Blending, Modeling, and Jimmy Buffett

One of the terms you are starting to see and hear much more often in education is “Blended Classes.”  This references courses that are neither fully online nor fully in the classroom.  Rather, they “blend” components of both.  Early research indicates this approach can have a significant positive impact on student participation and learning.

Last week some of you attended a training session on the use of Blackboard Discussion Boards.  Using these discussion boards can be one way of blending classes.  Students are required to access the discussion board, post several comments, and/or respond to other students in the class.  These discussions can deepen student understanding, provide a safe forum for students reluctant to speak out in class, and give great feedback to teachers to help plan future lessons.

False Assumptions

One obstacle to implementing this strategy is that many, if not most, of our students lack a good working knowledge of online protocols.  Our assumption is that our students are all digital natives and know how to handle this task.  Certainly some will be able to do very well, but Twitter and Facebook are the norm for our students, and the protocols appropriate to social media are not necessarily appropriate for a course-based online discussion. 

We do a disservice if we don’t teach and model what we want to see from our students.

Caitlin Tucker, writing in a recent edition of Principal Leadership, suggests in her book Blended Learning in Grades 4-12, gives the following sentence starters to use as models on discussion boards:

• Rebecca’s comment made me think about ______________.
• Although Rio made a strong point that _______________, I think _____________.
• I respectfully disagree with Zach’s assertion that ____________ because __________.
• I had not thought about Leigh’s point that ______________.
• Even through Dalia’s point is valid, I tend to ________________.
• In contrast to Michelle’s point, ________________.
• Bradley highlighted some key ideas when he said _____________.
• Lulu, can you clarify your statement that ______________?
• Carmen, your posting reminded me of ______________.
• Nadya’s observation that ______________ reflects _______________.
• Marcella, why do you agree (or disagree) with _____________?
• Robin, how would you define _______________?
• Like Amaya, I also connected _____________ to _______________.

Notice how nicely many of these fit indicators of our Teacher Effectiveness Rubric.  For example: Students asking higher-level questions of each other, students making and supporting arguments, and students applying knowledge in new ways.  Modeling your expectations is an excellent instructional strategy and immediately raises the bar for online discussions

Tucker further suggests this list of Do’s and Don’ts for student participation on discussion boards:

• Do address peers by name to create a friendly online tone.
• Do avoid slang and jargon; it may be familiar to you but not to others.
• Don’t use all capitals and avoid emotional punctuation like exclamation points unless you’re complimenting someone’s idea.
• Do read questions and conversation postings carefully (don’t skim), listen to all ideas presented, and ask questions if something is unclear.
• Do compliment peers when they post strong responses or contribute original ideas.
• Do be respectful and considerate; remember that your peers can’t see your body language or hear your tone of voice.
• Do critique the content, not the person. Focus on what’s said, not the person who said it.
• Do respond rather than reacting. Don’t write a response if you are angry. Read over your posts before sending: are your ideas clear and supported?
• Do avoid sarcasm, which can lead to tensions and hurt feelings.
• Don’t present your personal opinions as fact. Back up ideas with details, evidence, and examples.
• Do use “I statements” and present ideas in a constructive manner that encourages further dialogue.
• Do remember that there are no right or wrong answers in a discussion; a variety of perspectives is helpful.

The Essential Role of the Teacher in Blended Classes

Blended learning and discussion boards have real potential to help our students, but Tucker gives us a good reminder that a teacher who directs and models the learning is an irreplaceable component of good instruction. 

Phil

Kudos this week to all of the men and women keeping HSHS clean and functioning.  This building gets incredibly heavy use, and yet it always looks great.  Thanks for all you do, HSE Custodians and Maintenance Crews!

All this talk of Blending reminded me of Jimmy Buffet, so I’ll end with few quotes from the man who penned such immortal hits as “Cheeseburger in Paradise.”

• It takes no more time to see the good side of life than it takes to see the bad.
• Is it ignorance or apathy?  Hey, I don’t know and I don’t care.
• We are the people our parents warned us about.
• I just want to live happily ever after, every now and then.

Remember When....

Radio Memories

Several weeks ago while running errands, I heard a NPR piece about false and constructed memories.  It was fascinating listening.  One of the background conversations was with a research scientist who had studied the differences between making a good or bad memory. 

This is what I remember (which ironically, may not be accurate according to his research):

• We don’t really remember whole events.  Instead, we remember only “peak moments” of events.  Later, as we recall an experience, we reconstruct the missing pieces.
• Over time, both the peak moments and the reconstructed parts inevitably change.  This is not intentional.  It is just the way our brains work.
• The ending is the most important factor in determining whether a memory is a good or bad one, regardless of what happened before. 

The End Result

The end is the key.  For example, a painful experience that ends well can be remembered fondly.  (Think of running a marathon or perhaps child birth.) On the other hand, a great experience can be ruined by one moment near the end.  The researcher gave the example of a friend who once said, “The concert was good, but the evening was spoiled by a missed note near the end.”   Is this right?  Sixty minutes of a pleasurable experience can be ruined by one squeaky saxophone in the final seconds of a concert?

He went on to tell an interesting personal story.  He and his wife took a long-planned vacation.  It turned out to be one of those magical events where everything was perfect: the weather, the food, the interaction with friends and family.  On the last day of their vacation, they had the unexpected option of extending their stay for one more day.

He intentionally chose to leave as planned precisely because it had been a perfect vacation.

It may seem crazy, but keep in mind that this man has spent years studying how memory works.  He is convinced that he made the right decision.  He did not want to take the chance of ruining the memory of a great time with his wife.  If the rain would have started falling, if he had a negative interaction with friends or family, or if he had a bad meal, the memory he would take with him for the rest of his life may have been very different.  He didn’t want to gamble with his memory. 

My first reaction: You have got to be kidding!  He wasn’t.

So What Does This Mean for Us?

If his research is right, the way we end is really, really important.  It has plenty of applications to school.  Three examples:

• What students remember most is what happens at the end of class; therefore, we need to make the end of class sessions particularly meaningful or end with positive interactions.  The same can be said of end of the semester or the end of the year.  These will be the most remembered interactions our students have in the years to come.
• Parents and students are most likely to remember what was said and done at the end of a conversation; therefore, we need to make every attempt to end conversations on a positive note.  This may be the difference between a good and bad memory of the conversation.
• What athletes will remember most is what happens at the end of a game or the season (and almost all seasons end with a loss); therefore, the final interaction from the coach should be intentionally positive.

Start with the End in Mind

This year you will hear lots about Understanding by Design.  One of the tenets of UbD is start with the end in mind.  This certainly applies to course content, but I think it might also have applications to relationship building and memory-making with our students.

I encourage you to think about your own memories of school, of those special teachers, and of events you remember the most fondly.  Are there ways to ensure that many years from now, your current students will remember their interactions with you with the same fondness?  The answer may well depend on how you end your daily interaction with students this week.

I hope your week is great and that it ends well.

Phil

Kudos this week to all our club sponsors.  Walk down any hallway and look at the posters inviting kids to get involved.  One way we can make our huge school still feel personal is to do all we can to find ways for students to connect.  Clubs and service organizations do this every day at HSE.  Thanks to all of you going the extra mile in this way! 

A few quotes to end:

• “Memory is deceptive because it is colored by today’s events.”  --Albert Einstein
• “Life is all memory, except for the one present moment that goes by you so quickly you hardly catch it going”  --Tennessee Williams
• “Each day of our lives we make deposits in the memory banks of our children.”  --Charles Swindoll

Guaranteed and Viable

“The pessimist complains about the wind; the optimist expects it to change; the realist adjusts the sails.”

--William Arthur Ward

Two competing Truths teachers deal with daily:

1. The pace of learning varies from student-to-student. 
2. A semester contains a limited number of class periods.

Walking the fine line between Learning and Coverage is both challenging and frustrating.  We are less than a month into the school year, yet I’m willing to wager you have already experienced the struggle between these competing needs.  You know some students have misconceptions or weak understanding of certain topics, but you also know you need to have curriculum covered before December 20.

Grant Wiggins, half of the Understanding by Design team, recently wrote about this very problem.  UbD is a lesson planning framework, which at its heart makes sure students learn those things deemed most important by the teacher.  A good descriptive term for what Wiggins is talking about in the article is this: A Guaranteed and Viable Curriculum.  The “guarantee” is that all students will learn the most important concepts and skills.  The “viable” means it is limited to what you can actually accomplish in your limited time with students.

White Space

In “Avoid Coverage and Make Time for Learning,” Wiggins gives a very practical approach to creating a guaranteed and viable curriculum and lessen the stress between learning and coverage:

Build in and identify in your map/syllabus/unit/lesson plan what we call white space. White space is a placeholder for any results that are likely to occur that require slowing down or re-teaching or re-practicing. Practically speaking, each week has a half-period or a whole-period built into the week's plan for such adjustment.

• Devise 1-2 quick exit slips or informal formative assessments related to unit goals, and use those results to inform use of white space.
• Identify the parts of the unit that can be skipped or shortened, if need be, to ensure that unit goals are fully addressed. Putting an asterisk by those activities alerts you to the possibility. (It also has the virtue of helping you identify relative priorities in a unit: not everything is equally important in a lesson plan).
• Use the decisions about priorities from Steps 2 and 3, as needed, to accomplish unit goals.

The Main Thing is the Main Thing

You know from personal experience that the first time through a topic may not be enough.  Be a realist, and plan in white space.  Wiggins’s suggestions keep the focus on what is really important: student learning.  Use formative assessments, give feedback to students, and be responsive to student needs.   At one time or another, all students will have misconceptions or misunderstanding, so give yourself permission to accept this reality—and to do something about it. 

If necessary, jettison the non-essentials first while still guaranteeing students understand the most important concepts and learn the key skills.

A Simple Proposal

As you plan your next unit, give it a try.  Build in some white space and develop several quick assessments to inform your decision of what to do during this time.  Keep the main thing the main thing.  Make sure the assessments are about the key concepts or skills of the unit.  At the end of the unit ask yourself two simple questions: Did all students learn the key concepts and skills?  Did the students and I feel less stress from the competing demands of learning and coverage?

I can’t guarantee your week will be great, but I hope it is a viable option.

Phil

Kudos this week to the risk-takers, to those of you out there experimenting with instructional practice.  Last week I saw a great app called “Socrative” being used to make quick formative assessments, I talked to a teacher assigning differentiated homework which met individual student needs, and I heard about a guest speaker who shared his story of taking a product from idea to production.  The journey we are on consists of small steps just like these, each one moving us forward on our journey to redefine excellence at HSHS.

Two more quotes on being a realist:

•  “Why are we born?  We’re born eventually to die, of course.  But what happens between the time we’re born and we die?  We’re born to live.  One is a realist if one hopes.”  --Studs Terkel
• “If we are to teach real peace in this world, and if we are to carry on a real war against war, we shall have to begin with the children.”  --Mahatma Gandhi

Always Make New Mistakes

Last Week

Last week I had several intense conversations with a student who was facing a very difficult situation outside of school.  He was feeling overwhelmed and had come to the conclusion that he needed to leave school and go to work.  The long and short of these conversations is that he is not leaving school.  Nevertheless, I think I made a mistake with him.

One of the last things he said to me as he left my office was, “Nobody around here wants to help.” 

The rational side of me recognizes that his reaction grew out of fear and frustration.  That doesn’t make the statement any less of a kick in the gut.  In fact, during the years he has been a Royal, many of you have helped this young man personally in many ways.  The decisions I made were also meant to be helpful.  I urged him to take the long view of life and to see the next few months as difficult but endurable.  In the big picture, staying in school will pay off in ways that working for minimum wage will never replace.

It is good advice.  It is logical.  It is justifiable.  For whatever reason, however, my responses felt like “no help” to this student.

Later in the Week

Later in the week, I read a short article in Question/Answer format with Russell Quaglia, an expert on student engagement.  Quaglia’s response to a question about student disengagement from school resonated with the experience I just shared:

Feeling valued as a member of the school community means believing that people genuinely care about who you are as an individual.   The percentage is low because teachers do not show students that they care about them in ways that are perceptible to students…Of course teachers care—they just need to overtly transfer this understanding to students.  They need to know the students’ names, and their hopes and dreams, and they need to show connections between their lives and the curriculum.  Teachers need to care if students are absent from school—and ask how they are doing when they return.

According to Quaglia, the issue is not about teachers caring.  Educators care deeply, but we do not always show it in ways that students perceive.  The old saying “Perception is reality” is worth noting in this context.  If we care, but the students don’t perceive it, what is their reality?

A Bit Weak

That is the question I’ve been asking myself about last week’s conversations.  In the end, the message I had for this student was on target.  I don’t doubt that a bit, and I am very pleased that he is staying in school and will keep his options open.  How I responded, based on his comments, was likely a bit weak.  Perhaps the day will come when he realizes I was trying to help, but perhaps I need to, as Quaglia says, “care in ways that are perceptible to students.” 

Today!  Not just in the distant and abstract future.

Next Week

On my desk I have strategically attached a refrigerator magnet to my desk lamp with a few words of wisdom from Esther Dyson: “Always make new mistakes.”  I can’t help but see it when I turn on my light, and I use it as a daily reminder.

I’ve thought about the exchange with this student numerous times.  I’ve kicked around some ideas of what I could have done differently.  These ideas I have filed away in my toolbox to pull out at some other time when I need them.  The different approach I have in mind may or may not “work” next time around, but I think I can do better.  I think I can find ways to stay on message and yet still let the student know I understand his perspective and care about his opinions.

If the new approach I have in mind does not work, I will try a new set of mistakes.

A Good Week

I hope your week is a good one, HSE.  I know you care about our students.  I encourage you to find ways to let them in on this secret as well. 

Phil

Kudos this week to Jim Self and Greg Habegger—and all of you involved in Royals athletics.  It is an amazing thing to see the blue and red go at it during Mud Sock Week.  The kids had fun, and the community support is amazing.  None of this happens by chance.  The success of Mud Sock is due in no small part to the efforts of our athletic directors.  It’s a great day to be a Royal!

A Name, Questions, and an Autopsy

An Interesting Name:

This past summer I read a short summary about Dylan Wiliam and his new book Embedded Formative Assessments.  Besides being one of those guys whose first and last names seem to be reversed, Wiliam is a British educational researcher who has focused on the value of formative assessments. 

The short blurb about his book was so compelling that I jumped on Amazon and ordered a copy. When it first arrived, I thumbed it open and by chance hit page 47.  This is the first thing I read:

Students do not learn what we teach. 

That certainly caught my attention!  Here is the paragraph in its entirety:

Students do not learn what we teach.  If they did, we would not need to keep grade books.  We could, instead, simply record what we have taught. But anyone who has spent any time in a classroom knows that what students learn as a result of our instruction is unpredictable.  We teach what we think are good lessons, but then, after we collect our students’ notebooks, we wonder how they could have misinterpreted what we said so completely.

Those of you who have taught more than one day recognize this reality.  What we teach and what students learn can be frustratingly different.  In this book, Wiliam attempts to address this frustration.  I found that he is easy to read, summarizes research well, but most importantly, gives easy to use and practical ways to incorporate formative assessments into daily lessons.

Three Important Questions:

Whether you call the guy Wiliam or Dylan, he has some interesting things to say and ideas for the classroom.  For now, the questions he raises are good ones to ponder:

• How do you know that students in your class learned today what you wanted them to learn? 
• How do you know who “has it,” who has misconceptions, and who is still struggling?
• How do you know that your teaching resulted in learning?

A Physical is Better than an Autopsy:

This difference between teaching and learning is the heart of the matter.  Dylan compares teaching without learning to a surgeon saying, “The operation was a great success, but unfortunately, the patient died.”  To continue the metaphor, if you wait until the chapter exam or final exam to find out if students are learning, you may be performing an autopsy, rather than a physical.  That is the difference between summative and formative assessments.

This year you are going to hear often about formative assessments.  You will see references to them all over the Teacher Effectiveness Rubric, they are a key component of Student Learning Objectives, and the HSE²¹ Best Practice Model references them as well.  There is a reason for this: Research is very clear that using formative assessments and giving immediate feedback to students have a huge positive impact on learning.

I encourage you to give it a shot.  See if Dylan Wiliam (or is it Wiliam Dylan?) is right or wrong.  Maybe students do learn what we teach.  Maybe not all of them do.  Give a quick assessment during today’s lesson, and maybe you can avoid the unpleasant task of performing an autopsy at the end of the unit.

Have a great week, HSE.

Phil

Kudos this week to the HSE Mock Trial Team!  Janet Chandler coached this group to a first place finish in the National Judicial Competition held in Chicago this past summer.  Our students beat California in the quarter finals, Michigan in the semifinals, and Texas in the finals.  Justice was served. Case closed!

For those of you who like quotes, here are a few from some famous people who happen to have a first name for a last name:

• Hank Aaron: My motto was always to keep swinging.  Whether I was in a slump or feeling badly or having trouble in the field, the only thing to do was keep swinging.  Failure is a part of success.
• Danny Kaye: I wasn’t born a fool.  It took work to get this way.
• T. S. Elliot: If you aren’t in over your head, how do you know how tall you are?
• Bruce Lee: A wise man can learn more from a foolish question than a fool can learn from a wise answer.

From B106: Gabe Kaplan, Vinnie Barbarino, and Good Work

Welcome back!  I can hardly write that line, especially at the beginning of the school year, without adding “Kotter.”

You see, I graduated from Hesston High School in June of 1975 and started my first day as a teacher in August of 1979.  Interestingly enough—at least to me—those are the same years in which Gabe Kaplan and the young John Travolta starred in the sitcom “Welcome Back, Kotter.” 

Those of you of a certain age probably remember Mr. Kotter from watching the weekly show.  Because of the numerous reruns, others of you may also know of Vinnie Barbarino, Arnold Horshack, Juan Epstein, Boom Boom Washington, and the Sweathogs.  If not, check this picture as a reminder.

I haven’t seen an actual episode of “Welcome Back, Kotter” for years and years, but I recall it made some interesting points about teaching and caring for tough students.  Mr. Kotter told lots of stories, built strong relationships with his students, and created a classroom that met his students’ individual needs.  For Kotter, the job wasn't easy, but it was good work and it made a difference. 

That is, of course, the point Matt was making last Tuesday about his vision for Hamilton Southeastern High School, which he summarized as Know, Teach/Do, Care. 

• Know: Know your content, how to break it down into teachable chunks, and what you want to accomplish in each lesson.
• Teach/Do: Teach using the best practices you know and continue adding to the toolbox.
• Care: Care by getting to know each student well and meeting individual needs of all HSHS students.

If we do these things, like Kotter, we will be doing good work.

The Characteristics of “Good Work”

Daniel Goleman, in a New York Times article, cites research about what characterizes “good work” in any field.  He summarizes the following:

• You are highly competent and effective at what you do.
• The work expresses your ethical values and is aligned to your mission in life.
• The job gives a pleasing sense of engagement—in a word, joy.

The educators I know never shy away from the hard work.  At times, however, we can become overwhelmed by all the demands of the job, and the joy of our work can fade.  One way to retain the joy is by taking a good hard look at what is going on in this building.  The work we are doing is extremely important, we are having a positive impact on thousands of students, and we work with great people.  We are in this together and moving in the same direction.  It is amazing to be a part of this journey.

So welcome back, HSE.  The year is off and running.  Keep up the good work.  May your year be filled with professional growth, with strong relationships, and with joy.

Phil

PS: Kudos to the Guidance Department for getting 3,000 students scheduled and into classes. That is also nothing short of amazing!  

The Next Step

The first series of “From B106” memos of this year dealt with the new teacher evaluation system.  Admittedly, many of the following entries took a rather meandering course on more scenic educational routes.  For those of you who read them, I hope they were helpful.

For the last memo of this school year, I want to return to the topic of our Teacher Evaluation and Development System (TEDS).  As you know, for the past semester a K-12 committee has been meeting regularly to review and revise TEDS for next year.  The process was excellent—and difficult.  I wish you could have heard the discussions and the give-and-take as teachers and administrators from all walks of the HSE district worked through the handbook and rubric page-by-page and even word-by-word.

I know you would be impressed with the thoughtfulness, the professionalism, and the passion brought to the table during this time.  Soon TEDS version 2.0 will come your way.

As a preview, I offer these observations and one suggestion:

• Format: The format of the new Teacher Effectiveness Rubric (TER) is much more user-friendly.  Many of the indicators have been clarified and lined up horizontally across the page.  If you start with the “Effective” column and read to the right and left, you will see the progressions and gain valuable insight on what constitutes best practice instruction in HSE schools.
• Shortened and Combined: The TEDS Handbook has been shortened considerably.  When you first received the handbook last year, many of you felt overwhelmed with the enormity of the document and of the tasks described in the document.  After going through the full process this year, your understanding and stress level has changed—I hope.  When you see the reduced version of the handbook, you should feel even better about where we are now on this journey.  More importantly than reducing the actual size of the handbook, Domain 1 (Planning) and Domain 2 (Instruction) have had competencies either combined or removed in attempt to both clarify and to emphasize those instructional practices deemed most essential.
• Content: By now you know the direction we are heading as a district and as a school.  You hear repeatedly about HSE²¹, about 21^st Century Skills, about the importance of higher order thinking, and about literacy skills across the content areas.  You will find that the tweaks and changes to the TER are ones that reflect the importance of these topics.

My Suggestion: Take Time for Reflection

Take some time this summer to read through the new TER.  Do so when you have no pressure of deadlines, no students walking through the door, no lessons to prepare, and no papers waiting to be graded.  Note where indicators have changed and emphasis was added.  Then pick one competency as an area of focus for the coming year.

Don’t try to do everything at once.  Instead pick an important “next step.”

This could be area of strength you want to build on, or it could be an area of growth that you think is significant.  Over the summer, consciously and subconsciously, start thinking and planning for next year.  Let it percolate in your mind for a while.  Perhaps you should do some reading or writing, or perhaps you need to process internally.  Do whatever works for you, but come into next school year re-energized and with a good idea of where you want to focus your time and professional energy.  It will be good for you, and more importantly, it will be good for your students next fall.

Have a great week, HSE, and then have an even better summer. 

Phil

One last quote:

Rest is not idleness, and to lie sometimes on the grass under trees on a summer’s day, listening to the murmur of the water, or watching the clouds float across the sky, is by no means a waste of time.  –John Lubbock