Nudge #sol18

trh_nudge_artwork_wide-b9839d2a82c441c2574e4ae46edcb263fc5bfc03-s700-c85.jpgNudge  #sol18

March 14, 2018

A nudge is a gentle push in the right direction. This thinking is informed by a few things.  I’ll let you in on them in the beginning.  I am a big fan of podcasts.  This podcast,  Nudge:  Ted Radio Hour/ NPR, was recommended to me by a member of our fourth grade team.  It’s a longer podcast nearly an hour, but can be broken to shorter stories.  These stories contain snippets of Ted Talks and discussion with their subjects:  Richard Thaler, the author of Nudge and Carol Dweck, the author of Mindset.  I also have been considering the change model outlined in the book Switch.

So what does the author of Nudge say about change?  If you want to encourage people to do something,  make it easy.

The authors of Switch claim change is hard.  There are two systems at play in all change for folks:  the emotional system and the rationale system.  That’s why people can make a big decision like marriage, but have difficulty with diets.

I believe I am a professional nudger and change agent.  It’s a wonder that anyone ever talks to me.  My husband says about me pay no attention to that man behind the curtain. I would say,  hear that tiny voice over your shoulder that says give it a go. What’s to lose?  

It’s true I want change.  Sometimes the educators and students I work with do not.  That’s not it actually.  It’s partially that they don’t understand what change might do to improve  their instruction and they believe that what they are currently doing is working for their students.

It’s might also be about risk.  Risk is hard to take,  difficult to try.  Risk is messy.

The book Switch poses the miracle question,

“Suppose tonight, while you slept, a miracle occurred. When you awake tomorrow, what would be some of the things you would notice that would tell you life had suddenly gotten better?

Two things about this.  The changers have to see a problem, something they want to change. Then the changers have to be able to envision what better looks like.    Clare Landrigan wrote in her blog a few weeks ago about her own miracle question,  If successful we will…  That envisioning, drawing the light on what we view as success,  might be all we need.  That glimpse of what is wanted draws us toward it.

Here is my formation of this question,  What is the first small sign you would see, that would make you think “well, something must have happened,  the problem is gone“.  This question doesn’t ask you to describe the miracle itself,  it asks to identify the tangible signs that the miracle happened.  I also like this question,  When was the last time you saw just a little bit of the Miracle,  even if just for a short time?

That’s what I look for,  that little bit of the miracle,  the bright spot.  My friends,  if we are going to change anything,  students’ writing volume,   reading engagement,  curriculum,   school culture,  we have to start with that bright spot.  We have to recognize them, understand them, keep them in our field of view.

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img_1716To my writing community of Slicers,  thank you.  To Two Writing Teachers and all involved,  thank you for creating this community.  This day 14 of a 31 day Slice of Life Writing Challenge.  Read some amazing writing here.

 

 

 

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Eavesdropping 101 #sol18

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Eavesdropping 101 #sol18

March 10, 2018

I never really thought much about eavesdropping until I had the pleasure of listening to Sarah Weeks last weekend at the TCRWPW reunion.  She actually recommended eavesdropping as the way she gets great snippets for her writing.  She told a wonderful story about eavesdropping on a proposal (turned down) at Starbucks.  This story and the idea of eavesdropping got me thinking,  not about proposals but about listening in.  So here’s some of the ways I eavesdrop.

Unabashedly

Meetings are a wonderful place to listen in.  During professional learning communities,  and others just listen in.   I admit readily in this company that this silence can be a challenge.  However, when  successful,  opportunity abound to learn something.  Nine times out of ten,  it’s something I had no idea about.  These tidbits could be things teachers are already trying,  things their worried about, how assessments work for them, and what they are hoping for with their students.   It’s mostly fair.  They know I’m there,  I try to blend in.  Most of the time it works out.

Random Snippets between Educators

This is slightly sneakier.  The act is unintentional.  I’m waiting… at the copier, for the bathroom or I’m walking down the hall, to the parking lot.  Lots of times, the educators include me in the chat which technically isn’t eavesdropping.  Also,  the conversations aren’t all that secret since we are all in public and they know I’m there.  I see what they are copying,  what their reading.  I notice what they ask each other about.

Random Snippets between Kiddos

Mostly this just helps me know about them.  What they like, what they read,  what they play,  who they chat most with.  Sometimes though,  I get real gems.  What they ask each other help in. How they support each other… or don’t.  When I have them turn and talk,  I get a full blast of whether I got the teach across.

Other Peoples’ Coaching

This is one of my favorite things, but I don’t get much opportunity to do this.  My current favorite humans to do this with are Tammy Mulligan and Clare Landrigan.  They are wonderful at coaching kiddos and their teachers.  If I had my notebook with me right now,  I’d drop some of their knowledge right on you.  For now,  follow Clare’s blog,  she’s pretty transparent about her coaching.

I also encourage people to eavesdrop on me.

When I am having a chat with a student

Definitely not so much for what I’m saying, but what the kiddos say.  This week I got a chance to plop down at a table with a bunch of coloring kindergarteners.  They were making books, but not stories.  As I began to talk to them about making these drawing collections into stories,  their teacher began to listen to me and more importantly to them.  The stories they created were wonderful treasures.  We didn’t miss out on the moment.

I love conferring in other peoples’ classrooms.  I’m pretty good at chat and I just chat up one child after another about whatever it is that they are working on.  It’s difficult for a teacher to get around to everyone every day, but when I am there, she can hear a snippet and run with it later.

Working with a small group

Usually,  when I work with one kiddo,  other friends around us hear.  Even when I’m quiet,  I’m not all that quiet.  Sometimes,  I gear my talk to the table, or a nearby friends that wouldn’t chat me up himself.  This works best in that active engagement or link.  Most of the time,  a review of focus lesson might ignite some thinking.

Talking to other teachers

Collaboration time for me in generally 1:1,  but sometimes people drop by or hear something and join in.  Hearing others’ questions or attempts can ignite a spark .

The Usual

I do like listening to nearby restaurant tables, people in line, folks in the waiting area… anywhere.  I haven’t taken to writing it down, yet.

Eavesdropping is noticing.  Noticing what matters to folks.  Noticing what people talk about day to day.  Noticing what is important.  Noticing leads to thinking.  Thinking leads to innovation.

img_1716 Still working on my writing every day in March thanks to the Slice of Life Story Challenge sponsored by Two Writing Teachers.

View from the Balcony #sol17

BalconyA View from the Balcony

May 2, 2017

I’ve been rushed lately or at least I feel rushed, like my to-do list is too long and I’m just racing through the days.  But today something slowed me down.  Today I was able to take in a view of our intermediate classrooms from the balcony so to speak.  I accompanied some consultants that were taking a quick view of our intermediate literacy block.  It was amazing to watch the reading workshops in action without having an agenda… or a role to play.   Clare referred me to an idea called ‘ watch from the balcony, lead from the floor’.   Think about how much we could learn, observe, think about when we just move through the classrooms and watch.

So today I moved through the intermediate classrooms in our building for just an hour or so during their reading workshop.  I moved quickly not staying too long in any one spot, but returning to see a little minilesson, small group, and a little independent work.  Most of these rooms, I’m in every single day.  During those days,  I have a purpose, a mission, goals.  Today,  I just watched.  Just looked.  The teachers were interested in what the consultants noticed.  No one asked me what I noticed, so the gems are my personal treasure.

I knew you all were amazing teachers but today I noticed…

Your students are listening.  They’ve learned the talk of reading workshop.  They can turn and talk, and really turn and talk.

You teach with ease.  You’re light on your feet.  You’re enjoying yourselves.  You know your stuff.

Everything in your rooms shows who you are as a teacher.  You treasure your anchor books you’ve shared.  You have a place for students to give feedback to you and each other.  You’re sharing yourselves with your students.

There’s trust.  The students trust you,  you trust them… and you all trust me.  No one hesitated for one second when I came and went from your room.  You smiled, the students smiled.  I smiled.

My smile was real.  I see the work that you’ve done.  The work that you’ve done with your students.  The work that we’ve done together.

I feel filled up.  I hope to take more of these side trips and I’m going to make sure you can take them too.

content driven literacy #sol17


IMG_6218“Without systematic attention to reading and writing in subjects like science and history, students will leave schools with an impoverished sense of what it means to use the tools of literacy for learning or even to reason within various disciplines.”  
Pearson, 2010

Brain Friendly Content Driven

March 29, 2017

I want to slip literacy, reading and writing, into content instruction the way spiralizers are slipping zucchini into my Italian cooking or perhaps the way I used to slip carrots into my meatloaf. With time is in short supply and content learning literacy is dense,  it’s critical  to slip parallel literacy in content teaching or content learning into literacy workshop.

When I first arrived at my K-4 school, I had much more experience in the primary grades.  In an effort to tie intervention to authentic work in grades 3-4 and provide support to struggling readers, I began to assist during content area instruction.  Initially,  I just shadowed the teacher and scaffolded the content literacy. Soon we began to collaborate on many different aspects of literacy in content area.

The most straight forward and the most difficult is providing rich text that is accessible to all students regardless of reading ability. Without too much detail, we have found much success with Newsela, which provides content at many reading levels.  We also use and save Scholastic News at many reading levels.  Often stories will appear in one grade level and be simplified in lower levels.  These are easily moved seamlessly between whole group, small group, and intervention. Wonderopolis is a daily and also searchable site for many ideas that student might research.  Try teaching them to use tags as described in Still Learning to Read.  I am also fascinated by the idea of creating a digital bin as demonstrated by Clare Landrigan here.  We continue to search out, share, and save content reading materials.

As with our informational reading,  the use of simple note taking organizers generated by students are  best.  We use box and bullets for main idea and details throughout grades 1-4 with gradients of detail.  Applying lessons we have learned about informational reading to content during other times of the day, scaffolding students to use techniques they have learned in reading workshop, frees up that working memory for content which many students are unfamiliar.  Using multimedia in primary sources, visual records,  and video assists students in accessing content and scaffolding vocabulary.

We began to explore ways for students to respond to content learning.  Inspired by the work of Beers and Probst in Reading Nonfiction  and Sunday Cummins’ Close Reading of Informational Text, we first tried paper and pencil tasks such as one of our favorites called Did You Know?  It’s a simple format based on the pages of this book,  Did You Know? We originally created the projects for our third grade study of the American Revolution.  This can be adapted to any science or social studies topic.  Here’s the simple sheet we created here.  We quickly moved with some students to google slides.  We like creating video presentations using QR codes to archive presentations.   These are also helpful for students to review content or share content with absent students.  We found these templates to be especially supportive for our more fragile learners.  Content area is a place where technology can be leveraged in a way to balance the accessibility of materials for all students.  Recently, we have begun experimenting with Seesaw as a digital portfolio tool with easy access for parents.

Remembering to keep the structure of how to read, of writing, and response to reading from workshop present in content instruction,  we can reduce cognitive overload for students and facilitate the access of content for all students.  Blurring the edges of content vs.  workshop can support student learning as well.  Reading aloud content connected texts, using historical fiction, informational books, and internet sources for small group work, and using the same nomenclature across all the parts of the day, strengthens students schema, capacity, and competency.

 

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thanks to Stephanie Harvey and Anne Goudvis for first introducing me to content literacy.

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Thank you to Two Writing Teachers for 10 years of the March Slice of Life Challenge.  This is day 28 of 31.  Access many, many wonderful blogs here.

 

 

 

 

 

 

 

 

 

 

 

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