"There is no relation between students' abilities or intelligence and the development of mastery-oriented qualities. Some of the very brightest students avoid challenges, dislike effort, and wilt in the face of difficulty. And some of the less bright students are real go-getters, thriving on challenge, persisting intensely when things get difficult, and accomplishing more than you expected. This is something that really intrigued me from the beginning. It shows that being mastery-oriented is about having the right mind-set. It is not about how smart you are. However, having the mastery-oriented mind-set will help students become more able over time."I just read George Couros' great posts More Mindset than Skill Set and More about Mindset and Learning where he shares stories about an 82 year old woman who wanted to learn how to play the cello so she took lessons. It didn't matter that she was 82. She knew she could learn something she always wanted to do. He shared about his father who had a limited formal education, but was willing to learn new things. George showed his father using an iPad to communicate with his grandchildren. If you want to do something and you have a growth mindset, you can do it. It really is not about talent. All of us have some talents, but if we don't believe we can do something or don't believe in ourselves, we might not take the risks to change. So why did I ask about having both mindsets? I am usually very optimistic with a glass more than half full. Sometimes the glass is running over. I read Public Agenda file: a Mission of the Heart: What Does it Take to Transform a School? that talked about "transformers" and "copers." This is about leaders either being one or the other. Transformers have an explicit vision of what their school might be like and bring a "can do" attitude to their job. Copers are typically struggling to avoid being overwhelmed. They don't have the time or freedom, or for some perhaps, the inclination to do more than try to manage their situation. Growth mindset = transformer. Or does it? What if you have a "can do" attitude and believe that anything can be done, but feel overwhelmed with your situation. The situation may make you question if you can "do" something especially during a stressful time. I know administrators that are very optimistic with most activities, but have trouble coping with or managing specific situations. I believe I have a growth mindset and so do so many teachers I work with. However, some may have trouble coping in specific situations. Teachers have so much on their plates. Some days, they are overwhelmed, because there is just not enough time in the day to do everything. That's how I feel some days. It doesn't mean that I have a fixed mindset, but I may have a situational "mindset." I want to do something about this. I like that I am optimistic. I always believed I had a growth mindset, but wasn't sure what it was called before. I want to be able to handle most situations and continue to be optimistic. So instead of resolutions for the New Year, I'm looking at setting my mindset to a growth mindset. If I get overwhelmed with any situation, I'm going to pause and reflect on how I feel. I just have to focus and believe in myself. What about you? What is your mindset? Why not make 2013 the year that you can do anything you put your mind to do?
"The History of a Pleasure Seeker app is exactly what a book app should be! You can read or listen to the book (or both at the same time) and enjoy the little extras (extremely well produced extras, I might add) without having to put the book down."He included ways for his readers to ask him questions, paragraphs can be read to you, you can visualize text, and more. Mason is a writer and changed the way he saw how his words could be represented to his readers.
- Observe: When you are trying to come up with a new project or idea, study how others do something similar and the problems they might be having.
- Become an Expert: Focus on something you are interested in and learn as much as you can. Then share what you find.
- Step out of your Comfort Zone: Do something outside of the ordinary for you. Sign up for a class doing something you always wanted to do, read a different type of book than you are used to reading, learn a new language, go on a trip to somewhere you never thought you would go to. New experiences change your brain and might open up ideas you never thought of before.
- Be Willing to Work Alone: Sometimes working in a group and brainstorming stops the creative process. If you focus on your ideas and play with them, you just might come up with something yourself. Then share it.
- Play and Have Fun: Balance in your life is good for you. If you only work all the time, you will start resenting what you are doing. If you stop and play, you can come back refreshed and maybe have new ideas to work on.
- Daydream: It is amazing how the mind works. It doesn't stop even when you sleep. Take a nap in the middle of the day. Pause and reflect on what you have been doing. Then imagine things that are just almost impossible.
- Reflect: Keep a journal or write a blog. You never know what ideas come to you as you start reflecting on your thinking. Then share your ideas in social media. It might be interesting to see if any of your ideas are retweeted.
- Share your Ideas: If you come up with something novel, share it. Find others who will give you constructive feedback. They may give you ideas that go in a completely different direction that will make your ideas even better. You may get ideas that will not help you at all but confirm the direction you are going.
- Challenge Yourself: Sometimes you are onto something and just keep doing it because you started it. Stop! See if this direction is going to work. Maybe you need to stop and start a new project or idea and put that other idea to rest for a little to come back to later.
- Express Yourself: Take a break to sing a song, dance a dance, or draw a picture. If that doesn't get you going, then just get up and move. Go for a walk. Your brain works best if you move and stimulate both sides of your brain.
It's not about the technology. It's about the philosophy you embrace around personalizing learning.If it's all about the learner and starting with them, then everything about teaching and learning changes. Technology supports personalizing learning but should not be the focus. Just putting technology in teachers' and learners' hands doesn't mean they know how to personalize learning. I remember the early days of technology in schools. I believe the late 80s and early 90s, schools built labs called CAI (Computer Assisted Instruction) such as Computer Curriculum Corporation, Success Maker and others. As a technology consultant during those times, I was asked to help build those labs. Most of these labs were built in high poverty schools in rooms that weren't made for computers. Even the electricity in some of these older buildings couldn't handle the capacity. They would string together extension cords from other classrooms and hold them in place with duct tape. In some rooms, we had to step over the cord that was 2 feet high. There were some rooms where they moved the computers next to the heaters. Actually, that didn't matter, because the heaters didn't work. I needed the work at that time, and that's where all the money was going. One lab with 50 computers and the software took all the technology budget. There was no money left for training. Only enough to train a paraprofessional who managed the lab. There was no integration with any curriculum in the classrooms. I observed these labs. Kids loved them in the beginning because it was new, interactive, and included games. They loved the idea of playing in school. The paraprofessionals collected the data and shared with the administration. Scores were going up. The kids rotated through the lab once or twice a week. But after about six months, kids started talking about how boring it was. One third grade told me that it didn't matter how he answered the questions so he just hit any key to make it go to the next screen. Scores were at a plateau then dropping. Dropping all over. All the labs. Everywhere. Few years later, the labs were changed. They took off the headphones and brought in technology teachers. Teachers with credentials. Only issue I saw was that they were prep teachers. This meant that there tended to be very little integration of what was happening in the classroom to what was happening in the labs. I know so many of these fantastic computer teachers who did amazing projects. When I was asked to come in, work with the computer teachers, and help integrate technology into the classrooms. Classroom teachers were so busy teaching the curriculum that they didn't have time or the energy to take the work in the lab and connect it to the classroom. So once again, the work in the labs stood alone and was mostly focused on building isolated technology skills. But there were some amazing computer teachers and librarians who found ways to integrate the skills with projects happening in the classroom. So now fast forward to today and learning labs to support blended learning rotations. The labs look similar to the CAI of the past and, yes, the scores are improving. But the real learning that is needed seems to be lost. In some of these environments, the student to teacher ratio has increased because the computers "individualize" the student's learning and they don't need as many teachers. Maybe that's how or why schools are looking at this solution -- to save money. Based on algorithms and data, teachers keep track of performance and work with individual students to respond to intervention -- to increase scores based on standardized tests. This may sound good to some people, however, to prepare our children for the global workforce, they need different skills then they acquire sitting in front of computers like this. It just cannot be about the scores. The skills needed for today's jobs include:
- collaboration and teamwork
- creativity and innovative thinking
- choosing and using the appropriate resources for a task
- building a network of learners locally and globally
- learning how to learn, unlearn, and relearn
Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we want to go next. ~ Kenneth Wolf
For the last two months, Kathleen and I have been writing every day supporting different RTT-D applications. The last week, we have been bombarded with calls from districts and consortiums of districts wanting our support. We are getting requests from schools and organizations from other countries. Today I need to stop and breathe and reflect. I use Gibb's Model of Reflection:
Kathleen and I developed a model for personalizing learning over a four year period that meets the requirements of the Race to the Top application. We defined the differences between personalization vs differentiation vs individualization and ended up having Porvir in Brazil create an infographic in Portuguese around our chart that we translated in English. We were hired by Grant Wood AEA in Iowa to talk to their superintendents and now are doing a webinar overview, offering an eCourse and webinar series, and setting up a Community of Practice across the state. That was just the beginning. We are getting requests from all around the country and Mumbai, Singapore, and more.
What am a I thinking and feeling?
I am excited about the interest we are getting. Now about my feelings. I haven't had time to reflect on everything that is happening so fast. This is good. Pausing. Reflecting. I think I got too excited about the interest and stopped thinking about me and what I love to do --- write. This also made me think about kids today and all that is on their plates in school -- especially middle and high school kids running from class to class in schools with crazy bell schedules. I need time to reflect. I don't know how kids do it -- starting and stopping thinking-- thinking in one subject and then jumping into another subject.
Personalizing learning means creating time to reflect, pause, and have flexible schedules that allow for risk-taking and reflection. There is no time for risk-taking or reflection when you are preparing for a test or writing an application.
What's good and bad about the experience?
Kathleen and I are revisiting and refining our model and process. It is getting better every day. I am excited about what we are coming up with and know there is still lots more to do. Every school, district, teacher, and learner is unique -- there is no cookie-cutter answer to meet the needs of everyone involved.
My feelings are that I'm overwhelmed. Guess that's the way kids feel daily. I get it. That's why we are doing what we are doing. School does this same thing to kids that is happening to me right now. Overwhelmed. No time to think about thinking. I say that reflection is very important and needs to be part of every day. Pause. Think. Reflect. Write.
What sense can I make of the situation?
Kathleen and I complement each other. We both bring a lot to the table. I live in California where the education bubble burst some time ago. Professional development budgets crumbled and professional developers fight over the same dollar. I thought this was happening everywhere in the US. Kathleen, who lives in New Hampshire, opened my eyes to what is happening in New Hampshire: competency-based learning in all the high schools and 1:1 iPad schools in the Northeast. We interviewed leaders and transformational teachers and found CESA #1 in Southeastern Wisconsin where Jim Rickabaugh shared how there is co-teaching, learning plans, and learning changing. British Columbia is transforming learning across the province where Dave Truss shared about the Inquiry Hub. So much is happening in other places around the world. Why couldn't it happen here in my backyard?
It can. It is but in pockets, but not the way I was hoping. Some large corporations are coming in and spouting that they can personalize learning by adapting the curriculum and blending learning with learning labs and algorithms. They can "Personalize" the learning for students. Sorry -- but personalizing learning means starting with the learner -- changing teacher and learner roles. That's why we made our chart and had to do what we are doing. We see the importance of knowing how learners learn best using Universal Design for Learning principles which then changes teaching and learning. Motivation -- Engagement -- Voice. That's what works. Technology can support this but not be the only thing that personalizes learning. Whew!! Pause. Reflect.
What else could I have done?
Take time off every day and pause. I need to stop and reflect every day somehow. When I write, it seems to put everything in perspective for me. I still write my column for CUE, but this site is for me to share my thoughts and findings. I will never go months again without writing something even if it is another reflection about my reflections.
If it arose again, what would I do?
Write on the calendar in big letters: Pause. Reflect today.
It is important to capture and treasure every moment. This is my learning environment that is personal to me. I forgot that every day I am learning something new. How cool is that?
- spend hours and hours getting your classroom ready?
- buy lots of posters and materials to put on bulletin boards?
- arrange all the furniture just the right way?
- left the bulletin boards and walls empty so the room was an empty canvas ready for the community to design?
- had all the furniture in the middle of the classroom and had each learner help arrange the desks or tables together?
Some of you probably hear " if it was good for me, it's good for my child." Remember your experience and what it might feel like for your learners in your classroom. Their lives and experiences are connected and different than many of their teachers. Their experiences include the Internet, mobile devices, and have everything at their fingertips.If you already set up your classroom or that's just too out there for you. Then take a chance to arrange your furniture in an unconventional way. Then ask your students for feedback. Keep some of the walls or bulletin boards empty and ask your students to submit ideas on what to put on them. Have ways to hang student work or questions from your students from the ceiling. Some more ideas for the first few days of school:
- meet and greet each student at the door with a smile and a handshake.
- invite everyone to contribute to the class rules -- include some off the wall, funny rules.
- use an icebreaker or have them tell a story so everyone has a voice the first few days.
- share what the expectations are for the year and ask for feedback.
- contact information like your address, phone number, email address for EVERY place you ever lived.
- credit and banking information for every credit or debit card you signed up for, loan for anything you ever signed, mortgage or rent agreements, and bank or credit union accounts.
- record of every purchase where you used anything but cash.
- any agreement you signed and filed: marriage, divorce, business partnerships, wills or living trust, utility bills, etc.
- channels you watch on TV and listen to on the radio or on mobile device.
- every time you make a phone call, location of a picture you take, or text.
- analytics for a website for the number of hits and page views.
- social media and all of your connections and their data points.
- apps and activities on your mobile devices.
- online games and how you are performing.
- online courses and what you are learning.
- and so many more data points from thousands of places.
- Take them yourself and brand them with ImageExchange.
- Use ImageExchange when you search for images.
- Make sure that you get permission to use the image from the original artist or photographer. (this doesn't always guarantee that you are okay)
- Pay for the image before you post.
- I have to cover the curriculum.
- There is such a diverse group in my class.
- It is so much work to design projects for all my students.
- Group work is a pain to set up and assess how each student is learning.
- I'm told to differentiate all my lessons which now takes even longer.
- My class size was increased by 10 more children.
- I am so tired each night grading papers, there's no time left for me.
- I am spending more time creating video lectures to flip everything.
- paperwork, paperwork, paperwork.
- The parents are so demanding that I have to put up homework every night.
- your students create the videos about the content to flip the classroom. Check out Mathtrain.tv where Eric Marcos realized that students learn best from other students.
- involve your students in lesson design. Be partners in unpacking the standards and designing activities. Children today are very resilient and smart if we give them the chance. Check out this post from Kathleen McClaskey and myself on Personal Learner Profiles and the Common Core.
- Ask your students to brainstorm and prioritize questions about the topic. This post on Making Just One Change where I interviewed Sara Armstrong helped me understand the importance of inquiry. Michael Wesch encourages his university students to wonder. Dave Truss shared the opening of their new school The Inquiry Hub where students "learn without boundaries."
- Imagine your students building lessons with you as partners in learning.
- partner in learning with their students.
- facilitator who guides the learning process.
- an advocate for each learner who has strengths and weaknesses, passions, interests, and aspirations to be whatever they can be.
- person who realizes they can never know everything so learns to unlearn and learn again.
- Facebook (barbarabray)
- Twitter (bbray)
- Linked In (barbarabray)
- Google+ (barbarabray)
- Pinterest Boards (bbray27)
- Skype (bbray27)
- Apps for the Student Centered Classroom
- Making Learning Personal
- Creativity, Innovation, and Change
- Communities of Practice about New Learning Environments
- Curate Your Learning