I’m missing out on the epic snow storm (epic, for North Carolina, anyway), and I’m out on the West Coast at a Learning & the Brain Conference on using brain science to boost social and emotional skills. We had to rush to catch a plane out to avoid the snow, but I’m not complaining about an extra day in San Francisco.
One of the things I was most looking forward to at this conference was a talk by Dr. Kelly McGonigal on willpower. Grit, resilience, will-power, self-control have exploded as buzzwords recently, especially in education, so I was interested to hear how she would approach the topic. I’d also enjoyed her TED talk on how to make stress your friend.
Dr. McGonigal defines willpower as directing your energy and attention to those things that are important to you. Willpower is not a fixed trait or either/or, but a habit of mind that can be strengthened.
She highlighted the importance of feeling like you belong in developing willpower. Loneliness/stigma are very stressful to self and the prefrontal cortex gets affected by shame in the same way that it is affected by sleep deprivation. While feeling bad makes you want to change, it doesn’t make you more likely to change. Forgiving yourself made people more likely to get back on track. Dr. McGonigal suggested the best way to offer a message of self-compassion (to yourself or someone else)
- Acknowledge the feeling (of frustration, disappointment, failure)
- Remember common humanity
- Encourage self-kindness, forgiveness, and positive action (What’s the next step that’s consistent with my goals?)
I found that a really helpful frame in considering how to talk with students who are struggling with willpower this year. It’s so tempting to just use positive reinforcement (or in my darker moments to want to make them feel bad) for not doing that work. Dr. McGonigal’s talk was a great reminder of the fact that both of those strategies aren’t particularly effective.
She closed by noting that it’s important for teachers and parents to be good role models for kidw when it comes to willpower because how you treat/speak to yourself leaks out when you’re talking to kids or loved ones.
Dr. Katie Davis’s session today at the Learning and the Brain Conference shared some of the findings and highlights from a book she wrote with Howard Gardner, The App Generation: How Today’s Youth Navigate Identity, Intimacy and Imagination. Because I misread the schedule, I showed up a bit late to the session, so my notes focus on the last piece of how youth navigate imagination.
Dr. Davis presented research on how student pieces (visual art and creative writing) in a literary/art magazine from the early 1990s and the 2010s reflected creativity. A number of different characteristics of the pieces were coded. A few that I found interesting- In visual arts, more of the early pieces had centralized image focus and were primarily pen and ink. The later pieces were more likely to have stylized cropping and greater use of mixed media. In creative writing, the early pieces contained more fantasy and more non-linear structure; their use of language was more slang/informal. The later pieces contained more formal realism, linear structure, and more formal language. Overall, the findings suggested increased complexity in visual art and less experimentation, greater adherence to the everyday in creative writing.
Dr. Davis noted that while these changes might be reflective of changes in technology, the changes in creative writing could also be the result of an emphasis on standardized testing might be affecting writing. She also suggested that while the visual art teens were producing appeared more sophisticated it might also be that they were mimicking what they had access to online.
She concluded the talk by describing the difference between app enabling and app dependence and noting that many educational apps encourage app dependence. Students are keenly aware of what we as adults do, and Dr. Davis encouraged educators to model app enabling. I think this is especially important for teachers as they consider how they use technology in the classroom. I’ see a push back on app dependence in an increased interest in encouraging students to explore hacking and the maker movement.
In response to a question wondering whether apps weren’t just another tool, like a dishwasher or calculator, Dr. Davis suggested that while she was happy to cede much of life’s drugery to apps and technology, she thought it was important to make those concessions mindfully. The questioner them suggested the perhaps what she was arguing was that apps make it too easy to give up too many things.
I thought that last point was an interesting one to ponder. I had my own app awareness moment recently when I realized that I was cropping a picture in a certain way so that it would display well on Instagram. I don’t think there’s necessarily anything wrong with that choice, but it struck be how mindlessly I initially made it.
It’s a fair question. We’re busy people. Busy teachers, busy administrators, busy staff. Change takes time and effort. Change can be scary and change can result in failure.
But if we don’t change, if we don’t ask ourselves what we could be doing better, we start to stagnate. Things around us are moving. And if we let the busyness consume us, we may turn around and find, perhaps years later, that things weren’t as all right as we thought they were. If we don’t change, we avoid risk-taking and in the process lose out on an opportunity to model risk-taking for our students.
I think the question of “Why change?” can be an especially tricky one for many independent schools. Because of our resources and traditions, it can be easy to tell ourselves that change is unneeded or perhaps even dangerous. The recession and a decline in enrollment pushed some schools to consider change, but the best time to think about change is when it’s a choice, not a necessity.
In the Discussing Change in the Well-Functioning School session at EduCon this morning, there was great discussion about how to lead conversations about change in places where things are basically alright. Sometimes that change is imposed from an outside entity and sometimes a leader or group is looking for a way to nudge change from within. Participants shared a host of questions, suggestions, and thoughts related to the opportunities and challenges talking about change can bring.
Talking and thinking about change, on a personal or school-wide level, starts with reflection- What are the strengths of our school community? In what ways do I feel most alive as a teacher? In what areas does our school least reflect its mission statement? What are the unspoken assumptions we make that may or may not be true? In ways do I stand in the way of my students learning?
It’s been a year filled with lots of changes! I’ve collected many of them in a book of pictures. Click on the image below to flip through the book. Happy New Year!
Here are the books I read in 2013.
2013 included some reading dry spells. I only read half as many books as 2012, but that spurred me on to challenge myself to 50 Hikes 50 Books Deux in 2014.
I’m spending a few days at Online Education Symposium for Independent Schools (OESIS) in Cambridge, MA. I’m presenting on the question of how to best use face to face time in blended classes. It’s a topic that I think gets less attention than it deserves. I won’t be surprised if in a time not so far away, teachers and schools will be asked (by parents, legislatures, society) to justify face to face time. That’s why I think it’s important to start these conversations now.
Here’s the description for the session….
What Do We Do Now That We’re Here? Maximizing Classroom Time in a Blended Learning Class
Meredith Stewart, Teacher and Department Chair, Cary Academy (NC)
Much energy has been focused on how to maximize student learning and engagement in the online component of a blended course. This session will explore the less discussed, but equally important question of how to most effectively use the reduced classroom time in a blended course. We’ll consider how to best use face-to-face time in blended courses to complement online instruction, rather than simply replicating traditional classroom instruction. Led by a teacher with four years of blended classroom experience in an independent school, participants will experience a mini-simulation of classroom activity and then
discuss how such activities can work in tandem with online instruction to enhance student learning
Here’s a link to the video we watched during the presentation http://www.youtube.com/watch?v=UXRZgVm11pA
What value do you see, if any, in face to face classroom interactions?
As part of 8th grade US History, I ask students to set goals for the year. (The goals sheet also turns into a faux certificate for 8th grade Celebration practice at the end of the year.) In the past this lesson has been a little meh. I was happy with the change I made to ask students tie their goals/reflection to our school’s mission statement, but I also wanted a way to introduce the lesson in a way that felt a bit more authentic and related to US History.
After the Teaching with Primary Sources Institute at the Library of Congress this summer I wondered if there was a primary source doc that could be used for a quick intro. I remembered a LifeHacker post that I’d seen describing Ben Franklin’s system for monitoring his habits as outlined in his autobiography. The LoC didn’t have a digital copy of the Autobiograpy, but they were able to point me to one.
I began by giving students a portion of the document. I asked them to make observations, guesses*, and questions about the document. They fairly quickly guessed that the letters at the top of the chert represented days of the week. Students had some interesting ideas about what the document might represent (a chart for showing which days to feed children? a diet? a chart to help alcoholics stay sober?) We also talked about who the author might be and students guessed by the way that the definition of temperance was written that it was probably an old document.
I then projected page 215 of the Autobiography that lists the virtues Franklin was trying to cultivate and asked students to revisit their guesses about what the purpose of the document was based on them. After they’d shared, I projected a page from Franklin’s Autobiography describing his method. We briefly discussed whether students thought this was a useful system and then segued into writing their own goals/reflections.
*The Library of Congress’s materials refer to these as reflections, but I’ve found that this terms doesn’t seem to resonate with students and hypotheses or guesses works better.
A couple days ago Meeno asked a really interesting question on Twitter.
I didn’t have an immediate answer, but after thinking on it some I think the book I need is Tighten Up: Improving Your Habits and Classroom Practice to Create Richer Learning Experiences.
I’d write a book that would be more than how to use technology to be more productive or how to stay organized or how to connect with students or how to plan well-scaffolded lessons or how to develop beneficial habits in one’s personal life. I would write a book that discusses those things with the end of student learning and joy in mind. My hope is that this year will be that book, or at least a first draft of it.
I’m sure I’ve got a lot to learn, but as I enter my 7th year of teaching, I feel like I know much of what I need to do. I just need to tighten up. It’s tempting to imagine that tightening up would look like creating the perfect lesson or project before students arrive, but they are the most important part of lessons and projects. To think that I could craft the perfect year before they walk into the classroom is fanciful, but what I can do is design experiences, choose materials, and ask questions that hopefully create the space for that learning and joy to occur.
Of course, every school year needs a theme song. This one seems to fit…