Providing Different Learning Tools

As educators, it is important that we find ways to provide more personalized learning experiences to meet the individual needs of our students. What this means is that beyond simply offering more choices in the types of assessments we offer students, we must do more by learning to understand the specific learning styles and interests of each of our students. We must differentiate our instruction and to do so requires that we develop a clear picture and gain a deeper understanding of the various learning styles of the students in our classrooms. When we do this, we can then design lessons that are focused on the specific student learning styles and offer more individualized choices for students. Whether that offers more options to work independently or in groups based on a specific topic, an area of interest or even based on the level of understanding of the content, we serve them best by having the right resources available for them.

Each of our students have specific needs and preferences for how they learn and we do the best for them when we help them to identify these preferences and then offer a variety of materials and resources for them to explore. It is not about always using a digital tool or shifting away from traditional methods, but rather being able to determine which of these options will work best for each of our students. It also means helping students to become more self-aware of their own interests. One change that has helped me to better identify these styles and guide students in my classroom is by using the station rotation model.

Through the use of stations, I am able to provide multiple activities that enable students to interact with the content in a variety of ways. There are tech and no-tech options, student and teacher-created materials, hands-on activities to choose from, and times where students decide on a focus for their group. By providing a variety of learning options for each student, giving them all the opportunity to explore, we empower students with more meaningful and personalized learning that will lead to more student engagement and content retention.

Learning Styles: The VARK Model

In 1987, Neil Fleming designed what has become known as the VARK model. Fleming developed this model as a way to help students learn more about their individual learning preferences. The VARK learning styles include: visual, auditory, read/write, and kinesthetic.

Personally, I have always been more of a visual and somewhat kinesthetic or “hands-on” learner. At varying points throughout my life, I can recall taking a test and being able to see specific notes that I had written in my notebook, but still being unable to respond to questions. I tended to create graphic organizers and had my system for making more visual connections with the content. Many of my students are visual learners and over the past two years, have often noticed that they have specific ways of processing the information in class as well as how they prepare and respond during assessments. We must be able to provide different options for our students where they can choose a format that will best suit their interests and needs in more authentic and personalized ways.

Visual Learners

Visual learners are more likely to use charts, icons, images and are able to more easily visualize information and as a result, can retain it longer. An estimate is that visual learners make up approximately 65% of the population, and remember 75% of what they read or see. Visuals learners prefer to do projects and presentations that involve creating visualizations of their learning. For visual learners, some good options include creating infographics, using Augmented and Virtual reality for creating immersive experiences, designing 3D objects, sketchnoting, or using digital tools such as Padlet or Wakelet to curate content in ways that promote better visualization of content. Visual learners would also benefit by creating a mindmap or making flashcards, which can also be done using a digital tool like Quizlet.

Auditory Learners

Auditory learners listen carefully and often focus on the tone or the rate of speech, and may also benefit more by having supplemental resources made available to them such as videos or audio recordings. Learners of this type can recall information such as song lyrics and conversations, and can often recreate a story more easily because of that auditory connection they have. There are many options to engage auditory learners more by selecting options that promote listening and speaking skills. Some ideas include using video response or podcasting tools to have students explain concepts or brainstorm ideas. Another option is by creating a more interactive presentation using a tool such as Voice Thread, students will connect with the sounds, dialogue, and tone used in a presentation such as this, where they can listen and respond.  Another idea is to use Flipgrid to post a question and have students also respond to classmates to further the discussion and promote higher-order thinking. Try using Synth to create a podcast for students to have the active listening component addressed, and invite students to listen and respond to the prompts by adding a thread to the podcast.

Read/Write Learners

Read/write learners prefer to have the text available to them in some written/tangible format. Whether students first take notes and then decide to rewrite their notes for additional practice, or read over their notes each day for review and class preparation, these learners benefit from sustained interactions with the text. The more they interact with written formats, the better equipped they are to understand the content. Beyond writing in pen or pencil, or creating a document, using some tools such as Kidblog, for writing a story and getting started with blogging is a good way to promote reading and writing opportunities. Another idea is to have students create a multimedia presentation with a tool like Buncee to tell a story, adding text and icons to make the content more meaningful. These options make the activities more authentic and aligned with the needs of learners of this type.

Kinesthetic Learners

Kinesthetic learners learn best through hands-on learning opportunities. Students spend a lot of time sitting in classrooms and perhaps more passively learning. We need to design ways for students to be more active in the classroom. Some choices would be through a STEAM curriculum, the use of makerspaces, place-based learning, game-based learning and creation, designing projects and having students engage in project-based learning (PBL).

Multimodal Learners

For some students, providing options that foster a multimodal learning style is most beneficial. A multi-modal learning style means that you benefit through multiple ways of processing the information which can be through images, sounds, movement, speech, audio, visuals and more.  When I have used stations in my classroom, providing the different options at each station was helpful for students who are multimodal learners, to be able to interact with the content in different ways. Some of the tools that I have used include NearpodKahootQuizlet, in addition to giving students options to create something based on their own choice, which lends itself to more hands-on learning. The use of infographics, hyperdocs, choice boards, and even digital breakouts can give students a variety of ways to engage with the content and provide activities that will meet each learning style.

All students benefit from multimodal learning options that support a Universal Design for Learning (UDL). Providing something for each student and offering a mix of learning tools will help students to master the content in more authentic and personalized ways.

Interested in learning more about your own learning style preferences? You can take the VARK questionnaire and find out what type of learner you are.

Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

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Buncee: Learning Anywhere

Providing Ways to Keep the Learning Going

Over the past week, there has been a lot of conversation about what educators can do if schools need to close for a period of time, especially due to recent events related to the Coronavirus. Finding ways to extend the “space” of learning for our students has been a topic of discussion for many years, so it is not entirely something new. However, with the current situation, educators and schools are seeking to find the right resources that can be put into action right away.

Over the past few years, many schools have started to offer flexible learning days to deal with school closures due to weather conditions, environmental issues or something else entirely. Being able to keep learning going and have ways to collaborate without being in the same physical space is important. Having a specific platform or digital tool in place that all educators can use and making sure that all students will have access is very important. With so many choices out there, it can be tough to figure out exactly where to begin, especially when time is a factor.

As I’ve been talking with some friends this week, a large part of our conversation has focused on what to do if our schools were to close and even in the general sense, how can we also provide more for our students for times when we need to be out of the classroom? For times when I have not been able to be in class, whether due to illness or a pre-planned conference, I rely heavily on technology to be able to connect with my students so that they can ask questions and have the support they need. However, I also rely on it to provide them with rich learning experiences through versatile tools that they can work on independently wherever they are. With Buncee, we can work remotely and provide meaningful learning experiences that engage students in the digital space.

Buncee = Learning Anywhere

As I have been thinking about some of our recent Buncee projects, my 8th grade STEAM course has been working on a few activities. They have created an About Me Buncee, a few for gratitude and most recently, “Tech Over Time.” In the Tech Over Time project, students have been exploring the transformation of some digital tools or electronic devices over the past 10, 20, 30+ years and also making predictions for the future.

As students create, they can work from school, at home, or anywhere, and be able to share their work with me wherever I am. Teachers can assign fun projects for students or choose from the many ideas in the Buncee Ideas Lab.

We have used Buncee for years in all of my classes and through it I have been able to provide opportunities for my students to engage in more authentic and meaningful learning, to be creative and to drive their learning experience. Whether students use it to design a Buncee to share their experiences, engage in project-based learning, summarize a book they have read, explain a concept in math or science, for a few examples, the possibilities are endless for what students can create.

As teachers, we have so many choices for how we can use Buncee in our classrooms. It can be used to have students work through a Hyperdoc, or used as a model template for students to then create their own Buncee, make a timeline, solve word problems, and more. The idea is that we can leverage the tool to provide something that will connect with each student and it can be done from anywhere.

Ideas for your Classroom

1.Make an interactive book

2. Create a timeline

3. Design a digital business card

4. Explain steps in a process

5. Teach a lesson, add audio and video

6. Book summary

7. Design classroom signs

8. Create study aids

9. Create an ebook

10. Recreate a moment from history, personal experience, or make a future prediction

Math Mentoring: The Struggle is Real AND it’s an Asset!

Struggling in math has been my greatest asset as a math teacher.  Remembering the pain of negative self-talk while feeling like giving up was my only option…well, math trauma is not easily forgotten. It’s why so many adults, decades after high school graduation, will still tell you they are bad at math. For me, the silver lining to that trauma has always been the ability to relate to my students, and even my own children, when they have math struggles.  One of the greatest compliments students and former students have shared with me is that math finally made sense to them when they were in my class.

One thing I’ve never said, and will never say, to my children is that I was bad at math.  Even as a new teacher, I asked parents not to say that to their children. Telling your children or students you are bad at math is like encouraging them to quit before they even begin.

Now, I have always told my students and children that I struggled in math.  We all understand what struggle means, and the good news is that there is always the possibility of winning in a struggle!  Every year, I tell them how I had to stay in at recess in first grade because I could not understand the concept of subtraction.  Crazily enough, my teacher had no idea how to teach it in a new way that made sense to me. She tried to explain it repeatedly in the same way…and it didn’t make sense to me for the longest time.  I also tell them about how in first grade I received a C in math and it made me feel terrible. I never wanted another C on my report card and made sure I never did again. That desire to make the Honor Roll (I was a middle child and wanted to stand out in some way, and academically was my route) kept me from quitting.  Math was a struggle, but I found a way to understand. As early as seven years old, I realized that quitting was not an option. Finding math success was never easy for me, but through my school years, I found what worked for me. This is what I share with my students hoping it will help them, too.

Addressing the Struggle at the Beginning of the Year

First week of school when I say the word “math”I look around to see who dreads the very word itself. It’s not just about reading expressions, but I look for patterns of misbehavior and any kind of drama that might commence when that dreaded word is spoken.  I always begin the year assuring my students that if they stick with me and trust me, as their math teacher, I will not leave them behind. I have promised that to my students for years, and I mean it with every fiber of my being. I explain that when they don’t quit, math can be fun like a puzzle.

What does it take to help children dig into math when they want to check out? It takes patience and time to do it to do it to do it to do it right, child, I got my mind set on math, I got my mind, set on math…

All singing aside (remember He gave me a melody *wink wink*), in a whole group lesson, the ones who get the concept easily, I normally allow them to begin the assignment and do it at their pace.  The students who have questions stick with me and the ones who are lost become a small group.

Helping my own child, a fifth grader review geometry!

What does helping kids through math struggle look like?

Sitting next to a child who struggles is important.  That nearness factor makes a difference. They know I won’t ignore them or allow them to pretend to work when really they are just doodling or trying to look busy.  See, by the time they reach fifth grade, they’ve pretty much given up. They don’t want the attention! One of my students, who was desperately struggling, knew how to look busy, so sitting next to me kept him from trying to con me that he was actually trying to solve problems.  He definitely tried to trick me, but I called him out. A few more times like this, and he knew I meant business. He stopped trying to look busy and started attempting the problems before him. Just attempting…finding a starting place to solve is huge when you struggle in math.  I remember this from my own childhood.

When students have progressed to where they begin solving problems more easily, I still encourage them to ask for help, but I do not let them come to me unless they have attempted the problem.  I can ask them, “What do you think you are going to do here?” or “Where do you think you should start?” They are so used to struggling and the teacher just giving them an answer that they often ask before even thinking about how/where they should begin.  Getting them to dig in and try to understand the problem is foundational in developing grit and sticking with the problem. When solving math equations or word problems, it’s truly important to have a place to stick information to, so beginning the problem and attempting to solve it gives them something to add or learn from. If they don’t think through this first part, a teacher’s lesson is like throwing darts into the dark without any specific target that will reach their students.

I also coach my students while giving notes. At some point, they may stop understanding. I coach them to keep taking the notes I give them, but make a note to themselves that this is where they have stopped understanding.  Again, I learned this from my own struggles. In fact, in my Algebra one course when the teacher was finished with the lesson and asked for questions, I was able to ask my questions clearly. To do this well, I had to turn off my negative self-talk.  If I allowed my negative self-talk to take over, the only thing I heard from that point on was me telling me how stupid I was and how I was the only person not understanding. In place of negative self-talk, I encouraged myself to take a deep breath and remind myself that even though I didn’t understand the concept just then, I knew I would eventually if I didn’t shut down.  That allowed me to keep paying attention and sometimes even cleared my confusion. When I shut down, this wasn’t possible.

Something else that helps students is allowing them to talk about patterns they notice.  Whether they struggle or not, when they notice a math pattern, letting them talk it out with the rest of the class will help everyone!! Worst case, it’s also a way a  teacher can help clear up misconceptions early on. The best math teachers for me were my peers. Sometimes students identify specific items that make a world of difference for their peers. My son is in third grade and has a more natural way of understanding math than his older sister.  Whenever he notices a pattern, he stops and we have an entire conversation about it. He truly amazes me. We can, and should, help our students learn the patterns because often times when they figure it out for themselves, they feel more confident and the knowledge isn’t dumped after an assessment. My son talking about the patterns he sees also helps his older sister and younger sister think through that math pattern, too.  That’s a win!!

It’s a Journey

For students who struggle in math, it is an emotional journey.  When teachers stop and say, “I know you are struggling, and I’m here to help, and I won’t go on until you understand,” it’s a balm for our students’ insecure nerves. When they are fifth graders coming to me, they usually have three to four years of feeling left behind.  Hoping to help my struggling students, my mindset is firm that their struggles stop with me and I do all in my power to get them to grow and decrease any learning gaps.

Over time, I have developed the wisdom necessary to see when students quit before even trying or when they are totally overwhelmed.  It’s important to know the difference because both situations require different responses. The quit-before-trying-learner needs a firm reminder of not giving up and figuring out a place to start, while the overwhelmed learner needs to know they can take a break or use another method to help them.

Helping students dig into math struggles is such a beautiful way to help them learn perseverance and purpose.  When they decide to lean into the struggle, they form a mental confidence that can’t be stolen from them. Can you see how facing their insecurity in math can help them in other areas of life, too? Having a teacher who will go the whole distance means everything for these students, and many times, changes a negative academic course into a new path of learning and goal setting!  I have seen the glory! I have seen the joy of confidence from the same student who broke down and cried with me at one point. So yeah…when my students have told me that my fifth grade class was the first time math made sense to them, I feel like I’ve earned an Oscar!

Resources 

Have you heard of the book written by Alice Aspinall called Everyone Can Learn Math? Recently, I read it with my five children and it sparked great discussion.  My oldest, who is currently in fifth grade, found the main character, Amy, very “relatable.” Amy feels the math struggle deeply and so does her mom! I would recommend this book for every parent and educator to keep in their home or classroom library.  I know we will be pulling it out to reread a lot. It’s also a good way to combine your academics. Author, Alice Aspinall also recommends Adding Parents to the Equation by Hilary Kreisburg and Matthew Bayranevand.

Also, have you heard of Nearpod and Flocabulary? When I went back into teaching public school a few years ago, they were the first technologies that I implemented in my lessons.  My students and children love it. They can be personalized or differentiated for the different level of learning going on in your classroom. These resources are engaging and will definitely make a difference in small group learning.  The coolest part is now they are together!!!

Before Christmas, I went to the Anchorage Barnes & Noble and bought some new books by Jo Boaler in hopes of helping me grow in teaching and understanding the math struggle: What’s Math Got To Do With ItMathematical Mindsets, and Limitless Mind.  There is another book calledMath Recess: Playful Learning in an Age of Disruptionby Sunil Singh that I hope to purchase and read. All of these books, and both of these authors, are mentioned frequently when the topic of math struggles come up–and they do frequently! We can also Google their videos!

What are resources that have helped you? Let’s work together to help our students learn through the math struggle!

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

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Creating an Action Plan Through Reflection

Guest Post by Debbie Tannenbaum @MrsTannenb

During Winter Break, I read three amazing and thought-provoking books. Each one provided me with new ideas, takeaways and made me examine my practice. The last book I finished was Innovate Inside The Box by George Couros and Katie Novak. As I began reading Part Three: You Are The Change You Seek of this book, George issues this challenge, ” We can consume pages and hours of great content, but until we do something with it, we have no ownership over the process of learning. He then asked the reader to reflect on these three questions based on our reading

1. What has challenged you?

2. What has been reaffirmed?

3. What will you do moving forward?

When I began to consider what challenged me from my reading, I really had to stop and think. Having already read Innovator’s Mindset last year and having prior experience with UDL, so much of what I read in this book resonated with me.

As I returned to school on Monday, several ideas from my reading kept bubbling up in my mind.

1. Shifting our focus and practice to be learner-driven and evidence-focused

2. What does risk mean?

3. Encouraging problem-finding and not just problem solving

Learner-Driven, Evidence Focused

In chapter 2 of the book, George Couros describes how he dislikes the term data-driven. Working in a model PLC school, there is no doubt that we spend a lot of time on data- in fact, some months, with increased testing, it feels like all we do is collect data. So when I read this, it gave me pause. Are we truly learner centered? Are we telling the story of the whole child? Are we preparing students for their futures or to meet benchmarks and goals based on our school improvement plans?

This section really led me to question our practices as educators. It made me examine why we do things the way we do, why I do things the way I do? Is the support I provide “opening doors” to the future? If so, are there any ways that I can further tweak this to make it more learner centered?

Risk-takers

In chapter 5, George and Katie discuss risk-taking, which is one of the characteristics of the Innovator’s Mindset. As I read this, their definition of risk caught my attention and made me look at risk through a different lens. I have always called myself a risk-taker, an early adopter, but reading this definition made the WHY behind it so clear. “Risk is moving from a comfortable average in pursuit of an unknown better.“Looking at risk through this lens took the negative connotation usually associated with this word away. It equated risk with innovation.

As a tech coach, I am constantly not only taking risks, but modeling it for all my learners. How can I better empower my learners through the use of UDL to develop more agency and risk-taking.

Problem Finders- Solvers

Chapter 6 shares how when we act as problem finders-solvers, we demonstrate an Innovator’s Mindset. In the district I work in, we have been heavily immersed in PBL or Project/Problem Based Learning. In late November and early December, one of our PBL Leads even came to our CLTs to help us plan upcoming PBL units. I love the idea of PBL and giving our students authentic purposes for their learning.

So when the idea of being a problem finder was introduced, I looked a little closer. I love this idea; it reminds me of 20% time and Passion Projects. It sounds amazing, but once again, time seems to be a culprit. How can we provide time for students to cultivate such endeavors while covering the curriculum? Could we involve students more in planning our PBLs beyond just the “Need to Knows?”

Reading this book reaffirmed so many things for me especially as I CHALLENGE myself this year to establish healthier habits and take more risks.

In chapter 3, as George and Katie described the importance of empowerment and shared how it leads to ownership and agency. It reminds me of how Ron Ritchart emphasized the importance of language when I attended WISSIT19 this summer.

In chapter 4, George and Katie share the importance of not only being a master educator, but also a master learner. If I have learned anything this break, it has been what a dramatic impact that reading 10-15 minutes a day can make in my learning. “In a profession where learning is the focus of our job, growth is essential and the target is always moving.” We all need to embrace that mantra and model being lifelong learners for our colleagues and students

So as I look towards the future, what will I do moving forward? The first thing that came to my mind was reflection. As part of #myoneword2020, I CHALLENGE myself to journal regularly. Journaling is such a huge component of reflection. George shares, “Reflection is what links our performance to our potential.” As I journal and monitor my goals daily, I am focused on my goals and making progress towards them. Linked to that is the idea of self care. ” When our job is about serving other people, we have to not forget to serve ourselves.” Moving forward, I CHALLENGE myself to be committed to healthier eating, regular exercise, doing activities that fill my bucket such as blogging, reading and writing. Dedicating time each morning to this pursuit has been so inspirational so far.

“Is there a better way?” Sometimes there is and we need to take a risk. Other times, we need to examine if what we are currently doing meets our students’ needs. But behind it all, there are so many ways we can take our learners and the relationships we build with them and empower them for an amazing future. I am ready to take the CHALLENGE, are you?

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**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

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Authentic Writing You Can Do … with your Students!

Guest post by Sarah Kiefer, @kiefersj

 

I’ve shared several times that as a Technology Integration Specialist, I do not have my own classroom of students. Nor do I have any kind of regular teaching schedule. This allows me to work with any teacher and any group of students! My goal is that anything/everything I do supports classroom instruction and I love when teachers come to me and ask me to work with students. Sometimes, what we set out to do morphs into something else … and it’s always a good thing!

At the beginning of March, Mrs. Laura Counts approached me to help a group of her students. These 5 students had read several books by Sandra Markle (@Sandra_Markle) and had decided they wanted to write their own book, in her style. Laura asked if I would help. Wow! They wanted to do the research, writing, AND the designing of the book!

The overall task was → the students were inspired after reading a non-fiction book to write their own book. As a group, they decided to research bird feet and each selected a bird that interested them. They would use their research to write in the style of Sandra Markle. Meanwhile, I would work with them to take their writings and make it into a book.

We set to work. I met with the students a couple times a week to work on the actual book design and on the other days, they would do their research. I had such fun talking through the design process … we had a LOT of decisions to make! Which tool do we use? Book Creator? Google Slides? Something else? We settled on Slides. Then we poured over every detail … the dimensions of the book (we literally pulled out a ruler to measure!); making the wooden sign; which font(s) to use – this was a BIG conversation … do we all use the same? does each author use a different one?; whose page goes first? last? order?; gathering the credits for the images we used; and many more! I have to hand it to these 5 kiddos. They did an AMAZING job! They put forth their very best. It really shows!

A very interesting conversation we had very early on was whether or not Ms. Markle would be “mad” they were writing this. One of the boys was worried she would be angry. I asked him why, and basically he was worried she would think we were copying her. I assured him we weren’t going to profit off of this and we would be giving her the credit. Mrs. Counts added that she thought Ms. Markle would be thrilled we were doing this. I offered to reach out to her. I did so, via Twitter – our world really isn’t as big as one would think! – and she responded very quickly! It was awesome to be able to show them that the author was proud of them.

We used several digital tools to help us create our book. One of our favorites is a website “Build Your Wild Self” from the Bronx Zoo (unfortunately, it doesn’t seem to be available anymore). Then we also used a couple of “digital scissors” — https://online.photoscissors.com/ (to be able to take the “wild self” and attach their specific bird legs) and https://www.remove.bg/ (for our author pages – not shown in the preview below because of the age of the students). Showing the students the power of a Google Slide was incredible! I don’t know who enjoyed it more, them or me!

I am happy to share the final version of their book! The attention to detail and the excitement of these students showed through this whole project is heartwarming. I’m not sharing their author pages due to their age, but several of them have commented on wanting to be authors! ……. I believe they already are!

*** Link to a published Slides that shares the majority of the book the students created.

 

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

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Buncee + BETT = What a week!

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What an amazing week it was spending time with Buncee at BETT, the biggest edtech conference in the world held in London. I am so thankful to be a part of the Buncee family and to have had the opportunity to travel to London and share in this experience with Marie Arturi, Francesca Arturi, Eda Gimenez, and Bryan Gorman. It truly was an honor to be there. I love having an opportunity to share Buncee with educators from around  the world and to be able to talk about the impact it has made for students in my classroom and for me as an educator.

 

BETT was unlike any other conference that I have attended. It was definitely a unique experience to be in a space with around 34,000 people,  many educators who traveled from around the world to learn about trends in education, emerging technologies, best practices and to exchange perspectives with one another. There were so many exhibits and learning sessions happening, but for me, my favorite part of conferences are the connections that are made and the learning from the conversations that happen with those connections. 

 

Promoting Awareness

For me, being able to spend time learning about what the educational system is like in so many different countries and to better understand the challenges that are faced by educators around the world was eye opening. During my time at the conference, we had so many groups of educators come to the Buncee booth, eager to learn more about how to amplify student choice in learning, promote creativity, nurture a love of learning and support all students. We had conversations with educators from countries like Nigeria, India, the Netherlands, Pakistan, Belgium, France, Saudi Arabia, Portugal, and many others, almost all of whom had never heard of Buncee before coming by the booth and being drawn in by the “Unlock the Power of Creativity” and the beautiful booth display and many Buncee examples showing on the monitor. Educators and students were curious about what Buncee was and how it could be used.

ImageMarie, Eda, Bryan and Francesca

The booth set up was beautiful and everybody who passed by stopped as soon as they saw it and wanted to capture a picture of Unlock the power of creativity. It might have been the most photographed area of the conference if I were to guess, because there were so many pictures taken during those four days!

 

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Francesca had a whole team come together to learn about the power of Buncee

Working Together

There was so much activity in the Microsoft Education space, which highlighted themes focused on personalized learning, student voice and choice, accessibility and learning tools, unlocking the power of creativity, and collaboration, for a few. Educators moved throughout the Microsoft and partner spaces to learn about each of these topics and find out how to provide more for students using the tools available. It was interesting to see the collaboration of colleagues and teams from the same district or even government organizations showing up to learn about what Buncee has to offer students and educators.

Sharing the Power of Buncee

Every time that I have the opportunity to introduce someone to Buncee, I love seeing their response as they observe all of the possibilities for creation that are available. During presentations, I always ask attendees about their familiarity with Buncee, whether they have heard of it or used it before, and I’m always very excited when a lot of hands  go up to say that it is new to them. Being able to share and show all of the options and ways that it can be used at any level, with any content, is always a good experience for everyone. And I always learn more from those attending because of the specific needs they have for their classroom or the ideas that they are looking for.

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Francesca and Bryan

Powerful learning

Something that I find to be so beneficial in conferences like BETT whether from presenting in the booth, doing demos, or even through poster sessions, is that you get to have those one-on-one conversations to find out exactly what educators are looking for and hoping to learn. You can really connect and work together to explore the tools and strategies out there and personalize it to exactly what each educator needs for their students and themselves. 

When you can make that direct contact and work with closely with them, they walk away with new ideas that they can put into practice right away, and with the reassurance that is sometimes necessary when it comes to technology, that it can be easy to get started, especially with tools like Buncee.

Sharing a love of learning and love of Buncee

nullI was honored to present a session with with Eda Gimenez, about using creativity to nurture a love of learning and the power of immersive reader for accessibility for all learners. We worked on the presentation for a while and I was excited and nervous of course, to present. But what always makes a difference is talking about something  that you are passionate about and believe in and also making a connection with the attendance.

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Ready for our presentation

What made this session special is that those in attendance had not experienced the wonder of creating with Buncee and were there to learn about it for the first time. Being able to share all of the potential it has for empowering our students with choices and creating opportunities for all students. I admire Eda and the work that she does, the message she shares about the power of Buncee and Immersive Reader for language  learners and for nurturing “a sense of participation, inclusivity, fun and creativity.”  

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We checked out our presentation room early.

An added bonus is that we were also able to try out the live captioning during our presentation. For attendees in our session, they could join with a code and then select their language of choice for captions during the presentation. Being able to communicate your message, tell a story, share learning between students and families is vital for educators and for student learning. With the power of technology, through tools like Buncee and Immersive Reader, we can make sure that families are involved and information is accessible for every student and their families. 

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Eda shared Christine Schlitt’s story during our presentation

There are some common questions when it comes to using technology: 

 

What are the ways you can use it? 

How much time does it take to get started? 

Is there a big learning curve? 

How does it benefit students?

I always anticipate these questions and appreciate the pushback that comes sometimes because that’s how we know we are truly looking at the tools and methods we want to bring into our classroom with the right lens. I enjoyed seeing attendees from our session head to the booth to learn more!  It was fun interacting with everyone, seeing their reactions to the Buncees on the screen, and many wondering how to unlock the power Several times there were requests to make sure that somebody would be available to explain Buncee, to do a demo, to answer questions later when they brought back the rest of their team.

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Image from Buncee

Highlights

One of my biggest takeaways from experiences like this is that regardless of if we are a teacher in the classroom or the one doing the presentation, we learn so much more from those who are participating in our session or the learners in our classroom. Without a doubt, I walked away with so many new ideas for my students and a greater understanding of how different educational systems are and the challenge that educators have when it comes to a lack of resources. 

It is definitely a joint effort where they want to have everybody involved and learning together with a theme of global collaboration, it surely was that. We made new connections, shared and learning experiences together and continue to learn and grow together.

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We got to meet Maria in person!

Meeting Buncee Ambassadors

Something else that made it wonderful experience was being able to connect with Buncee ambassadors from around the world. Meeting Maria in person for the first time was exciting and she even brought gifts for us from Argentina. She is a beautiful person and I’m so thankful to be connected with her! 

 

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Thank you Maria for the thoughtful gift from Argentina!

I am so thankful to be part of the Buncee team and Buncee family, who truly does join together to do what’s best for all students, and build a nurturing learning community fueled by a love of learning.

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Thank you Buncee for making a difference.

ParentSquare for Teachers

Communication is Key

One of the things that I enjoy the most about the summer is having more time to reflect on the different tools and resources that I am using in my classroom and to explore new ones. Summer is also the perfect time to participate in professional learning, whether by attending conferences, taking classes, or meeting with other educators. This summer, I have been involved in several presentations and conversations that are focused on finding a way to enhance better communication between home and school. It is critical for classrooms today that we find a way to increase family engagement in the learning experiences of their children and make sure that everyone has access to the school information and resources, especially those that are time-sensitive.

Finding the right tools

There is no shortage of tools that we can use to form a connection between home and school, whether we want simply to send messages and class updates to students, or we want to focus more on including parents. Because teachers have so many different responsibilities, finding the time to explore tools can be a little challenging at times. This is why it’s beneficial to share what we are doing in our classrooms to help other teachers get started and to make those connections that we know are so important for student success today.

Several years ago I noticed a disconnect and I resolved that by finding a digital tool (Celly, then Remind) to connect with my students so I could share resources and class updates with them. But I soon realized that I needed to go beyond simply connecting my students with the class, I needed to include parents. That’s when I moved to using an LMS, Edmodo, which enabled students to get the materials that they needed, and also keep parents informed about our class.

The benefits of one platform

Although these tools worked just fine, the concern was that teachers were using multiple tools. This meant that parents had to keep up with multiple apps, some of which may not have been accessible on their devices. When I was using the messaging app and the LMS, I had to keep a good routine of posting on both platforms and keep reminding myself that I needed to do so for each class that I was teaching. After a short period of time, I realized that there were too many being used. Being able to effectively communicate and collaborate is easier when everyone uses the same platform. There is consistency and parents won’t have to worry about which teacher uses which app, or whether or not their device is compatible with the apps being used.

Making the shift

Thinking about the different communication tools available to teachers, moving to something that offers more than two-way communication and the sharing of photos, videos, and files, makes sense. We have many responsibilities that could require multiple apps or forms of communication. However, notifying parents about student attendance, scheduling conferences, asking for volunteer sign-ups, or coordinating class fundraisers, are a few added benefits when teachers use a platform that provides all of these options housed within one.

Enter ParentSquare

As teachers adopt free communication tools, districts are looking at alternatives. One such tool is ParentSquare. What does it have to offer for teachers and how does it compare to Remind and other teacher-adopted tools?

Teachers use ParentSquare for:

  • Communicating with families and students
  • sharing pictures
  • scheduling conferences
  • sharing class calendar
  • asking for class and project supplies/class party items and food
  • requesting chaperones and volunteers
  • collecting payments for field trips
  • Providing/Collecting forms and permission slips

In addition to the teacher uses, there are many other benefits for school- and district-based usage such as attendance and lunch balance notifications, bus delays, sharing grades and assignments, delivering progress reports securely, and emergency notifications. Having these capabilities makes ParentSquare a single hub for all school-home related communication for parents.

I have had the opportunity to explore ParentSquare over the last six months, to get feedback from other educators and to compare the ways that I used other messaging tools and apps in my own classroom. Besides the time factor, sometimes educators get pushback because there is just too much technology. Too many things to worry about, too big of a learning curve, and too much to figure out to get started, so it’s easier to stay with the tools that have been used for years and that are more comfortable.

Easy to join

When using a platform like ParentSquare, teachers have a lot less to worry about when it comes to sending messages and inviting parents to become part of the group. ParentSquare automatically integrates with the SIS, making it easy for parents to join because it’s done automatically for them, without the need for a join code like with Remind. Parents who don’t register will still receive messages because their information is pulled from within the school rostering system.

Comprehensive and consolidated

Parents will feel more connected to the school by having one consolidated platform, which resolves the problem of knowing where to find information or keeping up with multiple apps for different classes and yet more apps and tools used by the school and the PTA. ParentSquare combines all into one. With tools like Remind, the options are limited as to the types of information that can be shared.

Privacy

It is important to first guarantee that any tool or platform used is in compliance with COPPA and FERPA. Compliant with both, ParentSquare takes all precautions when it comes to the safety and security of students and their families. ParentSquare is a signatory of the Student Privacy Pledge and the company signs a contract with the district to ensure student privacy. While Remind is also compliant with COPPA and FERPA, it has not signed contracts with the district or school in most cases.

Delivery of messages

At times I also heard that some parents were not receiving my messages. When I used Remind, I could see that messages were delivered, however, the students or parents were not necessarily reading them, which presented another problem. Perhaps because of the use of multiple tools, which is why it makes more sense to have one comprehensive platform. ParentSquare automatically delivers messages using the right modality – email, text or app notification and the right language as is in the school records. Reports show reach and deliverability of messages, making it easy to identify who has or has not been contacted.

Consistency is important

Personally, I have used anywhere between four and six different apps and websites to complete these tasks. However, with ParentSquare, you can facilitate faster and better communication and collaboration between home and school. ParentSquare enables schools and families to engage more in conversations by providing multiple options for communicating in less time through direct messages, polls, and the option to post comments all in one platform. It offers a consistent and reliable way to communicate within the school and school district, fostering and building the relationships that promote better communication, student success, and family engagement.

In many schools, administrators are potentially asking teachers to use platforms that are a paid platform rather than selecting the tools that they feel most comfortable with or prefer to use based on their role or content area. Making the transition from a tool like Remind to that of ParentSquare does not require any extra time, in fact, it is very user-friendly and easy to navigate. And if there are any questions there are many resources available including online self-paced training modules, extensive knowledge base, 24*7 support for teachers and parents.

Sign up for a demo today

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Key features: Also check out the video here.

Key Features  
Privacy Available, updated 2018
District Level Oversight
Messaging to and between parents
Messaging between teachers and staff
Individual/Group Messaging
Notifications as text, email, app
Send/Schedule reminders
Language Translation 100+ with Real-time translation
Class/School Calendar 2-way Sync with Google and iCal
File and Photo Sharing
Conference & Volunteer Signups
Single Sign-on
Unlimited Message Length
Coordinate Events/RSVP
Permission Slips
Devices: iOs, Android, Web
Attendance Notifications
Grades and Assignments
Report Card Delivery
Attendance Delivery and Excuse Notes
Truancy Letters
Cafeteria Balance
Payments and Invoices Recurring & one time
Polls and Surveys

NoteAffect: A better way to engage

NoteAffect: A better way to engage

This post is sponsored by NoteAffect. All opinions are my own.

The Future of Educational Technology Conference (FETC) held at the end of January has become one of my favorite conferences because of the diverse opportunities available to explore emerging technologies and to network. One of my favorite things about FETC is exploring the edtech startups to find out what new tools and trends are out there and to learn some of the stories behind the creation of these tools. It is a great opportunity to see the different start-ups in the Pitch Fest competition and hear their passions for education.

One that caught my attention this year was NoteAffect, an interactive learning platform aimed at promoting and understanding student engagement. The platform empowers educators by providing many options for delivering a lecture and includes live polling, questions, analytics and more, to enhance the learner experience. With time so limited at the conference, I explored the platform on my own and then contacted Jay Tokosch,Founder and CEO of NoteAffect, to set up a demo.

The story behind NoteAffect

When I spoke with Jay, I learned that he got started in this business by founding Core-apps, one of the leading event management systems in 2009. Core-apps was the first company to create a mobile app used for event management. So if you’ve been to conferences or trade shows, and used a conference app to build your schedule, you may have using Core-apps. Having ten years of experience with a highly engaging event management app, Jay has designed an equally powerful learning tool for education. When I asked Jay about how he came up with the idea for NoteAffect, he told me that he got the idea after observing his son preparing for an exam. Jay noticed his son pulling out a spiral notebook, some printed Powerpoint presentations and other documents to study for his college engineering exam. As he studied, his son was going back and forth between all of those materials, trying to match everything up to study. Jay decided to “fix that problem” by designing something that could store all of the information in one place and make it easier for students to study.

The design of NoteAffect is quite simple and easy to navigate, which makes it a great choice for all teachers, whether they are beginners or advanced users when it comes to implementing technology in the classroom. By using a robust tool like NoteAffect, teachers have immediate access to real-time data that enables them to provide the right instructional supports and make adjustments on the fly as the lecture continues. The goal of NoteAffect is to empower teachers to provide the best learning experience and options for students and to close the gap that happens when students are absent from class. While students can easily get the notes or look over a presentation, without the additional resources added in and the interactive piece that NoteAffect provides, students will be missing out and cannot reach their fullest potential.

What does NoteAffect offer?

NoteAffect is more than simply a way to deliver a lecture. It offers digital interactive learning that is available to students whether live in class or for later viewing at a time that meets their schedule. It is a multi-purpose platform with capabilities to facilitate communication, collaboration and increase student engagement in learning. NoteAffect creates a virtual space for students to fully engage in the lesson, whether participating in class or viewing it at a later time.

When I first explored NoteAffect, what I immediately noticed was how easy it was to set up my courses, add students, locate my lectures, and navigate through the platform. Having time to explore NoteAffect closely, I thought about my own college experience years ago and how beneficial a tool like this would have been for some of the more challenging courses that I had. Although we had access to lecture notes made available after class, being able to interact with the content during class would have increased my understanding and helped with content retention.

Another benefit of Noteaffect is for increasing student engagement. For a long time, I struggled with student engagement and reached out to colleagues and tried different resources to see if I could engage students more. While the methods definitely improved student engagement, I needed more data to work from. Using NoteAffect enables you to focus more closely on student engagement by exploring the analytics available for each lecture and each student.

With NoteAffect, tracking student engagement is easier and it is also a great way to reflect on the teaching practices being used in the classroom.

I will continue exploring NoteAffect and gather some feedback from my students. Check into NoteAffect here and get started with a demo. My next post will highlight some of the features and offer some tips for getting started.

Thankful for All the Things #4OCFPLN

Thankful for All the Things

A Blog Written by the #4OCFPLN

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Rachelle Dene Poth, Spanish and STEAM Teacher, Pittsburgh, PA @Rdene915

www.Rdene915.com

I am thankful for all of the opportunities that each new day brings. Time to continue to build relationships, to connect with students and educators from around the world. For so many years, I was teaching in isolation and did not truly understand the value of being a connected educator and the importance of relationships. A tremendous mentor in law school helped me to see what it truly means to be an educator and the need to focus on the relationships first. His guidance has made such a difference in my personal life as well as my professional life and I will always be thankful for his ongoing support. There are often challenges that come each day, and sometimes it is the challenges we face as educators or it is something that our students are struggling with. We need to connect. As much as our students rely on us to care for and support them, we count on them to lift us up at times as well. Knowing that together we are creating a welcoming and supportive classroom, where students are comfortable asking for help and where they are willing to reach out and help others, is something that I am thankful for each day.

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Amy Storer, Instructional Coach, Montgomery, TX

“I am thankful for every moment.” Al Green

Every single moment that has occurred in my life so far has led me to where I am today. Some of those moments were filled with love and laughter and some were blanketed in sadness and fear. But each turn taken and road followed has helped to mold me into the person that I have become today and who I will be in the future.  I am thankful for a mother that fought for her daughters to have everything that the world could give them and more. She sacrificed so much for us, and everything we do as educators today is because of her and for her. I am thankful for a dad, who found his way back to us. We are so glad that you did. I am thankful for grandparents and their love and endless amounts of cookies and candy! I am thankful for a sister who is truly my best friend. Thank you for giving me one of my greatest gifts, Nancy and Finn. They crawled right into my heart and filled in the hole that momma left when she passed away. I am so incredibly thankful for them. I am thankful for the love of my love, Tony. Thank you for picking up the phone when I bravely called you in the fall of 1997. Thank you for being my biggest supporter and for loving me for over 20 years. Thank you to my campus family for loving and supporting me in everything that I do. I am so lucky to get to work alongside each of you! Thanks to all of my former students. You truly schooled me on school. I learned all I needed to know from each of you, and I am a better educator and human being because of you.
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Louie Soper, 5th Grade Teacher, Philadelphia, PA

I am so thankful for the opportunity to teach in the city of Philadelphia this school year.  Albeit some challenges, each day is an opportunity to learn and grow. Learning blocks can be challenging.  Days can be challenging. Weeks can be tough, but I am so so thankful for the relationships I have been able to build with many of my students.  From Fortnite dances to slime, the fun doesn’t end. I am so grateful for this group of students I have this year.  We are all walking side by side daily in our journeys together in becoming the best versions of ourselves we can be.  Lastly, I am so thankful for the regular reminders from the #4ocfpln for pointing out these daily opportunities for growth.

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Kristi Daws, @kristi_daws, Technology Integration Specialist, Region 9 ESC

I am thankful for my journey. So thankful for the support of Bob Johnson who offered me an amazing opportunity to practice my love of music. I left for college a music major switching to math after two wonderful years thanks to Dr. Linda Fausnaugh. She awakened a Math Teacher inside me I did not know existed. After twenty, YES 20!!!, amazing years loving my career I stepped into the unknown and became a Digital Coach under the leadership of Brett Thomas. I was so fortunate to work alongside a leader who pushed, encouraged, challenged, and supported me daily. I followed this leader into my current position as the Region 9 ESC Technology Integration Specialist. I have learned so much in my first few months at R9 and I could not be happier. I don’t know where my journey will take me next, but I have faith that it will be an adventure. #Thankful
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KathiSue Summers, Educational Mentor for 1st and 2nd year Teachers, Medford, OR

Do You Believe Relationships Are Important?

When I started teaching in 1986 in public education, I was a Lone Ranger. I was the only female teacher out of seven teachers in the small high school where I taught Business and Computers. I didn’t think that being alone in the classroom was uncommon in my educational career. Before coming to public education, I taught for several years in the private sector; there you were on an island.

What I learned quickly was that relationships with other educators and students were very important to me as a person; as well as a professional.  It was easy for me to develop relationships with students, but it was difficult when I was the only female on the high school staff. It was hard for me to relate to the male teachers on staff.

I made it a point to become part of the community during my first year. I  developed many positive relationships and eventually, dear friendships that I still cherish after thirty-three years. There have been many times that a message, a visit or call have made my day. I am thankful that these individuals are in my life.

As the years have passed, I have developed different relationships. I have relationships with professional people I never thought would be in my circle. I think about my Voxer group (#4OCFPLN), my Twitter #PLN and my local face-to-face PLN. These people have helped me to grow professionally.

Do I think relationships are important? Yes, Yes, Yes! And, I am thankful for all the relationships I have made along my journal.
Jennifer Ledford

My one word focus for 2018 has been “SHINE” and when I chose that word, I could never imagine the journey that this year would take me on. I learned through these last 11 months what it truly takes for me to shine. There are some days that my light is easy to find and I simply project it at others and I am good to go. Yet there are other days that my light is underneath a thick layer of grime and muck, which is caused by stress and negativity. This is not the dirt you can simply wipe away but the kind that takes back-breaking scrubbing.

This year has had its share of muck that has attempted to cloud the light I have to shine, yet I am so thankful that in January, I met an incredible group of people that continually help me clean the grime away. They do this by helping me find the courage within myself to combat all the dirt and muck that may come against me in life.

Many who know me know that I am a HUGE Wizard of Oz fan and the way that the 4OCFPLN has helped me through this year can compare to that of the Lion. The Lion lacked the courage to do much of anything and was even losing sleep because of his irrational fears. He then meets a group that soon become his friends and along their journey, he is given opportunities to show the strength and courage inside of him. When they finally reach the Wizard, the Lion realizes he does not need the courage from the Wizard, for his friends have helped him find it in himself.

While I may have not been afraid of everything, I would simply stand back and let some things go even if I knew in my heart they were not what was best. I would let negative words seep in and not do anything to redirect them.  I was managing yet not thriving until I found my group, my tribe, my edu-family. They helped me discover the power within me to roar at the negative words (in the politest way possible) and to stand up for what I know is best.

As we enter this month of thanks and the last 2 months of 2018, I am very thankful for my 4OCFPLN and for all my additional support on Twitter and Voxer. These people have truly shaped me in the last year and helped me become a better educator and a better person. I am also very thankful for this new found courage. It allows me to do what I know should be done in all aspects of my life. While it is not accepted 100% of the time, others have said they have noticed a change for the better in me. As I look forward to 2019, I am excited for the opportunities that this courage can open for me.

I also want to encourage all of you to find your group. Find those people that will allow you to uncover things within that you never knew were possible. If you are open, these changes can impact your life in the most amazing way.

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Heather Young, Kindergarten teacher, Seattle, WA

@msyoung114

I’m thankful for my students, who come to school with wide eyes every day, willing to dive into whatever we are going to learn.

I’m thankful for the families, who trust every day to grow their children as learners and humans.

I’m thankful for my in-building colleagues, always willing to give perspective when my thoughts might be off track.

Lastly, I’m so thankful for my PLN, a crew of professionals from across the US.  In close to a year, they have pushed my practice to new heights I never imagined reaching.

This list is full of people who believe in me, they are the foundation, the motivation and the joy in my life.  I am so incredibly lucky.

 

Sarah Fromhold

Sarah Fromhold, Digital Learning Coach McKinney, TX @sew1080

fromholdsblog@wordpress.com

“If you want to go fast, go alone.  If you want to go far, go together.”  ~African proverb

This quote sums up both my journey and my struggle, and I am grateful for both!  My personality is one that I prefer to work alone most of the time. Going through school, I preferred finishing projects on my own rather than working in a group.  Because of this, I usually turned in assignments early and had plenty of free time. However, looking back, I realize I was doing the bare minimum to satisfy the requirements of the assignment.  There was no motivation to dig deeper into a topic. I was good to simply get it done. It was hard for me to find people I trusted to work with because I honestly thought it was better for me to do it alone.

My family, friends, coworkers, and the #4OCFpln have changed my view on the importance of relying on others.  With two young daughters, a husband with odd work hours, and everything I aspire to do personally and professionally, I recognize I cannot do everything by myself (and that’s perfectly fine!).  My coworkers and my PLN are constantly available for my questions and to bounce ideas around. Without my tribe, I would still be moving along in life, but with them, I’m learning, growing, changing, and truly living my best life.
Don Sturm

Don Sturm

Technology Integration Specialist, Morton, IL @sturmdon

Thankfulness is something that is easy to take for granted. I am guilty of looking at situations and only focusing on those annoyances that get under my skin. This blog post idea came at a perfect time for me because I was getting stuck in the rut of not looking at the positives as much as I should. Honestly, I am thankful for those who are willing to make changes. I have learned that many teachers have a genuine fear of change and trying new things. It takes real bravery for some individuals to step out of their comfort zone and, as Tara Martin says, “Cannonball in!” My goal is to be more outwardly thankful to those who decide to throw caution to the wind and try something new for the sake of their students. These teachers and administrators need to realize that their willingness to conquer their fears sends a message to their students and staff that risk-taking is ok and necessary. Think about the domino effect of this risk-taking. Relationships will be built, growth mindset thinking will become the norm, and an overall positive culture will emerge. All of this is needed for schools to be places of learning and inquiry.
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Laura Steinbrink, HS English, Tech Integration, District Communications Director/Webmaster, Plato, MO @SteinbrinkLaura

My life is busy. It seems like my family and I are always on the go, sometimes in separate directions, for at least two of the three sporting seasons during the school year. Yes, you read that correctly. I said sporting seasons because that is how my school year is divided in my mind. Besides the titles of my job that I listed above, I am also the assistant coach for our volleyball and softball teams, and this year my husband, the tech director for our district, became the head cross country coach. So for the beginning of the school year through this first weekend of November, we have juggled schedules for my volleyball practices and games, my husband’s cross country practices and meets, and our son’s junior high basketball practices and games. This alone is enough to overwhelm a family, but me? I’m thankful. I spent a lot of time with my volleyball team, making connections with those students, watching them struggle, succeed, persevere, break down, and get back up again. Did I miss my son’s games because of my coaching duties? Just one. My district honored my desire to be a mom first and a coach second. Did my husband regret his choice to coach this year? He developed close relationships with his team as they struggled and pushed themselves to get up and down the hills around our school and in their personal lives. At our son’s games, we connected with families and students too. His teammates will be in my classroom in a few years, and when they walk through the door and become officially mine, I will already have a solid foundation for a relationship with them.

Did we still attend other school events during our whirlwind fall season? Yes. We supported as many students and staff as we possibly could. Did we make it to everything? No. But I am thankful for all the things we were able to do, relationships we forged or broadened, the impact we may have had on students, and the impact those same students most definitely have had on us. We may not always be able to do all of the things we want to do, but I am very grateful for all of the things we can do.
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John Martinez, elementary school principal, Rowland Hts, CA @jmartinez727

http://betweenthejohns.com/

In 1963, my father Eduardo left his homeland to make a new life in America. At 31 years of age, he arrived in New York leaving behind his wife Maria, four children, and all the people he knew.  When he arrived in New York he began the journey of finding work and earning enough to bring his family together. He didn’t speak English and did not have a trade. So he took whichever job he could find: work in kitchens, factories, and more. He worked two to three jobs at a time and left one job for another if it meant he could earn more or learn a marketable skill. In the meantime, my mom was caring for her children not knowing how the venture would unfold. In six months my dad had earned enough to bring the family from Colombia to the United States. Seemingly overnight, my family’s fortunes had changed. Opportunities and life trajectories for my siblings, for my parents, and for myself were transformed. My dad’s journey continued – finding different jobs, taking classes at night to learn English, and connecting with other immigrants for support. Then he did it all again. He packed his bags and traveled across the country to Los Angeles because he believed there were more opportunities out west. My mom continued to be the rock of our family in the way she supported my dad and nurtured her children. My dad found more jobs, continued learning English and made new connections with others. Not long after, my mom and siblings made the cross-country trip by railroad and began their new lives in Los Angeles. All of this happened before I came along in 1968. By then, the tireless of efforts of my mom and dad had set the foundation for my family’s success. For the next twenty years, they continued building on that foundation. My dad worked as many jobs as needed. My mom got jobs as us kids grew a bit older and more comfortable in our surroundings. Throughout my childhood, I saw countless examples of my parents’ dedication to their family. The way they faced and overcame adversity taught me to persevere. The way they modeled the values of family, faith, and country taught me to be loyal and sustain my beliefs. I learned about teamwork, integrity, and courage from my parents. I am thankful to my parents for emigrating to the USA. Who I am, where I am, what I am, and why I am would not be had my parents not had their vision and their courage. I am thankful to America, the fertile soil where my family could boom.

Matt Larson

Matthew Larson, PE teacher, Trenton, NJ, @mlarson_nj

I am thankful for one, all-encompassing thing…my support network. This network includes personal, professional, and pseudo-family supporters.

My professional support comes from my place of work. I am entering my fourth year teaching in an urban charter school and it has been quite the growing experience since day one. Since beginning there I have started and finished a degree in Ed Leadership and been on the hunt to move into administration to pursue and accomplish my vision of education. My colleagues and supervisors know of my search and aspirations and have been in my corner supporting my attempts every step of the way from writing references to covering my class when I have to miss time at school in order to interview. For them I am thankful!

My pseudo-family of support comes from my PLF, professional learning family. This group came together as strangers around a book study in January of 2018 and has since stayed together, met in real life, presented at conferences together, and truly become a support network both personally and professionally. Every day we continuously push each other to explain and rationalize thinking, challenge long-held beliefs, and grow beyond what we thought we could accomplish. They have truly helped my journey through daily conversations as I have to constantly verbalize my beliefs, values, and transformations regarding education, children, and working with adults. I can honestly attribute the nearness to my professional goals to this collective group. They are the individuals writing this blog collectively. For them I am thankful!

My personal family is a group I am indebted to and thankful for beyond words. I have twin 11-month old girls, a four-year-old son, my partner Jackie, two dogs, and three cats. Four years ago I left North Carolina to be with Jackie and Hayden as they moved back to New Jersey to be nearer Jackie’s family. Since then Jackie’s family and friends have been the safety net for us, young parents, as we tried to build careers and roots of our own in The Garden State. Without Jackie’s family and friends neither of us could be doing what we are doing. Without Jackie, I could not do what I do. Every day I am out of the house by 6am and don’t return until 6pm. During that time she is either at home with 2-3 kids by herself or she has childcare taken care–something she personally puts together because I have no connections within 400 miles to help with our children. Jackie knows and understands my professional goals and supports me through every interview and through every let-down. For her I am thankful.

I am also thankful for you, the reader, for taking time to read our collective work of #thankful thoughts.

Jennifer Ledford

Jennifer Ledford, 6th grade ELA teacher, Hammond IN

@MrsLedford6Eng

(https://theclassroomstage.blogspot.com)

My one-word focus for 2018 has been “SHINE” and when I chose that word, I could never imagine the journey that this year would take me on. I learned through these last 11 months what it truly takes for me to shine. There are some days that my light is easy to find and I simply project it at others and I am good to go. Yet there are other days that my light is underneath a thick layer of grime and muck, which is caused by stress and negativity. This is not the dirt you can simply wipe away but the kind that takes back-breaking scrubbing.

This year has had its share of muck that has attempted to cloud the light I have to shine, yet I am so thankful that in January, I met an incredible group of people that continually help me clean the grime away. They do this by helping me find the courage within myself to combat all the dirt and muck that may come against me in life.

Many who know me know that I am a HUGE Wizard of Oz fan and the way that the 4OCFPLN has helped me through this year can compare to that of the Lion. The Lion lacked the courage to do much of anything and was even losing sleep because of his irrational fears. He then meets a group that soon become his friends and along their journey, he is given opportunities to show the strength and courage inside of him. When they finally reach the Wizard, the Lion realizes he does not need the courage from the Wizard, for his friends have helped him find it in himself.

While I may have not been afraid of everything, I would simply stand back and let some things go even if I knew in my heart they were not what was best. I would let negative words seep in and not do anything to redirect them.  I was managing yet not thriving until I found my group, my tribe, my edu-family. They helped me discover the power within me to roar at the negative words (in the politest way possible) and to stand up for what I know is best.

As we enter this month of thanks and the last 2 months of 2018, I am very thankful for my 4OCFPLN and for all my additional support on Twitter and Voxer. These people have truly shaped me in the last year and helped me become a better educator and a better person. I am also very thankful for this new found courage. It allows me to do what I know should be done in all aspects of my life. While it is not accepted 100% of the time, others have said they have noticed a change for the better in me. As I look forward to 2019, I am excited for the opportunities that this courage can open for me.

I also want to encourage all of you to find your group. Find those people that will allow you to uncover things within that you never knew were possible. If you are open, these changes can impact your life in the most amazing way.
Maureen Hayes

Maureen Hayes, K-6 Humanities Supervisor in Lawrence Township, NJ   @mhayes611

As we enter the month of reflection and gratitude, I am thankful for those who encourage and push me every day to be my best….teachers & staff, administrators, students & my PLN.

The teachers and staff members I have the privilege to work with each day continually expect my best as an instructional leader. My job is to support them as they plan for instruction and work to meet the needs of all students in our district. They hold me accountable for being a researcher and reader and sharing my knowledge with them.

I am fortunate to be a part of a district administrative them that is continually pushing the limits and asking “why not” when it comes to serving our students. Each of the building principals on our team is true PIRATE Principals, and my fellow instructional supervisor team is a supportive group of instructional rock stars, especially my elementary counterpart Kristin Burke (kburke4242) who is the peanut butter to my jelly, the carrots to my peas, the macaroni to my cheese…

I am continually reminded of my purpose as an educator, and that is the students I serve. Every decision I make needs to be in the best interest of the students in my district.

Finally, my PLN/PLF, the #4OCFpln has by far been the greatest influence on me as an educator and leader, thanks to the daily talks, monthly book studies, and ongoing push-back and support they provide me. Each day spent in conversation with them is the best PD I have ever had.

 

Kimberly Isham

Kimberly Isham, K-5 Reading Specialist, Greenville TX   @Isham_Literacy

https://kimberlyisham.blogspot.com

This past spring, my mother spent 2 weeks in a Critical Care unit about an hour away from my home.  I am so grateful that we did not lose her. My parents have been some of my strongest supporters and most important critics.  They have modeled hospitality and generosity throughout their lives. Their example and encouragement have been a big part of making me the person I am today.

My husband is my biggest supporter, whether it be acting as my cheerleader when I take on a project I am not sure about or letting me vent when I am frustrated with something at school.  He makes me laugh and lets me know in a million ways how much he loves me and our boys.

My children (biological and school) have challenged my thinking as I strive to give them the best of myself in helping them to be the best version of themselves.  

My co-workers have caused me to question what I know as I work within the box we know as the public school system.

My #4OCFpln has been a serendipitous group that not only gets me, but also pushes me to do more, learn more, and be more.

I am thankful that God has brought all these forces into my life to help me continue on this path of growth to be the person He created me to be.

Cathy Hink.PNG

Cathy Hink, Kindergarten Teacher & Technology Resource Teacher

Washington @mshinksclass   Website: cathyhink.com

I am thankful for relationships with…

the Trinity that gives all of life deep meaning and purpose empowers me with a strong faith, sense of hope and teaches me everyday what it means to love and be loved.

a daughter who has taught me the meaning of true love, courage and joy beyond measure.

Boo my loyal fur baby,  who provides soft cuddles, smiles and giggles everyday.

Family that has nurtured and shaped my character.  For a mom that taught me unconditional love. For a father who taught me to work hard and be a problem solver.  For siblings that have taught me acceptance and taught me the fine art of negotiation and compromise. ; )

friends who have added laughter, compassion, support as they accept me as I am and encourage, support and hold me accountable to be the best me I can be.

young students who remind me of the power and wisdom found in wonder and play and who daily model what it means to be resilient and trusting.

My #40CFPLN (a.k.a. My Tribe) who live out the honorable task of educating, loving and advocating for the children of this great nation.  Their courage, intelligence, dedication, and passion consistently inspire, strengthen and motivate me.

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Elizabeth Merce- Kindergarten Teacher Virginia Beach, VA @EMercedLearning EMercedLearning.com

As I reflect on all the things I am thankful for I keep coming back to the people.  Each person I meet has changed me in some way, they have left a part of themselves with me.

I am thankful for my amazing husband and daughter who have given me the strength to try all the things.  The unconditional love they give me allows me to dream big dreams and chase them. I have been blessed with an amazing support at home.

I am thankful for all the educators that have touched my life as a child and as an adult.  I have learned so much from them. Sometimes it was just as an example of what not to do, but more often than not it was what teaching can be.

This year I also get to be thankful for my #4OCFpln.  I have found my people in this group. I have had more support and growth in the past year than in any time period in my life.  There are no words to adequately describe how this group of strangers have become my second family, my teaching home.

 

Mike Messner — High School Teacher, Los Altos, CA

https://momentswithmike257577506.wordpress.com/

This year, my thanks goes out in many, many directions…

To my wife Nancy, who sustains and accompanies me on my life journey and my teaching journey, and who always reminds me what those journeys are really all about.

To my son Stephen, who calls me to reflect on the job I do as an educator, and who has unflagging faith in his old man.  Breakfast at Black Bear Diner this weekend, bucko.

To Snoopy, who is the single most loving creature with more than two legs that I have ever met or am ever likely to.  

To my closest companions at Los Altos High School, Seth Donnelly, Chris Phipps, and Katherine Orozco, who have seen me at my most distraught and exhausted, and still take the time to fellowship and collaborate with me.

To the teachers who touched me most deeply and influenced my practice most profoundly: Dave Squellati, Mark Shaull, Wynne Satterwhite, and Jerry Messner (save me a seat in heaven next to you, Dad).

To my students at Los Altos and at Skyline College for allowing me to try out new ways of teaching and who forgive me when they go awry — and especially the members of Future Business Leaders of America for letting me take a fun and exciting ride as your adviser!

To the members of #4OCFPLN for their support, their exhortations, and their relentless drive to make our education system better; I cannot imagine where I would be as a teacher without this group of voices, and I can’t wait to see you all in person.

And to my Father in Heaven: Thank You for allowing me to shed burdens that might have destroyed me, for giving me a future that I think I understand, and the promise of an eternity in Your presence.

God bless us, every one.  Happy Turkey.

 

Debbie Holman, Science 8, AVID, Wellington, CO.

I have so much to be thankful for.   I truly feel as if I am blessed by all those who support,  encourage me and help me learn.

I’m thankful for my family including my awesome sister my amazing parents my nieces and nephew and all of my extended family, that support me day in and day out and make sure that I am at my best.  I would not be who I am without these people who have supported throughout my life.

I’m thankful for my husband who deals with the frustrations that come with being the husband of an educator. He constantly supports all of my Endeavors and all of the things that I use our hard-earned money to bring things into my classroom to support the Science Education of all my students.

I’m thankful for my colleagues who understand the way I work and work with me as I am always challenging myself to try new things to make the instruction in my classroom new and better.  

I’m also thankful for my tribe, my professional learning network, or my professional learning family, The #4OCFPLN They encourage, inspire, and challenge my thinking on a daily basis. I am so thankful to be part of such an amazing, brilliant group of educators.  

I’m also thankful for my two fluffy amazing Great Pyrenees dogs, Bear and Taos. No matter the day I have, they always listen and are available for a good snuggle if necessary!

Debbie Holman, Science 8, AVID, Wellington, CO.

I have so much to be thankful for.   I truly feel as if I am blessed by all those who support,  encourage, and inspire me. I am thankful for my family that support me day in and day out and make sure that I am at my best.  I am thankful for my husband who deals with the frustrations that come with being the husband of an educator. He constantly supports all of my Endeavors and all of the things that I use our hard-earned money for to bring things into my classroom to support the Science Education of all my students. I am thankful to the young people that I am privileged to work with every day.  They push me to be better than I was the day before because they deserve the very best I have to give. I am thankful for my colleagues who understand the way I work and work with me as I am always challenging myself to try new things to make the instruction in my classroom new and better. I am thankful for my tribe, my professional learning network, or my professional learning family, The #4OCFPLN. They encourage, inspire, and challenge my thinking on a daily basis. I am so empowered and inspired to be part of such an amazing, brilliant group of educators.  I’m also thankful for my two fluffy Great Pyrenees dogs, Bear and Taos. No matter the day I have, they always listen and are available for a good snuggle!

4OCFPLN

EdmodoCon 2017

Honored and Amazed: EdmodoCon 2017

 

I have been a huge fan of Edmodo the last four years and it has really brought about tremendous, positive changes in my classroom, for my students and opened up a lot of new opportunities for me as well  Edmodocon, an online conference, takes place in August and is held at Edmodo headquarters in San Mateo, California. Each spring, Edmodo accepts proposals from educators to be selected as one of the featured speakers during this event. The last two years I had submitted a proposal to speak at EdmodoCon, not fully understanding the magnitude of it even though I had watched it each year, and definitely not expecting that I would be one of those selected to present.  I took a chance again this past year and submitted a proposal and definitely put some extra time into what I wanted to say and decided to just go for it. Honestly, I did not think that I would be selected.

​Finding out I was one of the educators selected to speak at ​EdmodoCon was really an emotional moment where I felt a little bit overwhelmed, very surprised, tremendously honored, and definitely scared. There was also ongoing disbelief that I had been chosen.

I had watched ​EdmodoCon the last two years and knew how it was set up​,​ where the people were speaking from​,​ and also that many thousands of people were watching from around the world while the event was ​streaming live. All of these images passed through my mind a​t​ a glimpse when I found out I was selected but the excitement ​was sometimes exchanged for nerves. I​ just could not believe that I was chosen and could not wait to attend.
I have been using Edmodo ​since 2015 and it truly has made a huge impact in my classroom. I found it almost accidentally, looking to find a way to open up more access for my students and to help solve some problems in communication, and availability. Over the years, the way​s​ that we have used Edmodo has changed and many new features have been added, making it even better than it already was. Having the opportunity to see the people working behind the scenes at Edmodo and to talk with ​each person was phenomenal.

How does one prepare for ​EdmodoCon?

Unlike any other presentation you have prepared for! While I have given many presentations in the form of Professional Development sessions, speaking at conferences and online learning ​events, preparing for something like this was a much greater feat. My session would be a ​2​​0 to ​30 minute presentation, speaking ​live from​ Edmodo. I needed to craft a message that would inform the participants or “Edmodians”, who were​ ​already familiar with Edmodo and knew so much about it. My goal was to convey my message of why and how it has made such an impact ​in​ my classroom.
Countless hours spent crafting the presentation​,​ re​-​working the images​,​ thinking through what I would say on August 1st, and lots of communication between myself and N​iccolina and ​Claire. The support I received was fantastic. The team was always readily available to give guidance and feedback, to do practice run​s​ ​or​ whatever was needed. They were there to support me and all of the speakers and definitely made the whole experience phenomenal, and always found ways to calm those nerves with reassurances and positive encouragement.

 

Prepping for EdmodoCon

I think I lucked out because I had the benefit of a little preparation when I was asked to speak about Edmodo during the Microsoft Hack the Classroom in San Antonio​ while at ISTE​ this summer. I prepared a​ ​5 minute “Ignite” talk on the integration of Microsoft Office with Edmodo and this experience definitely help​ed​ me to better prepare for EdmodoCon, but then again it was unlike any other experience I have had. It gave me some practice speaking in a studio setting with a live audience, microphone and cameras, but it didn’t quite prepare me for the full experience since it was only a five minute talk. But nevertheless, I am grateful for having had that opportunity to connect and to get a little bit of practice in before heading to the main event. Being able to step out of my comfort zone, and do something like this for the first time, was a challenge and I was very nervous about it, but having this experience definitely helped.

Heading to EdmodoCon

Going ​to San Francisco, arriving at Edmodo Headquarters, and meeting the other educators was tremendous. I was very excited about the day, getting to spend time at Edmodo, practicing a little and just being in the same space with educators from around the world, and having time to sit down with them and share how we use Edmodo was awesome. Being there and having the support and generosity of the whole Edmodo team, becoming connected with these other educators, really added so much more to what I already love about Edmodo. The whole team of Edmodo is people focus​ed,​ they work ​​for the students, they are a family and they are there to be a constant source of  support and encouragement to one another.

The way that we were all welcomed by the team was unlike anything I have ever experienced. We were greeted at check-in with welcome bags full of Edmodo gear, picked up by members of the team and driven to Edmodo headquarters where we had time to tour the office and also to ask questions of all of the team members working hard to make Edmodo what it is. We had catered meals, access to anything we could possibly want to make our time there more comfortable and most of all, we experienced a true sense of belonging and being part of the Edmodo family. Being able to meet for the first time people who have done nothing but work to make Edmodo a better platform for students and for education and who truly value the input from educators and the connections made, was an honor. Edmodo is how I made changes to my classroom that enabled me to open up more access to the resources the students need and also access to a world full of learning opportunities. Being selected to speak there and to share my experience with so many educators around the world was very humbling.

It is probably the most nervous I have ever been before a presentation and waiting for it to be my turn to speak was definitely a challenge for me to stay calm and focused.  But hearing Jennifer’s presentation before mine helped and once I entered into the room and put the headset on, my nerves pushed aside and I was ready to go. Of course I was still nervous but I felt like I could get through it, I was ready to share our story.  And I think the one thing that really helped to break the ice for me was when my slide deck would not load correctly and I just had to go on and start talking with fingers crossed that it would actually work. It’s really not much of a surprise that I would have some kind of a technical difficulty because I often joke that the technology cloud of darkness follows me at times. But the show must go on and if my slides did not work well then I was just going to have to talk my way through it as best as I could. Fortunately it only took a few minutes for everything to reload and so I was able to carry on through the presentation.

How did it go? I think for the most part I am pleased with how it went and I caught myself getting a little emotional at the start because it really hit me that I was speaking there and I have been so thankful for what Edmodo has provided for me to make things available for my students in my classroom. But standing there and having that chance to speak and share our experience with my own personal learning revelations about my teaching methods and why I needed to change was bittersweet.

Because I’m a reflective person and I did want to evaluate my speaking and be mindful of words or mannerisms that catch my attention, I watch the replay of the video. I first noticed the look on my face when told that my slides weren’t loading and then I should just start, it was a look of wait what? And as for my overall presentation, of course I did come up with a few things  that I would change. But that’s how we learn and grow and move forward. We have to reflect, we will make mistakes, we will face challenges and while it is important to acknowledge these, the most important thing is that we share our message and that we also share our learning and reflections in the process.

 

Edmodocon was amazing and it gave me a lot of new ideas for this school year and ways we can use Edmodo to knock down those classroom walls and to bring in opportunities for students to learn more about the world and to provide a safe space for them to connect with other students in the world. We can empower our connected learners.

Celebrating together after EdmodoCon 2017

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