Wonder Wednesdays!

What is another name for thesaurus? (I asked Google, and the 7^th entry down gave me “wordhoard.”)

How do people go up to heaven if we bury them in the underground? (compliments of my 6 year old daughter)

What if C-A-T really spelled dog? (Compliments of Ogre in Revenge of the Nerds part II: Nerds in Pardise) https://www.youtube.com/watch?v=JT0zjorR68A

What happens when you think the gas warning light on your car is merely a suggestion? (compliments of my wife on a road trip last year)

We ask questions in our head all the time. The cool thing is we often have the technology to answer a lot of these questions sitting in the palm of our hands. Even cooler, the classroom gives us the opportunity to discuss the “UNgoogleable” ones with 25+ at once. There is a push for student inquiry these days, and letting students direct their own learning more often. Leaving some time for open discussion on what students are wondering about can yield some great results and lead to better connections.

If you do not get a good discussion after asking the students for their wonders, at least you will get some good stories. Trust me. Ask me about running out of gas on I-35… in January… in Minnesota some time; you will love it!

Happy Holidays everyone. I hope you have a safe and happy Winter Break.

Credits:

Special thanks to the ladies at @literacyspark http://goo.gl/upSTuR, The Lambda-Lambda-Lambdas along w/ 20^th Century Fox, and my beautiful wife.

Hi Yah!

As I work together with my teams, and I see the passion of the teachers I work with, I am reminded of a TAPs story we used to tell at the summer camp that I worked at during my high school and college years. It is an intriguing story, similar to one of Aesop’s Fables.

Bundle of Sticks…

Long ago, on the shores of the Wapsipinicon River, there was an Indian tribe whose chief was in failing health. Having no clear heir to the chief, the council of elders developed a test to find one. The first tribe member to pass the test would become the tribe’s new chief. The test aimed to establish someone that would handle the power and prestige of the position with grace and dignity, and use their mind to lead the tribe successfully into the future.

The day of the test came and there was a long line of tribesmen outside the chief’s teepee, each with hopes of becoming the next chief. The tribe’s best warrior, and most would say the strongest, had waited outside since the night before to be first in line for his chance. The young warrior stepped into the teepee, while the others in line resigned themselves to him passing the test and being the next chief. Nonetheless, they continued to wait in line just in case. The young warrior stepped up and one elder handed him a bundle of twelve sticks tied together with two pieces of rope. The chief gave him the simple instructions, “Break all twelve sticks, and you will be the new chief.”

The strong warrior chuckled to himself, thinking that this was such a simple task of strength that he was a shoe-in to be the next chief. With all his might, he bent the bundle of sticks, and a few broke, but not all. He left the teepee, defeated.

The next man in line was given the same task. He was a very bright member of the tribe. He had been responsible for inventing the “everlasting torch” at the entrance to the village. He thought for a moment, raised the bundle of sticks in the air, and slammed it down over his knee. This time, more sticks broke, but not all. He too left the teepee defeated. All day long, one by one, the tribesmen failed the test. It was getting dark now and the council became skeptical that they would be establishing a new chief that day.

A teenage boy had returned from a hunting trip, and when he dropped the food off for his family he was surprised to learn that no one had passed the test. With his family’s encouragement, he went to the chief’s teepee. The boy was given the same task that so many before him had failed. He took the bundle of sticks from the council and looked it over very carefully. Different strategies ran through his head, but he quickly dismissed most, thinking these had been tried by the others. Then, he calmly set the bundle of sticks on the ground and knelt down next to it. He untied the two ropes holding the bundle together, and removed each stick individually, breaking one at a time until he had broken all twelve. The council walked out of the teepee with the boy and announced that he would be the next chief.

There are many parallels we can draw between this story and our lives in education. I will let you draw most of those comparisons on your own. There is one, however, that applies to all facets of our educational system (students, teachers, parents, administration, etc.). If we are of one mind, and unite to assist each other, we will be like this bundle, unbroken by the forces working against us. If we are divided among ourselves, we will be broken as easily as these sticks. The students’ success, just like the tribe, depends on it. 

Coaches: Shovel One

There are actually many aspects of growing into middle age that I really enjoy. I particularly like the ability to connect the present to the past with a vision-- a realistic vision-- to the possibilities ahead. Much of my immediate connections are to music and movies. Although ranging from obscure to popular, I seem to have a bend for the more abstract pieces that cryptically stick in my head over time. Allow me to introduce you to the late Chris Whitley, from "Dirt Floor":

There's a dirt floor underneath here

To receive us when changes fail.

May this shovel...

Loose your trouble...

Let them

... fall away.

I believe an Instructional Coach can be that shovel-- that which loosens some troubles and helps them fall away, perhaps even revealing a hidden value. A glimpse of what we can do:

Segue to the more popular U2 in the song "One," combined with the idea of teaching in general: 

Is it getting better, or do you feel the same?

If there is an aspect of student learning or instructional delivery that can be better, consider these three basic possibilities, as articulated in the Greenwich, CT program:

• Draft an action plan from a specific goal around which the coaching work is focused
• Facilitates mutual learning through reflective conversations
• Encourages teachers to take risks

Did I ask too much-- more than a lot? 

It is true that growth can be uncomfortable or awkward. It is a request we make of students and we expect it of our communities-- why not us? The great trait of our program is that it is collaborative instead of authoritative. We have wonderful opportunities here in West Des Moines. As we head into Thanksgiving, let us not only be grateful for these opportunities, but for each other as well. I know that my personal growth has been profoundly affected by the people of the West Des Moines Schools, and I hope that all of us can gain from experiencing others in our professional and personal lives. Thank you for letting the Instructional Coaches be a part, and thanks in advance for inviting us into your worlds.

We're one, but we're not the same.

We get to carry each other, 

Carry each other...

One

Bust a Move

Sometimes "low tech" is the way to go because it lends itself to getting the students up and moving around during the course of the period. Here is a short list of ideas that incorporate ways teachers have their kids up and moving to lessons they would be doing anyway. Put the phones down, and the Chromebooks back in the carts. Students, get out your Ticonderoga #2.

1. TWALK. Please do not confuse with the popular dance move, TWERKing. Students may find it disturbing to see their teacher trying to execute that lesson. It is exactly how it sounds; students are asked to talk and walk simultaneously. No gum chewing allowed for some. For more information on it click here: TwalkIt!

2. File Folder Activity. Got some leftover file folders? Now you can do something productive with these besides using them to house top secret government documents! Click here: NoJustForFilingAnymore

3. Stations. Accomplish the things you already do. Get on the train by clicking here: ChooChoo 

Please have a good rest of the week and thank you for everything that you do. 

Pastiche: a Mixture of Different Works

Web Amalgamation, Stations, & Personalization

1. Symbaloo Webmix of Teacher Resources: check out what's available in a visual format! This is a work in progress, so some areas are not as well fortified as others; please feel free to pass along ideas for us to include.

2.  Stations in Geometry

• Mixed Groups
• Time On-Task
• Transformations through Thinking Processes

3. Interactive Stations for Reading (could be used for varying kinds of texts)

• Wall of Silence
• "Power" Tableaux (models of motionless figures): power & silence inte
• Interaction between men & women
• Circle Discussion
• Conditionals: If ? happened, then what would be the result?
• Explanation: why do you think that way?
• Formative Assessment: write to synthesize

     

4. Personalized Learning Plan: vision of what it could be.
     

I'll Try Anything Once...

Growing up, I wouldn’t say that I was a picky eater, but there were definitely foods I didn’t like. Mostly foods from the vegetable family, or foods that included vegetable medleys. Green beans, peas, broccoli, squash, and tomatoes topped the list. My mom was a pretty good cook growing up, but I can’t say that I liked everything.

The Devil

We usually ate dinner as a family, and the clear expectation was that we ate what was put in front of us. This often times meant that my green beans “fell” into the floor vent, it also exposed me to trying different foods whether it was at our dinner table or someone else’s. If you put a new food in front of me, I will try it, but no promises on if I will like it.

Armed with this “mantra,” and with my taste buds changing over time, I have learned that even some of my most hated foods could be good if approached from a different angle. I still don’t like cooked peas, but throw some fresh peas in an overnight salad or serve up a close relative in steamed edamame and I’m in. Steamed broccoli still reminds me of rotten mayonnaise, but give me a stem of fresh broccoli with some veggie dip and I’m in. My dad once cut green beans in half and added these to the pancake batter before serving us “breakfast for dinner” one night when Mom wasn’t home. I didn’t like it. I tried sautéing various cuts of green beans in bacon grease (after all, who doesn’t like bacon?). I didn’t like it. Nonetheless, when my wife and I serve green beans at our house, Daddy has always mysteriously “already eaten” his before dinner even starts!

Why am I telling this story? Who cares about what Justin Miller shoves into his face and what he doesn’t? I thought it was a good analogy to my life as an instructional coach. I will try most anything at least once, including different teaching and learning strategies. We can try new things together. I am willing to play the role of cook and make some minor tweaks to something you already do, much like offering fresh peas as opposed to cooked. I can be a fresh set of eyes for an idea you have and help point out the pluses and pitfalls you might not see. During dinner, my parents always eventually looked away, and little Justin dropped beans down the floor vent in the kitchen. My parents didn't discover my deeds until years later when they had their vents cleaned before listing their house (they may have appreciated an extra set of eyes). I can help tweak an already good lesson, and possibly make it great. Much like the #5 Vito sandwich at Jimmy John’s is so much better without tomatoes.

Home of the 4 Star!

Ask us for help with just about anything, it’s our job. My mom could have mailed it in and ordered Other Place pizza every night and I would have been perfectly content. Instead, she chose to put different things in front of me. Some I liked, and some made me gag. I have yet to find a way to like green beans, just like I have yet to find a way to ensure every kid hands in every assignment on time. I will keep trying what is put in front of me.

Is this a challenge for you to line up at my door, with a jar of pigs feet or mountain oysters? Not really, I’ve already tried these anyway. More trying to illustrate a willingness and interest in trying new things with teachers. Do you want to try a new lesson? I’m in. Do you want someone to go skydiving with? I’m in. Do you want to invite me over for a dinner that includes green beans and cooked peas? I respectfully decline. 

Did you know...

instructional coaches can help beyond the classroom?  As Tim sent in his "Something to Think About" and Jim referenced in two articles, coaches can help teachers find success in framing conversations with parents.  If  you know you are going to have a difficult conversation with a parent, coaches are available to role-play or help to plan talking points.

3 from 2

The "dark cloud of guilt" (a.k.a. the folder/bag/crate/carload of student work to be graded) that follows teachers home at this point in the year lent me to keeping it simple this week. Below are two brief videos that provide broader lenses to view our classroom crafting; "food for thought."

1. Three Rules to Spark Learning (TED Talks Education)

• Curiosity Comes First. Student questions drive the instructional delivery of a concept or skill.
• Embrace the Mess. Trial and error is okay! Carrie Jacobs' last blog addressed this (see below).
• Practice Reflection. Processing and revision drive progress.

2. What is Authentic Assessment? (from New York's School of the Future)

• Real Life (Relevant)
• Engaging (Interesting)
• Enticing Synthesis (Critical Thinking)

"Fail often in order to succeed sooner!"--IDEO

This past week I spent a lot of time in classrooms supporting teachers trying out new technology.  While the end results were very successful, the frustrations leading to up to that success definitely tested our patience.  Tools didn't always work perfectly.  Internet bandwidth issues slowed down progress.  If the teacher or I had been dealing with these issues by ourselves, we may have chosen to throw in the towel and say "nevermind!"  But we were not alone; the coaching model has now given us the ability to collaborate, practice, fail, and learn for the next time.  It was inspiring to see teachers willing to troubleshoot the issues with me and work together to find solutions.  We also made time after the projects to reflect on the issues and decide what to do better next time.  My work this week reminds me of a quote from one of my favorite YouTube videos..."enlightened trial and error succeeds over the planning of a lone genius."  The short video below documents the work of IDEO, a design and innovation consulting firm as they redesign a shopping cart.  May we all continue to "fail often in order to succeed sooner!!"

Student-Centered Approaches

This one is exclusively a "Teacher's Tools" offering. After reading Alfie Kohn's recent post, "The Illusion of Discovery: Student-Centered on the Surface, Teacher-Centered Down Below," I thought the 3 following videos regarding student-centered approaches might be useful; please feel free to leave comments or questions:

Strategies for Student-Centered Discussion
Divergent Questioning in 8th Grade Math
Facilitating Academic Discourse

Racing and Reflecting

There are markers in our lives that force some pause and reflection. I had one recently in the passing of my father-in-law. Over the past week, there were many instances shared about his interests, interactions, and impact. We all slowed down and measured our lives and the lives of those close to us against his. It is peculiar that the slowing down is what moves us forward. We were no longer caught up in the race of life (rat race, to some), compelled to the finish line; we appreciated the laps involved.

There is a reflective piece airing on IPTV today at 3:00 pm and Wednesday, 3:00 pm called "Race to Nowhere," which examines and questions current trends in education (trailer linked below). I'm interested to see how our efforts compare with the ideals presented. I'm sure it won't be a perfect match by any means, but I look forward to the perspective. I'd love to hear your thoughts if you're willing to share.

Attitude and Professional Development

<http://www.boomerinthepew.com/>

School years have an ebb and flow to them, no doubt. Most teachers will vouch for August and September as more of a tidal wave than flow. Within the tsunami: front-loading of information regarding safety, varying reviews of procedures, the latest whims of best practice, and, of course, actually dealing with students and classroom needs. The cavalcade of acronyms would be intimidating if it weren't comical in redundancy. Certainly this cycles through to students and parents, and we all try to tread these waters until the tide rolls out. By now, West Des Moines teachers have had several professional and staff development times, which contribute to rigorous treading and, eventually, some snarky attitudes regarding the value of professional development. Believe me, it's easy to buy into the theory that "this, too, shall pass" because, well-- it does, it has, and it probably will. New president: new educational fixes; new governor: new mandates; new principal: new beliefs... has, does, and will into perpetuity? Perhaps, but worse that trying to find good change: failing to try.

It is true, instructional coaching could be the latest magic salve peddled on the prairies. It may not last; grants don't last forever. What I do like about this model, though, is the focus on collegiality, attitudes, and building professional rapport. It's not all about the data, really, even though it does use that language. There are intangibles of high value not so easily quantifiable.

Jim Knight, director of the Kansas Coaching Project  from the University of Kansas, researched the affect of teacher perceptions and professional development, published with the appropriate pseudonym, "Another Freakin' Thing We've Got to Do." For educator's it's worth a look-- some corroboration of beliefs, some surprises. Among the findings were these influences on attitudes about professional development:

1. a history of interpersonal conflict with other teachers
2. a historical belief that professional development is impractical
3. a feeling of being overwhelmed by the tasks they need to complete as teachers
4. resentment about the top-down decision-making in the district 
5. anxiety about changes taking place in their schools

West Des Moines has committed to studying Knight's research and is making an effort to make the teaching experience better. I hope this begins to show in the experiences of teachers, students, and administrators alike in the near future. Perhaps, then, we can all desire that it's one thing that shall not pass.

On Your Time Staff Development

These past few weeks, I have spent a lot of time in teacher's rooms observing classrooms and helping integrate new technology tools.  I am so impressed with the willingness of teachers to learn and try new techniques and tools.  I am reminded of the quote, "Who dares to teach must never cease to learn" from John Colton Dana.  Teachers really do epitomize lifelong learning.  We must adapt our curriculum to meet the needs of our ever-changing students.

One of the tools that I have come to rely on to increase my knowledge is Twitter.  It is a social network where you can find all sorts of nonsensical and humorous information, but educators have taken it and made it a tool for their own personal staff development.  Through Twitter, I have created my own PLN, personalized learning network, a large group of educators from all over the world that I follow.  I learn from what they post, discuss issues online, and share my own passions in education.  There is so much information on Twitter it can be very daunting to start, but there are many organizational tools to help you with this, like using hashtags and Tweetdeck.  If you want to learn more about using Twitter or any other social networking site, like Pinterest or Facebook, to start your own personalized staff development, talk to one of the instructional coaches.  We can help you get started!

Counter-intuition

This week's adventures put me into a plethora of different classrooms, which is actually not a different experience for any instructional coach by now; we get the pleasure of experiencing it all, so to speak. What has emerged from this, however, is the theme of the value of differing perspectives, whether in science (Where did life come from, how did cells form?), math (more than one way to solve a problem), performance arts (varying interpretations), or other areas. What I internalized was a broader range of thinking, and, sometimes, discovering what was instinctive to me as a truth may actually not be the case when more deeply examined. 

With that, it seems appropriate to examine some divergent perspectives and taking it a step further by welcoming the others' insights into the mix. I offer these reading choices, and I'd like to see what others think about them. Please leave a comment or question regarding either, and we'll proceed from there. Bear in mind that these are counter-intuitive to many of us and are not necessarily representative of the beliefs of WDMCS, the Valley instructional coaches, or myself.

Article 1: Parental Involvement is Overrated

            Excerpts:

“Most people, asked whether parental involvement benefits children academically, would say, “of course it does.” But evidence from our research suggests otherwise. In fact, most forms of parental involvement, like observing a child’s class, contacting a school about a child’s behavior, helping to decide a child’s high school courses, or helping a child with homework, do not improve student achievement. In some cases, they actually hinder it."

“As it turns out, the list of what generally works is short: expecting your child to go to college, discussing activities children engage in at school (despite the complications we mentioned above), and requesting a particular teacher for your child.”

Article 2: The Lure of Statistics for Ed Researchers

            Excerpt:

“Quantification, I suggest, may be useful for the professional interests of educational researchers, but it can be devastating in its consequences for school and society.”

Novelty, Hawthorne, and Synergy

I was fortunate to visit numerous classrooms over the past week. The abundance of  great people and experiences at Valley is overwhelming. I've taught at two other high schools before coming to Valley, and I can resolutely say that this is a special place. I've seen classes within numerous departments, and what I've experienced is just good energy. I must admit that much of my pleasure comes from getting to learn-- to be a student-- all over again. It's invigorating! Whether pace, activity, content, or personality, I personally feel compelled and inspired.

By this point, the invitations to visit classes have more acute purposes, such as management observations and ideas. It's humoring to see a bit of a pattern emerge: when I, the extra adult body, am present in the room, the concerning behavior diminishes. This living example of the Hawthorne Effect raises some good thoughts and questions: would all classes benefit from Instructional Coaches coming and going in a more free-flowing format, akin to a "lab school"? Will this diminish over time, more of a Novelty Effect? On a more rhetorical level, do those two confounding variables actually drive much of what is pitched to the public as educational reform? Heh... I digress.

The generalized great things observed: the meticulous constructs of angelic singing, solving the mysteries of writing purpose and craft as well as the riddles of mathematical functions, creating and observing chemical and physical changes, constructing sentences in a new language, expanding the detail in self-editing, the genesis of Google classrooms, technology-driven back-channel discussions, high expectations, positive personalities, and focused students. At this point in the year, Valley has an excellent feel about the building; great energy, hopefully a synergy that is no novelty. I am proud, fortunate, and humbled by it all.

CANNONBALL

Author's Note: this "artistic" attempt will not be the norm for these posts. Although reflective of-- and stemming from-- my first-day experiences, this entry focuses more on my personal impression rather than the observational and informational format that will consume most of the blog space. I hope you enjoy it!  ~Jim Martin

I toed the water, noting that it met my expectations of being cold and uncomfortable. 
I've been here before... what's the big deal? 
What's the difference? 
My familiar dock only a glance away-- same length, same height, same composition, even...
I've swum to this territory before. 
I know blue gill and striped bass frequent my holdings; not so sure about this one. 
It's new. 
Perhaps I should cast a few lines, see if anything bites; get a feel for it all. 

A crisp wind attempts harmony with the innocuous lake lapping, 
attempting to tip the balance of indecision. 

"Puh-huh," I say, heeling a turn. 

Without a trace more thought, 

                                                                    I jump in.

First day, instructional coach: a collage of helping sophomores find the right classrooms, brief introductions, and passing conversations; not distinctly different from my twenty-one years as a classroom teacher. The coaching group had experienced educational seminars and meetings regarding Professional Learning Communities, roles of coaches, and the obligatory data-driven decisions process, but here was the requisite First Day and little of it was fitting into the prescribed coaching boxes. That being obvious, I reminisced a Fitzgerald passage and bore back ceaselessly into the past.

Finding some open doors of both classroom and personality (familiar places, familiar faces), I was routinely invited in. It was there that I saw the constructs of Maslow's Hierarchy at hand. Food was offered (watermelon and various other snacks), familiarity of environment was established (scavenger hunts, meet-and-greets, establishment of classroom norms, subject overviews, and e-class connections); physical and emotional safety needs. Familiar territory. Standard. All for the good.

I stuck with this formula through the day-- comfortable territory-- until entering a classroom where another known entity was expected. I had missed my mark here. The classroom was empty. No familiar face to pass the time.

I contemplated calling it a day; there was meeting scheduled to end it, and there was always email to check. The thought was hollow and a bit chilling, though, so I passed my cubicle and rounded the corner to a closed-door room. Sighing, I gently rapped on the door and was immediately welcomed by the teacher and students.

The class had viewed a brief video regarding the embracing of personal limitations and rising above them-- even using them-- to advance ourselves. The student task:  listing a few limitations and how they can at least be turned into positives. When the blank papers made full circle to me, I headed them back to the teacher, but, for no conscious reason, I decided to partake of the inventory myself. With a boundless array of personal limitations at hand, I quickly identified three and set to work on flipping the perspective.

The students shared and discussed a few before the day's abridged schedule sent them out, their insights affirming my own. I was left with the bittersweet actualization that I've got a lot of work to do... and I look forward to it.

Chest and Nose corroborate Toe's assertion: cold, uncomfortable.
I gasp, slightly, glancing back at the old dock.
It's not so different. It just looks that way.
Settling, I clamber upon a Styrofoam noodle, shoulders back, chest up.
Sun upon face, breeze through hair...
Time to soak it in from here.

Become a Champion!!

The start of a new school year is a very exciting and stressful time for teachers!  We welcome new students to our building/classrooms and begin to build relationships that will last a lifetime.  Something you do or say today, while seeming completely nonchalant to you, will mean the world to a student and become a story they will tell for years to come!  To celebrate the first day, we share the following Ted talk.  Be the inspiration, be their champion, and make a difference in their life today!

BLOG LAUNCH

Welcome to Valley Tiger's Eye. This blog will be used to communicate what Valley Instructional Coaches see and do. We hope to give insight as to what is happening in our classrooms and where we are headed.