Acacia Tree Learning - Blog

Glyphs: A Fun Activity for Adults and Students

9/29/2017

I have been using (and sharing) glyphs with adults and students for many years. I figure it is time to share the idea publicly. What is a glyph? According to the West Virginia Department of Education website, "A glyph is a symbol that conveys information nonverbally. Glyphs may be used in many ways to get to know more about students. They are extremely useful for students who do not possess the skill to write long, complex explanations. Reading a glyph and interpreting the information represented is a skill that requires deeper thinking. Students must be able to analyze the information presented in visual form."

My extended definition: A glyph is also a collaborative activity that is fun to do with adults and students. An image of something (person, house, food, object, pumpkin, etc.) is created with data. The data is gathered from answering questions, and the answers to those questions are represented with pictures, colors, and/or symbols. Glyphs can be used with students, adults, employees, and managers in any organization.

This particular glyph was done with adults at the beginning of the school year, but the questions can be easily modified and customized to your needs. I want to especially thank Julio Crespo, an amazing artist, muralist, and teacher, for drawing this unisex kid for me several years ago. Why is the kid unisex? Because it allows an artist to use his or her imagination to create a unique person. For a copy of the kid and glyph activity, click on this link: http://bit.ly/kidglyph

This activity is beyond fun, and it provides a teachable moment to acknowledge and embrace the similarities and differences of people/students in the room. Enough of my explaining, see the results and try it for yourself!

Materials: crayons/color pencils, kid glyph, glyph instructions, stickers, and an imagination!
Please feel free to share you experience using this glyph or another one in the comments section. Cheers! - Acacia

Multiple Pathways to Global Competence - Part 2

5/29/2017

As educators (and parents), we cannot expect our students and graduates to be globally competent if we do not adopt a global mindset ourselves. The appreciation of people from diverse linguistic and cultural backgrounds, and the extent to which we embrace knowledge, understanding, and problem solving from our international brothers and sisters, starts with us. This mindset is critical for attaining global proficiency. As a matter of fact, the strength of our world depends on it. So how do we embed these same principles in our schools? We can start with the five foundational “I's” of global competence:

1) International Mindedness: It is our job to expose students to global events and prospectives. Since physically traveling to other countries is expensive and not always feasible, figurative means of travel is another option. This includes the Internet (social media, blogs, podcasts, webinars, websites, etc.), articles, research, books, pictures, movies, documentaries, stories, food and music. Students must experience “learning with the world, and not just about it” (iEARN-USA, 2016) if we expect them to connect internationally.

These resources support International Mindedness:

The Global Education Conference Network is a community of teachers/educators, students, and organizations working together for global competence. http://globaleducationconference.com
iEARN empowers teachers and youth to engage in collaborative projects that are worldwide. https://iearn.org

2) Interdisciplinary Projects: Students increase their ability to think critically, problem solve in more than one context, and make connections within and across content when they are taught from an interdisciplinary lens. Why is this necessary? We want students to build their capacity in transferring and applying knowledge locally and globally. This is easier to accomplish when students are taught how to synthesize information from multiple disciplines and connect the relevance to a global audience.

These resources support Interdisciplinary Projects:

Facing the Future equips educators with standards-based resources and curriculum on global issues. Students are prompted to think critically as they develop global perspectives and solutions. www.facingthefuture.com
Project for Awesome inspires community members from around the world to make videos about a charity that is particularly meaningful for them. These are uploaded and shared on the Internet, viewed, discussed, and commented upon by people around the world. www.projectforawesome.com

3) Inquiry: Curiosity is the heart of education. Those who want to know more ask more questions and seek more answers. The ability to compete globally constitutes a desire and yearning for more information that is grounded in multiple sources, perspectives, and the world community. It is difficult to raise global awareness and stimulate the brain when students are not asking questions. Just as teachers must facilitate cognition and inquiry, students must learn to initiate their own inquiry.

These resources support student Inquiry:

Explore the pros and cons of controversial issues that have global relevance. Every issue starts with a core question that generates additional questions for categories related to that issue. For example, “Is drinking milk healthy for humans?” www.milk.procon.org and www.procon.org
Explore lots of resources pertaining to project-based learning and global inquiry. http://www.pearltrees.com/andreakerr/pbl-global-inquiry/id6756207

4) Innovation: If inquiry is the heart of education, then innovation is the soul of education. Innovative people and organizations impact economic, social, technological, cultural, pedagogical, and/or scientific outcomes. When we think about the world’s most influential people (i.e., Alan Greenspan, Jean Piaget, Mark Zuckerberg, Steve Jobs, Cornell West, Dr. MLK, Jr., Mother Teresa, Catherine Johnson, Oprah, Michael Jackson, Jay Z and countless others), their innovative skill set and vision is transformative. There is much to learn from local and international innovators. Furthermore, students increase their ability to advance in society, create change, and compete in a world market when they adopt an innovative mindset.

These resources support Innovation:

Learn what 41 of the most innovative K-12 schools in America are doing.
https://www.noodle.com/articles/innovative-schools-2015
Learn what 13 of the most innovative schools in the world are doing.

http://www.techinsider.io/the-13-most-innovative-schools-in-the-world-2015-9

Make roller coasters, pipe cleaner towers, earthquakes and volcanoes, batteries, ice cream and more, along with 200 other activities through The Engineering Place, a program founded in 1999 by NC State University. https://www.engr.ncsu.edu/theengineeringplace/educators/k8plans.php

5) Integrity: Integrity is our moral code and obligation to engage in scholarly activity with an open, honest, and responsible mind. When educators and students approach learning with academic integrity, there is more respect for ingenuity, rights, and property of others. According to Price-Mitchell (2015), integrity is about courage, honor, and respect in one’s daily interactions – and doing the right thing even when no one is watching. This type of honor and respect sets a precedent for global communication, collaboration, and problem solving. An environment is created where it is safe to adopt, adapt, and admire the actions and efforts of a local and global community.

These resources support Integrity:

Marilyn Price-Mitchell’s 5 Ways to Increase Integrity can be found at http://www.edutopia.org/blog/8-pathways-creating-culture-integrity-marilyn-price-mitchell
Teach students that character counts through the Giraffe Heroes Project, an organization that finds and commends real heroes around the world for “sticking their necks out for the common good.” www.giraffe.org

The purpose of the five “I's” is to transform students’ lives by introducing them to topics, ideas, projects, challenges, and solutions that prepare them for global competence. Student exposure to universal concepts, diversity, and humanity elevates consciousness and creates a voice to address global issues. Student perceptions of the world are expanded and broadened beyond their immediate classroom or environment. Let's empower our youth to understand and act on the world's greatest challenges by exploring and embracing global issues such as health, human rights, education, technology, peace, and economic prosperity. Taking It Global - www.tigweb.org - is a step in the right direction. Students must learn to appreciate the bigger world and its cross-cultural similarities and differences. This is the type of global citizen that every student (and educator) should aspire to be.

"Philly" My Heart With Joy

3/4/2017

I am extremely excited to present at the first-ever National Principals Conference in Philadelphia in July 2017. It is critically important for educational leaders to engage in dialogue around best practices for leading, teaching, and learning. I only wish that more practitioners in field would present at conferences. We need to hear from the voices of those who live and breathe at school sites across the nation and around the world. Cheers to the dedicated educators who take the time to learn from others by spending extra time, energy, and money to attend workshops and conferences. You are special because you are teachable and you believe in perfecting your craft. I hope that I never grow tired of learning and growing in this beloved profession of education. Here is a little snapshot of the email I received notifying me of my acceptance to present:

Dear Acacia Warren:
Congratulations! We are pleased to inform you that your proposal, Blended Learning Through PBL: Explore Any Topic in Any Discipline, has been accepted for presentation at the 2017 National Principals Conference.

The National Principals Conference Review Panel had the arduous task of reviewing the nearly 800 proposals submitted and making the final selection. Additional information will be sent to you in April. Should you have any questions or concerns, please contact us.

Sincerely,
National Principals Conference Review Panel

See you in Philly! - Acacia :)

Second Graders and the Stock Market

10/16/2016

Do you know any second graders who have knowledge about the stock market? Probably not. Why? Because the stock market is not generally covered in the elementary curriculum, and if it's not in the curriculum, chances are that it won't be taught. One might argue that parents can teach their kids about the stock market, but my counter is that teachers and schools are just as capable. So what else is not typically in the second grade curriculum? Since the list is a mile long, I will just name a few:
- how to build a robot
- how to make a movie
- how to code
- how to make ice-cream
- favorite sports team (NFL, NHL, NBA, MLB, WNBA, MLS, etc.)
- favorite video games
- favorite candy
- favorite animation movie
- fashion (clothes, shoes, hats, accessories)
- roller coasters (a mode of transportation)
- social media (that's right, I said social media for second graders because it's a reality, not a myth)
- learning about different colleges (locally and globally)
- learning about different careers (not just career day, but an entire unit on various careers)
- learning about famous painters, dancers, and musicians (past and present)
- learning about celebrities (especially child celebrities)

The things I listed have real-world application and most are topics of interest for second graders anyway. Actually, the topics would be of interest to K-12 students in any school. What disappoints me is that most of these topics are not explored in further detail in classrooms. Do you realize that students can go deeper for conceptual knowledge around any topic, regardless of their age? How, you might ask? They can conduct research, create models, go on field trips, design a presentation (digital or non-digital), make a game, collaborate with other students, classrooms, or schools, create collages, engage in debates, and/or do a classroom project with their teacher. My point is that students will learn what we teach them. If we limit teaching to only what's in the curriculum, we perpetuate missed opportunities to explore relevant and interesting topics in our environment and around the world. And where there is interest, there is learning. I suggest that we disrupt the status quo, which clearly is not working when we consider test scores and student motivation, by cultivating curiosity and including more real-world topics in our classrooms.

My contention is that educators have an obligation to expose students to what's in the curriculum and what's not in the curriculum. Don't fall into the trap of pacing guides or coverage for coverage sake. Trust me, students will remember what is meaningful and relevant to them. There is a quote that says, "Ceilings are for rooms, not students." The sky is the limit in our classrooms. A second grader can learn about the stock market, including vocabulary such as shares, trade, finances, options, investments, currencies, trends, and how to read a chart. Why not teach students about financial planning and management early on? There are several online stock market games where students can practice. We might have to simplify complex topics, but exposure to topics that significantly impact our way of life is better than no exposure at all. This is why I am strong proponent of project-based learning. Students are given opportunities to study topics that are not generally represented in the curriculum. They walk away smarter because they participate in managing their own acquisition of learning and they develop a sense of pride in their discoveries. This affect is priceless. Click on the image below to see a sample presentation on the stock market. Click here for other sample presentations. Feel free to share your comments below. Let's start a conversation about integrating more concepts with real-world application into the curriculum, and not limiting students to only "grade level content."

Leverage the New University of California Application Questions

9/25/2016

Hot off the press! Is your child or someone you know interested in attending one of the nine UC colleges in California - UC Berkeley, UCLA, UC Santa Barbara, UC San Diego, UC Davis, UC Irvine, UC Santa Cruz, UC Riverside, or UC Merced? Give K-12 students a head start by reviewing these questions with them, even if they are not interested in attending a UC. The more they know now, the better prepared they will be to fill out college applications as a senior in high school. Beginning in 2016, these are the new questions:

Each question is allowed 350 words. Freshmen must answer four questions; transfer students must answer three.

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to a group’s efforts over time.

2. Every person has a creative side, and it can be expressed in many ways; problem solving, original and innovative thinking, and artistically to name a few. Describe how you express your creative side.

3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

6. Describe your favorite academic subject and explain how it has influenced you.

7. What have you done to make your school or your community a better place?

8. What is the one thing that you think sets you apart from other candidates applying to the University of California?

Which questions resonate the most with you? I like questions 1, 2, 7, and 8. Let me know your thoughts! Please help me by spreading the word...

Multiple Pathways to Global Competence - I'm In!

9/3/2016

With recent terrorist attacks in San Bernardino, France, Brussels, Syria, Orlando, and the Philippines, global awareness is imperative. As educators and parents, we cannot expect our students and graduates to be globally competent if we do not adopt a global mindset ourselves. The best models of global competence come from those who facilitate learning. The appreciation of people from diverse linguistic and cultural backgrounds is critical for attaining global proficiency. As a matter of fact, the strength of our nation depends on it. The extent to which we embrace knowledge, understanding, and problem solving from diverse cultures influences how effective we are at teaching global competence in our homes and schools. And the more we model, the easier it is for our students to appreciate and embrace diversity.

There is no single, perfect pathway to achieve global competence at home and school. It is more important to start a conversation than to obsess over doing it the “right way.” Start from where you are, but do not stop there. Consider your first steps as a work in progress and enjoy the learning curve. If you have already begun the process, please share your glows and grows with other parents and educators so that we can learn from each other. Leonard Nimoy reminds us that the more we share, the more we have. Join me in starting a “global” conversation by scanning this QR Code or going to the Padlet link (once you are in Padlet, double click on the wall to post a comment).

https://padlet.com/warren_acacia/k68jaj30iqi2

For your convenience, I would like to share 5 Simple Steps for Implementing Global Competence:
1. Start small. The worst thing you can do is overwhelm yourself by doing too much. Start with one theme or universal concept and grow from there. For example, you could base your global awareness around the topic of “toxic waste” and prompt students to collect articles, pictures, artifacts, websites, and research pertaining to that topic. The sources that students collect can be used start a conversation about the global implications of toxic waste. Supportive resources:
http://thinkthriveabound.blogspot.com/p/universal-concepts.html
http://envisiongifted.com/universal-themes.html

2. Consider current events. We live in a dynamic world that is influenced, impacted, and informed by current events. Use these events as a launching pad for generating conversations and projects that address global awareness, controversies, challenges, and successes. Supportive resources:
http://www.timeforkids.com/
http://learning.blogs.nytimes.com/category/current-events/?_r=0
http://www.dogonews.com/

3. Utilize one or more of the “based” learning models. Although these models are well known and self-explanatory, they are underutilized in schools on a national level. Less than 10% of schools nationwide implement these models schoolwide. They represent best practices for applying 21st Century Skills and promoting global competence.

Project-Based Learning
- http://www.acaciatreelearning.com/1-pedagogy.html
- http://www.edutopia.org/project-based-learning?gclid=Cj0KEQjw6am-BRCTk4WZhLfd4-oBEiQA3ydA3mLlzrFXhwE3-ntlSk6-_kWdpJerUpS9h5dZNr39khYaAgTv8P8HAQ

Problem-Based Learning
- http://robertkaplinsky.com/lessons/
- http://www.studygs.net/pbl.htm

Challenge-Based Learning
- http://cbl.digitalpromise.org/
- https://www.pinterest.com/maja0282/challenge-based-learning/

Inquiry-Based Learning
- http://www.thirteen.org/edonline/concept2class/inquiry/
- http://www.edutopia.org/practice/inquiry-based-learning-teacher-guided-student-driven

Service-Based Learning
- https://nylc.org/service-learning/
- http://youth.gov/youth-topics/service-learning

4. Build in computer-mediated technology and social media. Technology allows educators, parents, and students to quickly access information and communicate beyond the classroom. Students can use different forms of digital media and social media to address global issues. They can collaborate on projects and use technology to create presentations/websites/blogs/songs/movies that promote global mindedness. Supportive resources:
http://www.educatorstechnology.com/
https://www.graphite.org/blog/3-creative-ways-to-teach-global-awareness
http://www.culturequest.us/

5. Collaborate locally and/or internationally with another school, classroom, or educator. The Internet affords us the opportunity to connect with any school in the United States and around the world. Collaborating with another school/classroom/educator helps build relationships, extend networks, and enhance the spirit of global competence. Supportive resources:
https://globalvoices.org/
https://www.penpalschools.com/
https://www.iste.org/explore/articleDetail?articleid=608&category=In-the-classroom&article=

The best part about teaching global competence is the cost-effectiveness - it’s free! It does not cost anything to expose students to a global mindset. Knowledge is power only if it gets used. There are enough accessible resources (digital and print) and projects within our reach to start teaching global competence today. Why not equip students with every imaginable resource, skill, and knowledge base to better prepare them for competing, collaborating, and communicating in a global market? We need to collectively take charge and ensure that global competency, awareness, and readiness is a priority – not an option.

Pedagogy First, Technology Second

5/28/2016

Michael Fullan brilliantly argues that pedagogy is the driver and technology is the accelerator. In other words, consider pedagogy first and technology second. Once educators grasp this concept, they will understand the true power of instructional technology. Many teachers facilitate their students’ use of technology on a daily basis, but the greater question is how students are using technology to enhance academic outcomes. It goes without saying that any student can use computer-mediated technology, but it takes pedagogical savviness on a teacher’s part to accelerate achievement through integrated technology.

So what does an example of pedagogy first, technology second look like? A great place to start is teaching with a global mindset. Project for Awesome is a global endeavor run by The Green brothers (John and Hank - John wrote The Fault in Our Stars). In a nutshell, students read a novel and identify a key problem or issue that can be addressed via a charity (a real charity). As students practice textual analysis and evidence-based thinking, they create a 3-minute YouTube video describing and presenting their charity of choice. Students are encouraged to be creative and expressive in their video presentation. The charities include a myriad of topics, from world hunger and refugees, to animal shelters and cancer societies. These projects are completed around the world and students can respond to the YouTube videos. Check out the link Project for Awesome. How is that for a powerful and purposeful use of pedagogy first, technology second?

The Visual Thinking Strategy (VTS), a technique for analyzing pictures and other visual text, also works well with the pedagogy first, technology second philosophy. Among the many ways to implement this strategy, one in particular is to have students post a compelling, controversial, emotional, and/or thought provoking picture to a school/classroom website, Facebook, Instagram, Twitter, or other social media outlet. The three questions for every picture are as follows: 1) What is going on in this picture? 2) What do you see that makes you say that? 3) What more can we find? This technique can be used to generate conversations within a global context via online chats, webinars, podcasts, Skype, social media, and other digital media. The fun part is how competitive and adept students become at reasoning, critical thinking, analysis, dialogue, debating, reflecting, and finding the most awesome pictures that foster these deep conversations. You can learn more from the link Visual Thinking Strategies. The New York Times, through The Learning Network, provides additional examples of VTS in practice and allows readers to post their comments about a picture.

Let's try VTS for ourselves! What is going on in this picture? What do you see that makes you say that?
What more can we find?

What might be some global implications from this picture? All of these great questions for one picture! Just imagine facilitating this strategy throughout the year - students would be more than prepared to engage in rich dialogue and discussion. Okay readers, I think I have given you enough to ponder in regards to pedagogy first, technology second. Please share your ideas as well. Remember, Leonard Nimoy says, “The more we share, the more we have." Cheers! :)

Teacher Uninterrupted

5/28/2016

In the name of truth and unwavering commitment
Against all odds
Against all excuses
There is power

In the name of honor and intense resilience
Advocates for equality
Advocates for justice
There is courage

In the name of innovation and tenacious grit
Against budget cuts
Against depleted resources
There is ambition

In the name of humor and indelible memories
Advocates for storytelling
Advocates for testimonies
There is reflection

In the name of unity and invaluable peace
Against division
Against boundaries
There is strength

In the name of diversity and cultural proficiency
Advocates for respect
Advocates for sensitivity
There is perspective

In the name of optimism and required positivity
Against fatigue
Against negativity
There is victory

In the name of teachers across the United States and around the world
Advocates for students
Advocates for education
There is hope.

Dedicated to ALL teachers! #YouRock
by Acacia M. Warren
January 8, 2014

What's Your Superpower?

5/22/2016

I have written over 200 poems, but only shared them with two people - my husband and my twin sister. Realizing that this is my superpower (one of many!), I am taking a bold step by sharing a piece of my heart with my world audience. If you have a special talent or skill, don't keep it to yourself. You never know who might be inspired by your talent or skill. Change the world with one superpower!

Ready, Set, Go
I am a go-getter
A trend-setter
An innovative work of art
Everything I dream comes from my heart
Every idea, every seed
Cultivates what I need
I thank my spirit
I thank my energy
I thank my smile
I thank my personality
I thank my excuses – no wait, I have none of those
I thank my glows and my grows
I thank my Savior for my optimistic behavior
I thank every person who persevered before me
Clearly they prepared me to be
An entrepreneur
A creator
A self-directed motivator
Spontaneous
Dangerous
Famous before my time
Redefining the box
Forget thinking outside of it
My mind is set
My goals are clear
Spellbound by this atmosphere
Captivating my soul
Taking control
I’m in a zone
Get out of my way
The best things in life start today
No delay
No pauses
Just applauses
For passion
For diligence
For tenacity and resilience
Watch out world
My journey has begun
All the pieces equal one
I am ready – set – go

by Acacia M. Warren
February 20, 2015

The K-12 Research Deficit

5/15/2016

The new slogan in education is "college and career ready." You hear it and see it everywhere. But what does it really mean? For this particular blog, I am going to focus on the "college ready" piece. When it comes to college assignments and course work, what is the one thing that remains constant? Research. Regardless of one's major/minor/field of study, research is the common thread in most (if not all) disciplines. Research allows us to gain more insight and knowledge about subject matter, phenomena, and solutions to problems. While peer-reviewed journal articles typically dominate college research, other sources includes magazines, op-ed articles, statistics (surveys/charts/graphs), studies, books, and videos. Opposing viewpoints are also key to conducting research - it is critical to know the pros and cons of ideas, services, and products.

Those who conduct research are better equipped to make informed decisions and fully comprehend the issues at hand. Would you buy a car without first doing a little research? Some might, but most wouldn't. At this very moment, there are research labs and think tanks devoted to curing cancers, diseases, and other illnesses that people have. Just about everything is researched, from the food we eat to the clothes we wear to the college we attend.

Now let's bring the conversation back to K-12 schools. If research is so vital to college readiness and reality, why don't more students engage in research projects throughout K-12? Most students who engage in research projects do so at the secondary level - and mainly high school. As an educator, I know first-hand that research projects are not as prevalent at the elementary and middle school level. And if it weren't for Science Fairs and experiments, many students in grades K-8 would rarely engage in research projects at all. This is a huge problem! The biggest complaint from students who enter college out of high school is that they wish they had been exposed to more research in K-12. Think about it, if kindergarten students are taught how to conduct research (even if it is heavily facilitated by the teacher), they enter first grade with a very important skill set that is further cultivated. And if first grade students are given research projects (inside and outside of science), they enter second grade with a very important skill set that is further cultivated. And if second grade students...

You get the point. If students are conducting research projects and writing research papers, throughout their K-12 experience, they are better prepared to engage in research by the time they enter college. So, how can we integrate more research into our instructional practices? You already know my answer - project-based learning! Do our students a favor by preparing them to master the who, what, when, where, why, and how's of research, starting from kindergarten and every grade thereafter until the twelfth grade. Turn the K-12 research deficit into a K-12 research surplus!

Your comments and/or feedback about this blog are greatly appreciated.

CONTACT

Acacia Warren, Ed.D.
acacia@acaciatreelearning.com

PO Box 2210, Long Beach, CA 90801

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