Making a Movement Toward Inclusivity and Other Topics

There are several ways to interpret what it means to be “teaching through movement” in and out of the classroom. While a majority of my previous blog posts have focused on physical movement in the classroom, I am shifting the focus of my blog to be more inclusive of pedagogy, philosophy, social justice, equity, and so on. I will continue to blog about physical movement, but I’ll also include other topics.

In August I had the opportunity of being a panelist at the United Nations Civil Society Conference in August.  This year’s conference focused on Sustainable Development Goal 11, “to make cities and human settlements inclusive, safe, resilient and sustainable by 2030.” The panel I was one was titled, “Access to Quality Education for All-A Global Approach.” 

I had the honor of presenting with three outstanding individuals including Dr. Rose Carderelli, Executive Council member of Kappa Delta Pi, Childhood Education International Director, and United Nations NGO/Department of Global Communication Director; Dr. Vicky Tusken, President of the KDP Executive Council and Secondary Curriculum Coordinator in DeKalb, Illinois; and Dianne Whitehead, Chief Executive Officer of Childhood Education International in Washington, DC. Education contributes to the success of communities and their citizens. Furthermore, working toward ensuring a quality education for all students promotes inclusivity, safety, resiliency, and sustainability of students as they engage with their communities.  Topics of our panel included the education of refugee children, social justice, and education diplomacy. My portion of the panel presentation focused on what countries and school systems can learn from exploring effective professional development models from high achieving countries.  

Overall, the conference provided multiple opportunities to network with people around the globe as well as learn from and with individuals as we continue to work toward SDG 11. An official press release of the conference can be found here:

Representatives of Global Civil Society Adopt Outcome, Youth Climate Compact, as Thousands Attend Historic United Nations Gathering in Salt Lake City


Moving the Ball Forward

One of my favorite past times right now is watching my kids play soccer. I think there are several reasons for this. For one, the fall and spring soccer seasons are played outdoors and being outside enhances the senses of sight, smell, sound, touch, and taste. Regardless of whether there sunny skies or drizzling grey clouds, the matches are full of positive energy and soaring skills.

The soccer season came to close this past weekend. I’m fortunate enough to be the coach of my son’s second-grade team. While they are still little, I have watched them grow from their kindergarten selves taking several swings at kicking a round object toward any location on the field to embracing the second-grade force dribbling around their opponents, passing the ball up and down, and striking from all distances. What I am most proud of is the increase in confidence, sportsmanship, and teamwork of each player. I often ask myself the following two questions:

  • How did we get to the point of being able to move the ball forward?
  • How do we continue to do so as the challenges increase and overall goals change?

As I reflect on the season, I also reflect as a educational leader. I approach coaching my son’s team in the same way that I approach any type of teaching experience. There are four components that I work through in any situation:

  • Plan with a vision of learning in mind
    • What are my beliefs?
    • Where do I want to be?
    • How do I grow/help others grow?
  • Consider the learning of each member
    • What are the strengths?
    • What are the needs?
    • What are the areas of growth?
    • Where does the boundary of potential lie and how do we push beyond it?
  • Provide feedback
    • What are successes?
    • What are areas to work on?
    • What is the plan for the future?
  • Process and reflect
    • How do I build in time for members and myself to process and reflect on learning?

These four components are repeated and integrated with one another and other aspects of coaching, leading, and teachings. The end of the soccer seasons and/or the end of the school year is a perfect opportunity to process and reflect. It is during these moments that I seek out my own professional learning opportunities or reflect on the vision of learning that I hold so dear. It is during this time that I truly consider how we move the ball forward next season and next year feeling empowered to do so.

World Cafe and PLCing

This is the time of the school year that two works tend to enter the mind of educators everywhere: testing and reflecting. Of course, educators are giving assessments throughout the year, and they are reflecting on instruction moves, assessment results, student interactions, and so forth. I often am told that in the whirlwind of the end of the school year, teachers have limited time to take a breath, breathe out and reflect. Part of reflection involves being able to process what has happened.

In recent Professional Development sessions I have facilitated, I have led teachers through a reflection process utilizing the World Cafe Protocol. My version of the protocol is as follows:

Step one: Cover tables (for groups of 4-5) using large strips of butcher paper (or poster paper).

Step two: Engage in some sort of shared learning experience such as a shared reading or lesson. For example, in my PD session prior to this activity, I had participants read an article, mark the text, and then generate a series of questions using the Question Formulation Technique ( This set a reading foundation and a session culture of asking questions.

Step three: Divide participants into groups of 4-5 and assign groups to a table. Participants will engage in a discussion using the shared experience as a foundation to reflect on student learning throughout the year. Questions for the discussions come from a PLC format. The first question groups will discuss is, “What do we expect our students to learn?” As they discuss, members will jot down notes or sketch notes capturing their conversation on the butcher paper covering their tables. Discussion time will vary, but groups should have about 5-10 minutes to discuss.

Step four: Groups will choose a “table host” to remain at the table. The remain group members will move to a different table. Once participants are settled, the host will provide a one-minute summary of the first question. Groups will then discuss the second question, “How will we know students are learning?” Discussion notes and/or sketch notes will be added to the butcher paper of the “new” table. Groups will discuss the new question for about 5-10 minutes.

Step five: The table host will remain and the groups will move to a new table. The host will review the first two questions for two minutes. The group will then discuss the third question, “How will we respond when students do not learn what is expected?” Discussion highlights will be recorded.

Step six: Groups will rotate a final time. The table host will review the first three questions before the group discusses the final question, “How will we respond when some students already know what is expected?”

Step seven: Participants will return to their original spots and review the documented conversations at their table. They will then reflect individually on the process before engaging in a large group reflection.

While this is time-consuming protocol, is provide opportunities for movement, small group discussions, multiple ways to process, and a focus on questions. Educators that have participated in this protocol have appreciated the time they are allowed to reflect on the year in an organized and focused manner. I challenge you to use all of it or part of it with your students and/or colleagues you work with.

For more information on the world cafe protocol, click here:

Moving Through Writer’s Block


Next week I travel to Chicago to present a session at the ASCD Empower19 Conference. The session I present focuses on overcoming writer’s block. Overcoming writer’s block challenges teachers and students. As a result, many secondary student writers struggle to produce multiple types of writing for various purposes required to meet Common Core State Standards and new state standards. Explicit writing strategies can alleviate barriers and help students grow academically through purposeful and personalized activities. Physical movement paired with instructional strategies helps engage the brain, reduce stress and anxiety, build social and emotional skills, and motivate those who struggle with writer’s block.

The session I present will be fast and interactive.  Participants will engage in physical movement activities paired with explicit writing strategies they can use to motivate students to become proficient writers.

Provocations Continuum Strategy

One of the strategies that I am going to introduce was highlighted during a WAETAG (Washington Association of Educators of the Talented and Gifted) Conference workshop I attended in October. Kimberly Mitchell led a session on inquiry. A simple strategy she introduced was the Provocations Continuum. I have adapted the strategy as a way to brainstorm ideas for writing. In my version of the strategy, a provocative statement is displayed on the projector screen such as, “Tackle football should be banned for students under the age of 15.” Students will be given 1 minute to process the information and decide on a scale of 1-10 how much they support/agree with the statement (1-little or no agreement, 10-100% agreement) before they will be directed to stand. At my signal, usually some sort of music playing, students will find a partner and decide who is A and who is B. When the music stops, person A will share his or her position without interruption for one minute. After a minute, person B will share. When the music plays, a new statement will be shown, participants will have a minute to process before finding a new partner to share.

After 3-5 statements, participants will be directed to find their seats and write down thoughts on one of the statements. These thoughts may be of their own thinking or one of their partners. The idea is to provide participants with the opportunity process, discuss, and move within a safe environment. These actions help reduce anxiety with movement and processing time, offer choices for individuals, and provide early content for writing. This activity can vary. Instead of statements, short video clips could be shown or images can be projected. If the activity is used multiple times, variety will increase the novelty.

A few years ago I wrote an article for the AMLE Magazine titled, “Addressing Writer’s Block Through Physical Movement.” A link to the article can be found here.


Honoring the Emotions of the Holiday Season

Balls Emotions Smiley Cute Smilies FunnyThe other day I sat in the stands at the local pool watching my kids move through the water during swim practice. There is something calming about watching swimmers glide through the water amidst the repetitive rumble of feet making waves as each swimmer moves back and forth. This serenity is enhanced as I witness the persistence of my kids wanting to improve their skills and working through the practice despite being tired or disappointed by actions or activities earlier in the day. I know they find peace as well, and a bad day can turn into a better day.

In moments like this, I tend to reflect on life in general. I think it is because the senses are being stimulated:  the faint teal paint of the walls paired with the light blue water, the dense heat of the pool house embraced by the humidity of the water, the chlorinated smell, the rumbling thunder of the swimmers, and the self-awareness as the bind centers on one thought before moving to another.

As we move through the holiday season, it is critical that students are given multiple opportunities to process and reflect. The constant stimulation from the bombardment of advertisements, music, excitement, sugary treats, and interactions can send emotions in many different directions. Building in time for students to think and find a sense of calm is essential to reinforcing and growing the relationships with peers and between students and teachers. It is during this time of year, that I recommend adding additional, or longer, processing and reflecting moments. This may be challenging as schedules are in flux and the curriculum tends to drive teaching in a rush before the holiday break. I am including a few simple ways to add processing time during a lesson.

  1.  EMOJI Shuffle:  For this activity, post a variety of emojis around the classroom. Direct students to move to an emoji that represents their understanding of the lesson at hand. Ask students to pair up and discuss why they chose the emoji they did. This activity can be repeated for different components of the lesson. A slight alternative could be to have students move to the emoji based on how they are feeling at the moment (not necessarily lesson based). Students can write thoughts on a post-it while they are standing next to the emoji. Once they have done so, they then crumble up the post-it and deposit it in the recycle bin before focusing on lesson specific topics/questions.  This honors their emotions without the vulnerability associated with sharing about their feelings.
  2. Sensory Breathing:  I attended a conference in the fall for teachers of gifted students. This activity is meant to help lower stress levels and anxiety of any student. The activity is simple. Direct students to look at something in the room. Once they have picked an object, instruct them to take a deep breath and then breathe out as you count slowly to ten.  Direct students to pick a different object to look at and repeat the breathing process. This continues with five objects. After five objects, students are directed to focus on five different sounds. After sounds, students focus on five different touches.
  3. Color Walk: Distribute paint strips to table groups with warm and cold colors. Direct students to choose a paint strip that represents a color they either like or based on their reactions to a guiding question or topic. Give students time to think about why they have chosen the color strip they have and consider actions they can take based on the number of color choices on the paint strip (some may have four, some may have five) Have students pair up and discuss their choice of paint strip. Depending on space, students can walk around the room, through the hall, or outside discussion reactions and possible actions (answers to the question, next steps to determine learning, additional questions they have, etc.)

These are only three activities, but each of these activities acknowledges current feelings and emotions. The recognition of these emotions, even if just for self-awareness, can help foster a sense of safety allowing relationships to strengthen while reducing stress and anxiety associated with this time of year.


Purposeful Introductions: Using “As You Enter” to Share One’s Story

exchange-of-ideas-222788_1280Screen Shot 2018-11-26 at 9.05.15 AM

Last week I presented at the Conference on English Leadership Convention in Houston, Texas. It was a great convention providing me with several opportunities to talk with other leaders about ELA instruction, practices, and teaching philosophy.

The session I presented was titled, “7 Steps to Establishing a Discourse-Rich Lead Team.” The infographic below shows the progression the 7 steps. Details of each step were elaborated on during the presentation clarifying the list of descriptors.

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Applying any of these steps will help the overall performance of a lead teacher team, but applying multiple steps, or better yet, all of the steps will promote better efficiency, trust, discussion, and opportunities to try new ideas.

There may be multiple interpretations of what a lead teacher team is and the overall purpose. If I were to boil the definition down, a lead teacher team is any group of teachers coming together to make decisions about student learning. In my previous post, I explained the Working Definition Walkabout activity.  I used this activity to define what it means to have discourse-rich lead teams.  The two working definitions the group explored were:

Lead Team Discourse refers to the communication of ideas via verbal and written interactions that occur amongst lead team members in small group and large group settings. These interactions include processing, critical thinking, interpreting, expressing, reflecting, debating, agreeing, and disagreeing (adapted from Cathy Seely).

Lead Teams can be defined as any group of educational leaders coming together to collaborate on the needs of student learners.

Neither definition is in its final form allowing participants to freely edit and share their understandings and expertise.

While I used a variety of movement activities during the presentation, the one I started with helped set the tone of the presentation.

As You Enter

For this activity, participants are given two options.  The two options offered at this convention were:

Option #1:  Using your device, select an image that represents your experience so far in Houston. On sticky notes, write three words (one per sticky note) describing your rationale for choosing this image.

Option #2: On a sheet of paper or sticky note, sketch a picture that represents a course of action you want to take when you return to your place of employment. On sticky notes, write three words (one per sticky note) describing your rationale for sketching this picture.

After a couple of minutes, participants shared their words with a partner (or in a group of three). Partner A introduced him or herself (name, position, location), showed the image/sketch, and then shared the three words. Partner B followed the same format. With the time remaining, the pair expanded understanding with questions, comments, and/or clarifications. The protocol ensures that both individuals get to share. Adding time for questions, comments, and clarification adds to one’s story.

Each person chose one, two, or all three words to post on the Thinking Wall at the front of the room.

The activity prompts were chosen to add reflection and to honor the experience of the participants. I read a few of the words out loud and asked participants to keep these words in mind as we continued to learn together. I returned to these words throughout the presentation making connections to the activities we participated in. At the end of the presentation, reflection was built in to consider these words and the experience of the participants,

While any activity asking participants to interact with one another and share their stories would help build relationships, this activity connected to the actual experience of participants and the learning taking place. Doing so adds purpose to the introduction and ultimately builds more buy-in to stories shared during future introduction activities.  Offering choice recognizes individual thinking and provides more opportunities for one to communicate his or her own story. These stories are crucial to establishing the groundwork for a discourse-rich experience.

Working Definitions for Processing and Guiding

Screen Shot 2018-11-20 at 5.01.38 PM.pngI recently attended the Kappa Delta Pi International Convocation in Indianapolis, Indiana.  This is my sixth time attending convocation, and each time I have attended assuming various roles such as a state delegate, regional representative, presenter, and Executive Council member. This year my role shifted to co-chair of the International Committee. With each role comes a new perspective, or lense to view the sessions, meetings, and interactions. As co-chair of the International Committee, I had the pleasure of networking with a variety of educators passionate about student learning across the globe. This year, I attended several sessions focused on sustainability supporting my own teaching philosophy as well as elements of my district’s strategic plan.  I’m particularly attuned to equity and social justice strands. Kappa Delta Pi is currently offering a free online class to members and nonmembers on the topic of sustainability. Details on the class can be found at Introduction to Sustainability.  This class is facilitated by Susan Santone, author of the book, Reframing the Curriculum: Design for Social Justice and Sustainability.

When I think about my own work related to this blog, the importance of the powerful questions and thinking needed to adequately discuss these topics as well as brainstorm a course of action becomes the impetus of incorporating movement in critical discussions. The concept of using movement with students in the classroom when stimulating discussion is applicable to adults as well.  A simple strategy to begin the conversation builds on other ideas I have posted previously.

Activity Title:  Working Definition Walkabout

To prepare for this activity, the facilitator prints out a sheet of definitions referencing the big topics to be discussed.  At the top of the sheet, the facilitator included the “Working Definition” title.  Depending on the size of the group, the number of copies posted around the room may range from 5 or more.

Step 1: Hang Working Definitions around the room.  For example, the definitions of social justice and equity might be displayed as working definitions.

Step 2:  Participants divide themselves into groups of 3-4 and position themselves in front of one of the working definition sheets.  When groups have been formed, they agree on three powerful words to highlight. After they highlight these words, they then decide on what should be crossed out, added to, or rephrased.

Step 3:  Participants move as a group counterclockwise to the next working definition sheet. Participants view highlights and review revisions to the working definition.  They then continue editing or adding comments.

Step 4:  Participants move to the next working definition sheet and repeat the process.  This process can continue as long as the facilitator decides.

Step 5:  Participants share about the process and its application to their work.

This activity is good for the following reasons:

  • It honors the voice of every person.
  • It honors the collective voice of individuals in the room:
    • what they agree with
    • what they disagree with
    • their expertise on the topic
  • It adds to the processing time
    • participants consider own knowledge
    • participants focus on the topic at hand
    • reduces stress and anxiety

The next steps of the process may include developing the group’s working definition, deep diving into the topic, and/or beginning the process of deciding the direction for the classroom, grade level, district, and so on through the generation of questions.