Embrace Your Vulnerability; Write In Front of Your Students

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “How do we better instill an idea of risk-taking and struggle in students? How do we do a better job of encouraging their failures rather than punishing them? How can we better humanize success and show that it’s a matter of diligence rather than talent?”

Teaching writing is tough. When I speak to colleagues, other educators, or reflect on my own training, how to explicitly teach students to write was something that was missed for many of us in the education world. In fact, I don’t remember learning how to teach writing until I started my graduate work. With the lack of training, what typically happens is one of three things: teaching writing is in the form of grammar, usage, and mechanics rules and memorization; or teaching writing is having the students write a holiday essay or a 10 page research paper; or finally, teaching writing is not done at all, rather it is assigned.

Now you may be wondering how this addresses the question posed above… The most important thing educators can do to teach their students how to write is to write in front of them. I can think of nothing more powerful, or more vulnerable, than when a teacher writes in front of their students.

  • Writing in front of students does more to move a young writer forward than any grammar worksheet assigned.
  • Writing in front of students promotes risk-taking by the class as they become a community of writers.
  • Writing in front of students demonstrates the struggles all writers face on how best to articulate their thoughts, ideas, and messages.
  • Writing in front of students helps to demystify the magical aura that surrounds a perfectly polished piece of text.
  • Writing in front of students invites the community to know you and your story which propels them to share their own.
  • Writing in front of students provides a window into your mind as you work through the process of writing.
  • Writing in front of students demonstrates that hardly any piece of writing is perfect the first time, even the teacher’s piece.
  • Writing in front of students illustrates writing success is found through practice, lots and lots of practice.
  • Writing in front of students releases the protection of the process and struggle to the students.
  • Writing in front of students provides a model of real writing by an important person in their life.
  • Writing in front of students builds relationships and fosters empathy.

If we want students to be risk-takers, persevere through the struggle, and find success in the process then we must model that as the adult in the classroom. If we, ourselves, are embarrassed or nervous to write in front of and share our writing with students then how can we expect the same from them. The best writing is personal. It moves the readers to have an emotional connection to the story and to get the student’s best writing we must be a model of this vulnerability. The first step in the teaching of writing is to be a writer yourself!

Posted in #MakeLitREAL, #teachwriting, CM Rubin World, edchat, Literacy, Skills, Standards, Strategies, Student, Teacher Beliefs, Technology, TGTB, writing, Writing Workshop | Tagged , , , , , , | Leave a comment

Boost Student Video Creations Up a Level with a Mentor Example

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Three years after implementing a laptop initiative in the district in which I worked I came to realize my students could create a video for a class in an hour. They were so skilled at using technology to create original products that they could do them quickly but the quality started to dwindle. Two things typically happened, first, students submitted crappy videos, or second, I would share an example of a student video from the previous year and that is what they then created, a close replica of the example I provided.

Calling upon my literacy roots, I decided to approach videos and other multimodal products students created as I did in reading and writing, with a mentor example. I wanted to students to show mastery in both content and product, and this turned out to be the best approach for my classroom.

Mentor Text (Example) – A piece of text (or video, infographic, meme, blog post, etc.) that the teacher and students know inside and out and can be approached from many different angles based on purpose.

A mentor example is not necessarily specific to the unit or content, instead, it is a stellar example that students reference and try to mimic in their own writing or creating. It is not a piece that does only one thing well, and it should definitely not be a large collection of examples. Instead, a teacher might have a few mentor examples that are used time and time again throughout the year. For student-created videos, I had one – only one.

Students watched this video more than a hundred times. We discussed it as a class, they used it independently, in small groups, while giving feedback to a partner, What is Moonshot Thinking is a perfect Mentor Example to boost student video creations up to the next level. It can be approached from multiple avenues and reinforced the 4 Components of a quality video that I wanted my students to remember as they were filming, editing, and posting.

After viewing the video as a whole class, I would have students jot down short answers to the following question:
What makes this a good video?

Inevitably, most of the answers centered around the message and emotions that they felt during the viewing. But then  I would push them a bit further by asking:
What else? How were images and audio used to enhance the message?

From there, a lengthy discussion and analysis of video creation ensued. While I stressed the importance of content and product, I had never provided skills or opportunities to think, discuss, and reflect upon what makes a video good and how can I make mine better.

4 Components of a Mentor Video Example

  1. Visual – How does the vidoeographer use images, video, lighting, angles, etc. to enhance and contribute to the message being communicated.
  2. Audio – How does the videoographer use audio, music, sound effects, silence, volume, etc. to enhance and contribute to the message being communicated?
  3. Structural – Just as in reading, videos have a structural component to help the viewer understand their message. Is there a familiar form being used? How are video and audio used to show transitions, show sequencing, or even hook the viewer?
  4. Message – If there is a breakdown in the video message, more than likely little time was used to construct and plan. When a student grabs the camera and starts filming without planning we see this happening. Just as in the writing process, students need to brainstorm, plan, write, revise, discuss, etc. before filming takes place. Storyboards and graphic organizers help students think about message, purpose, and communication and lead to a better product.

 

While each of the 4 Components above can be broken down into skills and taught in the classroom, the same mentor video can be used for all. Having a mentor video changed the way I taught multimedia creation and the way my students learned how to share their understanding through multiple modes. It also helped to differentiate instruction based on student needs. Before publishing, if a student had poor audio in their video, I simply asked them How was music used in the Moonshot Video Mentor to enhance their message. We would talk about it, then I would suggest for them to try it in their own video. It worked far better than I could expect and two things happened, less crappy videos and more learning on communicating digitally one’s message! #Winning

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Learning Centers in a Blended Literacy Classroom

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I am excited to share this post which was co-authored with my friend, Steven Anderson @web20classroom. It is sponsored by ThinkCERCA, an online platform designed to empower teachers to personalize literacy instruction across disciplines.

There has been no greater impact on differentiation and student achievement in recent years than the effective integration of technology in the classroom. Traditionally, literacy educators spent long hours gathering resources, developing tasks and extensions, and reading and analyzing assessment to determine if the instruction was meeting the needs of students. Now imagine doing this same routine 3 or 4 times over to cover all Lexile levels in one classroom; exhausting. Technology has not only provided text access at students’ differing instructional levels, but has streamlined formative assessment, and has given back precious time to teachers to work with small groups and individuals.

The most effective blended learning model that literacy classrooms can utilize to meet the needs of all readers is the “Rotation Model” in which online engagement is embedded within a range of face-to-face forms of instruction. While this blended environment could look many different ways, we believe that the workshop framework provides the instructional vehicle that makes differentiation most successful. Technology or a blended model is not a component of the workshop framework, but utilized by a skilled workshop teacher, platforms such a ThinkCERCA, and an understanding of each student as a reader is when achievement is maximized.

In a workshop framework, there are 3 main components: Mini-lesson, Independent Practice, and the Share. The mini-lesson is whole group instruction. The teacher targets a learning objective, models it with a mentor text, actively engages the students in similar work, and then sends them on their way to apply the new learning to their own independent books. It is during the independent time that teachers experience the greatest challenges as well as the largest gains made by their young readers in the form of conferring. At the end of the time, the whole class is once again gathered to partner share or large group share out the important work they did during the day.

The question we often receive is centered around the Independent Practice. Teachers witness the benefits of small group instruction but are less certain about the learning taking place by the rest of the class. While there are many different ways to implement and manage independent routines, it is here where technology can best support young readers. During the independent time, centers are one way to keep students learning, not just completing busy work. Literacy Centers, infused with a blended environment is an example of rotation model at it’s best.

Centers –

  1. Student-centered, active inquiry, open-ended
  2. Purpose is to learn, offering opportunities for a variety of levels
  3. Center should be applicable to what you are teaching and what students are learning
  4. Established routines, organized materials, and dedicated space
Centers for the Early Grades Centers for the Intermediate Grades
Independent Reading

***accessible text at independent reading level, epubs, books and articles online

Independent Reading with Reader’s Notebook

***accessible text at independent reading level, epubs, books and articles online, digital reader’s notebook

Listening Center

***tablets, laptops, ipads, ipods

Multimodal Center

***devices and examples on one topic in multiple modes, consumption, and creation

Word Work

***active, and able to manipulate like a drag and drop option, text to speech, videos, word games

Beautiful Lines, Interesting Words, Author’s Craft

***accessible poems online, apps, resources, tools, publishing and sharing platforms

Writing Center

***comprehension checks, graphic organizers, student-created graphic organizers, video and audio, publishing and sharing platforms

Writing Center

***comprehension checks, graphic organizers, student-created graphic organizers, blogs, video and audio, publishing and sharing platforms

Wonder Center

***Virtual Reality, Videos, Infographics

Wonder Center

***Virtual Reality, Videos, Infographics

Poetry Center

***accessible poems online, apps, resources, tools, publishing and sharing platforms

Book Clubs, Literature Discussions

***accessible text, discussion forums, real-time chats and video options

Partner Center

***accessible text, audio and video

Drama Center (Reader’s Theater, plays, speeches)

***accessible material, video examples, clips, video and audio recording capabilities, publishing and sharing platforms

*** Technology Integration Ideas to Consider

Managing independent time in the literacy classroom is an area that teachers must address directly. Independent time, centers, or stations should not be busy work or only used sporadically. It does not have to be an either/or in regards to technology, instead, it is BOTH and supports students with all types of reading and writing they will consume and create in their lifetime.  It is a time for students to take ownership in their own learning. Integrating technology into independent time routines or centers is advantageous for both students and teachers and help to move all readers forward.

Want to learn more? Check out the Administrator Guide to Personalizing Literacy Through Blended Learning from ThinkCERCA! There is also a great webinar on crafting Scalable Blended Literacy Programs worth a watch as well.

References:

Blended Learning Models (Friesen, 2012)

Guided Reading, Fountas & Pinnell

Shaelynn Farnsworth is a Digital Literacy Expert in the Iowa. You can follow her on Twitter @shfarnsworth

Steven W. Anderson is a Digital Teaching and Relationship Evangelist. You can follow him on Twitter @web20classroom.

 

Posted in #edchat, Blended Learning, Digital Literacies, edchat, Education, Literacy, Media literacy, technoliteracies, Workshop | Tagged , , , , , , , , , , | Leave a comment

Close Encounters with an Online Predator

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The above conversation took place a month ago and shook me to the core.

This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question focused on Digital Citizenship. This is the story of my daughter, Grace.

Grace Ann, my 11-year-old daughter begged for an Instagram account. Her older brother had one, some of her friends had one, and I also had one. I explained to her that she was not old enough to have her own account, but could have a joint account with me. (It would be private, I would approve and post the content and who she followed and followers, and she could only access it from my device so as to be monitored.) As a parent, I felt this was a perfect opportunity to educate my child on how to use social media and be safe online.

One evening, Grace Ann was on Instagram looking and “liking” photos from the feed of JoJo Siwa, teen sensation from the hit show Dance Moms, when all of a sudden she received a private message (yes, you can still send and receive messages from strangers on a private account). The notification appeared on both my phone and the iPad she was using and I paused to see what she would do. Grace immediately brought it to my attention and I took it from there.

This predator, this sick individual, told my daughter that her profile picture was “hot” (see above, she is a child, she is not hot). My blood boiled. I realized this pervert targeted young girls who were “liking” pictures on JoJo’s feed.

I played along…

I posed as my daughter and replied to his comment, asking him if we knew each other and how old he was.

When he responded that he was 24 (and probably even older than that) I finished the conversation and told him I was, in fact, her mother and would be reporting him (plus, some other choice words).

Following this incident, Grace and I had many conversations as to what happened and how she could protect herself online. I told her how proud I was of her actions and how she came immediately to me when she got a message from someone she didn’t know.

Keeping our kids safe online is a priority for me as a parent-educator. When I speak to others about the positives, as well as negatives, online I urge parents to consider 3 things:

  1. Talk to your children about the internet and social media. How to stay safe online, protect their identity, and how to Use Social Media, not be Used by it.

  2. Be aware of all accounts, follow them and have access to them (this is not an invasion of privacy, but a necessity if anything were to ever happen).

  3. Take time to unplug. I purchased the device, I supply the internet, I will limit time spent and access as I feel fit. This is my right as a parent. Do not be afraid to set boundaries so that our children are safe and healthy.

While this is only one aspect of Digital CItizenship, I had never experienced anything hit so close to home and felt compelled to share with a larger audience. I love my children, just like I loved all of my students, and when something like this happens, my “Moma Bear” kicks in and I go into protection mode. The police were contacted, I had former students reach out who are now adults and are in law enforcement and government security. I also notified Instagram. Unfortunately, because he did not “cross the line” nothing could be done and his account was not suspended.

I share this, not to scare anyone, but rather as a reminder that we can never be too careful when it comes to children and the vastness of people connecting to them through the internet. It is never too early to start online safety conversations with kids. In the classroom, online safety or digital citizenship should not be discussed during a designated month, instead, students should hear it from all teachers and the components should be woven across the curriculum all year long.

Please, share your stories with me. Share resources you use in your classrooms or at home. Together, we can protect our children!

 

(Feel free to share this in your school and with parents, it is the reason that I blog)

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Instructional Coaches: A Benefit to Schools

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In the early 1990s, there was a surge of instructional coaches in the area of literacy. From that point forward, Federal and State Initiatives have supported and encouraged schools across the country to implement support to colleagues through the use of coaches. Throughout the years, roles, titles, and job descriptions have morphed into what we have currently but the focus has remained comparatively similar to its inception: How can coaches support colleagues in pursuit of refining their practice to directly impact student achievement.

My current role allows me not only coach teachers in multiple districts, but also allows me the ability to work with and coach the coaches in the districts we serve. Because of these experiences, I believe there are 3 Ways Instructional Coaches Benefit Schools:

  1. Transfer – If you ask any educator to share the initiatives and focus areas in their building the list would be lengthy, filled with three-letter acronyms, and perhaps, attached to a SMART goal. While there are no shortages of initiatives to implement or professional learning for these initiatives, consistency in implementation and transfer into the classroom rarely happen at a systems level. In buildings with instructional coaches, I have witnessed a more systemic transfer of professional learning and initiative implementation into the classroom. Through one to one or small group coaching, educators attest to the support that coaches provide on a continuous cycle long after the initial learning is completed. Effective instructional coaches also use a variety of tools, checklist, or Innovation Configuration Maps to reflect and have conversations with colleagues on what implementation with fidelity may look like. Through these coaching cycles, support is personalized based on self-identified needs.
  2. Personalization – Instructional coaches play a support role to teachers instead of an evaluative role. Relationships and respect are forged and areas identified in which to focus efforts. Modeling and co-teaching, 2 effective strategies coaches use, are often sandwiched between a pre and post conversation. And just as every student in the classroom may have a different learning pathway to the same end goal, so to do teachers. Building Principals may be able to support staff growth on a macro level, individual growth at the micro level is achieved through utilizing instructional coaches. Personalized professional growth for every staff member at a consistent and continuous level is possible with a competent and supported instructional coach.
  3. Leadership – Finally, schools benefit when teachers have leadership roles. From helping to build consensus to identifying student and teacher needs with data, kids win in buildings with instructional coaches. Teachers are the ones doing the work in the classroom. Their actions directly impact students and it is essential to have their voices “at the table” when professional learning is planned or vision and goals are formed. Instructional coaches allow teachers to have a leadership role in buildings without having to be a principal or obtain an additional degree. It is through leadership opportunities like this that help schools retain good teachers and improve the pedagogy of all.

Instructional Coaches are continuing to support teachers and students through consistent, high-quality continuous improvement. Throughout the years we have witnessed educational trends, all in an effort to boost student achievement. Collegial support through coaching helps all schools which impacts the bottom-line, the students!

 

Resource: Denton, Carolyn A, & Hasbrouck, Jan. “A Description of Instructional Coaching and its Relationship to Consultation.” Journal of Educational and Psychological Consultation. 2009.  

Posted in #edchat, #MakeLitREAL, edchat, Instructional Coaching, Professional Development, Teacher, Teacher Beliefs | Tagged , , , , , | 1 Comment