"If you are blogging with your students, you have been exposed to them. You have been exposed to hundreds of unimaginative, cloned, generic and uninspiring BLOG TITLES. When opening your RSS reader that contains the latest blog posts of your students, you are confronted with a list, similar to the one below."
"Inspired by Poetry, Performance & Taylor Mali and Beyond…, 8th grade Humanities teacher Shannon Hancock coached her students to create their own original “Mali Poem”and record a visual and vocal performance.
I joined the class to give a brief overview of presentation design. I used selected slides from my slidedeck below to talk about image quality, typography, white spaces, metaphors, rules of third, etc."
"I wanted to take a closer look at the iPad Evaluation I previously blogged about in Evaluating Apps with Transformative Use in Mind. The section of Content and Components deserved a closer look and explanation.
You can download the PDF file of the iPad App Evaluation for the Classroom with the following sections of evaluation included:
Content & Components
Substitution vs Transformation Model (based on SAMR model of Ruben Puentedura and Alan November‘s work)
Evidence of Learning (based on conversation with Stephen Wilmarth)
After looking at iPad apps through the lens of Gardner’s Multiple Intelligences, November’s Digital Learning Farm, 21st century Upgrades, let’s take a closer look at the content and components of these apps."
"This ASCD Study Guide is designed to enhance your understanding and application of the information contained in Teaching the Core Skills of Listening and Speaking, an ASCD book written by Erik Palmer and published in March 2014.
You can use the study guide after you have read the book or as you finish each chapter. The study questions provided are not meant to cover all aspects of the book but rather to address specific ideas that might warrant further reflection.
Most of the questions you can think about on your own, but you might consider pairing with a colleague or forming a study group with others who have read (or are reading) Teaching the Core Skills of Listening and Speaking."
"Our students just finished a second round of Student Led Conferences (SLC) this school year (one in Semester 1 and another in Semester 2).
SLCs are a formal opportunity for students to present to their parents about the state of their learning. The students’ advisor (a teacher responsible for a specific group of students during the school year) serves as a facilitator to prompt and guide the students if needed, but is a silent presence as the students share their learning with their parents. SLCs are not a time to talk about grades, student behavior, but about learning habits, process, improvements and goals.
Although there was emphasis placed on an ongoing documentation of each subject area as learning and reflection happened throughout the school year, a significant amount of time was dedicated to prepare for the SLCs"
"This collaborative blog post was written with help from friend and colleague Danielle Hardt of Starpoint Middle School in Lockport, NY. Danielle is a literacy rock star, a highly effective teacher, and a secret practical joke enthusiast (a skill I highly prize!). "
"One of the most wonderful things about working with 5- and 6-year-olds is their ability to talk and communicate how they feel, their opinion, their ideas and what they understand. They have an amazing ability and willingness to communicate. The communication is spontaneous, contagious, fun and so important as we begin to learn together. Their language is encouraged, enriched and enhanced through authentic opportunities to engage"
"This is the second part of the blog post : Visible Thinking in Math
Another Math teacher (sixth grade) at Graded, The American School of São Paulo , Laurel Janewicz, has been passionately piloting metacognitive thinking and reflection in her own Math classes.
She started out with laying a foundation from the start of the school year. Listen to her students explain the why, how and what next of metacognition in Math class."
"As the STEAM movement grows, more and more schools are integrating the arts into their STEM curricula. Those who have already made the transition offer these suggestions for schools just getting started:"
"How in the world are we supposed to apply the Common Core writing standards to teaching English language learners? We've been asking that question of ourselves and others over the past two years, and we suspect we're not the only educators doing so. After reviewing the many resources available that attempt to provide guidance to teachers of English language learners (see "Resources of Note") and combining what we've learned through our daily classroom experience, we've developed a tentative answer to that question. Educators need to keep in mind three crucial elements when teaching writing to English language learners (ELLs) in the context of the Common Core State Standards:"
"What happens when administrators throw out the rulebook and try fundamentally different models of education?
The models are all different: In one successful school, kids help choose the lunch plan. In another, classes start at 10 a.m. (with less homework—and more field trips). And in a third school, physical education happens three times a day, instead of once a week.
Sound like items from a third grader’s wish list? Nope. These are initiatives from real schools where, instead of nibbling at the edges of curriculum and technology, administrators have embraced radically new approaches to the very idea of school itself. We caught up with leaders at three such schools to find out how it’s working out for them—and to show you what you can steal for your own district, without necessarily turning your whole model upside down. "
"Education has to focus on learning how to learn – metacognition. School will still be important, but not to impart what happened during the Revolutionary War or to teach the quadratic formula. School, he said, should focus on teaching young people the intangibles, the things that make humans unique: relationships, flexibility, humanity, how to make discriminating decisions, resilience, innovation, adaptability, wisdom, ethics, curiosity, how to ask good questions, synthesizing and integrating information, and of course, creating.
"The conversation about visible thinking in Math started with one of our teachers at Graded, The American School of São Paulo, Adam Hancock, wanting to know how he could incorporate having students’ use their blogfolios in Math class. It seemed natural to have students write for Humanities (Language Arts and Social Studies), but writing did not seem part of what Middle School Math was about.
How could “blogging” go beyond taking a digital image of a Math problem on paper or a quiz and writing about ”how the student felt about solving the problem or passing the test?”or ask themselves what they could have done better?
One of the first steps was to bring more “language” into the Math classroom. In a Skype call with Heidi Hayes Jacobs, she said that Math should be taught more like a foreign language."
"This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment. That’s why so many educators are using the project based learning (PBL) model. PBL has proven to be a means for setting up the kind of problem-solving challenges that engage students in deeper learning and critical inquiry. It requires students to research, collaborate, decide on the value of information and evidence, accept feedback, design solutions, and present findings in a public space—all factors that create the conditions under which high performance and mastery are most likely to emerge. The rise of PBL, in fact, is a success story for education."
"cross posted with permission from Dr. Silvana Meneghini,’s On The Edge Blog. Silvana, the High School Technology Coordinator at Graded, The American School of São Paulo, shared a How-To post to connect augmented reality to student reflection by adding a layer of learning (not technology for technology sake). I highly recommend adding her blog to your RSS reader and following her on Twitter to connect with her learning and teaching journey.
Enjoy Silvana’s post below: Augmented Reality allows you to expand the experience of the real world with information, video, sound, GPS data, and so on. If well utilized, it can be much more than just another cool tech thing… You will see below an example of how Augmented Reality was used to expand the experience of visitors to our school’s Art Exhibit. As students had to reflect on and verbalize their artistic choices, an augmented reality layer was created for viewers of the exhibit. In the process, students were excited about sharing with an authentic audience and had to really recall and reflect. It created a hyperlinked reality that enabled amplification of the viewers’ learning experience that was much more engaging than text."
"My 7th grade advisory students together with Ms. Arcenas‘ group has been discussing the impact of Google Glass, mainly because I have been bringing my Google Glasses to class and am sharing my experience with the students.
As a grade level, we have been exploring Digital Citizenship and the impact wearable technology has, is and will have on our perception, definition and lives as Digital Citizens.
Students jotted down their initial feelings about the Pros and Cons of Google Glass technology in a collaborative spreadsheet. Invading people’s privacy (surprisingly!), cheating and becoming distracted or lazy was a major concern to many students."
"I am presenting at AASSA 2014- Association of American Schools in South America, here in São Paulo, Brazil today and tomorrow. Over 900 educators from South American schools (American and International) are here to REDEFINE RELEVANCE!"