Hattie - What Can We Learn from Covid-Era Instruction?

 What Can We Learn from Covid-Era Instruction?

“Perhaps the greatest tragedy to come from Covid-related distance learning would be not learning from this experience to improve our teaching when we physically return to classrooms,” says research guru John Hattie (University of Melbourne) in this article in Educational Leadership. Hattie points to several positive developments he hopes will continue:

• Focusing on equity – The pandemic dramatically highlighted gaps in technology and access, and some progress was made. As in-person schooling resumes, Hattie urges that we double down, “shifting from measuring seat time to learning engagement; prioritizing assessments that illuminate student growth and learning; supporting acceleration in learning, not remediation; and identifying safe, culturally responsive practices.”

• Listening to the troops – What succeeded over the last 15 months – rapid adaptation to new technology and new instructional practices – did not happen because of top-down mandates but through the initiative and ingenuity of teachers and other school-based educators. In the future, Hattie hopes that district leaders will be more willing to listen to their teachers and build collaborative teams. 

• Self-regulation – Remote and hybrid instruction put a premium on teachers and students working more independently. “Teachers who talked a lot in class, asked questions that required less-than-three-word responses, and focused myopically on the facts and content had trouble engaging learners remotely,” says Hattie. Students who already possessed (or picked up) the skills of independent learning thrived, as did teachers who focused on content and deep learning, taught in engaging ways, and gradually released responsibility. He urges educators to continue those practices in the new normal.

• Connections – Many educators used online tools to communicate more effectively with families and get them invested in deeper learning for their children. Teachers also had to get a better handle on how students were thinking, what they already knew, and what mastery of skills and content looked like. All of this should make teaching and learning more efficient and effective in post-Covid schools.

“What Can We Learn from Covid-Era Instruction?” by John Hattie in Educational Leadership, May 2021 (Vol. 78, #8, pp. 14-17);

Getting Students to Come Back for in-person learning

 “Getting Students to Come Back – and Remain – for In-Person Learning” by Ruby Payne in Principal Leadership, May 2021

Reasons for Teenagers to Come to School – and Keep Coming

“Students want to come back to school – to see their friends,” says Ruby Payne (Aha! Process) in this article in Principal Leadership. “But after they see their friends, how long will they want to submit to a structure that they have not had for a year and a half? Getting up at 7:00 a.m., classes that last 45 to 90 minutes, three-minute passing periods between classes, sitting in a seat with no food or drink allowed in class, and no access to social media?” On top of all that, students may be dealing with mental health challenges and trauma. Many teachers have dialed back their expectations, giving good grades for just handing in work – and students have learned they can get a day’s work done by noon.

So how are educators going to keep students coming back after the initial round of camaraderie? Focusing on secondary-school students, Payne suggests the following:

• Build a future story. She likes the idea of a nine-box storyboard in which students picture themselves at age 25 and think about what they want to have, be, and do:

• High-school diploma

• College, technical school, or military

• Work (What do you love to do that you would do even if you didn’t get paid?)

• Car or other vehicle

• Pay/money

• House/apartment

• Friends

• Relationships/marriage

• Fun/hobbies

Having found images for each box, students think about their plan to get to their desired future – and how classes in school right now are part of that plan.

• Create opportunities for belonging and relationships. An example: one high-school principal shaved a couple of minutes off each class and scheduled 20 minutes of socialization time right after first period when clubs met and students were allowed to be on their cellphones, talk, and eat. One catch: students could participate only if their grades, attendance, and tardies were at an acceptable level. 

• Organize consistent mentors. “Each student should have a key relationship with an adult on staff who makes daily contact and does not give up on them,” says Payne. If a student doesn’t have at least one adult serving this purpose in their life, the school mentor spends 3-4 minutes talking to them every day. 

• Access support systems. The school must ensure that students who are struggling with homelessness, abuse, emotional and mental health issues, and housing insecurity connect with professionals in the school and community agencies that can help them. 

“Getting Students to Come Back – and Remain – for In-Person Learning” by Ruby Payne in Principal Leadership, May 2021 (Vol. 21, #9, pp. 22-23)

3 Pitfalls of Organizational Change

 (from HBR email on 5/11/2021)

Avoid These 3 Pitfalls When Leading Organizational Change

Leading an organizational transformation is hard. If you’ve got a major change on the horizon (or if you're currently leading one that's stuck in a ditch), you need to be aware of three common pitfalls — and how to avoid them. Don't underestimate the scope of the work. Executing a transformation at scale typically requires more time and coordination than leaders expect. To counter this, make sure you have realistic expectations. Take an incremental approach to the overall goal by launching a series of small-scale projects and initiatives led by distinct teams. And be sure that all of these related initiatives — and the people who lead them — are aligned, communicate effectively, and avoid taking on overlapping or conflicting work. Don’t overestimate your employees' capacity to execute your vision while continuing to carry out their existing day-to-day responsibilities. Listen for feedback about their ability to deliver. Be ready to adapt accordingly. Don’t hide why this transformation is important to you. Be transparent and express why you believe the organization should move in this new direction. You want to be a leader who inspires trust throughout the transition.

Reflection on year-end meetings

After thanking teachers and reassuring them that all feelings about this school year are okay, I ask two questions: what's at the center of the center of you plate in teaching? and what has been unmasked for you this year?

Unmasked

I used so many of my colleagues as supports this year; I have been more open to asking for help; I need people more than I thought.  I realized that we have each other's backs.  That's comforting

Grading is a silly bean-counting game.  I realize how the traditional way of doing grades helps privileged kids and hurts unprivileged kids.  I need to make a big change to how I do grading.

The district has provided students/parents/staff with confusing and mixed messages: we need rigor! but deadlines and individual assignments don't matter.  Keep providing challenging curriculum... but provide grace.

Being the kind of teacher that I want to be is an important part of my identity as a person; the fact that I couldn't play the normal role that I do really affected me.

The community does not support us humans or teachers.  There's a sense of entitlement that 

How much SOME kids need us;  many kids feel safe here and we can provide some safety; I have overemphasized content;

I have the best question for discussion (etc), but when kids create their own questions for discussion, they're more engaged;  the pandemic has forced us to shorten and focus curriculum -- it's been a good exercise 

I'm coming to terms with how much kids are struggling.  What's been unmasked it how much they're struggling.  In past years I was more torn between "rigorous curriculum" and flexibility.

The "character" of kids was revealed... some kids sailed right through the troubles, some kids really struggled, other kids abused teacher flexibility and grace

What's revealed is the ugly truth that we dragged kids through learning -- chasing them down, persuading them to complete stuff, relying on 'student compliance'  -- and, worse, that we were dragging kids through learning in past years, too... the pandemic just revealed it/ exacerbated it.  This "dragging" is not just a pandemic problem, it's a "school problem"

This year has revealed the privilege of many HC parents who, for the first time maybe, didn't get exactly what they want when they wanted it.  This has become more clear to me as I reflect more on issues of equity in the school and in the country and the anger/frustrations of groups who don't/can't get whatever they want.  It's ironic that our local parents don't able to see that what they're feeling is similar to what less I'm coming to terms with how much kids are struggling.  What's been unmasked it how much they're struggling.  In past years I was more torn between "rigorous curriculum" and flexibility.
privileged feel.

It's important to be in the same space as kids.... to read their expressions.

Acceleration of technology; "teacher-proofing" 

Kids can't focus unless they're present; we need to do things to help make kids present (opening writes turning into discussions); things that might be considered "fluff time" or "non essential" are important in building community and feeling of comfort and safety

kids need to do personal writing

We don't always give kids credit for what they're doing; 

I'm proud that I survived; I created not just plan A and B, but C and D.  This forced me to do lots of tech things that I didn't really want to learn.  but I'm glad that I did.

I felt like a cog, not valued as an individual; this year felt like "pounding and pounding";  kids need consistency and predictability and positivity;   kids need to know that you value them as individuals  --  directions (like "turn your camera on" needed to be relentlessly inviting... it worked over time)

I think that kids will feel "dirty" about cheating this year."

What about kids who CHOSE to stay at home b/c they don't normally feel safe and comfortable in schools

Center of Center of Plate 

Being a human being; people matter, relationships matter.  You should treat other human beings with kindness.

I am a "warm demander," which I've always been, but it's become more apparent.  It's a transition for me a little, because I used to be more focused on "skills."

I help kids believe that they can do hard things.  

I want kids to know that they are okay as they are; and if not, I'm there for you.

Helping kids realize that literature matters and can change your life.

Appreciate kids for who they are; kids are not always at the top of their game/ their full selves; they are PEOPLE not underlings

I want to teach kids how to be good humans;  I want to make connections with kids;  I want to be able to model vulnerability and the ability to access resources

I want kids to have authentic connections to reading, incorporate all that we're learning about equity in helping kids see themselves in the curriculum

What's important is not JUST the skills, but how it's connecting to students' real lives.  

I want to make sure that kids know that I care about them as human beings and and as learners; I am their advocate

Building community in my classroom.  Providing space for students to do what they want.

I want kids to have a sense of belonging, to be part of  a place you can be yourself.

Outlet to write about personal exigence... responding to text, research, write to someone who you need to...  

Other

I've been really resentful of administration. This job used to be a vocation, then it became just a paycheck.  I am working my way back to seeing what I need to do to keep the sustaining "vocation" part intact.

The fact that we moved to canvas -- and had to communicate everything to kids through canvas -- has been helpful for me in prioritizing and clarifying curriculum.  (moving from "the stream" to modules was hard, but ultimately very helpful)

I am a fan of Book Love; also of opening writes (especially to get kids to be reflective and connecting); I think what's important is novelty/changing things up... do Book Love for specific units, do opening writes at other times;

My reflections:

Teachers recall, with vividness, specific things that others said or wrote to them, especially during times of need.   "I don't care who teaches the class."  Being called a "communist infiltrator"

Teachers feel like they've been asked to give grace to kids again and again, but do not feel like they've been given grace.

teachers: AB, GC, SJ, MB, KS

Formatting poetry in blogger

The first poem I typed in "compose" view.  The second I used this code in the "HTML View"

<pre style="font-family:Georgia,serif;">[text of poem]<pre> 

November 14

In the low forties and clear.

My wife and I walk the cold road

in silence, asking for thirty more years.

There's a pink and blue sunrise

with an accent of red:

a hunter's cap burns like a coal

in the yellow-gray eye of the woods.

November 14

In the low forties and clear.


My wife and I walk the cold road
in silence, asking for thirty more years.

There's a pink and blue sunrise
with an accent of red:
a hunter's cap burns like a coal
in the yellow-gray eye of the woods.

Is email the right medium for that?

 

Do You Really Need to Send That Email?

As a business tool, email is both essential and incredibly annoying. Many of us aren’t using it in the right way and are guilty of sending way more emails than we need to. So when should you actually send an email and when should you look for another way to communicate? Email is most effective when used in these four ways: To formally communicate a decision To confirm or schedule meetings or appointments To document or recap important conversations To send company or team-wide announcements In other words, email is a great way to give someone all the information they need in one place, especially if that information is going to be shared among a group of people. If this isn’t your goal, think about what might be the more effective way to communicate. (from Harvard Business Review)

Psychological Safety for Your Team

 

Psychological Safety for Your Team

Research shows that high-performing teams have a sense of psychological safety, which means employees feel they can speak up, ask for help, and offer ideas without being punished or ostracized. Here are some ways to promote psychological safety on your team, especially if you’re remote: Ask questions. Proactively check in and show curiosity about your employees’ lives outside of work. Show vulnerability. Share your professional and personal experiences and encourage your employees to do the same. Build a sense of collective responsibility. Invite team members to participate in meetings by asking: What do you think? What’s your perception of this? What are we missing? Encourage risk. Give employees the latitude to try out new ideas, pitch new projects or processes, and experiment on the fly. From HBR tip of the day