Narrative Matters

Last night a group of Manitoban educators got together to talk about teaching and learning and how that learning takes flight when we take advantage of new opportunities offered by technology.



The evening was framed around having the six Manitobans who participated this summer in something called Unplugd, talk about this uniquely Canadian educational summit: 36 of us wrote a book in a weekend.










Anyone who's spoken to me since I got back from Unplugd knows what a transformational event it was for me and that I've really struggled with figuring out how to share what happened to me in a remote corner of Algonquin Park in North Eastern Ontario; a place entirely off the grid: they have no internet and the electricity and plumbing is powered entirely by the sun. The Northern Edge is a beautiful location.



I couldn't attend the event last night so my friend and colleague Andy McKiel asked me if I'd make a short video to share what I learned and what Unplugd meant to me. It's called Narrative Matters, a double entendre: stories matter and it's important to understand how to use storytelling to make ideas sticky. Here's what I made:




Ed. Note: I should have mentioned that The Northern Edge, where we stayed during Unplugd, is 23 km east of the small town of South River. In the video you'll see a brief picture of the South River train station where we disembarked. "The coat" is hanging on display inside that small building.









You can download the book we wrote (pdf or ePub), please do. Then share it.





I facilitated the team that wrote the first chapter: The Change We Need. Andy, Chris, Jaclyn, Lorna and Shelley made my job easy; they're some of the finest people I know.





I shared a story that motivated my written contribution to the book. Many people did, you can find the archive of all those shared stories in the Unplugd video archive. Here's mine as well as my written piece for the book.












You Matter


You matter because you can change the face of teaching and learning in your school. All you have to do is change the world - a little bit at a time. 







No teacher before you has ever taught children quite the way you do. No one ever will again.








The world needs to know what you’re doing. How you go about sharing your passion, your excitement, your enthusiasm for learning with the students in your classroom every day.








You make a difference in the world in the way you do this.








What you want for your students is for them to excel beyond your own expertise in all they learn from you.








It’s the dream of every teacher: to have your students become more knowledgeable, more capable, more competent than you.








It’s a measure of success.








Essentially you share your spark with them.








What we most want is to pass on that spark, this other centred attitude, an attitude towards the world that says: You Matter!








Adopting the attitude: “You Matter”, making people other than ourselves important and finding ways to make them more awesome, in the end, makes each of us a little more awesome. It creates the change we need in the world.








Let's pass that on to our students so they know they matter and understand their job is to make everyone they meet a little more awesome. When they’ve internalized what they’ve learned from us and brought it to another level: that’s success.








No one will ever see the world through the eyes of our students again. No one ever has, throughout the entire history of humanity. They have a unique contribution to make. We help them understand this is also true for everyone they meet.








Imagine a Canada, a world, where every politician, every trades-person, every professional, every store clerk tackled the world in this way? They’re all sitting in your classroom. Learning from you. Teach us too. Share what you know. Share how you know. Share what you learn. We need you too. You matter.




Narrative Matters

Last night a group of Manitoban educators got together to talk about teaching and learning and how that learning takes flight when we take advantage of new opportunities offered by technology.



The evening was framed around having the six Manitobans who participated this summer in something called Unplugd, talk about this uniquely Canadian educational summit: 36 of us wrote a book in a weekend.





Anyone who's spoken to me since I got back from Unplugd knows what a transformational event it was for me and that I've really struggled with figuring out how to share what happened to me in a remote corner of Algonquin Park in North Eastern Ontario; a place entirely off the grid: they have no internet and the electricity and plumbing is powered entirely by the sun. The Northern Edge is a beautiful location.



I couldn't attend the event last night so my friend and colleague Andy McKiel asked me if I'd make a short video to share what I learned and what Unplugd meant to me. It's called Narrative Matters, a double entendre: stories matter and it's important to understand how to use storytelling to make ideas sticky. Here's what I made:



Ed. Note: I should have mentioned that The Northern Edge, where we stayed during Unplugd, is 23 km east of the small town of South River. In the video you'll see a brief picture of the South River train station where we disembarked. "The coat" is hanging on display inside that small building.




You can download the book we wrote (pdf or ePub), please do. Then share it.


I facilitated the team that wrote the first chapter: The Change We Need. Andy, Chris, Jaclyn, Lorna and Shelley made my job easy; they're some of the finest people I know.


I shared a story that motivated my written contribution to the book. Many people did, you can find the archive of all those shared stories in the Unplugd video archive. Here's mine as well as my written piece for the book.




You Matter
You matter because you can change the face of teaching and learning in your school. All you have to do is change the world - a little bit at a time. 



No teacher before you has ever taught children quite the way you do. No one ever will again.




The world needs to know what you’re doing. How you go about sharing your passion, your excitement, your enthusiasm for learning with the students in your classroom every day.




You make a difference in the world in the way you do this.




What you want for your students is for them to excel beyond your own expertise in all they learn from you.




It’s the dream of every teacher: to have your students become more knowledgeable, more capable, more competent than you.




It’s a measure of success.




Essentially you share your spark with them.




What we most want is to pass on that spark, this other centred attitude, an attitude towards the world that says: You Matter!




Adopting the attitude: “You Matter”, making people other than ourselves important and finding ways to make them more awesome, in the end, makes each of us a little more awesome. It creates the change we need in the world.




Let's pass that on to our students so they know they matter and understand their job is to make everyone they meet a little more awesome. When they’ve internalized what they’ve learned from us and brought it to another level: that’s success.




No one will ever see the world through the eyes of our students again. No one ever has, throughout the entire history of humanity. They have a unique contribution to make. We help them understand this is also true for everyone they meet.




Imagine a Canada, a world, where every politician, every trades-person, every professional, every store clerk tackled the world in this way? They’re all sitting in your classroom. Learning from you. Teach us too. Share what you know. Share how you know. Share what you learn. We need you too. You matter.


Thin Walled World

So much to blog, so little time ... but this is exciting (at least it is to me) and I wanted to archive it here in my outboard brain.



I have had online mentors working with my classes for about two years now. Lani Ritter-Hall has been there from the beginning and continues to model the art and science of effective blog mentorship. (This latest example was fantastic! The kids faces as they heard her voice for the first time was priceless.)


Alec Couros and I are collaborating with his two classes of student teachers mentoring my classes via their blogs this year as well. For the last six weeks they have worked mostly with my Consumer Math 20S (grade 10, aged approx. 15 years) class and recently begun expanding their work to my Pre-Cal 40S and AP Calculus classes. I think it has been something of an eye opener for the student teachers to compare the nature and pace of work and the character of the online interactions in the different classes.


The students in my AP Calculus class have been mentored online going on three years now. I have had the good fortune to teach this same group of kids for three years in a row; I have taught them all their high school mathematics. The group is much smaller now; we're at 11 students down from nearly 30 in grade 10, one of whom is new to the group.


Anyway, their learning has been enriched via these online mentorships and they have started to think of ways they can pay it forward and maybe get a good reference for scholarship applications they will be making in the near future.



Clarence and Barbara are pushing the boundaries of education this year in their Thin Walled Classroom. The students in "this class" are learning at least one thing together each day. Using a suite of online tools, they are creating a classroom with very thin walls where the kids have teachers in two countries and two time zones; one they see face to face, one they don't. (Man, how I wish my own kids were students in this classroom.)


When three of my AP Calculus students approached me with the idea of of taking on the role of blog mentors I tweeted about it and got three bites in short order. I shared the urls of the people who were interested and my kids chose to work with Clarence and Barbara in the Thin Walled Classroom. I have letters of permission from their parents that I keep on file and am keeping tabs on their work from my end. Clarence asked them to be positive in their comments but also to push the younger students and challenge them in their work to help them amplify their learning. They are not to act as cheerleaders but as catalysts for growth. (After their experiences being mentored by Lani for these last few years they knew exactly what the expectations were.) Clarence also asked them to archive and email him with the comments they leave behind every five or six comments or so. It struck me that it would be much better to use a blog to record their comments.


Using Blogger allows the functionality of emailing a post to a unique, user determined, address where the subject line becomes the post title and the body, including all formating, become the body of the blog post. (See my recent test.) Each of my student/mentors is building a blog where they will archive their comments and post urls to the students in the thin walled classroom. After they have done this for a few weeks they will go over the comments they have left behind and post a brief reflection about the work they have done and how they can improve it in the future. This also makes it really easy for Clarence, Barbara and I to monitor their work and creates a concrete artifact they can point to when they reference this work in their scholarship applications.


Yesterday, the first of the new student mentor blogs went live. Grey-M's new blog is called Advice Through Ethereal Walls. He left his first comment to Hannah whose blog is called Believing is Succeeding (great name for an edublog).


I was so taken with this idea that I went to share all this with my principal and discuss how I see this evolving in the future.



How would it be if students who begin grade 9 or 10 at my school, in blogging classes, are mentored via their blogs so that by the time they reach grade 12 they can assume the role of mentor as well to pay it forward? Commenting/mentoring students in the younger grades in our school and our feeder schools builds a self sustaining model so that by grade 12 we may have a cadre of blog mentors that can support the learning of students in our community and abroad. After all, thanks to blogging, we live in a thin walled world.


He liked the idea. We'll see where it goes.


In the mean time feel free to mentor the mentor by dropping in on Grey-M and wishing him well on the launch of his latest blogging adventure.

Blogging is Pointless in Education


How is someone writing their diary online, for everyone to read, going to help anyone learn anything? I mean, who cares about what you did today? Why on earth would I be interested in the minutiae of someone's personal life? Who they like; who they don't; where they're going this weekend; what they ate for breakfast; or ... any of it?!?


How do you reply to people who feel this way? In my experience the best answer is to point them to the ever growing list of excellent educational blogs published daily. We have class blogs, individual student blogs, teacher blogs, professional development blogs, course blogs and the list goes on and on. There are many good reasons we blog.



Along comes twitter. The stupidest idea you've ever heard: "What are you doing right now?" People everywhere sharing the minutiae of their daily lives as it happens. Ridiculous! Or is there something more to it?


My first reaction to twitter was: "Huh? Why would anyone want to do that?" I watched it take off across the edublogosphere, amazed. Why are people doing this? Who has time for such nonsense?


Alan Levine wrote a series of blog posts about his enthusiasm for twittering. I finally asked him, in a comment, what's the value gained from tweeting. His reply essentially said: Educational Technology is not a spectator sport. We learn by doing. Alan's recent presentation Being There, underscores this perspective quite powerfully. (I highly recommend taking it in via the flickr set.)


Some of the advantages I've found from tweeting:


• Links to resources like walk2web, fauxto, screencast-o-matic and many more.


• I've made new friends (one of many) who share their resources and contribute in meaningful ways when I give PD workshops.


• It's intimate. People say good morning and good night.


• It's very personal and it's very professional. It provides instant access to a community of practice where people share knowledge and expertise and also provide support and encouragement and problem solve together.



There are many more example of all this in Nancy White's wiki. (A great resource; thanks for that Nancy!)


Twitter has become very much my staffroom where I connect with a variety of educators (teachers, principals and superintendents) across the spectrum of teaching domains, age groups, socioeconomic and geophysical contexts. There are also a number of consultants and others working in education whose job descriptions don't fit neatly into any box. All these people have become integral players in my ever growing community of professional practice.


Joan Badger and Ben Hazard in the SmartBoard Lesson Podcast: Episode 72 talk about twitter. They seem to be sitting at the start of Alan's Twitter Life-Cycle. Like Alan says in his "Being There" presentation about edtech tools in general, you can't judge the worth of a tool by watching someone else use it; you have to use it yourself to understand it. You won't appreciate the true value of twitter until you jump in with both feet. Maybe try something like what Bob Sprankle did in July: Tweet regularly for 30 days ... then see how you feel about it.


I started writing this almost three months ago. This week Ben Hazard added me to his twitter stream and I added him to mine. Maybe this whole post is now moot but when Ben added me to his stream (actually, twitter is more like the Mackenzie) I was inspired to publish this post; the first of 23 posts I have sitting in draft. Thanks for the push Ben, you got me writing again. ;-)



By the way, if you've not listened to the SMARTBoard Lesson Podcast I highly recommend it. I've been a regular listener for about nine months now. Always engaging, always good for a laugh and a great model for collaborative professional practice and development. If you use an interactive whiteboard in your teaching then you'll get a lot out of listening to the podcast. In the meantime, I'm going to try to get my "SMARTBoard Tip" in for the contest before time runs out. (Listen for the podcast to find out more.)


Cheers Ben and Joan!