ANYWAY….

I find that my love of tools has everything to do with creativity. I love making things, and I love watching what others do when they use creative tools in different and unexpected ways. I have a pretty wide circle of friends who provide me this kind of fix on a fairly regular basis—some make jewelry, others are photographers, some knit, some garden…some teach art….I know quite few writers. My husband comes from a tremendous line of fabulous cooks, (and I blame him for the fact that I am definitely NOT the Biggest Loser in the contest we tethered ourselves to this spring).

I also have friends whose creativity is fueled by the use of tech tools. It’s always been pretty clear to me that tools can actually inspire innovation and creativity. So, for as often as folks are criticized for collecting and promoting tech tools, I gotta say–I’m not yet convinced that this phenomenon is worthy of much concern.

I’m wondering if alignment is, though.

Tossing the use of Amazing Highlighter into a conversation about the new Core Standards would not have enhanced the dialogue in any way. In fact, it may have been a distraction, and it may have even overwhelmed those who are not as comfortable with the use of technology as I might be. It wasn’t aligned to our purposes. Fortunately, I ran this idea past a friend in the field whose perspective I respect, and she questioned me in ways that helped me think this through a bit more. There are quite a few people in the field who do this for me, and often, I’m asked to challenge the thinking and planning and work of others as well. This doesn’t happen in Twitter or in Ning or in the comments field of my blog, though….even though so many folks in the edublogosphere suggest that this is where conversations like this should be happening. I think this may have to do with safety.

I have to be honest….the best work that I do involves a lot of discomfort. It happens as a result of someone questioning me, challenging me, and forcing me to rethink a lot of what I thought I knew. I see some people participating in these sorts of conversations within the field online, but not many. What I do notice is quite a bit of campaigning and endorsement. Or silence. That’s not a bad thing—I’m happy to campaign for more than a few ideas and the work of quite a few thinkers and writers right here in this space. I also have a tremendous respect for silence.

Here’s what concerns me though—if these same people who are on a constant campaign are unwilling to question the very ideas, work, and perspectives they embrace (or be willing to hear it when someone else does), then the conversation only grows louder while no one is really saying or learning anything. We’re merely just adopting what others tell us is worthy without examining it in any way.

I don’t think it’s tools that do us in. I think it’s our need to be liked and our unwillingness to engage in respectful and thoughtful criticism. I think we should value tools….for what they are worth. I certainly value those who write about them online. But the conversation is much bigger than that, and so is the learning. I don’t know if the conditions are in place to truly inspire either of those things though.

This post has been rolling around in my head for a while, and it came together last night when Brian Smith was willing to engage me on a Twitter for a bit. He was reflecting on his recent trip the ASCD conference and suggested a greater need for critical consumption. This is true of so many conferences, and I wonder if we reinforce passive learning when we position presenters at the front of the room and expect them to enlighten us by telling us what they think. This is how many conferences unfold, although I know that some have taken steps to shift that model. And they unfold this way because those in attendance often demand it. It’s a lot easier (and often entertaining) to sit back, listen, and walk away with someone else’s ideas. When facilitators don’t create that sort of experience for their audience, particularly at big conferences, there is often quite a backlash. Is it possible to facilitate sessions where we aren’t merely sharing what we think we know, what we’ve done, or what we’d like to inspire others to do? I think so, but people have to want that first. And honestly? I’m not sure anyone really wants that.

Sometimes, it seems that the greatest inhibitors of this sort of change are those who call loudest for it to begin with. I can’t tell you how many times I’ve watched leaders push masses of people to drive change change change faster faster faster and then call ‘em all out for “doing it wrong” when they try to heed the call in ways that are deemed imperfect. Or worse…..dismiss them. I’ve been on both sides of that dynamic, incidentally. Learning is messy, right? I hope we’re all learners.

So how do we proceed? Anyone willing to share their thoughts? I think I’ve rambled long enough here……..but it’s been a while, so I hope you’ll forgive me ; )

Now…synthesize?

I’m wondering how to engage students meaningfully with literature using tools like 60 Second Recap and Cliff’s Notes. Is it possible to have learners develop their own, around the texts they enjoyed and understood the most, so that others could learn from them? Would it be a good thing if users were invited to contribute their own works to these sites? Or is it enough to allow or even invite students to make use of them as-is, in order to enrich the meaning they are creating?

Apps that include Cram Plans have the English teacher in me recoiling–I’ll admit it. Perhaps it makes more sense for me to consider the potential and the possibility of the things that feel most threatening, though. The reality is that these tools exist, they aren’t going away, and kids are using them. Maybe we could make that work for all of us in better ways. I don’t know. At the very least, it challenges all of us to design learning experiences that transcend the meaning that can be distilled from resources like these. After all, they are out there and more accessible than ever. What are your thoughts?

If all of the professional development initiatives teachers have been a part of, all of the learning community work they’ve participated in, and every formative assessment they’ve “given” students inside of classrooms was heavily motivated by a thirst for improved student performance on tests of any kind…..what will happen now that this vision has been realized?

Yeah.

I’m thinking it’s hard to sustain teacher and student learning when all learning becomes about performance.

Also, I’m wondering what happens when the test disappears? Where does our confidence come from then? How will everyone measure success?

A few weeks ago, I was listening to an interview relevant to the recession. The speaker was discussing the long term effects of the state we are in—the fact that incredibly competent people have lost jobs that they will not be able to return to in five or ten years. Not because jobs in their field won’t be there (although some certainly may not be)….but because they will no longer have the capacity to do the work that they were once so incredibly skilled at, because they’ve been away from it for far too long.

This is my fear for those teachers who are working hard to do what is right for their students. Those teachers who are driven by test scores, mandated to march carefully through textbooks and manuals, and judged by whether or not they completed the district required workshop on something they don’t have value for. We aren’t simply silencing and disrespecting them. We are crippling them, and we’re crippling ourselves and students in the process.

Honoring people where they are at, embracing slow change, and allowing teachers and students to lead the way isn’t merely about “garnering buy in” or making people “feel” valuable so we can get them to follow our agenda. It’s about having enough intellectual humility to realize that maybe we don’t have all of the answers and maybe the most meaningful answers aren’t simply about student performance. Maybe they’re also about capitalizing on our collective and very distinct expertise for the good of all. Maybe they’re also about nurturing and sustaining teacher capacity….and enthusiasm…..and morale. Doing business this way might mean that people aren’t going to agree with us. It might mean that they move slower than we would like them to down paths we didn’t carve for them. But when we’re gone? They’ll know how to drive and they’ll know where they are going. Not because someone told them, but because they were trusted and truly valued.

Ironically, I’m wondering if this might have a positive influence on performance in the long run…….

I had the opportunity to work with a talented and fairly diverse group of middle school writers this month. I was facilitating part of a new WNY Young Writers’ Studio residency, and the purpose of this particular session was to support kids in establishing a vision and a purpose for their work as writers. One of those writers was a wicked smart young man with an affinity for math and science. His teacher invited him to hang out with us for the day even though he didn’t define himself as a writer (or maybe because he didn’t define himself as a writer). She did this despite the hefty dose of discouragement she received from others who were convinced he wouldn’t enjoy the day or find it valuable……because he is autistic.

At day’s end, this boy handed me a beautifully articulated vision of the writer he longs to be. He told me that his writing will make a significant contribution to the field of science. He told me that it will open people’s eyes and make them aware of things they did not realize before. He spoke plainly, as if it were already so. And I believe him. I know his teachers do too. Why? Because this kid is not only wicked smart…he has mad writing skills to boot.

It’s March. And in March, it’s easy to lose your faith a bit. The mountains we’re climbing suddenly seem higher, and the work to be done often feels harder. This experience was a good reminder of this simple truth: when we simply create room for what is possible rather than spending all of our energy running interference in the name of “serving kids well” we realize that many of them are already doing some pretty phenomenal thinking and learning and planning…..without our help. When we expect great things from people and withhold judgment, they often deliver. And when they do, we can learn a lot from them. And that’s more than enough to keep me going in March.

Want your own shot of inspiration? We took in this TED Talk at Communities for Learning last week. It raises some important questions about ability, disability, and the assumptions we make about those who face adversity. Timely….and worth your time.

Need support around the nuts and bolts of digital storytelling? She has also made this resource available for free:

I’d never heard of her, truth be told, until I caught an interview with her on NPR this winter. Then, my daughter Laura and I watched HBO’s full-length film, which featured what we both agreed was a pretty compelling performance by Claire Danes. Recently, Dr. Grandin spoke at TED. She has published extensively as well.

I love talking about Temple Grandin because every time I do, whoever I’m chatting with has found themselves inspired by her for reasons I had not considered before. How does Temple Grandin inspire you?

Young writers and educators are invited to join the fellows of the WNY Young Writers’ Studio at our first annual Celebration of Writing, which will be held on June 5th from 9:30am until noon at Pinnacle Charter School in Buffalo, New York. This year’s theme is A Celebration of Writers and Teachers in Progress.

What makes this event special? All of the kids who are helping to facilitate it and the possibilities that our format provides. I’m really excited about watching the talented people that I know share all that they know about writing, technology, and teaching. I hope you will join in the conversations that day!

More details, online registration AND printer-friendly mail-in registration here. Please share with those you know. This is a free event! Hope to see you there!

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