Jammin' and Blocking: Roller Derby as Metaphor for Change in Education

The pivots at the front of the pack set the pace. The blockers skate in a tight wall, looking for their jammer -- maybe they can pull her through for a chance to create a whip and sling their "girl" to the front, closing gaps to shut out the opposition. (One blocker had "Wrecking Ball" had bold letters splayed across her bottom, and she meant it too!) The jammers, those tough, fast, graceful jammers, slide right into the pack and thread their way through the crowd, dodging elbows and scooting under skaters who race shoulder to shoulder around the track. Once a jammer slips through, she races around the track to make her way through the wall of skaters again, ticking off points like a ball in a pinball game every time she passes someone. Hooey, there she goes again, circling the track in a blur, picking her way through the crowd, and wham! Some tattooed mama throws out a leg, and the jammer is down!

Having recently watched my first live event at the Houston Roller Derby, I have been thinking ever since about how the rough and tumble derby "girls" suggest a metaphor for those of us who work for change in education.

I like to think we are the jammers, our heads low and pushing straight into the pack of teachers and administrators who close ranks to shut us out, partly because they just need to get around the track and make it through the year. Anyone coming through? The blockers, who could be anyone, really, who is happy with the status quo, try every trick they own to stop us (and there are your allies, blockers too, who are trying to make a way for you to pass through the red tape and push back).  Those opposing blockers sure don't want anyone racing ahead and changing the pace of the game. We get through, not without a few bruises, and burst out of the pack only to rush around the track again. The world has changed in the last lap -- new obstacles in new configurations lie ahead. We race into the pack again, ready for everything the opposition will do to try to stop us. The blockers have regrouped -- maybe it's just a "crappy week for education," as Will Richardson describes our current troubles in his recent post on "The Wrong Conversations." Maybe the opposing blockers stop us with a body slam -- we should have seen it coming, that attack on reading relevancy in the digital world or that questionable kick from the latest cyber-scare, but we didn't, and down we go.

But, if we're lucky, we weave through the elbows and hips and start to rack up the points...engaged learning for our students, critical re-thinking for our teachers, ways to ratchet up the game to make education meaningful again.

Just call me Suicide Sue.

Becoming a Connected Educator

I just discovered this wiki, TwitterEd via a tweet from rkiker this morning. It has loads of examples and ideas for using Twitter in your classroom. The ideas are innovative and demonstrate the reach and power of a PLN (Personal Learning Network) that teachers around the world are finding indispensable.

As someone who is relatively new to Twitter, I say, with absolute conviction, that Twitter has become an invaluable tool in my own professional development. I tweet to learn, in other words. If you are considering using Twitter but can't quite figure out its place in your classroom, this is where I'd start: Tweet to learn. Find experts in your discipline, follow them, and share these tweets with your class. I've found that these tweets are sometimes just a comment, but more often contain a link to a treasure chest of resources (see above). As a Moodle school, we can pull a Twitter feed into our course pages where students have access without setting up an account.

To really appreciate the power and reach of Twitter, however, teachers need to build a personal learning network. Your reach is determined by the number of people following your tweets. Currently I have 38 followers and many are groups or organizations (NAIS, Edutopia, etc.) Yes, I follow teachers, really smart ones (suludavis, larrykahn, zandrews, smcmanus, rkiker), but I know that to extend my reach, to become a truly "connected educator," I need to to expand my list of followers. I want a global reach, not only for myself, but for my students too, because my network benefits them. Take a look at the examples in TwitterEd. A teacher sends out a "calling all experts" tweet and students are lifted out of the classroom, provided links to rich resources, and challenged to question, think, research, and respond (via the teacher's account for younger students) to real people, in a meaningful way. Connected teachers connect their students to other students to collaborate and create with one another without the limitations of time and space. This is my goal for the year: expand my network, expand my reach, expand my (and my students') opportunities for learning.

At Alan November's BLC Conference this summer I attended a session given by Jeff Utecht (jutecht), the Technology & Learning Coordinator at the International School Bangkok. He said that when he was being interviewed for the position he was asked what he would bring to the school? "6,794 people from around the world" who he could reach out to on behalf of the students at ISB. When Jeff sends out a tweet to ask for help or to share something his students have accomplished, people are listening and responding. It's no longer just what you know, it's who and how many people you bring with you into your classroom.

EduBlogger Student Blogging Challenge

Want to teach your students to be better online communicators? Then take a look at the Edublogger Student Blogging Challenge. This opportunity came to me via a a great blog called Free Technology for Teachers. It's a 10-week program that aims to teach students how to write reflectively, comment meaningfully, and improve their online communication skills in general. The challenge is organized into 10 weekly tasks suitable for class or individual student blogs and according to the website, participants can do as many of the tasks as they like or have time to complete. This challenge has been around for several years and gives students access to an audience of other students and teachers from around the world. The Student Blogging Challenge is a bi-annual event, beginning mid-Sept and again in March, giving those of us in the US just getting back to school an opportunity to settle into the year. A glance at participating blogs shows that teachers are blogging with students of all ages, from elementary through high school. As someone new to blogging herself, I wish I could participate in order to improve my own skills. It sounds like a lot of fun!

Tapping the Motivation of Teachers and Students: Dan Pink Drives a School in New Directions

This past summer we took a bit of a gamble at my school. As we prepared to launch a pilot program for a culminating senior project, we used a couple hundred dollars in donated funds and purchased Daniel Pink's Drive for our rising seniors to read over the summer. We also tapped some professional development funds to purchase a few copies of Pink's book for our teachers. The result has been a more positive and energized beginning of school than I have experienced in a long time.

After reading Drive over the summer, we scheduled a FedEx Day for our faculty to break up the usual deadening monotony of pre-opening of school in-service meetings. Our hope was that our faculty would gain some sense of the internal motivation we can sometimes forget to spark in our students (or even drive into hiding). I have to admit, I had more than a few trepidations. The result, I'm glad to say, was nothing short of amazing. The teachers were given a few brainstorming tips (pursue your B-side was one, borrowed from Marco Torres's workshop at BLC 10 that I attended this summer), then asked to produce "overnight" some sort of creative project. Three teachers who might not normally get together came up with a plan for a "food revolution" at our school. One teacher made a video illustrating a short story he teaches. A couple of teachers blogged, one about her recent 30-plus labor delivering her baby daughter, another about the post-graduation habits of twenty-somethings. I was most moved by the letters written by a Teaching Fellow to his family reflecting on life going on after the death of his mother and the return to watercolor painting by our librarian who had literally boxed up her paints and brushes for twenty years. The librarian touched on the essence of self-motivation when she said "the hours just flew" when she was painting. Another teacher, who spent her FedEx day sprucing up our girls lounge, said in our teachers' reflections: "The things that you are truly motivated to learn will never feel like work." (See below for a glimpse of their comments.)

Meanwhile, over the summer, our seniors have been blogging about Drive. They are addressing the issue of motivation as they face one of the most challenging moments of their lives, applying to college, finishing up their senior year of high school, and creating sustainable senior culminating projects for the first year of our pilot project. These gutsy seniors have questioned everything from grading to the time given for working on meaningful projects. Several of them faced off with faculty in a panel discussion about what provides meaningful motivation in the classroom (more on that later -- I hope to have a video clip up soon).

Dare I say that we as a faculty and senior leadership are committed to a year of the pursuit of what matters -- creative exploration of what DRIVES us?!

Need your input!

First, Second, and Third Grade teachers are exploring classroom uses of the iPod Touch this summer. I've created a Wiki for resources and comments and I'd like to invite you to contribute your thoughts about the iPod Touch too. We're really interesting in apps you're using and ways you've integrated this device into the classroom. Here's the link and thanks for your help!