Clear Example of STEAM in Action

Rio Olympics 2016! Absolutely lovely-

How can anyone still be questioning the value of either the Arts in Education or Sports on the curriculum?

Technology brought us the action and thanks to Time Zones and solid internet connections we were able to enjoy the blend of cultures and courage that strutting one’s talent in front of millions demands- and in “real time” watching as spectators from home while the action in Rio splashed or danced or cycled or ran or jumped…across our screens.

So Science and Technology and Engineering developed and improved the internet allowing the Olympic events to reach Global audiences – unlike those earlier Olympics which took place even before radio announcers- Imagine! when only those in the stadiums really were able to participate as spectators – the rest of the world believing that such events were for the economically wealthy who could afford to be there in person – today we rejoice alongside those in attendance or empathise when an athlete sheds a tear…

But the ARTS improved on the entire set of performances- from the opening ceremonies which greeted athletes and spectators alike, through to the closing speeches and the recognition for Tokyo to carry the torch.  In between we watched, cheered, groaned, and admired the marvelous differences in HUMAN BEINGS- from the gymnasts to the wrestlers; seeing the marathon runners feet firmly on the ground and the pole vaulters defying gravity to surprise themselves at times with their own wins; and quietly cheering the people working behind the scenes – yes the coaches who actually appeared front and centre but also all the designers and artists who helped build the stages and platforms, e.g. the landscape for events like the final Olympic mountain biking- blending with natural structures and terrain but finished by landscape artists who enhanced a “natural” area; and Kudos to the designers and artists who used fashion sense and modern technolgy to create the costumes the athletes wore- combining the best of known materials with the cultural symbols expected at a multi country event;  -ARTS< SPORTS<TECHNOLOGY, Global reach- all exemplified in that amazingly constructed new space for holding the Olympic torch-

Four years of participatory planning and practicing and communicating and learning and growing- for everyone co-ordinating the events whether as particpant or volunteer would have experienced the sense of competition that goes into every milestone each of us accomplishes. Ultimately, like each of the athletes, we are competing with ourselves.  And from the youngest in preschool through post -secondary education, every formal or informal student of life knows this.  And as Humans we need that encouragement from one another to become the front runners, to have the ability to “pick ourselves up and try again” or even to keep believing in our abilites and desires to do more- to learn more- to achieve more…

As countries look at expenditure for the Sports, the Arts and for Technology – let’s look at EDUCATION- and recognize that there is a place for each type of learning and learner- for only through working together could any event produce such positive results- the Olympics celebrate the HUMAN SPIRIT; our schools should be celebrating this too!

 

 

 

 

Rio 2016- & “me”

As to Politics: when we can figure out why people would rather waste money creating problems for people or using people instead of spending money to prevent problems in the first place- we will have created a better world! the Olympics are far from “perfect” and do cost a fortune to prepare for- but – at least for a brief moment we get to see “healthy competition” and a variety of mutual respect – athletes encouraging athletes; “giants” shedding tears; surprise challengers taking the podium, and real emotions on display- too many pictures to select only one to demonstrate the gratitude and awe I feel each time any of the athletes steps up and shares- young and old we each may learn something…

Students and their comments :)

“The Cowardly Lion needs COURAGE

The scarecrow needs a BRAIN

and

Tinman needs a HEART

And Dorothy, obviously, needs to wake the hell up and go back home lol.

I LOVE this movie!”

 

Now, would you correct the student for the expletive?

Summer blogging…

Yeah, it is hard to resist forms of puns even in the summer time; and Grease is a movie that reminds me of what many students do experience during the summer- a total change of pace! And this is why it becomes extra important for us as educators to view the returning/incoming students with “Fresh Eyes” and not with expectations from which ever report some school official may have filed the previous year; it is also why as Educators we must view parents in the same light- a light that opens the classroom to the parent’s view, and allows for the “newness” of the new academic year.

P for personal

R for real

I  for each of us

V for value

A for action

C for care

Y for yes- the thing that each of us expects-

At one point my classroom walls had an acronym for RESPECT, then I spoke with various students over the years and uncovered that for many Respect is demonstrated when Privacy is permitted; kids do have, especially from middle school on, a desire to discover their own personalities via “trial and error” and all the potential each finds, we, as Educators, have a responsibility to encourage! In 2016 when “Grease” the movie or the musical, and the 1950s and “Summer Loving” may seem to be taking a step backward in favor of “Star Trek Beyond” or “Ghostbusters (2016)” students are still having experiences that are neither academic nor necessarily quantifiable, during their “vacations” which for more and more students are amounting to less and less “free time” and instead do involve part-time or full-time jobs, travelling, or even academic work when students feel pressure to use every moment to gain a credit or pick up a dropped course … In sum, Summer Vacations may never have actually been “carefree”  (1950s movie depiction) but they might continue to provide people with a chance to – for a little while- step out of the prescribed roles their regular academic social circle defines and allow both teachers and students to be just a little more daring, just a little more “themselves”; for teachers too tend to get typecast within the culture of a school, and today with global connections and online “PLNs” many of us as Educators are constantly happy to explore new aspects of teaching the “same curriculum even if newly labelled” via hearing how our contemporaries are sharing the knowledge and encouraging growth at their respective centers.

It is fun to – have a new positive experience, meet new people, work on a personal challenge, or even simply daydream for a lengthy while, minus the interruptions of the bell; and of course some of the summer experiences could be mis-educative, and instead of encouraging, point a person in the direction away from growth via instilling a little too much grit- sand paper wears something down if improperly applied!

So instead of the intro letter about “how I spent my summer” which used to be expected as the new litmus test to determine if students could remember how to write a paragraph or two, why not give the students a few weeks to jump right into the new classroom environment and to sign up for which ever extra curriculars the school is making possible, letting the students and the teachers reflect themselves on who they are meeting anew- that almost grown up “stranger” may actually be oneself, entering the classroom with a newer perspective as a more “open” educator- less ready to accept what the last set of teachers declared about a student and more curious to participate in the developing and refining of “this year” and who is before one- “Sandra Dee” or “John Travolta” or a variation of any character from Comic Con- real people still, and allow the students to share their feelings over the material you select for the “diverse” classrooms you will be teaching in; privacy also means that educators “Not Assume” so that when students are learning to show both empathy and understanding no one erroneously jumps in to suggest they must only have the personal at stake- more than likely they are actually showing that the learning is affecting them, allowing them to care about people beyond themselves and their narrow circle; we as Educators must remember to let kids change- isn’t this what real learning and evolving is meant to demonstrate?

In advance of 2016-2017-  or if your place has already begun or is beginning the new Academic year- GOOD LUCK! Educators could always benefit from a dose of luck and a well stocked library!

 

 

 

Ears wide open

If you want your children to improve, let them overhear the nice things you say about them to others. Haim Ginott  (Columbia University) 

Over thirty years of teaching and working with both children and adults and the validity of the statement quoted above remains strong-and not merely for children- Any administrator would do well to focus on reinforcing strengths – a teacher’s strength, a parent’s strength, a volunteer’s strength, and a community’s strength – and in this way when the focus is on encouraging the positive any negative that might need to be addressed is seen as what it is – simply a deficit that could be improved with strong positive action.

Brainstorm- separately and together to decide if it will take a combined effort or requires looking outside the community to enhance a program, apply a solution or indeed access much needed funding; each School Culture being unique but the overall goals being similar: to enhance and encourage student growth and development, to see sustainable growth over the years, and most importantly to recognize students, families and the “school family” as all a part of the solution, each participant leading rather than simply following the leader for then respect between and amongst the parents and their children has a space within which to Grow.

Summer is traditionally not merely “time off” for Educators and many students it is also a reflective period; though now with year round schooling in places, summer learning programs, emphasis on camps and the competition for some camps as strong as the competition for some Academic programs, much needed Reflective time is often ignored.  Personally I create a T bar on a scrap piece of paper and on one side begin listing all the positives; by the time that one side is full, the other side is often close to blank or has only the truly major needs for the coming weeks and I am able to smile at what is the positive as I approach anew.  And when active, the time to “worry and fret” is minimal so that actions towards clearing the residual issues produce results-even if not always bankable results.  This bankability is what affects many an educational institution, even ones not interested in labelling themselves an institution such as small tutoring practices, or community resource outlets, or student led activities that to the students fill their personal need but aren’t expected to become formalized.  And with each active participatory endeavor, adults and children come closer to uncovering their personal goals, dreams, and talents, while remaining the most important resource any Educational environment should be working with!

My positive side nearly always begins with names-the people I am pleased to Thank.  So on this very warm July morning, armed with a cup of strong coffee and a pencil I will exit my computer for a brief reflective practice, and bask briefly in the warmth that considering the positive allows.  Try it!

 

 

 

 

Ta dah duh! and almost done:

RECYCLING: School  term almost complete-

Yup- some lessons were better received than others; some assemblies produced more active participation on part of the student body, some after school events had nearly full turnout and others simply fizzled- what were the secret recipes which made for the better showings and ought to be replicated in some fashion next year and which events though dynamic were actually situation specific and must remain so? Each classroom teacher is actively reviewing the term, and admidst the minor chaos which end of a school year inevitably brings, the final reviews, those marks! and the promotions, is the very real organizing and reflecting not only about the students but always too about one’s own teching experience.  Many will discover they didn’t take any time off throughout the year and will determine to save some focused lessons for the on call supply teacher to be shared next academic year! For in the hustle and bustle that is a school most educators simply “keep on going” knowing that there is a purpose to the summer- to catch up, refocus, read, review, and indeed- unwind!

“the merry month of May” went by quickly this year, and as it nears completion so does another school year.  June may hold the expected exams but for many classes and educators the refections and clean ups have begun.  Here is hoping the chatter in the various lunchrooms, staff and student alike, is filled with that wonderful bittersweet tone of excitement for the upcoming months tinged with recognition that the year is being well spent , friendships made, and learning indeed took place.  Best regards!

 

 

 

 

 

 

 

 

#we the north

rubrics and open instruction versus direct instruction

First of all- both are necessary!

Direct instruction may have received a bad rap for a while, but little learning takes place without some form of clarification as to what is expected and how to make something happen.

Basketball Fever has been happening at our home these past few weeks, and being one who actually listens to the announcers in addition to enjoying watching the games, I have been able to focus on what the announcers pre-game and what onlookers pre-game suggest should happen to give their team the win! Sometimes the comments are wonderfully vague: “take more shots”; and I find myself visualizing the rubric that would acompany that statement” player took ball and aimed at basket” level 1, “player took ball and aimed at basket and ball hit rim” level 2, player took ball, aimed at basket but ball intercepted then other assist made basket -level 3, player took ball, aimed at baket and ball sailed clear through -level 4, with level 4 being the top expectation.  Then I considered if we simply handed the ball to players who had never been shown how to dribble, how to pass, how to toss the ball with a particular arm and wrist movement, that is minus any direct instruction and simply expected them to “do it!” Some might make the basket on their first throw, but would they know how to play the game?

For major and little league basketball comes with rules; and to play the game one needs more than “luck” though a little luck doesn’t hurt.  But first a clear understanding of the rules, the expectations, and how essential to the game each player’s participation is- raw talent plus practice, plus coaching, plus a willingness to make a mistake on the court and continue to play; direct instruction heard courtside when cheering coaches remember to use signals plus words to drown out any jeering bystanders, and practice that has led to near automatic responses – nearly automatic for in fact these quick turn arounds represent hours of practical review and the physical plus mental training that is demonstrated in seemingly effortless throws.

All deep learning demands this precision and dedication to craft and will by extension lead to a breadth of knowledge that in itself is the positive outcome of time spent in study- for we must remember that the major league basketball player does spend time studying his particular way of playing, or considering her individual way to improve- and in class or in preparing for a class this combination of direct instruction together with the more generalized rubric is still only the big picture focus on outcomes; students themselves being the players have to devise their own stretches, and then be encouraged to reach as far as possible and keep extending.

Cory Joseph NBA Stretch