Speed Geeking

I recently read a study about how educators are often reluctant to use new technology. Part of the reason is our comfort with what we currently do but other factors also impact the decision. For example, educators often don't want to look unsophisticated with technology especially if they're working with middle or high school students who may be far more savvy.

This week ASCD EDge introduced me to a new concept---speed geeking. It's essentially a speed dating model for technology. Faculty moved from table to table and learned from students about a new technology and how it impacted their learning. It reminded me of when my school had a group of students who worked with teachers on technology. They were basically the "geek squad" of Tappan Middle School.

It's an interesting idea for sharing, learning and growing. I believe teachers respect the knowledge and skills of their students and "speed geeking" is a fascinating way for teachers, and others, to become acquainted with how technology is used by students to improve their learning.

Free Resources for Flipped Classrooms

We're fascinated by the way digital technology is changing instruction. One of the more innovation approaches is the flipped classroom, a classroom where students spend time outside of class watching videos about new concepts while at home and then using in-class time for in-depth discussion and application of their learning.

Many teachers we've worked with understand the concept and would like to begin flipping their classes. But the prospect of developing their own videos and other materials is daunting. Fortunately, the May issue of eSchoolNews provides information and links to several free resources teachers can use to "flip their classrooms."

We'd enjoy learning from you about your experience with flipped classrooms.

Effective Teacher Evaluation

In almost every state there are changes in the teacher evaluation system. Some are very directive. Others  provide districts with options. But in nearly every case the focus is on improving accountability for student learning and providing more defined criteria to measure teacher performance. But changes in teacher evaluation are not the only changes. Similar laws are being adopted to change the evaluation system for principals and other school leaders.

I'm always looking for helpful resources that can inform the work of principals and recently found an article on eSchoolNews that identifies six steps to effective teacher development and evaluation. Three ideas stand out from the others.

• include evidence of teaching and student learning from multiple sources
• use information to provide constructive feedback to teachers, not shame them
• adjust the system over time based on new evidence and feedback.

While principals legitimately struggle with the mandates around evaluation, it is critical that we recognize one of a principal's most important roles, to hire, nurture and retain high quality teachers. Sound evaluation systems support these efforts and include a way to recognize the incredible contributions that most teachers make to student learning.

I'd enjoy hearing from you about how your state or district is dealing with the changing expectations about teacher evaluation. 

Using Social Media with Students

Social media has become an useful instructional tool and is used by more and more teachers to interact with their students and by principals to communicate with families and community. A recent report found that more than 70% of Americans have an account.

But there are legitimate concerns about how teachers and other employees use Facebook and other forms of social media with their students. In a recent post, Lisa Nielson provided five best practices for teachers when they use Facebook with students. At the top of the list is the importance of maintaining a professional demeanor and not mixing your personal site with your professional one. Nielson says, "You can create a page or group that students can "like" or "join" without being one another's friend or seeing one another's feed." That's really important. Nielson's other tips are equally useful.

In The School Leader's Guide to Social Media Howard Johnston and I share other ideas about how teachers can use social media like Facebook to improve instruction and how school leaders can use social media to improve communication. We'd welcome your thoughts about the use of social media in schools.

Social Media Policy: Current Trends

Social media is a term used to describe a lot of things. For many of us we associate it with Facebook or Twitter and we never think about the countless other ways we use social media technology in our professional and personal lives. Our most commonly used social media device is our phone, often called a "smart phone." Cell phones are no longer used for just making calls. They are now used for locating things on the Internet, sending short messages to friends or family, watching television shows or even movies, reading books, and locating a good restaurant or a nearby coffee shop. In other words, for many of us, our social media device (our cell phone) has become indispensable.

I work a lot with principals, superintendents and people who aspire to those roles. When I mention social media they often describe the perils of its availability and use in their schools. But more recently the tone of these conversations is changing from "how do I ban them" to "how do we use them effectively." That's a monumental shift and recognizes that social media technology and social media devices are just not going away. Some schools have adopted BYOD (Bring Your Own Device) policies that encourage students to bring and use their social media devices for instructional activities.

As a school leader how do you manage social media technology among your students and your employees. What sort of policy might you consider? What type of policy would be appropriate given the prevalence of social media devices and the powerful tools that social media provides for communication, collaboration, and teaching and learning? 

One of my favorite online journals is THE Journal, a publication about current and emerging issues involving technology. Ruth Reynard wrote a really insightful article discussing current policy trends that try to control social media. She offers really useful ideas about how to shape policy so that social media is used appropriately and not in a harmful way.

In The School Leader's Guide to Social Media Howard Johnston and I discuss many of the same issues and provide examples of tools and strategies for using social media in schools. We'd really enjoy hearing from you about how social media is shaping your school and its instructional program.

Tips for Flipping Classrooms

"Flipping" a classroom is a new trend designed to provide more time during class for discussion of concepts, to work on gaps in learning to clear up misunderstanding and for the teacher to work more intensely with students who need additional instruction or support. for a teacher to work individually or in small groups with students needing extra support. When a classroom is “flipped” students’ homework is introduction to new learning through reading materials and watching online videos and other content prepared by their teacher. Labs and other application of learning occur during class when the teacher is available to respond to questions, provide clarification and assist and support students.

In flipped classrooms students take more responsibility for their learning. They watch videos or online lessons, read online material, and complete assignments and assessments outside of class. Specific instructional activities vary based on an individual teacher’s style and preferences.

Edutopia (www.edutopia.org), a site sponsored by the George Lucas Educational Foundation, reports that “flipping” the classroom results in far more individualized learning for students. They described how students move at their own pace and teachers have more time for one-to-one work with students in need of greater support. Students who are absent find it easier to catch up because they can watch lessons and access other materials online. Jonathan Bergmann and Aaron Sams (2012), among the first teachers to "flip" their classroom found that students demonstrated deeper understanding of course content, assumed greater responsibility for learning, and became far more self-directed.

Flipping the classroom alters instruction by shifting from in class delivery that is often very teacher centered to a class that involves far more discussion and analysis of student learning. The model shifts the role of both teacher and learner as students assume greater responsibility for completing learning activities outside of class.

Useful tips for how to "flip" a classroom were provided by eSchoolNews in a recent article. They include the importance of beginning with two or three things and expanding as you become more comfortable. It's also important to recognize that almost everyone who "flips" their classroom experiences some discomfort because the role of the teacher changes. Finally, they discuss the challenges when students have limited access to the Internet outside of school. Two websites provide other resources on flipped learning. They are http://flippedclassroom.org and http://www.techsmith.com/flipped-classroom.html. 

Assuring Greater Diversity in Honors/AP Classes

One of the most persistent issues in American education, and one of the least discussed, is how to address issue of lack of diversity in accelerated, honors and AP classes. While we talk a lot about the achievement gap, we rarely look at how admission to these classes does not reflect the ethnic and gender diversity present in ours schools. The College Board reports (2012) that while increasing numbers of high school students enroll in AP classes, the admissions/enrollment gap persists.

A recent column in edutopia examined how accepted practices in many school perpetuate these gaps. The gap may be the result of the criteria used for admission to high-level classes. It may be a misperception among students and their families that these classes are for certain kinds of students. Regardless, the admission gap continues despite our knowledge that there is no inherent "ability" gap because of one's gender or ethnicity.

In her blog tweenteacher.com Heather Wolpert-Gawron, a middle school teacher describes the plan her school developed to address the need for more diversity in honors classes. She provides a candid, but thoughtful analysis of the issues involved in addressing this issue. Her post ends with the question we all should be asking---what do you plan to do about this issue in your school?

Principals and the Common Core

Every principal of a GEAR UP school has talked with us about the Common Core and how they're working with their teachers to be ready for the implementation. As many of you know implementing Common Core standards will change the way many schools and classrooms are organized. An emphasis on greater rigor, higher-level thinking and authentic assessments may challenge some of your teachers and may not be well understood by families.

This week I read a thoughtful eduptopia blog by Erin Powers How Will the Common Core Change What We Do. It's a really helpful summary of the anticipated changes and how to plan for their arrival.

I'd enjoy hearing from you about how your planning for implementation of the Common Core.

Reducing the Risk, Increasing the Promise

I'm always looking for great ideas to share with teachers and principals. Last week I read Reducing the Risk, Increasing the Promise by Sherrel Bergmann and Judith Brough. I was touched by the stories they shared of students with such promise who were at risk of failing in school. The authors identify six essential social skills that contribute to student success---resilience, resourcefulness, responsibility, relationships, respect and the ability to read.

But the most important feature of this book is the useful set of strategies and tools to help students reduce risk and increase promise. Every chapter provides ideas that teachers and families can immediately use to help students develop each of the six essential skills.

Reducing the Risk, Increasing the Promise is the latest in a useful series of books by Bergmann and Brough. Others include Teach Me--I Dare You!, Lead Me--I Dare You! and Teach My Kid--I Dare You!  All are available from Eye on Education.

Using Instructional Rounds to Improve Instruction

Instructional Rounds is a process based on the work of Dr. Richard Elmore. Rounds is adapted from the medical rounds process used in the medical schools to diagnose and identify treatment and is based on a belief that by working together educators can solve common instructional practices.

Rounds is a multi-step process. First is identification of a "problem of practice," or an area of inquiry. Then a team "makes the rounds" by visiting classrooms throughout the school. The observers then debrief their observation and the data is used to identify appropriate next steps.

The South Lane School District in Cottage Grove, OR, an Oregon GEAR UP district, implemented an Instructional Rounds model. In South Lane each school selects a "problem of practice" or an area of inquiry that is their focus for the year. Visits by teams of district administrators makes the "rounds," visiting classrooms to gather information. Following the "rounds" the team meets, debriefs and provides the school's principal with advice about next steps.

The emphasis is on identifying factual patterns from the observations, not personal opinion or personal judgment. The debriefing does not identify specific teachers or classrooms but rather looks for trends across the school's classrooms.

A brief PowerPoint from the Oregon Leadership Network describes the South Lane Instructional Rounds model.

Productive Student Work Groups

Some form of group work has been part of most teachers' classrooms forever. The challenge is how to make sure that groups are productive and contribute to student learning.

It is important to build both individual and group accountability into every task assigned to a group. Each student must be responsible for his or her contribution and the group must be responsible for the overall task.

A recent study of the most successful group activities found six common characteristics. They included:

• Tasks that emphasized larger learning goals rather than discrete facts and knowledge;
• Teachers provided students with smaller tasks before asking them to tackle larger, longer and more complex tasks;
• Timelines for both individual and group responsibility were explicit in each activity;
• Each task was broken into interim steps or parts so that individuals and the group could monitor their progress toward completing the larger task;
• Students were asked to evaluate their individual work as well as the group's work;
• Teachers included both individual and group evaluations when determining a grade for a project. (Frey, Fisher & Everlove, Productive Group Work, 2009).

It is also important to be sure students have the skills to work collaboratively. Skills at active listening, offering constructive feedback and considering different perspectives are critical.

Because I use groups a lot when I teach I am always looking for resources to make the groups productive. Recently I found a rubric from the authors of Productive Group Work that helps to assess the quality of student groups. It is available at http://www.fisherandfrey.com?page_id=20.