Announcing A 2020 Scholarship Winner: Hilton Stallworth

This is part of a series of interviews with our scholarship recipients for our 2020 Build A Better Future scholarship sponsored by Honors Graduation. We hope you will find their stories as inspiring as we do! For information on our 2020 program, click here”. 

Hilton Stallworth applied to our scholarship this last spring and we were incredibly impressed with his project. Hilton was enrolled in the magnet program at Enloe High school to be exposed to more rigorous classes and educational activities. Shortly after starting, he noticed that he was one of the few black students enrolled in these classes. The majority of his black peers were only enrolled in the standard public school classes. As he went into high school, there was an increased amount of students enrolled in the school, there was still a small number of black students pursuing advanced level classes. This being detrimental to both the students in the standard classes who aren’t performing highly, as well as the few in the advanced classes sometimes feeling discouraged and ostracized as if they didn’t belong there. 

This inspired Hilton to partner with the Black Student Union and create the “All the Stars Initiative” to close the academic achievement gap within Enloe High School by both increasing black student enrollment in advanced classes as well as increasing the performance in the classes in which the students are enrolled. The initiative has three pillars; Outreach, support, and incentive. Naturally, it starts with outreach and being able to get in touch with as many Enloe black students as possible and inform them of the program and opportunities available. Second comes support in which students would sign a pledge to the program, but also to each other stating they would support one another’s academic ventures through structured tutoring and encouragement. Finally, there is incentive which gives students short term goals to continue to fuel their drive for higher education and excellence. 

Hilton hopes that the program will gain the traction and recognition it needs to attract black families to the school due to stellar initiative. The other hope he has is that the program will become successful enough that other schools in the area will be inspired to implement their own version of the initiative, eventually turning All The Stars into a movement amongst the black community. Hilton is hopeful that people will see the true value in a program like this to continue to foster and invest their time in it so that it can positively affect the lives of the resident black students. 

Now that Hilton has graduated Enloe High School, he will be attending NC State University. Since he is attending college locally, he will be able to remain in close contact with the new leaders of the initiative and the Black Student Union. Unfortunately, due to the COVID-19 pandemic, his plans to visit the students every few weeks came to a halt as they are all now doing virtual lessons. One thing he is doing, however, is attempting to work with the students at Enloe to figure out a way to have similar empowerment amongst the black students in a virtual format. Outside of high school, Hilton plans to actively encourage his black classmates in college to pursue academic excellence, as well as give back to their community. 

Inquiry Into Learner Profile & Skills: Thinker

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Giving students an opportunity to inquire into what it means to be a thinker is valuable at any point throughout the year; when starting a new unit, when working on how to display thinking, when refreshing the concept of metacognition. For the PYP, this can be used for both the Learner Profile attribute of Thinker, as well as the Learning Skill of thinking.

Resource #1: Obvious to you. Amazing to others by Derek Sivers

Resource #2: Nature by Numbers by Cristóbal Vila (This is math-based, of course, but I love the broader applications to thinking here — how did Fibonacci’s thinking originally unfold?)

#3: How to Figure Out Any Day of the Week for Any Date Ever by It’s OK to be Smart via TheKidShouldSeeThis (great example to see how we can be great thinkers, too).

Resource #4: reDesign Skills (these are teacher activities designed to promote thinking skills, but especially for older students, I wonder what would happen if you allowed them to take the lead on one of these for their classmates?)

reDesign thinking skills

Resource #5: What Do You Do With A _____ picture books by Kobi Yamada

Provocation Questions:

  • What is the connection between thinking and organization? What is the connection between thinking and courage?
  • What is metacognition?
  • What kinds of mindsets help us as thinkers? What kinds of mindsets hurt us as thinkers?
  • How people change as thinkers over time?
  • How does being an active thinker impact our lives? How does it impact our communities?

featured image: DeathToTheStockPhoto

When We’re Tired Of Coming Up With It All Ourselves #TeacherMom #IMMOOC

In season 4, episode 2 of the current #IMMOOC running, Angela Watson stressed the importance of not trying to come up with some beautiful, perfect lesson every day:

“[There’s] this self-imposed pressure to reinvent the wheel. It goes back to the notion that ‘kids these days have a short attention span, and they’re so different so they need all these different things, so therefore I need to have the most exciting lesson in the world.’ I can’t possibly do the same thing with them twice or else they’ll be bored and they won’t pay attention. One of the best things we can do as teachers is to develop this core group of activities that are open-ended and naturally differentiated that you can plug into your lessons over and over. So instead of constantly trying to find something new, have a tried-and-true repertoire of maybe 5-6 things as a new teacher, and slowly you add to that over time. Things that kids really enjoy and learn from.”

When I listened to this, it was an instant “aha moment” both as a teacher and as a parent. Sometimes I think Pinterest has warped our views of success to make us think that if there aren’t rainbow sparkles emitting from our pursuits as teachers and parents every day, we’re doing it wrong.

Instead, we can think of what works, and then how we can make that more accessible to kids. And, best of all, we can invite kids in on the discussion every step of the way.

As a teacher example, when I reflect on that repertoire of 5-6 activities that usually worked really well, I think of visible learning. Protocols like:

Once we find protocols that seem to work well in generating quality thinking, sharing, and stretching, the next step is to make sure they are well known enough that when you invite students to help plan, they can easily pick out which ones would be appropriate for upcoming concepts/content. This might come in the form of putting up posters with a summary of what each one involves, or it might simply mean posting a list in your “planning corner” where students can be reminded that they are ready to be put to use.

When I think of my parenting 5-6 go-to’s for my small kids, I think of:

  • Our sensory box (bin full of pinto beans)
  • Playdough
  • Kitchen play
  • Read Alongs
  • Outdoor play
  • Puzzles

Just as with the teacher items, the real magic happens when we let kids in on the planning, ensuring kids remember what activities are within reach. Ownership is shared, energy is multiplied, and fervor is rekindled. I’ve seen this happen when I’ve worked to set the environment so my kids can better plan their own daily activities.

You see, there’s just no need for us to come up with it all ourselves. Maybe those burnt-out feelings are just a good reminder that we can look to the kids we serve to find the very energy we’re looking for!

featured image: DeathToTheStockPhoto

Inquiry: What Trajectory Are YOU On?

This week, I had the privilege to volunteer at my old school as one of the trainers for professional development day. I was asked to focus one of the workshops on inquiry planning and concept-based instruction in science and social studies. But the more I prepared, the more I realized that when it comes to inquiry, it’s not so much WHAT we do, as much as HOW we APPROACH.

So instead of spending our hour discussing science/social studies-specific ideas, we started off with a personal inquiry inventory, adapted from a couple posts by Kath Murdoch.

click for Kath’s post from which this inventory mainly originated

Next, participants used their inventory responses to determine which area of inquiry they wanted to investigate more.

As participants researched, they were also on the hunt for a sentence-phrase-word that helped them determine the difference between the same science/social studies activity used in a traditional teacher-driven classroom vs. an inquiry, concept-driven classroom.

I loved hearing the conversations, and engaging with participants as their research prompted new wonderings.

As everyone shared their Sentence-Phrase-Words, it led to more fabulous, thought-provoking discussions, such as…

  • …the fact that it’s a sacred trust to protect and cultivate the natural curiosity of our young charges — to not allow “the game of school” to drain that from them.
  • …the fact that everyone is on a different trajectory when it comes to adopting an inquiry approach — it’s not so much about how much of your day is dedicated to an inquiry-based instruction, but rather how consistently.

But by far my favorite part of our workshop was finishing up with “I used to think…Now I know…” sticky notes.

In case you can’t quite read them all in the above photo, I’ll list out the content here, too:

  • I used to think that students need to be taught. Now I know that they need to be guided.
  • I used to think the teacher had to give all the instruction using books, videos, etc. to teach about other cultures and countries. Now I know we can connect with other places in the world and talk with REAL people about their culture and country through technology.
  • I used to think that giving students agency can be scary. Now I know that with the right tools, it isn’t.
  • I used to think that joining curriculum and student-driven inquiry was too difficult to join in the classroom. Now I know it’s possible here as it is anywhere & not as hard as we convince ourselves.
  • I used to think that inquiry was complicated. Now I know we are making it complicated.
  • I used to think that questions were used solely at the beginning of a unit to drive the inquiry. Now I know questions can be a result of the inquiry and lead to more exploration.
  • I used to think inquiry was more work on the teacher. Now I know I need to lend it over to the kids — let them be kids.
  • I used to think that you had to fit everything in your lessons. Now I know that student driven lessons are more effective and fun.
  • I used to think that I always had to have an answer. Now I know that I don’t. Students can discover their answers through their own research.

I should add that thanks to the discussion during this workshop, as well as my continued online learning with teachers around the world, I need to add my own:

  • I used to think that to be an inquiry teacher, we must have students directing the learning 100% of the time. Now I know that it’s more about working toward creating a culture of ownership and curiosity, which can be present even during explicit teacher instruction.

Here are the links to all the research I shared with participants. Thank you so much to the many educators who so freely share their thinking and learning. I learn so much every day because of you! Kath Murdoch, Edna Sackson, Taryn BondClegg, Richard Wells, Sonya Terborg, Aviva Dunsinger, Sam Sherratt, and more.

Questioning:

Classroom culture:

Inquiry cycle for forward-moving planning:

Student-driven planning:

Hunter/Gathering for science/social studies:

Agency:

Focusing on CONCEPTS amid curriculum requirements:

featured image: DeathToTheStockPhoto