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This is the latest in a series of blogs by a partnering cohort teacher.
-- By Lori Dougherty & Jordan Robinson After all of our work on the Fluency Project, and after attending Don Wettrick’s presentation, we started thinking about how we could incorporate some of these ideas into our classrooms. Therefore, we chose to combine our third period rotation classes and do some innovative work with the students. Since we have never done anything like this, we are trying to write syllabus as we go. We told our kids that they were “going to be the guinea pigs” for this new class and they have been willing through every step of the process. At the start of the semester the students were asked to answer a series of questions about things they would like to see done at the school, ways they could contribute, and how they could leave things better than they found them. After several brainstorming sessions and discussions, and after narrowing down their focus, nine small collaborative groups (in a class of 24) were formed based on similar interests. The students worked together to create proposals that stated what they wanted to accomplish and why, the steps that they would need to take, the resources that might be needed, as well as possible obstacles they may encounter. After the team of teachers discussed the proposals with them, students created PowerPoints or iMovies that were presented to the middle school principal, Anne Haverty, as well as Mary Lu Hutchins, Mary Rose Creedon , and our talented and gifted teacher, Amy Vavrock. These educators provided feedback, offered guidance, and asked thought-provoking questions of the students. Their participation was invaluable to our students and offered them the chance to take their ideas a step further in some cases. Since then, the students have begun the process of implementing their ideas and blogging weekly about their progress as a means of reflection. They have done research, found products and prices, held some fundraisers, and developed the beginnings of finished projects. They have reached out to our athletic director, the superintendent, head coaches, principals, and other teachers, and they have done such an incredible job. There is still a great deal of work to be done before the semester ends in January, and some will not see results until the spring or beyond, but we are so proud of the work our students have done so far and cannot wait to see how things turn out. Some of the best work has come from individuals that we would never have expected it from and it has been truly wonderful experience watching our kids get excited about something and take responsibility for seeing it come to fruition. One 8th grade group is working on raising money so that their basketball team can purchase warm-up jerseys. They sold raffle tickets for a Subway gift card (donated by our AD) and were very excited about how well they did. Ben, Lamar, and Alex talked about the teambuilding aspect of the project and that it was something that got them working together. “It’s been a fun class and a good learning opportunity.” Hopefully the other projects will see positive results as we continue with this learning process. Lori Dougherty graduated from West Virginia University in 1990 with a degree in education (K-8 Multi Subject). She began a career as a kindergarten teacher at Our Lady of Peace School in Wheeling and then went to Bridgeport Middle School in 1996 where she is currently the 8th grade ELA teacher. She received her master’s degree in reading from WVU. Lori has been involved with the Western Pennsylvania Writing Project “Teachers as Thinkers” as well as the Leadership Council at Bridgeport Middle School. Lori currently is a member of Cohort 3 of the Data and Technology Fluency Project with West Liberty University and the CREATE Lab (situated in Carnegie Mellon University). Lori’s special interests include reading, running, and cooking. Jordan Robinson graduated from Ohio University Eastern in 2015 with a degree in Middle Childhood Education grades 4-9 Science and Social Studies and a generalist endorsement in ELA grades 4-6. Jordan began a career as a teacher at Bridgeport Middle School in 5th and 6th grade science. Jordan has been engaged in Leadership Council and the GenYES program. Jordan currently is a member of Cohort 3 of The Data and Technology Fluency Project with West Liberty University and the CREATE Lab (situated in Carnegie Mellon University). Jordan's special interests include spending time with family and friends.
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This is the latest in a series of blogs by a partnering cohort teacher.
-- By Heidi Hohman Occasionally I will have a word or an idea pop up three or four times in a cluster in a short span of time. Whenever that happens, I feel a need to explore the idea or concept a bit more. This has happened over the last few weeks with YET. I had a parent volunteer mention it, it came up in another conversation with a colleague, it was in a video I had the chance to watch unexpectedly, and I saw it on a coffee mug. Were all of these a sign? I feel certain that they were. This summer I began planning the school year as I have done every year for more years than I would like to admit. At the beginning of October, I pulled out the calendar I had made while looking for something else. At first, I felt a sense of dread when I realized I had not accomplished much of what I had listed. Then I realized how ambitious and foolish I had been. I had the best of intentions, but I made those plans before I knew my students. The timelines are all bungled, and the projects I thought we would be doing by now have not happened YET. By remembering this powerful little word, I calmed my fears and reminded myself what I know to be true. Good teachers know that students’ needs dictate what should be taught. This group of students needed (still needs) something more from me than what I had planned. The Growth Mindset Coach and The Growth Mindset Playbook, by Annie Brock and Heather Hundley, have provided me with several lessons to try to meet my students’ needs. Last week, we did the brain plasticity lesson that I shared with some of you last summer. Students were asked to use their non-dominant hand to replicate the feelings of frustration that can come with learning something new. When I asked if they had ever felt like this in school, one boy dropped to his knees dramatically and exclaimed, “Every day of my life!” Later, this same student asked if I had designed that lesson just for him. I explained that the lesson was for anyone who could identify with those feelings, and as I gave him a quick hug, I smiled and said, “This one speaks to me more than you know.” Perhaps we are not as far along as I thought we would be by the first week of November, but the journey we have begun together is a worthy one. What have we been doing? We have been exploring who we are as learners. We have been building our class community, and we have been learning what it means to take academic risks. We have been learning about our brains, and trying to cultivate a growth mindset. We have been learning how to trust ourselves and each other. All of this is hard, hard work, but incredibly valuable. Failures are not always embraced as part of the learning process…YET. We have not reached our full potential…YET. We don’t always feel brave when we face a new challenge…YET. It takes so much time, repetition, and encouragement. We will get there. We just are not quite there…YET. Heidi Hohman graduated from West Liberty with a major in elementary education and a minor in general science. She earned a Masters in reading from WVU. She began a career as a fourth grade teacher at St. Mary Central in Martins Ferry, spent 14 years teaching science at Triadelphia Middle School, and has seen her career come full circle as she returned to teaching fourth grade at Steenrod Elementary. Heidi recently renewed her National Board certification in 2018. She is currently a member of Cohort 3 of The Data and Technology Fluency Project with West Liberty University and the CREATE Lab. Heidi is a lifelong learner always in search of new and innovative approaches to teaching and learning. This is the latest in a series of blogs by a partnering cohort teacher.
-- By Melanie Riddle As Cohort 3 enters their third year of the Data and Technology Fluency Project, it is evident through our collaborations and projects that we are all evolving as learners and educators. We have been given the time and support throughout these years to grapple with meaningful education topics and achieve realizations about how humankind learns best. These conclusions ultimately change our teaching and we reach a point where we cannot revert back to our old ways. In order for teachers to launch such a rich, humanizing learning environment, we also need support from our colleagues, administration, and communities. As I see it, the following are the three most critical pieces to authentic learning and the success of Fluency in our classrooms. Trust- First, we need to trust ourselves in the process and in our craft. We are humans working with humans to create and sustain thriving communities in a successful society. Embracing growth through missteps and successes will cultivate citizens who take risks that will benefit us all. Giving everyone the respect and grace they deserve throughout their learning will build long lasting bonds and trust. Administrators need to take a leap and have confidence in their teachers to do what is best for the children entrusted to them. Through the Fluency Project, I heard Don Wettrick speak and a principal asked him how he could help his teachers create time and space for innovation. His reply was, “Get out of the way.” In order for leaders to get out of the way, they need to trust teachers. Time- Teachers don’t need more time to teach. We need more blocks of uninterrupted time to connect curriculum and implement projects with inquiry in mind. I don’t think there would be many complaints if we were given time to collaborate and design instruction together. Fluency would be at the forefront of our collaborative efforts because we would be trusted to design units with authentic learning in mind. Also, quality time with our students builds relationships that lead to student voices emerging through their work. True Passion for Learning and Learners- I believe Lucy Calkins said that in order to be a good writing teacher, teachers had to be writerly. This statement is true for all learning. Teachers need to find their passions and remind themselves what set them on fire for the profession in the first place. Our kids will see the fire in us and it will ignite their zest for learning. It is easy for our flames to be snuffed out by unfunded mandates, numerous policies, and lack of trust, but we will cultivate curiosity and our students will thrive when we remind ourselves why we chose this profession in the first place. The question we should always be asking ourselves is, “ What is best for our children and their learning.” This is the heart of The Fluency Project. Melanie Riddle graduated from West Liberty University in 1999 with a major in elementary education. Melanie began a career as a teacher at St. Francis Xavier school in a fourth grade multi-subject classroom. She has recently been a part of the Western Pennsylvania Writing Project, National Board for Certified Teachers cohort, and a fellow with Empatico. Melanie currently is a member of Cohort 3 of The Data and Technology Fluency Project with West Liberty University and the CREATE Lab (situated in Carnegie Mellon University). Melanie’s special interests include spending time with family, reading anything she can get her hands on, and knitting. |
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