Beginning of the Year Laptop Expectations for the Classroom

 

Laptop Expectations for the Classroom.pngAugust signals the return to school for students and educators across the country. The beginning of the year is often filled with reconnecting with friends, building communities in the classroom, and handing out textbooks. But in some schools, students will not only receive textbooks but a new laptop or tablet to support their learning. Maximizing educational use of technology in the classroom is easier said than done. As educators, we want students to not only consume information but also create awesomeness to share with the world. What is frequently forgotten is the proper care and maintenance that accompanies student devices.

Technology is not a silver bullet for student engagement or classroom management. In fact, devices in the hands of all students amplify good teaching and magnify bad teaching. I recommend having a discussion, early in the year, on the proper care and use of student technology in the classroom. These expectations can be individual to each teacher, constructed and agreed upon as a staff or PLC, or co-constructed with the students; whichever way works best in your educational ecosystem.

In my own classroom, I learned the hard way. When my district implemented 1 to 1 in 2009 I just thought students would appreciate the opportunity of ubiquitous technology in the possession and use it with care. Around December, I realized I needed to rethink my initial thoughts and discuss with the students’ expectations of use. Together, we co-created a list that I have used and shared ever since. Feel free to use and adapt to make your own!

  1. Be Prepared – Just like you would bring your writing tool and book to class every day, you must now bring your new tool (laptop) to class each day. Make sure it is fully charged and ready to go. Although we will not use the laptop every day, we will use it frequently. If you know the application being used in class, have it already opened or immediately pull it up when you get into a class, this will help save time.
  2. Power Up – If you use photo or video editing apps the battery will be drained quicker than just typing. Same is true for streaming video or using skype. Dimming the brightness will help to preserve the battery life. Make sure to set your power display to show the percentage, this will give you a more accurate reading. When the percent reaches 5 or lower, plug in your charger to one of the designated places in the room.  Be sure to use your own charger and take it with you when done.
  3. Screens Down – Anytime I (or a classmate) am speaking, screens will be tilted down.  Nothing is more distracting to you or to others around you than someone surfing the web.  Putting the screen down will help bring attention to the task at hand.
  4. Tech-Tips – I suggest that you have a google doc/folder, document, sticky, etc. to curate skills and tips that you will learn throughout the year in all of your classes. You could also include all handouts and tutorials you receive in a specific folder. Curate videos on your YouTube Channel, or create a spreadsheet of shortcuts to remember. This reference will be useful when maximizing all programs available on your new laptop.
  5. Hands Off – If it’s not yours, keep your hands off! This is for any type of contact with another person’s laptop. When demonstrating to someone, make them manipulate the cursor. If you are the one moving the cursor on their computer they miss the hand/brain connection and will be less likely to remember what you demonstrated.
  6. Sound – All laptops will be muted unless permission is granted.  Bring headphones to listen to needed information during work time.  
  7. Camera Use – Your laptop is equipped with both a digital camera and digital video recorder.  With these tools, we will create a multitude of projects from footage and photos you take. There are expectations that the photos and videos taken are appropriate and in good taste. The subject should always be asked before an image is taken of them. Privileges of these two tools will be revoked if used inappropriately. Please refrain from taping video and snapping pictures of people without permission.
  8. Self-Management – If it is not related to the task assigned, you should not be doing it during class.  This includes email, Googling, etc. Self-Management of digital access is a lifelong skill that relates to productivity. You will not always have your mom standing behind you to stay on task, finish your homework, or complete the work assignment. Use your time wisely, take breaks when needed, and save the memes for your free time.
  9.  Power Teams – Everyone will be at different levels of expertise when using the new technology. This classroom will be one of support and understanding.  Use your peers as resources, help each other, and don’t be afraid to ask for help.  Tips – Location at school should be “in school” and location at home is “out of school.”  If things start acting weird on the computer, the first thing to do is restart it to see if the problem is corrected. Update when prompted to keep systems running smoothly. Double-check to see if you are signed into the correct Google Account.  
  10. Saving – You should be saving your work periodically.  Save each draft as new with a new date.  Save in the appropriate class folder to keep life and work organized.  If you would cry if something was lost, make sure to back up in other places. (gdrive, dropbox, flashdrive, etc.)Plus, if you utilize GSuite, then it is automatically saved without any action on your part.
  11. Transporting – Each time you leave a room make sure your computer is in its bag!  No exceptions! Zip bags. Do not put too much in the front pocket of your bag – it can ruin the disk drive if smashed. Be aware of the weather, do not leave in a vehicle. If you do, allow the computer to reach room temperature before turning on.

This discussion of expectations in the classroom often led to better care of the devices. It also created a platform to then dive into Digital Citizenship, Netiquette, and Copyright. While there were still broken screens throughout the year, having this discussion with students helped to create an environment that supported learning, responsibility, and respect.

Contemporary Literacy Curriculum, #MakeLitREAL

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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 “Do you believe curriculum needs to be more relevant for a 21st-century world? If you had the power to change the school curriculum, what would you change?

As society and technology change, so does the definition of a literate person. Teaching students to read and write through traditional means, paper and text, is no longer the only skill set needed to be considered literate. Literacy is a foundational curriculum component to every discipline. More than that, literacy is “inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups.” (NCTE)

The literacy demands of contemporary society require students to be dynamic, multimodal, skeptical, and global.  Few, if any, curriculums address these needs in full. It is up to the knowledgeable educator to provide a curriculum that ‘Makes Lit. REAL”. (Relevant, Engaging, Authentic, Lifetime) #MakeLitREAL

When planning units, creating tasks, evaluating curriculum, working with other educators, or coaching PLCs, I continually return to the acronym REAL. This helps to center the conversation, keep students at the forefront of decisions, focuses on the verbs (communicate), not the nouns (tech tool), and provide literacy opportunities that will not only strengthen their skills now but forever more. When you Make Lit REAL, educators see the absurdity of assigning a 7 page, single-spaced, book report and reimagine curriculum and tasks that prepare our students to hone skills needed today, not 20 years ago.

Traditional Contemporary
Consume 2 Dimensional Readers

Unimodal, one way, text on paper. Limited access based on demographics and teacher knowledge/experience

3 Dimensional Readers

Multimodal, multiple ways, interactive text, media literacy, dynamic infographics, and visuals, etc. Ubiquitous access to information, people, and experts. Healthy skeptics and discerners of information

Create Multiple types and purposes but typically done with paper/pencil or word processor Dynamic, interactive, unique, multiple types and purposes but additional modes (posts, video, audio, visual) that provide student choice and voice
Communicate Contained to classroom or school Global, allowing students to cross the geographical divide digitally
Connect Contained, local, never talk to strangers Connecting and building relationships cross-culturally and globally
Curiosity ? Inquiry, design thinking, PBL; developing problem seekers not just problem solvers
Contribute Community-based, volunteering Developing empathy and ethical responsibilities. Pose and solve problems at a global level. Strengthening collaboration and independent thought.

Literacy is not only a foundational part of every curriculum it is a cornerstone to us as humans. The traditional curriculum is falling short in providing contemporary students the skills they need in life. When you Make Literacy REAL (Relevant, Engaging, Authentic, Lifetime) and apply this lens to the current curriculum,  a clear picture of our past and where we need to head as educators emerge.

7 Virtues of a Blended Learning Teacher

Adobe Spark (17)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 “To what extent is this a new model of learning in a digital age? Is blended learning becoming yet another overhyped myth?  What lessons learned can you share from your own school community?”

Blended learning is a disputed term among academics and one may find what it is NOT, rather than what it IS. In 2009, I entered the world of blended learning after the school I taught at implemented a 1 to 1 laptop initiative which placed computers in the hands of all students (grade 6-12) that they used in the classroom and brought home with them each night. Because of this experience and through conversations I have had with other educators in similar education ecosystems, I believe that blended learning is a combination of traditional teaching methods and digital ones, this in different languanges.

Educators who are sound in content and pedagogy are often high-impact blended learning teachers as well. Through reflection and conversation, blended learning teachers possess similar virtues:

Teacher Virtues:  

  1. Uninhibited Creativity in delivery and content of learning
  2. Sees Failure as Opportunities for Growth and gains achieved through perseverance
  3. Seeks out Opportunities for Improvement
  4. Reflective in Practice and on student achievement
  5. Student-centered and Relinquishes Control of elements in traditional teaching
  6. Sees Technological Differentiation as a Way to Meet All Students’ Needs
  7. Recognizes Multidimensional and Multimodal Learning as Relevant and Engaging

Teacher virtues in both a traditional or blended environment extend across both and most, are interchangeable in either environment. Technology or blended learning does not automatically make one better. In fact, through experience, it does quite the opposite, magnifying poor classroom management or lack of understanding of content or pedagogy. Effective blended teachers are always effective classroom teachers but the opposite may not be true. To be a high-impact blended teacher it takes creativity, understanding, resourcefulness, and reflection in a digital learning space.

HELP! Me Unpack the Standards: A Framework for Teacher & Student Clarity

Adobe Spark (16)In just about any classroom I enter I notice a “Learning Objective” or “I Can” statement located at the front of the room. Sometimes this statement consists of underlined words, is laminated on a beautifully bordered sentence strips, or is hurriedly written with a black expo in the designated corner on the whiteboard. The teacher states the learning target at the beginning of the lesson and students copy it down, word for word, into their notebook. But, when I ask the students what they are learning and why I am continually met with blank stares… The frustration in the teacher’s voice is evident during the coaching conversation following the class. They can’t seem to understand how or why the “I Can” statement that is clearly posted never transfers or remains with their students.

I have found two major reasons for this phenomenon, and both are fixable. First, the learning objective is typically “owned” by the teacher and not the student. The teacher determines it, the teacher writes it down, the teacher states it, and then the teacher begins the lesson. For an objective, target, or “I Can” statement to be student-centered and student-owned there must be a dialogue between the teacher and the students involving the What and the Why. What are we learning? What is our goal? Why is it important? And what does success look like?

Secondly, a student’s misunderstanding of  the learning and why it is important often occurs because of the teacher’s surface level understanding of the standards. When a teacher’s understanding of the standards (whether local, state, or national) remains at the surface-level kids suffer. To truly have a deep understanding of the standards, teachers must be given time and support to unpack them independently and collaboratively. This unpacking helps to bring clarity to teachers and positively impacts student achievement. The following template was adapted from Hattie, Fisher, & Frey and provides guidance on digging deeply into the standards.

Standard

 

 

Concepts (Nouns) Skills (Verbs)

 

 

 

Surface Skills & Knowledge Needed

 

 

 

 

Deep Skills & Knowledge Needed

 

 

 

 

Enduring Understanding(s) Assessment

 

 

 

 

Unpacking the standards brings clarity to teachers which directly impacts students. Not only can learning and targets be expressed at deep levels, but when discussed with the students, achievement is impacted. When students wrestle with the “what” and the “why” of the learning objective or “I Can” statement understanding moves past surface to deep. And what you will find is a well-articulated response when you ask students what they are learning and why.

10 Ways Parents Can Support Their Young Readers

Adobe Spark (15)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 When it comes to fostering a lifelong love of learning,  parents who support you in your role as a teacher are important;  so what are the Top 10 (or less)  things you want to tell all parents?

One of the greatest gifts a parent can give their child is to foster the love of reading. It is through books that young readers can travel to faraway places, develop empathy for someone different than themselves, or learn how to build the ultimate fort out of things they find in the garage. While most parents agree that reading is important in all areas of life, how to foster a love of reading and support their young readers remains a mystery.

Here are 10 Ways Parents Can Support Their Young Readers:

  1. Read Aloud – The single most important activity for building literacy experiences is reading aloud to kids of all ages. From birth to age 3, young children who are read to develop listening and verbal skills at a greater rate. They also start to associate reading with the pleasant sound of their parent’s voice, understand how books work, and begin to use early literacy skills in play. Students of all ages benefit from hearing books read aloud to them by building background knowledge, hearing good readers use the dimensions of fluency, as well as enriching their own vocabulary. (Inspired by Steven)
  2. Choice, not Chore – Another way parents can support their young readers is to present reading as a choice, not a chore. Encourage their literacy journey by giving them choice in what they read. Giving kids a choice in what they read not only improves their literacy skills but also increase engagement. When parents focus less on minutes read and more on providing book options in areas that interest their kids, everyone wins.  (Inspired by Mr. Vince)
  3. Find the Right Book – While not every book can be the one that hooks a lifelong reader, any one book can, so never give up. When a child loses interest in a book, has trouble reading for a sustained amount of time, or complains about a book it’s time to close the cover and find a new one. Children do not have to read every book they choose from beginning to end. In fact, children may abandon a book for a variety of reasons before finding one that captures their attention. The key for parents is to never give up. Continue to share books, articles, and magazines that may interest your child. Visit the library and find support in librarian who have a number of titles they can share based on interests, genres, or authors. Websites for finding books for kids: Biblionasium, Goodreads Kids List, What Should I Read Next, Common Sense Media Best Books for Kids, Children’s and Teens Choice Book Awards.  (Inspired by Helena)
  4. Fostering Curiosity – Another way parents can support their young readers is to demonstrate how questions can be answered through reading. Reading is both for pleasure and for learning. Ask questions, spark wonderings, and then turn to books and text as a way to find answers. This powerful process of answer-seeking not only demonstrates ways books can be used but also helps to make the thinking visible and hopefully transferable into their own life. Reading, writing, and thinking with their child promotes the recursive nature of the three.  (Inspired by Fran) 
  5. Model a Readerly Life – Parents, teachers, and peers influence a child’s life with parents and teachers having the most impact. When parents model a readerly life this transfers to their children. Making time to read each day with your child and talking about books models habits that readers do and in turn children mimic. Parents can model a readerly life by simply reading their own book at the same time their child is reading their book. When children see their parents valuing reading they understand the importance of a readerly life.  (Inspired by Amber)
  6. Make it Social – In school, reading is often times done in isolation. Minutes are tracked, tests are taken, and projects are done for an audience of one. As adults, when we turn the final page of a book that we can’t put down we immediately want to talk about it, interacting with others who may have read it, or sharing in hopes that someone else will be inspired to read. Parents can make reading social with their child in a variety of ways, ask questions and listen when a child finishes a book. Read a book together and use an interactive method (Dialogic Reading) of reading to encourage talking about a book. Parents can also make reading social by participating in book clubs with their children or sharing online interactions with other readers through websites such as  Goodreads (if a child is old enough have them create an account and start sharing). When parents think of a sharing good book as they would share and talk about a good movie, children shift from viewing reading as isolating to a social activity.
  7. Surround Children with Text – Good readers often recall being surrounded by text in the home. Parents should fill not only their child’s bedroom with books and other types of text but multiple areas in the home. Books on shelves, magazines on tables, poetry on the wall, and kindles on the sofas immerse students into an environment that promotes reading. Not all books need to be new or owned, garage sales are perfect for finding books and libraries help to keep new books in the home. When children have access to books and are surrounded by text they are more likely to pick it up and at least thumb through the text.
  8. Digital Text – Through digital text parents can also support young readers. Access to books, nonfiction, and poetry has never been easier than it is currently. While many parents are hesitant to use technology to provide access to reading material the thing to keep in mind is that it doesn’t have to be either print books or digital, but instead it is both. There are many apps, websites, and resources that parents can use to foster a love of reading with their child. Epubs, audio texts, and interactive books can all have a place in the routines established. Check out Epic, Storynory,  Project Gutenberg, Newsela.
  9. Interest not Level – Another way that parents can support their young readers is by making reading joyful and engaging by keying in on your child’s interest rather than focusing on reading level. While it is important to decide if a book is developmentally appropriate for your child, as well as being accessible, limiting what your child reads because of their designated Lexile or reading level doesn’t take into account the picture of the whole child. Children who are interested in a topic or have experience and background knowledge are likely able to read and comprehend difficult text. Listening to music and discussing song lyrics from their favorite artist is another way to spark interest in reading by recognizing your child’s interests. Have a child who loves to write and read poetry? Introduce contemporary writers whose novels are written in verse helps to ignite your child’s love of reading. By starting with something children are familiar with and passionate about instead of their reading level helps children enjoy reading. (Inspired by Erin) 
  10. Community Connections – Finally, parents can support young readers by taking advantage of community connections. Visit libraries and partake in their free reading programs for kids (This year’s summer theme is Build a Better World). Make time to stop into the bookstore and explore the shelves. Build your own Little FreeLibrary and place it somewhere in your neighborhood to spread the joy of sharing books. Reach out to schools and retirement homes to inquire about opportunities for your child to read to or with adults. Reading is a priority across the nation, in communities, and schools; making those connections with your child makes it a priority in your home as well!

Reading is joyful, social, and a lifelong skill that every child needs throughout their life. Parents can play an active role in their child’s literacy development through a variety of ways. The possibilities are endless and the above 10 are ones that were inspired by friends, fellow educators, and my own learning in the area of literacy. Please comment below with additional ways parents can support their young readers. Did I miss any of your favorites?

Special thanks to the following who all contributed to this post in thoughts and words:

Steven Anderson

Amber Teamann

Erin Olson

Fran McVeigh

Helena Brothwell

Mr. Vince