Jumping on, Jumping off!

Ok, so it is playoff time in the city of Vancouver. The Vancouver Canucks are amidst the first round of the Stanley Cup Playoffs. Truth or not, the fans of Vancouver have often been described as bandwagon fans. Apparently, we jump on board when things are going well and jump off as soon as the tide turns against us. Those of you who follow NHL Hockey know that the Canucks won the first three games of their playoff series to jump out to a 3-0 series lead. All over the city, I heard talk of a four-game sweep, questions about who the Canucks might face in round 2, accolades being tossed around about the stellar play of goalie Roberto Luongo, the defensive play of Ryan Kesler and the offensive contributions of such a deep defensive core. Everything seemed so rosy and the Canucks were gaining new fans each day!

Well low and behold, the past three games have not gone the same way. Chicago dominated play in Games 4 & 5, found a way to win Game 6 and have shifted the momentum in their favor heading into the deciding Game 7. The talk of the town is now Roberto Luongo's poor play, Ryan Kesler's lack of offensive contributions and whether coach and player changes are necessary if the Canucks completely collapse.  Many of those so-called 'fans' have quickly become skeptics.

So, compare bandwagon hockey fans to educators' responses to new initiatives in education.  New initiatives are brought back to schools all the time.  Think of the last time you brought back a fresh idea from a workshop, conference or conversation with other educators.  Hearing the benefits and gains experienced by others, you probably got quite excited about the possibilities of implementing the idea in your school or classroom.  Your excitement likely caught the attention of some of your colleagues and they probably demonstrated their interest in the initiative by asking you for more details.  Exciting times, right? A chance to really push forward with something innovative, right? Full of enthusiasm, you probably started implementing it in your teaching and crafting plans for getting others on board.

Sometimes initiatives stick and become part of your regular repertoire of skills and strategies that you draw on from time to time.  Other times, you experiment with limited success, your excitement fades and gradually the initiatives fall into your 'black hole' of passing educational fads.  Each of us has our own 'black hole' of passing educational fads, full of strategies that might have worked for others but for some reason just didn't work us.  Sadly, when we allow our enthusiasm to drop off and we no longer push forward with new ideas, we default back to doing things the way we have in the past...sigh, the status quo.

Staying on board and pushing forward with new ideas is never easy.  You need to remain committed to its implementation even when you aren't met with immediate success.  You need to challenge yourself to build upon your successes, and reflect rather than be critical of your failures.  You must be willing to defend the merits of your ideas and acknowledge the need to improve upon its limitations. And more than anything, you must continue to envision where the initiative will take you, your colleagues and your students once you successfully implement it.

I have jumped on board with Assessment for Learning, Professional Learning Communities, Professional Learning Networks, Personalized Learning and Technology Integration.  Although I know it won't always be easy and at times I may face adversity as I move forward with these ideas, I am committed to staying on board and advancing these ideas for myself and with others.

I challenge you (in your next blog or tweet) to define the initiatives you are jumping on board with and to not jump off the bandwagon!

Edcamp Vancouver: Power of the unconference

@gmbondi said "Edcamp - best pro-d I've been a part of"

@SheilaSpeaking said "Hope that #edcampvan has been the start of something huge!"

@Stephen_Hurley said "There was something very cool about meeting PLN and others at #edcampvan Conversations longer and richer" and "One of the impressive things about #edcampvan was the fact that participants seemed to arrive and depart energized"

@teachingtammy said "I have never been so engaged with a PD session as I am today"

@tangomanfromqc said "Had a great time at #edcampvan! Dreamed about AFL, Social Media, Web 2.0 tools and alternative ed all last night!"

@thornquill said "You know it was a good day when the ideas are still spurring discussion hours after the unconference"


This past Saturday, over 80 people, including students, parents, teachers and administrators gathered at John Oliver Secondary School in Vancouver for the first-ever Edcamp Vancouver.  Edcamp Vancouver followed the 'unconference' format that has been growing in popularity throughout North America.

Unlike traditional conferences, there were no advertised keynote speakers who were known to be 'experts' in their particular field.  Rather, participants elected to attend Edcamp Vancouver in anticipation of engaging in rich and meaningful discussion about topics of their choosing.

The morning began with individuals proposing potential session topics to a bulletin board.  Participants indicated their interest in topics by writing their names on sticky notes and posting them to proposed topics.  During this process, participants mingled and engaged in conversations that ultimately led to additional topics being proposed.  As a greater number of participants demonstrated their interest in a topic, the topic was shifted to the main schedule board. After 45 minutes of mingling, informal conversations, session proposals and voting, 16 session topics were identified. Four sessions took place during each of four-45 minute sessions. Topics included Social Media 101, Assessment for Learning, What Professional Development should look like, Communication between Stakeholders, Bringing TED Talks to Schools, Envisioning New Models, Motivating Students from a Distance, Creating Online Learning Communities, Beginning Teacher Support, Inquiry-Based Learning, Creating eBooks, Moving away from Letter Grades, Awards Ceremonies, Differentiated Instruction, Moving English and Language Arts into the 21st Century and Math Collaborators.

Sessions started with a mini-presentation, a question, a problem, a solution or discussion topic and were designed to initiate deep, rich discussion between participants. Participants were highly engaged and most participants contributed during each session. In many cases, sessions continued beyond the scheduled time and smaller conversations were struck between participants during the breaks. Hierarchical relationships were not present at all.  Participants of all ranges of experience and backgrounds shared freely and openly with one another.  Although each person's perspectives and ideas were respected and embraced, the conversations that ensued were not examples of 'groupthink'. Ideas, opinions and perspectives were challenged by others, but done so in a manner that encouraged deeper reflection.  All the while, there was an active Twitter backchannel occurring, with many participants (myself included) contributing their thoughts and ideas using the hashtag #edccampvan.

In each of the sessions that I facilitated and participated in, I took away important questions to reflect on, ideas to think about and initiatives that I'd like to develop more fully at a school level. The sessions are proving to be a catalyst to ensuing conversations that I will have with my immediate colleagues and with my PLN.

What was different about the day? One difference was obvious from the instant the doors opened and the first person walked in. Participants began the day with enthusiasm and energy. Everyone appeared genuinely excited to connect with each other. In many cases, the event provided the opportunity for people to meet face-to-face for the first time with many of the individuals they knew previously only in a virtual world through Twitter.

Another difference is that because lengthy presentations were discouraged and discussion was encouraged, a much higher level of interest and engagement was evident than I have typically seen from people during 'stand and deliver' presentations.  Further evidence of the new connections that people established and the high level of engagement was that at lunch time many individuals sat with people they did not know before the day began.  I am a great example of this, as I ate with and talked with a small group of educators who I had met during the previous session on Supporting New Teachers.

Despite all of the positives I have noted I believe there is still a place for traditional professional learning models.  We can all benefit from hearing 'experts' speak from time to time.  The value of the unconference comes when we have the opportunity to share with one another what we have learned from the 'experts' and how we have attempted to apply what we have learned.

I'd like to take this opportunity to thank Julia Clark (@learnbyliving), Bernie Soong (@bsoong), Blair Miller (@millerblair), Darren Yung (@penphoe), Kate Henderson (@ScienceWorldTr), Heidi Hass Gable (@hhg), Grant Frend (@grantfrend), Peter Newbury (@polarisdotca), Elsbeth Wissink (@elswis) and David Wees (@davidwees) for making it such an enjoyable experience to organize the event with them.  Thanks also to hosts Gino Bondi (@gmbondi), Dustin Keller (@solitaryvox) and Zhi Su (@zzsu). Based on the positive feedback and the conversations about possible future unconferences that have been taking place days after the event, it's clear that Edcamp Vancouver was a successful experiment.  I look forward to participating in future 'unconference' events and being involved in the planning for Edcamp Vancouver 2012!

Kids Just Aren't Like They Used to Be

Do you recognize these 'kids'? Yes, the 'New Kids on the Block'!
They aren't so 'new' anymore are they?


As you chuckle at the photo above, I'm sure you're thinking "Kids just aren't like they used be!"

I'm going to guess that you've heard this comment many times before. Teaching colleagues, parents and employers have all made this comment. Unfortunately, when I hear this comment it often implies a negative connotation about kids or some notion of disbelief about a kid's actions. As much as I hate to admit it, I am guilty of having made similar comments out of frustration in the past.

But, think about the statement for a moment. Not only is the statement true, but seriously, shouldn't it be? And even more importantly, shouldn't we hope that the statement is true?

The kids of today are growing up in a world that is considerably different than it was 10, 15, 20 or more years ago.  Their 'past' is shorter and different than the 'past' of the previous generation.  The world that has influenced their values, beliefs, principles and actions is considerably different than the world that shaped the thinking of the generation before them.  So, shouldn't we expect that 'kids just aren't like they used to be'?

The fact that 'kids just aren't like they used to be' is what drives forward progress.  They move us beyond the status quo and ensure that the world is constantly changing. Some argue that as a result of growing technologies the world is changing at a greater rate than it ever has in the past. Their fresh ideas and new ways of doing things challenge conventional wisdom.  As they expand their knowledge, gain real-world experience and combine this with new perspectives, they often contribute to the development of innovative ideas and solutions that make our lives easier and better.  It is hard to argue that advances in technology, medicine and even learning aren't contributing positively to society. However, these innovative ideas, while undeniably positive, often create emerging local and global challenges. But who better to adapt to these challenges and design solutions than the next generation of kids, who they themselves think and act differently than the generation before them.

So why is it that when we say 'kids just aren't like they used to be' we often do expressing our frustration and disbelief about them.  Is is because we are struggling to understand them? Is is because we are resisting change and unwilling to accept their new perspectives?  Consider this the next time you're about to utter the words 'kids just aren't like they used to be'.

Why are we learning this?

"Why are we learning this? Do we have to do it this way?"


We have all heard our students ask these kinds of questions.  I know I have.  Sometimes they ask these questions immediately at the start of a lesson and other times they ask well into a lesson. As educators, we should know why we're asking our students to learn certain topics and we should also have reasons why we've asked students to apply certain learning strategies.  (Of course, the answer of "because you'll need to know how to do it this way for next year" isn't a solid rationale.) So, assuming you have thought things through and have solid reasons for doing what you do and how you do it and your students are still asking these questions, please take the time to clarify with your students the learning intention and why you're asking them to approach their learning in a certain way.

On the other hand, if you struggle to answer these questions on some days, I urge you to consider reframing the questions as...

Is what your students are learning relevant to them in their daily lives?
Is how your students are learning relevant to them in their daily lives?

The reason I am raising this subject is because recently, I have heard many people (educators and non-educators included) question what and how students are learning at school.  I have found there to be quite a diverse range of perspectives. Some people believe strongly that education should focus strongly on advancing the basic skills of reading, writing and arithmetic.  They value the same 'hard' skills that were emphasized when they were in high school and that have likely contributed to much of their success to date.  On the other hand, there are others who believe that in addition to the traditional basics, students must develop the 'soft' skills such as communication, collaboration, critical thinking and creativity in order to be successful in the future.

In order to assess whether 'what' students are learning and 'how' students are learning is relevant to their daily lives, I believe we must clarify the answers to some important questions.

• What basic fundamental knowledge and skills are crucial for our students to develop?
• What knowledge and skills are gaining increasing importance as society progresses in the 21st Century? 
• What methods of learning support the development of this knowledge and skills?
• What types of environments, structures and experiences contribute to the most relevant and applicable learning for students?

In an effort to answer some of these questions, I will reflect on the professional learning experiences I have been a part of throughout my career as an educator that have stood out in positive ways.

• I was hooked from the start and excited to learn more about a specific topic.
• Options were available and I was able to choose a topic or workshop I was most interested in.
• I was grouped amongst others in a way that encouraged discussion.
• Questions were framed in a manner that invited participants to share their perspectives and ideas.
• As a collective group, we constructed meaning around new ideas.
• I engaged in conversations that challenged my ideas, perspectives and philosophies.
• I acquired skills and knowledge that I could apply to my current and future practice.

Compare this to the high school classroom of today.  If we were to ask students which factors contribute to their best learning experiences, they would likely identify many, if not all of the same points listed above.

So, I urge you to consider the following questions as you reflect on the relevance of 'what' and 'how' your students are learning.

• Why am I asking my students to learn what I'm asking them to?
• Is my students' learning relevant and meaningful to their current lives?
• Why have I chosen the teaching/learning strategies I'm using to help my students learn?
• Do my students have input and choice in what and how they learn?
• Are my students learning by collaborating to actively construct new meaning?   

One thing is clear, 'what' and 'how' our students should be learning is not static.  As the world changes, different skills and knowledge are required.  Undoubtedly, in his blog post 'The Future of Learning', the ideas that Scott McLeod (@mcleod) suggests we should consider when trying to improve the relevance of 'how' our students are learning were not ideas that we would have considered 10 years ago.

So for now I will leave you with two challenges...

If 'what' your students are learning isn't relevant, either contextualize their learning so it is made relevant or don't ask them to learn it.

And if 'how' your students are learning isn't relevant, change how you are asking them to learn so the skills they are applying are relevant. 

Web 2.0: A Social Revolution

Do you post to friends' walls on Facebook?
Do you tweet using Twitter?
Do you post to a blog?
Have you commented on someone else's blog?
Have you collaborated using a GoogleDoc or a Wiki?
Have you interacted with others using TodaysMeet, Typewith.me or Wallwisher?


If so, you are using a Web 2.0 tool.


According to Wikipedia, a Web 2.0 tool is a web application that facilitates participatory information sharing, interoperability, user-centered design, and collaboration on the World Wide Web.


Nowadays, what is clear is that the Web is no longer 'read-only' technology.  People have a read and write relationship with others where they can share perspectives, contribute ideas and collaborate to build information. Facebook, MySpace and personal blogs make it very easy for people to publish text, images, audio and video, to be shared privately within small networks or with the general public.  People who publish content do so with the intention of having others view, comment and collaborate with them.  The connections that people are able to create is what truly makes Web 2.0 so powerful.


With the increase in networked learning come some uneasily answered questions.  How do people find one another with whom they can learn? How do people make themselves findable by others? How does one choose who to interact with? What roles do one another play in a virtual sharing and collaborative process of learning?


Most of our students use this technology to stay connected with friends and family who they already see in person or have spent significant time with in the past.  Through the use of online and mobile technology their connections remain mainly 'friendship-based'.  There are however, some students who are using the technology to connect and collaborate with others around a specific interest.  Some of the people they connect with online are people they know in person, others are people they do not yet know offline.  We must acknowledge that through these networked interactions, students are learning, sharing and contributing to a body of knowledge.

According to Will Richardson,

"learning - formal or informal - is no longer restricted to a particular place at a particular time. Individuals can learn anytime, anywhere, as long as they have access to the Web and, in turn, to other people with whom they can form groups. Learning is creative and collaborative, cross-cultural and conspicuous, and products are shared widely for others to learn with and from."

Becoming an online networked learner requires much more than searching for people and filtering information. The people in our learning networks must include more than just people who share similar views as we do.  We must embrace diversity in the connections that we establish to include people with different ideas who are willing to challenge our opinions and philosophies.  It is through these types of connections that we become able to engage in debate and dialogue.


Think of the times when you read someone's blog or tweet and it sparked a new thought and a desire to respond.  You can respond in many different ways.  You could contribute a comment to the blog, write your own blog post in response to what you've read, reply with a tweet, email the person directly, create a video response or even pick up the phone. How does one choose the method through which to respond? How does one disagree or challenge an idea in a respectful manner that honors the other person's contributions?


These are the kinds of situations that our students find themselves in almost daily and undoubtedly will find themselves in throughout their personal and professional lives.  In education, we frequently refer to the importance of preparing our students with the skills they will need to be successful in the future.  With the growth of social networking by working professionals, it is undeniable that students need to become online networked learners and learn how to interact appropriately in virtual environments.


Before we can bring this literacy to students so they can take advantage of the learning opportunities that social networking offers, we must become networked learners ourselves.  It is crucial that we model for students our online connections and demonstrate to them how powerful these interactions are in our own learning.  Most educators have not received training in how to use social networking.  Consequently, the idea of becoming an online networked learner comes with much hesitancy.  For those who are embracing the social revolution, most are still experimenting with how best to apply social networking to their own learning and current practice.


Pockets of innovative educators who are using social networking to support learning are finding the following:

• it provides access to a wealth of primary sources of information
• it provides access to multimedia and interactive learning resources
• learners can share knowledge, skills and expertise with people all over the world
• interest-based learning networks can form quickly and easily
• learning can happen anywhere and anytime
• it enables many people to engage in discussion
• it gives a voice to individuals who are less likely to contribute in person

Recently, Global TV's Sophie Lui (@sophielui) visited Delta Secondary where she captured Ms. J. Heiden's  (@jenheiden) Communications students responding to comments made on their class blog, Communications at DSS by their counterparts in Merritt, BC.   She also witnessed Ms. S. Motohashi's (@samotohashi) Science students interacting with each other before and after demonstrations using Twiducate, an educational social networking site.

These are just two examples of innovative teaching and learning practices supported by the use of social networking.  Congratulations to both Ms. Heiden and Ms. Motohashi on embracing the use of Web 2.0 tools and leading us forward in the social revolution!

A Stage to Shine on

Last week, Delta Secondary School's Theatre Department put on a production of 'A Flea in Her Ear', a French farce set in Paris at the turn of the century.  The show, co-directed by Ms. Rebecca Salton and Mr. Mark Lebourdais entertained over 1000 people throughout the four days and provided edge of your seat humour the entire time.


Productions of this magnitude do not happen without a team of supportive staff who are working behind the scenes.  Thank you to Ms. Heiden, Ms. Collins, Ms. Rogers, Ms. Campbell, Ms. Cruz, Ms. Richter, Ms. Pierce, Ms. Pilling, Mr. McKinnon, Mr. Pelletier, Ms. Bowling, Ms. Shoemaker, Ms. Denz,  Mr. Harkley and Ms. Peters for all of your efforts.

  

This year, my experience was very different.  Along with my administrator colleagues Mr. Terry Ainge and Ms. Alka Goel-Stevens, I was offered the opportunity to have a short cameo appearance in the production.  Each of the three of us jumped at the opportunity to be involved with the cast of students who were performing.  Our role was considered a 'cameo' for good reason.  It was small, consisted of no more than a couple of lines and didn't require dressing in costume. 

So, you will say, 'what was the big deal about being on stage for 15 seconds?'

Being on stage and having a spotlight shone on me for a short moment was exciting. Hearing the laughs from the audience as I walked on to the stage twas a unique experience. I was happy that I remembered my lines and that I didn't trip and fall flat on my face.  It was also nice to hear a few claps as I exited. 

But, what really struck me was during the intermission, in the minutes that led up to my entrance.  As I waited back stage, adrenalin pumping and anxious to get on stage, I watched the students.  Some moved props, some changed into different costumes and others were preparing the lighting and sound.  Students were moving around in all different directions carrying out their responsibilities.  It was organized, well-coordinated and was obviously well-practiced. But, what struck me more than anything else, was the number of students who came up to me, offered me their support and said 'Break a leg!' These short words of support, although humorous in nature, made me feel like I belonged to the family of students involved in the production.  

And so, this is the main point that I will take away from my experience.  The nearly 70 students who worked together for the past five months had formed a bond with each other and become their own extended family. Each student, regardless of his or her role, felt a sense of belonging and took pride in completing his or her role to the best of his or her ability.  This sense of belonging and connectedness with the school has far-reaching benefits beyond the scope of the show.  These students carry themselves with a sense of confidence and are more invested in their education. 

As I watched the remainder of the show, I found my self being blown away by our talented student actors and actresses.  In many cases this was the first time I had seen them in this environment.  And thrive in this environment, they did! They displayed a level of passion and enthusiasm that is only seen when students are truly engaged in what they are doing.


So, as we approach our work with our students, we must remember that each and every one of our students possesses his or her own talents. The challenge for all of us is to provide them the stage on which they can shine!

Upon Reflection: Thanks Boys

The past four months have meant busy days, nights and a whirlwind season of action for our Grade 8 Boys Basketball team. The boys entered Delta Secondary School as eager young ball players from a combination of five local elementary schools. Despite many of them knowing each other or at least knowing of each other through community sports activities and mutual friends, the boys gravitated towards former classmates when they entered the gym back in November.

Fast forward to the end of February, a few days since our season came to an end and I now have the opportunity to reflect on the season that WAS, rather than the season that IS or the season that WILL BE.

Upon reflection, I'd like to thank each of the players...

For modeling what it means to be a student athlete.  You walk the hallways with confidence. You have identified yourselves as Pacer basketball players and take pride in representing yourself, your teammates and Delta Secondary with class. Your interactions and support of each other as teammates has contributed to a supportive community and to each other's sense of belonging.

For transforming from 15 individuals into one unit.  Your ability to come together throughout the course of the season is a credit to the teamwork and trust you have placed in each other.  You united around a common purpose and shared a vision for how we would play the game. You were willing to sacrifice for the good of the team and you set aside personal accolades in pursuit of team success.

For always embracing the challenge.  As coaches, we challenged you to step up every day, either in practice or in a game.  Not once did you exhibit signs of fear or doubt in your eyes.  Rather, you approached the game with courage and determination. You played the game with grit and tenacity and you always believed that we would be successful.






For demonstrating perseverance and overcoming adversity.  Each of you probably remembers turning the ball over, making an ill-advised pass or missing a shot at a crucial moment in a game.  As teammates, you supported and encouraged each other in these situations and consistently practiced and played hard.

For being resilient and bouncing back from the few tough losses we suffered during the season. You remained positive, optimistic and unwavering in your belief of the team. In moments of defeat, you held your head high and chose to remain proud of what you did achieve instead of what you didn't.

For being risk-takers.  Every practice and every game you put yourself at risk of failure.  You accepted constructive criticism and feedback in order to learn and improve.






For inspiring me to continue coaching.  The passion you brought to the game each day is contagious.  Your effort, your desire, your belief in us as coaches and your development throughout the season has made for an extremely rewarding coaching experience and motivates me to continue coaching in the future.

Thanks boys!  See you on the hardcourt!