#MACUL15 is over and yet it feels like it’s just begun. The conference ended after Two Guys (@2GuysShow) finished their closing keynote, but there were a lot of conversations that were just beginning at that same point. Some excellent conversations among some excellent educators. These conversations aren’t ending because the conference is. These conversations are just getting started.
Just like everyone else, I’m having my own conversations that I’m looking to keep going. And these conversations seem to have a few recurring themes.
The young people in our classes are capable of so, so much.
Often, the reason we are disappointed with our students’ performance isn’t because our expectations are too high, but instead because they are too low. Improved curriculum, classroom management, and updated assignments can play significant play roles in helping students achieve and #macul15 offered lots of chances to discuss this. Have you seen The Literacy Shed? Explore it and consider what it might do for our struggling writers. Videos with no dialogue that the students can watch, discuss, and then write the story for. Sometimes they just need help finding the words. There’s a math version, too.
But there’s more to it than that. Many of the presenters that I heard communicated a consistent message: Releasing the incredible potential inside of every kid requires meaningful relationships with caring adults. The kids need to know that they matter. That the community is richer because they are a part of it and weaker when they are missing. That each individual contribution has value because it reflects a perspective that is unique. Many kids have parents and coaches who fill those roles. Many do not. The teacher can be that caring adult. In the world of education, where so much is out of the teacher’s control, each teacher can control one thing: That they value each student in their class. As Amber Fante (@AmberFante) said, “When you believe, you teach differently… the underdog can become the hero.” If you haven’t watched her Lightning Session, you probably should.
There are few things as powerful as connecting our classroom to the outside world.
Our students are getting more and more used to a world without walls. There’s a reason for that: Being connected to that world is really friggin’ cool. I met the two teachers in the picture below (who refer to themselves as Two Sassy Apples). They were honored on stage before Friday’s keynote. They wanted their second graders to be able to be there and see it. So… Facetime.
It was such a wonderful moment. The students cheered and laughed through the phone. They shhhhhhh’ed at each other vigorously while the MC was introducing their teachers. I know this, of course, because I got the honor of holding the phone so the kids could watch. (It happened to be hat day in their class. They loved that I was wearing a hat, too.)
Consider what those kids are learning from experiences like these? Those students are learning that their classroom’s walls are really only there to keep them out of the wind and rain. Those walls don’t have to be barriers to things that were previously too expensive, too distant, or logistically impossible to bring to them. The awesome and exciting things that are outside those walls can totally come into their classroom. We have the tools to go and get them.
If you want to teach effectively with technology, real student growth MUST be the primary focus. And real student growth is a messy process. It takes mistakes, retries, feedback, patience. The timeline is indefinite.
And while we’re on the subject, the same is true for teachers updating their practice. Brooke Mulartrick (@brookem1015) did a great job of modeling a differentiated learning process in her session by creating experiences like these in her half-day Wednesday session. Something to challenge people at all levels. A chance to collaborate and get instruction. And a chance to contribute to a single product that serves both as feedback to the teacher and learner, but also a reference that the learners can take with them going forward. Just an excellent design.
Learning is learning. And learners are learners. Given similar conditions, adult learners look a lot like young learners. See?
These are adults on Thursday exploring Dan Meyer’s (@ddmeyer) Magic Octagon:
And these are my students this past fall exploring The Magic Octagon in class:
Those of us who primarily teach adults shouldn’t prepare for differentiation any differently than teachers who teach young people.
With all learners, it’s less about the final goal and more about the process of learning.
And finally, anyone who says that secondary math teachers aren’t flexible, curious, or interested in learning new things? I would encourage you to reconsider. There are a lot of us who want to get better. You see why I’m not that concerned about the future of math education? We turn out quite nicely when given the opportunity to discuss it.
And then I went to check out my #miched colleague Zach Cresswell’s (@z_cress) math session…
Thanks for everything #macul15. Let’s keep these conversation going and see where they’ll take us.