My Life as a Reader

A few years ago, my father presented me with a very special gift. He had searched painstakingly, calling a number of used bookstores, to find a copy of The Big Tidy Up, the first book I ever "read" all by myself.

I still remember the opening lines:

"Jennifer knew as well as you

that everything has its place.

But she just didn't care a whit, a bit

So her room was a real disgrace."

I memorized the entire book at age 3 and from that moment on, was an incredibly avid reader.

My favorite outing as a child was to the public library. I could have spent all day, every day, wandering amongst the shelves. I would pick out a book, open it, and get lost. I would take home huge stacks of books and immediately dive in. I loved the Bobbsey Twins and the Nancy Drew series. My parents made rules. For example, I was not allowed to read at the dinner table. I was not supposed to read while walking.

Now, many years later, I am a teacher and mother. There were several reasons I chose to become a teacher; one of them was based in my love of reading. I love to share books and reading with children. As a 4th/5th grade classroom teacher, I read aloud to my students almost every day. As a mother of a 10-year old daughter and a 7 year-old son, I read aloud to my children almost every night before bed. I have even started reading aloud to my husband. The bookstore and the library are still two of my favorite places.

I attribute most of my academic success to reading. It was through reading that I really learned to write, spell, and love stories. Through reading I have improved my vocabulary and increased my knowledge about the world. Through reading I have learned about history, psychology and myself. Through reading I traveled to places and times, inhabited the minds of characters I might never get to meet.

I once had the pleasure of hearing Kurt Vonnegut speak. One thing he said that really made an impression was "Reading is meditating with someone else's mind."

I guess I really like getting into the minds and thoughts, imaginations and ideas of others.

Bats from A to Z

Note: This blog post was written by the 2nd graders. One of my goals for working with classes this year is to have the students reflect and share after completion of a project. They posted it on their class blog, however, that blog does not allow for comments from non-registered users. They would really love to receive comments, so please share with other teachers and students and let our 2nd graders know what you think of their work.

by Mrs. B's 2nd grade

It all started with a story. We read "Fast Food on the Fly," a story about bats, in our Wordly Wise book. We were so interested that we decided to write reports about different kinds of bats. We each chose our own bat, and they were all from Australia. We used the computers to research our bats, and we made a bat cave in the hallway where we displayed our reports.



We decided to create an ABC video to give people information about bats. Mrs. B and Ms. H showed us an example. Then we took a bat quiz. Next, we worked with a partner to brainstorm ideas using the alphabet organizer. We printed out the organizers with all of our ideas. Some letters were easier than others so we had to do more research to come up with a fact for each letter.


Once we decided the best fact for each letter and assigned the letters we used Pixie to write and illustrate our ideas. We went over them and checked to make sure they were correct and looked good. Then we recorded ourselves reading our facts. Finally, we published our video, and we are so excited to share it with you!

Some Reflections:

Reflection pyramid from Peter Pappas

Ayden: We met our goal by finishing the video and teaching everyone about bats. I learned facts about bats that a lot of grown-ups don't know.
Elad: I did this before when we did the values report because I had to look in a book. I can use this again when I do another report or project.
Eliana: It was important that we taught people new information about bats. I learned to work together without arguing.
Griff: I see a relationship with this project and the president reports because we had to research on the computer for both. In both of them we were teaching people. I feel that I learned a lot about bats. I see that there is so much I didn't know about bats.
Jona: Our class did really well. We edited and revised it. We had to take our time in order to make it really good. We used the computer and used typing skills. I learned more about bats and I liked using technology.
Natan: We worked well together.
Mrs. B: I was very pleased to see the growth from our very first project, the fire safety and prevention video, to this project. I think you are going to be very prepared for 3rd grade.

Dear Thinkquest

Dear Thinkquest,

I appreciate the opportunity to enter your international competition with my students. My 7th grade students have defined a problem and begun working on their project.

I wonder how upset they will be with me if we are unable to actually enter their project in the competition because I am unable to actually enroll our team. The problem seems to lie in the fact that our school does have a Thinkquest Projects account, (for which I am the administrator). Our "signing authority" is our former principal, who not only no longer works at the school, but no longer retains her school email address. Although I requested changing the signing authority on February 3rd, that request is still "pending." My application to coach a team is also pending the approval of the incommunicado ex-principal.

Silly me. I thought I could easily get help for this easy-enough-to-explain problem (surely other people have had a principal leave and had to request a new signing authority) by using your contact links on the website. To date I have sent 5 requests, via your website as well as directly by email. I did receive a response to two of my emails saying that I should have a response within 48 hours. That was over a week ago.

And then yesterday I received this email from "support@thinkquest.com":

Dear ThinkQuest Coach,

We noticed you enrolled in the ThinkQuest International Competition 2011, but have not yet enrolled any teams.

Enrolling a team is easy! Just follow these steps:

1. Log in to your ThinkQuest account.
2. Click the "Competition" tab.
3. Click the "Enroll a Team" button.
4. You can come back and edit your team later if any information changes.

As a bonus, you will be entered in the Coach Sweepstakes when you enroll your first team. Each month, one lucky coach will receive an Apple® iPad™ 16GB.

For additional assistance with team enrollment, visit Online Help.

Kind regards,
Oracle Education Foundation

Um... thank you for your concern and offer of additional assistance? Really?

The Flat Classroom- Are We Really Ready?

Global Learning=Good

Global collaboration, global awareness, global connections.... these are some of the exciting possibilities of technology in education. Having students learn about, with and from their peers around the world has inspired some amazing projects like the Flat Classroom project and Around the World with 80 Schools. I believe in the power of education to build a more tolerant and peaceful world.

Last year, middle school students at our Jewish Day School had some amazing skype calls with students from Muslim schools. They compared prayer books and each group showed the other how they prayed. Afterwards, our students reflected in writing. Here is what one 7th grader wrote about that experience:

Interestingly, we discovered that Muslim and Jewish beliefs are very similar in certain

ways. We both have certain times to pray, traditional articles of clothing, forbidden foods, as well as so much more.

It is important to learn about other religions, to realize the similarities between all cultures around the world. We have to set aside our differences and look at the ways that we are all alike... Hopefully, one friendly interaction at a time, more and more people will begin to realize the similarities connecting people around the world.

The Project

When I heard, recently, about a project for students from around the world who speak both English and another language, I thought it was a good fit since our school has a dual-language program, English and Hebrew. The project organizer is a world language teacher in an English-speaking country who I feel I "know" in that twitter/blogger way and whose work I respect. The project uses food as a theme- sharing our foods and our languages. Liat, our fourth grade Hebrew teacher, agreed to work with me; the students were interested as well.

Clusters

Let me make it clear that, while I have joined many of these projects, I have never organized one. I try to be a helpful participant, to stay on top of things and to contribute meaningfully, but I can only imagine the work that goes into actually organizing it. The organizer of this project decided that it would be more manageable to group schools into smaller clusters to allow for more extensive contact. Our school was "clustered" with one school in Australia and a second school in an Arabic nation. I was very excited to be partnered with the Arabic school. Because I believe that, through these types of projects we can teach peace by accentuating how much we are alike and by planting the seeds of understanding, I thought that having our school partnered with this school represented a unique opportunity.

As I have stated, our school is a Jewish school with an English-Hebrew curriculum. We have strong ties to Israel- the Israeli flag flies alongside the American flag, students sing the Hatikvah (Israeli national anthem) every morning, many of our teachers are Israeli.

It is widely known that there is a history of conflict and violence between Israel and its Arabic neighbors. It is truly a horrible situation that exists between these countries, and I can not claim to be an unbiased observer. Still I felt excited that our two classes might have an opportunity to talk about lunch and languages as part of a friendly school project.

It was not to be. Almost immediately after the cluster groupings were shared, I received another email saying that there was to be a change. That change was to separate our school from the Arabic-speaking school. I was disappointed but not surprised.

And then...

As part of the project, each school was to contribute a slide that showed a picture of a "typical" lunch in your country, as well as the name of the country written in your two languages. Here is the slide we shared:

Pretty benign, right? A PBJ sandwich with some cheese puffs- a typical lunch for kids at our school. It was interesting for our students to hear the comments as other schools reacted to our slide- they liked the sandwich, they didn't like the sandwich, the lunch looked unhealthy, etc.

In the course of sharing information about our school and viewing the media shared by the other schools, we visited the wiki page of the Arabic school. First we looked at pictures and video showing typical food from their country, which is located in the same part of the world as Israel. Liat, who is Israeli, pointed out the similarities between their food and Israeli food (more alike than different?) Then we watched an adorable video of the students reacting to the slideshow. Liat and I both noticed that all of the slides were shown except for the one from our school.

I had not reacted when our clusters were changed, but now I was upset. The teacher would not even allow her students to view the slide from our school? I felt that to purposely ignore one school went against one of the main goals of the project- cultural awareness.

Naive

I emailed the project organizer to share my feelings.

Today we watched the "reaction to the lunches" video from the school in ___, where they showed every slide except for the one we uploaded, which had some writing in Hebrew. What is the point of doing a "global awareness" project if not to promote tolerance, acceptance and eventually to teach the next generation that things like hatred and anti-semitism must be overcome?...I feel that no school in the project should be allowed to simply ignore another school because of language or culture. I am really upset by this... How do you teach 9-10 year olds that people in the world hate Jews so much that the adults will not allow the children to look at a slide that has Hebrew writing on it?

The resulting email conversation really opened my eyes and made me realize how sheltered and naive I am. This is from the teacher in the Arabic-speaking school (from an email she sent to the project organizer):

I do believe that we are really one world and one heart, no matter where we come from or what our religion is...We can't make any relation with Israel no matter what the relation is. It will be dangerous for me and for my family...I feel sorry not being able to communicate with her...but this is the situation in our country.

I can not imagine putting myself and my family in danger through my participation in a project, no matter what countries were involved. From my comfortable vantage point here in the US, I have been able to shelter myself from some truths about the world. I allowed myself to believe that all you need are good intentions, that individuals connecting could eventually change the world. I still believe in education and friendships, learning about others, tolerance and global awareness. I just feel incredibly naive and incredibly grateful that I live in a place where I am able to have such naivete. I am not the only one. From the project organizer (who lives on another continent):

When I made up those clusters I had no idea that having your two schools together would be a problem. When ___first emailed me I immediately thought that I should have been more aware and perhaps not put your two schools in the same group to begin with which is why I was so quick to change the groups...it is not a situation I am very familiar with...

Here is another point-of-view, from the Rabbi who is associated with our school:

Given the political climate in ______, this teacher may be justifiably fearful (as I’m sure that there would have been German teachers in the 30s). That being said, if the [project] folk can rationalize the discrimination (after all, this is not our school issuing Israeli political propaganda, but simply existing and being itself), it does quite the opposite of promoting co-existence. Participants in______ can’t have it both ways – global understanding . . . except for those whose right to exist we won’t acknowledge.

I find all of these reactions understandable and also confusing. I understand the emotions of fear, anger, denial and regret. I understand being unfamiliar with certain parts of the world and their problems. I don't understand what to do with it all.

Never would I want to put another teacher or her family at risk. Nor do I want my students to learn firsthand, through a school project, about hatred, discrimination, anti-semitism/anti-Israel or that the world can be a confusing, conflicted and violent place. It is especially difficult when these harsh sentiments are directed at them, as Jews and supporters of Israel.

To be honest with myself, I am nervous about posting this. It feels like I'm stirring up some dust that might turn out to be poison. However, I feel hopeful that something good might still come of it.

Image Credit: AWW80S-Skype with Minnesota

10 Thoughts After EduCon Day 1

I've had an interesting week and, of course, a lot of interesting conversation today at Educon. My usual practice is to try to mull it all over and write a coherent piece on the blog, but for the sake of getting it done, I've decided to mix it up. I'm just throwing out the first 10 complete (random) thoughts that make their way onto the page. Publish post. And worry about fleshing it all out at a later date...

1. I need to blog more. I am doing good work and learning a lot. The missing piece is that I do not reflect and share enough. Actually, I reflect almost constantly in my head or in my daily conversations with Silvia. It's the sharing piece that is missing, as well as pushing myself to organize the ideas and communicate them to others who may not have the same background knowledge. I get in my own way with my expectations for each blog post. Sometimes less is more.

2. I am glad I brought the big heavy boots (thanks, Marjie) and not glad I brought the big heavy SLR camera. I should have stuck with just using my iphone as a camera. As much as I love photography, I love traveling light even more.

3. Talking is an important part of my learning. My 6 year-old son frequently interrupts others, saying, "I NEED to talk." One of the hardest things for him in school is how much he is not allowed to talk. Once, when having yet another discussion with him about school behavior, he looked down sadly and said, "I just want to be able to talk."

I have to admit that I can relate to this. I think I am a good listener, too, and I don't need to talk all the time, nor do I think I talk too much (most of the time). However, I LOVE the Educon model of a conversation. Participating is an important part of my learning. If I'm not included in the conversation, like with a traditional presentation, I usually turn to tweeting to get my talking fix. But I prefer actively engaging with the ideas as opposed to just listening and taking notes.

4. If I feel this way, others must feel this way, too. I think one of the biggest things I've taken away from the Educon and Edubloggercon model is that professional development has to change. Just like classroom teaching has to change. I think maybe as teachers and presenters we get overly bogged down in how much there is to say. We just want to make sure not to miss an important point or resource. However, actions speak louder than words, and I think I speak for a lot of teachers when I say that teachers are tired of the hypocrisy of a presenter talking at teachers telling them not to teach by talking at students. PD must become more active and engaging.

A lot of teachers complain of feeling overwhelmed after professional development, where so much is introduced at once by a well-meaning presenter. I think that a common response to this feeling is to totally shut down. Less is more!

5. I really liked the lunchtime "Encienda EduCon" where people delivered a 5 minute talk using 20 slides that automatically advanced. I think this would be an excellent model for site-based professional development. I would love to hear from every teacher at my school this way. I think it would have far-reaching implications.

---It is already day 2 now, and I didn't get past #5. But it's time to pay attention again... so much to learn. I'm going to stop here and publish. Sorry if my title was a bit misleading...

6. 7. 8. 9. 10. I guess less is more!

Sharing Our Learning

Image credit: Silvia Tolisano New Roles for developing empowered learners

Adapted from Alan November (pp.188-193), Curriculum 21 (ASCD, 2010) by Heidi Hayes Jacobs.

At our school, we frequently reference Alan November's "Roles for Empowered Learners." Silvia's recent blog post on Langwitches Blog, "What do you have to lose?" speaks of the importance of educators sharing their work. In it, she references this quote, from Ewan McIntosh: "Sharing, and sharing online specifically, is not in addition to the work of being an educator. It is the work."

We know that students thrive on meaningful work and an authentic audience. We also know that when students reflect on their work, teach others, and use language to describe their process, learning is deepened and reinforced. Does it not stand to reason that students, as well as their teachers, have a strong impetus to share their learning, and to share their learning online specifically,where they have the potential for a wide audience, interaction and feedback?

One of our 2nd grade classes did just that with their blog post, Trading Card Experts. After creating several trading cards, each one the extension of a reading assignment, the students felt that they had developed sufficient expertise to become tutorial designers.

A classroom blog provides an easy forum for students to reflect and share in this way. The process of collaborative writing is extremely rich with opportunities for developing students' skills in both reading and writing. When students are sharing what THEY know, interest is high. Students, proud of their accomplishments, know that this is important writing. They want to get it right.

The wordpress blog provides authentic reinforcement of the writing process.
After starting a new post, we clicked "save draft." When we next worked on that post, we chose "edit post." As students read their writing aloud, they began to understand the importance of hearing how the writing sounds. The revision process came to life as respectful suggestions were made, discussed, and decided upon by group agreement or popular vote. Finally, students gathered together at the SMARTboard, to click "publish."

Learning is sharing and sharing is most definitely learning. No longer do the four walls of a classroom define the learning environment, and no longer do the students work for the "audience of one." Students are engaged in meaningful learning when they share their work publicly as participants in a global community of learners. No longer is the writing process a series of posters on the wall or words repeated by a teacher. No longer does "publish" mean copying over your work in your nicest handwriting using magic marker. Using the classroom blog for reflection and sharing represents one example of the kind of upgrade recommended by Heidi Hayes Jacobs in Curriculum 21.

Here is the original, collaboratively-written post "Trading Card Experts." Since we are in the beginning stages of blogging in the classroom, our 2nd grade blog is not yet open for public commenting. However, the students would very much appreciate any feedback you would like to share with them.

Trading Card Experts

We have made three trading cards in the computer lab. The first one we did was about ourselves. The second one was about what we thought was the strongest element or thing in the world. We read a story called "The Strongest One," and that is how we got the idea to make that trading card. The third trading card we created was about a rescue dog. In our reading book we read a story about rescue dogs.

Now we are experts because we know how to make trading cards very well. It was fun making trading cards. You should make a trading card, too.



How-to Make a Trading Card

Step 1- Go to BigHugeLabs. Scroll down and choose "trading card." (Or you can click on the picture below. We made it a link.)



Step 2- Use a picture that you have saved on your computer. We save ours to the desktop so that we can easily find it. Next click on "choose file" to find your picture and upload it.



Step 3- Click on one of the three choices for where the picture goes "top left, bottom right or center." Then pick your background color.



Step 4- Choose a title for your card. For example, on a trading card about the strongest element, the title might be "Hail." The sub-title would be "The Strongest One." Another example from one of our trading cards is title: "Rescue Dogs" and sub-title: "German Shepherds."

For the description, we wrote adjectives that described our topic, and we also wrote one or two sentences. We pre-wrote our thoughts in our journals before we went to the computer lab.



Step 5-

We did not choose any icons, but you could if you want. Next, press create and you will see your trading card.


Step 6- Then look at your card, and make sure it looks the way you like. Read it over to make sure you don't have any mistakes. If you need to change something, click "edit" to go back. If it is the way you want it to be, click "save" and if you want to print it, click "print."



We hope you have fun making your trading cards. We hope our directions help you. Thank you for reading our blog post. Please leave a comment if you have any questions for us or to tell us about your trading cards.
- by Miss Stein's 2nd graders.

Upgrading the Reading Log

I love Shelfari, a social networking site for readers. I am an avid reader, but not a big collector of physical books. I don't have an ereader; I do read books. However, I get a lot of my reads from the public library or borrowed from friends. If I do buy a book and love it, the first thing I usually do is pass it on to someone else I think will enjoy it. Therefore, my bookshelves do not represent my life as a reader. Enter Shelfari. Now, I can have the pleasure of a beautiful bookshelf to display my books. It helps me remember what I have read and when, what I liked, what I loved.... If anyone else is interested in my reading, they can "friend" me and peruse my shelves. I have recently started including on my shelfari shelves the books I read aloud to my children, as well. I'm happy to have a way to remember those precious moments spent each night at bedtime, even after the physical books have made their way back to the library or shared with others.

I am a big believer in using authentic tools and processes to develop habits of literacy with students. One of my least favorite of all "schooly" inventions is the reading log. Real readers catalog and share their reading in a variety of ways, but I have yet to meet the adult reader who keeps a reading log showing how many pages read of a particular book at each reading session. I've even seen reading logs that require children to count how many words they've read and how many minutes they've engaged in reading. What real reader counts pages or minutes? It is ironic that an activity designed to help ignite a love of reading can be exactly what sucks the very life from it. Teachers looking for accountability have devised this tool with best intentions in mind, I am sure. However, as a parent I can tell you that the reading log, besides being inauthentic, is also difficult to maintain and provides no motivation or impetus for engagement. I know I could be fairly accused of being opinionated, however, it's not just me who has thoughts about reading logs. This post from a mom, titled "I Hate Reading Logs" garnered 692 comments!

Upgrading the Reading Log-

As an adult who loves to read, I also love Shelfari. This is the litmus test I use. If I find something motivating and engaging, if it is a genuine part of who I am as a reader, than I believe it is potentially useful for students who are developing their reading-selves and teachers who are helping them to do this. There are many possibilities for using Shelfari with students as a way to monitor what your students are reading outside of class. As an added bonus, Shelfari promotes the social aspects of reading, gives students a place to share with and learn from others, and helps students begin to understand that what they read is part of their identity.

How-to:

In order to create a shelfari account, students must have an email address.
Shelfari How To

Once your students have created their accounts, they can create and upload avatars, add friends and start exploring the site. In order to add friends, students should use the "advanced search" and type in the friend's email address. This is easy to do if you use school email addresses with a predictable format. Teachers can also experiment with creating groups and having students add certain books to the group shelf. Students and/or classes who blog have the very cool option to create a widget to post their Shelfari shelf on their blog. Creative teachers will find that there are many ways to adapt the tool for your students. Try things out, explore and have fun. Please share in the comments if you have good strategies, things to watch out for or any other thoughts about using Shelfari with students.

An Expert Opinion

I have a secret wish.

Sometimes I dream of going to one of the "big name schools" to get a PhD in education. It's not because of a desire to advance in the field or teach at a higher level; it's to get the stamp of approval so that people will listen to me with respect.

Not to take anything away from people who follow a path of formal study and research, but I question our cultural obsession with the opinions of experts. I could tell you a thing I have witnessed through direct personal experience. However, if that exact same idea was published as part of an article in the Harvard Educational Review, it would now be received through a lens of credibility that my anecdotal experience could never achieve. I suppose that is as it should be, but only to a point.

The problem occurs when we become unable to trust anyone who isn't deemed expert by virtue of a degree or position, when we give no credence to our own senses, when we are blinded to the messages of our hearts and minds. Experts are people- flawed, human and capable of changing their minds. Knowledge is in a constant state of flux. Statistics gathered through research are open to subjective interpretation. I am formally well-educated enough (by society's standards) to know that this is true.

I have always kept my own counsel. My father loves to tell the story of when I was 12 years old, and he took me to the orthodontist. The doctor was reviewing the x-rays with my father, showing him which teeth would need to be extracted, when I said, "You're reading them backwards." The orthodontist was stunned but admitted that I was, indeed, correct.

A colleague of mine was accepted into a PhD program at an illustrious institution. She is a brilliant educator and writer; I had no doubt that her application would be accepted. However, after visiting the school and learning more about the program, she decided that her gifts were better used in schools with students and teachers. Is she less of an expert than she would be if she was pursuing a formal PhD? She spends every day doing action research in the classroom, reading, learning, sharing, writing. I value her expertise more than that of a researcher who devises a study and watches from an objective perch, with no knowledge of the bigger picture of the situation.

I am a big-picturist. I think that everyone has a piece to the puzzle. To give more weight to certain pieces and completely ignore others lacks coherence and common sense. I think we have the responsibility to work as best we can with the facts we possess while trying to learn from others and consult with experts as indicated. Ultimately though, the decisions we make are our own responsibility. Keep your own counsel.

Planning + Collaboration = Success

I am so excited to share this fire safety PSA created by a second grade class. I think this represents an example of what can be achieved with good planning and collaboration between the classroom teacher and an integration facilitator- someone to help with the technology.

Many classroom teachers simply do not have the time and/or the technical skills to do such a project on their own, and a computer lab resource teacher does not have the necessary time to work and plan with the students.

The idea for this came from an email notification about The Fire Safety Project, a video contest for students. The teacher and I agreed that this would be a worthwhile and appropriate project for the class.

We spent several classes in the classroom, planning. This is something that, as a lab resource teacher, I was never able to do. It was hard to have students come into the computer lab and then not go onto the computers. If I tried to have them plan on the computers, the computers often got in the way, due to technical skills issues and other distractions.

Planning is key-

First we watched some fire safety public service announcements. The students took notes on the fire safety and prevention tips. We talked about what makes a video interesting, what makes a video stick in your mind, how to best communicate through this medium. We also discussed the idea of a PSA- using your movie to teach others.

Then we brainstormed ideas for our movie. Through the brainstorming process (which took two whole classes) students considered several different concepts and ideas for the video. They really took ownership- discussing, deciding, revising- until they agreed upon a slogan and 5 safety and prevention tips.

We filmed pairs of students saying "Stay safe, Be cool. Don't be a fool" and students created individual storyboards to generate ideas for filming the 5 tips. Finally we created a whole class storyboard:

We used the storyboard as a guide as we filmed each scene.

Student ownership-

This project completely belonged to the students. The students came up with each and every idea for how to film the scenes, what to say, what props to use. If they didn't think it was right, they did it again, changing, adding, subtracting, improving. I can not emphasize enough the involvement and ownership of the students in each and every decision. They showed patience, perseverance, creativity and an impressive ability to work together as a group.

Process and Product

The process worked, and the students are so proud of their video. Whether it wins the $10,000 prize or not, they have achieved success. Please take a minute and a half to view their video and leave them a comment.

It's all just talk until you DO It

Theory. Or practice?

It is one of those sticking points I bump up against over and over again in education circles. The talkers are often not the teachers; the teachers who are working hard every day in classrooms with students often don't have time to theorize, write, tweet all night, present at or even attend many conferences.

I am personally aware of many exceptions to this, and, frankly, I have no idea how they do it.

But I don't want to argue, blame or criticize nor do I want to praise or name names. Everyone has a role to play, and anyone who cares enough about education to devote themselves to it at any level, in any way, has my appreciation and respect.

Something really stood out, though, to me tonight during the weekly edchat on twitter. The topic for discussion was about assessment, and many tweeters were glorifying eportfolios as a form of assessment. I jumped into the chat, as I am working this year on piloting eportfolios with students. Yes, I said working and with students. I tweeted-

(and then re-tweeted it again since no one responded).

I did get a few "try so and so, I think they are doing portfolios..." and one tweeter who responded that he is planning to try them next year. And I did get one person to join the new digital portfolios group I created at the Curriculum 21 ning.

This eportfolios experiment is proving to be one of the most challenging things I have undertaken with K-8 students. Most of the high-quality samples I have found are from adults and college/grad school students (education and graphic design).

I'm certainly not advocating that we don't talk about anything unless we've tried it. Everything has to begin in the ideas-talking-thinking stage...

It is just making me wonder how much of the "teachers should be doing this" talk is based in real-teacher, real-classroom, real-school reality.

image credit