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Wednesday, May 23, 2018

Literature Performance Odyssey with Drama and Student Leadership



Marynn Dause on episode 318 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

They only had a 2 ½ weeks to teach the entire Odyssey. So, teacher Marynn Dause met with her students. They decided to follow the pattern of Homer and become storytelling bards themselves with powerful results. Marynn shares this innovative approach to teaching the Odyssey invented by her students along with their advice for using this method in your classroom.

Listen Now

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Enhanced Transcript

Marynn Dause: Literature Performance Odyssey

Link to show: www.coolcatteacher.com/e318
Date: May 23, 2018

Vicki: Today we’re talking with someone I made friends with on Twitter, Marynn Dause.

She is a ninth-grade literature teacher.

Marynn, you are doing something fascinating with teaching The Odyssey.

Tell us what you’re doing.

Marynn: Yes, hello, and hello to everyone listening.

My students and I were sort of stuck with two and a half weeks to tackle twenty-four books (or chapters) of The Odyssey by Homer.

We had 2 ½ weeks to cover 24 chapters

We have a very collaborative classroom, I let the students lead their learning as much as possible.

So, during our Monday morning meeting, I just said, “You know what, guys? We don’t have a lot of time. There are a lot of chapters, and frankly, I have never taught this in a way that has worked for all or my kids. I need your help.”

We brainstormed, and what we ended up coming up with was the kids said, “How did people originally interact with this text?” Because that’s something that I want to emphasize is the original intent of the author and how they wanted their audience to receive it. I explained about Homer as being a poet, a bard, an oral storyteller.

The kids said, “How did people originally interact with this text?”

They said, “Well, why don’t we do that? Can’t we just tell the story the way that HE would have?”

So I took their idea and did some research and ran with it, and what we ended up doing is we parcelled the story out and the kids took charge of learning the chapters, and reciting and performing them for their classmates exactly the way that Homer would have two and a half thousand years ago.

Vicki: Wow, so they memorized it? Or they just filmed it? Or how does this work?

Marynn: Different groups chose different strategies, and it really ended up depending on the strengths of the teams themselves. I gave them a wide variety of options. When we were planning the whole thing, I had the kids brainstorm different ways of storytelling and they came up with thirty-seven different ways to tell a story.

Vicki: (laughs)

Marynn: Yeah! (laughs)

We talked about different tools, and we worked on, “Okay, how are we going to do this?” But most of them ended up deciding that they preferred actually doing spoken stories.

Most of them preferred actually doing spoken stories

We had skits. We had popsicle stick puppets. We had miming. We had the type of thing where people hit a scene, they freeze, and the narrator steps forward and narrates what’s going on, and then they do that a couple of times.

So lots of different live performance options that the kids ended up preferring as they went along.

Vicki: Now did you film these? Did you capture these on film for the kids who weren’t there? How did that work?

 

Marynn: Yes, I did somewhat. We have to be a little bit careful about our photography rights and recording and that kind of thing with the students, but any time that we knew somebody was going to be gone, we would record it and send it just to that person.

Or, I mean we actually do have the books themselves. Sometimes the kids would say, “Don’t worry about it, Ms. Dause, I’m just going to read the chapter.”

One thing that I was really pleased by was that, as we went through this process of taking the story chapter by chapter, the kids began to feel more confident in their reading ability, and so they were not intimidated by the text anymore.

The kids began to feel more confident in their reading ability

They would say, “Oh, I’ve already done my chapters with my group. I can handle this one. It won’t be a big deal.”

Vicki: Wow. So did you cover it all in time? Were you able to get through, or did you get stuck? Sometimes teachers are afraid of projects because they’re like, “Oh, we just won’t get it done! They’ll spend the whole time playing!”

Marynn: I know what you mean.

We actually did, and it was one of those things where having the limited amount of time sort of lit a fire under us, you know what I mean? It’s like, “Okay, well… we have to get this done one way or the other. It is a curriculum requirement.”

“If we fail, and we’re right back to where we started, where we have less time to read the full things, so, go, go!” And the kids would cheer each other on.

What we did is we took two and a half days at the beginning — I teach on a four-by-four system, my classes are ninety minutes long — about two and a half days at the front end for the kids to read their chapters, annotate it like crazy, and a lot of them either wrote skits or sort of did bullet-point plans on a piece of paper, and then they would put together costumes.

Each table would perform one chapter, and we would do feedback from the group. I included a question and answer session after each performance so the audience could make sure they understood what had happened, and they got bonus points for asking questions. Answering questions was actually one of the requirements for the performers.

Answering questions was a requirement for the performers

Then we would take a day after each round and prep for the next one, and anything they couldn’t fit in in class, that was their only homework.

I usually assign three or four really quality-thinking assignments each week, but I said, “Look, guys, this is going to be a lot of work, so as long as you’re working on this, I’m not going to give you anything extra because I want all of your attention for my class focused on this effort.”

Vicki: Marynn, before we started recording, you showed me that you have a lot of observations from your students that they had — things they wanted to share.

Tell us the things the students want everybody to hear and know about this method of approaching The Odyssey.

 

Marynn: Absolutely.

I did tell them, “I can’t find anybody else who’s done this before, so you are learning for all the schools in America, you might be, so who knows.”

A couple of major points. I asked them for highs, lows, and for advice that they would give other schools.

I asked them for highs, lows, and advice that they would give

Vicki: Awesome.

Marynn: Their highs, summarized, were that:

  • this is very creative and interesting
  • it’s engaged and made the text come alive
  • I felt that I could move and understand it
  • it was interactive and fun, lots of stars around fun
  • It improved my comprehension,
  • I learned a lot out of my comfort zone
  • I remember the whole story

One little guy said, “Usually, when I read, there’s so much going on, I can barely keep up with the story. Forget the characters, it’s not going to happen. But now, when we’re talking about the characters, you can say, ‘Yeah, you’re Achaea remember? And I can remember, and that helps me comprehend.”

Some of their lows were, “It’s time consuming!” (laughs)

Vicki: (laughs) Yeah, they had to work, right? (laughs)

Welcome to teaching, right? But it’s great that they’re doing it.

 

Marynn: Several of the kids said, “It was a lot more work than I expected.”

I did think it was interesting that they pointed out, “This is really fun and most of us prefer to do live acting, but that didn’t fit everybody’s style.”

It really does depend on your learning style. You need to know performing techniques. I messed that up. I didn’t show them stage drama techniques until the second and third round, because I didn’t predict how much they would need to know.

They wanted to get that learning about the skills at the front end.

The other thing they noted is that, “If the performance is unclear, if the group has a tough chapter with a lot of details and a lot of characters, it can get a little muddy. It can be hard to understand.”

So they said, You really have to emphasize the Q&A structure.”

And we also, in the middle, we started having the groups to read a summary of their annotations before they performed. That way, we knew what we were looking for before they went on stage.

Vicki: But they recommend this for other classrooms?

Their advice column was actually the long one

Marynn: Absolutely, and their advice column was actually the longest one.

Vicki: So what’s their advice?

Marynn: I’m going to try to pick the most pertinent moments.

  • They said practice. Do not procrastinate. For the love of all that is good, make sure that you practice!
  • A lot of the kids said just do it. Just break out of your comfort zone.
  • Understand that everybody in the room is going to be doing the same thing, and the sillier you look, the more we enjoy it. So just GO.
  • They did actually recommend — several of them set up Google Remind accounts, like remind.com, and they used Remind instead of a group chat. So they would all be on a Remind group together so they could communicate when they were at home. That way, they didn’t need to know each other’s numbers, but they could still talk.

Vicki: Yeah. Wow.

Marynn:Yeah, I thought that was good.

Other than that, they said definitely work on your group collaboration at the front end. Like have a really clear conversation about who is going to be in charge of what, and how you are going to make sure it happens, first?

Vicki: (agrees)

Marynn: Several of them, I actually led some conflict resolution workshops because they found out the hard way that they didn’t know how to do conflict resolution.

Vicki: Yeah. And that’s so great about having teams and working in this way, because you’re teaching much more than your topic, and you’ve got done on time! We do want to say that!

Marynn: Yeah.

Vicki: So, Marynn, the thing I think I would like to most point out to our teachers, besides the fact that this is a fantastic teaching method…

But I like what you’ve modeled for us by going to your students and saying, “Students, what do you want to say to people about this method of teaching?”

Actually, we’ve had 301 episodes as of the day we’re recording this, and I’m sitting here thinking, “You know, we need to all do a better job of getting feedback from students and letting the students speak, and then we could be the voice for them.”

I think that you’ve really modeled something powerful that we all need to be doing a better job of when we’re talking about teaching strategies. Because I really like their recommendations and, you know, when kids say it’s time-consuming, or a lot of work, I hate to say that I don’t mind that, but the point is you don’t really give homework.

They’re really doing most of this work in class, so their goof-off time goes away. A lot of kids want a little bit of goof-off time and they’re just not getting it, and we’re okay with that.

So remarkable educators, I think this is a fascinating way to teach. It’s a teaching oddysey in itself, and we’ve just learned so much.

So thank you! And tell your kids thanks!

 

Marynn: Oh, I certainly will.

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


I’m Marynn HS Dause, M.A.Ed, NBCT, and non-traditional innovator extraordinaire. My secondary ELA classroom in King George, Virginia is more laboratory than lecture hall, and my passion is helping teachers and students progress with excellence and purpose. I’m enthusiastic about the possibilities of edtech for better learning, excited about pedagogy, and always up for a new adventure. I’d be happy to collaborate with you on Twitter!

Blog: http://mdause.wixsite.com/thedauseclause

Twitter: @DauseClause

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Literature Performance Odyssey with Drama and Student Leadership appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e318/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Tuesday, May 22, 2018

Hyperdocs Literacy Task Boards and Flipgrid Reading Circles



Laura Dennis on episode 317 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Hyperdocs literacy task boards and Flipgrid are two favorite tools of Laura Dennis, third grade teacher. Learn more about how Laura’s classroom has become more modern and simplified with these valuable tools.

Listen Now

***

Enhanced Transcript

Laura Dennis: Hyperdocs Literacy Task Boards

Link to show: https://ift.tt/2Lkb1ZX
Date: May 22, 2018

Vicki: Today we’re talking with Laura Dennis, a third-grade teacher from Ontario, Canada about hyperdocs literacy task boards.

Now, Laura, let’s break it down so some of our listeners will know what hyperdocs are. We’ve had a show on it before, but simply explain hyperdocs for us.

Laura: Hyperdocs are basically links that we provide for children to access different websites and articles that we want them to read.

Vicki: So it’s a Google Doc, and they can make a copy of the doc, review it read only, right?

Laura: Yes. Correct.

Vicki: Okay, do your students typically make copies of these hyperdocs, or do they just view it as Read-Only and follow the links?

 

Laura: I usually create it and then make a copy for the students. Then I actually have Google Classroom, which is where I put it so it’s a little bit easier for them to access.

Vicki: Excellent. Okay, so how do literacy task boards work in hyperdocs?

How do literacy task boards work in hyperdocs?

Laura: So I used to do literacy task boards on paper, which is basically — while I meet quickly a group for guided reading, this is what the rest of the students are doing — so there a lot of different choices on the choice board.

Recently, I discovered hyperdocs and just love it so I transitioned to that. So while I’m working with a guided reading group, the rest of the students in my class will log on to their accounts, open up their hyperdocs task board, and choose an activity to do independently.

Vicki: So when they do these activities, are they turning them back in, in Google Classroom? Are you discussing them later? How does that work?

 

Laura: Yeah, they basically try to do at least one little section each day. I’ve kind of modeled off of Stephanie Harvey’s Strategies That Work, so there are different sections. For instance, making connections, questioning, visualizing, inferring… so they’ll choose to work on one of those during the period. Once they finish it, there’s another Google Doc that they’ll go to, to type their responses. It’s a great thing for differentiation because some of the kids will only finish one task per day, which is fantastic, and as soon as they’ve finished it, they can go on, which is great for kids who quickly and efficiently. They can complete up to two to three tasks per day.

It’s a great thing for differentiation

Vicki: How does this compare to when you did task boards on paper?

Laura: Wow, I feel very modern now doing this.

Vicki: (laughs)

Laura: It’s great. The kids have always loved the task board because not everyone wants to read at the same time. Not everyone wants to write in their journal at the same time on a Tuesday. Task boards have always allowed for kids to have choice and to be doing different things when they feel like it.

Task boards have always allowed for kids to have choice

But going for this digital task board or the hyperdoc task board has just created a lot of excitement in the class. They love that it’s just connected to an article right away, so they don’t have to type out and do a Google search for an article, so it’s very hands-on and easy to use for the students.

Vicki: That’s the thing about hyperdocs, it’s just so fast. It’s like finally — you feel like paperless is finally here, like it really works and it’s not just a pain, you know, because if it’s not simpler, why have it?

Now, you’re also using Flipgrid with this? How?

 

Laura: I am. I love Flipgrid.

How are you using Flipgrid with this?

As an example, I’m doing early settlers this week as one of our units for social studies. I had the students read an article having to do with early settlers, and take a few jot notes about the article, and when they’re ready, just click on the link to Flipgrid, which is basically a video opportunity for kids to record themselves making a video, thirty seconds to ninety seconds.

Once they’ve gathered their thoughts and taken their jot notes, they click on the flip grid link for our class code and then recorded their connection the article. Then the other kids can just go on watch and listen. It’s been a fantastic tool to use in the classroom.

Vicki: As I’m looking at it, you’ve got flipgrid, you’ve got it easy to have conversations using digital tools. You’ve also got the task boards. What I think is cool is that your kids are actually taking a copy of the task board for themselves, they’re coloring in each box as they do something, right?

Laura: Yes, and it’s been great for tracking. When they complete a task, they color it in so they can kind of keep track. They also make a plan for the next day of what they need to do. It’s all about the students and the choice is with them. It’s been tremendous. It’s really allowed me to feel good that they’re doing rich activities in the classroom while I’m working with another group doing guided reading. It’s a win-win for the students and myself, really.

It’s been great for tracking

Vicki: We can talk about the obvious. So many times, some students can keep up with their task board if they have a copy, and others can’t, so now it’s always there, isn’t it?

 

Laura: Absolutely.

Vicki: They don’t lose it! (laughs)

Laura: That’s right. (laughs)

It’s really wonderful. Really, it’s been great. I’ve been sharing the task board with other teachers, and other teachers have been hopping on board sharing what they’ve done, so it’s definitely kind of catching fire in our school, I see them kind of using it on Twitter and other different places, so it’s very exciting.

Vicki: So you’re in third grade. Did you ever imagine that third grade would have as simple-to-use tools as you have now?

Laura: Not at all. Honestly, I look around my class when I look up from my guided reading table and I see kids using Flipgrid, kids making Venn diagrams using the drawing tool in Google Docs, kids making a word cloud using ABC Jot. You know, there are so many different things on the computer and iPads. It’s fantastic! It’s really quite inspiring.

Vicki: Well, we know that they’re more literate now in the technology. Do you feel like they’re more literate in their reading and in the things you’re trying to teach them to do in class?

 

Laura: I do for sure. I mean, I think that we as teachers are teaching a lot more intentionally as we did before when I first started teaching, definitely. And I think, also, it really captures their interest. If they can read an article online or watch a video about something and then take notes from that, then I think that that’s really broadened the scope of enthusiasm in the class.

It’s really broadened the scope of enthusiasm in the class

Vicki: So, Laura, as you’re giving advice to teachers, are there any mistakes you’ve made using hyperdocs?

Laura: The technical things were difficult, just kind of linking things and figuring out how they would respond to the task.

So I guess my best advice would be just to start simple. Create a template that just works for you and then just try that template week by week and just kind of make small adjustments.

Start simple. Create a template that just works for you.

A lot of teachers, I think, have the students respond in different ways. I just create one doc that has different subheadings for all of the things — representing visualizing, questioning — that then the students find that space to record their answer in.

Vicki: And, of course, they can follow on the show notes and look at your templates and make a copy if they want to, can’t they?

 

Laura: That’s very true. Hopefully they will. (laughs)

Vicki: Well, hat’s the beautiful thing about hyperdocs, it’s kind of like we just give them out to each other. I mean, I have digital citizenship hyperdocs, and people just snag them and make a copy and tweak it and make it their own. It’s just incredible.

Laura: It’s a fantastic way to share. We’re just getting different ideas from different teachers and being able to share back with teachers who are interested in tech ideas.

Vicki: So, Laura, what have you done right with this method? You’re like, “Okay, this really works.”

 

Laura: I love the idea of trying to infuse a new tech idea each week in my class. So that’s been very well. I try not to overwhelm myself, but just try to find new thing that I can use in my program.

I also like that the kids track it by coloring in the blocks — that’s an easy thing for them to track themselves and to plan ahead for the week.

I guess just inspiring the enthusiasm in the students. They’re really excited about coming back in the next day and getting on the computer and continuing on with their tasks.

Vicki: I love your method of innovation. I have the same method where I may not try to do one a week, but I like innovate like a turtle..

Laura: (laughs)

Vicki: …which means I’m always adding adding, taking one tiny step forward slowly, whether it’s every few days, or every two weeks, or something. But try something new, experiment with something, and then eventually back “Wow! Look how far I’ve come!”

I just think that makes so much more progress than somebody who goes to conference once a year, and then innovates a lot, but then doesn’t do anything the rest of the year. Would you agree with that?

Laura: Absolutely. I think baby steps are the best way. I don’t want to jump into something and have it backfire so badly. Just doing these small things each week have really helped me hone my skills a bit and just be open to trying new things, and it’s been great.

Vicki: So no matter what you teach. Check out hyperdocs, take a look at those, we’ll also link in the show notes someone who has talked about hyperdocs as well as Flipgrid. These are two fantastic tools that teachers are just raving about everywhere.

I’m not a big fan of the trendy, I’m a big fan of stuff that just works and is simple. I know when I started using hyperdocs, I was like “Yes! This is so easy!” So do try it out, and thank you, Laura, for all your fantastic ideas for what you’re doing with your third graders.

 

Laura: Thank you so much! I’m so excited to be on your show!

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Laura Dennis has been a teacher, mentor, and Literacy Consultant with the Toronto District School Board for over 20 years. She is a Reading AQ instructor and curriculum developer for The University of Toronto (OISE). She is enthusiastic about infusing technology into her Grade 3 program.

Twitter: @laura_dennis_

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Hyperdocs Literacy Task Boards and Flipgrid Reading Circles appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e317/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Monday, May 21, 2018

ACE Mentor Relationship Building with Google Drive and Google Classroom



Stephanie Goldman on episode 316 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Stephanie Goldman and her first-year mentee Lindsay George have used Google Drive and Google Classroom to supercharge their mentor/mentee relationship. Stephanie calls this the ACE method of mentoring: Access, Collaboration and Experimentation. Learn this powerful method of mentoring. Next week we’ll interview Lindsay George, the other half of this experience.

Listen Now

***

Enhanced Transcript

Stephanie Golden: ACE Mentor Relationship Building with Google Drive and Google Classroom

Link to show: https://ift.tt/2rWXwaA
Date: May 21, 2018

Vicki: Today we’re talking with Stephanie Goldman, fourth grade language arts teacher here in Georgia, just a little bit above Augusta.

We’re going to talk about mentoring teachers with their use of technology through the Ace Mentorship Program.

Stephanie, what is the Ace Mentorship Program?

Stephanie: Well, it’s just an acronym that I actually came up with recently.

The A stands for access, the C stands for collaborate and the E stands for experiment.

It’s just something that has popped into my brain recently as I am mentoring a co-teacher in fourth grade. It’s her first year. She just graduated last year.

We are a Google school pushing one-to-one devices and integrated technology, meaningful technology.

Technology can improve the mentor induction teacher relationship

I just think that technology is a way to improve the mentor induction teacher relationship for many reasons. I think the biggest is probably the E for experiment. I just have a passion for induction teachers and pre-service teachers and I’ve just kind of always been an open-book for them.

I think technology has just really improved that relationship and the collaboration between the two.

Vicki: Let’s talk through the three pieces of this, kind of how it looks in this mentorship relationship. So access…

Access

Stephanie: OK. Access. Like I said, I’m an open book. Give them access to your resources.

I’ve only been in the classroom — I say “only” because it’s gone quickly — for twelve years. I know that when I had my mentor induction relationship, I feel like I would always go and ask them.

And at the beginning of the year, you know, they would give you the resources, and then I kind of thought I felt like an annoyance.

When people feel like — I mean, I know that SHE didn’t think I was annoying — I just felt that way. When we feel that way, I think sometimes we kind of shy away from asking what we need.

Now that everything is digital, it’s in the cloud in Google Drive, I’ve kind of given my induction teacher access to everything. All my resources.

It’s mostly organized, but the search feature for Google Drive is excellent. If she’s looking for something for reading comprehension or inferences, she can just type that in to the search and come up with a lot of resources.

Vicki: So you’re literally giving her access to all of your digital files.

 

Stephanie: Yes.

Vicki: You just say, “I give you complete access to the digital files and to me to just ask me about any of them.”

 

Stephanie: Yes. Access to that, so she can get it on the computer. When we’re at school she has access to it. When she’s at home, I think that’s one of the benefits of Google Drive. You don’t know what you need until right when you need it.

So she can go home on her Chromebook and she can search for something. I know that not everybody is as comfortable as I am with sharing everything, so if you wanted to just do shared folders or a team drive where you retain ownership, you can change permissions so that nobody can delete anything.

All of your stuff is safe, but they still have access.

Vicki: Oh, that’s so great…

So that’s the great thing about Google Drive, it’s that there are a lot of different opportunities.

Vicki: Yeah, and they can make it Read Only, and they can just make a copy.

OK. So C for collaborate.

Collaborate

Stephanie: Well, we’re lucky that she’s on the same grade level as I am, so we can have the in-person debrief, and we have collaborative planning during planning time, but the biggest thing is we do our lesson plans in Team Drive.

It just starts as a basic Google Doc, and we have a lot of freedom to choose what kind of format So we just have a basic table, and every day, and the different subjects planned out.

Going back to the access, I remember when I was first teaching with technology, and you would need a website. I would need to email the website to my co-teacher, and then she would have to open it.

But in the Google Doc, in the lesson plan, we can put links in the lesson plan. So if we’re watching a video, we would link the video in that lesson plan. All you have to do is open up that lesson plan for the day, and all your links are already there for you. All of our shared stuff is ready there. So she doesn’t have to come over and say, “Oh, can you remember to email me the insert?” It’s literally all there.

This is also great — once a week we have a designated learning plan that we put in for the next week, and we can kind of map out where the week’s going, and what she’s assigned to.

We’re kind of obsessed with the commenting feature on Google Docs, where I can tag her in a specific thing, I can assign her a specific assignment, and I can assign myself assignments.

I’m a big inbox zero type of person, as soon as I assign myself a comment and I tag that that’s the assignment that I’ve given a task, it pops up into my email. So when I get it done, I want to delete that email.

The same for her, so there’s no confusion about who was expected to do what in the collaborative planning.

Vicki: That’s important.

You just type plus, and you start typing their name, you type in their email, and in the comment, and it will have a little checkbox. And it will say, “Assign this to Stephanie Goldman.” and you’ll check it, and boom, she gets an email, and there you go. It just prevents SO much confusion, doesn’t it?

 

Stephanie: Yes. It does. Both of us are very similar in that we love to check that thing off, you know, we don’t want it hanging over our head. Like you said, there is no confusion about who is expected to do what in the delegation.

Vicki: That’s awesome. So you’ve given access, which is just so empowering and awesome. You’re collaborating, you’re actually using the tools that you’re going to be teaching with.

Imagine that! (laughs)

Stephanie: Yes.

 

Vicki: And then this whole idea of experimenting — now, experimenting might scare some people. What do you mean by that?

Experimenting

Stephanie: Well, I mean… technology is so ever-changing. I am not afraid to make mistakes in front of my students. I’m not afraid to make mistakes in front of my induction teacher or with my induction teacher.

With previous, less technological mentor induction relationships, I feel like the mentor had so much classroom experience, that sometimes they would always have lessons that would be successful.

You would plan something, and it would go well for the mentor teacher, but then the induction teacher kind of had a fail moment.

There was kind of a disconnect between the mentor saying. “How do I help the induction teacher learn from that and kind of make that process visible?” to where, now, when I try a new technology tool, and it doesn’t work, that would be similar to her trying to do an instructional strategy, technological or not, and having it fail, and first attempt in learning, not a fail.

But me going through that process and being transparent with her, “OK, this tool didn’t work, maybe it was my delivery of instruction,” or something. And I can think through that and reflect on my experience with her. I think that’s really helped when she introduces a new technology tool or a lesson didn’t go well.

Vicki: So basically, you are intentionally experimenting with something new, and you are authentically reflecting with her on what went right and what went wrong, and you’re letting her see you struggle.

 

Stephanie: Yes, exactly. And I think that is something that we, as mentor teachers, don’t do enough of because we have just become so comfortable in our lessons and our subject matter and things like that. The introduction of all this new technology is a great opportunity to show that process.

Let them see you struggle

Vicki: I think they used to say, never let them see you sweat, but I think it’s okay.

I’m even transparent and open with my students. So we’ll just have something go completely wrong and I’ll go, “Guys, this was a faceplant! This was terrible! Let’s take a different approach, or give me some feedback so we can do better for next time.”

I think that that transparency just shows our human side and makes us a — I mean, who wants to work with somebody who’s arrogant and pretends like they do everything right? Because nobody does everything right.

Stephanie: Right, exactly. Showing that to her and our students just helps them in so many different ways.

Vicki: I love this, Stephanie!

Stephanie: (laughs)

Vicki: So this is the ACE Mentorship Program approach for building that mentor relationship as you’re helping a new teacher join in.

You know, I would love at some point, and maybe you could put me in touch with her, to interview the other end of this mentoring relationship, but can you give us a peek into how she’s feeling about this?

 

Stephanie: She loves it. She wasn’t really a self-professed technology geek like I am, but over the year, we kind of had a lot of experiences together.

We are co-teachers in each other’s Google Classrooms, so the students get a double benefit of having two teachers posting and commenting on their work and things like that.

We’ve done a lot of co-teaching classes together where there was mostly writing where the students were in the Google classroom together. They turn in their writing, or while they’re working on it we both get a chance to comment on it and actually do face-to-face conferences with that technology.

Before she even came to the school, last spring there was a call for proposals at the Georgia Council for Social Studies with an emphasis on technology. And I said, “Hey, do you want to present?” She’s like, “Well, yeah, I guess.”

Vicki: (laughs)

Stephanie: We’ve actually presented at two conferences this year, and she’s actually become Google-certified educator level 1 this year.

She’s definitely integrating all that technology. The students love it. The digital natives love to have immediate feedback.

I think that she’s had a pretty successful year. It’s been my favorite mentor induction relationship so far. Just because she has access to anything, and I feel like I’m an open book, you know? She can get what she needs.

Vicki: Teachers, you know that we have to do better at bringing people into the profession.

Stephanie: Yes.

Vicki: I think that being an open book, giving open resources, co-teaching teaching in Google classrooms — I think this is a fantastic model for what it can be and how we can learn from one another.

And Stephanie, I’m just so encouraged, I appreciate you sharing your ACE Mentoring Approach with us.

And remarkable teachers, if you try this out, would you please tweet me?

You may already have something like this going, I would love to know more about successful mentoring approaches when you’re inducting new teachers into the profession.

This is fantastic.

Thank you, Stephanie!

Stephanie: Thank you so much for having me!

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Stephanie Goldman currently teaches fourth grade language arts and social studies in a 1:1 chromebook classroom at Lincoln County Elementary School in Lincolnton, Georgia. She previously taught in Richmond County (GA) and Spartanburg (SC) County District 1. She earned her bachelor’s and master’s degrees from Furman University in Greenville, South Carolina. She has been honored as Rollins Elementary School’s Teacher of the Year in 2012 and a top five finalist for Richmond County School’s County Teacher of the Year, and as Lincoln County Elementary School’s and Lincoln County’s Teacher of the Year in 2016.

Steph enjoys integrating technology in the classroom to increase student learning and engagement, as well as to make life easier for teachers. She has a passion for mentoring induction and pre-service teachers and helping them to integrate technology as they begin in their teaching career.

She is a Google Certified Educator Levels 1 and 2 as well as a Google Trainer. She loves being a “Google Nerd” and sharing what she has learned. This past spring, she co-taught a Google Certified Educator Level 1 boot camp for Lincoln County. She has presented sessions for the CSRA Regional Educational Service Agency (RESA) and the First District RESA, at Augusta University’s Impacting Student Learning Conference and for an Augusta University graduate class, at the Georgia Council for the Social Studies’ Annual Conference, and for AppsEvents. This summer, she plans to present at an AppsEvents summit and at Ed Tech Team’s Peach Summit.

When not teaching or on the computer, Steph can be found with her husband, Matt, and her three young daughters, or making a joyful noise directing the church choir and playing in the band. She can be found on twitter @dearfutureteach.

Twitter: @dearfutureteach

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post ACE Mentor Relationship Building with Google Drive and Google Classroom appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/ace-mentor-relationship-building-google-drive-google-classroom/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Friday, May 18, 2018

Trevor MacKenzie: 5 Ideas to Bring the Inquiry Mindset into Your Classroom Today



Trevor MacKenzie on episode 315 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Fantastic ideas to bring the inquiry mindset into the classroom including curiosity jars, provocations and more. Trevor MacKenzie gives us ideas to help kids become excited and curious.

Listen Now

***

Enhanced Transcript

Trevor MacKenzie: 5 Ideas to Bring the Inquiry Mindset into Your Classroom Today

Link to show: www.coolcatteacher.com/e315
Date: May 18, 2018

Vicki: Today we’re talking with Trevor MacKenzie, 17-year educator from Victoria, British Columbia, Canada, and author of Inquiry Mindset. I actually found him on the hashtag, because #inquirymindset going crazy, Trevor.

Today we’re talking about five ideas to bring inquiry mindset into the classroom.

Trevor, what is your first idea?

Trevor: Thanks so much, Vicki, for having me. My first idea — and it sounds like such a simple one, but it’s often one that educators overlook — is to simply ask our students what their curiosities and interests and passions are. Then use these as leveraging points to create powerful learning opportunities.

Idea #1 Ask students what their curiosities and interests and passions are

So one really neat thing that I see in powerful inquiry classes at the younger years is called The Curiosity Jar.

The Curiosity Jar is a beautiful mason jar that teachers have decorated with their students, and teachers encourage kids to plunk a little written curiosity into the jar any time throughout the day. The inquiry teacher can beforehand — we never do this randomly in front of our students, right? — beforehand, pull out these curiosities and prep really awesome learning moments.

I’ve seen some amazing things come from The Curiosity Jar — wonders about space, wonders about humanity, wonders about learning. So really, when we ask our students what their curiosities are, we really do leverage those into powerful learning opportunities.

Vicki: Wow. The teacher looks at all of what they are, and knows what they are, and then the kids — at some point in the next day or so — will draw. And then the teacher will just use that particular lesson based on whichever one they draw, right?

Trevor: Absolutely. Sometimes it happens at carpet time. You know, we pull the kids into carpet time and we pull out these curiosities. It appears random, but the teacher has prepped and scaffolded for these carpet time moments to create really powerful, meaningful learning opportunities.

Vicki: And I love it because in some ways, even though you’ve planned ahead, it’s spontaneous for the teacher. There’s that element of surprise and spontaneity that’s so much part of the exciting inquiry-based classroom.

OK, what’s our second one?

 

Trevor: Our second one is to bring in provocations. Provocations in the inquiry-based classroom are those artifacts or images or videos, to spark further curiosity and meaningful questions and conversation around learning.

Idea #2 Bring in provocations

A really fantastic provocation that my son, who’s in inquiry this year, brought in Remembrance Day. Remembrance Day in Canada is the equivalent of, I suppose Veterans Day in the United States. Is that right, Vicki?

Vicki: It is. I believe so.

Trevor: Yeah, so he brought in his great-grandfather’s boots from World War II.

He brought them in, and rather than have him share them at Show and Tell, the teacher just put them down on a desk and had students go and explore them, pick them up, and ask questions about them. “What do you notice about these boots? What do you wonder about these boots? And what do you know about these boots?”

Between the students and the conversations about those three questions, further questions and curiosities and interests surfaced throughout this activity. So that one little provocation of the boots led into some really amazing conversations around Remembrance Day and specifically, World War II.

I think provocations are a really powerful way to spark further curiosities and questions in the inquiry classroom.

Vicki: I love that! So you’re really trying to provoke curiosity, aren’t you?

 

Trevor: Absolutely! And you know, to be honest, by having them be a part of those provocations — they can bring them in, we can bring them in — and then from there, we can connect to other plans that we have in our curriculum and with regards to our assessment, right?

Vicki: Oh, what a remarkable idea.

Idea #3 Bring in a real world problem or challenge

OK, what’s number three?

Trevor: Number three is to bring in a real world problem or challenge. I ask my students to help me attack this challenge and solve this challenge and try to make a difference in the world around us, whether it’s our school community or our local community or perhaps our global community.

Sometimes that turns into a letter campaign or an email campaign. Sometimes that turns into design thinking and creating a solution to this challenge. Perhaps it’s using technology to solve a problem that we see in our world.

Overall, really what it does is it generates high interest in our community and our global community. It creates some authentic skills with our students. They look at how to attack a problem, plan a solution, and then of course follow through on that plan.

Then it’s just really meaningful learning, isn’t it? When we are looking at our community, whether it’s our school, our community, our city, our country, and then globally, it’s so much more meaningful than just reading out of a textbook or signing out a book.

It’s an authentic connection to the world around us. And I love it.

Vicki: Trevor, you have got to give me at least one quick example? Go for it.

 

Trevor: So a really quick example. Graffiti art has really been a hot topic at our school this year because around us there have been some artists who have been, of course — taking liberties, tagging, creating their share of art around us.

So I posed that question to my students. What do we do about this graffiti art? Is it even a problem? Should graffiti art be legalized? What do we want to do about it?

My students decided that graffiti art, when done tactfully and artfully, shouldn’t be illegal. It should be promoted and celebrated in our community.

So we followed up that belief with a plan to try to make a positive change with this topic. Essentially, they wrote letters to our local municipality, encouraging them to consider legalizing graffiti art in some of our public spaces.

So much fun, right?

Vicki: Oh, that’s awesome, and they’re being a part of advocating for meaningful change in the world. That’s fantastic!

Idea #4: Model your own passions, interests, and curiosities

OK, what’s our fourth, Trevor?

Trevor: You know, number four is that I really do try to — as an inquiry teacher — model my own passions and my own interests and my own curiosities for my students.

Not only do I want them to see my thinking and hear my thinking — around what gets me ticking and what gets me excited about learning — but also I want them to see what lifelong learning really looks like.

I want to be a role model for what their future as a learner could look like. Really, by modeling that and sharing my thinking aloud, I’m helping them work out that metacognitive thinking behind what we see day in and day out for our students.

I think a real strong inquiry teacher models their passions, models their thinking, models that friction that we know students have in learning — and then how we deal with that friction and how we deal with the heavy lifting of learning.

So yeah. I encourage inquiry teachers to model their passions, model their interests, and model their thinking, Vicki.

Vicki: Oh yes. Bring it in to your classroom! Let them see you get excited. Let them see you learn. Let them see you talk out the challenges that you have as you learn it.

OK. These are fantastic!

What’s our fifth, Trevor?

 

Trevor: Our fifth is the power of the PLN. You referred to the hashtag earlier. I know this is bringing the inquiry mindset into the classroom, but number five is really about bringing the inquiry mindset to our school.

Idea #5: Use the power of the PLN

I’m going to encourage teachers who are listening to find a collaborative tribe within their building to partake in some professional inquiry around teaching and learning in our school. Inquiry just isn’t great for our students, it’s powerful for our staff as well.

So asking a big question of myself and a little group of teachers within my building — and that question, obviously revolves around how my teaching is impacting my students’ learning.

That can look like many things. It could look like provocations, as I referred to earlier. It could be a big question around my assessment practice or my preparation for my learning moments with my students.

But that — harnessing the power of the PLN in our building — is going to quick create the inquiry mindset with our staff, with our colleagues, and with our teachers. Once we have that happening with our staff? Amazing things are going to trickle down for our students.

Vicki: Trevor, while we have time, what’s the most incredible thing you’ve seen happen on the #inquirymindset on Twitter?

Trevor: Oh my gosh!

You know one thing that I’m real excited about — and it’s happening slowly because I think this one takes a little bit of time, but — I’m seeing teachers start to look at their learning spaces, their classrooms, and really start to re-jig and redesign how their classrooms look.

Quite literally, it’s playing with the furniture in the room. You know those Before and After photos that we see in design TV shows all the time?

We’re seeing teachers take this to the next level and really think about, “OK, what’s the teacher-centered room look like? What’s the student-centered room look like? How can I maybe find a balance between the two?”

Because we know teacher-centered time and teaching directly is important. We need that in our classroom. But then what does the student-centered classroom actually look like?

I’m seeing amazing BEFORE and AFTER photos of these classrooms where teachers have tried to strike that balance a little bit more explicitly and intently. Some of it is just so, so cool.

And it doesn’t take this huge budget. We’re not talking about spending hundreds and thousands of dollars on new furniture. It really is a matter of redesigning what we currently have in our room on a low, low budget.

And that to me is just so inspiring to see teachers re-jig what it is that they have in front of them to better meet the needs of their students. It’s super exciting!

Vicki: Trevor, give us a thirty-second pep talk for adding inquiry-based learning into our classroom.

 

Trevor: Wow. A thirty-second pep talk?

I tell you, some of the biggest changes I’ve made in my practice all stem from just trying to better meet the needs of my students. You know, I never set out to write two books on inquiry, or become kind of a global consultant on inquiry. The very first question I ask myself with regard to this journey I’ve been on has been, “How can I meet the needs of the students I’m serving?”

To me, that’s always been relationships first, right? It’s the high-five in the hallway. It’s the kind smile. It’s really being present to hear the needs from each of my students. Then, of course, really thinking on what a proper and powerful pathway is that I can create to better meet the needs of my kids. So relationships first!

It starts small and it ends up big.

Vicki: Educators, we know, we’ve got to relate before we educate.

These are some fantastic principles.

Hope to see you on the hashtag. I think I’m going to be adding it to HootSuite now after we finish up the show.

Thank you, Trevor! The book is The Inquiry Mindset. Follow #inquirymindset. So many fantastic ideas here.

We can do this! I really love the provocations and asking students about curiosity.

A previous show guest actually has kids keep a “Wonderings Journal,” where they write about things that they wonder, and these are all exciting ways to add the inquiry mindset into our classroom. Let’s do this!

Trevor: Love it! Thanks for having me, Vicki! So much fun!

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Trevor MacKenzie is an award winning English teacher, instructional coach (focusing on inquiry and technology), and graduate student from Victoria, BC, Canada who believes that it is a magical time to be an educator.

By increasing student agency over learning, weaving in strong pedagogy, transformative tech use, and sharing learning to a public audience, Trevor’s learners are ready to take on important roles in the 21st century.

Trevor is the author of Dive into Inquiry: Amplify Learning and Empower Student Voice as well as Inquiry Mindset: Nurturing the Dreams, Wonders and Curiosities of Our Youngest Learners (co-authored with Rebecca Bauthurst-Hunt).

Find out more about Trevor and his work at trevormackenzie.com

Blog: trevormackenzie.com

Twitter: @trev_mackenzie

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Trevor MacKenzie: 5 Ideas to Bring the Inquiry Mindset into Your Classroom Today appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e315/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Thursday, May 17, 2018

Ann Oro: Developing A Digital Citizenship Curriculum



Ann Oro on episode 314 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Ann Oro helped her diocese develop curriculum standards for digital citizenship by grade level. Ann also talks about the fifth-grade course piloted by Seton Hall in two of her schools.

Listen Now

***

Enhanced Transcript

Ann Oro: A Digital Citizenship Curriculum

Link to show: https://ift.tt/2k29r2k
Date: May 17, 2018

Vicki: Today we’re talking with my friend, Ann Oro.

We were just talking about how we’re pretty sure we met just about ten years ago to the day that we are recording this, in Princeton way back in 2008. (laughs)

I really followed so much of what Ann has done. She was in the classroom for many, many years.

Now she is working as Director of K-12 Instructional Technology for the 93 schools in the Roman Catholic Archdiocese of Newark, and really working with their digital citizenship initiative.

So today we’re going to talk about, “What should we be teaching kids about digital citizenship?”

So Ann, I know that you’ve worked with reworking your curriculum. You’ve partnered with Seton Hall. You’ve done a lot of these things. But where do we start talking about this broad topic?

Where do we start?

Ann: Vicki, where we start is with the teachers, and really being intentional at every grade level with what’s appropriate for the students.

I work with teachers from preschool all the way up to the twelfth grade, and it really just takes a spiraling approach — meaning that when you’re in the preschool class maybe that digital citizenship just looks like, “How do you appropriately share a device with somebody else?”

Then as you work up through the years, it begins to take on different meanings, everything from asking a grownup if it’s okay to go online and if a site’s appropriate to understanding how to research that information. And finally, how to truly put your best self out if you’re doing that on the internet.

Vicki: So Ann, you think we should be intentional. You know, a lot of times, it’s kind of the shotgun approach. I’m just going to pull out my digital citizenship and just hit a bunch of stuff at once and hope I cover what I need to, but there really are things that need to be age-appropriate, aren’t there?

 

Ann: There absolutely are.

When I worked with the teachers in the 93 schools, we realized that we didn’t have that intentional look at the skills that students and teachers needed.

So we began by looking at the ISTE standards, which is the International Society for Technology Education. We looked at state standards, and then we talked. We spent about two years going with this approach to find the skills that we needed across the curriculum, not just digital citizenship.

We started with the ISTE Standards and state standards

Vicki: Have you shared these somewhere online?

 

Ann: They are online, and when you look at the Shownotes, I have a link with the resources that I’ll be talking about, and our entire technology curriculum map for K-12 is online. It’s helped give everybody focus, and it really helps us be intentional, like you said, about what it is that we want our students to be thinking and doing when they’re online.

  • Check out https://ift.tt/2rPcCOm for these resources

Vicki: Yeah. So, now, you recently made the news, when you partnered with Seton Hall Law of of fifth grade course. Tell us a little about that fifth grade course and what it was about.

Ann: Seton Hall Law School has a division that is the Privacy Protection Institute. It is a Catholic university.

In addition to working with public schools, they reached out to us to find out if we would be interested in piloting this program.

What it really does is it takes looking at digital citizenship away from, “Be afraid of who might meet you online,” to “How much time am I spending online?”

It’s not, “Be afraid of who might meet you online.”
It’s, “How much time am I spending online?”

It really started with a focus on fifth graders because the research that they did said that that’s approximately the age when many students get their first cell phone.

They wanted to make sure that students are thinking about the implication of, “How often are you touching that cell phone?”

Also, the implications of the way that you use your phone to search is going to give you different results from the way that somebody else uses the phone to search.

It really has been very well-received by the two schools that we worked on with it. They shared an article in The Washington Post, and the leader of the programs said that they have been truly just been overwhelmed with the requests for information about this pilot program. It just points to the fact of how very topical and important it is.

Fifth grade is when most kids get their first cell phone.

Vicki: Did you get any pushback with the age of the kids? Some people think, “Oh, the kids need to be older.” But you’re right — fifth grade is when it happens. But there are a lot of folks that live in denial. How did you approach that when you got the pushback?

 

Ann: You know, truthfully, and maybe surprisingly, we didn’t get any pushback.

There really is a clamoring for information on the parents’ part. I’m seeing it in different ways around different schools.

A couple of the schools did a screening of “Screenagers” for the parents and attended one of those. It’s a video of them talking about the research that a doctor did on cell phones, and, again, how sticky they are.

The parents, when you talk to them afterwards, are really just interested in how much is too much. And they feel like it’s just something that’s happening to them. They don’t realize that every other parent is dealing with that across the grade levels.

Vicki: What kind of results have you seen since implementing the curriculum and this program in fifth grade with your students? Has the behavior changed? Are they talking about change? What’s happened?

Ann: Well, this is, again, it’s very, very new. We’ve only been doing it for about eight weeks in two different schools.

So the results are not in yet, but we also — through the Washington Post article, The CBS Morning Show chose to interview the school. What they found when they were interviewing the students is that the kids really clamored for the information. And the students were really becoming more intentional about how often they were touching that phone.

Vicki: Because, you know, digital health and wellness is something that you and I have talked about for years.

These devices are designed to be addictive

These devices are designed to be addictive. They’re sticky, is what marketers call it. They want it to be sticky. They want the eyeballs.

But we have to learn how to put them down. Isn’t that so hard, Ann?

 

Ann: It’s absolutely hard. I’ve heard you talk about it before on other shows.

It’s that concept that we’re talking about young children with young brains, and whether it’s touching that phone or whether it’s not perhaps leaving the nicest message for somebody, that kids’ brains are really developing up until their mid-twenties, depending on whether you’re talking about male or female.

A lot of what they do is really spur-of-the-moment, so it’s really a need to help the students realize that adults have a hard time with this. They have a hard time as well.

Vicki: So, Ann, as we’re finishing up, if you could challenge those working with a digital citizenship curriculum around the world with students with a thought about what it means if they do NOT have digital citizenship in their curriculum, what would you say?

Ann: Well, I would say that you’re lacking not even a future skill — I mean, this his is a skill that everybody needs.

If you’re not teaching this, then you’re setting your students up for failure

If you’re not intentionally taking care of it, you’re really setting your students up for failure when they move on into college. If they don’t go to college, when they move on to work, because you need to manage your identity.

You need to ethically interact with other people. You need to understand the rights and responsibilities of posting things online, taking control of making sure that intellectual property is cared for. And again, finally, just being very cognizant of how you’re sharing your data.

If we begin in preschool and keep spiraling through that, through twelfth grade, we’re setting students up for success in a way that other students, in previous years, really fumbled through on their own.

Begin in preschool and keep spiraling through twelfth grade

Vicki: And we’re doing what we’re supposed to do, which is educating! We’re not just saying “Hey, just figure it out yourself.”

We don’t give them geometry formulas and say, “Here’s some formulas, figure it out.”

But we hand them the phone and we don’t do that, and phones don’t come with user manuals anymore. It just kind of blows my mind.

 

Ann: Absolutely. In the course of looking around online, if a teacher isn’t comfortable with this, there are so many resources out there.

One of the resources that I had shared recently with some of the local teachers is a Google program that’s in their training center in Google for Education. It’s a digital citizenship and safety course for adults. Adults say, “You know what? I’m new at this. I have no idea what to do.”

It really talks about why to teach digital citizenship and safety, how you can search online in a savvy way, how you can protect yourself from phishing and scams and how you can manage your online reputation.

If so if they’re not comfortable with this, that course really gives them just the nuggets that then they can turn over to students in an age-appropriate way.

Vicki: Well, teachers and educators, we have a lot to think about with creating our digital citizenship curriculum, with things that we should be considering.

And also the challenge that, you know what? Fifth grade, is really kind of a key age to start into pretty deeply understanding of what kids need to be sharing, even if they’re a little younger than that technical age of thirteen, they are they getting phones and that does put things out there.

So I just challenge you to go to your district, go to your school, ask, “What is our digital citizenship curriculum? What are the things that each grade level should know or understand?”

Truly, I’m not sure how a school who calls itself a 21st Century School if it doesn’t have an intentional digital citizenship curriculum. It’s just part of it.

So thanks, Ann!

Ann: Thank you so much, Vicki.

Contact us about the show: http://www.coolcatteacher.com/contact/

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Ann Oro is the Director of K12 Instructional Technology for the 93


schools in the Roman Catholic Archdiocese of Newark. Ann has been leading teachers and students in the instructional use of technology to support student learning for over 15 years. Ann works to assist teachers in integrating technology into the curriculum to engage students in communication, collaboration, critical thinking, and creativity. The ability to critically review search results is an integral part of life in the 21st Century. It is equally important to communicate results in a creative manner. Ann shares collaborative projects with students and teachers across the globe. Her Monster Project, co-led with Anna Baralt, was highlighted at the 2013 International Society for Technology in Education (ISTE) conference closing keynote. She and her students were part of a project that won the Chase Multimedia in the Classroom Award with Lisa Parisi. She has been a K-8 computer and middle school math teacher and received her M.A. in Educational Leadership, Management, and Policy from Seton Hall University.

Blog: http://www.annoroteaches.com

Twitter:@OroAnnM

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Ann Oro: Developing A Digital Citizenship Curriculum appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



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via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.
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