Using iPads to Create eBooks With 2nd Grade

I just shared the below on our school's 21st Century Learning blog. Being my first time using the iPads to create an eBook with students, I found that the learning curve was high for me. I think we started this project in November or December, and today, February 28th, I have finally "published" the eBook in a format that parents can access on their own iPads. 
Some of the issues were not learning-curve related, but were the usual school stuff: waiting for a sick student to return to school, scheduling problems, etc. 
The bulk of the issues were more related to management than actually using the iPads. The part where the students used Book Creator for iPad was very straightforward and quite easy. It was management and organization, as well as the post-production that posed a challenge for me. I definitely became fluent with the process of taking screen shots and editing them on the iPad. The most challenging part was converting the ePub file to pdf for sharing on issue. In the end, once I found out how to do it (using Preview), this wasn't difficult either. 
Was it worth it? I definitely learned enough to do it better next time. I hope that the kids are still excited about the book and that the parents will read it with them on their iPads. 

In the course of our iPad explorations in 2nd grade, some students made the choice to read ebooks that were in the iPad library. One of those books was the butterfly book, written by the first graders. Second graders loved reading the text and looking at the illustrations and photos in this beautiful book. They were also inspired to create an ebook of their own.

Julia, who loves looking at the daily agenda, suggested that it would be fun to write a book about a day in 2nd grade. After discussions with the class, we settled on the plan to collaboratively create a book detailing, "A Week in 2nd Grade." The first step was a collaborative brainstorming session to decide the most important and interesting things to include in the book. It was decided that each student would be responsible for writing and illustrating (via a photo taken with the iPad) one page. After deciding what to include and assigning pages, students used a graphic organizer as a pre-write to brainstorm ideas for their topic.
 
The next step in the process was to write a paragraph using paper and pencil. Finally, students were ready to use the Book Creator app on the iPad to create their page. As students worked on various stages of the writing process, teachers met one-on-one with the students to help them edit their writing. Because this process was quite long, not every piece of writing was perfectly edited. We felt that it was important to actually finish the project and publish the book and teachers did not edit student work without the student's participation. The writing you see, therefore, is authentic 2nd grade work and may contain some errors in spelling or grammar. If you own an iPad or iPhone, you can download the ePub file  and directly drop it into your iTunes library. Once you sync your device with iTunes, you are able to read our ebook . If you are reading this post on your iPad, simply click on the ePub file and choose to open in iBook.

Open publication - Free publishing - More 2ndgrade

Hitting Publish (Once a Week)

For someone who spends massive amounts of energy working on and advocating for student blogging, I rarely blog myself these days. There are, of course, many reasons for that, but it is something that must be remedied. As part of our faculty's "accountability initiative" I have set for myself the goal to write and publish at least one blog post each week.

Normally, it takes me quite a while to organize my thoughts enough to hit publish. Many posts sit in draft, many more stay in my mind. So I am going to do what I ask the students to do, and that is just write. I'm starting out with low expectations- once a week, sit down at the computer, write, publish. Get it out there, let it go and move on. I'm using the Seth Godin/Karl Fisch model "Just write poorly. In public. Every Day" (except my writing is hopefully not that poor...and once a week is the best I can do right now.)

Godin's premise:

No one ever gets talker's block. No one wakes up in the morning, discovers he has nothing to say and sits quietly, for days or weeks, until the muse hits, until the moment is right, until all the craziness in his life has died down. 

Why then, is writer's block endemic? 

The reason we don't get talker's block is that we're in the habit of talking without a lot of concern for whether or not our inane blather will come back to haunt us. Talk is cheap. Talk is ephemeral. Talk can be easily denied. 

We talk poorly and then, eventually (or sometimes), we talk smart. We get better at talking precisely because we talk. We see what works and what doesn't, and if we're insightful, do more of what works. How can one get talker's block after all this practice?

I've been sharing this post with everyone- teachers, parents, anyone who will listen. It speaks to my core beliefs about learning. And writing. And teaching. 

We learn through practice. In musing about the practice of yoga (and relating it to other learning situations) I wrote this:

In school classrooms, we break the learning into parts. Instead of practicing reading and practicing writing, we try to break reading and writing into pieces and parts, skills and standards. I wonder why we don’t just practice what we want to learn in its entirety by showing up and doing it- just reading and writing every day.

I believe that in order to teach something well, one must actively practice that thing. I have been testing the waters of that idea and have had some interesting discussions on Twitter and elsewhere about the truth or falseness of that assertion. 

Is it possible to coach a sport you used to play and of which you have intimate firsthand knowledge but no longer do yourself? Is it possible to teach something you learned way back in school but no longer engage in as a learner? 

Tough questions with lots of nuance. I believe that the best teachers will be in some way engaged with the process of what they teach as a learner themselves. In other words, maybe the coach no longer plays football himself but is still actively involved in learning about the game. In yoga it is said that the teacher teaches for herself and practices for her students. Teaching is part of the path of the learner. 

When we practice something, we can't be overly concerned with mistakes. We can't worry about criticism or who is watching (or not). We just do it, secure in the knowledge that practice will lead to growth. 

We need to give the students blogs and let them write and publish without fear. Let them write for genuine communication and a real audience. As adults, we need to let go of our fear of mistakes, of students' writing being imperfect. How many times have I heard that if we let students publish writing that has errors in spelling or grammar it will make the school or teacher look bad? Does my yoga teacher look bad when I lose my balance in an asana? 

And, as teachers of writing, we, too, must write.

Coaching the 21st Century Teacher -Notes

These are notes from the NAJDS session I attended yesterday- "Coaching the 21st Century Teacher" with Rabbi Joe Hirsch. I am trying to build fluency with my iPad, so I used the Corkulus app to take notes. Not only do I feel that the practice was good for my iPad fluency, I am happy with the notes that I am able to share, not only here on my blog, but I was able to email the notes to the person sitting next to me, as well as others who were not at the session.
(Click on it for full size view)

What is Quality (in a Blog Post or Comment)?

Our 5th graders took part in the Student Blogging Challenge this fall. This was a positive way to kick off our blog-folios; it gave students plenty of choice within a structure, as well as providing motivation to comment and be commented upon. Students were also to be assigned a teacher-mentor to comment on their blog regularly. All good, right? Well... sort of...

As is often the case, good intentions and good ideas for teaching/learning don't always result in high quality work.

I observed:

•teacher-mentors (and other adult commenters) whose comments did not model quality in either content or form

•in my role as a teacher-mentor, I visited blogs that had only one or two, poorly-written posts and then seemed to have been abandoned by the student-blogger (which to me says there was no follow through by a teacher or adult mentor/guide who most likely started the "project"

with their students)

I've also observed what I judge to be excellent, thoughtful, high-quality posting and commenting in a developmentally appropriate student voice. I am completely sold on student blog-folio-ing as a practice for many reasons (which I hope to outline in detail in another blog post), but the question is how to identify and inspire excellence.

Blogging is not a "one-off." It's not a worksheet. It's not an assignment. Blogging is a process- one that involves both reading and writing. By definition, a process is a series of actions, changes or functions to achieve a goal or result. If the goal is to run a marathon, would one day of running around the block qualify?Why then do teachers set up student blogs and assign a writing prompt or two- and then abandon the whole thing for other "assignments?" Blogging is game-changing precisely because it is a long-term practice- a blog is a platform for sharing in a variety of formats and can be a chronicle of student development. I'm going to go so far as to say that a non-blogging teacher can not possibly do justice to student blogging. I believe that you can not teach what you do not practice yourself.

And that is just the introduction! The impetus for this post is a meme started by Silvia Tolisano asking teachers to identify quality blog posts and comments. Silvia is working on an incredible series of posts for teachers that breaks down and explains the entire process of blogging. Called "Stepping it Up- Learning About Blogs FOR Your Students" this is a MUST-read for any teacher even remotely interested in student blogging.

In part VII of the series, she tackles the elusive issue of quality- identifying it and evaluating it. As part of that post, Silvia provides multiple examples of student posts and comments with a breakdown of what she feels exemplifies quality and what could be improved. The meme was created to challenge other teachers to do the same:

In order to gather more audit samples from a large variety of age groups and authors, I challenge you to publish a blog post with a post or comment audit.

1. Select a blog post or blog comment to audit (Professional or Student)

2. Take a screenshot or copy and past the post or comment into your blog post (be sensitive whether you want to reveal any names or references)

3. Include or link to the rubric you use to assess the quality of post or comment

4. Audit the post or comment by describing your train of thought regarding the level of quality you would assess your chosen post or comment

5. Suggest how you would coach the author of audited post or comment to improve

6. Tag (at least) three educators and challenge them to audit a post or comment

7. Leave a comment with the link to your audit post on Langwitches

Kathleen Morris has very quickly responded to the meme with a superb audit of student comments.

For my own participation in the meme, I must begin with an admission-- I don't currently use a formal tool for assessment. I have used a number of strategies in the attempt to teach students how to recognize and produce high-quality writing. A rubric is a good idea and one I will explore with my co-teachers.

One other thing that I find so valuable about engaging in this process is that it helps give me a barometer of what I can reasonably expect from a student of a particular age. Of course, all students are on their own path of development. That's another piece of the beauty of blogging- by it's nature it documents the growth of the individual in comparison only to him or herself. However, I've noticed that it's very useful for me to have "touchstones" (especially since I work with students of all grade levels. I think I sometimes tend to expect too much from my own students. When I view their work in the light of a larger sample, I am often very pleasantly surprised at how well they are actually doing :-)

This post was written by a 5th grader in response to the student blogging challenge prompt of "favorites." What I like best about this post is the introduction, where the writer explores the whole idea of what "favorites" are. That intro drew me in and made me interested in what else the writer had to say. I also appreciated that she didn't just list her favorites, but included a bit of additional info telling why she likes the things she likes. I felt that she made an attempt to tie her ideas together with the conclusion, by revisiting ideas from the introduction. Overall, I felt that this was a fairly cohesive piece of writing- with a beginning, middle and end.

There are several ways I could see to coach this writer-

Form:

•End sentences with proper punctuation (What are your favorite things?)

•Consider not starting a sentence with "like."

•I see that this student needs some instruction on when to use a comma.

•There is a mistake with matching a singular noun (animal) with a plural (mosquitoes). Those types of grammatical mistakes can often be "heard" by students if you ask them to read the sentence out loud and listen for what doesn't sound right.

Content:

•"I will tell you some of my favorite things...." -I could ask the student if she thinks this line is really necessary.

• Overuse of "smart and cool"- what are some synonyms for these words? What is she really trying to describe with use of the word "cool?"

I'm going to stop my audit here. However, this has been a valuable activity, and I thank you, Silvia, for tagging me. It is enlightening to take the the time to bring internal processes (that I have in my head after so many years of teaching) out into the open and think more deeply about them.

I tag: Shelly Zavon, Deb Kuhr and Stephanie Teitelbaum

image credit: http://www.flickr.com/photos/boojee/29777131/

Making Shift Happen- HOW?

It's interesting how things sometimes appear at just the right moment. Grappling with feelings of frustration can be productive. It can prepare the soil of the mind for new seeds to take root and begin to grow. I have been struggling with what sometimes feels like a growing chasm, wondering how to bridge the gap. I am lucky to work in a supportive environment. I have like-mindedpeople to talk to, as well as people to challenge my ideas. When I take time to stop and look back, I see progress. But the road ahead sometimes appears riddled with obstacles and mountains to climb. My expectations, for myself and others, are high and time is of the essence.

I have moved into the role of instructional coach, but the organizational culture that exists doesn't naturally support this role. Not only do I have to learn how to fulfill the responsibilities, I have to figure out how to "sell my services" to those who might use them. I find that, as part of forging a new path, I am often working without a roadmap. So I adapt to what I think is needed or I do what people seem to want. I often find myself falling back into old, familiar roles.

Today, our head of school returned from a conference energized with new ideas about leadership and team-building. He talked excitedly about the need to transform culture. He stated the bold fact that we can't keep calling our team "21st century learning"- that it is, plain and simple, "learning." Changing school culture is complex; it can't be done by just one person, and will not happen in a quick, linear process. But it can and will happen we keep the vision at the forefront of our minds.

"Probably the most important--and most difficult--job of an instructional leader is to change the prevailing culture of a school...A school's culture is a complex pattern of norms, attitudes, beliefs, behaviors, values, ceremonies, traditions and myths that are deeply ingrained in the very core of the organization." - from "The Culture Builder" by Roland S. Barth

From that same article was this E.B. White quote:

"A person must have something to cling to. Without that we are as a pea vine sprawling of a trellis."

What I have been seeking-- something external to support the growth of our school and to use as a roadmap formyself--is a structure to cling to.

Some structures are part of the problem- those that are outdated or restrictive, that don't support the vision for a reflective and collaborative culture. It seems important to commit once you've decided on a particular approach so that the structure can become embedded. However, it's also important, in a reflective learning environment, to be free to adapt or abandon what seems not to be working. How do we know when the structure itself needs more time or when to jump ship and change directions? Finally, the structure can't be so difficult or time-consuming to implement that it becomes the focus of the work.

At this point, I am collecting ideas and tools. One thing I have found that I think holds great potential for our school is this rubric, "Evidence of Learning in the 21st Century Classroom,"which I think, once adapted, can be used as a tool for goal-setting and self-evaluation. Is this a viable structure? What can school leadership to to make this structure work? (One thing I have already done is to post the rubric on our faculty Ning and ask for input from everyone as far as re-writing/adapting to make relevant for our school).

Why the need for an external structure? I think the right structures or systems may serve the following goals:

-model and support

-define priorities

-make values and vision explicit

-data collection

-build a common vocabulary

What else? What am I missing?

Are tools structures?

Can tool implementation support growth? I think the answer to that is yes (sometimes and it depends on the tool and the way it is implemented). School wide implementation of Wordpress MU and Google Apps for Education has created an infrastructure that allows us to do many of the things we want to do.

Can changing structures shift culture?

I ask this because I wonder, not because I think I know. I'm curious. If we only have so much time and we spend that time doing certain things because we've always done them, can changing the way that time is used be part of the process of shift?

One example that comes to mind is the process of having teachers turn in lesson plans. This is a common structure that exists in many, many schools. How does this support the school's vision of learning? Is is a meaningful activity or a hoop to jump through? Would teachers still plan lessons if not for this requirement? What is the follow-up? Are teachers given meaningful feedback on the work? Are they offered alternative ways to reflect upon or share their lessons? I wonder how many principals engage, without much thought, in this process of collecting lesson plans simply because the structure is so embedded in the life of the school and the idea of what the job of principal or instructional leader includes. If we would like teachers to think critically about the things they do in the classroom, we have to model this by questioning how things are done and asking if there is a better way.

What structures do teachers use in their classrooms to support the growth of their students? Can those be modified or adapted for use in professional development settings? What structures do other schools use, and more importantly, what structures work well? What old and well-worn structures are choking educational reform and absolutely must be abolished?

Image Credit: http://www.flickr.com/photos/laurenipsum/2687279551/

Crafting Questions

I want to reflect on an "upgrade" I am working on with 4th grade right now. There are a few things that stand out to me as important. We say "it's not about the tools" all the time, but I find that most people still equate "21st century learning" with use of electronic devices. I think this example is a good demonstration of "not about tools". The other thing that amazes me and that I want to verbalize, is the power of the pedagogy of students asking good questions.

4th grade Social Studies-

Collaboration Between Classroom Teacher and "Learning Specialist"

The 4th grade teacher and I, as a result of planning together, decided to join the Virtual USA project to add interest & excitement to the social studies curriculum, while making connections between our students' study of Florida and other 4th graders' studies about their states or regions. As part of this process, we decided to split the class into two groups to facilitate learning about Florida's economy and government. Although I don't normally work with small groups of students in this way, I was excited to be with the government group.

We began with KWL, and the students knew very little about state government. In fact, all they knew was that Tallahassee is the capital of Florida and Rick Scott is the governor. I decided to begin with the textbook. I gave out poster board for taking notes, and we began to read and discuss.

Side note: The other group, working with the classroom teacher to learn about Florida's economy, began using the computers for research right away. My group asked several times if they could "start looking for things on the computer." I think it was surprising to them, since I am usually the "tech teacher," that I told them I thought they needed to develop some background knowledge in order to be able to use the computers in a meaningful way.

As we read and talked about the three branches of government (including, of course, watching the classic Schoolhouse Rock video about how a bill becomes a law) I saw interest in the topic beginning to take shape.

Connecting with Experts

I suggested that we might learn more by talking with someone who works in state government. The students worked together to write a post on their class blog requesting help in finding an expert to Skype with us.

I love what happened next because, to me, this illustrates what happens when you empower the kids instead of the teacher doing all the work. I received an email from one of the 4th graders telling me that her grandmother knew former state representative, Dick Kravitz and would speak to him. This fabulous 4th grader basically set the whole thing up herself (through her grandmother.) All I had to do was finalize a date and time.

After we scheduled the date and time, I received this email from the student who made the connection:

I can't wait!!!!! Is he going to skype or come in because either way is awesome! We keep emailing each other but haven't talked in person since this whole dick Kravitz thing started!
When are we going to start preparing? BTW can't wait till December 1st!

I share this because I feel it serves as evidence that we should, as much as possible, have students do the "work," whatever that may be. I know that in the past, I might have done the connecting and scheduling myself, just telling the students about the "special guest." I'm not saying this is a bad thing, but I believe and have experienced that the more the students are involved, in an age-appropriate way, the more ownership they feel. They discover that they are capable of making things happen, and they learn to use the tools and skills to make meaningful connections.

Crafting Questions

We began working to prepare for Mr. Kravitz's visit. One of the most important components of preparing was the process of collaboratively writing questions. We started by asking each student to write questions for homework. We then entered all of the students' questions into a Google doc, and that's when the great work really got started.

One student showed us the website he used to learn about Dick Kravitz before writing his questions. This led to a discussion about the importance of "doing your homework" and learning about the person you are planning to interview so that you can ask intelligent questions that draw forth the person's ideas/experiences.

We also talked about:

•open-ended vs. closed ended question

•avoiding asking factual questions- we can find those answers ourselves by researching

We started deleting, combining and reworking questions to make them more open-ended. We used background information we had learned about our speaker to craft excellent questions. For example, the question "Why did you want to be a representative?" became "You majored in education in college and have a master's degree in sports administration. What made you decide to go into politics? Why did you choose to run for House of Representatives?"

Finally, we decided on a logical order for asking the questions and decided which student would ask each question.

I am amazed by how much the students have learned from this process- about government and about the art of interviewing someone. The interview took place yesterday, December 1st, and I hope to write more about that in another post. However, I believe that even if we never had a chance to ask the questions at all, the process of preparation was, in itself, a tremendous learning experience.

Important factors that contributed to success:

•Time- We gave the process of working with the questions plenty of time, and we needed it. Often, with so much to "cover" I feel we rush through things instead of giving them the time they deserve. When preparing for a Skype call with students, we always take time to prepare and write questions, but never before have I spent such focused time working on the questions. I have learned a ton- not just about teaching this way, but also about state government!

•Collaboration- This was a good synchronicity from every angle- between teacher and teacher, teachers and students and students with each other. Most of the credit goes to a classroom teacher who has worked on building a community where students know how to listen to one another and treat all ideas with respect. The teacher(s) acted as guides, but this was the students' project, and it was evident by their engagement in each stage of preparation.

•Building background knowledge- If we had jumped right in by scheduling an interview with someone in state government, I believe that it would have been virtually meaningless to students with so little background knowledge. Because we used basic information in the textbook to learn about the structure of government and the Internet to find out more about Dick Kravitz, the students were able to ask deep, intelligent questions and to understand the answers.

For a student point-of-view, read Jamie's words here.

Edublog Award Nominations

Although I read a lot of blogs, I've never attempted to post an Edublog Award nomination before. I feel generally incapable of bestowing the title of "best"....at least for the most part. I'm not sure if that's just a personality thing or if I don't pay enough attention to what I'm reading, but what has moved me to do this in 2011 is a few of the student bloggers I am working with in 5th grade. Out of the class of 15 are 3 who are really putting extra effort into their blogs. I would really like to nominate each of them for "best student blog" because I think that they all deserve recognition. But "best" isn't about recognizing all the good ones, is it? So, I have thought long and hard, and I have decided which student blog is getting my nomination. And while I'm at it, I thought I'd try to sift through the other excellent blogs I read to give a nod to some that really speak to me.

• Best individual blog- Tech Transformation Maggie Hos-McGrane tackles many of the deeper issues surrounding edtech that I grapple with, and she does it in a style that is concise, to the point and always makes me think.
• Best individual tweeter- @courosa He shares a lot of good stuff. He seems to make a genuine effort to really connect with a wide range of people. He's helpful and has a good sense of humor. Those are the things I look for in a "best" tweeter.

• Best student blog- Sarah S Despite having several students who I feel have poured heart and soul into their blogs this year, I had to choose just one to nominate. I chose Sarah S. because her writing is excellent, she covers a wide range of topics, and she illustrates almost every post, creating many of the images herself. Sarah is a very quiet girl, and I have enjoyed getting to know her better through reading her blog. We blog in class twice a week, but Sarah puts in extra effort, working on her blog at home to make it shine, both in written content as well as other items of interest, such as polls, Wordles and widgets. I am proud to nominate this blog for an Edublog award, and I hope to bring attention and visitors to this high-quality example of a student blog.
• Best ed tech / resource sharing blog- Langwitches What I appreciate about this blog, and what I think distinguishes it from other ed tech/resource sharing blogs is that blogger, Silvia Tolisano, doesn't just share a resource- she documents each and every step she takes in using tech resources with students, including step-by-step how-to's and wonderful photographs. Not only have I learned a ton from reading this blog, I often use it as a working resource, going back to search and re-read, as I'm planning lessons or trying to implement ideas of my own.
• Best teacher blog- Elementary My Dear, Or Far From It I like this blog because it's real. I appreciate the honest self-reflection from first grade teacher, Jen Orr, who tells it like she experiences it. This year she is writing a series of posts about her students, in an effort to spend time thinking about what makes each student unique and special. That's the kind of teacher she is.
• Best free web tool Google Apps for Education We couldn't do many of the things we do at our school if not for Google Apps. Just having student emails allows us to access many other web tools.

Plan, Do and Review iPad Exploration

After finally getting the 20 new iPads set up and ready to use (a major undertaking for which I take no credit-- read about it here), I am planning to embark on an explorative journey of how to best use these tools to transform learning in 2nd grade.

Aside from a little fun in Kitah Alef (1st grade) one afternoon, using Doodle Buddy to practice writing Hebrew letters, I have very little experience with the iPad as a school device. I am only a moderately fluent user of my own iPad, which I use mostly to consume information.

So, where to begin?

I will be using iPads in one of the 2nd grade learning centers, twice a week. My initial goals are to learn more about what can reasonably be done by 2nd graders during this period of time and to let the kids do a bit of structured exploration. So far we have only been able to add free apps to our iPads. (Here is our list.)

Rationale

I need to do my own experiential learning of how to use the iPads with young children, while continuing to gain fluency in using the iPad for my own productivity. I am willing to allow curricular goals to take a backseat in the early stages of exploration. In my many years of using technology with students (of ALL ages) I have always had big goals, but I have learned that what seems simple to me is not always as simple as it seems. In fact, I believe that one of the reasons many teachers turn off from using technology actively with students in the "messiness" of it. For me, part of embracing the messiness (which I have come to love) is to realize that it's all learning.

Plan•Do•Review

In thinking about how to structure the early exploration, I recalled a model called Plan, Do and Review. In researching the method, I see that it is used most frequently in preschool, but is also indicated as developmentally appropriate for use in lower elementary grades.

I like this model because it gives students opportunity to explore and choose but within a guided structure designed by the teacher. I believe that creativity and exploration are often more productive within a structure. I have observed that students, when given too many choices, may have trouble committing to an activity. They become overwhelmed with choices and jump around from one thing to the next, never really "doing" anything.

Plan

In the initial meeting with students, after a brief introduction to the iPad and discussion about proper care and handling, I plan to provide students with 3 or 4 choices of apps/activities to freely explore. I will keep demonstration to a bare minimum and let the focus be on problem solving and exploration for the students.

Ideas for choices:

•Listen to a student created podcast, downloaded from the MJGDS podcast channel on iTunes. We have many excellent, student-created podcasts, including one that they made last year in first grade.

•Doodle Buddy

•Google Earth

•Read an eBook (we have a few free eBooks downloaded, as well as two student-created eBooks.)

•Puppet Pals

•Sock Puppets

The emphasis will be making a choice and then sticking to that choice for the entirety of the "do" period.

Do

Doing is the active engagement. Some choices will offer more exploration and experimentation than others. It's all good. Or even if it's not good, it's ok. That's why there is time to review.

Review

Review can be formal or informal. I am hoping to have time for a formal, written review. I've created a google form for students to use (at this point, I will probably print the form and have them write it. In the future, we plan to download the forms app so students can fill out the form on the iPads).

Although that will complete one Plan, Do, Review session, the cycle will continue with the next session as students become more familiar with the process itself, as well as the things they enjoy doing during their "do" time.

This is my plan for at least the first few sessions of working with the 2nd graders. It should give me opportunity to get a feel for using the iPads with the small groups. From there, the teacher and I will strategize on next steps.

I welcome your ideas and feedback, as well as suggestions for great (especially free) apps to use with young students.

Taking Notes

I was intrigued by the exploration of note-taking styles described in the post "The Official Scribe: It's All About Learning Styles & Collaboration" by Silvia Tolisano. We (the 4th grade teacher and I) decided to try a similar lesson while watching a movie about the Geography, Culture and History of Florida.

What We Did:

We began with a discussion about note-taking. Why and how do students take notes? Some of the students shared their own note-taking strategies; other students had little or no experience with note-taking.

We talked about how different people think in different ways, and took a few moments to think about and share the way each of us thinks we think best (in words, in pictures, a combination of words & images).

We generated a list of ideas of different ways to jot down key ideas, as well as the tools we might use:

• paper and pencil-words

• paper and pencil-doodles and drawings

• computer keyboard using mind-mapping software (Inspiration)

• computer using art software (Pixie)

• iPad using the app Doodle Buddy, and a stylus or iPad keyboard

We also showed a the beginning of the RSA Animate Ken Robinson video as an example of using doodling to take notes.

Each student chose a tool and a style to use to take notes during the video. Most were given paper/pencil as the tool; we had one iPad and two computers. One student was selected to stand by the SMARTboard to pause to the video to use Skitch to take screenshots at important points. Those screenshots were put into an open Word document.

What I Noticed:

The students seemed highly engaged in the video and in their note-taking. They were vocal about where the video should be paused for screen shots. The student doing the screen shots was slow at first with the tools and process but very quickly became proficient.

I wonder:

I wonder if the emphasis on the different styles of note-taking impacted the way the students watched the video and, if so was the impact positive.

What's Next?

This afternoon, we will finish watching the video. We plan to compile the notes and reflect with the students on the pros and cons of the different strategies. It will be interesting to hear their thoughts on taking notes. Did taking notes help them pay attention to the video? Will their notes help them review and process what they learned?

Re-Thinking Faculty Meetings

Meetings=Drudgery?

In 20 years of teaching, I have attended my fair share of faculty meetings. I remember sitting in the meetings at my first job, listening to impassioned debates over whether or not to have a water cooler in the staff lounge, wondering, "Is this what adults do at work?"

I found out that the answer to that was, disappointingly, yes. This is how a lot of adults spend time in meetings. I have viewed faculty meetings, for the most part, as something to be endured, a necessary part of a teaching job, but not something exciting, enlightening or particularly useful or relevant to my work.

We Don't Need Reform, We Need New Forms

Our new (as of last year) head-of-school, Jon Mitzmacher is committed to new forms for the traditional faculty meeting. The first innovation he introduced was to begin & end every meeting on time. This is no small feat and brings into focus the question of how to best use that once-monthly hour when the whole staff is together in one place. Do we really want to spend that time discussing the proper way to staple papers to a bulletin board?

Even more importantly, Jon did away with the typical "administrivia." An agenda is shared with items of note listed at the bottom, and we are trusted to read these ourselves and clarify, if necessary, on our own.

This stems from a core value that I feel is game-changing, although it seems obvious and simple. Staff meetings should be devoted to the practices of teaching and learning. The goal is to model the type of learning culture we envision for all members of our community: reflective, differentiated, participatory, collaborative. Last year teachers took turns "hosting" the meeting. We had the opportunity to visit each other's classrooms and learn from one another.

New School Year~New Ideas

I was thrilled when, this year, I was invited (or maybe I invited myself) to brainstorm and participate in re-thinking the faculty meeting. My role at the school is evolving as we grow into a 21st century learning community, and I am working more in the capacity of a provider of professional development and coaching for teachers, so I think it makes sense.

The first meeting of this year featured a guest speaker, Dr. Elliott Rosenbaum of The American School of Professional Life Coaching. He did a wonderful presentation about "Active Listening" and then guided a role-playing activity. Everyone agreed that it was an excellent use of our faculty meeting.

For our next meeting, we decided to introduce the idea of "Ignite" presentations. In talks that are exactly five minutes long, Ignite presenters share their personal and professional passions, using 20 slides that auto-advance every 15 seconds. I wanted to show Jen Orr's "Encienda EduCon"presentation "What do you teach?" but I couldn't find a video online. Jen very generously agreed to Skype into our faculty meeting and recreate her presentation for us.

Next we showed Chris Lehmann's "Ignite Philly" presentation "The Schools We Need."

We have invited faculty members to present their own 5 minute talks at הצתה

(Hebrew for "Ignition"), which will be

the opening to future faculty meetings.

In the remaining time, each teacher was given a KWH (What do we KNOW, WANT to know, and HOW will we find out?) graphic organizer to begin preparing an implementation timeline for his or her professional development plan for the year.

What Else?

Here are some other ideas I'm thinking about--

•using TED talks (have a different teacher select the TED talk of the month to be shown at the meeting. Have teachers give their own TED talks (very similar to the Ignite model).

•I was very moved by the movie, Temple Grandin. There are some important messages in this movie for educators, and I would love to use parts of the movie as a catalyst for discussion about how we deal with different types of children. How do we, as teachers, either help them feel valued for who they are or misunderstood? An additional resource might be Temple Grandin's TED Talk, "The World Needs All Kinds of Minds."

•Watch a video of someone teaching then ask participants to "rate" the teaching or similar discussion starter of what constitutes "good" teaching.

•Speed-geeking

• A "smack-down" where anyone shares a favorite resource. This is a really low-pressure way to introduce a shift in the culture toward one of sharing and openness.

•Guest speakers either in-person or via skype.

•Time for collaboration and reflection.

What are other schools doing during faculty meetings? What are your ideas for the best use of this time?