360 degree inclusive feedback for learning through storying

Guest post by Virna Rossi @VirnaRossi

Inclusive feedback for learning is like a flower. A flower is both fragile and resilient. To thrive it needs good conditions, such as good soil.

Who is the learner in the feedback process? It is the student. But it is also the teacher. Both students and teachers can thrive with inclusive feedback for learning.

The roots

The roots of the feedback flower are the inclusive principles and values that underpin inclusive feedback practices such as:

  • Accessible
  • Dialogic
  • Iterative
  • Respectful
  • Timely
  • Personalised
  • Developmental

The Petals

To be multidimensional, feedback should come from a variety of sources. In the flower analogy, these are the four petals which form the 360° wide-angle view.

Self

Inner feedback is very valuable to develop self-efficacy. We ‘talk to ourselves’ about our learning, during the learning experience as well as once it is completed. If we journal or blog – articulating our inner feedback – our ongoing inner narrative becomes more explicit and is more easily shareable.

Others

This is to enhance peer-learning. For students ‘others’ can be fellow students; for teachers, these can be colleagues and the students themselves.

Top-down

For students, this is feedback from teachers and other educators such as librarians. For teachers this is feedback from line-managers, principals or anyone ‘above’ them in their institution.

Research/literature

For the students, this the body of research of the discipline that they are studying: learning what the ‘experts’ in the field say – and discovering the present boundaries of the discipline – helps the students situate themselves within their field of study.

For teachers, engaging with current educational literature (generic or subject specific) provides indirect feedback on their own professional practice and expands their pedagogical horizon.

The Leaves

How, in practice, can we educators receive and give this type of inclusive feedback?

One very effective way in which the feedback flower can thrive, fed by inclusivity values, is through the use of journaling, storying and blogs (one of the leaves at the base of the flower). This applies to all disciplines.

Learning feedback activities such as these promote pausing and reflecting; they constitute a personal, safe space; they are context rich; they help learners re-focus, articulate and share their learning experience.

Journaling can effectively be integrated into the course. Teachers can plan a dedicated journaling time towards the end of every lesson: everyone is invited to blog or journal for about 15 minutes. Each student’s inner feedback written in the form of blog/journal can then be shared, discussed and used for ‘comparative’ learning. It can be used for formative and summative assessment submissions; it can also be part of an ongoing, life-long learning portfolio. And it constitutes very rich feedback for the teachers.

To build trust and truly model a learning mind-set, teachers should also journal at that same time: to articulate, record and share their inner feedback on the lesson, the cohort, their own learning, successes or missed opportunities in the learning that just took place. This enhances teachers’ feedback literacies.

The pandemic has accelerated and emphasised the need to review assessment and feedback processes. Teachers must design learning experiences that enable and enhance feedback literacies through inclusive, learner-driven processes. Feedback literacies are situated. The emphasis is now on engaging and learning from feedback – rather than simply about teachers giving ‘good’ feedback. For all these reasons, storying, journaling and blogging are powerful, effective ways to encourage 360° inclusive feedback for learning.

Find out more

Watch my 5 minute video below about the why/what/when/who/how of inclusive feedback: What best practice in feedback can I embed in e-learning?https://player.vimeo.com/video/408054242?dnt=1&app_id=122963

References

Baughan, P., (2020) On Your Marks: Learner-Focused Feedback Practices and Feedback Literacy. [ebook] AdvanceHE. Available at: click here [Accessed 17 September 2020]

Nicol, D. (2019). Reconceptualising feedback as an internal not an external process. Italian Journal of Educational research, 71-84. Available at: click here [Accessed 17 September 2020]

Winstone, N. and Careless, D. (2019) Designing effective feedback processes in Higher Education, London: Routledge

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

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

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How to Find the Right Space to Create and Engage

Earlier this school year, I thought about how I could be more consistent in my classroom. When I say classroom, I mean all aspects of where I engage in my work and not simply my physical classroom space. Some areas that I wanted to focus on were the building of relationships, making better and more consistent connections with families, and designing a comfortable and welcoming classroom space for my students.

I think about each of these, I see them as “spaces” where we interact and exist together. I recognize that as educators, there are a lot of different spaces that we need to create and stay connected within. Being able to find the best ways to stay engaged in each of these spaces is important, especially with busy schedules and demands of the work that we do. Having the benefit of digital tools that can assist us also makes it easier to provide more for our students and their families, both in and out of our classroom space. So what are the spaces that educators need to create and engage in?

A Professional Learning Space

For educators, it is important that we really look at our professional learning space differently today than we may have in the past. For myself, having been an educator for many years, I did spend the first 15 years of my career mostly in isolation. While I engaged in opportunities for professional development within my school or attended a local conference periodically, those were the only types of professional learning spaces that existed for me—because I limited myself. What is worse, is that I also placed limits on my students by not putting myself out there to connect, to learn new ideas and methods to bring back to my classroom. Years ago, finding learning spaces and making time to engage in them was more time consuming with fewer choices available. Today, we have access to so many different and more accessible professional learning spaces. We can find something that meets our interests and our needs especially when it comes to time and place. What are some options?

ISTE offers Professional Learning Networks (PLNs) focused on specific topics related to technology and roles in education. It is a great space to become connected and to share ideas and connect classrooms.

LinkedIn is a social media platform for professional connections and professional learning. Educators are using LinkedIn to connect, gather resources and even help students develop their professional identities in this space.

Twitter offers many ways for educators to connect and learn via Twitter chats happening on a daily basis, and by following specific hashtags related to education. It is a great space to ask questions, to crowdsource ideas and to build a PLN.

Voxer is a walkie-talkie messaging app that promotes instant conversation with people from all around the world. Educators use Voxer for creating small groups for a PLC, having a space to share ideas and collaborate with educators from around the world, and even for participating in book studies and virtual learning events.

A Classroom Space, Both Physical and Virtual

The look of classrooms and learning today is so different from what it was when I was a student and quite different than even five years ago. We have the potential to learn from anywhere around the world and at a time that meets our needs. We truly have the capability to provide more for our students than we’ve ever been able to before. Through the use of digital tools and purposefully leveraging technology, we can provide the support our students need exactly when they need it. The world becomes our classroom when we include some of these tools and ideas in our practice.

The physical space can look quite different when we use station rotations in our classrooms, provide more flexible learning spaces for students to learn in, and also connect our students with learning that happens in our school community. We redefine the “space” of the classroom and can provide something to meet every student’s interests and needs. We can also explore different digital tools that help us create a more accessible connection with our students and provide ongoing support when they need it. Here are some of the tools that we have used to stay connected in our learning space.

Edmodo is a digital space for students and teachers to interact in a safe learning network. It provides access to resources, has helped us facilitate global collaboration and build digital citizenship skills.

Padlet allows us to create a wall of discussion and share audio, video, music, photos and text. It has helped us to connect with classrooms from around the world in real-time interactions.

Flipgrid is great for extending classroom discussions and providing students with a comfortable way to express their thoughts through video responses. Students build comfort that transfers into the physical classroom space by being able to connect with their peers in the digital space.

Kidblog provides many ways for students to build literacy and digital citizenship skills, as well as create their online presence. It promotes class discussion and collaboration and gives students a space to share their ideas and track their personal growth in the process.

A Space for Promoting Student and Family Engagement

Being able to connect with the families of our students is critically important. In order to provide the best for our students, we need to make sure that we are building and fostering true family engagement. To do so, we must rely on the traditional methods we have used such as exchanging emails, making phone calls home or holding meetings in the school, but now we have access to doing even more. Being able to bring families in to see and experience what learning looks like for their students, to share in the learning that happens in the classroom or to participate in a student’s in-class presentation is possible through digital spaces we set up. Events held at schools such as Open Houses, or STEAM showcase events, for example, are great for showing families the amazing things happening in our schools. However, not all families can participate due to time constraints which is why having digital tools available that enable us to share these events can make a difference.

Remind is helpful for messaging and sharing photos and files with families to include them in the school events.

ParentSquare facilitates better communication and collaboration and helps to build a solid connection between the home and the school community.

Buncee is a multimedia presentation tool that can be used to design a class newsletter with audio and video, or for students to share their work with families and include it in a Buncee presentation. Using a tool like this is helpful for families that cannot attend events such as Open House.

Seesaw is a platform that enables teachers to share what is happening in the classroom with parents. Teachers can record and directly share each child’s progress.

These are just some of the spaces that we need to consider as educators today. There are many options available for creating these spaces and the best part is that we can find something to meet the needs of our students, their families and ourselves.

**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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This is hard

Guest post by Deidre Roemer, originally posted on her site.

This is hard.  I was very tempted to have that be my entire post as that is how so many people, including me, are feeling these days.  I am always very solution focussed and generally very positive.  That hasn’t changed, but I am trying to adjust how I approach solutions and celebrations.  I am trying to listen to more, acknowledge that this is hard, recognize amazing work frequently, encourage everyone to take several deep breaths, and then offer as much support as I can to help. I have also been reaching out for help from my incredible support system. I need it. This is hard for everyone.

Our community has been asking questions about how we are supporting the mental health of our students right now.  It’s a question we should be asking every day all year long whether we are in a pandemic or not, but this time has undoubtedly brought the concern to the forefront more than ever.  As I compiled the list of what our team has done over the last several years to support learners’ mental health, it was staggering to see how much we have added and embedded across contexts.  We have added licensed therapists to each school site that see learners through their insurance and help families who don’t have access to insurance apply for it.  Some of those therapists also co-teach in classrooms and have office hours for staff so they can problem solve how to best help learners.  We have classroom teachers all over our district embedding social-emotional learning lessons and Mindfulness into daily instruction.  Our teachers spend a lot of time building relationships with our learners and offering them opportunities to build relationships with one another.  We have a school counselor, social worker, and/or a school psychologist at each school to work with staff, learners, and families.  We have Hope Squads at all our secondary schools so our learners have peer to peer support. 

Our professional development has also included training over the last several years in understanding trauma, culturally responsive practices, restorative practices, empathy and design thinking to solve problems, Zones of Regulation, Universal Design for Learning, innovative classroom practices, and many more.  The idea is that staff members (including teachers, administrators, secretaries, assistants, recreation staff, facilities, and food service) have a wide array of tools to use in our schools to understand and empower all learners.  They often get to choose sessions that are important to them or suggest topics on which they would like professional development as we want all staff to feel empowered in their work.  We have also tried to build a lot of support for our staff through coaching as they need to feel our support to make it all work.  

Now, we are trying to make education work in the middle of a pandemic.  Our learners are all virtual right now.  We are anxious to see them back in school and were optimistic a few weeks ago that we could start bringing them back a few days a week until our health metrics took a turn for the worse.  We meet regularly with our local health department to discuss safety and are furiously planning safety measures and logistics for the time when we bring our learners back into physical schools.  In the meantime, our recreation department has opened camps for elementary students and students with special needs that families who need care and/or support with virtual instruction can access.  The camps can be kept small and can spread out across large spaces while providing a needed resource for some of our families in the safest way possible.

Our teachers are more stressed than normal.  Our families are more stressed than normal.  Our learners are more stressed than normal.  Our administrators and coaches are more stressed than normal. Everyone is feeling disconnected from one another.  The unpredictability of the current situation is overwhelming for all of us.  The length of time this has gone on with no foreseeable end in sight is making it even more challenging.  We are also headed into the cold and flu season with the weather getting colder, which means fewer opportunities to be outside.  We have all had to adapt and do it quickly. It can be done, but this is hard.  It is okay to say that out loud and recognize it.  

I am really proud of the work we have done to shift the learner experience over the last several years, which is serving us well in virtual instruction.  It does not make this less stressful on our team, but many of them have been adapting and shifting for years so they have tools to do it. We have been very purposeful in finding ways to meet teachers and administrators where they are and encourage them to make small steps that add up to big ones.  As a district leadership team, we have tried to share the message that we are here to support our schools in any way we can to empower our learners to be ready to live life on their own terms when they graduate from our system.  We are now forced to make shifts at warp speed and shift more frequently than we would ever normally ask people to do. It means instead of just support to grow as professionals; we had to start thinking creatively about how to take some things off their plates.    

Our teachers have the option to teach from home or school during virtual instruction as we trust them to know what is best for them. We have built more planning time into the day at each level and shifted our professional development days to be planning and self-directed time for teachers.  Purposeful professional development with choice for teachers is still a key element of our strategic plan, but that needs to look different right now.  Instead of planning required sessions for all staff to attend, we shifted to self-paced courses that teachers could choose from and complete at their own pace and time. They could also choose not to select one at this time if they didn’t feel it was something they could take on.  We will circle back to those staff later and build professional development support for them when they are ready for it and as they need it throughout the year.

We have encouraged our administrators to give our teachers permission to engage learners differently and focus on their interests.  Academic content is an essential part of our work, but we can spend more time connecting and embed content as we go.  In a collaboration session during emergency remote teaching last spring, a staff member shared how a learner went to work with his dad each day and spent a huge portion of one day on Facetime with his teacher showing her his community and what he had learned about his dad’s job.  Others in that same session shared similar stories apologizing that they weren’t doing anything “academic”. My response was that what they were doing was building a sense of belonging and an academic mindset, which IS essential to academics and life success.  We worked all summer to be ready for virtual instruction that was more robust than what we were able to do in emergency remote teaching last spring, but that doesn’t mean it can’t still be focused on the whole child and embed time to connect as people.  Teachers can find a balance synchronous time with some asynchronous time to meet the needs of learners. They can use choice boards, complete planned activities, write reflections, or work on long-term projects during the time they are asynchronous.  They know their families and learners best, and we trust them to make the right decisions on finding balance.

We always want to hear feedback from our learners, staff, and community as it allows us to know what we are doing well and where we need to improve.  We have sent out an employee engagement and parent satisfaction survey twice a year and learners complete a social-emotional learning survey so we can gauge how they are feeling about the development of their own skills in self-regulation, social awareness, classroom effort, growth mindset, and curiosity for the last several years.  This year, we had the opportunity to offer different surveys that were much shorter for staff and families.  While we still needed their feedback, we also needed a quick and easy survey for them to complete that gave us fast results so we can adjust resources and support.  We added a wellness survey for our learners and do empathy interviews to ask them directly about how they are doing, if they are connected to adults and peers for support, and what they need to feel successful. 

We have encouraged our principals to think about a shift in teacher evaluation as well.  Our teacher evaluation process is intended to be one of self-reflection wherein the teacher sets a student learning objective for the year and a professional practice goal.  The observations should be an opportunity to collect evidence towards those goals with time to check-in with the teacher to help them celebrate success and adjust the goals throughout the year.  We have not always approached teacher evaluation that way but have been trying to move to a more reflective process over the last year.  We get to take this unusual year to accelerate that process so observations can be done in short one-on-one meetings during which teachers can share the evidence they have collected about their own their own practice to share with us.  We want to take the pressure off the formal nature of teacher observation but still get at the intent of the cycle of self-directed, continuous improvement in a way that also gives us more time to connect individually with each staff member.  We have some schools trying this out in the next couple of weeks. I am anxious to hear how it goes and to find out if the change alleviates some stress for administrators and teachers.

Our teachers also had the opportunity to meet as grade levels and departments before school started to share ideas and create lists of resources they thought they would need to make this all work.  We have ordered thousands of whiteboards, music kits, art kits, sensory tools, apps, and online subscriptions. We want our learners to have access to instructional materials in addition to technology and hotspots at home.  We trade reading books and give out learning kits once a month in a drive-up system at most of our schools. We also added many supplies to schools as students won’t be able to share materials with one another as easily in classrooms once we are back.  We’ve added some new and adaptive resources for teachers that all still align with our strategic plan but make the work more doable in a virtual or distance learning.  Teachers continue to send us requests regularly as they plan engaging activities to do at home in the next few weeks.  Sometimes the requests make me wonder what will come next, but mostly they make me excited that our learners are still having interactive, hands-on opportunities in our virtual world.  

This is hard.  Saying so doesn’t make it any easier, but it does create space for us to rely on each other to get through it.  I want all our staff, learners, and families to know that we see them.  We see the efforts they are putting in each hour of the day.  We see that they sometimes need us to support them in new and different ways.  We see that they may feel overwhelmed by the world right now and sometimes need some space to feel that.  We see that we need to find even more ways to connect and listen to them.  Mostly we see that they are all doing the best they can each day, despite everything that is thrown at them, to always keep what is best for children at the forefront.  I love this quote by Todd Whitaker, “The best thing about being a teacher is that it matters. The hardest thing about being a teacher is that it matters every day.” Not only does teaching matter, but the people who do it each day matter too.

I am a proud mother, wife, and educator dedicated to creating experiences for all learners that are authentic and connect their time in school to what and who they want to be well beyond high school. I serve as the Director of Leadership and Learning for the West Allis- West Milwaukee School District in West Allis, WI. The thoughts I share here are my own and my reflections on our work. View all posts by Deidreroemer

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

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

Find these available at bit.ly/Pothbooks  

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“Do you care about your students?”

Guest post Chris Stuchko @chrisstuchko

I have been a teacher for 15 years. I have been in 100s of meetings over that time span. It probably is closer to 1,000 really. I have been asked many off-the-wall questions and have had conversations that only Special Education teachers, like myself, could appreciate. But never have I been so flustered by a question from a parent during a meeting.

“Do you care about your students?”

In the middle of a Zoom meeting that filled all the required Brady Bunch squares – a supervisor, an assistant principal, a school counselor, regular education teachers, special education teachers, a parent and a student – I stammered and was taken back by the question.

I repeated her query out loud, using a classic stall technique, while quickly trying to process if this was indeed a trick question.

Had I not done something to help this student? Did I misrepresent myself as I was speaking about the student and the start of the school year?

After several stammers and some real thought, I gave an “eloquent” answer.

“Of course I care about my students.”

What teacher doesn’t care about their students, I quickly rationalized.

There really can’t be any other answer, right? That has to be the automatic response. Like the answer that follows the question, “How do I look in this dress?”

As every single one of us in our profession today struggles with our teaching reality, hybrid reality, or virtual reality, I know the one common thread amongst educators everywhere is the high level of care we have for all of our students. We are all trying to do the best we can given what we are up against.

But after my amazing, ground-breaking answer, I quickly learned that the parent wasn’t negatively questioning my care for her student.

Rather, she was trying to make a point about the student’s ability to understand and evaluate if his teachers really cared about him. Her point in that question was to reinforce a simple, yet oft overlooked advice for life: people will do things for those that have their back.

My co-teacher and I in that particular class don’t have a magic formula for how to reach kids. If you really want a listicle that will give the 10 most groundbreaking, 100-percent guaranteed tips on how to show students you care, feel free to click off of this story and go somewhere else. But if you have chosen to keep reading, just know that anything you do to reach out to students can make an impact.

Remaining positive with a student who hears only negative can make an impact.

Noticing that a student drinks tea every day at 7:31 AM during class can make an impact.

Complimenting a student on a newly painted ceiling after seeing it day after day can make an impact.

Making silly jokes to a room of teenagers with their microphones dutifully silenced following virtual meeting etiquette can make an impact.

Letting everyone in a classroom, including yourself, know that it is OK to not be OK can make an impact.

After finishing with that meeting, and realizing that my co-teacher and I were doing our best to pass the care test with that particular student, I returned back to our virtual class session and made it a point to talk with everyone about that thought-provoking question

“Do you care about your students?”

It was the end of our sixth week with students. My co-teacher and I had only seen them in person one time for less than an hour before our school went virtual. We are scheduled to come back together in a few weeks, but like many things since March of last year, the only certainty is uncertainty.

We had to let them know and remind them that yes, we do care. We wanted them to know that even though all of us got to know each other as small boxes on a computer monitor for weeks, we are attempting to build relationships. We are all learning together how to show others we care when all we can do is show it through the computer.

It is a challenge and we are all struggling. But as educators, we know it is all about making those connections. That is what ultimately matters in the end.

When was the last time you thought about the teacher who taught the amazing lesson on parts of a plant? But the teacher who reached out to you in a time of need or saw something special in you? For many of us, the person who made the connection is the reason we are in this profession today.

“Do you care about your students?”

Now, more than ever, we need to show and reinforce the answer to that question with our students, and not just reflexively say “Of course!”

**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 if Students Designed Their Education?

Originally published on Getting Smart, updated

In education today, there have been a lot of discussions in regard to what skills students may need for the future. We hear conversations about “21st century skills” and how to best prepare students for life and work in the 21st century. Often these 21st-century references are followed by reminders that we are well into the 21st century.

According to Alan November, keynote speaker and international leader in educational technology, there are certain skills that students need and that teachers need to promote within the classroom. Students need to be taught “how” to learn and prepare for more than knowing the content, by developing skills that are transferable to multiple areas of life and work. During a keynote presentation, November stated: “I think we should begin to move more and more toward the skill side, because if we teach you to memorize and regurgitate content and your job is wiped out by technology, you’re not well prepared to reinvent yourself if you didn’t learn how to learn.”

November’s message reinforces the importance of students developing skills such as being able to communicate, collaborate, problem-solve, think critically, to name a few. These are some of the key skills that will enable students to be adaptable to whatever type of work they ultimately find or whatever the next steps are once they leave high school, whether enrolling in college, seeking employment, pursuing specialized training.

With changes in technology and in the capabilities when it comes to learning and the future of work, we don’t know skills will be needed years down the road. The best we can do is to provide students with access to the right tools to equip themselves with not only the content that we are teaching, but infuse the curriculum with choice through independent learning and exploration of interests that students have.

Changing the Look of Schools and Learning

We’ve heard about the “gig economy” and how students need to have the capability of working in different industries and with different types of work. In a gig economy, each job or work assignment is comparable to an individual “gig” or temporary employment.  We need for students to do more than simply consume content, we need for them to create and beyond just creating with the content we have given them, they need to come up with their own questions and problems to be solved. Students need to be the designers of their learning journeys.

So what can we do to help our students become part of Generation DIY?

Students need space to design their own learning path and to take charge of their education. There are instructional strategies that lend themselves to this “generation do-it-yourself” such as a genius hour, project-based learning, service-learning, experiential learning, and makerspaces, among others. As educators, what can we do to ensure that all students have an equal opportunity to explore and have access to whatever it is that they might need? How can we truly know what they will need in the future to enable us to help them? We can best prepare by giving and being open to options that diverge from the traditional look of schools and learning.

Schools around the country have started to offer more courses based on emerging trends and what the “predictions” are for future-ready skills. Some courses or components of courses available in schools, including my own, are entrepreneurship, web design, sports and entertainment management, and other courses with content and opportunities to help students develop the skills necessary to design their own learning journeys. Students need more real-world opportunities to engage in that connect them with their community and develop the skills to assess needs in the community and globally, and brainstorm ways to offer services that will be beneficial for others. It happens that educators often assume that students have certain skills, for example, they know how to use and leverage technology effectively because they have grown up in a technology-infused era. However, the reality is quite different. Students need time to learn to adapt and be flexible and move beyond the traditional format of school and move into more learning that does not necessarily have clear-cut specifications.

Options for Generation DIY

You might wonder what options exist for students in the Generation DIY. Here are a few ways for students to explore different choices after high school that would promote some of the skills they will need as they prepare for the uncertainty of the future of work and learning.

  1. Schools can consider creating more opportunities for students through Career and Technical Education (CTE) programs. Through these programs, students can explore careers and work on building skills that are transferable to diverse types of work. When students have access to  CTE programs, they get to look into emerging trends in the workforce, explore different careers and walk away with certifications that can increase their marketability in the workforce. For students who may be unsure of the next steps after graduation, CTE programs can offer them time to be curious by exploring possible career options, while developing their skills in high school.
  2. Place-based education gives students the opportunity to explore their communities, learn about the geography and immerse more in authentic learning by stepping out into the “real-world” for more meaningful ways to develop skills in math, social studies, science, language arts, and other content areas. There are six design principles in PBE, which are not required as part of the place-based education, however, when they are included, lead to more authentic and higher quality experiences. The Place Network is a collaborative of rural K-12 schools which provides a wealth of resources for learning more about PBE and becoming a PBE school.
  3. Service learning programs give students an opportunity to learn by exploring real-world issues, even investigating on a global scale and then taking action in their own community. Educators can implement methods such as project-based learning or inquiry-based learning to engage students more by addressing problems or challenges identified in their local environment. Involving students in service learning programs gives them the chance to build skills for the future and learn about their own interests in the process.
  4. The Generation DIY Campaign is aimed at giving students the chance to “chart” their own course through high school and college by exploring different careers and developing diverse skills that are transferable to multiple areas of work. The Generation DIY toolkit provides information and resources for educators and students to get started and also includes personal stories about the process and impact of Generation DIY.
  5. Artificial intelligence (AI) is a growing area in which students can design their own technologies to address issues they identify in the world. AI use is increasing and students can become the creators of AI that can possibly change the way students learn, by creating things like chatbots, or learn how to code and create a virtual assistant. There are many tools available for students to explore how AI is used in everyday life and design their own project based on  AI. These technologies help students to build skills in problem-solving, critical thinking, collaboration, and creativity, to name a few, which are essential skills for whatever the future holds for them.

In the end, it comes down to the different choices that we make available for students in schools today. While we certainly cannot predict the jobs that will exist in 10 years, when the current kindergarten students will be entering their high school years, the best way to prepare is by having options in place and connecting school and community.

**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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Why we should all go to the staffroom

Guest post by Alice Codner, @MsCodner

Let’s all go to the staffroom! ( oh wait … )

It was a year ago that I remember a visitor from another school walking into our staffroom and stopping short. “What’s happening?” he asked me, bewildered at the merry scene that greeted him, “Is there an event on or something?”

A past foray into supply teaching confirmed my suspicion that in many schools, except the occasional teacher flitting through to grab a cuppa on the flypast, the staffroom generally lies empty and unappreciated. Yet staffrooms have the potential to be a centre of professional development, the focal point for community cohesion and an effective resource for staff well-being. In these days of social distancing and contact tracing, when visits to the staffroom feel more uncertain or even precarious, it is important to remember just what they contribute to school life, and an opportunity to reflect on the value of their place in the school.

Those who imagine that teachers have a whole hour lunch break have clearly never worked in a school. After morning lessons have been eked out and the last child has finally left, there’s marking, going over the plan, setting up resources and a myriad of other jobs that should have been done by yesterday. An hour is not a long time.

Oh. And there’s eating.

Time in the staffroom so easily gets classed as an extravagant luxury. After all, what isn’t done during the day will have to be done after school. Nevertheless, over the years, I can honestly write that I have learnt more in the staffroom than on any course I have ever been on.

I should say at this point that I know I am incredibly lucky. Staff at my school are overwhelmingly kind, friendly and fun, and I do not find the friendship groups and teams cliquey. Not everyone gets on all of the time – that would be impossible in such a large group – but in general, we enjoy each other’s company and understand that we all have a lot to learn. I know that I do.

The staffroom is the first port of call when something hasn’t worked out as planned. In particular, staff members can give and receive bespoke advice on improving lessons and on effectively supporting the needs of particular children in each other’s classes.

Common phrases used in our staffroom include:

  • “Have you tried …?”
  • “x worked well with him in year 2 – you could try that”
  • “What do you think we could do for our [e.g. Vikings] topic?”
  • “Tell her she can come and show me her next piece of writing.”
  • “He can definitely do better than that. Have you spoken to mum? She’s very helpful.”
  • “That’s really good for him! You must be doing something right.”
  • “She never used to do that. What do you think might be causing it?”

The advantage of this system is that staff members can get immediate help from those who know the particular families and children that they work with without going to the leadership team, freeing up their time and getting a broad range of input as groups pool their ideas. It also means that many questions get answered before they become problems. More than simply being a luxurious space to relax, the staffroom can be a vital place of casual exchange of expertise and information that benefit the children, the staff and the leaders.

Of course, not all staffroom chat is work-related. Common topics in our school include cooking, weekend plans and Love Island – and believe me, it gets loud! Though superficially this could be judged a ‘waste of time’, in reality, these positive, relaxed conversations perform a range of important functions. Most obviously, they balance out the intensity of day-to-day teaching life and act as an emotional reset button, making it more possible to start afresh after lunch. Even if it is only for 15 minutes, making the deliberate choice to have a break tells your body that despite the pressure and speed of school life, you are not out of control, and stress levels can be kept in check.

Moreover, these light-hearted conversations form the basis of trust, preparing working relationships to be able to carry the weight of deeper or more difficult conversations when they need to happen. It is always easier to ask a favour from someone you already trust and it is always more enjoyable to do a favour for someone you already like. Schools are places of incredible interdependence. Investing in building positive relationships with other staff makes this interdependence a joy and not a burden.

Working in a school that has a ‘staffroom culture’ has not only been beneficial to my mental wellbeing, it has also played a significant role in my professional development. At a time when we might not all be able to be physically present in the staffroom itself, we might remember that ultimately, ‘the staffroom’ means each other. In a school, we are each other’s greatest resource, be that in a classroom, in the playground or anywhere else. Let’s use that. Just because it’s fun, doesn’t mean it’s a luxury.

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Alice Codner is a class teacher and outdoor learning leader at an inner-city school in NW London. As such, she has led a team to start a school farm including growing vegetables and keeping a range of animals, winning the ‘School Farm Leader 2019’ award from the School Farms Network as well as the ‘Best Garden for Wildlife’ award from the London Children’s Flower Society. She is passionate about school as a hub for community and is convinced that education is the most effective way of addressing social inequality.

@MsCodner   https://partwaythere.co.uk

**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.

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Explore New Ideas and Learning With Buncee

Explore New Ideas and Have Fun Creating With Buncee!

Now that the school year has started and for many, some are moving toward the end of the first grading period, you might be looking for some new ideas to try. Don’t worry, once he definitely has you covered when it comes to finding new ideas to use in your classroom. Whether you check out the many visually engaging tweets of Buncees created and shared by educators from around the world. Educators are posting how they are using Buncee in their classrooms with their students or in their roles as administrators and tech coaches. You should also explore the many templates available or ideas in the Ideas Lab, you can find exactly what you need.

Join the Buncee Educator Facebook community Check out some recent Idea o’clock live sessions that were held. The past couple of weeks had Shannon Miller, Amy Storer and Karina Q sharing ideas for journaling and time capsules, tips for instructional coaches and interactive Buncee journals and OneNote.

Sometimes we just need a few ideas to get started with and then before you know it, we come up with a bunch of ideas and what I find even more often, our students come up with many of their ideas as well. One that I start with in my Spanish and STEAM classes is creating an About Me. I love creating a new one each time with them! We are just getting started this week and I cannot wait to see what they create!

More Ideas to Try

With many schools looking to hold events for families virtually, why not try using some of the templates available within Buncee. It would be fun to have students create their own Buncee to share what they have learned and how they are enjoying their class. Students can add in a video of them talking about their experiences so far and add 3D objects, animations, stickers, emojis and more! All of the student Buncees can then be shared on a Buncee board to share with families. Imagine how fun it would be to see and get to know classmates and post comments even!

Perhaps create your presentation to share all of the information about your class and design your virtual classroom choosing from many the templates available. Why not also include your bitmoji and then record audio and video to go along with it. It’s very important for our students and their families to be able to see and hear us and our excitement for teaching and working with the students. What better way than to create a Buncee virtual classroom

Love these ideas shared from Buncee! Find the templates available in the Buncee library:

Meet the teacher flyers

Virtual classrooms

Daily remote learning journals

Time capsule activities

Digital citizenship lessons

Social media profiles

Record a video for genius hour

So many choices!

Get involved in the upcoming Global Write with Buncee and help to connect students with students from around the world. Daily prompts are provided for students to create and share stories. Learn more about this amazing collaborative project and get involved today!

Check out the many ideas that have been shared by Holly Clark. Look how many great ideas are listed in this graphic! Check out what teachers and students can do with Buncee and see which apps you are using that integrate with Buncee too! My students love using Buncee with Flipgrid and I love being able to share Buncees through Microsoft Teams and even schedule meetings! The possibilities are endless!

Explore the many new templates and have students create vision boards and more with Buncee! Virtual lockers, class schedules, organizers, newsletters, About me Buncees and so many other options to get started with here.

Learn about how other educators are using Buncee in their classrooms. Read about how Teresa Liu is using Buncee to engage special needs students in this blog post.

Updates and training!

If you’re looking for some help in getting started with Buncee, don’t miss out on the daily live training that is offered throughout the week. Each session is focused on helping educators get started with Buncee by showing some of the many possibilities and where to find all of the amazing graphics and the options that are available within Buncee. There really are endless possibilities when it comes to creating with Buncee and there is something in it for everyone.

I love taking courses through the Microsoft educator program, check out the Buncee course on Creative Expression & SEL with Buncee.

Buncee is always adding new features and expanding all that they provide for educators and for student learning. Recently they had a partnership with Flipgrid where now you can find many Buncee templates available to use in combination with Flipgrid, especially some for promoting SEL and also for organization. Stay tuned for some new updates coming with Buncee’s partnership with Microsoft.

Get involved!

Buncee is currently taking applications to become part of their Ambassador program. Applications are due on October 9th and if you’re looking for a supportive network to become a part of and to learn more about the power of creating with Buncee, I definitely recommend that you check out the ambassador program and see what is happening in the community. Especially at a time like now, where we are working through a lot of challenges in the world and an education, we need to have a supportive network to learn and grow with, especially one that is focused on promoting student voice and choice!

One of the ambassadors, Ilene Winokur has been telling the story of Bunceeman’s adventures! Bunceeman is visiting all of the Buncee ambassadors and this is a fantastic way to collaborate and learn about people and places from around the world! Check out his adventures here!

Global Events Coming up!

DigCit Summit happened on October 14th and Buncee was a sponsor of the event. See all of the digital citizenship templates and graphics available in the Buncee library! One of my first Buncees was a digcit lesson! Add in links, videos, audios, questions and more to create a lesson for students and then have them create their own digcit PSA! Join in the #Usetech4good Buncee challenge!

Global Maker Day is coming up on October 20th! Sign up to join in this day of amazing learning opportunities! Looking forward to seeing some Buncees created and shared throughout the day!

Zigazoo: Start Creating Today!

I have been recommending Zigazoo to many of my educator friends lately because of all of the wonderful opportunities available for having students engage in more authentic and meaningful learning opportunities by creating their own videos! I learned about Zigazoo about two months ago and have had fun checking out the videos being submitted by kids! 

When people ask me what Zigazoo is, I explain that it has been compared to popular social media tools such as Instagram and TikTok. Because of the similarity, this means that students feel more comfortable with the user experience and are more likely to enjoy the learning process on Zigazoo. It also is a good way to help students build their digital citizenship skills and become involved in more active learning and be creative!

What is Zigazoo?

Zigazoo is a free video sharing app that gives students the chance to create a short video in response to daily prompts and other activities. Teachers have been using it to provide students with a different way to share their learning and explore new ideas.  It is easy to get started with Zigazoo and find some prompts to assign to a class or to create your own.

Each video created can be up to a length of 30 seconds. There will be daily featured projects and the Zigazoo app gives kids a fun way to think about and try new things. It is a good way for parents to be more involved in learning with their kids. Creating their own videos also helps students to develop their understanding of privacy and social networks. Teachers can also record responses to student videos. 

Beyond the prompts that teachers can create, Zigazoo also gives families and teachers access to many prompts provided from a variety of educator channels that are now available. With these channels, we have the ability to share video-based responses to projects and interactive media from museums, zoos, educators, children’s musicians, and education organizations. In a recent article by TechCrunch, Zigazoo was referred to as the “future of remote learning.” There are so many possibilities for creating videos during remote and hybrid learning and exploring the new channels is a great way to start.

Through the addition of channels, there are many new possibilities for students to learn from global organizations! Check out the channels that have been added so far and stay tuned for new channels that will be added!

Some of the educator channels available

Zigazoo is an app that can be used to offer new and more engaging ways for students to share what they are learning in creative ways. Teachers and parents can find daily projects to explore or search through the hundreds of other projects available.  I also recommend checking out their Twitter feed and follow @GetZigazoo to see the videos and challenges being shared!

Explore the #dailyzigazoo to get started quickly. Here is one example, which was Kira Willey’s first project, “What is something kind you’ve done for someone?”

Many different topics to choose from!

In Zigazoo, there are challenges that offer kids a chance to explore and then create a video to talk about what they learned. It can also be a great option for project-based learning types of activities. What an opportunity to spark curiosity for learning and increase student engagement.

What do students think?

Here are some comments from educators about their experience trying out Zigazoo. 

“I love the energy behind it and the energy it brings out in my students!”

“My 2nd graders said it looked like Tik Tok (how 7-8 year olds know this, I do NOT know, lol).”

“The other video creation app that I have been using with my students in Spanish is Flipgrid. As I discussed the app with students this week, they hands down prefer to use Zigazoo for my assignments. They couldn’t adequately articulate why, but it basically comes down to the fact that Zigazoo feels more like TikTok or social media, which then makes it more fun.” (high school teacher)

A prompt for describing the weather

Zigazoo is free and educators can create their own classroom projects or choose from those available. Zigazoo is now offering a free premium account for educators, use the code ZPremium and sign up by October 31st. Parents can join in the global Zigazoo community. 

And join in Zigazoo’s Costume Contest! The contest is the first of several Halloween activities Zigazoo will host from now through October 31st. Other virtual activities will include haunted house tours, decorating jack-o-lanterns and telling Halloween jokes.

**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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Providing for Different Learning Styles

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

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

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

Learning Styles: The VARK Model

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

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

Visual Learners

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

Auditory Learners

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

Read/Write Learners

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

Kinesthetic Learners

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

Multimodal Learners

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

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

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

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

 

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

Find these available at bit.ly/Pothbooks  

 

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What’s Your Green Sauce?

Guest post By Brent Coley, @brentcoley

Principal, Alta Murrieta Elementary School, Murrieta, CA

#EduInfluence

Most people have a favorite restaurant. Ask 20 people to identify their favorite and you may get 20 different answers. Some may name a fine steakhouse like Ruth’s Chris or Morton’s. Fans of sushi might select as their favorite a local establishment serving up this Japanese delicacy. Ask a small child to name his or her favorite and you may get McDonald’s or Little Caesar’s as the answer. To each his own.

What about me? What’s my favorite restaurant? If you hadn’t already read the title of this blog post, the answer may have surprised you. My favorite? El Pollo Loco.

That’s right. El Pollo Loco.

Seriously, Brent? El Pollo Loco? Out of all the restaurants you could choose, your favorite is a drive-thru fast food restaurant serving a variety of inexpensive chicken meals? That’s right. El Pollo Loco.

I love this restaurant. It’s affordable. It’s relatively healthy when compared to other fast food options that serve up only burgers and fries. And there’s a location only a mile down the road from my school. I’m not ashamed to say I order lunch here multiple times a week. I get the same thing every time. A $5 Pollo Bowl Combo with flour tortillas and a large tropical iced tea. Mmmm. My mouth is watering just thinking about it.

But it’s not the taste of the food that keeps me coming back, though I do enjoy the combination of chicken, beans, and rice. It’s not the value either, though being able to fill my stomach for under six bucks is a fact my budget definitely appreciates. And it’s not the comfortable ambience I used to enjoy before COVID-19 forced the closure of all restaurant dining rooms in my community. So what is it? What pulls me to this restaurant like the Millennium Falcon caught in the Death Star’s tractor beam? (You’re welcome, Star Wars fans.)

It’s the avocado salsa, what I affectionately call “green sauce.” I absolutely love it. Seriously, can’t get enough. It’s flavorful with just the right amount of kick. I could drink it like water (which I actually did one time to win a bet, but that’s another story). I love smothering each bite in this liquid slice of heaven.

If I hit the drive-thru and discover upon returning to the office they forgot to put my green sauce in the bag, my mood turns grumpy. The birds stop singing, and the day seems darker. The meal just isn’t the same. I go to El Pollo Loco for the avocado salsa. I go for the green sauce. If the restaurant stopped serving it, I can honestly say I wouldn’t eat there as frequently as I do. I’m not sure I would go at all. It’s that important to me.

​It’s salsa for crying out loud. A side dish. No, it’s not even a side dish. A condiment. It’s a condiment, something extra the restaurant gives away for free, but it’s what keeps me coming back over and over. And over.

So let’s tie this into education. Ladies and gentlemen, my question to you is this — “What’s your green sauce?”

What is that extra something that keeps your students wanting to come back to your classroom, to your school? What is it that, figuratively speaking, makes their mouths water when they think about getting to spend time with you?

While this question focuses on the “extra,” let me be clear. The main dishes we serve in our classrooms, lessons in reading, writing, math, or whatever subject you teach, are important. Very, very important. It’s imperative we provide our students with rigorous opportunities for learning, that we fill their “stomachs” with nutritious “food.” But my point is this — the main dish may not be what gets your students up in the morning. It may be that something extra you provide, that cherry on top. It may be the green sauce.

So I ask you once again, “What’s your green sauce?”

  • It may be your smiling face that greets students each day when they enter your classroom or the front gate of your school.
  • It may be the high five, fist bump, or hug at the door each morning (current physical distancing restrictions aside).
  • It may be the smelly stickers you put on your students’ exams when they do well. That’s right. A smelly sticker may be making a student’s day, may be what he or she is looking forward to. And this is not just limited to the elementary grades.
  • It may be the instrumental music you play in the background as students are working, or the upbeat music you have playing in the room as students enter each day.
  • It may be the corny dad jokes you tell every day. You know, the ones at which the students outwardly roll their eyes, but inwardly look forward to hearing.
  • It may be the class Instagram account you created to share the great things taking place in your classroom. Or maybe you’re on TikTok, creating funny videos, making you “cool” in your students’ eyes.

In the grand scheme of things, these are all actions or gestures that could be considered small. These may not have been the things upon which your professors focused when you were studying to be a teacher. But that doesn’t mean they can’t and don’t make a big difference in the lives of those we serve. Don’t underestimate the power of the little things, because more often than we may think, it’s that little something extra, that green sauce, that our students are thirsting for and what keeps them coming back for more.

​What’s your green sauce?


Want to hear more? I devoted an entire chapter of my book Stories of EduInfluence to the topic of how small actions can make a big impact. Click/tap here to listen to the Audible version of “Chapter 8: The Power of the Little Things.”

If you’d like to purchase a copy of the book, available in paperback, Kindle, and audio versions, head over to Amazon.

**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  

************ Also check out my THRIVEinEDU Podcast Here!

Join my weekly show on Wednesdays at 4pm EST on Learningrevolution.com THRIVEinEDU  Join the group here

Mandy Froehlich

Rachelle Dené Poth @rdene915 #THRIVEinEDU #QUOTES4EDU

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Grow, Reflect, Share

T.R.U.E. G.R.I.T.

Call me stubborn, but I refuse to quit! T.R.U.E. G.R.I.T. is the foundation to success in learning and life! Exploring the dynamics of a successful classroom and how grit is a vital characteristic for student achievement

Katie Martin

Informed by research, refined by practice

#RocknTheBoat

Rocking today's classrooms, one teacher, student, and class at a time.

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Education as it should be - passion-based.

Learning as I go: Experiences, reflections, lessons learned

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Join me, Allyson Apsey, as I stumble upon the fortunes of learning, laughing, and celebrating alongside incredible people.