This past month I have been a total busy bee!  The last 3 weeks in particular have been a non-stop whirlwind of activity.  And it wasn't just busy work - that dreaded school term! Much of my time was focused on adult learning that will lead to improved student learning...or at least that is the plan.  

Just as the bees bring nectar from the flowers to the hive to create honey, the educators I have been with during the last 3 weeks will take their new knowledge and skills back to their own classrooms to make a difference in the learning of their students. But as we have learned in my Baker University curriculum course, new knowledge and skills do not necessarily translate into effective implementation.  We have to plan with the end in mind - backwards design seems to work best - so that we provide clear goals, room for inquiry, a plan for assessment, and quality, focused learning experiences to effectively achieve the goal.  But it doesn't matter what we are planning, whether it's our summer vacation, the holiday cookout, adding onto our church, or crafting legislative action, having a vision as to what the result will be must come first or we will unlikely have the end product that we desire! Bees are not random or hope to create honey.  They are on a mission, know what the outcome will be, and DO create honey!

Being busy doesn't mean the goal will be achieved effectively either.  Bees never seem to stop working, buzzing around their hive in a flurry of activity. Their work is purposeful.  They aren't just buzzing to be buzzing.  They are creating honey and each bee has a role to play in that process.  Planning for learning, or any other significant endeavor, also requires careful planning, clearly stated expectations, and fulfillment of the roles and tasks needed to achieve the goal.  When I go to the store each week, it is imperative that I have a list, otherwise I may not come home with the items I really need, or I end up buying things I didn't really need (or already have on hand).  Purposeful planning sets up effective doing!

Which brings us to another lesson from the bees:  one can accomplish a lot more when we work together.  Rarely do you see a hive with only individual bees randomly flying around.  More often than not, you see a thriving, buzzing group of bees busily working at their assigned task.  As I listened and watched the participants in our workshops during the last 2 weeks, I saw a lot of buzzing as they discussed and collaborated to learn as much as possible so they could implement this new learning.  Even as they were mulling over ideas, they were eager to share their new understandings with those in the class and take back to share with their colleagues.  My husband and I would have never been able to remodel our house and transform it from a farm house to a log house without a collaborative working relationship.  As I've noted in previous blogs - he has the ability to take our ideas and make them reality.  Whenever we work together on a project, we utilize each other's strengths to spark ideas, reflect on and revise our plans, and ultimately get the job done.  It is so much easier when we ask for help, or include others in our planning and implementation.  Rarely do any of us have all the answers or all the tools needed to accomplish a task well!  

Bees are persistent too.  The new buzz word in education today is to develop grit. A lot of us lost that skill some time ago when technological advances made life much easier.  But bees can be our inspiration as they continue to find sources of nectar, even if it's a dry year and the flowers aren't blooming like they usually do.  They are focused on the end result and they continue to work until the job is done.  In education, one way to practice and achieve the trait of "grit" is through project based learning.  This involves so much more than just studying or doing research and then writing or answering questions about it.  It involves real world (authentic) application of knowledge and skills to produce a project of value and one that demonstrates true understanding.  It took us nearly 10 years to remodel our house and make the transformation complete.  But persistence won out over limited funds and the temptation to take a break and never start up again.  We started with the end in mind, and found ways to overcome the obstacles and achieve the desired result.  Even today, we still tweak that final product to make it even better.  But then that's another topic for another day!

And now I must get busy.... grading projects awaits!

Rigor....by definition it means to challenge; to prove difficult; to be a hardship; or to require special effort to attain a goal.  

Wow!  Rigor sounds like it could be pretty unpleasant, harsh, even scary ... But I'm finding  it's something we should value in our personal lives, in education, and in our work world too.  This is the 2nd of a 3 part blog series on The 3 R's: Rigor, Relevance and Relationships where I will explore why Rigor should be embraced instead of erased.

Rigor ramps up our thinking, our interest, and our energy.  But rigor scares us... because it can be hard.  Yet it's during those times of challenge or hardship that we often find out who our true friends are... the ones who stand beside us, support us, and help us overcome the obstacles in our path.  In times of adversity, we band together with others to solve a problem, to offer ideas, or get ideas, because in most cases "all of us are better than one of us!"

Rigor gives meaning to what we do, adding depth to our feeling of success because we overcame a difficult task.   I love to win, and will never turn down a win, but when you win a close game, come from behind, or knock off a top ranked opponent, the victory becomes sweeter because of the rigor of the game.  When things are too easy, we get bored.  When things are rigorous, we pay attention because we have to concentrate in order to understand.

I think about the role rigor plays in my relationships as well.  My husband and I are better together when we have a project... the project provides challenge, interest, and requires us to achieve a goal.  I find this true with my friends too.  Even when we just meet for lunch, if we have a problem to tackle, I am better for it because of the perspective I gain from my friend.  We stereotype retirees as sitting in their rocking chairs on the front porch, but frequently they need to find more meaning in their lives so they may opt to get another job, volunteer, or find projects that require significant effort.  That keeps them relevant and involved with others.  

Consider the role rigor plays in good health.  A rigorous exercise program keeps us physically healthy.  Word games and puzzles challenge our brains and forestall the effects of aging.  You gain much from a little sweat and some difficult thinking.  While our goal is often to make something easier to manage, easy is not always the best path to success.

But can we have too much rigor?  Of course, but balancing the need for rigor against the frustration of too much rigor is a distinction we must make, and something we must not be afraid to do.  Rigor implies hard work.  Rigor scares us.  Rigor makes us uncomfortable when we don't know the answer.  Rigor is often the first thing to be cast aside because it's a quick fix.  Expectations slide as we water down the content or the process so that the goal becomes easier to obtain.  It is a given that challenges must be developmentally appropriate, but sometimes we under estimate what challenges we can present or accept because we have doubts or lack the background knowledge.  In our  effort to be helpful, reduce stress, or save time, we often sacrifice or chip away at the challenge of the situation and the result may not be what we'd actually hoped for.  In a classroom we might find teachers reducing assignments, planning simpler activities, or choosing a text resource that has a lower reading level.  But did that really accomplish the learning goal?   Why not keep the rigor, but teach them HOW to deal with the presented challenges?

The Common Core State Standards, now called College and Career Ready Standards in Kansas, require the infusion of rigor in curriculum.  That scares some people.... both within and outside of education.  Yes, it will be challenging as teachers to learn to teach like that (again) and for students to learn how to use what they know, but the end result will make both the teaching and the learning more meaningful.  Relevance (the next topic in this 3 part blog series) and Relationships (the previous topic) will be enhanced by the increased rigor as we come together to promote higher thinking levels, problem solving, and application of knowledge and skills.  Rigor will require thinking, effort, and perseverance... traits that will be helpful to our students into higher education or the work world.  Learning must be active, engaging, meaningful, and challenging.  We must embrace the challenges and allow them to take us to new heights!

What would rigor look like in the classroom?  Students would be asking questions, using higher level thinking to analyze, synthesize, evaluate and revise.  Teachers would be facilitators of learning instead of the sole deliverer of the knowledge (the person doing the work is doing the learning).  Problem solving would be a regular occurrence - and not just in math!  Project based learning and performance assessment would be the norm.  That means fewer worksheets and fewer multiple choice tests (all students are now breathing a collective sigh of relief!). Active engagement in the learning would make that learning more fun, effective, and meaningful.  Writing and technology would be used to enhance learning and demonstrate understanding.  Subjects would be integrated instead of compartmentalized (what I learn in math could be applied to science!).  Learning is applied and transferred to real life situations.  Suddenly rigor becomes relevant!

So I encourage you to give Rigor another look.... face demands head on and enjoy great satisfaction when you achieve those goals.  And don't forget to celebrate your success! 

The Bill Snyder way.  Like it or not, it works.  His way turned around the worst program in college football and resurrected it after he retired and came back to coach again.  And his way has stood the test of time.  It works.  Like Madeline Hunter's lesson plan design or AA's 12 Step Program... it is time tested and there is data to validate the claims.

I've spent the last several weeks reading and viewing everything I can about Bill Snyder and the success K-State football is enjoying right now. Right off the bat I should admit that I bleed purple.  K-State purple.  I have a letter jacket and a class ring because I played softball for K-State back in the day.  I have loved my Wildcats for many, many years.  Are there greater fans who give more money and are more vocal?  Definitely.  But there isn't anyone who loves the "K-State way" more than I do.  OK.  Let's put that to rest and focus on what we can learn from the Bill Snyder way of doing things.

People are in awe of K-State's current success and recent resurgence, and many have jumped on this bandwagon.  In a world full of fast technology and new ways of doing familiar things, Coach Snyder has found a way to be successful doing what he knows best even with today's kids who have never known what it's like to not have a cell phone or to play music on albums or  tapes.  No one says he hasn't changed his schemes to better utilize his talent or learned to use some of the new technology to scout and recruit, but he still relies on values, skills, and work ethic that are now part of the new Common Core.  We are seeing a resurgence of those work values that Bill Snyder has never abandoned.   He has a plan; he has a successful way of doing it; and he sticks to it.  He models his expectations and he demands accountability by being respectful and true to his beliefs. 

Bill Snyder is no different than other great coaches who have excelled in their field like Pat Summit of Tennessee and the legendary John Wooden of UCLA.  Their expectations, work ethic, and commitment were paralleled by few but admired by all. The only exception to that may be that he's done it with less than 5 star talent, but rather with recruits who have a 5 star work ethic.   

What can we, in education, learn from Coach Snyder?  He is, after all, a teacher first; a a leader of students; and an educator to all of us.

I read an article in my ASCD brief the other day that talked about the way we have gone about implementing Common Core.  The author pointed out that CCSS was essentially given to teachers and schools as the "what" before we gave them the "why" and the "how."  Wouldn't it have been easier to implement if we didn't get the cart before the horse?  I'll bet Bill Snyder doesn't do that.

Coach Snyder has 16 Goals for Success.  What are they, you ask?  To quote from the K-State website:  

The 16 goals form the foundation for success, and create the work ethic and discipline that goes with them. With players and coaches from all backgrounds, having a single set of core values unifies them under one vision. If each adheres to the goals as individuals, then team success will follow.

Snyder believes the 16 goals are not only critical to success on the field, but also in everyday life. Once someone has dedicated themselves to doing things the right way, their chance of success in any field is dramatically increased.

Without the 16 Goals for Success, there is no "why" or "how."  These add meaning to the content of football and give everyone a common place from which to teach and learn.

So what about schools?  How could we use this?  We have many frameworks that would allow us to properly train teachers to implement whatever curricula or strategy we want them to.  But too often, we just say "here it is and make it happen" without setting them up to succeed.  We also have good intentions when we teach students desired content.  But they too need to know "why" and "how" so that the content becomes meaningful and transferable to the real world.  After all, isn't that why we have kids go to school, so they can take what they have learned and use it in their adult lives?  What would happen if we posted and lived by the 16 Goals for Success?  

Let's address a few of these goals:
Commitment:  I think we can all agree, that this is a necessary element for anything to succeed whether it's in a school or in a relationship.  What does it take to be committed?  What happens if this goal is overlooked?

Unselfishness:  We have to be a team to be successful.  No jealousy.  Be willing to share knowledge and ideas and skills.  Not needing the credit, just happy to help.

Unity.  Coming together through thick and thin; helping one another; shouldering the responsibility together; never pointing fingers. Common language and common goals.

Great Effort:  Working hard to improve, to learn, to succeed is a lifetime skill we can all use in every facet of our lives.  No great relationship exists without great effort.  No success is sustained without continued effort.  And it starts with "I".  

Enthusiasm:  Get excited!  Enthusiasm spreads quickly!  Just as the negative attitude is contagious, so is the enthusiasm that one has for a project, the topic, or even the day!  That's one reason K-State exceeds expectations - we are all enthusiastic about our brand - and it shows!  So in school, it is time well spent to get all stakeholders to get on the enthusiasm bandwagon!  Be proud!  Be exited!  Let it show!

Improvement:  This is the last goal I will emphasize because it is the quest to improve that keeps us growing, learning, and moving forward.  As Coach Snyder says nearly every day and in every interview, "We're just trying to get a little bit better everyday."  That sounds like a realistic goal and something each of us can control, whether we're in a game on the field or in the game of life.

So tomorrow, K-State takes on another ranked team. The Big XII title  and a chance at the national title, are on the line.  Talk about high stakes testing!  But their focus will be on improvement, understanding that the winning will take care of itself.  And on Monday, schools everywhere will start their week learning new things, hopefully with the quest in mind that everyone can get better everyday.  Those that have a plan in place to address all aspects of teaching and learning, to provide support for both teachers and students to be successful, and who focus on improvement will succeed.  There are moments and days where we will stumble, but built into our plan is the expectation to get up and try again.  

The Bill Snyder Way.... Racing to the top one step at a time.  It's time we took not just a page from Bill's book on how to produce success, but just implement the whole book!

Who is that looking back at you in the mirror?  Or have you even bothered to look? Why is it that we educators often think of reflection as an enemy instead of a friend?

Self reflection is one of the keys to improvement.  Cooks use it; coaches use it; inventors and scientists use it.  This blogger uses it!  We want students to use reflection to improve their learning, so it's important that teachers use it too.  It can easily begin by asking questions that spark our thinking:  What did I learn?  How would I do that differently next time?  What was the best part?  What part was the most difficult?  Why did that happen?  How could I have prevented that from happening?  Or ask yourself, as Dr. Phil would say, "How's that working for you?"

Reflection increases our awareness of our actions and should be a part of our regular routine.  It can be a time to step back and see what we have started, or view what we have set in motion.  It provides us an opportunity to monitor progress, assess the plan we have chosen to use, or evaluate the impact of our actions.  

Reflection gives us the opportunity to view our work with fresh eyes.  Choosing to be self-reflective (or not) can be the difference between good and great.  Those "tweaks" that we apply to our plan, or the edits we make to our proposals, as a result of our reflection, might be the difference in whether we succeed or stumble.

Reflection is more than just what's on the surface.  It requires you to look deeply and examine details, word choice, process, impact, and results.  Reflection requires a closer look along the way, not just at the finish line, so that adjustments can be made which helps us achieve what we set out to accomplish.  

So the next time you look into the mirror, instead of asking the question from Snow White, "Who's the fairest of them all?" choose the Dr. Phil question, "How's that working for you?" and see if it doesn't get you better results! 

How many times a day do we plan by beginning with the end in mind?  Whenever you leave the house you know where you're going, what time you have to be there, and what you are supposed to do when you get there.  You decide whether to walk, ride a bike, take the car or catch a plane.  When you arrive, you know immediately if you did what you planned to do.   But what if you didn't begin with the end in mind?

Building a house is the perfect example of how the kind and quality of our planning  can make all the difference.  

Scene 1:  You have an idea of what your house should look like but no real blueprints.  You've got a lot of friends that will help, so you all gather together for the big event.  Let's get started!  Everyone agrees to begin by digging a hole in the ground, pouring a foundation, and then each person starts building a room.  You walk through the construction noting the progress but wondering if everyone's efforts are fitting together like they should.   Some people are making changes that you didn't even know about.  There are some unused spaces and some areas that are really cramped. Some rooms are almost done and some have barely been started.  Now you wonder how your house is really going to turn out?  You "hope" it will look like you wanted it to, when you wanted it to be done... but how will you be sure?  

What if there had been a shared vision and then a plan?   Maybe just starting from the beginning without a real plan in place is not the  best way to build a house.  What if you had begun with the end in mind?

Scene 2:  You have an idea of what your new house will look like; what will be included; what will not be included; why it will be included (or not); and when it will be done. By having those thoughts, you are indeed beginning with the end in mind.  But you realize there are many questions that need to be answered before you can actually start building.  What are your goals?  What functions or facilities does your new house need to have so that you can live comfortably and efficiently?  How long will the building process take?  What resources do you need?  How will you know the building project is proceeding in a timely and effective manner so the end result will be what you want it to be, when you want it to be done?  

So you do your homework, looking around for ideas, asking questions, and prioritizing needs vs. wants.  Then you draw a sketch, make a plan, talk to the builder and/or the architect, create a blueprint, and get started building from the bottom up.  Revisions occur as unforeseen problems arise or new ideas come to light.  But all the revisions are made with the end goal in mind.  Checkpoints tell you things are progressing in a timely manner.  And the day you open the door to your new home, you are pleased, but not surprised, that it looks exactly as you imagined it would!

                                                                                *****

Beginning with the end in mind:  In an educational setting, this is how curriculum should be planned; units of study should be planned; and even daily lessons should be planned.  What is the learning goal?  What are the essential questions that promote higher order thinking, inquiry, and deeper understanding?  What are the enduring understandings that go beyond the content of the lesson or unit, that apply to the real world?  What should students know and be able to do when the learning is completed?  How will you know the students have learned what you wanted them to learn?  These questions make teachers think beyond assembling day to day, albeit engaging activities.  By answering them during the planning process, then delivering them in an engaging and effective manner, learning will be richer and more useful.

Understanding by Design (developed by Jay McTighe and Grant Wiggins) provides a framework for backwards design which is in effect, beginning with the end in mind.  This process goes beyond the days of Outcomes, which were also centered around the concept of backwards design (design down, deliver up) where schools established Exit Outcomes (for seniors) and worked their way back to Kindergarten where it would all begin.  But UbD takes it a step farther by taking this philosophy into  unit and lesson planning, not just system planning.  

As schools begin understanding and implementing the Common Core State Standards, UbD becomes a valuable tool in this process.   Common Core Standards ask students to be college and career ready:  to know what to do with the information and skills they have acquired and when to use those as well.  No longer will they just be able to memorize facts or identify specific items.  That knowledge is only useful if we know when and how to use it.   

Consider the elements of UbD and how they contribute to deeper levels of thinking and understanding:  

• Determine the learning goal(s).  
  
• Identify what will be taught (standards).
  
• What are the enduring understandings (that transfer to other content, situations, and/or real world)?
  
• What are the essential questions (ones that cannot be answered simply and easily; that require deeper thinking and inquiry)?
  
• How will we know they have learned "it"  (authentic, problem based-assessments that require students to use the skills and knowledge they have acquired)? 
  
• What will we do to accommodate different learning needs, assist students who struggle and provide extensions for those who excel?
  
• What activities allow for the best learning experiences?
  

So whether you are building a house, deciding what clothes to wear tomorrow, or educating students, your success depends on focused planning that begins with the end in mind.