Education: A Creative Challenge

The children before me are a canvas.  They bring to school varied experiences, temperaments, skills, knowledge and concepts.  My job is to coach, guide, and mentor in ways that engage, develop and inspire.  I've described it before as a giant math problem where one works with many variables to create growth.  I also see myself as a conductor creating a symphony of voices, or a choreographer planning a performance.  Whatever metaphor you choose, the process remains a creative endeavor requiring reflection, direction, observation, vision and response.

Many who do not spend their days teaching would like to simplify this notion by proposing one-size-fits-all solutions and standardized approaches as if children and the world are static, sterile and predictable.  Instead, educators know that we work with an ever-changing, evolving landscape making our jobs similar to that of a wave rider who observes, predicts, chooses, and adapts as she rides the wave to shore repeating the process again and again each time seeking a better ride, greater precision and optimal skill.

Hence, the educator should seek optimal process rather than a one way approach.  The process should provide educators with routines that support evolving craft, responsive delivery and life-long learning.  It's an awesome creative challenge that vibrant, dynamic educators embrace with energy and passion--a challenge that is enhanced with regular collaboration of all involved: teachers, parents, students, administrators, community members, leaders and global colleagues.

In this age of teacher evaluation reform and races to the top, our emphasis should be on outlook, process and intent rather than status quo. How do schools and educators perceive their students and work place? What is their intent?  Which processes do they follow as they learn, observe, reflect, deliver and evolve? How does this work match the knowledge and vision of the world we imagine and desire?

Yes, education is a creative challenge--one that has the potential to move our world forward towards greater peace and prosperity. How do we support this potential in ways that enliven rather than hinder with a focus on all the world's children, not just a few?

What are your thoughts on this matter?  At this "fork in the road" time with regard to education and American culture, we have the chance to go one way or the other.  We can support the status quo, a model for a world that has passed, or we can create new directions for a world that we imagine?  We all have responsibility with regard to this decision, and it is important that we speak up and share our perspectives as students, parents, educators, administrators, leaders, community members and global citizens.

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Ellin Oliver Keene's Literacy Studio Applied

Our school system is looking closely at Ellin Oliver Keene's Literacy Studio design and wondering about the components we'll employ to strengthen our reading/writing workshop approach for optimal literacy development.  Yesterday I was prompted to analyze a short list of Keene's construct.

As I analyze Keene's work, I will integrate my research related to brain-friendly, student-centered, 21st century learning design.  I don't believe that we can think of any curriculum today without integrating the latest research about cognition, and the skills, knowledge and concepts students will need in order to become life-long learners in our fast pace, multi-tool, knowledge-saturated society.

Keene calls for a 90-minute literacy block in elementary schools.  I think that's a great idea as it provides fluidity and gives teachers and students room to respond, create (compose/craft) and reflect.  She presents a number of strategies that "minimize the space between teacher and student" thus creating more time for active learning i.e. "more of them, less of us." Keene also presents ideas for studio design and educator efforts as coach, mentor, guide, and co-learner. Like all leading literacy educators, Keene affirms and proposes rich, deep learning techniques that have been replicated throughout time by life-long learners and intellects who value knowledge, process and concept.

How will Keene's work affect what we currently call reading/writing workshop?  

Her work will serve to strengthen current practices, establish greater uninterrupted time in the schedule for literacy development and add detail and finesse to our work based on the latest research.

What is the mood of the Literacy Studio?

The literacy studio is a vibrant community of readers and writers who exhibit a sense of urgency related to applying and sharing student-centered learning which exemplifies a culture of rigor, inquiry, intimacy and in-depth study. Risk taking, experimentation, inquiry and exploration are encouraged as children who feel trusted and honored read, write, research, reflect and share. It's an apt time of day for students to engage in passion-based learning as they grow skill, concept and knowledge.

Who is the Literacy Studio teacher?

The Literacy Studio teacher is the lead learner who knows his/her students with depth, and understands both the art and science of reading/writing instruction.  She/he targets instruction with skill using think alouds, modeling, comprehension strategies, apt tools (including technology) and just right literature to develop students' reading/writing skill, interest, analysis and independence.  The lessons are short and engaging, and the focus is responsive to students' needs and real world application and connection.

Who is the Literacy Studio student?

The student is an engaged reader and writer who has extended time to immerse himself/herself in a wide variety of genres and text while applying the strategies and focus modeled and discussed during focus (crafting) lessons. Students have choice and voice in selecting texts and writing/research topics/genre. They work alone, with partners or in small groups, and discuss and share their work readily with peers and teachers.

What is the role of ritual in the Literacy Studio?

The literacy studio exemplifies a climate of respect and civility.  Rituals, a predictable schedule and well-defined procedures foster collaboration, independence and camaraderie.

What does the Literacy Studio look like?

The literacy studio pays attention to design.  It is a warm, inviting environment with soft lighting, multiple work areas, rugs, book shelves, comfortable seating, spaces and furniture for group work, and readily available materials such as books, paper, computers, iPods, iPads, pens, pencils, notebooks and more. 

Keene's Literacy Studio moves reading/writing workshop into the 21st century by making the learner's experience center stage in a responsive, engaging, multi-modal learning environment.  I look forward to greater research and reflection related to this construct, and welcome your thoughts and ideas.

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Learning is Personal

Recently I encountered a learning event that didn't match my style at all.  In fact, I left the event feeling really uncomfortable.  The event lasted for quite a long time, and the takeaway was minimal.  That's frustrating when you're a teacher with an endless lists of tasks and research to complete.

Just because the event was a bad fit for me, doesn't mean it was a bad fit for everyone--perhaps others left with revelations, but their faces didn't demonstrate that emotion. In fact, there seemed to be some tension as we all departed.

So what didn't work?

While the information was helpful and will serve as a resource, it didn't fit my current questions.  That's why I like our PLCs and grade level meetings where we talk a lot about what's current and how to best serve the students we teach.  Those meetings are problem solving, creative sessions that provide information and plans that directly impact our shared classroom work.  I also learn a lot from expert speakers and conferences tailored to my questions and needs.  Again, events like that provide important, lasting takeaways.

The format of this learning event didn't work for me either.  The topic was imposed and the group of learners didn't know each other well. While optimal teaching was a general purpose, we didn't have the kind of relationship or shared pursuit that fosters meaningful debate and discussion. I would have learned more if I had the chance to listen to the other participants share one aspect of the topic that they felt they did well or couldn't teach without. That would have provided me with a broader lens of the material, specific ideas and a chance to know the other educators.

I recognize that the purpose of the event was cross-pollination of ideas and perspectives about a chosen topic (a topic I value), and that it's nearly impossible to plan an event for a large group of diverse learners.  That's why I continue to be a fan of differentiated professional development that meets the needs, questions, style and interests of educators.

I must also remember what this event felt like to me as I'm sure my students feel the same way when I impose a topic and structure that doesn't fit their style, interest or questions.  Hence, I'll continue to make every effort to make learning engaging, and when a child acts up, I'll work with that child to identify and remedy what caused the frustration.  As humans, we like to learn, and we like to do a good job.  When learning events affirm that by recognizing our learning style, needs and questions, our learning is enhanced and the experience gratifying.  As for this learning endeavor, sometimes an event that's not just right can offer an important perspective.

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