#SOLSC20: Day 29
I do want to create art beyond rage. Cisneros (link)
Yesterday was designated for art. I’m on to a new project. Photos for a graduation album. Collecting, sorting, scanning, curating, printing.
Rinse and repeat.
BUT . . .
I hit a snag.
Upload one to a local store for printing was quick.
Upload two: same store and same app was deliciously simple.
Upload three . . .
. . .
. . .
In an hour three pictures uploaded.
Plan B. Put on a flash drive via zip files for downloading and printing.
Zip file created.
Downloaded to flash drive.
Two hours waiting.
Love it when it works.
HATE it when it FAILS.
Never did find a way to make the computer, app, or flash drive cough up the files with multiple restarts and complete shut downs.
Today . . .
My curiosity led me to check . . .
And then I checked in with the test directly through the provider. . .
Faster download by .44 mbps. Slower upload by .05 mbps.
One device connected and on. ONE!
Is this significant?
When I posted Tweets from my phone, I did not see them on my computer for hours.
Two devices connected and on.
Was it a surprise that the Speed Test associated with the internet provider typically gives different data from other speed tests? No, because I have had this conversation with
customer service, and
My internet provider lists this as “High Speed Connection” but as more “connect” in the area, service degrades. There is no other viable option in my rural area as satellite connections are worse with daily interruptions!
- “High speed” is not necessarily high speed.
- Data from the company providing the service/info needs to be considered as one source.
- Turning devices on/off is a great place to start, but sometimes glitches and errors need to just wait for a sunny day!
When has technology not cooperated?
What was your solution?
Were you able to creatively problem solve/resolve the issue?
What connections did you think of while reading this post?
Thank you, Two Writing Teachers, for this daily forum in March. Check out the writers and readers here.
#SOLSC20: Day 26
School-Based Work Study
Every afternoon I would report to the library in a local junior high for two hours. The library had one small section that became my area to manage. I was in charge of the AV resources. I would check out 9 mm film loops to students. When the film loops returned, I would check them in, rewind when necessary, and reshelve.
Some days film loops would already be waiting in a RETURNED bin to be processed and returned to the shelves. Other days might find business to be slow with few checkouts or returns. That allowed me to have time to “read the shelves” and check that the film loops were in numerical order.
Either way, organizing and placing the film loops in their correct places enabled users to quickly find them for check out purposes. Some teachers asked students to watch a video during their library study hall. Other students watched the film loop to “make up” instruction that they had missed. Video resources that were “in addition to” classroom instruction and prior to computers for student use.
Was this a precursor to “online” and personalized instruction?
Did every student have access?
Was this technology “innovative”?
Thank you, Two Writing Teachers, for this daily forum in March. Check out the writers and readers here.
#SOL19: What Counts?
What do I read?
Mail, Blogs, Tweets, Chapters . . . and Books
I have always envied those who kept a list and reported out like Regie Routman here, here and here. Currently many are reporting out #BookADay now on Twitter or Facebook. For more information about #BookADay created by Jillian Heise in 2014 go here.
So during the winter break I decided one goal of mine was going to be to “celebrate” my reading in 2019. And of course that would mean that I had to keep track of it somehow. So being ever mindful of this quote, I’m tracking my reading. (Note the key word: I)
We aren’t quite to the midpoint of the year, but here is what my reading life looks like through most of May . . .
I’ve written about reading goals before here, but I found that round chart didn’t have enough spaces for my book count. Holding on to one single list has not been helpful. I create stacks of the “done” books and record them every two, or three or four weeks. Based on my records thus far for 2019, I believe that I can confirm that I am a voracious reader. But are there other ways to display the data as I think of students who want to make sense of their own reading lives.
So again this week, I saw a tweet that caught my eye about reading circle graphs and I replied. And then the learning began when Steve Peterson (@Steve1Peterson) replied with the fact that Excel and Google Sheets could make radar graphs.
And the same data above looks like this. Fiction = 72, Nonfiction = 52, Professional = 50.
This graph is quite interesting. Having all professional books in one category quickly made it into an outlier in this format. Five of the 10 remaining categories were in the 20-ish category with four in the single digits and only one category reporting a zero. (Radar chart)
No external pressure other than the public announcement.
No public accountability required.
No summative assessment.
Just recording a snippet from my life . . .
I am Wondering . . .
Is my reading varied enough?
Varied enough? The good news is that I still have time to have a mid-course correction. I will purposefully pick up some titles for those four single digit categories. (And I am already plotting to combine some so that I will have fewer gaps – Yes, manipulating the categories.)
What does not show in this data?
What does concern me is that the data does not show my growth. This year I have made a conscious effort to read more graphic novels, cartoons, and even narrative prose. Those books are represented in the totals for F and narrative NF but not as separate categories because they are not separate genres.
The data also doesn’t share my frustration that tracking my books read over a year is cumbersome. It’s easy to make a “pile” when reading at home. But when I’m not there where and when do I record the data? Do I really only have one list? NOPE! I have some post-its with some scribbles, some lists in my Kindle app, and who knows what else!
The lesson here was to give myself grace. My list does NOT have to be perfect. The data is for me. It’s not a “controlled study” so error is fine.
So my final advice to myself . . .
Take a breath.
Take another breath.
LET IT GO!
Where, why, and when might giving yourself “grace” free up positive energy?
When could you TRY something without trying it “forever”( so you have room to modify to match the needs)?
When will you commit to JUST being the best that you can
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers and readers here.
Book Love Foundation Summer Book Club
“Registration is open! Join the Book Love Foundation Summer Book Club to read with colleagues and learn from authors during our exclusive online LIVE events.This year we have both elementary and secondary book clubs. Check out summerbookclub.org @HeinemannPub @ncte @ncte_cel”
So you will go to summerbookclub.org
Watch the video with Penny Kittle.
Watch the video with Clare Landrigan.
You will have three choices:
MS/HS book club (June-July) (Books, swag and online content)
Elementary book club (July) (Books, swag and online content)
Online resources only (open as soon as you register for discussion and specific “units” for each week of discussion) BONUS – all online options see all discussions and content – the whole shebang.
See you at summerbookclub.org
What are you waiting for?
Conversations with teachers,
Conversations with authors,
And more libraries for teachers . . .
#NCTE18: Digging Deeper #2
A second look at a Saturday session because I’m still trying to define “Responsive Teaching” and I saw it masterfully executed in this session. And I am still in awe. And so thankful that these readers, writers, and educators are in my life.
|Responsive Teaching: The Courage to Follow the Children
Presenters: Kim Yaris, Jan Miller Burkins, Dani Burtsfield, Christina Nosek, and Kari Yates
Jan began with having us close our eyes to “Think about a teacher who loved you into being” and then having us share that story with a partner. It’s often easy to remember those who did NOT love you into being but responsiveness begins with the heart . . . Don’t rush to “check it off.” Skill and expertise has to come behind.
What’s the focus if you view student work through the lens of “Love”?
What’s the focus if you view student work through the lens of “Expertise”?
This was the student work we viewed.
Not just judging and reacting, but thinking in terms of what the student “can do”!
- Phonological awareness
- Most of the alphabet and how to write it
- Knows how words work
- Knows onset
- Knows rime
- Knows rhyme
- Understands what is socially appropriate communication!
Kim also read “Daisy” from Who’s Doing the Work and we considered what we knew about Daisy as a person and as a reader. It was extremely helpful to have a partner to add more ideas. (My immediate thought that went into my notes: And what if PLCs operated more with this type of data?)
|Being responsive is about seeing students, understanding and responding based on the love and expertise of the teacher.|
Students doing the work. Teachers stepping back and admiring student work first before responding.
To Know and Nurture a Reader
Conferring is a path to responsive teaching, raising and following the voice of one student at a time.
Using Four Quadrants – so visually appealing and helpful . . .
There are many questions that fit into each of those boxes and those are available in Christina’s and Kari’s book.
If a conference begins with:
What’s going on?
What is my response? It may vary . . .
“I wonder, I jot a note or
I wonder, I affirm, I jot a note or
I wonder, I affirm, I remind, I jot a note or
I wonder, affirm, extend, remind, take note”
And then those basic responses in a visual format. . .
What if they are coded by thought bubbles for “wonderings” or talk bubbles for “affirmations” and boxes for the notes/glueing reminders?
This format could be my conferencing format.
I might have 4 of these boxes on a page.
Depending on our conference content, a box might hold different colored ink entrees or dates as I record the content from the conference in this format.
Thinking about the application of THIS work. How does it make sense?
And what a treat. Dani had examples of work in all four quadrants for a kindergarten student. Here’s an example of one kindergarten student’s “Healthy Habits” . . .
As I listened to Dani’s examples from a kindergarten level, I thought of Christina’s fifth graders. I wondered if they could complete a reflection about themselves as a reader. Christina said, “Just wait” and then she shared a fifth grade student page from which I am only sharing the book choice portion.
Have teachers done this work?
Where do teachers stand in these four quadrants?
How aware are they?
How would this move teacher confidence and competence in coaching readers forward?
My Take Aways:
- Responsive teaching – you will know it when you see it. It’s hard to describe but pure magic when you see it in action. Today: Being responsive is about seeing students, understanding and responding based on the love and expertise of the teacher. Conferring is a path to responsive teaching, raising and following the voice of one student at a time.
- “Step back so your students can step forward.” Jan and Kim
- “Don’t wait for perfection. Start now.” Christina and Kari
Twitter: @burkinsandyaris Facebook Site: https://www.burkinsandyaris.com/
Jan Burkins: @janmillburk Kim Yaris: @kimyaris
Twitter @ChristinaNosek @kari_yates
And the answers were:
Bob Probst: “I would give students more access to models of student discourse so they can talk about the content.”
Lucy Calkins: “I would give teachers more time for professional conversations, to dive into problems of practice together as a community and share their discoveries.”
Kylene Beers: “I would double your pay and cut the number of students in your class in half.”
This last question posed by moderator Lester Laminack who was seated on stage with the panel was: “If you had a magic wand in public education today, what would you do with it?”
Was this the most memorable question of the day? Why begin here? Because Saturday was a ginormous day of learning at #NCTE17. My day was filled with nonstop sessions and meetings from 7:30 am until 10:05 pm. It was Saturday. I was in St. Louis. And let me repeat, “my day was filled with nonstop sessions and meetings from 7:30 am until 10:05 pm.” And it was Saturday. If you do the math, the answer is something like 14+ hours.
Details: The first meeting was a breakfast. The last gathering was dinner. 15 minutes in between sessions to race from one end of the convention center and settle in for 75 minute learning opportunities… On a Saturday!
What is personalized learning?
What is the role of technology?
My answer is #NCTE17. A conference that I choose to attend, at my own expense, in order to learn and grow professionally. A conference where I renew my professional “joie de vivre“. I chose my schedule (or does it chose me?). I make a plan or two. I continually check my list of “Must Learns“. Some items are topics. Some items are names. Names of people. Names of books. And the best intersection . . . authors of books from book chats or book studies. The books in my bag in my hotel room that I forgot to match up to my schedule to bring for autographs. Those authors. Those from whom I want to learn MORE!
Personalized = my choice. Technology = those I have met on Twitter, Voxer, and blogs (that I now meet face to face). A lasting marriage of Voice and Choice on Saturday for 14+ hours of learning! Learning on my own dime and time.
So what did I learn?
“We still need a balance of technology and print in our literacy lives. There is not yet a definitive answer on when and how much screen time is appropriate for effective learning. Think balance.” Colleen Cruz, TCRWP
Lucy Calkins: “Transference of phonics is the goal. We don’t need a professor of phonics.”
“Our new work is our best work. We are always striving to improve and outgrow ourselves as a community of learners.”
To learn more about Jacqueline Woodson, Saturday General Session, check out her website. Simply gorgeous keynote!
F.38 What Matters Most About Reading and Writing
(Lester Laminack, Kylene Beers, Robert Probst, and Lucy Calkins)
What I will hold onto:
Kylene shared that 80% of adults go to text in order to be right. So we need to teach HS kids that reading, entering a text, is an opportunity to change yourself.
Lucy Calkins – “Live as if one of the pillars of your thinking is dead wrong.” Go to sessions, work with folks because if we only read our books and stay in our bubble – we will not be surprised and will not outgrow ourselves.
Lester Laminack: Our children are 21st century citizens . . . ask Siri ‘Why do bees buzz?” (and he did on stage for all of us to listen to) How do we convince Ss to fall in love w/ books? That’s a question for your, dear reader!
Lucy: We can grow as writers if we write along side our students when they are writing. We don’t have to be writers before we begin teaching writing.
Kylene: Writing to tell or Writing to discover. We can’t and don’t write enough. We shouldn’t teach kids non-fiction means not fake which then turns to true…let’s teach them non-fiction means not fiction. Non-fiction can be fake, not because you don’t agree with it though.
G.04 How to Say Less So Readers Can Do More: Developing Agentive Readers
(Jan Burkins, JoAnne Duncan, Gravity Goldberg, and Renee Houser)
We read passages at 90% accuracy. They were tough to understand. Sometimes reading is tough. We need to acknowledge that. But we also need to make sure that students DO THE WORK! We need to set up those conditions of learning!
Haven’t read it? No excuse!
You can read about it here, here, and here.
Gravity and Renee have this fiction and a nonfiction parallel book as well. Have you read them? Reflections on the books are included on a post here.
JoAnne shared the journey of a particular student in her building who learned to read and was then given books when she moved from the school. Powerful and tear jerking reminders that our relationships matter. We have to be a part of our students’ lives.
H.08 Harnessing the Power of Multicultural Literature and Critical Literacy to Generate Authentic and Enjoyable Writing Spaces That Bring Writers Back into the Workshop
(Brian Kissel, Kristina Kyle, and Lauren Rudd)
The two first grade international teachers shared the influences of their work:
- James Paul Gee
- Paulo Freire
- Vivian Maria Vasquez
Social action (for a Better World)
- Randy Bomer
- Katherine Bomer
- Stephanie Jones
And then Brian had us read and think alongside his reflections on his student work! For more information about Brian and his work, check out this post.
Thought to Ponder:
What would happen if you read every piece of student work just like you read every published book?
I.20 Recapturing Assessment: Student Voices in Aiding Our Mission
(Jason Augustowski, Dr. Mary Howard, Dr. Katie Dredger, Cindy Minnich, Sam Fremin, Ryan Hur, Joseph O’Such, Christian Sporre, Dawson Unger, Spencer Hill, Jack Michael, Ryan Beaver, Sean Pettit, and Kellen Pluntke)
Take aways from the #BowTieBoys:
- Students do not want multiple choice tests.
- Students do not want to regurgitate facts.
- Students do not want to write essays every time to show evidence of their learning.
- Students do not want to sit in rows of desks.
- Students do not want to listen to lectures.
- Students do not want a two page writing limit.
Students want choice.
Students want voice.
Students want opportunities to negotiate HOW to share their learning.
Students want to explore their own interest.
Students want to use technology.
Students want to learn even if that takes more work.
Students are less concerned about “fairness in grading” then they are about having choices in open-ended rubrics.
(edited) For additional details about the individual presentations from this round table see Mary C Howard’s Facebook post here.
J. 21. Beyond Levels: Choosing Texts to Scaffold Instruction for Engagement and Agency
(Clare Landrigan, Tammy Mulligan, Terry Thompson, and Dorothy Barnhouse)
It was such a pleasure to see the cover of Clare and Tammy’s new book and then to have Dorothy read Yo, Yes to us. We can find authentic ways to build in engagement and agency without “cute” worksheet pages! Tammy and Clare’s blog is here.
And of course, ending with the Slicer Dinner! 16 bloggers (weekly and each day in March) meet up for food, fun, continued learning, and conversation. (Again . . . Personalized Learning and Technology) Thank you, Two Writing Teachers!
What is your personalized learning plan?
Does technology play a part?
Are you ready to sign up for #NCTE18 in Houston?
#SOL17: How Many Devices?
Extension Cord? Check
Charging cords for all three above? Check
Do I REALLY NEED my laptop?
“It’s a quick overnight for a day’s training plus some family time at a concert? REALLY? Can’t I just leave it at home?”
It was a gorgeous learning day. Devices cooperated for the perfect environment where I could take notes and also have access to text messages, Twitter, and Facebook,
“And that’s why I need my laptop! I’ve never been able to successfully add a WordPress blog on my chrome book. I’ve messed with a wide range of possibilities, asked on some helplines, and invariably just either drafted on my phone or pulled out the trusty old laptop and started a post.”
It doesn’t matter that I was thinking of ideas before I fell asleep.
The incredible PD with Dr. Mary Howard.
Looming “First Frost”
The impending excitement of #NCTE17
The power of Twitter
The unbelievable magic of Twitter chats
Chromebook? Tried but nope, no luck with WordPress!
Phone? Not the finished look I would like!
Is a draft better than NOTHING?
So today’s slice is brought to you via a draft on my phone and a bit of polish on my iPad. My plan for my next travel is to save a formatted draft so that I can add text and publish with relative ease from any device. (Cross my fingers that I remember!)
How do you turn around a failure? What do you learn from it?
What do you do when your device(s) don’t cooperate?
When do you sacrifice BEST WORK for BEST EFFORT?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
August #TCRWP Reading: Day 1
Monday arrives with rain and yet the fire in my brain flames on . . .
Lucy Calkins keynote . . .
Laughter with Natalie Louis . . .
Learning with Kelly Boland Hohne
Illumination with Cornelius Minor
Such was the Monday in my life!
Today’s post is a recap of information from Cornelius Minor from his closing session: “Using Digital Tools to Offer Access to Students with IEPs”
Access for all Kids – Why is Access Important? (AKA “Research to Weaponize”)
- UdL – more inclusive
- On heels of Civil Rights
- Architects – ADA compliant – door width, door knob (designed from inception)
- Knowledge of the three networks that access the brain:
- Recognition (input – see, hear, perceive);
- Strategic (executive functioning); and
- Attitude (and feelings about teacher and learning)
Here is a chart I developed to organize some of the information shared by Cornelius.
|What is the main thing?|
Alfred Tatum – Teaching Reading to Adolescent Black Boys (Chicago) (EL)
Build on strengths!
|Synonyms: Ponder, saunter, exclaim – derivatives of most common words.
Camera saunter A , B photographer
Video ponder B, A videographer
Develop criteria together.
Make pic for word wall – Use students in the class
Social – Doing and Talking
The sound of my voice when I am reading text I care about. (have to like my audience as well as my text)
Teen ink is a source
“The day I met you was a bad hair day”
Need texts that are worthy of practice.
|“Going to play Simon says. You are going to read the poem like I do!”
3 different emotions:
Annotate text for emotion
|Specific Chrome Tools
||Have 3 or 4 that are extremely effective.
More is NOT better.
Can also change readability
Transfer – Use contexts that are familiar – Audio / Video – Students use daily!
|Do what the leader does! SELL it!
Effort lives in our methodology.
What was something tried and true?
What was new?
What will you do next?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
“I can understand complete sentences. Please speak in complete sentences.”
Please connect me with a service representative.
“I can help you with that.
I need your first name and last name.
I’m sorry, I didn’t understand that.
Would you please repeat your first name and last name?”
First name. Last name.
Slower and Louder the second time.
“What is your billing address?
Please include your full address:
Please clearly state your full address now.”
“Please tell me the first name and last name of the person on the account.”
First name. Last name.
“And who am I speaking to today?
Please tell me your first name and your last name.”
First name. Last name. A.G.A.I.N. Seriously?
“What is the phone number associated with your account?
Please state the entire 10 digit number.”
“What is your account number?
This is the 10 digit number associated with your account.
There are no letters.
They are all numbers.
Please tell me if you need time to get your account number.”
“How can I help you today?”
I have no phone or internet service. Please connect me with a service representative.
“I can help you with that.”
Today is DAY NINE. One service tech visit later and two hours of working internet.
One brief interlude.
Anatomy of phone calls . . .
The shortest time from a call to a “real person” is five minutes and two seconds.
And guess what that conversation is once I am connected to a “live” person:
“Could I have your first and last name?
Could I have your 10 digit phone number?
Can I have your address?
. . .
What is acceptable in terms of service response time?
A lack of internet is a HUGE problem for me.
(Teaching an online class, work tasks, twitter, messages & pix from all)
On the upside, I have read more in the last week.
On the downside, my patience with any technology issues is now -10 and dropping rapidly!
Advice? Suggestions? Similar situations?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
Check out other #DigiLit Sunday posts at Margaret Simon’s Reflections on the Teche here.
Purpose: The End or the Beginning?
In the process of getting ready for #NCTE16, I was considering not blogging about this topic today. And yet, here I am because of three different conversations this week. I vacillated between:
What’s the “purpose” for assessment?
What’s the “purpose” for instruction?
What’s the “purpose” for digital tools?
- What does the research say?
Doug Fisher and John Hattie both shared this effect size for “Teacher Clarity” in Iowa in separate October, 2016 professional development sessions. That’s well about the “.40” that is touted as a “cut score” and is almost the equivalent of TWO YEARS of learning for students. Therefore, Teacher Clarity is important in instruction, and equally important in assessment aligned with instruction and perhaps has the greatest importance in the selection of digital tools for students.
2. What do teachers need to consider in the planning process?
Teachers spend hours poring over lesson plans and planning for instruction that will meet ALL students’ needs. Searching for the right resources, planning that delivery that will empower students and most of all trying to make learning purposeful and engaging. That’s not easy as some content is hard for students to really “grapple with” for real understanding ans not just rote memorization. However, if the goal is “LEARNING” and is focused on Teacher Clarity, won’t that require the teacher to BEGIN with “What will the students know and be able to Do after they complete this learning? So the teacher process might include some or all of these steps depending on the curriculum that exists and the expectations of any given curriculum.
Each step in the process above has ideas for “possible tools” to use during the planning and / or learning process.
3. But what about the learning environment?
Which classroom promote accelerated learning for students? How and where are students preparing for today, tomorrow and life “after school”?
What should classrooms look like?
4. What tools should the teacher and the students use?
The learning purpose should determine the possible range of tools that both the teacher and the students will use. Will the students ALWAYS have a voice in selecting the tools? Probably not, YET. Should the students have a bigger voice in selecting the tools that will showcase their learning? YES! Students should be
allowed encouraged to showcase their learning in a variety of ways. Learning should not always look like “cookie cutter” factory models.
As I’ve thought about purpose and its role in learning, this is the way that I have viewed it . . . with “purpose” as a critical factor at each level.
But now I wonder if “PURPOSE” should be the circle that houses the other four circles. Maybe purpose really is all encompassing and is the “driver” behind all decisions. So are the learning targets the center and purpose the frame for all learning?
Where do you believe “Purpose” lives in the daily decision-making processes involved in instruction?