This post is going to try to capture some of the enthusiasm that I have for innovative learning. Yesterday, I had the pleasure of meeting with the D214 ITF's and API's to discuss innovation and our upcoming trip to the ISTE conference. ISTE is the International Society for Technology in Education. Their standards for Students, Teachers and Administrators have all been a guiding force in my career over the last five years in my role as Director for Innovative Learning at DPS109. How can we, as educators, both teach and model these standards to improve learning? How can we more effectively integrate technology into instruction so that students can be both engaged and self directed? These essential "21st century skills," those of creativity, communication, collaboration, media literacy and self directed learning need to be evident in today's instruction. I am looking forward to attending the sessions at ISTE2014 and then bringing the conversation back to D214 and BGHS.
Yesterday, one of my sons researched a new computer program, read the reviews online, downloaded it, tried to use it, realized he needed to know more before he could really use it, so he found several tutorial videos on You Tube, watched them and then returned to the program to keep working. He's 10 years old and in 4th grade. I was so proud of his self-assessment, perseverance and determination to acquire the skills he needed to complete the task that he wanted to accomplish with this new program. More importantly, he experienced success at a challenging task that was both innovative and engaging. I would love to see more of these types of learning opportunities available in school for them. Whether it is during a 20% Time/ Genius Hour segment or during regular instruction, we need to encourage innovative learning opportunities for students and teachers. As lead learners in our classrooms and schools, we can own our own learning, create professional learning networks to support continuous growth and work to engage students creativity and innovation.
Wednesday, May 28, 2014
Friday, May 23, 2014
Reflections on Building an AP Culture Conference
Yesterday I was fortunate enough to attend Stevenson High School's first "Building an AP Culture" Conference with Math/Science Division Head Chris Marks and several mathematics teachers from BGHS. The mission statement of this conference was: "An Advanced Placement school culture represents the cumulative impact of a rigorous, college level course of study that prepares students for creative contributions, interdisciplinary study, and lifelong learning. Advanced Placement tests are a starting point, not an ending point."
The opening keynote was delivered by Dr. Tim Kanold, a leader in the field of both mathematics and educational leadership (Dr. Kanold is also a former professor of mine from Loyola). He presented the audience, which mainly consisted of high school AP teachers from around the area, with the notion that equity and access to AP courses is a social justice issue that, research shows, has a positive impact on a student's college success. Dr. Kanold also mentioned the work of Dr. Carol Dweck and Kathleen Cushman. One of my big takeaways from his keynote was that "every time a student makes a mistake, they grow a new synapse." This notion, from Carol Dweck should support a learning culture that allows for mistakes and growth opportunities in school. Students, like all of us, learn from their mistakes and we must create a culture that encourages academic risk taking and growth.
Dr. Kanold shared that "a good AP culture is really just a good school culture" and that we must establish high standards of learning that we expect ALL students to achieve. AP culture should be a culture of learning and not of performance. What supports and interventions do we need to put into place in order for every graduating senior to experience at least one college level course?
Later, during the conference sessions, I learned about the essential role that extracurricular activities can play to support and extend the learning of AP courses. What after school clubs exist to support student interest and learning in AP courses? How can we make explicit the connections between AP success and extracurricular participation?
I also learned about collaborative, interdisciplinary opportunities in AP courses that foster growth for multiple disciplines. The example shared was of an AP Statistics teacher teaming up with an AP Psychology teacher to help students connect their learning of research and experimental design in both subjects. There are countless opportunities to connect curriculum in order to make learning deeper and more meaningful for our students.
The students panel discussed how they felt their education had benefitted from the AP culture and reminded teachers that students want to be engaged in learning and not just copy notes from a lecture. They each felt more prepared for their upcoming college experiences as a result of having taken AP courses.
In another session, an experienced AP teacher suggested that all HS courses can contain elements of AP style questions and assignments, building a solid foundation for AP success. Another presenter suggested that schools should take a close look at course sequencing in order to facilitate access to AP courses.
I am very excited to learn more about the AP Culture at BGHS and to support success for all students in this new role.
The opening keynote was delivered by Dr. Tim Kanold, a leader in the field of both mathematics and educational leadership (Dr. Kanold is also a former professor of mine from Loyola). He presented the audience, which mainly consisted of high school AP teachers from around the area, with the notion that equity and access to AP courses is a social justice issue that, research shows, has a positive impact on a student's college success. Dr. Kanold also mentioned the work of Dr. Carol Dweck and Kathleen Cushman. One of my big takeaways from his keynote was that "every time a student makes a mistake, they grow a new synapse." This notion, from Carol Dweck should support a learning culture that allows for mistakes and growth opportunities in school. Students, like all of us, learn from their mistakes and we must create a culture that encourages academic risk taking and growth.
Dr. Kanold shared that "a good AP culture is really just a good school culture" and that we must establish high standards of learning that we expect ALL students to achieve. AP culture should be a culture of learning and not of performance. What supports and interventions do we need to put into place in order for every graduating senior to experience at least one college level course?
Later, during the conference sessions, I learned about the essential role that extracurricular activities can play to support and extend the learning of AP courses. What after school clubs exist to support student interest and learning in AP courses? How can we make explicit the connections between AP success and extracurricular participation?
I also learned about collaborative, interdisciplinary opportunities in AP courses that foster growth for multiple disciplines. The example shared was of an AP Statistics teacher teaming up with an AP Psychology teacher to help students connect their learning of research and experimental design in both subjects. There are countless opportunities to connect curriculum in order to make learning deeper and more meaningful for our students.
The students panel discussed how they felt their education had benefitted from the AP culture and reminded teachers that students want to be engaged in learning and not just copy notes from a lecture. They each felt more prepared for their upcoming college experiences as a result of having taken AP courses.
I am very excited to learn more about the AP Culture at BGHS and to support success for all students in this new role.
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