#CyberPD Opening Minds Chapters 4-6

Children collaborating on drawing a picture from
Early Learning Central

A teacher is one who makes himself progressively unnecessary. - Thomas Carruthers

Although the titles of this week's chapters seem to indicate they are incredibly different topics, the theme that I found through each of them is shifting the responsibility for learning to the students rather than the teacher. The teacher is still responsible for the creation of a learning environment, and it is through the language that teacher uses (and associative practices) that he/she creates an environment where students learn from each other and individually become active agents in their own learning. This is done through thoughtful use of feedback, the creation of a culture of alternative thinking, and the development of social imagination.

Feedforward Rather Than Feedback (Chapter 4)

If the purpose of feedback is to improve further understanding and build skills while deepening perseverance in learning, than the more appropriate term might be feedforward (creating the worldview of progressing forward, rather than regressing back). Too often schools have focused on assessment (or using assessment as data) as the final hurdle to be jumped in a unit (or year) rather than a part of the learning process. Or, with Generation Me, students are praised with the mistaken belief that praise will increase self-esteem and motivation.

Johnston transforms the purpose of feedback to one that creates student narratives of agency and a dynamic mind-set of learning. He states, “The heart of formative assessment is finding the edges of students' learning and helping them to take up possibilities of growth” (p. 40). This means that feedback needs to focus on process and be non-judgmental, as judgement creates a fix-attribute mind-set. A focus on process helps students imagine and believe in the possibility of change and progress. The alternatives to straight-up praise or criticism is:

• Talk about cause and effect - “When you did __________ , I noticed ______
• Be positive (which doesn't mean praise) and notice strategies used
• Provide alternative ways of looking at the work
• Notice what is partially correct and work from what the students have shown they know

As teachers, we need to model these ways of providing feedback and encourage students to take up these models in their interaction with each other as peer interaction is the majority of a student's day.

Flexible and Collaborative Thinking (Chapter 5)

In a dynamic-learning frame knowledge is also dynamic. I know this is a radical idea for many people who grew up in a world of fixed-knowledge (Just the facts, Ma'am). When knowledge is dynamic, the construction of understanding is influenced by the perspectives and contexts of the individuals involved. Dialogue is the foundation of building flexible and collaborative thinking and the perception of uncertainty enables this dialogue. This means that we as teachers need to model comfort with uncertainty and expect disagreements but also explanation of personal positions. I have seen the teachers I work with do some amazing things to build knowledge together with their students. When a question comes up that doesn't have an immediate answer, the teacher says, “How can we find out the answer to that?” The teachers I've worked with use their whiteboard and chart papers to record their students' thinking and help them see the connections between ideas.

Social Imagination (Chapter 6)

Learning is fundamentally a social activity. Part of existing as a social being is learning how to read cues from others, imagine the perspectives of others and possible outcomes of actions. Johnston calls the first part “mind reading” - being able to read and interpret body language and cues accurately. Social reasoning is the ability to take perspectives and imagine possible outcomes. By helping students develop their social imaginations, they are also more likely to be able to self-regulate themselves and understand the consequences of their behaviors. Although these skills are not often listed in standards and benchmarks, nor tested, they are essential in building relationships with others – which provides the opportune environment for learning. Teachers can support the development of social imagination by asking students to imagine the motivations of book characters or classmates, posit multiple reasons for incidents, role play how to manage events, and guiding students to problem solve together.


If you would like to join the conversation about Peter Johnston's book Opening Minds: Using Language to Change Lives, check out #CyberPD on Twitter, or this week's host, Jill Fisch at My Primary Passion.

#CyberPD Opening Minds Chapters 1-3

“Errors usually happen at the edge of what we can do, when we are stretching into new territory – when we are learning” (Johnston, 2012, p. 3)

I think this is my new motto – giving myself (and my students) permission and encouragement to make errors, because that is a sign of learning. That being said, this blog and this post is an exploration of what I understand from the first three chapters of Peter Johnston's book Opening Minds: Using Language to Change Lives.

One word changes meaning and can change lives and create worlds. I have supervised practicum students and student teachers for the past four years and often press my students into considering the power of the words they use with students. Throughout their elementary training, they are encouraged to praise and compliment students, but the form of compliment can create a sense of fixed-performance attributes (You are so smart to figure this out.) or dynamic-learning attribute (You worked hard to figure it out.) These are some powerful narratives that students adopt through their interactions with the teacher and their peers – which all hinge on the power of words to create the world the students inhabit.

In a world of fixed-performance, a student is born with a talent or inherently smart. This would indicate that no amount of effort, studying or feedback is going to change the threshold of the student's ability. In this world, the student may fear challenge, refuse practice, feel helpless and have a lot of negative self-talk.

In a world of dynamic-learning, a student can change, grow and has agency. This may be exhibited in greater risk-taking when learning, confidence in ability to learn, and motivation to practice and make mistakes.

One of the most most powerful words in a dynamic-learning world, according to Johnston, is the word “yet” because it creates a sense of optimism and agency, “I know know how to do this yet.”

What type of world would I like my students to inhabit? The answer is a resounding dynamic-learning world. Johnston provides several suggestions on how to create this type of world.

1. Focus on change (over time) – Look how far we've come!
2. Focus on process – How did you figure that out?
3. Normalize making errors – and how to fix them
4. Respect students by authentically listening to them, giving real choices and appropriate responsibilities
5. Pay attention to how language molds the world
   
   

   You can join the conversation about Opening Minds anytime.  Check out the instructions at Cathy's Refine and Reflect

Book Review: Choice Words

In July, Cathy et al at Refine andReflect are hosting a #cyberPD summer reading discussion based on Peter Johnston's Opening Minds: Using Language to Change Lives. In preparation (and while waiting for Amazon to deliver Opening Minds), I decided to re-read Johnston's Choice Words. It is a good reminder about the power of teachers' words in designing the classroom environment and creating students' identities.

Johnston begins with quoting Vygotsky (1978), which I think is a very powerful thing to remember, "children grow into the intellectual life around them" (p. 88). What kind of intellectual life am I creating in my classroom? What am I modeling through my words and actions about how to access and create knowledge? These are some big questions to answers - and it goes beyond naming the content and materials of the course. The foundation of teaching is the relationship between teacher and student, and since speech is action (Austin, 1962) teachers have the daunting responsibility of "naming" students - who is a good reader or struggling student? I need to be aware of how my language positions students in my classroom and be intentional in creating positive identities and attuned to how my students are rejecting, accepting and modifying the identities available. Johnston then elaborates in each chapter the power of particular ways of using language in the classroom.

When people are apprentices to an activity, any activity, they have to learn the names of things/actions and the importance of these things/actions. Students in my classroom need to learn the language of classroom activities, ways of thinking and doing, I can't assume they know it. Once something is noticed (and named) it influences the continued perception of everything (ie. I can't "un-notice" something). In the classroom, I need to help my students develop the language and habit of noticing and naming their thinking and actions using phrases such as "Did you notice ... What kind of .... What process did you use to ..."

Teachers have great power (and with it comes great responsibility) in creating identities for children. Naming one child a great writing and another a struggling reader can have long-range consequences. "Building an identity means coming to see in ourselves the characteristics of particular categories (and roles) of people and developing a sense of what is feels like to be that sort of person and being in certain social spaces" (p. 23) Yes, children have agency to reject, modify or accept the identities available, but some do not know how to use their agency. "Teachers' conversation with children help the children build bridges between action and consequences that develop their sense of agency" (p. 30). Agency is easy to feel when there is direct cause/effect, but so much in learning is delayed. Writing a story often doesn't have an effect until it is read by another person, and even then the effect is subtle. I need to help my students create and tell stories (narratives) about themselves that include them having choices, control and positive outcomes. Phrases may include things like "How did you figure this out? What problems did you encounter? What are you going with this?"

In my research and literature review of discussion in the classroom, I have seen that it is still prevalent to have the traditional IRE pattern of discussion in the classroom, which Johnston confirms. The teacher Initiates with a known-answer question, the student Responds with an answer, and the teacher Evaluates the answer and moves on. Whoever poses the questions determines the topic of conversation, and most often, the questions are surface level or shallow. "Learning to act as a recipient of information and to display receipt of information ... [ is not the same as] building on ideas in a shared endeavor [ in which] participants' roles can vary widely, such as leading a shared inquiry, playing around with an idea together or closely following other people's lines of thought" (quoting Rogoff & Toma, 1997, p. 475). Knowledge building requires authentic questions, space for trying out ideas, and ways of connecting ideas together.

Often students are asked to work in groups, not as groups. As I begin designing lessons, one of my goals is to help students learn the skills of creating a community that supports each other and depends on each other, while bringing out the best qualities of each individual. “Democracy is neither a possession nor a guaranteed achievement. It is forever in the making; it might be thought of as a possibility—moral and imaginative possibility. For surely it has to do with the way person attend to one another, care for one another, and interact with one another. It has to do with choices and alternatives with the capacity to look at things as though they could be otherwise” (Maxine Greene, 1985, p. 3).

A teacher's conscious and unconscious expectations of the student in front of them is evident in the way the teacher speaks and treats the student, and students will internalize and act accordingly, either accepting or rebelling against the perceived identities. One question I need to ask myself, and help my students ask is "What image of humanity is inherent in it [this situation]" (Young, 1992).

“I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” Dr. Haim Ginott

Book Review: Visible Learning for Teachers

Title: Visible Learning for Teachers: Maximizing Impact on Learning
Author: John Hattie
Publisher: Routledge
Year: 2012
ISBN: 978-0-415-69015-7
Pages:268

"When teaching and learning are visible there is a greater likelihood of students reaching higher levels of achievement" (p. 18).

This seems to be an obvious statement - kind of like the proverb, if you don't know your destination, how will you ever know you have arrived.  However, in my experience, many teachers do not make their teaching expectations and learning goals visible for the students they work with.  I've mentioned before my use of backward design and teaching for understanding, which asks teachers to 1) Describe what understanding looks like in your subject area (and then unit). 2) Plan backwards from the end of the unit (What should students be able to know and do?) to the beginning (What skills, strategies and dispositions to student need to learn and practice to get to the understanding?).  Hattie's book, originating out of  New Zealand and Australia, continues to support these ideas, but goes a step further  - insisting that the largest factor of student success is the teacher.  His book, based on meta-analysis of over 52,000 studies on student learning, elaborates on what he believes are the key moves that teachers can make to increase achievement - and it begins with the teacher's mind set, not with the program or curriculum.

Hattie believes that teachers are the major players in the educational process.  Again, this seems like an obvious statement, but more programs and curricula are trying to squeeze out the influence of the teacher with the mistaken belief that the research-based curriculum is the answer to all that troubles schools.    Schools do not have control over student background, prior experiences, or preferences, but teachers DO have control over their own beliefs, commitments, and ultimately, actions. It is the attitude and expectations of the teacher that determines the decisions and actions that happen in the classroom, for both the teacher and the students.

There is a difference between experienced teachers and expert teachers in 5 crucial ways.
1) Expert teachers identify the most important ways to represent their subject (integrating ideas)
2) Expert teachers are proficient at creating an optimal classroom climate for learning (trust)
3) Expert teachers monitor learning and provide feedback consistently
4) Expert teachers believe that ALL students can reach the success criteria
5) Expert teacher believe that they can influence surface and deep level outcomes

All of this happens before the teacher walks into the classroom.  Then, Hattie breaks down the lesson planning into - preparing, starting, flow of learning, flow of feedback and end of the lesson.  Being a meta-analysis, he gives a lot of statistics about the studies he has reviewed but there are some very basic ideas that are important.
*Know the students and begin with what they know
*Focus on creating dialogue (not monologue) in the classroom
*Aim students at the goal (be explicit about what they should do and how)
*Balance surface level knowledge and deep understanding
*Give feedback at multiple places and at multiple levels - including peer-to-peer and self-assessment
*Use errors as growth opportunities to see how students think
*Reflection should focus on the students - their learning and reactions, not teacher action

The last section of the books elaborates on what Hattie calls "Mind Frames" - the kind of thinking and beliefs that schools, school leaders and teachers need to have to promote success for all students:
1) Teachers/leaders need to believe that teaching has an effect on students - therefore, teachers need to evaluate the effectiveness of their interactions with students.
2) Teachers are change agents!
3) Schools should focus more on learning and less on teaching.
4) Assessment should be feedback - not a decision.
5) There needs to be more dialogue and less monologue (in classrooms AND in schools - professional development etc).
6) Teaching and learning is challenging - but this should be supported and embraced, not eliminated.
7) Positive, trusting relationships are necessary to support learning.
8) Teachers/leaders need to teach parents and the community the language of learning used in school and become partners in the learning process.

Appendix A includes a checklist for visible learning that includes much of the a fore mentioned items.  There is an assumption that the school environment supports peer visits etc - which in and of itself, is a good practice.  Appendix B lists the major details of each of the studies the author used to draw his meta-analysis from.

Overall, I can't say this was a fun read, as there were a lot of details of the studies along with effect sizes etc.  However, the major conclusions are significant.  At the last AERA, the theme was "To Know is Not Enough".  We do actually know a lot about what makes learning work, but we are still so entrenched in continuing to do things as they have always been done.  The way we taught 100 years ago will no longer work in an era that creativity and critical thinking is more valuable than following directions and learning one particular trade.  I'm glad I pick up this book (How could you resist the colorful cover?) as it highlights for me the importance of checking my own attitudes and beliefs about teaching and learning before I begin planning for the new school year.

John Hattie's early book, on which this book is based, is Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement.    At What Works Best, Atherton provides a summary, comments and some graphics from the book.

Summer Professional Reading #cyberPD

 I happened to stumble on Cathy's blog Refine and Reflect and found her posting about #cyberPD - posting and talking about your summer reading list.  I liked the idea and posted in her comment section, but figured I should post it here too. 

Opening Minds by Peter Johnston
Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie
The Book Whisperer by Donalyn Miller
Talk about Understanding by Ellin Oliver Keens
Digital Learning: Strengthening and Assessing 21st Century Skills by Ferdi Serim
Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings by Jeff Zwier & Marie Crawford
Teaching argument writing, grades 6-12 : supporting claims with relevant evidence and clear reasoning by George Hillocks, Jr.

Caught in the middle : reading and writing in the transition years by David Booth

Exemplary instruction in the middle grades : teaching that supports engagement and rigorous learning edited by Diane Lapp, Barbara Moss. 

History and imagination : reenactments for elementary social studies by Ronald Vaughan Morris

Teaching literature to adolescents by Richard Beach et al

And, here are a few other people posting their lists:

Cathy @ Refine and Reflect
Laura @ Our Camp Read-A-Lot 
Jill @ My Primary Passion
Franki @ A Year of Reading 

Maria @ Teaching in the 21st Century

Nicole @ Nicole'sBook Nook

And a Google Doc with suggestions: 

SummerBook Reads! via @Teachingwthsoul Lisa Dabbs

 

Title: Building Academic Language:Essential Practices for Content Classrooms, Grades 5-12

Author: Jeff Zwiers

Publisher: Jossey-Bass

Date: 2007

ISBN: 978-0787987619

Pages: 320

In the past, a good teacher was one who had solid content knowledge and an understanding of pedagogy (the techniques used to teach). However, recently there has been a focus on instructional use of language and how the use of academic language can enhance or restrict student opportunity to engage with content knowledge and ultimately, determine success in school. In addition, the soon to be mandatory Teacher Performance Assessment (for pre-service teacher certification) has a strong focus on the development of student academic language. All of this has made me consider my own use and planning for the use of academic language in the courses I teach – for K-12, undergraduate and graduate. How have I identified and planned for the language demands of each of the content areas I teach? This question led me to pick up Jeff Zwiers' book.

Students come to school with different social and linguistic capital (Bourdieu, 1986). In other words, the “ways of being” - the ways of thinking, determining values, use of language, use of body language and space, personal style and preferences etc – that the student grows up with produced different ways of interacting with the word. Like currency, some ways of being are more valued than others – and this is very evident in schools. Academic language and ways of being in school tend to match the white middle class culture and capital better than other social, economic and racial groups. There is often a mismatch of home and school cultures and if the student's home culture is not values, this can produce anger, frustration and eventual alienation of the student. Therefore, it is important for teachers to recognize their own social and linguistic capital and the assumptions they make about their students' capital – which may not match their own. When recognizing that school culture and academic language are one of the keys to success, teacher need to both value and challenge the knowledge and language students bring to school.

Academic language is not just particular vocabulary, but it includes the functions and features of language, according to Zwiers. Functions include describing complexity, higher-order thinking and abstraction. The features of language that allows it to function include figurative expressions, being explicit for distant audiences, using models, qualifiers, and intonation. The grammar of academic language also differs significantly from everyday language. Therefore, teachers need to model and scaffold academic language and thinking in ways that encourage students to use and make the language and thinking their own. Each subject area and discipline has it own particular ways of thinking and speaking, so it can't just be the English teacher's job! When teaching history, the teacher needs to be explicit about how to think, speak and write like a historian et cetera.

Discussion is a way for students to work with information and knowledge (Mercer, 2000) in ways that allow them to manipulate and make it their own. However, deep and productive discussions in classrooms need thoughtful planning and awareness of the academic language demands. Supports need to be provided to model the functions, features and grammars of the discipline using various graphic organizers or discussion formats. Zwiers provides a multitude of examples of these supports for reading, writing, speaking/listening for each of the big four content areas – English, Math, Social Studies, and Science. I was familiar with a lot of the examples Zwiers provided, as I am a firm believer that learning is a social activity and a proponent of discussion-based learning. However, there were ideas that I haven't tried yet!

Additional Resources:

Here are some resources that I've given to my student teachers to support discussions -

Discussion Techniques

Classroom Structures Which Encourage Student Participation

Everybody Talks: Discussion Strategies In The Classroom

Here is a nice summary of Zwiers' brick and mortar words metaphor from Houston Independent School District's Literacy Support Network Wiki -  Academic Language - Bricks and Mortar

Book Review: The Art of Slow Reading: Six Time-Honored Practices for Engagement

Title: The Art of Slow Reading: Six Time-Honored Practices for Engagement

Authors: Thomas Newkirk

Publisher:Heinemann

Date: 2011

ISBN: 978-0325037318

Pages: 224

Two dear teaching friends recommended this book to me. They have been completing a collaborative study of the book together and found a lot of “meaty” ideas in this book that have translated into their own teaching practice and then their articulation of practice. Using a reading workshop approach in their classes, these teachers have slowed down to read with their students and incorporated the six time-honored practices that Newkirk advocates. As I browsed through the table of contents, I can't say I was surprised by his suggestions of how to slow down and appreciate reading and learn more from reading, but like Burke's Reading Reminders and Writing Reminders, it is always good to be reminded of good habits!

Why slow down? The first part of the book makes the case for slowing down our reading to hear the author's voice, focus on single ideas, be in dialogue with the text/author and do more than just comprehend the text, but internalize and act on text. Newkirks traces the history of our current reading curriculum that values “fluency”, otherwise known as fast reading, over expressive and aesthetic reading. “To read a book . . . is an act of perseverance” (p. 36) in that the reader has to attend to the words, plot and context over time. Too often, we have a dueling consciousness – awareness of the time we are in while thinking about the time we are planning to be in. We have become so accustomed to the time pressures of school – timed tests, unit plans etc. - that we accept is as part of life along with the underlying ideologies that faster is better and the Bell Curve of ability. However, “being slow means that you control the rhythms of your own life” (p. 24 quoted from Carlo Petrini of the International Slow Food Movement) and it allows readers to get aesthetic appreciation and personal pleasure and connections from their reading, rather than a process of retrieval of information. Newkirk than re-animates six time-honored practices of slow reading.

Performance - Oral storytelling has been the foundational method of teaching and learning throughout the world and ages. Even with the advent of writing and the printing press, texts were still often read aloud and reading was a truly social event with essays, poetry, and readings being a highlight of any party. Silent reading is a relatively new phenomenon. O'Brien (1922) identified three types of readers – motor, who physically formed the words; auditory, who mentally imagined the formed words; and visual, who imagined the content of the words. The visual reader was more efficient, which began the movement to silence vocalization of reading. Efficiency was then linked to measurement (timed tests and DIBELS) and a belief the meaning is inherent in the text. However, Newkirk argues that it isn't the technical qualities of texts (like structure, thesis and transitions) that engage readers, it is the voice of the author. To slow down and focus on this voice, performance of reading needs to be re-introduced.

Memorization – Memorizing a passage or poem allows the reader to mediate on it and it becomes part of the reader. Most religious traditions take advantage of this method to help the novices think deeper about religious texts. Newkirk provides several examples of classroom lessons focusing on memorization through repetition by researching family proverbs/sayings or by encouraging students to learn and tell jokes. From my own experience, I would have to agree with Newkirk that there is value in memorizing texts that are personally meaningful. When I was in Army Basic Training, it shocked me how I was able to recall the things I memorized during childhood and this sustained and supported me through 10 mile hikes and 5 am PT runs.

Annotation – By annotating and marking up a text, the reader is taking responsibility for determining the meaning of the text. Writing is an intentional act with cues given in the title, openings, scenes, descriptions and subheadings. As readers, we need to pay attention to the cues. But, texts are not determinate – we will not get the exact intention of the writer, who may have had multiple intentions. Different readers find different patterns of significance (p. 117). Making the text your own by marking it up, allows the reader to have this dialogue with the writer. In educationese this is often called “active reading”.

Problematizing - “I am convinced that a crucial measure of intelligence – and by extension, reading – is the ability to work through this initial discomfort of situations that don't make sense, when our habitual patterns of understanding don't do the job” (pp. 119-120). When a reader gets to a difficult text, there are generally two choices – give up or struggle and find a solution. When a reader has learned to be helpless – ie the problem is a deficit in me, this deficit is unchangeable, and it is global – then, often the reader will give up. However, with a mind-set that intelligence is not something you have, but something you do then difficulties are opportunities to stop, reassess, and employ strategies for making sense of the problem.

Reading like a Writer – “Writing is, after all, an act of slow reading” (p. 10). Writers tend to be slow readers, like Francine Prose and her wonderful book, ReadingLike a Writer. Writers will savor and then deconstruct a great text to find out what makes it work. Again, Newkirk gives a few classroom examples of lessons. For example, giving students a text full of voice and de-voicing it (making it ordinary) or re-writing but just changing the punctuation.

Writing about Text - “We rarely simply comprehend, a word with root meanings of “grasp” or “hold. We act on it in some way – we explain it, teach it, quote it, perform it, evaluate it, analyze it, allow it to call up associated experiences and ideas. We create alongside the writer” (p. 170). Writing in response to reading fills in the white space between the words – that empty space that is filled with what the reader brings to the text. Newkirk evokes Johnston's (Choice Words,2004) prompts that extend thinking:

• Alternative thinking – What else? What other ways?
• Empathizing – How do you think she/he felt?
• Causation – Why?
• Hypothesizing/speculating – I wonder … What if?
• Comparing – It's like …

When it comes down to it, we read for pleasure and meaning. Everything else - testing, career or global competitiveness etc. - is tangential. However, when those other things become the focus, the meaning and pleasure of reading is discarded. Which results in a situation where, “If we teach a child to read, yet develop not the taste for reading, all of our teaching is for naught. We shall have produced a nation of ‘illiterate literates’–those who know how to read but do not read” (Huck, 1973, p.305).

QR Codes - A New Horizon

As you can see from the last post, I'm dwelling on 21st Century Learning.  Part of this, of course, is because of the Teachers Teaching Teachers Technology Conference and my attendance in various sessions about technology. 

I attended an interesting session yesterday about using QR codes in the classroom given by Jennifer Shafer Wyatt  (Twitter ID: @jen_librarian).  When I gave my poster presentation at AERA, I included a QR code to link to the paper, but I now realize how much more I could have used it for - to link to video or pictures to extend the poster with multimedia.  I definitely want to explore this idea more in future presentations.  But, I began to see the usefulness of QR codes in my own classroom  - to link student created podcast reviews of books to the book itself (with a bookmark & QR code) or to have station work that is linked to media and instructions via QR code which would reveal the information when the students were ready for it.  Jennifer provided several videos that showed ways to use QR codes and this is one of the better ones -  Black & White and Scanned All Over.

  I did some other looking and found a neat one about using QR in Elementary - what is especially interesting is that the video is narrated and designed by the students.

Now, QR codes aren't a new idea, but schools have been slow to catch on, mostly because student cell phones are generally banned. Here is a great blog from 2010 about using QR Codes - implications for teaching and learning.

Book Review: Literacy is Not Enough

Title:Literacy is Not Enough: 21^st Century Fluencies for the Digital Age

Authors: Lee Crocket, Ian Jukes, Andrew Churches

Publisher:21^st Century Fluency Project with Corwin Press.

Date: 2011

ISBN: 978-1-4129-8780-6

Pages: 232

As the title states, literacy is not enough. Literacy, in the traditional definition, means the ability to read and write. According to The World Fact book, which uses this most basic definition, the United States has a literacy rate of 99%. That sounds really good. However, according to the latest International Adult Literacy Survey (IALS), between 21% and 24% of U.S. adults performed at the lowest level on three literacy scales: document literacy, prose literacy and quantitative (number) literacy – which leads to lower salaries and work hours and greater rates of incarceration and use of food stamps. But, the authors highlight other issues – even routine cognitive work is being outsource (ie reading MIRs and other medical diagnostics). To continue to be competitive students need to learn to be problem solvers, creative, analytical, collaborative, communicative, and ethical and the authors propose a focus on five fluencies rather than literacies to guide long-term planning in education. In other words, “We need to rethink what our definition of literate is, because a person who is literate by the standards of the 20^th century may be illiterate in the culture of the 21^st century” (p. 57).

Here is some interesting food for thought:

“How we teach problem solving in classrooms today isn't really working for us. Presenting a problem, then giving students the answer by showing them how we got it, and then repeating the process over and over by giving them a series of similar problems to solve doesn't cut it. When we do this, we aren't teaching them anything other than how smart we are. We are cultivating dependency, not independent though and the ability to analyze and solve problems.” p. 23

So, the authors present 5 Fluencies and their components skills:

Solution Fluency

• Define the problem
• Discover the context of the problem and availability of information
• Dream about solutions
• Design a plan
• Deliver the plan
• Debrief about process and results

Information Fluency

• Ask good questions
• Acquire multiple sources and types of information
• Analyze, authenticate and arrange the information
• Apply knowledge
• Assess the process and results

Creative Fluency

• Identify problem
• Inspire yourself through seeking information, ideas, connections etc
• Interpolate (find patterns) in the information
• Imagine what is possible
• Inspect idea – evaluate and assess

Media Fluency

• Listen
  • To the message – verbalize and verify
  • To the medium – the form, flow and alignment
• Leverage
  • The message – content and outcome
  • The medium – audience, ability and criteria

Collaboration Fluency

• Establish the group, norms, roles, responsibilities, etc
• Envision the purpose and outcome
• Engineer the steps needed
• Execute the plan
• Examine the process and outcome

The authors draw from Daniel Pink (2006), who concluded that often education is the process of teaching us what we can't do. Which, I think, does happen in too many classrooms, because proficiency is celebrated with grades and recognition, but risk-taking and trying yet not completely succeeding is avoided (by both teachers and students).

Beyond the Fluencies, the authors discuss Global Digital Citizenship. Since “we stay so connected to our friends [across time and space] it's like we have one long conversation that never ends; it just has some very long pauses” (p.79). In other words, whether we like it or not, we are all global citizens, because the daily events and happenings from around the world are deposited into our consciousnesses through social media and commercial media instantaneously and steadily. This requires teaching students to have particular awareness and responsibility to:

• Respect themselves
• Protect themselves
• Respect others
• Protect others
• Respect intellectual property
• Protect intellectual property (p. 81)

Most schools and businesses require users to sign an Acceptable User Policy (AUP) for the computer network. However, the authors argue that most of these policies for on the restriction of use, rather than supporting and teaching responsible use of technology. They provide a Digital Citizenship Agreement, that could replace the AUP using the foundations of respect and protect

The last part of the book has some unit plans for various grade and subject areas with a focus on developing the various fluencies through real-life simulations and project-based learning, along with a short discussion about assessment with more formative, self and peer assessment and reflection being key.

So, what is the essential pedagogical guidelines for 21st Century Learning? Velcro Learning!

• Make it sticky 
• Draw from the past 
• Repeat - often 
• Give positive feedback - frequently

Here are some online resources:

21^st Century Fluency Project

http://www.fluency21.com/index.cfm

The Partnership for 21^st Century Skills

http://www.p21.org/

Online Professional Development - It's easier now!

When I first began teaching overseas, I craved the interactive professional development of conferences and well-planned in-services.  However, there was a dearth of both for various reasons - time, money, small teaching staff etc.  But, I found several resources to fill the gap.  One summer at NECC (now ISTE's annual conference), I won a year's worth of classes through Classroom Connect Connected University.  Again, remember, this was ten years ago when online learning was still uncommon.  It was so amazing and fun.  I took classes on communicating with parents with technology, creating good internet projects, and infusing technology across the curriculum.  I also found my way to MiddleWeb, which has had various incarnations since its early days.  I loved having the ability to post a question to countless colleagues around the world and have multiple answers within hours.  Now, I realize this doesn't sound surprising, but in the early 2000s, social networking was still new. 

But now?  Wow - there are so many resources online for teachers to continue their professional development.  One that I'm especially keen about this the Teachers Teaching Teachers Technology Virtual Conference (4TVirtualCon) which has FREE registration!  Last year I attended and presented on creating an  internet projects that ROCKS.  This year, I'm interested in the 4T's mulitple sessions about QR codes in the classroom.

Twitter has also become my goto space for connections with colleagues. If you don't know what this is all about, check out Teachers on Twitter: It's All About the Hashtag.  As a teacher, I attend Twitter chat sessions for English teachers #engchat on Monday nights.  As a research and academic, I also follow #phdchat (Wed  and #gradschool. There is a good overview of Twitter for Academics from the University of Evansville.  I also found Using Twitter in University Research, Teaching and Impact Activities.

I often hear about people's predictions about what the classrooms of the future will look like.  However, in just thinking about how the opportunities for teacher professional development have changed over just the last decade, I think the better question is, what should the classrooms of today be using to prepare students for the world of the future.  We certainly can't accurately predict what the new technologies will be.  Somehow, I've learned to adapt and embrace the changes of the last few years, but how? I have to admit, it is a lot of trite proverbs:

* If at first you don't succeed, try, try again.

* Treat others as you would like to be treated.

* Failure is not falling down but refusing to get up.

* Faith sees a beautiful blossom in a bulb, a lovely garden in a seed, and a giant oak in an acorn. William Arthur Ward 

* Experience is what causes a person to make new mistakes instead of old ones.  

* If I have seen further it is by standing on the shoulders of giants.-Isaac Newton

* Getting information off the Internet is like taking a drink from a fire hydrant. -Mitchell Kapor

 

Teachers as Continual, Collaborative Learners: A Case-study of Implementing New Practices

I'm presenting another poster at  Division K - Teaching and Teacher Education / Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning.  

Several years ago, I was supervising a student teacher at a middle school and the CT was using literature circles.  I was curious how the practice got started in the school because I have often seen individual teachers use literature circles, but I haven't often seen an entire school adopt the practice.  I am a strong supporter of the use of literature circles and have given numerous workshops to introduce and refine the use of peer-led book discussions.  However, I also often hear things like, "I tried literature circles and they didn't work."  In my own experience,  the first time I used literature circles, I also encountered several problems that I had to resolve to make the discussions rich and meaningful.  I wondered how this particular school sustained the practice over time.  So, I decided to talk to some of the teachers currently using literature circles.  Here is an outline of my research and poster:

Abstract

This exploratory case-study of a small Midwestern middle school seeks to understand how and why one school moved toward implementing student-led literature discussions. Data was collected through interviews with three teachers and analyzed using thematic analysis and constant comparison. Several themes emerged focusing on professional development, which indicate that professional development practices need to: encourage the development of teacher-leaders; support collaboration; recognize that teachers are adult learners; be embedded in daily practice; recognize that to truly embrace a new practice, teachers may initially struggle with the practice.

The research question is:

• What professional development support structures are needed to give teachers the knowledge base and confidence to implement and refine the use of student-led literature discussions in their classrooms?

Data Sources & Analysis

• 3 focused teacher interviews of 60-90 mins.
• Thematic analysis & constant comparison

Analysis (Support structures needed)

• Teacher-leaders
  • Sally introduced & championed lit. circles
    • Inspired teachers to take risks
  • Current – librarian support
    • Lunch book club & adult book club
    • Supports teachers in acquiring books
• Collaboration
  • Reflecting with each other
  • Team teaching
  • Articulating ideas
• Recognition of the needs of adult learners(the teachers)
  • Identified need for differentiation
  • Choose the pedagogy
  • Worked together to build practice
• Embedded in Practice
  • Daily contact with practice & teachers
  • Constant reflection & refinement during practice
  • Applied to own context
• Struggle & Refinement
  • Struggled with:
    • Assessment
    • Finding books
    • Preparation for discussion (roles)
  • But, were given time, space & support to refine
  • Identified areas for modifications

Conclusion

In this study, the three teachers spoke extensively about the teacher-leader who introduced them to student-led literature discussions and the support she gave as they were learning. Even after her departure, her legacy continued, as the initial teachers are passing the practice to new teachers. Traditionally schools tend to look to the principal, curriculum director or other specialists to provide the leadership and direction for professional development, however, more teachers are becoming informal teacher-leaders in their schools, especially when the formal processes of leadership have been ineffective. If there is recognition that teachers are adult learners, with unique needs and issues, then the deficit model of professional development can be eliminated. Instead, by focusing on the strengths and expertise already existing in schools and providing time and space for collaborative reflection that is embedded in daily practice, professional development can be relevant, empowering and influential in changing practice.

Navigating Essential Tensions While Adopting New Practices

This week I've been working through the outline for another article based on my dissertation work.  I'm creating a poster for the AERA Annual Conference in Vancouver .  I've been invited to participate in the Division K Teacher and Teacher Education Graduate Seminar.

Abstract

Teachers have been using the reading workshop format since the late 1980s. Research supports the underlying prospects of the reading workshops such as self-selected reading (Allington, 2006; Krashen, 2004) and extensive reading (Allington, 1983; Anderson, Wilson & Fielding, 1988; Cunningham & Stanovich, 1998). There are multiple books, courses, workshops and videos to help teachers implement the method and philosophy in classrooms from early childhood through high school, however, teachers still struggle with implementing the workshop approach. The goal of this study was to document and understand the experiences of two third grade teachers as they implement a reading workshop approach to teaching reading in their classrooms. The lens of activity theory (AT) and contradictions provides a tool to inquire into various aspects of pedagogical change, taking into account individual perspectives and context as well as evolution over time. AT and its principle of contradictions provide insights into how transformation occur with the adoption of new practices and the tensions between conventional classroom practices and dialogic pedagogy.

Theoretical Framework

• Activity theory (Engeström, 1987, 1993)
  • Activity system analysis
  • Expensive learning
• Collaborative reflection (Rodgers, 2002)
• Reading workshop (Atkins 1998; Calkins 2001; Reif 1992)

Methodology (Guba & Lincoln, 1983; Scriven, 1983; Stake, 1983).

• Instrumental case study
• Naturalistic inquiry
• Grounded interpretations

Data & Participants

• Two third-grade teachers
  • Classroom observation & field notes
  • Interviews
  • Collaborative reflection sessions

Essential Tensions Exhibited

• Teacher as Expert vs. Teachers as Learner (Subject/Community)
• Traditional Core Novel Approach vs. Reading Workshop Approach (Tool/Objective)
• Monologic Interactions vs. Dialogic Interactions (Division of Labor)
• Commercial Curriculum Program  vs. Contextualizing Curriculum (Rules/Authority)

Conclusion

Prophetically, Bond and Dykstra realized that reading education needs to focus on the “teacher and learning situation characteristics rather than method and materials” (1967, p.123) and because of the variety of students in any classroom, “it is necessary to train better teachers of reading rather than to expect a panacea in the form of materials” (p. 123). Research and teacher training needs to focus on the decision making and reflective process of teachers in context not just the implementation of a program or curriculum. In this study, the teachers struggled with reconciling their old practices, expectations and perceptions with the new pedagogical demands inherent in the workshop approach. As Wold observed, “Deep-level literacy implementation requires strategic decision making and action. The process of becoming an exemplary literacy practitioner requires deliberate, long-term attention to and reflection on practice” (2002, p. 91). Even with a mandated or scripted curriculum, teachers are constantly making decisions about which content to teach, how to structure the lesson, which materials to use, and how to respond to students. Over time, the two teachers in this study experimented with different approaches and reflected on the process, which illuminated some of the underlying tensions of philosophy, practice, and expectations that influenced the classroom culture and through the reconciliation of the old and the new, the teachers have transformed their teaching.

Why do we have to learn this?

How often have you heard your own students say these words? I've heard it from middle schoolers through graduate level. When I was a kid, I was told, “Because.” As a teacher, I know that if I hear this question, I missed something in my lesson – I haven't helped the students connect their learning to their own experiences or project how it could be useful in the future. Making learning relevant seems to be official term, but I just have the small voice of a 6^th grader in my head, guiding my lesson planning, “Why do we have to learn this?”

So, this vignette is for the math teachers who might stumble on an English teacher's blog, and I swear, this actually happened.

I stopped at Little Caesar’s to pick up dinner for tonight (hopefully the health teachers aren't reading). The cashier was asking if anyone could tell her how to make a real number out of 21%, or what 21% would mean.

Since I had to wait for my pizza any way, I decided to enter the conversation. I asked, “What are you trying to figure out?”

“How much is 21%?” asked the cashier.

“Well,” I said, “If you have 21% of 100, that would be 21.”

“Okay,” said the cashier.

“Let's take some round numbers. So, think about paying tip at a restaurant. If the bill is 20 dollars, 10% would be 1 dollar, 20% would be 2 dollars.”

“Oh,” exclaimed the cashier, “That makes sense.”

“But, you can only know the percent out of something, so what is the something number?”

The cashier looked downcast, “We didn't make our upsell by 21%, but we don't actually know what that means.”

“So, how many pizzas were you suppose to sell?” I asked.

“77.”

“10% of 77 would be 7.7, so 20% would be double that, so about 15.”

“We were short 15 pizzas. So, why didn't they say that! I like you lady, you're a smart customer. I usually use my cellphone to figure stuff like that out,” said the delighted cashier as she turned to her co-workers in the back and explained what being 21% short on their upsell meant.

As I got in my car, with pizza in hand, I wondered why math wasn't relevant to this person when she went through school. But, being the teacher I am, I wondered to myself how often I failed to make my lessons relevant to my students. Just recently I had to fly through 100 years of history in less than four weeks and constantly struggled over coverage (according to the official syllabus) and depth (teaching for understanding, my philosophy). It was like going to Baskin Robbins and getting to taste every one of the 31 flavors, but using one of those itty-bitty plastic spoons – you get a flavor, but not a real taste. If I felt that as the teacher, how did my students feel?

But, making teaching and learning relevant involves multiple aspects – student motivation, choice of content, learning activities, knowledge of students, projected future possible lives of students, teacher enthusiasm, and supportive academic relationships. Weaving these aspects together is the art of teaching.

Re-Imagining Teaching and Learning

Lately I've had many discussions with my pre-service teachers about what it means to be a teacher and what teaching looks like. So many students grow up in schools with very traditional views of what it means to be a teacher. The traditional view is that the teacher “is in charge” of the classroom. This means the teacher talks, the student listens – the teacher assigns, the students do (or do not and get punished) – the teacher determines the course of study, the students follow. I found this interesting “rules of the classroom” from Matusov that illustrates the unstated expectations of the traditional classroom. He says:

Conventional student agency is usually assumed to involve the student's willingness to participate in the following major actions:

1. Do unconditionally what the teacher asks you to do (behaviorally, educationally, intellectually, relationally, morally, and so on).
2. Try to understand what the teacher wants from you.
3. Put your efforts, industry, eagerness, intelligence, and diligence toward what the teacher assigns as well and as much as possible, based on the teacher's judgment of what “well” means.
4. Censor your own agendas, desires, genres, and actions that are not sanctioned by the teacher.
5. Restrain and do not support other students who disrupt and deviate from the teacher's assignments.
6. Postpone your self-actualization and goal-defining processes until the ""grown-up" future, when education is over (or at least when the school day is over and you are outside of the school time and space, outside of the school Assignment Chronotope) (student as "a halfbeing"; see Sidorkin, 2002).
7. Actively desire to do 1-6 (Fendler, 1998).

Matusov, E. (2011). Authorial teaching and learning. In E. J. White & M. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe. New York: Peter Lang Publishers.

Put in these terms, the classroom doesn't sound like a very nice place to be, but this scenario is being played out in classrooms around the nation. I have a front row seat to many of them. In this type of classroom the goal seems to be “teaching” - going through the motions of what teaching should look like, without asking the basic question of, “What are the students learning?” If they are learning the above rules, then they are learning to play school and play the game. If they don't learn to do the above, then they are determined to be at-risk, struggling, or in need of special services. How many students are not reaching their full potential, because their potential is being determined by the restrictive clauses of obedience and fulfillment of duty?

I had a pre-service teacher talk about the frustration of trying to help individual students or small groups of students in the face of being “in charge” of a particular classroom activity. “How am I supposed to get everyone involved if I'm busy being in charge of the class?” I agree, many teachers feel pulled in multiple directions when faced with 25 or more students, all with different needs. But, my first questions was, “Why do you need to be in charge?” I think the pre-service teacher thought I was teasing. I was questioning the foundational principle of being a teacher, which means being in charge. The pre-service teacher blinked a few times, with head shaking and said, “What do you mean?” Again, I asked, “Why do you need to be in charge? What other alternatives are there to that image? Why couldn't a student lead the activity? Why couldn't you use small groups? How could the students be more actively involved with the knowledge and activity, freeing you up to check-in with students?”

This leads to a second issue – that of perception – the teacher's perception of what the community expects the classroom to look like. Having been through 16+ years of schooling, mostly in a traditional manner, many teachers believe that is what parents want and administrator expect. In my own experience, I've had parents say, “Well, I had to memorize it, so my student should too!” Or, “His sister had a vocabulary list, why doesn't he?” Its the old adage of “If it was good enough for me, it should be good enough for today's student. I had to read Huck Finn, so she should too!” This means, that as teachers, we need to recognize and elicit what our parents/students believe the classroom should look like (based on outdated models) and help them re-imagine what is needed for the 21^st century. And, in actuality, we need to help current teachers re-imagine this too.

This leads to a third issue – that of trust – trusting that students already posses knowledge and skills that can be built upon, rather than empty receptacles awaiting for the elixir of information to pour forth from the teacher. When teachers trust that students have something to contribute, and give them tools to articulate their knowledge and experiences, the shared learning that happens can be tremendous. Yes, I'm going all Vygotsky on you now, but I emphatically believe that learning is a social activity that requires the participation of each individual to expand the capacity of the group.