Change in the workplace is very hard

During my leadership course today, we reviewed the grief process during major changes in schools. It was fascinating to think thru different changes over the past 29 years of working in schools.   It matters how I responded, how others responded and what really mattered.

Click here for the link. 

This really caught my attention and truly reframed my thinking

When you say "Genius Hour Isn't Enough", You Are Missing The Point...
Read the full article on Ajjuliani.com

It seems there has been a lively debate going on for the past few years about whether or not 20% time is “dead” at Google. Some in the education space have picked up on this and used this as fuel to talk about the relevancy of Genius Hour or 20% time in the classroom.

An article by Ewan McIntosh a few years ago stirred up the Genius Hour community, and I’m sure a recent article by Audrey Watters in Educating Modern Learners will do the same thing. There have also been conversations about this type of learning on social media where many teachers and educational leaders go back-and-forth on whether or not it is “enough” and why Genius Hour and 20% Time may not be worth it.

Let me say that both Ewan McIntosh and Audrey Watters are educators and writers who I insanely respect. Their work is phenomenal and I believe that we need leaders in the education community (like Audrey and Ewan) to talk about these things and go deeper into the conversation.

As I mentioned in my article, “The Research Behind 20% Time“, there is a lot of support for this type of inquiry-based learning in schools. However, I want to point out a few important pieces of information in this post on why many of the folks talking about the demise of Google’s 20% time and whether or not Genius Hour is enough…are simply missing the point.

1. Google’s 20% Time is Not Dead

On August 16, 2013 Quartz published a post on “The Death of Google’s 20% Time” that went viral. The comments on Hacker News turned into an awesome debate on whether or not this was true and what it meant for Google and other tech companies.

Then on August 20, 2013 Quartz published an official response from Google that “20% Time is Officially Alive and Well” taking back some of the earlier claims they had made.

Want to know what happened in the four days between the two posts? Almost every major publication ran with a story about the demise of 20% time. Finally, on August 21st WIRED’s Ryan Tate (who wrote the book on 20% time and has done more research than anyone else on this topic) put out an article that summed up the whole debate, “Google Couldn’t Kill 20% Time Even If It Wanted To“:

Google didn’t invent the idea of giving employees time to experiment with their own ideas, nor will it have the final word on how best to bestow such time. Plenty of other large tech companies have implemented their own takes on 20 percent time, including widely admired, innovative companies like Facebook, LinkedIn, and, reportedly, Apple.
The core idea behind 20 percent time — that knowledge workers are most valuable when granted protected space in which to tinker — is more alive in Silicon Valley today than it ever has been before.

So whether or not 20% time is being slowed down at Google is kind of a moot point. The company says it is still alive. We see projects like Google Now that have recently come out of 20% time. But, more importantly this idea has permeated start-up life and company culture around the world…and is not going anywhere.

2. Inquiry-Based Learning Has Been Successful for a Long Time

Genius Hour. 20% Time. These are nice names for inquiry-based learning opportunities. But that is all they are. I don’t care what you call it… It is always going to be based on inquiry.

The reasons I used “20% time” for my project, and others have used “Genius Hour” for their projects stem from where the idea originated to “market” this type of learning and project to our students, schools, and each other. It is easier to get administrative buy-in when you can say “this is what Google does” or “this is what Dan Pink was referring to”…and no there is not much of a difference between the two.

Beyond the “name” is a type of learning that has been going on for centuries: Inquiry-Based Learning. This can also be “Venn Diagrammed” with user-generated learning, passion-based learning, compassion-based learning, and many other educational terms that hit around the same point: Allowing students to learn skills through content they care about. As I mentioned before you can look at a round-up of some research I posted last year.

Again, you’ll sometimes see educators talking about John Hattie’s book, Visible Learning, in which he lists a rank order of those factors that have the greatest effect size in student achievement (based on analyzing a ton of research and studies that have been done over the years). Here is the “Top 20” list, asGrant Wiggins broke it down to take out a few factors that were not relevant to most teachers. I’ve bolded the items that take place during Genius Hour, 20% Time, and any inquiry-based project:

• Student self-assessment/self-grading
• Response to intervention
• Teacher credibility
• Providing formative assessments
• Classroom discussion
• Teacher clarity
• Feedback
• Reciprocal teaching
• Teacher-student relationships fostered
• Spaced vs. mass practice
• Meta-cognitive strategies taught and used
• Acceleration
• Classroom behavioral techniques
• Vocabulary programs
• Repeated reading programs
• Creativity programs
• Student prior achievement
• Self-questioning by students
• Study skills
• Problem-solving teaching

Not too bad, eh? We can’t account for teacher clarity and teacher credibility, but they could also be added to the list of “factors” that impact student achievement taking place during Genius Hour and 20% Time. I could go into more details and specifics of how each of these factors is incorporated into an inquiry-based learning experience…but I’ll save that for the bonus listed at the end of this post.

3. It’s About the Students and Their Learning Opportunities

Quite frankly the most frustrating piece of the argument that Genius Hour “isn’t enough” is that I don’t disagree with that statement. I’d love to see schools with a strong focus on inquiry and experiential learning across the board. When critics say that we need to change our entire outlook on how we assess and what types of activities we do with students…I also think this is relevant.

The issue is that we all have constraints. Are we supposed to as teachers and leaders NOT do Genius Hour or 20% Time because it is not enough…or can it be a start?

This isn’t a case of all or nothing.

It’s like saying that “Edcamp” is not enough and even though it is an awesome way to do professional development and professional learning….”let’s not do it unless we can do professional development like that every time.”

I think Joy Kirr put it perfectly in this comment:

I cannot redesign my entire school like I know you dream of. I am one teacher. I can, however, with the blessings of my administration, give 60 minutes of my week over to the students. It is TOO LITTLE time, I know. And I can’t make sure each project will change the world. But it is a start. And the lessons we all learn during this time seep into the other four hours I have with these students throughout the week, thank goodness. I don’t have numbers to show student progress. But I’m trying to create life-long learners. How do you measure that?

Genius Hour, 20% Time, and Inquiry-Based learning experiences give students opportunities that they would never have in school otherwise. To ME that is enough. It is enough to try this type of learning with your students. It is enough to take a risk and go beyond the curriculum.

I’d ask anyone who is criticizing Genius Hour or 20% Time in the classroom to talk to the teachers and students who have had this opportunity. I’d ask them to look at what students are creating, making, and building during this time. I’d ask them to talk to the parents about their students’ attitude towards learning.

I’ve heard from so many colleagues and teachers around the country (and world) who have said this time has changed their teaching and the way they view learning.

When you say Genius Hour “isn’t enough” you miss the point of inquiry-based learning experiences: They give students rich opportunities for learning…but also for creating something they are proud to share with the world.

And there is no substitute for that type of experience…even if we can only offer it some of the time.Thanks as always,

AJ

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This really caught my attention and thus my refraimed my thinking

When you say "Genius Hour Isn't Enough", You Are Missing The Point...
Read the full article on Ajjuliani.com

It seems there has been a lively debate going on for the past few years about whether or not 20% time is “dead” at Google. Some in the education space have picked up on this and used this as fuel to talk about the relevancy of Genius Hour or 20% time in the classroom.

An article by Ewan McIntosh a few years ago stirred up the Genius Hour community, and I’m sure a recent article by Audrey Watters in Educating Modern Learners will do the same thing. There have also been conversations about this type of learning on social media where many teachers and educational leaders go back-and-forth on whether or not it is “enough” and why Genius Hour and 20% Time may not be worth it.

Let me say that both Ewan McIntosh and Audrey Watters are educators and writers who I insanely respect. Their work is phenomenal and I believe that we need leaders in the education community (like Audrey and Ewan) to talk about these things and go deeper into the conversation.

As I mentioned in my article, “The Research Behind 20% Time“, there is a lot of support for this type of inquiry-based learning in schools. However, I want to point out a few important pieces of information in this post on why many of the folks talking about the demise of Google’s 20% time and whether or not Genius Hour is enough…are simply missing the point.

1. Google’s 20% Time is Not Dead

On August 16, 2013 Quartz published a post on “The Death of Google’s 20% Time” that went viral. The comments on Hacker News turned into an awesome debate on whether or not this was true and what it meant for Google and other tech companies.

Then on August 20, 2013 Quartz published an official response from Google that “20% Time is Officially Alive and Well” taking back some of the earlier claims they had made.

Want to know what happened in the four days between the two posts? Almost every major publication ran with a story about the demise of 20% time. Finally, on August 21st WIRED’s Ryan Tate (who wrote the book on 20% time and has done more research than anyone else on this topic) put out an article that summed up the whole debate, “Google Couldn’t Kill 20% Time Even If It Wanted To“:

Google didn’t invent the idea of giving employees time to experiment with their own ideas, nor will it have the final word on how best to bestow such time. Plenty of other large tech companies have implemented their own takes on 20 percent time, including widely admired, innovative companies like Facebook, LinkedIn, and, reportedly, Apple.
The core idea behind 20 percent time — that knowledge workers are most valuable when granted protected space in which to tinker — is more alive in Silicon Valley today than it ever has been before.

So whether or not 20% time is being slowed down at Google is kind of a moot point. The company says it is still alive. We see projects like Google Now that have recently come out of 20% time. But, more importantly this idea has permeated start-up life and company culture around the world…and is not going anywhere.

2. Inquiry-Based Learning Has Been Successful for a Long Time

Genius Hour. 20% Time. These are nice names for inquiry-based learning opportunities. But that is all they are. I don’t care what you call it… It is always going to be based on inquiry.

The reasons I used “20% time” for my project, and others have used “Genius Hour” for their projects stem from where the idea originated to “market” this type of learning and project to our students, schools, and each other. It is easier to get administrative buy-in when you can say “this is what Google does” or “this is what Dan Pink was referring to”…and no there is not much of a difference between the two.

Beyond the “name” is a type of learning that has been going on for centuries: Inquiry-Based Learning. This can also be “Venn Diagrammed” with user-generated learning, passion-based learning, compassion-based learning, and many other educational terms that hit around the same point: Allowing students to learn skills through content they care about. As I mentioned before you can look at a round-up of some research I posted last year.

Again, you’ll sometimes see educators talking about John Hattie’s book, Visible Learning, in which he lists a rank order of those factors that have the greatest effect size in student achievement (based on analyzing a ton of research and studies that have been done over the years). Here is the “Top 20” list, asGrant Wiggins broke it down to take out a few factors that were not relevant to most teachers. I’ve bolded the items that take place during Genius Hour, 20% Time, and any inquiry-based project:

• Student self-assessment/self-grading
• Response to intervention
• Teacher credibility
• Providing formative assessments
• Classroom discussion
• Teacher clarity
• Feedback
• Reciprocal teaching
• Teacher-student relationships fostered
• Spaced vs. mass practice
• Meta-cognitive strategies taught and used
• Acceleration
• Classroom behavioral techniques
• Vocabulary programs
• Repeated reading programs
• Creativity programs
• Student prior achievement
• Self-questioning by students
• Study skills
• Problem-solving teaching

Not too bad, eh? We can’t account for teacher clarity and teacher credibility, but they could also be added to the list of “factors” that impact student achievement taking place during Genius Hour and 20% Time. I could go into more details and specifics of how each of these factors is incorporated into an inquiry-based learning experience…but I’ll save that for the bonus listed at the end of this post.

3. It’s About the Students and Their Learning Opportunities

Quite frankly the most frustrating piece of the argument that Genius Hour “isn’t enough” is that I don’t disagree with that statement. I’d love to see schools with a strong focus on inquiry and experiential learning across the board. When critics say that we need to change our entire outlook on how we assess and what types of activities we do with students…I also think this is relevant.

The issue is that we all have constraints. Are we supposed to as teachers and leaders NOT do Genius Hour or 20% Time because it is not enough…or can it be a start?

This isn’t a case of all or nothing.

It’s like saying that “Edcamp” is not enough and even though it is an awesome way to do professional development and professional learning….”let’s not do it unless we can do professional development like that every time.”

I think Joy Kirr put it perfectly in this comment:

I cannot redesign my entire school like I know you dream of. I am one teacher. I can, however, with the blessings of my administration, give 60 minutes of my week over to the students. It is TOO LITTLE time, I know. And I can’t make sure each project will change the world. But it is a start. And the lessons we all learn during this time seep into the other four hours I have with these students throughout the week, thank goodness. I don’t have numbers to show student progress. But I’m trying to create life-long learners. How do you measure that?

Genius Hour, 20% Time, and Inquiry-Based learning experiences give students opportunities that they would never have in school otherwise. To ME that is enough. It is enough to try this type of learning with your students. It is enough to take a risk and go beyond the curriculum.

I’d ask anyone who is criticizing Genius Hour or 20% Time in the classroom to talk to the teachers and students who have had this opportunity. I’d ask them to look at what students are creating, making, and building during this time. I’d ask them to talk to the parents about their students’ attitude towards learning.

I’ve heard from so many colleagues and teachers around the country (and world) who have said this time has changed their teaching and the way they view learning.

When you say Genius Hour “isn’t enough” you miss the point of inquiry-based learning experiences: They give students rich opportunities for learning…but also for creating something they are proud to share with the world.

And there is no substitute for that type of experience…even if we can only offer it some of the time.Thanks as always,

AJ

Share/Discuss on Facebook

Unsubscribe | 1106 Blackhaw Ln, Ambler, PA 19002 

Click here to Reply or Forward

THE GROWTH MINDSET COACH

I just started an amazing book for educators but especially teachers and principals - The Growth Mindset Coach - A Teacher's Month-by-Month Handbook for Empowering Students to Achieve

The books is by Annie Brock and Heather Hundley and begins with August:

 Teaching is a practice, not a perfection.

I just love this quote.  Learning is a lifetime of adventure.  Kathy

SMART Goals.....Made EZ

It is that time of the year again. Here is my "SMART Goals....Made EZ" - okay, well perhaps easier at least.    Your feedback would be grand.

Basic Pattern for SLO's and PPG's.

Student Learning Objective Template

I, _____________, will increase/improve student achievement in (1) _____ so that (2) _____ of my students will show gains by (3)_____ on (4) _______ by (5)_______ through (6) ______ (begin to identify your action plan overview.

1. improvement you will measure (reading, math, art vocabulary, skill, etc)

2.  who (all students some gains, an identified population more gains - tiered goals recommended by the state)

3. how much (based on your baseline data, what is the improvement you would like to see, realistic for the given time

4. what tool will you use to measure your progress (MAP, PALS, teacher-created)

5. by when will your measurement be met (end of May to finalize your goal for the year)

6. what is your major action that will increase this growth (specific strategy, emphasizing Accuracy and Fluency in every guided reading lesson for under grade level learners, focusing on two vocabulary terms using visual pictures for each music lesson, etc)

I, Kathy Hoppe, will increase my student achievement in reading so that 80% of my  students make their targeted growth and 80% of my below level students on make 1.5 x their targeted growth by the 1.5 on the MAP Spring to Spring data by focusing on CAFE with an emphasis on C and E for all students and typically A & E in addition for all below RIT students unless formative assessment alter my approach.

 

Professional Practices Goal Template

I, ______, will increase my knowledge and/or skill in the area of (1) _________ so that (2)___________________________ by/starting (3) ______________ by (4) _____________ through (6) _____________. 

I, Kathy Hoppe, will increase my knowledge and skill in the area of reading instructional practices so that I am able to skillfully set 4-6 week goals off of their running records formative data with all my guided reading group throughout the school year beginning in October and utilize the CAFE strategies to write actions for my individual guided groups successful for their achievement by re-reading CAFE, meeting with Diane, and creating a lesson plan format.

1. area of growth work (reading, math, adaptive technology, etc)

2. what will I be able to do

3. when will I start

4. a key action that you will see me doing to make it happen

5. some strategies (both collaborative and on my own) to increase my professional practice in this area

Get ideas coming to you

I love receiving SymbalooEDU's weekly lesson plan.  Many times I can pass them on to wonderful teachers I know.  Here is a good one for sure.  Digital Citizenship   Click here to subscribe.

Do you have lesson plans coming into your e-mail that you find are typically helpful to you or others you know?  Please let our learning community know as every educator I know needs to gain more time in their hectic lives.  Kathy

CATERING vs COOKING

So many educators say that students are so lazy these days.  They want to know what is in it for them. They don't want to work hard to learn.  Have we been a part of a society that has been catering too long?

Have be been delivering content as if the students cannot find the answers themselves?  Have we enjoyed being the bearers of the content?  Have we truly taught them that learning is seeking knowledge and then pondering what it means and how to use it?

Perhaps we should get them cooking, stewing, slow cooking, and only once in awhile microwaving their learning?  10 years from now, will they know more about life, learning and being a successful citizen if we require them to question, seek resources to answer questions (not just in the textbook) and then respond?  Perhaps less responding but more thought-provoking responses would be in order then.

Inquiry - getting kids to question, make a claim or statement and then gather evidence that clarifies or confirms whether they are accurate or not.  It is not if they are accurate that truly matters -- is it?  To me, it is whether they can determine if they are accurate.

With all the information coming at all of us, those who cannot ponder, wonder, and research are the ones who will be most left behind.  The ones who cannot tell what is accurate versus what is a scam or bogus.

I am definitely pondering this today.  Will you ponder with me?  Will you share a comment?

Two questions that WILL change you

From Daniel H. Pink, the author of the bestselling A Whole New Mind, comes a paradigm-shattering look at what truly motivates us and how we can use that knowledge to work smarter and live better.  You have to view this! Click here.

Most of us believe that the best way to motivate ourselves and others is with external rewards like money—the carrot-and-stick approach. That’s a mistake, Daniel H. Pink says in, Drive: The Surprising Truth About What Motivates Us, his provocative and persuasive new book. The secret to high performance and satisfaction—at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

Drawing on four decades of scientific research on human motivation, Pink exposes the mismatch between what science knows and what business does—and how that affects every aspect of life. He demonstrates that while carrots and sticks worked successfully in the twentieth century, that’s precisely the wrong way to motivate people for today’s challenges. In Drive, he examines the three elements of true motivation—autonomy, mastery, and purpose—and offers smart and surprising techniques for putting these into action. Along the way, he takes us to companies that are enlisting new approaches to motivation and introduces us to the scientists and entrepreneurs who are pointing a bold way forward.

Coaching Behavior - are we focused on this key piece?

Coaching Behavior - are we focused on this key piece?

As I get set to work with staff as a principal, I keep wondering how I can keep the focus on "coaching the behavior" instead of so many schools in which incentives and consequences have returned to schools just with another name called PBIS.

We know from the book Drive by Daniel Pink -- thanks to a new teacher friend I am listening to and from my drive to Door County each day -- that external motivators don't work. It is student choice, curiosity, and ownership that educators now call "student engagement" that works. Keeping students highly engaged in interesting, self-valuing work is what matters most.

How does this help us keep the focusing on coaching behavior? Understanding that all the time spent on big rewards that exclude some instead of providing more social time for students to develop relationships and coaching/re-teaching social skills when student behavior misses the mark is key. The best counselors are those who are on the playground as often as possible to help students generalize social skills from the counseling curriculum.

There is a lot to think about each summer - and that is what educators are busy doing as they head into another exciting year to influence students academic and behavioral growth.

Visual is Awesome - no words needed

Wisconsin Writes

The DPI is launching a new writing project titled "Wisconsin Writes" with local Wisconsin authors.  Check it out here. 

What are your beliefs about the teacher

Marci Glarus from the DPI reminded me today of this visual depiction of literacy.

cue cards http://www.write-out-loud.com/cue-cards.html

What can your Principal do to assist in your learning Are you in charge of your own learning?  Have you created a PLN - Personal Learning Network? 

Sensory Needs in Teens and Adults -- this is on my mind today

I found this neat resource that understands that teens need to be cool and provides some ideas for handling the sensory needs of teens in ways that are cool.  Here is a checklist to consider when thinking about a child who is acting out due to a sensory need as a teen.  Click here.

Sensory Integration and Older Children and Teens : Helpful Activities and Accommodations

Sensory integration dysfunction can continue to affect older children and teens. Recommendations for sensory integration activities and accommodations suitable for teens are provided in this exclusive interview.. Nancy Mucklow is the author of The Sensory Team Handbook: A hands-on tool to help young people make sense of their senses and take charge of their sensory processing.

Interview by Allison Martin

Why does sensory integration functioning matter to older children and teens? Isn't it just an issue for young children?

I think currently the schools and the OT profession have circled the wagons around young children, focusing on early intervention. Early intervention is without question the best plan. However, most children with Asperger syndrome, Tourette's Syndrome, PPD-NOS, and ADD-like syndromes don't even get diagnosed until they are 9 or 10, or sometimes even older. By then, they have pretty strong ideas about things. They can be stubborn. If they don't think something makes sense, they won't do it.

Basically, older children need to understand why they need therapy (or accommodations), what it's for, how it works, and most of all, why it matters to them. And we know from years of neurological research that when children aren't engaged in what they are doing, they don't learn. So if they're not engaged, then it's all a waste of time and money.

Do sensory integration issues get better as children grow older?

I'm not an OT. But the brain is a marvellous thing, and research shows that it teaches itself all the time. Even if there were no such thing as occupational therapy, many, many children with sensory issues would eventually teach themselves around some or even most of their issues by the time they are adults. Not all children, but many. The problem is that it will take a long time. In the meantime, the child lives a confused and unhappy life. This confusion and unhappiness can take over the young adult life as well.

Perhaps a better question to ask is: Does sensory integration therapy get harder to do with children as they grow older? I think the answer is yes. OT administered by an adult (usually female) can feel very babyish to a young teen who wants to be independent. They start refusing to do things, they shrug, mumble, and go through the motions without trying if they don't see what's in it for them.

So then, do we abandon children with sensory issues after a certain age and just cross our fingers that the problems will go away? Or do we give the children themselves the information and tools they need to make informed decisions? Do we, in effect, hand over the reigns?

How does coping with sensory integration disorder and therapy change as children become teens?

Older children and young teens are far, far more aware of their differences from others than younger children. As a former middle school teacher, I would say that Grades 6-8 are the cruelest years. Children become so self-conscious at that age that they harm others to boost themselves. The risks of depression and dropping out in the subsequent teen years are high. Older children who are sensation seekers are also at risk of substance abuse. These are big, big issues. So it's important for these children to take ownership of their sensory issues, understand how their own senses work, have strategies in mind, and take control.

What are some activities teens might do for sensory integration issues?

Teens have to explore, try things out, weigh pros and cons, and make their own decisions themselves. That's the whole point. Each child has his/her own mix of hyper- and hyposensitive senses and his/her own history. In the book, we refer to these as their players on their sensory team. Children have to get to know their own team and tailor their coaching to those players. Nobody - not even the world's best OT - is going to know your team better than you.

The activities I listed in the book are those that older children and young teens are most likely to want to do. There are no embarrassing, icky, babyish, or awkward activities. But still, some are social activities (clubs, classes, groups, etc.), and some are solo activities. Some are big and out in the open, and some are small and covert (hidden). Some are recognized sports (trampoline, martial arts), and some are just little tricks that work (chair pushups, finger stretches). Personality, preferences, and skill levels will affect what a child chooses to do.

Moreover, some OT activities that work really well in a clinical practice with small chidlren might not be something a young teen would want to do of his/her own choosing. Take brushing (Wilbarger protocol), for example. It's a great technique, very helpful for about 50% of SPD children. However, it has to be done by another person. You can't "brush" yourself. So a young teen can't do it on his/her own. Meanwhile, brushing by someone else might be experienced as being embarrassing. For some teens, that is a big X beside that activity. They don't want adults running the show or touching them. And adults need to accept that decision. So instead of the Wilgarger protocol, that teen could use loufahs and sprays in the shower to get a similar type of sensory stimulation once a day.

Having said all that one activity set deserves a lot of attention: the Mouth Tools. These activities are so unnoticeable to others and so effective that every young teen should have his/her own preferred set handy.

What types of accommodations might teens with sensory integration issues use?

Accommodations are tricky, because accommodation means "different." At this age, nobody wants to stand out.

One trick to making accommodations work is to make them a lifestyle choice. I know of one young teen who decided her entire wardrobe would comprise three colors: red, black, and white. This way, she was always guaranteed that her clothes would match without wasting time in the morning. Everything was cotton, fleece, or another smooth, soft fabric. Since she would only buy three colors, she found used clothing shops were the best place to shop. This meant she always bought pre-washed clothes that were extra soft. To her friends, she was just a quirky, original, and creative dresser. In reality, she created an interesting lifestyle that accommodated her need for soft clothes and her dislike of mental clutter.

If a child has to wear sunglasses in class to deal with bright lights, then that teen might want to consider what else to wear to go with the sunglasses. Remember the kid with the curly hair in That 70s Show that always wore sunglasses? He had an understated cynical coolness about him that needed those shades! The lifestyle is part of the package.

With accommodations, it's a case of transforming "different" into "unique, creative lifestyle." That way, accommodations feel good in more ways than one.

---

Nancy Mucklow is an author, teacher and parent. In The Sensory Team Handbook she describes sensory integration issues in a way that teens can discover for themselves how they may be affected and what they can do to function and feel better. Her unique book for preteens and teens about sensory integration that is chock-full of descriptions, suggestions, tips and fun facts designed to involve them in their own sensory integration plan.

Digital Classroom Simulations Signal New Frontier in Teacher Training

Read more here.  This is so interesting.  I want to try it.  Kathy

By Madeline Will on April 20, 2016 1:20 PM

Imagine a student-teacher in front of a classroom, trying to get control of the classroom. A student might pull out his phone or make a comment that disrupts the rest of the class. The prospective teacher will then use classroom-management techniques that she has learned in her own classes to re-engage the students in the lesson. 

Nothing out of the ordinary. But at the University of Virginia's Curry School of Education, that classroom is a computer-based mixed-reality simulation. The students are avatars, programmed to be unruly to test prospective teachers' classroom- management skills.

This semester, about 60 education students participated in the education school's pilot program as a required part of their classwork. In the fall, students will use the simulator for practicing instruction and next spring, the focus will be on behavior management, said Stephanie Van Hover, chair of the Curry School's department of curriculum, instruction, and special education, in an email. This will be required for the 150 students in the pre-student teaching placement across the elementary, secondary, and special education fields, she said.

"To be able to start teaching on day one with more proficiency in classroom management and more confidence in your management skills could not be more valuable to a beginning teacher and the students with whom they work," Robert Pianta, dean of the Curry School, said in an article about the program in UVA Today, the university's news site. 

Sure, teachers in training can and do learn these skills in real-life classrooms. But researchers and education professors say the classroom simulation has some unique advantages. 

First, it allows teacher candidates to experiment with different classroom-management techniques, honing their own skills instead of having to use a veteran teacher's rules and structures during student-teaching. Second, it allows an opportunity for immediate feedback—at UVA, faculty supervisors are evaluating the student teachers' implementation of classroom management strategies while the simulation is happening. Third, student teachers can feel free to make mistakes in a low-risk environment—they won't hurt a real child's feelings by saying the wrong thing. 

You know I love to read WHITEPAPERS

Here is an interesting White Paper - informative research piece - on Feedback to Improve Instruction. I am continually fed by all the people who challenge my thinking by asking strong questions, sending me things to read and engaging in conversations around so many topics.  To me, that is what a true professional learning community does and there are so many ways to engage yourself in a strong one -- face-to-face with people with colleagues and virtually with people all over the world.  There are many tools such as Flipboard that make learning easy by bringing the information you are interested in you in a magazine format.  (Flipboard would be a great tool perhaps for personalizing your student's learning - I would have to ponder and check further into that thought.)

Still Another Survey Says Teachers Are Feeling Stressed, Discounted

This article finds me once again saddened by the state of education - its value and the emotional state of those who are working so hard to make education matter. Stay strong knowing that you are "Lifesavers" for students.  Kathy

By Madeline Will

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Although they find parts of their jobs immensely rewarding, many teachers feel ignored in education policy discussions and are frustrated with the constantly changing demands on them, a new survey finds.

"Listen to Us: Teacher Views and Voices," released last week by the nonprofit Center on Education Policy, is based on online interviews with a nationally representative sample of 3,328 public school teachers conducted late last year.

The report paints a picture of a profession that has become increasingly demanding and discouraging, leaving many teachers who entered the profession for mostly altruistic reasons feeling stressed and discounted.

"This is not a job where people are making huge amounts of money," Maria Ferguson, the center's executive director, said during a press call. "Sooner or later, you do have to wonder if this is a breaking point."

Click here to read more.

IF schools were run like businesses

Businessman Jamie Vollmer tells the story of one of the lessons he learned about his false assumptions concerning public schools. 
                                     Click to listen for 7 minutes.  The Blueberry Story

Yes, we do take them all. We love our careers.  We just want everyone to understand each child is a unique human being - the learning, background, talents, and gifts are different for each child.  We look at the individual and do the best we can to maximize each child's success.  

Every day..........Every year...........Kathy

Do We View Teachers as Architects or Masons?

Architects design, master their craft while planning, and collaborate at a high level.
Masons work in the moment, communicate and problem solve on the fly, and master their craft as they build.

Architects are macro in planning seeing the big picture first, and then getting into the details.
Masons are micro in their attention to detail, seeing how each small piece fits into a bigger plan.

Architects revise, taking time to go over their plans and review their work.
Masons edit, fixing fast and furious.

Architects are inspired by other architects and designers.
Masons are inspired by others who work hard and help the team.

Architects search for inspiration.
Masons search for energy.

Architects create the blueprint.
Masons bring the design to life.

As teachers, we must embrace both roles.

Architects design, master their craft while planning, and collaborate at a high level.
Masons work in the moment, communicate and problem solve on the fly, and master their craft as they build.

Architects are macro in planning seeing the big picture first, and then getting into the details.
Masons are micro in their attention to detail, seeing how each small piece fits into a bigger plan.

Architects revise, taking time to go over their plans and review their work.
Masons edit, fixing fast and furious.

Architects are inspired by other architects and designers.
Masons are inspired by others who work hard and help the team.

Architects search for inspiration.
Masons search for energy.

Architects create the blueprint.
Masons bring the design to life.

As teachers, we must embrace both roles.

Thanks AJ -  click here for more.

 ajjuliani@gmail.com