I'm so excited to be attending the NAIS Annual Conference again this year. Thanks to Jason Ramsden of Ravenscroft School, I'm able to live blog the sessions I attend. Those are hosted on another blog, and I'd welcome visitors, comments, observations, etc.
So far, the conference has been exciting and invigorating. I've already had one big take-away. Peter Gow showed Beaver Country Day School's new teacher wiki. I don't have the link yet, but I think everyone in the room is planning to go home and set one up at their school. The site includes short video welcomes from key people at the school, links to information about books that have been all faculty reads recently, and a host of other information that takes a while to learn when one is new, such as a BCDS lexicon.
This post will definitely be edited later today to include links!
Thursday, February 24, 2011
Sunday, February 20, 2011
What if we taught spelling with adaptive expertise in mind?
What if we taught spelling with adaptive expertise in mind?
Such an approach would incorporate Vygotsky’s zone of proximal development along with the best practices of differentiation and would include the habits of mind associated with adaptive expertise.
We would begin with the end in mind. Students would learn common orthological spelling patterns in sequential order; learning to apply the patterns they know when they encounter words in their writing that they want to include, but are uncertain how to spell.
According to Invernizzi, Johnston, Bear et. al, each student should be working to master a spelling pattern s/he is “using but confusing.” Such a spelling program will be differentiated and developmentally appropriate for each learner in the classroom.
What would this look like in practice?
Step One: Each class would take a developmental spelling inventory to determine groupings for spelling instruction.
Step Two: Word study units for each group of students based on their developmental stage of spelling. Typically, there are 4 or 5 groups in a classroom of 20 students. Word study includes reading and writing activities such as word sorts, games, and writing activities. The words included follow the spelling patterns being studied. At this point in the fully differentiated classroom, each student would move at his/her own pace. In a partially differentiated classroom, groups would progress together, but students would move between groups depending on ongoing formative assessment.
Step Three: A summative assessment of each student’s ability to use the pattern s/he studied. This assessment should include words that students have and have not seen before but that follow the same patterns as those studied. This will allow students to demonstrate mastery and adaptive expertise. For example, if the student was learning to spell words with r controlled vowels, word study might include words such as fir and fur. During the assessment, the word furry would appear. A sentence might be “my pet cat is very furry.” Students who have mastered fir and fur should be able to generalize that the new word is spelled with the letter u.
In sum, students demonstrate mastery of a pattern before moving on to study a new pattern. There is no abandonment of skills not mastered. No student spends time studying patterns s/he has already mastered.
Sounds simple. Why is it so hard?
Such an approach would incorporate Vygotsky’s zone of proximal development along with the best practices of differentiation and would include the habits of mind associated with adaptive expertise.
We would begin with the end in mind. Students would learn common orthological spelling patterns in sequential order; learning to apply the patterns they know when they encounter words in their writing that they want to include, but are uncertain how to spell.
According to Invernizzi, Johnston, Bear et. al, each student should be working to master a spelling pattern s/he is “using but confusing.” Such a spelling program will be differentiated and developmentally appropriate for each learner in the classroom.
What would this look like in practice?
Step One: Each class would take a developmental spelling inventory to determine groupings for spelling instruction.
Step Two: Word study units for each group of students based on their developmental stage of spelling. Typically, there are 4 or 5 groups in a classroom of 20 students. Word study includes reading and writing activities such as word sorts, games, and writing activities. The words included follow the spelling patterns being studied. At this point in the fully differentiated classroom, each student would move at his/her own pace. In a partially differentiated classroom, groups would progress together, but students would move between groups depending on ongoing formative assessment.
Step Three: A summative assessment of each student’s ability to use the pattern s/he studied. This assessment should include words that students have and have not seen before but that follow the same patterns as those studied. This will allow students to demonstrate mastery and adaptive expertise. For example, if the student was learning to spell words with r controlled vowels, word study might include words such as fir and fur. During the assessment, the word furry would appear. A sentence might be “my pet cat is very furry.” Students who have mastered fir and fur should be able to generalize that the new word is spelled with the letter u.
In sum, students demonstrate mastery of a pattern before moving on to study a new pattern. There is no abandonment of skills not mastered. No student spends time studying patterns s/he has already mastered.
Sounds simple. Why is it so hard?
Preparing for NAIS
Wow--in just two days I am heading up I85 to the NAIS annual conference. I've set up liveblogs at http://cannonpep.blogspot.com/, which is the blog that the teachers at my school are familiar with. However, it is certainly not an exclusive group--anyone is welcome!
I've spent this weekend getting ready for the sessions I'm leading or, in the case of the panel I'm moderating, sessions where I just need to stay out of the way and feed the panel questions. This is going to be a great conference!
I've spent this weekend getting ready for the sessions I'm leading or, in the case of the panel I'm moderating, sessions where I just need to stay out of the way and feed the panel questions. This is going to be a great conference!
Saturday, February 5, 2011
Pick your popsicle?
This past week, my daughter caught some kind of viral bug. At one point, I offered her a choice of popsicles as part of the campaign to keep her from getting dehydrated. Her response left me nonplussed. She looked in the box and mused aloud "Well, I threw up a green one. I saw some orange in my puke the other time, so I guess I'll pick purple."
Fortunately, the purple stayed down.
Lately, I'm collecting stories that happen in my life and trying to think how I can use them or make them meaningful. This one got me thinking about faculty development. How?
All to often, teachers approach faculty development "choices" the same way my daughter approached the popsicle box. Which ones haven't already been, well, nauseating.
Why? That takes me back to Dan Pink's Purpose, Mastery, Autonomy.
The experiment I did recently with unstructured time for faculty developmentwas well-received, but I'm not sure what the results are going to be. That's okay. For a while. The waiting is tough. But, that's what I'll have to do.
Wouldn't it have been easier just to make everyone "learn" about something I picked for 3 hours with a series of moderately engaging or entertaining activities? Then I wouldn't be waiting. . .
Thursday, January 20, 2011
Look out--PD coming!
Tonight's inaugural #isedchat addressed the question: "What does successful professional development look like at your school?"
I missed the chat--7pm with two little kids in the house is just not twitter chat friendly. So, I perused the thread tonight with a goal in mind. What should we do at school for our next scheduled PD time?
Periodically we have a half day for professional development at our school. I've been thinking about our upcoming day for a while now, and here's what I've come up with. This stems in part from the thinking that led to the "why are we teaching this stuff" post.
Now, what with being a fan of stealing, I mean researching, others' ideas, I went looking for someone who'd tried this and blogged about it. Bingo! Lyn Hilt, a K-6 principal in Pennsylvania who blogs at The Principal's Posts gave the teachers at her school time for self directed learning. Not a free day, but a day with purpose and accountability, and autonomy. Her description of how she organized the day inspired me.
Here's part of the email message I wrote to the other deans and the division director:
I've been thinking about this day. Here's what I'd like to propose:
Implementing a form of the Google 20% time. There's been a lot written
about this since Dan Pink mentioned it in Drive and his speech. We
could ask folks ahead of time what they needed to learn more about.
Some groups might naturally emerge. I would work to provide resources
for those who need them. We could also put together a "sit and get" for
those who insist. The big part is that 20% time still has some
accountability. Participants are supposed to DELIVER at the end of
their time. What would that delivery look like at Cannon? I am
thinking the delivery would be in small groups spread throughout campus,
with one of us in each group.
Sarah
I suggested some reading on the concept of 20% time:
From Dan Pink:
One school leader's experience:
Let's see what they say!
I missed the chat--7pm with two little kids in the house is just not twitter chat friendly. So, I perused the thread tonight with a goal in mind. What should we do at school for our next scheduled PD time?
Periodically we have a half day for professional development at our school. I've been thinking about our upcoming day for a while now, and here's what I've come up with. This stems in part from the thinking that led to the "why are we teaching this stuff" post.
Now, what with being a fan of stealing, I mean researching, others' ideas, I went looking for someone who'd tried this and blogged about it. Bingo! Lyn Hilt, a K-6 principal in Pennsylvania who blogs at The Principal's Posts gave the teachers at her school time for self directed learning. Not a free day, but a day with purpose and accountability, and autonomy. Her description of how she organized the day inspired me.
Here's part of the email message I wrote to the other deans and the division director:
I've been thinking about this day. Here's what I'd like to propose:
Implementing a form of the Google 20% time. There's been a lot written
about this since Dan Pink mentioned it in Drive and his speech. We
could ask folks ahead of time what they needed to learn more about.
Some groups might naturally emerge. I would work to provide resources
for those who need them. We could also put together a "sit and get" for
those who insist. The big part is that 20% time still has some
accountability. Participants are supposed to DELIVER at the end of
their time. What would that delivery look like at Cannon? I am
thinking the delivery would be in small groups spread throughout campus,
with one of us in each group.
Sarah
I suggested some reading on the concept of 20% time:
From Dan Pink:
One school leader's experience:
Let's see what they say!
Sunday, January 16, 2011
Why are we teaching this stuff?
I follow with avid interest the musings and ideas of leaders in the Independent Curriculum Group. The NY Times article about changes to the AP.
Great--I'm reading good stuff. Now what am I going to do about it?? That's the question I'm asking myself. Because if I'm not doing anything about it. . .
On Connected Principals, Dave Truss wrote a brilliant post Less is more. Teach less, learn more. I left a comment and he wrote me back--causing that thrill that happens when a nobody like me gets a comment from someone who is a somebody. DT is the creator of the Brave New World Wide Web Video seen by just about everybody.
In our exchange (I had an exchange w/ Dave Truss!) I thought of something that made me realize it was time to blog. We must be wary of teaching kids that the academic grindstone is the way to ensure life-long success. That is clearly not true for many now. But, to break that grindstone for students, we’ll have to free the teachers first.
What are the essentials?
Give teachers time to collaborate and learn. I can do that. But it isn't just about time. Given time, even good teachers will often fill it with the tasks of teaching rather than expanding their own thinking. "There are so many papers to grade. If I have more time, I can read each draft as well as the final copy to help students be better writers." What do we need besides time? How do we create an expectation of learning and collaborating in that time?
Access to resources that expand teachers' worlds and provide tools for collaboration. I admit it, I'm a professional media junkie. I want to drag more folks into my world. I need to make sure that I'm not neglecting other realms though. Why on earth do teachers have to buy books about learning with their own money? Where are the professional libraries at most schools? How old are the books in them? Do teachers read and discuss books as part of their professional day or is that supposed to be done "on your own time?"
Authentic accountability. What if each teacher set some indicators to show how s/he has grown as a learner at the beginning of the school year and was evaluated with those in mind? Some schools approach teacher evaluation this way, how does it work?
Finally, that 20% time Daniel Pink espouses (see video below). Started (?) by Google, educators have been talking about it. we keep hearing about. Do we give teachers and students 20% time? How about 10%? 5%?
Great--I'm reading good stuff. Now what am I going to do about it?? That's the question I'm asking myself. Because if I'm not doing anything about it. . .
On Connected Principals, Dave Truss wrote a brilliant post Less is more. Teach less, learn more. I left a comment and he wrote me back--causing that thrill that happens when a nobody like me gets a comment from someone who is a somebody. DT is the creator of the Brave New World Wide Web Video seen by just about everybody.
In our exchange (I had an exchange w/ Dave Truss!) I thought of something that made me realize it was time to blog. We must be wary of teaching kids that the academic grindstone is the way to ensure life-long success. That is clearly not true for many now. But, to break that grindstone for students, we’ll have to free the teachers first.
What are the essentials?
Give teachers time to collaborate and learn. I can do that. But it isn't just about time. Given time, even good teachers will often fill it with the tasks of teaching rather than expanding their own thinking. "There are so many papers to grade. If I have more time, I can read each draft as well as the final copy to help students be better writers." What do we need besides time? How do we create an expectation of learning and collaborating in that time?
Access to resources that expand teachers' worlds and provide tools for collaboration. I admit it, I'm a professional media junkie. I want to drag more folks into my world. I need to make sure that I'm not neglecting other realms though. Why on earth do teachers have to buy books about learning with their own money? Where are the professional libraries at most schools? How old are the books in them? Do teachers read and discuss books as part of their professional day or is that supposed to be done "on your own time?"
Authentic accountability. What if each teacher set some indicators to show how s/he has grown as a learner at the beginning of the school year and was evaluated with those in mind? Some schools approach teacher evaluation this way, how does it work?
Finally, that 20% time Daniel Pink espouses (see video below). Started (?) by Google, educators have been talking about it. we keep hearing about. Do we give teachers and students 20% time? How about 10%? 5%?
Sunday, November 7, 2010
Hathaway Brown Innovation Summit
I am absolutely determined not to feel overwhelmed by my experience at Hathaway Brown's Innovation Summit this weekend. Why? Because that leads to passivity. Bill Christ, the head of school at Hathaway warned attendees that what matters most is what we do after we leave.
@Sedson was at the conference and I am now following her on twitter, which led me today to this video:
In today's paper, I read a post-election editorial that referenced the Bloomberg poll that showed the majority of voters believed that middle class taxes had been raised during the last two years, when, in fact, they fell. Those asked also believed that the economy was shrinking, not growing.
The article blames Democrats for not making the message clear to voters.
Not me--I blame education. How did we get to the point in this country where being informed means listening to infotainment that echos what you already think? Why don't adults in this country ask questions and do research with the primary documents readily accessible online? Could it be because we don't teach students to ask questions in school? Because we use textbooks to teach them instead of primary sources? Yes, primary sources are harder to read. They don't have reading guides or comprehension questions already prepared. Who read the health care bill? Who read even extracts of it? (Confession, not me either).
What does school look like when we decide to prepare students to run the world instead of prepare them to have a job/go to college?
So, tomorrow, I start. First up? The kids. They need to know that I'm counting on them to be able to solve some of the pretty big problems they are about to encounter. I also want to talk with students about motivation. Both Pink's autonomy, mastery, and purpose along with the success and fun they are apparently seeking. We'll see how it goes.
@Sedson was at the conference and I am now following her on twitter, which led me today to this video:
In today's paper, I read a post-election editorial that referenced the Bloomberg poll that showed the majority of voters believed that middle class taxes had been raised during the last two years, when, in fact, they fell. Those asked also believed that the economy was shrinking, not growing.
The article blames Democrats for not making the message clear to voters.
Not me--I blame education. How did we get to the point in this country where being informed means listening to infotainment that echos what you already think? Why don't adults in this country ask questions and do research with the primary documents readily accessible online? Could it be because we don't teach students to ask questions in school? Because we use textbooks to teach them instead of primary sources? Yes, primary sources are harder to read. They don't have reading guides or comprehension questions already prepared. Who read the health care bill? Who read even extracts of it? (Confession, not me either).
What does school look like when we decide to prepare students to run the world instead of prepare them to have a job/go to college?
So, tomorrow, I start. First up? The kids. They need to know that I'm counting on them to be able to solve some of the pretty big problems they are about to encounter. I also want to talk with students about motivation. Both Pink's autonomy, mastery, and purpose along with the success and fun they are apparently seeking. We'll see how it goes.
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