Reading Reflection: The Connected Educator

I recently started the Connected Educator by Sheryl Nusssbaum-Beach and Lani Ritter Hall. I’ve been fortunate enough to take ecourses from both of them through Powerful Learning Practice. They have both inspired and supported me in so many ways, so I was very excited to read their book.

After completing the first two chapters one thought that kept going through my mind is that all preservice teachers should be reading this book. It sets it up so clearly what it means to be a connected educator and how important it is to be a part of multiple communities. I can think of many instances in my first year of teaching that I would have liked to turn to a personal learning network for support and ideas especially because I was still getting to know many of my colleagues and building relationships. (Don’t get me wrong, I had incredibly supportive coworkers, but when I was  still building trust, I didn’t always feel comfortable asking certain questions.)

One aspect of the first chapter that has really hit home for me is the DIY mentality that Sheryl and Lani talk about. I took some time off from education to be with my son, while I had the best intentions to stay on top of things, being a new parent became my main focus for a while. Now that life has calmed down a bit and I’ve rediscovered my passion for education, all of my learning has been DIY. I try to get on twitter at least once a day, I’ve been reading blog posts again and I’ve signed up for several newsletters, all of these things have helped me catch up and stay current with all that is going on.

Throughout reading Chapter 4, I found myself highlighting and agreeing with a lot of it. The main focus of this chapter is building relationships and how important they are if we want to begin to change our schools. This one quote really struck me, in a section talking about making changes, how it affects us to let go of a practice and the importance supporting one another:

“Working in teams ensures that individual issues are addressed rather than ignored  often without putting at risk the speed of adoption, morale, or achievement.  Make time for members in your learning community to talk through and adjust to change initiatives and the transformation taking place in order to build a community that will last and be effective.”

This is so important and I think it is a vital part of the process that gets forgotten when changes are being implemented. Many times teachers are told how they have to change their teaching practice and how they feel about this change is not considered or addressed.

Another aspect of this chapter that I thought was really important was the idea that if we want our students to be connected global citizens, we have to model this for them. I think this was an area I fell short of when I was working through my teaching transformation and I’m sure if I was still in the classroom I would be working towards this. Our connections as teachers give our students ready made connections in a safe network. By showing them how we built trust with our PLN, we are modeling safe relationships and the power of reaching out and making connections.

As I read chapter 5 I was introduced to a tool that I haven’t used before and other ways I could expand the uses of tools I use already. I found Sheryl and Lani’s advice very practical and Sheryl makes a great point when she says:

“However, I feel it is a disservice to children when educators become so enthralled with the tools that they lose sight of what is most important-the learning. Our focus should always be on what we can do with the tool. Tools should be used to serve the learning. Blink, and online tools change, so be careful where you invest your time.”

While this points out the importance of mindfully using tools, for me it also brings up the importance of teaching students how to be adaptive, tools are constantly changing. We don’t know what tools our students are going to be using years from now. This is the primary reason I introduced new tools to my student by letting them explore and learn on their own. I would do a short quick lesson on the main points and then give them time to play.

The last few chapters focus on creating a learning network and community for yourself and your school. They realistically bring up all aspects of developing a Connected Learning Community, and how you can push past obstacles and encourage the development of this community.  The advice and resources come from Lani and Sheryl’s direct experience with building and supporting Connected Learning Communities, so you know it has been successfully applied in real situations.

In the beginning of this post I said all preservice teachers should read this book, after completing the book, I think anyone involved in education would benefit from reading this book. For teachers there is practical advice on growing their network and how they can use that network to support their teaching. The activities at the end of each chapter ease the reader into becoming a Connected Educator and help educators that are new to the tools feel comfortable with exploring. For administrators and leaders, the final chapters are key in supporting the development of a Connected Learning Community. If you’re looking to change the culture of your classroom or school, this book will be a valuable tool! 

How can I help?

As I’m developing content for the blog, I’ve been really thinking about what my goals are and how I can best support teachers as they develop lessons, transition to Common Core Standards, and incorporate 21st Century skills.

Here are some of my goals for the blog:

• Short, informative posts  
• Links to Common Core when appropriate
• Ideas and resources to incorporate 21st Century Skills
• Technology integration resources
• Usage guides for new tools and ideas for incorporating them

If there is a tool you want to learn more about, something you’ve been curious about and just haven’t had the time to look into it or a lesson idea that you can’t find the time to investigate, let me know! I would be glad to do the research and pass on the most useful knowledge. Being a former classroom teacher, I know how valuable a teachers time is and how many different directions you’re usually going in, so my goal is to support educators as efficiently as possible.

National Poetry Month: Writing Inspiration For Kids

As a student, I never knew what to write about, for some reason my mind always went blank when I was given an assignment. I think brainstorming ideas or looking for inspiration is something that some students need to be taught. Here are some ideas for inspiring poetry for your students: 

• Allow them the use of digital camera, have them to pictures of things they like and then write a poem inspired by the photograph. 
• Brainstorm a list of things that are important to them.
• Ask them to to do one of the creative activities below, but don’t tell them why they are doing it. When they have finished their piece of art, ask them to write a poem about it.

1. Create a clay sculpture. (Use a digital camera to capture their sculptures)
2. Doodle for a few minutes.
3. Create a watercolor.
4. Create a collage using newspapers, magazines, photos and drawings.

• Find photographs to inspire your students using Creative Commons (This allows you to find pictures that can be used on the internet, usually you just have to give credit).
• Think about the content you are currently covering, can they write a poem about a historical character/historical event? Or create a rhyme explaining a scientific idea?
• Use the Shel Silverstein Poetry Took Kit
• Poetry Idea Engine from Scholastic Kids
• Read a variety of poems out loud. Have students pick one they like and write a simliar one.
• Have kids create a Book Spine Poem using some of their favorite stories. (Found at School Library Journal)
• Have students chose their favorite month, time of year, or holiday and write a poem about it.
• Have them cut out words from a magazine or newspaper and create a poem with the different pieces.
• Have students bring in their favorite item to write a poem about.
• For older students have them pick a current event and share their opinion about it in poetic form.

Please feel free to share other ways you inspire your students! 

National Poetry Month: Host a Poetry Slam

My favorite poetry activity that I did in my classroom was a Poetry Slam for 5th graders. I was inspired by Sarah Kay’s TED presentation.

After watching that video I was determined to show 5th graders the power of spoken word poetry. I did find it a little challenging because there was not a lot of appropriate examples for kids, but I was able to find enough to get the kids excited. Once I got them hooked we talked about what a good performance included, the kids wrote poems about something important to them and they  practiced, practiced, practiced! The day of the Poetry Slam, we got a set of risers(our stage), a portable microphone, and a lamp to act as the spot light. We also had hot chocolate and cookies to make it feel like a cafe. I video and audio recorded the performances, which allowed me to easily share on our class webpage and within our school. Here are some resources to teach kids about spoken word poetry and holding a poetry slam of your own!

• Schooltube has several examples of students performing Spoken Word poetry. Here is a video of elementary students performing. 
• Edutopia article on Slam Poetry
• What is Spoken Word? PDF file from The Nelson-Atkins Museum of Art in Missouri
• Project VOICE: Sarah Kay and Phil Kaye’s project to expose more children to Spoken Word poetry.
• Playlist of Spoken Word performances put together by Sarah Kay, they do provide the disclaimer that the playlist is PG-13.
• High School Spoken Word Unit Plan from readwritethink

Standards that Spoken Word Poetry meets: ISTE NETS:

• 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression. 
• 2. Communication and Collaboration: Student use digital media and environments to communicate and work collaboratively  including at a distance, to support individual learning and contribute to the learning of others. b. Communication information and ideas effectively to multiple audiences using a variety of media and formats.

Common Core Anchor Standards:

• CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Please feel free to share students work or other resources you might have for Spoken Word Poetry.

April is National Poetry Month!

I loved teaching poetry…which is kind of ironic, because when I was young, I hated poetry. Well I shouldn’t say I hated poetry, I hated the work I had to do in school that was related to poetry. As a teacher I strived to

make sure our poetry lessons were interactive and creative. While we did learn the different forms of poetry, I also incorporated activities that allowed the students to write poetry without any requirements, where they either wrote free form poetry or chose a form that they enjoyed. I wanted them to see that poetry was a creative and personal process.

My goal over this next month is to share quick resources and ideas for making poetry fun, creative and interesting for students.

Here are some resources to get started:

Poets.org: Introduces the idea of National Poetry Month and includes 30 ways to celebrate poetry month. They have several projects that students can participate in as well.

• Dear Poet Project: Students can write to poets that serve on the Academy’s Board of Chancellors. 
• Poem in your pocket day on April 18th
• Sign up to receive a poem a day

Poetry 180: A list of 180 poems for everyday of school, poems have been gathered by poet Billy Collins and is aimed towards high school students.

Poetry Archives: Has many poetry recordings and resources for teachers and students, including a section just for kids. 

Instant Poetry Forms: Forms that students can complete to help guide them through writing a poem.

Shel Silverstein’s Official Webpage: There is a kid section with games, printables, downloads, and a section where kids can send an ecard. There is also a teacher section that includes lists of poems and books, lessons and activities, and event kits. You will even find a Poetry Workshop Kit that has been developed for poetry month.

Jack Prelutsky’s Official Webpage: Similar to Shel Silverstien’s there is a section for kids where they can see several Poems and another section for teachers that has some activities.

Resources from Readwritethink. Includes websites, activities and lesson plans.

44 Ways to Celebrate Poetry all year long from Kristine O’Connell

The Learning Lab from The Poetry Foundation

One of my favorite poems from Taylor Mali, who is the author of the famous poem “What Teachers Make”.

What are some of your favorite poems? 

Reading Reflection: Understanding Common Core Standards

I started my reading list this week with Understanding Common Core by John Kendall. I’m currently developing my course for Powerful Learning Practice on using Common Core and integrating 21st Century skills, so I’m approaching all of these texts from that perspective.

After completing the first three chapters, I have to say I agree with a lot of Kendall’s points.

• I see a clear need for a common plan. Kendall talks about the benefits of everyone being on the same page and how important it is for our students. It allows teachers to know what to expect when students come into their classroom which allows them to use their time more efficiently. 
• I used to worry that the common core would tell teachers what exactly to teach and how to teach it, but Kendall points out that this is not the case. He says “…it is more important than ever for teachers to creatively engage students with effective instructional strategies and adapt content to the needs of individual learners. If standards establish the “what” then teachers determine the “how.”” 
• Another benefit that Kendall points out is this: “…Common Core State Standards are specific enough that districts will not need to rewrite them.  Thus, more effectively a lesson plan addresses  a Common Core Standard, the more valuable it is and the more exchangeable it is.  As a result, educators’ support networks will expand considerably”. At a time when more and more teachers are turning to the internet and creating personal learning networks, I see a wealth of information being shared and teachers having many places to turn for lessons that will work in almost any classroom. 
• The Common Core has also been set up to cover 85% of the total standards that states my put into place.  This allows the state to add content, but Kendall points out that states might want to wait to add extra content and allow teachers to use that “extra” space to transition from previous standards to the Common Core. 
• According to Kendall the Common Core also allows schools to move from Carnegie Units(measuring achievement by hours spent in the classroom) to a more individualized plan for the students, that allows them to move on as they meet certain standards. He provides an example of a school that is doing just that and states “Clear, shared descriptions of expectations enable schools to personalize the learning experience for each student while showing that the students have reached a standard expected of everyone.”

Some things that stuck with me through the second half of the book: 

• Assessment, for some reason I had envisioned that high stakes test would stay the same, that kids would be tested once a year on all of the standards that they were supposed to meet. (Which I do not like at all…) While reading though, I learned that there are two consortiums are currently working on assessments, the Partnership for Assessment Readiness for College and Careers (PARCC) and the Smarter Balance Assessment Consortium (SBAC). Each of them are approaching the assessment in a different way. After quickly looking into both consortiums, it looks like they have each begun piloting the future assessments, and have sample questions available. (PARCC Member States, SBAC Member States). There is so much information available for these different consortiums and I want to learn more, so I’ll probably try to do separate posts on each. 
• The Crosswalk activity and transition documents, I think these activities would be helpful to teachers as they make the transition from their individual state standards to Common Core. As a former classroom teacher, I have in the back of my mind that feeling of..another thing to add to the to-do-list…but I think these are ideal activities for professional development, where teachers can work each other and talk about what they are seeing and brainstorm together.  I think they would be more powerful if it was a collaborative effort and not something assigned to teachers. 
• Kendall pointed out several organizations that have developed supportive materials for educators implementing Common Core. 
• Common Core, a group founded by the Bill and Melinda Gates Foundation, has developed curriculum maps for both Math and English Language Arts. 
• The National Council of Teachers of Mathematics (NCTM) developed a guide that shows how current NCTM resources can support teachers. 
• McRel has linked the Common Core standards to its online compendium, to help teachers understand that language of the Common Core. 

I finished the other half of this book fairly quickly. I had been kind of skeptical about reading a book about Common Core and honestly, I thought I would struggle through it. That wasn’t the case at all, Kendall is straight to the point and clear with his explanations. I also discovered a wealth of resources that I will be able to use as I develop my course. I think any teacher that is working on the transition to Common Core would find this book helpful. 

Vision and Change

After reading Will Richard’s blog post on opting out of state tests and two news articles (New York Times and The Bangor News) about opting out..it got me thinking…..do I want my son to take these tests when he goes to school? He’s only 4 months old(so we have a ways to go), but for the first time I looked at education from a parent’s point of view instead of an educators. It was a big ah-ha moment for me.

The initial question of him taking the testes lead me to another thought….there is so much potential change going on right now that who knows what education will look like in 5 years when he’s ready to enter kindergarten, or fifteen years when he’s getting ready for high school…

I started thinking about what I would want school to look like for my son. I’m sure this will evolve over time, but here is what I’ve come up with so far…

• students are free to follow their passion
• students choose their major topics of study for the year
• hybrid learning is available
• students aren’t in a traditional classroom 8 hours a day
• students decide how to show what they learned  
• some type of 1:1 program whether school provided or BYOD
• students create and collaborate through project-based learning

As a teacher I tried to integrate some of these practices. I know it takes time and it can be very overwhelming with all of the different changes coming at us at once. One thing that I learned and that I stress when I’m talking to teachers who want to make a change, is don’t try to do it all at once.  Make little changes and build upon them. Maybe start with something you’re already doing and think about how you can change one aspect of a project or lesson.  

So my question to you is: What do you want our schools to look like in the next 5 or 10 years? What little changes can you make or have you made to work towards your vision?