Thinking Deeper

12 03 2016

I saw a “bumper sticker thinking” post recently on Twitter that said, “Teach from your feet, not your seat.” And at first, I nodded and agreed. It seemed to make sense. And it rhymed.

But then I thought about it for just a moment longer. And I’m not sure I can agree.

You see, I like to create student centered, democratic classrooms where the teacher isn’tScreen Shot 2016-03-10 at 11.46.36 AM.png the focus but that the work the students are doing is. That means that I may not be
standing and pontificating at the students hardly ever. It might mean that I’m sitting right next to them, talking closely and individually, based on what that child needs. It might mean that I’m an embedded participant in my own classroom. It might mean that because my students are truly engaged, I don’t have to walk and stand next to them at regular intervals to keep them on task. It might mean that our furniture is something other than desks in rows and I can pull a chair up next to almost any child in the classroom.

Do I wholly disagree with the bumper sticker quote? Not necessarily…and truth be told,  my ear likes that it rhymes. It’s catchy. And I’m sure there are situations where it is accurate. Who knows…I’m not even sure it’s meant to be taken literally…but I can only take it by the words that were used.

And that’s the problem with bumper sticker thinking: it’s not always accurate if you think a little longer beyond your first reaction. It feels good in the moment and we feel we’re actually doing something good. Woo! But where does that leave us?

So today when we see education quotes that come across our social media feeds, I encourage us all to think a little longer and to consider the words a little deeper. Let’s truly ponder the types of classrooms we want to have with the kids we currently serve. And let’s consider the educators we want to be for those kids.





Do You Know What You’re Looking For?

22 12 2015

Often, I get to do walk-throughs with Principals who are looking for guidance with supporting their teachers who are trying to embrace Project, Problem, or Passion-Based Learning. I say I get to do this often, but I don’t think it’s often enough because in nearly every single workshop I give, I hear the same general fears from teachers who have bought in to PBL.

They beg me.

“Would you please tell my administrator that this is what s/he should be looking for? I keep getting dinged on ______.”

Sometimes it’s that they’re literally off-script from the colleague down the hall or across town. Sometimes it’s because they’re not using the lesson plan template that all teachers K12 are required to use in the district. Sometimes they’re not posting the learning objectives on the wall each day, effectively uncovering the mystery (read as: learning) for the kids before they even get to dig in to the day’s work.

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Working with teachers and students together are always the best days!

But before you get too excited about me bashing the PBL-newbie administrator, I also get to see walk with terrific administrators to visit teachers who are absolutely dead-sure they’re fostering a PBL setting for their kids when in fact, they are not. I hear the voices of too many teachers echoing the same things:

“Yeah, we do PBL. We’ll start the project right after I teach them the basics because I want them to have a good foundation so they don’t struggle or fail. And then we’ll practice the standards. And then after I know all the kids have the learning in place, we’ll start this project. I’ll give them lots of checklists so I can be sure every single kid is getting the exact same learning experience, because there are things they just not able to “discover.” But of course all the kids can take my — I mean their  project as far as they want to. And yes, I ask the kids questions to guide their learning. Of course. What teacher doesn’t? Besides, the kids don’t like it when I ask them things that are too abstract or that they don’t have an answer to. Because parents. Because college.” 

Right. That’s not PBL. It’s maybe fun. And it’s maybe something your kids do well. It might be “doing projects,” but baby, it ain’t PBL.

And so I’ve decided to borrow an idea from McRel’s Power Walkthrough and change it up to fit the specific — and flexible — needs of the PBL classroom.

Not familiar with the Classroom Instruction that Works walk through advice? Check out the first minute or so of the following video:

 

Let me be clear: I’m a big fan of administration getting into classrooms on a regular basis. I’m also a fan of the administrator being the a curriculum and learning leader for the community. So toward that end, I have fully bought into the 5-minute walkthrough concept. Go in often. Look. Take observations. Then talk with the teacher.

But I’m also a fan of curriculum coaches doing the same thing.

And I’m also a fan of colleagues observing each other, especially in a PBL community. And especially cross-curricular colleagues. Let’s get into one another’s rooms, for a purpose, with an objective tool to help guide the conversations that will drive our own professional learning — and application — deeper.

So toward that end, I’ve created a PBL walkthrough Google Form based on my past 10 years of experience as a PBL teacher and consultant/keynote, working to support budding PBL students and educators across the globe with the LifePractice PBL curriculum.

A couple words first:

  1. In order to get the best experience with the form, both the observer and observed will want to be fully PBL trained. If you don’t have a common understanding of why and what it looks like, the conversations could really go off the rails.
  2.  If you’re wondering why I didn’t include _____ (fill in topic of your choice), look again. It might be there, included within another concept — hence, the need for high-quality PBL training (more than a 1-day drive-by). I’ve designed the form to be brief. A snapshot. After all, you’re in there for only 5 or so minutes. It’s not an evaluation. It’s meant to capture a snapshot and then spark further discussion.
    Full disclosure, this is my 3rd attempt at a comprehensive walk-through form. The previous two got to be so cumbersome, I had to cut them loose. I think I found a good combo here.
  3. This is intended to be used on a mobile device with grades 3-12+. I believe that PBL works well at a primary level. It simply looks a little different. If you’re interested in a primary-level PBL walkthrough form, please let me know in the comments.
  4. I would expect that the observer would make his/her own copy and collect the data into a spreadsheet. If the info needs to be sent to the teacher, a quick screen-capture of the form before submitting could be sent before hitting “submit.” (thanks for that idea, Kevin Case!)

My last words of encouragement here:

There are many, multiple ways to do Project/Problem/Passion-Based Learning right. Don’t get stuck in tunnel-view as you’re visiting classrooms. Are the students learning by doing? By answering a big question? By solving a big problem? Then they’re doing PBL.

Please take a look at the LifePractice PBL Google Form here

Contact me if you like it and want your own copy of the editable form.

And please, if I am missing something, please leave a comment and let me know!


In 2006 with 12 years of traditional classroom experience and 2 days of formal PBL training in her pocket, Ginger Lewman started a middle school, grades 5-8, that was a 1:1 laptop and Project Based Learning environment. Five years later, the middle school had doubled in population twice and had expanded to include PBL in grades K-8. They were also in the process of opening a PBL high school the next fall. Ginger now works with school leaders in helping them learn how to support the PBL shift, and inspires their teachers to take the leap. Meanwhile, she also continues to co-teach with K-12 teachers in the training process, keeping her own teaching chops sharp and ready.  Her book, LifePractice Learning, is coming out soon! 

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Sharing PBL is my mission.





15 Common PBL Mistakes | mistake #15: a strategy that’s THE panacea

27 01 2015

I have the best job in the world. On a regular basis, I’m given the extraordinary fortune to talk with teachers who are embarking on a PBL journey with their students. To dig into the smaller, everyday details of how to make this type of learning environment work. To answer the tough questions about sustainability, rigor, behavior management and then take the questioner further…that’s like chocolate to me! I can’t get enough.

Over the years of starting my own PBL school and learning in a baptismal fire, I’ve been able to find a way to talk with new or reluctant teachers about their concerns. Additionally, there are things that excited, energetic teachers might want to consider as they take their first steps into the PBL fire as well.

In the next month or so, I’ll be publishing a regular series to include 15 common mistakes that educators make and some solutions they might consider. Here’s the next one in the series:

Mistake #15:
Think that PBL is another strategy, when applied, will solve all problems.

Problem: Have you heard educators say any of the following?

“This too, shall pass.”

“I’ve seen all sorts of things come and go. And if I wait long enough, this pendulum will swing the other way again. All I have to do is keep in the middle with my head down and I won’t get hit.”

“Just tell me what to do and I’ll be sure I’m doing it when they come visit my room.”

Each of these represent a professional who has been “strategy-ed” to apathy. And it’s also represents a professional who has found a way to become ritually compliant. Interestingly enough, many of our students have the same attitude toward their learning. Why? Because this is all we’ve asked for in the past. Just do what I ask you to do and that’s all I’ll ask for. We’ve done this to them.

Solution: When we believe that teachers teach how they are taught, we begin to rethink what professional learning might look like. How do we begin to mimic what we’d like to see teachers doing in their classrooms? How do we value them as individuals? How do we help them find their own learning, their own passions? How can we create a need and a value in their eyes in order for them to see a need to contribute to the greater Good? How do we stop blaming them and reexamine our own practices? Again, it will take some teachers longer than others, but if we continue to treat them as individuals with unique (and valuable) skills, the ones who want to do the right thing by kids will come around. And I believe there are more of those teachers than we might imagine.

Want to learn more about Project/Problem Based Learning and how to support it?


In 2006 with 12 years of traditional classroom experience and 2 days of formal PBL training in her pocket, Ginger Lewman started a middle school, grades 5-8, that was a 1:1 laptop and Project Based Learning environment. Five years later, the middle school had doubled in population twice and had expanded to include PBL in grades K-8. They were also in the process of opening a PBL high school the next fall. Ginger now works with school leaders in helping them learn how to support the PBL shift, and inspires their teachers to take the leap. Meanwhile, she also continues to co-teach with K-12 teachers in the training process, keeping her own teaching chops sharp and ready.  





15 Common PBL Mistakes | mistake #14: compare apples to oranges

20 01 2015

I have the best job in the world. On a regular basis, I’m given the extraordinary fortune to talk with teachers who are embarking on a PBL journey with their students. To dig into the smaller, everyday details of how to make this type of learning environment work. To answer the tough questions about sustainability, rigor, behavior management and then take the questioner further…that’s like chocolate to me! I can’t get enough.

Over the years of starting my own PBL school and learning in a baptismal fire, I’ve been able to find a way to talk with new or reluctant teachers about their concerns. Additionally, there are things that excited, energetic teachers might want to consider as they take their first steps into the PBL fire as well.

In the next month or so, I’ll be publishing a regular series to include 15 common mistakes that educators make and some solutions they might consider. Here’s the next one in the series:

Mistake #14:
Compare new PBL innovations with research lessons collected in traditional environments.

Problem: We hear the phrase “research based” each year in every professional learning session. There’s a lot to be desired in following proven strategies. However, if we’re going to try a new approach or strategy inside a school doing something beyond what a traditional school usually does, we might want to look more closely at what “research based” means in this new environment. A strategy that is proven effective (or not) in a traditional classroom might have radically different results in an innovative environment. Then again, it might work well.

Solution: Before we put all our eggs in the “research based’ basket, we might want to look deeper at the strategy, the methodology for the research, and then consider our community. Can we create small, pilot groups to try out an idea first? And before we allow people to say we’re not “research based,” we might consider creating and collecting our own action research to track the viability and process of our shifts.

Want to learn more about Project/Problem Based Learning and how to support it?


In 2006 with 12 years of traditional classroom experience and 2 days of formal PBL training in her pocket, Ginger Lewman started a middle school, grades 5-8, that was a 1:1 laptop and Project Based Learning environment. Five years later, the middle school had doubled in population twice and had expanded to include PBL in grades K-8. They were also in the process of opening a PBL high school the next fall. Ginger now works with school leaders in helping them learn how to support the PBL shift, and inspires their teachers to take the leap. Meanwhile, she also continues to co-teach with K-12 teachers in the training process, keeping her own teaching chops sharp and ready.  








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