In the last two years I have been trying something different when I attend conferences and sit through PD sessions. I used to take copious notes, first by hand and then on my computer. I got really good at dividing my attention with keyboarding and listening (I thought). I had pages of notes/scripts/ outlines.

And I never revisited them.

I asked myself, “What was the point?” Were they helping me to focus AS I was listening and participating-well, the research supports the use of handwritten note taking much more than the keyboarding. Researchers, Pam Mueller and Daniel Oppenheimer note in their piece The Pen Is Mightier Than The Keyboard , “…there are two hypotheses to why note-taking is beneficial in the first place. The first idea is called the encoding hypothesis, which says that when a person is taking notes, “the processing that occurs” will improve “learning and retention.” The second, called the external-storage hypothesis, is that you learn by being able to look back at your notes, or even the notes of other people…”

Well, the ‘external-storage hypothesis’ certainly wasn’t applying to me.  I might have been doing some minimal processing to ‘encode’ when I wrote my notes by hand, but more than likely I was simply transcribing and not not conceptualizing the information. So I started looking into other ways to help me not only PROCESS the information better at the time, but also that would invite me to revisit the information again in the future.

I have found TWO methods that have been so much more useful to me. One involves some technology, the other-a good old fashioned approach.

“Take a Picture, It’ll Last Longer!”

Sometimes I just want to soak in the lecture or information being shared in a presentation by the gurus and peeps that I admire, and I don’t want to divide my attention between writing and listening. So I pull out my iPhone and just start clicking.  I choose slides that are meaningful and take a picture so that I can reflect on it later. Occasionally I make short video clips that I can review and reflect on. I am very mindful that this is the intellectual property of the presenter so I keep it for personal use only.  Generally, I create a google photo album and add some notes later if I want to add that information. I can then scroll through and remember much of the presentation.

Just doodle your best!

The second approach I have been using for a few years now is sketchnoting. It goes by other names: doodling, visual note taking, or even scribbling. We used to get in trouble for it in school and now it is “A THANG!” I was apprehensive to try it at first, using many of the same responses I hear now:” I can’t draw!  I wish I could do that!   I’m not that creative!” But I knew I needed to try something different if I ever wanted to maximize the learning and concepts from the notes I took.

At first I just used boxes and bubbles to cluster ideas or highlight thoughts. Then I started trying to visualize the information and think about how I could capture just the important “stuff”.  I think in terms of metaphors and analogies a lot, so I wondered how I could incorporate those into my sketchnotes.

I read Sunni Brown’s book The Doodle Revolution and saw her TED Talk.   I dove into Mike Rhode’s book The Sketchnote Handbook and Wendy Pillars’ Visual Notetaking for Educators.

Then I discovered a motherlode of resources online. Just google Sketchnotes or Doodling or Visual Notetaking and you’ll be amazed at the plethora of sites and sources. It could be easy to be overwhelmed.  My advice?  Google “sketchnotes by students”to look at doodles that exemplify the basic concept of visual notetaking: turn big ideas into a visual representation that helps you activate schema, make connections, draw conclusions.Or start with this EdCollab session by  Tanny McGregor and Shawna Coppola. (teachers who walk the talk!)

You are not creating an artists’ notebook. You never have to share your sketchnotes with anyone! But I encourage you to just try it! Do it in the privacy of your home as you listen to a TED Talk or watch a YouTube video on a topic you want to learn about.  Nobody will be watching. Nobody will care! See if you notice a difference in your mindfulness, your focus, your thinking.

Then think about how this type of notetaking might help your students. How can they visualize key concepts and ideas?  How can they translate mounds of information into a cohesive, meaningful, and retrievable message? Think about how powerful it would be to get a glimpse into their thinking, rather than observing their ‘secretarial skills’ as they take notes. Imagine the level of engagement for this type of activity. I’m not saying it’s a magic bullet, but it opens up a whole new world of possible!

You can check out my PADLET of Sketchnote Resources here.

C’mon…join the Doodle Revolution!

What’s On My Book Radar?

This week I’ve been doing a lot of professional reading. I’ve been a big fan of Angela Watson’s The Cornerstone for Teachers website and I absolutely love her book Awakened: Change Your Mindset to Transform Your Teaching.  We have heard a lot about mindset thanks to the work of Carol Dweck, but Watson hits on some key concepts for helping teachers deal with so many issues that cause burn-out.  Though she takes on a more religious/spiritual aspect than most professional books do, it is also grounded in common sense and purposefulness.  If you are feeling frustrated, burned out, or want to head off those feelings, you might want to check out this book. While you are at it, I encourage you to visit her website as well.

This last week I was teaching in a 6th-grade classroom.  We are at the beginning of the school year and teachers are working on creating a community of learners.  I believe deep literacy learning happens best in a community where readers and writers feel connected to others and not always immersed in an isolating task.

I believe in the power of a Readerdom!

I wanted to get the students to connect with their reading identities as well as those of their peers. Together we engaged in 4 Activities.

“I am the kind of reader who___” We discussed what identity meant- with the students  defining it as “It’s who we are.” I added, “Yes, it’s all those things about you that make you uniquely you!” I shared some of my own characteristics that are woven into the fabric of my reading identity and then asked them to share some of theirs.  Most students wrote so much they had to use the back of their papers. Their teacher later expressed surprise at how much they wrote and how they reflected on who they are as readers.

“Who is_____ as a reader?” I then asked for volunteers to share what they had written. To encourage active listening and connections I had the other students make a list of those who shared. Next to their name they were asked to write something about that person as a reader. They could choose anything that resonated with them, or a summary.  I heard lots of, “Oh yeah, me too!” as students shared.

“Who else likes_______?” On a separate sheet of paper I asked students to choose ONE genre that they really like.  For many it was hard to narrow it down.  I told them I would have a hard time selecting one but it didn’t have to be a singular favorite, just one that they truly enjoy.  Then they had 10 minutes to circulate around the room to see who else really enjoyed reading books in that genre and collect their names. Afterward I told them, “Now you know who you can ask for recommendations.  These students will be a good source for you to get ideas and discuss books with.”

“Stranded on an island.” The last task was asking students to imagine they were stranded on a deserted island and they could only have THREE books there with them. Which books would they choose? Many students knew right away, but others struggled with thinking up titles or narrowing their choices.  This information told me which books they had either read recently, loved deeply, or were important enough to remember. The kids were fascinated by the choices of their peers. Expressions of “OH YEAH!” “REALLY?” and “OH, I FORGOT ABOUT THAT ONE!” permeated the room.

As you can imagine, it’s not just the responses that enlightened me about their sense of self as readers, but when I observed them thinking, reacting, struggling, or debating I could see them connecting with a part of their identity they hadn’t been in touch with much. They clearly are more aware of their reading traits and a greater connection to the reading community of their classroom

We were taking our first steps in creating a Readerdom where readers rule and books are the queen! Long live the queen!

What’s On My Book Radar?

WISH by Barbara O’Connor
Speaking of queens, Barbara O’Connor is  the queen of empathy! She creates characters that help us walk in the shoes of others and ‘wish’ we could be better people.  In this middle grade novel, Charlie Reese is an eleven year old girl who has been making the same wish since she was in 4th grade. It’s a secret, and she needs to make it every single day or it won’t come true. She finds all kinds of ways to make wishes (on stars, clovers, and some unique old wives’ tales!) She is sent away to live with her aunt in the Blue Ridge Mountains when her mother and father can no longer take care of her. She meets a neighbor who becomes an unlikely friend and a stray dog that has yet to be tamed. But she still wants her one wish to come true.All I can say is get to your favorite bookstore as fast as you can and get your own copy of WISH, you can thank me later!

It has certainly been a week of beginnings. I watched students pour into school to begin their new year. I spent the day with kindergarteners as they experienced school for the first time. I worked with brand new teachers as they began their careers in the greatest profession ever. I saw my son begin his sophomore year in high school and yesterday I dropped my daughter off to college to begin her new life away from home.

I had faith that each of these individuals who stood on the brink of these beginnings would move forward successfully-and they did. For many I stood beside them, available to help if THEY wanted it, being fully present in the moment. I was excited to watch them take these steps, and cautious not to take the lead. For those of us who have made that walk, it is tempting to try and be the guide. We can anticipate the challenges, we have observed common pitfalls, we have experience we’d like to share. We want to help.

I remind myself that it is their beginning, their journey, their turn to embrace the experience. So then I am freed up to observe and marvel at the unfettered enthusiasm and the skillful navigation untainted by familiarity. And if I am open and mindful I will find this an incredible learning experience of my own. That takes faith.

As we welcome new students and new teachers into our schools this year, it is my hope that we can learn along as we observe them maneuver through beginnings and steer uncharted courses. Yes, they’ll veer off track, they’ll hit bumps in the road, they may even crash at times-but how they adjust, correct, and renavigate can offer us all new insights and direction.  We can choose to always lead and we will stay on the same path, or we can share the lead and reach new destinations together.  That takes trust. That takes faith.

What’s On My Book Radar?

Rather ironic that as I focus on beginnings, I find this amazing gem that focuses on endings.Ms. Bixby’s Last Day by John David Anderson is one of those books I believe every teacher should read. We can all recall at least one teacher who touched our hearts and will stay with us always-that is what Ms. Bixby has done for her class. After finding out that their teacher is sick and will need to stop teaching to get treatment, three boys  (Topher, Brand, and Steve) come up with a plan to let Ms. Bixby know just how much she means to them. Told through each of their eyes, we witness how much of an impact the kindness and love of a teacher can have on the lives of their students.This was the perfect book for me to read as I begin my 29th year of teaching and strive to make a difference in the lives of those around me.  May it feel you with inspiration and appreciation. Just keep the tissues handy!

As we begin another school year, those of us returning to the classroom bring a wealth of experience, a stocked tool kit, and sometimes a little baggage or anxiety.  The new year brings opportunity to create the life in teaching we always dreamed of. We often rearrange our classroom spaces, revise our lessons or reorganize our schedules.  With a new year and new students we have a new blank slate upon which to create.

So it’s a great time to ask ourselves, “What works, what doesn’t?” And by that I mean, inviting ourselves to reflect on our practice and consider what was effective, engaging, and enjoyable- and what wasn’t.  Sometimes we fall into patterns of behavior and it is almost like going through the motions. “ I’ve always done it this way.” When we acknowledge past successes and take time to reflect there is a greater chance that they will repeat. When we are honest about what our challenges are, we can more purposefully address them. For most of us, this isn’t just a job. This is life.

So how do we create the life in teaching that we want? Maybe this year we could try to WOOP it up!

Over the summer, I had more time to read a greater variety books and listen to podcasts that weren’t about literacy or teaching necessarily. I found myself fascinated by the work of psychologist Dr. Gabriele Oettingen, author of Rethinking Positive Thinking:Inside the New Science of Motivation. She believes the obstacles that we think prevent us from realizing our deepest wishes can actually lead to their fulfillment, but we can’t just think positive thoughts. Ironically, she found those who have stronger, more positive fantasies about reaching their goals are actually less likely to achieve them. She and her colleague Dr. Peter M. Gollwitzer introduce me to a strategy called mental contrasting- a visualization technique that research has shown can increase positive outcomes for goals. But she wanted to move theory into practice so she created WOOP!

The 4 steps: Wish, Outcome, Obstacle, and Plan can be applied to situations in our classrooms for both the teacher as well as the students. The basics are:

WISH– What is an important goal or wish that I would like to accomplish in the near future (next few weeks)?

OUTCOME– What would be the most positive outcome? How would that make me feel? Imagine it as fully as I can.

OBSTACLE– What is the main obstacle inside ME that holds me back from fulfilling that wish or dream. Is it a habit, an emotion, a belief. I cannot control external obstacles, only those within myself.

PLAN– Identify one action you could take or thought you could think that would overcome that obstacle.  “If… (obstacle), then I will … (action or thought).”

So how might that look in action?

WISH-in the next few weeks I want to submit  two pieces of professional writing.

OUTCOME- I would feel a sense of relief and accomplishment if I created something worthy of being published. It would be exhilarating.

OBSTACLE- I know at the start of the school year I am not very good at prioritizing my time. I often feel like I have to say yes and I try to  front-load a lot of my work with students and teachers. I want to start things off on the right foot and I often take on too much.

PLAN- I am going to block off at least 1 hour in my schedule outside of school for writing each day. No email. No social media. No lesson plans or curriculum work during that hour. That time will be sacred.  “If I am asked to do something, then I will schedule it outside of that time -or even consider not doing it.”

I know that sounds ridiculously simple.  That’s the point. WOOP is breaking down the research behind mental contrasting with implementation intentions into a habit for thinking about how to approach your goals with deliberate focus. Oettingen knew that the acronym could help to trigger positive action because it is catchy and memorable. If there are things you would like to accomplish in your classrooms this year, perhaps you could WOOP it up!

She  has FREE POSTERS for your classroom and there’s even an app for that! You can check out a few videos from Character Lab on implementing WOOP in your schools here.

What’s on My Book Radar?

If I Was Your Girl by Meredith Russo

Author Meredith Russo is truly writing from the heart with this poignant YA novel. Amanda is the new girl at her school in Lambertville, Tennessee.  She wants what all ‘normal’ girls want; friendships, a boyfriend, to simply fit in.  But Amanda wasn’t always your ‘normal’ girl. She was born Andrew- a girl trapped in a boy’s body. As she strives to live an authentic life, she wants to be honest. But with a bullied and tortured past, she is afraid to trust. Then she meets Grant Everett, she experiences life in a new way, and fears that honesty could risk it all. For anyone who has ever struggled with understanding  the concept of transgender or transsexual identity- this book will help you as you walk a mile in the shoes of one teen who will open your eyes and open your heart. A great addition to any high school looking to offer more “windows and mirrors” in their collection of texts to celebrate diversity.