Provoking Student Thinking

Provocations are new to me. As a secondary teacher, I have never used provocations in my teaching. In my new role as District Science Helping Teacher, I work with elementary teachers all the time so I have been exposed to provocations more often. And in my typical professional manner, I am stealing this idea to use it in my classroom.

I recently had an opportunity to share a workshop with my Helping Teacher colleagues. I led them through a lesson on friction using friction blocks and spring scales. I wanted to start the lesson with open play so I created some provocations.

I attempted to craft the provocations to draw out specific learning. In particular, the question: "How slowly can you move the block?" is intended to allow students to observe something specific. Using a spring scale to pull the block, students should notice that the force required to start the block moving is larger than the force required to keep it moving. Pulling slowly makes this very obvious. The spring scale reading will go up, up, up until the block starts to move. Then the reading will drop suddenly as it begins to move. In my physics classes, about half the students notice this on their own during the lab. The provocation is intended to ensure that all students observe this happening.

Of course, I underestimated the creativity of my colleagues. One person picked up the block and moved it very slowly through the air. The block wasn't sliding so no friction. No spring scale was used. There was zero chance to observe what I had intended.

And that is my fault. I thought I had crafted the provocation in a way to get at the noticing I wanted to happen. But my wording allowed for alternate methods that didn't allow for the noticing I wanted. I realized I need to change some words.

What do I really want to happen?

• I want students to pull the block so it slides across the table because there needs to be friction.
• I want students to pull the block using a spring scale to see the reading change.
• I want students to pull the block slowly so the change is obvious.

So my provocation needs to be more specific to make sure these things happen. Here is my new provocation:

What is the smallest force you can use to slide the block?

• The word slide ensures there will be friction.
• The word force ensures they will use the spring scale to measure the force.
• The word smallest ensures they will pull slowly so they can observe the change.

Intentionally crafting the provocation provokes the learning I want my students to experience.

Collaboration from #ConnectEdCa

You don't get to opt out of standing in front of your colleagues and talking about your practice.

Deirdre Bailey - Calgary Science School

Although this statement was uttered in the context of the philosophy and culture of Calgary Science School, I see it as a call to teachers everywhere to stop hiding behind closed doors.

Our profession allows (and even encourages) practicing our craft on an island alone. New teachers are thrown into a classroom and no one looks in on them again. I tell my students and parents that my colleagues are excellent teachers, but how would I ever know? I have never sat in on any of their classrooms. I have never seen them teach.

Aside from a cursory first year review, no administrator or colleague has been in my classroom for 6 years except by special invitation from me. Of course, I plan these invitations when it is most convenient and flattering to me, when I have some great activity planned or some new technology to trot out.

How can this be?

In politically charged British Columbia, true collaboration has been crushed by the rush for accountability. My school once had planned collaboration time like CSS. It was scheduled every second Friday, teacher-driven and supported by administration. And it died after 2 years because of a government push to control it by making the process accountable to arbitrary goals of student success (read higher test scores). Now, new legislation imposes a punitive teacher accountability process that can only make more teacher's doors close.

But there is still hope.

Hope for challenging dialogue, meaningful constructive criticism, true collaboration.

My colleague across the hall, Blair Miller, has been my collaboration partner for almost 2 years. This despite the fact that we do not teach any of the same courses. Our collaboration has focused on assessment practices and broad pedagogical philosophy (including inquiry and problem-based learning), but always rooted in everyday lesson planning. Through our collaboration, he holds me accountable to the highest possible standards (best teaching practice, student engagement and inquiry, authentic assessment through meaningful feedback) in short, what's best for kids. I can confidently say I would not be the teacher I am today without Blair's constant challenge, encouragement and correction.

It may be daunting. It may make you feel vulnerable. And a little scared. But, collaboration is too powerful for us to continue to hide behind closed doors.

So, open your door, stand in front of a colleague and start talking about your teaching practice.


UPDATE: September 2016

I was thrilled to see the #ObserveMe campaign promoted by Robert Kaplinsky and others. This is exactly what I was talking about back in 2012. Encouraging others to observe your practice and offer feedback is amazing.

I believe it is even more valuable to connect with another teacher you trust for ongoing feedback and collaboration. Blair and I continue to connect and challenge each other despite the fact we are no longer even at the same school.

Trust me. It is worth the risk.

Summer School - Day Twenty-Nine - Teacher Thoughts

An informal poll of 3 other physics teachers at summer school reveals the following:

1. Most physics teachers use the majority of class time to lecture yet acknowledge the limitations of lectures.
2. Most physics teachers do some demonstrations or activities to teach concepts.
3. Most physics teachers would like to do more labs but have little or no equipment.
4. Most physics students love labs and activities.
5. Most physics students don't like writing lab reports.
6. Most physics teachers don't like marking lab reports.
7. Most physics teachers grade based on quizzes and tests.
8. Most physics teachers do NOT use standards-based grading.
9. Most physics teachers are a little afraid of standards-based grading.
10. Most physics students are wary of standards-based grading.

Summer School - Day Twenty-Four - Lunch With Colleagues

One of my favourite pastimes is lunch. Eating out at a restaurant with friends. A nice break from the daily routine. Good food, good conversation, lots of laughter.

As a teacher, I don't often get the opportunity to go to lunch with colleagues. It is one of the privileges that most people in the business world take for granted. So, today, when I had a chance to sit down with 2 of my colleagues over burgers and sandwiches, I jumped at it.

The ability to talk with colleagues about our struggles, problem students, learning styles, lesson plans is one of the most important aspects of reflective teaching. Sometimes just venting can reinvigorate us for the stretch ahead.

But, at its best, collegial conversation is more than letting off steam. It allows us to connect with like-minded professionals who share our pain and our joy. It allows us to refine our ideas and strategies. It allows us to see teaching from a new perspective and challenges our most deeply held assumptions.

It allows us to rediscover our passion.

Thanks Kelly and Blair.