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some students in little, remote, rural areas are just getting started with these buzzwords that are essentially outdated.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.

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!

Tech Tool Shoot Out

Today's educators are fortunate to have so many free tools available to them. I'm going to do a run down of some of the best new tools available that I think have great potential for the classroom. I chose all of these because of their ease of use.

In no particular order....

1. Kahoot. This is a game based software that allows teachers to create their own quizzes.
What I like about it: It's quick and easy. It's more engaging since I can add images and videos to my quizzes. It's not platform specific, so it can be used on mobile devices, tablets, and computers.
Classroom Applications: Quick formative assessment, exit tickets, check for prior understanding
Caution: If you want to have a project based classroom, using this as described above would be appropriate. Remember that the purpose of software like this is not so a teacher can get out of grading a stack of tests.

2. Kaizena. This is an add on for Google Docs that allows reviewers to add feedback with written or voice comments, or links to information.
What I like about it: This could be a game changer for students. They receive voice feedback from their teacher, which would provide for more authentic feedback and also eliminate the "red pen" fear that we all have. Additionally, it could speed up the writing process with both peer editing and teacher conferencing feedback. It extends the school day.
Classroom Applications: Students can share written documents or slides with other classmates or their teacher prior to presenting or turning the item in so their final draft is well critiqued.

3. 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.
What I like about it: The biggest win for me was that the question and answer of making a tour was beyond multiple choice. Students can even draw responses. 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.
Classroom Applications: 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.
Caution: See #1. Challenge yourself to not asking any lower order questions when creating these. (It's not hard at all)

4. Thinglink. Upload an image to this site and add "things," which are small icons that link to text, websites, or videos.
What I like about it: It's easy to use and different. It is a good tool to practice the idea of "an image speaks 1,000 words."
Classroom Applications: When you apply Voice and Choice in your classroom, this is a new way for students to present information beyond the ever so popular PowerPoint.
Caution: I've made some things before that had too many links on them, and I've seen some that do not go beyond the Knowledge level of Bloom's. Like anything, try to apply critical thinking when using a tech tool.

5. Easel.ly. Create an Infographic with this site. You can choose from one of the templates they provide or start from scratch.
What I like about it: Infographics are popular right now, and additionally, everytime I've created one, I've done much more research than what I would have done if I were just making another presentation. They're visually appealing and are designed to not only provide data, but to make people think.
Classroom Applications: See #4. This can replace the same old presentation tools, especially in a math class.

6. Geddit. This is a class response system. Students join the class the teacher has set up, then check in to the system. Can be used for a quick check for understanding, to poll students, and for students to provide short answers.
What I like about it: It's very easy to use. Register for an account and setting up questions is intuitive. It's multi-platform, and provides opportunity for teachers to reflect on lessons.
Classroom Applications: See #1. Mostly used for quick formative assessments during a lesson.

7. Smore. This is a poster or flyer designing site. Students can create using premade templates and can be as creative as they'd like. They have options to use pre-designed backgrounds or upload their own.
What I like about it: It is soooo easy, and looks both creative and professional.
Classroom Applications: This is another "beyond PowerPoint" application. Students could present information using a smore. They could also design real world products for businesses. The bonus on this site is that students can share via social media, then identify their reach using statistics built into the site.

8. Vialogues. This site allows teachers to create private discussions around videos, like YouTube clips. Imagine - your class can have their own private discussion online without all of the public comments!
What I like about it: It is very easy and it's a great communication tool. Just pose a driving question, copy and paste in the YouTube url, and publish. Then provide the link to your class. Try it out here.
Classroom Applications: This would be great for flipped classrooms. Hold your class discussions privately, online, with no risk of students seeing inappropriate material or comments.
Caution: Check beforehand that this will be allowed on your school's network. It might be blocked. If it is, be sure to request that it's unblocked. It's a very safe way to use YouTube.

9. AudioBoo. This site records audio, and teacher usually use it so that students can record short readings.
What I like about it: This tool is versatile and user friendly. There's an app for it, and it can be used K-12 with no problems. Because the site automatically generates a QR code for the recording, there are lots of possibilities.
Classroom Applications: Depends on what you teach, but what if you were a music teacher that wanted students to record a performance? An elementary teacher that wanted students to practice fluency? A library media specialist that wanted students to provide a book review?

10. Today's Meet. This site is used to run a backchannel in classrooms, which means questions, thoughts, or ideas can be posted as students are learning material. First brought in as a way for quiet students to ask questions during lectures, many teachers have embraced it to use in additional ways.
What I like about it: I can use this tool without creating an account. If I do create an account, I can moderate content. Regardless, it's easy for teachers to create and students to respond. The backchannel will stay open as long as the teacher needs it to, up to a month with no account.
Classroom Applications: Beyond the lecture example, create a backchannel when students are researching in groups. This will provide one single place for students to take notes. Have a guest speaker? Students can write questions in the backchannel for the speaker to address.

+1 Student email. Sometimes the above sites may ask teachers or students to register with an email address. If students don't have an account generated by the school, do one of these options.
Mailinator: Create fake email accounts. Designed so you can still receive the verification email, but not the spam that comes along with the free account. Just think of any username and add @mailinator.com to the end. Do take the opportunity to teach students appropriate usernames if you do this. It's a good teachable moment.
Gmail +1 hack. No need to recreate the wheel here, so I've linked the directions given by the awesome Richard Byrne. Simply create a gmail account for your class (raderclass@gmail.com), and then add +1, +2, +3 to the end of the username. See Richard's directions for further instruction.

Wikipedia. Hate it or Love it?

So I have this thing I do when I need a very quick answer and it is fact based, like a date, location, or history. No, I don't ask Siri (unless I'm driving). Instead, I look it up on Wikipedia.

Right now, there's a lot of educators that are either gasping or shaking their heads in shame. And I used to be one of those educators that told my students they couldn't use it as a resource.

I said things like this:
"Do you know that anyone could just create an account and start typing stuff?"
"How do you know that someone who really knows what they're talking about wrote that?"
"It's not reliable. Choose from one of the resources I gave you."

No student ever questioned me, but looking back, I wish they would have. I wish my students would have brought up the fact that our textbook still said Pluto was a planet, but Wikipedia reflected the change. I wish they would have said that I had taught them to research by gathering multiple resources that all gave the same information, and they could use both their judgement and the strategies I had taught them when reading various Wikipedia articles.

A few years ago, I realized that a friend from high school had listed "Wikipedia Editor" as a job on her Facebook page.  This caught my interest, so I asked her about what she did and it's validity. Here's what she told me:

"Since anyone that registers for a wikipedia account can edit pages that aren't protected (locked), they use patrollers who go through every change that is made. The patrollers try to catch vandalism like somebody putting something entirely absurd or their personal opinion on articles. The patrollers can easily reverse the change and go back to the older, archived version of the article before changes were made. If there is uncertainty about whether the edit is "good" or not, the page is earmarked for an editor in that field to look at.

When I log into wikipedia, I can go to that list at my leisure and look through the edits. The ongoing, ever-being-updated list is catered so that those subjects that I've previously said I know more about are higher on my list that things I've indicated I don't know as much about (you rank your knowledge on different subjects 1-10). Occasionally there will be a questionable article marked by a patroller that any editors that have been online have passed by and then the listed editors in that field will get these automatically generated email messages asking you to log in and look it over, starting with those that have a rank of 10 in that category, until someone marks it as okay or switches it back to the archived version. Most of the time the page is marked as "needing cleaned up" or "needing references." Most people that do very much editing keep the articles they contributed to on their "watch list" so that they know if anyone edits their info. 
There's sort of a delicate balance between allowing everyone to edit and doing all of this patrolling, and locking problem pages so that only certain people can make changes to it. You don't want a sixth grader writing about his version of what cancer is, or a crusader editing the stem cell page, so certain pages are protected to varying degrees. Those pages have a picture of a padlock in the upper right corner. These pages have gone through WikiProject collaborations to come up with what editors in that field have deemed comprehensive and accurate. Most of these have a place where people can leave comments about possible edits that might need to be made."

This explanation, along with the fact that Wikipedia articles are some of the most up-to-date, always there resources, made me change my mind about whether Wikipedia was a "bad" or "good" resource. Besides, I required my students to back up their research by finding the information in multiple places, anyway. Why was I forbidding one of those multiple resources?

I think the bottom line should be that students should be considering ALL sources, not just the ones provided to them (or in this case, forbidden of them). In today's world, it is so easy to create content, and I can think of many websites right off the top of my head that have erroneous information. I think it's actually a better service to teach our students the 21st century information literacy that will provide them with protocols of how to choose appropriate resources. Besides, Wikipedia is typically where Siri tells me I should look when I ask her, too.

Teaching with Fidelity

Right now I'm analyzing some achievement data, and noticed a discrepancy between what I thought the data would tell me and what it actually did tell me. I started racking my brain to think of why the numbers didn't turn out quite the way I thought they would, and then I remembered the particular year in question was the first year of a new textbook adoption, and as anyone who analyzes data knows (say it with me, everyone) "first year implementations always show a decrease in performance."

I remembered a conversation I had with an administrator that same year, who said that we should see gains in achievement as long as we implement the new program with fidelity.

Now here's where I'm going to get on the soapbox. Seeing the implementation of programs that have attributed to major gains in performance, and as the creator of professional development programs, I absolutely agree. We definitely want the teacher that is guiding and providing instruction to be upholding rigorous demands. We know that's what is right to make a difference in our students' lives.

But, shouldn't we just be teaching with fidelity? Why are we saying that we need to uphold the fidelity of a particular program when maybe more importantly, we need to uphold the fidelity of rigorous instruction? Our world is changing, and with that change brings the need of a creative class, moving away from the agrarian and factory model that most of school has been based on.

Obviously, "teaching with fidelity" has room for interpretation. The definition of fidelity even suggests that by using this phrase, there is an exact formula for teaching, when in fact, we need to consider the needs of our students in order to personalize learning. Fidelity doesn't mean working hard. Teaching with fidelity is about having high expectations for our students, challenging and pushing them, not allowing failure or even second best. It's about changing the lesson plans every year because no two groups of students are the same. It's about personalizing learning for every student, making the curriculum relevant to today's (and tomorrow's world) and making assessments authentic. It's about no two end products looking alike.

Let's make a fidelity scale. It might look like this:

I would say first and foremost, there are many, many more indicators that belong on this scale. School and learning are not about one single thing. The idea of learning encompasses everything from relationships to curriculum to assessment to strategies to delivery. As a teacher, I have thought about all the "things they didn't tell us in college," like the parent meetings, paperwork, curriculum writing, grading, mini counseling sessions, and so on. Similar to this, learning, a legitimate deep understanding, encompasses a collection of essentials that have to come together for one outcome. This outcome is that information is not only retained, but is used to analyze other ideas, considered critically from an alternate point of view, or used as a foundation to build an entirely new idea.

Teaching like this, in the upper end of Bloom's scale, encompassing real and relevant learning opportunities, using multiple resources and teaching students to consider the validity of resources, presenting information to authentic audiences, and creating, is teaching with fidelity. Take a look at the above scale. Additionally, consider how your students are thinking critically, if they're creating original works, and how you are personalizing the education of all your students. Where does your teaching fall on the fidelity scale?

Our world is changing. Information is growing. We have to raise kids up in a different way than we did in the past. Teaching kids to function in reading, writing, and math is no longer the end goal. Teaching them a skill set of persuasion, analysis, synthesis, evaluative decision making, collaborative teamwork, and problem solving is just the beginning for today's generation. We have to teach with fidelity to make a difference for our kids.

Think about it - what does fidelity encompass? How can we, as a whole, change so that we are teaching with fidelity? How can we measure it? This is what we need to consider when we're planning for our next year. This is how we can ensure that our students are truly learning and engaging rather than simply jumping through the hoops of school. This is what we need to do to teach with fidelity.

Assessing Reflection

My earlier blog post, Book Report Alternatives, Take II, focused on using blogs as a journaling activity in guided reading groups.  A key piece for success of blogs in the classroom relies on proper assessment.

It is very typical to focus on things like grammar, punctuation, and spelling when teachers grade writing, and these things are important.  However, just as important is the thought process that students demonstrate when writing.  This is more difficult to assess, as students need to first be taught how to demonstrate their thought process in writing, then the teacher needs to understand how to identify critical thinking.

What the Thought Process Looks Like
You'll know students are showing their thought process in written form when you see students making predictions, asking questions and later answering them, and making evaluations or judgment calls.  They'll move past simply summarizing and start giving ideas such as "If I had to make this choice, I would..."  Simply put, the reflection should show critical thinking skills of analysis, synthesis, or evaluation.

The question is, how do we get them there? Start by providing students with copies of Bloom's taxonomy.  The verbs we use as teachers to plan our lessons can be used by students to demonstrate critical thinking. Asking questions and creating hypotheses is a great way to demonstrate that they're really "getting it." Teach students that making judgment calls and explaining their answers shows you that they can apply the information and understand it at a deeper level. 

Tools like Microsoft Office Word's Readability Statistics can also assist students in writing a more thoughtful reflection, as it will level the writing ability of the student according to Flesch-Kincaid grade levels.  This encourages students to write with more purpose and detail, essentially, competing against a computer for a higher score.  Sound familiar?

And finally, the development of a sound rubric that assesses beyond mechanics and word choice will provide students with your expectations.

Getting Students Involved in Creating Assessments
We can be a little afraid of this sometimes, but often, students are harder on themselves than we are on them.  Also, by creating their own assessment criteria, they'll be more clear on what is expected of them and more likely to "own" their learning, therefore perform better.

So the question is, what should students be assessed on?  That's how to begin.  Ask the students, "What do you think I, as the teacher, am looking for in your work?"  As students provide ideas, guide them towards what you are looking for by asking leading questions.  These ideas will become the indicators of assessment, and a rubric would be the best way to adequately measure success.  From this point, assist students in developing specific criteria for each indicator.  Here is an example of a reflection scoring guide created by 4th grade students in a hands on science class:

The teacher led students to create this, but essentially, students developed it together as a class.  This assessment is detailed enough to measure critical thinking by the student but vague enough that it doesn't limit students to only using the tool for hands on experiments or to "punch out" the same type of reflection as everyone else in the class.  The emphasis for this type of writing is on the thought process, not the length, grammar, or punctuation.

Because students are holding the assessment criteria in their hands as they write, they know exactly what type of information must be included to show proficiency.  Additionally, this assessment tool is multi-disciplinary as it requires students to show proficiency in detailed writing and word choice along with demonstrating life skills of participation and critical thinking in the thought process.

These steps can move your students' blogs and journaling activities from simple summaries to more reflective, authentic writing, which will encourage collaboration and critical thinking.  Additionally, it meets the needs of the 21st Century Learner in assessment because of the feedback they'll receive from their audience - the whole world.

Book Report Alternatives, Take I

Critical thinking skills and creativity are two key elements of a 21st Century learning environment as outlined by The Partnership for 21st Century Skills.  Also defined as a key element is Information, Media, and Technology Skills.  This blog series is dedicated to taking the traditional reading assignments, such as book reports, group discussions, and demonstrating comprehension to the 21st century.
Book Report Alternatives Take I:
Of the sites and ideas highlighted in this series, Shelfari is probably the most similar to the traditional book report.  On this site, students can create a virtual bookshelf that displays all the books they are reading, have read, or would like to read.  They can rate books, summarize them, create tags, and leave a personal message about the book.  A student's profile is considered complete when they add facts to their books and join discussion groups.  In the discussion groups, students can ask questions about their book or other classmates' books, respond to prompts, summarize their story, or even give their own feelings and perspectives.

When considering Grappling's Technology Spectrum, this site could be utilized for lessons at the adapting or transforming level.  Adapting lessons simply allow students to do what they've always done with pencil and paper using technology instead.  Transforming lessons, on the other hand, utilize critical thinking skills, expand the learning throughout multiple disciplines, and can even take the learning outside of the classroom walls. 

If students collaborate with other classrooms in Shelfari, using groups created and monitored by the teacher, the possibilities are endless.  Other students from a range of geographical regions can add input and perspective to literature studies, making connections for the collaborating class.  This is something that cannot be done without the technology.

Shelfari takes a little bit of preparation in the beginning.  Accounts are free, but email addresses are needed for the students.  Free email accounts can be created using sites like Gaggle or ePals. Both sites also offer collaborative features, so students can not only obtain an email address for Shelfari, but can collaborate with other students and classes using the built in features of the email services.

The 4 C's, identified by The Partnership for 21st Century Learning, includes critical thinking, creativity, collaboration, and communication. By participating in authentic discussions such as those described and collaborating with other students and classrooms, students are engaged in all aspects of a 21st Century Learning environment.