Lesson Failed: Do you have a Plan B?

For those of us starting school after Labor Day, August Anxiety is setting in.  Those nights where you are tossing and turning with new ideas, things you know you want to do differently and the anticipation of being “back to school.”  The week before school starts the idea pad next to my bed has all sorts of scribbles on it (some of which I cannot decipher!).    Planning is the key to a successful year.  Most people think that teachers’ time is split between classroom and grading papers.  The truth is, planning takes the most time. A good plan has a diversity of activities, movement, student interaction, hands-on, differentiation, accurate content, assessment, tech integration, etc.   Most people can’t even handle all the planning it takes to keep ten kids busy at a two hour birthday party.  What would they do with double the amount of children, a tight budget and grandiose learning objectives?

Getting Started

The first week of school is perhaps the most daunting as both yours and your students’ routines have to be established.  Not just school routines, but home routines as well, sleeping, dressing and eating changes drastically for everyone!  Throw in all those extra housekeeping tasks – class lists, gradebooks, sub plans, and for many of us real housekeeping tasks…. it can be overwhelming!

Step one:  Planning your room out

I know a lot of teachers who have gone back to the building to decorate their rooms.   I have to admit, that some of the rooms are a bit intimidating!  My advice is to keep it simple and let the student’s work be your décor.  My best bulletin board was a brick wall background and letters that said “Wall of Fame.” On day one, I described how you could get on the wall of fame (it was not easy) and when you achieved it, you could use whatever font you wanted, write your name, print it out and post it.  Kids loved getting on the wall!

Step Two:  Planning your lessons:  Expect the unexpected

There is no such thing as a perfect plan- there are just too many variables in schools – if you were working with widgets or robots, you might have a chance, but kids (adults too) and all the business (read busy-ness) of a school, always has the potential wrench to throw in the works.  Even if you teach the same lesson objectives 5 times in one day, you will see that what works with one class, student or time of day, will not work with another.  Be flexible.  All classes do not have to be in the exact same place at the exact same time.  And above all have a PLAN B.

Plan B

The most important lesson that I learned over the years was to always have a plan B.  I used a mini PBL that I introduced at the beginning of the year for students.  Each student had a folder with their challenge check list in it – they worked on this challenge when they had extra class time, when class was disrupted for assemblies, field trips, when a sub was in, etc.  They kept their work in the folder and the folder in the room.  My mini-challenge was all about inventions – I had computer games, links, patent info, Rube Goldberg activities, 20 ways to improve the pencil etc.  Much more than a folder full of worksheets.  Students could do the parts in any order.  All challenge activities led to them coming up with their own invention.  The grand finale was showing off their invention prototype and demonstrating it to the class.  We have had some great ones!

We all know the importance of a great plan A, but having a great plan B can insure that the learning continues no matter what the circumstances

What’s your favorite plan B?

Rules of Engagement

Well, this was puppy sitting week for me.  Somehow, I ended up with a 9 week old puppy, which has to be taught EVERYTHING.  My husband could not stress enough how important it is to “train him right.”  Sort of like what my principal used to say at the beginning of the year, “your first week of school sets the tone for the year.”  People had all sorts of advice for beginning teachers – “don’t smile until October” was one I remembered.  Those are the teachers that are all smiles on back to school night and parents can’t figure out why their child says they are mean!  But I digress…

Starting off Right!

I know a number of teachers that are planning on using online discussion platforms this year to get their kids talking and writing.  There are lots of platforms available, from the very simple Todaysmeet, Edistorm, and Edmodo, to the platforms that lend themselves to higher order thinking like Collaborize Classroom and the SCAN tool at TregoED.  I cannot stress enough how important it is to “train them right.”  Good digital citizenship does not just happen!

Practice Makes Perfect
Do you want your students to start practicing right off the bat?  There are a number of great icebreaker topics found in the Collaborize Classroom library.  Simply register at Collaborize Classroom and search for icebreakers in the Topic Library.  There are lots to choose from, including some with an Olympic theme.  TregoED has also added two new icebreaker lessons to their library.  Just register and go to your dashboard to set up your private classroom discussion. 

Get them “trained right”
I like to start by telling my students that I am so excited that the school is trusting us (both me and them) to use this great technology.  I make it clear that I know they are ready for it and remind them that the discussion they are going to have is a classroom discussion.  Just like any other discussions we have in class, we stay on topic and take it seriously.  One major difference to keep in mind is that the discussion, like any online discussion, can become permanent and can often be shared.

Digital Citizenship Rules of Engagement
Fortunately, you do not have to reinvent the wheel when it comes to finding online resources for digital conversations.  There are often good resources supplied by the online tool that you are using.   Catlin Tucker, an English Teacher in CA, has developed and shared a great document called the “Dos and Don’ts of Online Student Communication.”  As well as, a number of other student success resources to go with the Collaborize Classroom site.  Likewise, TregoED provides great resources to help teachers get started and student resources that include “Scan Discussion Guidelines,”  and a student “Jumpstart” page.
Now, back to that puppy…..

Lurk before you Leap

Lurking has taken on a whole new meaning.  Once meaning, according to Merriam-Webster, “to lie in wait in a place of concealment especially for an evil purpose or b: to move furtively or inconspicuously.” 

It has now come to mean, according to the Urban Dictionary: 

“To read without commenting or contributing, therefore effectively invisible to the rest of the group or community. Generally recommended for joining any forum so that you can observe rules, attitudes and prominent personalities without jumping in and breaking a rule, making an ass of yourself, or asking a question about something obvious that you would have learned for yourself if you’d paid attention in the first place.
Online equivalent of attentive listening before speaking; potentially the solution to all Internet faux pas.” 

While a little unorthodox and a bit gruff, it certainly makes a point. While lurking sounds like it has a negative connotation, it is in fact a good way to gauge what is going on before you jump in to any online discussion group, twitter feed, etc.    I picture a child that is going to “jump in” to jump rope, watching the rope hit the ground a few times before entering.  There were a few times that I wished I had lurked a little longer, but sooner or later, you have to jump in – sink or swim.

Expect More out of Educators
That being said, in the classroom, there are some students who would prefer to lurk for the entire school year.  A good teacher will help them feel comfortable enough to contribute to the conversation.  In the same way, good digital citizens will also make lurkers feel safe enough to contribute, without fear of being chastised.   Good digital citizens will gently guide newbies to understand any nuances of the tool or group without humiliation, just as a good teacher will do in the classroom. 

While you cannot count on regular Joe’s who use newspaper blogs (or even the Urban Dictionary) to anonymously rip each other apart, you can expect that any decent educational twitter chat, blog, or discussion group will welcome your input, respond with encouragement and overlook any faux pas!

Getting Connected: A Few of My Favorite Nings

If you are reading this, you are probably already somewhat connected. You may also have heard that August is Connected Educator’s month. So where do you go to connect? Who are you connecting with?

There are literally hundreds of ways for educators to connect with each other. Many educators have ventured onto the big networks – Facebook, Twitter, and Google+. In addition to these, I love the networks that are more specialized. I am a regular contributing member on a number of Nings. These networks may focus on a subject area or level of education and then drill down deeper into special interest groups. You can even start your own group! Check out the blogs, post questions, share your experiences. Nings are a great way to become a more connected educator!

These are a few of my favorite nings (and yes, I have that Sound of Music song in my head)http://Englishcompanion.ning.com

"A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends."

Groups such as "Teach with Technology," Teaching Reading," "Teaching Writing," "Teaching Shakespeare," etc.

http://sschat.ning.com/

“This network is dedicated to connecting social studies educators everywhere.”

Groups: US History Educators, World History Educators, Middle School Social Studies, Social Studies Tools

ttp://mathematics24x7.ning.com/

“A network of Mathematics Enthusiasts... Just talking about Mathematics... What do you say?”

Groups: Problem Based Curriculum, Introducing Math Concepts, Developemental math

www.technologyintegrationineducation.com

“Facilitating the use of technology in the classroom.” This is for people interested in helping integrate technology into education in a seemless manner so that technology is a tool that enhances education and does not drive it.

Favorite groups: free for educators, collaborative projects, TIE

http://www.iste-community.org/
"A year round social network for ISTE members and affillitates and groups and Ed leaders"

http://flatclassrooms.ning.com/

“Fostering new ways of learning using Web 2.0 and global collaborative practices and providing a resource for educators to connect globally”

http://Teachvine.ning.com

A new kid-kid-on-the-block- described as “joint professional development better than a course.”

http://tregoed.ning.com

A network for educational leaders! Share your challenges, questions, and solutions with your colleagues.

Start your own group within your staff to increase collaboration!

Looking for more?

Cybraryman, Jerry Blumengarten has a list of other Nings as well as hundreds of other ways to connect!

Where are your favorite places to connect?

Getting Motivated

Looming over my head as I vacationed on the back of a Harley making a loop through the extraordinary countryside of Northern California was the deadline of making a one minute video on “Motivation and Learning.”  As we zigzagged along the coast, through the redwoods, to the top of a volcano, I could not help but wonder.  I wondered what those crops were, why there were cows on the top of a mountain, how those seals could be comfortable on those rough rocks.  I wondered about how all of those pears got pollinated (they self-pollinate), how they get from those trees to my grocery shelf, how the weather could change in the matter of a mile.    Then I realized that I was surrounded by the perfect example of motivation and learning:  curiosity.   It was not just me wondering, I traveled with a group of lifelong learners, they too were people who were inspired and awed by the vistas and curious about how it all came to be.  As we traveled, we asked questions, looked things up, and wondered out loud. 

We wanted to know more! 

Curiosity and enthusiasm are great motives for learning.  Can you replicate the motivation and inspiration that we felt in the classroom (can you say Harley field trip?)? 

 Here are a few things that you might try:

1.  Share your enthusiasm.  You don’t need to show them your online digital photo album of your summer vacation, but why not show them a picture or two and have them wonder with you?
2. Share their enthusiasm:  Let them share a photo (vacation or otherwise) that will make you wonder. 
3. Keep it real – I know field trip planning has gotten quite complex, keep the trip simple-just take your students outside and give them a two foot plot of grass to explore!
4.   Make kids wonder - As a science teacher, I had a number of “discrepant events” videos, demonstrations and activities that I used as grabbers in the beginning of a lesson.  For example- you can tri-fold a piece of tissue paper (we used to use the tissue that came in between the ink and the paper in a ditto master:).   Set it up like a chimney and light it on fire from the top-it will burn down and the ash will fly up.  Like a magic trick, it makes them wonder and ask “how did you do that?’ – a first step in critical thinking and developing the motivation to learn more.
   Technology now puts resources and learning at our fingertips.  You can use all sorts of media to get kids motivated and increase the learning by having the research tools in their pockets.

How do you get kids motivated to learn?

Do We Need to Individualize PD Instruction?

I was cleaning out my father-in-law’s house the other day and noted that he had at least 3 book shelves full of manuals – how to do, how to fix, etc.  He also had quite a collection of “____________ for Dummies”  books (DOS for dummies, Windows for Dummies, Lotus 123 for Dummies).  He is no dummy.  I marveled at all of the stuff that he wanted to learn (and at how much stuff we had to dispose of).  There was even a two inch thick, three ring binder that was just a manual for Eudora email!  Can you imagine?  Hard to believe that:    1. It was needed and 2. It existed!  He recently downloaded and printed the manual for his Samsung Galaxy Tablet.  At 85 years old, this is just the way he is comfortable learning. 

Where’s the Manual?

Perhaps that is one of the problems with teacher’s being comfortable with using new technology with students.  There is a disconnect in the way that the generations have to learn it (or want to learn it).  In education there is a wide spectrum of generations of educators on any given staff.  One thing is for sure; most of our students are not looking for the manuals!  In fact, there are very few manual readers left anymore (my husband is one- he once brought me a car manual to read while I was in the hospital, but I digress) and since they are on DVD’s or online, you still have to know tech to get to them! 

The Power of Video

Twenty years ago, I facilitated a revolutionary modular learning system called Synergistics from PITSCO. Since each pair of students had different curriculum and activities, they had video tapes that showed them “how to” do the activities of the day.  I saw then the power of video for learning.  It allowed for individualized instruction, students could work at their own pace and they caught on quickly.  I used to make “how to sheets” complete with screen shots for my students and fellow teachers.   Youtube has virtually made them unnecessary.  The most recent group of students I worked with, wanted the “how to” for completing the project, but definitely did not need or want the “how to” for learning the technology.  They just chose it from a list of links of cool tools and took it from there!

The Continuum of Learning

I think the generation we are teaching now is perfectly comfortable learning by doing, and are certainly adept at finding a video that will teach them if they need it.  I often forget that I have the answers at my finger tips (which my own children are quick to point out when I call for help, duh!).   The next group will have had iPads in their hands since they were very young.  Their technology may be built right into their glasses.  There is a great continuum of learning styles and comfort levels in teaching staffs that should be addressed in professional development.  We strive to individualize learning for our students – do we need to individualize learning for our staff?   How would that look?

Step Out of Your Comfort Zone and into the Learning Zone

I worked with a colleague on an open-ended challenge this past spring….the MMS Mission.  She was a G&T teacher with a background in Language arts and the science content of the Magnetospheric MultiScale Mission and technology options were a bit out of her comfort zone.  Students were asked to determine why this mission, launching in 2014 is relevant to their lives and to find a way to share what they learned with the world.  I assured her that her students would rise to the challenge and learn the technology part on their own.  It was a stretch for both students and teacher, but the results were amazing!  (Check out some of their projects under the Student Sample Challenge Solutions tab)

The teacher’s assessment of the project:

“I do have to tell you that it was very exciting for me to do this project!   Way out of my comfort zone!   I learned so much about the magnetosphere and about learning!  As educators we are programmed to be the expert of the subject matter.  After a lifetime of teaching, I am thinking that it is stifling. 

Most of my students gained so much from this experience!  There were some who wanted the road map, the requirements, the RUBRIC etc., I get that.  But the curious and the "gifted" really loved the learning and the creating.”

The students' assessment of the Challenge:

“I like the way that our teams were able to collaborate.  Also, we had free reign over the project’s actions.  Finally, we had time and were encouraged to use social media in school.”

“I like that this challenge was actually a challenge.  It caused us to work harder and faster, challenging us to learn more.” 

“I liked how it was a project for the real world instead of just in the classroom.  I learned more ways to share my work and make it public.”

“I loved the flexibility and challenge of the challenge.  Because we had really no guidelines, my creativity was at its maximum.  That is why I’m very proud of my xtranormal animation video.”

“Throughout my journey with the MMS Challenge, I had learned about more than simply the magnetosphere.  For instance, I learned about commitment, teamwork, responsibility, listening, taking advantage of given tools, etc.  The livebinder provided my group and I with a handful of tools and features that we could learn how to use then use.  This gave me a sense of the unique possibilities that could easily be found and used for the largest or smallest of projects.  I was given the feel for the community connected by the internet and web.  …I learned about technology in the real world, the everyday life of a scientist working for NASA.  I had a taste of a dream”

Wow!  Is that powerful or what?  Imagine giving your students a “taste of a dream?”  Having them enjoy the “challenge” of being pushed? 

Here is what I learned:

1.     You do not have to wait to be comfortable with something.  Take the risk.  Teachers do not have to be experts in all content areas or perfect.  Resources abound! 

2.     Let them share!  One of the keys to the great enthusiasm, creativity and care taken in this project by students resulted from the knowledge that projects would be shared with the world (one of the criteria).  Want to see some of their projects?  Link to video.  Link to livebinder

3.     Let them choose.  Students loved being allowed to select the medium of their project.  They were encouraged to select a “career path” – artist, physicist, writer, or engineer to help spread the word about the mission.    

4.     You do not have to be a techno-geek.  Students were given a long list of 2.0 tools listed by function that they might use (web-site developing, video production, blogs, animation sites, etc.).  Not one student asked for directions!  They just get on and go (my get on and go is considerable slower than theirs, but I find that there is a video for everything!).

5.     Challenge yourself and your students.   Both teachers and students were excited to learn the challenging vocabulary involved with the MMS mission.  Push each other to learn a little more!