Literacy, Personalized

Lately, I have been exploring personalized learning as an approach to meeting all students’ needs. Personalized learning “places the interests and abilities of learners at the center of their education experience. In personalized learning, educators develop environments in which students and teachers together build plans for learners to achieve both interest-based and standards-based goals” (Halverson et al, 2015). What I am finding is there is no “gold standard” for this approach. Maybe the concept is too big. Maybe personalized learning is too new. Maybe I haven’t studied it enough!

IMG_1789Because I have a focus on literacy and leadership, I thought about what personalized learning might resemble in a reading and writing classroom, specifically. How is it different from what we might expect from a more traditional classroom? Below are the elements of personalized learning as outlined by Allison Zmuda, co-author of Learning Personalized: The Evolution of a Contemporary Classroom (Jossey-Bass, 2015): Time & Space; Assignments; Curriculum; Reporting; Feedback; Roles. Next are a smattering of ideas on how personalized learning might apply to the literacy block. If you have more suggestions, share them in the comments.

Time & Space

  • Ensure that enough time is provided daily for authentic literacy experiences, especially independent reading and writing on topics of students’ choice.
  • Provide more modern furniture for students to engage in reading and writing. For models, check out a local library or an independent bookstore.
  • Create natural locations in the classroom for students to share what they are reading and writing. Small tables and mounted counters with stools could work.
  • Audit the instructional day to find more time to read and write, and jettison anything that is not at the same level of effectiveness.
  • Position book shelves and writing materials so they invite students into reading and writing in authentic contexts, i.e. journaling, blogging, book reviews.

Assignments

  • Replace book reports with book reviews. Use digital tools such as Biblionasium for students to post book reviews for peers.
  • Replace book logs with personal journals. Provide open-ended notebooks for students to write about what they are reading so they can share their thinking with peers the next school day (or keep their thoughts to themselves).
  • Cancel the school’s annual subscription to Accelerated Reader. There is no independently-conducted research that shows Accelerated Reader is an effective literacy program. See the What Works Clearinghouse report for more information.
  • Reduce reading projects to the bare minimum with regard to how students are expected to respond to their reading.
  • Implement book talks to replace some of the assessments previously questioned. We can gain more information about a student’s understanding of a text through them sharing what they are reading verbally than from inauthentic assignments.

Curriculum

  • Integrate reading, writing, speaking, and listening into all other curriculum renewal activities. Performance tasks are especially good opportunities to incorporate literacy.
  • Make a list of and provide relevant authentic texts that capture the time period of a point in history.
  • Curate a list of biographies about famous scientists that students might want to research for a written report.
  • Craft big questions that lead students to pursue knowledge online, which will provide opportunities to critically read web-based resources.
  • Incorporate writing into formative assessment points, such as constructed responses and personal reflections.

Reporting

  • Develop rubrics for writing genres with students, after a lot of immersion into authentic texts of the genre to be learned.
  • Teach students how to self-assess writing at every stage of the process.
  • Facilitate monitoring of reading goals through journaling, blogging, and published book reviews.
  • Replace grades for reading and writing with frequent qualitative feedback.
  • Utilize digital assessment tools such as FreshGrade to share student learning results in literacy with family members and colleagues.

Feedback

  • Utilize online writing tools such as Google Docs to facilitate feedback between classmates.
  • Partner with other classrooms locally and/or globally to facilitate feedback between students.
  • Provide anchor papers of past work for students to reference when striving to improve their writing.
  • Meet with students regularly during independent reading and writing to affirm strengths and offer strategies for improvement.
  • Teach students to end a draft of writing with questions they have about parts they are unsure about to guide feedback from the teacher or peers.

Roles

  • Assign one student to be the class notetaker during a demonstration lesson for a reading or writing strategy.
  • Rotate the role of classroom researcher to students. When questions come up during the literacy block, this student is tasked with finding an answer.
  • Set up a website (Google Sites, Weebly) where students can publish their finished pieces of writing as authors.
  • Designate one or more students to write a weekly newsletter, highlighting the happenings in the classroom. Share this out digitally and on paper with families.
  • Put students in charge of the classroom library, after lots of modeling on how to organize the titles and display the covers.

As I completed this list, I realized that a lot of these literacy activities are what typically happens in the best classrooms for reading and writing. Is it reasonable to think that personalized learning naturally happens in an authentic literacy environment?

Homework: Helpful, Harmful, or Otherwise?

As I write this, I am out on our back patio. My kids are in the neighbor’s backyard, flying a kite with friends. They had recently recovered the kite from a tree. This time around, they are staying away from the natural hazard. I don’t know how they got the kite down previously; they had figured it out before I was called to the rescue.

Imagine, instead, if I had made my kids stay in after school to finish their homework.

Four years ago, I shared my attempt at revising our homework policy at my former school. It was more policy than practice – we briefly discussed it, then moved on to something related to literacy, I’m sure. Looking back, it was a topical change at best. My suggestions were within the paradigm that homework was still necessary. We never really delved into the idea of homework as a concept that may be outdated.

I’m torn. Some of the work students bring home can make for an interesting study. For example, my son was recently assigned a family heritage project. He had to locate an item that is a part of our family’s history and culture, learn about its significance through interviewing family members, and then communicate his new knowledge through speaking. Storytelling is a skill they have been working on for a while.

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My daughter has elected to bring home learning. She is participating in Genius Hour in her classroom. This primary class refers to these inquiry-based learning activities as “Wonder Projects”. My wife and I are often recruited to support her most current questions, whether that be taking pictures of her next to enclosed animals (“What animals most often live in a zoo and why?”) or setting up a mini-art studio in our dining room (“What are some famous artists and their artwork?”).

These examples are, by definition, homework. One was assigned, one wasn’t. Both facilitated a unique learning experience in our home. This seems to fly in the face of research, such as John Hattie’s meta-analysis that homework has a negligible effect in elementary school and a significant one at the secondary. To be fair, homework that I just described is rare. The typical fare is worksheetsreading logs, and studying spelling words for Friday’s test. One can understand with these examples why schools are starting to outright ban homework.

These absolute policies also result in absolute thinking.  My post here is not to admonish or advocate for homework. Rather, let’s bring some common sense into the conversation. An instructional coach, Dana Murphy, came up with a novel way for teachers to think before they assign homework.

In other words, if we are assigning homework, is it more important than opportunities for kids to play, read, or spend time with families? If the answer is “no”, then how can we rethink our instructional approach for the 6-8 hours that we do have students in our classrooms?

Gotta go. The kids are burying each other in landscape pebbles.

Writers Must Read – Wisconsin Writes

This post is to highlight a video series from Marci Glaus for the Wisconsin Department of Public Instruction. The series is titled “Wisconsin Writes“. From the DPI website:

Wisconsin Writes provides a glimpse into example writing processes of Wisconsin writers from a variety of contexts. Each video story featured captures the recursive, complex, often messy process that we call writing from some of the best writers in the state.

In this video, titled “Writers Must Read”, local writers share why it is so important to be a reader if one wants to write well. I thought the video had a great message and unique insights for students and teachers.


I’m currently looking for writers myself: literacy leaders from a variety of positions willing to share their stories and expertise on this blog. If interested or would like more information about participating in this collaborative experience, fill out the form below.

Tailings (Or: Why This Blog Might Become a Collaborative Space)

In our town, the city department used to lay down a mix of sand and gravel to make the roads safe during winter travel. The material was called “tailings”. It came from the mining shafts, dug up and dispersed once the lead ore had been excavated from deep below. With the closing of the mines, tailings have been replaced with road salt.

This seems like an appropriate metaphor for my current situation with blogging. Right now I am feeling like I am doing more reposting of events from my website (mattrenwick.com) than actual writing. What I don’t want to see happen is for Reading by Example to become the repository for my own writing tailings – the rejected articles and ideas from my other writing outlets. My situation is not a bad one; I’ve found opportunities to write for multiple audiences and get compensated for my time and efforts. I am thankful. Yet this means less time to write in this space. I’ve connected with multiple people who have shared their appreciation for what is posted here.

That’s why now seems like as good a time as ever to open up this blog to other writers who are also literacy leaders – teacher leaders, lead teachers, instructional coaches, prospective administrators, assistant principals and head principals, curriculum directors, superintendents, university faculty, consultants, thought leaders – anyone who has knowledge to share and a story to tell. This could be an opportunity for educators who have not blogged before, who are new to writing online or might like to drive more traffic to their own blog. I realize I am making a large assumption that people would want to write in this space at all. Having over 800 subscribers does help hedge this bet.

I’m not interested in being an editor, but there are some questions I would like prospective contributors to respond to before we agree that this is right for both of us. See form below for more information. Related, the goal of this blog will be revisited. To start, it will no longer be merely my perspective, but one of many. Having a public forum and continuous dialogue about literacy and leadership is critical for schools and their respective students to be successful. I hope that by opening up this digital space for more voices on the topic, we might find it to be a much better resource for all. That’s the plan, anyway. Your comments and questions are, as always, very much appreciated.

What I’m Reading: March 2017

Professional Resources

Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America by Allan Collins and Richard Halverson (Teachers College, 2009)

An essential resource for thinking about and discussing technology in education. The authors provide a thorough history of what has come regarding schooling and how it is not a good fit with our knowledge society. This book is not outdated; the concepts and critiques are just as relevant today.

Pedagogy of the Oppressed by Paulo Freire (Bloomsbury, 1970, 2000)

I took on this classic in order to better understand critical literacy and its foundations. I will be honest: this was a tough, slow read. However, it might also be an essential text for any educator looking to understand the importance of being literate in a changing world. I’m glad I finished it.

 Personal Reading

The Plot Against America by Phillip Roth (Vintage, 2005)

The premise of the novel is Charles Lindbergh is elected president, denying Franklin D. Roosevelt a third term. The famous aviator arrives at the White House on a singular promise: to avoid going to war with Germany. His isolationist platform is in contrast to FDR’s growing concerns regarding anti-Semitism spreading across Europe. Lindbergh’s affinity for the Nazi party comes to light more and more as the story progresses. This piece of fiction is based on the events of this time, told through the author’s perspective as a Jewish child growing up in New Jersey. It almost reads like a memoir with all of the details.

The City of Mirrors by Justin Cronin (Ballantine, 2016)

An excellent way to close out this sci-fi/literature trilogy. Epic in its scope yet manages to find a balance with small moments. For me, The City of Mirrors stands alongside The Stand by Stephen King and American Gods by Neil Gaiman. My only regret is that I read each of the three books when they came out. The amount of time between books made it a challenge to remember all of the details from previous stories.

Children’s Literature

The Most Magnificent Thing by Ashley Spires (Kids Can, 2014)

A thoughtful and humorous picture book about the design process. The story’s message of kids needing opportunities to be challenged with personal inquiries is well heeded. A perfect read aloud for teachers getting started in Genius Hour or Makerspaces.

Millions by Frank Cottrell Boyce (HarperCollins, 2005)

The unique idea behind this story (boy finds a quarter million pounds before England changes to the Euro) makes for an excellent study on values and our choices. The author does not try to preach about the ills that money can bring to our lives. Instead, he lets the well-drawn characters reveal themselves in the situation presented. The ending is satisfying even though the author does not wrap things up in a nice tidy bow. Highly recommended read aloud for intermediate/middle-level classes.

We Found a Hat by Jon Klassen (Candlewick, 2016)

It had to have been hard for Klassen to follow up on his first two pictures books, I Want My Hat Back and This is Not My Hat. Yet the author succeeds. Two turtles find one hat. They both agree that it is a nice hat. So how do they reconcile this situation? The illustrations tell as much of the story as the text.

The Connection Between Reading and Writing

Not that long ago, I was struggling to write, digital or print. To be fair, my time was committed to formal projects. Reading also took a back seat. Was there more to it? I have heard of this reluctance to write as “the resistance”. This invisible force throws up mental roadblocks whenever we see a blank piece of paper or an untitled document. It can happen for all learners. A strategy I learned for this type of situation was suggested by Regie Routman at the Wisconsin State Reading Association Convention.

If a student is having a hard time getting started with their writing, ask them what they would like to read.

This advice was excellent. It felt unexpected at first but now makes so much sense. By always “doing” – working, talking, traveling – but not taking the time to read and reflect, we struggle to write. We know that reading and writing are connected. So why do we still silo these two disciplines in our instruction and in our lives? Reading is the foundation for much of what we write. Writing is how we make visible all that we have read, experienced, and reflected upon. One does not exist without the other.

Tomorrow I fly out from the ASCD convention in Anaheim to home in Wisconsin. I could certainly get a lot of work done during layovers. But I kind of hope the wireless will be spotty. The opportunities for some quiet time to read in a connected, constantly in motion world are hard to come by.

 

 

Join me at the @ASCD Annual Convention in Anaheim this Sunday! #digiportfolios #EMPOWER17

Matt Renwick

In a couple of days, I will be flying out to Anaheim, California for my first visit to the Golden State. Purpose: I am facilitating a session on digital student portfolios on Sunday, 3/26 at 3 P.M. Click here for location details.

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This session will be an opportunity to share new resources and ideas from my upcoming ASCD book (August) on authentic assessment and technology. The confirmed title is Digital Student Portfolios in the Classroom: Celebrating and Assessing Student Learning.

If California is a bit of trek, consider attending one of my upcoming summer workshops in the Midwest (click here for schedule). I may also be available to facilitate one- and/or two-day workshops in your neck of the woods; reach out for more information.

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Exploring Classroom Innovations at the AWSA/WASDA Summit for Data-Informed Leadership in Green Bay

Matt Renwick

Data is a four letter word, literally and sometimes metaphorically in education. Educators need data to drive instruction and making informed decisions about student learning. When students have information about their own learning progress, they know themselves better as learners. Yet when data does not serve an important purpose, it can also monopolize our time that is better spent teaching and learning.

I was grateful for the opportunity to speak about the challenges and promises of this topic at the Wisconsin Summit for Data-Informed Leadership this week in Green Bay. This event, co-facilitate by WASDA and AWSA, gave administrators and teachers the opportunity to develop a better understanding of data in the context of schools today.

Beyond the Gold Star: Strategies for Nurturing Self-Directed Learners

This first session guided participants to explore innovative classroom approaches that gave students more autonomy in their learning. Data in this context wasn’t necessarily a…

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