CONNECTIONS: Flashy or Foundational?
“Teaching is not about us being brilliant; it is about students being brilliant.”
Tom Newkirk
Recently, a friend posed the following question:
“Are we more focused on the pockets of ‘great things’ happening (the flashy/trendy/sexy things) in schools and possibly losing sight of the fact that certain foundational practices aren't solidified? If that's a reality, I think progress won't become a sustainable norm in our schools. Thoughts?”
We often ponder the very same thing. Our own short answer? Yes we are. And, No it won’t. In fact, if we only focus on the flashy/trendy/sexy things, and in mere pockets, no less, while subordinating in importance foundational practices, we are doomed to a future in which the pesky, inevitable education pendulum swings all the way over to a “back to basics” focus.
Another thought: this is yet another example of an “and” rather than an “or,” meaning we need to continue to explore the flashy/trendy/sexy while also making sure we are attending to the foundational. In other words, we need both. See a 2016 post from Dean Shareski, titled, aptly enough: “When the Answer is Both.”
Dean suggests that simply saying it’s “both” is a bit of a copout, the kind of thing we say to please everyone. It may be partially true but it can also be an unsatisfying answer and one that lacks direction. Instead, we should determine what we think should be the focus, then emphasize and lead with what matters most. Good advice, and worth considering when choosing between the Foundational or the Flashy in education.
If we lead with the foundational, we can get to the flashy. On the other hand, we worry that if we lead with flashy, we may never get to foundational and we will be forced, at some point, to retreat all the way back to basics, which is a direction in which we are loathe to journey.
What, then, are some of the “foundational” things we must lead with and aim for in order to ensure we are poised to implement “flashy” ways of achieving our goals? Here are five possible foundational non-negotiables worth considering:
We must still focus on safe learning environments. Our first priority is student safety, including physical safety of course, but also social and emotional safety. If we fail to promote risk taking or fail to protect students from adverse consequences for initial failures, they will never feel safe with the flashy/trendy/sexy ideas we want to try in our classrooms. How are we ensuring that our kids will feel comfortable taking chances?
We must still focus on learning. Anytime we implement a flashy new tech gizmo, we must have a purposeful learning goal in mind. What will students know and be able to do as a result?
We must still focus on results. No educator we know entered the profession because they were passionate about standardized tests. Still, we must hold ourselves accountable for ensuring that our students are growing and learning. How are students demonstrating growth?
We must still focus on professional collaboration. If we do not carve out time to share ideas and resources, observe each other teaching and leading, and look at student work together, we will never move from pockets of excellence to networks of excellence. Are we identifying bright spots that are currently working and replicating these?
We must focus on eliminating old practices when we agree to adopt new ones that are better. One of the easiest ways to innovate is to simply cease and desist with non-innovative practices. As but one example, many “innovative” schools still rely on “traditional” grading and reporting practices. No matter how flashy/trendy/sexy our instructional practices and tools, I suspect we will never be truly innovative if we try to marry those practices and tools with a traditional, centuries-old grading system. When we adopt new ideas that we determine are not only new, but better, are we also concomitantly doing away with the older ways of doing things that are now inferior?
Ultimately, as Tom Newkirk suggests above, our profession is not about us being brilliant (or “flashy”). In fact, some of the most amazing lessons we have observed involved teachers rarely speaking nor actively leading the learning. Instead, teaching is about our students being brilliant, with us ensuring that the environments (and “foundations”) we create and the plans we intentionally design allow our students to create, collaborate, communicate, think critically, and invest in their own learning. In the end, what is “flashy/trendy/sexy” is not what teachers are saying or doing, but what students are actually learning and to what extent they are growing. Too often, we focus on the cool things we are doing and the cool activities we are designing instead of leading with the learning. Leading with the “foundational” (learning targets, sound pedagogy, and results) while still emphasizing the “flashy” (innovation, experimentation, and technology) is another way we create a positive and productive culture in our schools.
Teach and Lead with Passion,
Jeff and Jimmy
DAILY INSPIRATION EDUCATOR
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WHAT’S NEW?
L.E.A.R.N.E.R. Finding the True, Good, and Beautiful in Education by Marita Diffenbaugh
We are so excited to announce that our most recent book is now in print! This book is for hope givers who thrive when helping others develop their full potential. Marita Diffenbaugh identifies seven essential components to consider when providing education as a service to learners, along with a remix for measuring learning success. Throughout each chapter, look for the True, Good, and Beautiful, for when all three of these are present, we can be sure that students are learning how to learn, learning how to help others, and learning how to contribute in their communities and in our world. This book was written for difference makers like you who strive to create an education service that Listens, Empowers, Analyzes, provides Resources, understands students' Needs, designs Experiences, and offers caring Relationships.
We think you will really enjoy this book; let us know! Check out more here
WHAT’S HOT?
Pause. Breathe. Flourish: Living Your Best Life as an Educator by William D. Parker.
In this book, Parker explores the habits, practices, and mindset necessary for growth as both an educator and a person. This book is grounded in the belief that when you invest in better care of yourself, you can better serve and lead others. Applying those insights is the challenge. Each chapter begins with a mental image and unpacks specific areas for cultivating personal or professional growth. Chapters end with reflection questions to help you take immediate actions for thoughtful application and improved outcomes. Do yourself a favor, and read ahead to pause, breathe, and flourish! Check out more here
CONNECTEDD’S TAKE FIVE
Thought for the Day: “The measure of success is not whether you have a tough problem to deal with, but whether it’s the same problem you had last year.” John Foster Dulles
Podcasts to Ponder: Vrain Waves is a podcast aimed at making us all more informed, inspired, and connected educators. It features 45-minute interviews with successful professionals to help educators take their classroom to the next level! Learn more here.
Videos Worth Viewing: Steve Jobs Talks about Managing People focuses on Trust, Teamwork, and Ideas. Take a few minutes to watch it here.
Teaching Technique to Try: Chunking: A Chunking activity involves breaking down a difficult text into more manageable pieces and having students rewrite these “chunks” in their own words. You can use this strategy with challenging texts of any length. Chunking helps students identify key words and ideas, develops their ability to paraphrase, and makes it easier for them to organize and synthesize information. Check out this link from Facing History and Ourselves for a step-by-step process for using this technique.
Eyes On Culture: We believe that culture is a true difference maker in any classroom, school, district, or organization. As a result, we focus much of the work we do on creating and maintaining positive and productive cultures. Culture Focus: Adults Championing Each Other. In high performing schools with strong cultures, all adults are committed to the success of all other adults with whom they serve. If we want all students to achieve at the highest levels, then all adults in the school must also perform at the highest levels. We cannot blame previous teachers or parents for student learning gaps. We must work to prevent professional jealousy. We share in each other’s joy and sorrow, successes and challenges. Ensuring that we all succeed is part of our professional responsibility.
Please share your thoughts about culture via Twitter: @ConnectEDDBooks We would love to hear from you!