always learning

One of the most interesting aspects of my job is figuring out how to best support teachers – everyone is at a different comfort and experience level with technology, and most are uncomfortable admitting what they don’t know. Building individual relationships with new colleagues, as well as getting to know team, department and faculty dynamics are a critical factor to my success as a 21st Century Literacy Specialist (or as a Technology Facilitator, for that matter).

Over the past few weeks, one thing has really stood out for me: Just like I believe I need to get to know a class and their teacher when working on a collaborative project, getting to know the team is essential to deeper, more authentic and appropriate support, for both the curricular needs and the needs of the individual teachers on the team.

Towards the end of last year I realized that I was able to make connections with a number of individual staff members, and therefore help shift those teachers through projects at every grade level. But, I realized I still wasn’t starting the shift with any groups of teachers.  Most of the teachers were at different grade levels and didn’t regularly cross paths with the other teachers I was working with. The momentum was with individuals only.

As powerful as that momentum had been, I started to realize that teachers truly appreciate support and common goals with their team. If they can try something new with their team members, they have a built-in support structure that fits easily into their daily practice of teaching and learning that also conveniently slots right into the existing infrastructure of the school. Plus the added benefits of a safety-net: everyone participates, everyone helps, everyone agrees that this is the path to take. Convenience, comfort and accessibility are all be strong benefits to working through the process as a team.

So, this year I started my quest to find a team at ISB that would allow me to be a mostly-silent, but always willing to help, member. Luckily the wonderful and welcoming grade 4 team allowed me to join, sit in on their weekly team meetings, and offer my two cents when appropriate. It has truly been a valuable learning experience.

Working with an entire team has helped me understand each individual member of the team better through their interactions with others. I also have a deeper understanding of their needs for curricular support, as well as the challenges they are facing in their classrooms. I hope that, by being there for them, they also see me as a productive and contributing member of their team. I try to offer ideas that will streamline their daily tasks, help engage their students, and add a digital literacy component to their units of study.

One of the most powerful experiences has been over the past week and a half while the team has been discussing their current social studies unit, Influence. The team had previously decided on their Enduring Understandings and Essential Questions, but were not sure how they wanted to assess student learning.

As a member of the team, I was part of all of the discussions about how the unit went last year, struggles and successes, ideas for improvement, concerns and how it all fits into the bigger picture of student learning in grade four. Because I had all of that background, I was able to share an idea for a final assessment that (hopefully) will meet the needs for this unit, adding in a 21st century-style approach, and also take into consideration time factors, other units of study that need to be completed, technical resources, and teacher and student comfort level with technology tools.

Without being a participant in all of those discussions I would have only had a one-sided view of the need at hand, and certainly would not have been able to put the curricular needs of the unit into the context of the entire grade level. Just stepping in to offer my ideas for a quick 10-minute discussion once in a while would not have prepared me to truly meet the needs of the team. I have also been able to spend dedicated time with some of the team members and our Curriculum Coordinator to fully flesh out this unit so that it meets the needs of the teachers and the students. Now this unit will be part of the grade 4 curriculum for years to come.

To truly collaborate with teachers, I am starting to believe that we, as resource people, need to be part of their team environment. I can certainly work individually with teachers to help them with their specific classroom needs, but to make any major shifts in the thinking of the school or to effect change in the curriculum, the collaboration needs to come at the team level.

What do you think? How are you best supporting your teams or departments at your school?

Move Over Clematis by neon.mamcita
Seedling from twenty-questions

Over the past two and a half years I’ve been focusing on helping teachers make connections with other classes around the world. For the most part, our collaborations have been about general topics – book reports, water, persuasive writing, enhancing oral language, things that almost any classroom teacher would be able to connect with, and they’ve been great!

But this year, inspired by Clarence Fisher’s ThinWalls project, I’m looking for something new, something deeper. A real connection based on shared goals and common assessments. Something that will last longer than your average globally collaborative project. A classroom connection, based on specific curricular needs, that will last an entire school year.

I’m fortunate to be working with so many wonderful teachers at ISB and around the world that are willing to be patient and wait until we find just the right classes with just the right needs. They are willing to build these collaborations from the ground up, focusing on student learning, and taking the time to plan meaningful and authentic experiences for all involved.

One of these projects is our fifth grade Students Teaching Students podcasting and blogging collaboration around the Lucy Caulkin’s Readers and Writer’s Workshop.

In order to ensure that all classrooms involved share the same goal for the project, we are following the Understanding by Design model of curriculum planning. And to make sure that we’re all in it from the ground up, we’re planning via a Google Doc. Although I’ve used Google Docs at school with team members a lot, I haven’t yet used them for curriculum planning across time zones and schools. I’m looking forward to seeing how it works out.

So far, all of the project participants are listed on the Doc, with contact info and class details carefully noted. We have determined the basic focus of the unit and are starting to share tips and advice with each other. Over time, I’d love to use the Doc (or a Calendar) to plan common events or activities.

For example, here is what we have so far for this project (all a work in progress):

Enduring Understandings:

• Good readers use strategies to deepen their understanding.
• Good readers read fluently and with expression, paying particular attention to the conventions of grammar.
• Authentic audiences encourage good reading and writing.
• Collaboration and communication both inside and outside the classroom will prepare students for being productive citizens within our global society.

Essential Questions:

• How do I use reading strategies to deepen my understanding?
• Why is fluency important?
• How does my audience influence or affect my reading and writing?
• How does collaborating with others help me to learn?

Assessment:

• Student self reflection
• Teacher self reflection
• Class blog as portfolio

GRASPS Task:

Goal: Your goal is to entertain your audience with personal stories about reading strategies
Role: Broadcasting team: On-Air Personality/Show Host, Producer, Writers, Mixing Team, Manager
Audience: Peers at ISB, both younger and same-age, partner classes around the world
Situation: You need to teach your audience effective reading strategies
Purpose: To collaborate with your  team to effectively communicate reading strategies to a wide audience

Supporting activities ideas to build understanding (brainstorm):

• commenting quality – rubric for commenting
• specific points in the year where you pick an earlier piece of writing that you rework and link back to old version to see the growth

Planned activities to support learning (brainstorm):

• Introduction to online safety
• Introduction to blogging
• Introduction to GarageBand/Audacity
• Podcasting a written piece for fluency
• Posting a podcast
• Read a story from a book for practicing fluency to be podcast later
• Developing quality commenting skills
• Collaborative teaming to develop a podcast focused on reading strategies
• Reflective pieces of writing on the blog

I love the idea of being able to plan a curricular unit for several classes all from one Google Doc. This is my idea of collaboration – everyone literally on the same page and working towards the same goals. Although I’ve done quite a few of these projects before, I usually ended coordinating via e-mail and never really “flattening” the planning process – I inadvertently usually had all planning go through me.

This type of process, with the project clearly outlined, is the way I would normally plan a project with a classroom teacher face-to-face. How amazing and easy it is to now do the same thing, anytime, anywhere, with a Google Doc!

I’m hoping that this transparency in planning, and the clarity in goals for the unit, will help us stay focused throughout the year and enable us to dig deeper with our students.

What do you think? Have you ever used a Google Doc to plan this way? Have you ever had shared curricular goals that are ongoing throughout the year with another class, in another country? How did it go?