Investigating the shadow

I relearned an important lesson about students today. And, as is often the case, the lesson was learned while visiting church. But, it wasn’t the priest who taught me the lesson. Not the deacon, not a Bible study leader… not even a human.

It was a candle that illumined me.

See, in our church, there’s candles. Candles do a variety of different things. The most obvious of these is they produce light. But this isn’t all they do. See?

img_20161129_190036795

Actually, maybe you don’t see. I mean, when you are used to looking at candles like this, then the light is probably the most obvious effect. I suspect if you are close enough to it, you will quick recognize the heat as well.

But those candles are doing more than that. (I’m not trying to get all spiritual on you here. I’m talking physically.)

Can you see it? Maybe you need another picture of the candles.

img_20161129_190051749

So, this is the same set of candles, but see? I took a picture of the shadow the candles cast on a nearby wall. See the distorted image vertically rising from the candles? There’s something happening to the light that passes through the space directly above the flames that messes with the light as it passes through.

But you can’t see it here. I mean, I guess maybe if you stare at it long enough… maybe…

img_20161129_190036795

Anyway…

By now, it would be reasonable to ask why I was so interested in candles. And the simplest answer is that I saw something that intrigued me.

Is this the way it is with our students? There are lot of things they are doing that are obvious. They are loud or quiet. They are successful or struggling. They are social or reclusive. These things are obvious. These are the flame of the candle. Any teacher paying any attention to their students would see these things.

But what we don’t see are the hidden effects.

We don’t see that the successful student is working like crazy because of the pressure her parents are putting on her. (It’s not work ethic… it’s fear. Be prepared for what that looks like when the struggles come.) We may not see that that student who is struggling is a skilled leader on her soccer team. (There’s a lot of usable strengths if you can just create classroom situations that use them.) We don’t see that the student who we don’t think is paying attention could design and implement not less than 3 effective fixes for that wobbly stool in your classroom. (How can you sell your content on that student?)

To successfully support these students, we need to see their shadow along with their light.

How do you look at your students differently? There’s a variety of different ways, but the first is that you need to be interested. You need to be willing to see something that intrigues you. Find ways to see them differently. In general, school mostly expects students to do the same sorts of things. But you don’t HAVE to do it that way. Challenge the successful student. Innovate with the struggling student. Chat with the quiet student.

Remember that their “shadow” would almost certainly reveal plenty of things going on. Important actions, skills, impacts that you aren’t aware of. How would the classroom experience improve, both for the student and for you, if you knew what those “shadow” effects were?

Advertisements

The Blessing of the Broken Tech…

2014-09-10 11.30.43.jpg

I was reminded this week of the risk of good tech. It’s easy for good tech to take on greater value that it deserves. Teachers… good teachers… sometimes remember that tech is a tool that needs to be wielded with the skill of a discerning educator in order to be effective.

And so, sometimes when the technology isn’t working right, you get a reminder that the teacher ultimately makes the decision about how a tool gets used and, thus, whether a tool is effective.

This week it was a teacher who was struggling with the audio of a video. The video was designed to accompany their math content and, under normal circumstances, there would be a temptation for the tech to BECOME the instruction for that lesson.

But then the audio broke…

So, the visual parts of the video simply became props for the teacher. She could still use the tech, but it could no longer stand alone. It was frustrating moment, to be sure, which I understand because the emergency-lesson-plan-rewrite isn’t usually the favorite moment in the life of the educator.

But, if we allow ourselves to be opportunistic and learn from all circumstances (#GrowthMindset), then we see that the technology going down can help us see the areas in which we are becoming too dependent on the tech. And then we can learn to rebalance those areas. And the constant striving for improvement is the hallmark of the type of learning we should be consistently modeling for our students.

Why I love this picture…

I want to tell you why I love this picture.

2016-11-15-09-06-34

I took this picture this morning in Lansing, MI during some wonderful small group math talk. There is one device, an iPad, with an Osmo setup attached to it.

So, here’s why I love this picture.

There’s tech and…

… manipulatives and whiteboard markers and collaboration. Tech fits among the variety of tools available. It’s not the best tool unless it best supports the learning. And sometimes other tools work better. And in this case, the students were being led into learning with all the different tools.

The activity is built around the social nature of learning. 

The kids are clearly sharing their answers with each other and the teacher… there is a constant back-and-forth, sharing ideas and discussing them. They were seeing each other ideas, but…

Their strategies aren’t all the same. 

One girl is using an array. One girl is using groups of three. One girl wasn’t quite sure what to do (so it was a good thing she could see the other two girls’ work.)

The teacher’s hands are off. 

The students are doing the reaching, arranging, manipulating. Remember, the one that does the work will be the one that does the learning.

That’s why I love this picture. it captures so many wonderful things about the right kind of teaching and learning.