It’s funny how life circles itself around you sometimes, isn’t it?
This morning my freshman AVID students discussed the quote, “A community is like a ship. Everyone ought to be prepared to take the helm.” It was one of those inspirational quotes printed in their daily calendar, meant to encourage critical thinking.
As usual in my classroom, things didn’t quite go as I expected. In small groups, I asked them to talk about what they thought the quote meant, and how they could apply it to their AVID experience or their life in general.
First, I heard several kids asking what ‘helm’ meant. Didn’t expect that one.
“It’s something you wear on your head,” I overheard one boy explain. “Like helmet.”
Well, not exactly. I do like that he’s looking at the word, though.
“I think it’s the front of a ship,” said another.
“No, it’s being in charge,” a few responded.
Now we’re on the right track. Something the person in charge wears on their head on the front of a ship. Sigh.
When we came back together, they began to share. Eventually, we talked about why it would be important to be ready to take charge, or to be prepared to step up. We talked about how communities need to have leaders, but that everyone needs to feel heard and be able to contribute.
I felt good as they went into their tutorial groups, and noticed a spark of understanding in their eyes. Their discussions were animated and thoughtful; it really seemed like they have learned to depend on each other for support.
Less than an hour later, the true meaning of the quote as it applied to my life became visible.
One of the absolute benefits of my job is my colleagues. Teaching isn’t an easy job, and teaching middle school definitely isn’t for the faint hearted. The constant rollercoaster of being around hundreds of teens experiencing puberty can send the toughest personalities over the edge at times.
That’s exactly what happened today. Someone hit their tipping point and came to me for support, lips quivering, eyes welling with tears.
Without hesitation, I listened. I empathized; I knew precisely the complete overwhelm they were experiencing. I felt the anxiety, the vulnerability, and the fear.
I took the helm. I did what I knew how to do. I tried to envelop them with safety, trust, and a sense of importance. I got help, and took action.
I actually didn’t think twice about it, and then I went back to my day.
Hours later, after the kids left for the day, they thanked me. Their message of relief, trust and belonging broadcast clearly how much my actions mattered.
Photo credit: planeta
And when they breathed their sigh of relief, spoke their words of gratitude, and expressed their sense of belonging, I knew. Really, it’s the reason I’ve stayed there as long as I have. It’s the people, the relationships, the community.
We realize that we don’t always have to be the one steering the ship; our shipmates are right alongside, ready to step up. They help us avoid the icebergs, clean up after a storm, and sing when our spirits need a lift. They are always ready to take the helm.
It’s funny how life circles around itself like that sometimes, isn’t it?
Jennifer Wolfe, a writer-teacher-mom, is dedicated to finding the extraordinary in the ordinary moments of life by thinking deeply, loving fiercely, and teaching audaciously. Jennifer is a Google Certified Educator, Hyperdoc fanatic, and a voracious reader. Read her stories on her blog, mamawolfe, and grab free copies of her teaching and parenting resources.
Are today’s teens really empty vessels? I think not. Today I’m excited to be presenting at the California League of Middle Schools Spring Symposium. The conference’s focus is “Implementing the Common Core“, which is an area I’ve been working on for the last several years. In 2011 I was awarded a grant from the U.S. Department of Education to study global learning and 21st century skills which culminated in a teaching trip to Indonesia, and ever since I’ve been hooked on integrating real life skills and global education into my classroom. I’d love to share my ideas and help you learn to move your kids into the 21st century, whether you’re a teacher or parent.
What’s All the Talk About 21st Century Skills?
I LOVE this video from Sir Ken Robinson, who I consider a guru of modern education. If you’ve never seen an ARA Animate video, you’re in for a treat!
Economics play a huge part in globalization. Parents and teachers want to prepare kids to enter the changing job markets, but we don’t really know for sure what the economy will look like when they enter the work force. Countries also want to figure out how to hang onto cultural identity while preparing the next generation to work in a shrinking world, where it is necessary to interact with people from many different cultural, ethnic and religious backgrounds.
English: Framework for 21st Century Learning (Photo credit: Wikipedia)
21st century skills student outcomes (in the rainbow) explore life and career skills, learning and innovation skills, information, media and technology skills, and core subjects with 21st century themes-current events and topics that are impacting our world. The support systems (in the pools) are ways that education systems can help foster the skills; schools use standards and assessments, curriculum and instruction, professional development and stimulating learning environments to help students prepare for college and career readiness.
What’s the connection between the Common Core and 21st century skills?
Some of the strongest areas of alignment between the Common Core and 21st Century Skills come in the English/Language Arts and Math areas. For example, when we look at the ELA standards below (black) against the P21 skills (red), we can easily understand not only the necessity of 21st century skills, but the absolute ease with which educator and parents can weave them into curriculum.
P21 Framework Element against CCSSELA College and Career Ready Definition
Core Subjects = Build strong content knowledge
Critical Thinking and Problem Solving = Respond to the varying demands of audience, task, purpose, and discipline
Communication = Comprehend as well as critique
Information Literacy = Value evidence
Self Direction = Demonstrate independence
Global Awareness = Come to understand other perspectives and cultures
Information, Media and Technology Skills = Use technology and digital media strategically and capably
How will 21st century skills help graduates find jobs?
In the 21st century, automation will take over many current jobs, forcing workers to make themselves more valuable in the marketplace. How will they do that? The Center for Computational Thinking at Carnegie Mellon University believes that by educating our students in computational thinking we can create students who are ready to enter careers upon graduation. According to Carnegie Mellon, “Computational thinking means creating and making use of different levels of abstraction, to understand and solve problems more effectively.” Individuals will need to learn to manipulate data and understand how to communicate beyond just text.
“Global competence is a crucial shift in our understanding of the purpose of education in a changing world.” – Anthony Jackson, Asia Society.
Global education is preparing our students to be college and career ready in the 21st century. According to Tony Jackson, globally competent students must have the knowledge and skills to Investigate the World, Weigh Perspectives, Communicate Ideas, Take Action, and Apply Disciplinary and Interdisciplinary Expertise. As technology and travel shrink our world, we need to prepare our students to live, learn, and work with people from all over the planet. Our economies, national security, and the literal future of our environment depend now more than ever on these skills.
Investigate the World
Globally competent students ask and explore critical questions and “researchable” problems – problems for which there may not be one right answer, but can be systematically engaged intellectually and emotionally.
Weigh Perspectives
Globally competent students recognize that they have a particular perspective, and that others may or may not share it.
Communicate Ideas.
Globally competent students understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other factors and that they may perceive different meanings from the same information.
Take Action.
Globally competent students see themselves as players, not bystanders. They see themselves as capable of making a difference.
Apply Disciplinary and Interdisciplinary Expertise.
Learning content matters. Globally competent students are lifelong learners.
Is the Common Core just another trend?
There’s debate among educators about what value the Common Core really holds in our education system. As explained in Edutopia’s article, “Two Paths: How Will You See The Common Core”, educators fall into two camps: those who believe that the Common Core is just a revamped version of No Child Left Behind, and others who see it as an opportunity to leverage real growth in our education system. Those leaders who take the latter view see the common core as having three distinct benefits: Aligning the Common Core standards to 21st-century skills and deeper learning outcomes, capacity-building through professional development, and new assessment strategies. I believe that if we take this opportunity to move in a new direction, and keep a balanced approach to education, the Common Core really can provide a foundational structure to creating college and career ready graduates who enjoy learning and are thinking critically about their future, as well as the impact they can make on the world at large.
For more information on Common Core and Global Education, contact us:
Jennifer Wolfe, a writer-teacher-mom, is dedicated to finding the extraordinary in the ordinary moments of life by thinking deeply, loving fiercely, and teaching audaciously. Jennifer is a Google Certified Educator, Hyperdoc fanatic, and a voracious reader. Read her stories on her blog, mamawolfe, and grab free copies of her teaching and parenting resources.
One of the most exciting education strategies I’ve used this year is flipped learning. This weekend, I’m presenting at the TechConnect 2.0 Conference in Sacramento, California with my friend and colleague, Amanda Sharpe. I thought I’d share some of the excitement with you!
What is a flipped classroom?
The flipped classroom, simply put, is having students do at home what they traditionally do at school. Using technology, students would watch videos, listen to podcasts, or participate in online reading and discussions as homework, and use class time in teacher-facilitated discussions and activities directly related to their previous night’s activities. A flipped classroom turns the teacher into a guide, not the starring performer. Flipped classrooms provide for learning through activity, not passivity.
flipped learning
What does a flipped classroom look like?
Discussions are led by the students where outside content is brought in and expanded.
These discussions typically reach higher orders of critical thinking.
Collaborative work is fluid with students shifting between various simultaneous discussions depending on their needs and interests.
Content is given context as it relates to real-world scenarios.
Students challenge one another during class on content.
Student-led tutoring and collaborative learning forms spontaneously.
Students take ownership of the material and use their knowledge to lead one another without prompting from the teacher.
Students ask exploratory questions and have the freedom to delve beyond core curriculum.
Students are actively engaged in problem solving and critical thinking that reaches beyond the traditional scope of the course.
Students are transforming from passive listeners to active learners.
In my classroom, students enjoy using technology as a different way to access their homework. Somehow, it seems more ‘fun’ and even shy, inhibited kids who normally wouldn’t participate readily in class discussion want to chat online about a video or article we’ve read.
How do you flip a classroom?
In my classroom, I utilize Edmodo. Edmodo is a free social learning network for teachers, students, schools and districts that is set up like Facebook, creating instant ‘buy-in’ for students. Some of the benefits of Edmodo are:
Image via CrunchBase
Exchange ideas
Share content
Access homework, grades and school notices.
Closed environment
No private information required from students
Students join classes by the invitation of their teacher only
All communications are archived
Teacher has full management control
How can Edmodo help the flip?
Students can access online or on the go:
Image via CrunchBase
– web – iPad
– iPhone – iPod touch (wireless)
Easily share content (files, videos, pictures, etc.) in posts and monitor student responses.
Assess student mastery of at-home learning with quizzes and get feedback quickly with polls.
Finding Your Comfort Level
The best way to begin flipping your classroom is just to start at your comfort level. Flipping can happen in what I call four stages: beginner, intermediate, advanced and expert. I’ve found that if teachers wait until they have it all ‘figured out’ they will never try it. Flipping your classroom can make teachers feel a bit nervous about loosening control, and change is scary. Comfort Level depends on various factors, including familiarity with Edmodo, comfort with technology tools, and development of a safe online classroom environment.
Comfort level: Beginners
Edmodo is used at this level mostly for enrichment and extra support. Teachers can:
post handouts used in class
post Powerpoints used in class
post copies of stories used in class
post articles to read ‘for fun’
post syllabus, permission slips, forms used regularly
Is this flipping your classroom? Yes, sort of. It’s the first step! I started here the first year, got myself grounded, and the next year I went to Intermediate.
Comfort level: Intermediate
Intermediate level users do everything in Beginner plus…
post audio versions of stories and poetry read in class
post articles to read and start online discussions
post videos to watch and start online discussions
take polls
use badges
create folders for library
At this level, you are actually flipping your classroom! I suggest you hang out here for as long as it takes to feel comfortable, and you’ll see such great responses you’ll want to move to the Advanced level!
Comfort level: Advanced
Advanced flippers do everything in Beginner and Intermediate plus…
Post content lessons on Edmodo and use in-class time for applied learning
Post teacher created podcasts for new and review information
Post teacher created video to introduce or supplement concepts
Have students use Edmodo app for back channel discussions and Q&A during class instructional time
Create a library on content-linked instructional resources for students to reference throughout the year
Have students share work on Edmodo and provide feedback to one another
This is where I’m experimenting right now. Some of these depend on your technology expertise, but also on the time you’re willing to invest outside of class prepping for your flip. Like any new skill, sometimes there’s an upfront investment that pays off in the back-end.
Comfort level: Expert
Expert flippers do everything in Beginning, Intermediate, & Advanced, plus…
Extend learning beyond the classroom walls using real-time back channel discussions (during current events such as the State of the Union, an astronomical event, elections, other breaking news, etc.)
Globalize learning by creating a co-classroom with students around the globe
When I grow up, I want to be an expert flipper. Really. I think this is so cool and offers so much promise in education that I’m pushing myself to do more and more online. I want to teach my kids how to be responsible digital citizens not just by showing them, but by having them practice it.
What does it look like in a classroom?
While my 8th graders were studying the Bill of Rights, we studied children’s rights around the world. One activity we did was to watch a series of four videos through Edmodo-see the clip below on South African children. Students were required to comment at least once on the discussion thread, adding their thoughts about children’s rights and what they watched. Many kids commented on their classmates’ posts, and we saw a read dialogue begin BEFORE WE CAME TO CLASS. I was amazed at the depth of thinking that occurred when kids had time to watch the video, pause when needed, rewind, re watch, synthesize the information, think out their comment and respond appropriately. And the best part of all? They loved it!
Jennifer Wolfe, a writer-teacher-mom, is dedicated to finding the extraordinary in the ordinary moments of life by thinking deeply, loving fiercely, and teaching audaciously. Jennifer is a Google Certified Educator, Hyperdoc fanatic, and a voracious reader. Read her stories on her blog, mamawolfe, and grab free copies of her teaching and parenting resources.
For the last five years I’ve been building up the AVID program in our school. AVID is an acronym for Advancement Via Individual Determination, and is a nationwide program to ‘level the playing field’ for students stuck in the academic middle.
I love it.
In fact, I’d bet that Einstein would have been a perfect AVID student.
Einstein’s high school transcript (Photo credit: Wikipedia)
Sometimes students are stuck through no real fault of their own-their family situations, socioeconomic status or access to education may have caused them to slip behind their peers. Sometimes, however, it’s just good old fashioned stubbornness, with a dash of insecurity, that results in their underachievement.
That’s where Einstein comes in.
His definition of insanity is one I share over and over with my students, as many times as it takes for them to believe me. Sometimes is takes all year. Sometimes two years, depending on their stubbornness factor.
Middle school kids, especially eighth graders, like to think they know it all, and their parents know nothing. Teachers usually hover somewhere above or below parent status: we often are listened to a little bit more by virtue of not living with them, but sometimes students see all adults in the same light.
When my AVID students arrive at the beginning of the year, I lay down some basic rules about school: organization, responsibility, collaboration, and critical thinking are high on my list. And always, there are the kids who say they like it ‘their way’, despite the fact that ‘their way’ hasn’t been working for them. They want to hang on to what they know. They are afraid to change, even when what they’re doing isn’t getting the desired results.
I know some adults like that, too.
It almost always happens the same way: the kids who try it ‘my way’ find that it works better, and their grades improve. The stubborn ones who won’t change, and have parents who don’t know how to support change usually take a very long time, if ever, to get where they want to be. Their binders stay messy, their planners incomplete, their homework missing, and their grades below average.
So, ironically, I keep insanely repeating Einstein’s words, knowing that deep down, kids will realize that just because an adult suggests change, it isn’t all bad. Sometimes the kid has to hit bottom and decide for themselves to try it another way.
I say, whatever it takes. I know that my way gets results, eventually.
Jennifer Wolfe, a writer-teacher-mom, is dedicated to finding the extraordinary in the ordinary moments of life by thinking deeply, loving fiercely, and teaching audaciously. Jennifer is a Google Certified Educator, Hyperdoc fanatic, and a voracious reader. Read her stories on her blog, mamawolfe, and grab free copies of her teaching and parenting resources.
Are you a parent of school age children? Do you wonder how to approach your child’s teacher to work with them?
Are you a teacher, wishing you could give parents some advice on how to create a positive relationship?
Or perhaps your children have finished school, and you have some words of wisdom to share?
I’m both a parent and a teacher, and I really believe in the proverb, “It takes a village to raise a child.” I’ve seen the magic that can happen when schools and families take a team approach to education-it’s transformative!
So when Voiceboks, the online community for parents, asked me to write a featured post, I thought this would be a perfect idea – tips for parents who want to work with schools in a productive way.
Jennifer Wolfe, a writer-teacher-mom, is dedicated to finding the extraordinary in the ordinary moments of life by thinking deeply, loving fiercely, and teaching audaciously. Jennifer is a Google Certified Educator, Hyperdoc fanatic, and a voracious reader. Read her stories on her blog, mamawolfe, and grab free copies of her teaching and parenting resources.
