Last week I was fortunate to spend the day with Karen Caine. Are you familiar with her work?
It is the book that I have had to buy the most — SIX times — because my copy keeps coming up missing. (Luckily Karen signed a copy for me last week, so I should be able to keep this copy!)
Here are bits and pieces of things swirling through my mind as Karen presented.
The way I take notes from professional development is significantly different now than it was a few years ago. I tend to write bits I want to capture — phrases here and there. I also collect most of my notes via Twitter. Unfortunately there was no internet access during the conference, and there was no cell service. These conditions hampered my ability to take notes.
I also tend to spend the drive home talking aloud in my car, processing the thinking from the day. I’ll record snippets of my thinking on my phone’s voice recorder and then listen to it and spin more thoughts. Finally, I write in the form of blog posts or notebook entries some of the thoughts that are bubbling to the surface.
It is in these ways that my thinking wraps around ideas from professional development days. These experiences are layered and my philosophy about instruction becomes even more sound. It is an eclectic process, but one that I’ve come to love and enjoy. No longer do I try to capture what the presenter thinks, instead I document how their thinking impacts my own philosophy and practice.
Here are two ideas from Karen that have been taking up space in my brain and shifting my practice.
A list of what we WONDER always goes with a list of what we NOTICE.
— Karen Caine
I’ve always sensed this, but have never put it in such simple practical terms. When I make lists of “Things We Notice” with kids, I always struggle with the things they aren’t really noticing, but are wondering about. I also struggle with how to nudge them into important noticings, but not force these ideas on them. A list of WONDERINGS is a perfect solution. Soon I’ll be launching units of study in 5th, 3rd, and kindergarten. I’m looking forward to learning how a list of things we wonder is compatible with a list of things we notice.
If we expect students to stand up for the things they believe in, we must do the same.
This wasn’t necessarily an explicit message from the day, however, it was evident that this is important. Karen shared many examples of her own persuasive writing and modeled how important it is for teachers to be writing themselves. Karen led us through several notebook entries and helped us find topics that are important to us, as well as gave us an opportunity to try out some of the strategies she was discussing. (By the way, I believe this is the hallmark sign of an exceptional presenter — one that not only talks and explains, but also empowers the audience to write and experience the ideas first hand.)
In a case of serendipity, this week I found myself composing a persuasive letter in response to an issue in our community. As I was writing, Karen’s voice filled my head, reminding me of strategies to use when writing persuasively. I believe Karen’s voice is so strong because she does more than teach persuasive writing. She is a writer herself and has an insider’s view into the process.
I do too, because I took the time to do the things I talk to student writers about. I took the time to use my words to “convince the reader to think or act differently” (Karen’s definition of persuasive writing).
Lucky for us, Karen is venturing into the blog world. Check out her new site. And one last thing — a photo…