Laptop Expectations for the Classroom

In 2008, the school where I taught implemented a 1 to 1 laptop program. While excitement was in the air for the first few weeks with students and staff, I quickly learned during week #4 the honeymoon was over and I needed to develop new rules for our changing education environment.

Every year since then, I have revised the set of “Laptop Expectations” I created so long ago to keep up with new language and needs. I often re-share the document because implementing technology use in the classroom is always new for someone. I also have come to realize that it is much easier to have a document to start from, for ideas, suggestions, examples, and work to make it my own.

This document is a perfect place to start. Please feel free to make a copy of it, edit it, share it with a colleague, or even use as it stands (replacing my name of course). And let me know if I have forgotten anything you would add or needed to add during the school year. Again, the language for a few of the numbers is specific for my classroom and devices we used but the expectations can be changed and used for any device in the classroom.

Enjoy and Happy Back to School 2019! Looking for other ways to communicate with students, parents, and community for #Back to School? Check out the new post by Steven AndersonTweet, Snap, and Gram Your Way to Better School Communication.

Link to Document

Writer’s Workshop in the High School Classroom

My Post (9)

Typically, the discussion around Workshop takes place against the backdrop of the elementary classroom. When I tell other educators I also used workshop in my high school classes I am inundated with endless questions… How did you do that? What curriculum did you use? How much time did you have?

First, before jumping into the weekly schedule and content I used, I always explain a few things up front.

Logistics and Important Information About My Classroom:

  • Class periods were 42 minutes and I met with the students every day for one semester.
  • I worked hard at the beginning to build a community of writers, one where students would be willing to take risks in their style and content and share with a wider audience than the traditional lone teacher.
  • All students submitted a writing portfolio at the end of the course, sharing their chosen pieces, paragraphs, lines, etc. which demonstrated mastery in standards.
  • All students were required to complete, at least, three typed-pages every week of original work or one that was heavily revised and edited.
  • Students were part of a blogging community and required to post something every other week and comment on 2 other blog posts every week. This public sharing of work provided a different audience than the traditional lone teacher and helped grow writers faster than anything else I had done throughout my writing. (This community was high school students from across the US and in 4 different classrooms.)
  • Students chose content and type of writing each week. Portfolio asked for examples in multiple types, subgenres, and media; but students had complete control over the when, what, and how during the semester.
  • Along with typical types and subgenres of writing, students also created and wrote in contemporary modes including images, videos, music, infographics, etc.
  • Every two to three weeks students turned in a “publishable piece” to be assessed.
  • Finally, I wrote with my students. I modeled my thinking, shared my pieces, and asked for feedback!  

 

I used the traditional Workshop model where I tried to keep my direct instruction at a minimum so that students could write, apply the learning, and collaborate with each other and me when needed. The following is a typical weekly schedule. During student Independent Writing time they had three options: write, collaborate with peers, collaborate with me. As long as their actions were done with intent, the climate and culture in my classroom allowed them to decide what they needed most at that moment to move them forward as a writer, and then do it!

A Simplified weekly schedule of Writer’s Workshop for a 12th-grade writing class:

MondayInspiration. Brainstorm. Share Every Monday I would take time to launch students into writing. I called this “Monday Inspiration”. There were many methods I used to get kids excited about writing. Students were inspired by a mentor text, video, image, or other types of communication. I would pose a question or prompt to contemplate and write about. Students would take part in an inspiring writing activity that typically had them developing lists, sketching, moving, and so forth. All inspiration and accompanying thinking were recorded in their digital Writer’s Notebook section we labeled, Writing Territories, a term from Nancy Atwell. After the 10 to 15 minute inspiration, students would continue to brainstorm and write about the topic or in the genre at hand. This beginning may be something that they continue to develop throughout the week, or remain in their Writing Territories to call upon if they “don’t know what to write about.” At the very end of the class period, I would make sure to leave time to share. I learned early on, students loved sharing their thoughts, writing, and ideas on Monday after the inspiring start. The sharing was sometimes done as a whole class or in a small group.

TuesdayIndependent Writing. Peer Collaboration. Small Group. 1 on 1  On Tuesday, students were writing or creating independently on a piece of their choice. While they could continue the piece they started on Monday, students in my classroom always had a choice in Type and content of their writing. During this time, I worked with small groups, to teach a skill, reinforce something previously learned, or meet individual needs, collectively. I also had time to meet with a few students 1 on 1. This allowed me to know them as writers, address specific needs that either they or I identified, and to just do a check-in on their process. Along with working independently, or meeting with me, students also had the option to work with a partner or small group. During a writer’s workshop, students are at multiple points in the writing process. Some continued pieces week to week, others may just be in the beginning stages; students would revise, edit, and provide feedback to each other and their “virtual classmates” in the blogging community based on their needs as a writer.

Wednesday Language Study. Independent Writing. Portfolio. Blog. On Wednesdays, the class period began with a lesson over grammar, usage, or mechanics. Teaching grammar in isolation does not lead to use in writing. With this in mind, I used student writing, identify common errors made by the class and this is where I would focus my teaching. After the lesson, students continue to write or work with peers. Wednesday was also time for students to work on their writing portfolio, a collection of their best examples and reflections throughout the year and aligned to the standards or teaching goals. Students could also add a new post to their blogs or leave a comment on another student blog from our community.  

Thursday –  Independent Writing. Revising. Editing. Small Groups. 1 on 1. Thursday was spent much like Tuesday. Students chose how they spent their time based on their writing needs. Some worked independently, others worked with a partner or small group. During the revising and editing stages, students used a variety of strategies to accomplish their goals. These strategies were taught via whole class and small groups. They also prepared for Friday, making sure they had something of substance to share the following day. I spent my time working one on one with students, teaching specific techniques that would move them forward as writers.  

FridaySharing with Feedback. Fridays were typically spent sharing writing. To help build a community of growth, we started off sharing in small groups of 3 using the PQP strategy (Praise, Question, Polish by Bill Lyons). This allows the writer to receive the specific feedback needed. Another method used was Go, Fish, a whole class strategy that allowed every writer to give and receive feedback. An Author’s Spotlight was used to highlight individuals and often included multiple pieces by 2 or 3 writers. Important things about students sharing their writing: Everyone shared what they wanted to with the rest of the class, feedback was specific (more strategies were taught for this) and used to move everyone forward, finally, sharing their writing honored the process and provided a different audience than the traditional lone teacher.

It is possible to use a workshop framework in a high school classroom. In fact, I cannot imagine teaching writing a different way. Students had a choice in content and writing type. They also shared their work with classmates and to a larger, public audience. Students were writing for real, not just writing for school, and created in multiple mediums to communicate their voice through video, text, visuals, and more. And although this post shared a basic structure, I hope that it provided you with enough information to see the possibilities when considering how to structure a writer’s workshop in your own classroom.

7 Resources to Fight Digital Misinformation in the Classroom

7 New Resources to Fight Digital MisinformationAccessing information online is like looking for a proverbial needle in a haystack. The abundance of resources available 24/7 makes Information Literacy an essential life skill for one’s working, civic and personal lives. As an educator, it is imperative to recognize the shifts in locating reliable and relevant sources online. I spoke about this need at ISTE 2018 in my Ignite. Developing healthy skepticism and honing fact-checking skills are an important part of being literate today. Recently, there have been a release of new tools to support this endeavour; along with some updates to some of my favorite resources.

Here are 7 Resources to Support Information Literacy Online and to Fight the Misinformation Out There:

  1. NewsGuard – NewsGuard is a browser extension to add to your Chrome or Edge browser. Trained journalist, with “no political axe to grind” help readers and viewers know which sites are reliable. Their tagline, “Restoring trust and accountability” uses 9 Criteria to give websites ratings by color-codes from red to green. If a reader wants to understand the rating given by the group, they can read the expanded “Nutrition Label” that provides this information. NewsGuard also has great resources for libraries and is user-friendly.  
  2. SurfSafe – SurfSafe is also a browser extension for Chrome with one goal, to detect fake or altered photos. After installing this extension, users can hover over an image on the web or Facebook which instantly checks it against 100s of trusted sites for its validity. Surfsafe provides a rating system to users, along with links to other websites. Users can also help “defend the internet” against misinformation by reporting suspicious images as well.
  3. News Literacy Project – The News Literacy Project is a national education nonprofit offering nonpartisan, independent programs that teach students how to know what to believe in the digital age. They have been helping students and teachers identify fact from fiction on the web for the past 10 years. On their website, educators will find resources, information, infographics, stats, and much more. Schedule a virtual visit, or catch up on their blog; News Literacy Project is a beneficial resource for all teachers.
  4. Factitious – Factitious is a Tinder-like game but involves news instead of potential dates. Created by JoLT, (a collaboration between American University’s GameLab and School of Communication tasked with exploring the intersection of journalism and game design) users are given a title and brief text of news and are to swipe right if they think it is real, or swipe left if they believe it to be fake. After guessing, users are given the link to the source and a brief summary statement, pointing to strategies that can be used to identify misinformation. This game is fun and fast-paced.
  5. Snopes – A website that many turn to first, Snopes is a resource that all educators and students should be aware of and use when questioning validity of digital information. What began in 1994 as David Mikkelson’s project to study Urban Legends has now “come to be regarded as an online touchstone of research on rumors and misinformation.” Snopes provides users with a description on their methods and selection on their about page, which is important information to point out to students. Users can search for a specific topic or check out the “What’s New” or “Hot 50” to be current on the misinformation and the actual truth that is spreading across the digital waves.
  6. Politifact – One word, Truth-O-Meter. PolitiFact’s core principles, “independence, transparency, fairness, thorough reporting and clear writing,” give citizens the information they need to govern themselves in a democracy. During the election of 2007, Politifact was born and has continued to fact-check and provide ratings on their Truth-O-Meter on all things political. From statements made by Politicians to bloggers, Politifact offers users information on a Global, National, and State level.
  7. CommonSense – Common Sense is a leading nonprofit organization dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century. Fortunately for all of us, CommonSense News and Media Literacy offers a  Toolkit for educators with strategies, resources, videos, and lessons to support understanding of news and media literacy and promotion of Digital Citizenship. This is a website to check frequently for updates, news, and excellent educator resources; one of my favorites!

 

Have I missed any of your favorites? Drop me a comment to investigate additional resources.

New Course Offering: The Tech-Savvy Teacher

Influential educators Shaelynn Farnsworth and Steven W. Anderson introduce a course where you can find the answers to these questions and more. In partnership with Participate, explore what it means to be a Tech-Savvy Teacher.

From Shaelynn – In 2008, the district I worked in adopted a 1:1 Laptop Initiative. Through this initiative, every student and staff member in grades 9-12 were given a laptop. Students and staff members were not only able to use technology in the classroom but were able to bring their computer home with them each night. Ubiquitous technology shifted the educational landscape in our building. Along with reimagining learning, I also quickly learned that traditional and evidenced-based practices looked different in the classroom. Every day brought a new opportunity to provide my students relevant and engaging learning. It also helped me become a better educator as I analyzed and reflected upon my classroom and craft.

From Steven – When I was leading a large technology program in NC as Director of Instructional Technology we invited a group of teachers to spend an afternoon talking to us about a new Bring Your Own Device Initiative we were undertaking. What my team and I wanted to understand was what teachers believed would need to change when the devices are the smartest in the room? We thought we’d hear questions about how to teach or was to incorporate the technology more seamlessly. What we got were questions about the latest apps or websites that were flashy and fun.

Using technology today isn’t just about what app to use or what new website looks like fun. Technology use in the classroom requires a pedagogical shift from the traditional methods of teacher-driven learning to modern day student-driven discovery. Not only do educators need to understand how to choose the best technology for learning but the research behind the collaboration or student reflection or formative assessment. Once we understand the why of learning, the how, layered with appropriate use of technology, because fundamentally easier.

Steven Anderson and I are pleased to offer a new course through Participate. This course focuses on 6 Areas of Development we have identified on having a high impact on student learning and teacher professional learning when integrated with intentional technology.

Course: The Tech-Savvy Teacher

Length: 8 weeks

Cost: $79

Audience: Educators, Coaches, Administrators

Benefits:

  • Specially designed tasks blending high-impact technology with each component
  • Research supporting each of the 6 Areas of Development
  • Examples and stories from our own classrooms
  • Collaborative, reflective tasks to help you connect with other educators while engaging in low-stress, professional learning
  • Feedback from Steven and Shaelynn
  • Access to collections on the Participate Community
  • Badge upon completion of the course

We understand the needs educators and administrators have when technology is integrated into the learning environment. Our focus isn’t on the tool, it’s on the reimagining of learning and teaching. Each we week we will explore the research related to specific aspects of pedagogy and discuss what the effective integration of these tools really look like. While there will be tool and resource exploration each week, the main focus is on pedagogy and how best to be a Tech-Savvy Teacher!

A Writing Activity: New Year, Dream Big!

New Year, Dream Big ...Very soon, many of us will return back to school and greet the smiling faces of our students whom we have not seen since 2018. Granted, the time spent apart is much shorter than a summer break, but brings with it an important sign of starting fresh.

It’s the beginning of a new year; 365 opportunities to dream big and accomplish something new (or something that has been an unreachable goal until this year). For many students, it will be a time to reconnect with friends and teachers that they haven’t seen for a couple weeks. Some students are beginning new coursework, attending a new school, or even planning for graduation in a few months.

As a teacher, it was always my favorite time to have students write. Write about their dreams, goals, and ambitions, plus, it went perfectly with the start of a new year. Creative titles have always alluded me, so I simply called this New Year, Dream Big.

Students (and me, I always modeled and shared my writing with students) used the following questions to help spur their writing:

New Year, Dream Big…

  1. What are my dreams? In school? Life? Friendship? Activities? Etc. (Identify one to write about)
  2. Why is this dream important to me? Why did I choose this one?
  3. Is this a new dream? Old dream? Habitual dream?
  4. What do I already know or understand about this dream?
  5. What steps do I need to take to make this happen? Have I already completed or started any of these steps?
  6. What help do I need to achieve this dream? Who or what can help me?
  7. What is my timeframe for accomplishing this dream? How will I know I succeeded? When will it be time to give up?
  8. Closing thoughts and reflections?

 

At times, these pieces appeared on student blogs or influenced other writing done throughout the semester. Students were proud of their Dreams and shared them with everyone who would listen. And I was proud of them.

So consider having your students write to start off the New Year. Help them vocalize their dreams and make them a reality!

 

Hat-Tip to Regie Routman and Kelly Gallagher for providing inspiration for this work.