Being a Connected Educator

Being a connected educator means a lot more than simply having a twitter handle, blogging from time to time, or even participating in voxer chats/twitter chats.  No, being a connected educator, to me, means a lot more than being online connected to thousands of individuals.  Being a connected educator is about knowledge, relationships, sharing, and collaboration.  I think there is so much power behind being connected, and many of the resources that are out there remain untapped by a lot of educators.  That's a lot of wasted potential I think.  It's like going out to buy the latest iPhone and only using it to make phone calls.  This post is a sort of reflection on being a connected educator and how I handle the power, after all, being online can be a rewarding and dangerous place.

1. I am on Twitter, Voxer, Facebook, Instagram, Snapchat, Blogger, Google+, and Pinterest.  I use some of these often and others not so much (Pinterest often sits idle).  I use these social networks for a variety of reasons too.  Instagram is typically reserved for selfies, impromptu family pics, and random things I find that are cool.  Facebook is reserved for my personal life with the occasional (good-natured) rant.  Twitter, Voxer, and Google+ I use primarily for education related jargon and connections.  I use blogger to reflect on my career and post on my running blog.  Snapchat is easy/quick communication with friends and yes I use it appropriately.
2. Sometimes I regret what I post.  I always wonder how people are going to perceive what I post and sometimes regret posting certain things, regardless of a response.  I think this is smart, because I am always aware of  what I am posting, and it has made me more aware as time has gone on.  I don't ever post anything vulgar or inappropriate, but I always wonder how someone may take what I post and interpret it another way.
3. I have to have a filter with social networking (and life in general).  I am passionate about education, and every once in a while someone on my feed (usually Facebook) will post something that I feel strongly against when it comes to education.  I have learned to control my anger and frustration (a sort of digital Bruce Banner) and turn the other cheek.  Every once in awhile I engage in a lively debate, but when I sense things are getting out of control I simply close the computer down and potentially grab a snack (no hulking out for this guy).
4. I recently read a blog post by Scott McLeod where he talks about how perceptions can change about people you may meet online.  How well do you really know those people on twitter you engage with every week on a twitter chat?  I think this is intriguing, because I have met some amazing people through Twitter and Voxer (or have I?).  Yes, it is true that sometimes I follow someone only to find out, they are not the person I truly intended to follow based on their tweets I read, but that's the beauty of being connected I guess.  It's a lot easier to delete a follower on twitter you can't stand with than a friend in real life you can't stand.  That sounded harsh, but in today's world, it's easier to get rid of unwanted baggage.
5. Last, but not least.  The amount of knowledge that is out there is incredible.  There is no way to harness all of that knowledge using any tool (maybe there is, but I wouldn't know how to use it), so we do our best.  I can sit in a meeting with 5 people and have the minds of 5 people working together.  I can also throw a question out on twitter to the 600 people following me and get a wide variety of responses.  I can participate in a twitter chat and be exposed a whole new world of information, insight, and connections.  It's incredible (sometimes confusing and overwhelming too).

The 5 things above are only some of the takeaways I have from being a connected educator.  I could go on and on about what it means to be connected, what to watch for, and what to embrace, one might say you could teach an entire workshop on it (thanks Leslie and Erin).  Being connected is important to me, as it is another way for me to grow and learn.  I like what Kevin Honecutt says, "I don't have time not to be on Twitter."  I think this says a lot.  With so much information today, we can't afford (as educators) to continue in isolation.  

Preparing Students for the 21st Century is Not Enough

It's the end of 2014, which means in a few weeks the calendar will turn over and it will be 2015.  It seems like only yesterday year 2000 hit us.  We made it to the 21st century and with the turn of the century, many advancements were being made and the development of new technologies is constantly getting better and better.  Google has developed the first driver-less car.  3D printing is becoming more and more accessible with brands like MakerBot.  I can solve math problems by taking a picture on my smartphone using PhotoMath.   USB drives have gone from 128mb to becoming obsolete with cloud based storage.  It's amazing what is happening.  The crazy part is...the technology referenced above is the technology of the present, not the technology of the future.  So it begs to question, what is next?  When the year 2000 hit we entered the 21st century and sadly, many of our schools didn't and still haven't and we have been living the 21st century for 14 full years.  The first graders of right now will graduate high school a quarter of the way through the 21st century and what opportunities are we giving them?

So what is this post about?  In a sense it is about 21st century skills, but more importantly, it is about throwing 21st century skills out the window and relabeling it.  We are 14 years through the 21st century and we are still pushing 21st century learning...?  Don't get me wrong, I agree that our students need to be prepared for the 21st century, but before we know it the 21st century will be half over and what then?  I propose we simply start saying we will prepare our students for the future.  There is the term "future ready" which has gained a lot of attention, but what is the definition?  Can we define it?

By saying we are preparing students for the 21st century, we are essentially telling ourselves we are preparing kids for the present.  Is that enough?  I think of the changes made with technology within my own teaching career (4 years).  It is incredible and that's just 4 years.  By the time those little 1st graders graduate what will they be faced with.  Wearable technology?  Think about the amount of schools that ban cell phones and think about the fact that we are not too far away from cell phones just being a part of what we wear on a daily basis.  Are we ready for the change?  How are we preparing our kids for that now?

It's tough to predict the future and things change constantly, but I cannot help but think that we might not be doing enough now.  I know there are great schools out there that arguably are doing well, but what about the schools that are not?  When elementary students are coding and creating robots and connecting with people all over the world, I think that is a start.  What the students who are still getting worksheets to prove their learning?  What about the schools who block twitter, YouTube, and cell phones?  What about the schools who are not providing students with access to an outside world through technology?  What about the schools that are still using textbooks from 10-15 years ago?  This is only the tip of the iceberg.  Giving students access is not the end all, be all.  The system needs a big change.  Why reinvent the wheel?  Becuase the wheel doesn't fit the road we are on and I would argue that it hasn't for a while.

Sorry for the amount of questions in the post.  I accept criticism of these ideas, but think about and take it and ask these questions about your instruction, your school, and your district.  What are doing to prepare your students for the present, but even more importantly, what are doing to prepare your students for tomorrow?

MakerSpace Update

Opening up a makerspace in a school can be as difficult or as simple as you like.  It all depends on the types of materials you want to offer students.  When I went to the drawing board for the makerspace here, at the school I work for, I wanted to offer students a wide range of materials, so it took a while to fully implement.  We are a little over a week into implementation of a makerspace at our high school, so I thought it might be appropriate to give a little update on how things are going so far.

Our makerspace is small and already I am noticing that the space is too small and quite cramped.  I would like to see our space develop and grow, but that will take more space and I envision this space to be a little more open.  With a green screen, MakerBot, embroidery machine, and plenty of other material to go around, it is difficult to for everyone to work in true comfort without bumping into one another.  With that all being said, the space is being utilized, more than I ever expected.  A few years ago I organized a 5k and expected about 30-50 people to attend and was very overwhelmed when about 300 attended.  The makerspace is similar.  I expected about 10-15 students utilizing the space per day, at least until word spread more.  We have seen a consistent 40-50 students in and out of the makerspace daily.

With the space being utilized a lot, I have had to rethink a lot.  One of the things I didn't expect was how often I was going to have to replace material.  We purchased two 3Doodler pens along with 50 filament sticks for the pens and we are already out of them.  Other materials are quickly being depleted due to this issue.  Don't get me wrong though, this is an excellent issue to have.  I have students ready to create early in the morning.  I typically get to school at about 7:40, and I have students waiting for me to open the doors.  I have to kick students out at the end of the day when I have to leave.  I usually leave at about 4:15, and students have shown frustration if I have to close down any earlier, and most show frustration even if I keep the door open until 5:00.  Once again, this is a great issue to have.

I have seen students light up with curiosity when confronted with a new piece of equipment.  Students using Arduino kits, makey makey kits, the embroidery machine has yet to actually be fired up, but students are working on it.  I dropped off a broken DVD player and within an hour the DVD player was dismantled, and pieced back together...oh and it was fixed.  This was without any prompting.  Students are accessing YouTube videos and Google to search for answers...without anyone telling them to.  Kids are using popsicle sticks, 3D printing pens, and toothpicks to create what their mind tells them to create.  I envisioned putting weekly challenges on the board and before I could, students were writing their own challenges on the board.  Students are requesting material, requesting time, and telling me this is the most fun they have had in school.

I am seeing authentic learning taking place and it is so hard to document, because I am right there with the students.  You ask the students what they are doing in the makerspace and they might be creating a replica of an atlas vertebra on the MakerBot to give to their anatomy teacher.  They might be building a fortress out of Legos because it's cool.  They might be crafting a duct tape wallet, because it's an art form they picked up in middle school and has slowly faded.  They might be painting because they don't get the opportunity because their schedules are too packed full of honors classes.  They pick up a snap circuit kit and start building a circuit because they are curious about how things work.  They might actually be learning in a way they feel comfortable learning.  They won't tell they are learning though, they will simply tell you they are having fun.

It has been amazing to watch these students and my only wish is that we had more to offer and we could have done it sooner.  Speaking after a week of implementing a makerspace, it has been a success.

    

Why is Freedom Hard?

In the state of Iowa we have the option or choice to drop the Carnegie Unit and embrace competency based education (CBE).  No more worrying about credits to graduate...we write our competencies (easier said than done), and base college and career readiness on mastery of those competencies.  This would open up avenues for PBL and student voice.  So why are more schools not making this shift?  

Freedom is hard.  Bottom line, we don't know what freedom feels like in education.  With so many mandates and parameters to follow in the past (and still some today), it's hard to open up because the creativity has been beaten out of us...hmm sounds familiar to our students.  We first need to embrace CBE.  Then we need to understand the freedom we have and be willing to take a risk.

We still need standards, we still need indicators, but imagine the possibilities of allowing kids to travel from class to class or subject to subject without the stress of "I need this class to graduate."  Instead we base their graduation on competency not completion.  We know completion doesn't work, because the spectrum of completion is so wide.  I want to see schools embrace and utilize the freedom they have, because it may not seem like much all the time, but when you are given an inch sometimes you can go a mile.

The Only Books People Need to Read are the Ones they Want to Read

Reading can open so many doors for people and this is apparent through these accounts.

"I opened my first Goosebumps book in about 3rd-4th grade and became totally immersed in the simplicity of the horror stories.  Something about how the stories were easy to read and comprehend kept me going back to the library again and again to check out these books"

"Magic Tree House books opened a world of discovery for me.  I learned so much through those pages.  Imagination with a dash of factual information."

"When I started reading Harry Potter in the 5th grade I never knew I could actually care about a fictional character as much as I did with the characters in that series.  To do this day I get excited when I hear a Harry Potter reference."

"Animorphs were filled with detail.  I remember vividly the transformation passages where a human would transform into animal and back to human.  That imagery captivated me."

"I read just about every Gary Paulsen book I could get my hands on in middle school, but The Transall Saga was my absolute favorite.  I have read it about 6 times since then and am always captivated by the mixture of survival story meets science fiction."

"An Ocean in Iowa was one of those books that really made me realize that writing is really an art form.  Took me back to my roots living in Iowa, but amazing story telling in the perspective of a young child left me speechless."

"I read The Things they Carried in high school just for the hell of it.  One of the most captivating reads ever.  You want emotion, read this book.  You want action, read this book.  You want enlightenment, read this book."

"Tuesday's With Morrie changes my perspective on life.  I became a much more positive person through reading this book."

"Never have I felt so attached to a character as I did with Holden Caulfield in The Catcher in the Rye.  I felt, as I read this book, that I finally had someone who understood me.  I had someone to relate to.  My all time favorite book, hands down, no competition."

"Honestly, this is tough to admit, but I loved the first three Twilight books.  I couldn't make it through the 4th one, but man what an entrancing love story.  It may seem embarrassing but wow, 800 pages never went so fast.  Simplicity combined with captivation."

"I don't cry (very often) but when I read The Fault in Our Stars I think I shed a few tears.  Cliche as it may be, this book led me to an understanding of what life should be lived like."

"I have never been more motivated to complete something as I did when I read Born to Run.  In fact after I read the book I signed up for my first marathon, and then my first ultra marathon.  I have run 2 full marathons since, and three ultra marathons in the span of a year."

The cool part about all of these accounts is they come from me, personally.  I believe these books are have made me who I am today, in a positive way.  I truly believe reading is such an important skill to have and too often we miss the ball in education.  Only two of the above books were recommended or required by teachers.  I read the other books because I wanted to.  So out of all of the books I was forced to read through middle school and high school, only 2 made the list of important to my life.  Doesn't that say something about what we require kids to read?  I am thankful for the opportunities to engage in those readings, but what if we gave complete choice?

These accounts could have easily been by anybody else, or by totally separate people.  The only books people need to read are the ones they want to read.  That's my opinion and I stand by it.  There is not one single book I believe every person has to read.  No, English teachers, Shakespeare might not be the most necessary and neither is that one book about a mockingbird.  I believe each of the above books had a profound impact on me, whether it was something deep and classic like Catcher in the Rye or some fluff reading like Twilight. The bottom line is, I was reading and I enjoyed it. I did not enjoy (and maybe just didn't read) most of the books my teachers "required" out of me (I actually read Catcher in the Rye for the first time after I graduated and picked it up myself).  Thanks to Sparknotes I was able to pass every test I was given on any piece of "literature" I was forced upon.  Isn't that a problem?  We want kids to read, so we force them to do it (based on teacher choice), then force them to test over it?  Interesting approach.  Oh by the way, I was an ELA teacher for 3 years.

#ITEC14 Day 1 Reflection

As the mental exhaustion sinks in I take a brief moment of my evening to reflect on the day I had down in Des Moines, IA for ITEC 2014.  ITEC is a 3 day conference that features speakers from around the state and some out of staters to talk about the latest and greatest in educational technology.  Topics have ranged from iPads in the k-5 classroom to mindset to Google glass to makerspaces and everything in between.  My reflection is unconventional as I will not post deeply.  I will instead highlight a few of my favorite quotes from the day that speak to the learning and messages spread today.  All of these quotes came from Twitter today so be sure to follow the hashtag tomorrow at #itec14.  Many of the quotes cam from our keynote today, Adam Bellow, as these happened to be the most popular tweets of the day for a specific reason...the keynote was awesome.

• The world is full of average -@casas_jimmy
• The power of being a connected educator...it can make you a better teacher
• If I can go into McDonalds and Starbucks and get online no matter when, why can't we do that in our public schools -@medahl
• Selfie could be the best form of assessment around -@adambellow
• Anyone can download an app why not upload one? -@adambellow
• The worst assignment we can give in schools is the kind where students ask "how long does it have to be?" -@adambellow
• That's not PD that's a magic show -@adambellow
• Curriculum can come shrink wrapped but it shouldn't -@adambellow
• I don't want to go to school, I want to stay home and learn" let that sink in. -@adambellow
• Wait so digital worksheets are not a good use of tech in Ed?
• Live a life in Beta -@adambellow
• Build it, make it, share it, repeat -@adambellow
• How can schools block Facebook and then create a Facebook account for the school?!?! -@adambellow
• Twitter is the faculty room you always wanted -@adambellow
• Not everything is available at the app store. We cannot allow our tech to eclipse our humanity. -@adambellow
• There is a lot of news going on that isn't featured on CBS news -@eolsonteacher
• I value my time so I use it well...Twitter is one way I use my time well

Curious George: A Model for Education

My son and I watch Curious George religiously every day.  I love the show, which might sound ridiculous coming from a 25 year old, but it's not filled with annoying songs like many other children shows are.  It's tolerable for a lengthy amount of time.  There is another reason I love the show and it has everything to do with the first word of show, Curious.  This show is all about curiosity and problem solving, and as an educator I love it.  My son is still at the age where he simply likes the sounds and colors and he can pin point certain characters, but I find myself getting really into the show when George is trying to solve a problem.

Throughout almost every episode George is faced with a problem or a project and he has to find a solution whether the problem/project is purposeful or accidental.  He runs into many obstacles along the way, some detrimental to the cleanliness of himself, the apartment, or sometimes the city streets.  He finds himself getting frustrated at times, but he always perseveres and solves the problem by the end of the episode.  As an educator I watch these episodes and see the relevance they have on the world of education and I simply ask that others see this too. I have listed out what I have noticed about education in the episodes I have watched.

First, all kids can learn.  George is a monkey and he is able to solve complex problems...yeah I know he is only fictional and much of the stuff in the show may not be possible by a monkey, but can you imagine giving students the freedom to explore like George and see what they can do.  It seems pretty ridiculous, but there are still plenty of teachers out there who believe only certain kids can learn.  That is frustrating, annoying, and those teachers don't see potential.  George has proven to me that no matter the circumstance and no matter the individual learning can be done when given the freedom to explore.

Second, failure is not an option (but let me define failure).  Failure to me is giving up completely without effort to complete a project or solve a problem.  Don't get me wrong sometimes it is ok to just drop things and move on based on  purpose, but one thing I notice about George is he tries, and tries, and tries.  Purpose is everything.  George always sees a purpose in what he is doing, which drives him to a finished product.  The problem is he only has 20 minutes of air time so who knows if that product is ever really finished.  We need to let kids mess up and fix those mistakes, constantly.  I have never seen George so frustrated that he throws his hands up and walks off screen.

Third, feedback is key to development.  Feedback traditionally comes from someone else, but in many cases it can come from self assessment.  This happens all the time with George.  He stands back assesses his work, tries it out, and tweaks the design until it is just right.  He is giving himself feedback constantly.  In some cases the Man in the Yellow Hat gives feedback, but I have noticed it is more encouragement than anything (which is still feedback, but it's never constructive criticism).  Every once in awhile George takes on a project with one of his friends and they are able give each other feedback which is always beneficial.

Fourth, sometimes the greatest solutions are actually just accidents.  I think it's funny how some of the greatest inventions are accidents.  George does this a lot, where he notices something just by chance and it ends up contributing to the solution.  We need to let students explore, make mistakes, and be curious, because who knows maybe that "mistake" can lead to a greater solution, and the crazy part...many times it does.

Fifth, curiosity is amazing.  That's it, curiosity is amazing.  When we allow kids to be curious they can do amazing things.  Purpose driven curiosity is a great thing and we need to open this up in our classrooms and schools.

Computer/Tech Time: An Analogy

I don't quite remember the first time I opened up a textbook or actually used one for class, but it had to be late elementary school.  Now that I'm older I would like to reflect on the textbook as a learning tool.

I was probably in 3rd grade and I remember the teacher in the classroom finishing up our math lesson and saying, very enthusiastically, "Now, boys and girls, we are going to go to the Library for Textbook Time."  The kids jumped in excitement to the point the teacher had to reprimand us for our voices being at a level that was unacceptable for elementary schools.  We marched in a single file line to the library and sat down at tables.  In front of each of us were these shiny, new, textbooks, filled with so much information.  We were so happy to be there, to learn, to unlock our potentials.  Now the amazing part.

We were taken through step by step how to use a textbook.  We learned how to explore the table of contents, how to flip pages appropriately, how to hold the text book, how to carry the textbook.  How to use the index, the glossary, we learned about bolded words!  We even learned how not to carry the textbook, how not to hold the textbook, how we should never flip too fast, fold, or bend the pages.  Never throw the textbook.  Oh and never ever chew gum whilst reading a textbook.  As the year went on our excitement stayed because it was different, it was new, and it was interesting.  Then the problem.

Some of us kids were curious, we wanted to read the textbook, search for information inside.  This book had like 1000 pages, and we were only focusing on the pages in the beginning and the back and barely even opening up the textbook.  A few of us kids got side tracked one day and peered inside to a wonderful chapter about the mammals of the world.  We could see colorful pictures and so many words that were begging to be read, and then my book slammed shut and I was pulled away from class by my teacher.  I was told I would have to stay in for recess and that Textbook Time was a privilege and I was abusing that privilege by not doing what I was told.  I was only trying to learn.  I was only curious.

The year passed and we moved on to 4th grade.  We were ready to apply our Textbook Time knowledge even further.  This year we still had Textbook Time and I was crossing my fingers that we would be able to explore further and read those wonderful words.  The year started out the same, but this time we were given new and different textbooks, we explored multiple types of textbooks and looked at the similarities and differences.  Then one day we were told to flip to page 376 (somewhere in the middle) and read the passage on that page, and then shut the textbook.  A small reward but that was all.  I was somewhat disappointed because I wanted more.  Don't get me wrong, I was still excited about Textbook Time, because it was still different, and new.

Let's jump ahead to High School.  Every student now had textbooks to carry around and teachers were assigning reading left and right!  We were all excited to finally get to use these things for what they were intended for.  One day my History Teacher told us to go home and read Chapter 4: The American Revolution pages 102-136.  I read those pages and was slightly bored (the writing was a little dry), but I saw a chapter on the Civil War, and remembered I recently watched a movie about the Civil War and I wanted to learn more, so I read that chapter too.  I got back to school the next day and told my History Teacher all about it expecting praise, extra credit, or a further discussion.  My hopes were too high, for I was reprimanded for exploring too much and was told it would distract my learning about the American Revolution.

Other kids started doing this, reading ahead, exploring.  Soon parents were being called, and textbooks were being taken away from students.  Our Board approved a new Textbook Policy that said "Textbooks are only to be used in class for educational purposes as seen fit by the individual teacher, any other use is punishable by revoking access to textbooks, detention, or suspension.  All Textbook use needs to be monitored by appropriate personnel."

Students were furious and annoyed.  We only wanted to explore.  We were curious.  But, we weren't even given the chance to voice our side of the issue, and show what could be done.  Some teachers allowed us to explore, these are the teachers I enjoyed being around, and to this day I know I learned so much more form the classes that allowed us to explore, to be curious, and be creative.  They opened up possibilities for us through the pages in those books.  They unlocked our true potential as not only learners but as human beings.

Google Classroom: The Cons

As I said in my previous post, I love Google Classroom.  This post will eventually become totally irrelevant as Google Classroom will get a lot better.  In fact this post may become irrelevant very soon.  So take this post as look into the future of Google Classroom might be able to do in the very near future.

• Co-Teaching Capabilities: Right now Google Classroom only allows one person to manage and be the administrator of that specific class.  I have a few teachers using it right now who co-teach, and it is a pain for them.  One of the teachers is the admin and the other has to sit idly by while the admin. teacher has all the fun.  I assume this feature will be added very soon.
• Sharing and Folder Features: Google classroom creates folders in your drive for each class you have set up, and then for each assignment you create (this is where the student's assignments end up going once they turn them in).  The great part about the Doctopus add-on is it created folders for your students and for you (the teacher).  You could tell Doctupus how the rest of the class saw each document and then in turn it would automatically share those documents with you instantly so you could check progress constantly.  Classroom can create the assignment for each individual student, and does create folders for the students for each class, but it does not automatically share documents with the teacher.  The document is only shared if the student presses "turn in" or shares it manually. 
• Side Note: Doctopus was confusing and not the most user-friendly add-on.  Once you set it up once, it's a breeze, but that initial set-up takes awhile, and it can be a training nightmare.  Hopefully Classroom picks up these features that Doctopus has and incorporates them.  This would render Doctupus useless and if integrated slowly it would not be the training nightmare Doctopus is
• Customization: Right now the dashboard is sleek, simple, and modern in Classroom which is great.  I do wish I could customize it a little more though.  Sure I can change my cover photo from the gallery, but I want more.  This one doesn't necessarily effect how the app is used, but we like to be unique, so why can't my Classroom?  This, I am sure will change soon.
• Management: Right now management for Classroom is very basic.  Students join the class, they can comment, and upload whatever they want.  I think that is great, and if it was my class, I wouldn't change a thing.  I have some teachers, though, that won't use it because they can't disable certain features like commenting.  This is, unfortunately, a trust issue, and I DON'T think it is Classroom's issue.  I would say that classroom will add this management feature eventually.  This would give teachers the power to disable commenting and uploading and then classroom just becomes a place where students go to get resources.  Perhaps, the feature could event go as far as individualizing, so a teacher could disable these features for individual students, rather than the entire class.  Teachers now can remove students and delete what students post.  Like I said, I think the management is fine right now, but some teachers want more.  

Right now, that's all I can think of that could be added to Google Classroom.  It's a great tool already and I only foresee it getting better in the weeks, months, and years ahead.  Invite Google into your classroom and you won't be disappointed.

Google Classroom: The Pros

I know this post is a little delayed so I apologize, but I have finally been able to sit down and mess with it, and have witnessed it being implemented in an actual classroom.  Here is my general response, "Oh Google you've done it again."

Google Classroom is amazing, and here are my reasons why:

1. It's Google, duh.  With the growing number of GAFE schools, why wouldn't you want a dashboard that automatically hooks into your Google life.  It creates folders right in your drive, you can upload right from your drive, you can search from YouTube right in the app, and you can send emails via Gmail right in the app.  Consistency is great, and with the power of one log-in for all Google apps, it's a no brainer for me.
2. Organization is key to success.  I think a lot of success develops from organization, but everyone's definition of organization is different.  Google Classroom allows you to share assignments with your students via link, attachment, drive, or YouTube.  It then creates a folder for you (in your Drive) and then places all the student's in that specific folder for that specific assignment.  When you start classroom you will notice a new folder in your drive aptly named "Classroom."  As you create classes you will notice folders within your "Classroom" folder popping up aptly named after your course names.  Within each of those folders are the assignments folders for each individual assignment.  You can assign due dates, and see when students have submitted their assignments.  
3. It's simple.  Ever since I started using Google apps I was hooked because of the simplicity which translates directly to user friendly (with the exception of sites, yes I don't like sites).  Google Classroom is set up for anyone to use.  It's clean, organized, and there are not a ton of options.  The goal is not to replace your classroom, it's to enhance it, so why would there be a ton of options, you're still the teacher, Google just helps you stay organized and open up communication.
4. Communication is awesome.  Why wouldn't you want to open up communication with your students?  Classroom makes it easy for students to email you, comment on assignments and announcements, and they can even contribute to class resources via links, documents, and videos.
5. It's not perfect.  Well this is an odd thing to put into a pros list, isn't it?  My answer is no.  Nothing is perfect and Google Classroom has it's flaws which will be the basis of my next post.  With that being said, that only means there is room for improvement.  Google is constantly updating, so it's only a matter of time before features and improvements are made.  The simplicity is great right now because anyone can open it up and use it, even those reluctant teachers.  As it gets more complex, those reluctant teachers can learn along with everyone else.

Hashtag Etiquette #10SummerBlogs

Five years ago it was known as the number sign/pound sign.  Now this little sign (#) is known as the hashtag and it has taken over social media to the point I even used on in the title of this post. Older individuals find them annoying, younger individuals find them addicting, and people like me find them to be powerful.  In 2009 twitter became the forerunners on hashtags by hyper-linking them, making it possible to connect with people with the same hashtags.  You can now use them to chat, connect, market, or even emphasize something within a post.  Hashtags are now used on just about every form of social media, and I feel obligated to go over some rules of hashtagging, before you get too carried away.

1. Quit over-hashtagging.  I know you have seen it in the past where someone decides to add in about 40 hashtags to there post.  When I see this I question the purpose.  Hashtags should be short and meaningful.  The purpose is to connect and emphasize, not scare people.  Generally speaking I think 1-3 in a post is ok but never more than 5.
2. Relevance, Relevance, Relevance.  You have lost everything with me if you decide to throw in some random hashtag with no meaning to your post.  This one doesn't happen a lot, but it sticks out like bad writing, when it does.  
3. Short and Simple people.  A hashtag needs to be short and simple.  Something easy to type and something that sticks out to other readers.  It needs to be something that others are hashtagging too.  I should be able to click on your hashtag and instantly be connected with hundreds, thousands, maybe millions of others who are hashtagging the same thing.  If I click on your hashtag and you are the only lonely soul that used that hashtag, then it wasn't meant to be a hashtag.  The only argument for this is if you are trying to start a trend, in that case it better be memorable.  If your hashtag is more than 3-4 words it's too long (for the most part).  
4. Use them where they matter.  Facebook is not the place for hashtags.  Twitter and Instagram are.  The only exception to this rule is if your posts/tweets are automatically uploaded to Facebook.  In that sense you are ok because it always says that it was uploaded via those sites.  Twitter has always been the front man for hashtags and for some reason it picked up well on Instagram, but Facebook was a little late to the show and has never been able to catch up.  Facebook has other uses though, which still makes it powerful.  Google+ has embraced the hashtag very well.
5. Understand the hashtag.  I see this one all the time, and it might just be judgement.  Do a little research before you hashtag to fully understand what a hashtag is.  It's not just a symbol you throw in front of a word to make it a link, it's so much more.  On that same note, don't just discount the hashtag because young people throw the term around.  There is a lot of power behind that hashtag, but you need to understand what it does and why we do it to really use them effectively.  

So, there you have it.  The 5 rules of hashtagging.  We tell the students and kids we have to use social media correctly, so we need to start doing the same by following these suggestions for a powerful tool.  Start using hashtags but please don't be that annoying person who doesn't know what they doing.  You'll end up like that person who thinks they know the lyrics to a song and ends up blurting out the wrong words.  Thanks for reading and I hope you learn something.

Why Fort Dodge is Great: This Really Isn't About Education #10SummerBlogs

As the title states, this post has really nothing to do with education.  It has a little to do with attitude, a lot to do with perspective, and everything to do with change.  This is a personal reflection, but can be applied to anywhere and anyone.  So read on and hopefully take something from this...it might be kind of long.

The year was 2007 and I moved to Fort Dodge, IA to attend Iowa Central Community College to run cross country and track and learn a little bit.  I became wrapped up in the negativity associated with Fort Dodge, heard all the stereotypes, the reputations, and I took everything at face value, and got out quick in the fall of 2008.  I transferred to UNI and graduated in 2011 with a BA in English Education.  I got my first teaching job in Eagle Grove, IA which is about 25 minutes northeast of Fort Dodge.  My fiance's family (she is now my wife) lives in Fort Dodge so we made the decision to find a place to live in Fort Dodge, as opposed to a small town, since we knew we didn't want to spend more than 5 years here.  My response: Oh great, back to Fort Dodge.

People would talk to me about Fort Dodge, and my response was always negative.  That it was a crappy town, with not a whole lot going for it.  People asked me why I didn't just try to find a teaching job in Fort Dodge, and my response would always fall back to some negative comment about the town.  Then something changed.  But before that let's get a glimpse of this town.

Most people enter town on 5th Avenue South, or Old Highway 20.  When you get into town you are greeted with a string of businesses, mostly chain restaurants.  The town has recently added a nice aquatic center, a fun center (bumper cars, mini golf, go carts, laser tag, etc.), and a brand new middle school on this side of town (east).  As you get further downtown, things look a little bleak to an outsider, but it only takes some familiarization to know that downtown has some great opportunities as well.  Iowa Central is all the way on the West end of town and potentially has some of the nicest facilities the town has.  We have a rec center, plenty of shopping, plenty of restaurants, and big business like Cargill, CJ Bio, Koch, and Boehringer, are huge for this town.  We have golf courses, an aquatic center, mini golf, bowling, sporting goods, a small zoo, a lot of parks, and great events like Shellabration (this year Lynyrd Skynyrd is coming), and the Dragon Boat Bash, along with Frontier Days, Octoberfest, The HyVee Half Marathon, just to name a few.  You have a great mix of big businesses and smaller local businesses.  We have a public school system and a private parochial school system. You have bad parts of town and good parts of town.  You have good people and you have bad people.  You have drugs, alcohol, problems, but you also have families, churches, and community.

The amazing part about what I just explained above in that paragraph doesn't just apply to Fort Dodge, IA, it can apply to almost any town, city, or village in the United States.  But why does Fort Dodge attract such a negative reputation or attract those negative attitudes?  That's a great question and I don't really have the answer.  I don't know the history of this town very well, and I would assume it stems from that, but progress is not made by dwelling on the past, it's made by focusing on the future.

Now let's get to my epiphany.  Last year in April I, along with a few others, organized a small 5k to raise money for those affected by the Boston Marathon Bombings.  We got everything ready in under 7 days.  Advertising, donations, logistics, etc.  I expected no more than 30-40 people to show up and I could hopefully write a check for 200 dollars to send out to Boston.  What happened exceeded my expectations, and that's an understatement.  We had just shy of 300 individuals show up for the event and raised just over 6000 dollars.  I was brought to tears and I was a bit overwhelmed by this at the time, but what it did for me is change my perspective about this community.

There are great people in Fort Dodge, IA that want to make a difference, but often times the negativity over powers that progression.  I am here to say that Fort Dodge is a great community with great people.  It has a great school system that I am happy to employed by now.  It has great events, great opportunities, and there is no doubt in my mind that Fort Dodge is moving forward.  To all the naysayers, and complainers out there, I ask a few simple questions: What are you doing to make this place better?  And if you aren't trying to make it better, why are you still here?

Now let's talk about change.  I don't think Fort Dodge, IA is the greatest place in the world, and I don't think it's the best it ever will be, or perhaps has ever been.  I love this community, and I know it has great things coming, but that takes leadership and the willingness to drop the negativity, drop the reputation, and focus on the future.  It takes evaluating what Fort Dodge has, what Fort Dodge needs, and what the people of Fort Dodge want.  What are we missing?  Are there any disconnects?  It takes community involvement, events worthy of attending, advertising, economy, and positive attitudes.  I believe all of these things are progressing in full force.  My only request if you live in this community, have lived in this community, live near this community, or know of this community, don't bash on it solely because others do.  Don't bash on this community because a few people rubbed you the wrong way.  Don't bash on this community because of crime.  Instead, praise this community for the progress it's making.  Praise this community for the willingness to expand and accept new businesses.  Praise this community for a school system that is making some big leaps in the educational realm today.  Praise this community for its diversity and opportunities.

A lot of people ask, "so what is there to do in Fort Dodge?"  It's a hard question to answer, because you just have to look and search for it.  Get out every once in awhile.  Head down to Amigo's on a Wednesday night for live music and an awesome crowd.  Head over to Fort Frenzy and have a blast racing go carts.  Head out to Willow Ridge and play a round of golf, followed by a nice meal.  Head down to Snell Crawford for a nice run, walk, or bike ride, and maybe play a round of frisbee golf.  Visit local shops like the Cheesecake Lady, Nettie's, the Dariette, Brown's Shoefit, or Hardy's Cady Shack Cafe.  Have a drink at Sneakers, Community, Lefties, or Sport's Page and catch a game while you're at it.  Float around the lazy river at Rosedale Rapids.  Head down to Market on Central every other Saturday over the summer, or participate at Third Thursday Fit Night over the summer.  Run a 5k, 10k, or half marathon, they are available all the time.  Head out to Kennedy Park for a walk around the lake.  Buy a Decker Tee at Decker's infamous tent sale.  Head down to Oleson Park Zoo and see the animals.  Get a family photo shoot done at Greendoor Photography.  Head out to the Fort Museum to travel back in time.  Head down to the public library and check out a book, or check out some of the events they host.  Enroll in some classes out at Iowa Central.  Be involved.  Organize your own event.  The sky is always the limit.

I thought originally I would be here for 5 years...tops, but I know now I am here long term.  I loved Eagle Grove the three years I taught there, but I have grown to love the community I have called home for the past 3 years as well.  Fort Dodge may have a bad rep, and negative people, but there are so many great positive people that have great voices.  Those voices need to be heard and need to be utilized.  Fort Dodge is a great place, and if you don't believe me, start surrounding yourself with good people, and start opening your eyes a bit.  Go Dodgers.

Crucify Me Now English Teachers of the World #10SummerBlogs

I was an English teacher for the past three years, so much of what I am about to write about is almost blasphemous.  In the past week I have done a lot of reading and research in the area of Competency Based Education, and have been working with some great educators to get the ball rolling for CBE in our district.  If I were to go back into the classroom this upcoming school year I would probably scrap a large majority of what I was doing.  So here it goes English teachers...this post is primarily directed at you, but could be of some interest to the rest of you educators.

1. Get rid of you class sets of novels and reading materials.  Most teachers (probably all) don't agree with standardized testing, so why do you standardize your reading?  I always love the excuse; "well it's the activities we do that are differentiated."  Seems odd to me that you would differentiate the activities, and assessments but not the actual material to complete those.  The other argument is: "Well, but everyone needs to read (insert famous classic here, usually Shakespeare or To Kill a Mockingbird).  My simple question is why?  What makes those materials any better than anything else and why would your students care?  Your argument for teaching anything should never be, because we just have to do it.  The nice part of this is it saves your district money.  Think of all the reading material that can be found online...for free and because your implementing student voice and choice it is modified and differentiated and you don't have to worry about kids cheating, not doing to work, or that dreaded thing call Sparknotes.  
   
   
2. Allow and don't restrict resources.  Your students are in a society where resources are available all the time at the click of a button.  Why in the world do we shun Sparknotes, Wikipedia, and many digital resources?  Wikipedia is actually pretty credible.  The CEO has stated that people should never cite it in an academic paper, but he also states that no encyclopedia should be.  Sparknotes is a great resource for students to use if they are having an issue with understanding, but if you take our standardized reading, this really shouldn't be an issue.  Open up another realm to researching by allowing YouTube, Wikipedia, Sparknotes, digital resources, etc.  Never require a book source, that's ridiculous.  When you require something it automatically puts a stamp of "sucks" on it so by saying "you need a book/print source" good luck getting kids to be fully engaged in that.
3. APA is greater than MLA.  I was always under the assumption that everyone was on board with MLA formatting, as I was an English person and that's all I was told.  Turns out most courses in colleges in most other fields are actually using APA.  Now there are plenty of applications that can simply format papers for you with the click of a button (just use these because they are great), but I think there is value in teaching both of these formats and probably APA more so than MLA.  Then there is the other issue in education about the overall idea of standardized formatting, does a proper citation really reflect the writing?  Does proper formatting reflect writing?  No, it doesn't.  we need to start focusing on the writing over the formatting.  An easy way to do this is have students write then have them use those fancy applications later, then you don't have teach and reteach, you can simply focus on the writing.
4. Terminology sucks.  Quit teaching all this useless, technical terminology in your ELA classes.  We're not here to teach content, we're here to teach skills.  When you throw all these terms that relate to grammar, punctuation, syntax, literature, etc. all you are doing is making sure students memorize stuff.  Take out the terminology and instead focus on what truly matters.  What truly matters?  Think about for some time and I can guarantee you it is not whether or not a student can appropriately identify a pronoun.  I'll have more on this later when I get the go ahead to publicize more information on the REACHITFD program the school district I work for is implementing.
5. Change what reading and writing mean.  Reading in the 21st century simply means learning.  Writing in the 21st century simply means sharing.  It's as simple as that.  Does a kid need to learn from reading an article or book?  No, they can learn from images, videos, interviews, etc.  Does a kid need to share information solely through writing?  No, they can share through video, pictures, blogging, social networking, web design, etc.  I am not saying traditional reading and writing are not important, but what I am saying is so are those things.  Learning from a wide range of material and utilizing different resources to hare information is just important.
6. Nothing is necessary.  I am a strong believer that there is not one single book that every person NEEDS to read.  And a side note, there is not one single book that anyone NEEDS to read be a more productive citizen.  I love To Kill a Mockingbird, Huck Finn, and Of Mice and Men as much as the next English teacher, but I am not so naive to believe that all of my students do.  TKAM was a required book when I was a freshman in high school.  I never read it, because I was lazy, and I outsmarted the system.  I would make my way to school about 10 minutes earlier on a daily basis, hop on a computer, and read the shorter Sparknotes.  I would then go to class, participate in discussion, take a quiz and pass with flying colors.  Why?  Because the current and traditional system is flawed.  We were told not to use Sparknotes, which made it that much more appealing.  I was always told TKAM was a book everyone needs to read.  Why?  Nobody could give me a straight answer, besides, it's just a great book.  I love the book now and have read over and over again, but I did this by choice, which made it so much more enjoyable.

At this point you might be red in the face, which has developed off of all of the questions or rebuttals you have about the above.  What do we do in English class?  In a perfect world we wouldn't have just an English class, you would have integrated classes.  For now though, you focus on skill sets, write some essential questions, and have students answer these through whatever means you see fit.  Tie back to the content in some way as far as resources are concerned, but don't teach content.  Don't "cover" information, units, material, etc.  Get rid of the old and bring in a new way of educating.  You are smart.  I had a professor in college who said English teachers are the smartest people in the history of the universe.  Sounds a little conceded, but there is a reason he said it, and if it's true you should be able to shift your practices to give the best opportunities for your students.  I invite you to ask questions by leaving a comment or shooting me an email at aschmidt@fdschools.org. I am also willing to sit down (face-to-face or virtually) and walk you through some planning to make this a reality if you are receptive to change.  Unfortunately, not everyone is receptive to change, so for you take a deep breath and move on to a different blog, because obviously mine is not what you are looking for.

Change: A Broad View #10SummerBlogs

I like to think of myself as a change maker.  I like taking ideas and putting them in motion.  Sometimes I have big visions that don't become realities, but I am always willing to attempt.  I don't know if there is a set formula on how to drive change but I am going to give some ideas on change can happen.  This is not systematic, it is only a list of ideas based on observation.  Yes this is in list format, because I like organization.

1. Change requires leadership: This one is obvious but a lot of times change doesn't occur because there is a lack of leadership.  When I say leadership I don't mean the boss or someone commanding, I only mean someone with the right mindset to promote collaboration, creativity, and ideas.  This person or people need to be vocal, proactive, and have a plan of action.  Without these things change cannot happen.
2. Change requires planning:  The worst possible way to promote change is winging it.  Change takes careful thought and planning.  This week I am in the process of trying to change the way a school operates with a group of teachers.  We have spent two days laying the groundwork.  We cannot go present this implement now, we need more time and more planning.  Groundwork is great, but what comes next is not implementation.  Set deadlines, create goals, and evaluate what is all needed before implementation of change.
3. Change requires common interest and mindset:  You want to change an atmosphere, you need people, and you need people you want the same thing you do.  It doesn't have to be the majority, just powerful.  They say great minds think alike but I don't think that is necessary for change.  I think an understanding and agreement of an end goal is, but how you get there can take some time due to differences of opinions.  That's fine though we need differences to make us think.
4. Change requires support:  Whether this is from followers, administrators, bosses or whoever support is necessary to movie forward.  Without support, nothing can happen,  that doesn't mean give up though. Try adjusting your strategy, your plan, etc.  Sometimes it takes a little tweak to gain more support.
5. Change requires collaboration: The best change happens when people are working together.  Nuff Said.
6. Change requires thinking: Most change doesn't happen overnight.  Change takes thought.  Sometimes you think you have all the pieces together, but you forgot something and need to go back and rethink.  Thinking is so broad and is an obvious one, but sometimes we have these grand ideas and don't really think about how to implement them and then they get lost.  

There is so much more that goes into change but I tried to keep this as easy as possible for understanding.  These are basic observations once again, not a systematic approach.  Sometimes the craziest ideas are the best ones, but hardest to implement.  That often times leads to giving up, but I assure you through perseverance, and with the things listed above change is possible no matter hoe grand the idea is.

The Minimalist Educator #10SummerBlogs

I am a minimalist in many things.  I am a minimalist runner who wears minimalist shoes and I don't like all the fancy gadgets.  I am intrigued by minimalist art and design.  I don't like to carry a lot with me, and my desk is typically very clean, organized, and cleared of knick-knacks and clutter.  I think minimalism has a place in education though, and I argue this because I think education has gotten way too complicated.  Here is my argument:

1. Get rid of the clutter and the crap: Your classroom should transform into a learning lab, creative station, or collaborative think tank.  That means you don't need those classroom sets of books and supplies.  We are in a digital age, and probably will be for awhile which renders a lot of that stuff useless anyway.  I am not a proponent of classroom sets of novels (crucify me English teachers, I used to be one of you, and I had class sets of novels) or textbooks.  You don't need those cheesy "inspirational" posters, or rows of desks either.  A few work stations, standing room, and nicely painted walls will mimic the modern work space very well.  Get rid of your teacher desk, and become proactive in the student learning.
2. Quit spending hours assessing and grading:  In fact get rid of grades, they are a flawed motivator.  Move to standards based grading or competency based education.  Simplify things to benchmarks, transfer skills, or competencies.  Requirements have become too complicated and we need to broaden these to make the learning personalized.  If you are still grading stacks of assignments and tests you need to seriously reconsider your assessment strategies.  Create a list of skills, from there define what meeting that skill means, and then set your measurable concepts and create easy to follow rubrics.  Talk with your students and craft reports that specify how each student is doing.  It seems like a ton of work, and I think it is, but it doesn't involve all that mind numbing grading.
3. Change your teaching strategies:  I always think lecture is tough.  Don't do it.  Guide your students through content and skill sets and advise where needed.  You do not need to be the broken record every day, and you shouldn't be.  Move around the room, become active in the learning process, and you will feel so much better about the teaching you are doing.  Your voice will still be there at the end of the day and you will feel like to simplified your teaching, even though what you have done is just made yourself more available.
4. Quit championing your content: I kind of stile this wording from Dave Keane the principal of Fort Dodge Senior High, but it makes sense.  We need to stop calling ourselves (insert content area) teachers and start referring to ourselves as teachers, advisors, coaches, guides, etc.  This is tough, but isn't complicated and demanding to have to cover all that material in a content area?  Get away from it then and simplify your approach.  Your content area is not more important than any other, necessarily, but I argue that your content area may be useless to any number of students.  A student heading out into the work force to become an electrician probably doesn't need to memorize the classifications of animals or accurately type a 5 paragraph essay in MLA format.  Get off your high horse and start adapting your teaching to your students and quit trying to adapt your students to the content.  Let your students help mold this path.  Make things relevant.  The best part that makes this a minimalist concept is you don't have to cover.  

Understand that these four things don't cover everything, and by know means am I saying this makes teaching easier...in fact if your reading this trying to make your teaching easier, please click out now and try to find a different profession.  We should be searing for effectiveness, and efficiency, but more importantly we need to focus on why we are doing what we are doing.  I believe the above is a step in the right direction.  Let loose, quit wanting to control every aspect of your classroom, and let the learning happen.

The Lego Movie and the Implications on Education #10SummerBlogs

As a passionate educator I often make connections to just about everything in my personal life to education.  Just the other day my son was trying to figure out something and after trial and error finally figured it out, I shouted "That's problem based learning," and my wife just shook her head.  I recently picked up "The Lego Movie" at Family Video, because I heard great things about it, mostly from the humor side.  I loved the movie, and it was hilarious.  As I was watching, though, especially towards the end I was surprised at how much it actually relates to this whole philosophy of education I have been preaching and learning about lately.

Here is the gist of what I am talking about: The Lego Movie promotes creativity, innovation, and ingenuity.  The entire story follows Emmett, the hero, as he tries to save the universe from President Business.  President Business is trying to destroy the universe with the powerful weapon known as the Kragel (Krazy Glue).  The entire city in which President Business operates is brainwashed into believing their daily life must be carried out by a specific set of instructions.  Those who follow the instructions are rewarded.  Emmett is a member of this society and soon finds out that he is "The special."  He is the one who is going to stop President Business from destroying everything.  The problem is Emmett can't think for himself, he has no original ideas (with the exception of the double decker couch), and he is not a leader.  Over the course of the movie, though His mindset starts to shift, especially when he figures out that the master builders (the innovative, creative thinkers) are having issues working together.

I won't give away the ending, necessarily, but if you haven't seen it, you have been warned that there is a minor spoiler below.  You find out that the entire story is being manipulated by a young boy who is in the basement of his house playing with Lego's that belong to his father.  All these Lego's are off limits, and his father reprimands him for ruining what he already built.  The boy is confused, as he was only playing and building and, much like Emmett, has found he can be a creative individual through this tinkering.  The father (played by Will Ferrell) concludes that this is the true meaning of the toy and soon starts joining in.

So what does this all have to do with education?  We want our kids to be creative, innovative thinkers, but often times we take away or condemn the very tools that allow them to do that.  We are so focused on consistency and conformity in education, that creativity, curiosity, and innovation are taking a backseat, and then teachers get mad when students can't think for themselves.  Teachers are still following text book curriculum and not designing curriculum to meet the creative needs of students.  Or not allowing students to take an active role in curriculum design, which would be awesome.  Emmett becomes a symbol of all students in the current (flawed) education system.  President Business represents the corrupt system of consistency, and cookie cutter approach to education.  Creativity and innovation are skill sets that are all too often not seen in our students because we don't allow for personalization.  How can I be a creative individual when all I am told is I can't do this, or I have to do this?  We need to start opening doors, or better yet let students open their own doors.  When we conform to the current system we strip kids of these skill sets and we start seeing students like the early Emmett who can;t think for himself, does not have any original ideas, and cannot lead.  He has been told his entire life to follow directions and conform to what everyone else is doing.  That sounds horrible, but that is, unfortunately, what too many classrooms look like.

The best part of all of this?  There is hope.  Just as Emmett is able to learn how to become a creative, innovative thinker and a great leader, students can to.  How though?  Based on the movie, which I entirely agree with...it takes modeling, encouragement, and a change of the system.  The only way Emmett was able to change was based on these three things.  He was pulled out of that society where he was forced to conform.  He was encouraged over and over again with great quotes from Vitruvius.  He was shown what it takes by the master builders many times.  If we as teachers change our classroom model, curriculum, and mindset, encourage our students to be creative and innovative, and model what creativity, leadership, and innovation look like in our daily life students will catch on.  Let students take an active role, and let them make the choices.  You cannot hold a student's hand and walk them through these skill sets.  There is not a text book approach to becoming creative.  You cannot take a test or complete a worksheet on creativity.  It takes a personalized approach, and deeper learning focused on skill sets, not content, not information, not even projects or assessments.  It's all about what you want your students to demonstrate and be able to do.  The master builders needed Emmett to become a leader, so through the movie you see approaches, like problem solving opportunities, assessment of ideas and application of these ideas, chances to succeed or fail, and finally allowing for total control of a situation to become an effective leader through creative design.  This is what we need to do for our students, they deserve it.  And as Batman would say, "we are the heroes our students deserve."  Let's start acting like it.

Competency Based Education: Questions (and Answers) So Far #10SummerBlogs

I'm in Des Moines today and tomorrow at a conference about Competency Based Education (CBE).  Going into the conference my background knowledge was minimal.  Once I started in on some of the sessions I soon found out my previous knowledge was zero.  I am learning a ton and thinking a ton.  I have listed below some of my questions with my answers (because I think the reflection is important) that I have so far about this whole CBE thing.

• What is CBE?  Competency based education is a sort of hybrid of standards based grading and personalized learning.  Standards based grading is all about measuring achievement on skills and standards vs. a points system based on regurgitation and completion.  Personalized Learning puts students in charge of their learning and lets them develop their learning path with a teacher to guide them (totally student centered).  I am still confused about competency based education though, and so far I am coming to the conclusion that nobody really knows what it is.  Their are "pilot" schools but I think they are more accurately development schools.  This initiative gives students control but also measures their progress/achievement through competencies which are set up by teachers/district. Learning takes place any time, any place, any path, and any pace?  The five main things to keep in mind with CBE are: 
• Students advance upon proficiency
• Competencies include explicit, measurable, and transferable learning objectives that empower students
• Assessment is meaningful and a positive learning experience for students
• Students receive rapid, differentiated support based on their individual needs
• Learning outcomes emphasize competencies that include application and creation of knowledge along with development of important skills and dispositions

• Why CBE?  Our current education system is flawed.  That just about covers it.  Students are motivated by grades, GPA, class rank, and a diploma not learning.  Learning has taken the backseat.  Teachers assign meaningless work just for the sake of grades.  Tests are not measuring learning.  Students are lost and are forced to learn what teachers tell them is important and fail to find a passion.  We are sending kids into the real world with skills equipped for the 1950's not the 21st century.  Basic recall, fact regurgitation should not be the focus, but a lot of times they are.  Learning is only taking place within the confines of the school from 8am to 3pm.  Teachers are the experts and students are the amateurs.  CBE intends to flip all of this and redefine education.  Allowing students the to choose a path and change that path based on their needs.  It allows students to learn through a process and create.  The current system is broken and I think this is a worthy way of switching things.

• When does it start?  There are multiple ways to answer this question.  It can start now if a teacher so chooses and with the proper support.  Why not?  Districts are already moving down this road so why hold back when change is needed now.  The other way I see this question is when to start with students?  My answer ASAP.  If students get to 9th grade and are exposed to this, it's too late, many have been funneled down the flawed system for too long and it may take 4 years to get students to think this way.  Start them while they are young, curious, and have a passion for learning, with the hopes that passion will carry on.  Give student choice early on at the elementary level, and adapt as you go.

• What is important?  All of this makes me question what is important in education.  Could I be successful today and happy with my life if I had never taken science?  Am I more productive because I at one point sat in a geometry class?  It's a valuable thought to have.  When students start to design their learning we need to quit thinking about content and start focusing on importance.  I was an English teacher so naturally I love John Steinbeck, but many of my students can grow up, be successful, and happy without ever having read Of Mice and Men.  "Blasphemy" says the old fashioned English teacher.  In all seriousness this whole thing makes me question what is important.  I hear the term "well-rounded" thrown out a lot.  But what does that mean?  I can honestly say my little bit of knowledge about Earth science seems pretty meaningless to me now, and 99% of what I "learned" has been forgotten or lost.  If a student wants to design a path of learning that is centered and focused on the sciences, is it bad that they back away from literature, social studies, etc.  Maybe their passion changes so their path changes and they pick some of that up.  This is a lot of change and it won't shift overnight.  Bottom line, learning is important.

• What does a teacher do?  I like the words guide, adviser, and coach.  We all have our expertise in content areas and those students with those path ways are overseen by us.  Teachers work as teammates with students.  They do not lecture, do not give tests, worksheets, etc.  They assist students in the learning process.  They give feedback.  They help students set up maps for learning and guide students through the process.  Crazy thought to wrap your brain around.  Why not though?  Why can't a teacher be flexible and move from student to student, group to group offering insight, knowledge, and maybe even learn along with the students.  Student and teachers work together as a boss and employee should work together to meet a goal.  Teachers, in CBE, manage the learning, but don't force the learning.  

• What does this all mean?  It means change is coming and it may be coming faster than we think.  Will you see a major shift next year?  No.  Next ten years?  Hopefully.  Next 20 years?  We better.  We need to start trusting our students and letting them find their passion sooner rather than later.  We need to foster the mindset that passion is what drives us.  My grandparents worked to make a living and support their family.  In today's society we need to equip students with the skills and mindset to not only survive and support, but also mold, create, and be happy with what they do.  We have the tools to do it, we just need the mindset.   

This post is kind of a reflection and maybe gives some insight into the whole CBE thing.  I'm still a little confused, but I like that.  It gets me thinking and it sparks conversation which is good for change in education.

What is my Job? #10SummerBlogs

Close to March or April I accepted a position for the Fort Dodge School District and I have found that many people are having issues understanding what my job is based on the title alone.  I do not fault anyone, so this blog is a simple attempt to explain what I will be doing.  Disclaimer: This will be my first year in this position and it is a new position for the district, so this is only an overview...nothing specific.

My title is Technology Integration Coordinator.  Now 9 times out of 10 what I have noticed when people hear this title, they usually respond with something like, "so like computers?"  Yes and no is my response.  See the tough part is I don't think a lot of people here the second and third words in that title, and arguable "Integration" is the most important word.  See, I am not a tech guy.  I went to college and got my degree in education, not technology.  My level of expertise with technology is defined as risk taking.  I'm not afraid of it so it comes pretty easy to me, because I figure things out.  I cannot code, script, program, or do any of that magic stuff most tech guys can do.  What I can do, though, is tell you how you can best implement a form of technology into your classes to fit the needs of your class and your students.  You want to use iPads, great, I sit down figure out what your needs are and we match them.  See, a Tech Integration Coordinator understands technology, but more importantly understands teaching.

No, I am not teaching, I won't have a classroom full of students.  That's where the coordinator word comes into play.  My job takes organization, planning, and executing, on the back end of education.  I guess I'm sort of a middle man between Techies and Curriculum people and the teachers of the district.  Education is filled with initiatives and it takes careful and strategic planning to execute well.  Imagine a school where they give all these students devices and say "go".  That's a scary thought, that's where I come into play.  We want planning and organization to ensure the best results when new technology is rolled out.

I have to talk, and be personable.  I have been in the classroom for the past three years.  I understand how it operates, and I understand teaching, kind of.  I know technology can be frustrating (heck, I just spent 2 hours trying to figure how to embed my blog onto my website).  I have to be the person that can come in and accurately pinpoint the needs, and the wants, and figure out how to approach new technology with the teachers.  You want something that will keep track of student behavior in a fun interactive way, that will also give you reports that can easily be downloaded into a spreadsheet and sent to parents?  Try Class DoJo, better yet, lets sit down and figure this out together.

I believe this is just the tip of the iceberg.  Yes, my job involves computers, tablets, websites, etc. but it involves something so much greater, teaching.  I may not be titled a teacher, but that's what I am at the core.  Technology Integration Coordinator is a long, confusing title, but it is necessary, and it makes me feel important (that's not too conceded is it?).  I will try to keep you posted when I find out more, but in the meantime, just know that I might be just as confused as you.  Feel free to contact me if you want to hear more.

Foster Creativity

I'm an innovator...I didn't learn "innovation" or "creativity" in school.  I had to rely on self-guided problem solving to foster my innovation and creativity.  Schools often don't foster skills like this, and yes creativity is a skill, one that many employers are begging for.  How do we create an atmosphere that fosters innovation and creativity?  We have to design activities, lessons, projects, etc. that ask/beg for it.  We have to expect it.  We have to design our classrooms to accept it.  Outlined below is a list of ways to get students to think creatively, and all it takes is a little shift in how you approach your classroom.

1. Allow movement in your classroom: This one requires a few things to begin with, 1) throw away your seating charts, 2) be receptive to a little chaos, 3) understand that some students actually learn better when they move around.  We need to stop restraining kids in rows of desks while requiring them to sit still for hours on end and start allowing students to move around.  Provide standing room, create hands on activities, provide breaks where students can stretch out and move, etc.  I still think it's important for students to learn how to control their bodies, but that doesn't mean they have to do it for 6 hours a day.  We often associate sitting still and being quiet with focus and concentration and that is all too often not the case.  Here's a great article on movement in the classroom: Movement In the Classroom.
2. Allow talking (collaboration) in your classroom: Along the same lines as movement this one takes being receptive to change.  Students love socializing and anymore collaboration is a must in most career paths.  We need to allow students to talk, discuss, and collaborate on completing tasks.  Notice I didn't say "group work".  Group work often turns into freeloading and an easy out for grading.  All you need to do is accept that students can work independently and collaboratively to complete something.  I don't like forcing collaboration, but it is usually always an option.
3. Throw tradition out the window: Tradition is great when we're talking birthday cakes, Christmas dinners, and summer barbecues, but tradition should typically be linked to food and family, not classroom learning.  It's time to throw out tradition and focus on new strategies.  I am an English teacher and I don't believe every person needs to read To Kill a Mockingbird before they graduate high school, college, or pass on.  Why do I believe this?  Because my class is more about skills than it is about content.  If I am a great teacher, I can replace content over and over again.  Teachers that rely too heavily on content, fear change.  Drop your textbooks and create engaging lessons.  Scrap your rows and create a fun environment.  Invite technology.  Focus on skills not content.  Focus on quality over quantity.
4. Allow student centered learning, and self-guided learning: Independence is a hard skill to teach.  Everyone learns in a different way, so why not embrace this by allowing students to learn in the way they feel most comfortable.  I learned to water-ski by being tossed out of boat, tossed a pair of skis, tossed a tow rope and then the boat went.  It took me some tries, but eventually through trial and error I was up and skiing.  At first I was scared and wanted to give up, but today it's a hobby I love and cherish, all because my grandparents allowed me to learn on my own.  Classrooms should have the same approach to learning, let your students dive in.  It won't be easy, but it will be worth it.  Allow them to explore technology, even if you don't know how to use it.