Sunday, March 22, 2015

Hello Cleveland

I consider myself a connected educator. I consider myself a progressive educator. Confession time; I have never been to an edcamp. 

There have been plenty of excuses, but I won't go into them here. The fact is that I was neither of the two until I attended an edcamp Cleveland.

I am an unabashed advocate of social media. I also believe that our electronic connections lead to stronger face-to-face connections. In Cleveland, that belief was only strengthened. Twitter avatars became faces and 140 characters became conversations with no limits.

When I walked in that first room, I didn't know what to expect. We sat down and the conversation started. There was no Sage on the Stage or projectors, just teachers talking. Real talk about real problems. I came away with more questions than answers, and I like that.

I was able to share the day with a colleague, from my school. We started talking about hosting an edcamp for our district or building. The goal of anyone that attends an Edcamp should be to share. Share your questions, share your answers and share your love of education. #iWill share and I will be back.

Hello Cleveland. Hello edcamp. See you again soon.

Thursday, February 12, 2015

The Power of a Comment

No, I'm not trying to solicit comments on my posts here, I'm talking about written comments on student work. You know, the kinds of things teachers used to do in the old days. I am a huge believer in digital writing and I love the comment feature in Goggle docs, I decided to kick it old school for my last writing project.

For my student's recent argumentative writing project, I broke it up into parts. This way the students turned parts of it into me and I was able to give incremental feedback. I have been caught in the trap of having students working on a project for a few days, and then spending days myself reading through them all. The result was a grade and few words from me, like "good job."

When I handed the first part back to the students recently, I wasn't really looking for their reactions, but I overheard one student read his to the kids around him. He was smiling and was very proud. The smile on his face reminded me why I need to comment on student work more often. Sure, I could have waited until the essay was turned in and left one long comment about the whole thing, but now this kid is motivated to write. All because of one genuine and authentic comment.

If you aren't commenting on your student's work, you are doing them a disservice, and you are missing out on some rewarding experiences as a teacher. Eventually, their work will be shared with others and they will get even more comments and hopefully more smiles.

Thursday, July 24, 2014

What did you learn?

4-H interview judging, it can mean many things to different kids and adults. Lots of hard work and sometimes last-minute changes with an occasional family disagreement thrown in for good measure. For those of you reading this that are not familiar, interview judging is when adults volunteer their time to judge a 4-H exhibitor's book work portion of their project and of course assign them a score. I have volunteered my time for over 10 years. I love interacting with the kids and learning more about and from them.

This year was different for me though. After a conversation with a friend about a different topic, I realized that we are doing some things wrong. One thing he said was that he was never very competitive because, "My approach was to learn something. What could I take away from today that I can use in the real world?" Yeah. How can this help me in the real world? What a concept.

Parents, students and teachers have become so obsessed with the with scores that we have forgotten about the learning.A letter grade, a ribbon, an award shouldn't matter. The learning should matter.

At the end of judging, a grading period or the fair, instead of asking our kids, "What did you get?", we should ask, "What did you learn?"

Friday, July 11, 2014

Treat Your Students Like LeBron James

No I don't think that you should stop all media coverage of everything else for two weeks to give your students a lot of attention. That would be cool, but I am talking about the way the fans of Northeast Ohio have treated him. We should treat our students the same way.

We have all heard about the jersey burning and how upset fans were four years ago. Who would have thought that those same fans would be so forgiving? Do we forgive our students like that? I hope so.

Now my analogy has to stop at the rooting against James part. I admit that even I rooted against him at times. I am not suggesting that educators would ever do that.

What I am talking about is second chances. We need to make sure that our students are given second chances to perform academically and second chances in regards to behavior. We shouldn't judge our students by their behavior or one score on an assignment.

In LeBron's statement, he showed a lot of maturity. We forget that we watch our students mature everyday. We should be patient to let that maturity develop. James' maturity may also have been helped by the fact that time heals all wounds.

Let's be honest, a lot of the forgiveness comes out of the fact that we think he will bring a championship to Ohio. James has already shown that he can succeed at the highest level. As educators, we need to give our students second, third, fourth, fifth or how ever many chances they need to succeed. Who knows, they may lead us to championships as well.

photo credit: <a href="">Keith Allison</a> via <a href="">photopin</a> <a href="">cc</a>

Wednesday, June 25, 2014

So, I got my student's OAA scores

So I got my student's OAA scores in an email yesterday. At first, I was really happy. I was excited. The numbers were pretty high, higher than last year.

But, as I combed over the numbers, I started to feel different. I felt disappointed. Because the numbers weren't 100%, some kids didn't pass. So, did I fail them?

Then another feeling came over me. Disgust. I started looking at the student's names and matching them with numbers.

I get the need for measurement and accountability. I do. But, I felt like I was reducing my kids to a number. A number that may not correlate with actual learning that took place.

In this constant search for data and measurement are we turning humans into numbers?

I don't know the answer to this. I don't want to just add to the pile of comments and blogs and articles and tweets about how standardized tests are destructive. I just want to share with you how I feel about this whole thing.

Tuesday, April 22, 2014

Schoology vs. Google Drive #smackdown

I love Google. I love Google Drive. I love the fact everything is free. I love the collaboration. I love having students use Drive.

We are a GAFE school so our kids do use it, but we also have the LMS Schoology. It took some time for me to warn up to it, but I have realized is awesomeness as well.

I'll do this smack down style.

What I Love: Drive is awesome for collaboration. I have students share with me when they start a document or presentation. I can chat, comment or edit while they are writing, not after. Feedback is awesome. It's like we are creating the essay/project together.
Schoology allows me to keep everything in one place. It's very organized. I love that I can create rubrics and the students see them right away. I love that I can align the rubrics to CCSS.

What I Don't Love: Drive is really hard to keep organized. I have to use the search feature all the time. I make folders, but things get lost in the folders. OK not lost, misplaced. Grading is a pain. Rubrics have to be shared and it's hard to include them in the assignment.
Schoology is an LMS. So that means that student's work is not accessible to them after the course is over. Schoology has had some blips with syncing with Drive. It hasn't always worked the best. There are so many options with assignments that it gets confusing sometimes. Visible, published, available, ungraded, sometimes I'm not sure what to do with all of the options

Solution: Use both. Schoology allows students and teachers to connect their Drive account to Schoology. Students can create something in Drive and upload it to Schoology. Best of both worlds!