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

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

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 number or letter; video, audio, and images can also serve to inform teaching and learning.

Educators tried to create a story using an unknown digital tool with little direction. This activity gave participants, especially school leaders, an opportunity to experience the anxiety that teachers and students might feel working with technology. Some of our tensions are healthy, as we sometimes don’t challenge ourselves enough.

Attendees were directed to a simple Google Site with several pages devoted to innovative approaches for classroom instruction: http://bit.ly/classroominnovations. Right now it is pretty bare bones; I hope to add more ideas and resources to it as time goes by.

Digital Student Portfolios in Action

This session was much more technology-focused, around one approach to facilitating qualitative assessment. Our goal was to “rethink our plates” instead of trying to add one more thing to our busy days.

Participants had a lot of time to explore different digital portfolio tools, as well as new ways for students to represent their learning. This group already had a strong understanding that data was not limited to quantitative information. They offered smart questions and creative ideas for making their classrooms more student-centered.

Having studied and experimented with digital portfolios for students for almost five years, it was probably the most comfortable I have felt presenting on informational technology. It was a good way to prepare for my presentation on the same topic at the ASCD Convention in Anaheim on March 26.


I will be facilitating a number of workshops this summer on these two topics at CESA 3 and CESA 4. If interested in learning more about classroom innovations that work, as well as having time to effectively integrate technology into the curriculum. please reach out!

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How might making lead to literacy? A #WSRA17 presentation

Today I facilitated a 1.5-hour session on makerspaces at the Wisconsin State Reading Association convention. The focus was on trying to answer the driving question:

How might making lead to literacy?

This was a true wondering. Although I had some suggestions and ideas, it was on the educators that attended to determine this. They are the kid and literacy experts.

Below are some pictures from the experience. Click here to access the agenda and click here to view the slides. As you can see, we had a lot of fun exploring the possibilities.

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Interested in learning more? I am hosting a one-day workshop at CESA 3 on July 18. The focus will be on how to use technology to increase student independence as learners.

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Student Goal Setting in the Classroom

Below is my response for Larry Ferlazzo’s Classroom Q & A for Education Week. You can view all of the responses by clicking here. Enjoy!

Used smartly and with intent, goal setting can be a game changer in engaging our students in their own learning process. Writing down goals makes them concrete. Sharing goals with peers, teachers, and family members puts more accountability on oneself. Including others in setting the goals provides a support system to help achieve them. Others become invested in their success. When students finally do achieve what they set out to accomplish, everyone celebrates.

So how can we use goal setting with our students? I believe the first step in this process is asking students what they are interested in as well as their needs. In one 2nd grade classroom, one teacher I know (my wife) asked her students questions regarding their interests and needs. One student, who in previous years had significant behavior issues, said he wanted to “build more because I like to tinker”. This information translated into co-developed goals between teacher and student around creativity and the importance of choice in learning. Over the course of the school year, both his behavior and academics improved dramatically. Both the process (choice) and the product (building things) were a part of this example of student-involved goal setting.

Including students in the goal setting process also benefits from making the learning process and eventual outcomes visible. By visible, this means documenting student learning as it is happening and sharing their work for a wide audience. Digital portfolios are an effective way for facilitating this approach. Going back to the previous example, my wife used FreshGrade to capture images and video of her students building during Genius Hour. Families could observe the idea generation, collaboration, prototyping, and collaboration that led to an exciting product as it was happening. By making visible a student’s pathway toward goal achievement, it takes the mystery out of the learning process and celebrates their work.

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What I'm Feeling

10 Questions for the New Year

These questions were offered as part of owning and using the Day One journaling app (which is awesome, by the way). I decided to post my responses on my site. I encourage you to post your own responses to these questions on your website or blog. Have an enjoyable holiday season! -Matt

1. What was your favorite single day/single event of the year?
The day I resigned my position as an administrator in my former district. The reasons are complex and matter little. For the first time in a while, I felt empowered regarding my future. I don’t think I would have taken the risks of looking for a new position if I had not made this first step of letting go.

2. What was the best thing you built/created?
The white paper The Secrets of Self-Directed Learning. It became a free eBook for FreshGrade (www.freshgrade.com). This work allowed me to pour much of what I know and believe about classroom instruction into a longer form of writing. I hope teachers find it useful in their practice.

3. What was the most impactful decision you made for you and your family’s future?
Bringing my family to Mineral Point, WI has certainly been impactful. This is a very tight knit community. They have welcomed us with open arms. Everyone’s support during our transition was critical to this move.

4. What was your best financial achievement?
I don’t know if this is a financial achievement…in taking the position of elementary principal in Mineral Point, I was able to negotiate a certain amount of flex time for writing and everything else that comes with it. It is a benefit that should help me find better balance between my role as a principal and as a writer.

5. Did you achieve any lifelong goals?
This fall I took a course titled Technology and School Leadership at the University of Wisconsin-Madison. This was an great educational experience. It might also be my first step toward pursuing a PhD in education. The work involved is formidable, from what I am told. I haven’t decided on anything yet.

6. What was the hardest lesson you learned over the past year?
That regardless of how qualified one might feel about a position, people hire based on who they feel would be a best fit for their organization. I had interviews for curriculum positions prior to taking a position at Mineral Point. These rejections have been blessings in disguise, as we are very happy here.

7. Did you develop any new hobbies or passions? Are there any new hobbies or passions you want to develop in the New Year?
My wife bought a new acoustic guitar for me for Christmas. I used to play and even take lessons until my teacher left. With all of the online resources available now, I am looking forward to learning how to play again.

8. What was the most humbling experience of the past year?
That would have to be how well we have built trust in our new school. This is a staff that has had six principals in the past ten years. To make a significant amount of progress in such a short amount of time is humbling. The support from individuals from my prior school community have been just as supportive. I am very fortunate.

9. What is the one thing you are most grateful for from this past year?
That I no longer have two mortgages? That one is too easy… I think I most grateful for my family. We have gone through a significant change. Their health and well-being has been something I have tried to not take for granted.

10. What are your personal goals for the coming year? Family goals? Religious goals? Health goals? Financial or career goals?
Personally, I want to continue to make gains in balancing work and home life. There really is no clean separation between the two, especially with my writing. Yet it is worth pursuing.

Family, religion, health…these all seem to run together for me. One thing that has helped is developing a comprehensive calendar. It includes all of my events and commitments. I feel more efficient at school, which allows me to be more present for family, spiritual and physical well-being.

Career-wise, I am closing in on submitting my first draft of a new manuscript for an ASCD resource. It is a follow up to my previous book on digital student portfolios, this time centered on teacher practice. I’ve also had the opportunity to design and eventually teach online graduate courses for prospective administrators through the University of Wisconsin-Superior. They say you don’t truly understand something until you teach it.

These opportunities have given me perspective on how I should best use my time, energy and expertise. This has meant saying “no” more often than usual. And in saying no to what is not a priority, I should be better able to say “yes” to what is.

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Free #edchat Resource: The Secrets of Self-Directed Learning

Today is the release of The Secrets of Self-Directed Learning: Strategies for nurturing and stimulating independent learners. What started as a whitepaper for FreshGrade is now an eBook. Click here to download this resource today.

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In The Secrets of Self-Directed Learning, I make the case that we need to start releasing more responsibility of the learning to the student. The challenge is: How do we do this? The false promises of praise and administering measures of compliance in the name of accountability have made this task that much harder. To help, I offer four clear steps that any teacher can use to better develop self-determining learners:

  1. Cultivating the Conditions for Success
  2. Clarity Above All
  3. Feedback, Feedback, Feedback
  4. Real Work for an Authentic Audience

I’ll be honest: there are no secrets described in this resource. Most of the suggestions shared here are based on sound research, as well as practice from my own experiences as a public educator. I know how busy teachers can be. Let this eBook be a practical guide for fostering true independence in the classroom.

To read my eBook immediately on your mobile device, click here. Registration is free.

 

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Cultivating the Student Growth Mindset

The article below was written in collaboration with FreshGrade. It is an administrative companion piece to an upcoming eBook I wrote on instructional strategies for developing self-directed learners. Click here to read my conversation with Dr. Rod Berger via Scholastic’s Administrator blog for the article. And stay tuned for more information on the free eBook!

Leadership Strategies For Building the Mindset Around Student Growth | Matt Renwick

In 2006, Dr. Carol Dweck published the book Mindset: The New Psychology of Success. She has studied people’s attitudes toward learning for some time. Her work revolves around comparing fixed mindset (mistakes are indicators of failure; intelligence is fixed) and growth mindset (mistakes are opportunities for learning; intelligence can be developed). Her research made an impact on the educational landscape. Many teachers and school leaders started proclaiming that they were “growth mindset oriented.” A fixed mindset was the enemy. If a student became discouraged, the objective was to praise their effort and encourage them to persist within the adverse situation.

Fast forward ten years to the present day. Growth mindset has become a part of education’s lexicon. However, this has not lead to widespread improvement in student dispositions toward learning. There are a few reasons. First, Dweck believes teachers and parents often misuse her research when interacting with kids (Barshay, 2015). Specifically, teachers praise effort but are not as effective in offering feedback to improve performance. Also, adults would claim they use a growth mindset, but their actions promoted a fixed mindset. In addition, Dweck has revisited her work since it first came to the educational forefront. One area that has been revised is the strict dichotomy between fixed vs. growth mindset. “Maybe we talked too much about people having one mindset or the other, rather than portraying people as mixtures. We are on a growth-mindset journey, too” (Dweck, 2016).

As one school leader to another, I ask you: If Carol Dweck, a leading researcher in the area of psychology and learning, can revise her current thinking, what is stopping our teachers and us from the doing the same? Her example gives us permission to question our current strategies in how we empower students, engage parents, and enable educators in our respective buildings. This article will describe the better practices in education that encourage student growth, the challenges to expect in this instructional change and the indicators of success. We will focus on four areas of consideration for facilitating this change: Cultivating the conditions for success; Clarity above all; Feedback, feedback, feedback; Authentic work for a real audience. To be clear, this is not a prescription for success. Rather, it is one pathway your leadership team might take to promote a growth mindset in all of your learners, teachers and students.

Cultivating the Conditions for Success

Before a school can move forward toward developing a collective growth mindset, the educators have to assess current reality. People need to understand that everyone has room to grow and should strive to become better. I like the verb “cultivate” instead of create. It evokes imagery of a gardener, tending their soil in preparation for a growing season. Amendments such as fertilizer and compost are added to help ensure a healthy harvest. Weeds are removed so the garden can flourish. To follow the metaphor, the level of health of a school’s soil is largely comprised of the trust colleagues have for each other as well. Trust does not happen naturally; it too has to be cultivated with intentional leadership acts.

One activity I have facilitated with teachers is allowing them to share their concerns regarding the past. Teachers write a statement which articulates their issues on a small piece of paper. A sentence stem, such as “In the past, I felt…” helps get people started. The school leader can model this first, sharing out loud any grievance they might have kept welled up until that moment. Educators appreciate it when leaders demonstrate what is asked of them. It conveys honesty and makes ourselves more transparent. Once teachers have an opportunity to share their personal concerns verbally, everyone puts their note in an empty suitcase. Then the principal closes it up and announces, “I appreciate your feedback. These concerns are mine now. I will do my best to address them in future conversations with everyone.” Staff will feel listened to, acknowledged, and more ready to move forward. Principals can take this one step further and categorize the concerns by themes. This will provide focus and allow school leaders to prioritize staff concerns and effectively address them. (Thank you to my superintendent Luke Francois for sharing this idea with me.)

Once major concerns have been heard, a second step toward cultivating the conditions for success is developing collective commitments. These are like norms, created as a faculty that serves as guidelines for professional conversations. A difference between collective commitments and norms is the former is directly connected with the mission and vision of the school, more like principles. To get started, leaders provide different professional articles for faculty to read ahead of time. Each article should speak to one of the school’s or district’s initiatives for the school year. Encourage teachers to closely read the text of their choice with a pen in hand and be ready for a conversation with colleagues. Doing some reading ahead of time will prepare everyone for more productive dialogue. Assumptions are not made about any educator’s background knowledge. Once teachers have read and discussed the content, the entire faculty can develop collective commitments. A consensus strategy such as “Fist to Five” can help ensure faculty buy-in. The alignment between mission, vision, and collective commitments ensures goal alignment.

Essential to the success of this work is having the time, resources, and training to engage in it. To capture more time, a number of schools and districts have gone to early student release once a week. This time is then allocated for teacher teams to look at student work and results, and adjust their instruction to meet students’ needs better. Educators’ mindsets start to bend toward student learning results instead of only instruction. Professional resources and training should be a school priority. Within this conditions, teachers can start to emerge as leaders. The autonomy provided within the commitments and goals of the school treats teachers like the professionals that they are. This type of environment can lead to a necessary level of trust that allows all school members to start taking risks in their personal learning endeavors.

Clarity Above All

The work that educators engage in to develop their mission, vision statements, collective commitments, and building goals aren’t worth the paper they are printed on if they do not translate into action. Clarity about our work is achieved when there is complete alignment between the more abstract artifacts previously mentioned and the concrete actions of teachers and leaders in classrooms. We know we are on the right pathway when the assessment results reveal student growth over time and achievement of essential learning objectives.

One of the best ways to achieve clarity in our work is by looking at the types of assessments and the priority placed on each. Assessments in school generally fall into three areas: formative, interim, and summative. Formative assessments include helping students understand the criteria for success, offering and receiving feedback, and providing students with opportunities to improve on their work through reflection and self-assessment. Interim, or benchmark, assessments are more summative in nature. They serve as checkpoints in a student’s learning progression toward essential understandings and skills. Summative assessments, such as exams, quizzes, and projects, help teachers and students gauge what was learned and at what level of understanding.

If a school directs the majority of their focus on summative assessments, then teachers’ mindsets become more concerned about the results of student learning versus the process students took to get there. Summative assessments are fixed; once you take the test, or place a score on student work, the learning stops. In an educational world hyper focused on end results and ensuring all students succeed, it is little surprise that a growth mindset can be so fleeting in classrooms. Teachers and students are clear about the purpose, but the purpose may not lead to deeper learning in these situations.

To address this situation, school leaders have to shift their mindsets by placing a greater priority on students and teachers capturing, reflecting on, and sharing formative assessment results. In my prior school, we did this by selecting six weeklong windows during the school year in which each student would upload a writing artifact into their digital portfolios. We used FreshGrade to house and share out students’ best work. Before each window, teachers would identify the learning targets to be addressed and then prepare instruction to guide students to achieve them. The fruits of their labor – informative texts generated by the students independently – was showcased within FreshGrade’s web-based portfolio system. In addition, families and colleagues could see growth over time in each student’s writing from fall to spring. To ensure that this process remained formative, teachers were expected to confer with each student while they uploaded their work, asking questions such as, “Why did you select this piece?”, “What did you do well in your writing? And “What do you think you need to work on for next time?”. Within a portfolio system, students start to see learning as a dynamic process instead of a static event. Clarity is evident in what the students produce and how they grow.

Feedback, Feedback, Feedback

I list this element of formative assessment three times because it is so important for developing a collective mindset around student growth. Feedback is any information that helps to guide or affirm student work and offers pathways for improving upon it. Feedback is also the information a teacher receives from a student in response to their instruction. Examples include written and verbal comments and reflective questions that focus a student’s attention to their process. NonExamples of feedback include grades and test scores (summative assessments). To be sure, not all feedback is created equal. If students are unable to use the comments and questions to further their learning, it renders the teacher’s efforts as ineffective. “The most important things about feedback is what the students do with it” (Wiliam, 2016). Therefore, it is critical that teachers receive training on how to best provide and use feedback in the classroom.

The best feedback for developing a growth mindset can be categorized into two areas: Descriptive and prescriptive (Kroog, Hess, & Ruiz-Primo, 2016). Descriptive feedback is objective commentary about the student’s work. The language should be specific and revolve around the attributes of the content, skill or strategy. Descriptive feedback should acknowledge the student as the learner, allowing him or her to own their learning by connecting what they accomplished with their efforts. An example of feedback on a piece of writing might be, “Kyle, when you used sensory details in this story, I could visualize the scene.” This type of feedback gives students a window into their current reality. It also offers an opportunity to celebrate what’s going well. Conversely, prescriptive feedback provides students with a pathway for improvement. It can be a direct suggestion or a thoughtful question. Following the same example, a teacher might want Kyle to expand on his descriptions by asking, “What other senses might you include in this description of the forest?” Of course, all of this feedback is only as effective as the level of clarity conveyed to understand the criteria for success (Hattie, Fisher, & Frey, 2016).

As school leaders, we can promote these better practices during professional learning days and in the classroom. For all staff training, teachers can watch examples of other teachers using feedback in effective ways. The Teaching Channel offers hundreds of videos of real teachers in action, with dozens depicting effective feedback and formative assessment strategies. Teachers can also read related articles together, such as the ones cited in this section, and have professional conversations about the information. Once teachers have enough background knowledge about the nature of effective feedback, school leaders can model this skill when conducting instructional walks in classrooms. These walks are 15-20 minute classroom visits documented with descriptive and prescriptive feedback. Instructional walks are formative in nature, and should not be considered part of the evaluation process. With instructional walks, we are “looking first for the teacher’s strengths, noticing where support is needed, and also discerning instructional patterns across the school” (Routman, 2014, p. 198). I use a paper notebook and a pen, write what I observe, and then have a brief conversation with the teacher about what I observed. Before I leave the classroom, I offer positive affirmation of the day’s instruction to build and maintain teacher-principal trust. This process models for teachers how they might interact with their students, as well as how students might interact with each other in the form of peer feedback.

While what we say and do not say is critical for student growth, the best type of feedback comes from the students. It is in our interactions with kids where we can glean all types of information and adjust our instruction to meet their needs. This student-teacher interaction is dependent on the quality of the relationships in the classroom. That leads us into our last section on the importance of authenticity and audience in our daily work in schools.

Real Work for an Authentic Audience

If the only person that regularly sees student work is their teacher, we deprive our kids of opportunities to make their voices be heard. Bringing in an authentic audience for student learning increases motivation, raises the stakes in a positive way and facilitates the celebration of everyone’s efforts and accomplishments. Coupled with learning tasks that closely resemble what one might experience in everyday life, students will see that their work is important not only to them but others as well.

Preparing students to accomplish real work for an authentic audience does not necessarily mean teachers have to develop elaborate projects that take weeks at a time to accomplish. One of the easiest ways to facilitate this is by utilizing a digital portfolio to publish student work (mentioned previously). This is what many professionals do in their occupations: Maintaining a professional website that highlights their skills and abilities. The audience for student portfolios – families and other teachers – can respond to what students publish in the form of comments. Teachers can educate parents about how to offer better feedback by modeling it within the digital portfolio ecosystem. School leaders can offer after school sessions for families to learn the technology and how to comment on student work.

While celebrating student work is an essential component of building trust, we also need to honor the process that students took to get to the point of proficiency. That is why I advocate that students and teachers maintain growth portfolios in addition to best work portfolios previously described. Growth portfolios document the progress students are making as learners as well as the processes they used to make the progress. These types of portfolios are more teacher-directed, especially when monitoring progress with digital tools. However, there is no reason students should not be an integral part of this assessment process. One possibility is for every student to have a blog. Suggested blogging tools include Kidblog, Edublogs, and WordPress. Students can use these online journaling forums to post first drafts on topics of choice and expressing their thinking regarding interests or content areas. Teachers can show students how to comment on each other’s blogs effectively. This practice promotes a growth mindset because it says, “We are all learners here.” Competition is reduced, and mistake-making is recognized because of the visible and collaborative nature of blogging. An audience that consists of peers and families might be all that is needed for shining a broader light on the real work students do in school.

Conclusion

After almost a decade in school administration, I have come to believe that our actions as leaders make the biggest difference in the learning lives of students and teachers. We model the learning process by being learners ourselves. This includes co-creating an environment that sets everyone up for success, being clear about our goals and what excellence looks like, offering feedback in a productive manner, and providing an authentic audience for our work. A growth mindset is more about what we do rather than anything we might say. We develop this mindset by living out our beliefs in our everyday actions. When a faculty’s collective disposition moves from “We have a growth mindset.” to “This is how we do things here.”, a school can become a true learning community.

References

Barshay, J. (2015). Growth mindset guru Carol Dweck says teachers and parents often use her research incorrectly. The Hechinger Report.

Dweck, C. (2016). Carol Dweck Revisits the ‘Growth Mindset.’ Education Week. 35(5), pp. 20, 24.

Hattie, J., Fisher, D., & Frey, N. (2016). Do They Hear You? Educational Leadership. 73(7), 16-21.

Kroog, H., Hess, K. K., & Ruiz-Primo, M. A. (2016). The 2 Es. Educational Leadership. 73(7), 22-25.

Routman, R. (2014). Read, Write, Lead: Breakthrough Strategies for Schoolwide Literacy Success. Alexandria, VA: ASCD.

Wiliam, D. (2016). The Secret of Effective Feedback. Educational Leadership. 73(7), 10-15.