Classroom Communication Tools

Effectively communicating with students and parents is a major component of teaching. While it may seem that these audiences are similar, the strategies and tools for communication, as well as their intended purposes, vary. Here's a few you may want to try.

Parent Communication Tools

Remind: Remind is a great way to communicate via text message. Creating an account is free, and users have the option to add multiple classes as groups. Parents and/or students will enroll by texting a message to your class code (instructions given by Remind):

After that, teachers can send and even schedule messages to go out to recipients via the web or mobile app. Remind is one way communication. Recipients of messages cannot respond back to the sender. 

Twitter: Classroom Twitter accounts can be of great benefit. Because messages are limited to 120 characters, users are forced to provide the most relevant and important information. Followers can respond to tweets to clarify information or to initiate conversations. Tweets can be public or private, so be sure to consider the privacy of students when tweeting.  You can also use Fast Follow with Twitter so that when you tweet, your followers will receive a text message.

Google Voice: So often, students and parents need to communicate with teachers, but handing out your personal phone number can sometimes be a risk. Google Voice can connect multiple lines to a single proxy phone number, and has a transcript stored within your account of all voice mails and text messages. To use Google Voice, you first have to have a Google account.

QR Codes: QR Codes are everywhere. They are universal, and provide a very quick way to share information. I usually use QR Stuff or the Shorten Me extension in Chrome to create my QR codes.

To use them as a communication tool, simply create a QR code by pasting the chosen URL into the generator listed above (or Shorten Me just makes one for you), then download the code as an image to print. Here's some ideas:

• Provide a link to your class website that you hang outside your classroom
• Provide your contact information on a business card
• Link to information about your school to print on magnets or Tshirts

Student Communication Tools

Other communication purposes might include opportunities to engage students and allow for them to all have an equal voice. It is not uncommon for a few students in the classroom to refrain from participation, while a handful are very vocal. By using technology tools as an engagement strategy, shy students are more likely to contribute, equalling the playing field for all kids.

Today's Meet: Today's Meet creates a backchannel for students. Free and super easy, all teachers have to do is create a room, then choose how long they want it to remain open. Provide the given URL to students, and they can ask questions or post ideas to the monitored channel as long as it is open by adding their name in the "Nickname" field and clicking "Join." Here's a few ways I've seen this used:

• To provide students with a way to ask questions after class has ended
• To brainstorm ideas
• To post questions when interviewing a guest speaker

Keep in mind that the teacher will need to continue to monitor this site for questions and posts. Be intentional when creating a room to only leave it open as long as it would serve useful.

Padlet: This free and easy to use brainstorming tool is a must for a classroom. After the teacher sets it up by posting a topic, a question, and then personalizing it with a background and thumbnail images (optional), students simply access the site through the newly generated URL and double click on the site to add ideas, questions, pictures, and even files. Posts can be anonymous. This is a great way to get ideas from everyone.

Mailinator: This is not a continuous communication tool, but is very useful in the classroom. It was developed because often, teachers would like to use a variety of web tools with students, but sites require students to have an email account. Because not all schools provide an email, Mailinator allows users to very quickly create a temporary account to use for registrations. On the home page,  you'll see a generator to type in your chosen email address. For example, "klista" becomes "klista@mailinator.com." The email address is open just long enough to create and verify accounts. Just be sure to write down usernames and passwords and keep them for students in case they have forgotten.

All of these tools are free and very easy to use, which is not only important for busy teachers, but also for the students and parents who will be accessing the tools. Try one and see what difference it can make in your classroom!

Fave Chrome Extension Shout Out

Maybe I'm something of a technology dinosaur, being more of a "Gen X"er than a Millenial. Maybe it's because I found work arounds from all the times I was hit by a school filter, so doing things in a complicated manner became second nature. Maybe it's the security freak inside me from serving at a district level administration role, not wanting to allow any third party to have access to another of my accounts. Whatever it is, I hang my head in shame when I say that, (I'm whispering right now) I just now, within the last few months, began using Chrome Extensions.

So now that I've admitted it, I will also admit that not using them prior to now was a huge mistake. Chrome Extensions save me so much time, and make me so much more productive. Here's a shout out to a few of my favorites.

1. Spreed. Have you ever found yourself reading a large amount of text online, only to realize that you hadn't been concentrating on it at all? So you go back and read it again. And again. Feeling like you really need to take some notes just to read your email, you begin to wonder how you might reign in the ADHD long enough to respond to your supervisor.
Spreed to the rescue. Install this extension, and anytime you highlight a block of text (it could even be an entire page), you can right click to see the option "Spreed selected text." By selecting this option, Chrome will open another small browser to allow you to speed-read. The service will (at a rate you choose), place one word in front of you at a time. I have mine set to read 350 words per minute. I can move that rate up or down as needed.

2. ShortenMe. For years, I've used URL shorteners. Bit.ly was a favorite until goo.gl came along. And then I met ShortenMe. Now, instead of copying and pasting a URL and pasting it into a shortener in another tab, I simply click on the extension. Without leaving the site, I've got a shortened goo.gl URL, AND (wait for it) a QR code! The goo.gl URL is copied to my clipboard, and if I want to grab a copy of the QR code, I either use the tools built in to my computer to screen capture or use the Snagit Extension. (See #8).

3. Delicious Bookmarks. I started using Delicious back when it was still del.ici.o.us. The routine was to keep it open in another tab, and if I found something worth bookmarking, I would copy and paste to add it to my links. (I know, a bookmarklet has been available for years. See excuse #2 for not using this earlier.) Now, when I find a site that I need to save, I click the extension, which prompts a pop-up, asking for all the information the full site does when I save. So much faster!

4. AdBlock. Ever been to one of those sites that is so riddled with ads that you can't even read the information? AdBlock to the rescue! It will automatically block all ads, regardless of the site you're on so that you can read information without the distraction of ads. I can see how this one would be very useful in schools.

5. 1-Click Timer. I got very attached to my cell phone timer when I gave limits for groups during PD sessions. But I never handled it that way in the classroom. I always gave my students a visual of how much time was left. Adults need the same thing. 1-Click Timer does a great job of providing a visual timer with an alarm that's not even annoying.

6. Similar Sites. We've all been there. We've found a site with EXACTLY the information we need, and then think, "Wow, if I could just find more sites like this, my research would be complete." Welcome to Chrome, Similar Sites. After landing on a webpage, click on this extension and it will suggest other sites that are, well, similar.

7. OneTab. You've probably learned from what I've written so far that I'm the girl with multiple tabs open, sucking all the data and bandwidth from everyone else, and even slowing down my own computer. OneTab can help with that. When you see that you've got so many tabs open that they're becoming unmanageable (or even if you've got two or three open), you can click on this extension, which will save and combine all of the sites you're on into one hyperlinked tab. This would have been very useful for me when I had multiple tabs open and then needed to put away my computer for a while. OneTab would have saved those for me so that I could have logged out of my machine properly.

8. TechSmith Snagit. Snagit will take either a full screenshot or a selection. Best part about it? It creates a folder in your Google Drive called TechSmith to store all of those screenshots. The images are transferred there automatically. Easy and time saving.

9. Print Friendly & PDF. Yes, you can go to File>Print>Save as PDF, or Print. But with this app, you click on it. Those same options are right there for you, and they're there a whole 5 seconds faster than if you do it the old fashioned way. Think of all the time you'll save!

10. Save to Google Drive. This extension will scan any site you're on, save it as a .png, and add it to your Drive. This would be so useful during research! Do be aware, though, that if the site is very long, the saved version of it will be very difficult to read.

What are your favorites? I'd love to hear more so I can add to my addiction!

What If... Our Students Had no Barriers?

I am reading Creating Innovators by Tony Wagner right now, and I have to say, it is inspiring me in multiple ways. Because of what I'm reading, I am driven to both teach and parent differently. Without summarizing the book, (trust me, though, you should read it),  I'll tell the story of how a particular segment has served as inspiration.

In chapter two, the author tells the story of Kirk Phelps, a very successful innovator. His first "real world" job was developing the first iPhone. How he got there, though, is what is deemed unconventional. Having only finished the eleventh grade, Kirk dropped out of high school and was accepted to Stanford to begin a dual BS/MS program. According to the book, when asked why he dropped out, he said that he really wanted to take a class during a free period in his schedule, and the school wouldn't allow it.

Without knowing the full story, we can make assumptions here. It might have been that an academic advisor was afraid the course would be too much for an individual with an already full schedule. It might have been that the course was full. Frequently, though, what happens in high school is that the schedule is set. Students have options about electives they want to take, what year they might take some required courses like foreign language or physical education, but otherwise, (especially if it is a small school), the schedule is set. And if you want to take an AP, dual credit, or college prep class, it's going to be offered once. If you want it badly enough, you'll somehow manage the rest of your classes around that, even if they're courses you don't want to take or with teachers that you know you struggle with.

This is a barrier for a student.

Now don't get me wrong - there are all kinds of barriers for students. Poor home life, learning disabilities, lack of resources, etc., etc. Any teacher could easily rattle off an enormous list of barriers kids face today. But what if our students did not have barriers? What if nothing held them back? What impact could we, as teachers, have if we set forth to change and maybe even remove those barriers?

I know there are many things outside of our control that we cannot change. We can't change the fact that some kids have a poor home life. But we can make their days at school full of care, warmth, respect, and encouragement. We can't change that students may come to us with less academic experience than we'd like, but we can provide learning experiences differentiated to meet their needs. We may feel that students are not motivated, but by designing instruction so that it mimics the real world, they have greater purpose.

If scheduling is a barrier for our kids, can online classes help? If our resources are stretched thin, could we look at eSourcing our curriculum? When we are frustrated by apathy, could we give students just a bit of freedom of choice with tools and design? What could each of us do to help break down those barriers and minimize, or even eliminate them?

Can we make barrier removal 100%? I can't answer that, but there are so many things that we do have control over that we can considerably change those that do stand in our students' way. We have control over schedules, classes we offer (or don't), mutual respect for students, accommodations, lesson design, and even most local assessments.

Several years ago, when I became a technology integration specialist, I was suddenly requested to do all sorts of things that I hadn't considered as job responsibilities. Upon receiving those requests, often, my initial reaction was, "No." But wanting to be a team player and to show my new boss that she had made the right decision in giving me the position, I made a rule for myself. If my initial reaction was no, rather than responding with that answer, I would respond with "let me think about it." In the time that response bought me, I would consider how I could turn my "no" into "yes." Sometimes it was out of my control and the answer was still no. But often, I could find a way to remove the barrier and create a win-win situation. This is another part of teaching with fidelity. It's just about doing what's right.

We can remove many of the barriers for our kids. Let's find ways to open their schedules, develop relationships with them, teach them to create instead of consume, seek alternatives for limited resources, differentiate our instruction, utilize small groups when our class sizes rise, and think - How can I turn my no into a yes? How can I eliminate barriers my students face?

iPad Appaholic

A few years ago, my friend and fellow GCT, Brandon Wislocki, presented Appaholics Anonymous at FETC, and I had the pleasure of co-presenting with him. It was a lot of fun to throw out apps with a  quick review and then hear what apps others are using.

I quite often hear people say, "Tell me what apps I need." Although I don't think there's one right answer to that question, I have updated my go-to list. Truth is, the way each teacher uses an app is going to differ from class to class.

One thing I think we should do consistently, however, is look for apps that are not content specific, and instead are based around the four C's of creativity, communication, collaboration, and critical thinking. Creating instead of consuming has become a big focus for educators, and although there may be a plethora of apps designed to provide practice through games, flashcards, and the like, we need to focus on the ability to differentiate, personalize, and encourage critical thinking.

The apps in this Symbaloo are arranged with one each of the 4C's in a corner, and general tools for everyone in the middle. Feel free to add this to your mix, and share apps that may have been omitted!

What Makes a Leader?

This is a little different from my typical posts, but having the opportunity to interact with various school and businesses as an educational consultant, I've had significant inspiration from various leaders and wanted to capture that in writing as I was reflecting on it.

I've been in a leadership role before, and maybe I still am, but it's different for me now. In my current role, I've had the opportunity to step back and recognize different characteristics of great leaders that I interact with, reflect on some of the good (I hope) actions I modeled as a leader, as well as some of the things I probably should have done better at.

1. Recognize the work of the team.
Recently, I have had the opportunity to work with multiple entities, administrators, and supervisors. I have heard multiple managers praise their team for significant accomplishments. Just yesterday, I heard a manager say, "They report to me, but realistically, I work for them."
The number one quality I believe a great leader possesses is giving credit to the team. They are the ones who have done the work. You just put the work in motion. A great leader knows and isn't afraid to admit that they're standing on the shoulders of giants. 

2. High expectations coupled with empathy. 
This is something that all educators can relate to. We obviously have high expectations for our students, and in leadership roles, we would have the same high expectations for our team.

Keep in mind, though, when that student is acting out, the first things an educator should be wondering might be:
Did they get enough sleep?
Are they hungry?
Is everything OK at home?

Leaders need to think the same things about adults. Although there's a possibility that your team may be sleep deprived (what adult isn't?), there's also the consideration that something is going on in their life that is affecting their ability to concentrate. Be open and understanding.

3. Empowers rather than micro-manages.
More than likely, your employees not only have college degrees, but also life experience. If they are educators, they have anywhere from 20-200 students that they are responsible for every day. They know their objectives, they know the product, student, or situation (and maybe better than you do because they're closer to it), so let them handle it. It's about trust. If you're extremely unsatisfied with the way something is handled, that opens up the opportunity to have a conversation in which together, you can develop a plan.

4. They listen with humility.
I will admit that I was guilty of having big ideas. I would read or hear about something that was effective for another, and want to immediately implement it. There is nothing wrong with that, however, going back to #3, there's a good chance that you're far enough away that you can't see the roadblocks keeping your organization from accomplishing this grand idea. A good leader will listen if the staff brings up challenges, stumbling blocks, and checkpoints that may interfere with the grand plan and will have to be handled for achievement. It doesn't mean you can't reach the end goal, it just means there are things that will have to come first. A team with a good culture can discuss this openly so the end result can still be achieved.

5. Encourages innovation and risk taking. 
As educators, we want our students to take risks, to not be afraid of being wrong, and to reiterate until it's right. The exact same thing takes place in product design, teaching, marketing, and so on and on and on. However, if the environment does not support risk taking, nothing will change. And let's face it, our world is a completely different place than it was even five years ago. Because we can't become stagnant in anything we do, we can't be fearful of the process.

After writing this, here I am again, reflecting on my experience as a leader. Have I always demonstrated all of these qualities throughout my career? Absolutely not. As the old adage goes, hindsight is 20/20. The educator in me, thinking about things I've done and things I should've done as a leader, sees that as a huge understatement. Hindsight isn't OK when we're talking about people. Instead, to many, this reflection may bring on a blanket of discouragement. An overwhelming feeling of, "I messed up."

We can only affect the future, though. Through reflection, we can only plan for today and tomorrow, not yesterday. Therefore, the advice the leader in me gives is, "fail forward." 

Losing the Buzz Before We Get There

Recently, I read this article, titled 5 Educational Buzzwords that are Losing Their Buzz. The idea intrigued me. My initial reaction was that this would be a great resource to use with schools that are moving into the realm of "21st Century Skills" (that phrase is going to come up again very soon). But when I finished reading, I had an entirely different perspective. It resonated with me so much with me that I felt I needed to respond openly about it.

First, I have to make it understood that I don't disagree with the author. The facts and supporting information listed explaining why each of these items have shifted to the wayside makes sense. For example, numbers three and four on the list were blogs and Web 2.0 (the original author also saw the irony there). In 2007, I authored my graduate thesis on these topics. They were not a new concept then. Coupled with the fact that I think technology years are something like dog years (one human year = seven dog years), even emerging technologies from 7 years ago are now ancient. Think about the amount of technology you have deemed obsolete in seven years. So have these topics lost their buzz? Well... keep reading.

My concern is this - I live in the midwest. And when I say "midwest," I mean the area you've seen on movies and think, "Oh my gosh! That little town is so cute! They don't have a stoplight and everyone knows everyone else!" You know, one-horse-town midwest.

There are a few metropolitan areas within driving distances (50 miles to a town with a population of 164,000), but in our immediate area, think small. Really, really, small. Internet access in our areas is poor. Cellular service is spotty. However, many schools in the area are recognizing the necessity to integrate technology, and are launching this effort, regardless of the capabilities (or lack of) with the network.

So the key word there is launching. That means a focus on technology integration, 1:1 programs, "21st century skills," and "student-centered learning" is beginning. When areas of our country are moving on and students have access to very advanced programs and opportunity, some students in little, remote, rural areas are just getting started with these buzzwords that are essentially outdated. This presents a huge challenge. I believe that these buzzwords are a foundation for innovation in schools today. Because educators, just like our kids, are at every level on the ability scale, and because where I'm from, new opportunities move so much slower (and so does our network speed), we need to be prepared to utilize those buzzed-out learning opportunities.

I discussed this with a like-minded educator over the weekend. As we talked, I asked this question, "OK, so these things are outdated, but our teachers have never heard of them before. What do we do?"

I would like to hear other opinions on this, and I'll go ahead and give you mine. Just like in the classroom, we differentiate for our learners. In a 5th grade classroom that I taught, I had a range of reading levels from 1st grade to 9th grade. I figured out how to make sure everyone could find information that was appropriate for their level. When teaching adults, the same thing applies. From experience, I know that a similar range of ability is present with technology skills in both students and teachers.

Just like with our students, we have to figure out where our teachers are in technology integration. Maybe you'll use a scale like this one, one that's built around the four C's, not technology. Maybe it will be something different. Regardless, you (or a teacher you work with) may need to start using blogs to get kids to collaborate depending on skills, mindsets, and network capabilities. Some teachers are going to jump in and begin using Skype, FaceTime, or Google Hangouts to collaborate without hesitation. Our job is to differentiate, challenge, and support. That's what it's all about.

I do believe that the thoughts I'm sharing were recognized when the article I am responding to was initially written. I believe that when the author gathered his thoughts on this, it was presented as a challenge, encouraging us to move to the next level, because (we all know this), we get in our comfort zones and stay there.

So, are the following words outdated?
Student-centered
21st Century Learning Skills
Blogs
Web 2.0
ePortfolios

In my opinion, based on geography and skill level, some of them are not. That being said, should we be content with reaching these levels? No. I believe that in all we do, we need to strive to get to the next level. Whatever that might be, and whatever level we may operate on, even if it is dog-years old.

What if.... We went 1:X instead of 1:1?

I had a great conversation with a fellow GCT recently, and we discussed the idea of 1:1 programs. He brought up a valid point - often, a 1:1 program is adopted, but the technology alone doesn't make a transforming difference in the classroom. We appreciate the new tools. They're faster, easier, and (hopefully) more engaging than using paper and pencil, but if we treat the technology like a $1,000 pencil and paper, that's what we'll get in return. What makes these programs a success is when students and teachers are reaching the upper levels of SAMR and Bloom's in real and relevant learning opportunities.

This also got me thinking about device selection.  Being a part of five different 1:1 programs, I've employed successful use of laptops, Chromebooks, and iPads. Often, I am asked by colleagues what device they should choose.  My answer is, "What are you wanting students to be able to do as a result of your 1:1 program?" It's not about the device. It's about how it's used, just like my friend and I discussed.

Every device has its strengths, just like we do as learners. As educators, we employ all kinds of strategies to reach all students. Within one classroom, we will differentiate for strengths and enrichment, weaknesses, capabilities, and resources. We recognize that all students are different. And I think we recognize that our resources are different, too. The good news is that we do have direct control over the differences in our resources.

Think about the last time you went to a meeting or a conference. What device did you bring? Here's what that looks like for me:

Yes, I am that person. The one that has at least two devices connected to the network, and a third that is using cellular data just in case the network gets overloaded. I'll use these devices differently depending on what I'm doing while at the conference (and what my physical surroundings are like).

So for example, during a keynote, I'm probably using my iPad mini or my phone to tweet (again, depending on network). During a featured session, if I'm sitting at a table, I'll probably use my laptop to tweet and my phone to take pictures. If I'm sitting in a lecture hall, I'll do that with my iPad. I'm sure this sounds familiar to many. Let's transfer this real life aspect to the classroom.

In the classroom, if we provided students with multiple devices (or had a very good BYOD program), our students could be empowered by the capabilities of each unique device. Let's say, for example, that my students are involved in a lesson in which they are collecting data to develop a new product. If they are using a feature like Google Forms to develop their survey, they'll probably want a keyboard, so a Chromebook or laptop would be best. When they are out collecting that data, a tablet would be the best option (as long as they stay on network). When analyzing that data, again, a laptop or Chromebook would be best, and when they present that new product to their class, the device choice would vary greatly depending on presentation choice. Considering the different ways students can present, from PowerPoints, Google Slides, infographics, and videos, the go-to device will change daily.

As a former director of technology, implementing 1:X was at the top of my priority list. In our testing phase, we began four classroom 1:X projects, and devices varied from laptops, desktops, Chromebooks, and iPads. In a true student-centered classroom, it worked beautifully. Students loved the voice and choice they had, not only with research and their end products, but also with devices. Meeting all of the four C's was a natural result.

Trying to grasp that student voice, I once asked fourth grade students in a 1:X classroom how being able to choose their device affected progress in research and presentation. The student liked it, no doubt about that. But the bigger take-away for me was that 1:X was so like the students' own personal lives, they hadn't even realized that there would be anything other than choice.

There are some big stumbling blocks with 1:X. Costs, repair, and network capacity are enough to make the technology department stop and hyperventilate for a few moments. But I think that the opportunity for students is enough that we should look to get around those barriers. They will, after all, be the same barriers faced regardless.

We need to constantly be asking ourselves what if, and why. If our answers are management, financial obligations, or because someone else did it, those are the wrong answers. If our answers are things like empowering students, differentiating instruction, and creating, we're on the right track. Going back to the conversation about successful 1:1 programs, it's not about the stuff. It's about what students are doing with it.

Speed Geeking by SWMO Tech Integration Specialists

PLN Tech Communities
Developing your Personal Learning Network is important! You'll soon depend on it.  Here's a compilation of sites that can make your PLN top notch.

SAMR Google Form Tool:
Janna showed how you can use Google Forms and SAMR to measure student engagement during walk-throughs to inform your instruction.  Email jelfrink@wolves.k12.mo.us for more resources.

Tackk:
Tackk is a site used for creating online posters. Teachers and students can quickly and easily share information or present in a new and creative way.

Newsela:
Newsela is a free Google app (and website) for students to explore a world of nonfiction. It is updated daily with real-world news stories that are printed at five different lexile levels for simple, easy, and necessary differentiation.

Symbaloo:
Symbaloo is a visual bookmarking tool that makes it simple and fun to organize the best of the web. You have all your favorite websites at your (and your students' ) fingertips.

Flippity.net:
With Flippity.net, you can easily create interactive 'flash cards' using a Google spreadsheet.

Kahoot:
Kahoot is a game-based classroom response system. The creator is able to create and share quizzes, discussions, surveys (which are called kahoots) using any device with a web browser. Highly engaging! Provides immediate results in a downloadable excel spreadsheet.

Zaption
Take a video from many different sources (YouTube, Vimeo, PBS, TED, etc.) and create a "tour," which is a video (or compilation of short videos). Add interactive features to the videos, like an image or document with further information, and Q/A.
It is extremely user friendly and lends itself to questions beyond your basic facts and what might fall at the lower level of Bloom's. If you're flipping your classroom, this is a great way to engage students. I can add students to my groups, and then check analytics to see how many of them watched it.

A Coloring Lesson for Mom

Today, my five year old was laying on the living room floor, vigorously coloring a group of Disney princesses in her new coloring and sticker book.

She's in kindergarten. It's been fun to listen to her this year as she begins to figure out how to spell words, perform basic math problems, and write sentences. She's a pretty typical kid, though. Ask her what the best part of her day is, and she'll reply "recess" without even thinking twice.

So here she is, laying on the floor,  coloring a picture of Snow White feeding a horse an apple. The apple, of course, was red. The horse, brown. Snow White's hair, black. Yet, all of these colors were running together because she was not coloring in the lines. My first thought when I saw this was to tell her that she knew how to color right and she should stay in the lines. But then I thought about what I was doing. I was telling her to stay within the limits on something that really didn't even matter. More than likely, the picture would go on the refrigerator for a few days before it was replaced with a new one she colored.

So instead, what I told her was this.

"You know, if you're going to be creative and color outside the lines, you might want to choose another color. Everyone's seen brown horses. No one's ever seen green ones."

She stopped. Then she looked up at me, grinned from ear to ear, and asked if it was OK to color however she wanted. So remember, this is just a page out of a coloring book. She's five. And she thinks she has to conform this coloring to the desires of the world instead of the ideas that come naturally to a child her age.

After being told that it was in fact OK, we ended with a picture of a camouflaged horse standing in a black forest, being fed an orange apple by a blonde Snow White.  While she colored, she made decisions about what colors she was choosing. "This color is crazy. No one's ever seen an orange apple before. I'm choosing this color because I like it."

She used her passions, coupled with what was fun for her, to make something entirely new. She didn't worry about the fact that she wasn't coloring in the lines, because she was creating a new picture. The way she was thinking was allowing her to think freely and experiment. She got to see what happened when colors mixed together, and also what happened when she used a color that was too dark on areas that were covered with fine details. She made this picture her own. Instead of squashing ideas, she got to create.

I am so proud of this picture that I think it's going to stay on the refrigerator for a little longer than just a few days.

What If... There was a MakerSpace in Every Classroom?

I have some great news for residents in the Springfield, MO area. Heath and Stacy Rust, a young couple I've had the pleasure of meeting and talking to over the last few months, are opening a MakerSpace in Springfield. They are currently in the development stage, but within a year, they will be open to the public. This means that anyone could pay a month by month membership to use a space designed for innovation, tinkering, creation, and problem solving, similar to how we pay for membership to a gym.

Of course, the first thing I asked when I learned about this was, "Have you been talking to the local schools so they could allow kids to use the space?" Heath and Stacy very quickly answered, "Yes!"

My excitement over this new venture is indescribable. I've been thinking about it for days. I'm excited about what it will mean for the community, for students, or for people who just have an idea and don't have the resources to see it through.

That led me to start thinking about this...

What if there was a MakerSpace in every classroom? Sure, logistics and space would be an issue. But what if it wasn't? What if my students, in any classroom they used, had access to equipment that would allow them to build and print prototypes of their ideas, test problems and solutions, break down items that were no longer used and repurpose them for something better? 

How much would a true MakerSpace enrich my classroom beyond the basic drinking straw, pipe cleaners, and rubber bands that are used for design solutions now? 

How would a MakerSpace change my instruction, and how might it change my "to do" list into a "stop doing" list? What would STEM in every subject look like?

To answer my own last question, I think that doing this would make learning real life. It would mimic the iteration that is used in many jobs today. It would prepare our kids for the new industrial revolution that they will see in their lives and careers. It would change what jobs are available, and would prepare today's students for anything, simply by emphasizing the skills of problem solving, determination, and ideation.

Although this isn't the case in classrooms (yet), we are on our way. We can still take advantage of the opportunity that exists right in front of us with a local MakerSpace. I think this will be an amazing opportunity not only for the community, but for the young students in the area. Keep an eye out for more information with the website above or on their Facebook page.

Connecting in the Classroom

As a classroom teacher, one of the best instructional strategies I ever implemented was true collaboration using technology. My students each created their own blog, and I formed a partnership with other teachers that were interested in doing the same thing. The teachers and I worked together to plan lessons and pair students using ability grouping.  Through this partnership, our students commented on each others' blogs, created video study guides for each other, and participated in virtual competitions using Skype. It was a great experience, and breaking down the classroom walls was hands down the best thing I ever did as a teacher.

But breaking down the classroom walls doesn't have to just be about connecting classrooms. It can be about connecting students with experts in a field of study, also. I know of great teachers who have found experts for students to interview using Skype, FaceTime, and Google Hangout. I've outlined those lessons below:

• A group of 6th graders studying water conservation interview a professional working from Cairo, Egypt to teach methods of conservation.
• Students in a social studies class hold discussions with their state's governor regarding topics relevant to their area. They use Today's Meet to further the conversation.
• An English teacher assigns a research paper on which college is best for each student. During research, former students use FaceTime to connect with the class and discuss their perspective of college life.

With a move towards project based learning,  which includes an authentic audience, teachers are looking for opportunities such as the ones described above to connect classrooms with experts. These experts serve to validate design and presentations that students develop, contribute to research, and serve as a partner in classrooms. 

Although guest speakers and community partners that provide resources to students and classrooms are still important, the methodologies used in classrooms today are and should be those that replicate the 21st century. Information is differentiated, personal for each team of students, and doesn't simply follow the experiences that we as adults had in the classroom, but rather, the experiences that we as adults have in the real world.

Everyone has something to offer the classroom. Everyone has a passion, and that is the part that makes a difference in education. My passion is assisting teachers in finding these experts, professionals, and partners in education. Most teachers will state that finding collaborators is their number one stumbling block. In response to this, I am developing a database of professionals willing and able to contribute in classrooms.

If you can contribute, please add to the database through this form. 

If you are a teacher that needs to find partners in education, please complete this form.

When my students used technology to collaborate with others, we found that our students were making greater strides in their learning goals, realized the importance of digital citizenship, and developed skills that are necessary for teamwork. Let's give all kids that chance. Help our database grow!

How activity focused are we?

I just finished developing a project based lesson for a group of teachers to use as an example. My brain hurts.

I decided to take a break when I finished and do some mundane, zero-thinking tasks and then come back to the lesson to review before finishing it up. While I was reflecting on the lesson, a few realizations hit me like a ton of bricks.

First, I was thinking how good it was for me to stay in the practice of creating lessons like this. I've been telling teachers for a long time that PBL is the way to go. For our students, it can make the difference between learning to remember and learning to get by. The process of developing one start to finish (without anyone to collaborate with - my own fault) is not an easy task. Do I think it's worth it? Absolutely. I've seen it first hand with my own students.

Yes, it is time consuming, but again, I will say that I do think this time spent developing PBL units is worth it. It's a pay off in the long run, and if we were to take the amount of time I'd plan in two weeks and add it all up, it would probably be the same amount. I like to use the phrase "uncovering information, ideas, and innovation" rather than "covering curriculum" when describing a true PBL unit.

Another thing I realized is how important it is for us to develop our own units rather than finding existing ones to use. When we're first starting out, I do think it's OK to try one someone else has made first just to get our feet wet. Some great PBL units can be found here, on the resources from the Buck Institute. I've said before, it's easier to follow a recipe when you're learning to cook. Once you get comfortable in the kitchen, you can begin putting your own twist on things.

But here's the biggest reason we should look at developing our own lessons. My process of developing a true PBL lesson reminded me of a time that my science curriculum consisted of science kits rather than science textbooks. The science kits were good. I liked that my students were using hands on projects and reflecting on their learning with blogs. What I didn't realize at the time is that those science kits were developed around the idea of an overarching concept, like motion, design, growth, change. Instead, I said we were working on the "car kit," or the "plant kit."

I had become stuck on the activities that are part of the learning process. And so my teaching became isolated to the events of making a car that would move, planting plants that would grow, and finding what phase the moon was in, rather than recognizing how movement is in effect all around us, how growth is present in our lives, and what cycles we are part of.

This was another piece about teaching with fidelity to me, a self-reflective piece of fidelity. In all that I do and all that I teach, I need to reflect back and see how I'm framing the learning around concepts rather than the activities that are a part of it. The conceptual framing is the glue that puts the entire unit together.

If we design our learning around a conceptual theme (such as with true PBL), we can go deeper in our instruction. Knowledge gained will not be isolated to one particular event, but built around a mature understanding of the impacts and results of that knowledge. When we design lessons like this, we avoid the activity trap. Just activity is not engagement, it's busy-ness.  And unfortunately, this is how I approached my science kits.

So what have I learned from this, especially if I'm saying that it's a fidelity piece? One thing is to look critically at what we're teaching to find that conceptual theme. If when talking about our most exciting lessons, we focus on the process or the tasks the students are involved in, then it's activity focused. That doesn't mean that the concept is nonexistent, it just means that we, as the teachers, are looking more at what our kids are doing rather than what level their understanding is. That's what I mean when I say it's a process of covering, rather than uncovering, curriculum. I so wish I'd had this "aha!" moment years ago when I was introduced to the science kits I would use in my classroom.

I hope this also models how important the reflection process is. Unfortunately, I can't go back to my students and reteach those lessons to frame them around concepts instead of activities. I can, however, through this experience, recognize if I catch myself doing that again. And at the same time, serve as an example to take learning deeper.

Because "just activities" are not enough.

Changing the Mold for Professional Development

When working with school districts around the state, I'm hearing a common element. They have little time for professional development. With new initiatives, evaluation models, and the development of new learning standards, we need to get creative in how PD is provided.

Step 1 in finding ways we could offer PD and meet the needs of teachers better is research. Both a web search and search on Pinterest turn up memes like this:

This is a little bit sad. I mean, I'm as big a fan of Office Space as the next guy, and I did laugh at this when I saw it; that's not the sad part.  It's not sad that teachers don't like to sit and get information, because every teacher I know is looking for new ways to reach students. The sad part is that we're hearing things like "differentiated instruction," "hands-on," "rigor," "relevance,""genius hour," etc., and when providing PD, we're not modeling that.

If our teachers know how to make a meme and post it online, they obviously don't need to sit through a workshop that will start at the basics of technology use and work up to more advanced use. They probably even already know how to use that meme in their instruction, I mean, they're already using it appropriately when they (inappropriately) mock the delivery of professional development.

We need a change of how PD is offered and delivered. Here's some ways we can do this.

1. Online facilitation and flipped PD.

easel.ly

Honestly, when we have options of attending both K-12 schools and universities that are entirely online, when there is a wealth of information that can be shared through YouTube, and when MOOCs are available from some of the most respected universities in the country, why aren't we providing training online? I've had excellent results in flipping PD and have also held very rich learning experiences in online formats. Let's think outside of the box. PD doesn't have to look the way it always has before.
Here is a link to the Innovation Academy, online offerings available to any teacher starting the first of every month.

2. EdCamp approach.

I am a huge fan of EdCamps. I enjoy that I can choose what interests me and also just talk with other professionals about how things are working in their districts. This can work in schools, too, without going to an EdCamp. If you're an administrator, and you haven't attended an EdCamp, go to one so you can see what it's about. Often, our experiences shape what PD we provide, so participating in an EdCamp is important to understand the "unstructure" before planning one in your district. Here is a list of EdCamps that will take place this school year. Oh, did I mention that they are free?

3. Allow teachers to make a personal learning goal and determine what professional development they will need to achieve that goal. 

As a lead learner for educational technology integration, I have created the following tool for teachers to utilize when gauging teaching practices. 

Using a tool such as this, teachers can determine strengths and make goals for areas in which they feel they need improvement. Putting the goal in the teachers' hands allows them to own it, which provides motivation. There are a wealth of opportunities for learning available - everything from book studies, to partnering with a mentor and "expert" teacher that can model best practices.

4. Allow teachers to choose what they want to learn about.

A few years ago, I had the great opportunity to share my professional development plan for a district with the Marzano Research Lab. The feedback I received scared me. They said I had a good list of items I wanted to cover, but it was my list of items. The teachers had no ownership on what they were learning, it was all being fed to them from a limited menu. 

I had to step outside my comfort zone and do what I had been asking teachers to do. Give my students choice. 

Best. Advice. Ever. It was a two year program, and in one year, we had covered everything that was on my list. I was able to combine learning experiences instead of teach in isolation, provide the "just in time" experiences, and added to our idea generations when the group heard about something new. For example, a few participants started hearing about the flipped classroom and asked for training on how to incorporate that in their classrooms. That wasn't even on my radar when I made the PDP. Another added benefit was that I had to stay up to date in recent advances in order to provide training. It was a great experience and transformed how I both develop and provide PD for the last three years.

5. Embed PD with instructional coaches or lead learners.

This could be with instructional coaches or with the lead learner model, using model teachers to demonstrate best practices and meet with teachers during plan times on individual goals. The big benefit of this is that it takes away the "one day wonder" approach of PD, which only works about 10-15% of the time, and creates a sustained learning journey through coaching, scaffolding, and support that evidences up to 95% effectiveness. (Joyce and Showers, 2002)

So let's change the mold that comes to mind when we provide PD. Let's use these ideas so that our teachers feel like this:

eSourcing - The How

In a recent post, I gave the why of eSourcing your curriculum. In case you are not familiar with the idea, it is developing a project based curriculum using multiple resources, including videos, websites, books, and other applications.

The first step in creating a classroom focused on eSources is to identify a unit to begin with. From looking at the standards you need to meet with that unit, consider the learning activities students will be involved in. You need to ask the question, "How does a ____________ (scientist, mathematician, journalist, writer, etc.) use this skill in real life?" Not only will looking through that lens help you identify what resources you need, but it also will help you to create a unit that engages students in critical thinking and project based learning. Write the answer to that question on a Post It note, and stick it somewhere you will see constantly while you're preparing the unit. Maybe it's to the side of your monitor or on your desk; it doesn't matter. It will provide you with focus so that you don't start chasing rabbit holes during development.

Keep in mind that this needs to be a true project based experience for students, and I recommend following the 8 Essential Elements of PBL. The Buck Institute announced earlier this year their quest to bring together PBL units for a Gold Standard PBL, which would be vetted by BIE and would provide great examples. Keep your eyes on this.

The next thing you'll do is a Google search. It depends on what grade level you teach, but regardless, there's information out there. Here's a list of sites that I think are beneficial when you're trying to provide students with a list of vetted resources.

Expert Space
BBC Bitesize
Scholastic Storia
PBS
National Geographic (Kids - Elementary) (Secondary)
Time For Kids

I could go on. And on. And on. So instead, here's a link to my eSourcing bookmarks. The content found on these sites will represent the in depth research your students will participate in. In depth research is going to take the place of the teacher delivering information to the students, and instead, students will research and find the information to apply to the concept of the unit of study.

You will have to scaffold the research so the students aren't out there in the wild west. Think about what information they need to bring back after their research. Maybe as a class (or individually), students will brainstorm questions they need answers to that will drive their research. Another good idea is for students to research from the role of a real life profession or responsibility that goes along with the unit of study. For example, if students are researching the water cycle and water conservation, have them research from varying roles of farmers, parks and recreation directors, and water purification engineers.

Next, you'll need a content repository. Think about where you can house the information you're finding. Depending on how scaled the initiative is, you might need anything from a bookmarking site to a purchased curriculum manager. I would recommend iCyte to all, regardless of how large your initiative is. To give you a quick summary, iCyte takes a picture of a website and stores it in your account. No longer will you visit a site today and find it's gone tomorrow if you cyte it.

Now, for an individual unit, you will go back to the planning stage and think again about how professionals use this information in the real world. From there, develop the PBL unit according to the article listed above.

If you are looking at full scale, whole site change with an eSourced curriculum, there are other things to keep in mind.

1. Communicate, communicate, communicate. You have to share this information with parents, teachers, administrators, and the community. It's different. Most of us didn't learn this way, therefore, most of us will only know school as it existed for us. Be prepared - moving to a curriculum that focuses on PBL will be different for kids, and some (namely the kids that are good at school) will balk. Remember, school doesn't work for some kids. That's one big reason to use PBL. 
2. Check your network. Every time you find a resource you want to use, you need to check it on network from both the teacher and student side. If you find information that is blocked by filters and you feel it is important to open it, be sure to follow your district's procedure for doing so. Most network administrators are very open to unblocking sites upon request.
3. Be prepared that some resources might need to be purchased. Expert Space, for example (linked above), is a great tool for science and social studies classes. It has a small annual fee and students will have to be given accounts. Gizmos from Explore Learning are also a great tool purchased through subscription.
4. As with anything in education, tweak, change, and repeat. Most teachers don't teach the exact same lesson year after year without making adjustments to it. Because with eSources, you're using the most up to date resources available, you'll definitely need to be prepared to follow suit in this area.

The most important thing to remember about eSourcing is that it truly has to occur in a project based environment to make a difference. Often, we change resources, we change tools, but we fail to change the delivery of our instruction. If you are interested in learning how to develop a project based curriculum, check out these online courses that will take you start to finish to develop a unit you can use in your classroom this semester. From there, you can continue to build your curriculum over time.

A quote I love is from Robert Marzano - "Teachers must move beyond 'teaching content,' to teaching students how to learn - that is, find and evaluate content, connect with prior knowledge, and use that knowledge to solve authentic problems."  Using eSources with project based learning can help us achieve just that.

Tulsa Mini Maker Faire

Today, Kale and I hit the road with my good friends Heather and Jonathan and drove to the Mini Maker Faire in Tulsa.  Earlier this week, I kind of begged Kale to come along because I knew how much fun he would have, and I was right.

We didn't really know what to expect since none of us had ever attended a Maker Faire before, but had read a lot about the Maker Movement.  We each had some questions to ask the makers and some answers we were looking for, and I do think that for the most part, we got them.

What we saw was STEM. A lot of STEM. Other stuff, too, and I'll highlight that as we go.

First, makers can apparently be anyone who "makes" something. Some of the exhibits I was surprised to see were whittlers, homemade soap makers, printers (on all types of media), and model makers. Kale enjoyed the model trains and planes. I hoped for Luke's sake that he didn't decide he wanted to take up a new hobby.

Our first stop was at the static electricity orb. Kale wasn't too crazy about touching it, so I showed him that he had nothing to be afraid of.

We found out that curly hair isn't great at reacting to electricity...

Next, we got to do what Kale had been hoping for. He got to build. This was the favorite for both of us. What I liked about it was that we were given a task (build a two foot tower that would support the bowl, but make it as light as you can), but no directions. It was up to us to solve the problem. Kale's finished tower was 4.95 ounces.

After that, we found a booth of nice ladies that were willing to attempt to teach Kale how to knit. I don't think it will be his forte.

I hadn't thought about how skills like this could be used in the classroom before (with the exception of FACS), but I don't know why. I could definitely see a real, project based lesson in which students might need to add something like this to a finished product.

And then there were robots. Lots of robots. We saw ones that were picking up objects and one that worked under water. 

Kale works the claw to pick up objects and move them.

We saw several 3D printers. Many that were being managed by students. Kale enjoyed the fact that one booth was giving away what they had printed. He admitted as we left that he had helped himself to three plastic robots when they told him he could have a souvenir.

We made a catapult. I'm sure I'll regret that soon.

Kale had the opportunity to be a volunteer for a few science demonstrations.

And he got to design his own airplane and then launch it. (I struggled with this one - needed some directions)

We had a great day geeking out with Heather and Jonathan and were happy that they were able to come along with us. Kale has a new found love for two things now - Whataburger and K'Nex. We will definitely be keeping our eyes out for more maker events in the area.

eSourcing - The Why

Think- when was the last time you needed information, and why did you need it?

Your mind may have went straight to the academic world, and you might have thought about research you were conducting, a paper you were writing, or a report you had to give.  Maybe you thought about a presentation or persuasive argument you had to develop in the workplace. Or maybe you just thought about the last time you needed directions, a review for a restaurant, or product descriptions for a purchase.

Now that you've identified that need, reflect on what that experience was like for you. Where did you get your information, and how did you know the information was accurate?

I'm going to guess that you started here.

If I'm right, why didn't you go to your local city, school, or university library? Why didn't you check the bookshelves you have in your home, stored on an eReader, or in your classroom or office? I'm going to guess your next answer. Because searching online was more accessible. 

This is how the majority of our world obtains information. We use YouTube, blogs, news feeds, and Google searches to find information. We use information literacy skills to determine the validity of these works. When these skills are telling us we need to find information that has been vetted, we seek out different resource obtainment skills and look for information from contributing gurus that our Google searches have turned up. This might mean that we pay for a subscription to a scholarly journal or download a book on our Kindle. Maybe it means we seek a nearby conference we could attend so that we can hear the information first hand. Whatever this might look like, it's differentiated. It's specific to each person, and relevant to their search. 

This is the process that takes place any time a student is asked to write a report. It's the process that takes place anytime information needs to be shared in the workplace. It's also the process that we use when we're interested in something that may have absolutely nothing to do with work or school, but just something we want to apply to our own lives, like breaking a bad habit and picking up a healthy one. It's easy to do because we have so much information readily available to us on the Internet. 

However, in most academic cases, students do not get the opportunity to consider multiple viewpoints, apply skills of information literacy, and use some of the sources that I've described above. Resources students are allowed to use are often limited to what instructors provide to them, and sometimes, that information is delivered in the form of a textbook that may be outdated. Sometimes, the information may be provided in the form of a lecture. Regardless, the information is from one source and it provides one viewpoint. 

This is why, in my classroom, I provided eSources to my students. We used websites, textbooks, scholarly articles written at varying reading levels, live interviews from experts in the field, videos, pictures, and books to help us make meaning. We did this because it was real world, and it allowed students to construct knowledge and create content instead of consume and regurgitate information. This was differentiated, to provide each student with materials that was on his or her level, interesting and engaging to each individual student, so that again, it mimicked the real world. 

Many people refer to this as open educational resources, and there is no shortage of them in our world. Some are free and some are cheap. Some are not. But there is one thing that they all have in common, and that's their rate of refresh. They are all up to date. 

Our students are different today, just like we were different when we were in school. It's because our world is different. There is more access to information, more reference to information, and at the same time, a larger community of those willing to share than there ever has been before. This is why, when we decide to eSource, we find that it is not difficult. Instead, we find that it provides a richer, relevant, and realistic construction of knowledge. 

So if you're an educator, I am going to challenge you to eSource your classroom. To make it real life, teaching students how to apply information literacy skills so they can effectively recognize a hoax, an altered viewpoint, and to question information. I am going to challenge you to allow students to help your classes determine vetted resources by providing feedback similar to how we do on eCommerce sites. This is a huge benefit to your students.

Are you up for the challenge? Here's how to eSource.

Teaching with Fidelity - p365

A great friend of mine recently sent me a message asking me if I'd like to participate in a new diet challenge. It was promised to be a "diet hack that actually works." Here's how it goes. Get your friends together to form a network of healthy eaters. Take a picture of everything you eat throughout the day and share with your network.

I suppose the idea is that you'll think twice about eating that large slice of double layer chocolate cake if you are not only recording the calories, but also admitting to your friends that you ate it. From what I know about dieting, they say you'll do better if you join a network of others that are eating healthy, exercising, and providing encouragement to each other. This diet "hack" has combined the network idea with p365, another program of discipline, in which photographers take a picture everyday and upload to a designated website or share on their social networking sites with the hashtag #p365.

This got me thinking - if using p365 with our eating habits was supposed to make us eat better, could we use the p365 idea in our classrooms to help us teach better? One of the most valuable experiences I have had as a teacher was setting up the camera in my classroom to record a lesson, then viewing and reflecting later. It served as a gauge for how well I was differentiating, engaging students, and monitoring both the behaviors of my students and myself.

The difference between this practice and what I did in my classroom is that I specifically chose a lesson to record. Often, I even chose the class I wanted to record. So I was reflecting, but it wasn't a completely authentic process. But what if I took a picture of my classroom everyday? What would I gain from that experience? Would there be days that my colleagues were patting me on the back with encouragement? And similar to taking pictures of oneself to document and record weight loss, could I look back over a length of time to see how my students had grown and what they had accomplished?

It occurred to me that using the ideas of this diet hack and p365 in my classroom could really be a benefit and a challenge for teaching with fidelity. From my blogpost a few months ago, I discussed that we should be challenging ourselves to "teach with fidelity," to have high expectations for our students, to personalize instruction, provide challenges, and not allowing failure or second best. We get there through rigorous, relevant challenges, providing authentic feedback, and by developing relationships with our students. But I wonder, would there ever be a time, like my picture of the chocolate double layer cake, that I decided I didn't want to take a picture? What would I figuratively be saying to my students if it was one of those days that I decided to skip the picture?

So, as we begin to prepare our classrooms for the start of school, let's also prepare to share what we're doing. Here's the challenge. Take a picture of your classroom everyday and post to Twitter, Instagram, Vine, or ShutterCal with the hashtag #teach365. Develop a network with other participating teachers to challenge students, to learn, grow, and raise the accountability and fidelity of our teaching practices. Just like in our own lives, our kids can't move forward if we take too many "cheat days." And as a bonus, you'll have a visual representation of the journey your students have taken.

Challenge accepted?