December 26, 2010
I am in the process of moving, you can see my new blog here: http://shannoninottawa.wordpress.com.
December 26, 2010
I am in the process of moving, you can see my new blog here: http://shannoninottawa.wordpress.com.
December 23, 2010
December 22, 2010
December 20, 2010
We are taught to think inside the box. Then we are taught to think outside the box. What I want us to ask is, Who put the box there? — Ellen Langer “On Becoming an Artist”, 2006
Lateral and divergent thinking foster the conditions that facilitate creativity, to be sure. But the old cliche of “thinking outside the box” is getting tired and I wonder if it doesn’t need some rest. Besides, can you ever truly think outside the box?
Wouldn’t it be more productive to think differently about the box — to acknowledge but query the constraints? Take an ecological perspective — think about the role we play in creating and defining those constraints, both for ourselves and for others.
In “Developing Leaders for a World of Uncertainty (Rotman Magazine, Fall 2010), Andrew Day and Kevin Power explore Ecological vs. Analytical Thinking:
I think that the ecological approach is one that offers our students greater opportunities to develop the skills and mindset necessary to thrive in our complex world. What about you?
December 16, 2010
I do what I do because it makes me feel like this.
Happy holidays, everyone. Take time to play, let go and unruffle.
December 13, 2010
One myth is that only special people are creative. This is not true. Everyone is born with tremendous capacities for creativity. The trick is to develop these capacities. Creativity is very much like literacy. We take it for granted that nearly everybody can learn to read and write. If a person can’t read or write, you don’t assume that this person is incapable of it, just that he or she hasn’t learned how to do it. The same is true of creativity. When people say they aren’t creative, it’s often because they don’t know what’s involved or how creativity works in practice. – Sir Ken Robinson
Next time you are slipping into robotic response mode, find out what it is that helps you re-connect and become more fully present at work. Through being present with each other, responding authentically and taking risks, we create an environment for students, staff and ourselves to develop our creative capacities.
a note regarding the image: This painting is the work of Louise Martin, who teaches primary French Immersion at a school in Ottawa’s west end. When I worked with Louise, she reminded me of the importance of being present with students and staff. We had many wonderful conversations and she created this painting, which my husband bought for me for Christmas 2 years ago.
December 10, 2010
Its really a two-way journey, as I see it. The first is, its an inward journey. If you are interested in finding your element, you have to spend time with yourself. You have to reflect, you have to look inward …. You have to spend time with your own dreams …. Whatever process aids your reflection, that’s a key part of this journey to your element — it is to look inward and to be with yourself and to find time to reflect on your own interests, your own passions… the times when perhaps you felt most centred… – Sir Ken Robinson, askSKR#6
Leadership is exemplified by people who are able to impact those around them in a positive way. Our leaders are energetic, empathetic, motivated, trustworthy, knowledgeable and good communicators. Our leaders share a common vision in their commitment to all students. Our leaders understand that their role is one of support. They lead by example, they seek input, and they listen. As an organization, we encourage and foster these qualities. In challenging and prosperous times, we are defined by the relationships we build.
December 8, 2010
If you are like me at this time of year, you are more than ready for the winter break. With less than two weeks to go, I am mindful of feeling emotionally and intellectually drained. I am also amazed at how, despite feeling caput, I am energized when I step into the classroom and immerse myself in a fun lesson or activity with students.
In the Spring, 2010 issue of the Rotman Magazine, Charalampos Mainemelis and Sarah Ronson discuss notions of play, creativity and engagement in their article, “Ideas are Born in Fields of Play: Creativity & Play in Organizations”. They suggest that play manifests itself in our busy work environments in two ways:
1. Play as diversion. This is when employees check out periodically to engage in diversionary activities such as catching up on Facebook. Rather than being a waste of time, the authors argue that this type of play is beneficial:
Such play provides mental breaks, which are important for incubation — the stage of the creative process that involves unconscious processing and the free recombination of ideas…. In addition, a moment of fun with colleagues helps team members break down hierarchical boundaries and relate to one another in a personal way.
When we step outside our traditional work roles and engage in interactions not typical of our work, we engage in play. The challenge is to maintain the benefit of these playful, diversionary moments after they are finished and we are back to our ‘real work’. This holds true for education. We can use play to engage both students and colleagues, but what can we do to maintain the atmosphere of trust engendered by instances of playfulness?
2. Play as engagement. This is the type of play that is part of the everyday work you do. For instance, musicians play when they work together to write music — they mix sounds and experiment with combinations, using imagination and creativity.
Within the context of education, where are there opportunities for harnessing diversionary play and introducing more play as engagement, in our classrooms and our learning experiences?
Mainemelis and Ronson explore the cognitive processes that engender creativity through playful experiences Four of the processes they discuss relate directly to learning and education:
Think about the types of learning experiences we offer our students. How many of them include these elements? Below are a few examples of activities through which students (and teaching staff) might unleash their creative capacities:
What other activities have you tried or seen that would qualify as playful and therefore open to creative approaches?
December 6, 2010
So, I want you to think back to your most recent moment of failure. I don’t mean your inability to defeat theme 3 level 17 in Angry Birds. Unless you were playing on the big screen at a stadium in front of scores of onlookers, many of whom could whip you soundly. I am talking about a failure that is out there – like face planting off your buddy’s unicycle in front of the neighbourhood children at a street bbq. The type of fail that, if captured on video, would easily garner epic status on fail blog. Got it? At the time, did you wish you could vanish into thin air?
I bet you can chuckle about it now though. Maybe you even learned a thing or two about yourself through the experience.
Last summer I experienced several moments of failure as I learned to windsurf.
One afternoon I caught some wind and before I realized it, I was out past the drop and the water was too deep to walk the board back to shore. Smack! I dropped the sail and hurtled headfirst into the water behind it. Scanning the shoreline, I saw several folks at neighbouring cottages sitting by the water, no doubt enjoying the entertainment, refreshments in hand. On our own dock sat my two loving children waving gleefully and giving me the “thumbs-up!” sign. Thank goodness for unwavering support!
I honestly wanted to cry. I spent the next 40 minutes struggling to get myself back to shore, falling over and over. Over the course of that time, I realized that my experience was not unlike that of students who struggle in their learning. I didn’t like the experience at first, but something in it — possibly the mere distance between myself and the shore — motivated me to dig deep and commit to the achieving some level of mastery, which, according to Daniel Pink, is one of the three elements of genuine motivation. It also provided me with a fresh perspective on the role of struggle and failure in learning. As educators, I think it is important to fall flat on our faces from time to time.
Pam Fitzgerald, trustee with the OCDSB, shared this video with me earlier this week. Viewed 1.5 million times on youtube and shared extensively across twitter and facebook, it asks us to consider the role of failure and struggle in our lives. I like the feel-good message. And, I think that students need to struggle and fail from time to time. I worry that we take away too many opportunities for our students to develop the resilience, adaptability and resourcefulness skills that they need to navigate our current information-rich world when we guide them through their learning and employ on the “gradual release of responsibility” model excessively. Too often it is overly gradual and we don’t spend quality time developing collaboration and independence.
I’m not suggesting that the gradual release model has no place in learning, but I wonder if we haven’t fallen into the mistaken belief that it should be employed across all areas of the curriculum. What can we do to provide an environment where struggle is valued and failure is a learning experience, where students come to collaboration through a genuine need to connect with others and learn with them? I’m talking about a learning space where fun and discovery go hand in hand with inquiry, critical thinking and collaboration. What conditions need to be present to make struggle enjoyable and failure motivating?
Thinking about play and inquiry has dove-tailed recently with a project that has me thinking about games in education and what we can learn from our students’ experiences with gaming. I will end with sharing two blog posts that have me thinking for a future post: @melaniemcbride “Gamification, Gaming, Edugames: Keeping it Real” and @cleanapple “What teachers can learn from video games: Gaming is a literacy”. I would love to hear your thoughts and / or recommendations for further reading with regards to struggle, motivation and learning.
December 3, 2010
In addition to my duties as Vice Principal, I teach the Writer’s Workshop to Grade 8 students at W. Erskine Johnston PS. The sole guideline directing my approach is my belief that feedback establishes my relationship with the students and moves them forward in their writing. For the first several weeks, the only feedback I provided to students was written comments – no rubric, no mark assigned — always identifying several things that worked and one area of focus for improvement next time. Click on the thumbnail below to view a sample of the feedback:
My goal was only to establish trust and an environment where students would feel safe to take greater risks in their writing. It is now December and I have yet to correct or comment on spelling or grammar errors, other than to encourage students to read their work out loud or into a voice recorder to listen for fluidity, voice and word choice. This feedback requires a great deal of time and I feel fortunate that I have the time to give. And, it has worked for most of the students. The writing they submit is on or above grade level, according to the rubrics we have developed together over the past few weeks.
However, there are a couple of students who consistently submit their work late and one student who was not submitting anything unless I sat with her at recess to make up for what she hadn’t handed in on time. Over the weeks, that one student submitted nothing on her own. She just wasn’t engaged and the forced writing sessions were not producing the quality of work I had a hunch she was capable of writing. And, man, was it frustrating!
She was a rock. And, while I watered the students all around her with individualized, precise feedback, she was steadfast.
One week, while other students wrote diligently in their notebooks, I looked over at her and thought, “I’m going to lose my mind with this one”. I felt frustrated that, despite the effort that I was putting into providing feedback and crafting lessons that were engaging enough to hook the rest of the students, she refused to join in. It was time to have a serious chat about her “writer’s block”.
I asked what types of activities give her enjoyment and her answers revealed to me that she is a very creative individual who enjoys playing a variety of instruments, including the trombone and the piano. I also learned that she loves to read, especially fiction — bildungsroman to be precise. I told her that I had a hunch she would be a fantastic writer and I promised to provide only positive and instructive feedback — no marks for the next little while. I asked her to devote 20 minutes that night to writing and told her I would find her the next morning to see what she produced. She wrote one page and it was excellent — original and interesting. I genuinely enjoyed reading it, provided encouraging feedback and asked her to do the same thing the following night. She did and again it was great. Then the third night.
Each week students are responsible for submitting 3 pages of writing. On the due date, she handed me her folder with five pages of writing.
Yes, it is sometimes difficult and frustrating, but if we don’t “water the rocks”, what potential will be missed?