Wednesday, February 7, 2018

What's equal is not always equitable


In my last post, I shared a personal "flashback" about a moment of time that has shaped the way I empathize with students and value student voice in their learning experiences. What I didn't share with you (for fear of a lengthy, mega-post) is how that experience also fueled my passion for differentiated learning experiences.

Being a twin is certainly one of the first stepping stones on my journey towards understanding and longing for equity in our world...certainly in the world of education. (Also note, that when talking about "equity" here, in it's most brief definition, I'm referring to "making sure every child has their needs met, every day.")  Whether it was getting the same toys as my sister, wearing the same clothes, or receiving an education that was "good enough for one of us, so it must be good for us both," I couldn't help but think..... "but we aren't the same person!" Don't get me wrong, "twinning" is awesome, but it's also not everything. You can put us in the same looking outfits, but sometimes...we still need different sizes! You can give us the same toys, but we'll play with them differently because our brains & imaginations are at different places. You can engage us in the same curriculum, but we'll need different supports to accomplish the learning goals since we each connect with the information in our own way.  We deserve more than copy/paste support (or gifts, or praise, or whatever)!!!

You may wonder why I often become so "energized" by the topic of how you're REALLY supporting each and every one of your students. Well, that's why.... I don't want the students in your class to be treated as "well, their twins so the must like the same things."  This is also why I refuse to teach through any other method than PBL/PrBL. Intentional planning of both Project and Problem Based Learning unit designs AND facilitation notes rely on a teacher's creative thinking for different approaches of lesson delivery (otherwise known as "scaffolding activities").

The first phase of PBL planning is to "begin with the end in mind" by identifying the standards and skills you want students to uncover through their research. Knowing these standards and skills helps us design the project scenario... what problem of practice will necessitate students investigation of these standards and skills? The next phase of designing is where "differentiated planning" takes place... creating the path for how you'll move through the project from beginning to end. We all have our "bag of tricks" teaching activities that we've used to teach a certain standard or skill. It's worth noting this under the "method" portion of this project mapping tool. But I would challenge us to say, "If I stop there, with one idea, I will be delivering a copy/paste learning activity to all students...regardless of individual need." And THAT'S where (for me) the final two columns come into play.

                              

The topic of "differentiation" often scares us as educators, because many of us hear that word and think, "😧 !! I don't have TIME to write 30 different lesson plans to teach the same general standard/skill to the 30 students in my class!!!" But that's not what we're asking you to do!!  What we're asking is that you use your initial scaffolding activity idea(s) as a baseline to THEN think about the items in the last two columns of this project mapping tool:
  • What barriers or missed opportunities might your students face when participating in the scaffolding activity you identified, or in the general learning environment?
  • What alternative media, materials, and methods might you offer to make the scaffolding activities more accessible to all students?
The support students need (whether they are ELL students, students with documented special needs, students performing at advanced learning levels, etc.) HAS to be at the forefront of our scaffolding activity designs, or by default, we will implement the "one size fits all" teaching strategy, even if we know in our hearts that isn't true.

"Thanks for the nudge, Sarah, but I don't even know what that means or what that looks like?!" No problemo! Here are some resources to help you out while you map your projects so that you aren't creating multiple scaffolding activities, but rather, variations for each activity:
  • Collaborate with your colleagues!  - Talk to your intervention specialists, instructional aides, or student teachers for help during your planning phases! Don't have any of those folks in your building?! REACH OUT TO ME! I'm happy to help!
  • Examples of UDL Solutions - divided into three segments, addressing the three brain networks: recognition (what we learn), strategy (how we learn), and affect (why we learn). For each, Form 3B on this website offers examples of technology-based tools, media, and methods as well as instructional strategies to expand your repertoire and engage more students. Note that the appropriateness of these solutions and options depends upon your instructional goal. Providing scaffolds such as spell checkers for writing or text-to-speech for reading is appropriate only if the goal of a lesson is focused on process and content, not on writing or reading mechanics.
  • Suggestions for accommodating learners with both different learning challenges AND those with different strengths and interests:
Get to know your students. Get to know their needs. Get to know the barriers or strengths/interests that are creating missed opportunities in their learning. Get uncomfortable thinking outside the box for how to support them in overcoming those barriers. Get to know those in your building that might know ways to support student needs that you don't. Get ready to celebrate an enhanced culture of learning in your classroom... for the connections students will form with you and the content and level of engagement among learners as a result of appropriate levels of "challenge" for every student, every day.


Peace, love, and one size can't fit all,
Sarah

Tuesday, February 6, 2018

This is Us

I'm sure you've heard of all the buzz around the show, "This is Us." (OR maybe you were too tired to watch the "big episode" after the Eagles accepted their trophy Sunday night?!? hmm...) In case you're unfamiliar, here's how imbd.com would like to catch you up on the plot summary of the show:

"The Pearson family's generational story unfolds in this emotional drama. In moments of love, joy, triumph and heartbreak, revelations emerge from parents Jack and Rebecca's past, while triplets Kate, Randall and Kevin discover deeper meaning in their present day lives."

You see, the power of this show lies in the family's flashbacks which show us the way the kids were valued, supported, and interacted with when they were young. Through reminiscing on the past, the creators of the show are able to demonstrate the impact their childhood has had on their current life as adults.

I can't help but wonder, "what if we were all charged with telling the 'story of us'? What shaped you? What significant memories from your upbringing have influenced what you stand for, believe in, and how you function as a member of society today?"

While visiting a school last week, I was talking with a teacher about a recent conference she had regarding two siblings... same grade level but one participates in 'gifted & talented (GT)' courses, while the other does not. The girls' parents were advocating for their daughter who did not take GT courses to be retested as they felt she was demonstrating a different set of skills at home than what was being articulated by the teachers at school. As the teacher was telling me this story, I noticed my ability to listen was shifting a bit... I was having a "This is Us" moment, and decided to share that with the teacher also....

I have a twin sister, Molly...she's awesome!

In second grade (which is where my flashback took me,) she and I tested into an "advanced" track (because clearly your knowledge as an 8 year old should determine your path for the future....sorry...soapbox...I'm stepping down now...)  One of us DID test into the "advanced" program while the other did NOT. I don’t remember much about that process, but I remember my dad sitting in the room saying “ if the path for non-advanced kids is good enough for one of my daughters, it will be good enough for both of them.”  My parents knew they didn't want one of us "not feeling good enough" and didn't want the other secluded into a learning track determined in second grade. Sure, at times I’ve wondered what our lives would have been like had one of us been placed in that track. We might have had entirely different groups of friends, the one who tested into the advanced courses probably would not have had as much exposure to the other 297 students that where later in our graduating class, and I’m almost positive we would’ve learned to place a different value on education than what each of us have today.

This personal memory caused me to ask the teacher if anyone had talked to the girls yet about how they were feeling knowing this was their reality... one family, one household set of core values about education, a sisterly bond I'm sure, and yet both experiencing a different pathway for learning. The conversation unfolded to thinking about the factors which may, or may not be, causing the girls to (re)act a certain way to conversations about school while at home, and not just about an issue of test scores documented in the front office. Sure, the conversation with the parents still needs to happen, but with empathy for these two students at the forefront of the conversation, I'm inclined to believe the result of the next conference may look/sound/feel a bit different than the first meeting.

So I ask you again, "What if we were all charged with telling/reflecting on the 'story of us'? What has shaped you? What significant memories from your upbringing have influenced what you stand for, believe in, and how you function as a member of society today?"  And as educators specifically, what charges you to do what's in the best interest for your students?


Peace, love, and flashbacks,

Sarah


P.S. While my parent's decision in this moment shaped the way I empathize with students and value their voice in learning, it ALSO created a strong desire in my heart to ensure teachers differentiate instruction to meet the needs of ALL students.... more on that in the next episode! 😉