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5 Principles of a Successful Digital Transition

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All across the country, school districts are adapting to digital curriculum to give their students the competitive edge they will need once they leave the classroom. Making this transition to digital learning can be fraught with fresh challenges, but there are a few best practices that will help newcomers navigate their way to success.

Here are five principles to help guide your digital transition.

1. Good instruction trumps everything.

A great number of digital transitions get derailed when they are solely focused on devices. If you begin with the supposition that good instruction drives meaningful change, form will rightfully follow function.

2. Students and teachers need help navigating the oceans of digital content.

Content that engages students online must be deemed a priority since a significant amount of available content is superficial and dependent on sources that can’t be easily verified.

When it comes to digital content it’s usually feast or famine. There’s either too much for students to meaningfully interpret or not enough of the right type of content. This is where districts turn to trusted services to vet and organize content for them. Getting the content aligned with district curriculum also saves teachers a little bit of their most precious commodity: time.

3. Effective digital transitions are thoughtfully planned, executed, and measured.

The success of a digital transition is directly related to the clarity of its goals and vision, the sustainability of its plans, and the thoroughness of its reporting measures.

Presenting a clear and detailed explanation to all stakeholders of the educational goals behind a digital transition should be your first priority. It is also important to acknowledge that new methodology may initially impact workload.

What’s needed most is a realistic approach that employs reporting measures that reflect how predetermined educational targets are being met. For the short term feedback (that is essential to win funding), plan on collecting anecdotal reports that show early success.

4. People will only buy into a change they believe adds value.

Teachers and parents alike want to understand why their school has opted to refocus classroom instruction to take advantage of technology. Visit schools or search the web for stories of successful digital implementation to show the benefits of a digital transition.

5. Digital transition is a major culture shift. Ignore this at your own peril.

Digital transition is about the people involved more than the technology. Schools and districts that ignore this often wonder why their expensive tech investment collects dust in most classrooms or is used for occasional entertainment.

Take the time up front to help teachers learn the expected instructional change. The first year of a successful tech roll-out should include demonstration classrooms that allow other teachers, parents, and community members to see the change expected, while teachers have access to the anticipated technology. This ensures that year two, which may include wider scale transition, is built on a firm foundation of in-district experience.

This type of attention to the human-cultural aspects of digital transition dramatically increases the likelihood of an instructional return on investment.


With over 26 years experience as an educator, Marty Creel leads Discovery Education’s innovative curriculum and instruction team. Marty began his career as an engaging social studies teacher known for creative use of technology to deepen learning. As a district-wide curriculum, instruction, and professional development leader in a large urban/suburban school system he was the architect for a thoughtful transition to instructional standards that empower teachers and principals as instructional leaders.

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Why Embracing New Ways of Teaching is a Worthwhile Risk

This column was submitted by Branchburg Township School Districts’ (NJ) Superintendent of Schools Rebecca Gensel.

“Every block of stone has a statue inside it, and it is the task of the sculptor to discover it.” – Michelangelo

Michelangelo’s quote is one that’s been applied to many other fields. So it should come as no surprise that his wisdom also applies to how good educators can bring out the best in their students.

To decompress at home after a long day, I throw clay on a pottery wheel. I’m no Michelangelo, but one of the things this hobby has taught me is that forcing something into what I want it to be usually doesn’t work out. I’ll throw a ball of clay on the wheel, setting out to make a mug. But as the wheel spins, and I influence the clay by putting pressure on it or moving it around the wheel, often I discover the clay has a mind of its own for what it wants to become. I’ve learned that if I incorporate that tendency of the clay, rather than beat it back into what I had intended it to be, the result is much more successful.

Over the years, I’ve learned that relinquishing control often yields a more beautiful piece of art than what would have existed if I insisted on exerting my will over the clay.

One of the recent challenges my district’s teachers have been faced with is making the leap to a new relationship with students – one augmented by technology. Instead of a top-down, authoritative approach to classroom instruction, many teachers have embraced the notion that by democratizing access to information, they don’t always need to be the expert on every topic.

Rebecca Gensel, superintendent of Branchburg Township School District

More of our teachers are looking to their students to help them become better educators. Without a doubt, our students know more about what’s out there than we do. Giving them the opportunity to share what they know by flipping the teacher/student relationship certainly has its advantages.
Though technology has been a cornerstone of our district for decades, our use of technology has been transformational over the past four years. Classroom devices have moved from discreet computer labs to an everyday presence throughout school buildings. We’ve equipped our K-8 students with classroom devices ranging from laptops to tablets. We’re not just teaching keyboarding in our tech labs anymore. We’re using those labs now to teach coding, showing students how to master technology by understanding what makes the computer do the things that it does and what happens when you manipulate those programs in new ways.

These devices have given students opportunities to learn and share their learning with their peers and a broader audience. Students’ responsibilities have evolved from rote memorization and single-audience term papers to exploring abstract concepts in group settings.

Services like Discovery Education Streaming and Techbook are woven into the canvas of resources our students can explore and through which they can share, expressing what they’ve learned in their own unique way.

Technologies like these give our students opportunities to choose how they learn, rather than limiting all students to only one avenue for expression.

We’re fostering learning environments where we can say to our students, “Here’s the topic-now go explore. Open your laptops, see what you can learn, share it, and we’ll connect the pieces together.” At this stage in their education, it’s not necessarily about defining a career as much as it is about helping students understand the possibilities that exist for learning.

This is a lot to take in for many educators. It requires taking a risk-giving students permission to fail while trusting that they’ll learn from their mistakes. It requires being a mentor and a guide, not a dictator or a drill sergeant.

Through Discovery Education’s professional development sessions, our educators’ eyes were opened to the possibilities of what can be achieved by integrating technology into the curriculum. We’re collectively beginning to shift our own understandings for what our students can be.

Rather than forcing our students, like a ball of clay on my pottery wheel, to learn in the ways we think are best, there is much to be gained by following their lead as we all move forward in our learning.

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Helping Students Find Their Voice

When I attended college, some of my favorite classes were those in which I felt empowered in how I pursued my studies. When my professors provided options, valued my opinion, and shifted the responsibilities for learning over to me, my level of engagement increased dramatically.

That college student is now a middle school math teacher with her own room full of students, and I believe wholeheartedly in the importance of fostering student voice in my classroom.

Student Voice describes how students provide input into what happens in their school and their classroom.

One of my goals as a math teacher is to help my students see themselves, their ideas, and their thoughts reflected in the required curriculum. Student voice does not mean student takeover. To the contrary, the idea of students having a voice in what they learn, when they learn it, and how they learn it leads to collaborative opportunities to increase engagement and facilitate deeper student learning.

Even though my classroom is primarily built upon structures that foster independence, it’s still a shift for me to scale back the responsibility for student learning from me as their teacher and place it with them as the learners. Over the years, I’ve made deliberate decisions about how to approach the content and ensure that it’s delivered through a student-centered lens. I’ve reflected about each decision and considered how the shift to a classroom culture that values and supports student voice has impacted the overall learning of my students.

While I don’t have any hard and fast rules, there are some guidelines that I follow to help ensure that student voice is at the forefront of my instructional decisions.

1. Create Classroom Norms Together

Norms and rules are not the same things. Rules help to establish the practices and procedures that allow tasks to be completed in classrooms. Norms provide teachers and students with shared agreements about how best to support one another and learn from and with one another, and they help create a culture of and for learning.Developing norms with my students has allowed them to have a voice in the structure of our classroom, which helps to contribute to a positive classroom culture.

As I began to infuse student ideas and suggestions into our classroom expectations, I began to see the value in co-creating these norms rather than creating them independent of my students.

Collaboratively creating norms helped me better understand what my students valued and what was important to them. During the creation of our class norms, it was apparent that students appreciated the chance to give their opinions and thrived on the opportunity to hear what their peers thought as well. These norms continue to provide the structure upon which our classroom culture was established. We review the norms periodically and add things when needed. Occasionally we adjust our norms in order to better meet the changing nature of our classroom.

To this end, our classroom culture depends on the students upholding the norms that we create together. When students interact with each other during collaborative problem solving, it’s an understood norm that each student will have a responsibility for contributing to the discussions during the group work. Further, my students understand that every voice in the group is important and will be valued.

I do get students who, from time to time, deviate from the norm. But because I’ve established with my students the expected behaviors, they are quick to reset the conversation and get back to the business at hand.

Norms don’t need to be elaborate. I’ve found that establishing a number of expectations regarding how students treat one another in class provides students with the opportunity to see and hear their voice reflected in our classroom practices. When I establish norms with my students, we focus on what language is and isn’t acceptable during classroom collaboration and discussion and the responsibility that each student has in contributing to their own learning and the learning of others. For example, my students understand that they are expected to be their own best advocates and ask questions accordingly. Their questions help me differentiate my instruction and enable me to reflect on my practices in order to better meet their needs. I expect my students to communicate with me and with one another, especially when things get challenging.

It’s also equally important that students learn to trust me and to trust their classmates. Our norms reflect my students’ deep desire to learn from one another and their willingness to take responsibility for their own learning.

Rules might govern student procedures in my classroom, but norms help to facilitate a classroom culture conducive to student responsibility and student learning.

2. Foster Feedback and Flexibility

Perhaps no other educator tool has the potential to elicit change and facilitate student responsibility more than feedback between teacher and student and between the students themselves. In our classroom, feedback is given carefully and always through the lens of improvement. We focus on what students are doing well and address specific steps students can take to continue to improve.

If there is a specific goal a student is working toward, students feel comfortable enough to ask for suggestions from their peers to help them reach that goal. Feedback becomes the structure through which students become more involved in their own learning and the learning of others.

In my classroom, it is not uncommon to hear students reflecting on the lesson and sharing their thoughts about the curriculum, objective, and math concepts learned. We talk about the culture in class that must be present for my students to grasp challenging concepts. Recently, when my students were working together to defend the strategies they used to solve a problem, several students thought it would be best if the groups were smaller than the 28 students in our classroom. Their theory was that the smaller groups would let each student ask questions about the strategies that were shared and not be rushed to hear everyone’s strategies. This was another example of the way in which my students began to take more ownership for their learning.

Hearing that my students valued the opportunity to learn from their peers reinforced the continued inclusion of student suggestions in my instruction.

We tried it, and the kids were right. The smaller groups did help to facilitate better discussion and more engaged student-to-student conversations. The feedback I shared with them about the difference that this small shift made for student learning allowed students to feel comfortable making suggestions at other times as well.

3. Embrace Student Voice to Drive Engagement

I knew that I was on the right path when students began showing up in my classroom during lunchtime. These students were looking for extra help or support. But their true motives were revealed to me when they began to talk about why they liked our math class, how they felt important and believed that I genuinely cared about them. I noticed the shift to “our math class around the same time I noticed an increase in lunchtime visitors. My students were deeply involved in their own learning. They knew their voice not only mattered but was truly valued. In turn, my connection with students has never been better.

Student voice and student engagement are not, however, synonymous. While the first can lead to the latter, it’s rarely a straight path. To fully embrace the idea of student voice, teachers must be willing to do the work to ensure its continued existence in their classroom.

Just because my students offer their thoughts doesn’t mean they are deeply engaged in learning.

As I learn more about how to inject student voice into my instructional practices, I continue to seek out additional resources and ideas, such as those found on sites such as SoundOut and Teaching Channel.

4. Improve the Classroom Experience with Their Voice

The small things that I did over the years to establish a culture of student voice continue to pay dividends for my students and for me. I’ve continued to refine my practices to include student- developed assessments, choice seating, and more personalized approaches to student learning. I truly hope that by working collaboratively with my students, I am helping to provide them with opportunities to own their learning not only in my classroom but elsewhere as well.

As a school-based team, my colleagues and I have talked about opportunities to include more student-selected choices in our instruction. We’ve reviewed upcoming lessons and created learning menus for students to work with. Students will have the chance to choose from a variety of options related to the math problems they will solve or the data they will use to construct their own questions. Collectively, our team continues to discuss additional ways to foster student independence and responsibility through the inclusion of student voice and student choice.

It’s my hope that the norms established in my math class are those that students can use to enhance their experiences in other settings as well.  Ultimately, I want my former students to look back at their time in our classroom and feel that they not only made progress academically but also socially and emotionally. To this end, the continued inclusion of student voice in my daily instruction will serve to reach this goal.

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Helping Students Search for Truth in an Era of ‘Fake News’

“What is true and what is false?”

This reads like a driving question for a unit of study in social studies. But in the current political climate, many people are asking this question in their daily lives.

Fake news — the deliberate spread of misinformation or hoaxes across various media — is meant to mislead readers in order to gain financially, politically, or otherwise. The furor surrounding fake news has resulted in heightened skepticism of reports from the news media, and an escape route for those who struggle to accept the authenticity of information that does not align with their beliefs on important, divisive issues.

A recent report concluded that students may be among the most susceptible to the influx of false statements and the manipulation of facts. In a 2016 study by the Stanford History Education Group (SHEG), researchers found that youth have a hard time telling the difference between objective and sponsored online content. Young people are also susceptible to bias when politicians and organizations post messages on social media.

“Many people assume that because young people are fluent in social media they are equally perceptive about what they find there,” said Professor Sam Wineburg, author of the report and founder of SHEG. “Our work shows the opposite to be true.”

Searching for truth in an era of fake news needs to be a priority in education. This is not the responsibility of the social studies teacher or the English department alone. Every discipline should teach “media literacy,” defined by Heidi Hayes Jacobs as being able to “develop critical and creative capabilities to both receive and assess the quality of messages from all forms of media, and to generate and create quality media of their own.” This includes understanding that any communication has a purpose and an audience in mind.

Media literacy also addresses how people may leverage specific strategies to entertain, inform, or persuade in a variety of media.

There are specific strategies and skills educators can foster in students to ensure they develop a more nuanced and deeper understanding of the information available before forming their own opinions. Here are just a few:

1. Curate reliable feeds of information

Taking one person’s word as truth on any complex issue may lead to misinformation and misconceptions. Teachers can combat this by modeling for students how to create a reliable list of individuals and groups on social media. For example, a teacher can maintain a classroom Facebook page or Twitter account. The teacher would demonstrate how to evaluate who they might follow, discuss why they would read their posts, and ensure multiple perspectives are considered. Older students can be taught to maintain their own information feeds using digital curation tools such as Feedly and Flipboard.

2. Understand how people are persuaded

Merriam-Webster defines “fact” as “a piece of information presented as having objective reality”. This would be a good entry point for a study of what makes for effective persuasive writing. Connections with media literacy can be made by studying the techniques advertisers use. The National Council of Teachers of English (NCTE) and International Literacy Association (ILA) offer many teacher resources on this topic at ReadWriteThink.

3. Teach search strategies

Google’s revenue source comes primarily from businesses and organizations that want to have their websites on the first page for key search results. Using search engines designed for students, such as Sweet Search, will help ensure results are objective and appropriate. Students should also be taught how to use features within the advanced option for Google searches when doing research for a class project.

4. Create content for an audience

In the search for truth, everyone can have a voice with the advent of the Internet and digital applications. Students need opportunities to apply their media literacy skills in new contexts. Teachers can use creation tools, such as  learning management systems, or LMSs, provide safe online spaces for students to interact with peers.  Students can post their work and their ideas for feedback. Their finished products, which may include a mix of audio, images, and video in addition to text, can be published on a blog, website, or video channel.

Old Challenges, New Strategies

Dealing with fake news is not a new phenomenon. Mathew Ingram of Fortune Magazine points out that historical figures such as John Adams and Benjamin Franklin wrestled with these very same issues. The good news, Ingram reports, is that “we arguably have much better tools to fight it than we have ever had before.” Social media and content development tools, along with the right strategies, put every student in better control of what they consume and create.

 

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Column: Managing and Leading Schools: Finding the Right Blend for Principals

I sat in the back of a second-grade classroom, watching students being offered a choice.

They could respond in two different ways to a text that the whole class had read — a folktale depicting a family’s annual tradition from another culture. Students could write a review of the story or create a how-to essay about an activity they are familiar with. Because the students’ choices were authentic, when they embarked on their writing, every one of them was engaged.

As the school’s principal, I regularly conduct formal observations like these. No matter how good the instruction is, I always try to look for possibilities for professional growth.

In this situation, one literacy choice stood out for its quality and meaningfulness: students could describe in writing their own family traditions. This activity was rife with possibilities. What if the teacher modeled for students the steps for successful memoir writing? Could she demonstrate with a personal family tradition of her own? How might this reading–writing experience connect with social studies and maybe even a deeper study into family traditions from around the world?

During this session, I briefly stopped documenting evidence of instruction and instead started jotting down these ideas and questions on a pad of paper. There was no reason to put this information in the teacher’s observation; I didn’t intend to make these recommendations without an initial conversation about how the teacher thought the lesson went. Our follow-up discussion would take place later that day. The formal observation became the impetus for a conversation about embedding better literacy practices throughout the school day.

This example conveys how important it is that principals have the necessary time, knowledge, and experiences to be the instructional leaders in their schools. It doesn’t happen by accident.

Ensuring that the principal is a constant, effective presence in school demands three essential strategies: identifying school priorities, making classroom visits a habit, and using these visits to guide future professional learning.

Management should not be separate from instructional leadership. They are inseparable and support one another.

The Truth Behind #NoOfficeDays

Old-school thinking when it came to building leadership was clear One could tick off a principal’s duties with the ABCs: attendance, behavior, classroom observations, discipline, evaluation of staff, etc.  Recently, these managerial tasks have been somewhat rejected by school leaders.

Principals are engaging in “no office days”, as evidenced by tweets of their experiences with the hashtag #noofficeday. Sometimes they will shadow a student for a day to gain a learner’s experience. Principals have even become a teacher for the day, giving one of their staff members the day to grade papers and plan for future instruction.

These efforts by building leaders to be more present and visible in their schools are admirable. I’ve tried it myself, participating in a day of independent reading to promote literacy. The reality, however, is that principals don’t get subs.

Unless a building administrator has an assistant principal, there is no one qualified to fill in for us. The less spectacular tasks that are relegated to the office will still be there when we get back. Staff are left covering for us. Making #noofficedays a habit could breed resentment with one group while we try to be more present for another.

I suggest a better approach for being an instructional leader in our schools while still addressing the day-to-day managerial tasks: Find the right blend. This means understanding the context of our school and what needs to get done on the office end, so we are a more consistent presence in the classrooms and on building grounds.

Every school has a unique mix of class size, diversity, climate, needs, and strengths. With this information, we can align our work with a few priorities. Finding the right blend also means scheduling our days so classroom visits are habit instead of an event. A smart integration of management and leadership duties can lead to improved teaching and learning. The following strategies can be applied to any school context.

1. Develop a Priority Plan

We can only focus on a few goals at any one time and still be successful as school leaders. In my school, I am new to the position. That means that building trust is a priority. I’ve done a lot of listening. I’ve asked staff about their thoughts and needs, and ensured I am visible throughout the school day. Our other priority is literacy, specifically around reading comprehension and fluency. The data was clear in this area. Our leadership team has responded with facilitating monthly professional development around authentic reading and writing experiences.

The idea of aligning our actions with our priorities into a plan comes from The Together Leader by Maia Heyck-Merlin. She defines a priority plan as, “a three-month extraction from your yearly goals that names what matters most for you and your team.” I look at my priority plan regularly as I prepare for upcoming work.

Having our priorities laid out and aligned with our goals and objectives accomplishes two things. First, the faculty are clear about what we will support regarding professional development opportunities and teaching resources. Second, it is easier to say no to requests that aren’t aligned with our priorities. It’s not a subjective or personal decision, but based on a clear rationale.

For example, I was recently asked why STEM is not a focus. The response: “It seems like that’s all education talks about.” I listened and then asked this person how literacy might support the STEM areas. We ended up agreeing that if students wanted to pursue studies in science, technology, engineering, or mathematics, they had to be literate.

2. Make Classroom Visits a Habit

To ensure a school’s priorities are put into practice, school leaders must make classroom visits a habit. If we are successful in redistributing nonessential tasks to other personnel, this can happen every day. I put classroom visits on my calendar, which is shared with my assistant. The minimum is one hour per day, getting into every classroom for at least a brief time. Staff understand that this is protected time. Any interruptions should be an emergency. (I’ve learned that the term “emergency” also requires conversation to develop a common understanding.)

Being visible in the classrooms daily serves our dual priorities of building trust and increasing effective literacy instruction. To build trust, I make sure my visits are focused on teachers’ strengths, and that I let teachers know what I am noticing. The feedback can be given verbally or in writing. I ordered a stack of professional notepads with my name and school information. I will write down what I notice is going well and leave the note in the teacher’s classroom or mailbox. In addition, I will name the effective practice using common language we have learned together during our literacy-based professional development program.

Trust relies on open communication. This goes for the parents and community as well as the teachers and students. That is why I also use Twitter to post the excellent work happening in classrooms. My school tweets usually consist of a brief description, at least one image of the learning in action, and the hashtag #PointerNation so it shows up on our district’s social media feeds. Using the same process of noticing and naming, I can now recognize and celebrate teaching and learning around literacy in an open forum. An additional benefit is all this information can be archived digitally to document and organize artifacts for our professional evaluation systems.

3. Use Instructional Walks to Reinforce Professional Learning

As trust increases and literacy instruction improves, windows open in which I can start offering feedback about teacher instruction. During my regular classroom visits, I will sometimes sit in for a longer period to write a narrative of what is currently happening. It is noticing what is happening and then naming the practice. These one-page write-ups are referred to as “instructional walks,” in which “the principal notices what’s going well in the classroom—environment, management, engagement, level of student independence, lesson content, grouping arrangements, quality of student work,” writes Regie Routman.  Like the brief notes, the goal is to build on teachers’ strengths and create a relationship in which they are open to future guidance.

Because my walks are habit, I can address our collective instruction instead of conferencing with each teacher individually. The information gleaned from my daily visits is used to inform future professional learning experiences.

What if teachers are not applying the skills learned during professional development into practice? Certainly, I could note this during our formal observations for the state-mandated evaluation system. Yet I find the rubrics and evidence gathering to be limited at best—helpful for teachers in one or more areas, but unnecessary when teachers are already doing well. Formal observations and evaluations can even be detrimental to the daily classroom visit process. Trust can deteriorate when there is too much of a focus on ratings and rubrics. Also, evaluation systems are time-intensive. They used to monopolize my days, which is why I now do the bare minimum in this area.

Instead, as much as I can, I am a learner with staff and students. One way is by asking lots of questions. Whether during an instructional walk or formal observation, I will make inquiries about why teachers are doing what they are doing. For example, instead of leaving a vague, summative statement, such as “This was an effective activity, because…,” I might ask “What about this activity do you feel had the greatest impact on student learning?” Whether the learning experience was excellent or otherwise, the responsibility is now on the teacher to self-assess their instruction. Follow-up probes, such as “Why do you believe that? ,” guide teachers to cite evidence from their lessons to support their rationale.  My wonderings also happen during professional development. Instead of positioning myself as an expert, I might question a belief or a statement as if I were also teaching.

Management and Leadership are Not Mutually Exclusive

During the post-observation conversation with the 2nd grade teacher, I started by asking a series of questions, starting with “How do you think the lesson went?” and “Why do you think that?” Once we affirmed that the lesson was a success, I started to probe with wonderings to unpack what was possible for the future. “Of all the choices, which literacy activity might lead to future learning?” was the inquiry that led to a professional conversation about expanding on the family traditions writing activity. The teacher suggested a personal family tradition that she could use for a writing demonstration. I held off recommending that she tie in social studies with a deeper understanding of the concept of traditions. Knowing that my priorities were in place, that my classroom visits were a habit, and that I had a team to guide faculty in professional learning, I knew that I would have more opportunities in the future.

This is Matt’s seventeenth year in public education. He started as a 5th and 6th grade teacher in a country school outside of Wisconsin Rapids, WI. After seven years of teaching, he served as a dean of students at a junior high, which developed into an assistant principal position and eventually head principal at an elementary school. Now as an elementary principal for the Mineral Point Unified School District, Matt enjoys the curriculum, instruction and assessment side of education. You can also connect with Matt on Twitter at @ReadByExample and on his website at mattrenwick.com.

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