Tag Archives: TED

#MVIFI Collider session Sketchnoting: Show what you know more than one way

At the February 16th MVIFI Collider event for professional learning, I facilitated the following 50-minute session on sketch noting twice.

Show what you know more than one way

Up your note taking skills by being visual. Learn this invaluable method for recording, showcasing understanding, and deepening comprehension.

We will meet and greet, norm, touch on research, play with words and word art, discuss tools, practice, participate in a feedback look, and close by setting a micro-goal.

Here’s my sketch note of the plan:

We watched Simon Sinek’s TED talk to practice live sketch noting.

Here are artifacts of learning from Twitter:

Summer Learning 2016 – Choices and VTR

How do we learn and grow when we are apart? We workshop, plan, play, rest, and read to name just a few of our actions and strategies.

We make a commitment to read and learn every summer.  This year, we take a slightly broader approach to our Summer Reading Learning menu by adding two streams of TED talks, Voices of Diversity and SAIS.

Below is the Summer Learning flyer announcing the choices for this summer.

We will use the Visible Thinking Routine Sentence-Phrase-Word to notice and note important, thought-provoking ideas. This routine aims to illuminate what the reader finds important and worthwhile.

Sentence-Phrase-Word helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or “what speaks to you.” It fosters enhanced discussion while drawing attention to the power of language. (Ritchhart, 207 pag.)

However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as the catalyst for rich discussion . It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. (Ritchhart, 208 pag.)

We have the opportunity to model how to incorporate reading strategies into all classrooms.  Think about teaching young learners to read a section of their book and jot down a sentence, phrase, and word that has meaning to them.  Great formative assessment as the lesson begins!

When we share what resonates with us, we offer others our perspective.  What if we engage in conversation to learn and share from multiple points of view?

Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Prin

Contagious learning: lighting fires, deep practice – The Talent Code VTR SPW

Education is not the filling of a pail, but the lighting of a fire.
—W. B. Yeats

How might we send the right signals? What if struggle is celebrated and encouraged until it just clicks?


Summer Reading using VTR: Sentence-Phrase-Word:
The Talent Code
Chapter 7: How to Ignite a Hotbed

Then it clicks. The kids get it, and when it starts, the rest of them get it, too. It’s contagious. (Coyle, 156 pag.)

Contagious…it’s a good word. How might we empower learners to take charge of learning? Hear from Kiran Sethi:

Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.

#TEDTalkTuesday: Gaming for learning

Tom Chatfield: 7 ways games reward the brain

Ali Carr-Chellman: Gaming to re-engage boys in learning

Jane McGonigal: Gaming can make a better world

Losing sight of the shore a.k.a. challenged and delighted by opportunities to struggle, grow, and act

“An organization should make continual shifts and improvements to stay healthy.” (Duarte, 6 pag.)

I asked if we are the authors of the history of our age, are we writing the story that we want told?  Shelley’s post, The (One Sentence) Story We Want To Tell, connects my question to her questions.

What if the sentence of “school” was something like: It was a vibrant community of learners, challenged and delighted by authentic, purposeful opportunities to struggle, grow, and act on the world together.

And what if, every day, everyone asked, “Were we better today than yesterday?” And could reflect and respond, with evidence, because we had created meaningful feedback loops — the minute-by-minute kind of assessment for learning that Dylan Wiliam espouses — for all of us, teachers and learners (whichever we happened to be minute-by-minute)?

In rereading Resonate: Present Visual Stories that Transform Audiences by Nancy Duarte, I’m reminded of our 5th grade learners studying the rise and fall of empires. We must act to embrace healthy change.

“Organizations go through a life-cycle of starting up, growing, maturing, and eventually declining – that is, unless they reinvent themselves.” (Duarte, 6 pag.)

In a recent conversation with Joe Marshall, we discussed Tony Wagner’s Creating Innovators: The Making of Young People Who Will Change the World and the actions it takes to develop and support innovators.  We discussed the need for pedagogical master planning.

“It takes gutsy intuitive skills to move toward an unknown future that involves unfamiliar risks and rewards, yet [schools] must make these moves to survive.” (Duarte, 6 pag.)

What if school leaders practiced the change they preach?¹ If change is hard, what do we do about it? Who does something about it? What are the anchors, silos, and dams holding us back?²

This is a photo of a message greeting our 2nd graders as they arrive to their base classroom.

What gives us courage to accept the challenge to lose sight of the shore to act as explorers, inventors, and innovators?


¹(See Bo’s CHANGEd: What if school leaders practiced the change they preach…and developed a people strategy? 60-60-60 #57 and Megan’s CHANGEd: Big Shifts for Administrators.)

²(See Grant’s TED talk, What 60 Schools Can Tell Us About Teaching 21st Century Skills: Grant Lichtman at TEDxDenverTeachers.)


Duarte, Nancy. “Change Is Healthy.” Resonate: Present Visual Stories that Transform Audiences. Hoboken, NJ: Wiley, 2010. N. pag. Print.

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (2 of 3) The First Course: “School Tools” – PBL for the Adult Palette

[On Monday, June 25, as part of the Center for Teaching’s annual Summer Institutes, Bo Adams and Jill Gough are facilitating day 1 of a two-day workshop on PBL (project-based learning, problem-based learning, place-based learning, passion-based learning, etc.). The online course description is linked below, and the outline for day 1 follows. The pre-institute assignment (the “appetizers”) and a short description of the “flights” structure can be found here.]

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (2/3)
The First Course: “School Tools” – PBL for the Adult Palette
(Day 1 – Monday, June 25, 8:30 a.m. – 1:30 p.m.)

EL #1: I can share my deep understanding of PBL through PBL methods and pedagogies, as well as with direct-instruction and conversation.

EL #2: I can commit to PBL with student learners by working through stages of rapid-prototype planning, implementing, and assessing.

CHALLENGE: Because you are attending this Center for Teaching Summer Institute on PBL, the CFT intends to use you as PBL leaders in 2012-13 (and beyond!). Westminster is furthering its Learning for Life vision, and Drew Charter is envisioning a PBL high school, so PBL leaders are high in demand! We want to help you prepare your PBL-leadership tool belt. By the end of this CFT-SI, you will build and present a multi-media resource about PBL that you can use to support a host of adult and student learners engaging in the complex wonder of PBL! Consider it a crucial deposit in the bank of visionary work! [We may even go Pecha-Kucha or Ignite style!]

Resources to consider including in PBL multi-media tool:

  • PBL Framework(s)
  • PBL “Expert Voices” from research and practice
  • PBL as “place-based,” “problem-based,” “passion-based,” as well as “project-based” [ideas around campus, Atlanta, etc.]
  • PBL Video Resources – pictures are worth 1000s of words!
  • Examples of PBL being tried and attempted/implemented
  • Interviews – voices from students and adults about how and what we want to learn
  • Ideas for PBL you intend to implement yourself

8:45 – 9:45 a.m.
Questions, Connections, & Empathy Flight

  1. POST-UP: What questions do you have about PBL and “the Challenge”, as well as questions about related opportunities such as integrated studies, teachers working in teams, etc.?
  2. AFFINITY MAP: What connections do we see in our questions and ideas?
  3. EMPATHY MAP: What’s it like to be a student? + provocations from “Writing-Is-Thinking” Flight of Pre-Assignments (How to Create an Empathy Map using Google Docs)

9:45 – 11:15 a.m.
School IS Real Life – From Simulations to Social Justice Flight

  1. World Peace and Other Fourth Grade Achievements – morning movie & popcorn!
  2. “Kiran Bir Sethi teaches kids to take charge” – and candy!
  3. Synergy 8 Ignite – and a Coke!

11:15 a.m. – 12:00 p.m.
Knowing Places and People Flights – Diners’ Choice

  • Learning Walk Flight – Armed with an iPad, laptop, or other smart device, explore, inquire, and record by…
  1. Capturing at least 3 pictures of people, places, or things that could spur PBL;
  2. Archiving at least 2 video interviews of people discussing a possible learning project, problem, or passion;
  3. Brainstorming at least 1 idea for a community project. [BONUS: Base it on a synergy of the above!]
  1. locally,
  2. nationally,
  3. globally.

12:00 p.m.
Lunch…PBL really stirs an appetite!

 12:30 – 1:30 p.m.
Failing to Plan is Planning to Fail Flight

  1. UNDERSTANDING CHAIN or GRAPHIC GAMEPLAN: With a partner, craft a storyboard of your PBL multi-media tool concept. With one or the other of these two Gamestorms, we will be able to co-post our “slides” or “path points” on a common game board so that we can share across groups.
  2. Begin building assets, as time permits!
  3. Rapid-prototype presentations of storyboards before we adjourn for the day.


Coming Soon…

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (3/3)
The Second Course: “School’s Cool” – PBL for the Student-Learner
(Day 2 – Tuesday, June 26, 8:30 a.m. – 1:30 p.m.)

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (After 3)
Coffee and Dessert: What Will Sweeten Your Teaching After #CFTSI12?
(180 Days of Possibility in 2012-13 – Keeping the Conversation Going)

[Cross-posted on It’s About Learning and Synergy2Learn]

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (1 of 3) Appetizer Flights: Pre-Institute Assignment

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (1/3)
Appetizer Flights: Pre-Institute Assignment

On Monday and Tuesday, June 25-26, Bo Adams and Jill Gough are facilitating a ten-hour workshop at The Center for Teaching Summer Institute (#CFTSI12 on Twitter). With this post and two more (coming soon), institute participants and blog readers alike can find a three-part outline of our session (at least as we intend it before we start!), complete with links to many of the resources we plan to use.

Appetizer Flights: Pre-Institute Assignment
Choose a Flight or Mix-N-Match to Make Your Own Three-Part Assignment

Inspired by Flights, a restaurant in Memphis, TN (dined at during #MICON12), that expands the idea of a “flight of wine” into a full-restaurant delight, our pre-institute assignment and CFT-SI 2012 structure come to you in Flights – “dining triples” that can be enjoyed as presented or mixed and matched to design your own tasty, three-part experiences. Before the CFT-SI begins, please partake in one of the three flights below, or create your own from the nine selections. For instance, one learning-diner may decide to immerse herself in the “Cozy-Chair Reading” Flight and consume all three reading selections. Another nibbler might decide to combine “Peak Learning” + “7 Essentials” + “Geoff Mulgan” for a diner-designed flight. We want your dining learning experience to be a culinary-cognitive delight! Bon-appetite!

The “Writing-Is-Thinking” Flight

  1. Peak Learning Experience – “Think about your own life and the times when you were really learning, so much and so deeply, that you would call these the “peak learning experiences” of your life. Tell a story (you may include pictures, symbols, or other icons, too) about this peak learning experience, and respond to the question, “What were the conditions that made your high-level experience so powerful and engaging?” If you have already engaged this prompt in an earlier workshop, please describe another peak learning experience in your life, or “copy and paste” a previous story/response. (adapted from 21st Century Skills: Learning for Life in Our Times, Trilling and Fadel, 2009). 
  2. How We Hobby – Describe a hobby, interest, or passion that you WISH you had. How would you go about learning and developing this hobby, interest, or passion? Be specific and try to tell a story.
  3. Walking & Talking – Some would argue that walking and talking are two of the most complex human learning endeavors. Reflect on how your child or a relative’s child learned to walk and talk. Describe the experiences in some kind of recounting or storytelling.

The “Cozy-Chair Reading” Flight

  1. Reading from The Falconer re: Questions book excerpt
  2. “7 Essentials for Project-Based Learning” article 
  3. “What PBL Isn’t, and What it Is: 2 Videos from High Tech High” blog post

The “TED School Design” Flight

  1. Geoff Mulgan: A short intro to the Studio School (6:16)
    “Some kids learn by listening; others learn by doing. Geoff Mulgan gives a short introduction to the Studio School, a new kind of school in the UK where small teams of kids learn by working on projects that are, as Mulgan puts it, ‘for real.'”
  2. John Hardy: My green school dream (6:16)
    “Join John Hardy on a tour of the Green School, his off-the-grid school in Bali that teaches kids how to build, garden, create (and get into college). The centerpiece of campus is the spiraling Heart of School, perhaps the world’s largest freestanding bamboo building.”
  3. Gever Tulley teaches life lessons through tinkering (4:08)
    “Gever Tulley uses engaging photos and footage to demonstrate the valuable lessons kids learn at his Tinkering School. When given tools, materials and guidance, these young imaginations run wild and creative problem-solving takes over to build unique boats, bridges and even a roller coaster!”


Coming Soon…

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (2/3)
The First Course: “School Tools” – PBL for the Adult Palette
(Day 1 – Monday, June 25, 8:30 a.m. – 1:30 p.m.)

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (3/3)
The Second Course: “School’s Cool” – PBL for the Student-Learner
(Day 2 – Tuesday, June 26, 8:30 a.m. – 1:30 p.m.)

Synergy-PBL: Questions are waypoints on the path of wisdom #CFTSI12 (After 3)
Coffee and Dessert: What Will Sweeten Your Teaching After #CFTSI12?
(180 Days of Possibility in 2012-13 – Keeping the Conversation Going)

[Cross-posted at It’s About Learning]
[Cross-posted at Synergy2Learn]