The Best 75 Minutes of My Day.

Music is magic.  It can be intensely personal and it can also be a shared bond between us.  It can make us dance with joy, bring tears to our eyes or bring back a moment in time with just a phrase or a gorgeously arranged group of notes and melodies and rhythms.

This year, as it is every year, my class is a group of amazing and wonderful students.  If you know me, or read this blog regularly, you know that I work in a congregated special education class with students who experience the world through the lens of Autism, Down's Syndrome, Global Developmental Delays and more.  This year's class has a commonality of struggling with communication and expressive language.  But come to our music class, and you would be hard pressed to see that.

Each day, I break out my guitar, the song books and some communication/language aids and we jam for 75 minutes.  We work on social skills; taking a turn, being part of a group and making a choice.  We work on our reading by following along in the song books and choral reading.  We learn how to find the beat in music and clap or dance along.  We learn how some songs are meant to be sung softly like a lullaby, or sung with exuberance like a campfire favourite.  We talk about what we think a song is about and how the music makes us feel.

Songbook Choice Board

Choosing a song

Our songbook is an ever-growing mix of about 200 songs for young children, classic rock favourites, campfire songs, and present day requests from the class.  On any given day we may move from Skinamarink, to Crocodile Rock, to the Backstreet Boys, Garth Brooks, Bon Jovi and Green Day.  If they request it, and I can figure out how to play it (and in some cases, find a clean lyric version), we do it.

The set up is uncomplicated.  I supply the guitar, they supply the energy.

Each day, one student takes a turn as helper and is in charge of taking the choice board around to their classmates.   Each student can pick a song by physically pulling an icon for that song off the choice board.  Some songs have visuals that go with them.  For example, The Wheels on the Bus has a set of visual pieces and each student gets one or two,  so that when that point in the song comes along, they add that piece to the board.  For example, when the lyric says "The babies on the bus go waaa waaa waaa," there is a visual of a baby crying that they stick to the board.  When we sing Alice the Camel, there are detachable visuals of each hump with a number on it that they pull off the camel on the board, as Alice loses her humps.  For Aikendrum, each food-body part is assembled on the board.   When the choice is for the Hokey Pokey, we all get up and do the Hokey Pokey.  During Yellow Submarine, we all become the rhythm section by drumming along.  In Three Green and Speckled Frogs, they click on a frog on the SmartBoard and the Frog disappears.  For I Know and Old Lady Who Swallowed a Fly, they touch the SmartBoard and the next animal to be eaten floats onto the screen.    If we've got a good rock anthem going, we bring out the instrument set and play along.  During the Cat Came Back, we have a stuffed cat that gets tossed from owner to owner.  Sometimes we simply sway to the soft melody and other times we dance.  And we sing!   Boy, oh boy, do we sing!

Aikendrum

Every day, Students who are considered non verbal, hum, clap or vocalize along with the music.  Students who are not usually emotionally expressive laugh, smile and dance with an energy that is contagious.  Students who barely move or participate in Phys Ed class will dance until sweat is running off their faces.   Students who struggle to read written language, follow intently along in the songbooks and those who cannot read, will singalong to a song they love, knowing every word.  I wish I was a better writer, so that these words could truly show you the jubilation that fills our classroom during Music class.

There are all kinds of curriculum and IEP goals that we are working towards in our music class.  But, if I'm being completely honest, it's the pure joy I see and feel from my students that fuels that 75 minute period.  And it's the best 75 minutes of my day.

As always, I welcome your questions and comments below.  I'd love to hear about how you incorporate music in your class and some of the songs that are big hits with your students.

Be a part of #BIT19

It hasn't been the most Educator friendly spring in Ontario.  The political climate has changed and that has left a lot of us unsure of where we will be in the fall.  How our schools will look and run this September will absolutely be different.  Professional Development will be...likely a lot different and in some cases, like the OTF webinars and Summer Workshops, gone.  There may be disruptions to how we work and learn in response to these changes in our Province.

But that doesn't have to change our belief in life long learning.  It doesn't have to curtail our learning and sharing.  Maybe now is the time when we lean into the wind a bit more and rely on each other for opportunities to enrich ourselves through our online PLN and through those irl meetings at conferences that make a big difference in our classrooms and in our own need for growth.  In a time when outside forces try to divide and conquer us and beat down our morale, maybe we need these spaces of collegial learning to help build us up and make our bonds even tighter.

The call for proposals for the Bring it Together 2019 Conference is now open.  I know that I have encouraged many to submit their ideas to present.  Some have taken me up on this, many have not.  Some have told me they are worried about a work stoppage or other disruptions this fall.  If that happens, the Conference is prepared to move to a date outside that window of time.  I've had others tell me they are unsure they will be able to get release time to be a part of the Conference.  Perhaps, but it might be easier to get that release time as a Presenter, someone who is eager and willing to share their learning with others.  Some are still unsure of where they will be and what they will be doing in the fall.  There are no easy answers.  But, don't let that stop you from submitting that proposal.  No matter where you are, you will be doing great things, things that you can share and that we all can learn from.

The Bring It Together Conference (#BIT19) is November 6-8 in Niagara Falls. I'm hoping it is a time for us to lean in to the storm that surrounds us, to lean on each other a little, to get together and grow in a season that isn't giving us the best growing conditions.  Maybe it is a bit of a leap of faith, but I hope you will make that leap with us.  Submit your proposal for #BIT19 here.

#ECOOCamp Owen Sound

Yesterday (Saturday May 5th, 2019) I travelled to Owen Sound to participate in this year's ECOOCamp.  Great Educators from all over travelled to share and learn from each other at Owen Sound District Secondary School.

There were two amazing Keynotes from Peter Skillen and Jen Giffen.  Peter talked to us about the tools being important and remembering to go outside the box to get Students excited about learning and giving them a way in to the curriculum that suites their own learning strengths.  Jen reminded us that every student and staff member is carrying around responsibilities and experiences that we know nothing about, but if we take the time to build relationships with them, we can help them unpack their backpacks.

I was presenting in all 4 sessions, but loved how we were able to share every presentation through the Twitter feed (#ecoocamp) and on Teach Ontario.  I got some great new Chrome add-ons/extensions from Leslie Boerkamp's presentation to add to my arsenal, and I wasn't even in the session.  The smaller number of participants made each session more intimate and more tailored to the needs of the Educators in the room.  Thanks to Fair Chance Learning and InkSmith, I even won a new K8 robot for my classroom.  So excited to share this with my class! 

Making new connections and meeting Educators is always part of what I love about EdCamps and Conferences. I met some awesome folks yesterday!  The opportunity to meet up with folks you only get to see periodically at conferences or even meet for the first time in real life is amazing.  So great to meet Cal Armstrong and Leslie Boerkamp for the first time irl.  Aways great to chat with folks like Jen Giffen, Christy Hopcroft, Lisa Noble, Brenda Sherry, Peter Skillen, and so many more.  While Owen Sound is a bit of a trek for me, it really is a lovely town that I hadn't visited in many years and well worth the drive.

The working relationship between the Educational Computing Organization of Ontario,  the Bluewater Public and Bruce-Grey Catholic School Board was really inspiring to see.  A really great model to show how we learn from each other.  The organizations really worked well together to make a great day for everyone. 

The Educational Computing Organization of Ontario does great work for Educators using EdTech and great pedogogy in their classrooms.  I've linked to their website - but consider becoming a member (membership is free!), attending their Bring It Together Conference in Niagara Falls in November or following them on Twitter @ecooorg

I'll link my presentations here, but they and many others from the day are also shared on Teach Ontario.  Check them out to let the learning go beyond the day!

Getting Snappy with #BookSnaps, #Gratitude Snaps & #REALyouSNaps using Bitmoji and Google Slides.

Connecting Classrooms Through Online #ReadAlouds

Flipping for Flipgrid

Glide into Google Slides

Disclaimer: Ramona Meharg is a Member of the Educational Computing Organization of Ontario and serves on the Board of Directors.  But don't let that stop you from checking them out or becoming a member!

As always, feel free to subscribe by email, or share a comment below.

Canada Beats: Learning about Canada through music

For the last little while, my class has been learning about Canada, but we haven't been doing all of our learning about our Country in traditional ways.  I wanted my Students to be thinking beyond those facts that they can Google about Capital Cities, population and geographic landmarks.  And I wanted them to look a bit at history, but not by using a textbook or a timeline. They are also music lovers and will ask to turn the radio on, or be allowed to use their headsets to listen to music on their iPads every day.  I wanted to leverage some of that interest.  So, we've been using Canadian song writers and performers to look at our Country.

I had been talking to Noa Daniel about her BOB (Building Outside the Blocks) activity called Harmony Through History Beats, where she has students taking a song and deconstructing it to find the history within it.  I wondered if it was something I could use as part of our unit on Canada and give it a Canadian theme.  Noa was very supportive of my amending her idea, and even helped me find some songs and songwriters to add to a shared Google Doc to give my students a place to start.  And so, Canada Beats was born.

I work with students with some fairly high needs, so I knew I would need to help scaffold this project for them.  The shared Google Doc was a place they could find a list of songs that had a Canadian theme or historical background.  They didn't have to pick one of these songs - I was very open to a song or performer they might choose, as long as it had some ties to Canadian history, identity or geography.

Next we decided as a class what our Google Slide Shows needed to have in them and created a template to help everyone understand what information we would need to research.  They were welcome to include more than this, but these were sort of the starting points.  I told them I would create one as well and share it with them and be our first presenter.  Mine was a Stompin' Tom classic.  I gave them some class time to work on it, but many of them used time at home to work on it as well.  One of my students liked the activity so much, she finished hers in record time and decided to do a second one as well.

The hardest part for them was deciding on a song.  Many of the songs they had never heard before because they were released before they were born (some of them even before I was born).  Some of them wanted a more modern song, and spent a good deal of time looking for one.  YouTube got a bit of a workout those first few days.  Some had to do additional research to find out more about a specific historical event, or places mentioned in a song.  With a bit of help from each other, the E.A.s and myself, this was accomplished.

While apps like Vokki and Tellagami, or iMovie were options for presenting, they all decided they wanted to present in a more traditional fashion - just them and their slide show.  All good.  With just one presentation left this week, I have to say, it was a successful activity for them.  The slide shows were good (link to them here), but their presentations really blew me away.  Normally very shy, they really came out of their shells and shared why they picked a song, what they learned from it and even gave additional details about the historical event, place or the band that they learned as part of the research process.

Can they instantly tell me what the capital of New Brunswick is?  Probably not.  Luckily, we have Google for that. (By the way, it's Fredericton - a gorgeous city on the St. John river.)



As always, I welcome your questions or comments below.  Do you think I should be drilling and grilling the provincial capitals?  Is a deeper understanding of some historical events better than a general understanding of a longer historical timeline? Is using music this way problematic?

50th Episode - I Wish I Knew EDU learning

On Monday, my 50th episode of the I Wish I Knew EDU podcast goes live.  I wanted to celebrate this milestone with a special episode. The format of the show is generally learning about the great things my guests are involved with and then I ask them about some of those "I Wish I Knew" moments in their career.  For the 50th Episode I decided to turn the tables and I asked first year teacher and veteran podcaster, Sarah Anne Lalonde, to take the mic and ask me some of those same questions.  It's a fun episode and I hope you will give it a listen at www.voiced.ca once it drops on Monday Feb. 11/19.  My profound thanks to Sarah for being a part of the episode and for so expertly taking the reins.

My first episode was broadcast on www.voiced.ca February 5th, 2018. So - I've also hit my 1st Podcast-aversary.  A year and 50 episodes into my podcasting journey seems like a good time to reflect on some of my learning. 




The ask is the hardest part.
Deciding to do a podcast, to make that leap and try something new is always challenging.  I'll admit to having some butterflies in my stomach as I got my head around what my format would be and the logistics of getting started.  When the time came to ask a guest to join me it was like a plague of locusts had taken up residence in my gut.  My first episode guest, TVDSB administrator, Heather Jakobi, was so great about just making the leap with me.  When I listen to this episode now, I cringe at my tech errors and I can hear my own nervousness come through, but the sharing and learning is just as great in that recording as in my most recent one.  "The ask" continues to be the toughest aspect of podcasting for me.  Those locusts are still jumping around as I hit send on a request. Why would these intelligent, busy, and amazing Educators want to give up their time to talk to me?  And let me record it.  And then let me broadcast it.  I'm still not sure why they do, but I am so grateful to them for saying yes.  I've had a few turn me down, most often because they are uncomfortable with the medium, but so many more have been quick to respond and jump in.  And I love the guests who have told me "I've never done this before, but it sounds fun - let's do it."  To all of my first 50 guests, my heartfelt thanks for joining me on the journey.

Being organised is helpful
I've tried to release one episode a week.  To do that, work full time and still spend time with my family can get a bit frantic.  Folks who know me will likely agree when I say I'm pretty organised.  This has helped.  When I know things are going to be hectic, like September and June, I record a few episodes in advance and then hold back releasing them in those hectic times.  It's certainly a lot easier to record a few extra episodes in August (and easier to book times to record with guests) when I'm not working every day.  Having a PLN that is always willing to help is a great asset too.  I've had times when a guest has had to cancel or reschedule and my PLN has always been great about responding to a request for a guest with very little notice.  Those have been some of the best and most enjoyable episodes to do.  It's like chatting with a friend.

There are going to be technology issues - Just breathe!
Yep, things are going to go wrong.  And they did.  They continue to do so.  Don't panic.  Just breathe.. and if you can't figure it out yourself, ask for help!  Stephen Hurley (the godfather of voicEdRadio) was and continues to be my best resource for tech issues.  Mind you, he did give me the push to get into this.   I think the first time I experienced audio drift I started to hyperventilate.  Then there was the time I thought I lost the feed from my guest in Australia.  Imagine my horror!  This guest, across the world, has just spent an hour recording with me - across busy schedules and a pile of time zones, and I've lost the audio!  No matter what the problem, Stephen was very patient and helped fix my tech issues while I was learning how to fix them myself.   In times of trouble, I've reached out to other podcasters for help and they have never let me down.  Noa Daniel, your Google Hangout with me to show me a few Garage Band tricks made a profound impact on my editing skills!  So many people I have never even met before, have answered my questions.  Those of you who've helped me over this first year... a thousand times, Thank you!

Can I keep up the pace?
When I started last February, I set myself a goal of one Episode a week.  If you count the live episodes, which I didn't include in my tally, I'm over 50 for the year.  So, goal met.  Can I keep up the pace going forward?  I've had discussions with guests and other podcasters about the work that goes into a 30 minute to an hour podcast.  There's the time spent asking and connecting with guests.  I always like to do a little research.  My episodes last about 30-45 minutes or longer, so there is that recording time.  As I just mentioned, something often goes wrong and the episode needs some editing.  I don't do a lot of post production work and I try only to edit for tech issues.  I want the authentic voice of my guest to be heard, and I don't want to edit that voice out because of a time issue. Once the issue drops, I promote it via Social Media.  My guests have given so generously of their time, I feel I owe it to them to promote the Episode and get their voice heard.  So yes, podcasting has been a fairly large time commitment. It has certainly reduced the amount of blogging I am able to do.  It's also a heck of a lot more interesting and fun than housework! At this point, I'd like to try to keep close to the one a week goal.  But, I may be a bit easier on myself than I was in the first year.

The www.voiced.ca Community
Being a part of this community of EDU-podcasters has been - I don't even know how to put it into words - Supercalifragilisticexpealidoucius?   The support, the sharing, the live broadcasts, guesting on each others shows, the goofy gifs and the 'all in good fun' teasing on Twitter have been a unexpected but wonderful gift. These are great Educators and great people.  I'm honoured to be amongst them.

I'm listening...
In the 50th Episode, Sarah and I talk about our listening skills.  I think that's one of the intangible benefits of podcasting.  I'm a much better listener than I was a year ago and not just when I'm podcasting.  As the year has progressed, I find myself really listening deeply to what my guests are saying.  I'm not so worried about the next question, or getting to a certain topic before the time is up.  I'm really processing what they are saying and reflecting on it, even after our recording time is up.  I'm finding myself listening better to my Students and Colleagues as well.  And that is a good thing.

From the very impetus of the idea of this podcast, my goal has been to highlight and share the great things Teachers have been doing and learning.  I also wanted to share those things we don't learn in our Teacher Training - but sometimes learn the hard way as we navigate our educational careers.  By sharing these things we all learn and maybe save someone from making some of our own mistakes.  The show is not about me (OK, maybe episode 50 is), it's about all my wonderful guests.  I thank you for joining me as a guest, and I thank everyone who has listened this year.

I think I'll end this post like I end each episode, by saying that I really do hope to be talking to you soon on I Wish I Knew EDU, where we are looking back, and learning forward.

#edCampLdn Reflections

So...it's over.  

Ed Camp London has come and gone.  I'm feeling like Christmas Day at about 9 pm.  All the excitement is over, the presents are opened, the huge meal it took days to prepare has been devoured, the guests have all gone home and I'm feeling very full (but instead of a full tummy, it's my brain that is experiencing the turkey sweats) and a little sad that it's all over.   Time to chill, review the day, and perhaps squeak in a nap before supper (I told you, my brain is tired!).

If you have never been to an Ed Camp before (like me!), it is a workshop/conference with no set agenda.  As you arrive, you fill out sticky notes of things you would like to learn about, or would be willing to share about.  The organizers then start to build sessions around common themes.  Nobody actually presents.  You gather and discuss these topics.  You share ideas.  Have a question?  Someone in the room may be able to answer it - or may ask you another question.  It's some pretty rich discussion and an amazing environment to learn in.  This may have been my first EdCamp - but it sure won't be my last!

The Day began with some Ignite talks.  That's where the speakers get a set time and a slide show that advances every few seconds automatically, to share a message with the attendees.  Jay Dubois gave his very first Ignite about trying new things - encouraging us to write in pen so we can't change our mind and erase our good intentions.  Jen Giffen spoke about moving away from the game of school and encouraging our Students to create, not imitate.  Melanie Mulcaster talked about the vision behind great makerspaces.  Derek Tangredi and his former student, Valentina, talked about teachers making a difference by the headlines that don't happen, the importance of empathy, and that students don't need Teachers to be perfect, they just need us to care.  David Carruthers reminded us not to tone it down - not to let the naysayers dim our light.  I love watching Ignite talks.  They don't just fire you up for the rest of the day - they leave you with lots to think about going forward.

I was a part of a small but might session on Coding with Derek Tangredi, his former student Valentina, Doug Peterson, Luigi @TeachCodeCreate (sorry Luigi, I forget your last name!), Melanie Mulcaster and a few others and was blown away by some of the new things discussed.  I picked up some new coding sites too - I can't wait to try Codemoji.com with my students!  Doug brought up an important point as well - that coding is not always about training coders - that it is also about the logic, computational skills and type of thinking that Students are doing when they learn to code.  And Luigi - who works for the Boston Celtics by the way - where the heck would I ever meet someone who does what he does and be able to learn some of the amazing applications coding has in the real world, and the way he is able to condense that into some real world applications for students. 

Then I went to the makerspace at Sir Arthur Currie PS (and thanks to Principal Sue Bruyns for hosting this event in her amazing new building!) and played with some Ozobots and Blue Bots.  Luigi and Melanie were there again - and just listening to how they were working out a lesson using several ozobots and applying it to solving big city traffic issues was like watching master coding teachers at work.  And I will also admit - the bots are just fun to play with too.

After lunch I got to spend an hour discussing FlipGrid and Podcasting with a great group of educators, but for me a real highlight was getting to spend the hour just chatting with Jen Giffen about these subjects (I but a lowly apprentice to the great master) - who I am in awe of.  We also migrated into the power of Twitter for learning, ideas and your PLN. 

My last session was on Global Competencies.  I must apologize to my fellow attendies - my cold medication was wearing off and I was going a bit in and out of focus on this one.  But it was great to have a Student with us and sharing her insights on empathy and communication.

Another great thing about being a part of Ed Camp (as Dawn Telfer and I discussed) is that there are really only positive, innovative, on the band wagon, driving the train folks in attendance.  You would be hard pressed to find a safer environment to get your ed-tech or edu-geek on.  Those who would tell you to "dial it down" or "stop making the rest of us look bad" - are not getting up on a Saturday morning for an event like this.  And some folks, like Jen Giffen and Doug Peterson had pretty long drives to get here.  We were all there because we wanted to be.  We all wanted to learn and we all wanted to share.  Pretty amazing.

Really, though, I think the real power of EdCamp is the connections you make and the conversations you have.  I got to meet Derek Tangredi, Cliff Kraeker, Jay Dubois, Peter McAsh, Andrew Forgrave, Sue Bruyns, Jen Artan, and Diana Hughes, IRL (aka in real life) for the first time.  It is always cool to meet the folks you count as part of your PLN, or chat with online.  I even recruited a few of these folks for future "I Wish I Knew EDU" podcasts.  (You know who you are and thanks for taking the leap and saying yes to podcasting with me!  If you are reading this and would like to make that leap - DM me - I'd love to chat with you!).  It's also a great place to chat with folks you don't get to see much, but whose input you value greatly.  I caught up with Doug Peterson, Melanie Mulcaster, Jen Giffen, Dawn Telfer, David Carruthers, and Heidi Solway, to name a few.  I also met a lot fascinating people who I have added to my PLN.

Thanks to the EdCamp London organizers (my apologies if I have missed anyone): Sue Bruyns, David Carruthers, Heidi Solway, Jay Dubois, Dawn Telfer, Diana Hughes.  You put a lot of hours into a fantastic event and I thank you.  If you were there or have been to EdCamp before, please feel free to share some of your reflections in my comments section below.  I'm always interested in what you have to share.  But right now, I'm going to try and sneak that 15 minute cat nap in.  My brain is Full!

I'm a Podcaster!

Image from Flickr

On Monday February 5th, 2018, I became a Podcaster.  Wowza!  Did that really just happen?  If you had told me a year ago I would be doing a podcast, I would have laughed at you.  I only started blogging just over a year ago...the thought of a Podcast would have been much too daunting to even contemplate.

I have to thank Stephen Hurley for giving me the push I needed to do this.  He planted the idea in November when he talked to me about how I might be a creator of content for VoiceEdRadio.  I had to do some reflecting and thinking about what I would want to talk to other teachers about.  I let it percolate for a bit.  I needed to get my head around:  (a.)  Actually confronting my fear about it and
(b.) What I would want my podcast to be about?  After some reflection, I had my concept, but still a lot of fear.  I messaged Stephen that I thought I might have a concept for a podcast and would he still be interested in putting it on VociEdRadio?  He was putting together a radiothon for VoiceEd's first anniversary on Saturday and suggested I come on the live broadcast and sort of workshop the idea with some of the VociEd community.

OK - so now I'm going to be on a live broadcast, talking about an idea for something I'm feeling both excited and terrified about - with folks who are seasoned Podcasters - folks whose podcasts I have listened to and admired, and let's be honest, been in awe of.  Bless the VoicEdRadio family - they could not have been more supportive of the idea - both the folks who were chatting with me live, and those who were responding on Twitter while we were broadcasting.  My thanks to all of you - especially Stephen, Chris Cuff, Brad Shreffler, Sarah Anne Lalonde, Shane of theedpodcast, Leanne Hansen and Noa Daniels.  Your words of encouragement gave me the boost I needed to get this thing done.  I was DM'ing with Noa after the broadcast and she shared some words with me that Derek Rhodenizer had given her about the fear of taking a risk: "take the leap and build wings on the way."  Well said.

I had mentioned to a colleague that I was contemplating doing this.  I always enjoy "talking teaching" with Heather Jacobi and thought if I was going to do this, she would be the perfect first guest.  She didn't hesitate for a second, bless her!  With my live radio broadcast experience from the weekend still fresh, I decided to leap before I thought/talked myself out of doing it.  She was available after school Monday - so we sat down and got it done.  She was the perfect first guest too - it was just two gals talking teaching.

I've already learned a few things about podcasting:
1.  Use the paid version of Zencastr - you get more postproduction options.
2.  Don't worry about the technical aspects during recording - stay focused on the conversation and let the magic happen.
3.  The hardest part about podcasting is deciding to do it and clicking record.

Now that the deed is done and I have pushed send to VoicEdRadio, I really do feel like I have sprouted wings and could actually fly.  Is it the world's best podcast?  Nope.  But, I confronted my fear and became a content creator, not just a consumer.  I'm feeling an adrenaline rush - a bit of a high really.  And it feels good.

Blogger's/Podcaster's Note:
My podcast is called "I Wish I Knew - EDU" and the concept is talking to experienced educators about the things they wish they knew when they started teaching.   If you want to hear Episode 1 with Heather Jacobi - check it out on Soundcloud by clicking this link or clicking the play button below.  I welcome your comments on how I can improve and expand it.  I'm recording Episode 2 this weekend - so if you enjoy Episode 1, watch for my next podcast when I talk to T. Scott.




This post was featured on VoicEdRadio.ca's "This Week in Ontario Edublogs" on February 28, 2018.  Click on this link if you would like to hear the discussion between Doug Peterson and Stephen Hurley.

Reno your Pedagogy

Is it Time to Renovate Your Practice?

I may be risking being a bit derivative with this blog post.  There are lots of great educational innovators out there, folks who are driving change and doing it much better than I am - not to mention writing much better about it than I can.  But, this is where my head is at this week, so this is what I'm writing about.  

I was reading a new post from The Plugged In Portable, a great blog by David Carruthers who is a Technology Co-ordinator with the TVDSB, called "The Biggest Barrier Can be Your Own Thinking."  He was writing about how as teachers, we can be our own worst enemy when it comes to innovation in education.  He got my attention with this:  "Far too often though, educators are quick to turn their backs on innovation. They see barriers without any thoughtful reflection, or questioning, regarding how these barriers can be overcome, or if they truly exist in the first place."  He goes on to say, "However, to a much larger degree, I believe these barriers are erected because of attitude, rather than any limitations placed on us by forces beyond our control."  That got me thinking about a staffroom conversation I had with a colleague a few months ago.

I was in the staff room with a few other teachers doing some self directed PD.  We were working on how to use and implement Google Applications in our classrooms.  A colleague noticed what we were doing and in the conversation that followed stated something to the tune of, "I'm interested in technology but I don't want to learn all about this Google thing and convert everything I do to that, so that in a few years the next new thing will come along and I have to start all over."  

My response was, "But, that's how life works, isn't it?"  I went on to explain that I had spent a lot of time and money renovating my kitchen not that long ago. The old kitchen still worked, but it had it's issues and it was dated.  The new kitchen is easier to work in, has more modern and energy efficient appliances, and the new lighting makes it a safer and more productive space.  Did I have to renovate?  No, but I had the means, the know how and the desire to improve it, so I did.  And I'm loving the change.  Just like in our homes, regardless of what we've used for technology in our classrooms in the past, things change, improve or need to be replaced.

Photo from: https://www.pexels.com/search/modern%20kitchen/

Since having this conversation, I've thought a lot about it.  David's post this week brought it and the the issue surrounding it back to the forefront for me.  We innovate, change and update things in our lives all the time.  I mentioned renovations, but we replace our vehicles, change our hairstyles, buy new clothes and pursue new hobbies on a pretty regular basis.  Why is it that when it comes to professional practice, technology in the classroom, or any change in the educational spectrum, that we can sometimes be so resistant?  I get it.  Change is hard.  Change can be scary. Change is work.  But not changing can be scary too.  You can get so comfortable with the way things are, that you fail to see how great they could be. 

I'm not saying everyone has to jump on every new innovation or idea immediately (unless you want to).  What I am saying is don't dismiss change or new ideas immediately, simply because they are a change or a new idea.  Think about them.  Reflect on how you might be able to improve what you are doing with them.  Pick something you think is doable, and do it.  You don't have to gut your house to improve it.  Start with something small like a coat of paint, a new appliance or some throw pillows.  In the teaching realm it might be doing some professional reading, taking a course, starting a professional Twitter account, joining a PLN or going to a workshop so that you can start a classroom website, get students blogging, or revamp how you are assessing student learning.  Challenge yourself to make one change in the way you do things this month, this semester or this school year.  

If you are reading this and find your back straightening up, your toes digging into the floor and you are thinking, "But, I don't want to change what I'm doing," I ask you to reflect on this... Do you really want your professional practice to be the allegorical equivalent of a kitchen with 1950's era appliances and bright orange countertops?

Photo from: https://www.flickr.com/photos/42353480@N02/5759004867

Crowd Sourcing Math Problems through the 12 Days of Tweetmas

The 12 Days of Tweetmas: 

Connecting through Math on Twitter

This year our class joined the #TVDSBmath initiative to complete 12 math tasks in the12 Days before Christmas Holidays by Tweeting our results and questions daily with other classrooms in our Board who were participating.  I wish I knew who created the initiative so I could give credit where it is due, but I can only tell you that it came from our Math Co-ordinators and I became aware of it through my Twitter/TVDSB PLN.

Here are the Daily tasks with some of the solutions the class came up with that I put into a video so you can see what we were working on (sorry - I tried a slide show, but I could not get Blogger to embed it.  If you prefer, here is a link to a copy of the document that was originally shared with us: 12 Days of Tweetmas )

As you can see from the video, the tasks were varied in their type, level of difficulty and math thinking required to solve them.

A few things I should tell you.  I have a Secondary Special Education Classroom.  The ten students in our classroom are all of High School age, but all have a Developmental Disability, so their math, language and reading levels range from non verbal with no number awareness to about the Junior level.  I have many gifts, but being a skilled mathematician or math teacher, are not among them...(Growth Mindset here...) at least not yet.  But I am working on improving my limited skills through courses, PD opportunities, my PLN and activities like these.

I was a little worried about some of these problems - they were going to require a lot of Grit and would push most of my students beyond the type of math thinking they do regularly.  Some of them were going to be challenging for me to find a solution as well.  However, as Churchill said, "the only thing to fear, is fear itself."  As I debated with myself and fought my own doubts about my abilities to teach math, I remembered that quote and decided to forget my fears and join in the activity.  After all, I want them to push themselves and to work beyond their comfort level.   That goes for me too... I want to work beyond my comfort level - and push myself and my math instructional skills.

Some of the problems were easier and called on them to do some code-breaking or geometric design.  Probably their favorite activity was Day 11 where they had to measure and estimate objects using candy canes as their tool.  It may have had something to do with giving them a full sized candy cane to measure with and that they got to eat when the activity was completed.

Some hilarity ensued as well.  On Day 3, we were required to decide which object didn't belong and they came up with some great answers to do with colors, shapes, patterns, themes etc.  Then when we checked in with other classes using the hashtag, one class stated that the top right square didn't belong because it was of someone throwing an object in the toilet.  When we looked back at the graphic...yes...we could see that it looked like something was being thrown in the toilet.  Hilarious!  There is no laughter like the laughs that come from bathroom humor.  Except maybe farts.  Those seem to result in the loudest, most infectious and delightful laughter.

Some of the problems were tough.  Day 6 really pushed them. They were tasked to find 12 keys with 5 colored squares.  They worked independently, with a partner and then as a class and the best we could come up with was 10.  That's the day the crowd sourcing element really came alive for us.  We had been following what other classes were doing through the hashtag...but now we NEEDED them to help us come up with a solution.  The kids were pleased to see that other classes were struggling as much as we were to find 12 possible keys - and that the keys they had found were shared by others.  When we found a class that had found the solution - they still got their Aha! Moment.  We'd been thinking about the keys as a line...and they didn't have to be.  One of them, when they saw the pictures the other class had posted to help with the solution, actually said, "Oh, of course.  Why didn't I think of it that way."  They then worked feverishly to come up with more than 12 ways to arrange the tiles into different keys.

After a week to reflect on the 12 Days of Tweetmas I would have to say it was really successful in our classroom.  We were all pushed to think outside the box to come up with solutions.  We also had a lot of fun doing math in a less traditional way.  Would I do this again next year?  Absolutely!  It would be neat to maybe try connecting with other classes through Google Hangouts to talk about how to solve the problems, or work in real time together on the answers.  I'd like to take it beyond just a pre-holiday activity too.  If you are reading this blog and you have a source for problems like these that I could do on a weekly or daily basis...please share them in the comments section below!  As always, I welcome your comments!


Blogger's Addendum:
This post was featured on VoicEdRadio's This Week in Ontario Edublogs on Jan 3, 2018  Click on this link if you would like to hear the discussion between Doug Peterson and Stephen Hurley

The Beginning of Some Beautiful PLN Relationships

The Start of Some Beautiful PLN Relationships
#IMMOOC Season 3, Week 4

Only a very short time ago, when it came to my PLN, I was reliant on the Teachers in my building, ones that I met at Board Professional Development Sessions, the Teachers in my gigantic Dutch Family (we make My Big Fat Greek Wedding look like a small, quiet, family gathering) and a few that I was lucky to meet in my travels or at the odd conference.

All that changed when I decided to take the Integration of Information and Computer Technology in Instruction Online Course through Western University (or IICTI - because that name is a mouthful!).  Our Instructor was a guy named Rodd Lucier aka the clever sheep, and right away he got us using Social Media to develop relationships beyond our classmates.  The class was a little reluctant: much safer to stay within the confines of our close, closed, online course discussions.  Some were fearful.  There were many discussions of the dangers of Social Media via Trolls, inappropriate posts, unprofessional behavior, misinterpretation, Union and College of Teacher Directives, but also the benefits that could be reaped from the power and potential of using things like Twitter for our own networks and for student learning.

At the time, I had a Twitter account.  But, I really wasn't using it.  And, I didn't really understand how to use it either.  Rodd gave us some ideas of how it could be used, made a few recommendations of folks to follow and encouraged us to give it a try.  I had never met Rodd, but I was loving the course, and I figured Western U wouldn't have given him the Instructor job if he didn't know a little about what he was teaching.  Myself and a few other intrepid classmates jumped into the Twittosphere, and we were off.

Honestly, it was like I had been let loose in the world's biggest and best bakery, and everything was free! (Perhaps I should pause here to reveal that I have a love for all baked goods, and that bakeries are second only to bookstores and golf courses on my list of happy places).  Sometimes I gorge myself on Twitter content, and other times, I scroll and enjoy a cup of tea.  The best part is, it's always there, always open and always free to explore.

New to Twitter, I followed Rodd's recommendations and was introduced to the ideas of George Couros, his brother Alec Couros, Doug Peterson, Dean Shareski, Chris Kennedy and of course, my fellow intrepid classmates, T Scott and Agi Orban.  From there, it's like that old shampoo commercial  spoofed by Mike Meyers...

I have become...Twitterpated!

The connections I've made on Twitter have grown exponentially.  My PLN has exploded.  My own learning has expanded dramatically.  I'm blogging and reading some really awesome EduBlogs that I never knew existed before.  My classroom has really changed for the better.  Things like the Global Read Aloud, Passion Projects, Innovator's Mindset, Digital Citizenship, Growth Mindset and our classroom blogs and Twitter account have all come to my students because of Twitter.  I'm in this IMMOOC, thanks to Twitter.  I've made awesome connections with teachers I have never met face to face (and some I have met) and there is a lot of online sharing and discussion going on.  I'm modeling what I've learned and encouraging colleagues to get on Twitter even if at first they are just lurkers and not creators.

And, I have The Clever Sheep to thank for it all. 

Now that I've completed all three IICTI Courses, I don't chat with Rodd quite as often.

  But, "We'll always have {Twitter}..."

P.S. Other Great Twitter Accounts to follow:

I've mentioned a few folks to follow in my post above.  Here's a few more great ones to follow (in no particular order) if you are not already following them:

Brenda Sherry,  David Carruthers, Marc Hodgkinson,  Brian Aspinall, KimPollishuke,  Derek Tangredi, DawnTelfer, Jen Aston, Stephen Hurley, Harry Niezen, Jennifer Casa Todd, Jen Giffen, Donnie Piercey, Dave Burgess, globalreadaloud & Pernille Ripp, TaraMartin, Bill Ferriter, Annick Rauch, Katie Martin, Heidi Solway and honestly, too many to mention.  You can also follow me through My twitter handle, and see all the great people I follow there!

Just say "No," to the Status Quo!

Just say "No," to the Status Quo!

#IMMOOC Season 3, Episode 3 

This week as part of the IMMOOC for The Innovator's Mindset, we've been asked to blog about..."What is one thing that you used to do in education that you no longer do or believe in? Why the change?"

There are probably many technological changes over my 20 plus years in the classroom that I no longer use, like ditto machines, filmstrip projectors and VCRs.   I sometimes miss the acetone smell of freshly duplicated dittos.  But I don't miss the agony of having the page mangled by the machine, or the look of boredom on the bright little faces of my learners when faced with, {aghast} 'another worksheet'.

And in reading chapters four and five of The Innovator's Mindset this week, the words that jumped off the page for me were in the section on the Power of "No" versus a culture of "Yes."  As George Couros writes..."The problem is that when you say "no" to innovation - for any reason - people feel reluctant to attempt trying new things in the future....Sooner or later, the innovators will get tired of asking for forgiveness.  They'll move on to places where they're trusted to use their creativity and passion - or, perhaps worse, they'll settle into the status quo.  In either case, learners will be deprived of their ingenuity." (p.72-73)

I used to be that "status quo" teacher.  I was young.  I had worked hard to get that first job and I sure didn't want to do anything that would rock the boat, or even worse, cause me to look bad to the folks in the office, or jeopardize my job when still in probationary status.  But, as I looked around my classroom, I saw so many ways I could improve the learning environment for my students.  And most of them involved new technology or teaching methods, or classroom environment (like seating) that required me to look for funding outside of my meager classroom budget, or invest in my own learning through courses and workshops.  

So, I started to take some risks.  I tried some new things.  I wrote grant applications, I entered contests, I asked for additional funds from non traditional sources.  I ran fundraisers and got colleagues and parents on board to help me.  We wanted a SmartBoard and computers in the room.  So, I sold a lot of cookie dough, pizzas and bargained with my Principal to match any funds we raised.  We got that SmartBoard and each year added more desktop computers in the room.  I saw the value of 1:1 iPads, so I wrote applications for them and we got them.  I've worked a lot of Bingos.  My family cringes when they see me coming with yet another fundraiser.  I spent weekends and nights on the computer taking courses and going to workshops so I could learn how to use this technology effectively in my classroom.  I pushed my own envelope and sometimes I failed, but more often I succeeded and my students benefited from our trials and tribulations.  

So what is it that I no longer do in education because I don't believe in it?  I no longer accept the limits of my classroom budget, or the twenty year old lessons of Teacher's college.  I no longer worry about a plan that might not work, or a new method that might be a bit scary for me.  If I want to try some new technology, but I don't have the budget for it, I don't accept that as a reason to stop trying to get it.  When it comes to innovation and change, I'm an early adopter.  I'd rather beg forgiveness for a failure, than not try at all.  I just say "NO" to the status quo.

SUMMER READING - PART II

As promised... here are some more great reads 

I'd like to share from my Summer Reading pile!

Wherever possible I have provided you a link to the Author's Twitter account...just click on their names to get there!

The Google Infused Classroom By Holly Clark & Tanya Avrith

If you are using G Suite in your classroom - this is the book for you.  No matter if you are new to the apps or a seasoned Ed Tech veteran, this book will have you thinking more deeply about how you integrate technology in a meaningful way so that students can show their learning in an authentic way.  The authors explain the well researched pedagogy behind their book and then go over the many tools you can use and how you can apply them for various learning goals.  I love the way this book is organised and written.  It is easy to access and quickly find the specific learning objective or tool you need.  I especially like the section near the end that takes "old school" activities and gives you options to try that will be more in line with the skills students need in the future.  LOVE, LOVE, LOVE this book!

The Google Apps Guidebook by Kern Kelley with Austin Taylor and the Tech Sherpas

Pretty much as the cover promises, this book is all kinds of activities that use the Apps in G Suite, created by students for Teachers to use.  Kern sets up how this book came to be and how the Tech Sherpas came to be, but after that - it's the kids showing you step by step how to use the Apps in a way kids will want to use them.  I found it hard to describe this book...you just gotta read it.  It's pretty fantastic what these kids are doing in their school and creating to share with us.

Innovate with iPad by Karen Lirenman & Kristen Wideen

While this is very much geared to Primary classrooms, this book does show some great ways to use the iPad with students across the curriculum.  It would also be great to use in Special Education applications.  I loved what they were doing with Numeracy and Literacy with Poplet, Explain Everything and a basketful of iPad apps.  It's well organised and the lessons are easy to access and use.

The HyperDoc Handbook by Lisa Highfill, Kelly Hilton and Sarah Landis

I'm still pretty new to HyperDocs - so this book was a godsend to me!  HyperDocs are digital lessons put together to link students to various online resources, platforms and apps to engage them in inquiry learning.  This book is very good at differentiating between a digital worksheet (not great) to a HyperDoc (very great) in their pedagogical worth.  They go over the tools you can link to and how to use them, how to create an awesome HyperDoc (and why you would want to as well) and give some great ideas of how to use them.  This is also a two thumbs up book and on the Meharg Must Read List!

The Google Cardboard Book By Holly Clark, Sylvia Duckworth, Jeffery Heil, David Hotler, Donnie Piercey, & Lisa Thumann

If you are planning to do some Virtual Reality with your class, Google Cardboard is a great place to start and this book gives you all the ins and outs of how to use it, additional resources and even gives you directions on how to construct your own Google Cardboard viewer out of...of course...cardboard.  There are ideas and lessons you can apply across the curriculum, and I loved the section about taking 360 degree pictures and videos.

Bridges Out of Poverty by Ruby K Payne & Phillip E DeVol, 

A Framework for Understanding Poverty by Ruby K Payne & 

Getting Ahead in a Just-Gettin' By World by Philip E. DeVol

All three of these books will help you understand the divides that create differences between the wealthy, the middle class and those living in poverty.  The second book is written specifically with Teachers in Mind and is in a workbook format with resources to use with students living in poverty and with Staff who work with students living in poverty.  The goal is to understand where they are coming from and to help them reach their own goals.  The Third book is a workbook, but is designed as a workshop to use with those living in poverty to help them understand the unwritten rules of the different classes and how to navigate them.  All three were great reads to help teachers understand the economic and social backgrounds we see in all classrooms.