Thousands of Free Teacher Tools Coming in the Hack Learning Toolkit

Thousands of Free Teacher Tools Coming in the Hack Learning Toolkit

The Power of Student Voice - Reflections on hosting a living library.

At Milton District High School, much importance is given to student voice.  We want to hear what our students are thinking and we value their opinions.  In fact, we often poll students and encourage student committees to lead us in moving the school forward in a variety of ways.

When it comes to teacher professional learning, students have a lot to offer.  Teachers often 'sit and get' their learning from their colleagues, and are not often given the opportunity to learn from their students directly.   This year my team and I  hosted a living library at our February PD day.  A living library works like a a regular library, but instead of checking out a book to read, you sit with a human being and hear their story instead.  Conversations ensue, questions are asked, learning takes place, an most importantly, empathy grows.  That is the power of story - it nurtures empathy - which is a gift that we all need to give for all other gifts to be relevant.

 As Special Education Resource Teachers one of our most important jobs focuses around advocating for students.  Not only are we advocating for student needs, we teach kids about themselves as learners and in the process build self advocacy skills.  Our philosophy is an understanding that we have students for four years.  From the time they enter grade nine, we walk beside them and build advocacy skills along the way. By the time they graduate, we have students who understand their learning needs, know what tools and strategies that work for them, and they are ready to leave us because they are equipped with a tool kit that allows them to independently and efficiently problem solve in the world.

The living library is an excellent vehicle to empower students to share their learning stories face to face with teachers.  It is the ultimate demonstration of self advocacy.  It is a powerful learning experience for everyone involved, and one that forged deep relationships and better understanding between our students who learn differently and our teachers.   

We invited 2 students with learning differences, 2 students who are on the spectrum, two students who are English Language Learners, and three parents whose children attend MDHS who also have learning differences.  Before the day of the living library, we set out 5 questions for kids to answer.  We met with them twice and helped them prepare their answers.  We prepped them on how the library would look and work so they knew what to expect the day of.  We gave parents the same questions and allowed them time to prepare their answers in advance.   The format for the library had to be altered slightly because we have a large staff - 80 members.  We split the staff into four groups alphabetically, had two students in 4 separate rooms paired with a facilitator (a SERT) who read the questions and supported the students as they answered.  As you can imagine, the students were exceptionally brave in being  publicly vulnerable - especially in front of people who are responsible for grading their school work!    The parents also had their own room and facilitator.  The staff rotated through each room in 15 -  20 minute intervals - which means, each student/parent group shared their story 4 times.

The result was overwhelmingly positive.  Emotions were strong as teachers heard our students' stories, tears were shed on both sides - from the students as they told their most vulnerable story, and from the teachers who's empathy flourished in connecting and understanding as they "walked a mile "in their student's shoes.   Our  students  and parents were empowered, likely for the first time in their vulnerability.  The living library provided a platform for them to be heard - an opportunity that many students may never fully experience.  Parents provided the other side of the coin that described  struggles and challenges fought against and overcame- the trials and tribulations of navigating a school system with a child who learns differently.  They told of their needs going forward, and shared connections with teachers on a level beyond the teacher-student relationship to one of human experience... the connection that parents have between each other that implicitly understands that every parent only wants the best for their children.

The MDHS staff was moved in their understanding of their students.  Here's what they had to say when asked :
Explain your experience with the living library today:

• "I loved making the very personal connection of learning differences to specific people. Makes me think twice about my actions, thoughts and words."
• "So poignant to understand the people behind the IEPs and the family members' struggles."
• "Having the opportunity to listen to students and parents share their stories is so meaningful and really does hit home."

What stood out most about today's session?

• "Listening to students with LD explaining how they feel in the classroom at particular times, as well as listening to parents and their struggles and/or hopes for their child."
• "The personal connections. The messages from the kids."
• "The emotional response, difficult but really great to see the impact on kids"

What strategy would you consider implementing (in your classroom) this semester?

• "Having more time with students to talk to them about their experiences in order to understand more the "whole student"."
• "I will resist the temptation to get caught up at my computer during quiet work time, and will make an even GREATER effort to walk around and ensure everyone is on track. Her explanation of how kids will only ask for help or clarification in very certain circumstances really struck a chord with me and reminded me how important that is. But mostly, today's session just reminded me that I have to be EVEN more kind, EVEN more patient, EVEN more compassionate, especially with the kids who are struggling."
• "Working with students to get them to advocate for the strategies that best work for them to ensure their individual learning, success and growth."

NOTE:  We shared a video version of one student's story with administrators at a Family of Schools meeting.  Administrators wanted to know what they need to know about Academic Level Students.  So... we showed them :-)

If you are interested in running a living library at your school, please feel free to connect with me.  I'd be happy to assist in any way I can.  You can email me at cronins@hdsb.ca

Here is a sample of the questions we asked and one student's response.  

Living Library Questions and Response

Why Homework Isn't Necessary.

I follow Teach Thought: We Grow Teachers articles regularly.  Among the many sophisticated and cutting edge articles on the site rests this article from September 2017: "

Alternatives To Homework: A Chart For Teachers"   .   

As a Special Education Resource Teacher (SERT), I often take issue when my students are presented with large amounts of homework.  They often fall behind in class, work exhaustively to play catch up, and end up feeling defeated.   I especially take issue with it as a parent, when my own kids are inundated with outside of class time work.  As a parent, I have experienced first hand the frustration of this cycle.  Think about this:  How many people go to work all day, and then come home to complete the tasks they didn't get finished that day at work - for hours?  Who would want to?  Many of us would be searching for another job that offered more life balance.   We all need time to rejuvenate, and after work (and after school) is a time to do other things in life that are important and meaningful such as enjoying family time, social activities (organized or other), diving into learning about something of interest - for interest's sake.   Of course there will be times when we need to put in some time outside of school or work, but not everyday - for the sake of "getting it done".  I believe that skill practice should be done in class.  I believe that assignments and activities should be done in class.  The issue many teachers face is time.  Often educators feel pressure to move forward in curriculum and less pressure to ensure skills have been learned before moving on to the next.    I would rather see a focus on skill mastery than a completed check box indicating that the skill was taught.  (Has it really been taught if students haven't demonstrated their true learning of the skill?)  

Curriculum as it stands currently does not partner well with Universal Design for Learning.  As the student advances through the grades, the curriculum in each one relies on the learning from the grade previous.  I think teachers worry that if they don't get through the curriculum, they set students up for failure in the next grade.  They feel a sense of pressure to complete them all skill requirements in a short amount of time ( at the secondary level, it's 5 months).    Here's where I point out that the curriculum is a guide. It can be used to build skills that are foundational that are reinforced in later grades.  Consider curriculum as the training an athlete receives. The teacher is the coach. The coach's job is not train the athlete to be an Olympian in a short time, but rather to work with them to bring them to a level where they can perform their best.   School is one of the only areas where we rush kids.  Can you imagine applying this same sense to learning to swim, or to playing a musical instrument?  How could a person do the back crawl before they can float?  How could a person play a song, before they know the musical scale, or timing, or understand rhythm?  Why then do we feel this pressure to move forward before we know the skill is acquired at school? As a teacher, I'd much rather see learners slow down, take their time, and ensure skills have been acquired before moving forward to the next skill. 

This of course, comes down to the topic of assessment.  Universally Designed Assessment provides the freedom to be able to do so.  Homework should not be a part of that assessment, however, homework that allows the student to think more deeply about the learning allows for deeper understanding and later, better application.  

As Kathleen Cushman’s Fires in the Mind, outlines,  alternatives to homework can do just this.  Have a look at the chart below and see how you can help your students think more deeply about the learning done in class.

In the "Try This" column, each suggestion takes the learning to a deeper thinking level.   It requires the students to show their thinking, their understanding, and their application in ways that go far beyond homework completion.  You will also notice that much of this assessment is done in class!  Here is my call to action:   How can you, as an educator, re-think homework practices in your class to allow your students an opportunity to think more deeply about the learning?  Would you need to even call it homework? 

How Technology Can Bridge the Gap for the LD learner

How Technology Can Bridge The Gap For The LD Learner.

I am a strong advocate for using the right tool for the right job. For kids who have learning differences, the right tool is essential to demonstrate full understanding of learning. Educators often see technology as THE tool to support students in their learning, yet often it is an option that is provided without understanding why the tool is needed, and worse, how to use it for a specific task. Let's take "The Essay" as an example - it's a common final product that most every student is asked to complete at least once in their school career. For kids who have challenges in reading and writing, it's not enough to plunk an electronic device down and say "There you go! This will help you write your essay!" and then walk away. Students need to know WHY they would even want to use technology to write it - in fact, many students with learning differences push back and refuse to use the tech at all, claiming it's easier or faster to write it out by hand.

As teachers we need to give kids the WHY behind the tech tool. There are many technologies available (Google Extensions being one of my all time favourites) that are considered assistive and understanding why we have chosen the technology for a specific job is more helpful than the technology on its own. In our Essay example, a voice to text/text to voice technology can be useful - buy why? What is it about that tool that will make the job efficient for the student who struggles with reading and writing? For one thing, students can dictate their ideas - but is that helping them learn to write an essay? Not really. So why not use text to voice as an editing tool? And why not have the entire class use the read back feature to edit so everyone can hear their grammatical and spelling errors, or to hear run on sentences, or lack of sentence fluency. The tool is there to be used to enhance a specific skill. In our essay example then, the technology doesn't help the student write the essay - it helps them develop editing skills to develop their voice and to share their understanding of the learning in an intelligent way.

Teachers need to think about the skills they want students to build. In writing an essay, skill sets include organization, research, citations, bibliographies, editing, and building an argument - to name a few. For each of these skills, there is a technology that can assist all students, and especially those with learning differences, in producing their thinking.

My experience as an educator in special education has led me to understanding that most times, kids know more than they can demonstrate - especially kids with learning differences.

• Kids have lagging skills in various areas (executive functioning)
• Learning Differences (Reading, Writing, Math)
• Cognitive Deficits ( e.g. Processing, Memory, Perceptual Reasoning)
• Social Emotional Issues due to home life or from peers 
• Attention Issues ( ADD/ADHD)
• Mental Health Concerns - Anxiety

Take a look at the list above and picture your classroom. Ask yourself - who's left? A teacher has a variety of levels of learners in one room so how can one person support all the learning needs?  

Enter assistive technology:  The function of technology is to use it purposeful ways to navigate the learning process.  In other words, you need the right tool for the job at hand. 

Technology can help level the playing field for all types of learners.

Note the positioning of the teacher in the photo above. She positions herself as a learning partner  alongside the kids. The teacher doesn't need to be a tech expert to use the tool, she only needs to facilitate the learning - and that learning can include understanding the technology itself. This idea is foreign for teachers who are used to being subject experts and are uncomfortable not knowing how to do something as they use it in practice. However, isn't this the essence modeling learning? A classroom of learners should include the teacher as a learner, and it's amazing when the classroom is an environment that supports learning at all levels. The beauty of technology is that it can be used for everyone. What may be necessary for some (learners who learn differently), can be good for all.

Technology can remove systemic barriers and allow everyone to participate equitably. The illustration below is my favourite way to highlight the idea that fair does not mean equal. The picture on the left is what being fair looks like - but being fair doesn't work. The middle picture is what differentiation looks like. It is equitable, and it works well enough. The picture on the right reflects Universal Design for Learning (UDL). Remove the barrier and everyone can participate in the game. This is important for kids with learning differences who absolutely do not want to be centered out for being different than anyone else. Again, what is necessary for some, is good for all.

When we choose the right tech tool for the job, we need to think about it's purpose. The SAMR model helps us decide what it is we want for students, and what kind of technology would be helpful. Have a quick peek at the video link describing SAMR here.

Once you have purposefully chosen your reason to use technology, you can begin to look at choosing the right tool for the job. Remember: It's not about the app, it's about pedagogy. The Padagogy wheel helps us choose that tool - in fact - Teach Thought's article from August 2016, titled The Padagogy Wheel - It's not the about the App, it's about the PADAGOGY explains beautifully how the wheel works and why it is important.

At the end of the day, what we want for our students is to know who they are as learners, to be efficient, and resilient. We can model how to do this for students if we help kids choose the right tool for the job. Once they know how to do that, they can independently navigate and problem solve their world.

Inspiring Innovative Teaching Practice

Two years ago I had the amazing experience of working for one of Ontario's Provincial Schools in Milton.  Trillium Demonstration School is part of the Provincial Schools Branch and serves students with profound learning differences in reading and writing.   The year I was there on secondment was a year of exponential growth for me as both a teacher, and a leader.  I shared in this growth with my students and my colleagues in multi grade level, multi-disciplinary, innovative project based learning which resulted in my team receiving the prestigious Provincial Amethyst Award.  The project?  The Trillium Empathy Experience - a digitally interactive multi-media art curation, which focused on the bringing awareness to empathy through story.  There is so much to share with you!!  Peruse the following links to get an in depth look into the evolution this project, to discover how innovation can change learning for everyone involved.

The Empathy Experience Website

Community Partner: Armodilo - Article



My Experience: Inspiring Innovative Teaching Practice

The Trillium Demonstration School Team and I receiving The Ontario Ministry of Education's Amethyst Award for integrative and collaborative teaching.  

Let me Introduce myself!

Hi!  My name is Sarah Cronin.  I am a teacher for the Halton District School Board.  I currently hold the role of Program Leader for Special Education at Milton District High School.   I am passionate about helping students with learning differences  (LD) (commonly known as learning disabilities), be confident and empowered and ready to make their mark on the world.  

Note:  I choose to use the term Learning Differences over Learning Disabilities because the word Disabilities suggests a person cannot learn, and the word Differences suggest s a person can learn - and learns in a different way. 

Here is what I believe kids with learning differences need support in.

1.  Becoming a self advocate:   Teaching kids to understand how they learn is the foundation to being a self advocate.  Once a student understands how they learn, they can understand what strategies work best for them.

2.  Becoming an efficient learner:  Kids with learning differences are wired differently than their neurotypical peers.  They need tools to help them be efficient in their tasks.  Often when a challenging task is approached in a way that feels inefficient, students give up.   For example, if the challenge is reading, and the task requires a student to read a large amount, the student with an LD in reading will not attempt it because it takes too long and it feels pointless.   Knowing  and using tools both technological, and otherwise (graphic organizers and word banks, for example ) to find workarounds for road blocks, sets the conditions to become confident and independent learners.
   
3. Becoming Confident Learners:  When students understand how they learn best, and have the tools to help them navigate their learning, they grow in confidence.   Confidence leads to resiliency, and empowerment.  Students who feel empowered, are enjoying learning.