A New Type of Missouri Learning Standard

On Monday, many of us had the opportunity to celebrate Melissa as a Missouri Teacher of the Year finalist, and at the closing of the evening, Chris Holmes, 2014 MO Teacher of the Year and Truman parent, gave us a pointed reminder.

Regularly, we look at standards, standards for reading, writing, speaking and listening; standards for mathematics; standards for social studies; standards for science and inquiry; standards for music; standards for art; standards for world languages; standards for health; standards for technology....you get the picture.

But, where are the standards for life?  At what time in our educational career do we vertically align and support standards for citizenship.  Sure, we talk about grit and habits; we devote 46 minutes a week to character education; we focus on modeling great character...and, I think we do an awesome job.  Despite the great work that we do, one must question how do we measure our success?  What SLO measures growth?  What standardized test provides an opportunity for us to compare our success?  The answer is obvious:  there isn't one.  And, that's okay...what we must do is remember to continue to do our great work and build connections between our established standards and good work for life.

I often talk about authentic learning for students - I challenge you to make your learning standards relevant for life.  Check out Chris Holmes' standards (reprinted with his permission) and think about how you move your instruction beyond the content.

Take your standards and add the words "in life" to increase the relevance of what we do.

A "Walk" in the Woods

I often jest about how I leave you to be "in the woods" for the Outdoor Leadership Experience (OLE), but in all honesty, it's a very productive time for me, and I believe it makes me a better leader.  In education we spend too little time thinking, planning, and reflecting.  Often, we learn something, are expected to implement it, and then move on to the next thing.  And, I realize that I can be guilty of furthering this problem.  OLE reminds me to slow down, think, process, and plan with intention.

To better understand this experience, note that I helped lead the Turtle group, a group of 10 teachers, directors, principals, and assistant principals.  During the 3 days, the Turtle group worked on developing a community, completing initiatives together, and learning from one another.  The Turtles were 1 of 8 groups who functioned in this way.

On Wednesday night, OLE participants created hand-made journals for their secret partner.  Each person was responsible for writing about their partner's experience, documenting their teamwork, growth, and support of the group as a whole.

The first night, the group worked together on an initiative called 3 Circles of Communication.  Before journeying on their orienteering adventure, it was important to build systems of communication and create a community among the group.

On Thursday morning, we continued working on our listening and communicating skills with the Minefield.

Before the group could venture "into the woods" they needed to build their skills in compass reading and their understanding of topographical maps.

"Turtle Power!" As the group began their hike to find 11 flags (plus a bonus) throughout the Mark Twain National Forest with only a compass and topographical map, they came together as a team to celebrate their successes.

We left camp at noon and officially finished our task at 2 a.m.   We carried our lunch with us (finally eating around 3 p.m.) and cooked some spaghetti tofu for dinner at 10:30 p.m.  Learning to communicate and make decisions as a large group in both the light of day and the dark of night has many parallels to the decision-making processes in our schools.

The Turtles worked together to complete the Marble Maze, first moving 1 marble to the exit without falling through any holes, and then doing the work with more complexity:  2 marbles, then 3.  It concluded with all but one person blindfolded to complete the task.  

Failing Forward:  In the Island initiative the group found themselves unsuccessful.  However, the group learned a lot from their failure, admitting that they weren't listening to the group members who had suggestions different from their identified plan.

In addition to group challenges, there were individual ones:  rappelling and rock climbing.

In addition to all of this fun work, we had a relaxing experience finding flags at various points along the lake.   We tied our canoes together and worked as a group to achieve our goal.  Along the way, we appreciated the majesty of a bald eagle soaring alongside us.

It Takes Grit

I have one 6-year-old and one 8-year-old; I have one boy and one girl; I have one who loves math and one who loves social studies; I have one who reads on grade-level and one who reads well above; I have one with grit and one without.  I'm not going to lie - I worry more about the one without grit. We spend a lot of time talking about the need to persevere, and just last night we talked about grit because I will persevere - she will have grit! Eventually...

Here's a great video about grit:  https://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit.  

Check out how we are helping to build grit in Truman students...

The work you do with 7 Habits provide a framework to be successful.

Teaching kids to understand their emotions and how they manage them - we want them to be assertive in their journey to success.

Current research on growth mindset can have a huge impact - check this out on the 2nd floor.

Shiny and New

One of my favorite principal duties is walking the halls of TMS, slipping into classrooms like a Ninja (that's what the kids say!), and seeing many of our "oldies but goodies," those units, lessons, and activities that have stood the test of time.  And, they're goodies for a reason:  they're engaging, relevant, rigorous, and enriching, ensuring student access to necessary learning standards.

But, I'll admit, I'm a little like a magpie...drawn to those things that are shiny and new.  While these diamonds may not shine on my finger, they exemplify how our Truman staff search for new strategies to engage students in their learning.  These shiny and new lessons result from our own creativity, the collaboration of peers, and the realization that instructional risk-taking has merit.

Channeling Lucy:  Students find a new place in the room to participate in the mini-lesson.  Students apply their knowledge of journalistic writing using a mentor text.

Anchor Charts:  These charts aren't wallpaper - they are relevant learning tools continually revisited as students expand their writing skills.

Math Workshop:  As the class works independently in learning stations, the teacher leads a guided lesson with students working on a similar skill set.

Math Workshop:  As the teacher leads one group, students collaborate in mathematical work, expanding their math discourse.

Math Workshop:  Computers are great tool to engage students in mathematical skills.

Topic Time:  Students dialogue about literature, each taking turns adding a specific topic to the discussion and engaging their group in how that topic is an elemental part of their book.

Topic Time:  As each group wraps up their discussion, they highlight a topic that was particularly engaging to share with the whole class.

Topic Time:  Check out the number of topics these students discussed!

Oh the Possibilities....

Over the last week, I've stopped into a couple of Lindbergh U classes, and now my mind is racing with ideas, ideas that I would love to implement in my very own Flyertime (if only I had one....).  So in my dream world, here's what I'd do (only I'd need to see students each day to make it truly viable and exciting).

I would integrate 3 key things into a successful class:

1)  Growth Mindset (http://www.mindsetworks.com/free-resources/)

2)  7 Habits for Highly Effective Teens (you're getting the book)

3)  Genius Hour (http://www.geniushour.com/what-is-genius-hour/)

And here's why...

1)  These are character building activities - teaching kids to persevere and skills to successfully to do so.

2)  Connect to learning in both elementary and high school programming.  

• Did you know that LHS now has a weekly advisory?  - it's a lot like our Flyertime. 
• Did you know that our students come from elementary already knowing the 7 Habits?  - it's part of their Leader in Me program which builds leadership skills for all kids.

3)  Engage students in meaningful and relevant work for their age.  Middle school students are thirsty, thirsty to learn about themselves and create their identity.  This is the age when Flyertime activities should excite them!

I've said it before, and I'll say it again - multi-age Flyertime is here to stay!  So, it's your job to have a growth mindset and create it into a powerful learning experience.  And, as I hear more and more feedback from parents and students, we are continuing to move in the right direction - you should feel proud of what you've accomplished in your class over the last few years!  

In the coming weeks, you'll receive a Google Calendar invite from Mike and me.  As you arrive to pick up your new TMS shirt and your 7 Habits book, we want to meet with you to discuss what's working in your Flyertime and how to support you for ongoing success.

From the Vault...

Yep, it's just like the Disney vault...we open it up and release previous hits or share something that has been waiting in the wings.

Enjoy!

Here's a great article on student engagement:
http://www.edutopia.org/blog/student-engagement-stories-heather-wolpert-gawron?utm_content=blog&utm_campaign=students-speak-out&utm_source=twitter&utm_medium=socialflow&utm_term=image-repost

Check out this link to some practical ideas on student engagement:
https://docs.google.com/presentation/d/1b4G5fCK7k_WF79P2CpmsASb05Awjg2GwJquim-N_xFI/mobilepresent?slide=id.g78b32f1e8_18

A great reminder about best practices for teaching and learning:
http://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber?utm_content=blog&utm_campaign=5-highly-effective-teaching-practices&utm_source=facebook&utm_medium=socialflow&utm_term=link2

Tools for technology engagement in the classroom:
https://docs.google.com/document/u/1/d/1dlnRCENqtir2m2SE201960usoxgOFOWC_PSC6ztihNc/mobilebasic

Tech Ed Measuring Unit:  using flat pattern development to put their skills to a practical use

Plickers to assess mastery of skills

Students in French were given letters and asked to work as partners to develop an intersecting puzzle that incorporated 17 of their vocabulary words.
They were not provided any clues and had to use process of elimination according to the spelling of each word.  Quite the challenge!

Student Retakes:  a practice to ensure content mastery

What Would It Look Like If It Did Work? (Add Comments of What Works!)

Recently, a teacher asked a student, "Why are you so happy? It's Thursday."  The student replied (I didn't make this up!), "Because today is a Flyertime Day!"  Flyertime continues to evolve to meet the needs of our students, and it's not going away.  Based on what I know about early adolescents and their need for social emotional development, it shouldn't go away.  Our task is to embrace it and help it grow.

Flyertime...I hear the voices, I hear the concerns, I hear frustrations, and I ask you what would it look like if it worked to your vision?

Here's my vision of Flyertime:
A class where students feel a sense of purpose
A class where students can discuss those hot topics relevant to them
A class where students learn to lead and grow with the facilitation of their teacher
A class where we explicitly address character education to make connections within daily life

I recently spoke with a teacher whose Flyertime students enjoy coming to Flyertime each day, who has other students ask if they can join the class.  When asked why, students say "because we get to talk about issues and things important to us."  What's noteworthy is that this environment doesn't take a lot of planning - this teacher checks the Flyertime calendar at 7:30 each morning to get the lesson for the day.

My suggestions for the future:

Kickball:  If your Flyertime doesn't play together as a team, don't play.

Calendar:  Use it to help guide you, but know that you have flexibility to adjust based on your students needs, current events, etc.

Engagement:  Get them moving to ensure participation by everyone.  Use the same engagement strategies you use instructionally.

Routines:  Develop routines where there's clear purpose of each topic and reflection connected to the core values.

Service Learning:  Don't stress about it.  Consider both your and the students' interests, and feel free to connect it to your curriculum.  The options are limitless, and can include service to the building.

I challenge you to share ideas that have worked for you in the comments below.

Welcome to 2nd Semester

Here we go, again...starting off the semester ready to roll out the educational red carpet!  When students at TMS ask, "Do we have to learn today?" ... The resounding answer is, "Yes!"

We are learning on the first day back from 2 weeks of vacation, and it's like we never left...with the exception of some goal-setting activities that provide focus for the new year, new semester, new quarter, or in some cases, the new day.

Setting Class Norms for the 2nd Semester

Using Cornell Notes to Build Language Skills and Comprehension

A Visual about Strategies for Success

Integrating Math and Modern Language:  Determine the Pattern, Use Numerical Skills, and Learn Another Language

Setting SMART Goals for 2nd Semester Success

Formative Online Assessment for Skill Identification and Instructional Planning (NoRedInk.com)

Getting Fit

Inquiry-Based Science

Reflection on 1st Semester Writing and Identification of 2nd Semester Goals

Writing Persuasive Essays Using an Outline

Conferencing with Students

Providing Focus for Skill Development

Building Content-Based Vocabulary

Non-Linguistic Interpretation:  Providing a Visual of the Branches of Government

Non-Linguistic Interpretation:  Synthesizing Understanding Through Art

Shifting to Learning Goals

In the last week, there have been a couple of emails about helping students set goals, but how often have you been irritated by a student goal that sounds like this, "My goal is to get an A in the class."?  Is that the goal we want for our students, a grade?  Answer:  NO, unless the grade is 100% reflective of the learning.  To be 100% of the learning, then we'd have to fix all 15 of Ken O'Connor's suggestions in our book study, and let's face it...we aren't ready to do that...yet.

Instead, we need to get students focused on setting goals related to learning, but in order for that to happen, we must:

1)  Set clear learning targets.
2)  Engage students with those targets so they can understand and set their own goals.
3)  Build lessons that engage students to learn autonomously so that they feel a sense of control over their learning.

Here are great examples of these 3 steps....

Given their writing rubric, students reflect upon their writing progress, identifying skills they have mastered and skills they need to improve.

Once students have reflected on their work, they are given options for personalized writing goals.  The samples directly correlate to their rubric to ensure alignment to learning targets and student ownership of learning.

Students writing DBQs work with partners to get feedback on their DBQ learning targets that are directly aligned to the rubric.



Students set the goal to eliminate bullying by targeting specific audiences.  They then begin to research and create presentations that can be given to various groups of students.

When we consistently accomplish these, we've built a learning culture where students will never ask, "Do I have to do this?"