Archive for October, 2010

In Praise of my Co-Teacher (Bob)

I am in the third year of some form of co-teaching, where I have teamed up with a special education teacher to collaboratively teach a Language Arts class where the student population is a mix of both those in the mainstream and those on educational plans.

The first year, the partnership felt too harried.  My co-teacher that year did her best, and I did my best, but we both agreed that it never quite clicked the way we wanted it to, mostly because we were on our own to sort it all out. Literally, we’d be doing planning when we met in the hallways between classes. She is a great teacher. Time was our problem.

Last year, our special education teacher — Bob — taught with me every day for one of our four Language Arts blocks, and although we were still finding our way, it worked. The students in that class of high needs mixed with others on education plans were engaged, and they all benefited from one-on-one attention given by the both of us (at one point, we had three of us teachers — the third was our ELL specialist).

Bob and I are at it again this year, and while there are still plenty of ways our co-teaching model could be a lot better (such as shared planning times during the day, which the administration has not been able to provide), I want to sing out the praises of my colleague, Bob, today.

  • I learn something about teaching from him just about every day. He uses more visuals for learning than I do and he comes at our reading text from different angles. He’s folksy in his approach, with humor sprinkled amidst everything he does. He’s also not afraid to admit to the students when he doesn’t know something. I try to use parts of his teaching style with my other three classes, and it works.
  • He’s a conduit between us in sixth grade and our colleagues in fifth grade. Bob is also a co-teacher in fifth grade, and so he brings ideas and strategies (and curriculum ideas) from them to us, and back again. I can’t stress enough how valuable this is. I have already seen an overall improvement in all of my new sixth grade writers because of the work done last year in fifth grade, and that is partially a result of Bob helping the fifth grade Language Arts teacher know some of the expectations of sixth grade (in a positive way) and letting me know what my fifth grade colleague is up to. We don’t get enough of that vertical communication.
  • He’s not afraid to share the stage. The two of us, Bob and I, have a good mix of personalities, I think (so, maybe he feels different … naw), and both of us willingly and often cede the floor to the other, so that class is mostly a seamless flow between two teachers. He is not an aide. He is not support staff. He is the teacher.
  • He makes time for planning and connecting. I get to my school early in the mornings. Bob is usually already there. It’s in that time we do some planning for the day and the days ahead. Even if it is only for a few minutes, this time to chat is crucial to co-teaching. Ideally, it would be a block of time during the day. (Note to self: don’t let Bob be the one who always come to your room; make sure you go to him.)
  • The core of his teaching is all about differentiated learning. Since his main focus and years of experience has been with students with learning difficulties, Bob’s style is to come at teaching from all angles, trying to hook learners of all styles. We can talk about differentiated learning all we want, but I get to see it in action with Bob, and I tuck away his ideas. He’s not afraid to try something new, and see what happens. And he’s reflective in his practice.
  • We’re revamping the focus of ELA, together. Last year, after looking over various student data, we saw some real weaknesses overall in students when it came to reading, particularly around responding to literature. So, Bob and I began the task of revamping our curriculum. We created an adaptable rubric, began modeling writing responses, and developed (and still are) lesson plans that help our students push themselves as writers. Having Bob as a partner in that has been incredibly valuable.
  • He values my ideas and teaching practices. It used to be that the students who were in pull-out special education services would be in an entirely different world. Bob (along with his colleague, Stacey) has changed that for our sixth grade. Not only does he bring ideas from the Learning Center into the mainstream classroom, but he is constantly pulling ideas from my classroom (mostly around writing and technology ) back into his smaller group Language Arts sessions. Those students don’t feel left out; they feel they are part of what we are doing in the larger classes.

I could go on.

I know I still have a lot to learn about sharing the classroom, and being open to the negotiations around learning. I hope I am doing better at that this year than I was last year. I realize, too, that it helps that Bob is a friend, and that we get along. If my co-teacher were someone that I struggled with on a personal or professional level, our system would not work, because it is built on conversations, sharing and trust. The fact that we don’t have a formal structure in place for co-teaching worries me.

So, Bob, don’t go anywhere, all right?

Peace (in the praise of a colleague),
Kevin

Sharing Out EdReform Ideas on REBEL Day

On the heels of the wave of negativity around education reform, Tom Whitby invited teachers with an online presence to take part in a Blogging Day in which teachers would write about their views of education reform.
He called it REBEL (Reform from Educational Bloggers Links of Educational Suggestions) Day and it was yesterday. Tom and others then invited folks to share their links via a Wallwisher site, which is now jammed to the gills with more than 100 posts.
I added a podcast yesterday, in which I tried to see the movement of Ed Reform through the eyes of me as a parent, more than me as a teacher, and I think it helped me frame my own experience (my kids get loaded with worksheets).

(Access the wall directly)
Peace (on the REBEL Day), Kevin

Report from Massachusetts New Literacies, part two

Yesterday, I wrote about our keynote speaker at the Massachusetts New Literacies Teacher-Leader Institute. Tom Daccord inspired us to think about learning and communication in the changing world. Today, I am going to do a post of lists that came out of the day-long institute on Friday (which was a follow-up to a week in June).

Some online tools and sites mentioned (within my earshot)

Ways NOT to run a hand-on session as a presenter (me)

  • Don’t have enough wireless IP addresses for everyone so not everyone is connected
  • Don’t have break-out rooms — do it in a large room with other workshops so there is a lot of noise
  • Jam people around a small table
  • Don’t have  a projector for your presentation
  • Be forced to “tell” not “show”

What future Mass New Literacies sessions should include (notes from my smaller group)

  • Less cool tools and more bigger picture on New Literacies
  • More interactive work
  • Compelling examples of student digital work
  • Reflections/stories from other teachers
  • A database of New Literacies examples

We need to be (a sharing out to the larger group):

  • Getting technology out of the lab and into the classroom
  • Using “Just in Time” technology sharing for colleagues
  • Bringing administrators on board — sets tone for the entire faculty
  • Dealing with “access” issues for teachers and students
  • Finding levels of comfort to transfer knowledge and skills (learning curve)
  • Matching the right tool to content standard/learning
  • Learning more from each other — reflections from teachers
  • Connecting with other schools — collaboration as a way to learn
  • Grappling with filtering issues — to be open or to be closed?
  • Needing future conversations: cell phones/iPads
  • Reviewing acceptable use policies — reflect the current environment? Or outdated?
  • Creating a database of classroom examples
  • Sharing out our Professional Development materials with each other
  • Using time at staff meeting to share out a cool tool
  • Bringing students and their digital work to School Committees, which make policy

Peace (from the PD),
Kevin

Report from Massachusetts New Literacies, part one

tom daccord

Yesterday, we had a follow-up session to our week-long Massachusetts New Literacies Teacher-Leader Institute that we held back in June (I am one of the teacher leaders). We had about 100 participants return yesterday, and my hope is to slowly reflect a bit on some of things that took place. Here is part one, the keynote address entitled Building Complex Communications.

Tom Daccord (@thomasdaccord), of EdTechTeacher, took the stage and immediately energized us with a long-view look at how literacies in the workplace have shifted since the advent of the Personal Computer and what that shift towards critical thinking skills should be doing to our teaching practices in the classroom. Tom called these skills as the Complex Communications (the ability to explain a complex idea to others) and Expert Thinking (identifying a new problem and finding a solution to it).

Tom notes that employers “demand and expect that employees come to the workplace with these skills. ” That means that we, as teachers, have be setting the groundwork for critical thinking, and while computers can do a lot for us (and in fact,  have reduced the need for much manual labor), it is our human ability to be literate on a social level (read emotions, have empathy, etc.)  and make different kinds of connections between disparate information to find solutions that is the key.

“Put a computer in a situation with no new data. It will flounder. It cannot adapt. What can adapt (to situations where there is not new data)? We can,” Tom explained.

He then launched into a discussion about the importance of teaching multi-modal literacy, and of finding ways to use an authentic audience for students as writers and producers of content. The world will demand these skills of them as adults, and we need to foster these skills in them as young people, he explained.

“We’re missing the cultural shift going on,” Tom said, explaining the rift between the literacies of the lives of young people outside of the classroom and the way we teach them in the classroom. This system “relegates publication only to the eyes of the teacher” when there are so many ways for students to step up and publish to the world.

Tom then exorted us — the participants of the New Literacies movement who were in that room with him — to be the ones who make the change that needs to occur in the classrooms, in that it won’t happen as a top-down approach. Instead, it needs to be teacher-to-teacher.

“Real change happens horizontally. It happens colleague-to-colleague. It be you, going back to your school,” he said, and this message helped frame the rest of the day’s work around technology and classroom practice.

I’ll try to share out parts 2 and 3 over the next few days.

Peace (in the literate world),
Kevin

Slideshow Video: NWP Teachers Go to Congress

This is a video of some NWP folks who went to DC to talk about digital writing. I’m proud to be part of this network of smart people.

Peace (in the sharing),
Kevin