Getting Started with PLCs – A Protocol for Group Collaboration

Our first staff meeting at Edward Johnson was partly about getting to know each other. We have many new staff members (including both administrators), several LTOs (Long Term Occasionals) and a growing FDK (Full Day Kindergarten) team of 14 educators. We are also about to get started choosing areas of interest and people to work with for our professional learning teams — aka — our collaborative teacher inquiry groups. index

Many getting to know you activities include interest inventories, learning style or learning preference surveys that help us get to know ourselves as learners, but we thought it might be important to get to know ourselves as a group, and wonder a bit about our own participation in teams; how do others influence us, and how do we impact the group?  My go-to site for great protocols is the National School Reform Faculty from the Harmony Education Centre, and one that fits really well for this purpose is the Compass Points Activity, its purpose being to understand our preferences in group work.

I’ve used this protocol about 4 times now, very successfully in three f2f sessions and even once trying it online during a Connected Coaching course with PLP Network.  Through the protocol we learn a lot about each other, and we learn a lot about how other people in our groups can strengthen our team and ‘balance’ us out.

The protocol is a four corners activity.  Each teacher identifies him/herself with one of the compass points which describes them best and then joins others in that group for a brief discussion. In general, the four compass points identify some folks who jump right in, some who like to know the big picture, some who like to focus on the details and some who are concerned about interpersonal skills and making sure that all members are heard.

Here are the points that are discussed in each group and then shared out briefly to all:

  • what are the strengths of your style?
  • what are the limitations of your style?
  • what do you want others to know about your style?
  • which of the other styles do you find most difficult to work with and why?

Each group I’ve done this with has had fun and some giggles along the way as we see each group complete the discussion and sharing in a way that suits their style. This time around some teachers noticed that our group was pretty evenly split among the four groups, and that some of their favourite people to work with were actually quite different than them in terms of how they liked to approach group tasks. We learned who liked to jump right in and who liked to see the big picture, who likes to understand the details first and who would want to look after people and make sure that all were heard.  We talked about what our group might find stressful at times as well as the benefits to us of having a diverse team.

My hope is that this activity will build some trust among us as we begin our learning this year, and it has also given us some understanding of our role in group dynamics….both from the point of view of what we need to be effective contributors and what our colleagues need from us!

What ways to you try to build a culture of trust and openness that leads to productive group work in your setting?

 

Back to the classroom…Here we go! Part 1

I’m headed back to the classroom .5 this fall as I also move into my new role as Vice Principal.  So, after about 7 years of being in a central board position, I’m back at it with lots to be reminded about; different deadlines, report cards (writing and reading), assessment and tracking and the weekly timetable.  Creating a collaborative learning culture, planning lessons, units and projects were the things I absolutely loved best about being the classroom so I’m pretty pumped!

After asking the Junior teachers what might work best for them, my assignment is to see 5 classes each week for an hour each (Grades 3-5) and look after Media Literacy, Dance, Music and some resource time for the school as well.  I immediately thought about how the Media Literacy piece would support the Dance and Music elements.  I also thought that since I’m not a fluent French speaker (yet!),  Music, Dance and Media could be combined to support learning about French culture – I could help contribute in that way to the French Immersion experience.

So…where to start?

Step 1: Curriculum Connections

I’m a lover of PBL, so I’m immediately drawn to how these 3 subject areas might overlap and how rich projects could emerge.  I’m also considering that since I only see these classes once a week I’ll need to work through cross-curricular rich tasks or be left tearing my hair out!  My sense of the curriculum was that the creative processes in the Arts would align nicely with the overall expectations in Media Literacy.  I took to a Lino.it and here’s what emerged!   Fabulous alignment in 3 areas! :)

Screen Shot 2014-08-23 at 9.01.45 PMStep 2:  Rich and Relevant Tasks

I was inspired this summer by a visit to the Titanic Quarter in Belfast, Ireland, where they have created a fantastic mulitmedia experience for learners.  I got thinking that if the Media piece were to involve sharing out what we learned about Music and Dance (forms, creations, reflections),  this would be a meaningful way to bring in many important elements of media study (digital citizenship, audience, purpose, voice, forms, multimedia tools and devices).   My next step is to use a Graphic Organizer to pull out the specific expectations in each grade level and sort them based on how they align with each other.  This will prompt project ideas and give me a framework for how to shape students’ wonderings and questions around some big ideas as we move forward.  Stay tuned for Part 2 as that emerges over the next week or two.

In the meantime….Screen Shot 2014-08-23 at 9.28.02 PM

As the year starts and I get my plans in place in conjunction with the other teachers, I’m going to start with Bitstrips with all of the classes.  This will allow me to get to know each student, build community in an online space, teach some preliminary skills around digital citizenship, and work on how to give effective feedback to each other.  The feedback and reflection element will be very critical as we move into exploring the arts together!   It’s also a Ministry Licensed OSAPAC tool and I know that it should work well on multiple devices…not to mention how exciting it is for students!

Thank You Annie Fetter: How strangers can get us started and friends can cement the change

This post was first published on August 11, 2014 for voicEd.ca

As teachers, we don’t always know our impact unless our students come back and share with us.  Similarly, as global teacher learners, we don’t always know the people that we reach and the positive impact we might have on the growth of other educators.  This year, I’d like to start by thanking Annie Fetter, someone whom I’ve never met face-to-face, for the positive impact she’s had on my growth this year, and for the rich discussions that she’s prompted me to have with educators within my PLN and with the teachers I work with back in Guelph.

This is the video that got things started for me in May of 2013.  It’s an Ignite Session from a Math conference where Annie shows how she uses a Noticing and Wondering strategy when teaching Math.  It was shared on Twitter by one of my mentors, Mary-Kay Goindi.

Mary-Kay and I spent some time talking about this video and then the ideas began to percolate as we went about our year.  As I watched it several times, I began to love the elegance of Annie’s message.  This strategy makes thinking visible, both to students and to teachers; what another learner notices can be really helpful to us as thinkers, and we don’t always ask students to articulate this internal noticing.  It’s really inclusive, in that no value judgements are made, only observations.  When teachers ask,  “What makes you say/think that?” instead of, “Why?” students are encouraged to provide evidence, rationale and further information to describe their own thinking, something so powerful as a formative tool in order to know what next steps for a learner might be.  So simple, and yet, so powerful!

At a subsequent event, the Waterloo Region Edcamp in February,  I was in a session with another one of my mentors, Peter Skillen, and as part of the discussion I was sharing one of my problems of practice, that of finding strategies that help with the synthesizing of ideas that students are gathering during the inquiry process, something that Peter and I have discussed at length as we try to share our knowledge of PBL and knowledge building, often with teachers who are new to the process.  It’s the part of the process that we often see is missing in inquiry projects today, and the part that I find most challenging.   I have my toolkit of strategies, but I wanted to learn more from this group of teachers gathered at EdCamp.  Luckily for us, a teacher from a nearby private school spoke up, (I’m sorry that I can’t remember her name) and shared that she had been using some of the Project Zero strategies for this purpose.  Excellent!  Peter and I had heard about Project Zero from Howard Gardner himself several years earlier at a conference, but I hadn’t followed up by really delving into the routines they had developed.  I’d also enjoyed reading Making Learning Whole, by David Perkins, but had not yet made the connection!

This led the 3 of us (MK, Peter and me) to spend some time sharing, digesting, and discussing the book Making Thinking Visible and trying 10999036the Thinking Routines presented therein in order to help students and teachers with rich and focused thinking in the classroom.  They fit very well with our thinking about inquiry-based approaches like Knowledge Building, and, in fact, they were not necessarily brand new to us, but provided a new lens, another look, in order to go deeper in our own professional learning.  Indeed, they include a version of Annie Fetter’s Noticing and Wondering, called ‘See Think Wonder’, although I think I’ll still stick with the simplicity of her version at certain times!  A couple of new learning experiences, supported by wonderful dialogue, led to a positive change in my practice over the course of about a year or so.

I’m about to start in a Vice-Principal role next September and in looking back at how Annie’s video led to positive change for my learning, I’m reminded that sometimes our virtual teachers plant a seed that gets slowly nourished by those colleagues we trust in our professional learning community.  This is exactly what Sheryl Nussbaum-Beach and Lani Ritter Hall propose in their wonderful book, The Connected Educator when they suggest that the combination of Professional Learning Communities (f2f), Communities of Practice, and Personal Learning Networks lead us to powerful new kinds of 21st century professional learning.

For me, Annie planted a seed that took about a year to grow into positive change, thanks to the support of wonderful colleagues!

 

YMCA/YWCA Women of Distinction Awards 2014

It was such an honour this month to attend a celebration of many of the wonderful, courageous or accomplished women in Guelph who contribute to the development of youth and the community!
It was an exciting night, so well organized by they YMCA/YWCA, and contributing to a fantastic program that I’d never heard about called TAPPS in support of young parents and their children.  I was thrilled to contribute to this wonderful cause and it turned out that I was the lucky recipient of the award in the category of Information Technology!  Although Steve and the kids were not able to be there that night, it was great to have my parents there with me! IMG_2099

I’m not one for liking being the centre of attention,  and I didn’t know what was to come when I agreed to let my nominators Kim Kowch and Andrew Cloutier put forward my name. They went ahead in the background and gathered letters of support from colleagues and friends and sent all this in to the nominating committee. I haven’t seen those letters, but I know that it was a lot of work and I’m grateful to both of them and the people that I’m aware contributed: Mary-Kay Goindi, Peter Skillen and Cathy Novosad. It was delightful to be recognized, and I want to thank Andrew and Kim, as well as my supporters who attended the gala evening, for their part in this!

This kind of event certainly reminded me of the importance of contributing to the community and the impact that each of us can have. The night was filled with stories of amazing women inspiring and helping others through the arts, education, research, business, science and volunteerism. I’ve always been more involved in school community and in the global community of educators but this program has piqued my interest about some of the other ways I might contribute to our amazing Guelph community!

 

Art Miles and Google Lit Trips

One of my favourite things to do with students is connect them globally with others around the world, and I’ve written about that here in earlier posts.   I’m starting to daydream about getting back to a school one day soon, and one of the things I’ve missed is participating in, not just suggesting, some of these awesome projects!

If you or your class are interested, consider signing up for the Art Miles Project in Japan this year.  The sign up deadline is May 31, 2014 and the English registration instructions are provided here.

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If you are looking for interesting ways to use Google Earth, check out Google Lit Trips where you can see how media can be embedded into placeholders in Google Earth tours.  This place-based storytelling helps to bring some of your favourite children’s literacy alive, using Google Earth.  You and your students could consider making your own tours after you check out some samples. Very Cool!

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OTRK12 and Google Summit Learning

My friends Donna Fry and Mark Carbone, co-creators of the #ossemooc  have put out a call for us to share our learning during this month of April and, as always, it takes me a little while to get my posts onto the blog!  Luckily for me, I had two great experiences last week,  one at the #otrk12 conference and one at the #gafesummit in Waterloo.   Starting with Stephen Hurley’s examples of passion-based learning at OTRK12 was wonderful and I enjoyed presenting to the e-learning teachers about creating dynamic virtual discussions and seeing Jaclyn Calder’s presentation about the Grader App for D2L with awesome options for providing differentiated and timely feedback to learners.   It’s wonderful to see what an amazing teacher like Jaclyn does with technology!

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Mark Carbone Opening the #GAFESummit in Waterloo

While I could share all the tips and tricks that I learned at #otrk12 and the #gafesummit,  I think I’d rather share a few observations that I have mulling around and arising from these 2 great learning events.

A principal from my school board approached me at the Google Summit a little distraught that she had perhaps purchased the wrong technology this year. She has provided her teachers and students with a variety of tools like  ipads, laptops, desktops and Chromebooks.  She seemed a little worried that she had made a wrong choice and should have bought more Chromebooks.  I reminded her, that regardless of how ‘feel good and for the cause of all children and teachers everywhere’ this event undoubtedly was, it was also a Google event after all,  and their mission was to make her feel as though Google products were the bomb. Obviously – they succeeded!

I assured her that an effective technology ecology in her school would also include some higher-end media creation tools like her computers and her ipads, and that she’d want to remember that the ability to do some computing with computers is also a really important skill for our students today.  I remember when Nicholas Negroponte from MIT started to predict that ubiquity would be a game changer in our adoption of technology but that rather than getting simpler, as they should over time,  there was this interesting phenomenon with computers called ‘featuritis’ whereby software developers keep the software getting more complex and complicated (bloated and expensive) rather than cheaper.  Google seems to have figured that out.  Make the browser do most of the work, and the machine could remain inexpensive,  although not as robust.   Maybe robust is not what we are looking for in education anyway.  Easy (for teachers)  seems to be the preferred approach when it comes to technology.   I’m not in complete agreement with this, but I’m learning to accept it.   It is what it is.

People often ask me if I think things are suddenly changing, and while I’m hopeful,  I’m still cautious because I’m not sure it’s the technology that has been holding us back.   We’ve been able to connect our students around the world with blogs since about 2005 and with global projects using forums and list serves since the 1980s.  How many of us jumped on board?  We’ve had extremely rich sites sharing how-to’s of authentic learning and Project Based Learning for more than two decades.   Were we on board then?  We have had Ministry Licensed products that allow multimedia creation and assistive technology for our students for another decade or so.  Were we all making use of these?  When I tell people that my students and I were blogging with other classrooms across the world almost 10 years ago now, and we did this by taking turns all throughout the day on two desktop computers,  they sometimes look at me strangely – like they couldn’t imagine doing that without the Chromebook cart rolled down to the classroom or students 1:1 on their own devices.   They complain that there isn’t enough technology, and yet their classroom computer is often sitting silently in the corner reserved for teacher email.  What’s up with that?

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Katina Papulkas’ excellent session on Google for Administrators

Despite my observations, and my confusion about slow progress in educational technology, I refuse to become cynical.  Instead, I’m telling myself that it’s the ubiquity and access that will make the difference this time around.  Now that educators can leap ahead with their own learning through connected networks, they are not bound any longer by the limits of their own school building or in-services for learning…they can connect with and  support each other and learn not only how to use these tools, but what effective use looks like.

I’m reminded that early adopters will always be willing to put in the countless hours that lead them to mastery of technology tools (and other things) if they feel that will  transform their classrooms – that hasn’t changed much since computers were first introduced into classrooms.

Now that we can share our success stories and connect more widely through social media and through networks like the #ossemooc there is no reason to ‘wait for the learning’ – we can just go out and get it!  It was exciting to see so many educators at OTRK12 and GAFE Summit finding their community and learning together!

 

 

 

 

 

 

Trusting in Student Awesomeness

For quite some time now I’ve been questioning our desire to have students who are critical thinkers.  Do we really want that?

What happens when these students that we’ve empowered to have wonderfully evaluative thinking skills decide that they need to make improvements to their learning environment?  Will you stand beside them and support them?  Will you empower them to seek and facilitate change?

Or, will you explain the rules of the ‘game’,  bogging them down with all the ‘ya but’ explanations that let them know you really weren’t serious about the development of their critical thinking skills.  Maybe you were okay with it during the the contrived classroom scenario but when it comes to something they really care about in ‘real life’ can you embrace this as part of your curriculum?

I worry that we need to get real with students and empower their dreams about taking action, while supporting them to think critically about how they might do that in order to have a real impact on their world, their future, and of course, ours as well.   I love the following video, where Scott McLeod challenges us to make the extra-curricular the curricular…to make taking action and personal passion a part of becoming a concerned citizen and a life long learner, and be more trusting of our awesome students!