Lessons from The Giver

Over winter break, I decided to reread an old favorite from the past, The Giver by Lois Lowry.  I remember loving this book growing up, but I didn't really remember why.  So, when I was at the bookstore, I decided to buy myself a copy and reread it, thinking maybe my daughter might like it as well (I think I will actually wait on that one a couple of years).

If you haven't read it, it's a story about a dystopian society where all memories of the past are wiped from people's minds, and to sum it up, everyone lives in a world of sameness.  There is only one "Receiver" of memory, and he holds all memories to inform the society's decisions.  Jonas is named the new Receiver at the age of 12, and the story is an account of his journey as his eyes are opened to a world of feelings and choice.  Reflecting on the story, a very quick read if you haven't read it, helped me to think about what I will strive to practice during the remainder of this school year and in the future.


1.  Be a Giver AND a Receiver.
In the story, the "Giver" actually holds the title of Receiver.  After he is charged with transferring all of his knowledge to Jonas, the new Receiver, he renames himself the Giver.  This made me think of how I grow, share and learn.  This being my first year in a position as a coach, I have learned so much from being in colleague's classrooms, attending professional development sessions and weekly coach meetings, and seeing the learning process as a bigger picture outside of one single classroom.  I receive and reflect on vast amounts of information daily.  I do not have all the answers, nor will I ever.  A true teacher learns along with their colleagues and students.  I feel we all need to do our best to not only receive information, professional development, etc. but to share what we learn with others.  Learning and working together is so much more powerful than just being the giver of all knowledge.  I love how Rachel Lang, a coach and mentor, says that she would change the title "teacher" to "lead learner"...so true!

2.  Be comfortable with ambiguity.
In the story is a world full of "sameness".  No change.  Simple.  Easy.  And although this may appeal to some, where would that really lead us?  We need to learn to be comfortable with the uncertainty of what is to come.  That is part of the process of teaching for creativity.  Trust in the fact that if we are doing our best each and every day, and that if we are learning and growing and are willing to do what's best for kids, then everything will work out the way it is supposed to.  What worked last year with last year's students might not be the best for this year and this year's students.  Yes, it may be more work, but it's worth it!  Another great mentor, art educator and creativity advocate, Cindy Foley, spoke about this at TEDx Columbus this year.

3.  Feelings, emotions, and mindset matter.
In the story, people no longer feel emotions such as love.  When Jonas tries to convey this to his family, their response is that the word is antiquated.  It's a world of autopilot.  How often are we caught up in a world of autopilot?  We may make a list for the day and check it off.  But, nowhere on that list does it say, "Connect with..."  "Really listen to...."  "Take time to reflect on..."  And those are the important things that we sometimes don't leave time to do!  The way students feel in a classroom, the way we interact with one another, and our attitude play an important role in learning.  I have read several articles lately that center around this fact and get us to reflect on the question, "Would you want to be a student in your classroom?"  Motivation, engagement, and relationships play such an essential role in learning.  If we don't have that, then everything else is lost.  Pernille Ripp talks a lot about this in her book, Passionate Learners.  A must read!

So, just as Jonas learned in the end, here's to a year full of risk-taking!  Add to that some positivity and a growth mindset, and it will be sure to be a productive one!

Carrie

“There is no catching up, there is only catching on.”

I don’t even know where I read this in the last few days, but this quote has sticking power for me…can’t seem to get it out of my head, so maybe I’m supposed to think about it more deeply.  Ever since the new school year began, I feel like I’m running round and round on one of those hamster wheels, not really getting anywhere.  So many things on the urgent to-do list, emails that just keep mounting up, the minutes and hours flying by.  Along with this feeling, certain book titles keep presenting themselves to me…through friends, through Twitter, they even jump out at me in the bookstore!  These titles include:  Essentialism (Greg McKeown), A More Beautiful Question (Warren Berger), How to Excellent at Anything (Tony Schwartz), The Best Yes (Lysa Terkeurst). Each title seems to be whispering to me, “Work hard on the right things.”  So here are my intentions for the new school year…

This year, I will work towards becoming an essentialist.

This year, I will wake up and remember my real purpose.

This year, I intend to create delight.

This year, I intend to grow peace.

This year, I will ask myself if the juice is worth the squeeze.

This year, I intend to work hard on the right things.

So, maybe you really never catch up, but the real goal is to catch on.  Catch on to the things you can do that will have the biggest impact.  It’s a way of seeing differently.  And the best part?  I get to choose how I will change things for the better, how I will make a positive dent in the universe.

Sharon Esswein

Passion Projects

After reading and investigating about genius hour, I wanted to try something similar with my students.  But I wasn't sure how second graders would do with all that freedom!  I had one student continually ask me if he could teach the class Chinese.  He is very passionate about his culture, and he had recently learned he would be going to China this summer.  So, I thought, what a great way to start our own genius hour!  Every student could choose a topic of interest and come up with a way to "teach" the class about their interests.

It was March when we started, and I came across the article 6 Simple Strategies to Help Find Your Passion by AJ Juliani.  I loved his idea of printing out a blank March Madness bracket and starting from there.  Of course, we made ours with less choices!  We started only on the left side with topics of interest.  I modeled for the students with my own bracket.  I asked them, "What do you love?"  "What do you like to do on your free time?"  "What are you really good at doing?"  "If your parents said you had a choice to do anything on a weekend, what would that be?"  "What are your favorite parts of your school day?"  It helped for us to stop and share along the way to help bring out ideas.

The next day we focused only on the right side of the bracket.  On this side, we wrote about our curiosities.  I asked the students, "What have you heard about or seen that you might want to learn more about?"  "What are some topics that you would love to learn about?"  "What things are you curious about and really want to learn more?"  Again, I modeled, and students were able to collaborate and share.

On the third day, we were ready to choose winners from our individual brackets!  After we each had our top "winners", I asked students which interest/curiosity they would choose to explore more about if they were given the opportunity?   See some of our brackets below.

After reading What is Genius Hour?, I loved the idea of creating an overarching inquiry-based question that would guide each student as they explored and investigated throughout our work sessions.  I gave the students time to think, but then we shared as a class as I typed their questions onto a Word document.  We helped give each other feedback and make the question "big" enough to explore.  This part was probably the trickiest, but one of the most important pieces!  (see some examples below)

I found myself continually talking about passions, and how we need to find what we love and learn/explore more about it.  I explained to my students how I get inspired thorough writing in my writer's notebook, reading books and blogs, and noticing what's going on around me.  The students were so excited to start their passion project!

I asked my media specialist for help.  I am so glad I did!  Having someone else to support, help scaffold, answer questions, pull resources, and walk students through this process was extremely beneficial.  We decided to focus first on the end product for the presentation, so both the students (and us as teachers) would have an end in mind as we worked through the process.  I scheduled three one and a half hour work sessions in our library (one per week).  Our first session was a brainstorming of final product choices.  We thought it was important for students to have input, and we knew they would come up with ideas that we wouldn't have thought of doing.  It also made sense for students to think about what final product would make the most sense with their overarching question.

We then checked out books, read, and gathered other resources we might need (or a list of what we would to get) for our second work session.  As students did this, I rotated around with all of my students questions in hand, and I asked them which final presentation choice they would like to work towards.  I listed these next to their question so I could easily reference as needed.  After a trip to Target and the public library, we were ready for our second work session!

Having direction was very helpful.  I have talked with other teachers who have tried genius hour, 20% time, or whatever you choose to call it, and it hasn't been a success.  I think that knowing that they were going to teach the class, setting and communicating time limits, and having an end product in mind was very helpful.  Also having space to spread out and work and technology such as laptops and ipads available for research and documentation of learning was essential.

In reflection, I wish I had done this earlier in the year, because I feel like I REALLY got to know my students.  This experience taught me more about who they are and how they learn than any survey, discussion, or parent questionnaire ever could.

After three work sessions in the library with some students having to wrap up in the classroom during reading or writing workshop, we were ready to present!  Here are some pictures from our presentations.  Please feel free to use their questions and presentation ideas as a springboard for starting passion projects in your classroom!

This student built a model of a helicopter from Legos.  He then research the parts of a helicopter and taught the class about each part and how it works.

This student loves swimming.  She researched and made a slide show about the history of swimming, swimming today, and even included a slide about what she thinks the future of swimming will be like!

This student loves to dance.  She decided to choreograph her own dance to the song Happy through Google Docs.  She wrote each step she would perform next to the lyrics of the song. 

This student made a Chinese dragon.  He then wrote his own script from the dragon's perspective so he could teach the class about the Chinese New Year.

This student made a trifold board to teach the class about how to take care of a hamster.  She brought in her pet hamster to share with the class as well!

Other resources I have found helpful along the way are listed below.  But as with any idea, you have to take it and make it work for you!

Student Led Passion Projects
Rubric of Creativity
Genius Hour Manifesto
Genius Hour Wiki
Genius Hour Live Binder

Carrie Higginbotham

It's All About Purpose

It’s all about purpose…

In the car and on my way to teach a summer college course, I reminded myself of the most important point that I wanted to get across to my students.  “Always discuss the PURPOSE of what you are asking your students to do…we so often leave this motivator out of our discussions!”  (And the purpose isn’t just because it’s in the standards!)  In recent years, there has been such a focus on learning targets, but I still don’t see enough emphasis on the WHY of those targets.  As adults, we don’t read and write without a purpose, and we shouldn’t expect our students to do that either.  Getting the WHY out in front puts the students needs first!  (side note:  My dear friend, Stella Villalba has started a new project focused on listening to the voices of our students.  Check it out at Love Letting Our Voices Expand. And now to my story…

It was going to be a long day, and I wouldn’t have time to get lunch, so I decided to go through the McDonald’s drive through to order an egg-white McMuffin for breakfast.  “The protein will keep me going”, I thought.  In my teaching, I always try to model the same strategies that I hope my students will use in their own classrooms.  Lots of engagement, hands-on learning and enthusiasm, and always beginning with the why, of course.  It was difficult to be energetic on an empty stomach!  I pulled up to the shortest drive-thru line, ordered, and then paid.  Back on the road, my thoughts again went to the sequence of the day.  How can I keep the main thing the main thing?  How do I impress upon my students the critical importance of keeping the WHY in the forefront for students?  Almost to my destination, I reached over to the seat beside me to grab my breakfast.  Wait a minute, where was it?  Must have thrown it in my purse.  I fumbled around, but still, no sandwich.  I pulled over into an empty parking lot where I searched some more.  It was then that a big smile, followed by a belly laugh, grew across my face.  In that moment, I realized that I had gone through all the motions but hadn’t gotten the sandwich!  The irony of this situation!  Here I was, thinking how I was going to get my students to discover that the purpose of a lesson needs to be kept in the forefront of their students’ minds at all times, and I hadn’t done it myself.  The main point of waiting in line, ordering and paying was to give my body sustenance so that I could make it through the day.  In an instance, I knew why this has happened…it would serve as a perfect example in my teaching today!

Lesson 2:  I then proceeded to turn around, wait in line a second time, and show the cashier my very-recent receipt.  I asked the young man if this happens very often.  He said, “It’s happened before, and I see why.  At Burger King (he pointed across the street), there is only one window where you pay and get your sandwich.  Here, you have to go to two windows.”  I smiled back at him thinking he would make a great teacher because he affirmed my mistake and didn’t make me feel stupid.

Here’s to keeping the WHY out in the front at all times!

Sharon Esswein

I Choose a Life of Learning

I was inspired to write this post after reading two other posts this week on the same topic: Testing. The 27th Line: http://bentaylorblogs.com/2014/03/31/the-27th-line/ and Why I Cried Today: http://teacheratheart.weebly.com/blog.html.  

This also being the week we received our teacher value added data that is a part of our OTES (Ohio Teacher Evaluation System) score, my colleagues and I had much discussion on the same topic.  I see amazing teachers who put their whole lives into their jobs questioning themselves. The whole thing is simply unproductive. I thought to myself, “How do I really learn?”  My husband's thoughts also resonated with me. He says he makes all of his decisions as an educator by asking himself, "Would this be good enough for my own children?" Of course. “What do I really want to focus on for my own children?”  I came to the conclusion that I choose to live a life of learning; below (right) is how I believe learning, growth, and success should be measured in the real world that we live in each day.  That is SO very different from living a test-based life (left) that I hope no one chooses to live in each day. To both teachers and students-you are WAY more than a score.  

Living a Test-based Life How tests measure learning, growth, and success: One moment’s time- a snapshot Multiple choice, short answer, extended response One try, you’re out No questions allowed Fixed mindset: “I can or can’t do this.”  “I’m not good at this... or I am.  That’s it.” Answers that might “trick” you (distractors) Prescribed content Everyone fits, or needs to squeeze to fit, into the same mold.

Living a Life of Learning How we really (should) measure learning, growth, and success in the real world: Application of content in an authentic way Discussion with others, time to collaborate and reflect When failure occurs, pick yourself back up and try again-learn from your mistakes, and adapt accordingly. Persevere. Questioning is encouraged and momentum is gained through inquiry Status quo is challenged through questioning; change for the better happens! Growth mindset: “I need to work hard to pursue my goals.” “I can’t do this...yet.”  “I will get better the more I work and the harder I try.” Creativity in problem solving rewarded; realization that there are multiple solutions and strategies to arrive at answers Content that is driven by choice and passions Individuality is celebrated

If you are a fellow educator, parent, or even student;

What life do YOU choose to live?  Where will you focus YOUR energy?

Living Kind

One of the many reasons I love my job and value what I do is because I get to help teach my students not only about language arts, math, science, and social studies, but more importantly, about life; how to work well with others, how to create and develop a positive mindset, how to problem solve, how to persist, and how life is all about your perspective and your attitude.

I absolutely love our school's motto: "Live Kind.  Choose Happiness.  Unleash Learning."  How true that the first two need to take place before learning can happen!  To have an administrator that not only believes that, but inspires teachers and students to live that every day, is truly a blessing.

We have a student leadership team, and one of its subgroups has set out to spread kindness.  With the help of our art teacher, we decided to make our own living art piece.  Students set out to spread the word about kindness by making videos for our school news and visiting classrooms to talk about kindness.  They read the book Plant a Kiss by Amy Rosenthal.  If you don't own it, it's a must have in all classrooms!  Although it's simply put, it's great for all age groups!  It led to some great discussions.  See the trailer below.

The students were so excited to then have ribbons to hand out once they "caught" random acts of kindness.  Our teachers participate as well, and it has turned into an amazing piece of ever changing art.  Check out the before and after pictures!

If we could all strive to continually ask ourselves, "How are my actions showing kindness?" then I believe we can all make a difference in making this world a better place.

What's YOUR New Year's Revolution?

As my grand daughter was trying to get the last few drops of sweet juice from the bottom of her snow cone cup by using the little spoon at the end of her straw, I told her it would be much easier if she just picked up the paper cone and drank the rest.  She matter-of-factly replied, “But Grandma, I don’t want to waste my enjoying!”  I can’t tell you how many times those simple words (out of the mouth of a 6 year old) have come back to me.  How many times during a typical day do I waste my enjoying?  Am I truly engaged in what I am doing, or merely involved?  Is my passion coming through?  Am I allowing myself the joy in the task, or just trying to check another thing off the list?  Even more importantly, are we teaching our students the JOY of engagement in a meaningful task? Reading and writing are meaningful, purposeful, and engaging activities.  Are we being intentional about personalizing activities so that students can follow their passions and interests?

So what is your New Year’s Revolution?  At the top of MY list?  One thing I know for sure…I’m not going to waste my enjoying.  Thank you for your wisdom, Ava.  I learn from you everyday.

“Pay less attention to what you do than how you do it.” Shunryu Suzuki