literacy

Building Capacity: "Learning in the Loo"

I’m so fortunate to hang out with wicked smart administrators, coaches, and teachers across states and learning environments. I am so much smarter and better positioned to support others because of their knowledge and experiences.

In this guest blog post, I’d like you to meet Kristy — a teacher, coach, colleague and friend extraordinaire! Every time I’m at her school, I learn so much from her. Check out this simple and sweet capacity building move she harnesses called “Learning in the Loo”.

What is “Learning in the Loo?”

Authored by Dr. Kristy Rykard

“Learning in the Loo” is not my own original concept.  It’s been around for a while, and a quick Google search will show you plenty of examples.  It has a variety of creative names, such as “Potty PD” and “Tissue Issues.” Basically, it’s a 1-2 page newsletter with some quick tips and ideas to share with your “captive audience” by posting it in a conspicuous place in the restroom.  Everyone visits the potty daily, so “Learning in the Loo” is a poofect way to do some light coaching asynchronously.  I use Canva to create my Loos, and I leave sheet protectors on the walls of the restrooms so I can easily swap in the new issues (or tissues, if you please).  I publish a new Loo on the first school day of each month, and I also include a link in my email signature so that faculty and staff can pull it up on their computer if they want to explore more about a specific tip.  

Learning on the Loo

Here are some examples of my past Loos.

Why I Publish “Learning in the Loo”

The year before I became the Digital Learning Coach (DLC) at my school, my predecessor had started “Learning in the Loo” in all the faculty and staff restrooms around the school.  As a teacher, I always loved it so much.  First of all, who doesn’t love some handy, interesting reading material in the potty?  The “Toots and Giggles” section was the first thing I always checked out when a new one was published.  Soon, however, I realized that I was really getting something out of the Loo each month.  I remember drying my hands and seeing tips or new tools and immediately thinking, “Oh, that’s so neat.  I could totally try that when I get back to my room” or “Omigosh!  That might work for the lesson I’m doing next week!”  My colleagues and I collaborated on trying out ideas we had seen in the Loo with our students.  We had no idea we were being “ninja coached,” but it was working.  So when I moved into the DLC role, I knew I had to continue that work.

What to Include in the Loo?

I’m smart and just FULL of ideas, but it’s a pretty big lift for a busy coach to get a four-section newsletter published every month without some help.  I subscribe to a plethora of digital learning newsletters, blogs, Twitter accounts, etc.  I’m surrounded by tons of amazing ideas, tips, and tools, and the Loo is a natural outlet to share them with my teachers.  Each month, I curate the tips, ideas, and digital tools I think will most benefit my teachers and their students, add them to the Loo, and credit the original sources.  Everyone takes their phones to the potty with them these days, so I always include QR codes for more information, videos, and/or the original source.

A Few of My Favorite Resources for Digital Tips, Ideas, and Tools

I also use the Loo as a place to share effective learning activities facilitated by teachers in our school, so I often include pictures and anecdotes from my classroom visits. With teacher permission, I link to their lesson plan or materials.  It’s a great way to lift the assets of the brilliant educators in our own building and encourage collaboration among our faculty. 

The Results

My teachers absolutely love “Learning in the Loo.” They come looking for me if I am even one day late putting the monthly Loo out, and when they see me coming down the hall with my stack of Loos to deliver, their eyes light up with excitement to see what’s in the new edition. I know it sounds crazy that anyone would look forward to something so simple, but it’s true. I’ve had teachers book coaching time with me, email me to ask for more information, or share how they incorporated an idea from the Loo in their classes. Some people take the tip and run with it, and others want to expand and collaborate on it. It’s been a fantastic way for me to open doors as a coach and get conversations started. And it’s the best feeling when I’m in a classroom, and I see something from the Loo coming to life with students. That’s why we’re all here in the first place, right?

Dr. Kristy Rykard has been in education for over 22 years. She began as a high school English teacher, and she now serves as a Digital Learning Coach in Lexington School District One in Lexington, SC. In her personal life, Kristy is an avid world traveler, reader, wife, cat mom, Netflix binger, and online shopper.

@DrRykardDLC
krykard@lexington1.net

What's Our Response?

I’m really excited to announce the release of my new book, What’s Our Response? Creating Systems and Structures to Support ALL Learners! To order, click the image below or use THIS LINK. A BIG thank you to FIRST Educational Resources for the collaboration, support and publication of this book. To order multiple copies of thE book at a discounted price, please send an email to info@firsteducation-us.com.

In education time is never on our side. Too much time is being spent in meetings to discuss students’ deficits and not enough time harnessing their assets. Students come to school each day with individual and collective wants and needs, and it’s our job to harness who and where they are. The RtI process doesn’t have to be a machine model approach with an over-reliance on short sided skill and drill; it can be a dynamic, flexible, in-the-moment response focused on good instruction. This book explores how to keep students at the center of decision-making so that the focus is fidelity to our students instead of fidelity to content, curriculum or program by addressing 5 Problems of Practice with RtI which include:

  • We need to break out of the RtI box.

  • We need to honor and increase teacher autonomy and agency.

  • We need child study teams focused on students’ assets.

  • We need to increase students’ thinking and doing time.

  • We need good instruction because that makes the best interventions.

This book is filled with dozens of ready-to-use, solution-oriented tools to create asset-based responses that support ALL learners!

I’m currently scheduling consulting for this summer and next school year — both in person and remote options depending on travel restrictions, guidelines, school needs and budgets. Reach out if you’d like to discuss ways I can support your efforts in creating asset-based responses across classrooms and Tiers OR any other professional learning opportunities.

Short Texts at Your Fingertips: Short Stories

We offer you Short Texts at Your Fingertips. One or two times each week, we provide teaching ideas around a different type of short text that is easily found in the home, so that no family feels under-resourced. These ideas can integrate into virtually any curriculum and pedagogy, from Workshop to basal. If you are a caregiver, teacher, or curriculum director, these brief but mighty texts and lessons are our way of saying thanks. And our way of giving children authentic and enjoyable reading and writing engagements each day. 

Written by Julie Wright & Elizabeth Keim

SHORT TEXTS AT YOUR FINGERTIPS: SHORT STORIES

Short stories provide lots of benefits for readers of all ages, one being they are short! Or  Short stories provide lots of benefits for readers of all ages.   For one thing, they are short!  They are usually fast-paced with a single-plot.  Short stories have other benefits too. Readers can read from start to finish, avoiding the struggle of failure to launch and failure to finish.  Short stories give readers opportunities to try new genres and authors.  Short stories are portable, tradable, can easily be read several times, and can be a path to reading longer texts.  Short stories are a great resource to use in flexible, small groups where kiddos have many opportunities for reading, writing, and talking opportunities!

We get jazzed up by short stories -- both stand alone stories and those collected in anthologies.  We would be remiss if we neglected to mention a favorite short story type called a picture book.  We wrote about picture books -- check it out here.  Take a look at some of our favorite short story anthologies.  They are sure to pique students’ interests, inspire reading more and more often, and create culturally responsive reading opportunities for students across grade levels.  

Screen Shot 2020-05-15 at 10.33.11 PM.png

LINKS TO THESE TITLES

Take the Mic: Fictional Stories of Everyday Resistance by Jason Reynolds, Samira Ahmed, et al.

Guys Write for Guys Read: Boys' Favorite Authors Write About Being Boys by Jon Scieszka

Fresh Ink: An Anthology by Lamar Giles

Baseball in April and Other Stories by Gary Soto 

Flying Lessons & Other Stories by Ellen Oh

A Stage Full of Shakespeare Stories (World Full Of...) by Angela McAllister

Once Upon an Eid: Stories of Hope and Joy by 15 Muslim Voices by S. K. Ali and Aisha Saeed

Funny Girl: Funniest. Stories. Ever. by Betsy Bird

5-Minute Marvel Stories (5-Minute Stories) by Marvel Press Book Group, Brandon Snider, et al.

TRY THIS!

Step 1

Find a short story you want to share.  There are lots of ways to share a short story.  Ask yourself, will you share the short story:

  • As a read aloud?

  • As a text for shared reading?

  • With a small group?

  • With an individual student?

Next, ask yourself, will you and your students read the short story:

  • All together?

  • Partially together and partially on your own?

  • On your own?

Then, ask yourself, will you and your students:

  • Read just for the sake of reading?

  • Jot some notes, draw some images, write about what you are thinking or wondering about your reading?

Finally, ask yourself, will you and your students talk about the short story:

  • All together during the whole group?

  • In a half group?

  • In small groups?

  • One-to-one between teacher and student?

Step 2

Find other short stories that students will enjoy reading.  Check out these online resources:

Step 3

Select other short stories you want students to read.  Decide:

  • Will all students read the same short story?

  • Will students have choices in the short stories they read?

  • Will students go on a hunt and find [or curate] short stories for their peers to read?

Step 4

Consider giving students opportunities to write their own short story for their peers or for online publication submission.  Here are some publications that accept short stories written by students:

FOR MORE RESOURCES, CHECK THESE OUT!


COMING SOON!

Short Texts:  Mighty Mentors That Move Readers and Writers Forward by Julie Wright & Elizabeth Keim (2022)

Co-planning a Mini-Unit to Wrap Up the Year with JOY!

I’ve had the pleasure of knowing and working with Shannon for the last few years. We share a common love of books and we are both self-proclaimed pen snobs — meaning we are both “pen-picky” and enjoy trying to convince one another that our favorite pen type is the best. Shannon is a continual learner — with an ongoing stream of inquiry. She’s a joy to co-plan with because she exudes happiness as she noodles ideas, thinks through wonderings, and creates ways to support her students — and her learning community — in collaborative, heart-felt ways.

A DISCLAIMER OF SORTS

A few shared agreements:

  • As I co-plan with teachers, I’m not going to spend much time, if any, editing the videos.  This means it might be clunky at times.  You might get a barking dog, tech glitches, or family interruptions.  I hope you’ll be able to relate. Thank you, in advance, for assuming best intentions and for your understanding. In addition, not everything we do together is recorded.

  • The ideas shared in these videos are NOT “the way” or “the right way” -- they are just one way to approach the work.  I hope you’ll spend some time actively studying the co-planning conversation. As you listen, take stock of the ASSETS that emerge from the conversation.  Think about:

    • What’s the WHY behind our work?  

    • What moves are we trying to make in service of students?

    • Name the implications for your work going forward.  What might you adopt or adapt to fit your setting, interests, and/or needs?

  • Focus on process versus end product.  The work will continue to unfold even if it’s not captured on video segments.  If you check back into our shared documents, you’ll notice changes because our work is dynamic, not static, and will evolve across time.

HERE’S WHAT WE ARE UP TO

  • Shannon’s students have settled into a learning from home routine and are launching into their 8th week. Each week brings about new celebrations and new challenges.  

  • Shannon wants her students to end the year with a mini-poetry unit, celebrating reading and writing!

THINGS WE ARE THINKING ABOUT NOW

  • How do the enduring practices we use in the classroom translate -- or not -- to remote/digital learning from home?

  • What’s the WHY behind this mini-poetry unit?

  • What’s going to get kiddos jazzed up about reading and writing poetry?

  • What end demonstrations or learning celebrations can we co-create with students to honor their work?

VIDEO

If you are interested in watching a coach and teacher co-plan — working as THINKING PARTNERS in response to the unique times we are currently experiencing — check out this video.

SOME REFLECTIONS

  • What poem types will be new/unfamiliar to students?  What poem types will feel like “old friends”?

  • Will students write poetry on paper or on the computer?  They have options so I’m wondering what they will choose?  

  • Will students illustrate some of the poems they write?

  • Is there a way to help students collect all of the poems they are reading and writing [a binder or folder] to keep them organized at home?  If so, maybe they could be used to inspire reading/re-reading poetry over the summer.

OTHER LINKS & RESOURCES

Our DRAFTY, dynamic, in-motion, evolving plans: Julie & Shannon: Co-planning Mini-Poetry Unit

Small Group Plans:  Small Group Reading & Writing Lesson Plans to Adopt, Adapt or Improve [During Remote/Distance Learning]

Short Texts at Your Fingertips:  Poetry

If you want to learn more about Shannon’s classroom, check out her blog!

IDEAS TO CHEW ON

As most educators would agree, working from a distance is not the same as in-person experiences. In my work as a consultant, it’s not unusual for me to work across the miles with teachers. In fact, most of my consulting contracts include some form of this type of professional learning, particularly as we prepare for our work together in the classroom. Planning and working across the miles is how we often get a jump-start to our work together. The difference, of course, is the work we are typically planning is NOT from a distance. So, that is where we are trying to make a shift.

I’m in good company when I say we are all kind of tired of this by now. However, with so many unknowns about what school will — or should — look like in the fall, we are using this spring as a dress rehearsal of sorts. We are asking:

  • What’s working? What’s clunky?

  • Who are we reaching and supporting in ways that are making a difference?

  • Who are we concerned about? What don’t we know that we should know?

  • How will we stay connected and minimize the “distance” that separates us?

  • How will we create compelling, sophisticated learning experiences that take into account our foundational beliefs and practices in ways that nature and inspire students?

Two pieces I’ve recently written that might be of interest are:

Until next time — keep at it! You’ve got a whole crew of educators cheering you on because we know the spirit and camaraderie surrounds us all! Reach out if you’d like to chat about ways I might be of service and support your efforts!

First 15 Days of Small Group Learning

As winter break approaches and your eyes turn to the first weeks of 2020, consider increasing small group learning opportunities for your students. We know there are often obstacles that make small groups difficult to manage. One way to overcome those challenges is through intentional and strategic planning. if you want to jumpstart your planning NOW [yes, even before the winter break!] or in January, take a look at the First 15 Days of Small Group Learning. Remember, small groups can be launched at any point in the school year!

The first 15 days were written with care, but of course did not take into account the specific needs of your students. So, don’t be afraid to adjust these plans to make them match your goals along with students’ interests, wants and needs. If any of these plans don’t quite fit, you might want to:

  • Spend more time if needed [turn one day of learning and extend it across 2-3 days]

  • Spend less time if needed [skip or shorten a workshop]

Also, remember…

  • If you don’t have the suggested materials, swap them out for things that are readily available

  • If the suggested focus for instruction is not what your students need—collectively or individually—change it up

  • If you aren’t sure if the plans are working or helping students—remember to ask them to share their ideas and insights with you. Students are often the best self-assessors of what they know, are able to do, and what they need next. All we have to do is ask.

Flexible, small group learning yields great results with measurable impacts. Here’s to finding JOY in small group learning in the days, weeks, and months to come!

© 2023 Julie Wright Consulting LLC. All rights reserved.