Category: Critical Thinking

Service Learning: Kindergarten Kenya Connection

SoapCompleted

The incredible Kindergarten team at Harlan Elementary School executed an amazing service learning project last week.  Tara Mills, Nancy Singer, and Scott Kefgen submerged their students in cultural connections and facilitated a process by which the kids could think critically about the similarities and differences between themselves and people living around the world.  The kindergarteners were exposed to some of the challenges faced by the target population in Kenya.  Then, through cross-curricular and multimodal instruction they were given encouragement and support to help them understand that they can make a difference in the lives of others.  These five and six year olds at Harlan had an opportunity to impact the world in a positive way.  What powerful message and opportunity for these young learners! Great job Mrs. Mills, Mrs. Singer, and Mr. Kefgen!  Thank you for sharing this wonderful example of service learning!

Check out the details at Mr. Kefgen’s class blog: http://mrkefgen.blogspot.com/2013/05/project-soap.html

Exploration Instruction: “Take It Apart Tuesday”

Exploration Instruction:  “Take It Apart Tuesday”

A Great Strategy for Activating Your Students’ Curiosity & Innovative Creativity

The Point:

When students are allowed to explore things that interest them in ways that excite them they tend to engage in critical thinking and creative learning.  Scaffolding exploration with effective instruction about the scientific process, introducing an umbrella focus topic, and allowing groups of students to guide their own learning through research, inquiry, and reflective processing can be incredibly effective in sparking their imaginations and supporting their growth.

The Story:

I first heard about “Take It Apart Tuesday” at a Community Education Meeting at Pierce Elementary School.  One of the parents was reminiscing about this great activity that her kids used to do at “Kids Club” (the after school activities group).  She was going on about how they “loved” exploring televisions, toasters, cell phones, and other gismos and gadgets by simply taking them apart.  She made it sound like she was describing the latest new gaming craze.  The cool thing is that she was talking about learning!  It was one of those instructional ideas that grabbed me immediately.  I promised myself that I would put it into practice soon.  Turns out I didn’t have to wait.  The incredible John Kernan made it happen with his fourth graders and invited me to participate.  One of John’s great strengths is his ability to adopt new strategies, implement them into his instruction, and adapt them to meet his students’ needs along the way.  In this case he gathered donations ranging from VCRs to iPads, brought in a bunch of tools, set up the initiative with scaffolding instruction about scientific exploration, reflective note taking, and next step planning, and thrust the practice into his “Simple Machines” unit of study.  Perfect!

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I have been amazed at the great process and the incredible (and ongoing) outcomes.  To begin with, these fourth graders couldn’t be more enthusiastic about their science exploration.  Of course, the wonderful modeling and enthusiasm from Mr. Kernan and the groups’ phenomenal paraprofessional Carol Maynard doesn’t hurt.  Being in this class reminds me of just how important it is for educators to actively and overtly live their learning philosophies.  Students really pick up on the energy of their teachers!  Also, I’ve been hearing some really promising exclamations like, “So that’s how they do that!” and “Oh, I didn’t realize that’s how it fit together!”  It’s this kind of stuff that leads me to believe that these explorers are engaged in some complex critical thinking.  What an authentic opportunity for them to dig around into the world of simple machines.  I’ve heard kids talking about the fact that it takes many simple machines to make up a more complex machine.  I saw a group of kids re-assemble the printing mechanism of an old printer, put an ink cartridge in it, and roll a piece of paper through.  It was if they discovered fire!  The room was a buzz with congratulatory anecdotes about their work, like: “Can you believe that they actually figured out a way to print!” and “How Cool!”

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One of my favorite moments was when a group discovered a QR code on one of the chips that they removed from a relatively old Dell laptop.  They immediately accessed their scanning devices.   iPads, iPods, and cell phones were flying out of pockets, ready to retrieve information for these excited learners.  Turns out, the QR codes were too small.  Mr. Kernan encouraged a few students to go down to the office and enlarge the codes in the copy machine.  I love that he was adaptable in supporting their efforts!  In the end, the codes led to product identification numbers.  It was a bit disappointing for the students because they wanted a link to some company website that would enlighten them as to what the chip was for.  However, in true explorer fashion, they gathered themselves and perpetuated a conversation about the implications of their discovery.  Consequently, they’ve challenged themselves to research the history and evolution of QR codes, thinking that maybe this computer was built before companies began using the codes in the ways they do today.  I am so impressed with the line of exploratory thinking and the students’ comfort with following a path of inquiry based on curiosities about the discoveries that they are making.  Great instruction!  Great Learning! Great Teaching!  Great work!

The Take: 

1.  Inquiry instruction is often frontloaded with intense work both on the part of the teacher and the students.  However, when teams of learners understand and are able to employ scientific exploration and research strategies the growth benefit is tremendous.  Time taken to scaffold Project Based Learning (PBL) is time well spent!

2.  Inquiry instruction can help to support the development of students’ imaginations, their creativity, and their ability to conceptualize innovation as real and relevant.

3.  Reflective processing and critical thinking are essential to learning and growth.  When teachers offer time, support, and encouragement to that effect, the transition from information to knowledge and understanding is enhanced.

4.  When I keep my ears open for great instructional ideas they come.  Listen, adapt, and partner with as many people as you can.  Collaboration is among the best ways to grow as an educator, and it seems to offer the maximum learning benefit to the diverse group of students that we serve.

5.  I can’t remember a new instructional strategy that worked exactly the way I intended it to.  Some blow me away with incredible outcomes that I didn’t anticipate and some disappoint me by delivering poor results.  However, I’ve never regretted trying something new, and with every new attempt I enhance my knowledge, my understanding, and my practice.

6.  Reach out to the community…people are willing to donate stuff!

7.  Taking things apart can help you learn about how they work.

8.  Making connections is a key component of PBL and Inquiry.  In order to successfully support student interest, systems and structures have to be in pace to ensure that those interests are explored in ways that connect to critical content and developmental skills.

9.  Be the learner that you expect your students to be.

10.  Let students veer off in organic directions.  Manage the process so that enduring understandings and essential outcomes remain in focus, but allow for flexibility.  True exploration has the potential to surprise the explorer.  True discoveries are often unimaginable until they are uncovered!

Project Based Learning: Some Great Things Happening At Harlan!

Project Based Learning (PBL) is an effective instructional strategy for capturing students’ imaginations and helping them become truly involved in their own learning. I’m particularly excited about the level of student engagement and ownership that can be generated when students are involved in relevant and meaningful projects.  Documenting students in action reminds me just how effective well-implemented PBL can be.  There are many wonderful examples of how teachers at Harlan Elementary are using this strategy in their classrooms.  A few are showcased below.

Ten lessons I’ve learned about PBL from the incredible experts at Harlan:

1)   Student choice helps generate interest, excitement, and engagement.

2)   Scaffolding projects with effective instruction in scientific exploration and research is key to student success.

3)   Modeling, support, and guidance during the research process helps students stay on track and allows for a smooth release of responsibility within any given year and across grade levels.

4)   Partnerships enhance instruction.  Ask your media specialist how he/she can help kids learn about key word searching and using databases.

5)   Stretching across the curriculum can make for rich projects and the development of connected skills.

6)   Finding ways to help students figure out how their projects can be relevant and impactful in and outside of makes learning real.

7)   Enlist other teachers, administrators, and parents to provide an authentic audience for your students.

8)   Capping off a project with a fun, social, showcase event can help motivate your group to focus on quality.

9)   Celebrate the progress and outcomes.  Highlighting parts of the process as important landmarks can help students understand the their value.

10)  Authentic enthusiasm is contagious.  When teachers are excited and involved, student learning is enhanced!

 

A Few Examples:

Karen Abels introduced a Michigan project by allowing her 3rd graders to choose their course of study.  Incorporating student choice helped generate interest and excitement. Mrs. Abels gave her students some suggestions as to what might be important to study about their great state, she supported them in researching the topics, and she guided them in a collaborative effort to narrow those topics down.  After some initial learning (both of content and research skills) the group chose to move forward with “invasive species” as their focus.  It’s important to point out that Mrs. Abels enlisted the help of Mrs. Stayer, the incredible Harlan Media Specialist, to co-teach throughout the project.  Critical partnerships can be extremely effective!

Candi Gorski put together an incredible cross curricular project for her 1st graders that got them thinking about ways in which they can be impactful in their community.  Mrs. Gorski read an amazing true story about a boy in Africa who designed and built a windmill to help his village generate much needed energy, eventually leading to cleaner water and other key resources that improved lives and inspired others with hope.  After sharing the story she facilitated critical processing, helping her students make connections to their own lives.  The students were charged with designing contraptions that could help keep people stay safe during in extreme weather conditions.  These 1st graders were given a license to be creative in exploring the finer points of their science study while considering social studies concepts and using important reading and writing skills.  Mrs. Gorski did an incredible joy implementing this cross-curricular model of learning.  They were invited to be innovative and suspend disbelief, effectively giving them the sense that they are able to make a difference through research, understanding, creativity, and action.

Karen Hasler engaged her 5th graders in a design project that had them working with faculty members as architectural clients.  The students used their math skills along with drafting technology to design homes for their clients.  Mrs. Hasler organized a design expo to culminate the project, effectively extending an authentic audience for her group.  Parent and teachers gathered in the media center to see the designs and speak with young architects.  I was amazed with the enthusiasm that the students presented their work with.  Not only were they proud of the outcomes, they were also excited to go into detail about the process.  Students, dressed to the nines, stood by their finished designs posing for pictures and pictures and answering questions.

Each of the above projects is similar in that the students involved were actively engaged and excited about the work they were doing.  From 1st graders to 5th graders, they were collaborating with one another, being creative, thinking critically about their work, and being concerned about the outcomes that they were working toward.  There are many other incredible PBL efforts happening at Harlan and around the district.  Whether you’re working to plan for the final month of this year or preparing for the fall, get in touch with a colleague who you know has an interest in PBL, put your heads together, and make some plans.  Let me know if I can help!

Engagement: A Great Start for Critical Thinking!

The Point: When students are authentically engaged, learning is enhanced.  There are lots of ways to promote and sustain engagement through the purposeful use of instructional strategies including hands on explorations, interest based inquiry, effective modeling, motion and exercise opportunities, connected technology integration, and the incorporation of learning games in a workshop model.

The Story: Another great week for learning and growth with my partners in BPS!  I experienced all kinds of great instruction and collaboration across the grades (and had some fun designing blogs with the wonderful Senior Leibson in the Spanish department).  Something that really resonated with me this week is the incredible way my colleagues have been able to keep their students engaged in the learning process.  I saw students from Kindergarten to Fifth Grade taking ownership over their learning and stretching their critical thinking capabilities to awesome depths.  Here are five examples:

1.  These two girls have a box full of stuff.  They’re building a machine that will help them explore motion.  I walked past them in the hallway a few times as I was in and out of a neighboring classroom working with groups of students on video production.  Each time I walked by the girls they were totally wrapped up in the task at hand.  One of them was in my class last year and she didn’t even take the time to look up and say, “Hi, Mr. Berg!”  When students are so engaged in critical problem solving that they can’t look up to notice their 4th grade teacher walking through the 5th grade hallway, something’s going right!

Sometimes I find myself so distracted by people walking by that I can’t focus on my work.  These two didn’t even realize I was there…good stuff.  I recently heard of a great idea called “Take It Apart Tuesday.”  Just like it sounds, the teacher solicits “junk” from home during the year.  Every Tuesday the students spend some time just taking things apart.  They get old radios, small pieces of furniture, toys, etc.   They explore and discover.  The teacher who told me about it also told me that her students count the minutes until it’s upon them each week.  Seeing the girls working reminded me that I want to try implementing a “Take It Apart” workshop one of these days.  I’m going to check in on next week to see what they discovered.

2.  These 1st and 2nd graders are doing a “See, Think, Wonder” routine.  The incredible Ms. Prindle often implements this and other “Visible Thinking” routines when she’s introducing content for her inquiry units.  If you look closely you can see the picture on the back wall.  It’s a picture of Mars.  Everyone, including me, thought that it was the moon.  It was great to see the students get excited about what they thought they were seeing, to think about what they knew, to enthusiastically write down information about the moon, and to actively wonder about their curiosities.  This age group is particularly exciting when it comes to wondering because they don’t tend to limit themselves when it comes to possibilities.

The best part about being in the room during this great lesson was watching Ms. Prindle model the type of enthusiasm she expects from her students.  She was excited about letting a visual prompt guide her thinking, she was excited about the moon, she was excited about the potential for learning more, she was excited about having a team of learning partners who would be exploring interesting ideas that she would eventually learn about too, she was excited about outer space, and she used her words and her actions to make all of that excitement clear.  It was authentic, it was contagious…it was engaging!

3.  All students get the wiggles, some more than others, and some are better able to focus through them.  The brilliant Mrs. Radeky found this old exercise bike and thought that it might help quell some of the more intense wiggles in favor of engagement in learning. I’m happy to report that it seems to be working!  The students in her 3rd grade classroom have come to understand the purpose of, and the expectations about using the bike.  Those who need it us it, when they need it.  Mrs. Radeky has done an incredible job of making clear that her goal is focus for all.  The bike is not a toy, it’s not a weight loss device, and it’s not a Tour de France training apparatus…it is a tool for enhanced engagement.  Well done!

4.  The 3rd and 4th graders pictured above are super motivated about research and writing.  The process that Mrs. Rayle and Mr. Keilmen use is heavily reinforced by modeling and practice with finding and understanding how to process digital information that connects to content and personal interests.  These students look forward to digging for information about their topics and translating it into something meaningful, knowing that in the end they will have opportunities to communicate it in creative ways.  I really appreciate the intentional use of technology for this purpose.  The students are excited about using iPads, laptops, and desktops to explore information.  They are fully engaged in collaborating on the transfer of that information, through their writer’s notebooks, and onto their group’s wiki page.  The room is steeped in creative energy!

5.  Fun games are engaging.  Fun math games are engaging and they provide students with opportunities to practice critical thinking about math!  Mrs. Lindsay and her students have this concept down pat.  I was in the room with these 1st graders when a group of them invited me to join in a round of “Top It,” a great game from the “Everyday Math” Program.  I noticed two very important things.  First, these students were extremely excited about playing a game during their math workshop.  They all knew how to set it up and they were thrilled to have an opportunity to teach the new guy (me).  Also, the room was functioning like a machine.  It was great to see that Mrs. Lindsay’s 1st graders have the workshop structure so engrained in their daily routine that she was able to spend the entire time rotating through small groups, conferring with students, gathering formative data, and delivering individualized instruction.  Everyone knew where to go and what to do.  The group I was working with was wonderfully engaged in having fun and building critical understandings!

 

Ready…Tech…Go!: Scaffolding Tech Integration

Ready…Tech…Go! 

An Early Start & Vertical Integration of K-12 Tech Skills & Understandings

 

 

 

 

 

 

I was thrilled to walk into the computer lab last Friday to find Mrs. Fishers’ kindergarteners developing their understanding of technology tools while exercising their creativity and working on reading comprehension. These kids are five and six-years-old and they’re already very independent when it comes to many basic technology tasks.  It led me to think about my three-year-old who thinks that our T.V. is broken because it’s not touch screen sensitive.  Occasionally I find him tapping on it in consternation, confused about why no menu is appearing.  Given the dizzying rate of technological innovation, imagine what his kids will be confused about, “Why won’t this hologram answer me?!”  The point is that technology has become very much an essential part of today’s students’ daily life from a very young age.

I’m fortunate to be able to spend my time planning, working, and talking with k-12 teachers at all grade levels.  This work has afforded me a deepened understanding of vertical integration.  In most content areas progressive instruction is overt.  We learn to read so that we are eventually able to read to learn.  We scaffold mathematical problem solving with basic math skills.  Social Studies becomes a study of global issues out of critical thinking about our families, our homes, and our neighborhoods.  While we do have guidelines for technology learning across the grades, I wonder if the fast passed evolution of incredible tech resources sometimes deters us from our developmental course.  Do basic tech skills have to be learned in order, or are these digital natives better of weathering the ongoing storm of innovation as it comes?

As I joined Mrs. Fisher’s students in their work I saw some cool stuff.  Some of them were working in a program called KidPix (http://tinyurl.com/b3k5qpt).  They were creating some wonderfully expressive art, and they loved every minute of it.  When I talked to Mrs. Fisher I learned that her primary interest in using the program was to help student become familiar with, and comfortable using the navigation menu.  How cool (not to mention brilliant).  She had them engaged work that they loved, and unbeknownst to them, they were practicing essential tech skills. It makes sense that kindergarteners should build proficiency by having lots of practice working with menus so that it becomes natural and commonplace.  How much time will they be spending navigating through menus as they move forward with their academic, work, and social lives?  Lots.

Here are five things this Mrs. Fisher’s wonderful lesson helped me think about:

  1. Tech doesn’t teach.  So, teachers have to know tech, stay current with Ed. Tech innovations, and understand what is developmentally appropriate for the age groups with whom they work.
  2. Great teachers are meticulous about purpose.  Deciding what tools to use, and why, is an essential aspect of lesson design.
  3. Cross-curricular learning is important.  It makes sense to practice reading comprehension skills while collaborating on a social studies project.  How about math and science?  Or art?  Where can we help students think critically about connections?
  4. There are lots of great tools that can simulate relevant situations while minimizing exposure and risk.  Second graders can practice digital citizenship skills on a password protected Moodle course.  Seven year olds can learn about digital communication without having a Facebook page.  What are we doing to scaffold essential Digital Age skills?
  5. When students love what they’re working on they tend to be engaged in it.  What are you’re students interested in?  What tools to they like to work with?

 

Interest & Inquiry Foster Engagement

Instructional Strategies to Consider

[Digital Age ideas that I’m seeing, reading about, &/or trying…and how I’m processing them]

Learners Choice:  

Having Options Helps Students Get Excited About Learning

I recently experienced some great Digital Age instruction in which students were given lots of input as to how they were going to proceed in achieving various learning goals.  I noticed incredibly high levels of engagement.  It’s no secret that interest & choice are great motivators.  I was thrilled to see those forces at work so effectively in this classroom!

I have the privilege of regularly spending time with this first/second grade multiage group.  They are currently wrapped up in anawesome inquiry project.  From the beginning, the wonderful Ms. Prindle and her teammates, Ms. Czarnopys and Mrs. Heaton, gave each student plenty of room to decide what he/she wanted to study.  They modeled ways in which scientists work, they explored and highlighted key features of informational text, and they drove home the notion of critical thinking and adaptability in exploration.  These kids are six and seven years old.  The dedication that they’re showing to this course of study is unbelievable – but it’s true!  To the right you can see a couple of researchers working on constructing a presentation that will represent their learning.  You can see that one student is diligently making notes on an organizational guide and the other is busy cutting out a graphic to attach to his piece.  They are each equally engaged in their work and barely had the time to give me a brief up-date when I stopped them to ask, “How’s it going?”  I thought that was pretty cool.

These students weren’t in a rush to finish, they simply wanted to be sure that there would be enough time before lunch to compete the tasks they were working on in the ways that they envisioned them.  It was important work!  These students are doing the work of scientists, focused on interest driven topics, learning and practicing critical research and writing skills, with guidance, support, AND autonomy.  Below are some pictures of more engaged first and second graders getting ready to create a scientific museum so that they can share their work, just like real scientists do!

 

 

365 Lessons: Stretching = Growth

365 Lessons

(Critical Thinking About What The World Is Teaching Me Every Day)

#35 Stretch 2, 3, 4 

[Lesson Break Down]

I’ve become used to what I’m used to.  I like my routines.  Coming in just before my routines on the list of things I like is learning and growing.  Ironically, stepping out of my routines, taking reasonable risks, and trying new things has always proven to be a sure path toward learning and growth.

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I love to stretch.  I do it every morning and every evening (unless of course I skip it in favor of sleeping in or sitting on the couch eating a bowl of chocolate ice cream).  The point is that I’m in a pretty consistent routine of stretching on a daily basis.  I do it because it makes me feel good and it helps me stay in relatively decent shape.  I try to work out at least three day a week.  When I do, stretching helps my body adjust to the exercise and adapt to the resulting physical impacts.  It helps me grow in positive ways.

Two things happened recently that reminded me to stretch in other ways.  First, my three-year-old ate a piece of chicken.  Granted, he cringed and spit it back out almost immediately…but he ate it.  We were siting at dinner the other night, enjoying what in my estimation was an extremely tasty meal, when we noticed that he wasn’t eating.  He loves chicken but he’s particular about how it’s prepared.  This was something new.  My wife has a, “you don’t have to eat it but you do have to try it,” policy.  The kid starred it down for a moment, took a deep breath, and popped a piece in his mouth.  One or two chews later it was back on the plate.  We all clapped (including our one-year-old), there was some laughing and hugging, and I made a peanut butter and jelly sandwich for the little risk taker.  He didn’t appreciate the new recipe but he found that out by giving it a try.

The other reminder came in the form of a conversation with my mentor during which he literally said, “My greatest growth comes when I stretch myself.”  I agreed, and I agree.  I truly value stepping out of my comfort zone, taking opportunities to learn from exploration, and reflecting on my experiences.  As much as I respect and appreciate that kind of stretching, I do get lazy at times. It was important for me to hear him articulate it.  Sometimes I need these kinds of reminders to keep myself on track, especially when I forget that staying on track means steering off of it periodically.

Positive…Relevant…Critical: Peer Feedback – Super Cool!

[Something Cool I Saw Today]

Mrs. Connelly’s third graders are always engaged in the writing process.  The learning is phenomenal!  Yesterday I saw some drafts that had a unique twist on peer feedback attached to them.  The positive feedback structure that they’re using is awesome.  The editing notes that her students are putting forth for one another are relevant to the work they’re doing, they speak to the skills they’re learning and practicing, they give the writer ownership over his/her process, and they’re authentic and positive…SUPER COOL!

Super Cool Work On Display!

A Few Drafts

Some Comments Up Close

Great Work Mrs. Connelly’s Class…Super Cool!

365 Lessons: #32 Minor Frustrations vs. Critical Challenges

365 Lessons

(Critical Thinking About What The World Is Teaching Me Every Day)

#32 Selective Frustration

 

[Lesson Break Down] 

Some things are not worth staying frustrated about.  Every day is filled with a series of experiences.  Some experiences are mild, some are exciting, some are frustrating, and so on.  I’m learning to be selective about which frustrating experiences I hold on to and which ones I leave right where I find them.

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It’s not easy to avoid GETTING frustrated by frustrating things.  However, I’m finding out that it’s possible to avoid STAYING frustrated.  So, when a car cuts me off, or when I spill coffee on my white shirt, or when I slip on a patch of ice, or when someone who I may never see again is rude to me, I have a variety of choices – and two in particular.  I can fuel the frustration by over analyzing it, talking about it in negative ways, and/or letting in stick around in some other form or fashion.  Conversely, I can walk right past it.  It sound much easier than it is at first, but it becomes much easier each time I do it. The key is being able to distinguish between minor frustrations and critical challenges; likewise – difficult at first and increasingly less difficult with patience and practice.

It’s nothing new.  “Just let it go,” has been excellent advice for dealing with minor frustrations since the beginning of time.  And it’s nothing new to me.  I’ve understood the concept for a while.  Of course understanding and mastery are two different things.  Also, I do find frustration to be a productive emotion when I can use it to perpetuate critical thinking about something that is worth the time.  As a husband, a father, and an educator there are lots of challenges that must be addressed for my benefit and the benefit of my wife, my children, my students (their families), and my colleagues.  Today I’m thinking about tools that help me to convert frustration into positive thinking and action.  Here’s how I’m looking at it:

 

Minor Frustration   1  2  3  4  5  6  7  8  9  10  Critical Challenge

 

–       1-4 I smile and walk away.

–       5-7 gets a few extra moments of thought and maybe a light-hearted mention.

–       Above an 8 requires some serious critical thinking and hopefully a resolution.

365 Lessons: #13 On My Watch

365 Lessons

(Critical Thinking About What The World Is Teaching Me Every Day)

#13 On My Watch 

[Lesson Break Down]

 Learning takes time.  More frequently than not the effects of learning aren’t fully accessible by the learner immediately.  Even when lessons are understood and appreciated they need to be processed, practiced, and perpetuated. 

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I had an interesting conversation with a colleague yesterday afternoon.  He reminded me of a conversation that we’ve had repeatedly over the course of time, the topic of which has been:  The learning that we impart on our students isn’t always visible during the time they spend with us, or in other words, “they don’t always blossom on our watch.”  Ironically, I know this.  Still, it’s not my default.  I find myself looking for students to learn and be able to demonstrate that learning right away, which is kind of silly because I know that the best learning comes from repeated connections, authentic opportunities for application, and relevant ties.  I want my 3 year old and my 1 year old to understand that they should clean up the game they’re playing before they dump the contents of another game onto the living room floor.  I’ve told them frequently.  However, they’re 3 and 1.  And again, I know that people, young and old, aren’t “on the spot” learners…they’re processors.

As teachers, we provide a relatively invisible product.  Sure our students can present final drafts of persuasive writing pieces, capstone projects that illustrate learning and development over time, and geometry unit tests, but we’re often not around to celebrate (or share the credit for) the real outcomes of our work.  Arguably, the primary goal of educators and our education systems is to guide students through the process of becoming well rounded, happy, healthy, and productive members of our global community.  Much of the time we spend with them contributes to that end in ways we may never know about.  If society is a garden, teachers typically do things like clear and till plots of land, design spaces and build retaining walls, weed, plant seeds, water, etc.  We often see the results of our passion and labor from a distance.  Lesson #13 reminds me of how important critical reflection is.  Our students are not always showing us all that they know and are able to do.  The key is that they are able to access and apply it as needed – whether or not we’re around.