Crucify Me Now English Teachers of the World #10SummerBlogs

I was an English teacher for the past three years, so much of what I am about to write about is almost blasphemous.  In the past week I have done a lot of reading and research in the area of Competency Based Education, and have been working with some great educators to get the ball rolling for CBE in our district.  If I were to go back into the classroom this upcoming school year I would probably scrap a large majority of what I was doing.  So here it goes English teachers...this post is primarily directed at you, but could be of some interest to the rest of you educators.

1. Get rid of you class sets of novels and reading materials.  Most teachers (probably all) don't agree with standardized testing, so why do you standardize your reading?  I always love the excuse; "well it's the activities we do that are differentiated."  Seems odd to me that you would differentiate the activities, and assessments but not the actual material to complete those.  The other argument is: "Well, but everyone needs to read (insert famous classic here, usually Shakespeare or To Kill a Mockingbird).  My simple question is why?  What makes those materials any better than anything else and why would your students care?  Your argument for teaching anything should never be, because we just have to do it.  The nice part of this is it saves your district money.  Think of all the reading material that can be found online...for free and because your implementing student voice and choice it is modified and differentiated and you don't have to worry about kids cheating, not doing to work, or that dreaded thing call Sparknotes.  
   
   
2. Allow and don't restrict resources.  Your students are in a society where resources are available all the time at the click of a button.  Why in the world do we shun Sparknotes, Wikipedia, and many digital resources?  Wikipedia is actually pretty credible.  The CEO has stated that people should never cite it in an academic paper, but he also states that no encyclopedia should be.  Sparknotes is a great resource for students to use if they are having an issue with understanding, but if you take our standardized reading, this really shouldn't be an issue.  Open up another realm to researching by allowing YouTube, Wikipedia, Sparknotes, digital resources, etc.  Never require a book source, that's ridiculous.  When you require something it automatically puts a stamp of "sucks" on it so by saying "you need a book/print source" good luck getting kids to be fully engaged in that.
3. APA is greater than MLA.  I was always under the assumption that everyone was on board with MLA formatting, as I was an English person and that's all I was told.  Turns out most courses in colleges in most other fields are actually using APA.  Now there are plenty of applications that can simply format papers for you with the click of a button (just use these because they are great), but I think there is value in teaching both of these formats and probably APA more so than MLA.  Then there is the other issue in education about the overall idea of standardized formatting, does a proper citation really reflect the writing?  Does proper formatting reflect writing?  No, it doesn't.  we need to start focusing on the writing over the formatting.  An easy way to do this is have students write then have them use those fancy applications later, then you don't have teach and reteach, you can simply focus on the writing.
4. Terminology sucks.  Quit teaching all this useless, technical terminology in your ELA classes.  We're not here to teach content, we're here to teach skills.  When you throw all these terms that relate to grammar, punctuation, syntax, literature, etc. all you are doing is making sure students memorize stuff.  Take out the terminology and instead focus on what truly matters.  What truly matters?  Think about for some time and I can guarantee you it is not whether or not a student can appropriately identify a pronoun.  I'll have more on this later when I get the go ahead to publicize more information on the REACHITFD program the school district I work for is implementing.
5. Change what reading and writing mean.  Reading in the 21st century simply means learning.  Writing in the 21st century simply means sharing.  It's as simple as that.  Does a kid need to learn from reading an article or book?  No, they can learn from images, videos, interviews, etc.  Does a kid need to share information solely through writing?  No, they can share through video, pictures, blogging, social networking, web design, etc.  I am not saying traditional reading and writing are not important, but what I am saying is so are those things.  Learning from a wide range of material and utilizing different resources to hare information is just important.
6. Nothing is necessary.  I am a strong believer that there is not one single book that every person NEEDS to read.  And a side note, there is not one single book that anyone NEEDS to read be a more productive citizen.  I love To Kill a Mockingbird, Huck Finn, and Of Mice and Men as much as the next English teacher, but I am not so naive to believe that all of my students do.  TKAM was a required book when I was a freshman in high school.  I never read it, because I was lazy, and I outsmarted the system.  I would make my way to school about 10 minutes earlier on a daily basis, hop on a computer, and read the shorter Sparknotes.  I would then go to class, participate in discussion, take a quiz and pass with flying colors.  Why?  Because the current and traditional system is flawed.  We were told not to use Sparknotes, which made it that much more appealing.  I was always told TKAM was a book everyone needs to read.  Why?  Nobody could give me a straight answer, besides, it's just a great book.  I love the book now and have read over and over again, but I did this by choice, which made it so much more enjoyable.

At this point you might be red in the face, which has developed off of all of the questions or rebuttals you have about the above.  What do we do in English class?  In a perfect world we wouldn't have just an English class, you would have integrated classes.  For now though, you focus on skill sets, write some essential questions, and have students answer these through whatever means you see fit.  Tie back to the content in some way as far as resources are concerned, but don't teach content.  Don't "cover" information, units, material, etc.  Get rid of the old and bring in a new way of educating.  You are smart.  I had a professor in college who said English teachers are the smartest people in the history of the universe.  Sounds a little conceded, but there is a reason he said it, and if it's true you should be able to shift your practices to give the best opportunities for your students.  I invite you to ask questions by leaving a comment or shooting me an email at aschmidt@fdschools.org. I am also willing to sit down (face-to-face or virtually) and walk you through some planning to make this a reality if you are receptive to change.  Unfortunately, not everyone is receptive to change, so for you take a deep breath and move on to a different blog, because obviously mine is not what you are looking for.

Change: A Broad View #10SummerBlogs

I like to think of myself as a change maker.  I like taking ideas and putting them in motion.  Sometimes I have big visions that don't become realities, but I am always willing to attempt.  I don't know if there is a set formula on how to drive change but I am going to give some ideas on change can happen.  This is not systematic, it is only a list of ideas based on observation.  Yes this is in list format, because I like organization.

1. Change requires leadership: This one is obvious but a lot of times change doesn't occur because there is a lack of leadership.  When I say leadership I don't mean the boss or someone commanding, I only mean someone with the right mindset to promote collaboration, creativity, and ideas.  This person or people need to be vocal, proactive, and have a plan of action.  Without these things change cannot happen.
2. Change requires planning:  The worst possible way to promote change is winging it.  Change takes careful thought and planning.  This week I am in the process of trying to change the way a school operates with a group of teachers.  We have spent two days laying the groundwork.  We cannot go present this implement now, we need more time and more planning.  Groundwork is great, but what comes next is not implementation.  Set deadlines, create goals, and evaluate what is all needed before implementation of change.
3. Change requires common interest and mindset:  You want to change an atmosphere, you need people, and you need people you want the same thing you do.  It doesn't have to be the majority, just powerful.  They say great minds think alike but I don't think that is necessary for change.  I think an understanding and agreement of an end goal is, but how you get there can take some time due to differences of opinions.  That's fine though we need differences to make us think.
4. Change requires support:  Whether this is from followers, administrators, bosses or whoever support is necessary to movie forward.  Without support, nothing can happen,  that doesn't mean give up though. Try adjusting your strategy, your plan, etc.  Sometimes it takes a little tweak to gain more support.
5. Change requires collaboration: The best change happens when people are working together.  Nuff Said.
6. Change requires thinking: Most change doesn't happen overnight.  Change takes thought.  Sometimes you think you have all the pieces together, but you forgot something and need to go back and rethink.  Thinking is so broad and is an obvious one, but sometimes we have these grand ideas and don't really think about how to implement them and then they get lost.  

There is so much more that goes into change but I tried to keep this as easy as possible for understanding.  These are basic observations once again, not a systematic approach.  Sometimes the craziest ideas are the best ones, but hardest to implement.  That often times leads to giving up, but I assure you through perseverance, and with the things listed above change is possible no matter hoe grand the idea is.

The Minimalist Educator #10SummerBlogs

I am a minimalist in many things.  I am a minimalist runner who wears minimalist shoes and I don't like all the fancy gadgets.  I am intrigued by minimalist art and design.  I don't like to carry a lot with me, and my desk is typically very clean, organized, and cleared of knick-knacks and clutter.  I think minimalism has a place in education though, and I argue this because I think education has gotten way too complicated.  Here is my argument:

1. Get rid of the clutter and the crap: Your classroom should transform into a learning lab, creative station, or collaborative think tank.  That means you don't need those classroom sets of books and supplies.  We are in a digital age, and probably will be for awhile which renders a lot of that stuff useless anyway.  I am not a proponent of classroom sets of novels (crucify me English teachers, I used to be one of you, and I had class sets of novels) or textbooks.  You don't need those cheesy "inspirational" posters, or rows of desks either.  A few work stations, standing room, and nicely painted walls will mimic the modern work space very well.  Get rid of your teacher desk, and become proactive in the student learning.
2. Quit spending hours assessing and grading:  In fact get rid of grades, they are a flawed motivator.  Move to standards based grading or competency based education.  Simplify things to benchmarks, transfer skills, or competencies.  Requirements have become too complicated and we need to broaden these to make the learning personalized.  If you are still grading stacks of assignments and tests you need to seriously reconsider your assessment strategies.  Create a list of skills, from there define what meeting that skill means, and then set your measurable concepts and create easy to follow rubrics.  Talk with your students and craft reports that specify how each student is doing.  It seems like a ton of work, and I think it is, but it doesn't involve all that mind numbing grading.
3. Change your teaching strategies:  I always think lecture is tough.  Don't do it.  Guide your students through content and skill sets and advise where needed.  You do not need to be the broken record every day, and you shouldn't be.  Move around the room, become active in the learning process, and you will feel so much better about the teaching you are doing.  Your voice will still be there at the end of the day and you will feel like to simplified your teaching, even though what you have done is just made yourself more available.
4. Quit championing your content: I kind of stile this wording from Dave Keane the principal of Fort Dodge Senior High, but it makes sense.  We need to stop calling ourselves (insert content area) teachers and start referring to ourselves as teachers, advisors, coaches, guides, etc.  This is tough, but isn't complicated and demanding to have to cover all that material in a content area?  Get away from it then and simplify your approach.  Your content area is not more important than any other, necessarily, but I argue that your content area may be useless to any number of students.  A student heading out into the work force to become an electrician probably doesn't need to memorize the classifications of animals or accurately type a 5 paragraph essay in MLA format.  Get off your high horse and start adapting your teaching to your students and quit trying to adapt your students to the content.  Let your students help mold this path.  Make things relevant.  The best part that makes this a minimalist concept is you don't have to cover.  

Understand that these four things don't cover everything, and by know means am I saying this makes teaching easier...in fact if your reading this trying to make your teaching easier, please click out now and try to find a different profession.  We should be searing for effectiveness, and efficiency, but more importantly we need to focus on why we are doing what we are doing.  I believe the above is a step in the right direction.  Let loose, quit wanting to control every aspect of your classroom, and let the learning happen.

The Lego Movie and the Implications on Education #10SummerBlogs

As a passionate educator I often make connections to just about everything in my personal life to education.  Just the other day my son was trying to figure out something and after trial and error finally figured it out, I shouted "That's problem based learning," and my wife just shook her head.  I recently picked up "The Lego Movie" at Family Video, because I heard great things about it, mostly from the humor side.  I loved the movie, and it was hilarious.  As I was watching, though, especially towards the end I was surprised at how much it actually relates to this whole philosophy of education I have been preaching and learning about lately.

Here is the gist of what I am talking about: The Lego Movie promotes creativity, innovation, and ingenuity.  The entire story follows Emmett, the hero, as he tries to save the universe from President Business.  President Business is trying to destroy the universe with the powerful weapon known as the Kragel (Krazy Glue).  The entire city in which President Business operates is brainwashed into believing their daily life must be carried out by a specific set of instructions.  Those who follow the instructions are rewarded.  Emmett is a member of this society and soon finds out that he is "The special."  He is the one who is going to stop President Business from destroying everything.  The problem is Emmett can't think for himself, he has no original ideas (with the exception of the double decker couch), and he is not a leader.  Over the course of the movie, though His mindset starts to shift, especially when he figures out that the master builders (the innovative, creative thinkers) are having issues working together.

I won't give away the ending, necessarily, but if you haven't seen it, you have been warned that there is a minor spoiler below.  You find out that the entire story is being manipulated by a young boy who is in the basement of his house playing with Lego's that belong to his father.  All these Lego's are off limits, and his father reprimands him for ruining what he already built.  The boy is confused, as he was only playing and building and, much like Emmett, has found he can be a creative individual through this tinkering.  The father (played by Will Ferrell) concludes that this is the true meaning of the toy and soon starts joining in.

So what does this all have to do with education?  We want our kids to be creative, innovative thinkers, but often times we take away or condemn the very tools that allow them to do that.  We are so focused on consistency and conformity in education, that creativity, curiosity, and innovation are taking a backseat, and then teachers get mad when students can't think for themselves.  Teachers are still following text book curriculum and not designing curriculum to meet the creative needs of students.  Or not allowing students to take an active role in curriculum design, which would be awesome.  Emmett becomes a symbol of all students in the current (flawed) education system.  President Business represents the corrupt system of consistency, and cookie cutter approach to education.  Creativity and innovation are skill sets that are all too often not seen in our students because we don't allow for personalization.  How can I be a creative individual when all I am told is I can't do this, or I have to do this?  We need to start opening doors, or better yet let students open their own doors.  When we conform to the current system we strip kids of these skill sets and we start seeing students like the early Emmett who can;t think for himself, does not have any original ideas, and cannot lead.  He has been told his entire life to follow directions and conform to what everyone else is doing.  That sounds horrible, but that is, unfortunately, what too many classrooms look like.

The best part of all of this?  There is hope.  Just as Emmett is able to learn how to become a creative, innovative thinker and a great leader, students can to.  How though?  Based on the movie, which I entirely agree with...it takes modeling, encouragement, and a change of the system.  The only way Emmett was able to change was based on these three things.  He was pulled out of that society where he was forced to conform.  He was encouraged over and over again with great quotes from Vitruvius.  He was shown what it takes by the master builders many times.  If we as teachers change our classroom model, curriculum, and mindset, encourage our students to be creative and innovative, and model what creativity, leadership, and innovation look like in our daily life students will catch on.  Let students take an active role, and let them make the choices.  You cannot hold a student's hand and walk them through these skill sets.  There is not a text book approach to becoming creative.  You cannot take a test or complete a worksheet on creativity.  It takes a personalized approach, and deeper learning focused on skill sets, not content, not information, not even projects or assessments.  It's all about what you want your students to demonstrate and be able to do.  The master builders needed Emmett to become a leader, so through the movie you see approaches, like problem solving opportunities, assessment of ideas and application of these ideas, chances to succeed or fail, and finally allowing for total control of a situation to become an effective leader through creative design.  This is what we need to do for our students, they deserve it.  And as Batman would say, "we are the heroes our students deserve."  Let's start acting like it.

Competency Based Education: Questions (and Answers) So Far #10SummerBlogs

I'm in Des Moines today and tomorrow at a conference about Competency Based Education (CBE).  Going into the conference my background knowledge was minimal.  Once I started in on some of the sessions I soon found out my previous knowledge was zero.  I am learning a ton and thinking a ton.  I have listed below some of my questions with my answers (because I think the reflection is important) that I have so far about this whole CBE thing.

• What is CBE?  Competency based education is a sort of hybrid of standards based grading and personalized learning.  Standards based grading is all about measuring achievement on skills and standards vs. a points system based on regurgitation and completion.  Personalized Learning puts students in charge of their learning and lets them develop their learning path with a teacher to guide them (totally student centered).  I am still confused about competency based education though, and so far I am coming to the conclusion that nobody really knows what it is.  Their are "pilot" schools but I think they are more accurately development schools.  This initiative gives students control but also measures their progress/achievement through competencies which are set up by teachers/district. Learning takes place any time, any place, any path, and any pace?  The five main things to keep in mind with CBE are: 
• Students advance upon proficiency
• Competencies include explicit, measurable, and transferable learning objectives that empower students
• Assessment is meaningful and a positive learning experience for students
• Students receive rapid, differentiated support based on their individual needs
• Learning outcomes emphasize competencies that include application and creation of knowledge along with development of important skills and dispositions

• Why CBE?  Our current education system is flawed.  That just about covers it.  Students are motivated by grades, GPA, class rank, and a diploma not learning.  Learning has taken the backseat.  Teachers assign meaningless work just for the sake of grades.  Tests are not measuring learning.  Students are lost and are forced to learn what teachers tell them is important and fail to find a passion.  We are sending kids into the real world with skills equipped for the 1950's not the 21st century.  Basic recall, fact regurgitation should not be the focus, but a lot of times they are.  Learning is only taking place within the confines of the school from 8am to 3pm.  Teachers are the experts and students are the amateurs.  CBE intends to flip all of this and redefine education.  Allowing students the to choose a path and change that path based on their needs.  It allows students to learn through a process and create.  The current system is broken and I think this is a worthy way of switching things.

• When does it start?  There are multiple ways to answer this question.  It can start now if a teacher so chooses and with the proper support.  Why not?  Districts are already moving down this road so why hold back when change is needed now.  The other way I see this question is when to start with students?  My answer ASAP.  If students get to 9th grade and are exposed to this, it's too late, many have been funneled down the flawed system for too long and it may take 4 years to get students to think this way.  Start them while they are young, curious, and have a passion for learning, with the hopes that passion will carry on.  Give student choice early on at the elementary level, and adapt as you go.

• What is important?  All of this makes me question what is important in education.  Could I be successful today and happy with my life if I had never taken science?  Am I more productive because I at one point sat in a geometry class?  It's a valuable thought to have.  When students start to design their learning we need to quit thinking about content and start focusing on importance.  I was an English teacher so naturally I love John Steinbeck, but many of my students can grow up, be successful, and happy without ever having read Of Mice and Men.  "Blasphemy" says the old fashioned English teacher.  In all seriousness this whole thing makes me question what is important.  I hear the term "well-rounded" thrown out a lot.  But what does that mean?  I can honestly say my little bit of knowledge about Earth science seems pretty meaningless to me now, and 99% of what I "learned" has been forgotten or lost.  If a student wants to design a path of learning that is centered and focused on the sciences, is it bad that they back away from literature, social studies, etc.  Maybe their passion changes so their path changes and they pick some of that up.  This is a lot of change and it won't shift overnight.  Bottom line, learning is important.

• What does a teacher do?  I like the words guide, adviser, and coach.  We all have our expertise in content areas and those students with those path ways are overseen by us.  Teachers work as teammates with students.  They do not lecture, do not give tests, worksheets, etc.  They assist students in the learning process.  They give feedback.  They help students set up maps for learning and guide students through the process.  Crazy thought to wrap your brain around.  Why not though?  Why can't a teacher be flexible and move from student to student, group to group offering insight, knowledge, and maybe even learn along with the students.  Student and teachers work together as a boss and employee should work together to meet a goal.  Teachers, in CBE, manage the learning, but don't force the learning.  

• What does this all mean?  It means change is coming and it may be coming faster than we think.  Will you see a major shift next year?  No.  Next ten years?  Hopefully.  Next 20 years?  We better.  We need to start trusting our students and letting them find their passion sooner rather than later.  We need to foster the mindset that passion is what drives us.  My grandparents worked to make a living and support their family.  In today's society we need to equip students with the skills and mindset to not only survive and support, but also mold, create, and be happy with what they do.  We have the tools to do it, we just need the mindset.   

This post is kind of a reflection and maybe gives some insight into the whole CBE thing.  I'm still a little confused, but I like that.  It gets me thinking and it sparks conversation which is good for change in education.

What is my Job? #10SummerBlogs

Close to March or April I accepted a position for the Fort Dodge School District and I have found that many people are having issues understanding what my job is based on the title alone.  I do not fault anyone, so this blog is a simple attempt to explain what I will be doing.  Disclaimer: This will be my first year in this position and it is a new position for the district, so this is only an overview...nothing specific.

My title is Technology Integration Coordinator.  Now 9 times out of 10 what I have noticed when people hear this title, they usually respond with something like, "so like computers?"  Yes and no is my response.  See the tough part is I don't think a lot of people here the second and third words in that title, and arguable "Integration" is the most important word.  See, I am not a tech guy.  I went to college and got my degree in education, not technology.  My level of expertise with technology is defined as risk taking.  I'm not afraid of it so it comes pretty easy to me, because I figure things out.  I cannot code, script, program, or do any of that magic stuff most tech guys can do.  What I can do, though, is tell you how you can best implement a form of technology into your classes to fit the needs of your class and your students.  You want to use iPads, great, I sit down figure out what your needs are and we match them.  See, a Tech Integration Coordinator understands technology, but more importantly understands teaching.

No, I am not teaching, I won't have a classroom full of students.  That's where the coordinator word comes into play.  My job takes organization, planning, and executing, on the back end of education.  I guess I'm sort of a middle man between Techies and Curriculum people and the teachers of the district.  Education is filled with initiatives and it takes careful and strategic planning to execute well.  Imagine a school where they give all these students devices and say "go".  That's a scary thought, that's where I come into play.  We want planning and organization to ensure the best results when new technology is rolled out.

I have to talk, and be personable.  I have been in the classroom for the past three years.  I understand how it operates, and I understand teaching, kind of.  I know technology can be frustrating (heck, I just spent 2 hours trying to figure how to embed my blog onto my website).  I have to be the person that can come in and accurately pinpoint the needs, and the wants, and figure out how to approach new technology with the teachers.  You want something that will keep track of student behavior in a fun interactive way, that will also give you reports that can easily be downloaded into a spreadsheet and sent to parents?  Try Class DoJo, better yet, lets sit down and figure this out together.

I believe this is just the tip of the iceberg.  Yes, my job involves computers, tablets, websites, etc. but it involves something so much greater, teaching.  I may not be titled a teacher, but that's what I am at the core.  Technology Integration Coordinator is a long, confusing title, but it is necessary, and it makes me feel important (that's not too conceded is it?).  I will try to keep you posted when I find out more, but in the meantime, just know that I might be just as confused as you.  Feel free to contact me if you want to hear more.