Helping Others Formulate Wishes

The chaos and pressure appear to be subsiding for some recently. Or, maybe a better description might be: we’re just getting settled into dealing with it. This doesn’t mean there aren't still stresses, disappointments, and frustrations. School leadership is overwhelmed, teachers are overwhelmed, students may either be thriving, struggling, or missing in action, and parents are just trying to get from one day to the next.

I’ve sensed that some are beginning to wonder & wish beyond our current circumstances and consider the future.

Is public education truly changed forever? Or, will we simply retreat back to previous habits, mindsets, and practices? Will anything stick? What will happen to all of the extra Chromebooks and equipments schools have provided to teachers and students? Will districts renew subscriptions to critical online services and platforms? Which of the unintended consequences will be left behind? Which of the silver linings will we continue? How might we adapt our past organizational structures, policies, and practices to keep what’s been good and restore what’s been missed?

I don’t have answers. I’m not sure there are any actual “answers” yet given that our current problems have never been confronted before. There are certainly ideas to consider, areas of focus to ponder, and work to be done. But, answers? I don't have them. I have to always remember that ‘examples from others’ are not answers, simply alternatives to be explored and considered to inform our own answer-making.

I do have questions though. And I wonder… is there a way to help others become ready and willing to contemplate… “What do we wish the future of education to be?”

A restless night resulted in the following sketch. Could a simple introductory story serve as a means to invite and join others together to discuss, share, and begin the long night’s journey ahead?

[written concept: 2/12/2021. Randy Hall - What do we wish?]
[music cue opening: musical intro to Sondheim’s “Into the Woods” — I wish...]

Once upon a time, in a land not too far from here, there lived a thing called SKOOL.

Now, as a thing... SKOOL had a well known, long lived, and comfortable life, if somewhat colorful at times with ups n downs and ins and outs. Like all “things” SKOOL morphed with the times and enjoyed many fads and styles during its life.

Now, SKOOL had a couple close friends called EACHING  and EARNING. They got along really well and spent all of their time together. And, together, every day they welcomed and cultivated the bits n bites of both big & little humans along their daily adventures. Life was good. They had their familiar routines, policies and protocols and everybody was happy.

Then one day, a new kid on the block called BLENDER came along. And that’s when things began to change. As Blender started causing trouble and disrupting all things.

Even the friendly gossipers at the salon, and know it all’s at the local U couldn’t stop talking about BLENDER and the shiny, novel and intriguing possibilities this new thing represented.

Some believed Blender was so dreamy that it became so “hot” & promising that It got to the point where Blender fastened on an “Accelerator” and “Flipper” and started causing all kinds of waves and ripples throughout the world that SKOOL, EACHING AND EARNING had known forever.

What happened next, no one was prepared for...

One day... BLENDER (along with its pals Online, Remote, & Hybrid) were force fed a Power Up & Super Size Me pill out of the blue by a foreign invader named, C19.

In a flash, BLENDER, SKOOL, E&E, were forced to zoom ahead faster than light and their meets grew exponentially.

Now, SE&E, could barely hang on during this time. Their bits n pieces began spilling over the sides, vibrating with tension, stress and energy.

The ride lasted for a time and in spite of unintended consequences there were some silver linings.

but then, as the speed and pace started to ease, SE&E together with their new found “things” BLENDED, HYBRID and others in the ‘hood, began to wonder & wish...

• What’s going to come next?

• Why did this happen?

• How did it go?

• Where is this going to lead?

• When will we ever be ourselves again?

• Who will we become?

What do you think? What do you think will become of SKOOL, EACHING & EARNING? What do you wish for?

Topics, Tips, and Talk Themes for the "How the heck?" HYBRID Challenge

We got thru the “crisis” of the spring. Mostly exhausted, but for many also proud, enlightened, stronger, and curious to learn more and prepare for what’s next. My early summer efforts shifted from supporting schools and teachers in their “crisis” online learning practices to looking ahead to likely needs and challenges for coming year. So much unknown. So much undefined. So much misconstrued, misunderstood, or misused. So much potential, so little time and too much rush, rush, rush.

The summer turned into an intense period of listening to needs and worries. Producing and delivering online events, classes, workshops with groups of schools and faculty worried, anxious, and curious about “how the heck will we do this?” Sometimes, these Zooms became simple moments of camaraderie or therapy for everyone (myself included) to laugh, frown, be frustrated and incredulous, breathe, and get even just 1 thing to think about, 1 resource to review, or 1 idea to inspire.

So many strands and questions: what tech to use? how to use the tech? how to plan routines? what about privacy and equity? how will I actually “teach” when I’ll have a “studio audience” of 8 students in my physical classroom while at same time have 8 students tuned in from the “TV audience”?

Factors and facets to contemplate quickly began to overwhelm us all. Any conversation or interaction quickly spiraled out of control because the list of “what about…” was so vast. I had to be prepared to pivot to any topic, any theme, any tech, any tool, any tantrum, any tirade, and respond to those in need who showed up seeking.

There were many moments of “porch pondering” during my summer evenings. I’d sit for hours sketching, doodling, tapping out endless “Notes” on my phone, pad, and journal notebook. I needed to process, filter, synthesize, write and rewrite just to get things out of my head.

Out of this effort, I began to bucket together big themes, topics, and “things to consider.” Here’s a current summary of what I came up with as “takeaway thoughts” suitable for any encounter.

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LIVE SYNCHRONOUS “Hybrid Lesson” CLASSES (Zooms / Google Meets)

• use your class projector, SMARTBoard, or large display monitor to display the “Gallery View” or grid view of remote students for you and your in-person students to see and feel they are there with you.

• use a stationary secondary (or third camera) that provides a “whole class” view for remote students that you can switch to as your video feed when you transition to independent or class work time. Apps such as EpocCam or Camo Studio can make your mobile phone or tablet a low-cost additional camera source. Alternatively, remember to reposition your laptop/computer camera for a whole class view after your teacher-led mini-lesson or introduction to an activity.

• when teaching live synchronous class lessons, invite comments from remote attendees first as they have less sense of context and connection. Alternate between remote and in-person students when facilitating comments and responses to engage all students. “Be the bridge” between your two audiences.

• for live synchronous classes, grade-level and content-level educators don’t have to go it alone. Get together with a grade level or department colleague and co-teach a combined Zoom/Google Meet class — use familiar co-teaching strategies such as parallel, alternate, station and team teaching.

BUILDING & CREATING ONLINE INSTRUCTIONAL CONTENT

• speak TO & WITH students, not AT them, by using student-centered language when writing your online learning materials and digital lessons. Use you, we or our instead of “students will…” in writing your guiding questions. Or, “This lesson will help you...” instead of “The objectives of this lesson are to...” Also tap into the power of self-reflection and metacognitive focus in your guiding questions using I and my language when possible such as, “When might I use different techniques to enhance my story?  

• break down digital learning activities and lessons into smaller chunks and separate materials instead of all-in-one content heavy documents or pages of text.

• use a “station teaching” approach to plan 3 or 4 station-based activities for a hybrid lesson class period. Plan one of your station activities to be “teacher conference” or “coaching workshop”  time and alternate between an in-person group or pair of students and then with a remote group or pair of students. Provide materials for ALL stations in your digital classroom LMS.

• avoid over use of color, formatting, or too many decorative visuals that may cause distraction.

• minimize use of decorative graphics and clip art. Focus on the use of informational, representational, and organization graphics to aid learning. (Article 1, Article 2)

• provide multiple means of representation of information in your instructional content -- not only written instructions, but also using audio or video and the use of accompanying graphics to highlight the parts or steps for an activity.

INSTRUCTIONAL VIDEO

• keep online videos 5-9 minutes, break down into segments, and/or provide cues and strategies for note taking, interactions, or “watch for...” or “listen for...” guidance.

• only use talking-head, picture-in-picture video at the beginning and/or end of created screencasts, not all the way through the recording to minimize distraction.

• avoid reading out loud the full text displayed on screen in audio narration of video content. Display only the key points or animated visuals on screen along with audio narration that elaborates on the key points or animation.

STRENGTHEN & REINFORCE LEARNING

• pair content consumption activities such as “read this article” or “watch this video” with informal online discussions, collaborative online doc response, or other activities for students to share with each other what they learned or have questions about.

• provide digital quizzes, games, or online assessment activities as ungraded learning activities for students to self-check and process their learning and understandings after consuming content such as watching a video, reading a text, or visiting a website.

• enable multiple means of expression and demonstration of learning by students -- not only using written work, but students also creating audio, video, and/or visual work. 

• Remember that not everything has to be 100% digital. Handwritten or drawn desk work can be photographed and shared digitally afterwards or shown on camera video. Encourage students to use hand-crafted journals, notebooks, and foldables as notetaking aids and organizers. Provide “3S” time (Show, Share & Summarize) before, during or after activities for students to hold up and share their work on camera with others.

DIGITAL CLASSROOM ENVIRONMENT

• create and maintain a digital social space for students with consistent posting of class news, announcements, or updates.

• remember all three types of interactions that must be considered in your digital classroom environment: student-to-teacher, student-to-student, and student-to-content interactions.

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Imagine if...

You are going to teach a 40-minute class period with 8 students together with you in-person in your physical classroom PLUS 5 remote students tuning in from home via Zoom, Google Meet, or other “live streaming” method. What would you do? How would you do it?

Consider these instructional design considerations and technical aspects.

INSTRUCTIONAL DESIGN CONSIDERATIONS

A Simple Model for Designing Online/Hybrid Lessons

What kind of starter WARM UP activity would you use to “set the stage” for today’s learning and/or use solely as a SEL connection or community building exercise? What norms or expectations for behavior and protocols will you use with students? (cameras on/off, use of chat, when and how to ask questions or get help, etc.)

Next, how will you introduce today’s new knowledge or skills to students during a LEARN segment in your lesson? (Or, what activities will allow students to encounter, consume, or interact with new information?) 

• real-time and “live” teacher-led instruction and/or mini-lessons (e.g. live streamed via Zoom or Google Meets; “live participation” Nearpod or Pear Deck lessons)

• published instructional videos/screencasts — either teacher-created or curated

• demonstrations, modeling, or teacher “think aloud” screencasts

• response to “text” exercises (w/ readings, articles, websites, images, challenge problems or scenarios, case studies, data, mystery scenarios, experiments, or other form of stimulus)

• stations or cluster activities where students encounter, engage & explore, work on, process, or practice with new knowledge or skills.

Then, decide which activities, tasks, or assignments will students need to work on and complete for the DO segment of your class to apply their learning? 

• Using Choice Boards or Playlists

• A QFT exercise for small groups, table teams, or breakout rooms

• engage in a discussion, collaborate in a Google Doc, hold a co-working session with peers

• submit completed work for an assignment in your LMS (Canvas, Google Classroom, Schoology, etc.)

• add to a Flipgrid, post on a Padlet, respond to a Google form

• write something, analyze something, create something

• give & receive peer feedback on previous work

Finally, for the WRAP UP segment, how will you aid students in reflecting on (or self-check) their comprehension, learning and assess progress or gauge performance?

• An easy approach here is to remember, “the end is the beginning.” — If our Warm Up stated that “This lesson will help you...,” then simply repeat that information and list of guiding questions at the end. Give students a moment to pause and self-assess. Provide some means, mechanism, or method for students to self-check using “I CAN...” statements, polls, scale ratings, exit tickets (for their use, not as teacher eval), or digital learning quiz/game  knowledge checks.

• If our “Warm Up” focused our learner’s attentions on the promise and goals of today’s learning, then we must offer them the opportunity to pause, consider, and reflect. This can enhance our efforts to develop self-regulation skills & competencies in our students. The “Wrap Up” should be the empowering moment we provide students to gauge their own progress, gauge their own levels of comfort & confidence, and identify their next steps for learning.

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POSSIBLE FLOW FOR A HYBRID LESSON

5-10 MINUTES:  begin with WARM UP segment as a live, synchronous whole class gathering via Zoom, Google Meet, or live stream with all students attentive and participating (in person with you in class & remote viewing via Zoom, Google Meet or live stream). Facilitate interactions between both in person and remote students. For example: if a student with you in your classroom comments on something, ask for a follow up reaction from a remote student or vice versa. You will need to model speaking, listening, and interacting with those with you physically and those tuning in remotely.  

20-25 MINUTES: for your LEARN & DO segments, have students work independently (offline and alone or connected online as quiet time with others) using provided online materials (e.g. posted in Schoology, Canvas, or Google Classroom). Leave your Zoom, Google Meet or live stream running or other conduit for remote students to interact with you and/or in person classmates.

10-15 MINUTES:  regroup with the whole class for your WRAP UP segment in live, synchronous gathering via Zoom, Google Meet, or live stream with all students attentive and participating. Incorporate options that allow both in person and remote students to share, showcase work, get feedback, or interact with each other. 

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TECHNICAL CONSIDERATIONS

• Where will you have your camera (laptop, phone, or webcam) positioned in your room? Will you have or need additional video feed sources connected to your main computer? For example, a document camera connected to your laptop or secondary phone camera using an app such as EpocCam.

• Where are the “on camera” locations you will need to stay in, or move back to, that allow both in-person students and remote students to see and follow you clearly and unobstructed? (e.g. place Xs on the floor using masking tape or electrical tape)

• Will you need an additional microphone or lapel/headset mic connected to your computer so that your audio is clear, audible, and high quality for your remote students tuning in to class?

• What and how will in-person students be able to see and hear all of their remote classmates and vice versa?

• How will remote students be able to get your attention, ask questions, or contribute to your classroom conversations? Will you use audio, chat tool, discussion forum, phone text message, etc.?

• What strategies will you use to “be the bridge” for interaction between your in person students and remote students? e.g. take a comment from the remote audience and refer it to an in-person student for reaction or elaboration, and vice versa.

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GUIDING PRINCIPLE: 
Embrace a “Digital First” Mindset

• Everything lives in your LMS. Create & publish all needed learning resources, assignments, and activities as online digital materials in your LMS (Canvas, Google Classroom, Schoology). You can certainly provide printed supplements for your in-person students, but your remote students will need digital copies of everything. Having everything available digitally to begin with will allow all students (in-person and remote) to also revisit and review at will. It will also allow you to pivot on-the-fly and utilize any material at any point during either in-person activities or online interactions with students. If unique supplies or physical materials will be needed, be certain to consider how will remote students receive these ahead of time (e.g. via postal mail) or might be able to find at home?

• Maintain your “teacher presence” in your digital learning space. It is vital that teachers be present and participate in their Google Classroom or Schoology courses along with students. Post daily updates or class stream announcements and vary the modality using text, audio, or video. Review and provide feedback within your digital classroom. Share a funny story, ask “Would you rather?” quick polls, ask follow-up probing questions in online discussions. 

• Provide a digital social space for your classroom. Enable students to interact and have a digital gathering place in your digital classroom. Use your Schoology Updates or Google Classroom Stream to allow students to ask questions, share successes or ask questions of each other. Setup separate weekly Discussion boards or a Flipgrid topic for students to use to check-in with each other. With our guidance and instruction, our students will come to know that these are “classroom” social spaces and not their personal Facebook or Instagrams. Engage students in agreeing upon appropriate behavior and interaction in their digital classroom space for learning.

[Randy Hall, July/August 2020.]

Summer 2018 @ LHRIC - "Triple A" Adventure in Accessibility

A “Triple A” Adventure in Accessibility workshop (2018/2019)

After the initial "Triple A" Adventure in Accessibility for staff team meeting last year (Feb 2018), we decided to host a couple half-day workshops for the summer Model School workshop catalog (Aug 2018). An important target goal for me for the summer sessions was to revamp the materials to ensure each was relevant and able to "stand alone" for any audience (teachers, administrators, office staff). This was also chance to collaborate more deeply with Carla Ciamarra as colleague to refine design of workshop and participant materials and activities.

During preparation, I also had the chance to become more familiar with the use of screen readers thru extended practice with VoiceOver on my MAC. Quite an eye-opening experience! Overall, I am pleased with the outcomes for each of the participant handout and take away materials focused on "Awareness, Analysis, and Action" for accessibility.

August 2018 - Workshop Guide - “Triple A” Adventure in Accessibility: Awareness, Analysis, Action

All 4 “Triple A” Study Cards

• Alt Text

• Color for Meaning

• Contrast

• PDFs

UPDATE: Summer 2019 — related offerings of workshop offered additional opportunity to refine & update materials.

View the Summer 2019 Workshop Guide - Intro to Digital Accessibility - Awareness, Analysis, Action.

Fall 2017 @ LHRIC QFT Reflections

[2017-10-19] Participation Certificate for QFT Workshop @ PNW BOCES

Have recently been intrigued by the potential and relevance of the "QFT" (Question Formulation Technique) to be a beneficial addition to teacher's approach in active learning classrooms. The QFT is a simple strategy for aiding students in generating and asking their own questions. It is based upon work from “Make Just One Change” by Dan Rothstein and ties in well with many of the goals schools are interested in with active learning classrooms. (See Example Video: QFT in Action [8:48]).

I was originally introduced to the QFT by Greg Brown at PNWB during OC21 activities. Became intrigued and obtained source book, "Make One Change" by Dan Rothstein. Began diving in to explore and study. Tried out the QFT on my own in 2 circumstances so far: as part of Model School Core+ Cohort Kick-Off in Katonah (OCT 2017 - see photos below) and Rye Superintendent's Conference Day "Teaching in Active Learning Spaces" workshop (NOV 2017 - see photos below). Also aiming to incorporate into work with SWBOCES Center for Special Services faculty as part of Active Learning Cohort project (FALL 2017/WINTER 2018).

Model School Core+ Cohort Kick-Off in Katonah (OCT 2017)

Rye Superintendent's Conference Day "Teaching in Active Learning Spaces" workshop (NOV 2017)

Summer 2017 @ LHRIC "activ-con" Reflection

Summer 2017 marked the inaugural "activ-con" event -- a new approach for conference learning.

Idea and vision began in the fall of 2016 when I asked and pondered, "How can we have a conference on 'active learning spaces' in traditional conference rooms with traditional 'presentations'?"

And, therefore, so began a journey to conceive of a new approach for designing learning "excursions" for participants to actively choose, engage in and experience. Partnering with furniture retailers was an exciting challenge, but was pleased we were successful with both known (Steelcase Education) and new (Nickerson, HON) partners. In addition, we hit the jackpot with securing the featured participation of Prakash Nair and Dr. Robert Dillon as personalities at the event.

Conceiving of and planning new participatory “excursions” (not “sit n’ git”) for participants to self-select, attend, and engage in was tremendously invigorating. This also gave me the opportunity to build and create new graphic designs, participant materials, and event space decor — from D.I.Y. “Excursion Tickets” to event branding/logo to placards and “your excursion kit in a box” materials for participants.

Embarking on New Visions for Space & Learning

I had the pleasure of leading a district team’s exploration and visioning for new learning spaces this month. The Madison School District (AZ) is in the final stages of new school building construction projects. Their desired mission for this day-long exploration was to consider:

How might we design spaces to support our vision for learning?

Today, we will… 

1. Begin a shared vision and understanding about “active learning” in Madison School District. 

2. Gain insights into critical factors and design principles for active learning spaces. 

3. Identify a road map for the journey ahead to envision, design, adopt and use active learning and active learning spaces in Madison School District.

It was great fun to visit and be a part of this group’s strategic contemplation and visioning. They’re off to a grand start with a grand vision to transform the nature of their learning spaces for teachers and students.

This engagement also gave me the opportunity to refine and expand techniques for using OneNote to compile learning materials, “exploration kits” and resources.

📕 Workshop OneNote Notebook

Workshop Outline & Missions

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Outline (for Madison AZ)

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MISSION 1

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MISSION 2

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MISSION 3

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MISSION 4

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MISSION 5

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MISSION 6

ARTIFACTS

Summer 2016 @ LHRIC Portfolio Reflection

We made it through our first year of tours, outfitting, and programming in the LHRIC Active Learning Center! The summer of 2016 was our first opportunity to design a specific professional development opportunity for teachers to probe and explore, "How do we design instruction for active learning spaces?" 

I was pleased, proud and throughouly enjoyed the collaboration with Leslie Accardo here at the LHRIC in our first two-day active learning course for teachers. Together, we design and crafted various "MISSIONS" for participants during the two days to examine and explore key strategies, issues and principles.

DAY 1
Are You Ready to Get Active?
MISSION 1: Choose Your Huddle Triad
MISSION 2: What does active learning look like, sound like, and feel like?
MISSION 3: Understanding the intersection of space, instructional design, and technology for active learning.
MISSION 4: Room Recon
MISSION 5: Make n' Take

DAY 2
Spark Starter - Standing Circle Metaphor Magic
MISSION 1A: Finalize Your Room Design Diagram
MISSION 1B: Table Talk Di-scussion - My Active Learning Space Design
MISSION 2: Special Guest/Virtual Visitor: Julie Marshal, Middle Schools Active Learning Practitioner and University Professor
MISSON 3: Storyboarding Your Rapid Lesson Makeover. Use the provided Storyboard Templates
Lesson Makeover Prototype Lab Gallery Walk


NEXT STEPS: my next step will be to revisit the participant artifacts, course materials and transition strategies to refine, polish, and revise. Now that some of our regional districts and schools are moving ahead with their own space renovations and redesigns we should be prepared with high quality professional development offerings for schools and teachers.

PHOTO CREDIT: a classroom transformation as envisioned by Durham Middle School (Cobb County, GA). [A Digital Age Classroom looks like this...]

Spring 2016 & LHRIC Portfolio Reflection

From April to June 2016, I had the pleasure of providing a Model Schools Core+ Cohort for 10 teachers participating in the Breakthrough Classroom initiative at Mahopac Central School District. Teachers were from elementary and middle school levels. The focus was on visioning new strategies and techniques for the seamless integration of technology using shared Chromebook devices in their classrooms. Found it a great opportunity to write, design and produced new instructional aid materials for future use including: 4 Structures for Shared Devices, "Amusement Park" self-guided activities for Kick-Off event.