IDE Corp
Professional Development for Innovative Schools

Posts tagged Technology-Infused

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!

#LATICinsights – Avoiding the No-Man’s Land of Innovation

Innovation requires a shift in mindset and action, sometimes taking you outside of your comfort zone. As you design a Learner-Active, Technology-Infused Classroom, you will no doubt find times that you are outside of your comfort zone. Your tendency might be to drop a structure that doesn’t seem to work for you or your students. Don’t do it!

In the game of tennis, players first played at the baseline. The ball would cross over the net, bounce in the court, and as it approached the back line, the player would hit it back. Over time, the game, and tennis racquet fotolia_tenniscourt_xstechnology, evolved, and the net game was born. The player would run up to the net and hit the ball as it crossed, not waiting for it to bounce first. For some players, this was natural and comfortable. For others, being at the net was stressful, and they would begin to back up, fearing they would miss the ball. The problem is that if they backed up to just the middle of the court, they would find themselves in what tennis folks call “No-Man’s Land” (the center of the court between the net and the baseline.) The balls would bounce at their feet and they could not hit them.

In the Learner-Active, Technology-Infused Classroom, if teachers back up and drop a structure here and there, they end up in #LATIC No-Man’s Land. The classroom will not run as smoothly and the students may not achieve to the desired levels. The key is, you can’t drop a structure because each one has an important reason for being there, and the structures support one another. Take a look at the list below. This represents just some of the many structures that make the classroom work.

latic-structures

As you innovate, be sure to lean in, embrace the change, reflect and adjust, but keep moving forward. When something appears to not work, it’s usually because a structure or strategy is missing. Rather than reverting to former methods, find out what’s missing that needs to be added. Avoid No-Man’s Land! Innovate and change the world!

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:
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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.