Kindergarteners Do Work That Matters

Colorful candy constitutes beautiful roofing.  Pieces of chocolate serve as an inviting walkway to the front door.  As gorgeous as the house is, the learning and joy associated with kindergarten students’ work on the gingerbread house is even more impressive.

Students in Mrs. Murawski’s kindergarten class at Magruder Elementary School knew that their work mattered.  One reason they fully committed themselves to carefully designing and constructing the gingerbread house was because they are donating the house to a local senior citizen’s home to bring joy during this holiday season.

At the start of the construction project, Mrs. Murawski convened her students for a design team meeting.  Each student chose to serve on a committee which planned one aspect of the job.  For example, the landscaping committee planned the layout and creation of the yard while the roof committee developed ideas for the top of the house.  These five year old children learned a lot about team work.  Mrs. Murawski commented that one of the biggest challenge for students was "working with a committee of students, making decisions together and realizing that you have to compromise.  As they came together with their research information and began to share the ideas with each other they realized that they may indeed like what they saw in their classmate's research booklet."

Each committee created a blueprint for their aspect of the job and then the class created a master plan linking the work of the separate project teams.  The father of one of the students, who works in the construction business, visited the class to explain blueprints, provide advice, and talk about his career in construction. 

This student stands below the Master Plans.

Although the gingerbread house was prominently displayed near the entrance of the classroom when I visited, signs of the complexity of the project were clear.  Several students showed me the project timeline and explained that listing the steps of the project helped them complete it.  One student proudly held up the blueprint for the front of the house that he helped create.  Another student showed off the master plans.  Click on the icon below to listen to a third student explain how he felt after completing the construction project.

I am incredibly impressed with the strong work ethic displayed by Mrs. Murawski’s students.  Their effort and the quality of their work, however, stems largely from the fact that Mrs. Murawski gave them work that mattered.  Students made choices regarding what work they would do and how they would do it.  They had the opportunity to be creative and to be problem solvers.   They knew they were making a product that others would value.  Hats off to Mrs. Murawski for providing her students work that matters because this project also made a difference for students in terms of the development of important skills and knowledge.  The construction of the gingerbread house was a sweet experience for all involved!

Learning in the Shift Age (welcome remarks at Virginia ASCD Conference)

I want to ask educators in Virginia to think back for a moment to August.  Do you remember what we were dealing with in August?  Hurricanes.  Earthquakes.  A Fire in the dismal swamp (which is finally out, by the way).  I found myself thinking of a music group from the 70s and 80s.

Although Earth Wind and Fire was a great group, the challenges of August were not great.  What were we doing when the challenges hit?  We were getting ready to start the school year.  And our efforts barely, if at all stopped: we just dealt with the challenges.  As teachers, principals, superintendents, as educators, we are expected to deal with any challenge that comes our way. 

Today David Houle, coauthor of ShiftEd, is going to challenge us to deal with change.  He says we are entering a shift age in which we can master the opportunities provided by global connectivity.  He talks about the emphasis on choice, customization, and flexibility and he challenges us to transform schools in response to these changes.

Houle and coauthor Jeff Cobb write,

Embracing and rapidly managing change is fundamental to the consciousness of the Shift Age.  The speed of change has accelerated so much that it is now environmental: we live in an environment of change . . . The old phrase “standing on solid ground” no longer has merit.  If an individual believes she is standing on solid ground and has a clear, certain view of the world, it is now a given that whether it be six months, nine months, or a year from now that person is going to suddenly realize the world has changed while she was busy being certain.

Karen Washington, a first-year principal in the school district in which I work, had an experience in August that relates to this notion of not standing on solid ground. She was facilitating her first heavy duty instructional conversation with her staff when the earthquake hit.  Do you know what she did?  She kept right on--talking, asking questions, listening.  She didn’t miss a beat.  She admitted later that she actually didn’t even notice the earthquake.

When she told me this, it reminded me of another group, REM and their song in which they sing of "the end of the world as we know it.”

Click on the videos below to check out these brief excerpts of the music video.

It wasn't the end of the world in August, but there was an earthquake, and Karen Washington was totally fine.  Will we be totally fine with the end of the world as we know it--with the shift age that David Houle is about to describe?  I am optimistic that you will each be fine because you are here at this conference because of your commitment to learning.  And our professional learning will be a key to thriving in the shift age.  With the shift age we have opportunities for learning that did not exist previously.  A superintendent who wrote an essay that is part of the ShiftEd book spoke of her sense that there will be few boundaries of space time or place for learning in the shift age.

One example of learning that is not limited by time or place is the conversation that occurred during the last few days via Twitter regarding ShiftEd.  Teachers, principals, and superintendents planning to attend the VASCD conference started the conversation and others who would not be attending soon joined.  Comments were posted at all times of day from people throughout and outside of Virginia.

It is this type of limitless learning that will help us deal with the Shift Age and the earthquakes, hurricanes, and fires of the future.   So, let us get started!

Shift Ed Calls for K-12 Transformation

Here are some key points set forth by David Houle (@evolutionshift) and Jeff Cobb in Shift Ed: A Call to Action for Transforming K-12 Education.  Each key point is set forth in fewer than 144 characters.  I wrote them in this format so that I could share some of them via Twitter in an online discussion of ShiftEd in the days leading up to Virginia ASCD Annual Conference, which starts today.   At the invitation of Ann Etchison (@ann1622) and @VASCD, I will be providing welcoming remarks at today’s conference, prior to David Houle’s General Session keynote address. 

Here is a link to the Shift Ed web site: http://www.shiftedtransformation.com/shifted21/

Shift to #teaching 21st century skills unlikely in current K-12 ed system says @evolutionshift #vascd11 #shifted

K-12 ed system more of a containment area than place to prep kids 4 21st century says @evolutionshift #vascd11 #shifted

widespread disagreement re: K-12 but we need unified vision says @evolutionshift how achieved? #vascd11 #shfited

Stop tinkering w/ ed system & curriculum-instead look at what it needs 2 become says @evolutionshift #vascd11 #shifted

How has ed responded to new tech world? It hasn’t says @evolutionshift #vascd11 #shifted

We compartmentalize tech driven change so traditional teaching is untouched says @evolutionshift #vascd11 #shifted

In 2 many schools #edtech is little more than an add-on says @evolutionshift #vascd11 #shifted

Next 20 years are the Shift Age when we master opportunities of global connectiveness says @evolutionshift #vascd11 #shifted

Schools must move beyond being purveyors of info says @evolutionshift #vascd11 #shifted

@evolutionshift Is connectedness a force separate from “flow to global” or just its cause? #vascd11 #shifted

Connectivity-global culture-power 2 individuals are key 2 Shift Age says @evolutionshift #vascd11 #shifted #edchat

Choice-customization-flexibility explode in shift age says @evolutionshift #vascd11 #shifted

Constructivism cited in #shifted is not new-but in time of emphasis on individual is the world finally ready 4 cnstrctvsm? @evolutionshift #vascd11 #shifted

Should we confine kids w/i 4 walls for set time to be fed set content? asks @evolutionshift #vascd11 #shifted

Most of current #edreform is reactionary

Need to shift 2 thinking about #learning experiences not ed systems says supt woodward in #shifted @evolutionshift #vascd11

We need to be creators of #learning experiences says supt woodward in #shifted @evolutionshift #vascd11 #shifted

There should b few boundaries of time space place 4 #learning says supt woodward in #shifted @evolutionshift #vascd11

Students will gradually assume responsibility 4 #learning says supt woodward in #shifted @evolutionshift #vascd11

How much freedom should students have 2 decide when where how 2 connect 4 #learning asks @evolutionshift #vascd11 #shifted

What are skills needed 4 #learning in social networks asks @evolutionshift #vascd11 #shifted

we need to customize means of #learning-should we also customize outcomes @evolutionshift #vascd11 #shifted

Are schools only or even mostly physical places? Asks @evolutionshift #vascd11 #shifted

What do you think of the common core? @evolutionshift

Schools must become better at shape shifting to meet new demands says @evolutionshift #vascd11 #shifted

#shifted web site has additional resources http://www.shiftedtransformation.com/shifted21/

It’s Not About the Angry Birds—Or is it?

How are our students using technology?  As you are no doubt aware, Angry Birds is an incredibly popular game.  However, if our students’ use of technology were limited to playing Angry Birds, we would not be effectively leveraging technology for learning.

Superintendents, principals, teacher-leaders and other leaders should promote a shared vision of how technology supports teaching and learning.  The essential conditions for leveraging technology identified by the International Society for Technology in Education (ISTE) include the existence of a shared vision.  The Consortium for School Networking Initiative emphasizes that leaders need to “develop a vision of web 2.0 for achieving your district’s goals.”  Without a shared vision relating to technology, the educators in your school community who use technology may just be techno-cheerleaders, the term Mark Bauerlein uses to describe people who assume that technology automatically yields benefits.

Your vision for technology should be linked to your overall vision for teaching and learning.  Because they are at the heart of our district’s vision for teaching and learning, the concepts of student engagement and 21^st century rigor drive our efforts to leverage technology for learning.  Another blog post provides examples of student use of technology which reflects engagement and rigor.  ISTE, in fact, encourages leaders to promote a culture “that provides a rigorous, relevant and engaging education.

The point isn’t that you must use the concepts of engagement and rigor to leverage technology.  Your district’s vision for teaching and learning may revolve around other hooks, such as project-based learning, problem-based learning or differentiated instruction.  Embed your technology initiatives in your district’s vision.

I recently was preparing for a presentation (slideshare link) at the #BLC11 Conference hosted by Alan November.  When I shared the concepts with a colleague (@ccrudy), she gently suggested that I reconsider my statement that it (integrating technology) is not about the Angry Birds.  She shared a link to a blog post entitled Angry Birds in the Physics Classroom.  The author shared multiple investigations that students could carry out relating to Angry Birds and physics.  For example, one video clip of an angry bird is accompanied by the question, “Does the blue angry bird conserve momentum during its split into three?”  This blog post led me to recognize that perhaps leveraging technology is about Angry Birds in the sense that we can use this game to tap student interest in digital tools to engage them in rigorous learning experiences.  So, before you dismiss Angry Birds, ask how this game, or any technology, can help your school community realize its vision of teaching and learning.

For a podcast discussion I had with Alan November regarding fostering change through leadership, visit this link.

Passion & Strategic Plans: An Oxymoron?

Who knew?  An international community of latte artists create artistic coffee.  They blog, tweet, and use Facebook to connect with one another regarding their shared passion of latte art.  They share photos of their latte art online for others to enjoy, comment on, and judge in competitions.  Others throughout the world use social media to connect regarding their shared passion of yarn bombing.  They knit covers and place them on lamp posts, benches and other items in public spaces during the night so others discover them the next day.  They participate in International Yarn Bombing Day.

I was not aware of these unique communities of passion until @torres21 described them last week at the Building Learning Communities 2011 (#BLC11)conference.  And in workshops following the keynote by @torres21, @AngelaMaiers emphasized that when people have a passion, they commit themselves to that passion.  They are willing to persist in the face of difficulty to pursue their passion.  They are willing to sacrifice in the pursuit of passion.  The penguin below was a sacrifice that allowed his peers to swim, although I'm not sure this was a self-sacrifice . . .  

The latte artist- and yarn bombing-communities of passion were on my mind as I prepared to speak to leaders in our district yesterday regarding our strategic plan and our upcoming Quality Assurance Review for district-wide accreditation.  Strategic plans often are dead documents which generate yawns, not passion.  Strategic plans should instead be a representation of the collective passions of our school community. 

The big ideas in our strategic plan are worthy of our passion, our commitment.  These big ideas relate to student engagement, 21st century notions of rigor, excellence, the key role of staff, relationships & school climate, and efficient, effective, service-oriented operations.  Staff members will vary in terms of which of these big ideas are most worthy of their passion.  However, what binds our school community together is our collective belief in these big ideas.

Our principals, teachers, and others are building professional learning communities that will spur action in pursuit of our collective vision. Today, principals, assistant principals, teacher-leaders, and district-level leaders gather for the second day of our Leadership Academy to focus on student engagement and rigor.  We will be talking with one another, tweeting with one another, connecting.

So, if you think that latte artists and yarn bombers are passionate, you have not seen anything yet.  As we continue to strengthen our professional learning community, as we build the back porches for shared learning, our passion for the big ideas of our strategic plan will allow us to sustain and build on the excellence of our district.

Avoiding Envy with BYOT

In March 2011 the iPad 2 was unveiled.  Up to 15 million people were immediately envious.  After all, approximately 15 million iPads were sold prior to the release of the iPad 2 in the United States in April 2010. 

This simple fact illustrates one key reason our school district is encouraging students to bring their own technology to school this September in order to access our public wireless network, rather than providing district-purchased technology to every student.  Think of the shift in popularity from PCs to notebooks and then netbooks.  Observe the transition in the cellular wireless world from 2G to 3G to 4G.

Watch this absolutely hilarious Best Buy commercial. 

This video humorously emphasizes the rapid changes in technology and how desirable the latest technology is.  Bring your own technology initiatives allow students to take advantage of the latest devices they own.

Last spring, we piloted a bring your own technology initiative in the classroom of one teacher in each of our five secondary schools.   During the 2011-2012 school year, all secondary students will have the option of bringing their laptops, netbooks, notebooks, iPods, iPads, and/or smart phones to school in order to connect to our wireless network for learning.  Students who do not bring in their own devices will have access to laptops, iPads, and other devices owned by the district.

Our school district cannot afford a 1:1 initiative.  Even if we could purchase laptops, iPads or other devices on a large scale, we would almost immediately have technology that was outdated in terms of what students are accustomed to using outside of school. 

We cannot cure the envy of the millions of owners of an original iPad who have not yet purchased an iPad 2.  However, at least many of our 6000 secondary students will be able to avoid the frustration of using district-owned technology that is older than what they use outside of school!

Effective Virtual Learning: Not Just Plugging Them In

A group of Virginia legislators are doing their homework on virtual learning.  Today, Reggie Fox (@fox1210), the Online Learning Coordinator for the York County School Division in Virginia, and I (ewilliams65) spoke with the Education Subcommittee of the Senate Finance Committee.  Our message was that effective virtual learning is not just a matter of plugging students in to a computer.  Effective virtual learning is not a cheap, mass production affair.

Reggie Fox addressed the legislators regarding our experience and plans.  In my introductory remarks, I made three key points:

·    Effective teachers of virtual courses, like other teachers, develop strong relationships with students.  They interact extensively with students through e-mails, videoconferencing, phone calls, and interactive group discussions on the computer.  They ask questions, answer questions, moderate discussions, encourage students, and provide feedback to students regarding their work. 

·    The extensive interaction is crucial for success.  The students who have taken our virtual courses have a strong record of success on state exams, but success also entails learning to collaborate, solve problems, and create work products—not just memorize information.

·    This extensive interaction is more expensive than some other approaches to virtual learning, which are not much more than students completing a bunch of worksheets on the computer.  The mass production model does not lead to deep learning.

Yesterday, the Virginia Department of Education announced that our school district is one of two districts statewide (along with eleven other organizations) that have been approved to provide virtual courses to students throughout Virginia.  During the presentation to legislators today, we we explained that this school year the York County School Division will only serve students from outside our district through agreements with other school districts.  A school district may choose to enroll its students in one or more of thirty-nine courses that we offer as a Multidivision Online Provider.  The participating school district would retain the per-pupil state funding, while paying our school district a per-student fee.

Reggie Fox posed several questions today for consideration.  Will we continue to use Carnegie units?  Should students be assessed based on mastery?

The members of the Education Subcommittee of the Senate Finance Committee deserve praise for doing their homework on virtual learning.  During the legislative session of 2012, hopefully budget and policy decisions will be made with a recognition that virtual learning is not just a matter of plugging students in for mass production, low cost, education.  We will achieve so much more if we avoid this perspective.