Teaching strategies is a topic I give a lot of thought to. Hattie’s Visible Learning and effect size is getting much of my attention as of late. The FIT teaching approach as a framework for growth and leadership piques my curiosity. Carol Dwerks’s Mindsets make mind sense. And, the teachers throwing out grades (#ttog) movement has me focused on feedback versus letter grades.
I know the I have been negligent in keeping up with my blog, but (you knew a but had to be coming) I have been spending the time with my family, my students, and my curriculum. Some of you may have even wondered, where did he disappear to?
While at my son’s baseball game last night, I was able to jump on Twitter and interact a bit and to look through my Flipboard aggregator. I had to step back from Twitter chats for a while because, well, I was buying too many books and trying to filter through and process too many great ideas. Gamifying classrooms, eXPlore Like a Pirate, blended learning, Ditch Textbook, Learn Like a Pirate, grading, not grading, feedback, badges, personalized learning, embedded assessment, formative assessment, summative assessment, project based learning, innovation, HyperDocs, and mindsets in the classroom are all ideas I am trying to wrap my mind around. Oh, and let’s not forget that I also teach high school theology, college and careers, computer science principals, and junior high religion!
Quite a while back I began Shelly Sanchez Terrell‘s The 30 Goals Challenge for Teachers: Small Steps to Transform your Teaching (I carry the book with me everywhere Shelly). I have been so busy that I tend to look at the cover and sigh, saying, “I will get back around to you one of these days.” Well today is the day! And I am going to Blog about it. My posts might not be real lengthy, but I hope to cause you, dear reader, to pause and think. Think about how we can become the best darn teachers in the world for the world’s best kids.
As part of exercise 2, I am creating goals and my teaching manifesto. I’m not sure of being at the manifesto part yet, but I do have goals. I used a tool called Buncee to create the stunning visual below. I also have a copy posted in my classroom for all to see. What are your goals for this school year?
For about a year now I have been searching. I have been searching for ways to engage my freshman theology students. I go between the USCCB’s “Framework,” my school’s textbook, the Bible, etc. I often feel like Moses wandering through the desert. I have learned from the National Directory of Catechesis that there is a different way to teach theology.
I am not a creator of teaching materials, I am a searcher for the best materials for my students. I have searched for any freshmen theology teachers who have developed standards that augment the bishop’s “Framework.” The “Framework” does a good job of outlining the content that should be included in high school theology courses, but it lacks what the students should be able to do or how they are to show what they have learned.
Do I decide what it is that my students should be able to do? Am I the one to decide how my students show their learning? What are the best ways for students to show that they understand, that they remember, that they can apply, analyze, evaluate, and create? The Church is the authority on many things, so who is the authority when it comes to theological pedagogy?
I guess that I feel I rely on the Church for so much that when it comes to something that is so extremely important like preparing the souls of adolescent learners, I need more than just my feelings, prayer, and approved textbooks to guide these decisions. I do have textbooks that have suggestions but that’s the rub, they are just suggestions. Can I make those learning decisions? Yes, I can. Do I know why I would choose an essay to express the four senses of scripture or an album cover with liner notes, or are the senses of scripture not really that important? Where should I be expending my efforts?
To me, it appears that there is a disconnect between what research is showing in education in general and the specifics of what is to be known in theology. What should freshmen theology students be doing? What should they be producing and creating? How do they show that they are making the connection between knowledge and the heart? How do we help them come to know the goodness, richness, and Tradition of the Catholic Church?
Always on, connected 24/7 always carrying more technology than the astronauts involved in the Apollo moon landing can be both a blessing and a curse. As I tried to follow along with the #NotAtISTE2015 group and all the wonderful presentations from ISTE 2015 I realized that I could not keep up. It was too mentally stimulating. I felt like my mind was on information over load. I realized that I need a break!
It seems as though I have lived, breathed, and soaked in social media and education for six years straight. I believe that everyone needs to take a vacation or even a staycation (is that even a word?). Needless to say, I’m taking the month of July off. No social media, no blogging, no Voxing, no Twitter. Unfortunately, Email never goes away. If I didn’t keep up with that at least every other day, I would most likely have over 1,000 Emails by August 1st.
One of the first people I began following on Twitter was Dr. Doug Belshaw. He (@dajbelshaw) started taking a month away from social media in 2007. He called it Belshaw Black Ops. Doug has the right idea, we all need to take a break from our always on society. I too am going to focus on reading books during July and spending time with my family (Coach D – I will also NOT be following news stories).
Yesterday I read a blog post written by another Twitter friend of mine, David Geurin (@DavidGeurin). He is a high school principal, blogger, and moderator of #MOedchat. You can read David’s post here. One thing from his post hit home and it hit me hard. He said, “I will pull back as I completely restructure my time. You see, there are five people in my life who are counting on me more than anyone else. They call me husband and dad.” I don’t know why Mr. Geurin’s post resonated so profoundly with me. Is it because we are both married and have four children? Is it because I too feel that my family had been getting whatever dad has left over in the tank after ed chats, school, grading, and student events?
Whatever the reasons, I have these two men to thank for my disappearance from the Twitterverse and digital social media. I’m going to live in the moment, try to dream, relax, and connect with people face to face. I’ll be back in August with #CathTheoEdChat and start gearing up for fall presentations and the 2015-2016 school year, but I’m hoping I can be a better resource to my PLN upon my return.
Excellent list of education blogs. By our colleague Ross Cooper. Blogs I Follow.
Looking to up your game, keep up to date with current trends and research, or develop professionally? Well, look no further because these 25 books are on fire. Quick reads with a plethora of opportunities to step out of your comfort zone into a world of meaningful learning. All of these authors practice what they preach and every one of them is personally approachable and helpful.
Don’t wait for the beginning of next school year! Add some personalized PD to your summer months. You cannot go wrong with these 😎 Please add your summer books to the list in the comments!
Anderson, Mark, and Jackie Beere. Perfect ICT Every Lesson. New York: Crown House, 2013. Print. Save to EasyBib
Barnes, Mark. Assessment 3.0: Throw out Your Grade Book and Inspire Learning. Print. Save to EasyBib
Barnes, Mark. Role Reversal: Achieving Uncommonly Excellent Results in the Student-centered Classroom. Print.
Bender, William N. Project-based Learning: Differentiating Instruction for the 21st Century. Thousand Oaks, CA: Corwin, 2012. Print.
Bonk, Curtis Jay. The World Is Open: How Web Technology Is Revolutionizing Education. San Francisco, CA: Jossey-Bass, 2009. Print.
Clarke, John H. Personalized Learning: Student-designed Pathways to High School Graduation. Print.
Davis, Vicki A. Reinventing Writing. the 9 Tools That Are Changing Writing, Learning, and Living. New York: Routledge, 2014. Print.
Dueck, Myron. Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn. Print.
Dweck, Carol S. Mindset: The New Psychology of Success:. New York: Ballantine, 2008. Print.
Ferlazzo, Larry. Building a Community of Self-motivated Learners: Strategies to Help Students Thrive in School and beyond. Print.
Gee, James Paul. The Anti-education Era: Creating Smarter Students through Digital Learning. Print.
Grant, Peggy. Personalized Learning: A Guide for Engaging Students with Technology. Print.
Gray, David, Sunni Brown, and James Macanufo. Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers. Sebastopol, CA: O’Reilly, 2010. Print.
Hirumi, Atsusi. Online and Hybrid Learning Trends and Technologies. Print.
Horn, Michael B., Heather Staker, and Clayton M. Christensen. Blended: Using Disruptive Innovation to Improve Schools. Print.
Keeler, Alice and Miller, Libbi. 50 Things You Can Do With Google Classroom. Print.
Miller, Matt. Ditch That Textbook: Free Your Teaching and Revolutionize Your Classroom. Print.
Meloy, Judith M. Writing the Qualitative Dissertation: Understanding by Doing. Mahwah, NJ: Lawrence Erlbaum Associates, 2002. Print.
Ricci, Mary Cay. Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools. Print.
Solarz, Paul. Learn like a Pirate: Empower Your Students to Collaborate, Lead, and Succeed. Print.
Stumpenhorst, Josh. The New Teacher Revolution: Changing Education for a New Generation of Learners. Print.
Terrell, Shelly Sanchez. The 30 Goals Challenge for Teachers: Small Steps to Transform Your Teaching. Print.
Tucker, Catlin R. Blended Learning in Grades 4-12: Leveraging the Power of Technology to Create Student-centered Classrooms. Thousand Oaks, CA: Corwin, 2012. Print.
Wettrick, Don. Pure Genius: Building a Culture of Innovation and Taking 20% Time to the Next Level. Print
Please add your summer books to the list in the comments!
You have probably seen the teacher countdowns to the end of the school year. You may have seen or discussed plans for summer vacations. Now taking a break in the form of a vacation is important, but recognize that teachers don’t get the summer off!
For all of you new teachers or pre-service teachers, let’s hope you aren’t joining the profession for June, July, and August. I will give you a little insight into this teacher’s plans for summer. A little backstory here, I have taught off and on since 1995 and my background is in the social sciences. I was hired this past school year to teach theology, religion, college and careers, and mobile computer science principals (MCSP).
Every content area was new to me, the building and staff were new, and the culture/traditions were new. Needless to say, it has been just like being a new teacher again.
At my school we have finals next week and the school year officially ends May 28th. Woo Hoo! Schools out for summer……. Not really.
I have already been researching and planning differently for next year. One of the online summer courses I’m taking is already running with assignments due NEXT WEEK! I also have a six week online course to help me prepare for the mobile computer science principals class. There goes 1/2 of June and all of July. If that isn’t enough, I will spend another four weeks online from the last week of July until mid August. So that’s six credits over the summer and I will get a stipend instead of credits for MCSP.
What time is left? Time for moving my family to the area, setting up accounts, and maybe a day or two at a water park. I’m not complaining either, I just want people (especially people outside of education) to know that all summer is NOT a huge vacation in the life of a teacher!
What should we do to make even the small moments of time we have left with our students meaningful? How can we re-charge and motivate ourselves and our students to end the school year strong? I feel as though I have been flying by the seat of my pants all year and now I want to end strong.
This is my first full-year back in the classroom after a five year hiatus and I want to end the year with excitement for me and my students. They don’t want to read any more, they don’t want to do vocabulary or discuss religion any more. It seems as though the kids’ heads are already in summer vacation mode. It feels like pulling teeth just waiting for them to respond.
What will motivate us for the next three weeks so that we can end the school year strong?
What would happen to society if all our electronic devices failed? I’m not talking about just for a few hours or days but what if it was months or years? What if our electronic infrastructure was attacked, or began to fail as rapidly as it arose? No, I’m not a defeatist or a doomsayer. I genuinely wonder what would happen?
I’ve talked to more than a few teachers recently who have used this argument as justification for supporting the argument that kids need to know some basic information in areas like history, English, math, and science? What happens if we throw out the textbooks and we put our faith in web based or cloud based materials?
I think that these are reasonable questions and I confess that I don’t have a good answer to them. I also remember an old saying, “don’t put all your eggs in one basket.”
I’ve been trying to get people to join in a new Twitter chat that I started a few weeks ago and I have heard all kinds of excuses.
Here’s another, “You want to get together and talk, let’s pick a night and do that instead of banging some keys and staring at screens.”
And another, “here comes that techno geek who doesn’t even know what’s going on in the world.”
Because I use technology to try and become a better teacher and person, I have to put up with quite a few snide remarks from colleagues that have it all figured out. Sometimes I wish I had it all figured out. Sometimes I wish I had no knowledge of the impact that technology can have on teaching, learning, and connecting myself and my students to a global audience.
I have even been told to just be myself, to forget what other teachers are doing in their classrooms. Quit reading “Teach Like a Pirate.” Quit reading blog posts. Quit Tweeting, Googleing, and all that social media stuff. Just quit trying to be someone you’re not.
The thing is, I’m not trying to be someone else, I’m trying to become a better teacher and person by learning from others successes and failures. And I’m trying to transcend mediocrity. I feel that if I’m not learning then I’m not improving. If I’m not engaged with what’s happening in the field of education then I will have to work harder to catch up in a few years.
What would happen if I just closed my classroom door, assigned textbook readings, lectured, and then threw in a quiz here and a test there? What if I closed my classroom door and did whatever I wanted because, “unless parents or students are complaining you can do whatever you want.”
What if I bought into the philosophy that I’m going to do what’s best for me because the students and parents are ungrateful toward teachers and I don’t get paid enough to put up with this crap?
Would anyone really care as long as I kept out of their hair and didn’t ruffle any feathers?<p/>
I would care.
What would we do if the lights went out?