Tuesday, December 29, 2015

#YourEduStory: Taking a Peek at Myself

#YourEduStory has presented a good opportunity to look internally and reflect.


By having access to weekly prompts, I was able to think more about my practices and approaches to teaching.  The questions and prompts promoted my own thinking and pushed me to examine my role as a teacher.  
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The reflections tended to reinforce that I believe my students are capable of incredible things and that mindful interaction with the students will help get them there.  The questions also revealed that I feel strongly in the approaches that I take to motivate students and promote their learning.  And, of course, new thinking was introduced and re-emphasized that I can always improve.


Some weeks I could not piece together thoughts that I felt would make a cogent blog post.  Those prompts, however, still provoked my thinking and reflection.


The format #YourEduStory provided also exposed me to others’ blogs.  Setting aside time to view their blogs and comment was difficult, but I found the comments made on their blogs stimulated positive interaction. The format was also appealing since the participants were creating the weekly prompts.


Although I only started engaging with #YourEduStory in the later part of 2015, I found it rewarding and worthwhile.  The value of the experience would encourage me to participate again in 2016.


If you have experiences that have provoked reflection on your teaching practice or, if this post has generated some thoughts of your own, please share in the comments. I would appreciate hearing about them.


This post is inspired by Share #YourEduStory. The prompt from @AppEducationFox was “What has the process of sharing #youredustory taught you? What have you learned? Would you do this again?

Saturday, December 5, 2015

Thankful for Four



The four things for which I am most thankful for in my school:

Students
IMG_2887_picmonkeyed.jpgThe students make my teaching experience easy.  Although, there are struggles, frustrations, and concerns, those are far outweighed by positive interactions with the children.  Throughout my time as a teacher, they have been personable, appreciative, and curious.  They are willing to connect with me and are fun to be around.  They are willing to try new things and ask questions to delve into topics.  Clearly, teaching would be drudgery if students were not so engaging.


Colleagues
The people I work with are wonderful.  When you’re in dire straits, they are supportive.  When you need them to extend themselves, they are generous.  When you need them to give of themselves so you can pull off what you need to, they are generous.  When you need a sounding board or someone just to listen to you, they give you perspective, reassurance, and validation.  Without my colleagues’ expertise, I am not as capable.


Principals
The administrators that have lead my school have had one key element in common: each has allowed for innovation.  Even though they have had their own approaches, strengths, weaknesses, and philosophies, each has trusted and empowered the staff to try new ideas.  This has allowed me to make decisions in my own classroom to try the latest or less traditional approaches that have benefited the students.


Technology
I am fortunate to have a class set of Chromebooks for my students.  Each day the students are able to use them for reading, writing, investigating, creating, and publishing.  The technology has allowed me to give more immediate feedback to the students which has enabled them to learn more efficiently.  It also provides me with more time to engage with individual students as the classroom has become more student centered.  Using technology regularly also allows students greater opportunities for innovation during which they tap their critical thinking and creativity.


If you have things for which you are thankful in your teaching experience or, if this post has generated some thoughts of your own, please share in the comments. I would appreciate hearing about them.




This post is inspired by Share #YourEduStory. The prompt from @msventurino was “What are you most thankful for in your classroom, school, or your own education?

Thursday, November 19, 2015

Invigorating Student Learning

Want to get your students’ blood pumping and energize them while they learn?


Transform your cooperative learning activity into a reality TV cooking competition.


I was introduced to John Corippo’s take on cooperative learning at the Blended Learning Communities conference this past July.  He transformed the jigsaw method of cooperative learning by using Iron Chef as an inspiration.


Students are given a task to complete within a group using content - the ingredients.  They have a time limit.  They’re even given a mystery ingredient.  Then they get 30 seconds apiece to present as part of their group.


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Creating the slide presentation.
I took Corippo’s resources (You can find them at his site.) and altered them to meet my students’ needs.  I put students into groups of three or four and gave them twelve minutes to produce with Google Slides.  Each student was responsible for one slide with the expectation to include appropriate information and one image.  They also needed to use the “ingredient” from the mystery box on all slides.  When time was up, they would stop working.  Ready or not, it would be time to present.  Each group would come before the class, and each student would present his/her slide in 30 seconds or less.
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Comments from students about their experience.


After giving students the overview and the expectations and getting the timer ready, I announced, “Your twelve minutes starts….NOW!”  There was a slight pause as the class collectively took a breath, and, then, the students feverishly began their work.


The fast pace and feeling of competition ensnared the students. They were engaged, they were manipulating information, and they were interacting positively with their peers.  They handled the task well, even mustering the courage to present in front of their peers.  


The presentations were a bonus.  Not only did each student review information within the group, but every student in class had multiple exposures to information related to the topic when the different groups shared their understanding through the oral component.  To encourage listening - and because audiences always like to have their say in television competitions like American Idol or Dancing with the Stars - students were asked to rate each presentation on the following criteria via a Google Form:  content, presentation and creativity, and overall quality.  


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Presenting to the class.
Although some students initially felt the pressure of time, I think that was worthwhile exposure for them as they often struggle to produce efficiently, taking far longer on tasks than I would expect.  They also realized that the time limit made it exciting. Overall, they gave positive feedback.


I recommend you check out Corippo's work. I certainly will be making the Iron Chef approach a permanent part of my lesson planning arsenal.


If you have highly engaging lessons or, if this post has generated some thoughts of your own, please share in the comments. I would appreciate hearing about them.


NOTE: Underlined portions indicate revisions made 11/20/15.

Wednesday, November 11, 2015

Gaining a Greater Appreciation for Our Veterans

Each November, I remind my students that Veterans Day is not just a day off from school. I remind them that it is a day to honor and remember those who have served in our armed forces, to reflect on the sacrifices others have made so that we may enjoy the freedoms and quality of life we have. 

This year I pointed out to students the Library of Congress' Veterans History Project as something they may want to do with their families to help honor veterans and preserve history. 

I also had an interesting conversation with a colleague. She noted that her father was a veteran and stressed to her students that he does NOT have today off from work. That made me pause and reflect after our conversation. 

I thought about how many other veterans must be working today without our knowing. They are still doing there job like today is just another day. Should our students get a day off from school in honor of veterans if they won't actually take the time to honor the veterans that day?  How can we make those veterans, including those plugging away at their jobs post military service, still feel our appreciation?

Though some questions came to my mind, I did come to one conclusion. I appreciate my father, my uncles, my grandfather, my father-in-law, and all other veterans and their efforts while they served that much more. 

If you have have a something to relay about Veterans Day or, if this post has generated some thoughts of your own, please share in the comments. I would appreciate hearing about them.

Monday, November 2, 2015

Getting Better Together

Being connected as an educator can take on multiple forms.  


A teacher can be on twitter, maintain a blog, join a Google hangout, or use other social media.  With students, a teacher can have a class twitter account, have students maintain blogs, engage in mystery Skype, or use back channels among other activities.


In addition, students can use their smartphones to do things such as to record and share.  QR codes and Google Docs give teachers easy avenues to share with students and give feedback.  There are countless ways to be connected.

But, at its core, being connected comes down to one thing: getting better together.  Having crossed my mind in the past, I was reminded while reading Julie Vincentsen’s (@jvincentsen) blog. Whether using technology or not, education is all about getting better together.


Technology can enhance collaboration and even make it easier.  But it is not necessary for collaboration.  When we work together, we can learn and achieve far more than in isolation.  Even one who works without others, cannot escape the influence of others through interaction, readings, or video.  Students can bounce ideas off of one another, can clarify their ideas with one another, and can teach one another.  Likewise, educators can receive the same benefits when engaged with their students.


Some activities may use technology while others may not.  Ultimately, however, the goal remains the same:  improvement.  And it is enhanced by others.


Just like educators encourage our students to interact with others to improve their learning, educators must also look for others to help them with their learning and improvement.  By being connected, we are getting better together.   As Julie notes in her post, “@AmyHeavin writes: Through our conversation, we share insights & ideas. When we act on those ourselves, we grow. When we share others grow too!”

If you have thoughts about what it means to be connected or, if this post has generated some thoughts of your own, please share in the comments. I would appreciate hearing about them.


This post is inspired by Share #YourEduStory. The prompt from @christyfenne was “What does being "connected" mean to you?

Monday, October 12, 2015

The Power of Student Driven Learning

Knowing that people are naturally inquisitive but that they don’t always have an avenue to delve into their unique interests, I wanted to give students an area to explore, discover, and create.  I have not felt successful with Genius Hour within my own classes as many students could not tap into their own passions and drive.  

My solution has been an after school club.

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Students can join me one afternoon a week to pursue any endeavor they wish.  I encouraged them to come immerse themselves in a venture of their choosing - if they want to learn coding or how build apps, if they want to learn how to juggle, if they want to learn video creation techniques, if they want to explore electronics, if they want to test a hypothesis, if they want to learn knitting, they can join me.  

I promised them that I would not be an expert on their passions but, instead, would be a support for them in their pursuits.  I would help point them in a direction or help them find answers to their questions.  

So far the response has been good - 10 to 15 students each week pursuing what they want to.  A few are investigating computer animation.  Some are looking into how to build smartphone apps.  One girl has explored crafting her own music on the computer.  A couple needed a break and took me up on some juggling instruction.

The students are engaged and enjoying themselves because they are driving their own learning and exploration.  It is truly powerful to see how absorbed they are and how eager they are to share their excitement and insights with their peers.

I feel fortunate that I can offer students a space to pursue their interests.  Academic standards can interfere during class, and some students seem to be rigid in their thinking and expectations, squelching their natural tendencies to question.  The students that visit me on Thursday afternoons, however, clearly want to play with knowledge and gain greater understanding.  They have questions they are pursuing, curious about the world just like an infant popping objects into her mouth to explore the world around her.

If you have #1CoolThing that has happened in your classroom this year or, if this post has generated some thoughts of your own, please share in the comments. I would appreciate hearing about them.



This post is inspired by Share #YourEduStory. The prompt from @teachfromhere was “Share #1CoolThing that has happened in your class/school/district this fall.

Wednesday, October 7, 2015

Growth & Inspiration from Others

I refer to others’ blogs regularly.  They both inform and inspire.  Part of whom I am as a teacher is due to their willingness to share through their blogs.


The first blog I began to follow was Richard Byrne’s Free Tech 4 Teachers.  His work opened my eyes to the multitude of resources that exist which can enhance a teacher’s toolbox.  His daily review of tech tools and his tutorials are invaluable.  Nearly every day, there is something on his blog that makes me stop and pause, thinking, How can I use or do that in my classroom?”  My eyes have been opened to see the possibilities of technology in the classroom by Byrne.

Larry Ferlazzo’s Websites of the Day is another phenomenal blog.  Taking regular dips in his posts reap rewards as Larry Ferlazzo presents endless resources.  Some of the varying topics he addresses are student motivation, educational policy, ELLs, holidays, and his “best of” list of resources.  This just scratches the surface of what his site has to offer.  No matter the topic or subject area, Ferlazzo has curated resources for it.  Looking for something on metacognition?  How about movie clips of bad teachers?  Maybe you need “What If” history lessons?  Search his websites of the day to get yourself pointed in the right direction.

Certain needs led me to the first two blogs mentioned.  I have no idea what first led me to Paul Bogush’s Blogush.  Whatever it was, I am thankful.  Bogush wears his heart on his sleeve right where you can see his passion.  He is not afraid to put forth his opinion - that’s what a blog is for, right?  And his honesty is always rooted in what is best for his students and his own reflection.  He shares glimpses into his classroom and school through his blog and student videos that show he believes students are incredibly powerful beings capable of impacting the world as soon as they are ready.  In short, Paul Bogush makes me think about students and my own teaching.

This will be the third year my students keep blogs.  My former students who are now in eighth grade will be continuing their blogs with their current teachers.  I’m so pleased their current teachers have taken the opportunity to support the students’ blogging.  These blogs energize me as I gain greater insight about my students.  I also see my students opening themselves up to the world, inviting others to engage, trying to make an impact on the world, and crafting a positive digital footprint.  I will continue to encourage my students’ voices through blogging, as I have much to gain from their sharing.

If you do not currently follow some blogs, I encourage you to do so.  Check out the ones I’ve mentioned and seek others that help you to grow both personally and professionally.

If there are blogs that inspire you or, if this post has generated some thoughts of your own, please share them in the comments. I would appreciate hearing about them.



This post is inspired by Share#YourEduStory. The prompt from @bjornpaige was “Whose blogs do you draw inspiration from and why?

Monday, September 28, 2015

Getting Students Ready for Their Future

Six qualities I can bring to my classroom to make students more engaged and prepared for their future:
  1. Relationships - Know and value students; build trust.
  2. Risk - Students can’t be scared to learn from failing; push them to stretch them.
  3. Student centered - Students are natural learners; let them drive their learning.
  4. Questioning - Learn better by asking your own questions, giving ownership and developing capacity to creatively problem solve and discover.
  5. Connections to the world outside our walls - Tap resources; make connections; build empathy and understanding; influence the world.
  6. Reflection - Enhance student learning as they consider what was learned and the process taken.

If you have ideas about what are the most important characteristics of instruction or, if this post has generated some thoughts of your own, please share them in the comments. I would appreciate hearing about them.


This post is inspired by Share#YourEduStory. The prompt was “In 100 words or less, describe the most important characteristics of 21st century instruction.”

Wednesday, September 23, 2015

Being Mindful of Hidden Curriculum


 
The manner in which a teacher sets up the classroom and establishes certain routines creates a hidden curriculum for students.  Within my classroom decisions are made to send and reinforce a message to the students that I feel will help them in the long run.

One thing I consistently do is to answer students’ questions with questions.  

 Does this annoy students? Yes.  

Do they get frustrated at times? Yes.  

Why do I do it?  I am trying to encourage self-reliance.  Students have or can find the answers to most of their questions. I will lead them with the questions that they should be asking themselves as reflective learners so that they may discover their own answers.  Students struggle with meta-cognition.  Helping to model that for them assists them to better embrace that approach.  As the year progresses, they become more adept at quickly answering my questions to their questions or become more self-reliant.
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Another part of the the unspoken agenda is the arrangement of the desks.  I never have the desks arranged in rows.  They are always positioned so that students can easily communicate with one another.  Desks are either arranged so that students can turn and speak with someone right next to them easily or do the same with someone right behind/in front of them. The message is that trusting, learning, and processing with their peers is a priority.  Every day, multiple times, students are encouraged to interact.  They learn best with multiple interactions and when they are processing with others.  The more opportunities they have to speak, the greater their learning. Student collaboration is essential for student growth.

  The decor of the classroom also clearly gets across priorities to the students.  

Curiosity is good.  Several artifacts around the room reinforce that students should explore.  There is an Egyptian bust, a flag flown over the U.S. capitol, Gee O. Beast, and a map with the northern and southern hemispheres reversed among other items.  Students are intrigued by these and ask questions.  Their intrinsic desire to learn is touched. 

Posters and a quote board also adorn the classroom.  These reinforce that students are powerful beings who are capable of great things.  I want students to know that, even though they may grapple with learning, with their peers or with other struggles, they can persevere and accomplished much.

The message teachers send their students through the routines and design of the classroom is just as important as content, if not more.  When a teacher is in tune with the hidden curriculum, the classroom can better meet the needs of the students and have a subtle, yet strong, influence.


If you have essential parts of your hidden curriculum or, if this post has generated some thoughts of your own, please share them in the comments. I would appreciate hearing about them.

Monday, September 7, 2015

Trying to Touch Students’ Hearts

As the new school year has started, my inclination is to be better than I was in previous years.  There are always so many different things floating through my mind to improve my instruction and the students’ experiences.  Among my myriad goals, I have prioritized two.

IMG_3656_picmonkeyed.jpg I want my middle school students to realize they can make their mark and influence the world - right now.  To set them off in that direction, they will gain exposure to ideas revealed by International Dot Day to help motivate them to be bold risk takers who can influence the world.  To connect it to the social studies curriculum, I want them to explore issues relating to geography that touch their hearts.  I hope they will be spurred on to try and make a difference in the world and be compassionate.  I want them to realize they have great power and influence as individuals and that they do not need to wait until their adulthood to start leaving their legacies.

Another opportunity I want to offer my students requires doing a better job of breaking down the walls of my classroom.  Currently, my students develop blogs with which they can interact with the world.  I need to do more to have others connect with my students via their blogs.  If I can take appropriate steps, students’ audiences will be broadened and they will connect with others more widely.  Students would also benefit from making connections through Skype.  I believe that meeting people from other places through video conferencing and their blogs will help draw the world nearer to them, make learning and understanding more personal, and, again, touch their hearts, spurring them on to deeper learning and greater accomplishments.

I look forward to bringing these opportunities to my students.  There is a lot of value to students understanding that they, too, can make a difference in the world.  By touching their hearts in dynamic ways, they should be more motivated to reach outside their comfort zones and make an impact on the world.

If you have found ways to touch your students' hearts or taken them beyond the walls of your classroom, or if this post has generated some thoughts of your own, please share them in the comments. I would appreciate hearing about them.


Saturday, August 1, 2015

Powerful Processing and Reflecting with Visuals

Splashed all over Twitter are sketchnotes.


Their potential as a visual taking notes was intriguing since I know many of my students benefit from connecting visuals to their learning.  I saw a lot of potential in students manipulating their notes to transform them into sketchnotes.


In particular, I noticed the work of Silvia Tolisano (her Langwitches blog) and Sylvia Duckworth (her blog post on sketchnotes).  Their renditions of keynote speeches, conference sessions, and how-to’s captured my interest and compelled me to investigate how I could sketchnote on my tablet (I like to attempt tasks on my own prior to asking students to engage, as I wouldn’t want to ask them to do something without doing it myself.).  


As I went into this year’s Blended Learning Communities (BLC) conference in Boston, Massachusetts, I was determined to produce some sketchnotes.  The presenters make the event a great opportunity for learning and reflection so I knew it would be a good opportunity.


There are many different free apps one could use.  (But with students, I would initially encourage the use of paper to eliminate the distraction of a new tool while getting their feet wet with sketchnotes.) Prior to the conference, I settled on Autodesk Sketch . It is easy to use and has additional tools that can be purchased if I feel the need.


Some who produce sketchnotes can do so while someone is presenting.  Being a novice, I did not feel comfortable attempting that for fear of both frustration and missing things I wanted to hear.  Instead, I just took notes.


After the conference ended, I went back to my notes and started working out some sketchnotes.  I was delighted with the processing that took place.  

My experience further emphasized that creating sketchnotes would be a great opportunity for students to reflect upon and process information.  There is great value in rehashing information and recreating it in a visual form.  I can also envision students collaborating to plan out their sketchnotes to add an additional layer of processing. I look forward to introducing sketchnotes to my students.


Below are two examples of sketchnotes that I produced at BLC.

If you have experiences creating your own sketchnotes, creating them with students, or if this post has generated some thoughts of your own, please share them in the comments. I would appreciate hearing about them.


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