I-Think We Can Move Beyond The “But …”

Yesterday, I was lucky enough to be involved in the one day HWDSB I-Think Workshop. Heidi Siwak, an amazing teacher in our Board has been working with the Rotman School of Management for a couple of years now, and looked at ways to bring integrative thinking into the classroom. Thanks to Board support, more and more classes in the system are learning about integrative thinking and moving the ideas into their rooms. I’ve always been intrigued with the ideas that Heidi shares with me, and as I explored inquiry last year – and intend on using it more in the classroom this year — integrative thinking just seems to fit so well. The one-day workshop gave me a lot to think about, and I’ll admit, that I’m continuing to reflect on what integrative thinking may look like in the Grade 1 classroom. I have no doubt that I’ll share many future blog posts on this very topic, but this post is about another reflection from yesterday: how, and why, could integrative thinking be used with staff?

Much of our time yesterday was looking at using pro/pro charts to see overlapping ideas between extreme models: ultimately looking at how we can use the best ideas in both models to build new models. As our superintendent, Mag Gardner, said in her introduction,  “Integrative thinking is about embracing the ‘muckyness’ of learning”: playing and getting creative to solve problems in new ways. It was as I was sitting and thinking about Mag’s words and participating in a pro/pro chart activity that this question came to mind:

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Here is something you need to know about me: I don’t do well with the “but …”. Often in teaching, educators will sit around and discuss new ideas. They’ll learn about new approaches. And without a doubt, there is often a but

  • But my students aren’t strong enough.
  • But my students can’t all read/write/do math calculations (you decide).
  • But there isn’t enough time.
  • But we don’t always get home support.
  • But I tried that approach earlier in the year, and it didn’t work.
  • But I don’t have enough support to make this effective.
  • But the needs are different here.
  • But my students are too young.
  • But, but, but …

I’ll admit that at different times in my teaching career, I’ve offered my own “buts …”. It’s always with student intentions in mind. We want students to meet with success. We know our learners. We know our own comfort level, and we know what seems to work well. Why change?

The problem with this “but” is that it stops growth. We could be doing a “good job,” but with a change, it could be “better.” When the “buts” enter the conversation though, the new ideas are rarely tried because there is so much reluctance. Yesterday though, we learned about the pro/pro chart, and that changed things for me.

Imagine at a Staff Meeting or PD session, you were given two opposing ideas:

  • Letting students always choose their way to show their learning in all subject areas.
  • Having the teacher always decide on how students show their learning in all subject areas.

After defining what both ideas look like (as a group), you decide on the stakeholders that would be impacted by these decisions (e.g., the students, the teachers, the parents). Then you create a chart where you list the “pros” for each of these stakeholders for both ideas. You only focus on the positives. After completing the chart, you look at the overlapping ideas from both extremes. You try to sum up both sides with one or two main words. From there, you can start looking at how you can use the things you deem are important from both models to build a new one: providing the best of everything.

This is a simple explanation, and probably doesn’t take into consideration all of the nuances of integrative thinking. As someone that’s just learning about integrative thinking, I don’t know if you can really pick and choose what you do and how you do it, but assuming that you can, I think there’s benefits for staff in even doing the first part of this activity: looking at the opposing sides, listing the positives for the different stakeholders, looking for similarities, and summing up the viewpoints in one or two main words. As you do this, you start to see value in something that you never thought you would. Even if the group never decides on a perfect “new model,” maybe by analyzing the positives of both, everyone will come to appreciate something new and move from a “but” to a “when.”

  • When the right supports are in place.
  • When students can share orally as well as in writing.
  • When students can choose to work alone or together.
  • When I can run a guided group to assist those students that need it.
  • When this is done in small groups instead of as a full class.
  • When I’ve shared the information with parents, so that they can support the concept(s) at home.
  • When there is a gradual release of responsibility.
  • When I have established some key classroom routines first.
  • When, when, when …

I kind of like the sound of the “when,” and I think that integrative thinking can help us move in this direction. Now I realize that Staff Meeting times are limited and there are usually pre-established plans for PA Days, but maybe integrative thinking could make its way into SEF (School Effectiveness Framework) Planning Meetings. I think of what my principal from last year, Paul, used to say about focusing on the positives, and this pro/pro chart definitely allows positivity to have an impact on teacher choices and attitudes (or at least, I know that it did for me). What do you think? How can you see using integrative thinking for staff professional development? What benefits or drawbacks do you see? I’d love to hear your thoughts!

Aviva

 

Are You “Prepared?”

The other day, I was speaking to a friend of mine about preparing for the new school year. I’m usually very organized.

  • My long-range plans are done.
  • I’ve prepared activities for the first week of school.
  • I’ve laminated and cut-out materials for the classroom.
  • My daybook plan for the first week is complete.
  • I’ve written my September Newsletter, and it’s ready to be photocopied.
  • All of the materials that I have at home that need to go back to school are prepared and ready to load into my car.

This year, I haven’t done any of these things. When I was talking to my friend I said, “I’m not prepared to go back!” But I’ve been thinking about that conversation for the past couple of days, and maybe that’s not true.

I haven’t done the things on this list yet because …

  • I’m moving schools. I’ve only seen the new classroom once, and I can’t remember everything that’s in it — especially everything that’s in the teacher cabinet. I have to have another look before I decide what to bring in.
  • I don’t have my schedule yet. I’m not sure what the day looks like, what subjects I’m teaching, and what subjects are being taught through my preps. This information will impact on my daily plan. When it comes, I can then start finalizing the look of the day.
  • I’ve only met once with the new Grade 1 team, and we’re planning on meeting next week to finalize our plans. Daily activities, newsletters, and daybook plans have to come after these planning sessions.
  • I haven’t met the students yet — this could be the most important reason of all! For the past nine years, I taught at the same school. I taught many students multiple times – some as many as four years – and I knew almost everyone in the building. Planning was easier because I could truly plan with the students in mind. With my school change, I’ve had to rely on reading OSR’s, speaking to previous teachers, and reading general overviews on each child. Over the years, I’ve learned that students are rarely exactly as they appear on paper, and meeting students, making connections with them, learning about their strengths and needs, and then moving forward is important.

This doesn’t mean that I plan on going into the new year blindly. In fact, since I took this photograph of the new classroom during the first week in July, my mind continues to be on school.

A Look At My New Grade 1 Classroom

A Look At My New Grade 1 Classroom

My preparation though is different than it’s been in the past.

  • I’ve been talking online — through Twitter — with mainly Reggio-inspired Kindergarten and Grade 1 teachers. My Grade 1′s will be coming out of a Full-Day Kindergarten Program that embraces many of the Reggio philosophies. I want to look at how to bring this programming up to Grade 1. I’ve been thinking and chatting about classroom design, program design, scheduling, inquiry approaches, and balancing curriculum and student interests.
  • I’ve been reading educational books on inquiry and technology that I think would be beneficial for classroom use. A Place For Wonder, Teaching the iStudentand Why Are All School Buses Always Yellow? have given me lots to consider. Now I have new ideas for provocations, questioning activities, and technology resources that could be beneficial in Grade 1.
  • I’ve been re-reading all of the curriculum documents. I’ve been thinking about how the expectations align. I’ve been considering what might interest Grade 1 students, and how their interests can parallel with the overall expectations. I’ve been looking at the student needs – at least the ones outlined on paper – and considering various entry points (to hopefully lead to increased success).
  • I’ve been learning more about the Pals and K-Pals Programones that the Kindergarten and Grade 1 teachers have used in the past. I’ve been thinking about ways that I could use this program while still maintaining a large block of time for inquiry/comprehensive literacy. I struggle with scripted programs, but talking to my teaching partners, I hear that there are lots of benefits to this program for students. I’m hoping that I can have an inquiry/comprehensive literacy block, a math block, and a period for Pals and K-Pals. Science, Social Studies, and The Arts can be integrated with literacy and math. Depending on the schedule, this could work (fingers crossed). 
  • I’ve been talking in-person with various educators. Over the summer, I was fortunate enough to meet with the new Grade 1 team, and we discussed ways to link inquiry and oral language and start moving into some reading and writing possibilities. I also spoke to a Grade 2 teacher in Peel, Jonathan So, about The Daily 5. We talked about how to get started, the need for sustained reading and writing time, but also how to possibly use the format with some Wonder Centres: still allowing for the elements of choice, but also linking Language with Science and Social Studies.

Maybe I’m a little more prepared than I thought. Maybe preparation doesn’t need to mean long written plans and yearly schedules. Maybe we can prepare the most by reading, thinking, questioning, talking, and listening (in a continual loop). I guess that I’ll see how prepared I feel when I walk into the classroom to begin setting up on Monday morning. How do you prepare for a new school year? How do you balance scheduling restrictions, school desires, team thoughts, and student needs as you plan ahead? I’d love to hear your thoughts on this!

Aviva

“Good” Is Not “Good Enough!”

The other day, I met with a teacher friend of mine to do some planning. We’re both teaching different grades this year, but she wanted to make changes to her program and was looking to brainstorm ideas together in order to do so. As we were working, she made the comment, “I don’t think that I’m a bad teacher, but I want to improve.” That got me thinking.

  • We may see ourselves as okay teachers.
  • We may see ourselves as good teachers.
  • We may see ourselves as great teachers.
  • We may see ourselves as excellent teachers.
  • We may see ourselves as outstanding teachers.
  • But should we not always be looking for ways to bump up our teaching practices to the next level?

As these thoughts were going through my head, I couldn’t help but think about my school experiences last year. I remember the months leading up to my TPA (Teacher Performance Appraisal) and my tremendous fear with being evaluated. I remember how terrified I was of the regular principal and vice principal walkthroughs. I remember my huge fear of feedback.

It wasn’t that I thought that I was going to fail my evaluation. It wasn’t that I thought that I was going to hear that I was a horrible teacher. But months later, I know what it was: it was my fear of hearing negative comments. What if my principal and vice principal didn’t like what I did? What if they thought that I could improve? And you know what? They did ask me questions. At different points during the year, they respectfully challenged some of my ideas, and they got me considering new ones. Both my principal, Paul, and vice principal, Kristi, provided me with many next steps all year long. And now, as the summertime quickly comes to an end, I can say to them what I probably never said enough of last year: thank you!

  • Thank you for showing me what I did well, but also showing me where to go next.
  • Thank you for letting me “fail,” but also giving me the confidence to consider a new approach.
  • Thank you for supporting me as I continued to try, and try again, all year long.
  • Thank you for probably making last year one of my biggest years of personal and professional growth!
  • Thank you for making me excited about the changes, and growth, that I can experience this year.

As educators, I think it’s great that we can believe in ourselves and our abilities. I think it’s great that we can recognize our strengths and know when we’re doing a “good job.” But I also think it’s great when we can recognize our weaknesses and look at ways to improve. I may always feel nervous about walkthroughs and evaluations, but I also know that good questions, great challenges, and thoughtful next steps will make me a better teacher – and I want that: for me and for my students! How do you handle feedback? How do you encourage it? How do you continually look at ways to improve your practices? I’d love to hear your thoughts!

Aviva

Yearning For The Printed Photograph

It’s two weeks tomorrow that my Grandma Minnie passed away. For 92 years, Minnie lived in Sydney, Nova Scotia, and for over 70 of those years, she lived in the same house. I remember visiting that house numerous times as a child, but far less, as I grew up. While Minnie often came down to visit my family here in Hamilton, Ontario (which she forever thought of as Toronto), as she got older, the visits happened less and the phone calls happened more. We shared news and exciting events through our talks, but also, through photographs.

A Photograph Of My Grandmother With My Late Uncle Benny

A Photograph Of My Grandmother With My Late Uncle Benny

After she passed away, my parents worked with my uncle and aunt to help clean out my grandmother’s house. Numerous items got shipped around to different family members, and just the other day, two massive boxes arrived at our house. The number of photographs in these boxes are incredible.

  • There are photos of my grandmother as a child.
  • There are photos of my grandmother at weddings.
  • There are photos of my grandmother at graduations.
  • There are photos of my grandmother with her friends.
  • There are photos of my grandmother with family members (both when she was a child and as she grew up).
  • There are also photos of my grandmother’s grandchildren, great-grandchildren, nieces, and nephews, showcasing the many happenings in their lives.

I’m not usually a sentimental person. I rarely hold onto any pieces of paper – and in fact, I’m often known for losing just about all paper items that I receive. I love the fact that everything is digital now. My whole life is contained on my iPad and computer, and often shared with others through YouTube, Twitter, and my blog(s). All of this being said though, there was something incredibly amazing about looking through the hundreds of photographs that my grandmother left behind. They told a story. They captured the lives of generations.

My Mom Told Me Many Stories About This Picture Of Me That My Grandmother Had In Her House

My Mom Told Me Many Stories About This Picture Of Me That My Grandmother Had In Her House

These photographs now sit on my bookshelf, on my dresser, on my desk, on the fridge, on the walls, and on shelving units throughout the house. Looking at them reminds me of my Grandma Minnie, and keeps a little bit of her always with me. Yes, photographs and videos can be stored online. They can even be shared online. But there’s something about seeing that printed copy that makes the memory stronger.

I can’t help but think about the classroom, and how in the past five years, so much of the learning is shared virtually through tweets and blog posts. I love that the parents can get a glimpse into the classroom with this electronic sharing, but I wonder what would happen if I printed and posted — even if in a handmade book — these photographs for students. Would it inspire them? If a picture’s worth a thousand words, I wonder what thousand words students might share if they were to see the picture? Technology makes sharing pictures so much easier, but as I look at the many memories my Grandma Minnie left behind in her photographs, I can’t help but wonder what’s lost as the printed photographs become harder and harder to find.

Aviva

My Maybes

A few days ago, I finished reading a fantastic book recommended by my previous vice principal, Kristi: A Place For Wonder. As a teacher that first started exploring inquiry last year (in Grade 5) and am eager to explore it again this year (in Grade 1), I loved the ideas presented in the book.

The author, Georgia Heard, got me thinking about numerous ideas including,

  • a wonder window (special seating under my large classroom window would be ideal)
  • Wonder Centres (to infuse wonder into the literacy block)
  • a Wonder of the Week (to get students investigating and thinking about wonders)
  • a Wonder World (where the classroom actually becomes a place of wonder)
  • student organization of books (this provides the perfect real world example of sorting (math), while giving students more ownership over the classroom library)
  • classroom pets (what are my options that do not include a book of forms? :) I’m definitely thinking about Nintendogs (as virtual pets), but also looking at caterpillars/butterflies, worms (for composting), and maybe a hermit crab (which may result in a lot of forms.))
  • boxes of wonders (I love how the students featured in the book added ideas to their boxes even over recess time)
  • Listening Walks (I even see a possible musical connection here; maybe even linking music, literacy, and Science)
  • a Wonder Club (this could even extend to recess time as well, or provide a great opportunity for reading, writing, and oral language during the literacy block)
  • Heart Wonder Writing (I see the overlap here with reading comprehension strategies)
  • Research Wonders – exploration and writing (I love the link to nature, which aligns with the Full-Day Kindergarten Program Model)

The more that I read, the more that I shared: both publicly, through Twitter, and privately, through email. It’s this sharing that got me thinking. Many books like this one almost provide a cookie cutter model to inquiry. I know that inquiry is not about reproducibles, and Georgia Heard is definitely not suggesting that it is, but she is giving teachers a formalized structure to follow. I think that many people like this, and at one time, I did too. But over the years, I’ve come to realize that another teacher’s structure, explicitly as outlined, doesn’t necessarily work for me, or more importantly, for my students.

So with this in mind, I need to make a choice: do I say that I’m already using inquiry and stick with what I’ve already done, do I embrace this new structure and just follow the book, or do I explore the various ideas and look at different ways to make them work considering my students and their needs? I tend to go with the last option, and this book is no different.

  • Maybe students can select their own way to share their new learning instead of just creating a book.
  • Maybe students can initially work together so that they can support each other, while also exploring individual contribution options.
  • Maybe I’ll try some guided writing groups to further support those students that need it.
  • Maybe I’ll begin Research Wonders during guided reading, so that I can support students during the research and the writing, while tailoring the activity to the different learning needs.
  • Maybe I’ll explore the editing component in small groups (at least initially), so that I can change my approach and focus depending on students and their needs (i.e., providing different feedback to students depending on their writing).
  • Maybe I’ll look at some technology options that can help students with the writing for those that need it. Dragon Dictation could be a good first option. There are also Story Apps that allow students to orally record their ideas. Puppet Pals and My Story could be two great possibilities!
  • Maybe I’ll look at different ways to keep anchor charts – from stacking options to duotangs – so that students don’t become visually overwhelmed by all of the items in the classroom. I can’t help but think of Stuart Shanker as I see the classroom displays. I begin to wonder about the impact on self-regulation.

One thing that I love most about reading these educational books is that they make me think. They make me realize what is possible, and they also make me realize what I may need to do to make these ideas work in the classroom. These “maybes” provide new options and new opportunities for learning. How do you take the ideas of others and make them work in your classroom? Maybe we can all share some of our “maybes.”

Aviva

Yes, No, Maybe So!

The other day, I was skimming through some tweets, and I happened to see this one by William Chamberlain: a teacher from Noel, Missouri.

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He was having a discussion with a Keely Shannon, a teacher from Florida, and I just had to chime in. You see, if you spoke to me on Monday, I would tell you that I hate worksheets. (And I know that hate is a strong word, and it’s one that I rarely use, but I really felt this passionately against using worksheets.) I speak in the past tense here because as our conversation evolved, my thinking did as well.

The problem is that I have images that come to mind every time that I hear the word “worksheet.”

  • It’s a blackline master.
  • There is no thinking involved.
  • It often involves fill-in-the-blanks or multiple choice questions.
  • It’s a closed task.
  • It’s very low-level work.
  • There is no differentiation.
  • It’s rarely engaging.
  • There’s probably going to be some colouring involved. (As you can probably tell, I taught primary for 11 years, and I have images of the seasonal worksheets with the colour-by-number options or the huge graphs in one of the corners.)

When I read William’s tweet, it was these thoughts that had me replying with a barrage of tweets highlighting my many concerns with worksheets. I still have all of these concerns, and you will never find me photocopying class sets of worksheets, but it was one of William’s final tweets that really had me thinking.

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Students need to practice skills. There are many ways to do so. I think that inquiry can allow students to practice skills, but in a meaningful context. As they explore more, read more, and ask more questions, they also learn more. Even in math, a real world problem can have students practising skills, but also thinking and applying what they learned. I did this almost every day last year with my Grade 5′s, and as the year progressed and I learned more from others, I got better at making this happen. Much of what we did last year didn’t require a worksheet for practice, but sometimes it did (or at least for some students).

And then, I think about my students with autism. Every day, I broke down all of their learning into sets of task analysis. This was not a blackline master worksheet, but I guess that it was a worksheet of sorts. It explained, step-by-step, what they had to do. They checked off the steps as they went along. The activities were tailored specifically for them and their needs. There were always elements of choice. Sometimes this work was independent, and sometimes it was for group work, but the worksheet allowed them to take control of their own learning and meet with success. I would use this kind of worksheet again.

I won’t use the fill-in-the-blanks worksheets. I won’t use the colour-by-number ones. For almost all students, I won’t use the worksheets with reams of addition, subtraction, multiplication, and/or division questions spread out on them, but maybe for those few students that need to review these skills, I would give a few to parents – even if only as an option for at-home use. And it’s with this thinking that I realize that using worksheets may not be a clear-cut yes/no problem. Maybe we need to ask these questions instead:

  • Why are we using these worksheets?
  • How are these worksheets benefitting students?
  • Do these worksheets meet the needs of all students? If not, how might this impact on how we use them?
  • Do these worksheets address all levels of the achievement chart (something that is important when it comes to the Ontario Curriculum)? If not, how are we ensuring that we address all levels of the achievement chart?
  • If we’re not using worksheets, what could we use instead? Why?

Maybe it’s not a matter of just jumping on or jumping off the worksheet bandwagon, but instead, thinking carefully about our choices and realizing that sometimes worksheets might be good for some and not for all, and sometimes, we can just save the paper and explore a different option. I think that it’s also important to remember that not all worksheets are created equally, and our thinking may change depending on the quality of the worksheet and the opportunities for student choice and higher-level thinking. How do you decide when to use worksheets? What are the benefits and/or drawbacks you see in doing so? I’d love to hear your thoughts on this hot topic!

Aviva

Do We Always Need To Help?

I had an interesting conversation with my step-dad on the way to summer school this morning. My step-dad is a director, principal, and high school teacher at a private school, and over the years, he’s taught me a lot about teaching and learning. This discussion though really made me think.

We were talking about when students struggle. Sometimes they find the work challenging. Sometimes they’re not sure of the answer. Sometimes they don’t know where to begin. Usually, when students have difficulties, they ask for help from the adult in the room: be it a teacher, educational assistant, principal, parent, or volunteer. And as adults, I think that we want to help. We want to see students succeed, and often with our help, they do.

  • How much help though is too much help?
  • If we give students the answer, are we helping them?
  • How can we help students best?
  • When, if ever, should we (adults) choose not to help? What could we do instead?

Then there comes the next part of this problem. When students meet with success (either with our help or an alternate way) and can do the work on their own, what do we do next? There’s a certain comfort that comes with “success.” When all students know what to do, and all students can do the work well, teaching becomes easier. The classroom becomes quieter. There are far fewer issues. But when it gets to this point, are we really helping students move to the next level? How can we push them forward? 

As adults, and as students, learning new things can be hard. For the students that my step-dad works with, almost all of them have special needs. Learning new things is then usually incredibly hard. Often this learning comes with frustration. Sometimes this learning comes with tears. But letting students push through these difficulties, allowing them to struggle and then succeed, and balancing the need for support and independence, seems to make sense to me. If we want students to see that they’re ultimately in charge of their own learning, then in some way, don’t we need to give them the opportunity to take this control? 

As educators, administrators, and/or parents, how do you respond when student or adult learners need help? How do you continually push for improvement? I’d love to hear your thoughts on these questions!

Aviva