As of this post, I’m still appearing weekly on YouTube, Facebook, and Twitter at 8:00 a.m. Pacific Time/11:00 a.m. Eastern Time. I’d love to see you join us and would be happy to feature your questions and comments on the show!
This edition of the Teachers on Fire Roundtable featured writers on the Teachers on Fire Magazine publication on Medium, including Heather Edick, Debbie Tannenbaum, Kelly Christopherson, Tammy Breitweiser, and Jamie Brown.
Talking About Writing in Education
🔥 What does education writing look like for you? 🔥 WHY do you write about education? 🔥 How does it affect your professional practice? 🔥 What is your favorite time of the day to write? 🔥 What is your go-to writing beverage? 🔥 What is your go-to background sound? 🔥 Where and how do you complete your rough compositions? 🔥 How do you collect future blog topics and headlines? 🔥 Who is a current education blogger that you admire? 🔥 What is one book that inspired you to write? 🔥 What are some tools and strategies that you use to share your content?
If you’d like to join a growing community of education writers that are passionate about growth and change in education, join us on Medium today! Comment below or DM me @TeachersOnFire on any social media platform for more details.
By settling for safety, we miss out on certain growth and learning.
“Fear is always triggered by creativity, because creativity asks you to enter into realms of uncertain outcome. This is nothing to be ashamed of. It is, however, something to be dealt with.” — Elizabeth Gilbert
At the outset of the new year, AJ Juliani issued a challenge to the education world: blog — or engage in blogging activities — for thirty days.
His call was a welcome one. Research has long been telling us that our students learn best when they are given the time, tools, and opportunity to reflect thoughtfully on their own learning journeys. In Leaders of Their Own Learning, Ron Berger calls this sort of metacognitive activity “writing to learn.”
The same principle applies for educators.
Writing to Learn and Learning to Write
The more we speak, write, tweet, vlog, and publish about our learning and professional practice, the more we will learn, grow, and develop as educators. And as we make our own learning visible, others benefit and grow as well.
John Hattie talks about the power of collective efficacy. Stephen Covey calls it win-win. Simply put, we’re better together.
Our professional growth isn’t just about reading and listening to the established voices in education. It’s also about sharing and contributing our own experiences.
So, as passionate educators, why don’t we participate in the global conversation more than we do?
It’s Not Really About Time
The typical response says we don’t have enough time in the week. But for most, that’s not actually the case. As Laura Vanderkam demonstrates convincingly in 168 Hours: You Have More Time Than You Think, most of us actually do have the time.
When you get right down to it, most of us aren’t hitting ‘Publish’ for one reason: fear.
We fear embarrassment. Rejection. Crickets.
We assume that our voice doesn’t matter. That no one will pay attention. Or worse yet, that we’ll be exposed as an imposter.
As Elizabeth Gilbert points out, most of us don’t publish creatively because the outcome is uncertain. There’s just no guarantee of success — whatever success means.
So we take the safe option.
The Power of Practice
But people who aren’t publishing are overlooking an absolute guarantee: improvement.
That’s right, I said it. When you create content consistently over time, your growth and improvement is guaranteed. You can’t help but get better.
In Outliers, Malcolm Gladwell makes the case that repetition is highly underrated. He tells story after story of individuals who simply put in the time on their craft to gradually become an expert in their space.
Earlier this year, I listened to a podcast featuring YouTuber Marques Brownlee, a soft-spoken, thoughtful, and charismatic tech reviewer. He talked about how he began publishing YouTube videos back in high school simply because he loved the medium and enjoyed the process. As he describes it, his first 100 videos were viewed by audiences of around 100 people.
Today, Brownlee’s videos earn millions of views apiece. He has 7.7M subscribers.
It’s not all about growing an audience. That’s not really my point, although the size of his growing viewership does speak to the value of his work.
What I’m more interested in is those first 100 videos. Just think about the sort of headspace he was in to continue creating.
As he puts it, he created content simply because he enjoyed it. The views and reactions were secondary.
And because he stuck with it, he’s obviously eclipsed Gladwell’s 10,000 hours. He’s become a master at his craft.
The Teachers on Fire Podcast
In March of 2018, I realized a long-held dream by launching a podcast for educators, Teachers on Fire. I didn’t really know what I was doing, and I had questions about everything from applications to equipment to guests.
It took a lot of work to get started, and it definitely wasn’t easy. My sound quality was awful at the beginning, and I made a ton of unfortunate mistakes that made the process even more painful.
The interview for my very first episode took forever to complete because the recording app I was using crashed at least six times. It was a frustrating first experience.
Almost a year later, I still don’t have it all figured out. But I’m learning. I’m growing. I’m improving my craft. I’m miles and miles from where I started, and my conversations with education leaders are inspiring listeners around the world.
Consistent Content Creation is a Direct Line to Improvement
I don’t consider myself a skilled artist. But I have zero doubt in my mind that if I set aside three hours a weekend to learn and practice pencil drawing for 52 weeks, I would be a much better artist by year’s end.
Absolutely no doubt in my mind.
I’m convinced that the same holds true for any kind of creative publishing. Once we embark on the commitment of regular creation, improvement isn’t a question. It’s an absolute certainty.
And as we hone our creative skills, our contributions to the world around us become more valuable.
This is what I want my stepsons to know. My students to know. And you, fellow educator, to know.
We can lament our lack of creative skills. Or we can take action.
AJ JULIANI is a dad, a sought-after speaker, and prolific author of several education books, including The PBL Playbook, Empower and Launch. He is a recognized authority on design thinking, genius hour, growth mindset, IBL, PBL, and all things innovation in education. Read more from AJ at http://ajjuliani.com/ and follow him on Twitter @AJJuliani.
AJ is currently the Director of Learning and Innovation for Centennial School District, located near Philadelphia. He and his team serve about 6,000 learners. In addition to his work there, AJ writes frequently on education and speaks at schools and districts across the country.
Frustrated by the Game of School
Teaching in 2011, AJ was starting to get discouraged by the climate of his classes. His students were intent on playing the game of school, navigating their way through assignments in ways that they thought would earn them the best grades for the least work. Frustrated by what he saw, AJ started reading more widely and searching for better solutions in his practice.
He eventually found Daniel Pink’s book, Drive, and it led him down the rabbit hole of intrinsic motivation, inquiry and passion-based learning, genius hour, and much more. It was the beginning of a huge paradigm shift, and he’s never been the same. He now sees student choice as a sort of secret sauce when it comes to inspiring student engagement and empowerment.
Thoughts on How to Approach Project-Based Learning
AJ’s practical advice about project-based learning is to start small. Try to avoid massive projects that simply follow exhaustive requirement checklists, which really amount to recipe-based learning. Instead, start with small class activities that help students embrace greater amounts of control and direction in the classroom.
Secondly, treat the project itself as a source of continual formative assessment instead of simply using it as a piece of summative assessment at the end. It’s the main course, not the dessert. Students should be able to demonstrate their evolving understanding of concepts throughout.
The Professional Benefits of Blogging
In many other professions and industries, it’s normal and expected for practitioners to write about their work and share it broadly. In K-12 education, this work is often left to researchers, when in fact the teachers in the trenches have important and valuable perspectives worth sharing as well.
AJ sees three primary benefits in blogging about educational practice:
It helps us reflect on and learn from our own practice.
We’re sharing the highs and lows of our practice in a way that others can learn and benefit from.
As we reflect and write, you start to see your profession differently. You start to see the growth that is possible as you track your evolution as a professional, engaging with other educators, and sharing other perspectives. Blogs and PLN activities can inspire us and give us the encourage.
Be More Chef
Most students – and many educators – approach education as cooks. We want to follow a given recipe, and follow it well, hoping to find the success and learning that the formulas promise.
The chef’s approach is different. She takes a look at available resources and asks “What can I make with this?” And that’s AJ’s call to educators.
As you think about your practice and even your life, ask yourself “Am I just following recipes?” AJ’s late brother was a fine example of someone committed to leaving the beaten path and writing his own recipes. Yes, there will always be economic opportunities for people who prefer to follow and be compliant. But there are far more opportunities in today’s economy for people who are go-getters, strong self-starters, creators, makers, designers, and dreamers.
Building Empathy Through Design Thinking and Story
Design thinking always starts with awareness of one’s surroundings. It helps learners learn to take note of the needs of others. It helps young learners to ask critical questions to better understand their context and the needs of others. These are important skills.
Another way we can build empathy is through stories. Brain researchers tell us that the brain processes stories in a different way than it does other information – it activates more resources in order to gain a deeper appreciation for the needs of others. Telling and sharing stories is by far the best way to build empathy.
One recent example of a design product that came from AJ’s district was the creation of reflector socks for cyclists from MIT. The students didn’t enter the design process thinking they were going to engineer a new sock design, but after getting a clearer understanding of the needs of the cyclists, that’s where they ended up. The socks continue to sell today! In another case, some elementary students designed an artificial insect that could evade exterminators effectively. These second graders had to pitch their product design to some actual exterminators – another authentic learning experience.
Goals, Interests, and Passions
At the moment, AJ is working with a company called Next Lesson to develop PBL lessons and units for elementary classes. These are resources that will help educators take their first steps into PBL without jumping straight into Genius Hour.
From a larger perspective, though, the thing that is really exciting AJ about education is how many people are doing things differently. Most educators have moved past the initial stages of integrating technology in their practices, and now so many educators are thinking more deeply and differently about the learning process itself.
AJ derives tremendous joy and fulfillment from sports, but the thing that he’s really been diving deep into lately is AI. He’s reading and watching as much as he can, and he feels like today we’re boiling the frog – things are already drastically changing around us, often in ways we don’t notice or are not aware of. For him, AI isn’t something to fear but instead something to be cognizant of and recognize.
Voices & Resources That Inspire AJ’s Professional Practice
On Twitter, AJ recommends following @CultofPedagogy. He learns a lot from Jennifer Gonzales and describes her as his pedagogical North Star.