This year Winnipeg School Division is excited to have educational leader, and author of The Innovator’s Mindset, George Couros once again working closely with our staff. Now in its second year, one of the key pieces of this initiative involves extensive work with two Innovative Teaching and Learning Leaders (ITLLs) from each school. A guiding question in our work continues to be “How do we move from ‘pockets of innovation’ to a ‘culture of innovation’ within our schools?”(Couros, 2015) For further information about the scope of the project visit these two previous posts.
One of the major components of the ITLL project has involved the participants developing a reflective blog and their own personal, digital portfolio, outlined here. As we embark into year two and continue this blogging journey, our ITLLs are now invited to write a targeted post reflecting on a new professional book added to the project this year, the inspiring and practical, Teach Like a Pirate by Dave Burgess. As a group, we are using this book to focus conversations on practical ways to embed innovative and creative practice in our classrooms.
In my previous post, I discuss one of Dave Burgess’ provocative questions of “Do you have any lessons you could sell tickets for?” and how it was a meaningful exercise for me to give some thought to my own “stand out lessons”.
In my mind these are the lessons or a sequence of lessons that are dear to my heart. They are the activities that keep me up at night in anticipation, that have me jumping out of bed in the morning to get to, and that have become refined works of art over the years. As teachers, many of us have units, lessons, and activities we do with our students that we are the MOST proud of, that we know are highly effective and engage our students in superlative ways. An important skill for any educator is reflecting regularly on our practice, building on our strengths, recognizing our challenges and planning our next steps.
The pirate’s question about “lessons we could sell tickets for” can offer us a lens to start or continue this good work. However, for some reflecting on their own practice through this narrow focus may be challenging. Some teachers’ strengths may not be articulated through exploration of a single lesson or a series of lessons, but instead in other ways such as, in the relationships they build with students or flexibility in meeting individual student needs.
Either way, this thinking and the inspiring work of both George Couros and Dave Burgess help us to frame the first reflective blog post assignment for the Innovative Teaching and Learning Leaders this year. The ITLLs are tasked with:
Describe and reflect upon a lesson or learning opportunity you have offered your students that “you could sell tickets for”.
Thinking about your own learning through the ITLL initiative and the newest addition of Teach Like a Pirate, describe and reflect upon skills, strategies and practices you use to ensure student success, increase engagement/empowerment and boost creativity in your own classroom or school.
As I first read TLAP this summer, I recall connecting to a number of the suggestions made and activities outlined. The costumes and dramatic pieces may not necessarily be in my wheelhouse but as a former Inquiry Support Teacher and Language Arts teacher for 16 years, the use of artifacts, music, images, technology, personalized learning and a number of the other “hooks” were things I could relate to place to in my own teaching.
And so I offer an example of my own series of learning experiences along a writing theme that I did with students that I can potentially consider through the lens of “a lesson I could sell tickets for”.
One of my favourite learning sequences to teach in Language Arts is on descriptive writing. In my mind I call this focus my “I am standing…” writing pieces.
I have used a variation of these lessons over a span of many years and with students in grades 4-8. The intent of these lessons is for students to practice describing something so that a picture is formed in their reader’s mind. It aims to capture an event, person, place or thing in such a way that it makes the writing more engaging and interesting by paying close attention to the details using all of the five senses.
I always begin by modeling for the students. I choose one scene or location and I bring in a number of sensory artifacts into the classroom to replicate this scene. The Lake as a setting is a good starting point for me. This has varied over the years but may include: a tub of cold water, sand, reeds, a tree branch, an evergreen or fresh rain scented candle, a fan, a life jacket, a paddle, a turtle shell, images, sound effects of water lapping or loons calling etc. As the students engage in this sensory experience of “the lake” I ask them to record words, images and thoughts that came to mind, using the five senses. This might be on chart paper, post it notes, or digitally on an App such as Popplet. At times they have used the List Group Label strategy to further extend this brainstorming.
Next, I share my own writing piece about the lake, or model this writing in front of them- I Do (Routman- Optimal Learning Model). See here for an example. I ask the students to look for evidence of each of the five senses being explored, examples of adjectives and adverbs being used, and the use of literary devices. There are many outcomes that can be reviewed within this form of writing.
We wrap up the day’s events by making a list of other possible settings or scenes we could explore in a similar way. Typically the students come up many…city centre, park, beach, ocean, farm, prairie field, blizzard, campfire, bakery, amusement park, circus, concert, forrest, sporting event, airport, mountains…to name a few.
For our next class, I set up more sensory stations along these themes. I have images on most of the scenes in a file. I have collected a number of related artifacts along these scenes in a plastic tub I pull out each year and I gather others from nature. I find sound effects online such as; crowds cheering, ocean waves, crickets, and a campfire crackling. Others are conveniently on my Conair Sound Machine. I bring in popcorn, marshmallows, baked goods or other tasty treats where applicable. While exploring the sensory stations, the students use this graphic organizer or a digital variation to record their observations using each of their five senses.
After, spending some time exploring the stations and recording our thoughts, we regroup as a class and choose one of the settings to do as a shared writing piece –We Do. Here is an example of a shared descriptive writing piece we wrote as a class on a Fall scene at the park.
The final class, the students choose their own scene or setting to write their own descriptive piece on –You Do. They have the option of using the graphic organizer as a pre-writing sheet and we review the criteria for the descriptive piece of writing. They work through all stages of the writing process.
The beautiful writing that comes out of this often amazes me! Some years, the students take their imagery filled, descriptive writing pieces a step further by completing watercolour paintings to go alongside, or they use an App such as Adobe Voice to visually represent their lovely language using images and their spoken words.
This series of lessons has traditionally produced some of the best writing my students do all year. During these lessons they seem to thrive on the hands on, sensory nature of the work. The scaffolded, collaborative piece of working together before completing their own writing, ensures a high degree of success for all learners.