#Geniushour, Publishing and CrossFit

This week my students were deep in two projects. They were publishing their latest non-fiction chapter books for Writers Workshop, and working on genius hour projects, both the planning process, creating the deliverable and giving the 'showcase'. They also played host to a 4th grade class that was looking forward to starting their own genius hour, too. Publishing and Genius hour allow the children to exercise a few transferable skills (thanks CrossFit for that term) that are applicable in many different places.

Publishing

Each child chooses 'The One' lucky paper from a stack of stories that he or she has written during the past few months that will become the published story. To choose this story, they must have many ideas (create) and make several stories (try), followed a plan where editing and revising are rampant (review/reflect), get peer support ("Nice work, go for it!" or "Pretty good, here are some suggestions" and Collaboration), then go through it for final fixes before adding the flourishes. This is an intense process that the children have learned through the months and they are living for it. They want it. They ask for time to finish their projects during rainy day recess instead of legos. They are talking about it as they enter the door from PE. They are psyched to work really hard on a project of their choice (autonomy) under real deadlines while pushing for excellence. 

Genius Hour

Each Friday, from 12:45-2:19 we are doing something with Genius Hour. From 12:45-1:45 the kids create, iterate, get frustrated, try again, succeed etc (create and try)... During this time, they ask each other constant questions. I, also ask them constant questions. "Why this project and not ___?" or "What is the question you are trying to answer?" or "Who might be helped from this project?"(review/reflect). [note: Then we clean. I needed to emphasize this during my last post but forgot. Here it is. Remember to ask your children to help you clean up. Genius hour is messy learning at it's finest, and I truly think it needs to be. The iteration process is messy, but that doesn't mean the classroom has to be.] We clean for about 8 minutes, then get presentations prepared. The kids have a short time to present and they are getting better at keeping the talk to about one minute, sometimes two. 

CrossFit and Transferable Skills

When I first started CrossFit in August '13, I didn't get transferable skills. I was just doing stuff, and it was hard and seemed to lack connectivity. It wasn't until I watched a lot of Mobility WOD  that I finally realized it was all connected. The kip position for a pull-up is the same as a hollow is the same posture needed for a double-under. Exercises went from really really hard, to hard because I could see the transferable skills that connected each exercise. 

When I see my students revising their writers workshop, then revising their math journals, then I see them revising their Genius hour projects, I get chills. They are taking the difficult skill of revising- looking critically at their work, changing mistakes, highlighting success- and applying it across the curriculum. When I see my students planning for Genius hour and writers workshop and reading, it's the same chills. With connectivity in lessons and skills, children learn that skills are not independent, but rather they can be applied in a variety of settings. These skills go way across the curriculum, cover multiple CCSS and, bonus, they go straight into the real world. 

Be Great Today. 

Genius Hour, First Grade

When I first started to hear about Genius Hour in the fall of ‘13, I immediately wanted to know more. Let the kids create, question and learn and do on their own? I’m in.

1st and 4th graders gathered to hear about the bridge
that failed. It was a great dam, bad bridge.

I have always been a huge fan of choice time and firmly believe in the lost art of ‘letting children play’. However, I was noticing that our choice time was getting competitive. “He has more lego people than I do” or “I wanted to play with the marble run!”. There were some victories, friends made and some much needed unwinding for my students.  It was also a very social, which was great, but I wanted more. Being ever curious about how I might be able to get more from a school day, create a more autonomous learning environment for my students, encourage creativity and collaboration it became clear - Genius Hour.

Searching twitter (#geniushour) I found @joykirr, then her LiveBinder, drifting further down the bunny hole, I started connecting previous ideas from Google (20% time), Daniel Pink, Ken Robinson and IDEO. For teachers reading this, the first three connections stated are probably known entities. But IDEO? A cutting edge design firm located in the Bay Area founded by David Kelley, IDEO became famous for bringing design thinking into all avenues of life. How might a shopping cart be better? “How might we” questions became the trendy in and around SF and the greater Bay Area. I read Change By Design a few years back and absolutely loved it, thinking the whole time, how I might be able to do this in my classroom? How might I encourage creativity (Sir Ken), create learning autonomy (Mr. Pink), and manage 21 six year-olds (me)?

Unstable boxes meets stability.

Fast forward to November ‘13 and I jumped into Genius Hour with both feet. The first try was clunky on my end, trying to intervene little at times, then too much at other times. My efforts, both good and bad, didn’t seem to hamper the kids efforts as they created oceanscapes, explored a planter searching for bugs, created lego creatures, created a slideshow telling all about different ships, choreographed a dance to Firework and wrote, sang and performed a rap song. Deliverables were delivered and presented. The presentations were shy and quiet. Some natural speakers were found, others were emerging from their shells. Process was the king/queen of the day. Truthfully, I wasn’t concerned about the quality of the deliverable. So long as the process was collaborative, positive, driven by personal curiosity and enjoyable, I felt that the mission was accomlished. The room was buzzing with energy... “When can we do this again?” “Is it on the schedule today?” “I have an idea for next week!” became the language of the week. Kids were thinking about this before they left for the day, at morning meeting, during lunch and executing ideas during the Hour itself. I was hooked. They were hooked.

Getting Started

I won’t lie, this can get messy. It can get loud. Failure is often. Start with a thinking session. Kate Petty said to make a Bad Idea board full of ideas that aren’t really genius worthy. For instance, How deep is the SF Bay? In .56 seconds, Google told me that it was 360 ft deep under the Golden Gate. Instead, what about Shark species of the SF Bay, or How is the depth determined, or Why isn’t the SF Bay deeper?? You might have to tell your students, No, but make sure to say why their current idea isn’t Genius Hour worthy, and perhaps offer a suggestion. The first few weeks, I let a lot slide, and I suggest you do the same (remember, first grade). 
Note: I didn’t make a bad idea board because I only heard about it a few months in.

Automatic fly swatter

Solid, liquid, gas demo

Give a Framework

Each week the children have to determine three things:

1. Who will be part of their team? Solo, two or three? Four is pushing it.

2. What will you be doing, learning, creating? There must be accountability. A week ago, three girls were going to choreograph a dragon dance. They announced it and the class was fired up! When they presented a 20 second skit about a restaurant, the children did all the talking. “Wait, where is the dragon dance?!” They were disappointed, and the three girls were embarrassed. We made a rule- if you say you’re going to do it, do it. If you’re going to change, tell the project manager, me.

3. How will you share out? Each group or child only has one minute (approx) to share out what they did, how it worked, what didn’t work etc. All eyes are on the presenters and the class acts proud and respectful. Thus far we are using Explain Everything for digital presentations, Doc Cam and live Demo’s to share out.

Could look something like this...

Who?	What?	How?

Use Big Words

Why not sneak in some content specific vocabulary? Stabilize, water-proof, attracted, iterate. Last week I tried to describe the term iterate with 21 six year-olds. I got this drawing.

Process of iteration in First Grade

What’s Come Up?

Genius Hour has broken language barriers, made friends from unlikely pairs and given me goosebumps at the way the children describe their work. No tears yet, but we have had at least a failure or two each hour. The kids are prepared for this, they know that as we fail, we answer the question- Why did this happen?  Then try again. The process of iterating continues.

What Do I Need?

Remember to be brave while doing this. The worst thing an educator can do is NOT try this out. It might be bad, but it’s a start. Develop some possible ideas with the kids, keep these ideas and grow a list. I encourage the kids to redo past projects in order to improve them, learn more from them, or redo a presentation that went haywire. Collect boxes, TP rolls, blocks and other random stuff to help the kids create. They are also writing lists of things they might want in order to get future projects done. This list will live on our class website for all to see and donate.

A Note of Caution
This is not a 'sit back and watch' kind of thing. The teacher is the project manager. It is very important to be a sounding board to the kids, ask them questions that make them really think deeply and have conversations with their team, let doubt creep in, let excitement creep in, help them make connections and increase inspiration. 

Genius Hour for First Grade. Give it a whirl, let me know what you think, how it went and what victories your kids experienced.

Your School is a Brand... So Are You

Step into your favorite local Starbucks and what do you notice? Are you confused? Do you know where the line is? Do they serve the venti mocha-choca-latte that you want? Are you confident that you will order said venti and then receive what you ordered? You should be, because Starbucks has an incredibly consistent brand. You feel comfortable going there on a trip to Denver because you are 99% guaranteed to get what you want. You might also get a smile, ‘hello’, the chance to use a moderately clean bathroom and free wifi to give them a positive review, ‘Like’ it or tweet how happy you are now that you have your mocha. Sounds nice, and it is. But our school doesn’t serve mochas, so what do we have? And how can a brand like Starbucks, for example, work for a school? Let’s define what a Brand really is…

Brand is not a logo, a tagline, or an advertising campaign. It's a multidimensional platform that can be your greatest differentiator and competitive edge, if built correctly. It represents both a rational and emotional connection to your various stakeholders and the consumer that ultimately decides to purchase and engage with you. (1)

Change a few words to make is school/education specific and we get…

Brand is not a logo, a tagline, or an advertising campaign. It's a multidimensional platform that can be your greatest differentiator and competitive edge, if built correctly. It represents both a rational and emotional connection to your various community members and the students and parents that ultimately decides to engage in learning with you.

Each school has a brand and it is something that didn’t happen by accident. We all have a school vision, strategic plan, student, staff and parent expectations that help define our brand. All of these core beliefs are present with us on a daily basis and they help guide the way we teach, the way our students learn, the way our parents manage the drop-off line all the way down to how we dress. The values are probably even known by the general community.

A school’s positive brand can alleviate parent fears during kindergarten registration, acquire highly qualified teachers when openings arise and increase community support. If your school is known for pushing the envelope with technology usage, the school can either actively pursue its brand image as a tech school, or let community members define it’s brand. If your school has a one-acre garden and they grow their own school lunches, it’s an organic foodie school. If your school has 100% bike riders, you’re a green school. You get the idea. A schools brand consistency will help deliver a clear message to parents, teachers, students and the community. “We are here to support these young learners as they move into the future.”

As a teacher at this institution, we are also responsible for delivering this consistent brand message. A smile in the morning as we open the doors, morning meetings, laughter, skipping in the halls, waving good-bye to parents at carline all help teachers deliver the consistent message each school is trying to deliver. Imagine you’re at your local school, let’s call it Pleasant Ave Elementary (fake). Your teacher is Mr. Jones and he is a great example of the brand PAE is trying to deliver. Friendly, caring, highly invested in how each child learns. But today at drop off, he opens the door and has a gruff look, doesn’t make eye contact and is looking a bit shabby. Parents and probably other staff members are going to ask, “Everything ok? You feeling alright?” They ask this because they care, but also because this doesn’t make sense. It’s not a brand consistent appearance, and it can be unnerving. When the GAP changed it’s logo, people freaked out and GAP changed it back because the consumers (parents and children in our case) found it so different from the original log that it was inconsistent with the brand. If today was a school tour with 20 new families all hoping to see just how great PAE really is (they’ve heard about it’s reputation, or brand, through the community), odds are any new families would see Mr. Jones and wonder what was up, especially since all the other teacher appeared well dressed, present and jovial. Ultimately, our personal brand is with us whether we want it or not, and we can choose to cultivate our brand in a positive way or allow it to be cultivated for us.

Some thoughts about teachers and their brand…

1. Keep your message simple. A clear statement of purpose, vision statement, or even a smile can help share who you are and what you’re about as a professional. “I’m here to help your child do things great today.”

2. How do you communicate? Are you a daily emailer? Tweet much? Bi-weekly newsletter? Stick with something that works, but make sure there is a purpose. I tweet because I want parents who can’t get into the classroom to be able to have a conversation with their student about what is happening on a daily basis.

3. Build your own brand as a professional teacher. Like it or not, our brand (or reputation) is out there and we get to choose to cultivate it and grow, or let others do this work.

4. Truly great brands don’t go about announcing themselves, nor should teachers or schools. If the amount of energy expended while developing a brand as a teacher or school is greater than the energy expended to directly help children, we are failing.

________________________
1. Shawn Parr. "5 Smart Steps To Building Your Brand The Right Way - Fast Company." 2013. 22 Jan. 2014 <http://www.fastcompany.com/3018334/how-to-be-a-success-at-everything/5-smart-steps-to-building-your-brand-the-right-way>

The Obligatory "Who am I post"

After much #edupressure, a mind full of ideas that need to be put somewhere easily accessible, made shareable, and share some learning with friends and new friends, here is blog post #1.

I shall dedicate this blog to the #eduawesomeness that was the #gafesummit in Napa two weeks ago. Between meeting Karl L.S. in real life (didn't get the autograph), hanging with Eric Saibel and Sergio Villegas, pointing at Jenny Derby and Ashley Williams (is that rude?), reconnecting with Amy Fadeji and getting the chance to talk, share and plan with my own colleagues, not to mention the hundreds of other people that I chatted with from around the state, I'm ready to blog. Let's do this.


Following the lead of Ashley Williams and her crafty blogging skills, dare I say inspiration, I have answered 11 questions.... 

1. What do you want to be when you grow up? 
When I grow up I want to be an artist. I'd like to meld together being in nature, photography, sketching, painting, movement and the production of something that inspires people to do something that makes them happy. 

2. What are your favorite weekend activities? 
My wife and I are fortunate enough to live in very close to the San Rafael Ridge Open Space. We like to spend weekend mornings with our dog, Spring checking out animal tracks, looking for deer and birds and generally being outside. If I'm not running around doing that, I'm usually sleeping, stretching from a Cross Fit WOD or eating. I'm going to confirm that eating is a weekend activity. 

3. What's your favorite thing about working in education? 
People, autonomy and the pace. 
Being surrounded by people that love what they do, love their children and love to learn makes for a pretty great work environment. People make the school great. 

I love that if I get an idea, I can put it to work now. If it stinks, I don't do it and the kids and I have both learned something about the process of designing things that work. 

I work well in a fast pace, and between my personality and 21 first graders, the pace is pretty quick. There really has never been a time when I've been bored- I think that would be terrible. 

4. If you could have dinner with anyone from your PLN, who would it be? 
Tough questions, but here is my soft answer. I'd eat with the person who has never sent a tweet because he/she is too nervous, or doesn't get it, or it just doesn't make sense (#educonfused). While munching organic kale salad, pizza and soup at Picco, we could discuss the merits of creating a PLN using social media, how great pizza is, and what they are doing on Monday in class that is totally different than what they usually do.

5. What are you known for at your school? 
I'm known for taking something normal and making it rather different, yet meaningful in a different way. I'm known for twitter and genius hour, how-to videos, thinking with no box at all, taking full bites and jumping in with two feet, but mostly I think I'm known for connecting with children and families.

6. How do you celebrate your birthday? 
Food, friends and family. Ever since I met my wife 10 years ago this March, my life has included food in the best ways possible. She taught me to cook well and to enjoy tasty bites. Usually some great meat, though two years ago we have a polenta party!

7. What is your current favorite tech tool (either personal or educational)?
iPhone 5. Next phone I get will have more storage space (32g), but this thing can do anything. 

Misha, 7

8. Do you have pets? YES! Misha the cat is 7. He is the OG pet, the beta test. Spring the brown spotted dog is animal 2.0 and has been a great dog for my wife and I and a wonderful friend for Misha. 

Spring the puppy

The dynamic duo

9. What's the craziest adventure you've ever been on?

Cliché answer- life has been pretty wild thus far. Marriage, traveling, camping, animals, pink slips, stitches etc... True answer- ice climbing in the Sierra Nevada.

10. Were you a good student when you were in school? 
Define good? I was engaged with my peers, though found myself rather disengaged with many teachers. Some connected with me, and surprise, I did well in their class. I didn't read well until 2nd grade, and didn't truly fall in love with reading until I was 23. 

11. What are you an expert at (doesn't have to be a good thing)? 
Making coffee, laughing, helping, whatever term means 'the opposite of folding clothes', cheering for the SF Giants, riding bikes, running and being a creative thinker. 

More education thoughts to come, but for now, Go Niners. 

Mike