Where's the Authentic Audience?

Have you seen the "buzzword bingo" games that go around at conferences? According to Wikipedia, a buzzword has the characteristics of:

• Intentional vagueness. Their positive connotations prevents questioning of intent. 
• A desire to impress a judge, an examiner, an audience, or a readership, or to win an argument, through name-dropping of esoteric and poorly understood terms in an attempt to inflate trivial ideas to something of importance.

 http://www.techwithintent.com/2012/06/iste-bingo-edtech-buzzwords/

One of these concepts, that is starting to feel like a buzzword to me,  is "authentic audience." You've heard it. I've said it. Students used to turn in work to the teacher, the audience of one. But blogs, wikis and other tools have changed all that. Now our students can share their work with (say it with me) "an authentic global audience." Really?

There is no doubt that student's work MUST be authentic and that writing for real communication is highly motivating. Take blogging for example.  Bloggers write to communicate, share and flesh out ideas. If the communication is one-way, learning may still occur. But without feedback and conversation, blogging is only slightly different than writing in a journal. If only the teacher reads and comments, how is blogging different than the "audience of one?"

What does this mean for student bloggers? What does it take to make the process truly authentic and truly interactive? I asked on Twitter but got no response...ironic? Or case in point?

Quality Work-

There are only so many people "out there" who want to read poorly written, lacking-in-passion posts with titles like "Journal #5." This poses a problem for teachers who are trying to embrace tools, but also looking for ways to structure writing assignments. Posting to a blog does not guarantee either student motivation or high quality work. 

How much choice are students given in the assignment? How much teacher guidance goes into the final product? I don't propose a canned solution. Like most dilemmas in education, every teacher has to figure this out by asking, "What will work for each individual student in my class?" 

Connected Teachers-

As teachers, we know the power of modeling. If we don't know or understand something, how can we teach it? Those teachers who, themselves,  have the strongest networks are the most successful with connecting their students in all kinds of ways. 

In my role, as teacher of teachers, it is not enough for me to set up blogs and teach the students and teachers to use them. If the teachers who assign the blog posts don't understand blogging in a deep, experiential way, the assignment is just that- a homework assignment.  

Give and Take-

In a conversation we talk and listen. We ask questions and care about the answers. Talking to myself is not a conversation. In the edublogosphere are we guilty of talking too much and interacting too little? How many bloggers leave regular comments for others? How many teachers who tweet and share the work of their own students, seeking comments and feedback from others, take the time to respond when someone else asks? 

Are we teaching our students to read the posts of other students? Are we taking the time to model and teach quality commenting? Are we assigning students to interact with others or just to write their own posts? Are we, as teachers, taking responsibility to mentor and interact with students other than our own? 

Writing with the Audience in Mind-

One thing that I have noticed over and over again, with students of all ages is the way they end a story or video or other project with the words, "I hope you like it" or "I hope you enjoy my story." They ARE innately creating with an audience in mind. And they want the audience to connect with their work. But we know that it's not enough to hope. We have to learn to use our words and images in ways that draw the attention we seek. We need to teach our students good writing, and good writing has a purpose and an audience in mind. 

Digital Literacy-

Digital writing is different. I am still learning this myself, as I know I am too wordy. In high school and college I wasn't wordy enough and had to force myself to say more to fill x pages or words to fulfill the assignment. The jury is still out on whether the Internet is making us shallower, but there is little doubt that our eyes are not drawn to endless lines of text on the digital page. Are we teaching students to use bullet points, subtitles and images? Are we teaching them to write succinctly and powerfully?

Humility-

One of the parents at our school brought up the issue of humility. I thought it was an astute observation- that so much of online behavior is attention-seeking. We post something on Facebook because we hope it will be liked. We are excited for the "success" of a video gone viral. Is this the right measuring stick for work of meaning and depth, work that shows quality and growth?  How do we help students develop positive character values, such as patience and humility, in this instant, connected world?

These are just a few points to consider. What have I forgotten?

Daily 5- Work on Writing

Last week Stephanie introduced the Daily 5 component "Work on Writing" to her 4th grade students. (Note to self: The quality of this video is not as good as the one I made for "Read to Self." Use Flip cam from now on, not iphone.)


Work on Writing from MJGDS Classrooms on Vimeo.

And building writing stamina-

Daily 5 Doings

Doings-
In preparation for our upcoming "Parent Connect" where our topic will be The Daily 5, I used Piktochart to create this infographic highlighting some of the main ideas of The Daily 5. I am fairly new to using infographics to organize and summarize information. I thought it was an incredibly useful exercise, requiring me to synthesize and evaluate the information from the book through the lens of our school community and philosophy of learning.

I've also been documenting the process in the classroom through photos, videos and tweets. I am experimenting with different tools and forms so that I can expand and hone my skills, as well as find what works best for me as the creator as well as what, if anything, speaks to my "audience."

Last week I played with the movie trailer theme in iMovie 11 to create this video of the students in the building stamina phase of read to self. 

The Daily 3 from MJGDS Classrooms on Vimeo.

Stephanie also introduced work on writing to the students this week. She has done a stellar job of sharing on her classroom blog.

A Thought...

 

Your thoughts?

Launching the Daily 5

My professional goal for this year is to coach and support our 4th/5th grade language arts teacher, Stephanie,  in her goal, which is to implement a modified version of the Daily 5 (the Daily 3) with her 4th/5th grade students. 

The MJGDS teachers who read The Daily 5 this summer were enthusiastic and positive about this research-based method of structuring literacy instruction to support students in becoming independent readers and writers. 

We are off to an exciting start. Working together, we have begun identifying potential obstacles, brainstorming ways to meet those obstacles head on, and strategizing on how we will collaboratively collect data that will help us assess the impact of the Daily 3.

One thing that we have committed to doing is to document and share the process and reflections along the way. We started the "launch" this week, following the detailed process in the book.

This is also an opportunity for me to document and reflect on what it means to be a coach- how I am supporting both the teacher's process as well as being the "meta" for potential school wide implementation in the future.

This week, as Stephanie introduced the program to her students I took photos and video. I hope to be able to do this often. It is a time-consuming process, but I think it will prove worthwhile for a number of reasons. First of all, we are creating a resource for other teachers (inside and outside of our school) as well as interested parents. It also gives us the opportunity to reflect using something more concrete than our memories.

Read to Self from MJGDS Classrooms on Vimeo.

Summer Reading: The Daily 5

For summer PD, teachers at our school were given a choice of books to read. Each teacher was required to read at least one of the four books, as well as to create a "project" of their choosing to show "evidence of learning." Projects will be shared during pre-planning week as part of book discussion groups. To see all of the book choices as well as more details and rationale of the summer assignment, read head of school, Jon Mitzmacher's post, "Summer Bloggin'."

My book choice was The Daily 5 by Gail Boushy and Joan Moser. I learned about The Daily 5 through my participation in the #educoach chat on Twitter. The following is my reflective blog post for the school ning, as well as my project. 

After reading the Daily 5, I decided to create a Daily 5 Pinterest Board to highlight components of the Daily 5 and how they are being implemented in classrooms. Creating the board was a good opportunity to dig deeper by reading blogs and websites of teachers who are using the Daily 5. I felt inspired as I put together a collection of ideas and resources that I felt were uniquely appealing to my sense of how I would want to implement the Daily 5. It also gave me the chance to play around with Pinterest, which was something I wanted to practice :-)

I also created this graphic showcasing the foundations of this approach to literacy. 

I think that what I most appreciate about the Daily 5 is summarized in this image. I look at those children, so engaged and content to be sharing a book. This is what I most hope to create and encourage for and in each of our students- a deep, personal love of all that is literacy- reading, writing, learning, sharing ideas, enjoying words and languages.

To my way of thinking, this also embodies the best of what we have been calling "21st century learning." We repeat the phrase "it's not about the tool, it's about the learning" in some form or another, again and again. But I think the Daily 5 provides a great breaking-off point. You could easily do the Daily 5 without using any tech tools or you could use lots of tech tools to provide great enhancements. The foundations of the Daily 5, are the same as the best examples of tech-infused learning: simply "purpose + choice = motivation."

I also loved the lesson using the different types and sizes of shoes to demonstrate "that we must pick books for our interest and purpose and ones that fit for us to be successful." I envision the ultimate classroom as an environment that nurtures each learner to reach his or her potential, inspires motivated, independent learning and allows for personalities to flourish. I believe that the overriding message of "21c learning" is that foundational literacies are more important than covering quantities of information or making sure that every student "knows" certain facts. I think that a system such as The Daily 5 holds a lot of potential for upgrading and differentiating the "literacy block" (reading, writing, spelling, vocab, etc).

Why Share?

original photo: http://www.flickr.com/photos/laureenp/4983461865/

Learning Spaces

At the beginning of this school year, teachers and students returned to school to find a beautifully renovated entrance area and office. Walls were painted with the school logo, thoughts about learning in both English and Hebrew and a beautiful mural. Everything felt spacious, open and new. The amazing thing was how the new space made me (and apparently a lot of people) feel.

In my classroom, the room formerly known as the computer lab, we also made changes this year, and that space also felt fresh and new. Spaces become stale when the same posters go on the walls year after year. The physical environment impacts how we feel, how we interact and how we learn.

Sam Gliksman, in "Learning Space Designs & Their Impact on Education" writes:

We go to great lengths and expense to provide technology to our schools - hopefully in part because we see it as a means of empowering students to research, explore, experience, collaborate and more. Does your physical learning environment support that vision? How does it impact the process and flow of learning taking place?

Learning spaces should reflect our highest ideals about learning. In our classroom, which is now a shared space, we've given serious consideration to how the physical environment reflects our beliefs about learning. The ultimate vision for the use of technology in our school is, in the words of Chris Lehmann, for the tools to be "like oxygen: ubiquitous, invisible and necessary." Of course, we are not living this ideal, but the theory acts as a guide as we make decisions and try, always, to move forward.

Changes in Spaces, Structures and Schedules

• We dismantled the computer lab and distributed the old desktop computers to the    classrooms
• No longer do K-5 students have "technology" once a week as a "resource class." 
• We have begun re-purposing the space as a hub for our mobile technologies. 
• We've changed the name of the space from "computer lab" to "blogger's cafe."  
• We grouped the tables to enable working together.
• We tried to cover tables with brightly-colored map tablecloths to inspire thoughts of global connectedness, but we found the tablecloths were too slippery so we need to go back to the drawing board on this one.
• We also put up a green screen for video production, however, it got very little use this year. 

We have also started working with a rubric to help guide us in making strategic upgrades. One of the  domains of the rubric is "learning environment" which includes the whole environment including, but not limited to, the physical space. 

The criteria for learning environment are:

• physical space conducive to learning
• resources meet learning needs
• learning is engaging
• students are self-directed
• relationships/learning community

For a teacher looking to self-assess, the physical environment is an easy place to start. It is easy to look around your classroom through the lens of the rubric and see where simple changes can be made. Sometimes making external changes first, can also change the way we think about things. 

For example, a lower-level descriptor reads: "Walls are adorned with commercially produced products and posters." 

The next step up is walls that "serve as a showcase for displaying exemplary student work." 

At the highest level "walls serve as a canvas for documenting collective knowledge and learning processes."

It is easy to see how movement in just that level of the rubric could significantly change the way that students are involved in building the classroom learning community.

New multi-use space

The Quest for Quality

As this school year winds down, I'm reflecting on the big picture with thoughts of next year. One issue that I would like to bring to the level of discussion is the issue of quality student work. What constitutes quality for each individual student? How do we inspire it? How do we help students internalize it?

As a total aside: If you've read the classic "Zen and the Art of Motorcycle Maintenance" (which I admit was a LONG time ago for me) it is largely about the quest to define the elusive nature of  what is "good" or "quality." In fact, the character Phaedrus, a teacher, becomes so obsessed with the question of quality that it drives him insane. :-)

In old-style school assignments- worksheets and tests- quality is not an issue. There is a right answer; either you have it or you don't. I think that, in many ways, this is one of the hardest things for teachers to let go. This type of feedback (percentage of correct answers) feels objective and secure, whereas assessing work that is meaningful, personal, creative and ongoing is more subjective and brings up uncertainty about the "grade"  (a concept which still carries much importance in our school and most others). 

Because I have been working with students on technology-rich projects, I have struggled with this concept for a long time, and I have some ideas, but no real answers. I love that I don't have to give a grade. It makes everything easier. However, some students need the motivation of a grade in order to perform. 

The book that has helped my thinking the most is "An Ethic of Excellence- Building a Culture of Craftsmanship with Students" by Ron Berger. I reference this book often and highly recommend it. It is an older book with no mention of educational technology. However, the principles that Berger used in his classroom to inspire students to internalize and strive for quality work, are very applicable to the type of shift that technology is mandating for all classrooms. 

The four principles are:

The overarching support for excellence in the classroom is a school wide culture of excellence. Students need to be helped to develop the habits of mind necessary for producing quality work. Like so many habits, it is not enough for students to be exposed during one school year. Structures need to be in place school wide in order for lasting change, learning and growth to take hold. 

The antithesis of this is the "I'm done" culture where students work in order to be "done." It's an emphasis on coverage and quantity, as opposed to depth and quality. I sometimes feel stuck here, and I've had a lot of individual discussions with teachers about how to overcome this. 

Some questions:

How do we create a school culture of excellence?

What external structures can support students' understanding and internalization of quality work?

How do we help students develop internal motivation to put forth the necessary effort to do high quality work?

Do we give our students enough time to do good work?

Can more integration between subjects and collaboration between teachers facilitate better student work?

A couple of thoughts:

As usual, I have more questions than answers. This is a topic that seems to arise in almost every post-planning/reflective conversation I have with teachers. I have tried several strategies to support student work, but I haven't found that magic bullet that leads to consistent quality. This is one area that I would like to devote to action-research: how I, as a "coach" can be helpful to teachers. 

• Work that matters: How do we make the work meaningful without compromising curricular goals? Remember the Alan November TED Talk and the "digital learning farm?" School can't be a place where we park kids for the day until their real life begins. It is a delicate balance, though, between letting kids do only what they want and finding ways to bring new ideas to life. I have a vision that blogfolios will facilitate more meaningful work by providing a platform for students to publish and share their creations. 
• Examples of excellence: Examples of excellence are key. Searching for and cataloging examples of excellence representing a variety of "products" at different developmental levels is one service that I can offer to teachers. As our students create more works, their excellent work will become part of our collection of examples. This may, potentially serve as a motivational tool. As part of the preparation for an activity, students should actively analyze and evaluate work samples of formats similar to what they might be producing.  
• Public presentation: My vision is for our student blogfolios to provide a platform for public presentation of all work, as well as a document of each student's unique growth.  I am convinced of the importance of this piece; however, I don't think it is as simple as publish it online and get your "authentic audience." Although this is a nice idea in theory, it is harder than tweeting a link with #comments4kids. Students who want interaction, comments or an interested audience, really have to produce something worthy of interest. In the meantime, I think we need to continue to build the infrastructure and facilitate academic connections between students and teachers, students and parents, students and "subject-matter mentors," students and other students, etc. 
• Critique: This is the one that I haven't figured out at all. How do we incorporate meaningful critique into our learning process? Ron Berger had real-world experts regularly provide critique to his students. For example, if they did an architecture project, he had an architect come in to the classroom and provide feedback to students. He also had students help one another in this way. I think this would be an example of where school wide structures could help support the process. For example, if students started with formal critiques in the lower grades, they would become used to this part of the process. I would like to spend more time next year learning about "critique" as part of the formal learning feedback loop. Is anyone interested in working on this with me?
• Rubrics: Rubrics can play a role in giving students guidelines for what is expected. I know that a lot of teachers use rubrics with varying degrees of success. One interesting use of rubrics I witnessed this year was with Stephanie's 4th graders' use of blogging and commenting rubrics to assess their own and others' blog posts and comments. The more detailed and focused the rubric, the more helpful it can potentially be. For example, I knew a teacher who used a rubric for multimedia projects that had, as one of the criteria, that each slide contained original artwork with no white space. It sounds overly detailed, but her students artwork was some of the best I have seen. They took extra care because they didn't want to lose points on the rubric for leaving white space. Helping teachers create and use rubrics to support quality, might be another example of how, as a coach, I can support teachers. 
• Types of work products, reflections, blogfolios: If a student chooses a test or worksheet with a 100% grade as a "best work sample" and their reflection is something to the effect of, "I know this is an example of my best work because I got a good grade" that is assessment of sorts, for us as teachers. If our goal is to foster independence and internal motivation, we have to find other ways of presenting findings about learning than just grades and test scores. This is another huge area of debate. I hear, quite frequently, that teachers feel that they are not preparing students for the future if they do not give tests and grades for every unit of work. I am interested in putting these theories to the test as well. I would love to set up an experiment where we assess students in a variety of ways to find out if and how assessment impacts learning. Any takers?

Or maybe I'm looking at it all wrong...

After I started writing this post, I remembered this blog post, Fail Forward, Move Forward, by Vicki Davis.

John Maxwell in his book Attitude 101 quotes a story from two artists David Bayles and Ted Orland about an art teacher who did an experiment with his grading system.

The ceramics teacher told the left half of the room that they would just be graded on the quantity of what they produced. If they had fifty pounds of pots on the last day, they'd get an "A," forty would get a "B" and so forth.

The right half of the room would be graded on "quality" and "needed to produce only one pot - albeit a perfect one - to get an "A."

An interesting thing happened when it was time to grade.  The HIGHEST QUALITY came from the HIGH QUANTITY side of the room.  The author tells it like this:

"It seems that while the 'quantity' group was busily churning out piles of work - and learning from their mistakes - the 'quality' group had sat theorizing about perfection, and in the end had little more to show for their efforts than gradiose theories and a pile of dead clay."

I think this makes a lot of sense, intuitively, and supports the idea that we learn through practice. I know that if I take a lot of photographs I am more likely to get one or two that I really like. That which we do the most, we will probably begin to do somewhat (or very) well. However, the context of a task like making pots might be different than a task like writing. Most successful writers describe a long process of creation, filled with drafts, edits and revision. 

What are your thoughts? Is consistent, high-quality work the goal? Or is working through failure and learning as a process the better goal? In either case, how to we recognize or quantify what is "good" and, more importantly, how do we help students recognize it?

edJEWcon- First Reflection

We did it.
We had an idea, a vision. We dreamed it. We made it happen. edJEWcon- a learning conference, similar to Educon at Science Leadership Academy in  Philadelphia, but for Jewish Day Schools (who cannot attend Educon because it falls over Shabbat.)
Here are the words I shared in my introduction to the opening keynote:

We often talk about 21st century learning in terms of the skills needed to be successful in this technological world. One of those important skills is collaboration. edJEWcon is collaboration at its best. This conference began as a conversation between Silvia Tolisano, Jon Mitzmacher and myself. It grew to include Elaine Cohen of Schechter Network and Rachel Abrahams from the AVI CHAI Foundation. We appreciate not only their support, but their ideas, questions and push-back in the beginning stages. 

Rachel encouraged us to "think big" so we did- we dreamed about speakers of the caliber of Heidi Hayes Jacobs and Angela Maiers, as well as the idea of providing "toolkits" to the school teams that would attend. We are so grateful to AVI CHAI for their generous sponsorship of edJEWcon.  

All of you sitting here today, 21 school teams and 14 partners from a variety of Jewish agencies, are our collaborators as well. Without you making the trek to Jacksonville from all over the United States and Canada, there would be no edJEWcon. And of course, the reason we are hosting the conference here is because all of our MJGDS teachers, students and parents are partners on this learning journey.  

The next step is to reach out, through the tools you have received in your toolkits and brought with you, through the blogs on the edJEWcon website, through Twitter and through other digital tools- to document and reflect on what you are learning- to collaborate with each other and to share with others who are not in attendance either at the conference or at a particular session. edJEWcon is collaborative, co-created learning. The whole will be greater than the sum of its parts. 

Collaborative, co-created learning. My big takeaway is almost a full-circle spiral. I "knew" it to begin with, but now I understand it in a new way as I experienced something extraordinary. All leadership is collaborative, co-creation. No one can create anything extraordinary without tapping into the brilliance, hard work and passion of others. There is no creation without people. 

edJEWcon was an idea. 

It was a lot of work. 

edJEWcon was a website, a Google form, a Twitter feed, a whole lot of emails. But for all the preparations, edJEWcon was nothing without the people. People who came. People who helped. People who shared and learned and tweeted and connected. People are the magic that breathe life into an idea. 

This dovetails with Angela's inspirational closing keynote, "Using Technology R.I.G.H.T." Using technology isn't about the technology, it's about the people. Social networking- about the people. Teaching and learning- yes, it's about the people. 

There is lots more to reflect upon in detail, including the keynotes, but for now I want to thank all the people (and there were many) who supported and breathed life into edJEWcon- from the very beginning until right now (which is not the end by any means).