approx read time : 1:30
I recently had the privilege of participating in a digital citizen panel of experts included students (!) alongside Simon Helton, Richard Culatta, Sandy Barnes and was chat moderated by Alysha English of the IDEO Teachers Guild. First, let me just say how excited I was to learn about the IDEO Teachers Guild. This amazing space brings teachers together to collaborate on designing creative solutions to common challenges. The challenge related to the chat I attended was “HMW empower students to be better digital citizens - smart, kind, and secure online?” You can see all the project submissions here. No winners or losers (woot!) but you can check out which activities got the most likes to become ‘favorites’.
The chat started out asking for a definition of ‘digital citizen’. In the old days (i.e. last year) the term digital citizen conjured up images of staving off cyber-bullying, copyright best practice and a list of ‘don’ts’ by which student (and teachers) could monitor ‘acceptable use’. Fast forward to today and we have students leading national political discourse and inventing products and systems that improve lives and societies.
Sound use of technology (aka Digital Citizenship) is no longer just about keyboarding and citations. Citizenship in the offline world is characterized by engagement in community; including those with a different point of view. Digital citizenship simply transfers that behavior to the place where most of our interactions (for better or worse) take place.
Many kids have learned to “THINK’ before they post but if we’re truly teaching digital citizenship why aren’t we asking them to THINK as they create? Is their work true, honest, inspiring, necessary and kind?* What does that look like? It’s the following list of technology ‘do's’
If we shift our thinking about Digital Citizenship from ‘don’ts’ to ‘dos’ we create a framework for instruction on appropriate engagement that’s relevant including; respectful dissent and thoughtful discourse, integrity in representing work as your own or another’s, setting standards by reporting inappropriate use, collaboration, analysis of data for bias, curating and creating engaging content that connects with an authentic audience.
I challenge you to THINK how you might model and encourage positive digital citizenship in your next lesson.
*Editor’s note: Some schools list the ‘i’ as illegal. Consider how this might reinforce the us vs. them attitude in teens. How can you build positive relationships when the establishment is assuming the kids are criminals?
approx read time: 2 min.
Wouldn’t it be great if you had a coach with you in the classroom whenever you wanted? You know, someone who watches you play your game, and then helps you adjust your technique.
Imagine you got a great idea from a blog post, Twitter chat or conference workshop over the weekend. You’re going to try it out Monday. Wouldn’t it be great if someone else could be there to watch and give you some feedback, engage in some reflection? Someone who knows the learning targets, but is free to watch the action unfold rather than be caught up in facilitating?
Or maybe you have a tried and true activity that could use a refresh. It flows wonderfully, but you want to build on it and take it to the next level. Unfortunately, when one is engaged in facilitating the lesson, opportunities to observe and learn as a teacher are few and far between.
One way to see it all is with the use of a tool like Swivl. This little robotic video stand offers a great option to observe and reflect on your practice. You can either set it in a convenient spot and let it go, or you can wear the marker and have it follow you around as you speak. Upload your video and watch at your leisure. And if you choose, you can invite others to comment by sharing your video. You can expand this out to filming students as they work individually, in small groups or presenting. Share clips with students as exemplars. Using Swivl is an easy way to step into using the ISTE educator standards as you strive to increase modeling, collaboration, and student choice. Use Swivl to:
Leave a comment below to share how you’ve used Swivl or other video coaching methods to improve teaching and learning.
Headed to MACUL18 this week? Me too! And you're cordially invited to any one (or all) of my three great sessions!
Thursday from 3-430 take a deeper dive into Google mapping tools; Earth, Tour Builder, My Maps & Lit Trips, at my What a Wonderful World session. Follow this link to a one page handout with session description and resources.
Friday I'll be presenting Formative Assessment by Design. This talk highlights the role of formative assessment and some of tech tools you can use to support empowering learners and create lessons targeted to the individual needs of each student. Follow this link for complete session description and handout.
Friday afternoon I'm back at it from 1-2 co-presenting with physics teacher extraordinaire, Elizabeth Maitner from Catholic Central high school. Elizabeth is sharing a project she did with students in which they applied for a grant and used the funds to build a drone! Not trained in project-based learning, this project developed organically when she told the kids, "if you want to do this, we need funding and I can't do it alone!" Learn from us the what, why and how of connecting with community to make it happen.
So I'm one of those who grew up mildly to mostly uncomfortable with math. As a high school student. I excelled at linguistics, and intellectual though processes. But math just didn't add up (haha) I loved the proofs of geometry. The built in meta-cognition worked for me. But algebra? in the traditional manner of do all the odd (or even) problems, show all your work, one right answer? Not so much. Sound familiar?
Now that I'm a part time field supervisor, coaching student teachers in all content areas, I've been brushing up on content specific methods and strategies. Enter Mathematical Mindsets by Jo Boaler. This book has been life-changing. And it aligns with the design thinking work I've been doing the last couple of years. Whether you're a math teacher or not, this book is for you. Boaler provides excellent examples of how to create a collaborative classroom where students learn that there really is no such thing as a mistake. Instead, they are encouraged to share and debate ideas based on the familiar, claim, evidence, reasoning technique we see in science and language arts. Armed with the basics of number sense, students discover math facts for themselves in a constructivist style of learning. We are reminded that while there may be a right answer, there is no one right way to arrive at that answer and the power of allowing students to explore and explain their thinking.
Boaler provides tons of great examples of simple 'games' aka activities to encourage this thinking including one of my new favorite apps kenken puzzles along with a variety of resources from youcubed.org that will start you on the way to understanding the benefit of a growth mindset in mathematics.
She touches on a variety of related topics as well, such as the benefits of heterogeneous vs. homogeneous grouping in math classes. Her position on the role of homework is particularly relevant to any content area. She espouses the value of reflection as opposed to repetition, advocating for a sort of flipped classroom model in which the practice and discover is done in class with students engaging in self-assessment as homework.
As I visit schools and have sat in on curriculum committee work, I routinely hear how math is 'special' that there is such a broad range of abilities teachers require special consideration in designing programs that essentially track students and impose upon them a fixed mindset related to math ability, setting them up continued struggle, failure and lowered self-esteem. Jo Boaler offers practical methods that can be implemented without a complete curriculum re-write that will ease the tension and frustration for students and teachers alike. Add this book to your summer reading list!
Digital Learning Day 2017 is officially in the books. Each year, the Alliance for Excellent Education sponsors DLDay as a celebration of “any instructional practice that effectively uses technology to strengthen a student’s learning experience.”
West Catholic and Catholic Central high schools have participated in DLDay for the last two years. We use this day as an opportunity for students to recognize staff for their excellence in the integration of technology to enhance learning. We survey the entire student body a few weeks prior and on DL Day, the students award teachers who meet or exceed their expectations in digital learning. Each school records the day using Storify. For a round-up of activities at each school follow their link. West Catholic | Catholic Central
With the break in semesters, it’s as good a time as any to take a break from blogging and offer you a chance to review any posts you may have missed or wanted to review as you get a fresh start mid-year. So go ahead, check out the archives. Share your favorite post with a friend, or tweet it to your peeps. Refer to the tags at the end of each entry for search terms or just try your luck in archive roulette!
Psst… wanna know the secret to engagement?
Carol Glanville, M.Ed.
Organizational Design Consultant