3 Things To Remember For Every Conference

My friend Steven Anderson and I break down the simple things any learner can do to make the most of their conference experience.

The end of June means, for many education technology enthusiasts, one thing – the annual ISTE (International Society for Technology In Education) Conference is just around the corner. ISTE is one of our favorite conferences because we get to reconnect, face-to-face with those “edufriends” we haven’t seen in the past year, connect with new friends, we learn with some incredible minds in the field, and we get a sense of what schools and districts are thinking about as they look to the future of learning.

If you are a social media user or a blog reader you may have seen several posts related to getting more out of ISTE. Many veteran attendees have extensive lists of ways to maximize the impact and learning of all who attend. And prior to many conferences, people share advice on how to follow the conference hashtag or whose feed to bookmark to make sure you won’t miss a thing. Still, others connect with educators not able to attend (#NotAtISTE) or explain where you can find resources after the conference. Much of the advice you hear is great and definitely worth considering, so of course, we wanted to add our own into the mix.

When Steven and I attend conferences, either as presenters or as participants, we challenge ourselves and our audiences each day to dig deeper, move beyond the surface-level flash, and get the most out of the conference experience. Many will save all year long to attend or travel a great distance, so how can we make the most of conference experience while still remembering our purpose and the need to share what we learn?

We believe there are 3 Important Points to remember, not only for ISTE but for any conference or learning event you attend.

Be a Boundary Pusher

It is easy to attend conferences like ISTE and only go to the sessions led by a perceived “Edtech Guru” or ones where we already know a lot about a specific topic. While there isn’t anything wrong with that, ask yourself are you doing the most with your conference experience? There are so many hidden gems by presenters who may not have a huge Twitter following or award-winning blog that offer incredible insight and ideas.

Push yourself. You are in charge of YOU.

Steven is still a skeptic of flipped classrooms and AR/VR. So he makes a point to attend at least one session where either of these is discussed to widen his perspective. Try to find sessions that you might just be walking away from thanking yourself for attending. Make a point to attend at least one session where you disagree with or are a skeptical about the topic. Go in with an open mind and make the most of your experience.

Reflect. Learning in the Pause

Sometimes the best learning or most lasting impact happens after the session is done, or in the hallway, a corner tucked away from the group, or through my favorite, Learning in the Pause. The thing that holds true for all of these examples is that they are the ones that you remember and talk about long after the event is over, those moments are ones that cause us to stop and reflect.  Reflection, as we have pointed out previously, is an instrumental part of the learning process. Because you are going to challenge yourself and your thinking, it will be important for you to reflect on your learning. The process of reflection doesn’t have to be formal. It’s an opportunity to think about your learning, your thinking, and where you want to go next with both.

Review your notes at the end of each day and write down your thoughts. We love OneNote for this. I can compile everything in one place (notes, drawings, pictures, and handouts) and have it on all my devices. Many conferences are also creating shared Google Docs so that anyone can add in their thoughts and reflections collectively. Check out the conference hashtags as well to see what presenters and participants have posted. It’s also a good idea at the end of the day, when you are exhausted and walking back to your hotel to just take some time and think:

  • What did you see that challenged you?
  • What do you still have questions about?
  • How can you take what you learned and apply it to your students?

Don’t Be A Hoarder, Share Your Learning

Think about if you shared what you learned with 5 people and those 5 people shared with 5 others and so on. The learning becomes so much more valuable. Find ways to share both at the conference (social media is great for that) and when you get back to your school/district. Did you attend as a member of a team? Have your team take 5 mins and share all the resources with those that couldn’t attend during a staff meeting. Flying solo? Post your notes to Twitter or on your blog. However you decide to share, just be sure to share!

Conferences are a cornucopia of people, ideas, and inspiration at your fingertips. Rarely is one surrounded by tens of thousands of professionals learning and sharing around a common goal other than at a large conference. And what an awesome mission and common goal our profession shares, improving teaching and learning for our students!

Enjoy your learning this summer and if you happen to be at ISTE19 be sure to stop by and say hello!

So You Want to Add Literature Discussion Groups to Your Classroom…

So You Want To Add Literature Discussion Groups to Your Classroom...

Developed in the 1980’s, Literature Discussion Groups (LDGs) were inspired by a group of students who wanted to continue talking about their books as a group. As a result, educators across the nation have utilized this type of small group work in their literacy classrooms. But while there are many different frameworks for Guided Reading for educators to implement, Literature Discussion Groups can look different from class to class. With this being acknowledged, there are commonalities that most share. Below is a chart which depicts the common elements of Literature Discussion Groups, as well as a comparison to Guided Reading.

Literature Discussion Groups Guided Reading
Purpose To develop critical thinking, speaking and listening skills while diving deep into the text as a peer group. LDG support collaboration, independence, and reading as a social and lifelong experience.    Small group instruction to help students build their reading power so that they can apply skills independently. Must include direct instruction from an expert teacher.
Who Typically used in grades 7-12. ALL students in the class are part of LDGs. Student Choice is extended to ALL students and teachers support and scaffold access to text so that all may participate. Mostly occurring in elementary classrooms, Guided Reading can also be used to support older students on foundational skills, reading comprehension, or vocabulary needs.
Text Students have a choice in what they read. Students typically make their choice based off of book talks or other intros. of the text. All students have their own copy of the text which they can annotate or add sticky notes to while reading and prepping for the discussion.   The text is determined by the teacher. Relevance and engagement are considered in book selection, as well as appropriate challenge and instruction purpose.
Groups Groups of 5-7 students based on choice. Groups are fluid and temporary, changing with each new book selection. All LDGs occur at the same time. Groups are created based on student needs and are typically made up of 4-6 students. Groups should be fluid and evaluated and changed about every three weeks. Guided Reading groups take place one at a time with the teacher.
Teacher Role The teacher acts as a facilitator, listening in on each group but does not become a member of them. During the small group discussions, the teacher takes notes which are used for reflective feedback, whole class instruction and/or evaluation/participation. The teacher designs direct instruction to focus student comprehension, word study, and fluency during small group instruction. The teacher listens in as each student reads and makes on the spot teaching decision based on reading behaviors exhibited.  
Student Role Students develop questions, participate in substantive conversations, support thinking with textual evidence and critical thinking. Students build collective understanding through dialogic learning. Students learn and apply skills from teacher instruction to guided reading text, and independent text. Students individually read the text to self and out loud when designated by the teacher. Students participate in discussion and extension activities in Guided Reading.

This independence and thoughtful discussion about reading in Literature Discussion Groups is one of the goals for literacy teachers. We want our students to enjoy reading, have a choice in what they read, and be able to thoughtfully discuss what they read with others. While this type of small group work does not happen naturally in most classrooms, there are scaffolds and management procedures that teachers can use to set everyone up for success.

First, it is important for students to understand the purpose of LDGs and have a clear image of what a high-functioning group looks and sounds like. This can be done through a video, discussion, or demonstration. Last week I had the pleasure to tape an example LDG with a group of teachers who plan to share it with their students. This exercise allowed us to talk through the important elements we wanted to highlight in the video, as well as a way for teachers to grow their own understanding of LDG by participating in one.

Second, cocreate norms with the students. Kids are smart, they know what groups need in order to remain focused, fair, and consistent. Voicing and agreeing upon norms will support the success of all LDGs. Some norms I had in my own classroom:

  • Be Prepared
  • Ensure all voices are heard
  • Disagree with the statement, never attack the person
  • Negotiate your own time, there is NO Hand Raising in discussions

Scaffold the learning, as stated earlier, LDGs do not happen naturally in the classroom setting. Be prepared to model, live-group demonstration, and reflect. You may also consider starting slow, have all groups start with the same, short piece. Play a more active role in the beginning and drop off to a facilitator role when they get up and running, or use Role Sheets to support discussions. (Note, LDG Roles were first used to scaffold the learning and were not designed to be used by all students for every LDG). Assign each student an individual role, or have all students be the same role (Connector or Summarizer works well for this). Common Roles in LDGs:

  • Discussion Director
  • Connector
  • Vocabulary Identifier
  • Summarizer
  • Illustrator
  • Researcher
  • Literary Lumininator
  • Map Maker

Along with scaffolding, it is important for each teacher to define the purpose and end goals with the implementation of Literature Discussion Groups. During a thoughtful discussion with a group of high school teachers, the consideration of ALL students participating ensued. Should a student be able to exercise their choice in reading if they cannot access the text alone? My answer was answered with a question – what is your purpose? While students do gain and refine skills during LDG, my main purpose for implementation was independence, collaboration, discussion, and critical thinking. All of my high school students read at various levels based on skill and interest, but I never denied any student the opportunity to participate in a peer discussion. The gains far outweighed the risks for during this collaboration.

Assessing. How should I grade students during LDGs? Most educators use both a self and teacher evaluation for grading Literature Discussion Group participation. Students self-assess through a checklist or written response in which they evaluate their own role and contributions to the discussion, as well as their groupmates. This reflection can be powerful for goal-setting and student ownership of learning. Teachers also add their own notes that were gathered during the facilitation of the small groups to the evaluation process. Still, other educators assign flat points for participation or no grade at all.

Finally, don’t be afraid to add your own flair and teaching style to Literature Discussion Groups. Add a new role, The Nosy Neighbor, Aesthetician, Freudian or Existentialist Lenses. Promote digital collaboration through the use of technology or connect your students with others reading the same text outside of the four walls of your classroom. Add a visual element through annotations, sketchnoting, or drawing to be completed by all students prior to the discussion.

Check out my Wakelet for resources used during this post on LDGs

 

5 Google Resources You Never Knew Existed

Google Resources You Never Knew Existed

With new Edtech resources popping up daily, it seems that many educators can miss some of the good ones that would be most useful in the classroom. While preparing for a conference and updating my slides, I thought I would share 5 Google Resources you may have missed.

SmartyPinsSmarty Pins – Is a Google Maps game incorporating both geography and trivia. Players can choose a category and are given clues in which to guess the location before their miles or time runs out. A guess is made by dropping the pin on a location on the map. THis resource is great for Geography, critical thinking, and problem-solving. Play on your own or challenge a friend.

Google Arts and CUlture 1Google Cultural Institute – Now known as Google Arts and Culture, allows users to explore collections from around the world. It brings together  brings millions of artifacts from multiple partners, with the stories that bring them to life, in a virtual museum. This digital platform provides access to artifacts for a worldwide audience. Take a virtual tour or explore an artifact; a great place to spark student inquiry or access to primary sources!

Screenshot 2016-07-30 at 8.34.08 AMGoogle Night Walk – Google Night Walk is an immersive experience taking the viewer takes a journey through the vibrant streets of Marseille. During the walk, viewers are provided a 360 view of the streets and are beckoned into the culture and street art through narration and storytelling of the guides you meet along the way. This was built upon the use of multiple Google Products and is a great launch into creativity in the classroom begging students to consider creating their own “Night Walk” to demonstrate their understanding!

 

constituteConstitute Project – The Constitute Project is one part of Jigsaw (Formerly Google Ideas) and is a collection of the World’s Constitutions. Students can read, search, and compare constitutions from around the globe. Focusing in on specific categories, anything from race and religion to Head of State and the military, students can build a global perspective through a comparison to their own.

 

Google Experiments music Chrome Experiments – Get ready to get lost for hours, this extensive resource created by the Creative Coding Community showcases innovative and new ideas. Chrome experiments are interactive and range from themes such as 3D, Interactive Coding, to Games. Chrome Experiments also allows users to submit their own ideas to be featured. Check out the Sound and Music Category to play and record your own music!

Often times I find the most interesting, classroom supports from the non-education resources. Don’t be afraid to search out and dive into the resources that, at first glance, seem unrelated to the field. Many times these types of resources speak to students in an untraditional way and demonstrate real-work that is being down around the world! Enjoy!

Amplifying the Writing Process with Technology

 

Conf

Yesterday marked the 8th year of the Iowa 1 to 1 Institute. A conference that is close to my heart, and has provided support, inspiration, and opportunities to me throughout the years. It is also one that I help to organize and run with an amazing team led by Nick Sauers.

This year, over 1000 educators gathered in Des Moines for the 2 day conference.  Dr. Robert Dillon kicked off the first day leading the learning on Leadership Day. The second day provided attendees with over 100 sessions to attend. My session focused on the influence of technology on the writing process and the changes that have occurred because of this influx. These changes have helped to amplify student writing in multiple ways. I have included my slides which highlights these changes, provides brief theory, as well as technology resources and tools to amplify the writing process.

Amplifying the Writing Process

Link to Slides found Here! 

5 Google Resources to Support Student Writing

Pathways to the Common Core- Accelerating Achievement (2)Supporting students in the writing process involves explicit instruction, modeling and utilizing resources to support their development. Sharing high-quality, digital resources with students will increase accessibility and independence in all student writers. Writers, professionals, and adults use digital and non-digital resources to improve their writing, so why wouldn’t we provide the same experience and guidance to our own students?

This list of 5 Google resources are practical and easy to use with all writers! They support a wide-range of ability, mimicking what is commonplace in the classroom. From the struggling writer, English Language Learner writer, and the gifted writer; Google resources can support all kids!

  1. Google Doc Research Tool – Search on Google, Scholar, Images, Tables, and Dictionary to access the information you need without leaving Google Docs. The Research tool allows users to cite information using multiple formats.Pathways to the Common Core- Accelerating Achievement
  2. Google Keep – Google Keep captures your thoughts via text or voice. Create lists, add images and access across multiple devices. Notes are shareable to friends and teachers making brainstorming, tasks, and source collection easy with this resource. Students can set reminder notifications as well! Google Keep
  3. Grammarly – Grammarly is an App that can be added to your Chrome browser. This app detects plagiarism, and helps to improve your writing. It recognizes spelling mistakes, as well as errors in Grammar Usage and Mechanics. It offers suggestions to users. A great app for students to utilize as their first support in editing. Grammarly
  4. Read and Write for Google – Read and Write for Google provides accessibility for docs., the web, pdfs., and epubs. Options provide support to all students! Struggling readers and writers can use the Google Docs tool bar to read aloud and highlight text. Use the picture dictionary to support emerging readers and writers. The translator option supports ESL students as they write and struggle translating ideas in another language. Free for teachers and can be pushed out to your entire domain! Read and Write Google
  5. Voice Typing Tool – Google voice typing allows writer to easily put their words on a page by speaking them instead of manually typing. Voice Typing is located under the “Tools” tab in Google Docs and appears as a microphone symbol, on the side, once selected. When trying out for my own use, I was surprised on the accuracy and would recommend this to teachers and students without hesitation. Pathways to the Common Core- Accelerating Achievement (1)