From Lab Mice to Memory Visit

Many of my colleagues have asked me about my inspiration for The Memory Visit, so here is the long version. It came from what I consider to be an unlikely place, a Smithsonian Magazine article about mice. The article described how scientists implanted false memories in the brains of mice which resulted in the mice fearfully reacting to stimuli that they’d never experienced before. Not only could scientists identify the brain cells involved in the encoding of a specific memory, but they could also alter that memory. The idea of this new technology blew me away, and I immediately wanted to apply it to humans–in fiction, of course.
The experiment brought to mind the movie, Total Recall, where people of means could pay to experience a vivid virtual reality through a brain probe. I must admit that some elements of this movie appear in The Memory Visit: the chair where Arnold Schwarzenegger’s character gets strapped in, the helmet with the scary-looking prongs, the idea of living out a fantasy. I wanted my story to be different, however.
What if scientists weren’t implanting new memories like they did with mice in the lab and with the characters in the movie but, rather, were giving people the ability to experience an existing memory? Wouldn’t it be wonderful to go back in time to relive a conversation with your beloved grandmother who passed or experience the thrill of your first kiss? It would be better than photographs, better than video. It would be like visiting a memory—living in it for a few minutes as if you were truly there—then exiting the memory without any consequences. I, who have a horrible memory, would pay money to visit my past in such a way.
Even though the technology sounded exciting to me, I still didn’t have my story. Who would want to read about a bunch of people reliving their glory days…unless, something could go wrong? Since a memory visit involved the brain, threats of addiction, brain damage, and insanity seemed likely. Once I put those perils in place, I had to give my characters a good reason to take a memory visit. With such horrific possibilities, why would someone risk it? I likened a memory visit to drug use, which could be just as self-destructive. I asked myself, why do certain people take mind-altering drugs when the consequences could be so dire?
A strong reason I came up with was escape—escape from stress, escape from pain, escape from boredom. I didn’t necessarily need a dystopian setting for my characters to desire an escape from their reality, but it helped. I wanted the characters’ world to be so bleak that they’d risk their mental health in order to leave that world if only for a few minutes. Therefore, I placed my story in a depressed society where most people struggled to eke out a living. I wanted the setting to be in North America and wondered, how might American society become like this? With the current political polarization in the nation, I was inspired to choose a second civil war.
The question remained, what caused the war? I relied on my obsession with water scarcity for the answer. I had been living in California since high school, and for many of those years, had been dealing with water conservation due to extended periods of drought. I watched Google Earth images showing large lakes shrinking into nothing. I read news articles about Cape Town running of water. I heard scientists explaining that water was becoming the world’s most valuable resource. In third-world countries, people were going to war over water. Why not in North America?

I imagined water scarcity and war happening close to home. I imagined who might suffer from it and who might profit from it. I imagined a privileged young woman, not much different from an ambitious young woman of today, wanting to make a change in her past and in her future. I named her Rain. She had a brother who died tragically. She suffered from survivor’s guilt and needed answers. In digging for those answers, she uncovered unspeakable corruption. Oh, and one more thing—she had a special talent that put her in more danger than any memory visit could elicit. Like a lab mouse, she was manipulated by powerful people. Unlike those helpless creatures in the lab, though, Rain attempted to create her own destiny.

Vaping in the Back 40s?

I’m teaching my sophomores how to read infographics and
other informational texts and kicked off the unit today with a look at the
following infographic on vaping:
The infographic brought about some important discussions I
overheard and also participated in with smaller groups. We talked about how
Northgate High School has a huge problem with vaping and is trying to crack
down. Students here said they don’t see it as much of a problem.
Some interesting takeaways:
·     
“We have uniforms and so we try to rebel with
those and then we don’t go so far as to rebel with vaping”
·     
“People will probably go over to DLS to vape …
the girls’ restrooms there are not monitored at all”
·     
“Or the Back 40s”
·     
“No one here has ever had a conversation with me
like, ‘Don’t vape.’”
Students asked me what I would do if I caught someone …
would I tell them to put it away or would I confiscate it? I didn’t have an
answer. I would probably run to check with Caitlyn!
As a
parent, I was to assume my kids won’t vape. As a teacher at Carondelet, I want
to assume my students won’t vape. But that’s not realistic. Perhaps we have a policy or a protocol I am unaware of. Do you think we
need to have more schoolwide efforts to address this issue?

This one is not about teaching

I did something uncharacteristic over Christmas break: I
made sure my actions were in accord with my priorities. My priority this year
came from a great need to slow down and be present to my family. Typically, I
put my family off and fill all available time with grading and planning—because
there is always more that could be done. And I LOVE my work!
However, by the end of the semester I was starting to feel a
little bit crabby about grading and about students. I knew I needed time away
from it to recharge my spirit. So, I compartmentalized school-related work to grading
finals at the beginning and left everything else for this week.
I’ve learned from colleagues that I can trust I will find
ample time to keep up with lesson planning; I don’t need to figure out months
of curriculum all at once. In fact, that is often a waste of time as the class
evolves differently from what I expect. There needs to be room to meet the
students where they are and adjust to each unique class.
Meanwhile, I simply wanted to be available for my kids and my
visiting mom. I set up a 1500-piece puzzle on a card table in the family room. I
made a list of possible things to watch or do, such as baking, but I didn’t
hold to it like an agenda. I set a tone for myself and stuck with it. I
remained open to what each day presented.
Wow. What a difference. And what joy to see various family
members and friends take a turn at the puzzle. To play cards and just chat with
my mom. To binge an Amazon show with my daughter. To take a family trip to
Monterey and discover a wonderful little tea shop. To hike at Lands End on New
Year’s Day. I’d never done that, and it was stunning.

Over break, I almost finished two books: one about—serendipitously–parenting
in the present moment and the other, a popular Young Adult title. I laughed a
lot. I made sure to prepare my kids’ favorite breakfast casserole on Christmas
morning. I volunteered last minute to host Christmas dinner and didn’t stress
(thanks to paper plates and food contributions from many).
I saw nieces and nephews. I had lunch with my brother. I
learned a new board game. I visited a museum for an exhibit I’d been wanting to
see.

And
when ideas popped into my head for the first week of school, I took some quick
notes in my phone and moved on. I feel recharged and ready!

Sophomores Publish 100-Word Memoirs

Earlier this year, all of my students were challenged to
write a memoir in exactly 100 words. No more, no less. I was so proud of their
efforts and practice in the economy of language, so I wanted to “publish” them
in some way. I used Google Sites and I’m happy with the uniformity of layout.
Please visit our site here: https://goo.gl/oXxCYK
You’ll notice two posts of my own. This year, inspired by 180 Days (Kittle and Gallagher), I’ve
tried to write in front of my students. For this assignment, I projected my
drafts in class and asked for student feedback on how to cut my memoirs down to
100 words without losing the central essence of my message. They loved advising
me.
Hope you enjoy their creative writing.

More Writing, Less Grading—it’s true!

            I want
students to write more, but I want to grade less. It just so happens I found an
avenue to make this happen.
            For five
weeks in a row, I’ve had my sophomores spend the first half of block writing
about a selected passage from Jane Eyre.
During the second half of block, they use a single-point rubric to peer edit in
a round-robin fashion.
            After that,
each student decides which essay she would want to turn in for a grade. I
collect the “keepers” but I don’t grade them. The next week, after another
timed write and round of peer editing, I pass the keepers back out. Once again,
students choose between the essay they wrote today and the keeper from last
week. I collect the keepers again, and so on. It reminds me of being at the eye
doctor: “Which one is better? 1 or 2? Better here … or here?”
            Today is
the last week, and at the end of the day, I will have a stack of keepers to
grade. They will have written five in-class essays and I only have to grade
one.
            Here are some
of the benefits:
  • Students do not receive a letter
    grade until the final one, so they have to look beyond “the bottom line” and
    actually think about how they are doing
  • Students engage regularly with
    the rubric to better understand how to write well
  • Students learn to rely on their
    peers for feedback instead of seeing the teacher as the only expert in the room
  • Students rely on their instincts
    and self-evaluative skills—they take ownership of their writing
  • Each week is another opportunity
    to out-do the last keeper, so students are motivated to do their best each time
    (you should see them scribbling away!)
  • If a student misses class or has
    a bad day, she knows she will have four other opportunities, so it takes the
    stress level down
  • In-class, handwritten writing reduces
    cheating
  • It’s great for formative assessment:
    I can quickly read through the stack of keepers and intervene individually for
    comprehension gaps or writing skill gaps
  • Students are compelled to
    consider key passages from Jane Eyre
    that they may have glossed over in their reading
  • Students have choice in which of
    their essays receives a grade
  • Students practice a type of
    passage study they will see on the SAT and AP tests
  • Increased writing volume and frequency
  • Students receive instant feedback
    on the same day from their peers
  • Students get to see how 2-3 other
    students approached the same passage and prompt
  • Peer editing happens while the
    writing itself is fresh in their minds
  • Students talk to each other about
    their approaches while they do their round-robin peer editing

            I’m so
excited about how well this works and hope to adapt it going forward.  

One-On-One Conferences Breed “Relational Accountability”

Chat, Discussion, Meeting, Talk, Conversation, SpeakingThe authors of 180 Days (see prior posts) emphasize the
importance of one-on-one conferences, and they present a structure for making
them happen. The emphasis appealed to me from the start because I try to
approach teaching as a ministry, an avenue for meeting others where they are in
a spirit of love and acceptance. What better way to minister than in a one-to-one
encounter? The structure appealed to me because I had noticed that I feel more effective
as a teacher when I help students on an individual basis, but only a select few
would take advantage of my office hours.
            The structure looks like this: give
students regular time in class for reading and writing. While they work, meet
with individuals. If it’s a reading conference, we talk about progress in a
book, strategies for comprehension, or book recommendations. If it’s a writing
conference, I might ask, “How can I support you? Is there a part of your essay
you’d like me to look at?”  I keep track
of the students I’ve met with so that I make sure to meet with all of them on a
rotating basis. I also take some quick notes about the meeting.
            I’ve found that even if I never go
back to the notes, the students feel more accountable to me in the context of a
relationship. I’ve started calling this “relational accountability.” For
example, I expect students to “have a book going” at all times, not to meet a
one-book-per-quarter quota. Asking them what they are reading and what page
they are on marvelously keeps them reading, without any grade attached! It
contributes to the tone I want to set that “we are readers.” Likewise, students
don’t put off their writing assignments because they know they will meet with
me to discuss their draft before the due date. (I admit, this hasn’t worked out
as ideally as it sounds, but I’m new at it and have a growth mindset.)
            Most students want to please the
teacher or at least avoid feeling embarrassed, but I’d like to think that relational
accountability transcends those motives. I am trying to take down the affective
filter (Krashen) and build up a relationship based on mutual respect. I want
students to view me as on their team. If nothing else, their few minutes with
me are a moment for them to feel noticed in their busy day.
            For that mindful moment, the student
is not one in a sea of 30; she is, simply, one. I tell myself to be present. I
study her face while she talks to me; I mean, I really look at her and take all of her in. I look into her eyes for
the small child inside. This works especially well with students whose
classroom behavior annoys me. I feel a transformative flood of empathy that refreshes
my relationship with them and renews my sense of purpose as a teacher. My hope
is that the students feel loved unconditionally. Even one such an encounter per
day is a win.

I Feel Like I’m Living in an Amanda Jain Blog

Students in my English 3 have been tasked with a project that I named, “Where Were Your People in the 1920s.” It’s a mini-research project, and I hope it will be engaging, reinforce some research skills students have, and illustrate that not everyone in the 1920s was spending their days/nights at glamorous parties; we’re reading The Great Gatsby. The project directions are pretty simple: interview a relative, find a primary source specific to your family (like an old photo), and research a world event inspired by your interview. Then, create a visual component using Adobe Spark that incorporates the research, interview, and primary source piece. I have never used Adobe Spark, but it receives great reviews regarding how user friendly it is.


When I introduced this project, the students did not budge. They were super reluctant to even begin, and when I asked them about this, they essentially said that it was too much work, there was too much ambiguity, and there were too many decisions to be made. They were reluctant to even open up the Adobe Spark app, which is free. I then asked if they would prefer reading questions, and they said yes.

I think that this response is normal, however. Whenever I have to learn something new or do something new or even start a new novel, I experience a desire to avoid the learning curve. Getting through the uncomfortableness of a beginning is tricky. So, I gave up on the project and gave them reading questions.

Just kidding! I’ll let you know how it goes.

How Forcing my Students to Write Has Made me Happier

My last blog
outlined some of my past struggles with finding enough time to inspire a joy of
reading and to provide relevant, timely feedback on writing—as well to get
students to do more of both. Now I would like to share some of the processes I
adopted from the book 180 Days: Two
Teachers and the Quest to Engage and Empower Adolescents
by Kelly Gallagher
and Penny Kittle (Heinemann).
            The authors suggest setting the tone
on day one that we are a community of readers and writers.  A daily routine is thus put into place right
from the start. The routine consists of regular reading time and writing time,
in addition to time for a passage study from a model text. Today’s blog will be
about setting the tone that “we are writers in this class.”
            On the first day, every student
received a composition book. This is their judgment-free place to craft their
writing. Ideally, every day (but in reality, about twice a week), we do a
quickwrite in this notebook. We write about a short excerpt from a book, or a
poem, or a prompt that gets us thinking. First day of school, we wrote about
what empathy means because I wanted to establish empathy as an overachieving theme
for the year. Monday, we wrote “two-sentence horror stories” to get in the Halloween
spirit. A key feature of this method is that the teacher writes in front of her
students. New for me this year: I consistently put my own notebook under the
document camera and project my process. We share our first drafts in small
groups and whole class. Frequently, I model how I might revise my first draft
and then we go back to our notebook to try a revision move in a different color.
We share our revisions.
File:Composition book.jpg            Over one quarter into the school
year, and I feel good about the reading and writing tone that was set on the
first week of school. My students are familiar with the routine and it gives me
pleasure to see them using their notebooks. I’ve made it clear that writing is
not perfect the first time, and that it is normal and desirable to revise. I
think modeling my own vulnerability helps. I regularly reiterate that writing
in a community benefits us because of the feedback we receive from our peers. (And
yes, I welcome student feedback on my own writing—more on that in a future blog
post.)
            As a bonus, I have felt more
connected to myself as a writer from being forced to participate. I love the
crinkly pages of my notebook with poems and passages glued in and annotated. I
love the sketches and scribbles and colorful revision marks. I love getting in
touch with my creative side on a regular basis. I’m happy when I write.
            I love that my students this year
are writing so much more than they did last year, and they write without
expecting a grade. They accept the exercise because my expectation was set on
the very first day.
            On Back to School Night, a
repeat-mom approached me to comment, “You’ve changed, haven’t you? It seems
completely different … and she is responding.” These were encouraging words, and
despite many challenges in living up to the standards in 180 Days, I keep trying.
On
my next post, I will share about another new practice for me: regular
one-on-one reading and writing conferences.

Lisa Xavier and Kate Cutright @ iNacol, Nashville

What an eye opening experience this event was for us. 3000 innovative educators (mostly administrators and CEOs) gathered in Nashville to discuss best practices for school change. Prior to this conference, we had heard words buzzing all around Carondelet and to be honest, we had vague notions of their meanings. 
iNACOL cleared up a lot of ideas, reinforced best practices we already use and changed our minds on some of our more stubborn notions. Here is a quick list of highlights:
  1. There are different definitions for buzz words like “student-centered,” “project-based,” “student agency,” “PBL,” etc. It is really important that everyone in the community has a shared definition for these terms.
  2. Early, focused success, when transitioning from old to new, breeds more success and buy-in from all stakeholders. 
  3. Various spaces for students to work in different configurations are required and should be available.
  4.  A ton of adults need to be accessible to students working as “learning experience designers” (LED), mentors, coaches, advisors, and supervisors.
  5. Students must learn procedures on how to behave, transition, and work both collaboratively and independently.
  6. Students must be allowed to make several choices regarding what/how they study. 
  7. Traditional classroom setting where there are 30+ kids and one teacher is antiquated and ineffective for too many kids.

Also, we got to meet up with two De La Salle teachers, Alex Stevenson and Donald Van Bromel. Being able to collaborate and laugh with teachers from across the street was definitely a refreshing perk!

The next iNACOL symposium is set for October 2019 in Palm Springs. We highly recommend attendees from CHS be members of Carondelet’s leadership team. Also, enthusiastic teachers who are interested in learning (or revisiting) these educational approaches should attend this symposium in 2019.  
If you would like to hear more or you’re interested in attending next year, please stop by for a chat. Both Lisa and I can tell you more about our experiences.

Teaching angst subsides with a new approach

            Part One: The Problem.
            Toward the end of last year, I was
missing some of the thoughtfulness that my credentialing program had infused
into my teaching. I craved a more intentional approach and some backwards
planning. Not only that, I didn’t get a sense that my students were engaged in
reading and writing as much as I’d hoped. I think English teachers in general try
to solve the problem of students who “fake read.” (It hurts when students don’t
LOVE books the way we do!) English teachers also regularly reevaluate how to
teach writing effectively.
            Time is a factor. Most teachers
would agree that students simply need to read more and write more, but that we don’t have unlimited time to
read in class or to collect and grade a constant flow of material if we want to
give meaningful feedback.  We also find
that once there is a letter grade on an essay, written feedback is not as relevant
to the student; therefore, it is not as effective. Ideally, students should
receive feedback on multiple drafts before they receive a final grade. (Some educators
argue that the process ought to count for part of the grade because isn’t
process more important than product?)
            I used to be an editor, and I came
to grading essays with an editor’s mindset. I thought it was my duty to circle
every single mistake. Of course, now I know how demoralizing it can be for a
student to work hard on articulating her ideas, only to have them thrown back
at her, all torn apart. But with each year of teaching experience, I’ve noticed
that I feel far more energized and effective when I meet with students on an
individual level. I’ve also noticed that the most effective time to meet with
them is not when they are “finished” (can you ever be finished with an essay
you’ve had less than two weeks to write?).
            Rather, if I conference when their
ideas are in development, I can help them find their passion on the topic. And,
when they feel strongly about their thesis, they will take more care with their
craft. A little further along into the drafting phase, if I have time to meet
with students again, I can convey customized grammar lessons, pass on
compliments, encourage engagement, and have a conversation about writing. I think it’s a more positive experience all around.
            Last year I felt stuck in a loop of
collecting essays, spending inordinate amounts of time marking them up, and
dreading the next stack of hollow arguments, especially when errors were
repeated. I tried grading on Turnitin.com to see if I could go faster and offer
more pointed feedback. I tried various rubrics and checklists. I tried asking
students to process my feedback and reflect on it. I tried giving them revision
opportunities. Still, I found myself crunched and wishing that the whole thing
seemed less chore-like (for both me and my students). Even more critically, I
found students wanted me to do the thinking for them: All they had to do was
implement my edits and receive a better grade.
            Then, I saw an advertisement for a
new book. It’s called 180 Days: Two
Teachers and the Quest to Engage and Empower Adolescents
by Kelly Gallagher
and Penny Kittle (Heinemann). The
book is part creed (the authors make a case for ten “we believe” statements
about teaching and learning), part detailed description of how they structure
their year around those core beliefs. The authors’ philosophy resonated with me,
and its practical, organized approach to planning curriculum with the purpose
of creating engaged readers and writers, spoke to my angst and need for
direction.
            I read it—and annotated it!—over the
summer, and what resulted was a major overhaul to several of my approaches. I plan
to blog about my changed approach as the school year progresses, both my successes
and challenges. Stay tuned.