Roughton Recommends

Welcome to my blog. Anything that I can't find a place for elsewhere will end up here. My goal is to provide specific recommendations of lessons and products that I've found useful in my instruction.

Courageous Creativity Conference Report

posted Jun 23, 2018, 7:07 AM by Kevin Roughton

I'm freshly home from my second big conference this year and I can't wait to talk about it! 

Courageous Creativity is a conference put on by The California Arts Project. It was largely the brain child of Disney Legend Marty Sklar who left us last year. I learned about it from Marty's book Dream It, Do It! and, despite not being an art teacher of any sort, was very eager to attend. (Come on, I teach the Renaissance for 3 weeks, I'm qualified.) It was held at the Disney Paradise Pier hotel so, worth case scenario, I'm at the Disney Paradise Pier hotel. Just like with the earlier social studies conference I paid my own way. I'll leave you to mull over what that says.

The conference began with a mad rush to sign up for the desired tours. Multiple tours of Disneyland were offered ranging from tours of the Hyperion Theater to a new Horticulture tour of the parks.  They all sounded amazing but I honestly didn't read any of the descriptions as soon as I saw the tour that took us behind the scenes (quite literally) of Soarin' Over the World - the best attraction on the planet. I could not pass that up. We also signed up for our breakout sessions where I chose The Art of Movie Trailers and Art as Civic Engagement.

That evening began with dinner - which was delicious. The Disney service staff was prompt and courteous. The meal was so fancy that I figured this was the main event. Any food from here would be day old pastries and boxed sandwich lunches. We heard the keynote speaker which I already wrote about. I picked up so many great, inspirational nuggets and plenty of great Disney insights to annoy my family with when we visit the parks. Still, the line that sticks with me most is "No experience is too small to be excellent."

I went up to my room which overlooked Disney California Adventure and watched the fireworks show (complete with audio track from the TV - Disney just does things so right) from my window. Great start!

The next morning we started at 7:00 AM with breakfast. It was a full buffet spread with eggs, sausage, bacon, potatoes, pastries and fruit. Honestly, I'm shocked this was included in our registration. It definitely made me feel appreciated and cared for (Disney just does things so right.)

My 1st breakout session followed. We heard from Garrett Lambert, the senior trailer editor at Universal Pictures. My first major takeaway: there is a senior trailer editor at Universal pictures. This was a huge "ah ha!" for me as an AVID teacher. We always do a big careers unit with our AVID kids and I'm going to really focus on the "unseen" jobs next year. There's so many awesome jobs out there that I know my kids have never thought of. This was a great example.

The second takeaway was Garrett's own story and journey. He was a great student, football player, ASB president and came from a great family. He seemed to have it all together. As he said though "I had no clue what I was doing."  Garrett was largely left to his own devices in terms of figuring out life after high school because he seemed to know his path. This really stuck with me because I share a similar story (minus the football and ASB part of course...) I remember, vividly, the last day of high school and how terrified I was. I chose my college because my friend was going there - I hadn't ever even seen the campus. I had no idea what I was doing and most of my teachers just assumed I did because I did well in school. Now I look back over my recent students and wonder how many Garretts I've let slip by because I could. I need to give those kids just as much of my time and effort as those who are struggling.

Next was my tour of Soarin'. It began with a presentation by Mark Sumner - one of the head engineers on the attraction. He explained how it was made and the challenge of integrating show with engineering. We went backstage on the ride (where we saw Mickey walking to his break trailer, still "on stage" for his guests!) and learned a bit more about it. We then were taken the load area for the ride (no lines for us!) and I had the surreal moment of standing there, surrounded by other park guests, with Mr. Sumner standing right there with us. Aside from his Imagineering name badge he looked like any other guest. Nobody in line had a clue who was standing there with them. 

After riding we were taken back behind the projection screen to watch the engineering of the attraction. It was incredible to see how deep the screen truly is (it's basically a hemisphere) and watch all the parts in motion. We finished by heading down into the bowels of the attraction where we saw Mark's picture posted on the wall. We were given miniature copies of the Soarin' itinerary which I will be turning into a lesson on Latitude and Longitude for next year.  Amazing experience all around.

Lunch was next, which again was provided (and delicious.)

That was followed by a presentation from a game designer. It was the first presentation to use bullet points which really stood out (more on this later.) It was fine but for someone like me who follows the game industry to an unhealthy degree there wasn't much new. Many of the people in the room with less experience loved it. 

My 2nd breakout was next and let's just say I didn't make it. I did however take a great nap!

That night we gathered and were taken into Disneyland to see the new fireworks spectacular (it's not just a show!) We were taken to a VIP viewing area and left to enjoy it. Our tour guides left after leaving us there which allowed us to remain in the park until closing. I, of course, took full advantage of my "free" time in the park by immediately getting on the Monorail to return to the hotel to sleep.

I wanted to get to sleep because the next morning we started at 6:45 for "light breakfast and an adventure." The light breakfast appeared to be coffee and juice. We were led as a group again back to Disneyland - well before park opening. We got to see the horticulture team replacing plants that had been damaged the day before (which they apparently do every single night.) We saw the cleaning teams and delivery teams working frantically. For a Disney nut like myself this was magic. I took pictures of Main Street without a single person in it. Just think about that for a minute...

They took us to the French Market for our actual "light breakfast" which included burritos, fruit, pastries, yogurt and cereal. Light indeed. We then were taken on the newly updated Pirates of the Caribbean attraction (which has more updates than Redd!) As we were led out of the park we were given some time to take pictures in front of the still-empty Castle. We saw the crowds lined up at the ropes ready to get in. We were on the IN side of the ropes already. Teachers being treated like VIPS? What a world!

We returned to the hotel for a panel discussion with a group of imagineers. They focused on their varying stories of how they ended up at Imagineering. Most were artists but one came up through a temp agency as an administrator - so there's still hope for me. The highlight for me was Amber Samdahl who talked about the value of play. I'll write more about this panel on it's own soon. There was just so much said that was memorable and inspirational.

We then had yet another meal (southwest salad, carnitas, carne asada, and a ridiculous tres leches cake) that left me more than satisfied. We closed with a discussion among the participants of our big takeaways from the event. I was reminded of many of the great things that I didn't have time to write down throughout the conference. This was a great recap of the event and I'm glad I stayed for it (even if it meant an ugly drive home in Friday afternoon traffic.)

I left the event feeling more appreciated in those 3 days than I have in my 15 year career. Disney applied their magic of guest relations on us for 3 straight days and it was wonderful. As one participant noted "we're all leaving ready to go back to work tomorrow with all these ideas and inspiration, it's a shame we have to wait 2 months!" You know the conference was effective when it left us wishing Summer was already over. 

Thank you to the entire Disney staff who treated us like VIPs. Thank you to the TCAP team who planned the whole event. It was truly magical.

I leave you with this little comparison of conferences.
                       

  AVID Summer Institute Courageous Creativity
 Cost $675 $525
 Days 3 3
 Meals Provided .5 (one boxed lunch) 5
 Ridiculous Mandates 3-5 per year 0
 Trips to Disneyland 0 3
Imagineers 0 8
 Disney Magic 0 Tons

Hopefully it will be clear why I've stopped going to the AVID conference...

The Art of Teaching: Live Entertainment

posted Jun 20, 2018, 8:53 PM by Kevin Roughton

I just heard the opening keynote of the Courageous Creativity Conference at Disneyland by Matt Conover. Matt is the VP in charge of live entertainment at Disneyland (theater, music, parades, etc.) It was a wonderful keynote with a ton to take away for all of us as teachers - not just those teaching art.


I was reminded of my first keynote I delivered nearly 5 years ago. I entitled it: “I’m Not an Entertainer! (But I should be.)” I was asked to speak to the a bunch of social studies teachers - admittedly not always the most forward thinking bunch (You can’t blame us, looking back is kind of our responsibility!)  I figured this might be the only time I asked to do a keynote so why pull punches? The speech was very well received but I still regularly come across the “I’m not an entertainer!” mentality. I even often fell into myself this last year as I struggled to get my students to do ANY work.


Tonight’s keynote reminded me of just how important the entertainment piece is to what we do. Matt’s presentation contained zero words on screen outside of a couple signs. Still, with the use of story he held my attention for over an hour. He wasn’t doing flips or using crazy voices. He just told stories. It is so important for us to remember that we may not be actors, comedians or singers but that doesn’t mean we can’t entertain. We are gifted with the best stories the world has ever known (literally!) and we just need to share them and share them often. How can we ensure that we are delivering these stories in the best way possible? Matt gave us 8 guiding principles to Disney live entertainment that I think are largely applicable to us.


1) It must be safe.

Of course we want physical safety in our classrooms but we need our shows (teaching) to be emotionally safe as well. How are we making sure everyone is included? How are we making sure that failure is okay?


2) It must be unique.

What is it that only you (or our subject) can do? If our class feels just like English our show and our stories aren’t going stick. We can do emotion and real life better than anyone else. Let’s take advantage.


3) It must be based on story.

EVERYTHING. If an activity isn’t fitting a unit’s story why are you doing it? Yes, I’m talking to myself.


4) It must be the best.

I love this! As Matt put it, “No experience is too small to be excellent.” That was kind of a punch in the gut. My bellwork isn’t usually excellent. It’s small so I let it slide. I shouldn’t. It should be the best. That will be a much longer post in the future I’m sure!


5) It must fit the environment.

Does the experience fit in the classroom walls? Perhaps more aptly, does it fit in the tech tool we’ve set it in?


6) It must be built for the audience.

“Your audience’s tastes might not be the same as your own.” Ouch. I’ll need to reflect on that more for sure.


7) It must garner emotion.

Emotions connect very strongly to memories. If we want our kids to remember our lessons we should make sure they are emotional. Any emotion will do!


8) It must create value.

In terms of a theater production it has to sell tickets. For us it has to lead to learning. “It’s not called Showshow it’s called Showbusiness!”


Entertainment is important. Our brains work better when they are, well, awake. Let’s not hide behind the excuse of “not being an entertainer” any more. We have the most amazing stories to tell and it is our responsibility to do them justice. I’m excited to learn more over the next two days and share what I can.


For now I’ll leave with one thought that really hit me from his speech. Matt mentioned a live theater show created for the Disney Cruise Line. I’m not a theater guy so I have little reference outside of loving the Hamilton soundtrack. He mentioned that one of the shows “basically produced itself” and that the first performed version of it was only version 3.


Only version 3?! I asked him to elaborate and he explained that the show was so well conceived that it only took 3 iterations to get direction, production, set design, music, lighting and every other single group involved on board. That’s crazy to think that version 3 being good to go is considered almost magic in the theater business. I’m usually happy to throw out a version that isn’t even version 1!  Maybe that’s why I’m not quite up to Disney standards! Yet. Now, if you'll excuse me, there's about to be a fireworks show out my window. Tough conference huh?


The Kevies: Part 2

posted Jun 12, 2018, 8:42 AM by Kevin Roughton   [ updated Jun 12, 2018, 8:44 AM ]

Welcome back to the Kevies! A fun way to do an end of the year reflection.  If you missed Part 1 go back and check it out!

Today's awards include:
-Board Game of the Year
-Activity of the Year
-Book of the Year
-Event of the Year
-Class of the Year



Board Game of the Year


Go Nuts for Donuts! - An easy to play, hard to master auction/draft game themed around anthropomorphic donuts. If that sounds just about perfect that’s because it is. I already wrote about the game here if you want to know more.


Love Letter - An easy to play, easy to master Go Fish like game themed around trying to woo a princess. Not exactly the easy sell that Go Nuts is but the game is fantastic. It plays fast and is very easily learned but holds interest for a long, long time. No two games play out quite the same despite the simplicity. My students love this one and so do I.


Apples to Apples - The classic classroom game remained at the top of our play rotation this year. It is hard for this game to get old. I did get a bit tired of the Disney version as it has fewer cards and we played it A TON but the students like having the pictures on the cards. It is the perfect classroom game as it can handle a bunch of players and definitely leads to deeper relationships among the players.


And the winner is… Go Nuts for Donuts! - I may one day get bored of this game but it hasn’t happened yet. When a game inspires me to immediately go home and figure out to modify it to fit my content I know it is doing something very right.


Activity of the Year (As chosen by the audience)


Notes - I finished the process of updating all my presentations this year - all bullet points are gone! I added in the animated paintings that I did over the summer and, once again, cut a bunch of stuff. I will definitely be shifting some of the cuts back in and some material back out but, for the most part, the presentations are solid. Kids liked them, I liked them - not much more to ask for (okay, students, can you please stop copying from the screen?)


Choose Your Own Adventure - I did fewer CYOAs this year with my on-level kids as they independence just didn’t suit them well. My AVID kids did just as much and continued to create some cool projects. I didn’t make any changes and didn’t even add any new options. I’ve got some new ideas I’m working on but nothing in finished form yet.


Culture Shocks - Again, nothing new here. I made some minor adjustments to some of them throughout the year but for the most part they remained the same - a bunch of mini-activities, mostly fun ones, that help students to experience some of the more unique aspects of a civilization.


And the winner is… a tie! Seriously, my end of the year surveys showed a near even split between these three as the favorite activities of my students. This was a big jump for CYOA. I don’t know what accounts for it but I’m glad.


Book of the Year


The Imagineer’s Field Guide to Disneyland - You might sense a theme in my reading material this year. The Field Guides were recommended in another book I read this year - The Imagineering Pyramid - and turned out to be amazing. They are just little behind-the-scenes guides to the Disney parks, written by Imagineers. I learned a bunch of new little tidbits about design and attention to detail that will surely influence my creations from here on.


Creating Magic - This book is a must read. It is another book by a Disney employee. This one focuses on leadership and is as insightful and useful as any I’ve read. It rivals even classics like Carnegie’s How to Make Friends and Influence People. It surely helped me to identify holes in my leadership style. Further, it helped me clarify why I’ve often felt frustrated working in education. Judged by Lee Cockrell’s standards education is very poorly led. The lack of communication at all levels (which nearly made my most frustrating list) is highlighted here as a problem in many organizations. I hope I can avoid many of the mistakes described and instead stick to the recommendations!


One Little Spark: Mickey’s 10 Commandments - This is slightly unfair as this was a re-read for me. Spoiler alert: it is still amazing. As I look to write my own book I keep coming back to this one as my lens. Seeing the design process through the eyes of the best designers in the world gives a fresh perspective on how we can make our classrooms amazing. (And, in fact, the format for this very blog is borrowed from the book.)


And the winner is… Creating Magic. I did not expect this book to hit me the way it did. I read a ton about leadership and always have. This is the first book to be inspirational enough to make me actually consider going for my admin credential. Thankfully, that whim passed within a week. Still, it makes me want to be a better leader in the positions I already hold and makes me wish to be led, truly led, in the ways Lee describes.


Event of the Year


CCSS State Conference - An amazing conference throughout topped off by my hotel room being comped and upgraded to a suite for no charge. I got a bunch of great ideas that I’m excited to explore. My own session could not have gone better. It was well attended, all the tech worked and people left joyful and inspired. I got to meet some people I’ve only known through Twitter and make contacts that will last a lifetime. Thumbs up all around.


AVID Parent Showcase - My 7th grade showcase night went well despite having low attendance. Those who attended had a great time going through their projects with their students and enjoying our class videos. I wish more parents had a chance to see it. I look forward to continuing the tradition next year.


IECSS Awards - One of my colleagues (Scott Hill) was recognized this year as an IECSS Outstanding Educator and I attended the banquet. It was great to see all those recognized and see Scott get some long overdue recognition for his work. He was my master teacher 16 years ago and continues to do amazing work in the classroom. (Bonus points for the keynote speaker talking a ton about AVID for no reason!)


And the winner is… CCSS State Conference. I feel like this conference was another step in my life journey. I presented as CCSS two years ago and my session was packed. It should have been, I was winning an award that year and that should have helped drive traffic. This time I was presenting in a rough timeslot (8 AM, Saturday) and didn’t have any additional advertising. Still, my session was packed again. I heard so many positive comments afterwards that I left thinking I was really onto something. Now if I could just turn Design Like Disney into a book...



Class of the Year (As chosen by the audience)

PE - A few votes out there for PE, mostly from the boys, but from a few girls who noted that they appreciated how their coaches challenged them to keep doing better. Good to hear!


Mine - Many of my students noted that they appreciated that my class was fun and I was funny (and a few mentioned my stunning blue eyes.) A few had recommendations for improvements like “give less tests” (No. I give one every 6 weeks, come on.) and “explain CYOA better” (Fair.) but most couldn’t offer anything to improve.


ELA - Mrs. Shaffer - Mrs. Shaffer is an awesome teacher and kids love her. She is challenging but helps kids reach those challenges. She, most importantly, is real with the kids. Many noted that the way she brought her life and theirs into their classroom was much appreciated.


And the winner is… Mine! Though I didn’t feel it much this year my students still overwhelmingly chose my class as their favorite. Maybe they thought they had to since it was my class survey but I don’t think so. I think my kids see my heart even when I’m not feeling it. This year many commented that they recognized and appreciated how much work I put into making the class presentations entertaining. Quite a few really liked the gamification layer (even though very few ever collected their rewards - again) and the general game-like feel of so much of it. It was my toughest year by far but they still found joy in it. I need to count that as some kind of success!





I hope you had fun reading through this with me. Reflecting back, especially using student feedback, is vitally important to what we do. I hope this inspires you to reflect and award yourself in a similar fashion.

Want another game to check out? I'll be writing about Timeline soon - it is surprisingly great!

The Kevies

posted Jun 7, 2018, 4:43 PM by Kevin Roughton   [ updated Jun 12, 2018, 8:45 AM ]

I wanted to do something fun with my end of the year reflection (Everything starts with a story!) so I present the first annual Kevies! These awards all relate to things that happen in room 110 this year.


This ended up being longer than planned so it will come in two parts. Enjoy part 1!


Today’s Kevies:

Biggest Frustration

Best Song

Best “Anime”

Best Comeback

Best New Thing


Biggest Frustration


New District Tardy Policy - At our first staff meeting this year we were shown a new district-wide tardy policy. It required 2 warnings before you could even report a tardy and 3 before any discipline. By 7 a parent was supposed to walk their student to class. In that meeting I asked who I contact at the district when the policy inevitably fails. I did not get an answer. It failed in about 2 weeks. I had more tardies than ever before and never saw a single parent. I had kids up in the 20s and little was done. I later found out that we were the only school who even used the so-called district policy. It was a constant source of frustration.


Classroom Levels - My favorite thing about honors classes is that the kids are all relatively at the same academic level. I had the same positive experience teaching our former EL1/2 Social Studies. This year I had no such classes. Even my AVID class ranged from kids in reading intervention up to GATE. I had the same splits in my 3 on-level courses with the added layer of multiple special ed kids. It was a nightmare all year long. My high achievers missed out on many of my usual inquiry activities and my lower kids still struggled to keep up. While I learned to work with it there’s no question it led me to my most intense frustrations of the year.


Kaiser Permanente - Not so much related to work but it made work harder. I’ve been dealing with two medical issue over the last 18 months. I’ve got some sort of nerve problem in my left foot that has led to multiple visits and multiple tests. The ultimate answer from Kaiser: “We have no idea.” That led me to favoring my right leg heavily when walking or standing (which teachers tend to do quite a bit.) After a full month of unending knee pain I visited Kaiser again. The doctor, who ordered no tests of any kind, said I was getting old (37!) and suffering from arthritis so there was nothing to be done. Apparently I deal with daily pain for the remainder of my life. Thanks Kaiser for your intense care for my well being.


And the winner is… Classroom Levels. I never lost sleep over the tardy policy so it doesn’t win.  The medical issues are just part of life so being constantly frustrated by it seems pointless. Trying to teach kids ranging in ability from 1st grade to 10th grade wins!


Best Song


Let it Go - Leo (https://youtu.be/so49WpSj9bo?t=25s) - I don’t even remember how I ended up playing this in class. I think someone asked me to play Let it Go and I decided to indulge them with this version. It became our go to song. Fun, silly and familiar it was the tune that everyone kept asking for.


Gundam Build Fighters Opening Theme 1 - (https://www.youtube.com/watch?v=_6Kq1UcFPyc) - Sometimes, you don’t know how much you love something until it is gone. My anime club kids have always liked J-pop though this year was all about K-pop. I generally dislike both. The GBF opening them is J-pop in its purest form and it is catchy as can be. Then, it disappeared! They changed the song halfway through season 1 and the rest of the year was just not the same. We still played the original opening each week for anime club!


Gundam Build Fighters Closing Theme - (https://youtu.be/i4-txHzY4ew?t=22m24s) - Along with the new opener came a new closing song - and it is absolutely awful in the best way possible. The song makes the nominees due to its opening line of “potato chips” and for introducing my class to the idea of having a “short pants spirit!” which became a running joke all year long.


And the winner is… Let it Go - Leo. I love both GBF songs but Leo’s Let it Go has made it into my regular personal playlist and not just for ironic reasons.


Best “Anime”


RWBY Vol. 5 - The hardest part about sponsoring a middle school anime club is finding shows that are school appropriate. Most anime is either rated Y7 for little kids or 17+ for adults - there’s little in between. RWBY falls in between but isn’t really anime. It’s English and made in America. Still, it is very much anime in style and story. Volume 5 was my least favorite of the show so far and I really didn’t like 4 at all. It just didn’t go anywhere. Still, I’ll watch 6 when it comes out.


Gundam Build Fighters - I found this on Youtube over the Summer and fell in love with it. Iori and Reiji make a great team and Reiji is one of my favorite characters in anime so far. The show is fun and innocent but still has some powerful themes. It is perfect for middle school.


Spirited Away - I’ve wanted to see this movie for years and finally did. The whole time watching it - both times - I had little idea what was going on. Still, it is endlessly compelling. Were I an English teacher I’d use it in any study of poetry or symbolism I could. The voice work, particularly of the main character Sen, is perfect. We cheated and watched it in English but both I and the kids loved it (even if we had no idea why.)


And the winner is… Gundam Build Fighters. Exactly what I’ve been looking for since anime club started. It feels very anime but plays well for a tween audience. Great characters, great music and a fine story that ends with real emotion. I’m very excited to watch the follow up series next year.


Best Comeback


Boys - The continuous dropping achievement of boys across the nation has been discussed for years. At JMS this year boys made a big comeback. Our winners for our top students of the year were both boys. We often struggle to find even one. In my own classroom my two most improved students were boys as was my top performer.   Of course, then Fortnite happened so...


Multiple Choice - Late in the year we started remaking our assessments to combine inquiry with multiple choice. I’ve been trying to square this circle since we started Common Core with mixed results. I finally feel pretty good about where we landed. The questions are still hard (in fact, possibly too hard) but are less intimidating for our students. Providing them with answer choices helps them to see how a complete analysis of a document should look. Doing this from the get to next year should be a big help.


Jeopardy - I cut way back on classroom review games the last couple years. I just couldn’t justify them in a world that put such little value on facts and trivia. While I still support that outcome giving up the games was a mistake. I played Jeopardy (one of my oldest and least interesting games) late in the year and the kids ate it up. “Can we play this every day?!” Well, no, but I’m glad it is back.


And the winner is… Jeopardy. I’m still not certain multiple choice is here to stay and I think the boys were an anomaly this year (though I’d love to be wrong!).  Fun and games though are going to come back to my classroom in a big, big way.


Best New Thing


Final Mission Intro (https://vimeo.com/267343717) - You don’t have to do much to make middle schoolers interested in pirates. That’s why, in some ways, I’m disappointed that my pirate unit has 3 incredible intros to build interest. Some of my units barely have one. Oh well. The latest one is a hi-tech, spy style intro to their final mission. It really helped set the tone for the entire  unit and the kids loved it. Supporting actor credit to Fiverr.com for making projects like this possible.


Conversion Factor - One of my very few new activities this year. This one is similar to my other “A Day In…” labs but has a specific learning goal. I wanted to teach students the various ways the Islamic Empire grew and expanded their faith. By taking on the role of a traveler in the empire they were able to logically experience many different methods. It didn’t work exactly as planned. It was originally a lesson to showcase Nearpod but I ran into conflicts with my own artistic visions and Nearpod’s inability to autoplay videos. Someday.


Renaissance Puppet Shows - Another new one but one I was only willing to try with my AVID class. I wrote 4 scripts covering major areas of the Renaissance and assigned them to 4 groups. Those groups created the actors (paper bag puppets) and the props to act out their scene. They kids did an amazing job and performance day was an absolute blast. I still don’t know if I’d trust the activity to an on-level class I only see once a day but I’m certainly tempted to try.


And the winner is… Renaissance Puppet Shows. Most new activities I do require significant rebuilding. Conversion Factor is a perfect example. I was making adjustments immediately to the script and presentation. It worked well enough but still clearly had work to be done. The puppet shows really didn’t. With the right group of kids I would do it again exactly as I did. No changes to scripts, instructions or anything. It just worked and the students did a tremendous job with it.



On to part 2!

Get on their Level

posted Jun 5, 2018, 9:10 AM by Kevin Roughton   [ updated Jun 5, 2018, 9:18 AM ]

I had an aide in my classroom this year who helped one of my students. The student wrote her a letter at the end of the year thanking her for the dedication. The aide remarked "It was touching but she made me sound so unprofessional!" I told her to treasure that compliment. Similarly, I had one of my students write on her end of year reflection: "Don't take this the wrong way Mr. Roughton but you're like a big kid." I always love this type of comment. I'll never forget when Desire Romero said "Mr. Roughton, you're such a dork!" to me. I love every time Raelene says "Mr. Roughton!" in her sing-songy "I can't believe you right now" tone. It takes quite a level of comfort to talk like that to your teacher! In each case it is done with love and respect reserved only for someone you count as family.

I've come across a story about Walt Disney three times now in the last couple months - which must mean it is worth reflecting on. The story goes that Walt was walking down Main Street during the initial construction phase of Disneyland. As he walked by the huge store display windows he'd get down on his knees and look up. Walt was placing himself in the shoes of his smallest guests - the children. He required the builders to remake the windows putting them down at eye level for kids - not for adults. Walt regularly walked the park interacting with cast members, riding the rides and sharing the experience of the guests was trying to engage. It shows.

How can we do more of this in our classrooms?

One thing I highly encourage every teacher to try at least once is a narrative observation. I had to do this for my Master's degree and it has proven incredibly value. In a narrative observation you choose one student and write everything you observe about them in a given lesson. I did mine on a mid-level EL student during one of my history mystery labs. She did not know I was watching and listening to her exclusively. I ended up writing nearly 4 pages. It showed me, more clearly than ever, where the hiccups in the lab were. I remember seeing her pick up one of the exhibits, a reading page, and put it back down immediately. She went to another exhibit instead. The station had no appeal at best and negative appeal at worth. It was simply too much boring text. That can't compete with a chalk outline of a body on the floor! I realized I had to spice that exhibit up.

This can, of course, be difficult to do in a classroom with 30+ kids. The history mystery lab was the perfect opportunity since it is largely independent. I don't know how one could do this on a more teacher-directed activity but it is well worth trying out.

A second thing I recommend, which I'm now realizing I did not do at all this year, is to literally become of your students. I'll never forget filling in for Daisy in a group assignment two years ago. I sat in her chair, did the worksheet along with her group, and even had fun mimicking her mannerisms. It was a late in the year dossiers assignment that the rest of the group could have done without me but Catherine asked me to fill in and I figured why not? This was like a narrative observation on steroids. Now I was not only a passive observer but an active participant. I got to be the one who felt the "I don't want to read another one of these sheets..." feeling. It was also unique to literally be on their level. I often stoop down when working with students because I am tall and don't like towering over them. Sitting there for an extended period of time really put me on par with the kids. I built more relational capacity with those three kids in that 25 minute activity than in the rest of the year.

I didn't even have to ignore the rest of the class while I was doing it. Since I worked more quickly than the group every few minutes I used the extra time to get up and check in on the rest of the students. The experience was so awesome that I made it one of the power ups in my class game. Students who reach the highest levels can use a power up to "force" me to be their partner on any group activity. None of this year's kids go that far in time to use it. I'll have to lower it a level or two to further encourage it next year.

Another thing I do to get on their level is to spend extra time with my students. My room is open early, during lunch and after school. Sometimes students use it to work. Sometimes they use it to talk. And often we use it to play board games together. (As my principal commented the other day "I can't ever tell if kids are working or playing in here..." There's something powerful about sitting with someone and sharing a board game experience. It lets me interact with my students as real people as Walt did with his employees. They are much more open and honest with you when in these types of settings.

Doing these things regularly will help you see your classroom from their level just as Walt did. It will help you better anticipate where certain students will disengage. Imagine the child walking hand in hand with their parents down Main Street. As their parents gawk and fawn over the beautiful window displays the child is starting at... a wall. Not only do they miss out on the spectacle they are left with the even worse feeling of "everyone else is enjoying this!" As we have more and more special ed kids in our classrooms we can be more sympathetic to their similar feelings. I don't know what it's like to read at a 1st grade level. I don't know what that does to a student who is given a history mystery with pages and pages of text. I have to imagine it is much like the child starring into the wall while everyone around them is enjoying themselves.

Can we lower our windows? Sure we can! We can alter our reading levels. We can chunk our passages. We can use more graphics.  At the very least we can show them that we value their input and position by spending time with them. Walt didn't need to ask his minimum-wage cast members their opinions but he did - all the time - and it made them better employees. He was accessible - we can be too. We just need to get on their level! 

17-18: Year in Review

posted Jun 1, 2018, 1:15 PM by Kevin Roughton

I've never been so ready for a Summer break. This year was difficult - really difficult. I made more adjustments more often than ever before to try to make it work for my kids. I didn't. It didn't work. I've had endless conversations with my colleagues about how to reach them and teach them and while I think it got better throughout the year the results simply weren't there. So, this won't be the most inspiring of reflections but there is value in reviewing your failures (and admitting to them) in order to move forward.

If nothing else this should be helpful to those who email me and say "I wish I could do what you do!" Believe me, you can! I'm not a magician by any stretch. 

So, what went wrong?

Class Make Ups

Due to issues out of my control I had no GATE classes this year and, apparently, will not next year either. I'm a GATE kid myself. I know how they think and many of my lessons, jokes and strategies serve them best. I've always had more on-level kids than GATE but having that outlet for my creativity and personality was a huge uplift every day. Not having that at all this year was draining. Many of my favorite activities such as my History Mysteries work far better with GATE kids. This year I ended up skipping many of them because my kids simply were not ready for the amount of reading required. 

I had more kids in reading intervention this year than ever before. I had more kids on IEPs than ever before. It is simply not fair to those kids to expect them to handle the independent nature of many of my "big" activities. As a result, my few high achieving kids missed out as well. 

I'll avoid a rant here but "Inclusion" is a failed experiment already. It was awful for my SPED kids and it was awful for my high achievers. Throwing them all into one class - even one like mine where differentiation is built in to the core with CYOA - doesn't work. By serving all we are serving none. Unfortunately, I expect more of this next year.


Skipping Steps

My class assumes, at this point, that students have had instruction in writing with evidence. It is a core tenet of Common Core. I don't expect my kids to know anything about history but I expect them to be able to read and write with at least a basic level of ability. I can't assume that any more. Our schoolwide average reading level was at 4th grade (we are a 7/8 school mind you.) This includes all of our GATE kids. I realized very early on this year that my kids simply were not prepared to handle even the simple, sentence-framed version of our historical argument paragraphs. I had to take things down to a far more basic level than in past years. 

That meant more basic vocabulary (not even subject-specific) and WAY more reading practice. While this definitely helped as the year went on it was too late. Many of kids had settled into their own low expectations by then and I saw no change in my overall grades from 1st to 2nd semester. I plan to start much more slowly next year - especially when it comes to assessments and make sure to build my kids up.



So, what am I planning to do to fix it?

Refocus on Fun

"When the subject permits, we let fly with all the satire and gags at our command. Laughter is no enemy to learning." - Walt Disney

I didn't lose all the fun in my class this year - and certainly not all the laughter. A vast majority of my kids picked my class as their favorite on their end of year survey and the most common reasons were "it was fun" and "you were funny." I'm glad they still felt it - but I didn't. At least, not to the level of past years. Due to the academic challenges of my kids we spent a ton of time and energy on reading practice this year. While some of those activities had some fun in them (still love the Charlemagne bias reading!) most of them just came so fast and furious that we didn't have time to unpack the fun that could be there.

Given that whenever I present to other teachers it is about the importance of fun in education I should probably not lose sight of it myself. When I played Jeopardy late in the year my kids absolutely LOVED it. I haven't played Jeopardy in years. I have made much more involved games and found it hard to justify the amount of time the game took to play. It quickly reminded though that time is very well spent. Sure, I took an extra 20 minutes over a shorter game but I bought well more than 20 minutes worth of future motivation and engagement. I need to play more games like that early in the year even if they have limited, or no, academic value. 

Build More Connections

I've always been a "relationships first" proponent when it comes to teaching. This year for reasons ranging from issues with my own health to frustrations with lacking rigor across my district I just didn't engage as deeply with my students as I usually do. I still had kids in my room all the time but my lunch group was smaller than it has been in years. 

Still, I had enough evidence of the importance of those connections to make it a goal to get back to it next year. I had one student who I kind of took under my wing second semester. She failed my class 1st semester and was failing again. I had a heart to heart with her and encouraged her to start coming in before school and at lunch to get caught up. She did. Then she kept coming. It allowed me time to get to know her and see her slowly - very slowly - open up. She's still not quite there yet. She finished with a good grade in my class and very poor ones in her others. The relationship I built with her was the motivation she needed to perform. I'm excited to work with her again from the jump next year and help her to break further out of her shell and get on track with all her classes. 

Another student of mine was facing bullying issues early in the year. I told my kids early on that no matter how many adults ignored their issues I never would. She put me to the test. After another of teachers told her "that's just how middle school is, you'll be fine." she came to me. I didn't have to do much. I talked to her counselor and her homeroom teacher. I checked in with her a couple times and she said all was fixed and I and didn't hear (or think) about it much more. As the year went on she went through a very typical "I just turned 13" phase where her whole look started to change. She started to slip, just a bit, as a student as well. I was able to talk to her about it and she very quickly returned to her old self. She ended up being one of my top students after that. I showed her that I cared and she returned the favor by doing her very best work for me. 

I plan to find, no, make more time for these connections next year. 

Find the Big Ideas

The weekly reading sheets seemed to stretch the amount of information I was delivering to students this year. Many topics that got skipped over in the past we got to cover through reading. It ended up being way too much. Too many topics means no topic really gets to stick. This Summer my big project is to find those big ideas I wanted out of each unit and make sure they are embedded into nearly everything in the unit. Telling one story at a time is one of Mickey's Ten Commandments for Disney Imagineers so I should know this already. I've always struggled with this because there is just so much stuff in the 7th grade CA standards. Teaching it all doesn't work anyway so why bother?

I want them walking out with a few big key ideas that will carry them into future history classes.


Donuts and the Power of Drafting

posted Apr 13, 2018, 6:40 AM by Kevin Roughton   [ updated Apr 13, 2018, 8:35 AM ]

Drafting is one of my favorite game mechanics. I'm not talking about iterative writing I'm talking about choosing the cards/pieces you want for your game plan from a shared pile among the players. Whether it's Magic the Gathering, Dominion, Sushi Go or, now, Go Nuts for Donuts, there is just something really fun about trying to build your own strategy while other players are doing the same.  I think we can find some great ways to use this mechanic in the classroom.

I picked up Go Nuts for Donuts on an Amazon recommendation a couple weeks ago. I was ready for a new game to play with my lunch kids. I saw that this could support 6 players and I know my kids love donuts so the theme would be an easy sell.  It has quickly become their go to game choice.

The game is a bit of a cross between a draft and an auction. Each Donut has a point value or ability printed on the card. There are multiple strategies to win. You can try to build a small stack of donuts and then get huge point bonuses from having Old Fashioned in your stack. You can try to collect every Donut Hole as they grow in value exponentially as you collect them. I figured most of my kids would stick to the tried and true "pick whichever donut on the board has the highest printed point value." They largely have not - and that's the beauty of the draft mechanic.

Each round you lay out enough donuts for each player plus one. Then each player secretly picks the donut they want. If no other player picks that donut, they get it. If any other player picks it that donut is discarded. Nobody gets it and it is gone. So, if multiple people go for Powered because it is an easy 3 points it ends up being essentially worthless. This adds a deep strategic and social layer to the game yep keeps it simple. Where the game really shines is in the simplicity of how the draft/auction plays out. You don't have to worry about tracking any currency. Just pick a donut and go (nuts.)

The game is ridiculously fun and surprisingly deep. For an under ten dollar game it really is impressive.

So, how do we use it for learning?

Many years ago I did an activity with my GATE and AVID kids called "Solutions Draft."  It was based on the video game ScribbleNauts but with an added draft mechanic. I would pose a problem to the groups such as a beached whale. We then went from group to group drafting objects to help solve the problem. As soon as one group picked an item (bulldozer for example, then no other group could.) They then had to write out their plan to save the whale. It was very fun but also very abstract. As a result I couldn't really find a way to use it with my on-level learners. 

Go Nuts got me thinking how it could work for them. One thing that immediately came to mind is argumentative writing. We do a ton of that in social studies now. Every unit ends with it. On the day before the test we do an activity adapted from the DBQ Project that we call Bucketing. Students are given a list of the likely evidence they will want to use in their argument. It is a list of 16ish terms/people/concepts from the unit. They also get a digital chart (basically just a T-chart) with the two options for the argument on either side. One of our questions, for example, is "Who had a larger influence in Europe between 1400 and 1700, the Medicis or Martin Luther?" So, the chart would have one side for Medicis and one for Luther.  They can then use any of the 16 terms as their evidence on the test.

This often results in students using the same 5-6 terms throughout the day. They tend to pick those that stood out the most - even if they aren't necessarily the strongest evidence. If I added a draft mechanic it would do a few things.  First, it would force groups to really debate which evidence is most important. Once the added pressure of "if that group picks it we can't" is added then the pressure really builds to pick carefully. Secondly, it requires them to really learn all 16 terms since they might not get to use just the few they personally knew best. Lastly, it adds fun! Challenging kids, especially higher level ones, to fit their evidence in ways they hadn't planned can be a lot of fun.  

I could also see the draft mechanic being used for creative writing in Language Arts. Draft a character, a conflict and a setting then write the story. Story Cubes might be a good tool to make this even feel more like a game. Maybe in math students could be given a specific value or concept to represent and then have to draft numbers and math symbols to do it. In science what about having a bunch of random objects that students have to tie to Science concepts?  In each case these are activities that have been done before but adding that extra draft mechanic layer turns it into a game.

How else could we use this simple mechanic to increase engagement in our classrooms?

5 Takeaways from CCSS18

posted Mar 26, 2018, 7:04 AM by Kevin Roughton

The California Council for the Social Studies state conference has just wrapped up and it was quite an experience. I’ll likely write about many of the great ideas I picked up in detail but I wanted to get some first impressions out quickly.  Here’s some of my major takeaways - the good, the bad and the ugly!


1. Reading is a Real Problem Statewide


Multiple sessions were offered on how to tackle the problem of limited (or non) readers needing to grapple with difficult historical texts. I saw lots of interesting ideas with my personal favorite - mostly because it can be implemented and integrated with what I do already very easily - was an add-on for Google Docs called The Highlight Tool.


While I much prefer print reading to digital the sheer amount of text I have to deliver via print is becoming difficult to manage. I will not use our textbook for various reasons and I imagine whatever new text we adopt will be just as problematic. That means I’m providing articles for my kids to read and annotate. When I provide them digitally students can do a bit of marking up/close reading using the Comment tool and the like but Highlight goes even further. You can set up specifically colored highlighters for each activity and attach it to the doc. When students open the doc (assuming they have the add on) the highlighters and opened too. You can have them focus on specific things in each reading - a big plus.


I also saw a presentation by Dr. Bill McBride that outlined a series of pre-reading and post-reading activities to help kids learn to read (more than to help them with a specific text necessarily.)  It takes time but I’m further and further convinced that time spent teaching reading is time well spent. He had a lot to say about how the digital world has shifted the brain’s ability to focus and decode. I’m eager to look deeper into his work.


It’s frustrating to know that our kids are coming to secondary not only with almost no history knowledge but with very low reading skills as well but that is what it is. It is something we all need to come to terms with and work on.



2. We need each other


Seeing what my fellow teachers are doing with the students was the exact spark I needed. I’ve been frustrated with the lack of progress in education in general and particularly in my own classroom the last couple years and I hadn’t realized how much it has slowed down my creative progress too. I saw some amazing, simple, things that have me inspired to do more.


A session about the scandals of Jackson, Clay and JQA has me excited to create some kind of video intro based on ABC’s Scandal. I haven’t done a new TV theme in quite some time. My original ones like House have almost no connection to my students. Time to refresh!


A session on inquiry in the classroom by Susan Myers and Katherine Rand was inspired in part by my history mysteries. The two of them have really run with the concept expanding it into mock trials, congressional hearings and act-it-outs. Meanwhile, I’ve completely stagnated on these. Honestly, stagnation would be an improvement. This year, largely due to the reading issues mentioned above, I’ve done very few of my History Mystery labs. They are my best, deepest, Common Corest lessons and I’m hardly even using them - let alone growing them. Seeing what others are doing has me eager to get back to designing these incredible experiences.


I’m quite plugged in to the social studies community. I’m active on Twitter. I work with a great group of colleagues. Still, I have fallen into hiding in the 4 walls of my classroom. We need each other to show us what we are missing. Then we take it, use our own creativity and run with it.


3. We Need to Teach Presentation Skills - and Not Just to Students


One thing Dr. McBride said that stuck out to me was “oral competency outpaces reading competency by about two years.” His point was that reading out loud so that kids hear proper reading is key in struggling readers. To me it goes a bit further than that. My kids talk to each other a ton in my room but I don’t really take time to teach them how to present their ideas - even to a partner. If reading is such a struggle then we should take advantage of what their brains ARE better able to do. We need to teach them to use their speaking and listening skills to present information clearly.


But we really don’t. We might teach “academic conversations” or using “scholarly voice” in their discussions but we don’t teach them how to present ideas to a group.


Why not? I think we don’t know any better. I’ll be frank - I saw more than a couple bad Google Slide presentations in my sessions. In some of them they were given by very dynamic speakers whose message was clouded by a less-than-stellar presentation. If teachers, people who spend an incredible amount of time presenting to an audience, don’t know how to design an effective presentation then our kids won’t either. We need to model it for them.


So, why aren’t presentation skills taught in college education courses? Well, I mean have you seen how most of those professors present? They don’t know how to do it effectively either! Our teachers (and our kids) see bad presentations so they make bad presentations. We are battling for their attention. Bullet points and grainy clipart are not going to get the job done.


I’ve been beating this drum for awhile now but Google Slides has made the fight even harder. It is just ugly. Powerpoint on PC or Keynote on Mac are beautiful canvases on which to work. Google Slides is functional. That’s about it. The average Google Slides presentation looks like it was made in Powerpoint 2000. Powerpoint has gone through 3 major revisions since then and countless yearly iterations to make it look better. And yes, looks do matter! I will again highly recommend The Presentation Secrets of Steve Jobs as a guidebook.


That said, I saw more GOOD presentations this year than I’ve seen at any conference I’ve attended, (including tech focused ones) so there is some hope. A few of my sessions used their presentations strictly as a way to put big pages on a screen so we had a common visual to discuss. That’s great! We don’t need the text. Just give us the visual and let your voice be the text. Remember, our oral competencies are way ahead of our reading!


4. Fun Still Matters


Scandals, mysteries, VR 360 images, collaboration, drawings, and games! Oh my!


When you’re in a room full of teachers for a training what makes them most excited? What changes the room from heads down, grading papers, half-listening to engagement? It’s fun. I saw that time and time again in my sessions at the conference.


I played some awesome, quick, simple and completely non-digital games with Wendy Rouse. She had a room full of adults arranging puzzles and stacking cups. At the end of one game one group was so engaged with their task that it took nearly two full minutes for them to realize the rest of the room was moving on to the next game!


I played some awesome, quick, simple and completely digital games with Stacy Yung and Amanda Sandoval. They had a room full of adults eliciting audible “oohs” and “aahs” while looking at 360 images. They had us racing to finish a trivia game on Star Wars (I won’t forget this Henry.) They even had us playing a variant of Heads Up called Charades to reinforce vocabulary. And the room loved it.


If fun can help engagement with a group of adults who were choosing to give up their weekend to hear this information imagine what it does for our kids who, in some cases, don’t want to be in our rooms at all. Fun is the gateway to engagement and we need more of it at every level.


5. Teachers Aren’t Always the Best Models


The closing event of the conference was a Gubernatorial Forum. Instructions explicitly stated that all applause and booing was to be held until the end of the Forum. I had the pleasure of sitting behind a group of high school students who were attending the forum and the displeasure of sitting next to four teachers.


The high school students were models of civility. They listened. They focused. They followed the rules. They were well-dressed. At times they’d turn and whisper quietly to a neighbor in response to a point made. Meanwhile, the 4 teachers next to me showed up in T-shirts and sandals, cheered loudly, clapped wildly, booed, shouted out their own questions and yelled out “shame on you.”  Light applause out of turn is one thing. We’re human, we get emotional, but come on. It was, quite frankly, embarrassing to me and caused me to hide my conference badge. I simply do not want to be associated with such behavior.


If we can’t model how to disagree civilly how can we expect our kids to do the same? There were some things stated that I wildly disagreed with in the forum but there is a time and a place to voice those disagreements. These 4 teachers tried to make the forum about them. It wasn’t.


The forum otherwise was informative and well-run. I knew very little about the 4 candidates before the forum and came away with a very clear picture who each was and what they stood for (and believe me, to the two candidates who failed to show up, good luck ever getting my vote.) It is disappointing a handful of teachers caused an unfortunate end to a great conference.



Special thanks to the team who put this conference together. It was inspiring and endlessly useful. Thanks to the 700+ attendees who gave up their weekend (and for many, the first weekend of their Spring Break!) in an effort to be better for their students. Thanks to the 60+ people who attended my session, especially those who said such kind things to me about it as they saw me throughout the day.


Time to start planning for Costa Mesa in 2020 and Design Like Disney 2: 3 More Tips!

Everything Starts with a Story

posted Feb 27, 2018, 2:45 PM by Kevin Roughton   [ updated May 22, 2018, 2:51 PM ]

Disneyland vs. Knott's Berry Farm - the never-ending argument - right? Wrong, of course. The only people who choose Knott's are those who hate crowds. Disneyland is light years ahead of typical amusement parks in design (as evidenced by their prices which are equally light years ahead.)  

The secret to their design? Everything starts with a story.

Attractions (rides) start as storyboards - just like any movie would. You are taken through the ride bit by bit, room by room, with the story being told all along the way. In the case of many of rides like Indiana Jones that story is being told while you are in line before the ride even begins. Sometimes the story is very clear (like in say, Peter Pan's Flight) and in others a little more of a backstory that  you have to work to discern (like Big Thunder Mountain) but it is always there. Every attraction starts with a story. So too do their restaurants, shops, music choices, walkways, trash cans, restrooms, food options and hotels. Walt Disney was a story teller at heart and it shows.

The Haunted Mansion, an attraction deep in story, recently was overhauled to make the story even more a part of the experience. The basics of you becoming one of the 1,001 "happy haunts" has not changed. Madam Leota still speaks from her crystal ball and you are still beckoned to "huuuurrrryyy baaaack" by the ghostly bride as you exit the ride. In between though you see much more of the bride's story. You see how she turned on her husband (or husbands depending your interpretation!) and how things ended in a rather grisly manner. Nothing is ever stated directly - it all comes through visuals - but a close eye will reveal the story.

We can do story in our classrooms as well. I've talked about this in the past when talking about thing like Imagineering a DBQ but I was reminded of it again this week. This week we experienced my Digging for the Truth: The Tomb lab. I built this lab two years ago as an introduction to our Diffusion unit. It is an investigation into the tomb of Shi Huang Di using pictures of the artifacts found there. Students analyze the artifacts to learn what they can about China. They learn that they understood metallurgy, had a form of writing and were unified under this emperor. It has a sense of danger as they see video clips discussing the traps originally built in the tomb and the high amounts of mercury measured down in the tomb. The video clips, from History Channel's China's First Emperor, are fantastic. The narrator has a foreboding tone and the animations and recreations are top-notch. I was quite happy with the lab already.

But it didn't really have a story throughout.


It had a narrative intro. It started with a plane landing in Xi'an China and a short description of the memorial hill built for the emperor. It told the story of the tomb being discovered by a farmer digging a well. Then though, it was just kind of a series of artifacts. My student teacher, who ran the lab for most of periods, commented after his first run through that he wanted to tell more of a story as it went along as it felt like just going through the motions. Of course, I agreed. We worked out a story for each of the exhibits that helps drive home the danger of the investigation while still getting to the content we want the kids to learn.  In fact, having a scripted story allowed me to go even deeper with the content. For example, I added a description of how we could determine the material an object is made of. 

The investigation now closes with this observation: We never found the body! This deepens the mystery and helps to set up the final video clip where it explains why the inner tomb has not yet been opened. 

So, while the lab was already pretty good it is notw much better. It's not just a roller coaster, it's an attraction! I have no doubt it will be more engaging than before and will draw students in even deeper. It was an easy switch too. It didn't take much to add the narrative to the lab.

Where can you add a story to spice up your lessons?

Wienies!

posted Feb 23, 2018, 8:52 AM by Kevin Roughton   [ updated Feb 23, 2018, 9:15 AM ]

Mickey's 4th Commandment: Use a Wienie!

In just over a month I'll be presenting my show, Design like Disney, at the California Council for the Social Studies Conference in San Diego, CA. This has further driven my focus on, and love of, Disney Imagineering and the techniques they use to engage their guests.

One of my favorite of their 10 Commandments is "use a wienie!" The story goes that Walt came up with this term while explaining how to lead people through an experience. Apparently, he used hot dog wienies on stage to guide animals around. We can do it with people!

The most famous is Sleeping Beauty's castle in the center of Disneyland. You can barely see it before you enter the park then it magically appears at the end of Main Street beckoning you to go forward. You have to see it up close!

On my last trip to Disneyland I went out of my way to look for wienies and the way the Imagineers drew attention to specific information in the park. The one that stood out most to me was while waiting in line for Soarin' Over the World at California Adventure. 

I was the last person in my "plane" which gave me a great view of the crowd. We stood there waiting for a couple minutes. People chatted, kids played on phones - it was definitely noisy. I wish I had taken a picture before the video started at all as this one doesn't quite do it justice but trust me, they weren't paying any attention to the screen.From the pic below you can see people are looking every which way doing their own thing. A few heads have turned toward the screen which just switched from a looped title slide to an actor saying "Hullo!" 

before

There's the wienie! The video drew the attention of everyone in line immediately. The chatting stopped, the phones went dark. Everyone watched the screen. (Well, except me of course, I was watching the magic of the Imagineers!)

after

This is the picture just seconds after the video started. Full attention. The video proceeded to give the ride safety instructions - something Disney wanted to be sure everyone heard. Without the wienie most people would not have heard it. The video drew their attention.

How do we draw attention in our classrooms?

Well, for one, we can use video too!


Video intros do a great job of making students excited to learn. This is my intro for my modified DBQ Where Am I? We just did this earlier this week and, as usual, the students couldn't wait to start it. One of my kids who rarely does his work commented "this is going to be awesome!" right after the video ended. 

Wienies in the classroom can take many forms. In Teach like a Pirate Dave Burgess calls these hooks. Even Madeline Hunter knew about Wienies calling them the Anticipatory Set. They can be as simple as a thought-provoking bellwork question on the board or a clever use of clipart on a worksheet.  They can be more elaborate like coming to class in costume or placing a mystery box in front of the room.  

You may not be able to build a full scale castle in your classroom or even a 1/3rd scale mountain like the Matterhorn but you can create wienies. Our kids can be led to greater and greater experiences if we can follow this great commandment.

If you want to learn more, register for CCSS18 here and then add Design Like Disney to you schedule!

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