So...I've been thinking again...I was privileged to be a session presenter at the recent CLAS conference at the Mobile Convention/Riverview Center. I was asked to speak about At Risk indicators and how administrators can use their STI software to develop methods to flag and intervene for students with multiple indicators for being at risk. I had a wonderful co-presenter, Dafne Stokes. Without her, I would have been lost as to how to use the software. It has been several years since I have looked at data management software.
As I studied for the presentation, I realized that I had many "at risk" indicators in my own life. Strangely enough, I never thought about myself as "at risk" growing up. In my session, one lady asked the question, "Why did the boy I know wind up in jail, and you wind up in front of us speaking when you both had similar "at risk" factors?" That got me to thinking... (I know, dangerous...) Why did I never feel "at risk?" Three key interventions were in place.
First, my MOTHER...She had a way about letting you know she didn't allow you to be less than your best, (and it often included a trip to the peach tree.) My mom believed in rewards and punishment. If I did well, I was always rewarded; if I didn't do well...let's just say I got acquainted with the peach orchard only a few times. Thankfully I was a quick study. My younger sister, not so much...
Mom provided me with opportunities to be successful. I don't remember her studying with me too many times, but I do remember her checking my work. I certainly remember her checking my report card. Mom decided that we didn't need entertainment from television in our home, so reading became my past time. I could read a short novel in a single night. I used to read at least five books a week. I have been to many countries, and was swooned by many magical knights, princes, and cowboys. So, I am a proponent of fiction. You would be surprised how much you can learn from a great love story.
Second, my TEACHERS and ADMINISTRATORS... I remember every teacher I ever had. They all made a huge impact on my life. They were my role models, my heroes and heroines. They pushed me; challenged me; debated me; but most importantly, they cared about my success as a student. Some of them are the reasons I chose to pursue a teaching career with a science focus.
My educational experience was in a rural school without a whole lot of enrichment opportunities, but what we didn’t have in technology, we made up for in innovativeness and creativity. We may not have been able to “watch” great scientific experiments through media and technology, but we lived it. Bug collections (I can’t believe I actually euthanized all those little guys.), leaf collections (never forget the poison ivy), DNA molecules out of gum drops, and dissecting pigs while selling Krispy Kreme donuts out of the same room for our yearbook fundraiser. Yeah, probably shouldn’t divulge all that information, but hey, the statue of limitations is probably exceeded.
Finally, my FAITH… I truly believe the faith I have in God as well as myself has played an important role in my life. The purpose of this blog is not to get in a theological debate with anyone; I just know how important my faith has been in my life. I know it has been faith that has pulled me through many dark places in my life. So while some may choose to discredit its importance for them, it was critical for me.
I have also believed in myself and my capabilities. I am a firm believer in intrinsic motivation, self-efficacy, self-regulated learning, and self-reflection. While I enjoy and even solicit the approval of others, I am most concerned with my own self-worth. Self-love is important. Even the scriptures admonish us to “love you neighbor as yourself.” Self-preservation is probably one of the most powerful forces in nature.
So, what keeps one person in route to success while others fail…Family, Faculty, and Faith…We should never underestimate the power of any or all of these powerful influences in our lives. What should happen if one or more is lacking? We should reinforce students with intensive help where we exist. If we are family, we should support our kids with everything we have (I try to practice what I preach.); if we are faculty, we need to individualize every student and know their limitations and risk factors; we should also believe in the possibilities for our students and ourselves.
No matter what roles we have in the lives of students, we need to recognize the importance of the role. I firmly believe every movement in the universe affects all remaining atoms of matter. What are your movements doing to the universe? What are your movements doing for the At Risk kids in your life? Make your movements count...Gently start a reaction that moves them in the right directions for their lives.
SBO
Saturday, June 26, 2010
Saturday, June 19, 2010
Multiple Intelligences and Branton Shearer
We had a great week in Mobile at our STIAchievement Services Summer Training. The last two days were especially great. Our guest speaker was Branton Shearer from Kent Ohio. Dr. Shearer is the creator of the MIDAS inventory for Multiple Intelligences (MI). OK, I am not the best tour guide in the world, and I took him to Dauphin Island. Not a good choice in my humble opinion. It was my first time to visit Dauphin Island as an adult. I should have taken him to Washington Co for a tour. I would have been a much better tour guide there.
Dr. Shearer did a great job with his multiple intelligences workshop. I learned so much about myself and about those around me. I cannot wait to get my certificate from him so I can begin sharing MI with others in the schools where I work. I truly believe in MI, and I know we would have better results in our schools if teachers used MI in their lesson planning more effectively.
We so often forget just how unique we all are as individuals, and as teachers, we tend to teach to those "like us". When I taught at Mae Eanes Middle School my first year as a teacher, I realized students had MI. When we utilize the fact that our students have MI in our classrooms, more learning can take place.
I believe the reasons I had the success I enjoyed with my students are directly related to the fact I understood a simple concept: Children are different. Children think differently. Our teaching should reflect those differences. Dr. Shearer validated so much of what I had believed and implemented as a teacher with his studies. Most funding sources today ask for Scientifically-research-based strategies. Well the MIDAS is scientifically based. He has thousands of profiles and many studies to prove the MIDAS has value and predictability on the MI of children and adult students.
However, like most educational strategies, the key is not in the profile itself. The key to the success of using MI profiling is to actually change instruction and student behavior based on the information the MIDAS provides.
I loved one of the quotes from Dr. Shearer's workshop. "It is not HOW SMART ARE YOU? but rather HOW ARE YOU SMART?" That is the question we should all be asking ourselves and our students. How are you smart?
Oh well, I have to call my mom and see if she will give me some of her flint rocks. Keep you guessing, unless you were at the workshop. Until next time... SBO
Dr. Shearer did a great job with his multiple intelligences workshop. I learned so much about myself and about those around me. I cannot wait to get my certificate from him so I can begin sharing MI with others in the schools where I work. I truly believe in MI, and I know we would have better results in our schools if teachers used MI in their lesson planning more effectively.
We so often forget just how unique we all are as individuals, and as teachers, we tend to teach to those "like us". When I taught at Mae Eanes Middle School my first year as a teacher, I realized students had MI. When we utilize the fact that our students have MI in our classrooms, more learning can take place.
I believe the reasons I had the success I enjoyed with my students are directly related to the fact I understood a simple concept: Children are different. Children think differently. Our teaching should reflect those differences. Dr. Shearer validated so much of what I had believed and implemented as a teacher with his studies. Most funding sources today ask for Scientifically-research-based strategies. Well the MIDAS is scientifically based. He has thousands of profiles and many studies to prove the MIDAS has value and predictability on the MI of children and adult students.
However, like most educational strategies, the key is not in the profile itself. The key to the success of using MI profiling is to actually change instruction and student behavior based on the information the MIDAS provides.
I loved one of the quotes from Dr. Shearer's workshop. "It is not HOW SMART ARE YOU? but rather HOW ARE YOU SMART?" That is the question we should all be asking ourselves and our students. How are you smart?
Oh well, I have to call my mom and see if she will give me some of her flint rocks. Keep you guessing, unless you were at the workshop. Until next time... SBO
Tuesday, June 1, 2010
Standards-based Instruction
Standards-based Instruction
In my recent travels, I noticed something which intrigued me and caused me to start to think. I know…Dangerous! I continue to hear the rhetoric concerning standards-based instruction. Comments such as “We need to teach children more than simply what is required.” and “My students need to know more than what is on a test.” I concur! However, it would be a huge improvement if the students in trouble did learn what was required and exposed to what will be on the state-mandated assessments.
I started thinking about the term “standards-based instruction”. I think it has become antiquated. I do not believe it continues to carry the power it once had. I think a new term is needed to stir up excitement among educators. I have recently studied the progression of standards throughout the K-12 educational program of several states. There seems to be a huge disconnect between grade-to-grade instruction. While educators seem to understand the particular standards, grade-level expectations, student indicators of instruction, etc…, they are supposed to teach, it appears the educators do not see their particular assignment as a single point on the continuum of the students’ total education.
The topic of “Math Facts” always comes up in discussions with math teachers. Have you ever heard this statement? “They do not know their multiplication or division facts; therefore I spend most of my time teaching my students those essential skills.” Forget the fact I probably don’t even know all my multiplication facts well enough to take a timed test, with an Associates, Bachelors, three Masters and a Ph.D. I couldn’t possibly be successful if I have forgotten what equals 7 x 8. (By the way, I always hated 6 x 9 and 7 x 8!) These math facts should be replicated year after year for memorization. Yet, you should not have to spend 6 weeks on them each year. I know: I’m on the proverbial “soapbox”.
Back to my thoughts…Standards-based Instruction…BORING Title… What could be done to stimulate our senses? What is a word? What about “progressive instruction?” Never mind…I “Googled” it; and Progressive Education is already taken. I have heard the terms “vertical” and “bridging”; and yet, they just do not seem to capture the essence of what I believe an education is supposed to complete for a student. What about Gradient Instruction? Positional Instruction? I guess I will have to think on the topic more. However, I do believe we need to connect the dots in education. We do not have yearly standards that are stand-alones. There are progressive measures in place whether we acknowledge them or not.
You know, when you think about it, learning a phone number is a relatively simple task (such as a math fact). However, if I don’t use a particular number for quite some time, I find myself forgetting it. Think about all the passwords you need for your computer and programs. How many times have you had to reset the password because you forgot? OK. I guess it is just me. The point is students and math facts are a lot like me and my passwords…Out of sight, out of mind. Yet, all I need is a reminder or a pattern in order for me to remember what I chose. Oh yeah, one of those questions!!! OK. Leaving the “math facts” soapbox for good!
I have much to say about the “Universal Screener” soapbox I have recently developed, but that will have to wait until another time…For now, I want a new word! I want to capture the essence of a child’s journey through his or her education. So, I will begin my thinking session now…What about you?
S.B. Odom, Ph.D.
In my recent travels, I noticed something which intrigued me and caused me to start to think. I know…Dangerous! I continue to hear the rhetoric concerning standards-based instruction. Comments such as “We need to teach children more than simply what is required.” and “My students need to know more than what is on a test.” I concur! However, it would be a huge improvement if the students in trouble did learn what was required and exposed to what will be on the state-mandated assessments.
I started thinking about the term “standards-based instruction”. I think it has become antiquated. I do not believe it continues to carry the power it once had. I think a new term is needed to stir up excitement among educators. I have recently studied the progression of standards throughout the K-12 educational program of several states. There seems to be a huge disconnect between grade-to-grade instruction. While educators seem to understand the particular standards, grade-level expectations, student indicators of instruction, etc…, they are supposed to teach, it appears the educators do not see their particular assignment as a single point on the continuum of the students’ total education.
The topic of “Math Facts” always comes up in discussions with math teachers. Have you ever heard this statement? “They do not know their multiplication or division facts; therefore I spend most of my time teaching my students those essential skills.” Forget the fact I probably don’t even know all my multiplication facts well enough to take a timed test, with an Associates, Bachelors, three Masters and a Ph.D. I couldn’t possibly be successful if I have forgotten what equals 7 x 8. (By the way, I always hated 6 x 9 and 7 x 8!) These math facts should be replicated year after year for memorization. Yet, you should not have to spend 6 weeks on them each year. I know: I’m on the proverbial “soapbox”.
Back to my thoughts…Standards-based Instruction…BORING Title… What could be done to stimulate our senses? What is a word? What about “progressive instruction?” Never mind…I “Googled” it; and Progressive Education is already taken. I have heard the terms “vertical” and “bridging”; and yet, they just do not seem to capture the essence of what I believe an education is supposed to complete for a student. What about Gradient Instruction? Positional Instruction? I guess I will have to think on the topic more. However, I do believe we need to connect the dots in education. We do not have yearly standards that are stand-alones. There are progressive measures in place whether we acknowledge them or not.
You know, when you think about it, learning a phone number is a relatively simple task (such as a math fact). However, if I don’t use a particular number for quite some time, I find myself forgetting it. Think about all the passwords you need for your computer and programs. How many times have you had to reset the password because you forgot? OK. I guess it is just me. The point is students and math facts are a lot like me and my passwords…Out of sight, out of mind. Yet, all I need is a reminder or a pattern in order for me to remember what I chose. Oh yeah, one of those questions!!! OK. Leaving the “math facts” soapbox for good!
I have much to say about the “Universal Screener” soapbox I have recently developed, but that will have to wait until another time…For now, I want a new word! I want to capture the essence of a child’s journey through his or her education. So, I will begin my thinking session now…What about you?
S.B. Odom, Ph.D.
Wednesday, May 19, 2010
Thinking today...Imagine that...Purple Cows... (Say What?)
When I travel, I almost always forget to pack a book in my purse to read on the airplane. Most of the time, this is not a bad thing. I can catch up on much needed sleep. I do often wonder if I snore, since my husband tells me I am quite the snorer at home. On my recent trip to Indiana and Michigan, I decided to visit the book store in the airport at Atlanta on my departing flight and the book store at Detroit on my return flight. I bought Purple Cow: Transform your business by being remarkable by Seth Godin on the first flight; and I bought Shut up, Stop whining, and Get a life by Larry Winget on the returning flight. Both were entertaining to say the least.
I think for today I will talk about Purple Cow... As I perused through the books in the little book shop, this book caught my eye. On the front cover there is a picture of a purple Jersey or Holstein (I can't ever tell the difference.) and the book is purple and white (like the cows). Yes, it caught my eye...Great marketing strategy on Godin's part. The book is all about marketing your products and services such that people will notice and buy. The whole jist of the book is to make what you have to offer REMARKABLE (a.k.a the Purple Cow!). I haven't finished the book yet. (I forgot to tell you how ADHD I can be. I am the world's worst person to start something, then lay it down to move on to something else.) However, from the first 100 pages (currently on page 101), I think I understand. I need a Purple Cow! (I certainly hope my husband does not read this and think it is approval for him to try to go buy one. He loves to buy cows, and while a Purple Cow is what I need, it is not what HE NEEDS. He will not understand the metaphor!)
As Chief Academic Officer (CAO) for STIAchievement Services, it is my responsibility to make sure our little division has a Purple Cow. What can make us unique? Where is our niche? What do we have to offer that is remarkable? These are the questions that began to bombard my mind as I tried to read through the Purple Cow. I find my mind very distracting when I am trying to read. It won't "Shut Up!" The thoughts just keep on coming. It even has a bad habit of doing this when people try to talk to me. It is really rude. However, these thoughts just kept coming concerning STIAS. Here are some of the analogies I came up with as I compared Godin's thoughts to my thoughts. (Yes it is a little scary!)
"Tastes like Chicken" isn't a compliment!! (Godin) Wow! what a cool quote... So, if our Achievement Services just "tastes" like the other meats out there (consulting and coaching entities) then we really haven't done anything worthy of notation. Hmmm... something to think about and "chew on" (keeping with the cow analogy here.) Godin talks about Ideaviruses and Sneezers in his book. STIAS needs a lot of ideaviruses and then sneezers to spread them. So, as CAO, I got to thinking about our ideaviruses...what do we have to "spread" through the sneezers? Whatever our ideaviruses are, they have to be...REMARKABLE! I know what I think our ideaviruses are, but the truth will come to light when I see how well they are "sneezed".
CHEATING (Godin) All the big guys are doing it...(i.e. JetBlue, Starbucks, Vanguard, Amazon.com, Google, Wendy's, HBO) They are not "playing by the rules" (Godin), so what about Achievement Services... I like the old cliche' "all's fair in love and war", and I'd like to add "all's fair in love, war, and business!" I never really saw myself as a business woman before until now. I was always in public education, and as all public educators know, we work freely without thought of profitability. Not so in the business world... However, now that I have seen the "other" side, I will have to say it is not always as rosy as it seems, and there are a lot of people "cheating" (a term we educators hate). So, now for the first time in my life, I am considering the concept! (OK, maybe not the first time.) I am considering "throwing out the rule books" and finding our "purple cow".
The problem with the Purple Cow is FEAR... (Godin) I love the cliche' "I ain't skeered!", and Oh, yes we are... We are always afraid of what others will think. We question ourselves all the time. What if I do this? or What will they think of me if I do that? To quote my mentor Patsy Sheffield, "Sometimes you just have to put on your big girl panties and do it." Be fearless! Courageous! If they aren't noticing you now, what will be the problem if they don't notice your purple cow, or if they do notice it and talk about you. At least they will be talking. According to Godin, negative criticism can prove to be equally as motivating and important as positive criticism. A virus is a virus... And it spreads... So, stop the "Fear Factor" and put yourself out there. Build (or birth) your Purple Cow!
Safe is Risky (Godin) Since the inception of AS, we have been following the leaders...Staying in formation like a bunch of Canadian Geese flying south (Godin), but it is time to be Risky! We need to break formation and develop our own ... say it out loud...say it with emphasis...PURPLE COW! So what if no one else is doing it. As much as I love research... it is always OLD... By the time you actually read research, the moment has past and something new and vibrant is needed. BE THE RESEARCH! When I left tenure from Mobile County as a science teacher to become a school improvement specialist in Choctaw County, I was practicing RISKY BEHAVIOR... But it was one of the most rewarding adventures I have ever done. I have lifetime friendships because of that particular move. When I left the public educational system and retirement for the private sector with no promise of tenure or security, it was RISKY BEHAVIOR, but I love it. (Not sayin' I have absolutely no regrets, just sayin' I love my new risky behavior!) I made a promise to myself that this year (the 41st year of my life) I am going to push myself to go beyond the normal for me. I have officially entered the mid-life crisis era of my life, and I WANT CHALLENGE! I want to live! I want a thrilling life full of RISKY BEHAVIOR. And my job has taken me up on my challenge! For AS, we need to take risks in order to be successful. If we only do the status quo, we always will be faced with others who have more resources and who can do it better. So, forget the status quo! Let's go WHITE WATER RAFTING! (I know this is not a cow analogy, but it is risky!)
Well, I have talked enough about my dream for a Purple Cow today. I need to actually start working on it. I welcome your thoughts and comments!
S.B. Odom
I think for today I will talk about Purple Cow... As I perused through the books in the little book shop, this book caught my eye. On the front cover there is a picture of a purple Jersey or Holstein (I can't ever tell the difference.) and the book is purple and white (like the cows). Yes, it caught my eye...Great marketing strategy on Godin's part. The book is all about marketing your products and services such that people will notice and buy. The whole jist of the book is to make what you have to offer REMARKABLE (a.k.a the Purple Cow!). I haven't finished the book yet. (I forgot to tell you how ADHD I can be. I am the world's worst person to start something, then lay it down to move on to something else.) However, from the first 100 pages (currently on page 101), I think I understand. I need a Purple Cow! (I certainly hope my husband does not read this and think it is approval for him to try to go buy one. He loves to buy cows, and while a Purple Cow is what I need, it is not what HE NEEDS. He will not understand the metaphor!)
As Chief Academic Officer (CAO) for STIAchievement Services, it is my responsibility to make sure our little division has a Purple Cow. What can make us unique? Where is our niche? What do we have to offer that is remarkable? These are the questions that began to bombard my mind as I tried to read through the Purple Cow. I find my mind very distracting when I am trying to read. It won't "Shut Up!" The thoughts just keep on coming. It even has a bad habit of doing this when people try to talk to me. It is really rude. However, these thoughts just kept coming concerning STIAS. Here are some of the analogies I came up with as I compared Godin's thoughts to my thoughts. (Yes it is a little scary!)
"Tastes like Chicken" isn't a compliment!! (Godin) Wow! what a cool quote... So, if our Achievement Services just "tastes" like the other meats out there (consulting and coaching entities) then we really haven't done anything worthy of notation. Hmmm... something to think about and "chew on" (keeping with the cow analogy here.) Godin talks about Ideaviruses and Sneezers in his book. STIAS needs a lot of ideaviruses and then sneezers to spread them. So, as CAO, I got to thinking about our ideaviruses...what do we have to "spread" through the sneezers? Whatever our ideaviruses are, they have to be...REMARKABLE! I know what I think our ideaviruses are, but the truth will come to light when I see how well they are "sneezed".
CHEATING (Godin) All the big guys are doing it...(i.e. JetBlue, Starbucks, Vanguard, Amazon.com, Google, Wendy's, HBO) They are not "playing by the rules" (Godin), so what about Achievement Services... I like the old cliche' "all's fair in love and war", and I'd like to add "all's fair in love, war, and business!" I never really saw myself as a business woman before until now. I was always in public education, and as all public educators know, we work freely without thought of profitability. Not so in the business world... However, now that I have seen the "other" side, I will have to say it is not always as rosy as it seems, and there are a lot of people "cheating" (a term we educators hate). So, now for the first time in my life, I am considering the concept! (OK, maybe not the first time.) I am considering "throwing out the rule books" and finding our "purple cow".
The problem with the Purple Cow is FEAR... (Godin) I love the cliche' "I ain't skeered!", and Oh, yes we are... We are always afraid of what others will think. We question ourselves all the time. What if I do this? or What will they think of me if I do that? To quote my mentor Patsy Sheffield, "Sometimes you just have to put on your big girl panties and do it." Be fearless! Courageous! If they aren't noticing you now, what will be the problem if they don't notice your purple cow, or if they do notice it and talk about you. At least they will be talking. According to Godin, negative criticism can prove to be equally as motivating and important as positive criticism. A virus is a virus... And it spreads... So, stop the "Fear Factor" and put yourself out there. Build (or birth) your Purple Cow!
Safe is Risky (Godin) Since the inception of AS, we have been following the leaders...Staying in formation like a bunch of Canadian Geese flying south (Godin), but it is time to be Risky! We need to break formation and develop our own ... say it out loud...say it with emphasis...PURPLE COW! So what if no one else is doing it. As much as I love research... it is always OLD... By the time you actually read research, the moment has past and something new and vibrant is needed. BE THE RESEARCH! When I left tenure from Mobile County as a science teacher to become a school improvement specialist in Choctaw County, I was practicing RISKY BEHAVIOR... But it was one of the most rewarding adventures I have ever done. I have lifetime friendships because of that particular move. When I left the public educational system and retirement for the private sector with no promise of tenure or security, it was RISKY BEHAVIOR, but I love it. (Not sayin' I have absolutely no regrets, just sayin' I love my new risky behavior!) I made a promise to myself that this year (the 41st year of my life) I am going to push myself to go beyond the normal for me. I have officially entered the mid-life crisis era of my life, and I WANT CHALLENGE! I want to live! I want a thrilling life full of RISKY BEHAVIOR. And my job has taken me up on my challenge! For AS, we need to take risks in order to be successful. If we only do the status quo, we always will be faced with others who have more resources and who can do it better. So, forget the status quo! Let's go WHITE WATER RAFTING! (I know this is not a cow analogy, but it is risky!)
Well, I have talked enough about my dream for a Purple Cow today. I need to actually start working on it. I welcome your thoughts and comments!
S.B. Odom
Sunday, April 25, 2010
Curriculum Maps
I have been working tonight, with one of my colleagues, on a template for a curriculum/instructional map. I have looked at many different templates and examples, and the more I look, the more uncertain I am of what needs to be included in the map. Basically, I would like to create a single sheet of paper with as much information as possible available to teachers in a given instant.
I think the best model is the old "KISS" model. Recently at a coach's training conference, the attendees and I tried to come up with a better slogan for the "KISS" model. I think the best I heard was "Keep it simple, Sugar!" Anyway, a simplistic model is really best. And that is the model we plan to use with our clients this week.
Key elements of a map: Grade, Course, Timeframe, Standards, Vocabulary, Instructional Strategies, Information from High Stakes test, % Mastery
We will also collaborate with the clients to make sure they have "buy-in". We will see how well tomorrow takes its course.
Until next time...
SBO
I think the best model is the old "KISS" model. Recently at a coach's training conference, the attendees and I tried to come up with a better slogan for the "KISS" model. I think the best I heard was "Keep it simple, Sugar!" Anyway, a simplistic model is really best. And that is the model we plan to use with our clients this week.
Key elements of a map: Grade, Course, Timeframe, Standards, Vocabulary, Instructional Strategies, Information from High Stakes test, % Mastery
We will also collaborate with the clients to make sure they have "buy-in". We will see how well tomorrow takes its course.
Until next time...
SBO
Saturday, April 24, 2010
My First Blog
I am creating a new blog which I will begin to use to post my research in American Public Education. Educating students is my passion, and I want to be able to provide educators with solutions to the problems which plague our educational systems in America.
Subscribe to:
Posts (Atom)