Connecting and Caring

The Cluetrain Manifesto
Small Pieces Loosely Joined
Everything is Miscellaneous
And on my list to read Too Big to Know 

David Weinberger's books have always resonated with me.

In any number of inservices, I've used parts from What the Web is For -- his version of Small Pieces for kids.

His next to last sentence has always been one of my favorites:

"Now, if connecting and caring are what make us into human people, then the Web - built out of hyperlinks and energized by people's interests and passions - is a place where we can be better at being people." http://smallpieces.com/kids/spljkids16.html

So why this post now---

Clarence Fisher's recent post caught my eye-- What the Web is For Updated for 2012 

His students, in collaboration with Heather Durnin's students in Ontario, collaborated on Google Docs to update the book. As I read his post, my thought was what a tremendous learning experience. He mentioned that:

"I’ve been in contact with Dr. Weinberger about this project and he is pleased that someone took it on. The students in our classrooms were also very excited to receive an email from Dr. Weinberger at the end of the process which began “to my 7th and 8th grade co – authors.” Yeah….. how’d you like to be in grade 7 or 8 and receive an email like that from an authentic Harvard – based researcher? Cool stuff."

More than cool, Clarence!

Clarence shared his students' version and as I read it--
It was filled with passion and the technology of the web they know today--
The students mentioned that David Weinberger had used a Creative Commons license and so were they --
David Weinberger commented on their writing--

Just think, collaborating to write a book on Google Docs with other students hundreds of miles away, an author commenting on the adaption you have done of his work when you are in 7/8 grade--

Isn't this really such a good example of just what David Weinberger said?

"Now, if connecting and caring are what make us into human people, then the Web - built out of hyperlinks and energized by people's interests and passions - is a place where we can be better at being people." http://smallpieces.com/kids/spljkids16.html

Thinking on assessing learning--

Out of sync
Always wanting better
Not in agreement
Time and time again

More than 45 years ago, GRE exams
My answers and scores significantly impacted by the recent death of my mom
Not a reflection of my learning at all

More than 30 years ago, a Master's thesis and comprehensive exams
Real opportunities to demonstrate what I had learned

More than a decade ago, applying for a new position and answering a question on assessment
Replying that the process and the projects themselves illustrated what students had learned

In that new position, creating rubrics for projects for high schoolers aspiring to become teachers
Knowing that the state used the same type of rubrics to assess new teachers
Crying in the car after being told to change the rubrics to written tests by an old school CTE administrator

Almost 10 years ago, with a terrible cold, an appointment to take the assessment component as a NBPTS candidate
Timed testing, no kleenex allowed in the testing room, cranking out as fast as I could responses to 6 questions
No time to think

High stakes testing even for our beloved Harley as his obedience training classes came to completion
In the dark in a strange park, he would not stay as I walked away passing 9 of 10 tasks and failing
He curled up in the corner of the back seat with his head down on the way home

Some 6 years ago, designing and creating online professional development courses for Ohio teachers
Always pushing back against suggestions of quizzes, of tests
Pulling for learner created content and powerful questions that enabled deeper learning

Assessment--
Grades, points, projects, quizzes, standardized tests, rubrics--

And then MOOC 2008 with vast learning landscapes, autonomy, openness and distributed learning
I assessed my learning in the open here on this blog (in the blog search box, enter CCK08 for 6 pages of posts)
That learning experience was empowering and scary and full of wonder
And my thoughts on assessment are shifting --again

WHO/WHAT CONTRIBUTED TO THE SHIFT
Very honestly, I've never been a real quiz, test person. In the classroom, I had conversations, I observed, I watched process and explored projects. With proficiencies and standardized testing, I was pushed to change. Conflicted, some testing entered the learning experiences of my students-- not without tension.

Now I'm old, less disposed to "push"-- more likely to follow my instincts---  especially when I've had an experience such as MOOC 2008 and I'm finding other educators seeking a shift/making a shift too.

Sheryl Nussbaum-Beach undoubtably has provided the most fodder for my thinking. She has articulated in so many places a vision of what could that truly resonates with me. That wayfinding, co constructing meaning and self directed processes play a huge role in shifting is an understatement.

Let the co-learners in the room decide context- the how of what we will share, the teaching and learning processes and the why of how we learn it this way.

Let us do our own wayfinding. Let us construct our own meaning and design, our own sense making activities. Let us show mastery of what we learned in ways that align not only with the standards but also with the self-directed processes and creative ways in which each learner chooses.

maybe we need to standardize (make it business as usual) that learning should be self-directed and knowledge co-constructed.
http://plpnetwork.com/2011/03/12/disconnect-content-context-common-core/

Anne Fox joined the group of PLP Connected Coaches last fall and in a conversation shared this resource on Heutagogy. Totally new to me, very exciting as learning moves from self directed to self determined. Maybe it's because so much of my professional learning was self determined (I rarely felt that the organized PD that was a staple in my career was of much value) that this notion speaks to me so clearly as does the accompanying concept of developing capabilities. This resource has had a critical impact on my thinking.

Heutagogy (based on the Greek for “self”) was defined by Hase and Kenyon in 2000 as the study of self-determined learning. Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).

When designing a self-determined learner experience, certain considerations should be made. A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content. Course design elements that support learner-centeredness in a heutagogical approach are presented below.

    Learner-defined learning contracts: Learning contracts support students in defining and determining their individual learning paths. These individualized contracts, such as those used at distance education institution Empire State College (see www.esc.edu), define what will be learned (e.g., scope), how it will be learned (e.g., teaching and learning approaches, learning activities), and what will be assessed and how it will be assessed (Kenyon & Hase, 2010; Gilbert, 1975; Cristiano, 1993).
    Flexible curriculum: In a self-determined learning environment, the learner is the driver in creating flexible curriculum, which is defined by the student: learners create the learning map, and instructors serve as the compass (Hase & Kenyon, 2007; Hase, 2009). Flexible curriculum in this sense is negotiated action learning, which adapts and evolves according to learner needs (Hase, 2009; Hase & Kenyon, 2007). Learners negotiate “how, when, where and to what upper (rather than minimal) level they want to take their learning” (Hase, 2009, p. 47).
    Learner-directed questions: Learner-directed questions and the discussion that results from these questions are what guide learners and serve as mechanisms for helping learners make sense of course content, bring clarity to ideas, and promote individual and group reflection (Kenyon & Hase, 2001; Eberle, 2009). Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit” (Kenyon & Hase, 2001, para. 29).
    Flexible and negotiated assessment: In heutagogy, the learner is involved in designing his or her assessment. Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process (Hase & Kenyon, 2007, p. 115; Hase, 2009; Ashton & Elliott, 2007; Canning, 2010). One way of incorporating negotiation into the assessment process is through the use of learning contracts (Hase, 2009). The assessment should include measurable forms of assessing understanding of content, including whether the learner has achieved the competencies desired. Rubrics can also be used effectively in guiding learners in their self-assessment process, for example by assessing “discussion skills, quality of work, outcomes, collaboration, academic soundness and knowledge of material” (Eberle, 2008, p. 186).

Another dually important characteristic of heutagogy is that of reflective practice, “a critical learning skill associated with knowing how to learn” (Hase, 2009, p. 49).
http://www.irrodl.org/index.php/irrodl/article/view/1076/2087

Dean Shareski  has recently reflected on assessment as he teaches again his pre service online course at the U. of Regina. When I read his post, I reread the the sentence "The biggest change this term was to have my student's assessment themselves for the entire course." and I read it again. I like that and his "I really don't care much about the grade at all." as I don't either. It took me back to my learning in the 2008 MOOC-- of how much I learned, of how excited I was.

The biggest change this term was to have my student's assessment themselves for the entire course. In the past, it was required for a few assignments but not all. This term I was clear that they were going to tell me their grade and justify it. As long as their documentation was clear and from my perspective truthful, that's the grade they would receive. I suppose in some respects, I'm still assessing, assessing their assessments but my goal was to do two things. First to empower them to think deeply about their learning. While I've always advocated for reflection, I tried to emphasize more documentation. I still need to structure this better but that was my intent. Secondly I wanted the pressure of grading to be removed from learning.

I really don't care much about the grade at all. I'm interested in their documentation of learning and how I might support them and indeed provide new and better opportunities for them in the future and for my future students as well.
http://ideasandthoughts.org/2012/04/18/adventures-in-assessment/

Dave Cormier  has been talking assessment around the course he began teaching this spring. Over the years I've been learning with Powerful Learning Practice, I've become convinced as is he that "making meaning, creating knowledge, is something that happens in public". And so his students are negotiating grading contracts with him.

I’ve been lacking a way to bring a method of assessment to the course that reflects the philosophy of education I’ve been working with. The idea of saying that you understood 92% of the ‘right’ way of seeing something is the exact opposite of the way that I see this course. From a traditional perspective… I want you to cheat. I want you to ‘get the answer’ from your neighbour. I want you to tell me that you did that… but more importantly, I’m hoping that you’ll tell each other that. So the contract measures how much work you’re doing… How much you are contributing. And, if you take anything from this course, is that making meaning, creating knowledge, is something that happens in public.
http://davecormier.com/edblog/2012/05/16/why-we-work-together-cheating-as-learning/

Student work in this course is evaluated by ‘contract’ – meaning that each of you decide how much work you would like to do for what grade.
http://davecormier.com/edblog/2012/05/09/ed366-learning-contract-prior-to-student-input/

The contract grading approach, loosely speaking, is one where the student and the instructor negotiate a ‘contract’ for how that course is supposed to go.

Here is an excellent example from Cathy N. Davidson that I’ve been borrowing from. (or, as she suggests, pilfering from)
http://davecormier.com/edblog/2012/05/07/grading_contract/

I'd rather contract grading become contract learning or rather a learning contract. I'm starting to put pieces together. Learning in public, self assessment, learning contract, no talk of failure--

Cathy N. Davidson  was one of the resources to which Dave Cormier provided a link. With her contract grading the learner decides on what she/he wants or needs from the course (yes I remixed that too from "what grade"); the learner empowered to follow personal passions and needs truly resonated with me. If you follow the link below the quote, Cathy did not create her grading contracts with that in mind; yet her words "what you need or want" are important in my thinking.

The advantage of contract grading is that you, the student, decide how much work you wish to do this semester; if you complete that work on time and satisfactorily, you will receive the grade for which you contracted.  This means planning ahead, thinking about all of your obligations and responsibilities this semester and also determining what grade you want or need in this course
http://hastac.org/blogs/cathy-davidson/contract-grading-peer-review-heres-how-it-works

WHY THIS MATTERS NOW
As the facilitator for the PLP Connected Coaching eCourse  I had to submit a syllabus to NDSU; we wanted to provide an opportunity for learners to earn graduate credit if they so wished.  Required by the credentialing institution, I laid out assignments and their influence on a total grade to be earned (no points, percentages).  Not entirely comfortable with that, I've been thinking hard on ways to incorporate all that resonates with me best for learning and assure that learners in the course who seek to earn graduate credit have that option.

In addition, I wanted the course to be of value to the diverse range of educators who were interested for varying reasons. Some wanted to become PLP Connected Coaches, some were face to face coaches and wanted to learn about strategies for coaching in online spaces, some were classroom teachers who wanted to move to a more inquiry based classroom and sought insight on facilitating communication. Some were in it to go deep; others more on the surface. My quandary, a way to facilitate deep learning that met the needs of everyone, remained true to the inquiry based model of the course, and promoted self governed learning.

HERE'S MY REMIX
Adapted, adopted from those who have gone before me, with a lot of Lani sprinkled throughout, I requested that all learners create a learning contract. Really anxious, very much believing in it's potential, yet still nervous I posted this and asked each learner to post theirs in our asynchronous virtual space.
Here it is: https://docs.google.com/document/d/1qWQgDmtsJflNfLbS3OaJHHg2h-YtjRCBWHtauQSVSZY/edit

It's not perfect. I haven't figured out how to give those taking the course for credit more options although I have personally encouraged them to add their own personal learning goals, to negotiate percentages for the graduate assignments, to create a timeline for demonstrating their learning that best meets their own personal schedule within the time limits of the course. I've asked them to determine how they will show evidence of their learning and to assess themselves using strategies of their own choosing. In the end, the reality is, I have to submit a grade; we'll Skype or phone; and if there is a need, we'll negotiate--  I am feeling at this point, this is a step in the right direction. If it proves to be of value in the learners' eyes, I will attempt to modify the syllabus for the university to more closely reflect this philosophy of learning.

AND THEIR INITIAL REACTION
2 weeks of learning in, I asked for initial reactions (yes I remain anxious and nervous, very much wanting this to be of value) in a recent webinar. Participants placed red stars on the value line on the whiteboard to indicate their feelings. This coupled with comments -- "scary but valued, learning about me,respecting the learner" --encourage me.

Stay tuned-- In late August when the formal course time for learning has come, I'll be back here sharing what I learned, what we learned --

 Image: 'Thinking & Playing'
http://www.flickr.com/photos/43433634@N05/6919665797

Remembering Dad

Searching through images--
And coming upon a folder "Dad" -- I'd forgotten I had made sure it was transferred to this computer--
Images originally gathered and scanned for his memorial service-
Now smiling, remembering--

The engineer

The gardener

The Sailor

He loved the water

Even in his last years

Our father

When I was very young and he traveled lots for his job, he sent me a quote that has been with me all the days of my life--

This is the true joy in life, the being used for a purpose recognized by yourself as a mighty one; the being a force of nature instead of a feverish, selfish little clod of ailments and grievances complaining that the world will not devote itself to making you happy.

I am of the opinion that my life belongs to the whole community, and as long as I live it is my privilege to do for it whatever I can.

I want to be thoroughly used up when I die, for the harder I work the more I live. I rejoice in life for its own sake. Life is no "brief candle" for me. It is a sort of splendid torch which I have got hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations. --George Bernard Shaw

Thank you Daddy--

New possibilities---

http://www.flickr.com/photos/hannat/6825713098/

11 passioned women educators spending hours of their summer break learning and collaborating together in the current section of the PLP Connected Coaching eCourse. In our first few days together, their remarkable sharing has begun to enable an environment where a community of co learners can grow and flourish.

It struck me as we left our first webinar last night, an all women group is new for this course. My sense is that portends unique and exceptional opportunities to go deep into appreciative inquiry and coaching together. That's not to say that did not occur before; it did. The male voices in the previous sections have been incredibly insightful, and have added a richness to the collective wisdom of the groups. Yet with these strong, accomplished women, my intuition tells me we are about to travel an exceptional learning journey where possibilities truly abound.  I'm excited!

Celebrating a unique collaborative inquiry

Some 2 years minus 4 months ago, I embarked on a unique collaborative inquiry.

The driving question:
How can I restore range of motion and functionality to my left shoulder?

Luckily I've had the opportunity to dig deeper and deeper with an expert learner, Dana Melena, with this content.

And as the expert learner, Dana has brought to our collaboration all the attributes of expertise that Bransford described:

• Expert learners have well-organized knowledge, not just problem-solving strategies.
• Expert knowledge is organized to support understanding, not just recall. And the organization is grounded in a field’s foundational concepts.
• Expert knowledge is conditionalized, and the conditional relationships form patterns that experts recognize and rely upon.
• An expert’s fluency allows the easy retrieval of relevant knowledge. The patterns mentioned in the previous point are second nature to the expert, while the novice struggles to recognize them. This fluency with fundamental patterns frees the mental energy to focus on new knowledge to add to the pattern.
• There is a difference between adaptive experts, whose metacognitive skills allow the transfer of knowledge from one setting to another, and routine experts, whose expertise allows them to function well in standard settings but doesn’t serve them well when conditions are different.

Dana is undeniably an "adaptive expert" as this inquiry has been challenging and this body of mine more than unique.

Throughout this twice weekly collaboration
We've asked questions--
We've listened, really listened to each other--
We've brought in expert opinions--
We've had difficult conversations--
She's valued what is important to me; she's been encouraging, she's been frank and honest.

And reflecting now-- the elements of collaborative inquiry abound.

Developing Collaborative Knowledge - Collaborative inquiry creates intersubjective understanding, including areas of common experience and mutual knowing. Knowledge is co-created by the group and is shared by the group.

Relationship - The potential for collaboration is enhanced by a shared history and careful attention to relationship building. It is characterized by an affirmation of one another's contributions, an absence of internal competition and the nurturing of individual and well as group development.

Dialogue - Dialogue is central to the process of  collaborative inquiry. This includes storytelling, creating metaphors and using other right brained processes, experience sharing and the expression of tentative, not fully-formed ideas.

Attentive Listening - Collaborative inquiry requires careful attention to self and others by listening with the intent to understand, observing nonverbal cues, attending to affective responses, honoring silence, and listening to the spaces between the silences.

Reflection -Engagement in collaborative inquiry requires multiple levels of reflection:individual reflection on process and experience, individual reflection on the written reflection of others, and group reflection through dialogue.

Openness to divergent views - By acknowledging that our own knowledge base may be limited by our socio-cultural background and experiences and becoming open to seeing from another's frame, opportunities to extend knowledge are created.

Shared Passion - When passion is mutual, the motivation for collaboration is high. Excitement and energy generated by one member often ignites passion in others.

Commitment - In order for effective collaboration to occur, members must be committed to themselves, to one another and to the group process and project.

We've created areas of common experience-- she has been the lead learner in this area with expansive expertise; I've brought some knowledge of my history and aspirations for doing.

The relationship element, as always, is huge. Each of us has intentionally engaged in affirmations growing a meaningful and productive relationship that enables visions to become reality.

Our sharing of experiences, the stories -- have contributed to formal and informal dialogues that have deepened and supported my learning.

And we have listened, really; so important to highlight that again-- Dana's a master of observational listening, hearing what's not said and that has been a strength for me also.

Our reflections on what worked, what didn't yielded more questions, more experimentation-- and led to different paths all in the quest of an answer to the driving question.

We've extended our collaborative knowledge -- when presented with a divergent view I was struck by Dana's nimbleness and flexibility and my excitement as she changed directions in mid step within seconds.

Fueled by our passions-- mine for regaining functionality and hers for seeing that occur-- we have sustained a huge momentum throughout this extensive inquiry. Dana's passion has truly "re ignited" mine when the inquiry came up against potholes and some detours.

And lastly commitment, articulated more clearly than I could ever-- we've been committed to ourselves, to one another and to the process.

Adding here one last element-- that of celebration and recognition of a process that is seen as important and significant by those involved. In my mind, these celebrations and affirmations can not only add value to the process but also provide opportunities for those involved to understand more deeply how profoundly the opportunity to inquire collaboratively has altered their lives.

Still inquiring and learning more, Dana, this celebration's for you! Thank you--

Image: 'The Art of Inquiry'
http://www.flickr.com/photos/60533367@N02/5524124901

Making their own connections

4th graders in PA
2nd graders in TX
5th graders in PA
Grade 1's in Saskatchewan
High schoolers in TX
2nd graders in PA

Learning  and collaborating together
Teaching each other

How did this come to be?

Their teachers, participants in the year 2 Powerful Learning Practice community (http://plpwiki.com/Year+2+%28PBL%29), team together on the Whole Teacher/Child team (http://plpwiki.com/The+Whole+Teacher+Child) to design a PBL unit in which students inquired:

"How can making global connections help me learn and grow in different ways?"

In this learning experience, students connected and created videos of introduction and learning, and a story together.

Powerful learning across time zones--
Making their own connections--

One of their introductions




A collaborative story created by grade 1s and 4th graders can be viewed here: http://wholeteacherchild.blogspot.com/p/artifacts.html

To their teachers, a standing ovation for your collaboration, for helping your students connect and learn--

When teachers provide theses kinds of opportunities for young people to engage in these kinds of collaboration, possibilities abound--

Monday Mourning - A Tribute to Chardon High School

A group of seniors wrote, edited, and performed this song and created this video for others at Chardon High School as a Senior Project. On February 27, 2012 a gunman shot and killed 3 students and injured 2 others. This is one illustration of the resiliency of our youth and of our small town healing.



Lyrics

Monday morning, could see the city mourning,
Getting horrifying stories from the cameras recording
But morally informing the nation of the story,
Reporting the good and the love outpouring,
The support was heartwarming.

I heard someone say the worst of one person
has brought out the best in everyone;
Some are still hurting,
Some are still worried,
Some are still wondering why,
Some are still questioning God,
like "How could He just let them die?"
But believe they're gonna rise.

It's just surreal how quick it went,
It took a month to comprehend
But what felt like a month was really only ten
days later, But we won't forget
2/27 etched forever on our hearts,
The day D, Dan, and Rusty went
Back to the Father.
Dead faiths have been renewed
And God's grace has filled its shoes,
This place no longer two.

You can feel love,
who can steal from us can also lift us up to You,
Forgive him Father for he knows not what he do.
Unwavering prayer from around the states,
Contemplating the care, a tear roll down your face.
This is a special place, this a very special place.
Hate reared its face,
Great strength overcame.

Three great souls rose while we prayed in their name,
Don't believe for a minute Satan played a better game;
For every ounce of evil, God's love is ten times as great
So spend time today in a prayer with the Father.
Thank him for your parents, or for your son or daughter,
Thank him for the care when your friends are so supportive.

Live with a purpose, and live for the Lord.
If you seek Him, you shall find Him and I know He's all around.
There's no excuse for at least not trying,
So if you feel your if you've never accepted Him,
I encourage you to try it.
And while we rise up together,
Let's show the world who we live for.

'Cause when the dust settles
All they'll have is a snapshot,
A glimpse into life here,
Where each and every day is filled with hope, love, and life here;
We'll hold on despite fear
And show the globe this is our home and we despise fear.

For every tear that's been shed, a dear friend's made a friend,
Old friends that grew apart let their differences go dark,
With mere love on their hearts,
Once again they can enjoy each other's presence
And call what they have a true friendship.

All the right from the wrong,
All the light from the dark,
You work mysteriously,
God, You work mysteriously.

But seriously, this clearly could be
The worst and greatest experience we
Could have ever gone through together,
Yet it's merely a seed that's been planted
Now watch us sow it for the world to be
A better place, it starts here,
Can you feel it awaken ?
So no more tears, no more crying,
No more fears, wear a smile
And through the years we'll remember
The date, names, and the time when
Our town became one,
When each and every kid felt loved.
And for those still struggling,
Come to peace knowing God is all love.
"Every child goes to heaven" it says in His book;

And believe it.

And while you let it sink in,
Keep your mind thinking good thoughts;
Devote your time to paying it forward.
Pray for the victims, pray for the families,
Pray for the afflicted so God can heal the damage.
Pray for the strong, and pray for the weak,
But most of all pray for the lord to intercede for TJ
'Cause he's still God's child,
Made in God's image.
What's done is done;
What happens now is only God's business.

Listen, I'm not saying we should all defend him,
But as D's mom said, we should all forgive him.

'Cause on..
Monday morning you could see the city mourning,
Getting horrifying stories from the cameras recording,
But morally informing the nation of the story,
Reporting the good and the love outpouring,
The support was heartwarming.

Turned a stormy week into a week of God's glory,
We are Chardon, hear our warning;
We're Topper strong
And ready to tear down the walls of grief and mourning.

And while we rise up together,
Let's show the world who we live for.

Designing learning through a "multiple paths" lens

As member of a  new community--
Reaching All Students--
Sponsored by ARPDC--

I've been excited and reinvigorated learning so much with these accomplished educators in Alberta.

Their focus and lens on learning speak to me-- reaching all students, designing for learning through a "multiple paths" approach.

Their brief overview video captures how inclusive learning enables every learner to be the best that they can be.





 The student smiles, their words very clearly suggest to me that this is an approach that enables communities of learners in which everyone learns to their strengths.

A member of the UDL group in the wall garden community, I have had the opportunity to renew and deepen my understanding and appreciation for universal design for learning thanks to the contributions of the accomplished educators in this group. A group member shared this interactive website that illustrates the many and varied multiple pathways to learning: http://www.udlwheel.mdonlinegrants.org/ Not only are there options for each principle of multiple pathways but also additional resources for each.

With the availability of these kinds of resources, I'm thinking the support for designing learning experiences that reach all learners can enable incredible possibilities for learning. Just consider the potential-- what if the focus in Alberta, on inclusion, on designing learning through a "multiple pathways" truly became the foundation for learning across our nation? Can you imagine?

Winding Down

In our walled garden PLP virtual learning community--
Scanning through the "latest activity" when this caught my attention--

Amy Musone (@musone), a year 1 team leader in the IU 13 community from the Central York District, PA (http://plpwiki.com/Central_York_School_District), encouraged her team members to reflect with her as they wind down this year of Powerful Learning Practice professional learning. The team had been immersed in an action research project, examining how their teaching would be transformed as they engaged in PBL in order to promote 21st century learning.

Our goal for this post is to reflect on where each of us started and where we have come.

Remember our driving question:   How will the Pringles Project transform our teaching practices to promote 21st century skills within our students?  

Our beginning: We started with a survey to gather information about how each of us perceived ourselves along with information about what we felt comfortable and uncomfortable with. We input data using this Google form. We shared our thinking when we met via Skype and on the Community Hub.  

Now: Now it is time for us to reflect on what we have done, how we've grown, and struggles that still hold us back. It is also important for us to consider and share where we plan to go from here.   Looking forward to hearing your ideas!

And leader that she is, she modeled for them her own reflection:

Okay...when we began this venture, I felt unsure of myself and a little self-conscious that I just wasn't "getting it." One thing I wasn't sure about was what exactly was expected of me. As I became more involved I came to the conclusion that the expectation was going to be set by one person...myself. I could get guidance and encouragement from my team members and the PLP community at large, but ideally, the motivation to move forward and become a more effective educator came from within. I knew that I alway wanted to engage in PBL, but never knew how to fully embrace it. Through our meetings both with my PLP Year 1 team and the larger community webinars I felt like I could wrap my head around this idea.  

So...my head was in the right place, finally. My students are just completing their projects. My room was a disaster (we were using packaging materials), there was a constant buzz of excited and on-task conversations, and the creative juices were flowing. There is NO way that I could have "taught" them everything that they discovered (technology, and science) and that made me glow. ....  

This project has begun to infiltrate other activities that happen throughout the school day. I worked to devise a project with another teacher in my classroom and have collaborated with the gifted support teacher on a project. I am truly excited about this.  My hope would be to work with the PLP group on other projects.... I know that in order to do this, we are going to need teacher and administrative buy in. Luckily, I have plenty of artifacts created by kids to demonstrate learning, problem solving, critical thinking skills, and collaboration. Still have a hill to climb...sure, but I've taken a couple of steps!

With Amy's powerful reflection on her PLP journey, I decided to "follow" the discussion; sure enough, the next day Melissa Wilson responded. She shared in part her challenges and her beliefs in the power of PBL:

This has been a very challenging project. At the fifth grade level there are many obstacles to overcome just to find the time to proceed with a problem based assignment. ...  

I believe that there is a real need for problem based learning. ... The challenges created by this type of project parallel the types of challenges the students will face in real life....  

Next year I plan to look at ways that I can create projects such as "The Pringle Project" that will fit in the curriculum. In designing these assignments the plan is to be able to deliver instruction covering the curriculum and then allow the students to use what they have learned in creative real world problem solving. With support from my colleagues I hope that this will help my students to learn and prepare them for the future.

And then Barb Ream chimed in a day later attributing their success and learning to their coach; Amy, their team leader; and their collaboration:

I know that the point of this whole project was to think differently about education by experiencing it firsthand. I am an old fashioned learner who is used to having everything laid out for me. ..  

I felt like I was floundering - a fish out of water. I felt like it must just be me, however after talking to the rest of my group I realized it wasn't just me. We all floundered together and somehow we managed to figure it out in the end.  

I feel the reason we were able to pull it together was for a number of reasons. The first was we had a great coach. Peter (@peterskillen) really guided us through the process and made us think outside the box. Our fearless leader, Amy, was invaluable. Her insight, leadership, creativity, and motivation pulled us through. We would have been lost forever without her. Lastly, my team members. It was such a great experience getting to know members of my school community better. We met through skype and in person. We had great collaboration sessions and worked very well together.  

I think this project taught me many things. The first is that it is ok to be messy learners. .... I learned that if you give students an interesting project, they will come up with some amazing solutions to problems.  

My plan for the future is to continue to create more Problem Based Projects. I actually enjoyed how all of the students came up with different solutions to the same problem. I also plan on sharing this with more colleagues in hopes of having them do something similar.

Deep reflections with common themes--  
Initially overwhelmed with uncertainty and challenges yet persevering-- Floundering and figuring it out together--  
Appreciations for collaboration, the risk taking that enables, and hopes to continue that--  
Recognition of the power of a collegial team working together and of PBL in learning--  
Evidence of profound, collegial professional learning-- absorbing, doing, interacting and reflecting--

Although this team is winding down their formal time together in year 1 PLP, these reflections portend a gearing up--  
for future collaborations, collegial learning,
for more in depth journeys into transforming their teaching practices to promote 21st century skills within their students.

Wayfinding continued --

The wayfinding continues

Four years in

Looking back

As I look forward

Realizing more fully the tensions, the dualities, the uncertainties, the dissonance, the nuances that accompany the privilege of leading an online community remain constant—

Following year 1, these words described my first experience as a community leader for Powerful Learning Practice:

“On the side, in the middle, questioning, nudging, modeling, holding back sitting on my hands”


“Where I once might have suggested or pushed in a conversation, now others begin to take that lead. As an almost out of body experience, I hear my voice slowly morphing from that of leader as trust builds and the voices of the community grow and mature.” --Powerful Learning Practice

These tensions, this dissonance—only compel my own stretching, my moving out of my comfort zone as I find my way as a community leader. At this point, it's messy, it’s exhilarating, it’s formidable and it’s stupefying – 21st century learning at its best!!! Learning that brings new meaning to being open to new ideas, to flexibility, to being nimble— challenging and demanding.


As I find my way, seeking tone that is most welcoming, and yet again true, I find myself on the side in private emails and comments to walls on the NING encouraging those who continue to find this environment daunting.


… asking questions of clarification, hoping to push folk deeper in thinking or in considering an alternate perspective. Composing these questions—again with attention to tone –does not come easily-- wanting just the right words, just the right phrase, in my own voice—

Most challenging – sensing the right time to be quiet at the computer, just sitting on my hands, letting go -- allowing members of the community the opportunity for their own personal messy learning. I often feel like I’m on a roller coaster as passioned conversations take off and then suddenly few voices are raised-- I’m confident with my choice to step back and then I’m questioning the appropriateness—

Year1: http://possibilitiesabound.blogspot.com/2008/12/wayfinding-in-online-community-of.html

Those words, those phrases, those thoughts-- they continue today. 

Two years in

One year ago—passioned, savoring my journey as a PLP community leader— Feeling exhilarated, bungling, practiced, ineffectual, poised, uncertain And finally thinking I was on the cusp of moving beyond the tensions, the dualities I found inherent in the role of community leader—

One year later—perhaps a little wiser Just a touch more widely read—

Arrogant in suggesting a year ago that the “perhaps less need for me to make those difficult choices” as the community evolved-- of what, and when and how to nudge, to cajole and to be silent—

Finding that wayfinding, always is fraught with tensions and dualities – jumping in, sitting on my hands, nudging, holding back, encouraging—

Finding that wayfinding continues to invoke inexplicable, disparate feelings – joy, insecurity, fervor, doubt, excitement, indecision, zeal, awe —

Learning, forever learning-- reveling in the messiness, the tensions, and the day to day need for nuanced silence or responses—

Year 2 http://possibilitiesabound.blogspot.com/2009/12/one-year-laterwayfinding-continued.html

Those words, those phrases, those feelings, those thoughts-- they continue today.

And 6 months later:

‘Any serious learning will take you through a dark night of your identity’.
–Etienne Wenger via Jenny Mackness

..my wayfinding has been fruitful, though often fraught with frustration over my perceived inadequacies as I seek to become more competent in supporting sociability and participation in a community. Always asking how can I better help to support and build a sense of community and social relationships and trust, how can I better encourage different levels of participation, and how can I better add value to the community on the side out of the middle, always as a co-learner --for that is how I presently view this role.

Much learned, and so much to yet to learn, from this place in which I now find myself—

Helping build a sense of community
Taking the recommendation of Cothrel & Williams (1999) to heart --that community building is the key to success and developing a sense of community for its members is essential to achieve a high level of participation..

Helping to build social relationships and trust
With the building of relationships, collegiality and trust, members begin to feel a sense of community and with that arises sharing and learning from each other. Nichani & Hung (2002) point out that:
“trust is the glue that binds the members of a community to act in sharing and adapting manner. Without trust, members would hoard their knowledge and experience and would not go through the trouble of sharing with or learning from others”

In my desire to build trust, I’ve used member’s names, met virtually with teams, responded with affirmations and positive statements, attempted to be sure that every member received a response in a timely manner, pointed to responses that evidenced competence, and co created content with digital stories as we became acquainted with each other for I’ve learned that in communities that are perceived as friendly, honest, reliable and competent, members are more willing to participate. (Sharratt & Usoro, 2003) Although my sense is that I’ve been somewhat successful, I believe there is a need for me to model more often and more fully competence through transparency and sharing, making myself more vulnerable to others in order to develop that kind of trust.

Knowing and understanding the normal three levels of participation in community (a small core leadership group of active participants, about 10-15% of the whole community; a small active group (15-20%) that attend regularly participate in community forums occasionally; and large proportions of members are peripheral and rarely participate) (Wenger & his colleagues, 2002) and confidently encouraging the participation of those on the periphery are two very different things. ... it has been argued that with diverse members in terms of knowledge and expertise, allowing novices to the practice to acquire expertise through legitimate peripheral participation is important, as early criticism can lead to inactive community members. (Lave & Wenger, 1998)

On another level, nurturing the growth of others to become leaders and then knowing when to step back and sit on my hands as they emerge to lead others has been a dimension that has been somewhat effective for me and an area I’ll continue to tweak and adjust with the dynamics of a particular community as guides.

Helping to add value
To encourage participation, potential members have to be convinced that it is worth participating in the CoP. (Sharratt & Usoro, 2003). …With my previously stated commitment to model and demonstrate more fully transparency in learning and sharing through blogging, tweeting and more widespread reading, I hope to feel more confident that I do add more value to the community and that that confidence may shine through in the sharing and be a factor in persuading others to also add value to our collective learning.

Cothrel, J. & Williams, R.L. (1999) On-line communities: helping them form and grow. Journal of Knowledge Management, Vol.3, No.1, pp 54-60.
Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity: Cambridge University Press.

End of year2: http://possibilitiesabound.blogspot.com/2010/05/reflecting.html

 I find growth in that reflection-- feelings and thoughts not changed, yet there is emerging a researched foundation on which to grow my practice.

And now--

A bit more confident--

Nevertheless continuing to sense the tensions, the nuances, the extreme care needed for the emergence and growth of a real community--

Realizing even more fully (did I think that was possible?) how leading a community is an art-- 

In the building of relationships, in the right and powerful questions, in the appreciative inquiry, in the capacity building, in the value adding--

And yet learning more and eagerly anticipating the next opportunity to grow and learn more, to focus on what I've come to know--

I know now that it is when everyone is sharing and everyone is deciding where and what they will read, do, or reflect upon-- that is when the real action and learning takes place. I want to model myself out of a job and make things easy for natural leaders to emerge.

I want to focus on keeping the community together. I need to recognize more fully the community’s need for balance; need for change and a need for stability. Too much newness, and there is a danger of the community losing its sense of identity; too much stability can lead to a loss of intensity and vitality. I'm thinking obtaining more feedback from all members can be helpful in guiding the community. I need to be more open, willing to consider new thinking, to help the community continue to evolve and thrive (Stuckey & Smith, 2004). I need to focus more on nurturing new leadership (Lai et al., 2006). I need to reach out to core members to lead an activity; create occasions that by their organic nature leave opportunities for leaders to emerge. As well, I should be engaging in ongoing efforts to build community especially focusing on social interactions, deepening and extending collegial relationships. As important, if not more, should be my continuous nurturing of and creating conditions in which trust develops -- the trust that comes to underlie collegial relationships where risk taking and stretching are the norm (Rasberry & Mahajan, 2008).

I've come to know that wayfinding as a community leader:

is always fraught with tensions and dualities – jumping in, sitting on my hands, nudging, holding back, encouraging —

will evoke inexplicable, disparate feelings – joy, insecurity, fervor, doubt, excitement, indecision, zeal, awe —

is learning, forever learning-- reveling in the messiness, the tensions, and the day to day need for nuanced silence and responses —

Image: 'London Loop or Beeches Way'
http://www.flickr.com/photos/42439038@N00/6772899171 

Archdiocese of Philadelphia educators + Virtual Academies = Collegial Learning

What happens when a community leader for Powerful Learning Practice from NE Ohio and educators from the Archdiocese of Philadelphia come together in virtual sessions with presenters from Kansas, Quebec, Iowa, Illinois, Vermont, Pennsylvania, Virginia, Manitoba, California, Ontario, New Jersey, Michigan, and Maine? Learning. More learning. And more learning.

For 3 years now, here in NE Ohio on many Tuesday or Thursday afternoons and evenings, I've been facilitating sessions and monitoring chats with passioned educators from the Archdiocese of Philadelphia in a myriad of different webinars. My calendar reminders simply say VA-- reminding me of the Virtual Academy sessions. And on those same days, as soon as buses leave the Archdiocese of Philadelphia schools in the afternoon, a number of teachers have hurried back to their classrooms. It's likely time to log into the Virtual Academy webinar sessions sponsored by the Archdiocese of Philadelphia with Powerful Learning Practice. Many times, these dedicated educators have extended their school day by a number of hours and joined the later webinar that evening. Why? In the service of their children, they have aspired to learn more about technology infused learning and become more accomplished connected educators. Following each session, I've had the privilege to engage in discussions with these educators around the topic of the week in our private online community of practice. I've had the opportunity to come to know caring, passionate educators who want the very best for their children and who are willing to step outside of their comfort zone to do just that. My role of community leader in the PLP Virtual Academy is one I've come to cherish.

Together we've explored TPACK in English, Social Studies, Math and Science classrooms as well as digital creativity in each of these disciplines. We've examined digital images and videos in learning. We've gone deep into implementing Common Core Standards and Understanding by Design into personal practice and classroom instruction. You can view some of the sessions here and see descriptions of others here .

And the Virtual Academy impact? Kay and Tina share:

Virtual Academies give me the opportunity to network with, share new ideas for engaging students, and learn how others are using technology in their classroom. The Virtual Academy gives me a an outlet for assisting my peers and discussions about providing effective student collaboration.The sessions gave me a way of talking and sharing with other Archdiocese teachers and educators from different parts of the country in a relaxed atmosphere.

The Virtual Academies are by far a great and powerful way of providing teachers who my be unable to attend a workshop with online professional development. When school was closed because of snow or ice the Virtual Academy still provided professional development for us. If I had missed a session all I needed to do was go online for an archived session to help improve my teaching skills. --Kathleen Burgess, Library/Media Curriculum Chairperson, Conshohocken Catholic School, Kay on Twitter

I thoroughly enjoyed my experiences with the Virtual Academy classes over the last 3 years. There were many times that I learned an exciting new tool and was able to incorporate it the very next day in my classroom. Even if I didn't know all of the ins and outs of the tool, my students and I gave it a try and had fun learning from each other. Not only did the teachers learn some fantastic new Web 2.0 tools, but we also had a place to converse and try out these new skills in the discussion group with Lani there to answer our questions and lend us a hand. Another important aspect was the chat discussions which lead to the exchanging of more great ideas and support from our colleagues. I was thrilled when I was asked to present at a Virtual Academy class this year! I enjoyed sharing my ideas and I hope I was able to encourage others to try something new. Special thanks to the Archdiocese for making this available to us! -- Tina Schmidt, 3rd grade teacher, St. Ignatius of Antioch, Tina on Twitter

Tina's classroom blog and her participation in a Flat Stanley Project with Romania evidence the sharing and collaboration in her classroom. In so many other classrooms, educators proudly share in chat and in discussions how technology is changing learning for their students-- that students are blogging, collaborating on wikis, creating and commenting on Voicethreads, making posters using Glogster, and creating stories on Storybird .

We've explored new learning landscapes. And as a result, the design of students' learning experiences are more authentic, more collaborative and full of sharing. And we, our lives are the richer for the time we have spent sharing, collaborating, laughing, and learning together. Now connected educators, I know these Virtual Academy members will continue to guide both their colleagues and their students deeper into connected, collegial learning.

Cross Posted at PLP Network

Slide rule--

Photo Credit

I saw this
My heart stopped for a moment
Remembering
Dad

A slide rule
Captured the essence of him
At one point in his life

He carried one everyday
His tie bar was a slide rule

Mechanical engineer
Logarithms, numbers and math

And so much more

Obviously I'm no poet but when Bud Hunt shared this image as a prompt for the NPM it touched my heart in so many ways---

It happened. Again.

It happened.

Again.
After just 9 weeks together.

Just before the last webinar session on Twitter:



And when the "recording is stopped" signaled the end of the last webinar session for participants in the Powerful Learning Practice Connected Coaching eCourse folks hung around, not wanting to leave the room.

And then on Twitter--





Co-creation of content, trustbuilding and developing relationships became the foundation for a community of learners to dig deep, to collaborate meaningfully across vast geographical distances. Educators from China, Australia, Denmark, Norway, Ontario, Alberta, Oregon, Colorado, Pennsylvania, Virginia and Florida with a common passion came to know and to appreciate the expertise of each other. It's happened before--

In late November, 2011, I delighted in posting about the potential for learning in online spaces when trust and meaningful relationships develop. I quoted then from chapter 4 of our book, The Connected Educator, and it's worth sharing again:

"Connected learners have to work harder to establish trust. In our face to face interactions, we get to know people over time through causal interactions. We see them come in, take off their coats, complain about traffic. We get to know their families through pictures in frames on their desks and through conversations about the baby having a fever and children’s sports events. The steps are all there but shared in covert business as usual ways. We do not have to create intentional acts to share this information. It just happens naturally. In online spaces, we have the same casual interaction if we think through how to make them happen. And these intentional acts have the same trust building effect as those that occur naturally. We upload pictures, type stories about our children, create and share videos of sports events and tweet about traffic jams."

Intentional acts of casual sharing in online spaces can lead to incredible trust building, the development of meaningful relationships and learning not even imagined! We do spend a significant amount of time in the eCourse building trust-- modeling for and immersing participants in the process as that is the first major pathmarker for Connected Coaches in our appreciative inquiry model.

One of the major trustbuilding activities is co creating a collaborative Google presentation around the topic of building trust in online spaces. For we believe that co-creation of content influences the development of collegial relationships that are prerequisites to meaningful collaboration around improving practice. This presentation was one of many opportunities to build trust during the 9 weeks we spent together.



For any naysayers, who would push back on the power of relationship building in online spaces and it's potential to deepen learning, just check in with Jim, Patti, Harry, Sarah, Anne, Ann, Tod, Camilla, David, Shelley, or Shelley (yes, 2 Shelleys) from this section or any of the accomplished educators from previous sections. You don't have to take my word for it--

I am grateful and humbled to have come to know and learned with such smart, dedicated educators -- thank you all.

Harbingers of what is to come--

It's only March--
It's been unseasonably warm--
The plants in the garden have peeked out from their winter rest exceptionally early.

The daffies' green leaves, the red nubs of the peonies, the green points of the Japanese Iris, the maple's baby leaves, the buds on the weeping cherry hold a special promise for what is to come. These harbingers of spring and summer, in a climate of often difficult winters, lift the spirit and the hopes for better times -- gardens full of color and trees leafed in green!

So too, from the year 2 teams of Powerful Learning Practice, precursors begin to appear that portend the exceptional problem based learning units they are designing. Signs of exciting plans for learning from accomplished and passioned educators pop up on Twitter, blogs, Google Docs and Posterous where they are sharing.

From Cori on the Instructional Focus team
whose students are exploring how they can share their stories:
Alan, the team leader, illustrates how his 4th grade students explore this question here and here

In classrooms in PA, Texas, and Saskatechwan, students are asking "How can making global connections help me learn and grow in different ways?" Their teachers on The Whole Teacher/Child team recently posted how they are making their own connections. The team is currently collaborating on a Google Doc on a connections menu for their students. Becky, the team leader offered a window onto their process on Twitter:
And Kathy's grade 1's composed, narrated and filmed their introductory video for the other students with whom they will be making connections:



The Inquiry Driven team has been blogging transparently sharing how in classrooms their students are asking "How can we make a difference? The posts from Renee, from Gail, and from Kristine illustrate the diverse and unique perspectives from which students are exploring this question. Tweets from Beth encourage us to support her students in their Peace projects.



You can support them too by following the this link to their projects.

A group of accomplished administrators from PA, Ontario, Alberta, and Saskatchewan.is asking “How can we design problem/passion-based professional learning to engage our teachers for 21st century learners?” Leading the Shift transparently blogs as they capture just a bit of their rich conversations from Blackboard Collaborate sessions.

Our third Elluminate Session consisted of great dialogue about creating a framework for our project. We began the conversation by asking questions about how we can design units for our own contexts, what the framework would look like, and the planning and refining process. --source

Students in PA are asking "How can we pay it forward?" The educators on the Collective Action team collaborate on a Google Doc where they have already mapped their unit to standards, identified resources, initial and culminating activities and planned Skype sessions for their students.

Across PA students are exploring "How can art illustrate a culture of learning? The Arts and Crafts team has been blogging and has begun sharing on a wiki. Their passion based approach to this unit has generated great excitement among them as each teacher has brainstormed how this will become a part of their curriculum.

So much like the garden, these are harbingers only this time of meaningful, deep learning to come. Perhaps, even more exciting-- I have some notion of the garden I hope to see in May and June. I've only these hints and peeks at what may well become entirely new learning landscapes for these educators and their students. I'm impatient for both the garden and more about these projects-- Yet I know both will be more than worth the waiting--

Photo credit:
http://www.flickr.com/photos/19secondslow/6839471512/

Diversity and Connected Coaching

Our latest Connected Coaching webinar ended Wednesday evening at 8:30 PM EST. At 9:00, Traci, Debra and Camilla continued to talk with each other in Blackboard Collaborate as they collaborated on a wiki page building a Connected Coaching toolkit. Three educators from Australia, Pennsylvania, and Virginia, with diverse perspectives and a common goal, collaborated across time zones and geographical boundaries.

One of the many beauties of online collaboration and Connected Coaching is the potential for diverse perspectives to deepen learning. In our current course section, passioned and accomplished educators from Oregon, Ontario, Alberta, Virginia, Colorado, Texas, Pennsylvania, Florida, China, Finland and Norway bring their unique gifts and talents and do just that.
That diversity is a critical component in effecting change and in improving our coaching practice. As Sheryl and I note in The Connected Educator:

"The importance of diversity is foundational for organizations and individuals wanting to reculture, transform, or totally reinvent themselves in order to remain relevant in students’ lives. To stimulate new ideas, facts, experiences, possibilities, insights, perspectives, and skills—conceptions and conversations need to bump up against each other in fresh and surprising ways. It is almost impossible to have something new emerge from people who hang out together all the time and think about the same things in much the same ways.

One of the strengths in collaborating as connected learners, both within and beyond the schoolhouse walls, lies in the range of thought, ideology, and culture that becomes part of the conversations and learning process. Connected learners expand their schemas and process issues and possible solutions from new perspectives and conceptual frames. Connected learners are able to hear differing voices and opinions and learn to confront challenges to assumptions authentically, in the manner of critical friends." --page 41

I am humbled by this opportunity to learn with and to facilitate an esteemed group of educators whose journey into Connected Coaching validates and illustrates the power of diversity to deepen thinking, open possibilities for innovation, and a more accomplished Connected Coaching practice.

Image: '3D Full Spectrum Unity Holding Hands Concept'
http://www.flickr.com/photos/22177648@N06/2137735924

Reaching out a bit further--

Early this week, a terrible tragedy befell our small rural community. The entire town mourns with the 3 families who lost their sons.

Everyone, grieving and yearning to heal, supports each other. Red ribbons adorn trees and poles. More than a thousand people quietly stood outside St. Mary's for a prayer vigil because the church was full on Monday. Students organized a gathering at the village square and a walk together from there back to the school on Thursday. Residents lined the streets applauding and supporting them along the way. The Superintendent hugged every student returning to the high school. There are tears, hugs, arms entwined, everyone asking each other if they are ok--

A local author, in her "Shot through the heart" post shared her personal story and a plea that calls out to each of us --- as caring humans, as educators. You'll find it here:
http://christinenolfibooks.blogspot.com/2012/02/shot-through-heart....

"I refuse to finish this essay with empty platitudes about how we should all pray for the families and students of Chardon, Ohio. Of course we should. But we must do more. We live in a country littered with broken homes and lost children. You can reach out to a child. Now. Today. You can make a difference."

I know that you make a difference every day in the lives of children. But I hope you'll remember Danny, Demetrius and Russell and reach out just a bit farther.

4 years now--

Remembering the cold of that night, and the warmth of family love--

Winter, spring, summer, fall and winter again--

Little things spark memories--

Bringing a smile --

An emptiness that has not yet gone-

Often coming back to --

Words to hold close--

"We must work unceasingly to uplift this nation that we love to a higher destiny,

to a higher plateau of compassion,

to a more noble expression of humanness"
-Dr Martin Luther King

Photo Credit