The Curious Educator
  • Blog
  • About Me
  • Collections
  • Publications

Tourists vs Travelers....Looking at Learning Through a Different Lens

3/12/2018

0 Comments

 
Picture
As our plane touched down in Athens, Greece in late March, I had no idea the impact the experience that traveling with 37 students would have on my ideas about learning. Our tour director in Greece, Michael meet us at baggage claim and guided us to our bus. Once we were on the road, Michael, welcomed us all. He was upbeat and commented on how happy and alert we all seemed after a very long day of travel. I secretly was thinking, ya buddy we aren't really that chipper, but then I gave him the benefit of the doubt in greeting us positively. Michael then went on to ask each of us about our motives for traveling to Greece. He continued to ask questions... What is it you are curious about? What is it you want to know more about? What is it that you'd like to experience? He said repeatedly that a traveler wanders two or three blocks past the ordinary and experiences the people and actions that are actually happening in the culture. ​Michael had my attention.
You see he went on to explain that in his eyes tourists were visitors that came to Greece to see things, have their pictures taken, and say I have been there and done that. Yet, travelers are people that come to dive into the culture and learn. A traveler enters a destination ready to mutually learn from the people they interact with.  

As we traveled, Michael gave all of us background knowledge that we would need to fully understand and learn from the destination that we would be visiting. After giving the information he would check for understanding every time. He did this by walking the aisle asking each person on the bus a question. He would return to the bus microphone and clarify any questions people had, he engaged the adults on the bus the same way he did the kids. We then experienced the historical site, or venue and had time to hear additional information from a local guide, and explore on our own. But before releasing us each time to wander, Michael asked a question he wanted answered when we returned. After time alone, we returned to our bus, our classroom. Michael would unpack our experience. And then again walk the aisle of the bus and get specific feedback from every traveler. He would use the questions and reflections that he collected to guide our learning as we moved to the next destination.
Picture
In our classrooms, are we asking our kids to grab pictures and facts to say that they have been there and done that? Or are we asking them to go a few streets back and experience the content and connect in a meaningful way. As educators, are we serving as guides providing background knowledge and conveying an expectation to learners that they are embarking on a journey. And as kids make wrong turns are we saying it's ok and allowing them to back up, retrace their steps and try again? You see Michael upped the game when he met our group, he told us up front that we could be tourists or travelers and asked what are expectation was and why were we there?  He gave us a choice.

I made a decision sitting on the bus. I wanted to be a traveler and to learn and go deeper. I approached every experience differently with that mindset. I needed content and background knowledge, I needed to document and take pictures and make connections along the way.  I needed to enter each experience with questions that I was looking for the answers to. And I needed a time and space to share what I observed and learned.

 
In parting Michael shared a beautiful poem, "Ithaka" by C.P. Cavafy.  My journey wrapped up with me searching to find the text and soak it all in.  (Here is also a youtube link of Sean Connery reading Ithaka.) 
Picture
As educators are we framing the experiences in our schools in a way where kids can make a choice to connect to content in a more meaningful way, not merely as students but engaged as learners?
0 Comments

Acting on Data....Mixing Science with Art

3/4/2018

2 Comments

 
Looking at data and acting on data are two totally different things.

This year we have access to data that we haven’t had before and learning to use it in a way that is productive and that drives instruction has made many of us uncomfortable. It can be easy to look at formative and/or summative data and come up with reasons as to why the data is what it is, and that is the direction that most of our initial conversations went. Putting a stake in the ground and saying "this is just how our data looks" and then listing all of the reasons why it looks that way
, doesn't align with Dufour’s four questions that drive a PLC’s work.
Picture
Data is a puzzle piece which helps tell a student's story. When used correctly, data allows a teacher to make changes, innovate their teaching practices, and collaborate with their PLC. By no means is data the sole piece, but with it, educators can work toward the common goal of student learning. Curriculum is built and adjusted by what we learn from data. 


Picture
*Adapted from Driven by Data by Bambrick-Santoyo and EL Education's research. 
​
I have learned a few things about data driven instruction this year.
  • Looking at summative data when students have left a classroom and moved on can be compared to looking at an autopsy of their learning. We can see what they did and didn't master but we have lost the chance to impact their learning. Educators can use the data as an overall scorecard for the curriculum, but it can't drive instruction for incoming students in a measurable way. 
  • If new universal assessments are brought on board to help measure growth, teachers need to be educated about the research behind them, their purpose and how the data will be used. (If this doesn't happen, teachers may see the assessment as a compliance piece and the assessment may not be administered with fidelity. Then in turn the validity of the data that is being looked at may be questioned.)
  • When on-boarding new tools to disaggregate data, start small with something like a unit test. Beginning with backward planning is critical. Guide PLC's through the use of a Data Inquiry Cycle to analyze and act upon data. Encourage each PLC to be as concrete as possible.  
  • Too often the teacher is the only one that sees and tries to make meaning of data. The quicker and more personal the feedback is to students the better. Using data with students empowers them and allows them to take control of their learning. Students can use data to help them understand that learning is a process of growth over time. Educators who realize the full potential of data go beyond occasionally sharing test results with students. The systems and tools that a school uses should make it easy for students to view their own data. ​
​
Picture
It takes TIME even with great tools.  As the time spent yields results and teachers see student's  learning progressing, buy-in builds. Rich, interesting discussions emerge within PLC's.  We have to honor this time and make sure that our teachers have it. 

As with most new things, it has been hard and we will continue to learn from others and ask questions. I am grateful for strong campus leadership committed to continuous improvement guiding our work. I also appreciate the honesty and feedback that the PLC's working with data on our campus have offered about their experience. I am convinced that with time, good tools and applying best practices, rich data mixed with the art of teaching will continue to impact learning.

A book that has been helpful in my own learning this year is  Driven by Data by Paul Bambrick-Santoyo. Thank you for the sharing this as a resource  @Jennifer_Hogan   and @DrJimmyShaw.  And a shout out to @cwehde for all of her help and support this year.

If you have thoughts, resources or blog posts that can help in our journey, I would love for you to share them!
Picture
2 Comments

    Categories

    All
    Asynchronous Learning
    Brain Research
    Collaboration
    Communication
    Create/Product
    Creation Tool
    Data
    Differentiation
    Distance Learning
    Feedback
    Instructional Design
    Instructional Strategy
    Learning
    Professional Development
    Professional Learning
    School Culure
    Team Building
    Tech Tips

    Picture
    Picture
    Picture
    Picture
    Picture

    Archives

    January 2023
    September 2022
    November 2021
    July 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    June 2020
    April 2020
    March 2020
    February 2020
    January 2020
    November 2019
    July 2019
    June 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    July 2018
    June 2018
    May 2018
    March 2018
    February 2018
    January 2018
    November 2017
    October 2017
    August 2017
    July 2017
    June 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    August 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    December 2015
    October 2015
    September 2015
    August 2015
    July 2015
    March 2015
    January 2015
    December 2014

    Tweets by @debralcamp

    RSS Feed

Powered by Create your own unique website with customizable templates.