Tag #learn

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

Rachelle Dené Poth Leave a comment

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 It, Mathematical 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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What made me better

Rachelle Dené Poth Leave a comment

Guest post by Deidre Roemer,  Director of Leadership and Learning West Allis, WI, @deidre_roemer

 

When I reflect on my skills as a teacher throughout my career, I can think of examples of what I did well and a million things I would have done differently.  I am teaching a class at a local university this semester and know confidently that I am a better teacher now than I was when I was in the classroom. The opportunity to see other teachers in action in my leadership role for the last several years is what has made me better.  I get to speak to educators and learners all the time about what is working well in their classrooms and what they would like to see grow. It includes spending time in many classrooms where we and others are getting it right and learners can articulate the process of their learning in order to create great things.

Professional development that is connected to a vision of our work with meaningful processing time to reflect is how we push teachers to move from single projects to true learner driven practice.  We take a lot of teachers and teams on site visits to schools in our area and across our country who are already doing the kind of work we are trying to do to see it in action. It is hard to find a large comprehensive system that is there yet, so we are often at small charters of specialty programs that are offshoots of schools.  The visits are always amazing as we are able to interact with teachers and learners and see learner driven practice, but often the most important part of the time is the meal after the visit or the long trip home where we can talk about what we saw, process, and plan for what parts we can implement within our system. The goal is not to replicate but to figure out how to ask the right reflective questions of ourselves and one another to tie what we saw to our personal passions and interests and figure out how to bring all of that together to shift the learner experience.

We also spend a lot of our time talking about how this is the kind of learning experience ALL learners should have.  It should not be reserved for some kids in special programs or special schools. The visits with the deep discussions are often the leverage point that takes an educator from trying a few things to a true shift of practice that is more inclusive.  It helps them to be more collaborative as they are often on these visits with other staff from across our district that they might not already know having a shared experience . The power in seeing some things we are already doing well and celebrating those helps us to not be overwhelmed when looking for ways to grow.  The key is to make the time, take the staff who are ready to take some bold steps, and then follow up with them multiple times throughout the year so they have support to keep going with the work.

On a recent site visit, I took a chance and messaged some of the teachers to join us off-site after the formal conference to continue our learning.  Fortunately, they were willing to take the opportunity to discuss their work with us over dinner. It was an impactful experience to listen to teachers that have been doing this work for some time engage in professional discourse about grading, telling their story and standards.  The teachers were open about their own growth over time and how our staff could take pieces of what they saw back to our schools to create a more equitable opportunities for all learners through empowerment. We went back to the site the next day with a new lens on what to look for in learner and teacher observations that we could do instead of being lost in the surface things like the physical set-up.  Things that may have looked idealistic the day before now looked possible. The modeling of professional discourse created space for our team to do the same and ask some great questions about how we can do this work and how it does not have to look the same across all our schools.  Encouraging staff to push boundaries and challenge one another’s thinking is how we look at someone else’s professional practice and find a way to make it our own.

A few things we discover each time we do a site visit became apparent:

  • This work is messy.  It takes deep dialogue on what is right for learners and how to give up control in a way that is not always natural for teachers.
  • Change is uncomfortable and unpredictable, but easier with the proper support.  People tend to say, “Change is hard.” There was a great article from the Harvard Business Review in January of 2008 that explained why that phrase becomes a self-fulfilling prophecy that permits us not to try.  We have to be able to think bigger than that.
  • We need to get more comfortable with professional discourse and open discussion about where we are now and where we can go that may push our thinking.
  • Teachers have to connect their own passion to their work in schools.  When it is authentic to the teachers, it becomes authentic with the learners.
  • Our teachers need to see the work in action often and learn how to get and give productive feedback.
  • The standards are always embedded in innovative, learner driven work.  They just aren’t always owned solely by the teacher.
  • Many times, the teacher in a learner driven classroom finds joy in their work.

We have evolved our district wide professional development to hopefully reflect all of these.  Our teachers will have time in small groups to learn their standards well enough to empower learners to take ownership of mastery of those standards within cross-curricular projects.  Staff will then have the opportunity to sign up to see another teacher modeling classroom practice that is learner driven. They will be our own internal site visits. We will use structured protocols to get and give feedback at each site to ensure we are using the time for genuine collaboration as we know that is what drives teacher practice.  We can’t make more time than we have, so we use the protocols from The School Reform Initiative as a way to restructure the time and make sure it is used for purposeful feedback and collaboration.

Our teachers hosting visits that day have been invited to participate for the first round as they are already trying new things, having success with learner empowerment and finding joy in their work.  It is not expected that anything that is “perfect” or a “show”.  It is meant for one teacher to share their experience and encourage others to try new things with an open dialogue about how and what supports they will need. Our goal is that our teachers engage with one another to see what’s possible, work together to get there for every learner and find joy in the work.

 

**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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How Teachers Can Develop Computational Thinkers

Rachelle Dené Poth Leave a comment

Guest Post by 

Get students computer science ready by teaching them how to think with computational thinking.

The demand for computer science (CS) in schools has many teachers wondering which components of CS they should implement first.

A couple of years ago, I asked myself the very same question, and I had to remind myself that creating a computer scientist could take up to 25 years! I was relieved that I wasn’t responsible for developing middle school computer scientists in only one semester.

I realized that what I needed to do was build the capacity of my students for deeper learning of the right skills — so they could experience success, which would inspire them to continue studying CS after leaving my class.

Advanced expertise in computer science requires knowledge in mathematics (namely discrete math and linear algebra) and problem-solving, and there are plenty of CS fundamentals to choose from.

In my previous position with Richmond Public Schools, we chose to dive in with computational thinking, programming and coding (yes, in that order). Because computational thinking (CT) is the highest order of problem-solving, is a cross-curricular skill, and is understandable to both machines and humans, I recommend building student CT competency by developing their versatility for recognizing and applying the four elements of CT to familiar problems/situations.

Video by JULES discussing the 4 elements of ‘Computational Thinking’

The Difference Between Computer Science and Computational Thinking

CS is part of computing education and it’s the foundation for ALL computing. So, in essence, CS is the study of computers and the algorithmic design processes in both hardware and software — their application and overall impact on society.

On the other hand, CT is a problem-solving skill(s) that involves decomposition, abstraction, pattern recognition and algorithm design.

Element 1: Decomposition

Facing large, complex problems will often discourage and disengage the students who aren’t fully equipped to begin the deconstructing process. Decomposition (like factorization) develops the skill of breaking down complex problems into smaller and more manageable parts, thus making even the most complicated task or problem easier to understand and solve.

To introduce your students to decomposition, begin by having them break down a simple task they do all the time, like brushing their teeth, baking a cake, making a sandwich or tying shoelaces. This will help them focus more on their ability to analyze and synthesize familiar information.

Next, introduce them to more complex problems/scenarios that are both unfamiliar and engaging enough to compel them to decompose them, such as investigating a crime scene, coping with the aftermath of natural disasters or planting a school garden.

Teachers who aren’t teaching traditional CS classes can help learners build their decomposition skills in their own subject areas by having them apply the concept to improving their writing, creating timelines, factoring quadratics or understanding living organisms. CS teachers can start building student capacity for decomposition with this CT lesson by Code.org. In this lesson, students assume the role of imaginary players and figure out how to play a game with no given instructions.

Element 2: Pattern recognition

Pattern recognition is a skill that involves mapping similarities and differences or patterns among small (decomposed) problems, and is essential for helping solve complex problems. Students who are able to recognize patterns can make predictions, work more efficiently and establish a strong foundation for designing algorithms.

You can introduce pattern recognition by presenting a slide with pictures of similar types of animals or foods, such as pizza or desserts.

Next, have learners map and explain the similarities/differences or patterns. The beauty of this technique is that once students can describe one category (animal or dessert), they will be able to explain the others by following patterns.

For example, the general characteristics of desserts are that they are all sweet; they can be fruit, custard, puddings or frozen; and usually are served at the end of a meal. One or more dessert may be pink, have fruit and served cold, while another type may be yellow, have sprinkles and not use fruit.

Then task students with either drawing or making a collage of their favorite desserts using the patterns they identified (like in the examples above) to help them. Also, have them reflect on how they’d have to start from scratch with either creating or finding each instance of a dessert if they hadn’t first identified essential patterns (classification, color, texture, ingredients).

The primary goal here is to get them to understand that finding patterns helps simplify tasks because the same problem-solving techniques can be applied when the problems share patterns (pattern recognition is also used in math, music and literature, human intelligence, history, weather, etc.).

Class projects can be more authentic by focusing application of pattern recognition in forensics, medical sciences, photo identification or behavioral patterns like web browsing and credit card spending.

Once students know what to do, have them map the patterns in some of the decomposed problems described above in Element 1. CS teachers will need to help students comprehend how computers use pattern recognition by numbers, text and pictures. Students using visual programming languages should also learn how the use of pattern recognition helps to find the commonalities of repetition in code for avoiding redundancy, and they can begin doing so with this Code.org lesson.

Element 3: Abstraction

Abstraction involves filtering out — or ignoring — unimportant details, which essentially makes a problem easier to understand and solve. This enables students to develop their models, equations, an image and/or simulations to represent only the important variables.

As the values of variables often change and can be dependent upon another, it’s important for students to be introduced to abstraction in relation to patterns. In the previous element, we noted common characteristics of desserts. Have students make a simple drawing of a dessert focusing on the important/common features (like classifications) and abstracting the rest (texture, fruit, sprinkles). The abstraction process will help them create a general idea of what a problem is and how to solve it by removing all irrelevant details and patterns (abstraction is also used in math and when creating models — the water cycle, the nitrogen cycle, the rock cycle, etc.).

CS teachers will need to help students focus on the layers (or levels) of abstraction they will want in the models they develop, along with correlations between abstraction and pattern generalization to figure out the right relationships between abstracted variables to accurately represent a problem. They also need to understand how abstractions are built with purpose and can represent an entire class of similar objects. CS students can become excellent coders using abstraction. Use this lesson to help them get started.

Element 4: Algorithm design

Algorithm design is determining appropriate steps to take and organizing them into a series of instructions (a plan) for solving a problem or completing a task correctly. Algorithms are important because they take the knowledge derived from the previous three elements for execution.

Keep it simple when teaching algorithms to students and have them create small plans using their newly learned CT skills, again using simple functions like brushing teeth, baking a cake, making a sandwich, tying shoelaces. Each algorithm must have a starting point, a finishing point and a set of well-defined instructions in between.

CS teachers will also need to help students understand that algorithm design builds upon the previous three elements — which moves a problem from the modeling phase to the operation stage. Students will also need to learn to design algorithms that are both efficient and allow for automation through the use of computers.

Also, by learning discrete math and how to create flowcharts, students can practice and build expertise in algorithmic thinking and design over time. Here is a great compilation of lessons for helping students bridge the gap between understanding basic algorithms to actual programming.

Resources to get started

Here are a number of resources to turn to for help:

Remember, learning has no finish line!

Take a moment to reflect on the words of Dr. Stephen R. Covey, “Though you may find some of it to be simple common sense, remember, common sense is not common practice, and I guarantee that if you will focus your efforts in these areas, you will find that great peace and power will come into your life.”

I believe these words can be applied to learning CT (and any new concepts or practices) as we help our students use what they already know to develop their CS superpowers!

Coding is a superpower video by Code.org

This article is adapted from an original post on this link.

If you like this work, please give it some claps, follow our publication and share this with your friends and colleagues.

Jorge Valenzuela is a teacher at Old Dominion University and the lead coach at Lifelong Learning Defined. Additionally, he is a national faculty of PBLWorks and a lead educator for littleBits. His work is aimed at helping educators understand and implement computational thinking, computer science, STEM, and project-based learning.

You can connect with Jorge @JorgeDoesPBL via Twitter and Instagram to continue the conversation.

**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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Exploring and Creating with 3D Bear Poth

Rachelle Dené Poth Leave a comment

Sponsored Content, All opinions are my own

Sign up for your free one month trial! https://3dbear.io/freetrial

Exploring the world in AR: 3DBear brings your environment to life

Ever since learning about 3DBear a few months ago, I have continued to be impressed with the platform and the company’s focus on meeting the needs and interests of educators and students. At both FETC and TCEA, I had the opportunity to spend time speaking with the 3DBear team and was able to get a better understanding of their vision for 3DBear and learn more about the newer features and ways to use it in the classroom. Even when I first started creating with 3DBear, I immediately saw a lot of benefits for classroom use regardless of content area or grade level, or even one’s role in education. With a library full of icons to choose from, animations, music, options for changing colors and sizes, moving object positions, and other functions like adding audio and student voice, it is possible to engage students in truly unique ways to learn. It did not take long to see the potential for using 3DBear not only as a tool for students as the creators but also as an instructional tool for teachers as a way to engage students more in learning by “hooking” them in with the use of augmented reality. 3DBear can be a game changer for students, acting as a catalyst to draw students in and let them go on a creative adventure. Get started today with a free teacher trial here!

Why use Augmented Reality?

A popular topic at both FETC and TCEA was Augmented and Virtual Reality. Often questions are asked whether the use of AR and VR has sustainability in education and I believe that there is. Each day I receive numerous email alerts sharing news from around the world about how teachers are using augmented and virtual reality to amplify student learning. Tools like 3DBear have tremendous potential to immerse students in a meaningful learning adventure, giving them more control of how, when and where they learn. Besides being fun to use, it offers students time to build their skills in critical thinking, problem-solving, collaboration and fosters creativity. It lets students make decisions and leads to a more student-driven classroom. This is what we want for our students, choices, agency, and engagement.

(photo credit to Mitch Weisburgh)

Walking among or narrowly escaping the dinosaurs

While presenting several sessions at both of these conferences this month, I noticed a lot of people starting to use 3DBear in unique ways. During sessions, attendees chose to be more active, and rather than simply listening in to how these augmented reality tools can be used, instead began quickly creating with them and even sharing them out socially. Completely unaware of the danger that I was in until seeing the tweet, I was surprised and thankful that I escaped the dinosaur lurking behind me as I presented at FETC! But I was concerned about the attendees when I saw the dinosaur that was lurking in the front of the room near Jaime. The excitement behind using these tools is evident when people begin creating and sharing them during your session, just minutes after you’ve introduced and only minimally demonstrated the tool. The learning curve of 3DBear? Not much at all! It’s very easy to navigate and dive right in to create your own world in your physical environment. Get started today!

(photo credit Mitch Weisburgh)

Why 3DBear

Students can use it to create 3D objects in different spaces and can then record a story to go along with it. The potential and power of storytelling in AR is awesome. What better way to have students represent their learning than to design their own world, decide what 3D objects to place in their environment and then create a narration to go along with it. Students can even upload items from their device or from Thingiverse. Student-driven learning and possible for students in grades K and up. More than just listening to teachers and how it benefits students, ask students for feedback. (See a video from a school in Medford and how students responded to 3DBear). Also seek feedback from educators, whether on social media or in my experience from attendees in the different sessions presented at FETC and TCEA.

Potential for Storytelling and Adventure

As educators, we want our students to have a learning “experience,” more than the traditional methods of learning and classroom instruction can offer. We need to empower students to become more than consumers of content, and instead help them to embrace the opportunity to become the creators and driving their own learning. By doing this, we start them on a learning journey that will serve to attach more meaning to the content, in a personalized and exciting way to learn, and above all, a more authentic experience.

There are many possibilities for using 3DBear and because time can be a deciding factor when it comes to exploring new tools and methods for classroom use, this is where 3DBear offers a lot for educators. Teachers have access to a teacher dashboard where they can see student work, track progress and explore the worlds that students are creating. There are lesson plans for Coding, Design Thinking, ELA, Math, Science, Social Studies, STEM, and STEAM-related themes available for different grade levels which include pacing guidelines. While the lessons are drafted for certain grade levels or range of grades, slight adjustments in the content enables teachers to implement these lessons into their classroom.

One of the best things about 3DBear is that teachers won’t have to spend a lot of time trying to figure out how to get started using it in the classroom. We can learn just enough and then put it in the hands of our students and let them run with it. Many students learn more by doing, and when they have opportunities to engage in hands-on activities, it leads to more personalized experiences and student-driven learning. A world of learning that they create is right in their hands.

When thinking about adding some new technology into the classroom, we really need to focus on the why behind choosing a specific tool or method. Ask ourselves what makes it different and what can it do differently for students that can enhance the learning process and go beyond the traditional methods that are already being used in the classroom. What sets it apart from other options or methods you have been using? I think the answer is clear. Students are the designers.

A Few Ideas to Try

  1. My town: Sharing where we live, describing a location or any lesson where students need to narrate a story, they can create an environment using 3DBear and add characters and more into their project. Once created, students can tell a story about the scene or even narrate in a foreign language. Why not have students create a “welcome to our town” project, adding in 3D objects and telling a story that can be shared with the community? A good way to share student work and give more meaning to the work they are doing.

(Alamo photo credit Jaime Donally)

  1. A book summary: One idea is to have students review a book, summarize something they read in class by bringing it to life with 3DBear. If the number of devices is an issue, use stations and have students work in pairs or small groups, each adding to the story.
  2. Let me teach you: Give students an opportunity to be the teacher. Choose a theme or have students select a topic and then come up with a way to use 3DBear to explain it to classmates. There are many options available for students to choose from, and it will reinforce their problem-solving, critical thinking, and collaboration skills, as well as boost creativity as they decide how to best visualize their lesson for others.
  3. Actors in a scene: Give students the chance to interact with a 3D character and maybe even sing together or dance together (who doesn’t love doing the floss with a 3D character?).
  4. Random objects: To really push their thinking, why not create a scene with a variety of characters, objects and more, and then ask students to write a story about it. A task like this can be applied to so many content areas, and grade levels and will definitely be a more authentic way to practice and learn. For students in Spanish classes, it is fun to add random objects into the classroom and have students write a story to describe it. Or, another possibility is to provide students with a narration in the target language and have them create a scene to represent the story.

So many ways for students to leverage technology for learning. They need our guidance to find a starting point sometimes, but then we need to just let them go with it and explore and create on their own. Besides building technology skills and learning about emerging trends, they will engage in powerful learning that not only reinforces the content area but also promotes the development of social emotional learning skills in the process. Augmented Reality has many benefits, the key is staying focused on your “why” for wanting to use it, and then finding the right task to get started. And remember, let the students take charge and learn from and teach one another, including you. Sign up for your teacher trial at 3DBear!

And share how you are using 3DBear in your classroom! @Rdene915

Thankful for All the Things #4OCFPLN

Rachelle Dené Poth Leave a comment

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.

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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