Disqus - Latest Comments for kdwashburn

Re: Reading Comprehension: Paper or Screen?

Kevin D. Washburn — Mon, 03 Mar 2014 09:54:17 -0000

I appreciate the thoughtfulness with which you approached this critique. It seems that there are a myriad of details related to both formats that may affect comprehension. One concern: do the details related to reading on-screen make it, at least in the present, a less viable option than reading on paper? For example, if multiple screens are required for each student to read text and have access to an associated quiz—to avoid flipping between windows or tabs—doesn't that limit the practicality of this approach for most classrooms? Also, wouldn't the details you identify suggest that read on a tablet, as many schools are advocating, has limitations that are similar to those placed on the on-screen test subjects? I'm not anti-screen reading. I frequently read in this format. My questions are intended to address practical concerns related to wide on-screen reading adoption for classroom use. It seems like the postnatal to overcome the on-screen limitations is possible, but may not be practical with the current capabilities. Naturally, current capabilities may change tomorrow.

Re: What Do You Think About While You Run?

Kevin D. Washburn — Thu, 05 Jan 2012 10:02:08 -0000

This video is close enough to reality to be hilarious. Can't tell you how many times a song or a snippet of a song has gotten stuck in my brain. Usually, though, I enjoy the freedom for my thoughts to roam unhindered during a run. Can't tell you how many blog posts I've mentally drafted or new projects I've begun to develop while on a run. I run, in part, for what it does for my mind!

Re: The Importance of Writing Well For Social Media Content

Kevin D. Washburn — Tue, 03 May 2011 15:30:49 -0000

I completely agree with your insights. I think, as educators, we need to recognize that learning to write well is not for the pursuit of "the great American novel," and not even just for communication capacity. Research shows writing to be an effective means of learning, and a gateway to improving thinking. Unfortunately, as you state, we often teach something other than writing. Grammar≠writing; punctuation≠writing; and diagramming sentences≠writing. They may all contribute, but without taking students to a point where they recognize how to use these tools as a means to write well, we completely miss their value. We especially need to teach students how to revise their writing, and engage them in more revising and less drafting that goes straight to publishing. Even blogging requires good (i.e., revised) writing. This challenge results, in part, from the poor writing instruction many of us received as students. In this critical area, our needs are great!

Re: Distracting Ourselves from Learning

Kevin D. Washburn — Mon, 25 Apr 2011 09:47:24 -0000

Great comments, and thanks for reading, thinking, and communicating.

I do not doubt that "back channels" can be a tool for deepened learning. However, if the chatter runs astray of what's being communicated by the individual making the presentation, then we have to conclude that what is being "learned" is different from what is being taught. This may be satisfactory to some, but it carries a major risk of shared ignorance being classified as "learning." Again, it's not that I'm against the use of tech in this way, and I'm certainly not an advocate of "sit and get," which I consider an unacceptable approach to teaching/learning. My "rant" was a venting of my frustration over teachers not using the technology wisely during an event designed for their professional development. If we cannot put the tech to good use in constructing our own learning, how can we model its beneficial use for students, and how can we dare to hold them accountable for using the tech wisely?

Let me put it this way: if the "back channel" communicates that so-and-so is now dating so-and-so, I may have learned a new fact, but it won't help me understand the structure of the atom. An exaggeration, I know, but I think it makes the point: when critical concepts are being taught, "learning" something new about my social circle is probably not going to foster my learning of the more important ideas.

Hope this makes sense. Any tool must be used wisely to produce benefit. A hammer can add support by pounding in nails, or it can be used as a tool demolition. Tech is no different, and until we can use it effectively in our learning, I question whether we can guide students in using it beneficially for their own learning.

Re: Learning Success: A Model for Effective Instruction

Kevin D. Washburn — Thu, 17 Mar 2011 20:13:50 -0000

Good graphic! I'd add some reminder of feedback's role during practice. Being their coach really needs to continue into practice. That includes supporting students who may need additional instruction or scaffolding and challenging students who may perform at an adequate level right out of the gate.

Re: Harper: We’ll Miss You

Kevin D. Washburn — Tue, 22 Feb 2011 13:56:59 -0000

Jason, I'm so sorry for this loss. I'm a HUGE dog-lover and know too well the void that the loss of such a great dog leaves. Your memories are beautiful and indicate that Harper had a truly wonderful life with you and your family. Hope your heart and those of your family heal with such memories as you've shared always there to remind you of the joy Harper brought into your lives.

Re: Words that Ignite Learning

Kevin D. Washburn — Fri, 22 Oct 2010 15:12:08 -0000

Thanks, Joe. Always good to know additional confirmation exists.

Re: Words that Ignite Learning

Kevin D. Washburn — Fri, 22 Oct 2010 15:11:34 -0000

Thanks, Joe. Always good to know additional confirmation exists.

Re: Just How Valuable Is Your Face-To-Face PLN?

Kevin D. Washburn — Thu, 12 Aug 2010 13:56:38 -0000

I think this depends largely on the people who compose either "PLN." I've had face-to-face encounters that were more of a drain than informative or inspirational, and I've had online interaction that was the opposite. However, I think optimal influence results from face-to-face interaction with individuals who do inform and/or educate us. We lose important aspects of communication in most inline forums, such as body language and vocal variations. I value and respect my online PLN, but I really grow when I meet these people in the "real world." Great question to ponder!

Re: Thoughts on Summative Assessments... Comments please!!!

Kevin D. Washburn — Tue, 25 May 2010 13:10:03 -0000

Eric, I think our job is to aid students in learning our material. It seems like your approach takes this perspective. Your students are better prepared for college by mastering more of your material. In working similarly with students, I've tried to help them learn ways of self-teaching (self-learnng?) in the process. That way they can master my material and learn skills that can help them in college where they'll be more responsible for their learning. Bottom line: in my opinion, you are better fulfilling your responsibility with your approach than teachers who do less formative assessment and instructive feedback.

Re: Warriors and Redwall

Kevin D. Washburn — Thu, 29 Apr 2010 14:45:44 -0000

I'm glad you wrote about the Redwall books. When I taught 4th grade, one of my students introduced the books to me and I got hooked on them! I love how the author often makes the villain's most unpleasant trait his/her downfall. For example, the second in command behind Cluny (1st book) is "done in" by his thirst to be completely in charge. The food in the Redwall books always sounds AMAZING! I even have a Redwall cookbook in my collection! Which book in the series is your favorite? I think mine are the first book and Mattimeo.

Re: http://www.mrgoerend.com/2010/03/ducks.html

Kevin D. Washburn — Mon, 29 Mar 2010 09:25:56 -0000

This is simply delightful. What a great image conveyed in 13 words! Love your use of the word "scuddle"!

Re: A Bird in the Sky

Kevin D. Washburn — Mon, 29 Mar 2010 09:21:19 -0000

Brandon, I really enjoyed reading this poem. If I were your teacher, I might say it has "great potential." You've captured some good thoughts and intriguing reflections. I like your use of simile—"As if they were on an air slide." That describes perfectly the hawks I watch out my windows! Keep this poem and revisit it in the next few months. It feels like there's even more you want to say about this topic, and I'd love to see you add those thoughts to this fantastic poem.

Also, if you haven't already, check out the book SWORDBIRD. It's a great fantasy set in the world of those birds we envy.

Re:

Kevin D. Washburn — Fri, 26 Feb 2010 11:16:40 -0000

Interesting question and intriguing responses. The fact that we're uplifted by either type of notice attests to the social-emotional orientation of our brains. I interact less in the Facebook world but more in the Twitterverse. I know that when certain individuals on Twitter offer words of encouragement they are deeply meaningful and can lift my spirits as much or more than an in-person compliment. They do not stand to gain by offering kind remarks, so when they do, the motives are generally pure. In contrast, we can be manipulated by insincere in-person compliments. When we're lied to in this way, it's usually so the offering individual can gain (or avoid loss) in some way. However, a sincere remark from a person of integrity offered in-person often does the most for us. Dr. Robert Brooks refers to such individuals as "charismatic"—we draw energy from them. Whether it's online or in-person, being a "charismatic" individual should be our goal. Imagine a world where everyone spoke/acted in ways that energize others!

Re: 13 Reasons Having Kids is Worth It!

Kevin D. Washburn — Fri, 05 Feb 2010 11:25:45 -0000

As someone who fits in #6, I can only assume these insights are true. Nonetheless, they're wonderful. Thanks for sharing your joy!

Re: Language 2.0

Kevin D. Washburn — Fri, 15 Jan 2010 08:03:46 -0000

Very interesting discussion! I can recall back in the "dark ages" before cell phones and texting teachers had similar concerns over how students talked vs. what was expected in more formal writing. Although spelling wasn't an issue, grammar was, and the research mostly supported teachers' concerns. Students had difficulty shifting and using standard English if their spoken English included grammatical errors. This caused a push in education for teachers of young children to be required to speak with correct grammar. Looking ahead, will there be an emphasis on hiring teachers who can write without texting short-cuts? I think it's possible. The students' comments suggest they recognize the value of standard English and where it should still be used. The challenge will be to practice standard English sufficiently that shifting between informal texting and formal writing is easy. Of course, all of this is simply imho!

Re: Do It Yourself or Have It Done For You?

Kevin D. Washburn — Fri, 18 Dec 2009 10:07:22 -0000

Anna, I can tell you are a reader! Many authors suggest that people who want to learn to write well should read a lot. You seem to be absorbing not just the stories, but how the author tells them. Nice paragraphing on this essay. Even though I agreed with you before I read it, I more convinced now. Hooray for books!

Re: Disneyworld Better Than Disneyland? Yes

Kevin D. Washburn — Fri, 18 Dec 2009 09:59:50 -0000

Mason, nice work! You presented your case and even addressed contrary ideas. You've applied what Mr. G. has taught you very well!

Re: Making the Shift, Part 1: No More Objectives

Kevin D. Washburn — Fri, 07 Aug 2009 09:06:21 -0000

Deven & Todd, it's an honor to have such thoughtful comments on this post. Thank you!

The difference I see in the current push is the strength of the justification for a shift to more how and less what. I believe the disciplines and their content will still be valued, but I think we will begin to approach their content differently. Content has often been the gateway to skills. I believe the reverse will become the norm—that executive functions, the how, thinking and independent combined with collaborative learning will be the gateways to the disciplines. (I'll save additional comment on this for future posts.) Though we have seen these tensions and temporary shifts throughout educational history, I think technology makes a significant, permanent shift toward how inevitable. I see classrooms becoming more like what Todd describes: "when it is really the skills for sharing and using information together that makes the difference."

I also agree that we need to be thinking seriously about what the skills are. Todd's post at http://starkreal.blogspot.c... addresses this. We need to define the skills sufficiently to teach them deliberately so students can master them to the point of automaticity.

I also agree that not having any objectives is a mistake and is not what I intended to communicate. We certainly need to have a purpose, a goal, direction for our teaching. My intent was to suggest that we need to think larger—to think beyond what students will do in the classroom with their learning. That requires imagining or envisioning them using their learning outside the school. This may seem insignificant, but I think it's more important than a first glance may reveal. What I "see" my students being able to do as a result of my teaching influences my teaching. So if all I envision is their interactions in the classroom I've already limited the work I need to do to promote their learning. But if I envision them valuing and using what I teach in wider contexts I will probably work harder to be sure I'm fostering mastery and not just multiple-choice success.

Again, I'm AMAZED by your thoughtful comments. THANK YOU!

Re: Accountability that Works

Kevin D. Washburn — Sun, 02 Aug 2009 17:28:32 -0000

The first thing that comes to mind is Einstein’s famous quote, “Not everything that can be counted counts, and not everything that counts can be counted.”

That said, I agree with your itemized suggestions. I’ve always been bothered that #2 wasn’t the focus. Shouldn’t we be as concerned if advanced students show little to no growth in a year?

If #2 were the “standard,” would testing gain credibility as an assessment of teacher capacity? And what role, if any, would areas of growth not measured by testing play in such as assessment of teacher capacity?

Relatedly, what needs to happen to avoid situations where educators identified as incapable are still paid to show up and do nothing (e.g., NYC)? Once a better assessment of teachers is in place, what needs to change to prevent such scenarios? We can’t be wasting precious resources on individuals who are not contributing to student learning.

I especially like #5. Sergiovanni emphasizes the role values should play in the establishment of a learning community (i.e., school). This suggestion encourages a more global look at the school, including its leadership—a place where we may need to devote additional attention and energy.

Thanks for your courage in thinking. These are excellent insights!

Re: Conspiracy Theories: Patterns, Teaching, and Thinking

Kevin D. Washburn — Tue, 21 Jul 2009 12:02:16 -0000

Excellent insights. We have to teach students the cognitive skills that enable them to communicate their learning with the patterns intact.

Re: Start where your students are

Kevin D. Washburn — Mon, 20 Jul 2009 08:39:13 -0000

Modeling is something many teachers do not fully understand. It's acting—actually thinking aloud while performing the skill. Many teachers think asking the students questions (e.g., "What do I do next?") is modeling. It's not. Students need to see a process demonstrated so they can "see" the thinking and its related actions. Great insights on the need to model even non-academic skills. Good post!

Re: Conspiracy Theories: Patterns, Teaching, and Thinking

Kevin D. Washburn — Sat, 18 Jul 2009 22:12:57 -0000

Check out this quote from Tim Hurson's THINK BETTER: "When it comes to learning and recall, patterns can be more important than data."

Re: Growing Personally and Professionally Produces Meaningful Results

Kevin D. Washburn — Mon, 22 Jun 2009 16:48:55 -0000

Eric, thanks for your comments. I need to correct a couple of your assumptions. No one was at the training purely by choice. They were required to attend as part of their contract for the 2009-2010 school year. This was a professional development event for the faculty of a school with two additional teachers, who did attend voluntarily, from a nearby school. The workshop included training in how to coach young writers. The teachers "practiced" on each other, and in so doing received coaching from a peer on their essays. This element of the training equips teachers to do just what you suggest: establish an editor/author relationship with students within the parameters of students maintaining ownership of their writing. It's too involved to explain here, but the "conundrum" you identify, and which you accurately discuss in your blog posting, can be addressed effectively with the right approach to both instruction and coaching. However, it begins with what and how students are taught skills that enable them to revise their own writing. The coaching builds on this. Without the focus and method of instruction the program emphasizes, the coaching sessions could easily stray into students producing work that is only partially their own.

You are right that this was not like school, but it was training for actual teachers in actual classrooms with typical class sizes in a program that has been implemented in actual classrooms by actual teachers with typical class sizes.

Re: Learning from Mistakes Takes the Right Feedback

Kevin D. Washburn — Thu, 11 Jun 2009 14:21:43 -0000

Edward, great thoughts! I haven't seen "The Smartest Guys" yet, but can see how it's a good example of your point.

A few years ago I got to lead the development of an instructional reading program. (Stay with me. This does relate, I think!) The program taught and emphasized thinking as THE means of comprehension. As schools implemented the program, an interesting thing happened. Previously "smart" students struggled because the teacher was asking questions that could not be answered with just factual recall. Students who had previously struggled with comprehension literally took off. For the first time, their ability to think deeply had been developed and valued. It took at least one full marking period for the previously "smart" kids to catch up with their newly equipped peers. Many had lower reading grades in the first marking period of implementation than they had ever had before. Why? They were accustomed to thinking only one way and having that one way always be right. They were unaware of other ways to think that would lead to more than a surface reading of the text, and they were surprised that one-word answers were not what the teacher was seeking.

We teach thinking too little and memorization too much. This is the opposite of what will enable success in a world where anything memorized is literally an internet search away. The type of feedback a teacher gives is a good indicator of what he/she values.