IDE Corp
Professional Development for Innovative Schools

Echoes~Sentinel News Article Shares LATI Classroom Success in Wachtung Schools

An April 5, 2017 article in the Echoes~Sentinel newspaper describes how with the “Learner-Active, Technology-Infused Classroom program in Watchung Schools, more and more teachers are preparing their instruction in modern and more personalized ways”.

Watchung, New Jersey Valley View School Principal Mary Nunn said “this comprehensive instructional model applies systems theory to classroom instruction to address the new standards, assessments, and teacher evaluation rubrics. The classroom melds best practices into one cohesive, problem-based, learning environment.”

The article continues with Nunn explaining how “teachers have found an increased level of student engagement, more peer-to-peer teaching, a stronger sense of individual needs and skills, and less dependence on teachers”.

Read the full article here: http://www.newjerseyhills.com/echoes-sentinel/news/students-take-charge-in-watchung-schools/article_99e1019c-4df7-5e72-b3c5-17d76235b2e0.html

Learn more about the Learner-Active, Technology-Infused Classroom.

Founded by Dr. Nancy Sulla, IDE Corp. offers a comprehensive instructional model that is the synthesis of the best research available on student achievement. IDE consultants work with school districts around the country to help them shift paradigms and design new approaches to instruction.  IDE Corp. has been providing instructional and organizational consulting to schools since 1987.

 

#LATICInsights: Teach Consensus-Building!

In the Learner-Active, Technology-Infused Classroom, students have many opportunities to make decisions that affect groups, including when to meet, the roles different group members will take, which solution is best for a problem, how to present the solution, and so forth. It’s a perfect opportunity to teach young people how to build consensus rather than relying on the easier, but more dangerous, majority-rule voting.

The problem with majority-rule voting is best summarized in a quote generally attributed to Ben Franklin, “two wolves and a lamb voting on what to have for lunch.” In classrooms, and society, the losing side is often angry and subsequently focuses time on how to get others to take sides.

The alternative is to work toward consensus and ensuring that all group members can, in the least, “live with” the decision. The ability to reach consensus will help children during their school years and well beyond throughout their lives. You can use a variety of classroom tools to teach consensus. Here are a few of my favorites:

  • “Love it, hate it, live with it” – As students make group decisions, rather than voting, they state one by one if they love the decision, hate it, or can live with it. If even one person hates it, the discussion continues to find a decision for which everyone can say they love it or can live with it.
  • DeBono’s PMI (Plus, Minus, Interesting ideas or questions) – As students ponder a decision, they stop and take 3-6 minutes to independently jot down two aspects they like about it, two they don’t like about it, and two questions or ideas related to it. They then discuss their entries for each of the three columns. Often, the final decision lies in the third column.

  • Placemat Activity – Students sit around the “placemat” and enter their decision and supporting ideas in an outer area of the paper. They then discuss and, when they arrive at consensus, they put the decision in the middle of the paper. All students then initial it to confirm that they agree with the decision.

  • De Bono’s Six Hats – This is a great tool for looking a decision from a variety of angles. When a group is stuck, they individually jot down ideas for all six hats.

The time spent helping students learn consensus building will pay off through a more productive classroom climate and have lasting effects for society at large. Change the world!

 

Technology Mindset Shift: From Means to End

If you’ve read my book, It’s Not What You Teach But How, you’ll know I promote focusing on the ends over the means of standards. It’s easy to focus on the means, or the effort, without focusing on the end, or the results. Let’s not make this mistake with educational technology.

My systems analyst days

People in the business world use technology to accomplish their goals. Few, if any, tout how many computers they have; rather, they use them seamlessly and purposefully toward a greater goal. In 1981, I made a side-trip from teaching to work as a systems analyst. Day one I was handed my terminal (precursor to today’s Chromebook; a gateway to a bigger computer.) I don’t think any of us bragged over our 1:1 environment; we didn’t focus on it at all. Instead, we focused on the software we were designing with it; the interoffice communication it allowed, and analyzing data.

Yet in the educational world, we tend to lead with “we’re 1:1,”  “we’re BYOD,” “we’re a GAFE district,” “we have a Mac graphic design lab,” and so forth. In reality, all of this means little unless you’re using it to develop students who can think at high levels, communicate well, collaborate, problem solve, and exhibit the skills and attitudes needed for their future. Don’t get me wrong, schools should have a lot of technology available for students and educators — a lot! The possibilities for the advancement of achievement are unparalleled. Just don’t stop at the inventory.

The greatest gift given to me by my stint in the design and coding world was that I returned to teaching with a mindset of ends-based computing: what are we doing with it? Over the years, I’ve categorized computer use in a variety of ways, including my Tech Hierarchy and Ten Characteristics of a ‘NetCentric Society. One, the Categories of Tech Infusion, offers seven ways in which students interact with computer technology in the learning process. (Note: this is not about the creation and design process; that’s another topic!) Let’s look at these categories through the lens of results.

As schools work to build skills in executive function, the information management aspect of technology can be extremely powerful. Teach students naming conventions for files so they can easily find them later, how to manage their documents, how to bookmark web pages, how to use an online calendar, and more. … What? You struggle with these skills too? See how important they are?

If you want students to master the ELA skills of the standards, they need to be immersed in an environment of reading, writing, listening, and speaking. A silent blog (students all discuss an issue at the same time, online, in silence) allows everyone to engage in the conversation (as opposed to just those whose hands are up.) Students need to read and respond to others: it’s real time, it’s engaging, it builds communication skills, and it gets them ready for Twitter chats! 😉

Sometimes, two heads are better than one, but only when they truly collaborate rather than trying to convince one another to switch sides. Collaboration skills are complex but so worthy of being taught. Cloud-based Apps that allow students and teachers to offers suggestions and comments, and to co-create, build a “felt need” for collaborative skills. With technology, students can not only collaborate with students in the classroom, but with those in other classrooms, schools, cities, countries, solar systems. . . (Ok, maybe not solar systems … yet!)

There are many experiences that are not available to students in schools, such as traveling in space or to the bottom of the ocean, engaging in a revolution, managing a city, building an amusement park, blood typing on a crime scene, and more. But these are all available through simulations. Simulations are powerful for building understanding of content, cause-and-effect relationships, and unintended consequences. I’m thinking many of us should use auto simulators before heading out on the road!

Students spend a lot of time thinking about what they want to wear, what backpack they want to carry, what language they want to use, and more. Why? Because they are appealing to an audience: in these cases, an audience of their peers. Nothing says “pay attention to detail” better than an audience. When students produce for an audience beyond the teacher, they tend to focus more on the quality of their work; and, they experience the power of one’s voice being heard. There are many websites where students can publish their writing and ideas anonymously (anonymity is a must!)

Building an understanding of concepts and skills requires grappling: struggling and wrestling with content. Teachers’ wonderful explanations just don’t do it. If you’re going to learn to swim, you have to get in the water! Provide students with ample time to explore content, solutions, and ideas. I recently saw a fifth grade teacher trigger students’ awareness by asking how the students’ plants (science experiment) were going to survive over winter break without anyone to water them. I asked a student if he ever heard of the term aqua globe? He immediately looked it up on computer and was excited to find the term, which led him to read more about the concept. He returned from lunch with a plastic soda bottle, armed with the grit to make one himself. He watched YouTube videos; he thought through different ideas, researching more and more. He presented his teacher and classmates with his idea for feedback. This powerful learning experience was made possible by the availability of technology to explore concepts and skills.

Gaining popularity are 3-D Virtual Environments, which are related to simulations. The two differences are that they are three-dimensional, in that you feel like you are actually in the environment, walking around, driving, etc.; and that you often interact with other live human beings as opposed to just a computer. There are virtual environments that are just simulations with better graphics; but there are also those through which you engage with others who are online at the same time as avatars, for maximum engagement! It’s not mainstream in schools yet, but just wait!

I hope these categories will help you to think through the opportunities you offer students to build higher levels of content understanding and application. You can access a blank grid for brainstorming on the IDEportal — our online instructional resource for student-driven learning.

If you’re headed to FETC 2017 in Orlando, find us at booth 2440. If you’re headed to Techspo 2017 in Atlantic City, find us at booth 104. For a look at our presentations at both, visit the news section of our website.

IDE Corp. to Present at Future of Education Technology Conference in Orlando, FL

IDE Corp. is pleased to announce that it has been selected for two presentations with Pasco County Schools at the 37th Annual Future of Education Technology Conference. FETC, which is described as “the largest, national, independent education technology conference, annually attracts thousands of education and technology leaders from around the world” will be held at the Orange County Convention Center in Orlando, FL from January 24th to 27th, 2017. Please visit us and send your colleagues to see us in booth 2440!

1) Dr. Nancy Sulla is presenting with Vanessa Hilton, Assistant Superintendent of Student Achievement, Pasco County Schools in session W081: Using Systems Theory to Accelerate Your Technology Initiative on Thursday, January 26, from 2:00 – 4:30 at the Hyatt Regency in Bayhill 29.

2) Tanya Bosco is presenting with Pasco County Schools’ Sanders Memorial STEAM Magnet Elementary School Principal Jason Petry and Assistant Principal Kelly Edwards in session PS155: Designing a Learner-Active STEAM Magnet Elementary School: Stories from the Change Process on Thursday, January 26, from 2:30 – 3:30 in booth #2500 in the Convention Center.

3) And, see Sanders’ Memorial STEAM Magnet Elementary School Third Grade Teachers Tanya Kindberg and Megan Bender present from the teacher perspective of teaching in a STEAM-LATIC school in Session PS032: Learner-Active, Technology-Infused Classrooms: Recipe for Success on Thursday, January 26 from 2:30 – 3:30 in booth #965 in the Convention Center.

Founded by Dr. Nancy Sulla, IDE Corp. offers a comprehensive instructional model that is the synthesis of the best research available on student achievement. IDE consultants work with school districts around the country to help them shift paradigms and design new approaches to instruction.  IDE Corp. has been providing instructional and organizational consulting to schools since 1987.

#LATICinsights: Form Follows Function

The term “form follows function” derives from an article by American architect Louis Sullivan entitled The Tall Office Building Artistically Considered. To summarize the meaning:

Whether it be the sweeping eagle in his flight, or the open apple-blossom, the toiling work-horse, the blithe swan, the branching oak, the winding stream at its base, the drifting clouds, over all the coursing sun, form ever follows function, and this is the law. Where function does not change, form does not change. The granite rocks, the ever-brooding hills, remain for ages; the lightning lives, comes into shape, and dies, in a twinkling.
It is the pervading law of all things organic and inorganic, of all things physical and metaphysical, of all things human and all things superhuman, of all true manifestations of the head, of the heart, of the soul, that the life is recognizable in its expression, that form ever follows function. This is the law.

The influence of the factory-model of efficiency had a profound impact on schooling, in spite of the fact that churning out products has little to do with nurturing thinking. Classrooms today still resemble the factory approach of individual seats set in rows, though in recent decades schools have worked to modify that by clustering desks or placing them in a circle. What must happen, however, is that schools need to rethink the function of schooling and outfit classrooms accordingly.

In a Learner-Active, Technology-Infused Classroom, students engage in learning in a social environment, as collaborators as well as individual content masters. Students are actively engaged in a variety of activities throughout the day; and while short, whole-group lessons are a part of the day, they are nowhere near the bulk of the day. Therefore, the form of the classroom should address the various functions related to student work. Students can then move seats and sit in a variety of areas for the whole-group lesson. Here are a few considerations for furniture purchases:

1. To create a culture of collaboration, ensure an unbroken surface among collaborators. Round tables ensure that equals sit around a table with an unbroken surface, thus not designating any area as belong to any member, and not having any member at the head of a table. I recommend 42″ tables for most four-person collaborations as it allows for discussion with lower voices than the more common 48″ tables. A clover table is a great “hybrid” — students sit at the indent, 42″ apart, while surrounded by a little more table space with a 48″ diameter at the longest side.

2. For pairs discussions, and for speaking activities in a world language classroom, use smaller, 32″ café tables. A smaller table allows two students to converse with one another without adding to the overall noise level of the classroom. It provides a form that follows the function of a one-on-one conversation.

3. Consider high-top tables, particularly in middle schools. Students who are experiencing growth spurts and hormonal changes often need to move around and shift position during the class period. A high-top table allows students to continue to engage in learning whether they choose to stand or sit. While working, you’ll see students stand, sit, and stand again without interrupting the conversation.

4. For individual work, consider using some individual desks, perhaps placed in an area of the room away from the collaborative areas. Standing desks can be useful as well; a recent Forbes article pointed out the value of standing desks for energizing the brain.

5. For small-group discussions of, for example, the current problem students are trying to solve, consider soft-seating such as couches and comfy chairs so students are engaging in what feels more like a living room. Students can sign up to reserve the discourse center for their group work.

6. Teacher facilitation is an important part of the learning experience, and, while students are working, teachers should be moving around from table to table, area to area, to partner with them in the learning process. While facilitating, teachers should sit with students (or stand alongside them) rather than hover over them. To accommodate this activity, a stool makes a great seating option for the teacher. Teachers can carry around a lightweight stool or have several set up around the room.

7. For conferences; small-group, mini-lessons; and book discussions, you might want to use a rectangular table, allowing for a more formal environment with, perhaps, a group leader.

These are a few ideas for furniture that fits within the generally accepted ideas for classroom furniture. However, more and more school furniture companies today are developing unique options for various activities. Just consider the function, and find the appropriate form to match that function!

Here are some “tweeted” options from our client Learner-Active, Technology-Infused Classrooms (click on the image for the full tweet):

 

 

 

Desks with writeable surfaces

 

A variety of areas in third grade

Student-created areas

And more . . .

 

IDE Corp. to Present at NJASA TECHSPO’17 Conference in Atlantic City, NJ

IDE Corp. is pleased to announce that it has been selected for three group sessions with client districts at the NJASA TECHSPO’17 in Atlantic City, NJ.  Techspo is described as “New Jersey’s Premiere Educational Technology Training and Exhibition Conference for School Leaders”. Please also stop by and visit IDE Corp. at booth 104.

Group sessions include:

1) “The Technology Infused Primary Classroom” presenting with the Randolph Township Schools, Randolph, NJ – Thursday, January 26, 2017*Group Sessions – 1:30 pm – 2:30 pm

  1. Jennifer Fano, Superintendent, Randolph Township Schools
  2. Katherine Thorne, Elementary Supervisor Grades K-5, Randolph Township Schools
  3. Dan Gross, Director of Client Relations, IDE Corp.

2) “Transforming Innovation Time into a School-Wide Culture of Innovation” presenting with the Mine Hill Township School District, Mine Hill, NJ – Thursday, January 26, 2017 – *Group Sessions 10:30 am – 11:30 am

  1. Lee Nittel, Superintendent, Mine Hill Township School District
  2. Adam Zygmunt, Principal, Canfield Avenue School
  3. Dan Gross, Director of Client Relations, IDE Corp.

3) “The Power of Technology to Promote a District-Wide STEAM Culture Beyond STEAM Day” presenting with the Springfield Public School District, Springfield Township, NJ – Friday, January 27, 2017 – *Group Sessions 10:30 am – 11:30 am

  1. Mike Davino, Superintendent, Springfield Public School District
  2. Ron Slate, HS Assistant Principal and Art/Business/Consumer Science Supervisor, Springfield Public School District
  3. Gregory Salmon, Science Supervisor, Springfield Public School District
  4. Dan Gross, Director of Client Relations, IDE Corp.

Founded by Dr. Nancy Sulla, IDE Corp. offers a comprehensive instructional model that is the synthesis of the best research available on student achievement. IDE consultants work with school districts around the country to help them shift paradigms and design new approaches to instruction.  IDE Corp. has been providing instructional and organizational consulting to schools since 1987.

Meditation is to Teaching . . .

Happy New Year! The January return to school is always accompanied by resolutions and energized educators looking to continue to make that difference in the lives of their students. It’s also a time when people are determined to take time to take care of themselves: going to the gym, daily meditation, reading more novels, etc.

My last blog post of 2016 focused on the quest for innovation. For my first of 2017, I thought I’d use meditation as a metaphor for teaching. The purpose of meditation is to achieve deeper levels of consciousness, positioning one for greater success and happiness. The purpose of teaching is to achieve deeper levels of learning and understanding, positioning one’s students for greater success and happiness.

When meditating, you sit up very straight, elongating your spine, which takes deliberate effort. However, you then begin to relax most of your muscles, from your head down to your toes. The infrastructure of your spine supports you; the part of your body that expends energy to work and move relaxes into a calm state. I like to think this describes a well-run Learner-Active, Technology-Infused Classroom.

The “spine” of the classroom is the infrastructure you put in place: the problem-based tasks, rubrics to guide students, activity lists, how-to sheets and videos, resource area, help board, peer expert board, and more. Setting up your infrastructure takes deliberate effort. However, the “muscles” that you have used to ensure everyone is working, gather students, give directives, handle behavioral issues, hand out papers, etc. can now relax, knowing that the students’ actions are supported by the infrastructure. That leaves you to now relax into the classroom environment and use your mind to help move students to deeper levels of understanding through your facilitation.

You can observe students in action; ask clarifying questions to assess their level of understanding; ask higher-order, probing questions to push their thinking; offer suggestions for their work plans; offer instruction when they’re stuck; and more. If the spine is strong, the muscles can relax. So to enjoy the mental stimulation and conversations between teacher and student in the classroom, take steps to strengthen your infrastructure.


Wishing you all the best for 2017!

Hour of Code for Raising Student Achievement

As a former computer programmer, who believes that programmers run the world, I have a particular fondness for the first full week in December, known as “Hour of Code.” Coding deserves a lot more respect than it gets for raising overall student achievement.

Coding is the art and science of giving commands to a computer to make something happen. For students, it often focuses on moving characters or objects around a screen to accomplish some task, or giving commands to a robotic device to have it carry out specific tasks, such as picking up an object or moving. The Hour of Code site has many coding activities in which students (and you) can engage.

You can think of Hour of Code as an introduction to the field of computer science. However, the academic skills students will build during that hour are powerful. First, they will be exercising many executive function skills. The highlighted skills below are just some that stand out; you could actually highlight almost every executive function skill as being addressed through coding. As you plan or use existing coding activities, map them to executive function skills to see how you robust your coding activities really are.

screen-shot-2016-12-04-at-5-52-18-pm

Coding also building reasoning skills, which are essential to student achievement. Here are just three types of reasoning supported by coding:

screen-shot-2016-12-04-at-9-54-34-pm

For a more comprehensive list of types of reasoning skills, visit the changing minds website.

Try some of this year’s Hour of Code activities and think through how each one builds executive function and reasoning skills, both key to increasing student achievement. Then consider building coding opportunities into your classroom or course throughout the year. Promote coding; change the world!

Learner-Active, Technology-Infused School Named 2016 National Blue Ribbon Winner

IDE Corp. is very pleased to announce that a long-time valued client, Icahn Charter School 4 in the Bronx, NY, has been named one of ten NYC schools selected as 2016 National Blue Ribbon Winners.  The National Blue Ribbon Schools Program recognizes “outstanding public and non-public schools” and “celebrates some of the most skilled and effective educators in the country”.

 

Icahn Charter School 4 has been named an “Exemplary High Performing School” which the Department of Education’s Blue Ribbon program website describes as “schools that have their state’s highest high school graduation rates and the highest achieving students (the top 15%) in English and mathematics, measured by state assessments”.

Learn more about the Learner-Active, Technology-Infused Classroom.

Founded by Dr. Nancy Sulla, IDE Corp. offers a comprehensive instructional model that is the synthesis of the best research available on student achievement. IDE consultants work with school districts around the country to help them shift paradigms and design new approaches to instruction.  IDE Corp. has been providing instructional and organizational consulting to schools since 1987.

Rethinking Success: Engagement, Empowerment, & Efficacy

Like it or not, to most schools, achievement means strong performance on state tests. Some claim to value life preparation and social/emotional growth over test scores, but that never plays well in the annual newspaper articles. What if you could have it all? What if you could rethink success and have happy, healthy, excited students from all walks of life, with strong test scores?

I love to build sand castles, particularly with young children; and I usually start with a large hole in the middle that hits the water (easier to retrieve wet sand.) I begin by sharing a vision and a dream of a sand castle; then I share the news that if we dig dequoteep enough, we will hit water. The dream of hitting water from the sand on the shore is usually all it takes to engage my building partner. As the hole grows, there are skills to retrieving the wet sand and building up the walls. I coach in those skills and share my belief in my building partner’s ability to carry them out (empowerment). Finally, the walls are in place and we begin the work of carving with shells (my dad always told me you carve away everything that doesn’t look like a castle.) Soon, the castle begins to emerge. Now, my building partner spreads wings, creates, and shines with self-belief (efficacy) and the castle grows more and more awesome until there is no more sunlight to guide us.

One of my favorite quotes:

build a shipIf you want an increase in test scores, don’t drum up teachers and coaches to gather up resources and teach to the test. Instead, teach them to long for a day when their students are self-confident, responsible, and excited about learning. Your strong test scores will emerge. Make these your goals:
EEE

Engage students with authentic, open-ended, problems to tackle related to the content to get them in “flow“: get them grappling! Instead of focusing on the skill; focus on where they will use that skill and start there (flip the triangle!)

Empower students by giving them increasing responsibility for their own learning. Let them decide which activities to pursue and when in order to learn the skills they need to accomplish the task that has engaged them.

Build their efficacy through leveling up activities that continue to offer them success, building a belief in their ability to achieve a goal. Let them self-assess, set goals, and accomplish their goals. Essentially, facilitate their learning.

If you aim for engagement, empowerment, and efficacy, your students will be proud, happy, and loving learning; and your test scores will rise! Perhaps success for our students is, in fact, engagement, empowerment, and efficacy.