Update on my plans to integrate Hope Theory into my Design Lab classes: it was a really great way to wrap up our difficult year on Zoom. You can read about it here on Edutopia:
Usually I’m a planner. I like to-do lists and calendars and vision boards and check boxes. But I’m also fond of those lightbulb moments when an idea pops into my head and I can see an entire project unfold that my students could start tomorrow. And that’s what happened when I read this article from Edutopia: In Schools, Finding Hope in a Hopeless Time, by Nora Fleming.
I have worried so much this year about my students, 7th and 8th graders I have never met face-to-face. We have been learning on Zoom all year, and while I have seen lots of growth, creativity and community in our Zoom classes, I know there has been plenty of pain and struggle that I haven’t been able to see or respond to online.
But now we are on Spring Break, and in a couple weeks we will return to a campus that will be brand new for most of my students. We will finally see each other in person! The sun is out, the days are warmer, flowers are blooming and the cold, rainy weather is fading. Hope is in the air.
But when we do meet in person on campus, with only seven weeks left in the semester, how will I engage my students in a positive way to wrap up this really hard year? How will I motivate and inspire students who may have struggled throughout these past months of isolation and distance learning? How can I give them hope, not only for our immediate situation, but also hope for their futures?
And why hope? Why bother to weave hope throughout my curriculum? I love what the research tells us about hope:
“…people who are hopeful aren’t simply optimists or Pollyannas but are able to think proactively about the future and plan ahead to get there. Research shows that hope is a learnable, measurable skill, and one that has a sizable impact on students’ success and persistence in school. Children who are hopeful are also found to have higher self-esteem and social skills, are more likely to set and achieve goals, and can more easily bounce back from adversity.”https://www.edutopia.org/article/schools-finding-hope-hopeless-time
While middle school students tend to get stuck in the present, there are ways we can shift their focus to the future and help them be strategic about defining and pursuing their own hopes and dreams. The Edutopia article includes a project from high school teacher Allison Berryhill, who had her students choose a hope they had for their future, and then work backwards to figure out how to make that hope a reality. Thinking about what that might look like in my middle school Design Lab class, my mind went to one of our favorite mediums: computer games. Since games revolve around a character trying to reach a goal, they are a natural for representing one’s own hopes and dreams.
What if my students created a game that took a character through potential obstacles on the way to reaching something they hope for in their own futures? Thanks to Scratch coding, my students will be able to not only design their games, but even code them and share the link with their friends so they can all play. And with remove.bg, my students can use a picture of themselves as the main character in their games. They will be able to literally move themselves past obstacles on their way to seeing their hopes realized. Thinking of the fun they will have as they code toward their dreams fills me with hope. I can’t wait.
There’s nothing quite like the intensity, the chaos, the one-crisis-after-another, the sorry-I-can’t-help-you-go-find-someone-who-can, the exhilaration, jubilation and exhaustion of the first day of production in a middle school broadcast media class.
My brand new group of 7th and 8th graders had met six times in the first couple weeks of school (90 minutes, every other day) and our audience was antsy for a show. Our news program delivers the daily announcements to the staff and students, and at the start of the school year there is a lot of information that students need.
So after just six class periods of training 12- and 13-year-olds to write scripts, create graphics, film and edit video shorts, set up cameras and lights, read from (and pace) tele-prompters, load media onto a TriCaster, manage the audio, direct the anchors, and operate a video bus and TriCaster during filming (which includes green screen technology, switching between four cameras and four student anchors, and incorporating graphics and videos during filming), it was time to get our first show on the air.
Suffice it to say, chaos reigned. The script team struggled with the language of dates (“If I’m writing the script today for a show that airs tomorrow, which day is “today,” which is “tomorrow” and what is “next week”?); the graphics team spent far too much time looking for just the right “labeled for reuse” image for the Icebreaker Dance announcement; the producer couldn’t find camera angles that worked for students under five feet tall and those well over six feet; the floor manager nearly fried her Fitbit chasing down graphics and videos from computers all over the classroom and delivering them to the tech team; the audio team assured us the audio was fine (but, par for the course, it was not fine at all); the bus operator kept switching to the wrong camera at the wrong time; and the TriCaster team fought the never-ending battle of green fuzz around the anchors’ heads.
But when the bell rang for lunch, our first show was finished, uploaded to YouTube and tweeted out on Twitter. And the best part? The kids applauded, slapped high fives, and walked out of the classroom taller, prouder and more confident than they had felt that morning. That show was theirs, warts and all, and they knew that they had a part in its production. (Click below to watch our first show of the 2018-19 school year.)
In my 25+ years as a middle school teacher, I have never seen a class that inspires students to take responsibility, invest in their work, own their efforts and develop confidence like I see in this broadcast media class. And I’m pretty sure this happens in large part because I can’t answer all their questions and I can’t solve all their problems. There are far too many tasks and far too many crises for a teacher to be in charge. No, the smartest move I made in that class was to tell them from day 1, “I will not be able to solve all the problems, so don’t ask. Find someone who can help you.”
It’s not easy to let students struggle, to watch them fail, but when I don’t step in to help, they collaborate, communicate and problem-solve to get that show produced. As their “teacher,” it is an honor and inspiration to step back and watch them take charge.
(For more information on our award-winning broadcast media program, see this post that I wrote for KQED; this series on EducatorInnovator’s The Current; and this video from our 2016 Jack London Award for Innovation in Education from Sonoma State University.)
Good thing I have the whole summer off!
I am braving the cold of Minnesota to deliver a follow-up report to the National Writing Project on the $20,000 No Bells, No Walls Innovation LRNG Challenge grant that has helped fund our KTV Broadcast Media program at my middle school. The grant has contributed to the creation of our new media classroom after we moved our student-produced TV show from a before-school club (of about a dozen students) to a dedicated elective classroom. Now we have 64 students participating in the production of a daily, multi-media news show that is broadcast across our campus and archived on YouTube for the community to enjoy.
Fourteen different teacher-teams were awarded a $20,000 LRNG grant, and thirteen of them shared their work today in roundtable sessions at NWP‘s annual meeting. The room was abuzz with stories of innovative, exciting work that is engaging students across the country: from STEM labs to action research; maker rings to passion projects; game design to digital storytelling. As the conversations moved from one table to another, a common theme emerged: one of the most powerful ways we are engaging our students in meaningful learning is by giving them a chance to find their voices, to follow what interests them, and produce new work that comes from their own passions.
As an English and Digital Media teacher, I think it’s pretty easy to give my students opportunities to find their voices: they choose what to write about; they choose what digital projects to pursue; they plan, film and produce their own movie projects. But what about other subject areas? The one that stumps me the most is math. How do math teachers ignite passionate learning and help students find their voices in math class? I would love to hear from any teachers out there who are actively trying to give students unique opportunities to find their passions and voices within their academic work.
Also: now’s the time to apply for the next round of $20,000 grants! Check it out here.
Why should you apply for the Henry Ford Teacher Innovator Award? You might think the title and accolades would be nice, and of course you’d be right. Even better, a beautiful award crafted in the glass blowing shop in Henry Ford’s Greenfield Village sure beats the suitable-for-framing document usually given to teachers. But the real reason you should apply is for the week-long, all-expenses-paid, innovation immersion experience given to the 10 first place winners. Three months later and I’m still reflecting back on all that I learned from that week, planning for our some-day trip to return to The Henry Ford for more inspiration.
I’ve always known that Henry Ford had a significant role in America’s identity as an innovative, risk-taking, hands-on, problem-solving country, but I had no idea how much of his philosophy extended to education. A week at The Henry Ford in Dearborn, Michigan opened my eyes to not only Ford’s legacy, but also to the power of teaching our students to be innovators themselves.
After arriving in Michigan (all flight, transportation, hotel and meal details arranged and paid for by The Henry Ford), our week started with the Maker Faire Detroit, a “three-ring circus of innovation. Robotics, electronics, rockets, food, music, fashion, science — if somebody makes it, we’ll find a place for it at Maker Faire Detroit.” It is a living example of the power and creativity of innovation, and an inspiration to those of us wanting to find ways to bring innovation to our students.
When I heard we would be touring the Henry Ford Museum, I pictured an institution honoring the work of Henry Ford in the automobile and factory industry. What I didn’t expect was to discover that Henry Ford himself created the museum because he wanted to honor the innovation and ingenuity of Americans. He was so fascinated with this work that he collected examples of American innovation every chance he could. And he saw innovation in more ways than his assembly line might suggest: while that was an innovation of process and product, Ford also honored innovation of ideas. His museum is there not for his own glory; rather, it is a walk through generations of genius in America, including the innovative thinking that challenged the social status quo of sexism, racism, and classism. Included in the museum is the American progression of automobiles, furniture, appliances, etc., as well as artifacts of innovative thinking, such as the founding of our country, women’s suffrage, and the Civil Rights Movement, including the very bus that Rosa Parks occupied.
If you have spent any time touring California colleges, you have probably heard of Cal Poly San Luis Obispo’s philosophy of “learn by doing.” I didn’t know that clear back in 1929, Henry Ford established a “learn by doing” school on the site of his museum. The children studied in the actual museum, exploring and using the contents as part of their education. There is still a school in the museum today, where students learn through “real-world experiences that focus on innovation and creativity.”
Our week of innovation immersion at The Henry Ford was spent with curators, archivists, and historians, passionate experts in their fields, who led us on tours of Ford’s legacy of innovation, including:
- The Henry Ford Museum: nine acres of space dedicated to documenting the “genius of ordinary people.”
- The Benson Ford Research Center archives: an astounding collection of American ingenuity and enterprise, such as Thomas Edison’s patent models, folk art and paintings, the personal and business papers of Henry Ford, domestic textiles such as quilts and coverlets, and couture fashion and accessories.
- Greenfield Village: 80 acres dedicated to recreating an American village from the 19th century. It includes 83 authentic, historic structures, from Noah Webster’s home, where he wrote the first American dictionary, to Thomas Edison’s Menlo Park laboratory, to the courthouse where Abraham Lincoln practiced law (even Sonoma County is represented there, as Ford brought Luther Burbank’s office and garden spade to the Village). In Greenfield Village, you can “ride in a genuine Model T or ‘pull’ glass with world-class artisans; you can watch 1867 baseball or ride a train with a 19th-century steam engine. Greenfield Village is a celebration of the people whose unbridled optimism came to define modern-day America.”
- The Ford Rouge Factory: we saw the Ford assembly line in action, learned about the factory’s history, and heard how the current ownership endeavors to further innovate the factory workplace. No pressure, Bill Ford, great-grandson of Henry!
- The Henry Ford Estate: although closed to the public for restoration, we were treated to a tour by the curator who is in charge of identifying every rug, painting, wall color, window trim, book, and bedding that would have been in the original estate. True to Ford’s belief that hands-on is the best way to learn, the restoration plan allows visitors to choose a book from a shelf, pull up a chair, and enjoy reading in Ford’s library.
As if the expert-led tours weren’t enough, our week also included workshops to help us teach our students to be innovators. Instead of asking students to memorize and recite back, curriculum from The Henry Ford helps teachers inspire their students to be the same kind of innovative, risk-taking, hands-on, problem-solving people that made America so great.
I can’t recommend this experience highly enough! I encourage all you innovative teachers out there to apply for next summer’s Innovation Immersion experience.
See a quick promotion here: https://vimeo.com/user24471526/review/140475331/8f8054da91
Get application information here: http://www.thehenryford.org/teacherInnovator/
Let me know if you have any questions! This application is well worth your time.
“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young.” Henry Ford