Teaching Organically, Students First

IMG_1615.JPG

The thing is, though, that the fruit is the part of the plant that serves us. Sure, obviously fruit also serves the plant; it is the reason why generations of plants have and will continue to grow on Earth. But the cultivating of a plant’s fecundity serves only us; the plant will make enough fruit and seeds to serve itself; any more is a useless energy-waster for the plant. Teaching, Learning, & Education by Chris Baker

Like most of us, I have one of those gardens in the classroom that is somewhere in between Chris Baker’s carefully tended garden and the wild Forest. I think the saving grace for all of us is that while we may cater to outcomes-based learning and careful assessment, Our students by their nature demand that we allow them to grow in their own directions as well. I cannot even imagine a classroom where there are no digressions or spontaneous moments where the student takes charge and the excitement builds into authentic learning and sharing.

What a wonderful ride teaching has been. And it is not because I created wonderful units and excellent tests but because I saw people grow.

Posted in public education, student assessment | Leave a comment

Understanding a Growth Mindset

IMG_1604.JPG

Posted in Best Practice | Tagged | Leave a comment

The light within

IMG_1743.JPG

Again and again, young people remind me of the beauty, depth, and potential within us. I am so grateful for the constant demonstrations that keep me grounded. We all learn through modelling, but the authoritarian structure of schools reinforces the self centred assumption that the teacher is the primary model. We forget the students have had many mentors before us. They come with so much.

Posted in public education | Leave a comment

EdCampHOME

IMG_2632.JPG

Saturday I attended my first on line EdCamp at the suggestion of Kelly Christopherson made during this last week’s #saskedchat on Twitter. I had a good time, despite feeling guilty about ignoring my wife for a few hours during our coffee hour. My conversation on the Maker mindset was helpful. I came away with some ideas to try in my classroom. My curiosity was satisfied about the EdCamp format, and I would like to do it again on line, but also attend an EdCamp somewhere here in Saskatchewan.

As we talked about Maker Stations I arrived at the conclusion that my assumptions about implementation were different from those of the people leading the conversation. My making/20% genius hour hacks into the Saskatchewan curriculum in multiple places, and it is classroom based. The students in my class are doing it on their own with my assistance. I was hearing discussion from other participants about strategies for getting administrative support for school and district programs. They were excited about their progress with this. I had the impression that they were under great pressure to align student projects to curriculum to justify their programs. It felt like a very different plan. My take away from the conversation was to invite parents into Making and start offering students some focus questions based on our curriculum. Damn, I’ve forgotten the term they shared. It might take the form of a wonder wall, where students pose questions or challenges.

The EdCamp format was comfortable and democratic. There were initially two windows to attend to. The first was the conference home page with chat stream and a shared Hangout where the organizers could introduce and moderate the conference. The second window was a space for proposing and voting on discussion topics. The moderators created Google Hangouts for topics generating sufficient interest. We joined the group we wanted, and then chatted and shared. The EdCamp closed with a return to the the larger group.

I would like to attend a live EdCamp and see how that works. It seems a democratic form of professional development. There are times when professional development needs to be planned in advance, but so often, we fail to anticipate the real or emergent needs of teachers.

Posted in professional development, public education | Tagged , , , , | Leave a comment

Some walk, some run

IMG_1732.JPG

This poster connects to my Thursday conversation on homework and grading (the contentious zero debate) with Saskatchewan educators on Twitter. By the way, join us Thursday’s at 8:00 PM Saskatchewan time #saskedchat. It also connects to my previous post here on edustange, where I ponder the best way to bring students to personal reading.

Most days the students (and I) go InMotion after recesses and lunch. It takes the form of a simple walk following the paths of the adjacent park. We do the loop, run the rhombus, or follow the cross country route passed the Gazibo I like to use for reading from time to time. A small number of the 100 students run the course in five minutes. More alternate walking and jogging behind the leaders. Most walk with me, and a few drag their tails tossing footballs back and forth or having a chat. They take the full ten minutes.

The InMotion moment is not timed, but we mark the courses with this unofficial 10 minute deadline in mind. My classroom schedule is something like that. Part of the time is spent encouraging the ones rambling along in their own moment of sunshine to focus on moving forward. The objective is achieved and we all gather together in the end.

Posted in differentiated learning | Tagged | Leave a comment

Silent, sustained personal reading

IMG_0926.JPG

I suppose I always appreciated being read to as a child, but point of singularity for me was when I began adolescence. At twelve or thirteen I became a ferocious reader. Summer camp has its memories of deep woods and canoe trips, however, by my last year the memory I love best is slouching in an old leather couch in the cozy camp library burning through books. Back home and back to school, it was mining the public and school libraries for books. By age fifteen, I was done reading my father’s extensive science fiction collection. I still have the best of those on my shelves.

I do 20 minutes of silent reading most days with my fourth and fifth grade students. Perhaps a third can immerse themselves in something daily. The rest are compelled to make reading a connected experience. They try to read alone, but turn to classmates constantly to share. Some cannot engage with their own books, but need to turn to neighbours hoping they are reading something better.

Perhaps I am not supposed to discourage this process. Maybe they are not ready for intimate personal reading. I am trying to establish the conditions for sustained reading. Perhaps for many, it will start through the sharing. What are other people’s experience?

Posted in differentiated learning, public education, Reading Comprehension | Tagged , | Leave a comment

Will Superintelligent AIs Be Our Doom?

Will Superintelligent AIs Be Our Doom?

Nick Bostrom says artificial intelligence poses an existential threat to humanity.

There is a kind of pivot point, at which a strategy that has previously worked excellently suddenly starts to backfire.

We may call the phenomenon the treacherous turn. While weak, an AI behaves cooperatively (increasingly so, as it gets smarter). When the AI gets sufficiently strong—without warning or provocation—it strikes, and begins directly to optimize the world according to the criteria implied by its values.

I’ve always been a fan of science fiction. After reading this, I understood how applicable this principle, or social dynamic is to education (or a military industrial complex, corporation, union, etc.). Data collection services begin as the servant of learning, then there is a treacherous turn where the relationship pivots and learning becomes the servant of data. I stress about this during our team meetings. There is insufficient time spent on discussing strategies for reading comprehension. Energy is consumed on creating and interpreting data. Since there is no credible way to document a series of conversations in which connections (for example) are revealed through reading, we dismiss informal, extemporaneous conversation as a meaningful strategy in the classroom. The learning strategy is optimized according to the criteria implied by testing’s values….

Posted in Best Practice, student assessment | Leave a comment

September Genius Hour

Minecraft is popular, but we have a range of projects happening for our first month of fourth and fifth grade genius hour. I’ve dedicated one period each week.

IMG_1434.JPG

IMG_1433.JPG

IMG_1435.JPG

IMG_1436.JPG

IMG_1432.JPG

IMG_1429.JPG

IMG_1430.JPG

IMG_1431.JPG

IMG_1428.JPG

IMG_1427.JPG

IMG_1426.JPG

IMG_1438.JPG

IMG_1425.JPG

Posted in public education | Leave a comment

Finishing Lines

I hated track and field competition when I was a child in school. It was not an activity in which I was particularly successful, if by success you mean winning, or even being average. I did not run proficiently in the time specified. This morning, my mind turned to a number of my fourth and fifth grade students. They were struggling with representing a number with base ten blocks. My inner voice was warning me to be prepared for poor results on the post assessment. They were adequate at the moment (getting it with coaching), and experience warned me that might be where they remained. I hate that whisper in my head.

They really liked working with me. They were moving forward without stress. It was so wrong to judge them against the curriculum outcome. I know they will cross the finishing line set by the Saskatchewan Ministry of Education. I need to respect they are motivated to learn. Stupid clocks and calendars.

Posted in public education | 1 Comment

Multiple Choice, Flashbacks

Damn! This app looks awesome. It is too bad I don’t administer multiple choice more than once a year. This app looks so sweet, it makes me want to embrace my inner 1980’s teacher.

Posted in public education | Leave a comment