Tag Archives: education

Any colour

“A customer can have a car painted any color he wants as long as it’s black”– Henry Ford

There is a lot of folklore about this quote, but if I were to summarize it in a sentence: Henry Ford wanted to minimize options and maximize production, and every choice reduced efficiency.

Today our schools are all about choice. And our universities are all about differentiating themselves from the competition. People don’t just go to MIT Media Lab or Stanford d.school for the name, they go for the reputation, the proven success, and the opportunity to collaborate with other elite students. They go for the experience. People want to walk the halls of Yale or Harvard.

I know a family in the US who pay as much as my yearly salary for their two kids to go to University every year… And those kids are home taking online classes. It doesn’t matter what car people bought in September, they are all driving the same colour now.

How will this change people’s view of these schools? How much value do the hallways have? The Ivy schools will survive, even in a depression there is always a market for luxury items. But not all universities and colleges will survive post pandemic. Some schools will become fast food chains… All online year-round service, or half the price and double the students. Others will specialize. Others will partner with big business.

Universities are having a Henry Ford moment. They’ve been reduced to the same choice for all. It will be interesting to see what options come out of this.

Missed opportunities

Here is a quick look at how we are doing with this thing called remote or distance learning. While things are good, I think we should have been more prepared for maximizing this ‘opportunity’, rather than just being more prepared to cope with it.

Background: Since returning from China in 2011, I’ve been a leader in Coquitlam Open Learning, the district’s ‘Distributed Learning’ (online) school. That year my Principal, Stephen Whiffin, pitched the idea for Inquiry Hub Secondary and I got to co-found and lead this innovative, blended learning school. I’ve been directly involved with integrating technology into learning as a leader for over a decade, and this has been an integral part of my role for 9 years now.

Current State: Over the past several weeks my staff of teachers have definitely struggled far less than most teachers.

For my online teachers very little has changed other than they are working from home, and assessment practices had to change in some courses. We have always provided testing and support blocks at our schools, and supervised assessments have been key to validating authenticity of work done at home.

For Inquiry Hub, every class was already on Microsoft Teams, and/or had a class OneNote, and/or had digital resources shared in Moodle. Classes moved digital, but there are still many opportunities for students to connect online, have meetings and discussions, and continue with lessons and assessments as if we were still in the building.

So, the transition to remote learning has been smooth. Great… But what are we missing?

The online school: We are continual entry, and so my teachers, at any moment, have students starting the course, doing their final assessment, and everything in between. As a result, they almost never run synchronous lessons. So while I previously mentioned two great ‘Learning Experiences‘ my teachers did with students, these are exceptions rather than the norm. And as I mentioned above, assessment changes needed to be made, but I’d say the changes we made were not really groundbreaking or norm-changing. We are doing a good job, but we aren’t pushing any boundaries.

For Inquiry Hub: We’ve really had a smooth transition, kids are still getting a lot of support, and we have, as a staff, had daily meetings that always touch on two things: How are kids doing/who needs support? And on professional development and planning for some great integration of courses working in edu-scrums for next year. This is exciting work, and it happens in the background while teachers are working smoothly to maintain a continuity of learning for students.

So what’s missing? Where are the missed opportunities?

  • Relevance: what have we done to connect and relate the global experience to what we are learning in class?
  • Service: What could our students be doing to support their community?
  • Assessment: What a great opportunity we have to rethink our online testing and personalizing it for our online learners?
  • Community: What more could we do to build community ‘in’ our schools, both for students, and for families?
  • Well being: How could we better support the kids we know are struggling, and also identify and support the kids who are struggling that we don’t know about?
  • Course delivery: What opportunities do we have for students to learn in different ways?
  • Inquiry learning: How could we leverage support for students inquiries when there are so many homebound experts in different fields that would love to help students out?
  • Supporting colleagues: How have we shared what we know and do well with colleagues that are struggling with the transition?
  • I wonder if we wouldn’t have innovated more if the changes required were more drastic? Have we missed too many opportunities with a smooth transition? Will we be further ahead when things return to normal, or will things go further back to normal than they need to be?

    • If I were to start a school…

    This is a ‘10,000 foot view’ of something I’ve thought about for a while. It should be an essay, not a handful of bullet points, but I’ll put a few ideas down now and come back to this at a later date.

    If I were to start a school…

    • It would be K-12, with under 1,200 kids. Three classes per grade.
    • Kindergarten to grade 5 would be Reggio based, and resource and support rich. There would be a lot of intervention at these grades to ensure students who struggle are given proven strategies and structures of support.
    • Grade 6 to 9 would not be IB, but would run with a similar model to Middle IB. There would be significant focus on cross-curricular, big thematic projects, a lot of opportunity to mentor and lead younger students, and a focus on doing projects that matter in the community.
    • Grades 10-12 would be inquiry and passion based. Some students would reach out into the community to explore trades and careers, others would focus on academics and the pursuit of Arts and/or Sciences. All would have passion projects, time to pursue them, and mentors to inspire them.
    • Teachers would teach for 60-70% of the day, have 10% prep time, and the rest of the time would be to collaborate, and/or to support students working on projects that go beyond the scope of anything teachers teach in class.
    • The school would be broken into separate pods, divided by the grade groupings suggested above. Students at those different levels would be separated except for planned events… but these would happen regularly, with many student leadership opportunities.
    • Teachers would be expected to connect with teachers and/or students in at least one other level.

    That’s not earth-shatteringly different than what can exist, but it is cost prohibitive with class sizes and staffing needs. The driving forces are:

    1. Students having autonomy, choice, and support to do big projects and follow their passions.

    2. Educators having time to collaborate and work with students beyond course content and a fully ‘blocked’ and timetabled schedule.

    3. A sense of community support, student leadership, and a focus on meeting the learning needs of students.

    If you were to start a school, what would it look like?

    Social distance in schools

    A couple days ago our premier made a major announcement about the reopening of the economy in BC. The timing of our March break gave us a huge advantage over other provinces, and the residents of BC have done a very good job of social distancing.

    As part of the plan in BC, continuing to practice social distancing is key:

    So what does that really look like in schools?

    Students used to be put in rows, and worked mostly independently, but that has changed quite a bit in the past few decades. Things like collaboration, group work, and peer support are all part of what a typical class looked like in 2019… What will this look like for the rest of 2020?

    How do we integrate the lessons we have learned teaching from a distance, to reduce the physical distance challenges we will now face in classrooms? If we aren’t thinking about this, it will be easier to revert to more individualized learning than it would be to try to foster the same (or similar) collaborative experiences that have made schools more engaging for students in recent years.

    How do we provide rich learning experiences in schools, while also adhering to social distancing etiquette and expectations?

    Dave and Dave podcast 28

    7 Parenting Tips During Covid-19 – Video Version

    I recently revived my podcast. I’ve had conversations with Kelly Christopherson, Jonathan Sclater, Joe Truss, and Dave Sands. Because of COVID-19, I can’t sit next to people to interview them for my podcast. I couldn’t do that for Kelly in Saskatchewan or Joe in California anyway, but for sure that would have been the preferred approach to interview Jonathan and Dave. For all 4 of these interviews I used Zoom, and Dave and I were talking last week about the idea of also putting the podcast out on video. So, here it is, my podcast with Dave Sands in video form.

    Description: This is the video version of Podcasting Pair-a-Dimes #28 with David Truss. My guest is Principal Dave Sands. We discuss 7 tips to help parents, who are supporting their kids learning at home (as a result of remote learning due to COVID-19). The 7 tips are:

      1. Manage Expectations
      2. Make a Schedule
      3. Minimize Distractions
      4. Learning occurs everywhere
      5. Set daily and weekly goals
      6. All screen time is not created equal
      7. Model learning.

    I think this topic is relevant almost everywhere in the world right now, and I believe that we discussed some great tips for parent, not only when dealing with their kids learning at home, but also in general to support their kids success at school.

    Finding my sea legs

    I remember a trip to the Cayman Islands with my dad. We were on the small island of Cayman Brac and we hired a boat to take us to see a shoreline that my dad wanted to explore. The boat wasn’t very big, under 25 feet long, and not designed for anything more than a day trip. The captain was a short, old man with a weathered, leathery face that made him look over 100 years old. He was letting me troll for marlin while we travelled. The waves were choppy, the boat bounced and swayed, and I had to keep my eyes on the horizon to keep from getting sea sick.

    At one point I caught a barracuda and after I reeled it up to the boat, I couldn’t get it over the edge of the boat without standing up from my chair. The movement of the boat set me on my ass before I could take two steps towards the stern. The old sea captain put my dad’s hand on the steering wheel and pointed forward. He then walked to me, as sure-footed as if he were a young athlete on a flat track, picked me off the deck and helped me back into the seat. He then took my rod, walked back to the stern and got the fish into the boat. All the while, the boat bounced in the rough seas and this captain casually made tiny little shuffle-step movements with his feet, keeping himself perfectly balanced. This ancient-looking man had sea legs, he was as comfortable with the motion of the sea under his feet as we are on land.

    This is my twenty second year as an educator and for the first time in years I feel like I’ve lost my ‘sea legs’. I’m struggling to find my balance. I’ve struggled with work load, and time management, and work-life balance before – I think all committed educators do – but this is different.

    I recently discussed with Dave Sands that, “All screen time is not created equal,” but this is where I’m losing my balance. Beyond a daily walk, I’m spending every moment of my time in my school office or at home. During this time, I’m spending a fair bit more time online. When I’m at work, there is a constant flow of video conferences that interrupt any sense of work flow for my other tasks, and so days are very busy, but don’t always feel productive.

    My online time at home flows from distraction, to entertainment, to work, to creating and writing, to news, back to work, and then back to news or distraction, with a daily workout thrown in. Recently, I’ve missed workouts, I’ve missed my daily meditation (3 times this month), I’ve spent more time writing (without writing much more than I usually do), and my focus seems scattered.

    I need to rework my daily routine during this pandemic. It feels difficult because there is a constant flow of information that keeps shifting what things look like at work. There is also ever-changing news about how our social distancing expectations will change going forward. Metaphorically, the waves keep churning, and I’m struggling to keep my balance on the boat. I don’t have my sea legs. I’m going to rethink and reintroduce some of my routines that have worked for me before, and see if I can steady myself a bit.

    It’s a marathon, not a sprint

    After today, I’m going to take at least a few days off from posting about school, remote learning, social distancing, and Covid-19. I need to take a break from writing about these things daily, but will admit it’s hard when that’s mostly what’s on my mind. The reality is that these things aren’t going away any time soon. We are in this for a while.

    Despite that, the last two weeks have felt like an all-out sprint. There are so many things that need to get done and the days have disappeared into busy blurs of activity and exhaustion.

    This can’t be sustained over the marathon we have in front of us. We. Need. To. Slow. Down. This four-day weekend couldn’t have come at a better time.

    No, I won’t be taking all four days completely off. But I will let go of work for a couple days. I will continue to exercise and take care of myself. I might be a little lax on my good eating habits. I will sit in front of the television. I will read. I will get outside.

    Most importantly, I’ll remind myself that there are more than two and a half months of school left… If I’m going to be my best, it will be because I remember that I’m needing to be my best over a marathon of time, and not just for a short sprint.

    Unprecedented time for collaboration

    It’s a phrase I’ve both heard, (and felt), for decades: “If only I had more time!”

    Well this is the time! With educators working from home, and with some autonomy over their schedule, the idea of having something like a common prep time, daily or weekly, with colleagues has never been easier!

    The idea of doing something cross-curricular has also been opened up.

    The idea of extending the learning beyond the school walls has taken on a whole new meaning.

    This is still the early stages for many, and trying to figure out ‘remote learning’ while take some time. But that time will go much easier with collaboration. And as you figure out a schedule, now is the time to figure out when it’s best to collaborate with peers and mentors. As things settle a bit, this could be the time that teachers have always hoped for, and seldom got… time to collaborate, learn, and dare to try new things that was never time for previously.

    Gears aren’t aligned

    Have you ever ridden a bicycle when the gears aren’t aligned properly and so every full cycle of the peddles ends up with a jarring ‘clunk’ that breaks the flow of your peddling? If you have, you know exactly what I’m talking about. If you haven’t, imagine walking and every second step with your right foot it feels like someone tapped your knee with a finger. At first it’s uncomfortable, then you just kind of accept it as the norm.

    I feel like March was a long month of the gears being misaligned, but we just got used to it. Now the Match break is over we are back at school and we have to adjust to a whole new misalignment with students staying home and the reality that Covid-19 will likely impact us for months to come. So April begins with a new misalignment that we need to adjust to, and while we know the ride won’t be smooth, we know we will get used to it.

    I am excited about how this year will change the dynamic of teaching and learning in the future. In 2011, I wrote that ‘the future of education will be open and distributed’. In this post I said,

    “Within 5 years, every student from Grade 6 or 7 right up to Grade 12 will be involved in some level of distributed learning.”

    I was wrong. Things go much slower than I envisioned. In 2014 I wrote about ‘flexible learning opportunities‘ and I shared this graphic:

    I said in the post:

    “I think we are only 5-7 years away from the term ‘blended learning’ being obsolete in the same way that the term Distance Learning is now.  Here is an analogy to think about: The move from ‘Distance’ to ‘Distributive’ learning was the switch from having a ‘phone extension chord’ to the cordless phone. The switch from ‘Distributive’ to ‘Blended’ is the switch from a cordless home phone to cell phones. Now, the ubiquitous use of data-rich phones everywhere is similar to the leap we will see.“

    It looks like we might get there.

    While I think that teaching students, who are not coming to our schools daily, is going to finally catapult us forward in ways that I thought would have happened years ago, I also think it will take some time to get over the feeling that gears are misaligned. In fact, for the next while, it’s going to feel like we are riding up hill in the wrong, clunky gear.

    I’m excited about where we are headed. I’m just feeling like the ride to our destination will be a bit uncomfortable. Hopefully by May we feel like our gears are aligned.

    Transforming Exponentially

    It’s 15 minutes to midnight on the first Monday after March break, and I still haven’t done my ‪#SDFitnessChallenge‬ exercise yet today. I will work on my handstands after writing this and I’m not waking up early to workout and finish this post tomorrow morning, like I usually do. I’ll sleep in a bit later. Today the work day just kept going and tomorrow is already a busy day.

    My fitness progress is incremental. My commitment to daily writing is a marathon, not a sprint. Even my dedication to transforming education moves slowly… but the school closures for Covid-19, and the Provincial commitment to a ‘Continuity of Learning’ is promising to be exponentially transformational.

    I wrote a post a while back called Isolation vs Collaboration, and in it I said,

    “Educators who work in isolation improve incrementally, while educators who collaborate transform exponentially!”

    Kathleen McClaskey posterized the quote, and shared by in a Tweet and on the Personalized Learning website.

    Recently Michael Buist also posterized this quote and shared it in a tweet:

    https://twitter.com/buistbunch/status/1244352249947660289

    With almost every educator in the province looking to connect with students digitally, many are quickly realizing that trying to do this alone is overwhelming. They are connecting with colleagues, and district support teams who are developing resources to support them.

    With endless resources available online, educators are realizing that information is abundant, and students developing literacy and numeracy competencies, and skills, are more important than just focusing on content.

    With an inability to proctor tests and supervise exams, teachers are rethinking assessment and evaluation.

    Doing this all at once can be a bit scary and overwhelming, but working with colleagues and mentors can help. Collaboration will be key. This is not a time to try things on isolation, it is a time to work together. For now changes have been forced upon us. These changes can lead us to rush and just do small incremental changes in individual practice. Or we can be slow and thoughtful and ensure that these changes lead to a collective, exponential transformation in the way we look at content, skills and competencies, as well as our assessment and evaluation practices.

    Let’s commit to working together, sharing openly, and transforming our practice exponentially.