This is my final post for this summer’s #cyberpd. This past week we read the final chapters of Who Owns the Learning? by Alan November. Reading this book definitely challenged my thinking. I’m glad I read it and was able to share in the discussion, but as I said before, sometimes it was hard for me to wrap my head around everything. But, as I finished up the last two chapters this past week I had an “aha” moment that helped me put things somewhat in perspective.

In the Epilogue November says: “…these stories demonstrate that we are experiencing an essential change in the culture of teaching and learning. When students are given the opportunity to have purpose and ownership in their work, we see amazing things happen with the quality of their learning experiences and outcomes.” (p. 89)

“Hmmm…,” I thought as I read (and reread) these words. Somehow that part about ownership sounded familiar, an idea I came to embrace many years ago when I was first introduced to writing workshop from such literary giants as Nancie Atwell, Donald Graves, and Lucy Calkins. I’m sure he said it in different ways in many instances, but in the August, 1993 issue of Primary Voices K-6, Donald Graves said, “…children need to have a sense of ownership about their writing, to feel in control of their subjects, not to write in response to topics I give them.” He goes on to talk about the importance of teachers modeling for students what it is they are asking of them. He challenges teachers to look closely at their own literacy. He says, “Children need to hang around a teacher who is asking bigger questions of herself than she is asking of them.”

Aren’t these the same challenges Alan November is putting forth? It seems that we have heard of the importance of ownership, purpose, and collaboration before, but have we as educators really made that shift? Some of us may have, at least in certain areas, but I believe the culture of education as a whole is still one of imparting to students the knowledge we feel they will need. So while we are still seeking to truly experience that needed change in the culture of teaching, the technological tools available to us should help to make that happen. But we as teachers need to work with our students to learn how to ask the important questions and use the new tools available to us in ways that will help ensure the success of  that essential change. I think that education will always be evolving, just as we as teachers must continue to grow.

Thanks to everyone who shared their thinking about this book and helped me continue to grow.

This week’s reflection hosted by Cathy Mere, Jill Fisch, and Laura Komos on Who Owns the Learning? by Alan November is on Chapters 3 and 4, discussing the role of students as classroom scribes and researchers. The book has really stretched my thinking and I often feel overwhelmed as I read it. I know I have only begun to get my feet wet with the possibilities of how to use technology in the classroom to truly create a community of learners. But I am thankful that I have a larger audience I can learn from and with. Many of the quotes I marked this week made me think about other aspects of a learning community, not just in terms of technology. So I decided to pick a few and use them as a jumping off point to extend my thinking.

“…perhaps the biggest challenges for some teachers will be redefining the role of the learner as contributor, and building a collaborative learning culture.”
I believe this holds true not just for the classroom but for the professional community as well. It’s easy for teachers to want to pick up a manual and have everything spelled out for them. But if they see themselves as part of a learning community in which they can help shape curriculum, their teaching experiences will be so much more effective and student centered. Teachers must view themselves as part of a larger community where they can learn from others and collaborate to find new avenues for their teaching. I believe that once this happens, it will be easier for them to view their students as contributors and collaborators as well.

In sharing the ideas of another educator, Darren Kuropatwa, there is a discussion about the reluctance of some teachers to share their ideas, especially globally. November quotes Darren as saying, “As long as you’re willing to put yourself out there and share, you get back many fold.”
When I first started to contribute to a blog, I felt (and sometimes still do feel) the same way. I wondered if what I had to say would be of interest to anyone, and if they did read, what would they think? My ideas were already out there in print, but there was just something about the thought of being able to reach so many teachers digitally that was a bit scary. It was definitely a push to put myself out there, but I agree whole-heartedly that I have gotten back much in return. One of the questions at the end of Chapter 3 asks if students will work harder on material they are preparing for a wider audience than just their teacher. I believe they will. We all know how important audience is to writing, and having an audience of peers often pushes us to do our best work more than anything else.

“Darren advises newcomers to the student scribe program to look at the work of others who are early in the process of adopting this model.
This speaks to the importance of having good mentors and models for the work we do ourselves, as well as the work we expect of our students. In writing, we always try to provide just the right amount and kind of modeling for students. When we work together with them in a shared experience they come to understand that what we are showing them is doable, and they grow in confidence as they begin to apply what has been taught to their own work.

And one final quote from Darren that speaks to the importance of being a life-long learner:
“As long as you’re asking what’s next, you’ll get there. But never be content with where you’re at.”

I’m looking forward to continuing the journey.

In his book Who Owns the Learning?, Alan November talks about the importance of student centered learning and how technology is revolutionizing the ways we teach and learn. I am excited when I read about changes in education and have the opportunity to peek into classrooms (mostly virtually) where technology is used to innovate teaching and learning. But I am also a bit overwhelmed. Those are the feelings that echoed in my mind as I read the first few chapters of November’s powerful book.

What popped out at me as a place to begin my reflection was with the idea of questioning. I love that the title of the book is a question. Lately I’ve started a lot of my thinking about topics I am interested in with a question. Questioning is at the heart of any new learning and nurtures the habits of curiosity and exploration that help all of us remain lifelong learners. November quotes from a personal communication he had with a colleague who also happens to be a Harvard researcher: “The essential skill of the 21st century is knowing how to ask the most powerful questions.”

As November points out, the old industrial classroom model that most teachers use “underestimates the natural curiosity of students to direct their own thinking” (p.5). Many authors such as Debbie Miller, Georgia Heard, and Donald Graves have talked about the natural curiosity of young learners and the importance of keeping this essential trait alive. What has changed in the classroom is the fact that teachers no longer have to have all the answers. In fact, teachers share in the new discoveries made all the time. We are all a part of a global community where information is at our fingertips. Helping students to understand how to access and use information and keep that curiosity alive should be at the heart of how we teach. “The energy of discovery will drive educators and students to continue creating new goals and finding new directions” (p.19).

As a digital immigrant , what was important for me as I read (and reread) the first few chapters of November’s book was how he encourages teachers to start small. Even something as simple as a classroom blog that reaches beyond the local community can help students discover the value and importance of global communication to share their knowledge and find answers to their questions. This past year I have learned from so many wonderful educators in all parts of the country (and world), mostly through Twitter and blogs. It was a leap for me, but one that keeps me energized as I continue to question and learn.