Crafting Classroom Mastery: Fusing Pedagogy and Design

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Today, we embark on a cerebral journey, exploring the art of seamlessly blending pedagogy with design to forge unparalleled learning experiences. The reason I left the classroom had more to do with this concept than anything - my goal every day was to create an experience for my students. Completing a worksheet is not an experience. Even watching a video about the content is not an experience. Putting together an experience requires many levels of engagement and interaction. 

Let's delve into the intricacies of this pedagogical/design fusion. Much like an architect sketches the framework of a building, a teacher crafts a meticulous lesson plan to guide students through the labyrinth of knowledge. (Knowing it may or may not come crashing down around their ears.) It's not just about content delivery; it's about strategically arranging the elements to foster understanding, curiosity, and critical thinking. This is not a place where we just list our standards and outcomes, but it is a time when we need to think about why we are doing what we are doing for our students.

The elements that must be included and crafted (for the understanding, curiosity, and critical thinking) are many. Enter the realm of multimedia. Incorporating visuals, audio, and interactive elements transcends the traditional chalk-and-talk, providing a multisensory experience that resonates with varied learning preferences. It's not just about disseminating information; it's about crafting an immersive narrative that beckons students into the world of learning. Teaching to a classroom of digital natives requires creativity and outside of the box thinking (whether all are qualified as high ability or you have a multilevel classroom). Let's not overlook the role of technology in this pedagogical design. Much like a skilled engineer incorporates cutting-edge technology into their designs, teachers integrate digital tools to enhance the learning experience. Interactive whiteboards, educational apps, and online resources become the building blocks of a technologically enriched classroom.

One of my favorite resources for digital teaching is Amplify by Katie Muhtaris and Kristin Ziemke. Although it was published in 2015, I know I have been able to ease into the use of technology and multimedia in my classroom, without cramming in the buzzwords and flashy software. This is where we can excel at merging pedagogy (and even andragogy if working with faculty and staff!) and the design of the presentation. "When introducing technological tools, we often apply the same practices and strategies we use in our daily teaching, but amplify their power with technology," write Katie and Kristin. Their focus is not on the tool itself, but the product that comes from students using the tool. Although they give suggestions, there are many ways to accomplish the tasks they suggest - and keep students engaged!

Just as a skilled carpenter constructs sturdy scaffolding to support a towering structure, teachers build a framework of support for their students. This involves breaking down complex concepts into manageable components, guiding students step by step towards mastery. It's an intricate dance of challenge and support, ensuring that every student ascends to greater heights at their own pace. This can be done through the multimedia techniques previously discussed, or it can be done in the differentiation provided for different skill sets in your classroom. 

Just as a tailor crafts bespoke garments to suit individual preferences, teachers tailor their instructional methods to accommodate diverse learning needs. Recognizing and addressing these differences empower teachers to create an inclusive learning environment where each student can flourish.

As we conclude this exploration of the intricate dance between pedagogy and design, envision your role as that of a master craftsman. Every lesson plan, every assessment, every interaction with students is a stroke of the chisel, refining the educational sculpture that is your classroom.

In the synthesis of pedagogy and design, you become an architect, a storyteller, and a facilitator of knowledge. Embrace the creative process, adapt to the evolving landscape of education, and witness the transformation of your classroom into a bastion of inspiration and enlightenment. This is not an easy task. I hope to share ideas that will make it seem easier, but also grow you as an educator and someone who designs a learning experience for their students. Together. Let us craft a future where learning is not just a process but an art form, where each student is a brushstroke in the masterpiece of education.

Unleash Your Superpowers: A Starter Guide to Unraveling the Mysteries of Differentiation for Gifted Learners

Today, we're diving headfirst into the exhilarating world of differentiation for our gifted learners. This
is an intro to the nitty gritty in the weeks to come. Some teachers live by differentiation while others die by the worksheet. This is an opportunity, not only to reach your highest abilities, but your high achievers, as well as those with supports and needs. Although they teach you to differentiate in college, sometimes they don't teach you how...or how to do it well. 

Say you have a classroom filled with minds that sparkle like a constellation of stars, each shining in its own unique way. Now, the challenge is to cater to these bright minds, right? Let's start with the basics. Differentiation is like a superhero cape for teachers. It's not about providing one-size-fits-all lessons; it's about tailoring your teaching to meet the needs of every gifted learner in your classroom. Think of it as a buffet of knowledge, where each student can choose the dish that suits their taste buds – or, in this case, their brainwaves. Differentiation does not have to be planned every step of the way by the teacher - moving from sage on the stage has been a "buzz term", but not everyone has completed the task of "guiding on the side."

Understanding the League of Learning Styles 

Just like superheroes have their unique powers, our learners have distinct learning styles. Some might be visual learners, soaking up information like sponges through pictures and diagrams. Others could be auditory learners, absorbing knowledge through the sweet sound of your voice. And let's not forget our kinesthetic learners, who need to touch, feel, and maybe even dance their way to enlightenment. So, throw on your detective hat and figure out which learning style each student rocks – it's like uncovering their secret identity! Also, keep in mind - each of these applies to your general education students, too. Sometimes we need to remember what is good for a gifted student, is good for all students, if created with that view point in mind.

The Magical Elixir of Flexible Grouping

I promise you, although time consuming and sometimes hard to plan, flexible grouping is not the villain in our tale. You're bringing together students with similar interests or learning needs. That's what flexible grouping is all about! Whether it's creating superhero squads for collaborative projects or having small group sidekick sessions, flexible grouping allows you to tailor your teaching to the dynamic needs of your gifted learners. Looking at a class in action can sometimes spur your own creativity or learning tips and tricks from someone who has a different viewpoint can help the course not turn chaos. 

Power of Customized Assignments

This is where we will spend most of our time throughout the blog. Creating learning experiences, instead of assigning tasks, will have all of your students interested in the topic at hand.  You can provide a menu where everyone gets to choose their own level of difficulty. Tiered assignments are like that, offering different levels of complexity to suit the varying abilities in your classroom. It's not about making things harder or easier; it's about ensuring every student gets a challenge that's just right for them. 

My favorite way to differentiate is choice boards. It's like handing your students a treasure map and letting them decide which path to take. Choice boards give students the power to choose how they want to showcase their learning – be it through a project, a presentation, or maybe even a dramatic interpretive dance (because who said learning can't be fun?). It's the ultimate way to let their creativity soar higher than a superhero in flight.

And let's not forget the magic of technology. In a world where gadgets and gizmos rule, integrating technology into your lessons is like giving your teaching superpowers. From interactive presentations to online simulations, the possibilities are endless.

Each of these options can easily be managed with rubrics that allow for flexibility and individuality, based on expectation and need. 

Superhero Encouragement 

Gifted learners will face challenges, and a bit of encouragement goes a long way. Remind them that even superheroes stumble before they learn to soar. Celebrate their victories, big or small, and let them know that the journey is just as important as the destination. The voice we give our students in their learning, also needs to carry over in their social and emotional needs. 

So there you have it, fellow education superheroes! Armed with the power of a starter guide, you're ready to embark on the challenges of teaching gifted learners. Embrace the diversity of minds in your classroom, experiment with different strategies, and above all, remember that you're not just a teacher – you're a guide, a mentor, and a superhero in the world of education. Go forth and unleash those superpowers!

Third Time's the Charm: A Teacher's Hilarious Journey to Blogging Brilliance

Hello, blogosphere! Or should I say, "Guten Tag, digital diaries!" Why, you ask? Well, my friends, I'm here to spill the beans on my not-so-secret life as a teacher turned instructional designer, who's embarking on the grand adventure of blogging for the third time. Buckle up, because this ride is bound to be all over the place and hopefully not too much of a facepalm moment for yours truly.

Let's rewind a bit. Picture this: a teacher, armed with an arsenal of lesson plans, a passion for shaping young minds, and a laptop that's seen better days. That's me. The first time I dipped my toes into the blogging pool, it was like attempting to swim in a kiddie pool with floaties that had more holes than Swiss cheese. My writing was awkward, my formatting resembled a Picasso painting, and the only thing I attracted was the attention of my cat who walked across the keyboard.

Undeterred by my first blogging fiasco, I took a deep breath, hit the reset button, and went for round two. This time, I vowed to be more organized, more engaging, and, dare I say, more stylish? Spoiler alert: the universe had other plans. My second attempt at blogging was like trying to ride a unicycle while juggling flaming torches – entertaining for onlookers, but ultimately resulting in a spectacular crash. Apparently moving from the classroom into an office of instructional designers requires more flare and panache then I had in me. *oops*

Now, here I am, gearing up for round three. They say third time's the charm, right? Well, I'm about to put that saying to the test. So, what's different this time around? Let me break it down for you in a way even one of my students (fourth grade or collegiate...) can understand.

First things first, I've decided to embrace my quirks. Forget the polished, cookie-cutter blogs out there; I'm all about letting my personality shine through like a disco ball at a '70s dance party. After all, who doesn't want an educator with a penchant for dad jokes and a love of puns guiding them through the maze of academia?

Now, let's talk about content. My blog is going to be a treasure trove of ideas for teaching gifted students. We're talking strategies, activities, and maybe a few epic fails that you can learn from (because let's face it, we've all been there). I'll be dishing out the lowdown on curriculum building that's so exciting, it'll make even textbooks jealous. Instructional design? Oh, honey, we're going to make it as thrilling as a rollercoaster ride – minus the nausea.

But wait, there's more! Books, glorious books! I'll be sharing my favorite reads for pure enjoyment. Because let's be real, as much as I love discussing the complexities of educational theory, sometimes you just need a good book to escape into, am I right?

Now, you might be thinking, "Why should I stick around for the third act of this blogging saga?" Well, my dear readers, aside from the fact that I'll be your virtual guide through the labyrinth of teaching those that may be considered brilliant, and designing curriculum and experiences for the classroom, there's the added bonus of witnessing another educator navigate the world of blogging like a caffeinated squirrel on a mission.

As I embark on this third blogging endeavor, I want you to join me in the laughter, the facepalms, and the occasional victory dances. Because let's face it, life is too short to take ourselves too seriously. And if my journey can bring a smile to your face or inspire you to try something new, then my friends, I'll consider it a success.

So, here's to round three! To the highs, the lows, and the unpredictable twists and turns that await. Whether you're a fellow educator, a curious student, or just someone who stumbled upon this blog in a late-night internet rabbit hole – welcome! Let's make this blogging adventure one for the books, shall we?

Top 10 Things I Learned in my First Year of Being an Instructional Designer

Well. It’s here. The end of a year and a beginning of a new one. I was asked to wrap up my mentoring experience in my new occupation, so with the last reflection I submitted to my boss, I left him with a top 10 list David Letterman Style.

Top 10 Things I Learned in my First Year of Being an Instructional Designer

10. A teaching the background really DOES transfer to other occupations: It was my number one fear that I would try to conquer this big scary beast outside of the classroom, only to have to return a few months later with my tail between my legs. Not only is my tail wagging at  full speed due to happiness and newfound skills, but I’m realizing I’m actually OK at this whole ID thing and folks on my management team told me I don’t have to go look for a new job.

9. Higher Ed is just as messed up as K-12 Education: Working with SMEs, Deans, and those on my team, I can see that they have their own struggles in their institutions and universities. My mentor and I committed to listening to a variety of podcasts for part of the mentoring process and it was intriguing to me to see how “behind” they were in some aspects of education, where we think higher education should be leaps and bounds ahead of K-12…isn’t K-12 preparing students FOR higher ed? Being able to share new ways of presenting information was fun, and I appreciated having the opportunity to bring creativity back into a collegiate setting.

8. A team is vitally important to the success of instructional design: In a classroom, you are the curriculum designer, remediation specialist, presentation creator, and performance guru all wrapped up into one body. As I have worked with our ADA Compliance team, our ELD team, my ELPA, and other IDs, the feeling of collaboration was strong and the experience of success stronger. It reminded me of when I first entered into education and the motto of all teachers is “Beg, borrow, and steal” for your own classroom needs. That feeling has been missing from my school the last few years – it is nice to be part of a collaborative environment again.

7. Corporate offices aren’t quite so bad: The warnings were strong and frequent with my dad and husband – “It’s not a social place, Kelly.” “You won’t each lunch together and take a break at the same time.” “You’ll be in your own little cubicle and there is a lot more solitude.” Long story short, they were wrong. The environment at my office is just the opposite. And I don’t have to deal with any parents or administrators popping into my cubicle. Another highlight - my "bonus" this year was more than a jeans coupon!

6. It’s nice not to have homework every night: Not just as a classroom teacher, but in all work experiences I have had, I am typically one who “brings it home with me.” I continue to brainstorm about things well into the night and will sometimes wake up at 3am going over things still. With this position, whether it be the interactions I have had with the office staff, my partner school staff, or just the environment cultivated between the two, I am learning the importance of taking a break from work. My mentor and I always answered the question “What is bringing you joy right now?” on our calls and in messages. I’m learning to put the phone down, turn the computer off, and pack my notebooks in my bag for the evening. There will always be “busy times” prior to a semester starting, but the growth process is appreciated not only professionally, but also personally.

5. Being part of an organization like mine has growing pains, which means procedures need to help ease the pain: Watching an elementary school grow from 300 to 800+ students is a feat in and of itself. We knew, as teachers, that there would need to be adjustments for safety and discipline and all those categories that make a school function. Coming into my company, and learning not only a new position, but a new company was difficult at first. I’m glad to see that there are procedures being put into place that we can all follow, but also, we were a part of discussing and creating. As I watch other mentors work through the processes with their partners, it is a source of pride to know that the suggestions I made or my mentor made have affected those processes. It’s also nice to see that as we communicate changes in the company and clean up needs and expectations, we have a mode of communication I am a part of now. These opportunities are helpful and I’m glad to see that even though there are pains, there are methods to the healing, too.

4. No matter how many procedures you put into place, the key phrase around the office is “Well, it really varies by partner”: And yet…sometimes it’s our partner that causes the growing pain. J My comfort zone was definitely stretched with my new endeavor, but I found that working with my partner school, their comfort zone was stretched and they were growing as well. To be able to help them understand how an online curriculum operated or what it looks like to teach an online student, was very new to them. As they grow, they may be more likely to adopt ideas and concepts that are accepted by our veteran partners, but for now, I’m happy to grow and stretch with them.

3. There are nice “administrators” (aka: supervisors) out there who want to see you succeed: Coming from my school, I felt an element of PTSD that made me question and think – Will I get in trouble if I’m not “doing the right thing” or “following directions” or following through on a task a certain way (although it may never have been communicated to me that it was supposed to be completed that certain way!)? Within the first month here, I was berated via email by a SME – it included untruths and I was thankful to have a witness in the room with me to acknowledge what was communicated. At my old school, the situation would have been my fault no matter what, and after being yelled at by the SME (or a parent), my principal would follow up with her own reprimand. Not only was I told I didn’t have to work with that SME anymore, I was supported by my direct supervisors and a vice president of partners, taking the time to check on me in the evening, to make sure I was ok! It was unreal to me, that people cared and although we want what is best for our customers (the partners), we also support and care for our staff. I have been told that relationships are one of my strengths – to see supervisors and those in charge that allows for that skill to flourish and communication to be open is a blessing!

2. Switching to a life where you don’t get “summers off” was a lot harder than I thought it would be this time, but I think it will get easier the next time around: I’m a teacher’s kid. I have literally had a summer every year of my life until this past year. It wasn’t easy…for me or for my daughter. But we made it through. And it will get better. And we will enjoy sleeping in so much more on those vacation days!

1. I really like this Instructional Designer thing! Do I miss teaching? Some days. I really miss talking about books with students and having light bulb moments during science experiments. BUT…that’s why I have a kid at home. J I love being able to make an impact in students’ education by helping to create great experiences. I love having the opportunity to learn again. I love the collaborative efforts of my team. I love being an Instructional Designer and explaining to people my new role in education!

If I can encourage anyone in this post, I want to reiterate, it's ok to try new things. It's ok to make attempts. It's ok to fail. It's ok to look for other options. As a teacher who never thought I'd be anywhere but IN the classroom with kids day after day, I want to encourage those of you who think it's not possible. It is...

Book Banter: Shooting the Moon

Book Banter: Shooting the Moon

There are not a lot of books for kids about the Korean War or the Vietnam War. Both are obviously very controversial in American history and we’re still feeling some of the repercussions today, as our veterans are sharing their stories with us. I think Shooting the Moon by Frances O’Roark Dowell is the perfect picture for students to understand some of the controversies, while not dealing with the graphic details they may encounter elsewhere.

If you have students with military family backgrounds, this novel may hit close to home, depending on deployment status. It also provides a great opportunity to talk about military lifestyles - not only the person in the military, but the commitments, as well as sacrifices, their families make. I’d say it’s a PG rating and geared towards students grades 4-6 depending on where the focus is driven in class.

Jamie is a spunky lead female character who I liked right away! Although I don’t have immediate family in the military, the loyalty she felt to the army and the need to impress her parents, as well as her older brother, is the qualities where I could (and where many kids will) relate.  My favorite scenes were when she was working in the rec center on base. Cleaning up after the soldiers, playing gin with Private Hollister, and eventually learning to develop film to see the pictures her brother was sending her from the front lines. Although it is a “carefree” location, she learns so much there and it seems to be a source of stability for her during this time. She meets other soldiers at the base through the rec center, and it gives her a much bigger picture of what is going on in the war and in the government than she would ever get just hearing from her father or brother.

I’ll be honest when I say I’m not sure of the symbolism or direct connection to the moon. I see why TJ sent other pictures in his film, as well as why he sent her pictures instead of a letter, to begin with. There are so many items that could have been chosen, I missed a deeper meaning in that choice that I’m still trying to figure out. Although I am at a loss, it may be obvious to other readers - just not me! And if the symbolism slips by you, too, it will not hinder understanding or even the enjoyment of this book.

The nerd that I am thought of so many ways to connect content to students' lives. Teach them how to play gin, explain the relationships that are difficult with someone with a mental disability, have a guest speaker come in a talk about photography, do a mini-research project on the moon, space travel, or the Cold War during this time period...this list goes on and on! If you’re still in an environment where you are teaching this novel, consider using my choice board to help you with ideas to incorporate cross-curricular.

If you need a quick read, this is a good one to finish up in a day! I would love to hear if you have read the book and what you think.

Happy Reading!