Ignite. Incite. Inspire.

An Open Stance to Learning

noreply@blogger.com (Neil Finney) — Thu, 15 Dec 2016 00:33:00 +0000

I've heard this phrase more often in the past year or so and it often makes me think....

What stance to learning am I exhibiting each day?

In the past few years I have become more willing to tell students that "I don't know" or that they should "google it." Often, it's not that I truly don't know or that I can't fathom an answer to the question that I'm being asked; rather, I have committed myself to demonstrating that I might not have all the answers. More importantly, I have been trying to model this for my students as much as possible - so that they understand that the process of learning is never-ending and lifelong in its scope.

Lately, I've been saying to students who approach me with a question (that I know they could google or find out an answer using their own device): "I'm a teacher - not a teller. My job isn't to tell you the answers but to teach you the best way to get to the answers." Sounds cliche, I know, but it has slowly begun to take shape in the mindset of my class.

When we have an open stance to learning, it is important that we truly appreciate the value of this lens. When we are open to the questions of others - it often allows us to consolidate our own views or alter them in some way. Through discourse and reasoning, educators are sometimes even able to open the eyes of colleagues who hadn't considered certain ideas before.

Physically, an open stance to learning, is leaning forward in our chair during a discussion. It is making eye contact and nodding your head to the speaker. When we show positive body language and ask clarifying questions, we emanate interest and intrigue. These are the same behaviours that excite us when our students show them during class discussions and lessons. We certainly want to see engagement and activated thinking in our class - but can struggle to buy in to the same ideas when conversing with colleagues during professional learning activities.

Be open to the ideas of others - both the tall and the small. Learning is a loop but each new pass offers new views and fresh perspectives. Be bold enough to notice the changes and identify the possibilities.

Be Vulnerable! Who Can Fix My Code?

noreply@blogger.com (Neil Finney) — Wed, 07 Dec 2016 18:13:00 +0000

Modeling can be everything as an educator in today's classroom. During this week's "Hour of Code," I tried to put that idea to the test...

Be the thing you want to see.

I signed out as many ipads as I could get my hands on for a 1.5 hour block of time. I started the lesson using the projector and screen at the front of my room and plugged in an ipad to show them the "Kodable" app as our first activity. I had already created a class "Kodable" account - so now I can track the progress of my students on skills such as; variables, strings, loops, sequences and functions. I showed them my solutions to the first 2 easy levels (first telling them to put all the ipads face down on the table and hands-off) and then turned the time over to them to explore and learn.

About half-way through the time, I asked them to exit "Kodable" and try "Tynker." There was no explicit teaching this time. Except, I also picked up an ipad and started the "Tynker" app. I worked away at the first couple of puzzles and then hit a brick wall. After trying a number of solutions - without any being successful - I realized that this was a moment for learning.

"Who can fix my code?" I asked out loud - while my ipad and current incorrect code was being projected at the front of the room. I immediately saw 4 hands go up. I chose someone - a student who does not often raise his hand during lessons or class discussions - and invited him to come up to the front and change the code that I had used to try and solve the level. He changed a couple of things and ran the code - but it still wasn't successful. The next thing that happened is what I was waiting for...

Two other students instinctively got up and walked to the front to help the first student "fix the code." For the next couple of minutes, I had a group of three students (representing both grades 7 and 8) working together to solve a problem and modeling their strategies for the rest of the class to see. They did end up fixing my code. They were successful. And all the while, I watched as a common problem became the source of inspiration to collaborate and problem solve.

We often ask our students to try new things and take risks in their own learning. How often, though, do we sit back and observe? If coding matters - and as the teacher in the room - I have never modeled coding (and the problem-solving; trial-and-error; failure and success; risk-taking that it demands) - then I have not validated it to my students as being important enough for me to learn.

Some of our students will want to code. Some will excel at the independent learning style that many of the coding applications require. Some, though, will put up walls and struggle when the code they write doesn't work. It is those students that, not only, want to hear us say that it is a valuable skill to learn; but also, watch as we (their teacher) struggle with a new area of learning. How we approach learning and risk-taking is evident everyday in the classroom. Be flexible. Be vulnerable. Be a human being.

We no longer hold all the answers and information. Tell them that. It is now a journey of learning together and the things you choose to model should reflect your own next steps and challenges as well.

You Matter!

noreply@blogger.com (Neil Finney) — Wed, 30 Nov 2016 22:49:00 +0000

Students matter.

Learning matters.

What you do in the classroom everyday matters.

There, I’ve said it, and I mean it. It’s true. In the lives of the students you teach – you matter!

Sometimes, we don’t hear these things enough…

In a job that can get you down – and make you feel defeated at times - a reminder every now and then that you are doing work that matters is everything. We leave our jobs each time only to continue playing them out over-and-over in our heads. We are responsible for so much and the potential that we see and try to support, grow and develop can often seem like a daunting task.

I am inspired everyday by teachers that care. I am empowered everyday by those of us that choose to push, prod and challenge our students. Regardless of what life looks like for our students outside of the school walls, we can make a difference in the lives of our students.

The job can seem thankless, at times, but make no mistake about it – you matter.

That moment when a student lights up and smiles and exclaims, “I get it!” Now that is priceless.

So, take a moment. Celebrate. Let it soak in. You have an incredible position of responsibility. You are doing the work that matters. Teaching touches lives and our future world will thank you.

The Art of Facilitating

noreply@blogger.com (Neil Finney) — Sat, 19 Nov 2016 15:29:00 +0000

Here are 5 things to consider as an educational facilitator to ensure success with your team:

1. Physical - The tone of the discussion and mood in the room is first set by the greeting you give and the level of eye contact used. Your posture and seating position matters, as it shows how 'available' you are to the group. Never turn your back on your group and only try to use positive body language with a comfortable, relaxed stance. Be open and non-combative. Avoid confrontational questions and comments (unless you NEED to address the elephants - or other animals - in the room). The tone, volume, pace and cadence of your voice can be butter to their ears or nails on the chalkboard. Practice these things aloud to a trusted colleague or partner, and ask them how you sound. Use active listening strategies and always try to soak in more from the group's answers than you are giving them to ponder. By waiting at least 3-4 seconds to respond to a comment or question (giving yourself time to reflect and formulate), you will be more able to avoid snap comments and emotional rebuttles should they arise.

2. Social - It is essential to forge a positive relationship in the group to move anything in a forward direction AND ensure actual future results. The "quid pro quo" approach can be used to achieve a balance and parity in what is being shared and how much time each voice is being given. Even if some comments seem trivial or cursory, use these times as opportunities to 'mine for the gold in the comment.' We do this all the time with students....Can anyone explain what strategy Jason used to solve the problem? Cue student response that is not on point with the question....."Hmmm....I really like how you thought about that and took the risk to tell us all your idea....but I think we need to dig deeper on this one. Who else has an idea?"

Embrace the silence between questions. The awkwardness you may be feeling will push the group members to feel it too and push their own comfort in responding and elicit more personal investment on their part to advance the conversation. Try to begin with personal anecdotes (if they are relevant and do not completely undermine your value and future contribution to the group). This sharing will spark transparency and break down personal barriers that guard us from others and create an "us" and "them" structure in the group.

3. Cognitive - Draw on higher order thinking skills and intelligently-designed questions. The time and preparation put in to the structure of your meeting and plan for everyone's time WILL STRONGLY AFFECT THE BUY-IN FROM YOUR PARTICIPANTS. Avoid absolute yes or no answers that can marginalize people and divide the group. Open questions will evoke thought and reflection, and guide subsequent questions with the layers of their possibility.

4. Emotional - KEEP STUDENTS AS THE FOCUS! Continually remind your group about the value and purpose for your discussion. We want to better student learning and support student achievement. We are building good human beings that can be self-sustaining, empathetic people and contribute positively to our society. Use student interests in discussions to keep a human face on the people that your educational planning and conversations will impact. Refer to parents and caregivers when you can to remind just how many people are invested in the focus of these learning conversations. By focusing on the different stakeholders in play and the many lenses we can use, there will be a heightened sense of empathy and noble purpose, which will keep a "human" perspective on conversation. This will help to avoid fixations on how we, as educators, have "not enough time" or how this focus is "just a new fad in education" to skirt the issue and dodge meaningful plans of action.

5. Inspirational - Everyone in the conversation needs to be inspired. They may not know it or be willing to admit it - but it's true. We want to be entertained and improved by the nature and quality of days we lived. As a facilitator, we're always hoping for an epiphany by our group members. But, at the very least, we should be looking for the "spark" and identifying when a participant is "working it out" in their minds and envisioning what change in practice they are willing to undertake. Start by playing music. Think carefully about the room or venue that you are meeting in and the connotations or mood that resonate from it. Draw on the interests and talents of the group whenever possible. Make it cerebral and emotive. The more sense stimulation you can muster, the better for your buy-in and ability to 'hook' their full attention and curiosity.

By the end of the session, your goal is to have all participants invested in the conversation, idea-generation and goal setting. Most importantly, every single session should result in an action based on change. As a facilitator, the same is true for you. Each time you facilitate, you need to reflect and create a goal for your next session that is based on an actionable change.

You want to be the ship that throws no one overboard (and also avoids people jumping overboard themselves).

Facilitation is an art form; and with the right tools and strategies on your palette - you can strive to create a collaborative educational masterpiece with your team.

How Student Self-Evaluation Makes All the Difference

noreply@blogger.com (Neil Finney) — Sat, 12 Nov 2016 17:16:00 +0000

"Here you go. I'm done and reading for you to mark it," the smiling grade 8 student says as they hold a completed assignment in front of me with a big smile.

"Ok," I reply. "Let's have a look first."

The student's smile changes to a grin and then slowly fades away. "For what?" they say, "It's done, right?"

Now the fun begins....time to find out the true value and merit of their work.

My first question will frame the whole conversation. "What mark would you give it?"

Now, before you start thinking about all the students who would freeze up, shrug their shoulders and stand there looking puzzled without being able to articulate an answer - I can tell you that they are not just capable of marking their own work - they are highly accurate and reflective when given the right tools to do so.

"I don't know......I'm not good at this...." the student tries to evade the question.

"Yes. You are. Who else - but you - knows how much effort you put into completing this assignment?"

"Now let's try it again. Think about what the expectations were for the task. Think about how hard you worked on it. Think about the strengths you've shown in the work. Now, think about the advice I might give you about how to improve what you've done. What next steps would other students in the class identify if we all looked at it together?"

The student now knows that the shoulder shrug and "I don't know" won't cut it today. I've already shown that this conversation demands an answer. Ok. Time to think...

"Ummm...a 3-???" the student offers and watches my reaction to gauge if that was an acceptable response."

You see - the student is not just evaluating their own work. They are being asked to somehow predict how their teacher will mark it. By the time, they have become intermediate students, they have been trained into thinking that teacher is the one who holds the magic red pen that 'brands' each student assignment with a grade, based on the careful calculation of the success criteria, and sometimes, secret-hidden things that only teachers know.

This has to change.

As the teacher, I have learned to accept the student-suggested mark and not try to raise or lower it initially. But, rather, to ask questions like, "Are you happy with a 3-?" "Does that mark reflect the effort you put into it and learning shown in your work?"

My personal favourite has become, "Why not a 4+? What could you change or add to make it a 4+?"

And here's where the real reflection and purpose of assessment takes place...

It's a win-win. If the student knows that it is not their best effort or can identify things to improve their work, they have no choice but to take the assignment back and use my feedback (which is really their own self-reflective feedback) and make improvements.

"The primary purpose of assessment is to improve student learning"

Before this school year I would have allowed the student to hand the assignment in and resolve myself to marking it as it was. Now, I use these student conferences as an opportunity to improve student work and make the assessment process more transparent and attainable.

I don't really care about the leveled mark I write on a student piece of work. I care about the learning that is taking place and the ability of the student to develop the skills necessary to reach their full potential and grow as a self-directed learner.

How many individual marks on assignments would you remember from your grade eight year? In fact, how many actual learning activities and assignments would you remember from grade eight as a whole?

Allow the students to mark their own work. Frame their reflective capacity with purposeful questions. Demand that they are accountable for both their first draft and the improvements that they already know could be made (as they try to hand it in).

Improve student learning at the core. It shouldn't be a magic trick to earn a 4+. It should be an attainable target when students have an awareness of what is required.

Waiting is the Hardest (and Best) Part - @Edutopia article

noreply@blogger.com (Neil Finney) — Wed, 16 Mar 2016 14:06:00 +0000

Waiting is the Hardest (and Best) Part: Enhance your teaching and students' learning by waiting for student responses, waiting for mastery, waiting for the 'spark,' waiting for conflict resolution, and waiting for individual struggle. How do you use 'waiting' in the classroom to further the learning and development of your students?

Classroom Management: The Good, The Bad and the Boys

noreply@blogger.com (Neil Finney) — Mon, 02 Nov 2015 21:55:00 +0000

Managing student behaviours is a constant chess game. One that demands focus, lateral thinking, and most of all, patience.

The more I think about the students in our classrooms that struggle to walk the conformity line - the more I realize that the game needs to change.

In my experience, most students that are "flagged" as having behavioural ‘problems’ or poor decision-making seem to be boys. It's staggering to think that the gender distribution is THAT imbalanced. But, the truth is, it always has been.

Do you know what else has always been the way it is? Answer: Some of the classrooms in which these boys find themselves.

Perhaps the reason that so many of these boys seem unfocused, uncaring and unmotivated to learn in some of our classrooms is because they are. Sit still, don't talk, don't fidget, write neatly, spell correctly, raise your hand, hands to yourself....sound familiar?

The way that school is supposed to look, sound and be like, has largely remained unchanged for decades. Conformity to rules, routines, procedures, and often, teacher-determined expectations is at the forefront; especially, for those of us who feel that we are best displaying our success in teaching by a quiet classroom with the sounds of pencils pushed against the paper.

When I reflect upon my own professional practice, I would have to agree. In my first few years of teaching, I strived to gain the classroom management skills so that I could actually get a class full of grade 8 students to work quietly – uninterrupted – in silence on a task that I assigned.

There is a certain satisfaction – which I believe is the assertion of control – that a teacher feels when the class is quietly working on task. But, how much of the school day is spent striving for this outcome? I absolutely believe that there is a time and place for quiet work in the classroom – but I also firmly hold that there MUST BE time in the instructional day for unstructured, creative, and yes, even loud learning to take place (and I'm not talking about recess).

This is where we are failing our students that struggle to sit still and be quiet. This is where we are often failing our jittery, active and energetic boys. Are there also girls who need to learn in this way and break free of the chains of peace and quiet? Definitely! I am well aware that there are many students of differing genders for which these words hold true. But, I have watched MINIMAL focus and attention in supporting our boys with new educational initiatives over my own teaching career (13 years) for their own self-esteem and well-being – at least not, in the same way that other programs for girls have been implemented and explored.

It’s time to help our boys.

As a father of two (ages 5 and 8), I am realizing more and more that many of our classrooms are ill-equipped to evolve in the ways needed to support our struggling students. These needs to be a shift in what the real expectations for learning and development in our schools should be in the 21st century.

Student self-esteem is a delicate and challenging issue to approach in any case – but the culture of boys and the pride of masculinity make an educator’s task even more daunting. Many boys often don’t want to talk about their feelings. They have been systematically programmed not to share their worries and fears in a way - that they perceive - somehow demonstrates their strength and confidence. The myths of masculinity and culture of Boykind need to be broken and re-defined.

Let’s start in our schools. The single-most important tool that I attempt to use with a ‘difficult’ student is forging a positive relationship. It requires some surveillance to determine the best approach. By speaking to students, we gain insights into their own interests, beliefs and most of all, character. You can tell a great deal about a student by what they choose to divulge to you (their teacher) or not share.

Building a strong rapport with a student allows you to become a “trusted adult” in the school environment and someone who they can not only “count on” but also will become someone to whom they are accountable. Many of our boys are craving a positive role model (especially from their male teachers) who can provide an alternative view of the gender than the bumbling male idiot during commercials or tv shows. Seriously, watch an hour of television and keep track of how the men are portrayed (especially during ads) - through the eyes of a 7-year-old...

I used to begin each year by telling the students in my class that I knew very little about them – as of right now. I would explain that I have tried my best to avoid conversations with colleagues on how they were in someone else’s class – because I am only interested in who they are and how they conduct themselves in this moment moving forward. Providing a fresh start and a blank slate is something within my own control as an educator.

I’m not suggesting that I ignore details about special needs programming or safety issues; rather, I selectively frame behaviour instances in a context that takes into account more than simply a student’s predetermination for negative or “undesirable” behaviour choices.

The students in my class who had been building a terrific reputation for themselves in their schooling as intelligent, trustworthy and responsible were given, yet another, opportunity to show me these attributes and the character traits that my colleagues had praised over the years.

The ‘impressionable’ group – sometimes referred to as ‘followers’ – were provided with a chance to set themselves on the right path for the year and possibly break away from some of the negative choices that they had made previously.

Most importantly, the “challenging” students had been given an opportunity to begin anew in setting goals, building relationships and demonstrating their potential to become more responsible and positive. I don’t claim to have fixed every troubled or “challenging” student who spent time in my classroom. But I do feel that many of them were given the right nudge at the right moment to inform and set the context for their decision-making.

Many of our "troubled" students are developmentally-stuck in attempting to meet their own basic needs - food, water, shelter, safety, security, love and a postive self-image. These are the first things that we MUST address before the math lesson matters or their narrative is finished.

Student behaviour management is a tightrope walk. Contrary to what some of us have heard while training to become a teacher, you are allowed to smile before Christmas. In fact, you should….it reminds the students that you are a person with emotions and investments in their learning and lives. Find as much common ground with them as you can – but all the while you are still setting a high levels of expectation for them and their learning. You shouldn’t need to be their friend; instead, they will need you to be their support and guide.

Learning requires equal parts of idea (not content), facilitation (not delivery), environment (not structure), startegies and tools (not equipment) and perspective (not rationale). As teachers, we cannot successfully plan and utilize any of these components; without first understanding the students in our classroom, and building a positive, reciprocal relationship with them.

5 Tips for the First Week of School

noreply@blogger.com (Neil Finney) — Mon, 31 Aug 2015 22:37:00 +0000

As a new school year is set to begin, we often spend countless nights in the lead-up to the "big day" asking ourselves the same kind of question:

How can I make this year even better?

The time spent pondering ideas to this question is so important, if you are looking to elicit any kind of change to your own teaching practice and goals for this school year. Take your time. Reflect on everything you know and everything you've tried before - this can be a year for you to tweak things slightly or even re-brand yourself as an educator!

Here are 5 things that I believe matter in the first week of school:

1. Welcome them to your classroom at the door with a smile. First day class organization chaos may happen - but once you have your group and are in the room - take the time to make them feel like they are a part of something special in your class.

2. Spend time with "team building" and "class culture" growing games and activities. DO NOT begin with class rules. Nothing lets the excitement out of the room quite like revealing your laminated copy of the class rules (because they haven't changed in 10+ years).

3. Learn their names in the first week (or even the first few days if you can). Use student names early and often - we all love hearing our name used, and it will begin to show students that you care about them and who they are.

4. Find out about student interests. The more directly the better too! Having them write a letter to introduce themselves to you is one idea - but a face-to-face conversation will give them both your attention and interest.

5. Share your own beliefs about learning and development. As a class, come up with a collaborative list of things to remember and realize. Post them on the walls all around the class:

"Learning is a journey - we are all in this together"

"Be problem-solvers - not problem-makers"

"Learning is messy and failure gives us important feedback"

"Show Grit. Be Resilient. Stay Strong."

"Dream about what you want to learn and become."

Above all else, have fun and always remember why you chose this profession. Do what is best for students and always keep their interests and dreams in mind.

10 Things I've Learned about Teaching

noreply@blogger.com (Neil Finney) — Wed, 15 Jul 2015 02:06:00 +0000

I think that "Reflective Teaching" is the single-most important tool that educators can use to improve student learning. If we don't take the time to truly think about what we do in the classroom - and how we do it - how can we transform our practice in meaningful and lasting ways? What we think worked 5 years ago, likely won't have the same impact on our students - so how can we continually evolve and re-define ourselves as facilitators for student growth and development?

Put simply, we need to question everything and focus on only those things that we can honestly say are "good for students."

Here's what I've come up with so far....(put together as my very first infographic:)

What's missing from this list? What have you learned about teaching? What would your list include?

I would love to hear your thoughts.

Shatter Your View of the Classroom

noreply@blogger.com (Neil Finney) — Fri, 26 Jun 2015 01:59:00 +0000

Classrooms should be crumbling. But many stand firm in an ageless state.

I want to give credit to one of the catalysts for my own educational shift and reflective view of teaching. Changing Educational Paradigms (by Sir Ken Robinson) is media clip that completely changed how I thought of our current educational system. If you haven't seen this before...spend the next 10 minutes re-thinking YOUR educational experience and reflecting on YOUR school memories. If you teach, how can this reshape your view of the classroom? Your school? Your pedagogy? Your approach to students? Your goals?

One of the things that Sir Ken illuminates is the notion that the industrial age-defined classroom has been, largely, left unchanged. Think about how the world has changed in the past 100 years, 50 years, even 10 years. Now think about how many classrooms you could walk into RIGHT NOW and see the following:

Student desk in rows
Chalkboard at the front
Teacher desk in front corner
Teacher standing at the front
Filing cabinets filled with worksheets

Are some of these things still practical? Effective? Purposeful? Necessary?

Sure.

But how many of these things are in place because of familiarity? Conformity? Safety? Tradition?

Now think about how many of these things are in place for student learning.

A classroom is for learning NOT teaching.

Students are tasked with the journey of learning and education. Teachers are tasked with how to facilitate this.

The school day is not block of time to be filled with activities to "keep kids busy." It should be an opportunity to forge positive relationships with students so THEIR learning is facilitated in an appropritately paced and meaningful manner.

If the goal of schools is merely to put in time and have the students feel like they remember something that the teacher has "taught them" by the end of the day - we are doing it all wrong. Because if that's the case, why not set up classroom like movie cinemas and bring in the cozy chairs and snacks?

If all we ask of students is to sit passively and learn through sight and sound alone - how different are we than the movies and television shows that we seem to associate with a negative use of time? No one ever suggests that listening to teachers will rot your brain - but depending on the conditions of learning and structure of the classroom environment - I think there's a possible argument there.

Let's shatter our view of the classroom. Let's allow students to put the pieces together. Facilitate the change. Facilitate the learning.

"Be More Dog"

noreply@blogger.com (Neil Finney) — Fri, 09 May 2014 19:50:00 +0000

It takes a great deal of courage to 'put yourself out there.' It takes a growth mindset - to view your life (and learning) as a work-in-progress. It is a profound moment when you can honestly say that reflection has truly affected your own next steps.

We all have a voice.

Whether you are an educator or not, what you think and how you view the world, indeed, matters. We are all trying to do our best to navigate our lives and forge pathways.

Whether you blog, tweet or simply have conversations with people - share your ideas and reflect on your experiences. The world will be a richer place with your voice in it.

As Donna Fry (@fryed) and Mark Carbone (@markwcarbone) reminded me just 10 minutes ago (with a terrific video clip) - "Be More Dog" (shout-out to http://ossemooc.wordpress.com)

Carpe Diem!

What a terrific day for learning here at #Connect2014. So many voices make inspiring conversations! Thanks for your voice and your thoughts today, Ann, Andrew and Anita:) Now - to keep this momentum going and plan for action!

Accepting the Blogging Challenge - Blog On!

noreply@blogger.com (Neil Finney) — Tue, 07 Jan 2014 20:32:00 +0000

This blog post is my acceptance of Dr. Camille Rutherford's blogging challenge (@crutherford).

Challenge #1: Introductions of my Nominator:

Dr. Camille Rutherford is an Associate Professor of Education at Brock University. As a former classroom teacher and university administrator, her work with teacher candidates, teachers, adult educators and educational leaders explores the use of technology to enhance teaching & learning and transform leadership (from her blogger bio at drcamillerutherford.blogspot.ca)

Challenge #2: Share 11 random facts about yourself

1. I am named after Neil Young (who my father went to school with in Omemee, Ontario – where I grew up)
2. I have travelled to Iceland.
3. My first permanent teaching assignment in Ontario was Intermediate Core French (on a letter of permission - no FSL qualifications)
4. I have been in remission from Gray-Zone Lymphoma for 21 months.
5. The house I was building was further delayed after finding ancestral human remains on it.
6. I sold our 2nd house by myself (no agent!)
7. I wrote a blog post-a-day for 3 months (starting with my very first published post on “Ignite. Incite. Inspire.”)
8. My wife (Chy-Anne) and I both currently teach at the same elementary school.
9. My oldest son (Liam) and I have a matching freckle in the same location on the same foot.
10. Current favourite musician is Matthew Good.
11. Lived (and taught) with my wife in London, England for 15 months after completing teacher's college.

Challenge #3: Answer the 11 questions the nominating blogger has created for you.

What is your favourite quote or saying?
“Be the change that you wish to see in the world” (Gandhi)

Name your ideal retirement location.
The Spanish Balearic Islands

If you could have only one educational technology resource, what would it be?
Twitter

What is your favourite travel destination?
St. Lucia

Recommend an educational game?
4 pics 1 word

What is your favourite app?
Songza

What is your favourite tv show?
The X-Files

Have you ever paid it forward at a coffee shop?
Yep. In the drive-thru, right after someone ahead of me “paid it forward” for me!

If you had to pick a song to be your theme song what would it be?
I Wanna Rock – Twisted Sister

What is the last movie you saw in the theatre?
The Hobbit – The Desolation of Smaug

What is the first thing you would do after winning a million dollars?
*Finish the renovations on my parent’s house (has been in the process since 1989!) – then, around the world trip with my family.

Challenge #4. List 11 bloggers. They should be bloggers you believe deserve a little recognition.

David Truss – “Pair-a-dimes for your thoughts” - http://pairadimes.davidtruss.com/
Joy Kirr – “My Own Genius Hour” - http://geniushour.blogspot.ca
Louise Robitaille - http://www.inquiry-based.blogspot.ca/
Peter Beens – “Mr. Beens Class” - http://www2.beens.org/
Jaclyn Calder – “Ramblings” - http://teachercalder.ca/
Deb McCallum “Big Ideas in Education” - http://bigideasineducation.wordpress.com/
Janet Lee Stinson “This Side of the Mirror” - http://janetlee.edublogs.org/
Jacqui Murray – “Ask a Tech Teacher” – www.askatechteacher.wordpress.com
Chris Roche - “Technology Meets Education” – www.techmeetsed.com
Tom DeRosa – “I Want to Teach Forever” - http://www.teachforever.com/
Ana Cristina Pratas – “Cristina SkyBox” - http://cristinaskybox.blogspot.ca/

Challenge #5. Post 11 questions for the bloggers you nominate to answer and let all the bloggers know they’ve been nominated. (You cannot nominate the blogger who nominated you.)

1. Choose 1 word that best describes you.
2. What sound or music best inspires you when writing?
3. If I were a student that you taught, describe one learning experience that I might have from your teaching that still resonates with me (student) today.
4. Fill in the blanks: The future of teaching is ______________ unless ____________________ .
5. What is the most exciting part of your day?
6. In 10 years, what will you be doing?
7. If you were a bird, which bird would you be? Why?
8. Why do you write?
9. Describe the moment when you first realized how important technology is to education.
10. If you could create your own school, describe how it would be different (in order to improve learning).
11. Share your best knock-knock joke.

This blog is my acceptance of the 5 challenges from Camille and I too am extending the 5 challenges to 11 people.

How Neckties Prevent Disease

noreply@blogger.com (Neil Finney) — Sat, 14 Dec 2013 15:35:00 +0000

In university, I remember one of my professors sharing an anecdote about a trip to Sierra Leone. He explained that the villagers (from one local area he visited), believed that neckties protected people from disease. Strange - yes; but the conclusion that they had formed derived from the fact that all the agency workers, professionals and outside visitors (most of whom wore a tie) were never sick or impacted by the diseases to which they were often succumb. None of the local villagers wore neckties, and therefore, it must be the lack of neckties which caused there succeptability. In turn, ties were associated with health, prosperity and safety.

What I think we need to take away from this interesting anecdote, as educators, is the importance of drawing appropriate (and rational) conclusions. Especially, when it is those same beliefs that drive our programming, instruction and assessment decisions.

What the villagers had come to believe makes sense when you look at the surface evidence. Yet, when we add in the other factors and forces at play in this situation - there is certainly more to it than meets the eye.

In terms of the learning that occurs in your classroom - what assumptions are you making and how are using those assumptions to plan and assess for student learning going forward?

What "ties" are you focused on as indicators of student learning and appropriate assessment strategies?

Through what lenses can you observe, track, assess and provide feedback - in order to program for future learning opportunities?

Ultimately, what key issues do we need to shine a more critical eye on, in order to support student well-being and success?

Who Speaks for Our Students?

noreply@blogger.com (Neil Finney) — Thu, 14 Nov 2013 12:20:00 +0000

All caring adults do. We empathize with their emotions and advise them on their actions.

All parents do. We understand them - profoundly - in innate ways that cannot be measured or described.

All educators do. We plan, teach and assess in a way that supports who they are, what they care about and how best they can demonstrate the learning.

All communities do. We make decisions in meetings to plan for their future and support their present in our facilities and our programs.

All society does. We cultivate a future pathway that is promising and desired by talking of responsible citizenship and promising tomorrows.

But, what about students?

Do we let them, truly, speak for themselves? If we stopped and took the time to LISTEN TO THEM – we would, finally, be able to imagine their insights and realize their dreams. Students have much to say, and with our listening silence, comes an opportunity to change our pathway and support their ambitions.

Let's allow them to speak for themselves.

This image was created by graphic artists by using the insights and beliefs of Ontario’s students on what they imagined the future of Ontario’s education should look like. Take a look and see for yourself what our students want their educational world to look like.

Image: Ontario Ministry of Education

What is Leadership to You?

noreply@blogger.com (Neil Finney) — Thu, 17 Oct 2013 11:07:00 +0000

I have been having a philosophical discussion about leadership (with myself) for a while now. Weird, sure; but, meaning is often made only when things get weird – and real. Here’s where I am right now…

Being a leader is about knowing how to step aside and trust your instincts. Leadership has nothing to do with me. It is about the idea and the movement. Those of us that aspire to be leaders; should make sure that we are fully aware of what we are striving towards. Building school cultures, affecting positive change and improving student well-being and achievement – these are what matters. If your sights are set on leadership – and you don’t know this by now – listen up. This message is for you.

I have come to believe that it is the means that earn our attention – not just the ends. Learning is messy. It better be. Without the mess, the inner-struggle and the self-reflection – there can be no lasting change or learning. Experience should be the goal. Living the idea and trying the next approach are what we should be asking of our educators, students and parents alike.

I used to think that my own professional image would be crafted through successful projects and key networks that I could form. I believed that my pathway to leadership sat idle on the shoulders of others who may vouch for me and spread the word about my potential. I have come to understand that it is the work that needs the spotlight. Doing the work ensures that not only can you connect to what’s important – you can also understand why the ‘how’ is important. We are curious by nature, indeed, but it is not until we step into a growth mindset and build a new way of ‘being’ for ourselves that we can truly model learning and growth for others to emulate.

Our students are the work. Make no mistake about it. In spite of some of their teachers, the classroom approaches to learning and the things they will experience, within our school walls – they will grow, develop and affect change for themselves and others in some way. Our charge is to guide the process. It is to teach essential learning practices, key ideas and critical thinking processes – so that they can discover their own journey – and be successful on their chosen pathways.

Leadership is scary. How can anyone step forward and declare that their goal is to make themselves obsolete by building the successes of others (thereby suppressing individual glory)? It takes a truly altruistic act to recognize just how inconsequential the day-to-day actions of the ship’s ‘captain’ are; if the ship is running efficiently and purposefully – and that is the goal all along.

Be a leader. Facilitate the learning of others. You might phase-out yourself – but you will ignite all the leadership dreams and potential of others in a way that illuminates your own growth journey.

What is leadership to you? Am I way off? I would love to hear about your leadership journey in the comment space below. Thanks!

(Not) Just Another School Year

noreply@blogger.com (Neil Finney) — Mon, 02 Sep 2013 15:04:00 +0000

This year will be different…

Welcome your students with a new kind of message - one that imparts hope, excitement and promise:

“This year is yours to learn.”

1. My year is not planned. I have no intention of putting you through the same activities and assignments that your older siblings have done. Our focus for learning may be the same – but the way that we get there will be according to your learning needs (not my teaching needs).

2. Success or failure is up to you. I have zero interest (or intention) on ‘getting you through this year.’ Take your own learning into your own hands. I will support, guide and facilitate – but it will be you that holds the keys to your own success. I will not make excuses for you – nor will your parents – it is up to you to realize your centrality in this year’s educational plan.

3. Learning is paramount to your personal development. I absolutely recognize that your social networks, personal interests and skills are important to you – they are also important to me. That is why I will do what I can to weave them into my teaching practice. You will see yourself in our curriculum. They are the guiding principles framing our learning together – but they need a face and a perspective – yours, the student.

Let this year get messy. Let yourself fall into the deep, dark abyss that is the unknown. Take on new challenges and learn what it means to love learning – yourself.

I promise you that this will be your year of inspiration, reflection and passion – if you throw away the same old worksheets and craft new learning experiences with an entirely new (and refreshed!) group of students.

Let the journey begin! You are doing the work that matters in helping to bring about new, profound changes to the way we reach students and guide learning.

The World is Your Window

noreply@blogger.com (Neil Finney) — Sat, 17 Aug 2013 14:32:00 +0000

The world is your window,

Let its colours arrive

To the doors of your senses,

Where curiosity lies.

If the world is your window,

Find a way to provide,

The right conditions for learning

For your passions inside.

When the world is your window,

There is nothing you see,

That is too tough to tackle

Or too big to be.

Should the world be your window,

You will surely agree,

That your dreams are just stepping stones,

To the one you can be.

Build your world as a window

For the hope you contain,

Your learning, your legacy,

Your ambition, your name.

Neil Finney

Equity is Everything

noreply@blogger.com (Neil Finney) — Mon, 12 Aug 2013 11:59:00 +0000

Learning is inconsequential without purpose and participation. To create the conditions for learning that invite, involve and invest true meaning for learners: there needs to be a promise of equity.

When considering multiple entry points and planning for engagement – don’t lose sight of your audience. Where they are and what they have experienced should serve as the foundation for your practice. It is only through multiple lenses and by using many perspectives that we can truly comprehend what it means to be excluded – and therefore – take steps to ensure that it doesn’t happen within our classroom walls.

Equity should be the lifeblood of our educational system. It is the framework that contextualizes our theory into practice. By reaching every student, we, as educators, ensure that our approaches are inclusive and our teaching is relevant to everyone.

By using inclusive language, considering alternative points of view and providing opportunities for communities to speak up and have their voices heard – our education system will stay relevant and rewarding for all that it involves.

Without tailoring lessons to reflect the diversity in ethnicity, sexual orientation, and socio-economic status (among other things) that live within our school walls and communities, we are failing to capitalize on the true life experiences and application, to the outside world that our students so dearly need. If we are, indeed, delivering a 21^st century educational experience, it must grow out of the views of diversity in a global world - not the educational traditions that continue to live on out of comfort and ease-of-use.

3 Things to Ensure Equity in Your Practice

1. Provide a venue for all voices to be heard and considered – A class blog, school website, class newsletter, or parent nights – as many as can be utilized to provide opportunities for input and collaboration with community.

2. Question yourself – Put your own bias and experiences under the microscope to see where you’re approach to teaching (and learning) is coming from.

3. Advocate for the silent – Pay attention to the groups that you are not engaging in conversations. Getting to the heart of this could reveal real systemic problems that need to be identified, addressed and improved in your classroom or school community.

By taking steps to ensure that equity and inclusiveness are alive and well in your own professional practice, you will be making good on the promise (you likely made to yourself) to reach all students and make a difference in the lives of the students you teach.

Curious Questions to Open Professional Practice

noreply@blogger.com (Neil Finney) — Sun, 11 Aug 2013 18:39:00 +0000

One of the greatest obstacles to overcome in the context of change management and instructional development is the perception of everlasting change. As a teacher, one of the most difficult ideas to come to grips with is that your practice is in need of changing. As a result, many educators opt to be stagnant and keep quiet – and only do what they have to do.

We need to become better at selling change.

A conversation grounded in the need for change will often do nothing to invoke a real change. Instead, use “curious” questions to get to the real heart of the matter when it comes to examining professional practice:

• How does this benefit students?
• How will this method reach your classroom audience?
• How does this activity improve student learning?
• How will we be able to see the gains in student achievement?
• How does this teaching style capitalize on your teaching strengths and abilities?
• How does this approach take into account multiple entry points for learning and student preferred learning styles?

Beneath the murky waters of driving school improvement – there lies a truth…

We are all in the business of doing what’s best for students. Check your ego at the door and open your mind to the possibility that your own personal growth and development rests on your ability to become pliable and receptive to professional change and improvement.

The path of educational progress lies ahead…

How Puzzles Teach Key Learning Skills

noreply@blogger.com (Neil Finney) — Sun, 07 Jul 2013 21:18:00 +0000

Puzzles are a great way to improve fine motor skills and enhance focus in our children. I've watched both my sons be motivated to complete puzzles - in an ever-increasingly independent capacity - with success and happiness. Whether at home with your own children or in a school-setting as an educator, try incorporating puzzles as a way of providing yet another authentic learning opportunity that will play on the kinesthetic/tactile learning skill sets.

Here's how to get started:

1. Choose a puzzle that you feel is just a little out of reach for your child. You should already have a good idea what they can handle - when it comes to an independent task and managing their level of attention - and aim just a little 'higher.'

2. Avoid the urge to jump in and help them with the puzzle when they're stuck. They will prevail and learn much more from the struggle and problem-solving skills, then the realization that you will step in whenever things become difficult.

3. Know when your support is genuinely needed. Now, in the previous tip, my intention is not to abandon the child in their greatest time of need. In fact, doing this will almost certainly lead to a complete 'shut down' and no chance of puzzles ever catching on as a 'fun' thing to do. Rather, gauge when the need for support and your collaborative efforts is required. By intervening at the right time, you are providing the scaffolding needed as an opportunity to develop their skills and comfort through the 'balanced model' of learning you are using (model=>shared=>guided=>independent).

4. Celebrate the finished product. Focus all your positive attention and energy on them when they triumphantly place that final piece and announce to the room that they did it! Take pictures, show other family members or classmates and showcase their incredible effort and success. This is their moment to shine!

5. Re-frame the puzzle challenge with a new twist. "Ok. Now that we know you can do this puzzle. How can you put it together this time, so it gets finished faster?"

What about starting with the outside border first?
What about starting by turning over all the pieces first, so they face up?
What if you chose the biggest objects in the puzzle and put them together first?
What if you chose a colour to begin with and only pieced together those pieces?

By having this guided conversation, you are modeling problem-solving strategies, goal setting, and possibly even, fostering meta-cognitive awareness.

At any rate, puzzles are a great way to reach children of all abilities in a way that supports independence and can help in the building of a positive self-concept. Your children, or even students, will love the opportunity to show their stuff and be successful.

My Evolving Educational Philosophy

noreply@blogger.com (Neil Finney) — Sat, 29 Jun 2013 14:55:00 +0000

What guts and confidence does it take to open ourselves up and expose our most personal views and insights for all the world to see. Education demands that we peer inside ourselves, first, and plan for learning, second. As teachers, self-assessment of what we truly hold important and that which we frame all programming and delivery decisions needs to be authentic, timely and specific; indeed, if it is to evoke needed re-tooling, re-framing and re-imaging exactly why it was that we stepped forward as our generation's "teachers."

Here is my journey so far. For me, my own education, classroom teacher experiences, professional development and life experiences have all culminated into what I can now confirm is an ever-changing journey of my own life and learning.

THE BEGINNING: THROUGH A "TRADITIONAL" TEACHER LENS (2001)

(TEACHER'S COLLEGE)

Through my experiences as a student, I have developed an insatiable thirst for knowledge that can only grow through my future experiences as a teacher. My best teachers shared an ability to carry themselves and the material in a certain way directly to their students. I cannot wait to join the 'club' of teachers. I foresee myself placing an emphasis on critical thinking, especially on key world issues, so that my students will be able to 'decode' today's world into terms that relate to themselves and their experiences. I cannot wait to be given the opportunity to directly facilitate personal intellectual growth in the classroom through lessons, films, activities and exercises. I feel that today is an exciting time to be a teacher as resources such as the internet and personal computers have become key partners in the learning process.

THE MIDDLE: THROUGH A LEADERSHIP LENS (2010)

My Philosophy of Educational Leadership

Values and Guiding Principles

Education needs leadership. It craves direction and begs for insight. Teachers need to feel that they matter and are part of a bigger picture in the lives of their students. Without strong educational leadership, no teacher can teach to their true potential. Leaders find purpose and value in any action; whether it is a positive or negative experience. Visionary leadership is the ability to make connections that are not even there yet, and to offer possibilities that no one has thought of. However, it is the social connections that leaders make with their educational teams and staff that cultivates the audience for your school ambitions and goals as a leader.

My own personal philosophy of education is that people, intrinsically, want to better themselves. Learning and interacting are two important ways to accomplish this, and both are available through the vehicle of education.

The classroom environment is as important to a student as a home to a family member. Within these walls, students must feel safe, appreciated and welcome. Whether through the seating plan, wall posters or classroom routines; your decisions must consistently demonstrate fairness - not necessarily equality. The same is true for a staff. Fairness must emanate from your choices and actions. Your decisions must be transparent and predictable, that is how teachers become comfortable with your vision for the school and its direction as it pertains to their daily work.

Effects of my Philosophy on my Interactions

My educational philosophy guides and influences the majority of what I do and say. It is through my beliefs towards education that I foster positive relationships with colleagues and community, in an attempt to get closer to the promised land of self-fulfillment and attainment of my personal goals. Functioning as a valuable team member on a school staff is only possible through the use of the same differentiation instruction techniques we use when instructing students. Depending on the person we speak to, it is important to change our tone, change our words, or even to change our overall approach to the conversation. Our methods of reaching students are the same. No one style can reach all learners. No one approach can be successful with all colleagues.

Contemporary Issues/Theories in Education

I think that, as teachers, we find ourselves in interesting times. The current educational system in this province – and even beyond our provincial boundaries – is in disarray. Funding formulas seem unsustainable. Student enrollment is declining. Data-driven goals are placing heightened pressures on administrators and teachers alike. Caught in the middle of a technological revolution, schools find themselves on the outside looking in when it comes to reaching students and motivating learners. Many teachers are learning how to implement new technologies and incorporate fresh ideas in their classroom practice, but curriculum constraints and increasing accountability to a vocal (and aware) public inhibit true change in many teachers today.

Whole shifts in the way we approach learning in a 21st century school are needed. Previous ideologies and values are being eroded and compromised by a student population that has been raised to believe, “that which they do not like, they re-write.” Online social media and web 2.0 tools have placed new perspectives on learning and the sharing of knowledge. Raising digital citizenship in our classrooms and surviving this educational crisis is only achieved through visionary and bold leadership decisions.

My Motivation to Become an Educational Leader

I want to be at the forefront of this exciting educational transition. Possibilities and perspectives emerging in academic and social discussions offer truly unique ideas in the organization and administration of schools. Having experiences as an overseas teacher, French teacher, Special Education teacher, and Junior/Intermediate teacher, have equipped me with a fused view of teaching from many different perspectives. Through my involvement with the Federation (as a collective bargaining rep and steward), I have been able to experience first-hand the overriding principles of our collective agreement and regulations and the practice of their implementation at the school level. This administrative step is the next phase of my educational journey in being a part of the new process of reaching 21st century students and teachers. It is only through direct involvement in these matters that I will satisfy my ambitions and pedagogy in the field of education.

THE NOW - THROUGH A SELF-DIRECTED/INQUIRY-BASED LEARNING LENS (JUNE 2013)

My Philosophy of Education

Students are the key. Whether it is designed authentic, learning experiences based on student need and interest; or engaging in purposeful conversations to uncover who they are and what they hold important – we need to know our audience.

Through inquiry-based learning, collaborative planning, feedback and sharing sessions, we are able to create the conditions for learning that will raise student engagement and improve student achievement.

Redefining teaching practice and constructing student-centered learning requires bold reflection and brave risk-taking. We need to expose ourselves as the life-long learners we truly are. We need to put our practice on display for ourselves and others to experience, discuss and reflect upon – if we are actually going to make the necessary changes to meet the needs of an ever-changing world.

The keys to facilitating learning for today’s students rests on our own ability to treat the daily experience as a work in progress and not a well-rehearsed presentation that we have perfected over the years.

If you want to join in the conversation of your own evolving educational philosophy and how you can make sense of it, use #engagedinmyed on Twitter. Thanks, Neil!

Raising a Reader

noreply@blogger.com (Neil Finney) — Wed, 15 May 2013 02:38:00 +0000

Teaching the joy of reading and the magic of learning is, I feel, our greatest gift as educators. As a parent, I have been witness to incredible moments of disbelief and awe when it comes to my own 2 sons, Liam and Bryce. They are, indeed, sponges as the saying goes, and my wife and I have tried to instill in them a love of reading that will build a foundation of learning success.

On the weekend, we took a trip to the Barrie Public Library - one of their favourite things to do. My wife came across a storybook called "Bony Legs" and remembered it from her own childhood. She put it into the bag of goodies to be signed out and we were homeward bound. She read the story to our youngest son, Bryce, twice in the next few days.

Bryce has entered the "pre-reading" stage and is constantly asking to "read" to us - or his 5-year-old brother, Liam. He uses the pictures as evidence and describes what he sees to us. He offers reactions like, "this is the funny part," and "isn't that weird?" He has already learned to interact with the text, use its features to improve his understanding and to celebrate and share in his "reading" to truly enjoy the experience.

He proudly carries out this adventure and is so delighted with himself, when he has us as a captivated audience. What a terrific thing to be a part of.

So, how can we make sure that we are "raising readers" in a positive and supportive manner? Here's what I think...

1. Celebrate everything in the stages of reading as worthy of your attention and feedback. "Wow, that's such an interesting ending." "What do you think will happen next?" "How do you feel when you read to mommy and daddy?" "I really like how you used the pictures to figure out what's happening!"

2. Recognize the process of reading. It doesn't happen overnight, and therefore, should be constantly done and discussed in order to progress. Our future readers are "reading" their world far before they sound out words and vocalize sentence structures.

3. Reading is life. This is a skill and talent that will carry your son, daughter, or student throughout their lives. They will dramatically improve given attention, support, feedback and questions. Frame each response and comment you make as an opportunity for them to dazzle you. Don't be satisfied with one word answers, dig deeper and find out what they think just as much as you expect to hear what they know.

In the end, this is one of the greatest journeys they will ever make...and you will hold their hand through it all and guide them into their potential for learning - and life.

How do you "raise" readers - whether your own children or students you teach?

Are we in the "Matrix" of our Education System?

noreply@blogger.com (Neil Finney) — Sat, 11 May 2013 23:46:00 +0000

Ever feel like you've been living in a dream world?

Our greatest goal is to educate students in a way that equips them with the tools for success, and that cultivates a culture of life-long learning. Our charge is to find a way to deliver this on a daily basis. We are providing the future with an opportunity to a better life.

Here are questions that cross my mind, from time-to-time...

How many individual students do I reach day in and day out?
How effective is the tone I set during instruction?
Do I find ways to connect and personalize the learning environment for each of the students in my room? Why don't I give students an exit ticket like a comment card at the end of a restaurant meal?
What is it that worries me about walking into a classroom and discovering that my method of teaching may not be as effective for the needs of the learners?
Do I matter?
Does this system of teaching - and learning - need an overhaul?

I think the teachers, indeed, have one of the greatest professions, the most profound, the scariest in magnitude, and ultimately, the most responsible in terms of future society and generations.

I know that's why I got into this job in the first place. I wanted to affect change. It's like that scene in "The Matrix" when Laurence Fishburne's character says something to Neo (played by Keanu Reeves) like, "you knew that there was something wrong, that something just wasn't quite right, but you weren't sure what it is," and he explains to him what The Matrix is and how he has been living in a fantasy world. Sometimes I feel like this might parallel our education system, and while it sounds critical, and it sounds like I'm in that dark place - perhaps being a naysayer or a pessimist - there is nothing further from the truth.

I want our schools to matter. I want my son - now in our public education system - to be excited about learning. I want to do the best job possible with the tools I am equipped with. And I am willing to take risks to do so.

I know many educators that feel the same way that I do. Our schools are the places where we live and breathe and work. When something doesn't quite feel right you know that change is needed. Whether it's engagement in the intermediate classroom, escalating behaviors, or a general difficulty in communicating with parents and school community - we are facing difficult times in terms of leading learning.

If we are to be successful in educating our students today with today's goals in mind for future successes and opportunities - we must be willing ourselves to try new things today. Things that we don't know off by heart. Things that we can't recite from our own school experiences, and perhaps, ask new questions that weren't even questions as little as five years ago.

This might seem like ramblings. Like some moral epiphany ala the Jerry Maguire. But this is actually how I feel. This is what I think - and I know I am not alone.

Schools have changed. Students had changed. Have teachers changed? A big question with a lot of ammunition waiting quietly behind it to ask more targeted questions. But I'm not afraid to ask it - are you?

I would love to hear what you think about our schools; about the way that we teach our students; about how you think things are done, and why, or if, things need to be closely examined?

Share your thoughts. Offer your ideas. Be a part of the change conversation.

I'll end with the ending words from the Matrix:

I know you're out there. I can feel you now. I know that you're afraid. You're afraid of us. You're afraid of change. I don't know the future. I didn't come here to tell you how this is going to end. I came here to tell you how it's going to begin. I'm going to hang up this phone, and then I'm going to show these people what you don't want them to see. I'm going to show them a world without you. A world without rules and controls, without borders or boundaries; a world where anything is possible. Where we go from there is a choice I leave to you.

What do you think? Are you part of "us' or part of "them?"

Math Manipulative Stations: Collaboration and Problem Solving with Fractions

noreply@blogger.com (Neil Finney) — Tue, 07 May 2013 10:52:00 +0000

Give them collaborative "play time"

Want to increase student engagement and cultivate a culture of collaborative learning in your INTERMEDIATE classroom? Math stations are one way to differentiate the process and alter the learning environment. By providing your students with a different model for learning - through the use of manipulatives and open questions - you will allow them to explore, collaborate and take risks in their learning. Here’s what you can do:

Divide your class into groups of 4-5 students. “Tiered” Groups that include students who are proficient, struggle and anywhere in between, are a great way to scaffold the learning for students of all abilities. This is also a great way to provide leadership opportunities for some of your stronger math students.
Fractions are a great starting point for your students to explore math stations and improve their conceptual understanding of the big ideas – they lend themselves very well to the use of many different manipulatives.
Create 4-5 math stations that each have a different manipulative (e.g., pattern blocks, tangrams, fraction circles, relational rods).

*TECHNOLOGY CONNECTION* If you have access to some computers, try creating a math station that uses online math games as the activity. Just do an online search for “fraction games” and choose 3-4 that have a range of difficulty levels. This is also a great way to support your struggling students with a “break” from conventional math questions.

Create a schedule that outlines when each student group will be at each station. Use 15-20 minutes as a guide for time. These stations could represent a week’s worth of math to cycle all groups through 4-5 stations.
When students arrive at their assigned station to begin, provide 5 minutes (timed) as a chance to build and “play” with the manipulates there. Challenge your students to build their most creative structure as a group collaboration. Tell them you will photograph and display the most interesting ones.
Each group should have activities to be completed using the manipulatives provided. Check out the MATHGAINS website for terrific open questions with a variety of manipulatives to build confidence and risk-taking. Marian Small’s website and books are another great resource for these types of questions.
Emphasize the importance of students talking about the questions, planning how to solve them and supporting each other when they get stuck.
Each math station lesson should end with a 15 minute consolidation time. Invite a student from each group to the front to explain the process of HOW their group solved one of the questions from their math station.

*TECHNOLOGY CONNECTION*

A document camera is a great way to visually show the class the question and work done to solve a problem. It also provides the student who is communicating their learning with a prompt to structure their sharing.

Have you used math stations before in your intermediate classroom? How did it go? What surprised you about the student learning?

Is YouTube the New Stage Audition?

noreply@blogger.com (Neil Finney) — Fri, 19 Apr 2013 12:02:00 +0000

Real people, posting real videos. It’s like “America’s Funniest Home Videos” for the mainstream, online audience – in terms of entertainment. Yet, there is so much to learn from YouTube and its videos are replacing some traditional methods and modes of learning. From learning guitar chords and how to tie a tie to showing how to solve algebraic equations and listening to movie reviews, YouTube is involved in the learning process of our students - as it is for many of us, as educators.

The commercial dollars and advertising revenue put up for television spots are gradually shifting to online forums of marketing using the everyday person and their story as the focus. Multi-million dollar contracts for commercial endorsements used to be the measuring stick of success – now many of us are gauging popularity and notoriety by YouTube views, Google PageRanks and “likes.”

Fame is becoming more of a ground-up process through the online social networks and user-generated content that we can think, create, wield and apply. Our success is able to grow through user-driven platforms like Pinterest, Facebook and YouTube.

Former students of mine, Jake and Taylor, have been posting videos of their ‘parkour’ adventures on their very own YouTube channel. They have started their own enterprise by doing this and are clearly passionate about their goals and how to share them – in fact they already have 72 subscribers! You can check out their YouTube channel “TheLiftedMovement” and comment on their videos to join in on their learning experience.

For our students, the world is their oyster; if they can envision, invest and achieve their goals. When it comes to the new online audition stages that exist for them, let’s try to find ways to open up this process as a supportive, collaboration effort. Challenge your students to post a video that shows them teaching others how to do something. Have them demonstrate a talent or share their views on an important topic. By reaching out to both a real-life (their classmates) and online peer audience, who knows where the conversation will go and how the learning will play out?

Are your students posting videos on YouTube? Have you ‘showcased’ them in the classroom, and if so, what was the experience like for the student, peers and you – the teacher?