Spring Cleaning: Reflecting to Clear the Clutter

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Isn’t there something about Spring that drives us to streamline? Take a deep breath – out with the old and in with the new! We made it through winter, the sun is shining, the plants and animals around us are alive and flourishing. Our cells even “declutter” old, stagnant cells. This is one of the things that’s so incredible about biology – the systems that resonate on multiple levels – from how our cells function up to entire biospheres. Spring cleaning improves efficiency biologically, it’s in line with our natural systems!

This is a great time of year to do some spring cleaning of our space in the classroom, of course, but also of our habits and curriculum. Decluttering usually involves a 2-step approach: What should I keep? What should I get rid of? After decluttering, we may notice space for something new. I like to use a Google Doc labeled simply with the year that I can pull up during my planning time.

Step 1: What Should I Get Rid Of?

I use 2 questions when while sorting material things – if there’s not a yes to one, it goes: Is it functional? Is it beautiful?

We can apply this to education as well, but different qualifiers for the “keep” pile: Does it result in student growth on the learning targets I’ve set? Does it improve my capacity as a dynamic educator? If there’s not a clear “yes” to one of these questions, time to trash it.

Are there unhealthy habits clogging up your productivity and wellness? Maybe staying up until 11pm on the computer has become a habit, and you’re recognizing you’ve felt tired. Maybe rushing out the door without breakfast has become the norm, and you’re finding your patience is short.

What about any negative thought patterns? How do you start the day – what’s the story when you’re on the way into the classroom? Do you want to hold onto that personal narrative – is it empowering, energizing, positive? How might walking in thinking “I love each of my students!” or “My kindness and curiosity make a difference” influence the way you interact with those around you? Sometimes we inadvertently walk around with negative messages and can feel the tension…”I don’t have enough time.”, “(Students) won’t stop talking”, etc. How can I rephrase that into a more empowering positive? “I have a lot of important things to do and I have the autonomy to prioritize – what’s most important?”, “My students care a lot about their social connections – how can I utilize that in my plans?” This doesn’t mean we can’t have boundaries and expectations, we should, it just helps us walk in with a feeling of personal empowerment and collaboration as opposed to resorting to impulsive control methods driven by our amygdala.

Similarly, if I am working with someone who is persistently making statements that are focused on the negative, I might inadvertently carry negativity with me into my work, or find myself echoing the negative-focusing statements to the people I work with. “(Person) will never be able to (objective)” or sweeping generalities might sweep me along into a negative belief of my own, in particular if I respect the peer’s opinion.

In channeling our focus toward positive outcomes with others or in our own thinking – questions to find more clarity or direct conversation toward problem solving can help generate productive momentum. “What can we do about that?”, “What is that getting in the way of?”, “How should we approach this with (person)?” The dialogue over shortcomings is a professional must – it’s part of the messy work. Educational pruning. The peers (students and staff) I respect most on a professional level are those willing to engage in dialogue about how we can do better. How we engage in that dialogue makes a big difference in whether or not it influences our ability to better meet our collective goals, or takes the wind out of our sails.

Of course, we also need to reflect on our draining classroom practices. Maybe you’re spending a lot of time on transitions quieting the class down, you’ve run a project that most students didn’t find engaging, you’re spending a lot of time and energy focusing on getting one very disruptive student to comply, have a very high attention-need student, or spending a great deal of time and effort using a tool in the classroom.

Write it all down. 

Step 2: What Should I Keep?

Curriculum:

What worked well this year in improving my students’ skills and understanding? –> Useful project, scaffolding, and/or teaching strategies to note.

How do I know? –> Useful assessment practices to note.

Relationships:

Which students did I best connect with? How did I do that?

Professional Growth:

What were learning experiences that resulted in changes in my classroom practice?

When did I find myself challenging my assumptions?

Personal Wellness:

What got me through some difficult times this year?

When did I feel the best?

Write it all down, above the “toss” pile items in step 1. 

Step 3: What Should I Bring In?

Now we can look at what to get rid of. Sometimes it’s as simple as deciding not to run a project the same way, but to revise it. Or, deciding to email community partners and potential panelists sooner in the project planning process.

This is a great opportunity in reflection to strategize with other adults you respect, or students you have time to talk with.

For instance, with classroom practices – I like to eliminate waste and also get clear on what I need to stay firm on. Doing this gives me more comfort and reassurance being flexible with things that aren’t on the list. We can’t do everything perfectly – but we can do what we intend to close to that. Focus standards, formative assessment commitments, and classroom norms that are essential to safety (physical and emotional) should be on the stay firm list.

Write the strategies down and bring them out during your planning, and periodically throughout the implementation of the new systems/strategies to revise as needed. I like to set up a table with any of the “toss” items I can’t really toss, but have to re-frame and re-strategize on. For instance, with a high-attention need student, I recognize there are extra roles I can give – maybe this student (if one emerges next year) could help redirect the class when needed during transitions?

After Spring Cleaning, we need to make sure there’s time to package and store for the fall – after reflection is the best time for planning.

My coteacher and I are currently amidst our “pruning” – working on streamlining what we as teachers focus energy on. Here’s a snapshot of our working curriculum map for next year: BiofitnessCurriculumMap2017-18 draft

A reminder: It’s messy, and it’s not a linear process. We’ll stretch toward our values and back to student interests, weave into focused skills and wind into graphic organizers. We’ll look at the calendar and brace ourselves, and have to prune and move around. We’ll take in new data and re-focus. Meet with one student and then with 60. This will continue through our planning, and the year, and the career.

This is messy, dynamic work. This is learning.

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Building Projects #4: Find a Cliffhanger

It’s 7:38am, you had intended to be to work sooner to set up for the day. You get inside and hear it – “Help!”. Where is it coming from? You move quickly to the center of the room, then toward the storage room. Your hands fumble with your keys as you attempt to quickly open the storage room’s door. “HELP!” The cries intensify…

It’s 7:38am, you had intended to be to work sooner to set up for the day. You get inside and see that your coteacher already got there, and set the activity materials up for you. You open the blinds. You sit down and enjoy your coffee, running through the plan of the day together…

Which story was more interesting? A story that grips you with conflict – something to figure out or over come – is more engaging. My kids have the most engaged play IMG_0520when there is an element of danger, some problem to solve, or an element of the unknown.

We left off with Building Projects #3: Rethinking Content as Stories and Skills. This brings us to Step 4: identify a timely, relevant cliffhanger.  By the way…I’m having a hard time right about now saying that these steps are in sequential order. They aren’t. It’s more like an average order, but there’s a lot of going back and forth and overlap.

Great projects have a cliffhanger, and the best projects are nonfiction. Even better, there’s a local setting. A great project is a story the students are living and experiencing, connecting new insight to their own stories in ways that are meaningful and lasting.

In my experience, students are most engaged in a project when there is a clear and immediate need for their effort. This could be a need of their own, or of someone they care about. That’s pretty broad, right? There are so many ways to do this!

Student Life

You can look for stories that your students are already grappling with by asking them. This might happen through surveys, interviews, sitting and having lunch and chatting with one student, or chats when walking around the block in PE. Here are some questions you might ask:

  • What’s the age you’re working with? Do they have something approaching that will impact their lives? Driving? College applications? Interviewing for jobs?
  • Where do the students live? How do they get to school?
  • What are their goals? Short term & long term?
  • What are the issues facing their family members?
  • How do students spend their time?
  • What are their worries?
  • What makes them angry?
  • What do they wish was different about their education?
  • What do they enjoy doing most, but don’t have much time for?

Community Partners

There have been times that I have sent an email with stories and skills listed to a community partner and said “do you guys use this stuff?” only to have them lead me down a great direction.

Some of our community partners for Biofitness include Napa Resource Conservation District employees (Eric McKee, Chino Yip), Friends of the Napa River ecologist (Shari Gardner), Kaiser doctors, Queen of the Valley Hospital health educator (Kristen Polakiewicz), Community College professor, my own Grad Program professor, a Personal Trainer, a Marriage and Family Therapist, local nonprofit Napa Learns (which helps me form new partnerships) a well-known Napa Artist (Gordon Huether), a local Mining Company (Syar), an Engineer (ZFA’s Chris Warner), owner of a Sustainability Consulting Firm (Gopal Shanker), Centers for Disease Control and Prevention Intern and NTHS Alumni (Gia Peralta) local Master Gardeners, a Culinary Institute Teacher & Chocolatier, and more.

Other questions to ask community partners might include:

  • What are you working on right now?
  • What’s been challenging for you?
  • What do you wish other people understood about your line of work?
  • What are your worries?
  • What’s something you wish you could do better/more of/over again?
  • What’s something you need help with?

I can’t emphasize enough how thankful I am as a teacher that I have had these partners throughout the years!

An example of a project that was designed in this fashion is the Recipe for Health project in Biofitness. We worked in partnership with Kaiser Health Educator Kristen Polakiewicz to better understand and articulate a challenge facing Napa’s community health that relates to nutrition. Kristen helped us narrow the focus to type 2 diabetes and cardiovascular disease – two preventable diseases that are costing local families years of their lifespans, and that many student families are affected by. Students designed a community education cookbook for Kristen to make available to her clients.

Local News

The local news, in particular, provides a current event that impacts stakeholders in your local community. This type of project makes finding community partners who are invested in the issue much more streamlined.

Here’s an example we used in Biofitness and Environmental Science around a local land use conflict regarding a well known community-owned park and a local mining company.  This project was designed in our PLC – Professional Learning Community – the collaborative effort of 4 science teachers around one news paper article.

Sometimes, the Cliffhanger Finds You

I want to acknowledge, sometimes you don’t even have to go looking for these cliffhangers that are locally impactful, authentic and relevant. The project cliffhanger might come in an email from a colleague, or at best when students see a need.

For instance, a few years ago I had a group of students who said they wanted to garden. They had so many great ideas – we met, planned, gathered materials, and went to it. The garden struggled and failed to thrive, and the students became disengaged in the process. I asked the students what happened, in their perspective.

The students (there were three, all high achieving and responsible students) said that they just didn’t feel they had time to do it, there was always something else that came up. They still wanted a garden at school badly, in particular one that they could work on from time to time and one that had flowers and berries.

The next year, I designed a project around this in my Environmental Science class. The students used the design process outlined by Stanford’s d.School to design the student garden, starting with an interview. The students found that every empathy interview had a common thread – a desire to feel connected with others through the garden. Some of the interviewed students wanted to be engaged in the gardening and growing, some wanted to just hang out in a garden, some wanted a beautiful outdoor place they could work on projects with team members, surrounded by natural beauty. The project yielded learning focused on food sovereignty, water conservation, and soil. This year (the following), two of the Environmental Science students who had engaged in the Garden Project decided to focus on the garden for their senior projects and took leadership of it – one with a focus on gardening and mental health and the other with a focus on the growing food aspect.

So, what’s a problem, design challenge, decision to be made? How will you engage your students in the story? Is it a true story? Does it have local implications?

 

 

 

Building Projects #3: Rethinking Content as Stories & Skills

Last time, in “Building Projects #2: What’s My Job?“, I define my role in the PBL classroom as a respectful and present cultivator of student learning. Next, off to define what type of learning to cultivate before I prepare the soil and select the seeds. What’s the content?

I see traditional subject areas as either primarily skill subjects or story subjects. Story subjects, such as biology, are based on a framework of understanding how interrelated parts connect, the understanding of the existence of relevant things, events, and phenomena and the application in decision making – stories of how things came to be, how they are, and where they might some day go. Skill subjects – such as math and languages – are tools for communication and organization of information to draw new understandings. Stories are communicated and documented using skills.

If we consider the following list to be traditional subject areas, we can sort them in to skill and story focused courses:

  • Math (Skill)
  • English Language Arts (Skill)
  • Foreign Language (Skill)
  • Fine Arts (Skill)
  • Physical Education (Skill)
  • Computer Science/Coding (a newly emerging “subject” in many schools that I feel deserves it’s own category) (Skill)
  • Making/Building/Measuring/Recording (Skill)
  • Social Sciences (Story)
  • Natural Sciences (Story)
  • Physical Sciences (Story)

I consider most of our traditional “subjects” be be skill focused, with the sciences (natural, physical, and social) making up the stories. Yes, there are skills involved in story subject areas and vice versa, but that’s because real life is interdisciplinary. In my perfect school, we’d design all projects off of the sciences (social, natural, and physical), and skills educators would build their scaffolding and skill development off of the sciences stories. This would streamline what the school day looks like and better support deep, focused, meaningful learning.

So, keeping this multidisciplinary approach in mind, I don’t want to design a project that is built off of one subject area’s content standards.When deciding content to build a multidisciplinary project upon, I prefer to start with stories from within my branch of science that are broader and more meaningful than one subject area’s content standards. I’m not saying projects can’t and shouldn’t be designed starting with the standards, or that it can’t be done very well, it’s just not my preferred method after having run projects that are minimally impactful on students and community, and the opposite.

Listed below are some theses to stories I want students to deeply understand and incorporate into their schema of the world that many of my natural sciences have been built upon over the years. This is living list. Projects I build are usually based on between two and four of these stories.:

  • Systems are made up of integrated, interconnected parts. There are patterns in systems that can help us better understand other systems.
  • Energy is everywhere, and is not created or destroyed.
  • Burning stuff isn’t the only way to access energy on demand.
  • There are specific strategies for designing and carrying out sound scientific investigations. Science is based upon empirical evidence.
  • There’s more than one way to be healthy.
  • The human body is made up of parts that we understand. The shape and function of these parts is impacted by our choices and behaviors, as well as by genetics and our environment.
  • Biochemical processes can impact our thoughts, behavior and decision making.
  • Neurons in our brains are impacted by our deliberate thoughts, actions, and practice.
  • Living things and their environment are interconnected as a part of a system – that includes humans (we’re not observers).
  • Individuals have a lot of choices, rights, and power.
  • Teams of diverse people solve problems with greater perspective and insight.
  • Real world problems are multidisciplinary.
  • All life on Earth has a common code, and we understand how to read and manipulate this code.
  • Natural systems minimize waste and utilize what’s available.
  • There’s a lot of decision making to be made regarding how individuals, communities, and nations interact with natural resources.
  • Citizen groups and local politics matter.

Any of the above story theses could be built upon to design a deep, multidisciplinary, standards-rich and meaningful project. It’s worthwhile to share these stories with other professionals in other fields and other staff to find common threads across multiple perspectives.

Oh…and here’s another reason I prefer to build projects based off of stories. Sharing meaningful stories feels good! I mean like sun on your back, seeps right down into your bones good. A story shared is like a warm collaborative bridge of experience between people through words, symbols, sounds, images. It’s connecting. When we build off of a meaningful story, in PBL often an open-ended story, we build off of a cross-cultural tradition that has sustained human knowledge and understanding for generations.

I leave you with one of my favorite stories (by Wangari Mathaii) to tell in our home: 

Reading to Boys

Building Projects #2: What’s My Job?

Last time (“Building Projects #1: What do you stand for?“) I posted about where I begin when building a new project.

It seems counter-intuitive to begin designing projects that are student-focused, engaging to students, meet students where they are and push them just far enough into that ZPD, personalized to individual students…projects designed for students, to begin designing these projects with a focus on the teacher. There are mounds of research that support this, however, including the oft-cited research on student learning presented by John Hattie. Look at the top, most essential elements for impactful student learning:

  1. Teacher Estimates of Achievement (Do we, teachers, believe in our students?)
  2. Collective Teacher Efficacy (Do we, teachers, believe in each other?)
  3. Self-Reported Grades (Do we, teachers, believe students can and should assess their own learning? Do we provide those opportunities?)
  4. Piagetian Programs (Do we, teachers, understand our students’ development and meet them where they are?)

As we continue down the list, it becomes increasingly clear – the teacher’s actions greatly impact student learning.

The 2nd step in my project design process is to revisit my own role. Now what is it I do again?

It sounds ridiculous, but yes, 10 years into teaching, I still have to pause when I’m thinking of designing a project and remind myself what exactly it is that I’m supposed to be doing. Wait, am a wellness coach? Career counselor? Curriculum designer? Performer? Edible landscaper? Ecologist? Artist? A data-entry bot? Top-secret half-Mexican equity-agent? Personal trainer/nutrition advisor/guardian from drugs-and-alcohol?

I may dabble in all of those things as a teacher, but when I clean it all up and focus in on my job, my role as an impactful PBL teacher is best summarized as a respectful and present cultivator of student learning.

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Building Projects #1: What do you stand for?

I’ve encountered many different opinions about where to start in project based learning curriculum and classroom design. Many times, the advice is to start with the standards and/or learning objectives (which yes are very important and we’ll get to those!),  student goals/interests (these are so important too…I assure you these are essential as well!), or current events (which are also up there in the get to these soon!). I’d like to say that the best place to start is one of these three… but that’s not where I start so I’m not going to urge you to do that.

I start with my own values. I’m not suggesting that we start with our own interests – so I’m not suggesting that I think “I love running, so I should design a project about running”. We shouldn’t design a project that is supposed to pull us and our students through for weeks off of a teacher’s interest. I’m talking about core values – the big ones. Values are bigger than interests and bigger than beliefs.

High quality teachers make a profound difference for high quality student outcomes. Teachers matter, and how teachers teach matters. An engaged and motivated teacher is more willing to engage in continued professional learning (see page 19, “General Trends” for more information on teacher motivation to engage in PD) as they progress through their career, as it appeals to their sense of intrinsic rewards, and enables teachers to embed their existing belief system into their teaching practice in a positive way. A motivated, engaged teacher is (or becomes, with the experience and education they are motivated to pursue) a high quality teacher.

I do want to note that a motivated, engaged teacher can become the opposite if they feel they aren’t able to succeed  – that is teacher self-efficacy matters too. Teachers who are learning new methodology (such as PBL), working with a shift in student population, or are new to the profession need special support and encouraging guidance from administrators and peers.  Professional mentors matter. That’s another blog post.

An exercise to try is to write down 10 values that are most important to you (or circling from a list like this one). Then cross off 4. Then 3 more, and you’re left with your top 3. It’s also a great exercise to do with students, and can be a team builder when building community in your classroom. To really get into it, listen to Most Nights (above) before this exercise.

I personally almost always start from one of the following values:

  • Social Justice
  • Environmental Sustainability
  • Wellness

Core values aren’t subject specific. They are simple and meaningful to you as an important human being on Earth. Revisiting my own core values each time I design, revise or launch a project provides a direct link between my core values and the effectiveness of my teaching, and that’s motivating.

What do you stand for?

C. (2005, November 1). Teacher quality and student achievement: Research review. (This document was prepared by Policy Studies Associates (PSA). PSA, based in Washington, D.C, is a research and evaluation consulting firm specializing in education and youth development. Its clients include federal, state, and local government agencies, foundations, and other organizations.)

Schieb, L. J., & Karabenick, S. A. (2011). Teacher Motivation and Professional Development: A Guide to Resources. Math and Science Partnership – Motivation Assessment Program, University of Michigan, Ann Arbor, MI.