I, Joy Kirr, am a middle school teacher, author, and speaker. My 7th grade ELA (English Language Arts) classes are working to improve their lives through student-directed learning - without marks throughout the year. This is a log of my learning experiences... Want to have me speak with your staff or facilitate a workshop? Here is my PORTFOLIO.

Saturday, June 23, 2012

My Digital Footprint Awakening

Note: My summer posts have been all about what I have learned, and not with students. It is a reflection journal, so I'm going to continue reflecting!

In all the tweets, in all the blog posts, in all the websites, I keep seeing threads of discussion on our "digital footprint." Well, I learned a big lesson about my own this week.

When I first started following teachers and principals, I realized the fact that "PD on Twitter has become everything a teacher's lounge or after school meeting SHOULD be." I believe someone tweeted it, I retweeted it, and it soon became my mantra when I got online. (Update 8/17/12 - I finally found the author - Sean Junkins! I put this quote in my PD in Your PJs keynote, as well! Thanks, @SJunkins!)

I loved the positivity of educators on Twitter. Sure, there were still people who tweeted about concerns they had in education, and most had links to articles they'd read that were worrisome. And some don't separate their personal tweets from their professional tweets, so I'd hear how someone's son's baseball team did not win, or some restaurant service or food that wasn't the best, but it was mostly positive. I learned to skim over the personal tweets and only focus on my goal - of learning from this beautiful PLN I had carefully built.

Well, I was humbled this week. I posted what I thought of as my first (was it really, though???) negative-with-a-plea tweet as a reaction. I was upset, so I tweeted what I heard. I only have a tad over 100 followers, thank goodness. Who really wants to follow a 7th grade LA teacher who's just on Twitter to learn? The only "accolade" in my bio is NBCT, and that was in 2007 (yikes! The year to renew is approaching fast!)! So I viewed the 140 characters as a tiny vent session.

When I came home, I knew I had vented, and started wondering why. I realized I had veered away from "teacher's lounge without the complaints" after what I consider a very valuable discussion I had three days later... 

That discussion I had was with a man who is from the source of my frustration that day. I was contacted, and we talked for half an hour [my true Genius (Half-)Hour today]. This is a person I know & respect, and yet was not expecting to hear from. He inquired about the situation from which my tweet stemmed. He listened when I detailed the background of it's reactionary nature. He then proceeded to thoroughly educate me (in the truest sense) about the Common Core Standards and he alleviated some of my fears that come with such as big change. I don't know if he is aware of all he truly taught me... about so many things... (a partial list follows!)!

--> I learned, as so often happens in my life, that I am still ignorant of the digital world, of the power my words can have, and of the ease of straying from my own beliefs to be a positive person. I am humbled by this experience.

--> I learned (and I suppose I already knew, but it was instilled in me this week) that we can write and say (and tweet) whatever we choose. 

--> I learned that most companies, no matter the size, have someone on staff who monitors the web (yes, the entire web, including tweets) for any mention of their name, or their services, or their affiliates, and most likely their competitors, as well. This can be to see concerns, successes, ideas, and to keep the revenue coming in. They keep their business by keeping up their image in this image-driven society. This could mean they try to help customers if there are issues, spread the word about what they do well, attempt to keep up with their competitors, and perhaps glean ideas for improvements - all by hovering over and examining the web.

--> I learned to go to the source if you have an issue with something. This could be difficult in some situations... Such as teacher salaries or overcrowded schools. But it could be easier in other situations... Such as a hair in your soup or a student who won't participate. Such situations we can deal with quickly, and even get results, or at the very least bring awareness to the situation. We have so many resources - we can choose to go to them instead of venting our drama out to the world.

--> I learned that if you Google (I can't believe it's a verb these days!) your name, you'll get every tweet you ever typed, every comment you ever made on any blog post, every website organization you belong to, and, of course, your blog and school at which you work. I am creating my digital footprint each and every day. I am taking risks - everything I write can be taken out of context, misconstrued, and used against me. I am still figuring out who I am by what I write. So much of my verbal life has landed on these "pages." I've always said what I feel, as my family is well aware. However... our online community is IMMEASURABLY larger than any family and friends we have that know us. We need to make sure they know US, and not just what we type.
And now I'm off to spend time with just my husband to celebrate our anniversary. --> I've learned that you need to let the cherished people in your life know how you feel. If you want to leave a "footprint" on their hearts, you need to communicate your love in multiple ways to get your message across. Thank you to my husband for helping me sort through my feelings this week and figure out what I truly want to communicate to you... whoever you are. 

Thursday, June 21, 2012

Learning Across States - In Real Time!

Today... in the time span of about one hour my day took a twist I didn't expect... After my morning ride, I received this tweet, retweeted from Laura Coughlin:


So, naturally, I had to see what was going on in Laura's day of learning with Dean Shareski!  I clicked on the link provided.  I heard Dean speaking about technology... even about how BOOKS changed our culture - suddenly we didn't need to learn from people to get information - we could READ. By ourselves. (Obviously, there's more to it than that, but that was the gist - had me thinking all day!) I could even see Dean walking in front of the screen, clicking an app on his phone so the slides changed on the presentation. The only downfall was that the volume was a little low, and I could only see half of the screen. But hey! I could be in the same room as Laura, learning in St. Joseph, MO, even though I was in my own home in IL!

Next, I saw her tweet...


What to do?  Open up Today's Meet, of course!  Just clicked on the link and BOOM! I was THERE! I could see a couple of notes typed by a couple of people I didn't know, regarding Dean's presentation.
I still couldn't believe I was there.  I ran to my husband and showed him the video and Today's Meet, and he couldn't wrap his head around it. He thought they could see us, however, because he said, "Well, turn it away from me!" (Not quite Skype...)  I was so blown away, I had to tweet it out...


And then, just when I was feeling really guilty for "listening in" on a day I didn't pay for, was able to watch in my PJs (if I so wanted), and could even participate on the sidelines, I heard the volume go up on the presentation.  Great! Now I didn't have to strain to hear him! So... I "talked" on Today's Meet and thanked them for raising the volume, but asked if they could move the camera up a tad.  And VOILA! Someone in MO kindly moved it - I could now see the entire screen at their presentation!  I felt even more guilty then, but so utterly AMAZED! Unbelievable. Just when I was thinking how utterly incredible it was I was feeling like a participant in the room at EdWeek St.Joseph School District (#edweeksjsd), I received this tweet...


Still amazed 10 hours later, I had to write this post. This was one hour of my life - a true Genius Hour - and I learned of the power of technology. It may seem a simple thing to some... set up a camera, set it up to produce a live stream, set up a back channel such as Today's Meet, and ta da! ANYone, from ANYwhere, can participate. The whole hour, I was just astounded at the power we have as teachers, but we need to be learners so students can have the same benefit. We all need to have our own Genius Hour. What will I be learning during my next personal Genius Hour?  Well, of course, Melissa Corey archived the video, so I'll return to that another day and be stunned all over again...

A huge thank you to St. Joseph School District for sharing out your week!!!

Wednesday, June 20, 2012

My Summer... One Big Genius Hour!

Just yesterday, I realized something, so I tweeted out my thoughts to a great teacher in my PLN - Gallit Zvi (@Gallit_Z). She had just tweeted something to her school district in Surrey, BC about Genius Hour, and there I was again, thinking!
She retweeted it, and I looked at it once more.  It's so true. Lately, I feel like my life is a CONSTANT Genius Hour!  I spend all of my free time exploring tweets, reading educator and principal blogs, and learning about new technology (the good and the bad!). This fills my day when my husband and I are not doing something together.  He used to call it work - "You're working again?" - but I think now he knows how much I enjoy learning.

This is the goal, correct? To facilitate learning so that it is a life-long passion.  Each time the school year ends, I KNOW I can do better the next year. And so, each summer, I work at learning and exploring more ideas / options / theories, etc. so that I can be "the best teacher ever!" Always a pipe dream.  I'm always reaching for it.  I'm always changing what doesn't work, and hopefully growing as a skilled teacher. I'm always questioning what to do - and evaluating it when it's finished. I hope, that some day, I will NOT feel like a first-year teacher.  This will be my 18th year (?!?!) as a teacher, but each year feels like my first in so many ways.

One of my (myriad) goals for 2012-2013 - Let the students in on how thrilling it is to be a life-long learner, and to follow your passion.  Big sigh.  It takes up most of my time this summer, but I'm ecstatic to keep learning new things and figuring out ways to implement them and let students teach themselves. To go along with this goal, I hope students will be reflective of their learning as well - I hope they see the intrinsic value, grasp it, and use it to their advantage.  May every day be filled with Genius Hour experiences! Genius Hour is no longer just 20% of my day... Can we make it "12 Hours of Genius Time" next summer?!

[Note: If you've forgotten the premise of Genius Hour, please visit the wiki that Denise Krebs (@mrsdkrebs) & Gallit created, Gallit's post describing it here, or how I started my journey with it here.]

Saturday, June 9, 2012

Ray Bradbury's Wisdom

"It doesn't matter what you do...so long as you change something from the way it was before you touched it into something that's like you after you take your hands away. The difference between the man who just cuts lawns and a real gardnener is in the touching...The lawn-cutter might just as well have not been there at all; the gardener will be there a lifetime." - Fahrenheit 451, by Ray Bradbury, pg. 150.

I decided today that I needed to read this classic, since it's been on my list for years, and Ray Bradbury passed on, at the age of 91 this week. I read it in one day (you can do that when you don't have children!), and it was even more thought-provoking than I thought it would be. How can I relate it to Genius Hour?

Genius Hour can be just that - an hour when students pursue their passions. Or... It can go another step or two. First step - teaching others in the class their passions. Second step - teaching more than just the small scope of their classrooms...going out and teaching to another, broader audience, or putting what they've learned out on the web. The biggest step, however, would be to change something. To put their mark on something. To spread their message enough that others knew they'd been there. My hope is that my students, some day, will not just cut lawns. My hope is that they will cultivate gardens and leave their mark.  Thank you for your inspiration, Mr. Bradbury.

Sunday, June 3, 2012

Changes

I've read a lot this past week about change...

Pernille Ripp's (@pernilleripp) blogpost is about how change doesn't have to be all or nothing - changing whatever you're comfortable with.  No one has to change everything all at once!

I don't know how I got to Rosalind Goldsmith's (@rozgoldsmith) blogpost (following a tweet, maybe?), but she talks about how she needed change in order to love her job again.

Following one of Rosalind's tweets, I read David Culberhouse's (@dculberhouse) blog post about complacency.

Justin Tarte (@justintarte) will embark on change in meetings at his school - excellent ideas here, and his staff will definitely benefit. He wants to encourage his staff to "question the status quo."

Will Richardson (@willrich45) posted No Quick Fix, saying "Meaningful change ain't gonna happen for our kids if we're not willing to invest in it for ourselves first."

Tweet from @Oprah_World, RT by @gallit_z, "Whether you think you're ready or not, just start right now. There is magic in action."

Blog by Leslie Whittington (@whittclass) about how change came about due to her Twitter PLN!

I've been invested in change since... since... well, okay - I embrace change - with the stipulation being I get to decide what changes will be implemented!  When it's forced upon me, I cringe. I look around to see how it can fit into my life in the easiest way possible, and adapt by doing what I can to accommodate those in charge.  But when it is MY idea, I run with it.  If it will benefit me, or those around me, I go for it.  I feel the need to change when it will benefit the world around me.  Those who know me closely, know that the last three years have brought about tremendous changes in my personal life.  I would not have turned over the apple cart had I not felt it was a necessity for my well-being.  As for my career as a teacher, I tip that cart each and every day I question my teaching strategies, my classroom management, my lessons, my homework (or lack thereof), my assessments, etc.  I keep thinking all teachers must do this, and then I hear of a teacher poo-pooing an idea I've implemented, and she hasn't even tried it herself.

This post is not about IF change is needed.  I have the belief that change IS needed.  How - this is the question for teachers resistant. If teaching is your true goal, and you know your students aren't getting all they can from your class, how can you change - without it being painful or stressful?  It makes me think of how I changed this year.  (I won't go years back in time - read my bio and you'll see I embrace change!!)

In just this one year, so many things happened...
1.  Brian Kaye, our principal, encouraged teachers to go on Twitter.  I signed up, reluctantly, and used it the first day of school, then forgot about it.
2.  In October, I was offered the chance to pilot four weeks of reading and writing on iPad2s - each student would receive one!  I was scared out of my wits, and didn't want to do it.  I was strongly encouraged, however, and my saving grace was that it would be finished the day before winter break. This change had an end point that I could see ahead of me.
3.  The four weeks were over - but not really.  What I had learned about the technology, about the students, about a new way to challenge students... stayed with me.  I longed for more.  The students reacted so well to reading the Narrative of the Life of Frederick Douglass (mind you - they're 7th graders!), that I needed to challenge them more.  I was more of a facilitator than ever before, and students blossomed.
4.  I received an iPad2 to use until I retire!! YES! I got on Twitter once again, and began to build my PLN.
A few of next year's plans...!
5.  I went to a one-day workshop in Birmingham, MI to see Ewan McIntosh talk about Design Thinking. Why was I chosen to go? Perhaps it was because I took the chance to pilot the iPad lessons. Either way, I wanted to go - I wanted to change my independent reading process...  This time I wanted the change - I was invested in it...
6.  And then... my Twitter PLN grew, and I found out about Genius Hour (#geniushour). This blog shows my reflection from then on...

I'm not saying change is easy.  Some of it takes time.  Some of it requires help from others.  But I do believe it is necessary.  Genius Hour was my big change this year.  What will it be next year...??  I look forward to having an open mind toward future changes...



Monday, May 28, 2012

Talk About Understanding

Ellin Oliver Keene - I'd never heard of her, but I looked at the description for her session at the International Reading Conference in Chicago on April 30th, and I REALLY wanted to see her.  (She co-authored Mosaic of Thought!) She began talking very quickly and was so animated, I immediately fell in love. She sounded just like ME! However, her session was about s-l-o-w-i-n-g down, listening to others, using particular vernacular, and getting students to understand text better by doing these three things.  (I took copious Evernote notes - if you want them, email me at JoyKirr1@gmail.com and I'll send them.)

Her session was only an hour long, so I had to hurry and purchase her book - Talk About Understanding. What I should have done is hurry and READ her book, but it sat on my dresser for almost a month.  I started reading it yesterday...

Best quote so far -
     To understand deeply is to experience intellectual engagement that itself spawns more voracious learning, which leads to more lasting comprehension.  It's a delicious cycle (Keene, 21).

Yes, go ahead and read it again, looking for that deeper comprehension.  Ah... now you've got it!  I love thinking that our genius hour provides for these opportunities for learning, and wanting to learn more.  What a "delicious cycle"!!

I'm cutting this short today... just wanted to leave you with that quote.  Now I've got to go read chapter 3 - "From the Inside: Integrating strategy instruction and narrative outcomes." I really want to jump to "Part 2: Words that Matter," but feel if I do I might miss something! Part 2 looks like what Ellin Keene talked about at the IRA conference.  Thank you, Ellin!  You inspired all who attended!

Saturday, May 26, 2012

Standards Based...

This is an addition to "My Dislike of Grades..." post on 5/19/12.

We had a school improvement day two days ago, and two teachers from our assessment committee spoke on behalf of all they had discussed and decided this past year. We are moving to standards-based grading soon.  I knew it was coming down the pike, and I tried to spread the word so that teachers wouldn't feel so frustrated when it did.  Teachers get so frustrated when it's time for a change...

I am excited, however.  No, I'm not exited about the work that will have to be put into changing my thinking around, learning a new system, probably learning a new computer program for inputting grades.  But I am excited because then we'll KNOW what our students are learning.  We'll KNOW those common core standards inside and out.  I do believe we will be better teachers.  At least, I hope I will.

One more thing I had to add this morning - I saw a video and I wanted to share it with you.  It is six minutes long, and is entitled "Toxic Grading Practices."  His talk about not giving zeros in class makes so much sense to me.  Next step?  I need to get a poster of Larry the Cable Guy saying, "Git 'er done!"

Thursday, May 24, 2012

Take the time...

I just finished reading Laura Coughlin's blog at Love::Teaching, and it got me thinking, as all educator blogs seem to do to me!

I commented...
Laura, I get it. I find myself in the same situation some years. And I only have 58 students because we have 80 min. with them. I find it's not just what I do, however... It's what I allow other students to do. Many times, other students take control of the class discussions, and if they're going smoothly, I don't interrupt. I should, though, so we can hear everyone's voice. And when a student is quiet, and says, "I don't know," ask him or her, "But if you DID know, what would you say?" ...And then wait for the answer... Tough duty, but we go back for more every year, hoping to have that "dream class..."

I found, this year, that by becoming more of the "guide on the side" instead of the "sage on the stage," I was able to let students "own their own learning." This happened through discussion of text, instead of me feeding them answers, and it happened through our genius hour sessions, as well. In class discussions, I lost sight of some of my students - the quiet ones who are used to being spoon-fed information. During out genius hour, however, I could sit with each student, one-on-one, and learn about his/her passion...

I truly loved learning that Paul was interested in what weapons Marines used, or that Briana could be brave enough to present first - on bullying - and that Sarah could read a poem written by a child with cancer, while her father is suffering from it today. I am very fortunate to work with 7th graders who can take the bull by the horns, and try something new... But I'm more fortunate to have gotten to know my 58 students a little better - as people, instead of as children passing through my classroom.

Saturday, May 19, 2012

My dislike of grades...

...the way they are currently.

I was out with my husband today - geocaching.  We found two of the five we planned to find, in the three hours we had along this small stretch of the Salt Creek in a neighboring town.  After an air-conditioned stop at the local library, we came across a young man and his father outside working on their bicycles.  Turns out, it was one of my current students!  We said hello, and explained about geocaching, and then went on our way.

My husband asked about the student.  I explained that he reads a ton, he uses a lot of humor and sensory details in his writing, and he is a pleasure to hear during discussions.  He also turns hardly anything in to be graded, and so his grade is not where it should be.

On what am I grading him?  On his ability to turn in assignments that I give.  Even when I see him doing them in class, they do not get turned in.  And yet, he reads constantly, and writes well in LA/LIT!  How is he doing for our Genius Hour (currently still called "Independent Reading")?  The last four blog posts have been completed, and I think it's because I gave him time in class to complete them (because they were not getting done at home). We had a talk, and completing this teacher-generated task in class has worked out for both of us.

I've been trying, with Genius Hour, to let students lead their learning.  But I still even give THAT a grade.  What am I grading?  The proof that they actually read, and have plans to read more.  If they present on what they have read, I give them a grade for speaking (eyes on audience, volume, visual aid...).  If the presentations have spelling errors in them, I consider that my fault - I did not preview the presentation with the student first. I have told myself I will NOT add that to the speaking rubric; I will only make sure the student shares it with me in a one-on-one conference first, to make sure spelling and grammar conventions are addressed.

I hope to take this grading to the next level next school year.  I hope to let students decide how they will show me what they've learned for the Common Core Standards.  I'll need guidance, and I'll need patience from the students.  I'll also need a certain maturity from the students, if I expect them to come up with what/how I should grade. Rubrics I have taken hours to create and have changed from year-to-year just aren't cutting it anymore.

And you know what?  If I were to be graded on my geocaching today, I'd have a 2/5 = 40%.  But if I were graded on my effort, I'd have 100% - and I'd get 100% for teamwork, too!  Thanks to my husband for helping me reflect on my teaching once again...  Any musings or ideas from readers is greatly appreciated as well!

Monday, May 14, 2012

What works for you?

What's the best way? What works for each situation?  Kidblog?  Weebly?  Edmodo?

We use blogger for my HW blog.  Of course, that's connected to the Edline page for LA/LIT, and vice versa.  And on each one is a link to our Kidblog.  Ugh.  Can't I streamline anything?

As the school year is winding down, I'm seeing more and more that I need to get the "right" tools for next year. I've used Kidblog this year for my genius hour projects, and it worked okay for the first couple of weeks. (We started in February.) Finally, students are commenting on each other's posts, but then they don't go back to look and see if their questions were answered. I don't think they should have to go back to that student's blog post again - I think it should show up on a discussion thread or...? I just know that this group of students does not go back EVER again. It's difficult to get them to post comments in the first place, much less go back and see if something else was written in response to their own comment.  (The two students who commented on Elizabeth's post below never knew she wrote back to them!)
This is one reason I put the question out there - Kidblog or Weebly? But of course, there are more options... One I'm considering for next year - Edmodo? Can students write back and forth without it getting too overloaded with too many comments? Some comment frivolously - just to comment. Would this be an issue with Edmodo?  What about clogging up your inbox?  Is there some place on the web that compares blog tools for schools?  A true blog is a journal - can students keep these blogs going after they've left your classroom?

Today I seem to have more questions than answers - again.  And I need to do tons of research this summer. Hopefully the students will benefit from it!

Thursday, May 10, 2012

Sharing

Today I was asked to add a testimonial to @mrsdkrebs and @gallit_z wiki - http://geniushour.wikispaces.com/ This was a result of sharing. No... Let me go a step further - This blog was a result of sharing. Oh, okay, how about another step - Me getting active on Twitter was a result of sharing. And that, my PLN, has resulted in students having a passion for learning in my classroom.

 So, it's time I gave back, by doing what got me here - SHARING. I put my name in today to share what I can in 3 45min sessions the first day of school regarding Twitter. I would love every teacher in my district to have what I have. I have a personal learning network of like-minded teachers, and there are no complaints. There are questions, to be sure, but then come the flood of suggestions! It is like no other Professional development I've had, and it puts me in contact with people from around the globe, all with one goal - for students to have a passion for learning.

Please keep the blogs written, the tweets tweeted, and the conversations going!

Thursday, May 3, 2012

"Off-Task" Students

Last night was the monthly #geniushour Twitter chat, hosted by @gallit_z and @mrsdkrebs once again. This time, I took away ideas regarding students who are considered off-task during the genius hour... 

First, what is considered "off-task" ? In my classroom, we currently do genius hour differently than others. (I'll get it together next year!) So in my room, "off-task" is...
a) when a student comes unprepared - with nothing to read b) when a student has no idea of what he/she wants to read c) when a student spends the hour socializing or sitting with no real goal.

So what should we do to prepare, so we don't have much off-task behavior? Ideas were garnered last night...
1. The freedom can be overwhelming. Give these students some scaffolding, so they can take one task at a time. In my case, that could be generating answers on an interest survey of some sort first.
2. Allow more time to plan, chunk, or outline.
3. Students can work with a partner, or in a group of three. This may help... or hurt, in some cases? Give it a try.

More ideas I received 5/4/12 from my PLN on Twitter, @HHG...
4.  Visual reminders... i.e. kids write current task on a post-it note on their desks
5.  Different work environments... i.e. stand up work area, yoga ball to sit on, etc. (I - Joy - received a grant this year for 5 yoga balls, and I have two rocking chairs being used already!)
6.  Allow students to self-select "body breaks" - teacher allows student to take 3min timer and do physical activity as needed
7.  Some students benefit from "fiddlers" - something to occupy hands to allow for better concentration (hence the squishy apples in my room)
8.  Sit students by organized friends

I look forward to our #geniushour Twitter chat each month, and I gain so much from it! Join in the first Wednesday of the month at 8pm CST! -@joykirr

Wednesday, May 2, 2012

Teacher Resources

Today was another day of Genius Hour / Independent Reading. The best part of today was the integration of other teachers! For instance, we Skyped with Mrs. Smith from across the tracks, and she helped us out with a Prezi Tips website, Prezi for the Win, and she inspired the girls once again as to how to focus their presentation on the Warsaw camps.  The Warsaw camps!!

The next great part of today was that Kendall wanted to invite teachers to see her presentation in a couple of weeks - she's been learning about magic, and wants to share.  So... we took time to write an email to five teachers that she wanted to invite!  How stellar - to have a real audience!  Kudos to Kendall!

Thursday, April 26, 2012

Fun in the Classroom?

It's been an entire day since our presentation on Justn Bieber, and I need to reflect on it one more time. We had two other presentations yesterday as well, in another class. Greg read from a paper about Mohammad Ali, and had stellar pictures projected during his presentation. Christina presented on violence in science fiction "these days," and engaged the students by reading aloud various passages that were proof. Which class was more fun? What makes learning fun? Were all the kids learning, even though the presentations were so very different? Take a look at the following article, if you're still wondering about school "these days"... I think we are learning AND having fun, at the same time. Having Fun... A Prerequisite For Learning?

Wednesday, April 25, 2012

Justin Bieber

Rachael's presentation was on Justin Bieber today... We had met a few lunch periods, because she wanted friends to help her with her Prezi, and because she wanted to know how to present it. I did not advise regarding organization - I only focused on student interest... Why is Justin Bieber important to the class? What will she do when some students don't care about what she's saying? Together, we devised a lead and a quiz of sorts to keep student interest throughout. When she started, I felt as if I needed to have audience points - she really involved the class, but it seemed as if they were talking over her. Or we're they? I watched the video to see if it's true... Glad I recorded it! Do I need to give the audience points? I don't want to, and this class was so good with Briana's and Sarah's presentaions... The more I wrote my reflections, the more I thought I should stick to no points for the audience.  After seeing the video, I noticed they were playing along with what Rachael was doing - asking for answers on whiteboards throughout the presentation. She was also quick with answering questions that were blurted out, which made it "okay" to keep it up. They were not being disrespectful.

Also, do I need a time frame for presentations? Rachael's was really long... 25 min. or so. Is that okay? I don't want to put a limit on something that could be worthwhile, or something that the students are really interested in. Just the time frame of the class period then, right? Another concern - now that Rachael is finished, she doesn't know what to read. I would hate to see her read "any old book" now that she's finished. She is not one of my book lovers, and I don't want her to just revert back to reading just because I said she should...

Saturday, April 21, 2012

Which blog tool?

Today I saw a tweet from @gallitzvi regarding her students' e-portfolio. She has her students on Weebly. Mine are on Kidblog. I'd like to know what each can do... Can students keep their blogs for years to come? Is there a fee for Weebly? How user friendly is each? Are there teachers out there who have used one or the other and can comment here for me? Thanks!

Wednesday, April 18, 2012

Another week goes by...

Today, I'd say, was mostly successful. There are still come kinks to work out, but I believe we're making progress.

The reasons why I think we're making progress... We now have a set day to have our hour for independent reading. (Still not calling it Genius Hour until next year). Another boon - we were able to Skype again with Mrs. Smith during my 5/6 block - she helped two girls narrow their Holocaust search down, and gave them great websites instead of the videos they were watching! It's so great to have her in our class, even if she's not here in person! And one more thing - three students in my 8/9 block want to present soon! It's about time! They think they have something other students would want to know! Students were also helping each other out, and encouraging them to read certain things (example: Dennis suggested Fallen Angels to Brennan when he asked for a "war book"). Things are running a bit smoother, but there are still some issues. These issues lead me to the following...

More of what I'll change for next year - 1. I need to make sure there is a question or a problem that is interesting to the entire class. For example, one student wants to present on Mohammad Ali - GREAT! But will that hold each student's interest? Or is it my job now to have him, somehow, make it relevant to everyone? 2. I need to give points for bringing reading materials to class - we do not have access to computers each Wednesday, and students should know to bring something to read. Enough of this "I need to go to the library" baloney. I have less than a handful of students who still don't want to read ANYthing, and will waste away the 40 minutes with various things they "have" to do. 3. The computers need to be used solely for blogging, research, or presentations. If I find a student on it for any other reason, I'm taking their privilege for the day away.

I know it's not all peaches and cream, and you can't please everyone all of the time, but I still like this process, and think we can really refine it next year when I have more structured expectations of outcomes. I'm excited to start it again next year, but I'm sure I still have a lot to learn the rest of this year!

Tuesday, April 17, 2012

Issues Encountered...

April 10th - Why are all the presentations Prezis or Keynotes?? Let's get creative!

One-on-one conferencing - I need to make this more about HOW students are researching or preparing for their presentations - not WHAT they're reading. I KNOW what they're reading - I read the blogs! As for visiting teachers, they can either quickly browse student blogs, or ask them what they're reading. I know this focus will come when nonfiction is mandatory.

April 11th - Briana has lost her verve, or her excitement to present on bullying to her 7th grade team. We met this Today at lunch (a different group), and she suddenly thinks her presentation was boring and classmates were just being nice to her at the time. We should have jumped on this earlier. I want to ask her for her Prezi outline and do it myself, but then where's the learning? SHE's got to to this herself, so she can feel proud of what she's done.

April 17th - @Hughtheteacher retweeted @virginiapav and @henricksent "Commenting IS as important as blogging! How have you contributed to the learning of others?" Makes me think again about requiring commenting next year - to create that community of teachers and learners in the classroom.

Sunday, April 15, 2012

"New" Definition of "Flipped" Classroom...

From Steve Wheeler... Steve-wheeler.blogspot.com/2012/03/what-flip.html
If we want higher quality learning experiences, we simply flip traditional roles. Flipping learning for me means teachers becoming learners and students becoming teachers. I have already elaborated on this in a previous blog post. If teachers assume the role of a learner, and accept that they are not the fonts of all knowledge, but are there to facilitate learning instead of instructing, positive change in education would happen. Similarly, if we ask students to become teachers, and we encourage them to independently create their own content, share and present their work - either in the classroom, or on the web - we place them in a position where they must take responsibility to learn and develop their understanding of their subject. This is active, participatory learning. Students can aspire to become specialists in their chosen field, because in order to be able to teach, you first need to become intimate with your subject. We learn by teaching.

Wednesday, April 11, 2012

Observations & Reflections on Today...

First, some logistical notes...
-After discussions with my first block, it was noted that students were not blogging for a few reasons - 1. It's new, and they're not used to keeping up with it. 2. It's not important to them. 3. It's due on Friday night, and many of them wait until Friday to do it, and then Friday comes and goes and they've forgotten to do it. SO.... we moved the weekly blog due date to Sunday night - they loved that idea! Another idea my first block had was to turn in the assignment on paper. Mrs. Smith and I discussed this, and suggested to these students that they use a notebook if they are going to turn it in on paper. This way it's more of a journal, as is a blog, and they can reflect on what they've read and written, which we thought was important.
-As for commenting, they, again, did not consider it important, and it is not graded, so there's no motivation. I tried explaining how it makes people feel to get a comment, but it seems right now we're in the "all about me" phase. I will not push this for this year, but I think it is important enough to stress next year.

Opinions shared by students today...
-One student does not want to read at all - "it's not important, and I won't need to read more than I already know how to read."
-One student just wants to do a book project. (Probably more than one in this case...)
-Many of them don't see a point to the blog except to get a grade.
-Students can just read a paragraph a week and blog about it and get points.
-Students won't present unless they have to.

My opinions shared today with students...
-Reasons for doing independent reading in this fashion - anyone can read the book jacket or summary on Amazon and do a book project - I wanted students who don't read READING MORE.
-Even students who are reading a paragraph a week may be those students who usually don't read at all. I'm okay with that - at least they're reading SOMEthing now. The students who already read will continue reading, no matter what the grade is for.
-Students who want to share what they've learned will share - and we will benefit from it!

Presentations...
-Jamie presented on computer animation - the history of it - and included many visuals and manipulatives, even for us to see and enjoy. This made us understand what he was telling us! His last one - with the video of the Rubik's Cube - was the most appreciated, and Jamie had created that one himself! This was in block 3/4.
-Sarah presented on what we need to know about cancer. She addressed many aspects of cancer, such as who is at risk, what we can do to lessen our chances, how do cancer patients deal with it, and how it affects the family. Wow. So many students had questions, and that showed their interest. This was in block 5/6.
-We still did not have a presentation in 8/9 - this class is different, and during our one-on-one conferences, many did not want to present. This option will not be an option next year. Mrs. Smith reminded me about what Ewan said at our Design Thinking meeting, and it makes total sense - one of the big steps in learning is SHARING your learning. We tossed around the idea of setting parameters (every 4-8 weeks??) for next year. It is a MUST that they present throughout the year.

Other notes...
Rachael helped Sarah show her Prezi. Sarah helped Rachel develop her Prezi (on Justin Bieber). Paul helped Jamie by showing one of the examples of older animation. The audience was very receptive to Jamie and Sarah, and it seemed that more students in these classes are motivated to present now. Jillian has decided to NOT read about "Dance Moms," and has changed her topic of research to the Holocaust! John has gone back to his Star Wars books because he's finished with the Hunger Games series (the one I practically forced him to read). He was upset because I had stopped reading the first chapter of books on Fridays. I think this stopped in November when we had the four-week iPad pilot. It made me sad to hear he missed it, but also made me wonder if I can re-instate it at this point in the year. I digress - I was so very excited to have Mr. Goldstein and Mrs. Smith in class - they can talk to the students in different ways and make relationships that work and get the kids reading!! Also, I need to give students at least one period a week for this "Genius Hour" (which we haven't called it, but I am calling it this next year!) - I decided today to make it Wednesdays, after work we "have" to do. More reflections later, I'm sure...