Category: student agency

Leveled Reading Vs. Love of Reading–The Struggle is Real!

Leveled Reading Vs. Love of Reading–The Struggle is Real!

Since I’ve taught in a variety of school settings, both in America and overseas, what is “best practice” when it comes to reading can be a bone of contention for educators. I’ve worked in some settings whose leaders think guided reading has become blasé and we should do more conferencing with student selected texts, others who feel that “independent” reading is not really reading at all and we should give them leveled texts so that students understand what is a “just right” book for them. It’s hard to argue with either side because each have their points. Although student selected texts show real agency, student chosen texts don’t often expose them to new ideas and challenges which make it difficult to develop strategies to conquer increased demands in an instructional level text. On the other hand, there aren’t too many leveled readers that win book awards and really engage readers to the point that they can’t put the book down. So trying to both instill a love of reading and yet have learning intentions that encourage the growth of skills is a balancing act.

Lately, I’ve been reading Jan Burkins and Kim Yaris’ book, Who’s Doing the Work? : How to Say Less So Your Readers Can Do More,  and they tell a story of an enthusiastic reader who gets deflated by leveled reading, citing the kind of message it sends our learners:

Accompanying these instructional choices are subtle and obvious messages to students. Think about what …book selection communicates..

• I think of you as a reader almost exclusively in terms of your reading level.

• I trust reading levels absolutely and generally don’t consider the nuances of your reading process, the text, or your motivation to read.

• Although you think you know how to select a book for yourself, you really don’t.

• You are not as good at selecting books for yourself as the others.

• The confidence you have in yourself is misguided.

• Don’t get excited about the books you want to read until you check with me.

• I’m in charge of your “independent” reading.

Burkins, Jan, and Kim Yaris. Who’s Doing the Work? : How to Say Less So Your Readers Can Do More, Stenhouse Publishers, 2016. ProQuest Ebook Central, .
Created from vientiane on 2017-09-08 20:11:57.

 

Ouch!-Right?  As I ponder the hidden message that leveled texts send, it’s driven my head into a frenzy. How can I do both?–help cultivate the identity of a learner, seeing themselves as “readers” while at the same time, pushing them out of their comfort zone and into the “learning zone”, where their skills are enhanced and extended. Knowing that my school is committed to guided reading, I am thinking about how this concept of “best practice” can be developed in the classroom. Here are 5 ways that I intend to merge what is great about these approaches to teaching in a guided reading group:

  1. Pick texts that reflect the reading interests of the students in the guided reading group.  In the beginning, when we are developing trust in our teacher-student relationship, I think it’s important to honor their interests. I have started off with a reading interest inventory and had a discussion about what their favorite genres might be. It doesn’t always have to be the next book in the DRA or PM reader series (or other level texts series), instead, I can draw from other sources like online magazines or online reading sources like  ReadWorks,  RAZ Kids, and Epic.
  2. Their ability “level” is none of their business. It’s not that I don’t want students to make good informed choices about selecting texts, but all they are not a letter, a number a color or a name. They are a reader. That’s all they need to know. Those levels are for me, the teacher, to ensure that they grow into more challenging and sophisticated texts.
  3. Tool and strategies over pre-reading and post-reading “activities”. When I first read Edgar Allen Poe, I had to sit there with a dictionary. I struggled with all the “big words” but I loved his ideas so I dug in and did the work. I had to go back and reread, but at the end of the story, I felt fulfilled. So during guided reading, I want to expose them to a strategy or introduce them to a tool that can help them solve problems with meaning and print that they encounter in the text.
  4. Encourage them to get a life– a reading life- beyond the group! As an end of week reflection, I want to spend some time discussing some great books that they might have read independently. I don’t want students to choose books because they think they are easy but instead, I want them to really want to find books that excite and interest them. Taking the time to talk about books why we like a book not only gives me data but also shows that I value their choices.
  5. Value questions over answers. A sign of a good book is that it lingers in your mind a while. It leaves you thinking and asking questions about the concepts and ideas in it. I want my readers to apply critical thinking skills when encountering texts and having them evaluating the characters and the information in the book/article closely.  This develops the mindset of a true reader, which I am sure will show up on their running records later.

For any of you who teach reading in the primary/elementary grades, the struggle is real, as we grapple with what is really “best practice” for our unique group of learners. Hopefully, my 5 ideas will give you some pause for reflection as you consider what it is that you believe is paramount to developing your readers. Please share any ideas or take aways, as it helps all of us grow as professionals.

2 Questions Worth Asking To Determine Your Professional Fantasy?

2 Questions Worth Asking To Determine Your Professional Fantasy?

Have you ever been asked by an administrator a question like Where do you see yourself in 5 years? Well, a close colleague and school leader posed a different flavor of the question to me: What is your professional fantasy? I was absolutely startled by the question and fumbled through my answer, mostly because of the word fantasy- something that is defined by the Cambridge dictionary as:

a pleasant situation that you enjoy thinking about but is unlikely to happen.

So now that I have had a few days to really process this question, and it got me really thinking 2 things:

  1. What ridiculous thing would I like to do in education?
  2. And does it have to be “unlikely to happen”?

 

Before I go into a state of mind wandering,  let me provide the current context of most educational systems around the world:

In the past, we heard about the “digital divide” between those who had access to technology and those who didn’t. We are now seeing a new divide emerge–a Creative Chasm between those who actively create…Our current model of schooling amplifies this Creative Chasm. From the bell schedule to the grading system to the lesson planning and pedagogy, our students inhabit factory-style schools. Phrases like  “content delivery” and “delivering a lesson” treat education as a commodity to be collected and then used in the future. This model might have worked in developing compliant factory workers. So here are now, well into the twenty-first century. The factories are gone … Yet, this industrial model remains.

Excerpt taken from LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student by A.J. Juliani and John Spencer

So how do I, as an educator who has been raised and trained in a factory-model system of education lead students into the future whose workplace values has shifted? This is highly personal–will I cling to the past or participate in the future? Well, this is where my fantasy begins, as  I cannot stand by and stagnate in my practice and continue to leave technology to the “kids”.

To answer my first question (What ridiculous thing would I like to do in education?), I’d like to be involved in a revolution in education–in which paradigms are shattered and we rip into the sacred cows of education. What sacred cows do I speak of? Mainly, that, as an educator, I am the knower of all things and I hoard that knowledge wisely and dispense it in time through a scope and sequence or a curriculum map.

Some of you might have gasped aloud–if that responsibility of our profession was downsized or completely eliminated, then what? Well, don’t be silly. The universe abhors a vacuum, something innovative and necessary would undoubtedly emerge to replace it. I daresay it already is. Read The Future of Professions  or gain insight through this video:

 

In my former career as a scientific researcher, I used to experiment on animals. I have sometimes joked that my students are like my “lab rats” with whom I manipulate and observe the results of my prodding (aka, “the black box of best practices”). But now I have come to see them, not as “animals” that I “experiment” with, but as fellow researchers. They are right along siding me, poking at reality and questioning its very nature. That’s the paradigm I wish to infuse in our educational systems: Students are Teachers; students can recognize what is worth knowing and develop effective ways in which these ideas can be transferred and shared.

I  understand that many of our students grow up immersed in a consumer culture and then attend schools where they consume rather than create knowledge. In my professional fantasy, I enlist an army of educators who plot and scheme an offensive to drive out students’ resignation and apathy towards their learning. Instead, these students join us and become generals themselves, crippling this very infrastructure of this archaic industrial age model.

Truthfully I believe that this revolution is presently underway and this army is already amassing with innovative and passionate educators. Educators like you.  And so I have to wonder if this is really a fantasy at all? Maybe through this blog and other ways and means, I can connect and engage with fellow concerned and diligent educators who do not wish to stand by and allow the old to become new again; but instead will we engage and empower our students, who may very well rewrite our job descriptions and redesign the frameworks and goals of our institutions.

Say you will join me!

 

Subscribe for weekly blog updates.

* indicates required


Why Design Thinking is the Secret Ingredient to Student Agency

Why Design Thinking is the Secret Ingredient to Student Agency

Not that long ago, the International Baccalaureate (IB) issued a reflective “cheat sheet” of how schools can examine learner agency in the Primary Years Programme (PYP). Some of the key indicators include exploring the frequency and depth that learners are…

  • Actively engaged in various stages of learning, including thinking about, planning, modifying and creating 
  • Actively involved in discussion, questioning and by being self-directed in their creating (as opposed to passive receiving)
  • Apply their understanding of concepts through the construction of their projects/play
  • Make connections to the real world by taking past experiences into their play worlds
  • Have an active voice and stake in the classroom/community
  • Face challenges and are given the freedom to independently overcome these or fail through trial and error or experimentation
  • Are risk-takers
  • Express their theories of the world and these are honored in the environment
  • Reflect on their actions and self-regulate.

When I superimposed this framework over my classroom, I scrutinized my own practices and the culture in my classroom. Who was doing the leading in the classroom? Was I giving them freedom to learn and the space to lead?

These were the questions that played in the “background music” of my mind as I went into the planning of our last unit for the year. I know that this time of year can be a convenient time to take things easy and maintain the status quo of the established routines of the classroom, but I decided that I wanted to squeeze more out of the year by introducing design thinking into our classroom. I felt that this would be the secret ingredient to learner agency as design thinking organically gives them choice and voice, provided that I do not micromanage their learning.

My current unit is from the theme, Sharing the Planet whose central idea is: We grow and use plants in many ways. The central idea is accessible and easy for the 3-5 years old grasp and the lines of inquiry are straightforward: Growth of a plant (change); ways that plant parts are used in human life (connection); care of plants (responsibility). I’m still mid-unit, but I can share the process so far.

From there, I introduced the design thinking process, which I’ve obviously had to simplify for the Early Years. I stole ideas from American STEM schools like the  Benjamin Banneker School as a model for my class. To begin with, I wanted the students to choose what they wanted to grow. When we began the unit, I asked parents to go out shopping or bring in plant seeds that the students personally chose. (If I had chosen the seeds, I would normally have picked beans or radishes–something that is very easy to grow and would sprout quickly.) Of course, that’s not what the kids picked. They brought in a variety of flowers and vegetables such as broccoli and bak choy. In this small change to my “normal”, I had already shifted the dynamic significantly to cultivate greater agency, enthusiasm, and depth of the inquiry–it all started with the seeds.

design and scienceThe design-thinking process language I am using is:

  1. Understand
  2. Focus
  3. Imagine
  4. Prototype
  5. Try

Understand: What do we need to know about plants? And who are the “users” of plants? (the “we” in our central idea)

FullSizeRender 86

These were the first series of questions that the students wondered about and began our jumping off point for our project: To design a garden for an end user.  In the beginning, the students weren’t really thinking about a “user”, but through daily questioning prompts in our morning meetings and investigating what lived inside the homes provided by plants, sIMG_4623tudents began to grasp the concept of the relationship between plants and animals. I decided to also create some compost with the students so that they may appreciate the symbiosis of plants with one another and how humans can support the growth of plants by turning our rubbish into food. We used food scraps from the school kitchen like egg shells and banana peels and blended it into our dirt. We then used this enriched soil to plant our seeds in recycled toilet paper tubes, which would later transplant into the gardens we created.

 

 

 

Focus: How is the care of our specific plant different from each other and what considerations will we need when building our gardens? 

At this point,  2 groups had emerged: the vegetables and the flowers, and the students decided that the end users would be different. 1 group was going to focus on people (vegetables) and the other group wanted to focus on butterflies (flowers). If we were successful, then the end users would appreciate our gardens by eating the vegetables and getting nectar from the flowers.

IMG_4804

Before we could build the gardens, we had to consider the needs of those plants–no plants meant no happy end users! So the students had to research the basic requirements of their particular plant and this was definitely guided as we Googled and perused through books. Not a great deal of independence here, but the understandings of this greatly influenced the ideas of their garden design’s first renderings.

Imagine: Where might we put this garden and what would the structure of this garden look like?

So now we began to examine different types of gardens. We visited the wetlands park to and will go to a working farm. The students have made their first sketches of their gardens. What really surprised me was the thoughtful considerations the students made. They absolutely thought about the level of sunshine that the plants would need, and they put those details into those drawings. For example,  the “pink flower” group wants to make a heart-shaped garden near a tree, but not under a tree. While the “purple flower” group wants to be near the vegetables because that garden needs to be in a sunny area.

FullSizeRender 87 We will have a morning meeting to think about their designs and come up with questions for the farmers. (Going back to the “understand and focus” part of the process) After the farm visit this week, the students will review their designs to see if they feel they are on the right track.

Next week, they will create models of their designs out of cardboard and have the students put these prototypes in the area of our school where they think the plants will grow best. That will be the “try” part of the process before they actually go and build the real model and officially plant the plants. I will have to update their progress on this project later, as I reckon they will make changes in their designs

But I can say that so much of this unit’s inquiry has been given over to the students, as design thinking has allowed this project to be more personalized and focused on what they think is important. It’s sort of an odd feeling, especially as an early childhood teacher, to move out of their way and just be the “helper” in fulfilling their imaginings. I look forward to posting the end results later in a future blog post.

To be continued….

And I am curious how other teachers or schools have used design thinking to shift into a more student-centered culture and approach to the learner. What am I missing? What ideas might you have to extend my approach?

 

 

Subscribe for weekly blog updates.

* indicates required


Like Minded? Let's Stay Connected!

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 671 other subscribers

Judy Imamudeen

Judy Imamudeen

Developing learners as leaders is my joy! As a highly qualified International Baccaluearate (IB) teacher and educational leader, I am committed and passionate about executing its framework and empowering students in creating a future world that works for everyone.

Personal Links

View Full Profile →