When does MAKING belong in core content?

That is a huge question!

Can I make something without thinking at all?
Can I make something that doesn't serve a purpose - knowing the purpose might be beauty, taking up time or fidgeting?
If I make something, and THEN reflect on it, how does it fit into curriculum?
If my teacher allows me to "make" but controls time, parameters, materials, does that fit into curriculum?

This biggest reflection is exactly how to design a lesson that gives students flexibility, allows them to have choice and includes a maker mindset/design thinking.

I started with curriculum objectives from 5th grade Science and the topic of movement.  Thinking what I wanted to make was a simple version of kinetic wind art....and wouldn't it be a bonus if I could harvest the wind power to possible power a water feature for my yard.


See this article for more details

I quickly realized how much learning/thinking I did this morning just trying to wrap my head around this project.  The primary question is, what allows objects to move in multiple directions.  I still don't have the answer to the question, actually.  I'm thinking several sets of ball bearings and thinking to actually make this work would require some hands on.

Just that simple question, was deep enough.  I'm not sure exactly what additional content objectives will be covered, but I am sure that there will be lots of experimentation with adhesives, materials, and shapes of blades, to get the end result I'm looking for.

Battling with the Clock

I know many time management strategies.  Why is it that I find so many of them difficult to implement?  I'm a calendar person.  If it's on my calendar, most of the time, I can get the task complete.  But recently, I find myself also working from a task list of priorities - handwritten at that....

I've also been hitting the snooze button on the calendar reminders quite frequently.

Anyone else struggling?  Any other tips?  Do I just need to come to terms with the fact that some balls will get dropped.  Everyone enjoys the juggler, right?

Fitting it all Together

I've been richly blessed to attend a plethora of training since my tenure at ESC Region 11 began in December 2013.  Lately I've been trying to fit all of the pieces together to create a consistent train of thought/beliefs.

I've been inspired by an activity called 5th Grade Polyhedrons posted on the Art in the Big Green Room blog from Spalding Drive Elementary in Sandy Springs, Georgia.   I plan to "lift & edit" for Maker Camp.
My thinking....

Can I connect just 2 pieces?

What about 3 pieces?

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What about 4 pieces?

So why is there no image for 3 pieces?  I'm not saying it's impossible, but I wasn't able to make it fit.

Using that as an analogy.  As an Educational Service Center, we are charged with support the needs of our districts.  I attend trainings and conferences to learn about the trends, gather ideas, and make connections.  Some of those ideas will apply to one campus, some to many, some to none at all. 

It might not all fit together....but, then again...I may not have discovered the strategy that makes it connect

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And later this afternoon....

....as I left the Polyhedron pieces on my desk...I discovered WHY we collaborate....

Creativity and Thinking

Our group had a "summit" yesterday.  We pondered our digital presence.  We outlined topics that need to be shared more widely:  our professional development opportunities, the great instruction and learning going on in ESC Region 11 districts, Tools to recommend, and how-to tutorials.  But we got stuck.  I had a creativity/thinking block.  Looking for the big picture....the brand....the logo....the motto...that describes who we are, what we do, and what we are about.

It will come...but it got me thinking again about THINKING and CREATIVITY  and COLLABORATION.
I came across this blog post today.  I love the simplicity of the statements.  In fact, I'm going to print for a poster in my office as a reminder prompt.  Then I came across a great video on CREATIVITY.

Again, the simplicity!  A video I need to watch until these simple ideas are ingrained.

Last week, while visiting North Crowley High School, I was blessed to witness some amazing students collaborating.  I don't think they were intentional about their strategies, I just think it is what they  do.  But I started to script to capture their tools.  My summary of behaviors of good collaborators:

• think aloud
• use appropriate and precise vocabulary and terminology
• summarize
• ask questions
• clarify
• defend responses with facts and data
• check with team
• double check with team
• independently return to task when distracted
• honest
• focus on the work, not the people

It was an exhausting week, with lots of hard thinking.  I am finding that I need to be more intentional and reflective on THINKING and CREATIVITY  and COLLABORATION.  Am I employing simple tools that seems to work for others?

Coaching - a newbie's reflection

I have operated in the role of consultant and collaborator for several years and would have easily assumed the label of coach.  

One of my learning goals is to develop effective coaching skills. Without any training or definition, I was blessed that have a few great colleagues who have already taught me so much about coaching.  I am learning why time with these colleagues was beneficial and meaningful and had an impact on student learning.  The blessing is that I can become intentional with those interactions and be more impactful.

I think it takes risk to invite a coach.  To some teachers, it may be threatening to have a coach observe instruction then reflect with them.  The teachers I worked with this week saw it as an opportunity for professional development.  Together we looked for small adjustments in the classroom practice for the benefit of student learning.

In turn, I had to take a risk and ask for their feedback.  Here is my follow up message to them.

I would appreciate any feedback (warm or cool) so that I can grow as a coach.  Some to the general ideas our team has for coaching include:

• Set powerful goals 

• Establish a relationship and build trust

• Develop strategies for success

• Get you into action

• Generate insights

Your response is appreciated.

Let's see what responses are returned and how I can see past my ego to work on my practice.

Collective Intelligence

In an online course from Powerful Learning Practice, we pondered the concept of Crowd Sourcing, trying to define the term and how it benefits us as educators and learners.

I am working on being more connected to the world at large and heard this story on my local news station this morning.




Click here for the article

What a great, real world, problem based example!! Stories like this remind me to be amazed at us as a human race.

Blogging Commitment

So I've just placed a weekly reminder on my calendar for the remainder of the year.  I'm GOING to blog.  It's not something I'm completely comfortable with, but feel very convicted by this:

The vulnerability that is required to put out into the blogosphere -- the doubts, reservations, successes and triumphs -- helps engage in the profession with teachers all across the country and the world in a way that hasn't really happened before. When individual teachers create and share insights and trials from the classroom, it removes the veil of mystery and secrecy that oftentimes shrouds teaching and learning. Slowly, this shared understanding of what the profession is and can be will work its way into the culture of the profession on a grander scale.

Taken from this March 10 article by Chris Crouch in the Huffington Post.

I'm not sure where this will go, or what it will become.  But I will share.

Projects currently in development:

• Maker Camp for teachers
• Online Course
• Best Practices in webinar/blended learning opportunities
• Video Snapshots of quality 21st Century learning
• Instructional Coaching for 21st Century skills