It’s Complicated #isedchat

“By and large, the kids are all right. But they want to be understood.” -Dr. danah boyd (lowercase letters intentional)

Tonight (Thursday) at 9pm EST, I’m moderating an #isedchat discussion of boyd’s book, It’s Complicated, on Twitter. If folks are interested in participating, but haven’t gotten a chance to read the book, I’d encourage you to listen to an NPR story about the book and/or read the introductory chapter (link at the bottom of the NPR story).

For purposes of the chat, I’ve written a question for each of the primary chapters of boyd’s book. We may not get through all of them or the discussion might shift to a different direction, but for the structure lovers among us, I thought they might be useful. If you have additional thoughts that we don’t have time to address or if you won’t be able to make the chat, please feel free to post in the comment section below.

complicated

Q1- Identity- boyd explains the concept of context collapse as occurring “when people are forced to grapple simultaneously with otherwise unrelated social contexts that are rooted in different norms and seemingly demand different social responses” (31). When have you (or students you know) experienced context collapse?

Q2- Privacy- boyd notes that, for teens, privacy often consists of controlling access to meaning, rather than access to content. Does boyd’s description of privacy resonate with your experience? How could different conceptions of privacy create misunderstanding between teens and adults?

Q3- Addiction- boyd writes that an important part of teen life is socializing and that when teens don’t have the ability to do that in-person, they will use social media to connect. She thinks claims of teen “addiction” to social media are overblown, but encourages adults to help students seek balance. In what ways could adults help find balance in their use of social media? 

Q4- Danger- boyd suggests that “teens who are struggling in everyday life also engage in problematic encounters online” (113) and encourages adults to find ways to “open their eyes on the digital street” (127). What are the challenges and potential benefits of being aware of what’s going on on the “digital streets”? 

Q5- Bullying- boyd argues that social media hasn’t substantially changed the dynamics of bullying, but that it has made it more visible. How might teachers/admin use the increased visibility of negative behavior to productively address difficult situations? 

Q6- Inequality- boyd says that inequality (of a host of types) is present online because it is present offline. How might a school’s tech polices diminish or exacerbate inequalities that are already present in the school community?

Q7- Literacy- boyd has a high regard for educators and writes that they “have an important role to play in helping youth navigate networked publics and the information-rich environments that the internet supports. Familiarity with the latest gadgets or services is often less important than possessing the critical knowledge to engage productively with networked situations, including the ability to control how personal information flows and how to look for and interpret accessible information (180). How does your teachers/admin help students navigate networked publics or how do you wish your school would?

Oh, the Places You(r Writing)’ll Go

Several years ago I wrote an article for English Journal on disability and being a classroom teacher, “Doubly Vulnerable: The Paradox of Disability and Teaching.” (I’m not aware of a full text of the article freely accessible online, but I’m happy to share it, if you contact me.) Writing the article was itself an act of vulnerability, and I feel like I grew immensely from it. One of the really neat things about the article is that I continue to hear from others after having read it. Last week I heard from a teacher in Japan who had read and connected with the article. With his permission, I’m sharing his response below…

I’m emailing you after reading your article on English Journal titled “Doubly Vulnerable”. I’m very glad to know that a teacher who has a similar type of disability to mine is doing a great job in the US.

Thank you for sharing your experience and your honest feeling. I’m a graduate student of Naruto University of Education, Japan, researching teachers with disabilities in the master course. I’m going to teach English in a Senior high school from next April. I was engaged in another job for fourteen years and I’m not so young, but I’ll be a novice-teacher. Even though I have little teaching experience, but during the teaching practice, I found some students especially students who were perceived “difficult” were interested in my right hand. At that time, I felt like my right hand is a passport to get into their heart through the mental barrier which teenagers likely to have.

I am happy if we could share our experience as teachers with disability. You can find some of my video clips on youtube in which you may find how my right hand is. What I’m playing in the video is a Chinese musical instrument called erhu, which I learned in Beijing 18 years ago. 

I’m so grateful to be making these sorts of connections as a result of writing, both here on the blog and in print!

Hearing No and Saying Yes

The school year is coming to a close and along with it the feelings of exhaustion, elation, relief, and bittersweet sadness that usually accompany these sorts of transitions for me.

This year the whirlwind of the last days of school has been even stronger for me. I’m getting married the day after school ends. Crazy timing, many would suggest, but the benefit has been that my anxiety hasn’t had time to pool around any one detail or concern for very long.

The joy of this season has been accompanied by the sadness of hearing that I won’t be teaching my high school blended learning class again next year. It’s been one of the great joys and challenges of my teaching experience for the past four years. I love the way that the class has given students an opportunity to explore their passions and “rehabilitated” some previously self-described history haters. Because of an increase in the number of blended learning classes offered next year, only enough students for one section enrolled in the history course. The upper school history department didn’t have enough classes for a full load for all upper school teachers, so, because I am primarily a middle school teacher already with a full load, the blended learning class will be taught by an upper school teacher who taught the second section of the course this year.

It’s a decision that makes total sense financially for the school and the other teacher brings a wealth of ideas and knowledge to the course. I look forward to doing whatever I can to support him. I am sad, however, that I won’t make the trek across campus twice a week to meet with a group of thoughtful, inquisitive, sometimes challenging high school students.

Hearing no to one thing always means the opportunity and ability to say yes to something else. While I don’t know for certain, where those yeses will come, I look forward to seeing what the new (school) year holds. My 7th grade colleague and I are going to be adding a mini-unit on Ancient Rome to our World History course, and I’m planning to do some re-shaping of the Supreme Court simulation for my 8th grade US History class. In the meantime, I’m looking forward to eating awesome Mexican food and gluten-free cheesecake at my wedding and reading, hiking, and watching movies with my (soon-to-be) husband this summer.

Willpower!

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.

The App Generation

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 ImaginationBecause 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.

Why Change When We’re Doing All Right?

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?

What Do We Do Now That We’re Here?

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….

f-3 (9:20-10:15)
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)
ENDEAVOR ROOM

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?

Goal Setting with Ben Franklin

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.

franklinsnip

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.

analyzefranklin

*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.

Tighten Up

A couple days ago Meeno asked a really interesting question on Twitter.

meenootweetI 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…