Launching Pineapple PD

The seeds were planted at our Faculty Pre-Planning days in August and now we are officially ready to launch Pineapple PD at OJCS.
Here’s a little refresher – What is Pineapple PD?  Well, it means throwing open our doors to welcome each other in so we can learn and grow together.  It is a VERY informal visit to a colleagues classroom to see something of interest to you.  You can go for 5 minutes or the whole period.  You can take notes or not.  No feedback, write-ups or follow-up required.
Pineapple PD is a perfect segue from our EdCamps and Speed Geeking where we have already experienced how much we have to learn from each other.  So prepare to level up because Pineapple PD will be a game changer for OJCS Faculty and their professional practice.
It is so meaningful because it invites a personalized approach to professional development (aka – We Own Our Learning) at a level of intensity that is just right for each and every educator.  You can dip your toe or dive right in.  You can host, visit or both!  It is also an amazing process to model for our student…after all We Learn Better Together. 

As educators there are no bounds to what we can be learning when we open our doors.  It will undoubtedly shift the culture of our school so that we can continuously be stretching ourselves.  To quote Courtney Golden, as quoted in Jennifer Gonzalez’s blog post, “It is a ‘safe’ and powerful professional development opportunity. Pineappling is free, fits within the school day, and has proven to be the BEST professional growth experience.”
How will this be organized?  Well, we turned to the Twitterverse for answers and Mark Barnes one of the authors of Hacking Education, alongside Jennifer Gonzalez, shared his two cents:

So, that is what Josh Max has kindly arranged for us.   We will all have access to a shared Google Calendar.  All Faculty will receive the link to join.  This calendar will house all open invitations for those who would like to welcome colleagues to come and see something.  We will also create a shared Google Doc where everyone can name skills, tools, strategies, approaches or topics that are of high interest.  This way people know what classes or sessions they can seek to host.

 The benefits of Pineapple PD to school communities are endless!
So let’s get PINEAPPLING, OJCS! 🍍
Barnes, Mark & Jennifer Gonzalez (2015).  Hacking Education.

My Sketchnoting Journey

I am feeling very fortunate to again be learning with Silvia Tolisano and adding to my repertoire of communication tools and digital literacy.  The challenge of the moment (outside of writing a blog post on the dime), is trying my hand at sketchnoting.  I believe without yet truly studying its function that sketchnoting is an tool that will allow me to create customized, colourful and artistic visuals.  I’m sure it has limitless applications and I look forward to exploring what it can mean for my communications, or as Silvia explains with making thinking visual.

Now onto researching this so I can better understand…

If you too are a beginner, Sunni Brown’s book the Doodle Revolution and Sylvia Duckworth’s How to Sketchnote: A Step-By-Step Manual for Teachers and Students are great springboards.  Sylvia Duckworth also shares these valuable Google Slides on launching your sketchnote efforts: Sketchnoting for Beginners.  It is amazing to witness the endless creativity and depth of thought that work in tandem when Sketchnoting.

Silvia anchored our first attempt at sketchnoting in creating a sketch featuring 10 Sketchnoting Tips.  We used the app Paper by WeTransfer which had several free tools available.  Here is my first creation.

I have to say that I found this exercise exciting and loved the challenge of capturing ideas and reflections in one visual.  I experimented with fonts, pictures, icons, overlaying, the watercolour feature (which was my favourite)  and capturing my ideas succinctly.  I will absolutely revisit sketchnoting and would really like to see what unlocking the other features would invite to the creating.  I would also like a fine-tipped stylus tool so that I can really draw in a more detailed way with more control.  Also, time to find my flow.  I can see that proficiency would allow me to sketchnote in the moment with info informing what I am committing to the sketch (i.e. in a lecture or note-taking at a meeting).  As a novice, I will need more time to better understand all of the ins and outs.  Especially not accidentally erasing part of my sketch by smudging with my hand (left-handers beware), which seems to have inadvertently affected tip #2 of my sketch.

As an educator, I think this would help students, but again, they would need time to first plan and then really create.  I wouldn’t want to create frustration by having a lofty goal as they explore the possibilities.  This would invite opportunities for students at a beginner level to create art, as a mind-mapping opportunity, to make cards or invites, posters, as well as capture their favourite quotes.  I think it could be used as a tool to help a student re-regulate.  It could then after practice be used for mind-mapping and planning out stories, taking notes and other more intensive purposes.

I certainly look forward to practicing and also identifying ways I can sketchnote at school with other educators and students.  No question it is a great addition to my digital literacy toolbox.

First Pineapple Party!

We did it!  We had our first Pineapple PD experience today at OJCS.  We have the extraordinary opportunity to be working with Silvia Tolisano, author of A Guide to Documenting Learning, and so used this as a launch into Pineapple PD.  Mrs. Bennett bravely opened her classroom to a group of interested teachers who documented student learning during an inquiry lesson.  I documented their Pineapple PD experience.

Mrs. Bennett hosting her first Pineapple PD session.

Mrs. Bennett shared that at first she was apprehensive about having other educators come in and see her teaching.  She is of course far more comfortable with just her students.  Well, today she invited a small group of teachers to come in and we all learned so much from both her and her students.

Some of our DocuMENTORS cohort observing.

We all understand as educators how critical sharing ideas and working collaboratively is to our craft and our growth as professionals, and yet classroom visits haven’t been a platform for learning.  What is it about teaching in front of other adults that brings feelings of discomfort?  In an interview with Mrs. Bennett she shares the following:

It reminds me of a time when I was teaching a Grade 2 class dressed as a pirate (eye patch, parrot and all) and reading a story, when an educator from across the hall appeared in my doorway to take in the show.  My first initial response to her seeing me as ‘Captain Keren’ was reticence, with a little dash of worry about what she would think.   There is something very private about how silly, playful, animated and energized we get when we teach.   We take risks in the name of engaging our students in deep learning.  So, the question becomes, can we begin to take those same risks and show our passion for engaging students with others?  Can we tear down the walls and invite others in?  Of course we can, but we need to reframe what being observed means.  We also have to deeply value what it means to our teaching and learning, and the teaching and learning of others.  It makes us better at what we do!  Your successes and expertise shared outward grows others.  Being able to visit others and learn from them stretches us in new directions.

As we prepare to fully launch Pineapple PD at OJCS, I am thrilled that today’s experience was positive for all involved.  I will continue to document our journey as we continue to reach for our North Stars.

Documenting the Pineapple PD journey.