Work Smarter, Not Harder

I have a secret to share. In my humble opinion, I am not very smart.  While others might disagree, such as my mom, I pride myself on being extremely resourceful. However, this was not always my strength.  During my years as a teacher and principal, I would spend countless hours planning, researching, and attending professional learning events to hone my craft in order to become a better educator.  In all honesty, though, I was just doing what I was taught, and thought were the best ways to grow. The amount of effort put forth resulted in me working much harder than I should have been.

Over the years, I began to delegate more and build capacity in others.  I established hiring practices that resulted in the hiring of a lot of smart educators. By investing in, and trusting the people around me, more time was freed up to focus on innovation and large-scale change initiatives to improve school culture. Now, this represented an excellent first step, but probably the most impactful shift to the way I not only thought but worked, came in the unsuspecting form of a little blue bird and a tool called Twitter in 2009. Here is where I finally learned the biggest secret to working smarter, not harder, through the formation of a Personal Learning Network (PLN). The image below illustrates another secret that I have to come clean about, but one that also represents the ultimate power of connected learning.

All of us are limited to the people we surround ourselves with in life.  Social media has completely disrupted that and, in the process, removed barriers such as time, geography, and money.  As I have mentioned for years, the true power of a PLN is not how many people follow you, but the quality and expertise of those with whom you choose to connect and engage with online. No matter the tools used, what results is anyone and everyone can take advantage of collective intelligence. Here is why this matters to everyone regardless of title, position, and power:

• Knowledge, skills, intelligence, and resources are an increasingly valuable currency in the digital world. Why would you not want access to all of these when they are readily available?
• We can now teach each other and learn something we previously had no knowledge of through diverse expertise anywhere, anytime, and from anyone.
• Life is all about choices. So why not embrace the strengths and skills of others around us, and, as a result, create more opportunity to influence others and to disrupt current thinking? 
• Connecting with those who are doing or leading the work provides needed context and motivation to do the same.
• It’s all free with a device connected to the Internet.

Every leader, including students, teachers, administrators, community members, and parents, can benefit from a PLN. HERE you can access a quick-start guide.

Connect yourself to the smart people then help your peers, co-workers, and those you serve do the same. To be more effective, we need to realize that there is a wealth of human resources at our fingertips that can help us all do what we already do better. They can push us to take a critical lens to our work, deliver essential feedback, answer questions, and provide support when needed.  Together we are better.

Always remember that there is someone out there smarter than you. Admitting this is a sign of strength, not weakness. If you genuinely want to get better, and not work harder in the process, connect with these people using digital tools.

Model What You Preach: Pedagogy at the Heart of Professional Learning

When I began speaking ten years ago, almost all of my keynotes and presentations consisted of me just speaking at the audience. I was still a high school principal and not a trained speaker and presenter. Thus, I basically just shared what my teachers and students were doing at New Milford High School (NJ) and the evidence that showed how our implementations of innovative ideas were improving student outcomes as well as teaching, learning, and leadership practices. Basically, I felt very comfortable delivering a lecture and talking at people for up to an hour and sometimes more. I even received validation and praise, which only led to me becoming even more comfortable with both my preparation and delivery.

My style remained unchanged for a few years until I began to receive excellent feedback, some of which was critical, that pushed me to rethink how I planned and organized my presentations. Part of this shift came when I started to facilitate workshops that consisted of anywhere from a half-day to multiple days. The bottom line is that I had to go back to my teacher roots and view the adults as learners in a classroom. If the expectation is for teachers and administrators to leave a learning experience with practical, ready to use strategies, then anyone who is leading the professional learning should incorporate a mix of modeling, hands-on activities, and performance tasks (i.e., developing assessments, creating an action plan, learning how to use edtech tools, etc.) in settings that emulate a classroom or school.

Now, I still enjoy the opportunity to keynote. Over the years, I have tried really hard to combine varying emotions, and evidence-based practices all weaved into a coherent story that leaves attendees with tangible action steps. However, this type of presentation doesn’t really emulate what we want to see take place in classrooms or online spaces. Its primary purpose is to articulate why we need to either rethink our practice or embrace new ideas. So, what am I trying to get at? The “why” gets people fired up, but the “how” actually empowers educators to transform their practice. The latter is where anyone who talks the talk relishes the opportunity to walk the walk in the form facilitating professional learning that is not only reflective of what educators in the trenches face.

It all comes down to the importance and power of modeling. When you think about the most impactful presentations and workshops, what they typically have in common is a facilitator who models to a certain extent the pedagogy, instructional strategies, and conditions that a teacher or administrator will experience. I try really hard to do this. For example, in virtually every workshop on digital pedagogy, I outline the following strategies that are tried and true:

• Anticipatory set
• Do-Now
• Review of prior learning
• Checking for understanding
• Guided and independent practice
• Monitoring
• Application of learning
• Assessment
• Feedback
• Closure

With all of the above items, I either model the practice or show a specific example from one of my former teachers or one of the many classrooms I work in as a coach. In other cases, I give the participants time to discuss and then use a digital tool to respond. With longer presentations and workshops, opportunities are provided to create lessons, activities, action plans, and assessments, or learn how to use specific technology resources. Learning happens with the right combination of content, instruction, time to apply to practice what has been learned, feedback, and reflection.

Recently I was facilitating a session that was set up as a cooperative learning activity using the jigsaw method, which is described below.

The jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks everyone into groups and breaks assignments into pieces that the group assembles to complete the (jigsaw) puzzle. Just as in a jigsaw puzzle, each piece — each learner’s part — is essential for the completion and full understanding of the final product.

The participants were broken up into four different groups, where each had a specific task to complete. Roles were assigned within each group, a timeframe for completion was established, and accountability structures were put in place. For the latter, I used the tool Lino where each group was assigned a different colored digital Post-It in order to report on their responses to a specific question. The combination of sound pedagogy with the purposeful use of technology replicated what the teachers and students alike could experience in the classroom. Below you can see what the participants created.

Pedagogy should be at the heart of all professional learning, in my opinion. It is hard for some people to change if they don’t experience firsthand what the change looks and feels like. It is hard to accomplish the goal of transforming practice with just a keynote or breakout session. If you lead the learning regardless of your position, take the time to model what you believe in or preach. In the end, if we can’t do this, then maybe we shouldn’t be leading the learning after all.

Questions to Guide a Reflective Conversation on Learning

Most educators desire meaningful feedback that can be used as a catalyst for growth. When it comes to improving learning, criticism will rarely, if ever at all, lead to changes to professional practice. Here is the main difference between the two:

Feedback - information about reactions to a product, a person's performance of a task, etc., used as a basis for improvement.

Criticism - the expression of disapproval of someone or something based on perceived faults or mistakes.

As you reflect on the two definitions above, what pathway would you prefer? Successful feedback lies in a variety of factors such as delivery in a timely manner, detailing practical or specific strategies for improvement, ensuring the delivery is positive, consistently providing it, and at times choosing the right medium to convey the message. However, one of the most important considerations is to ensure that a two-way conversation takes place where there is a dialogue, not a monologue. Virtually no educator wants to have suggestions dictated to him or her.

A recent coaching visit with Corinth Elementary School placed me in a position to model all of the above. Over the course of the year, I have been working with the district on building pedagogical capacity both with and without technology. After visiting numerous classrooms, I met with a grade-level team and the administrators to facilitate a dialogue as part of a more meaningful feedback conversation. Instead of just telling them what I saw and thought, I instead had them pair up and discuss their lessons using the following question prompts:

• How do you think the lesson or activity went?
• What would you have done differently?

The point here was for them to begin to reflect on both the positive outcomes as well as the challenges that might have been experienced. Lasting improvement comes from our own realizations as to what can be done to grow and improve rather than just being told. After some volunteers shared how they thought the lesson went, I then challenged them with the following questions to facilitate a more in-depth analysis of the effectiveness of the lesson from their lens:

• How do you know your kids learned?
• Where was the level of thinking?
• How did kids apply their thinking in relevant and meaningful ways?
• How did you push all kids regardless of where they were?
• What role did technology have in the process?
• What accountability structures were put in place?
• What do you think your kids thought of the lesson?

These questions really got both the teachers and administrators in the room to think more critically about whether or not the lesson or activity achieved the desired outcome in relation to the aligned goal. What was powerful from my seat was that most of the feedback I had written down didn't have to be delivered verbally by me as the educators offered it up themselves upon critical analysis of their lessons. This is not to say that I didn't add more detail or provide specific strategies to improve. I most certainly did, but the culture that was created through the use of all the above questions was more empowering and designed to impart a great sense of ownership amongst everyone present.

Whether peer to peer or from a supervisory position, engage in a collaborative dialogue during any feedback conversation. Then provide time to process, further reflect, and develop action steps for improvement. I hope you find the questions in this post as useful as I have.

Opening Lessons With a Bang

It seems like ages ago that I was taking courses to become a teacher at East Stroudsburg University in Pennsylvania. My professors were huge proponents of the Instructional Theory into Practice (ITIP) model developed by Madeline Hunter. Thus, once I had a classroom of my own, I implemented what I was taught to create effective lessons. Virtually all of the facets of the ITIP model still have value today, although by no means do all seven steps have to be a part of every lesson. I will say though, that in addition to closure, the inclusion of an anticipatory set is of utmost importance. Below is a description of the strategy:

Anticipatory set is used to prepare students for the lesson by setting the students' minds for instruction. This is achieved by asking a question or making statements to pique interest, create mental images, review information, focus student attention, and initiate the learning process. 

The first couple minutes of every lesson is critical to its success, and a pedagogically sound anticipatory set that meets the criteria outlined in the picture above is well worth the time when it comes to planning lessons. I get the fact that some educators might question the validity of this strategy that dates back to the 1960s. It is also understandable to have concerns when considering the demands that some districts place on getting through the curriculum, so kids are ready for standardized tests.

The fact remains that anticipatory sets not only matter for the reasons already outlined above but also for the fact that inclusion in lessons is supported by research. Jennifer Gonzalez highlighted four separate pieces of research that link to achievement gains. I encourage you to read the entire post as she not only highlights research but also provides some examples and creation tips.

Creating an anticipatory set is not labor-intensive. During some recent coaching visits with the Corinth School District in Mississippi, I was able to observe two great examples. In an elementary classroom as class started the kids responded to the following prompt during an ELA block – “If you could be any animal, what would you be and why?” In a middle school classroom, a teacher used a picture prompt, which you can see below.

Anticipatory sets should not be a time sap when it comes to planning. Below are just a few quick ideas that can be implemented quickly:

• Picture prompt
• Real-world problem of the day
• Current event or personal story
• Open-ended writing prompt that sparks inquiry and creativity
• Riddle
• Short, engaging video followed by a turn and talk
• Sensory exploration 

Be sure to take advantage of the opening minutes of each class. Starting lessons off with a bang not only makes sense but will pay dividends both in and out of class.

Learning and Reflecting with Video

I remember like it was yesterday when I began blogging back in 2009. To think that I would still be writing a post a week many years later is a vast understatement, coming from someone who had every excuse not to start in the first place. Trust when I say that it’s a struggle these days to either come up with new ideas or to add a unique angle to what has already been written. If it’s important to you, then you’ll find a way. If not, then you will make an excuse. I am by no means a great writer, but I’d like to think that this is only one driving force that keeps me writing. If you were to ask me why I really write, my response would be to reflect and learn openly.

Part of my evolution has been to explore new pathways to reach my professional goals while attempting to give something back in return to educators. In my quest to practice what I preach and grow, I have begun to utilize video as a means to articulate ideas, share my learning, and openly reflect. When you think about the potential video has to articulate a message, it makes sense to harness its power. YouTube is now the world’s second-largest search engine, and a one-minute video equates to almost 1.8 million words per minute. No wonder more and more educators have begun to use this medium to connect with other people.

Not only has it pushed me outside my comfort zone, but I can now go into more depth on the topics I am passionate about.  The result has been the creation of a vlog (video blog) in the form of a YouTube Channel, which you can access HERE. As I am always looking for feedback, I hope you will take a look and let me know what you think. My vlog is nothing fancy. In order to preserve the essence of learning and reflecting, I record a live, unrehearsed video using Periscope about once every two weeks.  I like using this tool because it syncs with and simultaneously broadcasts across Twitter.

Since I am human many finished products have me babbling, tripping over my own words, and at times losing my train of thought. With learning not being a perfect science and reflecting a very personal experience, I want my videos to be as realistic as possible. I begin with Periscope, a live streaming app. Once the live video on Periscope ends it archives on my phone. From here I upload it to both IGTV (Instagram TV) and YouTube. Why all three you ask? Different people prefer different mediums when it comes to consumption and engagement. One of my hopes is that my video musings might be able to help out other educators as they work through ideas, strategies, or even their reflections in their preferred space. Choice matters for both kids and adults.

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In the classroom, or even outside of it, video is one of the most powerful learning tools there is. Educators can utilize tools such as Edpuzzle and Playposit where pre-selected videos are inserted for students to not only watch but also answer questions along the way. The days of passive viewing while taking up valuable instructional time can now be a thing of the past. What I love about all of these tools is the ability of teachers to insert questions that can empower learners to think and apply their thinking at various levels of knowledge taxonomy. In the case of Edpuzzle and Playposit, the responses can go straight to an LMS (learning management system) such as Google Classroom or Schoology. The self-directed nature and accountability components make all of these tools fantastic elements as part of pedagogically sound blended learning strategies.

Educators can also harness video to create flipped lessons. In addition to those mentioned above, teachers can create their own videos using tools such as Educreations or Adobe Captivate. In lieu of homework, students watch these five to ten-minute mini-lessons that cover new material that would typically be covered in class. Kids can control pace (pause, re-watch) and place (where they watch). This strategy then frees up the teacher to differentiate instruction and work with students to actively apply concepts during class time.

There is a slew of other tools that kids can use not only to demonstrate but also reflect on learning. Two of my favorites are Padlet and Flipgrid. Each tool allows for the creation of a short video that is then added to either an open digital board (Padlet) or grid (Flipgrid). Think about how powerful it is to have kids solve a problem on whiteboards and then explain how they solved it by creating a short video to get both peer and teacher feedback. When it comes to reflecting, both of these tools, as well as Seesaw, can be used for students to articulate not just what they learned, but why they learned it and how what was learned will be used outside of school. Regardless of the method used, it is essential that reflection time is built into every lesson.

Whether as an adult learner or creating a culture that empowers your students, video can serve as an essential means to help you and others reach their goals. The key with any change to practice is to see the value in it and make the time to figure out ways to integrate it into what you do. In the end, it is less about the tool and all about improving outcomes.

If It's Easy Then it Probably Isn't Learning

What is the purpose of education? To many, this might seem like a ridiculous question with the answer being quite obvious. Or is it? For this post at least, let’s go with learning. Some might equate this with the successful ability to recall or memorize facts and information. The casual observer might then anoint anyone who can do this effectively as smart or intelligent. Perhaps he or she is. Is being able to ace a standardized test an accurate indication of what someone knows, can do, or both? My opinion on this is no.

Each person has a particular path to acquire, apply, and construct new knowledge.  It is much more challenging to accomplish this than some might think, and the journey is often convoluted. The fact remains that learning is anything but linear. It is more about the process than getting to a particular destination. Herein lies what I really want to discuss.  When you think about the greatest minds in our society, perception is rarely reality. If you look closely and peel away the layers, you will see a path fraught with challenges, frustration, and failure. The same can be said about anyone who actively solves problems on a day-to-day basis, such as carpenters, electricians, plumbers, and auto mechanics. What do they all have in common? Everyone has been able to utilize divergent thinking to apply what he or she know and solve problems.  

Regardless of where a student is in their learning, it is incumbent to challenge him or her through relevant experiences. The Relevant Thinking Framework is a great tool that can provide teachers and administrators with the context to create and evaluate questions and tasks, empowering both thinking and application while fostering relationships. So, what does this look like?  The learning pit is one of my favorite images that illustrates what the process should look like.  Take a look at the image below to see what I mean.

The questions throughout the journey are key.  If learning is not rigorous and relevant, students can jump right over the pit. That’s what I mean when I say if it is easy, then it probably isn’t learning. This ultimately equates to questions and tasks that don’t challenge kids to think and apply what they are learning across multiple disciplines or solve either real-world, predictable, or unpredictable problems.  When all of these elements are part of a lesson or project, what results is the development of cognitive flexibility in students.  

Nothing comes easily in life. There is no better way to teach this life-long lesson than getting kids into the learning pit and experiencing the RRR (rigor, relevance, relationship) dip, from which they emerge more confident and capable. 

Learning Never Stops

“Learning is not attained by chance; it must be sought for with ardor and attended to with diligence.” – Abigail Adams

How do you make, not find, the time to learn and get better? Often the number one impediment in this area is fitting it into our busy schedules.  Trust me; I get it.  There never seems to be enough time in the day to do what needs to be done both personally and professionally.  The only piece of advice I can give you that has worked for me is to take a critical lens to how you currently use your time and try to carve out at least fifteen minutes a day. Easier said than done, right? The best course of action is the focus on the “what if” instead of the “yeah but” aspect when it comes to time.  If it’s important to you, then you will find a way. If not, then you will make an excuse. 

In a perfect world, your organization, school, or district provides not only the time but also relevant options of which you want to be a part.  Even though this is a great start, there have to be other associated elements to make it a valuable and worthwhile endeavor.  One-and-done events might get everyone pumped up and excited, but what comes next?  The same can be said about drive-by professional development. Like change, learning is a process, not an event. There should always be a long-term plan following any keynote or workshop. When it is all said and done, the best experiences are ongoing and job-embedded so that the needed support, application into practice, feedback, and accountability for growth lead to actual changes to teaching, learning, and leadership. These elements also go a long way to scaling both practices and initiatives. 

So, what does meaningful professional learning look like? Take a look at the image below from Sylvia Duckworth to see what educators really value and think about what needs to change in your school or district. 

Let me now get back to the time issue that kicked off this post. I really dig the quote from Abigail Adams as it applies to both formal and informal pathways. It is essential to acknowledge that learning can happen by chance, but when it comes to professional improvement, seeking out opportunities to grow is what actually results in changes to practice.  Making the time is only one piece of the puzzle.  The other is ensuring what has been learned leads to improvements in teaching, learning, and leadership.  

For the purposes of this post, let’s put aside more traditional pathways that are either provided to educators or ones that are sought out, such as conferences and workshops. The digital world now provides all of us access to some fantastic opportunities. Here are some no-cost (or relatively low-cost) options.

Webinars

Improved bandwidth and increased access to technology have helped learning through webinars gain in popularity.  Many publishers and professional organizations offer these free of charge to their membership.  While every webinar is broadcast live at a set time, what makes them very appealing is that they are archived for convenient viewing.  The ability to stop and restart compensates for many of the challenges educators face when it comes to making the time to learn.  Some providers even make certificates of completion available.  I highly suggest you take a look at edWeb as they have been a leader in this space for many years. 

Personal Learning Network (PLN)

Social media allows any educator to learn anytime, anywhere, with anyone they want. Access to resources, ideas, strategies, feedback, and conversation as well as the ability to ask and answer questions is readily accessible with an array of devices.  Herein lies the power of a PLN. It is like a human-generated search engine on steroids that is at your beck and call. You select how much time to dedicate, who to connect with, and what tools to use. It’s all about YOU! To learn more about creating or improving a PLN, click HERE.

Book Studies 

Reading is such a critical aspect of one’s personal and professional growth.  I have yet to meet an educator who does not see the value in reading to improve his or her craft. Whereas the other two options are no-cost, engaging in a book study means you have to front some cash for the book.  Many organizations, schools, and districts will participate in a book study throughout a period of time, typically focusing on a chapter or two a week. Technology tools such as Voxer, Twitter, Instagram, and live video platforms have now afforded people from all over the world to read and learn together. 

Nowadays, many books come with study guides to assist both individuals and groups reflect upon the ideas and strategies presented as well as to develop action plans for implementation. In the updated edition of Digital Leadership, I included the book study right into the text to better serve educators.  At the end of each chapter, you will find a series of discussion and reflection questions to not only push one’s thinking but also to be cognizant of applying what has been learned. If you or your group uses Digital Leadership for a book study, let me know, and I will participate digitally as best I can. You can either share the hashtag (#) or invite me into the Voxer group for asynchronous participation. I am also willing to video conference at the end of the study to answer any questions. Just let me know!

Learning should never stop, and the ideal way to grow is choosing a pathway(s) that works best for you. 

Feedback Should Be a Dialogue, Not a Monologue

Feedback can bring people together in the pursuit of a shared goal. Criticism, on the other hand, can drive people apart. In many situations going with the former is the better course of action.  Below is a piece I pulled from an article titled Using Neuroscience to Make Feedback Work and Feel Better that explains why it matters so much:

Feedback isn’t just a ritual of the modern workplace. It’s the means by which organisms, across a variety of life-forms and time periods, have adapted to survive. To University of Sheffield cognitive scientist Tom Stafford, feedback is the essence of intelligence. “Thanks to feedback we can become more than simple programs with simple reflexes, and develop more complex responses to the environment,” he writes. “Feedback allows animals like us to follow a purpose.” It’s no coincidence the words organism and organization share a Latin root. Just as feedback enables the former to flourish, so it does for the latter.

The feedback process matters.

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Nobody likes to be just talked at regardless of the age group of the person being spoken to.  Even though there are most certainly cases that necessitate this, context matters.  Lately, I have been thinking about how we give feedback to our learners, colleagues, and those who we supervise.  Maybe give is the wrong word to use here. The prevailing notion is that one person speaks while the other(s) listens intently and reflects on the advice given.  Herein lies one of the greatest misconceptions with an effective feedback loop.  In many cases, feedback is seen as something that is given to another person.  It becomes even more complicated when it is viewed as something that must be delivered. 

When there is a focus on delivery, we run the risk of focusing more on what is said as opposed to a process that fosters reflection and ultimately questions from the receiver.  Often, we settle on what the feedback is in terms of what people have done well, or not, through our own lens.  So much time is then given to mapping out what the feedback is that we want to share with the other person that it becomes more about us than the person or people we are trying to help.  When done this way it can be construed as criticism as opposed to a catalyst for growth. 

If the purpose is to help others grow, then a mentality of delivering the message or advice has to be rethought.  Feedback should be a dialogue, not a monologue. A conversational approach can lead to high value and actual changes to practice. Below are some specific reasons why the conversation is such an integral part of the feedback loop:

• The receiver sees that it is more about him/her than the giver.
• Imparts a greater sense of trust on behalf of the receiver resulting in a more powerful relationship with the giver.
• Creates the space for open reflection based on what was shared.
• Opens the door for discussion on action steps to be taken.
• Provides the receiver with an opportunity to present his/her own perspective on the feedback given.  This can result in the sharing of evidence or more context that the giver might not have been aware of when initially providing the feedback.
• A conversational approach can motivate people to seek out feedback. Research suggests that asking for it can help organizations tilt culture toward continuous improvement.

Delivering feedback in the form of a monologue is an outdated process that can be improved whether you are working with kids or adults.  Instead of preparing how you are going to “deliver” the message think about creating the conditions where the receiver will value the recommendations.  A conversation that incorporates the art of listening will go a long way to creating a culture where feedback is not only acted upon but asked for regularly. 

Utilizing Augmented Reality as an Impetus for Learning

Technology continues to make inroads in classrooms across the world at a dizzying pace. This makes complete sense as every learner in our classrooms at this point have known nothing but a digital world. In many cases, they’ve grown up with access to incredibly immersive technology practically since birth. As a result, it can be difficult at times to compete for attention using traditional teaching methods like whiteboards, worksheets, and extended direct instruction. When the experience is mostly passive relying on strategies that might have worked well in the past, it’s no surprise that classroom engagement learning to meaningful learning has been negatively impacted. In Learning Transformed, Tom Murray and I showcased some compelling data from Gallop that emphasizes this point. 

As I have written extensively in the past the digital world that we are now all apart of provides so much promise with paired with sound pedagogy. Instead of fighting the use of tech in the classroom and schools’ educators should not only embrace it embrace but look to expand their toolbox to better empower learners. With so many options to choose from it can be both exhilarating and frustrating at the same time. It seems that every day I’m introduced to a new tech tool that promises to change education.  While the premise of many possesses potential, the challenge is to determine which tools are or will have a real impact on education. Research has shown that educational technology has the most effect on learners when it is part of an interactive experience, uses to explore and create as opposed to drill and kill, and consists of the right blend of teachers and technology. 

To improve outcomes student agency has to be at the forefront. I’ve always preferred tools that let students take control of their learning by turning passive consumers into creators because it allows them to tap into their imagination, while the learning happens naturally. I was blown away when I discovered Metaverse and seeing it utilized in a classroom during a recent coaching visit. It is a platform that makes it easy for anyone to create augmented reality experiences without having to code. I have not seen any other tools come close when it comes to ease of use and student engagement.

So, what is augmented reality (AR)? Using the camera on a mobile device (phone, tablet) AR overlays images/media over the real world. It is a social experience, as opposed to virtual reality (VR) where a single student would wear goggles that would obstruct them from their surroundings. AR might have started out as a novelty but has now become a fantastic way to engage students through authentic learning experiences. There are many reasons to incorporate AR in the classroom. A short list includes letting students experience characters/imagery that would not otherwise be accessible (historical figures), new places (enhanced field trips), added interactivity to classroom materials, gamified learning, and more immersive opportunities aligned to the curriculum.

As mentioned previously, I was first introduced to Metaverse during a coaching visit where students were creating AR projects for their peers to review ELA concepts. Since then it’s been fascinating to see Metaverse being embraced by educators in large numbers. What sets Metaverse apart from other AR tools is that anyone can create their own experiences quickly and easily. Metaverse consists of two components; Metaverse Studio where experiences are built in and the Metaverse app (iOS, Android and Chromebooks) where the can be subsequently viewed. Experiences are created by combining components on a storyboard (think digital Lego’s). Building your first AR Experience takes minutes. Here’s a quick tutorial.

Whether you are an educator or a student there are so many tasks you can create in Metaverse including:

• AR quizzes
• Games
• Choose your own adventure
• Field trips
• Digital breakout puzzles (AR Breakout EDU)
• Scavenger hunts/tours (experiences can be placed at GPS locations, similar to Pokemon GO)
• Audio games
• Interactive stories

Metaverse is free for anyone to create and view AR Experiences (you can create as many as you like). The collections feature is a premium addition to Metaverse Studio that is geared towards teachers who have students creating their own experiences. For more information check out the Metaverse blog to see what teachers are creating and check them out on Twitter. 

The Two Most Important Questions to Ask to Determine if Learning is Taking Place

There are so many thoughts and ideas as to what learning really looks and feels like. From these conversations, educators form their own perspectives and opinions that best align with the vision, mission, and goals of their classroom, school or district.  However, a consensus is critical if the goal is scalable change that results in improved learning outcomes. As I have written extensively in the past, research and evidence should play a significant role in what learning can and should be as well as whether or not it is actually taking place.  Common vision, language, expectations, and look-fors go a long way to creating a vibrant learning culture.

Recently I posted the following tweet. 

When it comes to #edtech in the classroom ask yourself these two questions to determine effectiveness:

1. Are kids thinking?
2. How are they applying their 
    thinking?#leadered #edchat pic.twitter.com/SqffWhOgsc

— Eric Sheninger (@E_Sheninger) February 2, 2019

It seemed to resonate with many educators.  I decided to post this update when I saw my friend Greg Bagby share an image of the Rigor Relevance Framework where technology is considered. Thus, my tweet referenced a digital angle.  In hindsight though, I should have written the tweet to align with what I genuinely believe in.  Some of the commentary I received reinforced what I always speak and write about as well as coach on; that the two questions I posed are important both with and without technology.  So, when it comes to learning, the two most important questions are:

1. Are kids thinking at increasing levels of knowledge taxonomy?
2. How are kids applying their thinking in relevant ways?

The Rigor Relevance Framework provides a practical way to determine the answers to both of these questions by looking at the level of questioning and the tasks that kids are engaged in.  

Consider it a litmus test of sorts. Where do the instruction (what the teacher does) and the learning (what the kid does) fall in terms of the four quads?  Good instruction can, and should, lead to empowered learning, with movement along both the thinking and application continuums. The point here is to not reside in Quad D as that is a place you visit once and a while, but it should be an area that learners are moved to at some point during a unit of study. When technology is added to the mix, it should be utilized purposefully by the learner in ways that address the two questions posed above.

The image above conveys a critical point.  We should never look at technology as a distinct element separate from curriculum, instruction, and assessment.  Each of these in their own right intersects in ways to support and enhance learning. It is essential to understand that the role of any digital tool or experience is to empower learners to think in ways that represent a fundamental improvement over traditional practice. The use of technology leads to yet another critical question – How are kids using technology to learn in ways that they couldn’t without it? 

All in all, learning has to be the focus. It’s up to you to determine if it is, in fact, taking place and if not what can be done to ensure that it is. 

Unleashing the True Potential of Video for Learning

The best job on the planet is that of a parent.  I can’t begin to explain how awesome it has been over the years watching my kids grow up and being actively engaged in their lives.  Sure, there are some lows along the way, but the highs are what bring so much joy and purpose into our own lives.  If you are a parent, you know exactly what I am talking about.  I had always envisioned the types of activities my kids would participate in with sports being one of them. However, I never thought that parenthood would bestow the official role of “cheer dad” upon me in the case of my daughter, but I am so glad that it did.

For starters, I never realized the sheer athleticism that is needed to excel in competitive cheerleading.  My daughter does all of these elaborate flips and stunts, often referred to as tumbling in the cheerleading world, that leave me in a state of awe every time I watch her.  I know for a fact that if I attempted any of these moves, I would severely hurt myself.  Equally as impressive are the team aspects of cheer. In a short period, she progressed numerous levels regarding the specific skills she could perform thanks to the dedication on her part and some phenomenal coaches. The coordination, agility, and strength that it takes to perform difficult routines that combine stunts, flips and dance are incredible.  Loud and annoying music aside, competitive cheerleading has to be one of the most difficult and demanding sports out there.

My wife and I try to support our daughter the best we can as she loves this sport with a passion.  One day when I was traveling, my wife purchased a contraption called an air track. It is a tumbling mat that simulates a bouncing floor similar to what the girls cheer on at the gym and competitions. We have it in a shed outside where my daughter and her friends can set it up and practice anytime they want.  Here is where the learning aspect comes into play.  Routinely my daughter will set up her iPhone on the fence to record herself as she tumbles away. She then watches the video to self-critique her form and reflect on what can be done to improve.  The best part is that she is doing this all on her own thanks to intrinsic motivation.  On many occasions, she will then take the video clips to her coach for feedback.

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As impressed as I am with my daughter on her use of video in support of learning and mastering cheer skills, I am equally impressed with her coach.  During private lessons, he will use his iPad to video and then review my daughter’s technique and what she has to do to improve.  At the end of the lesson, he will then come up to me and go through various video clips showing where she started during the session and where she eventually ended up focusing on growth.  He does the same during team practice.  Video, captured either through a smartphone or tablet, has become an essential coaching tool to assist the girls with learning their routine.  

The above story lays out how video can effectively be utilized to support learning.  Various research studies have revealed how video can serve as a highly effective learning tool (Allen & Smith, 2012; Kay, 2012; Lloyd & Robertson, 2012; Rackaway, 2012; Hsin & Cigas, 2013). Cynthia Brame from Vanderbilt University’s Center for Teaching looked at these and many other studies as they worked to outline the following elements to consider to ensure effective implementation. 

1. Cognitive load
2. Non-cognitive factors that impact engagement
3. Features that promote active learning

For more details on the three elements listed above, please check out the entire article.  I want to focus on number three, as the goal of video shouldn’t just be consumption and knowledge acquisition, but transfer and application through active learning.  Cynthia Brame shares this:

"To help students get the most out of an educational video, it’s essential to provide tools to help them process the information and to monitor their understanding. There are multiple ways to do this effectively such as guiding questions, using interactive features that give students control, and integrating questions into the video. The critical thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of video, we need to help students do the processing and self-evaluation that will lead to the learning we want to see."

I couldn’t agree more with the synopsis above. Just showing a video in class doesn’t cut it and is dismissive of the potential it can have as an educational tool. For video to really impact learning and outcomes, active use should be the goal. What is even more important is how learners are empowered to use their own devices to capture video as a means to showcase what they have learned (see an example here from one of my former students), reflect, and set actionable goals for growth.  When aligned with knowledge taxonomy ask yourself how video is being used by kids to apply, analyze, evaluate, and create.  

In the case of my daughter, I can say without a doubt that she uses it to support her learning and growth in cheer.  Imagine then the possibilities for learners in our classrooms. 

Chase Growth, Not Perfection

Perfection is something many people chase after. Educators are no different, but more on this later. In sports, there are only defined scenarios when perfection can be achieved. A pitcher can deliver a perfect game if he or she gives up no hits or walks and the fielders commit no errors. In bowling, a 300-game consisting of all strikes is also a sign of perfection.  Outside of sports, it becomes even harder to meet stringent criteria to achieve this.  For those of us that are married, we all strive to provide our spouse with a “perfect” diamond. The closest you can get to this designation is a “D” color, which is often referred to as a flawless and has no visible imperfections at 10X magnification.  As great as our intentions might be this can prove to way out of our budgets.  

For the most part, perfection is a fallacy. It is based more on set opinions and perception as opposed to established criteria such as the examples I provided at the beginning of this post. The fact of the matter is in the context of education there is no perfect lesson, teacher, administrator, school, program, curriculum, district, or organization. If we constantly chase or strive for perfection, then more often than not disappointment will follow. This is not to say that we shouldn’t attempt to be our best for those who we serve, most notably our learners. However, trying to accomplish the impossible day in and day out is not only unrealistic but also not a wise use of time and resources. 

You can be good or great, but both of these distinctions are really in the eye of the beholder. A mindset shift is in order that requires us all to reevaluate how we approach professional practice. It is as simple as it is effective. Chase growth, not perfection. By consistently reflecting on where we are steps can be made to grow in an effort to get to where we want, and our learners need us to be. Chasing growth is attainable and leads to daily rewards that are more intrinsically motivated than extrinsic.  The fact of the matter is that there is and always be room for improvement no matter your role in education or how well your school achieves.  

Don’t put immense pressure on yourself to be perfect. You don't have to be. Instead, we should continuously strive to be the best iteration of ourselves. 

The Pivotal Role Movement Plays in Learning

“More blood means more energy and oxygen, which makes our brain perform better.” – Justin Rhodes

Spending time in schools as a leadership and learning coach has been some of the most gratifying work I have done.  The best part is the conversations that I get to have with learners, especially at the elementary level.  These always leave me invigorated and remind me why I became a teacher many years ago. Then there is the practicality of being able to work with both administrators and teachers at the ground level to improve pedagogy and, in turn, student outcomes. From this lens, I get to truly see the seeds of change germinate into real shifts in practice.  It also provides me with an opportunity to reflect on what I see and my take on how the field of education can continue to evolve in ways that better support the needs of all learners.

Case in point.  Recently I was conducting learning walks in Edward K. Downing Elementary School with principal Marcos Lopez as part of some broader work in Ector County ISD. As we entered, the lesson was about to conclude.  The teacher had the students engaged in a closure activity to demonstrate an understanding of multiplication concepts in math.  After the exit tickets were all turned in the teacher had all the students participate in a brain break activity. Each kid was instructed to get up, walk around the room, and find a partner who was not in their pre-assigned seating groups. They were then instructed to compete in several games of rock-paper-scissors with various peers. After some heightened physical activity and fun, the lesson then transitioned to a do-now activity where students completed a science table to review prior learning. 

At first, I was enamored by the concept of brain breaks.  As a result, I did a little digging into the concept.  Numerous studies have found that without breaks students have higher instances of inappropriate classroom behavior. Not only did Elisabeth Trambley (2017) do a fantastic literature review of these, but she also conducted her own research study to determine the impact of brain breaks on behavior. She found that once the breaks were implemented the inappropriate behavior diminished, establishing a functional relationship between breaks and classroom behavior.

The concept of brain breaks got me thinking about a growing trend in education – as kids progress through the K-12 system, there is less and less movement.  I have seen this firsthand in schools across the globe.  Let’s look into this a little more closely.  Research reviewed by Elisabeth Trambley, Jacob Sattelmair & John Ratey (2009), and Kristy Ford (2016) all conclude how both recess and physical activity lead to improved learning outcomes. To go even a bit deeper, studies have found that movement improves overall learning as well as test scores, skills, and content knowledge in core subjects such as mathematics and reading fluency as well as increases student interest and motivation (Adams-Blair & Oliver, 2011; Braniff, 2011; Vazou et al., 2012; Erwin, Fedewa, & Ahn, 2013; Browning et al., 2014). 

The bottom line is not only is physical education an absolute must in the K-12 curriculum, but schools need to do more to ensure that movement is being integrated into all classes. Need more proof on how important movement is? All one has to do for this is to turn to science.  The brain needs regular stimulation to properly function and this can come in the form of exercise or movement. Based on what is now known about the brain, this has been shown to be an effective cognitive strategy to improve memory and retrieval, strengthen learning, and enhance motivation among all learners. The images below help to reinforce this point.

Click HERE to view the research study.

Science and research compel all educators to integrate more movement into the school day. Below is a short list of simple ideas to make this a reality.

• Add more recess not just in elementary, but in middle school as well.
• Intentionally incorporate activities into each lesson regardless of the age of your students. Build in the time but don’t let the activity dictate what you are going to do. You need to read your learners and be flexible to determine the most appropriate activity. 
• Implement short brain breaks from 30 seconds to 2 minutes in length every 20 minutes, or so that incorporate physical activity. If technology is available utilize GoNoodle, which is very popular as students rotate between stations in a blended learning environment. If not, no sweat. A practical activity can simply be getting students to walk in place or stand up and perform stretching routines. 
• Ensure every student is enrolled in physical education during the school day. 

Don’t look at kids moving in class as a break or poor use of instructional time. As research has shown, movement is an essential component of learning. If the goal is to help kids be better learners, then we have to be better at getting them up and moving in school. 


Adams-Blair H., Oliver G. (2011). Daily classroom movement: Physical activity integration into the classroom. International Journal of Health, Wellness, & Society, 1 (3), 147–154.

Braniff C. (2011). Perceptions of an active classroom: Exploration of movement and collaboration with fourth grade students. Networks: An On-line Journal for Teacher Research, 13 (1).

Browning C., Edson A.J., Kimani P., Aslan-Tutak F. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on geometry and measurement. Mathematics Enthusiast, 11 (2), 333–383.

Erwin H., Fedewa A., Ahn S. (2013). Student academic performance outcomes of a classroom physical activity intervention: A pilot study. International Electronic Journal of Elementary Education, 5 (2), 109–124.

Who Should Facilitate Professional Learning?

Have you ever paid money to go and watch a professional sporting event, play, or musical? Your answer is probably a resounding yes.  If you are like me, then you have gone too many times to count and have lost track. What drives you to spend money and attend these events? More than likely you go to watch the athletes compete or artists perform. In some cases, you participated in these activities at a certain level during your lifetime.  Or maybe you are just passionate about and moved by, how the experience makes you feel.  Regardless of your rationale, it is essential to understand that there is so much going on behind the scenes leading up to the culminating event that you pay to watch.   

Let me focus the rest of my point on professional sports. For countless hours each athlete is coached, taught, and guided by numerous individuals who have some direct experience in the sport. These individuals either excelled at some level, whether professional or collegiate, or they are a master teacher when it comes to knowledge, ideas, and strategy as to how to take a group of individuals and help them succeed as a team. The majority of these coaches possess a track record of success and the evidence to back it up.  Why else would these people be employed to coach in the first place?

The kicker here though is that many of these coaches have not played the game in years, even decades.  Take Nick Saban for example.  Currently, he is paid millions of dollars (a little over eleven to be exact) as the head coach of the Alabama Crimson Tide football team.  As the head coach, he ultimately calls the shots while training both players and assistant coaches alike.  He has had unprecedented success developing players and building a football dynasty that others hope to emulate yet has not played a single snap of collegiate football since 1972 when he was on the team at Kent State University. Right after graduating in 1973 he became an assistant coach at Kent State. Approximately 45 years later he is still at it. This begs the question, which we all know the answer. Had not playing the game in decades hindered his ability to help others achieve impressive results?

There is often a debate in physical and virtual spaces about who should facilitate professional learning for educators.  I see and appreciate the points from both sides.  Many people want current practitioners who can directly relate to either the content or responsibilities of the position.  In a perfect world this would be great as well as ideal, but just like it is unrealistic for current players to coach, the same can be said for practicing educators, especially when the research has shown that on-going, job-embedded professional learning is what leads to improved learning outcomes. Quality professional learning takes time and goes well beyond one and done. It involves a critical lens, lack of bias, modeling, and meaningful feedback to drive growth. 

Saban was a smart player who initially played offense but was later moved to defense. He was also part of a championship team during his playing days and has led teams he has coached to six college championships.  The point here is that experience and outcomes matter. That is what all educators expect and deserve when it comes to professional learning.  The key is to find the right consultants to help move you forward.  When investing in any professional learning options do your research!  Below are some questions that might help you with this:

• How does the organization or consultant’s experience align with our intended outcomes? It is crucial that each have the appropriate experiences to facilitate the work.
• Does the organization or consultant have evidence of success when it comes to improving outcomes? What criteria make them the best to facilitate the work? Just like I did a Google search on Nick Saban, you can do the same when it comes to companies and consultants. 
• How can an outsider’s view move us forward by helping us see what we are missing? It is often difficult to move beyond internal bias.  Sometimes a different relationship and lens are needed to move systems forward. This is where outside consultants can help.
• Is the intended work aligned to research and evidence on what works? In more blunt terms, have they implemented what they are going to train you on? Effective professional learning moves beyond the fluff and broad claims. 

Effective Professional Learning

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Important decisions have to be made when it comes to facilitating professional learning whether it is a workshop, keynote, or something more intensive like job-embedded coaching. As goals and outcomes are fleshed out, it is then incumbent to determine who is best to oversee the work, whether it is a practicing educator, in-house personnel, or an outside consultant. The lesson learned from the story of Nick Saban is that it behooves us not just to write someone off because they are not currently in a classroom or working in a school. 

Substance matters. 

Context matters. 

Experience matters. 

Professional learning is and should be an experience, not just an event. Satisfaction lies not only in having a message that resonates but how the work leads to improvements in teaching, learning, and leadership that are supported by a broad base of research and backed up by actual evidence of better outcomes. Don’t be so quick to judge based on someone’s current position. Do your homework and take a critical lens to their body of work to find the best fit to facilitate professional learning.