Tag teachers

Core Solutions Provided through the Abre Platform

Dr. Rachelle Dené Poth Leave a comment

This post is sponsored by Abre, all opinions are my own.

Abre provides a set of solutions for schools looking to manage and consolidate the different software apps and websites used for student attendance, assessments, communication, student data and much more. Abre offers a robust platform that enables you to choose specific solution areas to get started and then add to it over time, continuing to build additional features of Abre into your school.

Communication

With Abre, you can facilitate faster and better communication within the district, schools, and between home and school. Abre offers a consistent and reliable way to streamline the numerous communications happening within the school and school district. Having a consolidated and reliable platform helps to foster and build home-to-school relationships, promote better communication, and student success.

Learning Management Solution

Abre provides one space where teachers can access the resources necessary for classroom instruction and teaching responsibilities. Included within the Learning Management solution are a group of web apps such as Class. A teacher uses Class to communicate and manage all classroom activity, do grading, post homework and generally manage instruction. The Assessment App allows for easy creation, delivery, and analysis of formative and summative assessments. Schools can organize the curriculum, including pacing guides, for all their classes with the Curriculum App. For tracking progress through a lesson, the Learn App delivers on that. To make sure students are staying on task with their devices, the Focus App ensures that the browser is only being used for teacher-defined websites and documents.

Data Management & Integrations

Abre is all about consolidating data to help administrators, teachers, and students improve. Abre integrates with a large and growing number of other software providers. They even integrate with products that provide competitive solutions to theirs. The Students App is the centerpiece of this solution and provides a clear view of student progress and makes it easy to find all relevant student data in one place. It also saves paper! Rather than students and parents having to fill out and exchange multiple papers, they access forms right from Abre. Some options such as an Acceptable Use Policy (AUP), medical forms, and athletic forms, which are easily accessible within the Abre platform. Individual student plans are also accessible in the Student app. Again, this provides a single place for staff and parents to easily find all their student’s information.

Administrators can access all student data and track growth over time, look at state and local assessments to analyze trends in academic performance. Parents can access student data which includes academic performance, behavior, forms completed, attendance, and state assessments. Access to this vital data is made simple with one platform!

Teacher Professional Learning Solution

For districts looking for better professional development options for teachers, through Abre, teachers can create their own staff and individualized professional development plan for use over an extended time. Abre offers a more flexible solution making it easier for administrators and teachers to create, deliver, and track professional development activities. Abre can integrate schools’ digital courseware and customized courses for delivering staff development.

For completing courses online or in face-to-face environments, districts can offer teachers opportunities to earn badges, micro-credentials, and engage in gamified professional development. This is great for building professional portfolios, as teachers can use these activities to receive CEU credits or hours awarded based on state requirements for continued professional development.

School Management Solution

Similar to Learning Management, Abre provides great functionality for staff to manage day-to-day school requirements. The Behavior App helps with the workflow, easy documentation and tracking student data when either positive or negative behavior needs to be documented. The workflow features are especially helpful for office referrals where other administrators are needing to get involved and having transparency for parents is important. Abre Behavior takes on a significant portion of this manual work.

  • Easy to understand graphs and plots for tracking student progress.
  • Teachers can see details in terms of specific consequences as a result of any behaviors and referrals. The bar graph represents conferences, detentions, in-school and out-of-school suspensions.
  • The behavior app links directly to the student information so everything is readily accessible which leads to a better understanding of each student and their needs.

Beyond behavior, the School Management Solution allows admins and teachers to easily create and manage individual student and teacher plans. Rather than students and parents having to fill out and exchange multiple papers with the school, they access forms right from Abre. Some options such as an Acceptable Use Policy (AUP), medical forms, and athletic forms, are easily accessible within the platform. Whether teachers need to create an IEP, a gifted education plan, behavior or Response to Intervention (RTI) plan, teachers can build exactly what they need and have it live in Abre. And Abre provides a clear view of student progress and makes it easy to find all relevant student data in one place.

Likewise, administrators can work with teachers to create professional development plans using the same solution. It makes sense to have one platform that provides all of these options. For teachers, students, parents and administrators, having access to student data and other information is vital for promoting and tracking student growth. This solution really saves a lot of paper.

Connected Community Solution

Abre sees connecting schools with the communities they serve as critical to student growth. The Connected Community solution facilitates the exchange of important information, data and communications between students and administrators and members of their community. Abre allows a school’s learning partners to register in the Abre platform, roster the students in their programs back to the school, and enable the safe exchange of student attendance and other data. This is critical for schools to evaluate all of the influences that are growing their students. And for learning partners, it is how they can better understand whether their programs are meeting the needs of the students.

As an example, looking toward the future of learning and work, it’s important that we provide options for our students to engage in real-world learning experiences. One outstanding feature coming from the Partners App is where districts can add local businesses into the platform and facilitate connections between students and members of the community. The goal is to manage, track and capture quality attendance data when students take advantage of opportunities for place-based learning, experiential learning, CTE, and service-based learning.

Abre also lets students and staff create digital portfolios based on the work they’ve done. These portfolios are a powerful way of demonstrating, beyond the test scores, what they have learned and the skills they have acquired. Schools can then choose to allow these portfolios to be shared with others such as businesses, other schools, or organizations.

Privacy

Abre is FERPA compliant. The student information is only released with parental permission.

Using Abre is quite simple and I find that it is easy to navigate, which makes it a great choice for all users, whether they are beginners or advanced when it comes to implementing technology. By using a robust tool like Abre, educators and parents have immediate access to a lot of data. Abre is a multi-purpose platform with capabilities to facilitate communication, collaboration, and much more. It provides benefits for teachers for tracking PD, administrators looking to provide a comprehensive and consolidated platform to meet the needs of their schools and students, parents looking to stay connected with student learning and be informed of important information regarding their child’s education.

What made me better

Dr. 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  

 

Books available

Buncee: Getting to know our students

Dr. Rachelle Dené Poth Leave a comment

One of the things that I love the most about Buncee is that it can be used in so many different ways, not only for instruction in our classrooms but also in life. I have used Buncee to create cards for family and friends, personal business cards, graphics for Twitter chats and webinars, quote graphics for my books, invitations, and more. When I decide to use digital tools in my classroom, I want students to practice the content in a more authentic and engaging way, while developing skills such as collaboration, critical thinking, problem-solving, and creativity that can be transferred to their future. In using digital tools like Buncee, my hope is that they will also use them in other classes, for personal use, and will share them with family too.

Each year, I continue to explore new ideas to have students create with the content, rather than doing the exact same project or using traditional worksheets or other assessment methods. For years, I assigned students to complete very rigid projects in the same format and left little up to student choice. Now, after seeing the benefits of being more flexible with my instructional methods, I’d rather open it up more to student choice and see what students come up with.

Finding time to explore new resources can be a challenge because our lives as educators becomes quite busy and we may find ourselves lacking in time to really explore a variety of options for use in our classroom. This is another one of the reasons that I choose Buncee and appreciate the team’s investment in offering more than just one way for students to create. It truly has become a go to multi-purpose platform that can do so much, that I feel pretty comfortable in saying that the possibilities really are endless when it comes to creation with Buncee.

Learning about students and pushing them to explore

At the start of each school year, I focus my efforts on student relationships, learning about my students and also providing opportunities for them to learn about one another. In the past I have done this by using activities in our classroom such as ice breakers or having students work together on different review games and other in class collaborations like that. But this year I decided to do something a little bit differently to not only engage students in learning about the Spanish language and culture but to engage more in learning about one another. I came up with a project focused on using the “About Me” template in Buncee. I wanted students to share who they were and create one slide to show this using words, animations, stickers, and other add-ins. My hope was that by looking at each student’s slide, we would understand one another better and relate to each other based on similarities and differences.

I also thought this would be a good opportunity for them to choose and learn a little about a place where Spanish is spoken and create an “About_(country)_____” to share that information with the rest of the class. But I also realize that there are many students who are visual learners like me and I wanted to encourage students to be able to quickly look at and process information and represent it in a different way. Rather than simply restating the same content, push them to apply it at a higher level or find a different way to demonstrate an understanding of a concept.

I also wanted students to choose a Spanish speaking country and I placed a limit on the number of actual words they could use because I wanted them to represent what they had learned about the place that had chosen using the Buncee features. The topics they had to include were: languages spoken, school subjects, foods, activities, and other information like that that they could display using Buncee.

How did it go?

It was a fun activity and I learned so much about them and they learned about each other and what life is like in countries where Spanish is spoken. We shared them on a Buncee board which made it easy to access and created a colorful display of students and their creativity. Students shared their slides and gave a brief description in Spanish about themselves and made connections with their classmates. We had good conversations exchanging our likes, dislikes, and learning about our backgrounds. For the second slide, students

were able to get a quick glimpse of different Spanish-speaking countries and begin to understand the culture of some of the places they would be studying. It was fun that they could only include 3D objects, animations, stickers or emojis, to represent the information for each country. So for visual learners, being able to choose the right object to use to share this information made the learning stick a little bit more. Students who enjoy creating but not drawing really enjoyed the activity.

One other feature that I thought was important to share with students was the new Immersive Reader and how it works. We enjoyed looking at all of the capabilities with it and using Buncee for learning!

 

 

 

**Interested in writing a guest blog for my site? I 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  

 

Books available

Three Trauma-informed practices to implement today

Dr. Rachelle Dené Poth Leave a comment

Guest Post by Jethro Jones

Twitter: @jethrojones http://twitter.com/jethrojones

Web site: http://transformativeprincipal.org

My name is Jethro Jones, and I am a principal in Alaska. I have helped three schools become trauma informed as a principal and many others through my podcast and Trauma course. I have worked long and hard to figure out some strategies that all school personnel can implement effectively. I’ve gone through a lot of trial and a lot of errors where I have really messed up and I’m going to share some of those secrets here.

Whether your school has created or attended a trauma-informed practices training or not, there are three things you can do to respond to situations in your school in a trauma-sensitive way. Implementing these strategies is simple enough that you can start implementing them today. They are powerful enough that you will see results almost immediately.

1. Ask Questions

Anytime you’ve got a kid who’s acting out or who’s struggling or whatever, instead of saying, “You need to be doing X,” ask the student questions.

This is really simple.

“How are you doing?”

“What are you working on?”

“Where are you heading?”

“What’s going on over here?”

“Can you help me understand…?”

Asking questions gives the student an opportunity to express him or herself in a way that allows them to deal with whatever’s going on.

The challenging part about asking questions is sometimes we as teachers turn questions into statements of condemnation!

For example, “Why are you running in the hall when you know you should be walking?” is more of a condemnation than a question.

We need to ask questions and figure out what is actually happening. Give them an opportunity to express themselves and deal with it. This is a hard thing for us. Because we have rules, we have expectations, we have policies and procedures.

And we as adults are very comfortable in those shoes.

And if we’re not comfortable, then it’s easier for us to say, Stop running. Stop doing that. Stop this. Stop that.

And that’s just not helpful to a child experiencing trauma. Because they’re not thinking–they’re only acting. We need to get them to slow down and think!

When you ask questions, you require the student to stop and think about what they are doing. Your voice doesn’t sound like a teacher in Charlie Brown when you ask a question.

Don’t turn questions into accusations, but make them clear, inquiring concern for the student.

You’ll get great results.

2. Don’t Take Things Personally

Every educator works hard and takes her job seriously and personally, and teachers put so much into their work.

And I don’t mean don’t take your work personally. What I mean is, don’t take the students actions towards you personally.

They’re most likely not a personal attack.

Yes, they will hurt. Yes, it will be uncomfortable. But you can’t take what they do, and think they’re acting out towards you to hurt you personally, that’s just not what is happening. Even when we feel like it is.

Kids desire to please the adults around them. Kids desire to make good choices.

The number of reasons that they have acting out is probably innumerable.

It’s rare when a student wakes up and says, boy, Mrs. Jones really is going above and beyond and helping me at school, I should totally do something that hurts her today. That’s not what kids do.

Sometimes, kids don’t know how to react to someone giving them positive attention, and they attempt to push them away. I once had a student who found out she was moving away from the school, and proceeded to destroy all the hard work her teachers had been putting in. When we talked to her, she was finally able to articulate that it was easier to leave with people mad at her so she didn’t feel like she was missing them as much, because you don’t miss people who are mad at you.

So there are two things you can do. Number one, ask, why is this kid doing this?

Number two, what can you do to deal with this behavior?

We as educators have to recognize that we can’t change anybody, every person has to make that choice for him or herself. We can certainly put things in place to help them make good choices, which we do all the time.

But we cannot change anybody. They need to change themselves.

We need to be sure that we are making choices that allow us to not take it personally like they’re attacking us, because even if they do attack us, it’s not personal. Kids are naturally kind, nice, wonderful, sweet, thoughtful little human beings. It’s when they’ve had these adverse childhood experiences, that they start acting differently.

And what our role is, is to help them to be successful even when they’ve had those experiences.

3 Know Your Role

The image above is a powerful way to make sure that people know their role is in a school that is trauma informed. Get a printable version here that you can use as a handout.

You’re not a counselor or a social worker. You’re an educator. You shouldn’t try, and NOBODY should expect you to be anything you’re not.

Could you be a therapist, counselor, or social worker if you tried? Yes. Do you have what it takes? Absolutely!

When a student doesn’t know how to read, what do we do? We teach them.

When a student doesn’t know how to write, what do we do? We teach them.

When a student doesn’t know how to drive or swim, or do whatever, what do we do? We teach them,

When a student doesn’t know how to behave, what do we do? Usually we punish them, what we should do is teach them.

And so our role as educators is to teach and help kids learn.

Now, there are so many different ways to do this!

Our purpose here is not to discuss all the many ways we can teach them, but to emphasize that it is our role to teach them, regardless of how they come to us.

Now, I want to share an experience that is really powerful. In her book, Allison Apsey shares a very similar experience. There are certain students that take up all your time! You are constantly spending time with those students, recognizing that it is worth the time and effort to intentionally and proactively spend time with those students that take up all your time,

if you’re going to be spending time with them anyway, why not work with them to get support in advance, why not work with them to build that relationship?

I call this Proactive Teaching. Some call it check and connect, or check in check out.

These students that are really struggling need additional support. You’ve got to have good Tier 1 behavior expectations and practices in place, but you and I both know there are kids for whom that doesn’t work, and they are the kids that reside in Tier 3! They need the extra help.

Instead of waiting for this student to be sent down to the office, we proactively go teach this student how to make good choices. Don’t think you can do this with 100 kids! It won’t work.

Find those two (or maybe three) students and get with them before they cause the trouble. Take the initiative and connect with them before they can get into trouble. Get with them before they get overwhelmed and can’t perform. Get with them before they wreak havoc in your class!

I had one student who would have a meltdown nearly every day because he was so worried about his mom and young sister. Instead of waiting for his behavior to cause him to be taken out of class, I met up with him before he had a chance for that, and talked about how things were going and what I could do to help him. Then, when his meltdown would inevitably come, we already had a connection that day.

Did this take a lot of time? Yes.

Was it worth it? Yes, it was, because it was so much better to do that in a positive, preventive proactive way than it was to deal with the issues and problems that he was going to have after the fact. Because when he had a bad day, he wanted to get it out in an aggressive way that hurt other kids, and that just wasn’t going to work in our school.

So instead of spending the 30 minutes trying to calm him down after a problem out on the playground, we spent 20 minutes before and during recess to give him that support.

It wasn’t my role to help him deal with his issues at home. I needed to be a trusted adult who was teaching him how to deal with things at school. Of course, a counselor was involved to help him deal with the challenges he faced at home.

To recap:

1. Ask questions.

2. Don’t take it personally

3. Know your role.

These three strategies will help you out immediately with whatever challenges you are facing in your school. If you need additional help or support along the way, please reach out to me by email or at my web site: jethrojones.com/trauma

 

**Interested in writing a guest blog for my site? I 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  

 

Books available

How Teachers Can Develop Computational Thinkers

Dr. 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  

Books available

EDIT THIS

Education Write Now: An Amazing Experience

Dr. Rachelle Dené Poth 2 Comments

To say that the summer of 2019 was tremendous is an understatement. Besides having time to spend with family and friends, I enjoy having extra time in the summer to participate in professional learning opportunities and to connect with educators from around the world. As educators, it is important that we continue learning and involving ourselves in opportunities to build our own skills and also to contribute to the personal and professional growth of others. I am fortunate to have been asked to be one of the writers for this year’s Education Write Now book.

In July, ten of us met in Boston for three days to work on chapters that will become part of Volume 3 of Education Write Now, a book whose proceeds will go toward The Will to Live Foundation, a non-profit organization founded to support teen suicide prevention. The time together started with a welcome from Jeff, an introduction to what the organization does, and an opportunity to hear from John Trautwein, a father who lost his son to suicide. John created The Will to Live Foundation to honor his son and to provide support for other families and their children.

It was an honor to be a part of this project and work alongside and collaborate with Jeff Zoul, Sanee Bell, David Guerin, Josh Stumpenhorst, Jennifer CasaTodd, Danny Steele, Katie Marin, Ross Cooper, and Lynell Powell. It was a great experience, although initially, the thought of writing a chapter within a short period of time of two days was a little bit stressful. However, having that time to work together, have peer feedback time, to listen and share out what we were writing with the other collaborators, made all the difference. It just reaffirmed the importance of connections and building those professional relationships. We need to make time to share what we are doing in our classrooms, exchange ideas, solve problems together, and embrace risks and face the challenges that are part of education today, but to do so with a supportive network.

The theme for this year was “Solutions to Common Challenges in Your School or Classroom.” In thinking about this theme, I decided to write about teaching in isolation and sharing my own story of how I chose to be isolated for many of my years of teaching. In my chapter, I explore how isolation happens and offer ways for educators to escape what can sometimes become an isolating profession.

Here are a few excerpts from my chapter, Chapter 2: Choosing to teach in isolation is a choice to isolate our students from a world of learning opportunities.

Have you ever experienced any of the following?

You have to make your very first phone call home to a parent and you are worried that you won’t say the right thing.

You are going to be observed for the first or fifteenth time, and you are worried that you will make a mistake or not use the right instructional strategies. The class starts in five minutes.

How many of these statements can you relate to? For each one, think about if you reached out to someone or just kept it to yourself. Did you choose isolation rather than asking for help?

Clarity:

You are not alone

For years I struggled with classroom management and student behaviors. Rather than ask for advice, explore resources, or try to work it out by talking with my students, I kept it to myself and did my best to make it through each day. I hoped for improvement, but I did not actively try to make changes. I did not ask for help or even talk about the problems that I was having. I did not know where to begin but at that time, so I thought that I was better off keeping it to myself. My biggest mistake was hiding in my classroom and not reaching out to colleagues or other educator friends.

Isolation is not something new

Life as an educator, trying to complete everything that we need to can lead to a career spent in isolation if we let it.

Ten ways to break free or avoid isolation

There is so much potential for connecting regardless of where we are and the amount of time we have. We must take the first step and just start somewhere. We can leverage technology to check-in with colleagues, even if they teach next door to you. Sometimes seeing our neighbors does not happen on our busy days, which are most days. There are ways to stay connected while driving to and from school, taking a walk, wherever you are and on your schedule.

In the end

The most important thing to remember is that you are not alone.

You are not alone in feeling like you do, like the job is difficult, or there are too many things to remember, too many initiatives to keep up with.

We all understand the importance of asking for help; Those who achieve big things are the ones who accept it when it’s offered. Simon Sinek

The choice is now yours, how do you want to connect?

 

Be sure to check out next week’s post from Jennifer Casa-Todd, Chapter 3 “The Challenge: Broadening our Definition of Literacy.”

 

7 Ways to Get Kids Reading

Dr. Rachelle Dené Poth 2 Comments

Guest Post by Laura McDonell@lmcdonell14

A look at What Actually Worked for Me

david-lezcano-1xzSAlZUVSc-unsplash

Reading is one of those things that I go to the wall on.  Growing up, reading was something I struggled with. As a teacher, I see how critical it is to overall success as a student.  Today, one of the reasons my life is so incredibly rich has to do with the books I read. As a parent, I am determined to give my kids opportunities to find success with reading. As with everything in life, some days everything comes together, connects and makes a beautiful picture.  However, there are other weeks or years where the struggle is real and seems like it is never going to end.

It doesn’t matter where my kids are starting from (I can still remember checking out different copies of the Dick and Jane anthology because it worked, and my middle son needed repetition.  While all three of my kids have grown up in the same environment, they have all been unique in regards to what works best for each of them as readers.  Overall the key is persistence, and never giving up no matter how challenging it might seem. I have found success as a parent by visiting the library often, allowing them to change their minds about what they like, becoming their personal assistant, reading and talking about books in front of them, using audiobooks, hosting a book tasting and celebrating accomplishments.

  1. Visit the Library Often.

jaredd-craig-HH4WBGNyltc-unsplashLibraries might seem dated, but they are in fact one of the best-kept secrets.  We got library cards for our kids as soon as they could write their names. Today, cards can be used to check out everything from audiobooks to new release movies.   Apps like Hoopla and Overdrive are amazing. With a library card, these two sites offer thousands of books, movies, and music. Giving kids the opportunity to borrow a stack of books without any cost is ideal for many families.  Taking advantage of MEL, the state’s interlibrary loan program, allows people to request books from all over the state of Michigan and have them sent right to your local library. Showing someone how to use the library unlocks a world of possibility.  Anything can be learned by using the public library. And, using the library saves a lot of money. Surrounding kids with books is one of the best things you can do to get them reading. The library makes reading an inexpensive activity. I am not alone when it comes to using the library.  Several financial enthusiasts highly recommend it.

2.  Allow them to Change Their Mind Often. 

When my middle son was in first grade, he loved the Nate the Great series. The books were right at his reading level, and I thought I had struck gold since there were several of them in the library.  I requested every copy I could find. After reading about 10 of the books, one day he said, “I don’t really want to read Nate the Great anymore.”  At first, I was a little sad since there were still books to be read, but after thinking about it, I was excited that he was willing to be honest about what he wanted to read.  Minutes later, I realized had a new challenge. I had to help him find his next book, and do it quickly so that he did not lose momentum to continue reading. Humans are always evolving.

matthew-fournier-G971e4EFKtA-unsplashA few years ago one of my boys really got into hockey. We found all of the Matt Christopher books about hockey in the library, and he eagerly read each one cover to cover. Last summer my daughter was obsessed with learning about swimming.  We raided the library for any nonfiction book we could find on the topic. During the winter it was graphic novels, and today she loves to dive into anything related to fairy tales. Even though I have a pretty good idea about what each of my kids likes to read, I had experiences where I selected a book or two I thought might be perfect, only to have them not show an interest in what I picked out.  I do not take it personally, since there is no cost associated with it, and know that as a reader I don’t read every book I take home from the library.

3. Be their Personal Assistant.  

Kids need to be taught skills to thrive on their own. However, when they are starting out, they need someone to guide them:  like a coach, or a personal assistant.  The personal assistant does not do the work but instead sets a person up for success.

If we want to raise a reader, the more times children can be successful will improve the overall possibility of them sticking with reading early on, and then eventually becoming adults who are drawn to books.

Personally assisting a child, looks like helping him or her find books, help them find books that are just right for their level, challenging them, suggesting new authors, reading a chapter aloud, placing books in their path, and helping them organize their schedule to support reading time. As an adult, I have read a lot of books and heard hundreds of titles and authors, and because of it I am in a great position to offer guidance.  Scrolling through Bestseller Lists helps me to find current and high-interest reading material.  As my kids get older, I have started to transfer this responsibility. However, it is still important for young adults to have help in selecting books. My husband even enjoys it when I pick out a book for him tailored to his interests.

Reading aloud the first chapter of a book can help a child get into a story.  I knew my middle son would love John Grisham’s Theodore Boone Kid Lawyer books.  I was also aware that some of the terminology, setting, and background given in the first chapter could be very new, and confusing.  So I offered to read the first chapter to him. After hearing and then talking about the chapter, he was hooked and settled in for a great series of books.

4.  Read in Front of Them.  And Talk about Your Books.

dan-dumitriu-3w1XBUGj4ds-unsplash.jpgWhen I first started teaching, I would ask the parents of my really motivated readers who seemed to always be reading, “Tell me how you did it?  What do you think has made the difference in getting your child excited about reading?” Almost every time I was given the same answer, “I suppose he just sees me reading all the time, and it just seemed like the thing to do.  My nose is always in a book”.

If you expect your kids to read, you have to also be a reader.  You gain credibility when you pick up a book on a regular basis.

It is also important to be a “Real reader”, and model what it is like to struggle with something in a book, fall in love with a new series, or make the choice to abandon a book because you cannot get into it.  It is helpful for kids to know that they are not alone in how they think about books.

5.  Use Audio Books

When my kids were really little, I would get audio CDs with the corresponding picture book from the library.  It helped me to team parent with myself, as I could catch a break where my kids could listen to a story and follow along with the words.  As my kids have grown older, they continue to enjoy audiobooks. We listen to them on vacation in the car, and two of my three kids absolutely love hanging out in their room listening to a book while putting together Legos or doing chores.  We have found that they are awesome for the kids to fall asleep listening to.

Lastly, as a Spanish student, I remember being able to listen at a higher level than I could read or speak.  One of the coolest things about audiobooks is that students can comprehend at higher levels than they can speak or read.  Plus, audiobooks give kids practice listening to correctly pronounce words, perfected grammar, and give them the opportunity to work on fluency as a reader.

6. Do a Book Tasting.

hannah-busing-0BhSKStVtdM-unsplashExposure to good literature and authors is one of the best gifts we can give our readers.  I absolutely love sharing some of my favorites with kids. Just as we could taste cheese, wine, sauces, desserts, or other menu items, book tastings are a great way to try new things.  I typically put a book in front of each place setting. Each child will get a chart to list the title he or she tasted along with the author, genre, and the likelihood that he or she might read the book.  The tasting is timed to keep it moving. And so after a total of several, ninety-second tastings, kids are able to walk away with several new titles that could be considerations for future reading. This activity can be adapted to any size (I have had great success with it in the classroom).

7.  Celebrate Success as a Family.

daniel-olah-VUGAcY35Ubw-unsplashThere are times that I find my kids book hopping, and not finishing titles.  I have also seen my kids plateau as readers. It is fun when we all work together and focus on completing a challenge that encourages reading and celebrating the success of others.  It works well for us to keep a running list of books read on the refrigerator. We set a goal for a number of books to be read and immediately start brainstorming how to we will celebrate our success.  It is nice to focus on working together and cheering each other on.

Maybe some of these ideas will work for you. What works well one day to encourage reading, might not work as well the next.  Plus, reading is personal. Everyone is motivated differently. But, the important thing is as a parent or teacher, you never stop trying.  Persistence is so important. Sometimes it is really tough to find the perfect author or series for a child. But, there is always one more book, genre, author, or method to try.  It won’t necessarily be easy, but it will be worth it.

 

Read more from Laura: Her blog site EnjoyingEveryMile

***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  

 

Books available

bit.ly/Pothbooks

 

Connecting With the Past…Meeting With Former Students (#2): It’s All About a Feeling

Dr. Rachelle Dené Poth Leave a comment

Guest Post by Maureen Hayes, #4OCFPLN

Connecting With the Past…Meeting With Former Students (#2): It’s All About a Feeling

It’s All About a Feeling 

This is the second in a series of blogs about meet-ups with my former students. As I shared in my first blog, my students now range in age from 22-34 years old. I recently connected with many of them through Facebook, and plans have been made to get together and catch up.

In 1996, I was fortunate to be part of my district’s multiyear classroom initiative (AKA Looping), which means I taught the same students for two years; from first to second grade. I loved being a looping teacher! Having the same group of students together for two years was an incredible experience! Essentially, we were given the gift of an extra month of school together, as September of 2nd grade became a continuation of 1st grade. There was no “first six weeks” of the new year for getting to know each other and establishing a classroom culture for learning. That had been done in first grade, so we began September right where we left off in June. I knew my students well, and the connections we made through two years together was strong. We were a family.

I taught my second looping class from 1997-1999, and the end of our second year together culminated (for me) with the birth of my daughter. As I was waiting to become a first-time mom, my students pampered me and even threw me a surprise shower. Of course, watching my stomach move around while I was teaching math (right after lunch) became entertainment for my students (and me!) by spring of that year.

Our Looping Class during Year 1- 1996
Rachel is right next to me.

Rachel was one of my students in this looping group. I remember that she always had a smile on her face, and was a genuinely happy kid. Rachel’s twin sister was in the other looping class right next door. I honestly couldn’t tell them apart, but I always knew Rachel because her face would light up with a smile when she saw me.

Rachel and I recently met up for dinner, and the first thing we realized is that we hadn’t seen each other in twenty years! After my daughter was born that June, I transferred schools within my district to shorten my commute. I hadn’t seen her since.

Rachel’s first question to me “how do you remember me?”.  Honestly, I remember every student from my looping classes. They have a special place in my heart. 360 days together over the two years where students demonstrate more academic and social-emotional growth than any other years in school was pretty significant to me.

Rachel shared that she doesn’t remember a lot of details from our classroom. She explained that it was more about the atmosphere, or feeling she remembers and less about the specifics. She does know that she liked school and that she felt smart in first and second grade.

Rachel and I on Halloween

She did remember our class hermit crab (Bud) and hamster (Speedy), and a class trip to Duke Gardens in second grade. Reading groups (guided reading) was a special time and she has always loved reading. Rachel specifically remembers changing groups during the year, and that she was intimidated at first in her new group because she knew they were the “good readers”.

A memory Rachel shared that I don’t recall, is that someone once put glue on the toilet seat in our classroom bathroom. Apparently, I was not happy.

On the whole, we both agreed that this class was a pretty amazing group of kids. There were very few behavioral issues…we really couldn’t remember much of anything,  but these were six and seven-year-olds so there had to be some amount of behavioral issues/lessons, right? I guess I just forget things like that 😊

We looked through pictures together and remembered the students in our class. Rachel is still in touch with several of them, and her classmate Megan is still one of her closest friends. We both noted the lack of diversity in the class and the school as a whole. We had a great conversation about education, equity, and multiple intelligences. It was a fun time together reminiscing and telling stories.

The thing that most resonated with me after my dinner with Rachel was her comment about her memories being rooted in a “feeling”. Though specific memories fad, the feeling of connections, relationships, and belonging remain. Children need to feel a sense of safety and belonging and that someone cares. Only then are they ready to learn.

Rachel and I at dinner together 2019

See more of Maureen’s writing in my books now available bit.ly/Pothbooks

Sign up to be a guest blogger here.

Books available

bit.ly/Pothbooks

Reaching All Learners

Dr. Rachelle Dené Poth Leave a comment

Guest Post by  Laurie Guyon, @smilelearning

If you have met me at a conference, a workshop, or in a school, you would consider me an extrovert. I’m friendly, always smiling, and comfortable talking to anyone.  Even as a self-proclaimed chatterbox, I get anxious in certain social situations. One on one conversations makes me nervous. My mind reels with thoughts like “will I talk too much” or “will I overshare” or “will I say something stupid” or “what if there is a lapse in the conversation’.  These thoughts have caused me to avoid what might have been a wonderful conversation. I try to step outside my comfort zone and engage in these moments more often. I know that these thoughts and ‘what ifs’ are part of being human.

“I restore myself when I am alone.” – Marilyn Monroe

While reflecting on these moments, I thought about my teenage daughter.  She is a self-proclaimed introvert. Her anxiety in social settings is completely the opposite of mine.  She is fine one on one, but crowds get her inner thinkings reeling. She hates public speaking and will avoid group situations whenever possible.  She once told me that my teaching style would give her hives because I like a loud and active classroom. She prefers quiet and independent work. In our classrooms, we have students with all different communication abilities and fears.  How do we foster an environment that can support all learners and communicators?

 

In the TED talk about introverts by Susan Cain, she defines shyness as fear of social judgment.  She states that introversion is more about how you respond to stimulation.  In the classroom, there is a multitude of stimulation. These can be visual noise, people, and expectations.  How each of our students responds to this stimulation tells us if they are comfortable or not. We may even discipline students based on their behaviors.  But, what if we are pushing students outside of their social norms?

 

Bob Dillon and Rebecca Louise Hare ask educators to make sure that there are spaces for all learners in their book, “The Space: A Guide for Educators”.  They mention creating areas that give students a chance to learn and work so they can thrive. When I taught 6th grade, I created a variety of learning spaces.  I then asked my students to choose the spots in the room where they feel they could learn best. I learned so much about my students by giving them the agency to choose.  I utilized choice boards to give students autonomy. Students were more likely to create quality work when given a choice on how they would showcase what they learned.

Have you ever gone to a presentation or a workshop and the presenter asks you to do something you don’t want to do?  For example, I was in one recently where they asked us to do charades. I am not a fan of playing that game for a variety of reasons, but we had to.  I did everything I could to be the guesser and never have to act it out. Then, at ISTE I lead a mini engagement session with the amazing MCE Melody McAllister and Nearpod.  In the session, we had to lead the participants in a rousing game of charades. Once again, I was outside of my comfort zone. The energy of Melody, the Nearpod team, and engaged educators allowed me to participate in the activity.  It was the support and encouragement that allowed me to be successful.

“The greatest art is to sit, wait and let it come.” – Yogi Bhajan

To reach all learners, we need to think about our learning spaces.  We need to think about the amount of agency we give our students and give them a chance to be inside their own heads.  We also need to encourage them to try and do what may not be in their wheelhouse. We can support them with encouragement and time to build on their comfort level.

We want to maximize talent and success for all our students.  This does not need to always be group work and active activities.  Sometimes, the best activity is in speaking softly or to work alone in silence.  But sometimes, it’s using our talents as part of a community that can make us successful.  Finding this balance is what will help us reach all learners.  

 

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

 

Books available

bit.ly/Pothbooks

 

ONE SIZE DOES NOT FIT ALL

Dr. Rachelle Dené Poth Leave a comment

Guest Post by Kristen Koppers, @Mrs_Koppers

Educator and Author of Differentiated Instruction in the Teaching Profession 

The movie Sisterhood of the Traveling Pants was one movie that brought together friendship through hardships. But a single pair of pants (no matter the size of each of the girls) fit perfectly to where they would wear the pants, write on them, and send them to each other throughout the summer.

We all know that wearing a pair of pants in one size does not mean that another pair of pants will fit even with the same size. The fact that one pair of pants can fit four different girls ‘perfectly’ who all have different body types is not realistic. Although the movie focused on the jeans, it was more about the friendship of the four girls during their personal problems they went through without each other.

The same idea goes for teaching and learning. While we hope that one size pair of pants (learning styles) would fit more than one student, we know that is not the case. Students come from a variety of backgrounds, cultures, schools, and learning abilities so we cannot think that one curriculum or one “pair of pants” can fit all. This goes the same for purchasing a Halloween costume or outfit where the tag says “one size fits most.” Someone who weighs 120 pounds wearing the same costume that a person who weighs 30 pounds more won’t fit the same way. While the outfit will fit both sizes, the look will be quite different.

ONE SIZE DOES NOT FIT ALL – What many forget is that teachers come from all backgrounds, cultures, educational institutions, and ethics. We cannot expect one teacher to teach the same way as other teachers. This is the same for students. It would be a perfect world if one style of teaching will reach all students. However, this is not the case. Differentiating work can be difficult as well to meet the needs of all students. In order to have that perfect pair of pants to fit all students, teachers must be willing to put their ego and pride aside and stretch the pants just a little wider so that not one size person but multiple sizes can fit.

The struggle is real. We all know how it is to try and fit into a fresh pair of washed jeans. The jeans that fit you the day before now feels tighter 24 hours later. If we think about how that one pair of jeans fit the day earlier and then the next day they don’t, this is how many students feel. One day they feel like they understood the information and then the next day nothing makes sense.

Using Differentiated Instruction is not about separating all students or creating one lesson plan for many. It’s about assessing student needs throughout the year. While one lesson plan will help several students at one point, another lesson plan may not work for the rest. Assessing students needs does not need to be cumbersome. It can be as simple as noticing non-verbal clues in the classroom to written work.

Recently, we were reading a novel by Gabriel Garcia Marquez. Students were intrigued by the reading and began to focus on the plot. It wasn’t until they were to share out what they learned to the class that everything unfolded. When I moved around the room, most groups were able to explain what they were thinking. However, between the individual group discussions and the informal presentation, something went wrong. This is where I used differentiated instruction. We discussed the lesson, the assignment, and guidelines. It was the connection from what they read to their knowledge that seemed ‘not to fit.’

As an educator of 16 years and instead of taking it as an insult to my teaching, I swallowed my pride of experience and began to learn how to fit into a pair of jeans that did not fit me. After a large group discussion, I was able to use differentiated instruction to meet the needs of all the abilities in my classroom. Students were given the choice to keep their grade or complete one of the two alternative assignments to replace the previous grade. Instead of making this decision, I let the students choose because, after all, they are the ones who truly know their own learning ability.

When one pair of pants does not fit, we shouldn’t just give them away and buy a larger or small pair, we need to stretch them a little to fit.

Follow Kristen on Twitter and Check out her book! Differentiated Instruction in the Teaching Profession