School of Dreams

As many people know I am originally from the Northeastern part of the United States.  I was born and raised in New Jersey, where I also became a teacher and eventually a principal.  After meeting my wife in 2002, I moved to Staten Island, NY and resided there for thirteen years. To be honest, I never thought I would leave that area of the country as my wife, and I had such strong roots there. Things change, however.  The successful digital transformation at the school where I was principal attracted a great deal of attention from the mainstream media, schools locally and globally, and organizations, in part because we were able to show efficacy in our work.  It was at this time that I decided to take a calculated risk and attempt to help other schools scale their digital and innovative change efforts.

As I transitioned from principal to Senior Fellow with the International Center for Leadership in Education (ICLE) my work began to take me all over the country and the world.  I vividly remember the day when I was away working in Hawaii, and Staten Island got dumped with over a foot of snow.  Shortly after I returned home, my wife sat me down and gave me an ultimatum.  I either had to go back to being a principal so I could be home to shovel any and all snow in the future or we had to move somewhere else in the county where it was warm and didn’t snow at all.  My wife knew full well how much I love the work that I do so out came a map of the United States and the discussions as to where we would raise our family for the foreseeable future began.

During our discussions, I had to set my non-negotiables.  She wanted warmth and no snow while I needed a huge airport that was centrally located to cut my flight times and connections down.  There were only two realistic choices at this point, Dallas and Houston. Since Houston was a bit further south and we could get the exact home we wanted the decision was made.  One other factor that weighed heavily in our decision-making process was the school district that our children would attend.  The icing on the cake for me was that when it was all said and done taking into account our non-negotiables, we decided to build our home within the Cypress-Fairbanks Independent School District (CFISD). 

CFISD is an amazing school district that is not only one of the highest achieving large districts in the state of Texas, but also firmly committed to scaling innovative practices to improve learning for all 120,000 students. For the past year and a half, my team and I at ICLE have been assisting the district with doing Bring Your Own Technology (BYOT) K-12, incorporating blended learning, and aligning sound pedagogy to the use of flex spaces.  We have also used our Digital Practice Assessment (DPA) process to help them determine where they are at, but more importantly where they want to be for their learners. Now back to my story.

Shortly after arriving in the Houston area I was contacted by Cheryl Fisher, a local CFISD elementary principal.  She had been following me on Twitter and asked if I would be willing to visit her school and see how they were implementing blended learning across all grade levels.  What I saw just warmed my heart, but more on this later.  A little over a year later Cheryl was named the principal of Wells Elementary, a brand-new school right smack in the middle of the community where I lived.  I couldn’t control my excitement, but there was a challenge ahead in the form of my daughter, Isabella.

Image credit

Bella, who was in 4th grade at the time, had a big decision to make. Stay in the other community school where she had made friends for two years or go to a brand-new school for her last year of elementary school. To be honest, she was leaning on staying put. I discussed this with Cheryl, and she said quite bluntly, “If your daughter decides to come to Wells she will love learning every day.” Well, I was already hooked, but Cheryl also made the time to meet with Bella and explain in detail the vision she had for the learning culture at Wells.  What followed was the waiting in anticipation of what Bella would decide to do. 

Well, my daughter, on her own without much pressure from my wife and I, decided to attend Wells Elementary. Every day I ask her how school was and literally tear up when she responds as the answer is always the same – “It was great Daddy.” My daughter is entirely in love with the school. As an educator and parent, this means so much more to me than her consistently being advanced proficient every year on all standardized tests.  Wells Elementary to me is a school of dreams because my daughter loves learning.  Here are some specifics as to why:

• School-wide decision to have no homework.
• Students K-5 are empowered to use their technology to support their education as part of BYOT. In addition to this, technology is used to support and enhance learning while providing authentic opportunities to explore concepts.
• Strategic use of the station rotation blended learning model to maximize learning time and increase student agency.
• Incorporation of flexible learning spaces throughout the building.
• Portfolio-based assessment using Seesaw and Google Classroom to provide better feedback to students.
• An entire staff that believes in the power of being connected and the importance of having a Personal Learning Network (PLN).
• Systemic use of a variety of social media tools to communicate with stakeholders and keep them in the know.

I encourage you to check out this video where Cheryl and one of her teachers discuss the digital transformation at Wells Elementary.

It is important to know I am not just making the casual statements about using only my parent lens.  I am honored by the fact that I am the one who is engaged with Wells as part of ICLE’s partnership with CFISD to support the district with our Digital Leadership and Learning solutions.  As the job-embedded coach for the school, I have been working with the teachers and administrators and will continue to do so throughout the school year.  Even though there are some fantastic initiatives in place as mentioned above, the Wells community knows that there is room for improvement.  This is the case in any classroom, school, or district. Together we are working on the pedagogical shifts needed to support their bold vision and plan for innovative learning.  

All in all, this is a school of dreams in my opinion.  The fact that my daughter loves learning and is being prepared for her future means the world to my wife and me.  Thank you to all the educators at Wells and CFISD who are have brought so much joy to my daughter. With the compelling learning opportunities she is experiencing, I hope that she will be further motivated to follow her dreams, no matter what they are. 

Tic Tack Toe in the Blended Classroom

The other day I was conducting some learning walks with the administrative team at Wells Elementary School in the Cypress-Fairbanks Independent School District (CFISD). Throughout the school year, I have been assisting them with digital pedagogy as it relates to blended learning and the use of flex spaces.  The primary goal has been to take a critical lens to instructional design with a focus on increasing the level of questioning, imparting relevance through authentic contexts and interdisciplinary connections, creating rigorous performance tasks, innovating assessment, and improving learner feedback. I cannot overstate the importance of getting the instructional design right first before throwing technology into the mix.  

A secondary goal has been facilitating a transition from blended instruction to blended learning. This is not to say that the former is bad or ineffective, but it can be depending on whether or not the technology is just a direct substitute for low-level tasks or use is more passive as opposed to active. With this aside, there is a difference between the two, and it all has to with how the technology is being used and by whom.  Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace. Herein lies the key to the practical use of flex spaces in education. The dynamic combination of pedagogically-sound blended learning and choice in either seating or moving around in flex spaces results in an environment where all kids can flourish and want to learn. 

Over the course of the year, I have seen some much growth and improvement since the work began in August.  My visits to this school have been inspiring as I have seen the future of education in the present.  This is one of the main reasons that my daughter loves being a student here. Unlike our learning walks in the past, the teachers at Wells Elementary did not know I was going to be in the building on this particular day.  The idea was to see if the goals for digital pedagogy and blended learning in flex spaces were well on their way to being accomplished. 

I saw so many activities that warmed my heart where kids were authentically engaged in meaningful learning. However, stepping into Zaina Hussein’s 4th-grade classroom provided a perfect example of how the entire Wells community has evolved together to deliver fantastic learning opportunities for kids.  As we walked in a Tic Tac Toe grid was displayed on the interactive whiteboard.  Word on the street is that she “borrowed” this idea from Kendre Millburn, my daughter’s 5th-grade science teacher.  If you are not familiar with this type of learning activity here is a description from the IRIS Center out of Vanderbilt University:

Tic-tac-toe sometimes referred to as Think-tac-toe, is a method of offering students choices in the type of products they complete to demonstrate their knowledge. As in a traditional tic-tac-toe game, students are presented with a nine-cell table of options. The teacher should make sure that all options address the key concept or skill being learned. There are several variations on this method: 1. Students choose three product options that form a horizontal, vertical, or diagonal line. 2. Students choose one product choice from each row or from each column (without forming a straight line). 3. The teacher can create two or more versions to address the different readiness levels. To learn how to create an acnhor activity using a Tic Tack Toe board click HERE.

I loved this activity for so many reasons. It incorporated choice, formative assessment, purposeful use of technology, and differentiation. All learners had to complete the middle box with the gold star emoji.  The flame icons represented activities that were more difficult.  

I was so mesmerized by the structure of the lesson and the engagement of the learners that I almost missed what possibly could have been the best part of the class – an opportunity to reflect.  Costa & Kallick (2008) share why reflection is a critical component of the learning process:

Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others. 

Reflection involves linking a current experience to previous learnings (a process called scaffolding). Reflection also involves drawing forth cognitive and emotional information from several sources: visual, auditory, kinesthetic, and tactile. To reflect, we must act upon and process the information, synthesizing and evaluating the data. In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something.

It is important to understand the convergence of so many elements present in the examples above that align with sound instructional design and real blended learning.  Learners had a certain amount of control over path, pace, and place thanks to using flex spaces and the Tic Tac Toe activity that incorporated blended elements.  Student agency was also evident.  This is a hallmark of a well-structured blended learning activity, which is why I was so pleased to see choice (Tic Tac Toe activity, flex seating) and voice (reflection) incorporated.  

Over the course of the school year, I have seen so many exemplary blended learning activities implemented by Wells Elementary teachers across all grade levels during my time there as an instructional and leadership coach.  I cannot commend their progress and success enough, but I would be remiss if I did not add how helpful the entire administrative team has been.  They all have provided unwavering support to their teachers while also learning alongside them. When an entire school believes in different and better, takes collective action, grows together, and has the evidence to show improvement the result is efficacy. 

Follow the learning adventures at Wells Elementary on Twitter at #ExploreWells. 

6 Ways to Improve Professional Learning

No matter your position in education, you have gone through some form of professional development. In many cases, the act of being “developed” comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Many of these are often the one and done variety or conducted in a drive-by manner. Now, don’t get me wrong; some educators find value in the experiences I have outlined above and have gone on to change their respective practice for the better. However, I would say an equal amount have found little to no benefit. The bottom line is that all educators yearn for quality professional learning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. The image below from Katie Martin sums up nicely what educators want out of professional learning. 

Image Credit

So where is the disconnect when looking at the typical professional development offerings? Some recent research provides great insight into this issue (Darling et al., 2017):

Research has noted that many professional development initiatives appear ineffective in supporting changes in teachers’ practices and student learning. Accordingly, we set out to discover the features of effective professional development. We define effective PD as structured professional learning that results in changes to teacher practices and improvements in student learning outcomes. Through a review of 35 studies, we found seven widely shared features of effective professional development. Such professional development:

1. Is content focused
2. Incorporates active learning, utilizing adult learning theory
3. Supports collaboration, typically in job-embedded contexts
4. Uses models and modeling of effective practice
5. Provides coaching and expert support
6. Offers opportunities for feedback and reflection
7. Is of sustained duration 

The same focus areas listed above apply to people in leadership positions just as much as teachers, as supported by research. Leaders need consistent support and feedback on all aspects of the position to continually grow and improve, but the most emphasis should be on issues related to instructional leadership that leads to pedagogical change.

Over the years, I have been blessed to be a part of several long-term professional learning projects in schools and districts across the United States. Even though each project is different, each contains an assortment of classroom observations, strategic planning, coaching, and loads of feedback. Through each experience, I open myself to learn, unlearn, and relearn with the educators that I am working with shoulder to shoulder in the trenches. Below are a few lessons learned.

Model what you expect

Adult learners don’t like to be spoken at. Many want to see what a strategy actually looks like in practice and then have the time to apply it. The also really want to see how it can be successfully implanted when aligned with the realities they face. A focus on the why might get educators all excited, but that typically fades when they need more of the how in terms of what the strategy actually looks like in practice. After you model, give people time to apply what they have learned.

Share exemplars

I am always asked for examples of innovative practices in action and what they look like at various grade levels. It is important for many educators to see success through the lens of their peers. By doing so, the task of change becomes more doable in the eyes of those engaged in the professional learning experience. Thanks to being in different schools each week, I have been able to curate so many artifacts that are then used to help others see how a strategy or idea has been implemented successfully (especially from Wells Elementary). Once an exemplar is shared, give educators time to reflect and then plan their activities.

Feedback and more feedback 

Virtually every educator wants feedback, and when delivered the right way, it can lead to powerful improvements to practice. When it comes to ongoing support in the form of job-embedded coaching, timeliness and specificity are critical in the eyes of the receiver. During year two of my continuing work with Wells Elementary, the administrative team asked me to develop videos for each grade level. For example, after conducting walk-throughs of all third-grade teachers time was built into the schedule for me to create a video emphasizing commendations and areas for growth. By the end of the day, six different videos were reviewed by the teachers during grade-level meetings. The goal was then to act on the feedback prior to my next visit.  Always make time for feedback.

Get Creative 

Doing the same old thing the same old way becomes boring not only for those engaged in professional learning but also for the facilitator. That’s why I am always open to ideas from the schools and districts I work with to spice it up. Recently Cheryl Fisher, the principal of Wells Elementary, asked me to create a scavenger hunt. I am so glad she did, as it was a huge success. Here is some more context. The school opened up three years ago, and I have been engaged with them since the beginning.

In an effort to differentiate on this particular day, I was to work with all first-year teachers. After a hands-on workshop with time to reflect and apply what had been learned, I sent them all on a digital scavenger hunt using Goosechase. Several missions were developed where they had to go find evidence of the practice being implemented by one of their peers. Not only did they have a blast, but also we were all able to see how innovative methods have become the standard at this school. Getting creative with professional learning will take a little time on your part, but in the end, it is worth it.

Add some personalization

There is nothing better in my opinion than putting teachers and administrators in charge of their professional learning. I see personalization as a move from “what” to “who” to emphasize a shift to ownership on the part of the educator. For example, I have been working this year with the Corinth School District in Mississippi in a job-embedded coaching role. After spending an entire day visiting classrooms and providing feedback, I then empowered the teachers and administrators to collaboratively plan out their next day with me based on agreed focus areas.

When I was the principal at New Milford High School, I created the Professional Growth Period (PGP). By giving my teachers time during the school day, I let them choose their own path and pace to work on innovative practices. Feedback on what they had accomplished was provided at each end of year conference. In the end, I gave up my time to cover duties, so my teachers could learn.

Time 

Time is critical to success, no matter what professional learning pathway is pursued. As you think about what you want to accomplish in your school, organization, or district, think carefully about how time will be provided. As you have seen above, time is a crucial element in each strategy above.

When it comes to professional learning, either advocate for what you feel you need and deserve, or work to create the types of experiences that educators will find value in.

Darling-Hammond, L., Hyler, M. E., Gardner, M., & Espinoza, D. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

Blending with the Station Rotation Model

Blended learning is something that is near and dear to my heart. For me, the journey began back in 2011 when we first introduced the flipped approach at New Milford High School, where I was principal, with resounding success. As I transitioned from the principalship to supporting districts and schools, I learned that blended learning was a powerful pedagogical strategy that could unleash students' potential while meeting their diverse needs.  Over the course of many years, my work with Wells Elementary School provided a foundation that I pull from to this very day. It's one thing to talk about blended learning, but another to actually illustrate the many ways it can be implemented effectively and at scale. Wells did the latter exceptionally well.

Technology is a significant component, but not every activity has to incorporate some type of tool. The key is to find strategic ways to use it as a means to improve learning, something that is emphasized in Disruptive Thinking in Our Classrooms. There are many ways to blend, but it is vital to have a firm understanding of the underlying premise of this strategy. Hence, the definition I created a few years back:

Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace. 

In the past, I have penned detailed posts on choice boards, playlists, and the flipped classroom while only touching on the station rotation model. Thus, I thought it might be appropriate to dedicate a post just to this strategy.  With station rotation or centers as it is often referred to at the elementary level, the overreaching goal is to use valuable class time more effectively.  Following a short period of direct instruction with the entire class, the teacher breaks students into groups using data where the class engages in a series of activities during a set period of time.  Each learner will visit all the stations, and a timer is used to let them know how long they have to engage in the activity.  Typical stations include the following:

• Targeted instruction or support
• Collaborative experience
• Personalization through the use of adaptive tools
• Independent work

There is no set number of activities that a teacher can develop for this model.  However, I most commonly see three or four.  A modified two-station model could be used at the secondary level, where half the class works with the teacher while the other completes independent work using technology.  We need to get past the perception that this is just an "elementary" strategy. To assist in setting up station rotation, I have created a pedagogical framework, which you can view below.  What you will see are traditional elements of effective instruction at the front and back end.  It is essential to use a good data source for groupings so the learners get the most out of the targeted instruction or support rotation.  It is here where achievement gaps are closed, and the kids who are already at or beyond standard attainment can be pushed. 

The image above can be adapted based on the length of the class period. In addition to the use of data for groupings, a timer for pacing is also essential as it aids in self-regulation and time management.  An important aspect is to build in activities that promote collaboration. Here is where an interactive whiteboard (IWB) can be used to unlock its true potential.  Below you will see two examples from Corinth Elementary School that meet all the requirements for an effective station rotation.

Keep in mind that there are many ways to set up this model.  Overall efficacy relies on data being used to continuously group and re-group students, strategic use of adaptive learning tools, independent work that is rigorous and relevant, and the opportunity to collaborate actively. There is only one thing educators can control: the time with students in the classroom.  Station rotation, when used strategically, can be used to differentiate while also building essential competencies such as time management and self-regulation. It's a win-win at any level.  

Choice Boards 101: Strategies to Ensure Classroom, Professional, and Virtual Learning Success

As of late, I have been working with quite a few districts on personalization through a variety of blended learning strategies.  My experience in this area began over three years ago, thanks to having the opportunity to coach teachers and administrators at Wells Elementary School. As we are now in our third year together, they continue to take feedback and act on it to improve their practice. I can honestly say that I have learned so much from them over the years as to what pedagogically-sound blended learning really is, and, in my mind, they are a global exemplar for others to emulate.

Their influence can be seen and heard in my writing, presentations, workshops, and work with other schools.  Throughout this school year, I have had the honor of working with all the K-12 schools in the Corinth School District in Mississippi. They are a 1:1 district who have really begun to hit their stride and push the envelope when it comes to the purposeful use of technology aligned to research-based pedagogy. They have made some incredible shifts, including a shift towards station rotation and choice boards. You can read more about their progress in this post.  

After my fourth coaching session with them, the principal asked if I could create a choice board for his staff to work through and learn to use even more technology tools effectively. I was excited because I always ask the schools I work with to reflect on the feedback that is provided and determine how to best use my time when I am there next.  Ownership of learning shouldn’t just be for students. I was also equally terrified as I had never created a choice board of my own. Typically, I only share the ones created by Wells (TX), Snow Horse (UT), and Corinth Elementary (MS) as well as Corinth Middle School. As I have stated for years, don’t ask others to do what you have not done or are not willing to do yourself.  Challenge accepted!

On a recent Sunday, I began my choice board journey.  Since I had already provided numerous workshops and sessions in the district, the foundation was already set to move forward with this. First, I did a few Google searches for editable templates, which led me to an array of examples in Google Slides.  I then chose one that aligned to the content, in my opinion, developed a learning target, created nine different activities, and hyperlinked to supporting resources. Since pacing is a pivotal component of both personalized and blended learning, I did another Google search for ways to integrate timers into Google Slides.  In literally fifteen minutes, I had my choice board created.

The key with a choice board to use as a part of professional learning with adults or classroom learning with students is sound blended pedagogy.  In addition, below are some tips that I have used with the schools and districts I coach:

• Use pre-made templates (just make a copy).
• Use a timer for pacing and self-management.
• Behind the scenes, the teacher works with at-risk students or those who need extra help. If you are leading professional learning, this frees up time to answer questions and provide feedback.
• Add links to your Learning Management System (Google Classroom, Canvas, Schoology, etc.) to see student work and to hold them accountable.
• Monitor regularly to ensure on-task behavior.
• Create a scaffolded formative assessment for all students to complete once they are finished (3 questions or more that increase in difficulty). For professional learning, you could have attendees share what they have created or learned using Google Forms.
• If students or adults finish the required choices and formative assessment, have them choose other activities.
• Consider using Google Slides and add either anchor charts or essential content for review to assist with completing the board.
• For more edtech tools, click HERE to access a resource curated by Tom Murray.

HERE you can view the choice board activity that I created based on the story at the beginning of the post.  You will see numerous slides before that actual board that allows access to the presentation as well as some content slides to review prior learning. The iteration that you see was updated and tweaked numerous times thanks to the feedback I received from the Corinth School District, Jill Bromenschenkel, and my wife. Going forward, I will definitely be integrating more choice boards and station rotation into my workshops. It’s vital that anyone leading professional learning practices what he or she preaches. 

Choice boards, both digital and non-digital, represent a pedagogically-sound virtual or #remotelearning option, especially for our youngest learners. If they have been implemented prior to extended school closures or breaks consider incorporating them into a distance learning plan.  In the case that they haven't been used, I would suggest creating a short video explaining to learners how to complete the board and how to submit or show work when finished.  

Bookend Pedagogy

As I work with more and more schools in a coaching role, I am beginning to see specific trends emerge. Now, before I go any further, it goes without saying that I see fantastic examples of sound pedagogical practices and innovative strategies that are leading to improved learning outcomes.  However, my role, as the schools I partner with and I see it, isn't to just spit out platitudes and tell them what they want to hear.  The most important aspect is to empower them to take a critical lens to their work through evidence and begin to think deeply about needed changes to practice.

In a previous post, I outlined what a typical coaching day with me looks like, as well as the most common areas where growth can be achieved based on many classroom visits.  Wells Elementary has been taking the feedback that I provide for over three years and recently asked me to create a session that focused on strategies for opening and closing lessons. I was excited about this opportunity as I was going to have the honor of meeting with all teachers by grade level and presenting newly created content. As I pondered over what I was going to call this presentation, the idea of bookend pedagogy popped into my mind.  I ran the title by my wife as she never hesitates to tell me how it is. She liked it, and off I went to create a new slide deck.

The more I think about it, I really see bookend pedagogy as a critical element of any successful lesson. How a lesson begins typically makes or breaks it in the eyes of a learner. A well-structured anticipatory set gets the ball rolling, while a review or prior learning right after helps to ensure that the kids understand what was covered previously. The end provides valuable feedback to both the teacher and student to determine if the objective/target was met and that learning occurred. Without closure, it is difficult, if not impossible, to evaluate whether a specific lesson was a success. For my session with the Wells staff, I developed and then implemented a mini-lesson on personalized learning while ensuring that I included an anticipatory set, a review of prior learning, direct instruction, and closure. 

In the past, I have written posts on all three of these elements, but a quick review never hurt anyone.  In addition, I will provide additional strategies and resources. The 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. Types of sets can include the following:

• Short video clips
• Relevant writing prompts
• Riddles
• Personal stories or real-world scenarios
• Current events
• Picture prompts
• Props
• Open-ended questions

For more context, check out this video.

Just because something was presented in class, the assumption cannot be made that students actually learned it, which makes reviewing prior learning critical.  Research in cognitive science has shown that eliciting prior understandings is a necessary component of the learning process. Research also has demonstrated that expert learners are much more adept at the transfer of learning than novices and that practice in the transfer of learning is required in good instruction (Bransford, Brown, and Cocking 2000). Check out this article from TeachThought, which outlines 27 strategies to review prior learning.

How do you know if the class got it at the end of a lesson? Learning increases when lessons are concluded in a manner that helps students organize and remember the point of the lesson. Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the lesson, allows students to practice what is learned, and provides an opportunity for feedback and review. Time must be set aside for closure, and efforts should be made to include it in lesson plans. A straightforward way to do this is to provide three scaffolded questions (easy, moderate, and challenging) as a means of formative assessment. Below are some general closure examples:

• Explain one thing you learned today.
• What was the most challenging concept, and why?
• Identify the most significant learning from the lesson and explain why.
• What do you need to do to develop a deeper understanding?
• How did the lesson impact your understanding?
• How would you summarize what you learned for someone who wasn't here?
• What was one thing you were unsure of?
• Discuss an "aha" you had and how it connects to the learning target/objective.

The above only represents some ideas on how to close a lesson.  As is the case with anticipatory sets, reviews of prior learning, and closure, there is no one right way.  Many tools can help facilitate all of the above. Here they are in no particular order:

• Whiteboards (no tech)
• Paper exit tickets
• Plickers (best tech option)
• Mentimeter
• Pear Deck
• Nearpod
• Google Forms
• Kahoot
• Quizizz
• Quiz Whizzer
• Gimkit
• GoSoapBox
• Padlet
• Linoit
• AnswerGarden
• Flipgrid

It should be noted that bookend pedagogy might not be necessary during lessons that involve high-agency strategies such as station rotation, choice boards, playlists, or those involving extended inquiry and project-based learning. However, with any of these pedagogical techniques, there should be an opening and an end at some point, so always keep bookend pedagogy in mind. 

Why Choice in Learning Matters

Do you like being told or directed to do something a certain way even though you know it doesn’t align with your innate strengths, interests, or learning preference? Pretty frustrating, right? It becomes even more of an obstacle to growth if you know how to demonstrate understanding but aren’t afforded different pathways to articulate a response. Choice matters when it comes to learning if that is the ultimate goal. The key is first to be open to giving up some control and understanding that, in many cases, there isn’t always one right way to demonstrate competency.

While educators can leverage many high-agency strategies, choice might be the most essential element of personalization because it allows students to take ownership of their own learning in so many different ways. When students have a say in what they learn, how they learn, and when they learn, they are more likely to be engaged and motivated. They are also more likely to see the relevance of their learning to their own lives and interests. Most importantly, when they are able to demonstrate understanding on their own terms, it builds invaluable confidence in their abilities.

I shared the following in Disruptive Thinking in Our Classrooms:

Choice is the great differentiator that helps meet the needs of all learners.

There are many ways to incorporate choice as a means to personalize. For example, students can choose their own learning:

• Goals by involving them in setting individual goals, working with a group to set group goals, or choosing from a set of pre-determined goals.
• Materials such as a variety of textbooks, articles, websites, technology, or other resources to assist with or demonstrate learning.
• Activities such as hands-on activities, simulations, projects, or tasks in a choice board, playlist, or must-do/may-do list. During Tier 1 instruction, there are opportunities where students can choose to show their understanding using individual whiteboards or dry-erase surfaces (text, drawings) or technology (video, audio, drawing, text, images, etc.).
• Pace by setting their own deadlines for completing assignments, projects, or when working on a personalized task.

In my work with principal Nicki Slaugh and her Quest Academy Junior High School staff, student choice as a high-agency strategy has begun to flourish. Below you can see a few examples. I also encourage you to check out these posts from Wells Elementary (TX), Snow Horse Elementary (UT), Juab School District (UT), and the Corinth School District (MS).

Giving students a choice in their learning can be a challenge, but it is worth the effort. While some might see it as more work or just another thing to do, once you find a schedule that works for you, choice can be integrated routinely, even if it is once a week. When students have a say in their learning, they are more likely to succeed. Here are some of the benefits of giving students choices in their learning:

• Increased engagement and motivation
• Improved understanding of the relevance of learning
• Increased self-regulation and direction
• Enhanced problem-solving skills
• Increased creativity and innovation
• Improved critical thinking skills

If you are interested in incorporating choice into your classroom, here are a few tips:

• Start small. Try to do only a little at a time.
• Be clear about your expectations. Let students know what they need to learn and how they will be assessed.
• Provide students with a variety of choices. This will help ensure that everyone can find something they are interested in.
• Be flexible. Be willing to adjust your plans based on student feedback.
• Celebrate student choices. When students make good choices, be sure to let them know.
• Share templates and ideas. Don't reinvent the wheel. Leverage your best resource, which is other educators invested in the work.  

Giving students choices in their learning can be a powerful way to improve their engagement, motivation, and understanding. If you are looking for ways to personalize your classroom, I encourage you to give choice a try. For an array of strategies, check out this post.

Blended Instruction vs Blended Learning

Schools continue to make investments in technology to engage students better, improve outcomes, and prepare all learners for the new world of work.  We are beginning to see more and more innovative uses of technology not just to personalize, but also to make the learning process more personal.  When a solid pedagogical foundation is in place, the stage is set to challenge students to demonstrate thinking and learning in ways that we could never have imagined a few short years ago. This, combined with relevance grounded in authentic contexts and applications, empowers students to own their learning. 

As I continue to think through the use of technology in schools I am always drawn back to this guiding question – How can students use technology in ways that they couldn’t without it?  To improve the learning experience for kids, we must continue to develop ways where technology becomes a ubiquitous component of our work, but also leads to a demonstrated improvement in practice.  Here is where the tool supports or enhances the pedagogical technique to aid in conceptual mastery, construct new knowledge, or demonstrate learning through the creation of a learning artifact. One such method that is rapidly gaining traction is blended learning. 

Blended learning is one of many strategies that can add a level of personalization while also making the experience a bit more personal with the right conditions.  However, there seems to be a bit of confusion as to what blended learning is or the conditions that have to be established for it to improve feedback, differentiate instruction and empower learners.  Based on what I have seen during my work in schools and through the sharing on social media, the majority of what educators are calling blended learning is blended instruction.  Here is the difference:

Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace. 

For me at least, the distinction above brings a great deal of context to the discussion of how technology can improve learning for our students.  Now I am not saying it is bad practice when educators integrate tools such as Kahoot, Plickers, Socrative, Mentimeter, Padlet, and much more into their instruction.  As long as the level of questioning focuses on the higher levels of knowledge, technology and students can show what they understand that’s a good thing. However, this is not blended learning.  To see some of the many-blended learning models available click HERE.  If students genuinely own their learning, then they have to have some level of control over path, place, and pace while receiving more personalized feedback regarding standard and concept attainment. 

The image below outlines some critical considerations when incorporating blended learning in the classroom or school.

I have been very impressed by how Kirk Elementary and Wells Elementary in the Cypress-Fairbanks Independent School District (CFISD) have been implementing blended learning on their campuses. In each case, the station rotation model has been the preferred strategy. I have observed students rotating through various stations that include teacher-directed, independent reading or practice using technology, formative assessment, flipped activity, and collaborative problem-solving.  In some cases, students have individual learning playlists to work through. Students rotate through the various stations, and this is typically triggered by music.  The use of mobile technology and flexible seating provides students choices as to where they will learn. In the example above technology is blended into their learning experience so that students have some control over path, pace, and place.

All in all, the significant shift that we should focus on is what the student is purposefully doing with the technology. Student agency is at the heart of effective blended learning. It is also important that it supports high-level learning, provides better means of assessment, and improves feedback. Blended instruction is a start, but blended learning is where our practice should move.

Improvement is a Never-Ending Process

Looking for ways to improve should be an expectation, not something that is optional. Whether at the individual or system level, the fact remains that there is always room for growth. So why is this the case? Pursuing improvement is a never-ending process because the landscape of knowledge, technology, and human understanding is in a perpetual state of evolution. As we advance in one area, new challenges and opportunities emerge, necessitating continuous adaptation and enhancement. The dynamism of the world, driven by scientific discoveries, technological innovations, and cultural shifts, ensures that there is always room for improvement. Each achievement unlocks doors to new possibilities, inviting a cycle of refinement and progress. Moreover, the interconnected nature of global systems means that advancements in one field often have cascading effects on others, creating a ripple effect that fuels the ongoing need for improvement.

Furthermore, the human capacity for growth and learning is boundless. Individuals and societies possess an innate drive to overcome limitations and seek better ways of doing things. This intrinsic motivation propels the never-ending quest for improvement in various aspects of life, including personal development, business practices, and societal structures. The recognition that there is no absolute pinnacle of achievement fosters a mindset of continuous improvement, encouraging a commitment to learning, innovation, and the pursuit of excellence. In this dynamic environment, embracing change and consistently striving for improvement becomes not just a goal but a fundamental aspect of the human experience. I shared the following in Disruptive Thinking:

Chase growth, not perfection.

The above quote embodies so many of the schools and districts that I have been fortunate to work with over the years, including Wells Elementary (TX), Corinth School District (MS), Davis Schools (UT), Randolph Howell Elementary (TN), Juab School District (UT), and many more. While you can read specifics by clicking on the hyperlinks above, the one common thread has been a collective belief held by all educators that improvement was and always will be a natural component of teaching, learning, and leadership.

My work with Quest Academy Junior High School (UT) validates why change succeeds or fails. It all comes down to a realization that even small shifts to practice are not only doable but necessary in a disruptive world. Principal Nicki Slaugh and her staff are committed to evaluating and reflecting on their pedagogy to provide their students with the most effective learning experiences. In her words, they never settle for average. They engage in professional learning every Friday, as it is built into their schedule. You also see teachers during prep periods, lunch, and after school constantly involved in learning conversations. To top it off, at the end of the school year, Nicki leads a retreat that establishes the focus going forward. 

During my first coaching visit at the school two years ago, I questioned how I could help get them to the next level as I saw firsthand the best scalable implementation of competency-based learning in the country. To put it bluntly, I was in awe. Nicki, being the visionary she is, knew exactly where there were opportunities to grow based on the Utah PCBL Framework and insights from one of my presentations she attended. From there, we worked out goals and success criteria aligned to voice, choice, rigor, relevance, co-teaching models, and inclusion. As we near the end of the partnership, more and more evidence is being collected and analyzed to show improvement in each identified area.  

In the case of Quest, success is a collective effort, as every staff member sees the value in refining their craft. They crave feedback and aspire to be the best iterations of themselves for students and each other. When it is all said and done, I have learned so much from them and I hope the feeling is mutual. Coaching is not a one-way flow of information, ideas, concepts, and feedback. It is an organic process that enriches the learning of all involved.  

The pursuit of improvement is a perpetual journey, a dynamic expedition that resonates with dedication and resilience. For educators, the path of progress is not a destination but a continuous evolution, an unwavering commitment to refining their craft and enhancing the learning experience for every student. Embracing the notion that improvement knows no bounds, educators become architects of innovation, constantly seeking new strategies, adapting to evolving methodologies, and inspiring a culture of lifelong learning. In this relentless pursuit, they discover that the true magic lies not in reaching a pinnacle but in the transformative journey of growth itself—a journey that shapes not only the minds of their students but also the indomitable spirit of the educators themselves.

Blending with Playlists

In an effort to personalize learning more and more educators are turning to blended learning strategies. Before getting into the specifics of this post, it is important to flesh out each concept to ensure the efficacy of these shifts in pedagogy.  When it comes to personalized learning, the “personal” should be emphasized.  Putting all kids in front of a device and having them engaged in an adaptive learning tool all at the same time is not personalized.  Here is my take on the strategy:

Personalized learning represents a movement from the “what” to the “who” as a means to facilitate student ownership of the learning process.  It considers the tailoring of pedagogy, curriculum, and environments by or for learners to meet their different learning needs and passions. In many cases, but not all, technology is a catalyst to facilitate the personalization of the learning environment.

The lofty outcomes listed above can be accomplished using a variety of innovative strategies.  The key is to shift the balance of power and time from instruction (what the teacher does) to learning (what the kid does).  Blended learning, as a means to personalize, is one way to accomplish this. However, there still seems to be a great deal of confusion as to what this really entails.  Many times, blended instruction is confused with blended learning. Here is the difference. 

See the difference? The transfer of power and time is apparent as the learner is in the driver’s seat. This is not to say that a teacher using a variety of tools as part of daily instruction isn’t effective, but this is not blended learning.  Content and process matter if the goal is to move to a more personalized approach through increased student agency. Wells Elementary School in the Cypress-Fairbanks Independent School District (CFISD) is one of the best examples I have seen when it comes to effective blended learning at school. Up until recently station rotation and choice boards where preferred strategies utilized by the teachers here. However, during my recent coaching visit, I began to see the implementation of playlists across all grade levels. 

So what is a playlist exactly? I pulled the following from the blog of Jennifer Gonzalez, who profiled the work of Tracy Enos in this area:

A playlist, an individualized digital assignment chart that students work through at their own pace. With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. With the learning plan in hand, students work through the lessons and assignments at their own pace. And because each student has their own digital copy of the playlist (delivered through a system like Google Classroom), the teacher can customize the list to meet each student’s needs.

As I visited classrooms, I saw many different versions of the playlist, but the overall goals associated with path, pace, and place remained the same. Andrew Huckeba created a playlist for his 5th-grade math students where they worked through various activities on multiplying and diving fractions.  As they finished a task, they colored in the corresponding box next to their name.  While the majority of the class progressed through the playlist, Andrew worked one-on-one with students that needed the most assistance. Herein lies one of the most essential elements of any personalized experience – kids getting help who need it the most.

First-grade teacher Anna Fisher has also implemented playlists in her classroom along with many of her colleagues. After hearing about how she improved the strategy following feedback I provided as part of the coaching process I asked her to share what she was doing.  Below is her take on the use of a playlist for reading (you can see the entire activity HERE).

Here’s how it works.  Each 'village' is one of my reading groups that are grouped by reading/skill level. The barrels at the bottom, fish and steak, go along with corresponding reading task cards that are grouped by skill level/skills being targeted. I'm currently working on how to make it even more differentiated. They fill in their responses in their reading journals which they take to partner reading to share. I got these cards from Teachers Pay Teachers and added some of my own. The student looks at how many of each barrel they need to complete that day and then fill in that amount with snowballs on their igloo. The barrel in the back is a work in progress.  On a rotation, one group each day completes one task on the Lego board I showed you. The students have the opportunity throughout the week to record their responses on Class Dojo and share with me during group time. 

Playlists can provide a true path to personalization.  Michael Putman provides this take:

Imagine a school where students arrive at their classroom and start their day by using their mobile device to scan a unique QR code posted on the door. The QR code points the students to a website that includes a series of activities aligned with their individual learning needs. As the teacher enters the room a short time later, she briefly conferences with each student regarding his or her progress, while the rest of the class continues to engage with their tasks.

Ownership of learning requires a more personal approach. From differentiating instruction to maximizing the impact of flexible learning spaces, the use of playlists aligned to sound pedagogy can add more purpose in the eyes of kids as they engage in tasks while developing independence and self-management competencies. 

Scaffolding Questions to Develop Deeper Understanding

Over the past couple of months, I have been working with a variety of schools and districts in the role of a coach.  Most of this work is focused on digital pedagogy, so naturally, I am focused on observing and collecting evidence to get a handle on both the level of instruction and the learning that is taking place.  To allow educators to critically reflect on their practice, I take many pictures of what I see, especially the types of learning activities with which students are engaged.  After numerous visits, we all debriefed and discussed the good practices that were observed but also areas needing improvement.

The message that I try to convey is that technology should not be separate from sound instructional design but instead serve as a ubiquitous entity that supports or enhances curriculum, instruction, and assessment.  There are five main areas that are critical components of sound instructional design that I tend to focus on during debriefing conversations: level of questioning, authentic or interdisciplinary contexts, rigorous performance tasks, innovative assessments, and improved feedback. Of these five components, questioning techniques are something teachers and administrators can work to improve in every lesson. 

Here is what I struggle with based on what I actually see in practice.  In many cases, the "wow" factor of technology is placed ahead of getting kids to think deeply or authentically apply their learning.  Take tools like Kahoot and Quizizz.  There are no inherent issues with the tools themselves; educators just have to be more mindful of how they are being used.  Many of these tools add either a fun or competitive factor to the process of answering low-level, multiple-choice questions. Now I am not saying that foundational knowledge is not important. It is in many cases. However, if this is the only way tools like this are utilized, then we are missing a golden opportunity to challenge our learners to think deeply about concepts.

While conducting some coaching visits at Wells Elementary School recently, I saw Ms. Mican using Quizizz.  At first glance, all I saw were student responses to knowledge-based questions on the interactive whiteboard to check for understanding.  What I saw next really made me smile.  With the students sitting on the floor around the IWB, Ms. Mican displayed the Quizziz results and then had the kids explain why they answered the way they did.  This is a great example of scaffolding and building on the content.  As I said previously, foundational knowledge provides a bridge to higher-level thinking and application.  The key is to make sure when using response-based technologies that the level of questioning is addressed through scaffolding techniques. The same can be said in regard to any type of activity without technology.

Scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Questioning is an integral component of this process. NSEAD provides this synopsis on the importance of good questioning techniques. Check out the link in the previous sentence it contains a wealth of information to improve the level of questioning in any class. 

Historically, teachers have asked questions to check what has been learned and understood, to help them gauge whether to further review previous learning, increase or decrease the challenge, and assess whether students are ready to move forward and learn new information (factual checks - ie 'Closed' questions). This can be structured as a simple 'teacher versus the class' approach (Bat and Ball), where the teacher asks a question and accepts an answer from a volunteer, or selects/conscripts a specific student to answer. These approaches are implicit in any pedagogy, but teachers need a range of 'Open' questioning strategies to address different learning needs and situations. Teachers must also pitch questions effectively to raise the thinking challenge, target specific students or groups within the class.

The Relevant Thinking Framework provides all educators with guidance to scaffold questions.  It is an action-oriented continuum that describes putting knowledge to use by giving teachers a way to develop both instruction and assessment and gives students a way to project learning goals. This framework, based on traditional elements of education yet encouraging movement from the acquisition of knowledge to the application of knowledge, charts learning along the two dimensions of higher standards and student performance. 

Below is a breakdown of the four quadrants:

• Quad A - Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.
• Quad B - Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.
• Quad C - Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.
• Quad D - Students have the competence to think in complex ways and to apply their knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

Below you will see how questions can be scaffolded according to each quadrant of the Rigor Relevance Framework.

With and without technology, it is important to empower our learners to think. Scaffolding questions enhance learning and aid in the mastery of concepts by systematically building on knowledge and relevance. The ultimate goal is to develop competent thinkers and doers who can not only use knowledge in new ways but also construct their own.