Designing Teacher-Student Partnership Classrooms

Designing Teacher-Student Partnership Classrooms by Meg Ormiston offers practical strategies for modifying classrooms toward developing efficient, digitalrich spaces in which all K–12 students and teachers continually learn from each other. Ormiston believes that students should be teachers’ learning partners in the classroom, drastically shifting most classrooms’ current structure.

Educators will: • Gain strategy-rich and practical approaches to immediately create change in their classrooms • Study real stories and examples of transformation in K–12 classrooms and read teachers’ and students’ experiences • Discover online organizational, planning, and collection tools to use before and after lessons

D E S I G N I N G T E A C H E R - S T U D E N T PA RT N E R S H I P C L A S S R O O M S

Designing Teacher-Student Partnership Classrooms

Solut i ons f or D i g i ta l L ea r ne r–C ente r ed C la ssr ooms

Designing TeacherStudent Partnership

Classrooms

• Determine how to connect to other classrooms and manage personal portfolios online • Take on the role of an activator in the classroom, instead of the traditional teaching role

Visit go.solution-tree.com/technology to access materials related to this book.

solution-tree.com

ISBN 978-1-942496-09-0

MEG ORMISTON

Solutions Series: Solutions for Digital Learner–Centered Classrooms offers K–12 educators easy-to-implement recommendations on digital classrooms.

In a short, reader-friendly format, these how-to guides equip practitioners with the digital tools they need to engage students and transport their district, school, or classroom into the 21st century.

90000

9 781942 496090

Meg Ormiston

Copyright Š 2015 by Solution Tree Press All rights reserved, including the right of reproduction of this book in whole or in part in any form.

555 North Morton Street Bloomington, IN 47404 800.733.6786 (toll free) / 812.336.7700 FAX: 812.336.7790 email: info@solution-tree.com solution-tree.com Printed in the United States of America 19 18 17 16 15

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Library of Congress Cataloging-in-Publication Data

Ormiston, Meghan J. Designing teacher-student partnership classrooms / Meg Ormiston. pages cm. -- (Solutions) Includes bibliographical references.

ISBN 978-1-942496-09-0 (perfect bound) 1. Student-centered learning--United States.

2. Student participation in curriculum planning--United States. 3. Classroom management--United States. 4. Teacher-student relationships--United States. I. Title.

LB1027.23.O76 2015 371.39’4--dc23 2015005150

Solution Tree Jeffrey C. Jones, CEO Edmund M. Ackerman, President Solution Tree Press President: Douglas M. Rife Associate Acquisitions Editor: Kari Gillesse Editorial Director: Lesley Bolton Managing Production Editor: Caroline Weiss Copy Editor: Amy Rubenstein Proofreader: Jessi Finn Text and Cover Designer: Rian Anderson Compositor: Abigail Bowen

Table of Contents About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 A Session With a Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Technology Tools Meet Pedagogy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 What Do You Want Kids Doing With Technology?. . . . . . . . . . . . . . 8 About This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Particular Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Why Is This Topic Relevant?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Why Change?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Chapter 1: What Does It Look Like When the Teacher Becomes a Learning Partner?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Shifts Over Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Activators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Tyler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Personalized Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Social Media Broadcasting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Chapter 2: The 6 Cs in Action. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 v

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Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Creative Thinking and Imagination. . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Citizenship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Character Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Critical Thinking and Problem Solving . . . . . . . . . . . . . . . . . . . . . . . 40

Chapter 3: Bring Back the Fun With New Professional Development Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Tech Camp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 The Teacher as Activator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Aha Moment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Digital Artifacts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Partnership Learning in Groups of All Sizes. . . . . . . . . . . . . . . . . . 48 Hapless Hand Raisers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Your Passion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

I Will Be Excellent! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 A Culture of Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 The Importance of Transparency . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 What Is Deeper Learning?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Shifting Professional Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Professional Development Versus Training. . . . . . . . . . . . . . . . . . . 55 The Un-Conference Unleashed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Twitter Chats as Professional Development . . . . . . . . . . . . . . . . . . 58

Chapter 4: Connected Learning Is the Future. . . . . . . . . . . . . . 59 Transparent Learners on a Journey. . . . . . . . . . . . . . . . . . . . . . . . . . 60 The Twitter Trail of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Pockets of Greatness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Creating a MakerSpace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Creating a Multimedia Production Studio . . . . . . . . . . . . . . . . . . . . 63 Creating a Genius Hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Get on the Energy Bus or Retire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

References and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

About the Author Meg Ormiston is an author and presenter who specializes in transforming teaching and learning through the power of digital tools.

Her research is focused on how curriculum can be delivered through the use of visual images, simulations, and multimedia coupled with real-time assessment aligned to the Common Core State Standards.

For more than thirty years, Meg has worked with educators to change instructional practice in the classroom.

She has an extensive curriculum background and more than twelve years of experience as a classroom teacher. An internationally known keynote speaker, Meg engages audiences with powerful digital stories and captivating examples about how teaching and learning can be transformed.

Meg has taught grades 2–6 and has also served as a K–8 mathematics coach, technology coach, and curriculum coach; school board member; professional development specialist; and grant facilitation specialist. She has authored several books, written numerous articles and blogs, and collaborated on professional videos. She is also involved in many personal learning communities.

Improving student learning is her goal for every professional development session. Her upbeat presenting style, classroom background, and practical examples make her highly credible and effective with

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teachers. Her wide range of experiences and examples enrich her writing and her presentations.

Meg holds a master’s degree in curriculum and instruction. To learn more about Meg Ormiston’s work, visit www.megormiston.com or follow @megormi on Twitter.

To book Meg Ormiston for professional development, contact pd@solution-tree.com.

Introduction K–8 students in a suburban district have started their journey to becoming students as learning partners by joining the Special Ops project. Classroom teachers selected two students from each class to become Special Ops members. The goal of the program is to create groups of student leaders to support teaching and learning in the classroom using digital tools. The district instructional coach Tina and I co-taught the first full-day student session. Armed with a Chromebook and the classroom iPad, fifty-two third- through fifth-grade students kicked off the Special Ops project.

We created an action-packed day with very high expectations that all students would collaborate, think critically, and communicate online and offline as they created a variety of products to take back and share with their classmates and teachers. They played with their first Kahoot!, a web-based, fun, interactive formative assessment platform. After the game, partners created a new Kahoot! about a topic they were studying in the classroom.

Students learned what a backchannel was and joined the room created on TodaysMeet. A backchannel is an online chat environment.

These students had no background with chatting online in this type of environment, but they jumped right in and really enjoyed the experience. Comments at the end of the day were: “I don’t want Special Ops time to end,” “Can we meet again tomorrow?” and “Next time we get together, can we bring our lunch, skip recess, and learn more?” Skip recess? Wow!

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Next, we introduced three ways to make a movie using the iMovie app, Animoto app and website, and WeVideo website. The students grouped themselves based on the tool they wanted to try and created a short video to share with classmates. We did not do any direct instruction on the tools because the students didn’t need any help.

Each group just jumped in and got started; if students ran into problems, they went to another group for help. Some students went into the hallway to film, others needed materials from the classroom, and other groups scattered to take pictures. Every Special Ops member was engaged and creating.

Screencasting came next. Again, this concept was new to every student. Screencasting is when an app or a website captures what is on the screen while also recording narration. For example, one group created a screencast of multistep mathematics problems, recording all the steps required to solve the problems. The final product was a movie of the lesson. Most groups used the iPad and the app Educreations to complete the activity. Recording the narration was not easy because the room was rarely quiet with so many active learners; most groups went out to the hallway for recording.

Are these students experts in every detail of every app or website?

No. None of us is an expert, because the technology tools are constantly changing. The students taught each other and collaborated in the true sense of the word. Not one student became frustrated, gave up, or misbehaved. The fifty-two students were engaged and eager to create products to take back and share with their peers and teachers; they had a mission, a deadline, and specific goals. They persevered in part because there was an expectation that they would teach what they learned to their classmates and teacher. For all students, that is a very authentic audience.

Some of the comments from the principal and the teachers were: • “The Special Ops team members couldn’t wait to get back to class and share what they learned.”

In troduc tion

• “I’ve never seen this student so animated as she described everything she learned.”

• “One of my students went home and made three movies last night, and she promised she will teach me how to make one myself.”

The students said: • “When can we get together again?”

• “This is the most fun I have ever had at school.”

• “Can we meet tomorrow? I don’t care that it is Saturday!”

• “I wish school was always this much fun!”

• “The next time we get together, can we bring our lunches so we can learn more?”

• “I’m going to teach my family how to do this tonight so I can practice before I teach my teacher and class tomorrow.”

• “I can’t wait to learn more when I go home. Mrs. O., will you be in the backchannel if we have questions?”

The parents said: • “My son loved the entire day. This was the first day all year he couldn’t stop talking about what he learned.”

• “My son came home and independently set up a backchannel for the Special Ops, created a website for the group, and created a discussion board. I didn’t even know what a backchannel was, so he explained it to me. He went back to school and invited other members to the backchannel for a planning meeting the next day after school. He loved everything about the day. Thank you!”

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A Session With a Purpose This session was not about the websites, apps, or hardware.

Instead, it was the first step in the process of students and teachers becoming learning partners. The students are our experts when it comes to technology, and we started with this group to create a buzz and help teachers understand that even very young students can share their knowledge as partners in learning. Our ultimate goal is to build capacity for teaching and learning in digital-rich classrooms across the district for the entire learning community.

To get started on the process of students as learning partners, students did use technology tools including websites, apps, and hardware. However, we don’t want the primary focus of our work to be on the technology tools. Instead, the emphasis needs to stay on teaching and learning using good instructional strategies, or pedagogy, and sometimes that includes using technology tools.

William M. Ferriter and Adam Garry (2010) write about this in their very practical book, Teaching the iGeneration: 5 Easy Ways to Introduce Essential Skills With Web 2.0 Tools: This discovery—that learning depends on skills instead of tools—is one that many educators are struggling to make. Instead of recognizing that tomorrow’s professions will require workers who are intellectually adept—able to identify bias, manage huge volumes of information, persuade, create, and adapt—teachers and district technology leaders wrongly believe that tomorrow’s professions will require workers who know how to blog, use wikis, or create podcasts. As a result, schools sprint in new digital directions with little thought, spending thousands on technology before carefully defining the kinds of learning that they value most. The consequences are high-tech classrooms delivering meaningless, low-level instructional experiences. (p. 7)

In troduc tion

Ferriter and Garry are right: it isn’t about focusing on the technology tools. Instead, we need to focus on the higher-order thinking skills behind the use of the tools.

Technology tools that the Special Ops members used included: • Kahoot! (https://getkahoot.com), an online game generator • iMovie (https://itunes.apple.com/us/app/imovie /id377298193?mt=8), an app for the iPad or a computer program for the Mac to create movies • WeVideo (www.wevideo.com), an online video-editing environment • Animoto (https://animoto.com), a website to create and share videos using various templates

Technology Tools Meet Pedagogy The preceding is just a list of technology tools. The tools will continually change. Instead of focusing on the tools alone, focus on rich instructional strategies (pedagogy), ranging from simply recalling knowledge to synthesizing information and making judgments. Our hope is that the students will go back and share the tools with their classmates and teachers. When the teachers join us for professional development, they can focus specifically on curriculum connections because they will already know how to use the tools.

For example, Kahoot! is a fun way to quickly gather formative assessment data and save that information for future reflection. The important instructional piece for the teacher and the student is the assessment data collected during the Kahooting process, as well as the immediate feedback after every question. The website (the tool) is used to set up the questions (the pedagogy), and students respond (the pedagogy) using any Internet-enabled device (the tool).

The questions the teacher asks when creating the Kahoot! need to

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What Does It Look Like When the Teacher Becomes a Learning Partner?

If we teach today as we taught yesterday, we rob our children of tomorrow.

—John Dewey

A partnership classroom is a new experience for teachers, students, administrators, parents, and the community. The shift from traditional teaching to creating a partnership classroom does not happen overnight. When set up correctly, these classrooms are buzzing with activity, and everyone is actively engaged in the process of teaching and learning. Beyond the buzz, these partnership classrooms are highly structured, with every student focused on his or her own specific personal learning goals. The teacher and students embrace change, and they all become flexible thinkers, problem solvers, and creators. As John Hattie (2009) so eloquently states, “The biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers” (p. 22).

© 2015 by Solution Tree Press. All rights reserved.

Chapter 1

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Shifts Over Time

Luckily, times have changed, making it possible for five-year-olds to write their own computer code and have fun doing it. Fortunately, I have continued to change, and I am still having fun doing it. I absolutely know I would not be writing about fun if I were still the traditional teacher I started out as back in the day. Today, I am a partnership teacher, and don’t ever ask me to change, because I can’t.

Although I started as a pencil-and-paper-trained teacher, today I thrive in digital-rich classrooms surrounded by students as learning partners. I believe the teacher is the most important learner in the classroom. Every single day, I am researching, investigating, coaching, and sharing my passion as the lead learner. Luckily, I am sharing this learning journey with other pioneers, and it is through their stories in this chapter that you will have a better picture of the role of the teacher in a partnership classroom.

Activators In this section, we will look at several teachers who act as lead learners in their classrooms and watch as they engage their students to create partnership classrooms in action.

Tyler A teacher named Tyler caught my attention one day on Twitter when he posted student-created mathematics videos on his classroom Vimeo channel (https://vimeo.com/trhart). I followed the link and watched a few of them. Then, I followed a link to his classroom blog

© 2015 by Solution Tree Press. All rights reserved.

Back in the 1980s, my college roommate was punching cards to create computer code. In the 21st century, kindergartners are coding away as if they’re trained scientists. Laughing and having a great time, these five-year-olds think they’re playing a game. I never once remember my roommate laughing when she started shuffling her stack of cards that somehow magically became computer code.

W hat Does It Look Like W hen the Te acher B ecomes a Le ar ning Par tner ?

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and then to his website (http://blogs.henrico.k12.va.us/trhart). There were photos of students involved in classroom activities and some really interesting projects, including lots of examples of student work.

Tyler is an example of a transparent teacher sharing his passion and ideas freely with his students, parents, colleagues, and the world.

Tyler is sharing best practices through his social networks and his website and by reflecting on his work using a blog. Tyler is ahead of most teachers today, but everything Tyler has done can be replicated, and you don’t need an educational technology degree to do it. I would label Tyler as an activator.

Sarah Another activator I follow is Sarah, a fifth-grade teacher. Sarah is the lead learner in her digital-rich classroom, and she is a master at creating student partnerships. Let me share a story about Sarah as a partnership teacher. On Twitter one evening, Sarah saw a tweet about a new challenge to create an hour of code. She clicked around, watching a few videos, and then she direct-messaged me on Twitter, asking if I would like to co-teach coding to her fifth-grade class. I had never tried to write code before, and as the story goes on, that becomes very obvious!

Conceptually, we both understood what coding was, but neither of us had ever tried writing code. We didn’t know if we could actually code, but there were many resources organized on the website http://code.org, so we thought we would give it a try. The twenty

© 2015 by Solution Tree Press. All rights reserved.

Looking around the website, I learned more about Tyler’s path to becoming a teacher and more about his education and interests. Tyler proclaims a love for using technology, and it shows in his online presence. This year, Tyler has left the classroom, and he is now serving as an elementary instructional coach. The online presence that Tyler has created would have been a challenge to create even just a few years ago. You can follow Tyler on Twitter @trockr11 to view his learning journey.

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I failed miserably, completing only nine of the twenty levels in about two hours. Sarah persevered, completing the entire challenge in about the same time. The activities were scaffolded in complexity from easy to what I found to be completely beyond my grasp. I ended up talking to myself, rolling my chair around the office, and using objects to try to create simulations of the challenges. Even with all those strategies, I still was not successful. I needed someone to help me talk through the process. I needed a co-creator.

Sarah’s experience was fueled with a passion for deep learning and a good dose of competition. Sarah reported talking to herself, using manipulatives, and even cheering when she beat my level. Clocking in at about two hours, Sarah proudly shared her completed certificate on Twitter! When I saw her certificate of success, I knew it was “game on” to work with the students.

Even after our slow start with coding as adults, we did not give up.

We decided to have the students participate in the hour of code. We even expanded to include students from each grade level in the building. After assembling the third-, fourth-, and fifth-grade students in the library, we found that none of them had ever coded before and that they thought it had to do with video gaming. After we put the students into pairs, each pair picked up one iPad or Chromebook.

I told the students my sad story of coding, and Sarah shared her successful journey. After we all laughed, we asked the teams to let out a cheer when they made it to level ten. We encouraged students to get up and seek help from their peers as needed. To introduce the project, we showed the two-minute video from the website code. org, and then we let the students get started. We did not do direct instruction or teach a lesson about coding; instead, we let them learn together with partners.

© 2015 by Solution Tree Press. All rights reserved.

activities available on the website were designed for students to work through the progression of writing code in about an hour. Sarah and I agreed we would try the activities by ourselves, and we scheduled an hour to co-teach coding to her students a few days later.

W hat Does It Look Like W hen the Te acher B ecomes a Le ar ning Par tner ?

We hadn’t planned for groups to finish early. Based on our own coding experience, we thought the students would actually need extra time. When they finished early, we worried we would need to find something for them to do. Again, we were wrong. The adults didn’t have to create a plan B for the extra time because one of the students found the level two and three activities and told the others there was more they could do. To our surprise, every group went back to coding.

At the sixty-minute mark, twenty-four of the twenty-five groups had successfully completed the challenge. The last group finished five minutes later. No one cried in frustration. All groups persevered, and every single student was successful. We asked students to talk about the experience and then record some of their comments in the backchannel we created using a Google Doc. Following are a few selected comments.

• “This was the greatest day ever!”

• “The program was frustrating at times, but when you finished a level, it was very satisfying. I also liked working with a partner.”

• “I personally thought that the activities were a really creative way to teach people how to code. This was also quite annoying at times, though I really liked it.”

© 2015 by Solution Tree Press. All rights reserved.

What happened next was nothing short of amazing, worthy of a segment on the national nightly news. These students jumped on the task as if they were trained computer scientists. The first cheer we heard about reaching level ten was about five minutes into the hour. We were stunned. The building principal dropped in for a photo opportunity, and we explained our “wow” experience. The fifty students were so engrossed in the challenge that they barely took time to cheer before racing on. The first group finished the task in fourteen minutes. All the adults were speechless.

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Designing Teacher-Student Partnership Classrooms by Meg Ormiston offers practical strategies for modifying classrooms toward developing efficient, digitalrich spaces in which all K–12 students and teachers continually learn from each other. Ormiston believes that students should be teachers’ learning partners in the classroom, drastically shifting most classrooms’ current structure.

Educators will: • Gain strategy-rich and practical approaches to immediately create change in their classrooms • Study real stories and examples of transformation in K–12 classrooms and read teachers’ and students’ experiences • Discover online organizational, planning, and collection tools to use before and after lessons

D E S I G N I N G T E A C H E R - S T U D E N T PA RT N E R S H I P C L A S S R O O M S

Designing Teacher-Student Partnership Classrooms

Solut i ons f or D i g i ta l L ea r ne r–C ente r ed C la ssr ooms

Designing TeacherStudent Partnership

Classrooms

• Determine how to connect to other classrooms and manage personal portfolios online • Take on the role of an activator in the classroom, instead of the traditional teaching role

Visit go.solution-tree.com/technology to access materials related to this book.

solution-tree.com

ISBN 978-1-942496-09-0

MEG ORMISTON

Solutions Series: Solutions for Digital Learner–Centered Classrooms offers K–12 educators easy-to-implement recommendations on digital classrooms.

In a short, reader-friendly format, these how-to guides equip practitioners with the digital tools they need to engage students and transport their district, school, or classroom into the 21st century.

90000

9 781942 496090

Meg Ormiston