Wonder Surrounds Us: Cultivating Habits of Discovery in Learners

On July 1, 2020July 1, 2020 By LaurenMKaufmanIn 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 8. Meaningful Engagement of Families and Community, Professional Standards For Educational Leaders, Uncategorized

Living in a Learning Bubble

I have to admit that the last several months have felt like we were confined to our own pandemic learning bubbles. At times it even felt like being trapped in a bubble of chaos, uncertainty, overconsumption of technology, along with many other layers of unknowns. Something interesting to know about bubbles is that they are free and not attached to anything. They are always round because there are forces pushing on the bubble from the inside and the outside in equal directions. Also, spheres happen to be the strongest and most efficient shape in nature. Did anyone feel the forces pushing on your bubble from the inside and the outside? While the forces were pushing on our patience and our will to persevere, we still managed to remain strong and resilient. Why? We are educators. We are in the business of multitasking and developing solutions to many kinds of challenges, all while keeping our students’ best interests at the core of everything we do. Now take a journey back in time…remember when you were just a child and you intently watched a bubble float through the air and wondered how long it could glide along before it popped? That curiosity made you feel energized, invigorated, and enthralled because you knew it was bound to happen. Do you recall the feeling you had when it finally happened? You probably felt a sense of excitement and motivation to blow more bubbles and rediscover that same feeling. Well, within the constraints of the pandemic learning bubble, we were all wondering how long it would take for the bubble of chaos to pop. And now that we’ve started to emerge from our bubbles, we find ourselves anxious to go outside, explore our new worlds, and take a well-deserved break from the virtual bubbles we have been living in.

Wonder Surrounds Us

As things begin to open up and we start to feel some sense of normalcy, many families have been wondering how they will keep their children engaged in learning over the summer months since regular summer plans may have been interrupted. Family friends, (especially those with primary school-age children) have been inquiring about how to capitalize on their children’s inquisitive qualities and keep their summer filled with meaningful experiences. From my very own personal experience, the best way to keep my own children engaged in learning is to make them feel like they are not really working at all! One of the gifts the pandemic brought to many, is that it was an opportunity to slow down and appreciate the more simple things. The feeling of slowing down has prompted us to think, observe, and reflect, perhaps even just a little bit more than we have before. If you really stop and look around, you may recognize that there are wonders all around us! What do I mean by that? Well, there are opportunities to learn in authentic and relevant ways that do not have to feel like you are doing anything extraneous! This learning can be done with children naturally by utilizing nature and daily routines to model our own curiosities through dialogue that is critical to the cognitive development and growth of learners. Curiosity is a state of mind that turbocharges thinking, exploration, wonder, and the ability to question. Think about this…when a child picks something up, opens a drawer, explores the environment around them, asks informational questions, this evokes powerful discussions and stories. When children generate their own questions, they are more likely to pay closer attention, process information more efficiently, connect new and old knowledge, work harder and persist longer, and employ more effective learning strategies. Additionally, this exploration of the world is a unique opportunity to enhance learners’ language skills, increase their vocabulary, and help them express their thoughts and feelings. Check out a short article by Ann Murphy Paul titled How To Simulate Curiosity to learn more about practical ways to use curiosity to drive learning. It is vital to keep in mind that the best questions don’t always have answers; they usually lead to even more questions. All of this thinking about emerging from our virtual learning bubbles and tapping into learners’ curiosities sparked some memories about some inquiry work I did with young learners about how we can cultivate habits of discovery within our natural surroundings. Here is the book that inspired this learning: A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades by Georgia Heard and Jennifer McDonough and some ideas to keep learning fun and energizing throughout the summer months and beyond!

Ideas for Cultivating Habits of Discovery

Think about the places you visit in your everyday life!

2. Use this template as a conversation guide, sketch, or writing guide as you discuss these places:

3. Other Conversation Prompts to Use with Children:

4. Enrich Conversations by Using Colorful Language:

Spark Curiosity with these Activities:

Discovery Table: Gather items from around your house from outside (leaves, toys, flowers, plants, food) and put them on the table. Use the See, Think, Wonder template, and the Conversation Prompts to drive the learning! Learners can orally share their thinking, sketch, and/or jot down their ideas in a wonder journal!

Example of the Discovery Table Conversation

2. Observation Window: Look outside of any window (house, car, store) and observe what you see. Look outside of the window at different times of the day, and as the seasons change and notice how the sights have either stayed the same or transformed into something else. Use the See, Think, Wonder template, and the Conversation Prompts to drive the learning discussion! Learners can orally share their thinking, sketch, and/or jot down their ideas in a wonder journal!

Example of the Observation Window Conversation:

3. Supermarket Sights: Make the supermarket a learning experience for your child. As you navigate around the market, use the See, Think, Wonder template and conversation prompts to drive the conversation about the different types of foods you see. This is also a good opportunity to embed math language and concepts into the conversation. Strengthen your child’s number sense by weighing the foods, counting and adding the cost of the items, etc…).

Example of Supermarket Sights Conversation:

Literature Connections

Using literature as an entry point for making connections to learning, building vocabulary, and forging deeper conversations is always encouraged! Books offer learners a chance to process and discuss various topics through different lenses. Literature opens doors to new ideas that children may want to explore further through self-directed inquiry. Here are some book suggestions to support and enhance these authentic learning experiences!

Leveraging Learning Opportunities

As we continue to emerge from our virtual bubbles and take time to honor and leverage learners’ curiosities within their own surroundings, you may notice that the process can lead to the development of deeper understandings and efficacy. When children are supported and provided with opportunities to integrate past and present experiences that are meaningful to them, they are empowered with the ability to design their own learning paths. No matter what learning environment we are in (traditional, remote, summer), it is important to use this time to take advantage of learners’ interests, questions, and wonders. Wonder IS contagious when you are looking at it from the eyes of a child and learning with them side by side. If you want to feel that excitement and awe about the world, think back to the times you were waiting for those perfectly round bubbles to pop and just look around you… because wonder is all around us!

Beacons of Love and Light

On June 8, 2020June 11, 2020 By LaurenMKaufmanIn 1. Mission, Vision, and Core Values, 2. Ethics and Professional Norms, 5. Community of Care and Support for Students, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, 8. Meaningful Engagement of Families and Community, Personal Learning, Professional Standards For Educational Leaders11 Comments

Beacons of Hope

There are certain people within your community that represent beacons of love, hope, positivity, and light. And whenever you see them, you feel their warm, genuine spirit wrap around your heart. Their presence alone immediately lifts your mood and makes you feel at ease. It’s like watching the sun emerge from the horizon. As the new day rises, the darkness of the night turns into a fiery orange flame of optimism and promise. You can count on these special people to make you smile, make you laugh, and encourage you to view life’s journeys with a new lens and an open heart.

A Surging Sunrise

Last week, I was having a particularly challenging time navigating some deep-rooted emotions about the pandemic and the traumatizing events unfolding in our country. I had not slept well the night before and pushed myself out of bed to accomplish my daily workout earlier than usual. I have been using this sacred time to be in my own headspace, reflect, regroup, and recharge so I can conquer the day with more clarity, determination, and strength. As I was in the midst of my workout, I was walking towards a surging sunrise that stretched across the bay; its glowing presence blazed and clung to the surface of the water, putting me into a dreamlike trance. I managed to capture the moment in a photo that symbolized the anticipation of a new day of listening, learning, and growth.

The sunrise I captured

Diverted Routes Can Lead to the Right Place

Later that day, my son Drew asked me to go on a bike ride. My initial thought was that I was exhausted from the combination of my lack of sleep, early morning workout, and other responsibilities from the day. But, my heart led me to say yes, as I knew that spending time with my son is always precious. I followed my son’s lead as we rode our bikes through the neighborhood. I made a mental note when he diverted from our usual route and wondered why. It turned out that I was happy he did because I ran into my friend and colleague Jay Spitz who was playing ball with his family outside of his house. Jay is someone I have known for many years. Most recently we developed a stronger connection as my husband had coached his son in baseball and basketball. We would sit on the sidelines and talk about life, work, our families…all while I would listen to him cheer on his son (“Way to go Harp!”) and all of the other kids during a game (even if they were on the opposing team). He always had a way of bringing positivity to any story or challenge. It was inevitable that he would offer me a compliment about my work, my son’s athletic abilities, and my husband’s coaching style. I loved seeing Jay walk onto the field or basketball court; his smile was uplifting, his words were empowering, and his energy, contagious. I immediately clenched the brakes on my bike and we embraced each other with a socially distanced greeting and smile. As his children danced around the front lawn, laughing and playing about, we talked about what life has been like the last couple of months and exchanged the trials and tribulations of homeschooling and remote learning. He mentioned how he had been tirelessly reaching out to all of his students and was concerned about their mental health and learning. During that time, I noticed that as I was lost in conversation, my son had disappeared on his bike and I needed to catch up with him. As I put my foot on the pedal and pushed myself forward to go, Jay wouldn’t let me leave without saying, “Hey Lauren, I love your posts. I follow your work. Please keep doing what you’re doing, but promise me that you will take a break too. Take a break Lauren.”

A Kind, Endearing Soul

Yesterday, I awoke to the news that Jay had passed away from complications during heart surgery. To say I am devastated, is an understatement. Upon reading the news on Facebook, I felt frozen in time, completely paralyzed in pain. I thought about his beautiful children, his wife, his family, his students, our colleagues, and all of the lives he has touched. I thought about our many conversations on the baseball field. I thought about how his physical presence will no longer exist in our community. To me, Jay was like the sunrise I had seen the very same morning we had last spoken. He WAS a beacon of hope, authenticity, sincerity, devotion, and love…a kind endearing soul. And just as the sunrise touched the bay that morning, his spirit will live on in the hearts of his family, friends, colleagues, and students. And yes, Jay, I promise to continue to work passionately, share my voice and post (I know you loved to see that), but I will also slow down and take a break. With each new day, a sunrise will emerge and the darkness will turn to light. I will always think of your kind loving soul and spirit and approach life’s journeys with an open heart and open mind.

Jay Spitz- a loving husband, father, friend, educator

Please take a moment to read one of Jay’s last Facebook posts. He shared George Carlin’s powerful words which may resonate with many of you during these difficult times in history….

SOMETHING TO PONDER: George Carlin

George Carlin’s wife died early in 2008 and George followed her, dying in July 2008. It is ironic George Carlin – comedian of the 70’s and 80’s – could write something so very eloquent and so very appropriate. An observation by George Carlin:

The paradox of our time in history is that we have taller buildings but shorter tempers, wider Freeways, but narrower viewpoints. We spend more, but have less, we buy more, but enjoy less. We have bigger houses and smaller families, more conveniences, but less time. We have more degrees but less sense, more knowledge, but less judgment, more experts, yet more problems, more medicine, but less wellness.

We drink too much, smoke too much, spend too recklessly, laugh too little, drive too fast, get too angry, stay up too late, get up too tired, read too little, watch TV too much, and pray too seldom.

We have multiplied our possessions but reduced our values. We talk too much, love too seldom, and hate too often.

We’ve learned how to make a living, but not a life. We’ve added years to life not life to years. We’ve been all the way to the moon and back, but have trouble crossing the street to meet a new neighbor. We conquered outer space but not inner space. We’ve done larger things, but not better things.

We’ve cleaned up the air, but polluted the soul. We’ve conquered the atom, but not our prejudice. We write more, but learn less. We plan more, but accomplish less. We’ve learned to rush, but not to wait. We build more computers to hold more information, to produce more copies than ever, but we communicate less and less.

These are the times of fast foods and slow digestion, big men and small character, steep profits and shallow relationships. These are the days of two incomes but more divorce, fancier houses, but broken homes. These are days of quick trips, disposable diapers, throwaway morality, one night stands, overweight bodies, and pills that do everything from cheer, to quiet, to kill. It is a time when there is much in the showroom window and nothing in the stockroom. A time when technology can bring this letter to you, and a time when you can choose either to share this insight, or to just hit delete.

Remember to spend some time with your loved ones, because they are not going to be around forever.

Remember, say a kind word to someone who looks up to you in awe, because that little person soon will grow up and leave your side.

Remember, to give a warm hug to the one next to you, because that is the only treasure you can give with your heart and it doesn’t cost a cent.

Remember, to say, ‘I love you’ to your partner and your loved ones, but most of all mean it. A kiss and an embrace will mend hurt when it comes from deep inside of you.

Remember to hold hands and cherish the moment for someday that person will not be there again.

Give time to love, give time to speak! And give time to share the precious thoughts in your mind.

And always remember, life is not measured by the number of breaths we take, but by those moments that take our breath away.

George Carlin

Leaving Footprints in the Hearts of Students

On May 31, 2020May 31, 2020 By LaurenMKaufmanIn 1. Mission, Vision, and Core Values, 2. Ethics and Professional Norms, 5. Community of Care and Support for Students, 8. Meaningful Engagement of Families and Community, Professional Standards For Educational Leaders, Uncategorized

The Epicenter of Learning

I left the classroom many years ago, and until this very day, I can still feel the grieving and empty feeling of not having students to call my own. It is the kind of feeling that makes your heart pound and twists your stomach into knots. The thought of not being my students’ number one, made me sad. I always viewed the classroom as the epicenter of developing powerful relationships, learning, growth, and transformation. Each classroom within a school community is a special haven that is bubbling with curiosity, wonder, and joyful learning. Each one filled with its own special stories, inside jokes, and is made up of a network of unique personalities. Being a classroom teacher can be hard. It can be stressful. It can be emotionally draining. The responsibility can just be exhausting. But, after many years in education and having served in different roles including Teaching Assistant, Classroom Teacher, Reading Specialist, and most recently, Instructional Coach, I am now certain that the classroom is one of the most magical places on earth!

Kidwatching as a Window

I can remember special qualities about most of my students because I always made a commitment to building relationships. With all of the formative and summative assessments, I was required to administer, “kidwatching”, a term I learned from the book, Kidwatching: Documenting Children’s Literacy Development by Yetta Goodman and Gretchen Owokci was my priority. I always knew that watching the way children think and learn proved to be meaningful time spent and was a window into their worlds. I studied their words, their actions, interactions, reactions to everything, and everyone around them. I would jot down EVERYTHING and then surprise them by weaving a detail or two into our conversations. To just hear my students say, “How did you know that about me Mrs. Kaufman?” made my heart explode with happiness. I thought about innovative ways I could motivate my students by tapping into their passions and interests. I thought about what I could do to make learning fun despite the rigorous curriculum I was handed to teach. I thought about how I could develop student agency so that the work they accomplished was purposeful and meaningful to their personal growth and development. I thought about the impact, legacy, and stories I wanted to leave as footprints on my students’ hearts.

An Email Surprise

I often think about my former students. I wonder where they are, what they are doing; if they are happy, and whether or not they are pursuing their dreams. I perseverate over whether or not they took something from their learning with me into the real world. I love sharing stories about my classroom days with my colleagues and the students in the classrooms I work in. It makes the work more meaningful when I can make those connections. Recently, as I was in the midst of answering a few work emails, I heard another email come into my inbox. As I glanced at the name of the sender, I had to blink a few times to actually recognize who it was from. It was then that I realized that it was from a former 2nd-grade student who was in my class 10 years ago.

Connecting the Details

Ben…how could I forget him?… inquisitive, kind, collaborative, confident, funny, joyful. Not to mention, he was an avid reader who knew where every single book in the classroom library belonged, even with his eyes closed! He could give you a detailed summary and recommendation of any book he read using the most descriptive language and sophisticated vocabulary. He loved to chat with his friends, even when he was supposed to be listening to a lesson… but it didn’t bother me, it actually made me love him more. When he had a thought or idea, he would impulsively blurt it out to me, to his classmates… whoever would listen! He had the most wonderful, supportive family. I remember his mom coming into the classroom to help me plan wonderful learning experiences for the children. I remember how kind she was to me which made her endearing personality creep into my heart. She had a special way of welcoming me into a new school community by leading with compassion and love. She made me feel at ease when I was missing my newborn baby (only 2 ½ months old at the time) like crazy. Ben’s Mom kept in touch with me for years; sending me holiday cards, updates about Ben, the family, their pets, and even sent me funny quotes and well wishes. She would genuinely ask me about how my family and I were doing, “just because”. Years later, when she heard that my community and my home had been devastated in Hurricane Sandy, she generously offered my family her apartment after we lost our home. This student and his family made a powerful impact on my journey and my heart. That special connection and bond will always be cherished.

The Legacy We Leave Behind

It was never my intent to endlessly collect kidwatching notes to earn a satisfactory observation report or get recognition from anyone else. It was always my priority to be a learner, a connector; a link that connects relationships to learning. Emails like the one from Ben serve as a reminder about why I wanted to be in education in the first place. It is the footprints we leave in students’ hearts that cannot be quantified or measured in a single snapshot observation, one conversation, or a moment in time. Relationships cannot be memorialized solely by the curriculum we teach, the assessments we administer, or the projects we assign. The footprints that are imprinted deep into our hearts are a collection of interactions and memories that have indefinitely touched the hearts of others.

My Video Response to Ben

Reimagining the Magic of the Workshop Model

On May 26, 2020May 26, 2020 By LaurenMKaufmanIn 1. Mission, Vision, and Core Values, 10. School Improvement, 4. Curriculum, Instruction and Assessment, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, 8. Meaningful Engagement of Families and Community, Uncategorized2 Comments

A Galaxy of Shooting Stars

Entering a classroom that embraces the reading and writing workshop model is like walking into a galaxy blanketed in magic. Each learner is like a shooting star that heats up and glows as new learning orbits through the classroom atmosphere. You could feel a sense of wonder, observation, and exploration as teachers and students delve into a new skill and strategy. You could sense a special thrill as students are empowered to move towards independence. It’s the type of teaching framework that builds community, human connection, and cultivates powerful relationships. The workshop model is strongly connected to authentic literature, various genres, and relevant learning experiences. It’s the type of practice that rallies learners together in safe cozy spaces. It is a universe surrounded by accessible stacks of books in colorful bins and bookcases. It is a place you can usually find an easel with chart paper and your favorite markers (my preference is Mr. Sketch). If you are entering a true workshop classroom, be prepared to enter a world where both teachers and students are viewed as learners.

“I have a big secret for you readers…YOU are the BOSS of your reading!” I wish you could see their faces… EMPOWERED! @michelleroot17 your Ss know what the workshop looks like, sounds like, feels like… ✨♥️🙌 @Hernandez237I @sharonlynn651 #Lido pic.twitter.com/vkr9wmpuIT

— Lauren Kaufman (@Lau7210) October 30, 2019

Missing My Universe

Lately, I miss everything about the feeling of being in a reading and writing workshop environment. I miss the in-person feeling of collaborating with teachers to plan minilessons. I miss the feeling of sifting through a plethora of mentor texts and read alouds to find just the right one to model a teaching point. I miss the feeling of being surrounded by teachers and students in various classrooms as we work together to enhance learning experiences for learners. I miss telling stories to make the connection between previous learning and new learning. I miss seeing the moments of awe in students’ faces as they realize they are learning something they haven’t thought about before. I miss demonstrating a skill and a strategy and then reading a portion of a mentor text in my most dramatic character voice. I miss the active engagement where students make approximations, encounter productive struggle, and seek guidance and support from their peers. I miss saying “off you go” and watching students rush to their reading/writing spots buzzing about books or talking to friends about details they are anxious to include in their writing. I miss sweeping and scanning the room to check for understanding and making sure that all of the learners are involved in meaningful literacy practices. I miss the sudden hush of the room as readers and writers become absorbed in their own learning atmospheres. I miss connecting with learners during 1:1 conferencing, researching their learning, naming their strengths, and co-creating literacy goals. I miss it all, I do.

Thinking about my lesson for 1st grade- #Lindell this week! T U for pushing my thinking during our time together @plugo514 & @ClancyJoanna…missed you @hpuckhaber23 & @MrsPiersonLB-will catch up tomorrow! Looking forward to our work together! #ProudToBeLB #LBSummitChallenge pic.twitter.com/q8C8DRP4el

— Lauren Kaufman (@Lau7210) October 22, 2019

Reading conferences build S-T relationships, allow the T to collect information about Ss’ reading behaviors, strengths, & areas for growth! Anecdotal notes support the T in designing precise, intentional instruction! 📝 @MRSSGRAHAM2 @WestSchoolLBNY @LorraineRadice1 #LBLITCoach💫 pic.twitter.com/STAYhlwFb1

— Lauren Kaufman (@Lau7210) December 17, 2019

Facing a New Reality

And just like stars disappearing in the sky, that magical feeling, that comfortable space dissolved and suddenly morphed into a new reality. Sadly, there were no shooting stars for me to rally together in a reading huddle. There were no teachers to physically sit next to and plan our next minilesson. There was no classroom library or anchor chart stand sitting next to a comfortable rug. My internal dialogue asked myself, “How can I possibly emulate the magic of the workshop experience in a remote learning environment? “What can I do to support teachers to help their students feel engaged, empowered, and supported in this ‘new’ environment?” I rolled up my sleeves and began searching my usual “go-to” blogs for remote learning ideas. I latched onto Jennifer Gonzalez’s Cult of Pedagogy blog post: Distance Learning: A Gently Curated Collection of Resources for Teachers and was drawn in by the section “Options For Delivering Content.” This blog post inspired my journey of reimagining the workshop model and what the virtual minilesson could be. It was then that I quickly began my exploration of creating pre-recorded minilessons on various digital platforms.

Reimagining the Workshop Remotely

Suddenly, my dining room table became a recording studio and my new virtual universe. My workshop environment reimagined now encompasses a laptop, a document camera, some books from my sons’ personal book collections, stacks of colorful post-it notes in all different sizes for my Teachers College Reading and Writing Project inspired mini anchor charts, and lots of sharpies. And then, there’s the process for creating the magic in pre-recorded minilessons.

Experiencing the Process

After doing some research about pre-recording minilessons and experiencing the process, I’d like to share some ideas that have worked:

Pick a comfortable digital platform: Lately many educators are asking me what digital platform for recording is “the best”. My answer: pick one that is easy for you to navigate and gets the job done. I like to use Zoom or Google Meet. That’s just my preference!
Connect with learners: Build trust and engagement by being animated and inviting. In other words, make it a performance and captivate your learners!
Be yourself: Speak naturally and don’t speak too slowly. The video can always be revisited for clarification.
Timing: Keep videos short! 6-8 minutes, if possible. Learners will disengage with long, drawn-out lessons. Recording several shorter videos, than fewer longer ones will be more effective for learning.
Be visual: Too many words are not good-it’s cognitive overload! Use clear, appealing visuals that will support the learning.
Create intentional interaction: Pause the video at intentional places so learners can think. Embedding thought-provoking questions will encourage learners to reflect on their learning.
Present a challenge: At the end of the video, leave the learners with a challenge so they can apply what you just taught them during independent practice!

It is paramount to recognize that the pre-recording of minilessons is not going to be a perfect operation. Learning is not linear, it’s a messy process. Also, giving yourself space to make your own connections for learning and growth throughout the experience is essential. It may feel reaffirming to know that when you keep the learners at the heart of decision making and continuously respond to their needs no matter where the learning environment exists; the magic of the Reading and Writing Workshop has the potential to live on.

Embracing Transformation

I do believe that there WILL be good that will come out of reimagining the workshop model. I think it’s fair to ask yourself, “What parts of this experience could I utilize to ultimately transform the teaching and learning practices I currently employ? “How can I capitalize on this opportunity to learn new things that will ultimately benefit student learning?” And then there will come a day when just as fast as the stars disappeared, the magic of the workshop will suddenly reappear and embrace you. Once again, the shooting stars will heat up and glow, orbit around the room, and WILL shine brighter than ever before.