (which can't come fast enough).  I may just have to report on my progress.

~Mr.T

Education's 'Death Valley'

I'm not always the best at coming up with topics to blog about.  Oh, there's plenty to think about during the course of practically any given day but blogging, to me, isn't just about getting my thoughts down on paper... or monitor.  Ideally I can provide just a little bit of direction for myself AND for whomever may have happened to find their way here.  I'm going to try to do that a little more consistently.

Today, I'm going to focus first on a TED Talk by Sir Ken Robinson.  I've seen a few of his messages before and I am deeply appreciative of his ability to address some of the complex issues of education with some much needed humour.

For those interested, the nearly 20 minutes is well worth the view.

In this talk, he identifies THREE principles where human life flourishes.

1. Humans are naturally different and diverse.  The simple realization that each of my own children are quite different from one another was a helpful reminder of this concept.
2. If you can light the spark of curiosity in a child, they will learn without any further assistance.  Curiosity is the driver of achievement.
3. Human life is inherently creative.  "We create our own lives."

Here are some other key points worth considering, whether you are an educator, parent, or member of the school community at large.

• There isn't just a problem with those who don't complete school... What about those who become disengaged from the whole process and don't really get anything out of school?
• There are plenty of initiative that try to solve these problems.  They just aren't always able to cope with the prevailing school culture.
• Real education has to give equal weight to STEM, Humanities, Physical Education, the Arts, etc.
• ADHD is not the epidemic we think it is... anyone would get bored and fidget if having to do "low-grade clerical work" all the time.
• Great teachers pass on information, but they also "mentor, stimulate, provoke, and engage."
• Are we really teaching if there isn't any learning going on?
• There is a place for standardized tests but they are not the only means to determine success.
• Too often we emphasize a "culture of compliance."
• High-performing education system individualize teaching and learning together.
• Professional Development isn't a cost.  It's an investment.

It's pretty hard to disagree with most of what was said here.  The observations are certainly sensible enough and there were more than a few times I found myself uttering an agreeing "Hm..." as I watched.  I have a lot of questions about how to deal with the totally apathetic and uncaring, and I wonder about how I can have a role in establishing and maintaining a clear school culture.  I suppose, though, that asking questions is the start of the whole process.  Whether or not it actually turns into something will depend on a great many things from policy and curriculum design, to local leadership, and ultimately, to teachers in the classroom.

The picture at the top of this post is from an event mentioned at the end of Robinson's remarks.  I won't spoil it here but it is an interesting observation.

~Mr.T

Getting More Writing from Students, and A Return to ClassCraft

At the beginning of the school year, I decided to focus on increasing the amount of reading that my students did in class.  While I have to occasionally remind some students that they shouldn't be catching up on other school work, the majority of my students have indeed read more books than they had originally planned on.  I'm still working on incorporating some of the ideas from "The Book Whisperer," mainly on dealing with reporting and accountability, but I've been happy with what I've seen.

Student writing, though... well.  There's still some room for improvement.

About this time every year, thoughts turn to final exams and on whether or not we have been adequately preparing our students for the writing that they will be expected to do.  This has often led to a frantic rush in the final months to practice some of the structured writing required of them.  I'll also do quite a bit of thinking about how I could have been using writing more seamlessly earlier in the year.  And so... here we are again.

I came across an article from Edutopia that I'm curious to try out.  If the headline is to be believed, I can "increase engagement and lessen anxiety" when it comes to writing.

"Fire writing" is simple enough: don't stop to erase and fix the mistakes.  Just keep writing.  Rebecca Alber encourages teachers to provide written prompts that are designed to encourage fluency and stamina.  Where I haven't always followed through is in the act of providing a space for students to share their work with others.  The act of sharing with others and providing feedback helps to provide experience and comfort with the revision process.  I was also intrigued by the idea that I have already implemented with my reading program: just as students can choose what book they're going to read, they should have the same freedom to decide what they're going to write about.  Working with specific structures doesn't always have to be so restrictive.

Alber also introduces (at least to me) a strategy for assessment called GRASPS.  You can read more about it here but the acronym itself represents:

G... What is the real-world GOAL?

R... What is the real-world ROLE?

A... What is the real-world AUDIENCE?

S... What is the real-world SITUATION?

P... What is the real-world PRODUCT or PERFORMANCE?

S... What are the STANDARDS?

It should go without saying that having students help to craft at least some of these statements would be a helpful exercise in helping to increase student relevance and buy-in.

More to come on this one, methinks.

Classcraft Returns

Character or 'Avatar' creation remains popular.

After playing Classcraft for the better part of last year, I decided not to use it this year.  I enjoyed the game, but I had some issues with how seamless the entire thing was with my existing structures and routines.  I even had some students complain that it was taking far too long to deal with some in-game elements and that they would be much more interested in moving forward with what we should be doing.  

When a colleague approached me a few weeks ago and told me that he had discovered this amazing new game called Classcraft, I was able to answer some questions and give my take on a few things.  Soon, though, I started asking questions of my own.  It was becoming clear to me that many aspects of the game had been changed and improved from when I had last played it.  I found my own excitement building again and it wasn't long before I took the plunge and signed up once again.  

Classroom pitches proved to be pretty successful and I very quickly saw kids perk up as I described what would be happening with this game.  We are a little more than a week into things and already kids are coming in and asking about our Daily Events or how they can be using their powers and abilities to help out their teams.

I still have a few kids who aren't sure about the whole process, but I've felt better about the product being offered and how I can use it more effortlessly as a teacher.

I'll report on my progress later.  

~Mr.T

Outcomes Based Assessment, Culture Buzz, and School Craziness

It probably feels like this more than it should...

I take no small amount of pride in belonging to a profession that is continually evolving and changing so that it can become even better.  If teachers are going to instill the value of lifelong learning then we had better darn well be willing to walk the walk ourselves.  Two things that have been occupying a growing amount of PD time have to do with Curriculum Redesign and Outcomes Based Assessment.  In other words, we're changing up pretty much every single course offered in this province AND we are looking at ways to adapt how we measure and report on student performance.

Some quick thoughts on curriculum redesign: I'm generally for it.  Teaching social studies means that I am often talking about a world that is always in flux.  I can't, for example, easily teach a course on Globalization if I'm relying too heavily on a textbook that was first published 10 years ago.  In that time we've seen some pretty crazy stuff happen: the UK voted to leave the EU, the very map of the planet has changed, and I won't even get started with everything happening in the States.  If Alberta Education wants to streamline the number of content-based outcomes that I have to get through in a limited period of time, they're certainly welcome to do so.

For those feeling determined enough, they can look here for more information.

As for Outcomes Based Assessment... well, if I'm being honest I'm probably still a little on the fence with this one.

First, some key thoughts from me:

1. Teachers NEED to understand the courses that they teach.  Period.  It can't just be about 'teaching to the test' or emphasizing rote memorization.
2. Students SHOULD be aware of what is expected of them.  They should have a general understanding of what their teacher is grading them on.
3. Students and Parents deserve accessible and accurate information that reflects genuine progress and growth.

My concern with OBA (yep... I'm being lazy...) isn't that we are considering moving past letter grades and percentages.  I am still waiting, though, for a clear sense of what this is going to look like for students, parents, and teachers.

I think that there are some great questions asked on this page from the Calgary Board of Education, along with some examples of what the so-called report card just might look like.  What I find interesting, though, is the decision (at least then) to maintain more traditional assessments for students in Grades 10 to 12.

I'm not sure what this journey will look like over the next couple of years but I am eager to see what my part in that will be.

Movies

I managed to take advantage of some down time and see a couple of films over the weekend: one with some good friends and another with my family.

With Ghost in the Shell, I went in with no background knowledge whatsoever.  I hadn't read the graphic novel or any other of the films previously done so I was pretty clueless.  In fact, I'm probably still a little clueless about many aspects of the story.

I try to avoid reading reviews before seeing films so that I can form my own opinion but I knew that this one wasn't scoring too well.  However, I left feeling mainly satisfied by an interesting story coupled with some pretty impressive cinematography.  It also raises some interesting questions about the nature of humanity as science fiction often does.

I'll give this 3 out of 5 because I can.

I also got to check out Power Rangers with my wife and our four boys.  Now for some quick context... I think I was in Grade 5 when this show first started airing in Canada on YTV.  I'm not sure why, but I seemed to recall that it wasn't really cool to admit that you watched the show.  Although, I have a feeling that there were a lot of public critics who maintained a pretty steady viewership away from prying eyes.

I quite enjoyed most of the film, especially the focus on the characters and how they ultimately come together as a team.  There was quite a bit of humour and I often realized that I was smiling and laughing while watching.  

Power Rangers gets a solid 4 out of 5.

As an added bonus, I got to see the trailer for Edgar Wright's newest film out this summer called Baby Driver.  I've been a big fan of Wright's work with Hot Fuzz ranking as one of my all-time favourite movies.  This looks to be fun.

 Shenanigans

I'm always grateful when the winter comes to an end and we can get outside a bit more.  Sometimes things get a little crazy... in a good way.  =)

Enjoy what remains of the weekend!