Planning for Joy - Center for Inspired Teaching

October 20, 2015

(Photo courtesy of Katherine Kindle, showing a group of her students in Ethiopia)

This piece was written by Katherine Douglas Kindle, an alum of the Inspired Teaching Institute and an Institute Teacher Leader in 2012. Katherine has more than a decade of teaching experience in both the United States and abroad. Currently, she is the high school Case Manager for Learning Support at an international school in Bogota, Colombia.

“‘There’s an old Finnish saying,’ Holappa said. ‘Those things you learn without joy you will forget easily.’” (The Atlantic, The Joyful, Illiterate Kindergarteners of Finland).

I thought about this quote as I sat in multiple conference sessions at school this week. I teach in Bogota, Colombia at an international school, and we had presenters from all over the world talking to us about topics such as grading and reporting, teaching for deep conceptual understanding, how to coach others, using data to differentiate instruction, etc., but not one session on the topic of joy. Why is it that in all of the educational reforms out there, joy is so easily overlooked?

One of the key elements of Center for Inspired Teaching’s instructional model is Joy and reverence for children and the learning process. I have taught all over the world and no matter the culture, Joy is always relevant in the classroom. So, how do we foster Joy in an era of high-stakes testing and accountability? Do these things have to be at odds?

I would argue, no. Joy is possible and necessary in any educational endeavor, no matter the standards or the looming demands of standardized testing. We can teach students about persuasion by passively reading texts, silently writing analysis papers, and testing students on their ability to identify the definitions of logos, pathos, and ethos; or, we can follow the example of Inspired Teaching’s Cosby Hunt – a long-time educator in Washington, DC – and we can challenge students to participate actively in a student-directed debate tournament featuring historical figures where they practice persuasion skills in an authentic context.

When I tried the debate tournament with my own ninth graders, they got into it, using all of the persuasive techniques they could muster and chattering down the hallway as they checked the bracket to see who was ahead and who was vying for the title next. Students were present, they were engaged, and they were facing real challenges. Along the way, they independently conducted research and read challenging texts to prepare their arguments. There was Joy in the school that week, and students were engaged in an experience I hope they will remember for years to come.

Was this an extra activity that I threw together in the event we needed to fill time? No! It was carefully planned instruction, practice, and authentic feedback about the power of language, facts, and persuasion. I would argue that quality instruction and engaging in meaningful learning is, in and of itself, preparation for standardized testing. If students are struggling productively with content and learning new skills through facing authentic challenges, then they will be prepared for standardized tests.

In my classroom, I want students to reconnect with the Joy of tackling something hard and making new discoveries. Whether studying writing, algebra, or world history, there is always room for Joy. Students spend at least twelve years of their lives, five days a week, eight hours a day in school (we hope). That’s a long time to be miserable or just getting by. I want more for my students. I don’t want them just to learn to play the game of school. I want them to be engaged in meaningful and long-lasting learning and for that to happen, Joy has to be at the forefront of my planning.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.