tag:blogger.com,1999:blog-80472814276425067212024-03-12T00:33:12.785-07:00A Meaningful MessSharing my desire to engage my students in
meaningful learning even when it's messy.Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.comBlogger86125tag:blogger.com,1999:blog-8047281427642506721.post-84969132681637002892019-07-05T08:53:00.000-07:002019-07-05T09:33:24.820-07:005 Innovative Ways to Use FlipgridAR<div class="separator" style="clear: both; text-align: center;">
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I was super stoked to hear that <a href="http://www.flipgrid.com/">Flipgrid</a> has made augmented reality available on their platform! Yes, you heard me correctly...<a href="http://blog.flipgrid.com/news/flipgridlive2019">FlipgridAR</a> is a thing and I can't stop thinking of ways that this will enhance the learning experience for so many students!<br />
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In order to use FlipgridAR, you just need to make sure that you have updated the app and that you are using a device that supports augmented reality.<br />
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I'm sure that you can think of so many ways that this can work in your classroom but just in case you need a few ideas to get started, here ya go...<br />
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1. <b>Home Connections</b> - Attaching a Flipgrid video to an assignment gives you, as an educator, a way to attach personal messages, instructions, or information to things that are sent home. Create a grid or topic just for you to record videos for home. You might include an instruction video so parents will know how to help with homework, a sweet message for the parents of a student that made a good choice, or details about an upcoming field trip. Recording a video gives you a chance to personalize your message and share details in an innovative way that will build relationships between the classroom and home.<br />
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2. <b>Genius Hour Pitches</b> - I often suggest that teachers allow students to pitch their <a href="http://www.andimcnair.com/genius-hour.html">Genius Hour</a> projects on Flipgrid so that they can receive feedback from those that see the videos. With FlipgridAR, you could create a space and have students place the QR code to their pitch on this wall or bulletin board. When students have extra time, they can scan and view each other's pitches and consider giving feedback. I'm a baseball fan so I like the idea of calling this The Bullpen because this is where pitches are thrown (see what I did there?).<br />
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3. <b>Book Reviews</b> - Knowing what a peer thinks about a book is sometimes enough to cause a student to want to check it out. I know that I enjoy watching Netflix after I've heard someone talk about a specific movie or series. There's just something about watching something that we can talk about later or maybe I just like being "in the know". Either way, kids are no different. Attaching a Flipgrid QR code to the front of a book and allowing students to scan that QR code and use augmented reality to view the video of their peer's review is a great way to make this happen in the classroom.<br />
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4. <b> Kindness Counts</b> - I think it's so important to make kindness and empathy a priority in the classroom. Our learners need opportunities to be intentionally kind and empathetic toward others and the classroom is the perfect place to make this happen. Create a Kindness Counts grid on Flipgrid and allow students to hop on when they have something nice to say about a peer or another teacher. After recording their video, they can print out the QR code and place it somewhere specific or just somewhere that it will be seen. I would be willing to bet that seeing a video with a kind message will bring a smile to anyone's face!<br />
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5. <b> Give Directions or Modify Wor</b>k - I had several students in my classroom that needed to hear the directions read aloud several times or needed the directions broken down in order to understand what they needed to do. I also had learners that needed their tests or assignments read aloud as part of the modifications that were to be provided in the classroom. For some, this was not something that they enjoyed because it embarrassing for them to ask for something to be read again or for directions to be repeated. As an educator, you can simply create a video or several videos of the directions broken into smaller pieces and use the QR code to attach those videos to the work. When students need to hear the directions again, they can use headphones to watch the video rather than asking over and over again for things to be repeated. The same can be true for things that need to be read aloud. Create the video reading the selection or material and attach the QR code to the printed version. The learner can scan the QR code to hear you read along with headphones making it more discreet and less of a distraction for others that are in the room.<br />
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<i>* Be sure to find out if this is an option as far as modifications go. Sometimes, you must do in the classroom what is going to be done on the day of standardized testing. This is simply an idea for those that are able to make this work in their particular situation.</i><br />
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I hope that this is helpful and I hope you are as excited about FlipgridAR as I am. This is a gamechanger and has the potential to make learning even more meaningful for today's learners. Check it out and feel free to comment below with the creative ways that you are using FlipgridAR in your classroom.<br />
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<b>You can subscribe to my email list at <a href="http://www.andimcnair.com/">www.andimcnair.com</a>.</b>Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com2tag:blogger.com,1999:blog-8047281427642506721.post-18836917521085522182019-07-04T17:23:00.001-07:002019-07-04T20:48:27.686-07:00Book Creator + Wonderopolis = Creating a Book of WondersOkay, obviously I'm obsessed with <a href="http://www.bookcreator.com/">Book Creator</a> right now. Today I sat down to create a Book of Wonders.<br />
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I often recommend <a href="http://www.wonderopolis.org/">Wonderopolis</a> for educators that need something for early finishers or those that have already mastered what is being learned. I've also suggested that they implement Wonder Wednesdays and give students an opportunity to explore Wonderopolis and learn based on their curiosity. <br />
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If you haven't seen Wonderopolis before, let me introduce you. I am such a fan of their work and used it in my own classroom almost every single day. I love that students can learn new vocabulary, practice comprehension, and dive deep into a topic of their choice all on this one platform.<br />
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I also think that giving students an opportunity to explore wonders of their choice gives educators an opportunity to see what that student is interested in and what they prefer to learn about. This is just a great way to get to know your learners.<br />
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Creating a Book of Wonders gives your students a place to document their learning from Wonderopolis and gives you an opportunity to see what they are exploring and learning about at a glance. These books can be shared with family members so that they can ask questions at home as well.<br />
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So, what does this look like? How can you use this in your classroom? Check out the video tutorial below to learn more. I hope this helps and is something you can implement immediately into your own classroom.<br />
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<b>You can subscribe to my email list to learn even more by visiting <a href="http://www.andimcnair.com/">www.andimcnair.com</a>.</b></div>
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-56420727080823601472019-07-03T07:51:00.001-07:002019-07-04T20:45:46.932-07:00The 6 Ps of Genius Hour + Book Creator<div class="separator" style="clear: both; text-align: center;">
<a href="https://read.bookcreator.com/kr44mkjnGKbWx6ZLU3CzV3hQ6uu2/0dsIfbt0RHSmLgwtuUvtqg" style="color: #333333; display: block; font-weight: normal; line-height: 1.2; margin-left: 1em; margin-right: 1em; padding: 0px; text-align: left; text-decoration: none;" target="_blank"><img alt="6 Ps of Genius Hour" height="240" src="https://api.bookcreator.com/users/v2/kr44mkjnGKbWx6ZLU3CzV3hQ6uu2/books/0dsIfbt0RHSmLgwtuUvtqg/cover/" style="border: none; display: block; margin: 0px auto; max-height: 300px; max-width: 100%; padding: 0px;" width="320" /></a><a href="https://read.bookcreator.com/kr44mkjnGKbWx6ZLU3CzV3hQ6uu2/0dsIfbt0RHSmLgwtuUvtqg" style="color: #333333; display: block; font-weight: normal; line-height: 1.2; margin-left: 1em; margin-right: 1em; padding: 0px; text-align: left; text-decoration: none;" target="_blank"><br />
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After coming home from ISTE, I was looking through several of my notes and realized that I hadn't spent much time in<a href="http://www.bookcreator.com/"> Book Creator</a>. Sure, I share it sometimes with educators and talk about how it can be used as a product creation tool for students, but I hadn't considered how it might be used for students to document their experience throughout Genius Hour.<br />
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Then, I was tagged in a tweet in which <a href="https://twitter.com/KrystleBassett">Krystle Bassett</a> shared her ISTE takeaways. She used <a href="http://www.bookcreator.com/">Book Creator</a> to share her thoughts and I LOVED it. I couldn't help but begin to think about how this amazing resource could be used to organize and document the 6 Ps of Genius Hour, so I got to work right away. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQrP0ZaVSl_PXkA391rAj-Y4RGzhFjOmKvZyb40vyYb19KwL_ZWuAfojF9F-HPpDOnMANyECQ4VG0ZStrNZZ1JFBj1b6S3ukUUVHMbsdzJVrwqoEAK4GmN07mlGf8hDnaqlZIJ4Zvla0U/s1600/Screen+Shot+2019-07-03+at+6.04.30+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="616" data-original-width="1184" height="166" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQrP0ZaVSl_PXkA391rAj-Y4RGzhFjOmKvZyb40vyYb19KwL_ZWuAfojF9F-HPpDOnMANyECQ4VG0ZStrNZZ1JFBj1b6S3ukUUVHMbsdzJVrwqoEAK4GmN07mlGf8hDnaqlZIJ4Zvla0U/s320/Screen+Shot+2019-07-03+at+6.04.30+AM.png" width="320" /></a></div>
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I have to share how easy this was to create. I simply considered the things that I wanted to include and then created space for those things within my book. The finished product looked something like this...</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8rlMXZl9zNHPRV0U2H0w4WINwjbuDMKyZHqW-KMPDV26IU729EhODcVoMh5EzYPc48FzI0jGEP3s5NpDl7ed8eWQJyHLXoFe1yPelPHNrpWJC5efqChXdKm1OjM1vEPLmxE97cjGRg6s/s1600/Screen+Shot+2019-07-03+at+6.07.53+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="727" data-original-width="1600" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8rlMXZl9zNHPRV0U2H0w4WINwjbuDMKyZHqW-KMPDV26IU729EhODcVoMh5EzYPc48FzI0jGEP3s5NpDl7ed8eWQJyHLXoFe1yPelPHNrpWJC5efqChXdKm1OjM1vEPLmxE97cjGRg6s/s320/Screen+Shot+2019-07-03+at+6.07.53+AM.png" width="320" /></a></div>
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Click <a href="https://read.bookcreator.com/kr44mkjnGKbWx6ZLU3CzV3hQ6uu2/0dsIfbt0RHSmLgwtuUvtqg">HERE</a> to see the published book</div>
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So, how did I create this and how can you create a Genius Hour Book Template for your learners? Check out the details below.<br />
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1. Create an account or sign into <a href="http://www.bookcreator.com/">www.bookcreator.com</a> as a teacher.</div>
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2. Name your library.</div>
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3. Create a new book.</div>
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4. Choose your book shape.</div>
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5. Design your book.</div>
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6. Lock elements into place.</div>
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7. Move book to library that is shared with your students.</div>
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8. Share the library code with your learners.</div>
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9. Instruct learners to make a copy of the book and add their content.<br />
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You can also use the Book Creator App and if your learners have iPads, you would simply share the template using AirDrop. </div>
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Summer is the perfect time to begin thinking through what <a href="http://www.andimcnair.com/genius-hour.html">Genius Hour</a> will look like in your classroom. Creating a system that runs itself will allow you the time to make connections, create relationships, and weave standards and life ready skills into the projects that your students are working on. </div>
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For more information, please visit <a href="http://www.andimcnair.com/genius-hour.html">my Genius Hour Page</a> over on my website.<br />
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Consider how you might use this tool in your classroom. Think beyond Genius Hour and how you might use Book Creator to create templates for other learning experiences. The possibilities are ENDLESS!<br />
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<i>You can create one library in Book Creator with 40 books. In order to create even more books, you can upgrade to 180 books for $60/year or 1000 books for $120/year. However, in order for each student in a typical classroom to create one book you can get by with the free version to see how you like it and how your students react to using the tool. </i><br />
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<b>To subscribe to my email list, please visit <a href="http://www.andimcnair.com/">www.andimcnair.com</a>. </b></div>
Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com1tag:blogger.com,1999:blog-8047281427642506721.post-64285704561674490702019-04-20T15:54:00.000-07:002019-07-05T10:05:05.339-07:00The Possibility of the Unexplored<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit;"><span style="background-color: white; color: #424242;">80% of the world's oceans are unexplored. We have no idea what exists, what's possible, and what might be beneath the surface of the unexplored waters. Because of the difficulty, risk, and cost associated with exploration, we are unaware of the potential that lies beneath. </span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="background-color: white; color: #424242;">What if the same is true for student learning? What if we have only scratched the surface of our learners' potential because of our unwillingness to be uncomfortable, fear of taking risks, and inability to see what's possible? </span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="background-color: white; color: #424242;">The reality is that the shallow parts of the ocean and those close to the coastline have been explored and receive much of the attention and time dedicated to exploration. These parts are easy to access and really aren't that risky. Sound familiar?</span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="background-color: white; color: #424242;">I know that for me, in my own classroom, teaching surface-level was easy. I was comfortable in doing so and felt like it was where I spent much of our time. Ever so often, we would venture into the deep unknown, but it wasn't easy and I certainly wasn't comfortable. </span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="background-color: white; color: #424242;">Fortunately, a few years ago, my mindset shifted and I began to realize that it wasn't about what made me comfortable or how risky it was, it was about what my students needed and wanted from a learning experience. And, they needed to go deep. If I'm completely honest, they didn't know that they wanted to go deep at first. They were just as scared and uncomfortable as I was. But once we decided to take the risk and spend our time beyond the shallows and in the deep, everything changed.</span><br /><span style="background-color: white; color: #424242;">So, what's the difference between surface level learning and deep understanding? </span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="background-color: white; color: #424242;">Surface level learning is easy. Deep understanding is difficult.</span></span><br />
<span style="background-color: white; color: #424242; font-family: inherit;">Surface level learning is comfortable. Deep understanding is uncomfortable.</span><br />
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<span style="background-color: white; color: #424242; font-family: inherit;">Surface level learning is about compliance. Deep understanding involves taking risks.</span><br />
<span style="background-color: white; color: #424242; font-family: inherit;">Surface level learning involves worksheets and repetition. Deep understanding involves learning through application. </span><br />
<span style="background-color: white; color: #424242; font-family: inherit;">Surface level learning is often driven by the teacher. Deep understanding is driven by the learner.</span><br />
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<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;">The next question is how do we move into the deep in a way that makes sense and doesn't cause everyone to want to jump ship?</span></span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;"><b>Talk to your learners. </b> Help them understand the difference and be able to recognize when they are experiencing surface level learning and when they are experiencing deep understanding.</span></span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;"><b>Observe other teachers.</b> Look for the ways that they are diving into the deep and be willing to ask questions and learn from them.</span></span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;"><b>Try new things.</b> Innovative ideas such as <a href="http://www.andimcnair.com/genius-hour.html">Genius Hour</a> and <a href="http://www.makerspaceforeducation.com/makerspace.html">Makerspace</a> give learners real opportunities to dive deep and learn by doing. </span></span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;"><b>Be reflective. </b> After a learning experience, consider the percentage that was surface level and the percentage that involved going deep. Do you need to make adjustments?</span></span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;"><b>Change your perspective. </b> See your role as leading learners rather than managing students. Lead those that are ready into the deep, while continuing to prepare those that aren't. </span></span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;"><b>Look for opportunities.</b> When designing a learning experience, consider how it can be taken deeper. Can it be done through questioning, real-world connections, creativity, or reflection? </span></span></span><br />
<span style="font-family: inherit;"><span style="color: #424242;"><br /></span><span style="color: #424242;"><span style="background-color: white;">These are just a few ideas to get started. The goal is to move beyond what has been easy and comfortable and start doing what's best for today's learners. So, how about it, my friend? Are you willing to go deep? What is it about the shallow water that has kept you there for so long and might that very reason be enough to push you into the deep, unknown, unexplored waters of student learning knowing that is where the potential for real change exists?</span></span></span><br />
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<span style="color: #424242; font-family: "gentium basic";"><span style="background-color: white; font-size: x-small;"><span style="color: black; font-family: "times";">Source: "How much of the ocean have we explored?." 11 Jul. 2018, </span><a href="https://oceanservice.noaa.gov/facts/exploration.html" style="font-family: Times;">https://oceanservice.noaa.gov/facts/exploration.html</a><span style="color: black; font-family: "times";">. Accessed 20 Apr. 2019.</span></span></span><br />
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<span style="background-color: white; color: #424242; font-family: "gentium basic"; font-size: 18px;"><br /></span>Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-21868082338611736282019-04-03T15:43:00.000-07:002019-04-03T16:37:01.225-07:00Fixing Up Your Lesson Plans<div class="separator" style="clear: both; text-align: center;">
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If you haven't heard of Waco, Texas, you might not be a fan of <a href="https://www.hgtv.com/shows/fixer-upper">Fixer Upper on HGTV</a>. Chip and Joanna Gaines have created quite the stir in our little town and have created an experience unlike any other. They are a local couple that take older homes and remodel, redesign them into beautiful living spaces that people are going crazy for right now. They also own <a href="https://shop.magnolia.com/">Magnolia Market</a>, a place for others to find home decor similar to that used on the show.<br />
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As I drove by <a href="https://magnolia.com/silos/">the Silos</a> (a shopping experience created by Magnolia) the other day and saw people walking around with smiles on their faces, excited to be part of the Magnolia experience, I couldn't help but wonder what we need to do to make school a similar experience. What if our students came into school looking forward to what would happen, wondering what they might see, and willing to spend time exploring, investing, and ultimately learning?<br />
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While no longer filming new shows, Fixer Upper definitely had a format that they followed. And even though they followed that format, each show was unique, fun, and inspirational.<br />
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I recently created the <a href="http://www.andimcnair.com/designingexperiences">3 E's Design Template</a> for teachers to use when designing meaningful learning experiences. I remember hearing <a href="http://www.twitter.com/daveburgess">Dave Burgess</a> share about creating experiences and it made so much sense to me. That was years ago, but it made such an impact on me that I still love to share the idea of creating experiences with the educators that I am able to influence.<br />
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I've found that when I talk about designing experiences, many educators totally understand and want to do this in their classrooms. However, so many of them just say that they aren't sure where to start. That reason alone is why I created the <a href="http://www.andimcnair.com/designingexperiences">3 Es Design Template</a>. I wanted to make it simple for educators to implement this into their own classrooms without feeling as if they had to "recreate the wheel".<br />
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For me, using the <a href="http://ameaningfulmess.blogspot.com/2018/03/the-3-es.html">3 Es</a> is super simple and makes sense. As I watched Fixer Upper the other day, I realized how similar this idea for redesigning a lesson plan is to Chip and Joanna's ideas for redesigning a home. Let me explain...<br />
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The 3 Es are Engage, Experience, and Empower. The idea is to ENGAGE learners as soon as they walk into the classroom, design an EXPERIENCE that they will want to invest in, and EMPOWER them to take their learning beyond the walls of the classroom.<br />
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<b>Engage</b> - On Fixer Upper, the first thing Chip and Joanna do is offer choice to their clients. They take them to different houses and share with them why they might or might not want to choose that particular property. Choice plays an important role in engaging our learners. When we help them know what might or might not work for them, they are able to make decisions based on who they are as learners instead of who we want them to be or think they should be.<br />
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<b>Experience</b> - After the home is chosen, Chip and Joanna have a great time as they demo and renovate the property. They laugh, sometimes run into a roadblock that needs to be overcome, and work hard to create something that represents what the homeowner needs and wants from their living space. The homeowners experience wonder, excitement, and even sometimes, a little frustration as they walk through the Fixer Upper experience. These feelings and emotions are the same feelings and emotions that students should feel as they experience learning. They should be given opportunities to struggle and overcome roadblocks but should also experience wonder and excitement.<br />
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<b>Empower</b> - Finally, Chip and Joanna give the new homeowners ownership. They turn over the keys and give the new owners full access to use what has been created. The same needs to happen for our learners after a learning experience. At some point, we have to give them real ownership of the learning through reflection and connections to the world beyond the walls of the classroom. Without this piece of a learning experience, there is no why, no relevance.<br />
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So, how will you "fix up" your lesson plans? What experiences can you design so that your learners are engaged and empowered? Check out the <a href="http://www.andimcnair.com/designingexperiences">3 Es Design Template</a> as well as the <a href="https://andimcnair.teachable.com/p/designingexperiences">upcoming Online Course</a> to learn more. After doing so, you will be designing experiences in a way that is so much more fun and will make learning meaningful for your students.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVZaU9G8a_Bd7Lolf-hhmdM3qzQs6k9MmvNR62gA7d96E9KvQ3YRwq_n1EYBROIgHN1UvrXBC1afumHCwhz44kevoIXJVIxamtA3AMZEqqS7UAG0Mx0Vpz_NjYqghDr3RWim6UKCkQaFs/s1600/the+6+Ps+of+%252818%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVZaU9G8a_Bd7Lolf-hhmdM3qzQs6k9MmvNR62gA7d96E9KvQ3YRwq_n1EYBROIgHN1UvrXBC1afumHCwhz44kevoIXJVIxamtA3AMZEqqS7UAG0Mx0Vpz_NjYqghDr3RWim6UKCkQaFs/s320/the+6+Ps+of+%252818%2529.png" width="320" /></a></div>
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Listen to the podcast about the 3 E's below or on iTunes by clicking <a href="https://itunes.apple.com/us/podcast/a-meaningful-mess/id1436185542?mt=2#episodeGuid=0a460358-fb95-6800-3e47-fa7f396f968d">HERE</a>.<br />
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<iframe frameborder="0" height="102px" scrolling="no" src="https://anchor.fm/andi-mcnair/embed/episodes/Meaningful-Moment-3-Using-the-3-Es-to-Design-Meaningful-Learning-Experiences-e3kpnn" width="400px"></iframe><br />
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Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-27273806515043268942019-03-21T19:26:00.002-07:002019-03-21T19:41:29.020-07:00Reflecting on FlipgridSo, it's no secret that I think reflection is not just important but imperative for every learner. Finding time to reflect and ensuring that the reflection is meaningful is not always easy. I think the first thing that has to be considered is the difference between reflection and remembering. We have asked students in our classrooms to remember...remember a fact, remember a strategy, or remember a deadline. But what if we began to focus on reflection and what's the difference. I think it's fairly simple. <b>Remembering is what I did and how, reflection is what I learned and why.</b><br />
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Creating a reflection grid on <a href="http://www.flipgrid.com/">Flipgrid</a> is a great way to make reflection meaningful and manageable. I'm a huge fan of the <a href="https://learninginhand.com/blog/2013/7/5/roll-reflect-with-qr-codes">Reflection QR Code</a> from <a href="http://twitter.com/tonyvincent">Tony Vincent</a>. <b>This is a randomized code, which means that students can scan the same code and receive different questions.</b> I talk about it all the time as I used it in my own classroom to help my students learn to move from simply remembering to reflecting. I wish I had known about <a href="http://www.flipgrid.com/">Flipgrid</a> because by smashing these two things together, you can create a really cool reflection opportunity for your learners.<br />
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Here's how I created <a href="https://flipgrid.com/c334f3ef">my Reflection Grid </a>and it was super easy!<br />
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1. Create a grid on Flipgrid and name it "Reading Reflections" or "Today's Takeaways" (you get the idea.)<br />
2. Create your topic where your learners will post their reflections.<br />
3. Set up the amount of time you want to give them to reflect. I think 2-3 minutes is perfect.<br />
4. Describe what you would like for them to do in the description.<br />
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<i>Example: Please take time to reflect on what you learned in class today. You may scan the code or click the link to be directed to a reflection question or reflect on your own. Please remember that I don't need you to tell me what you did today in class. I was here! I need to know what you learned from today and what you will do with what you know moving forward. </i><br />
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5. Under Topic Resource, choose Upload an Image. Download the reflection QR code image from <a href="https://learninginhand.com/blog/2013/7/5/roll-reflect-with-qr-codes">Tony's website</a> and add it to the grid. (Choose the 1:1 crop ratio so that it will fit.)<br />
6. For Topic Attachment, add the link to Tony's reflection questions - <a href="http://tonyv.me/reflect">tonyv.me/reflect</a>. This will give students the opportunity to simply click for a random reflection question.<br />
7. Name the attachment, Click to Reflect<br />
8. Create your topic.<br />
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Here's what your students will see...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr7MV4zp2RoxmZTX5RsqUg_NvZ4WungN-jEZ_aFShm-U49CKm3WPyXbnxvJ6F-vtJvaEV7VIBpWw3OGrafxQnJ7dUr1wdOzP0V63XC_FFSa9LV0Zd4HOxsQF0QvGw78VNcSHHiY_XuBFA/s1600/Screen+Shot+2019-03-21+at+9.36.26+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="623" data-original-width="1600" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr7MV4zp2RoxmZTX5RsqUg_NvZ4WungN-jEZ_aFShm-U49CKm3WPyXbnxvJ6F-vtJvaEV7VIBpWw3OGrafxQnJ7dUr1wdOzP0V63XC_FFSa9LV0Zd4HOxsQF0QvGw78VNcSHHiY_XuBFA/s640/Screen+Shot+2019-03-21+at+9.36.26+PM.png" width="640" /></a></div>
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That's it! Share the link to the topic with your learners and make this a priority every single day. Giving students an opportunity to reflect gives them an opportunity to connect to the content. In doing so, they will reach a deeper level of understanding as it becomes personal.</div>
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I hope that you find this quick tip helpful and something that you can easily implement into your own classroom. Feel free to comment below and let me know what you think!<br />
<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com2tag:blogger.com,1999:blog-8047281427642506721.post-14806890075816681172019-02-04T18:31:00.001-08:002019-02-04T18:34:58.630-08:006 Ps of Genius Hour Global GridI have exciting news and I absolutely can't keep it in any longer! The 6 Ps of Genius Hour are going global! When talking about Genius Hour, we often talk about the importance of an authentic audience. While it sounds like a great idea, finding ways to connect our learners is not always easy and can often seem like more work. <br />
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Because I'm no longer in the classroom, I miss being able to give feedback, share ideas, and help learners make connections through their Genius Hour projects. I was recently trying to think of a way to solve both of these issues. I realized that while I've been encouraging educators to create their own Flipgrids for Genius Hour, it would be more beneficial to have a <a href="https://flipgrid.com/globalgh">Global Grid</a> for students to share ideas, give each other feedback, and connect with other learners all over the world. <br />
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<a href="http://ameaningfulmess.blogspot.com/2015/09/6-ps-of-passion-projects.html">The 6 Ps of Genius Hour</a> is a process that I created to help Genius Hour make sense to my learners. Throughout the process, my students would identify their passion(s), plan their project, pitch their idea to their peers, work on a project to develop a product, and then give a presentation. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPDDrN4hoz30PQoUpfKdRUlpsf8Y1mfWnS_yYYfvoWMmw6uBWWmHLvRCD1KoQJ8GUC092U1O9WVaKc6yPUt40gAK7_z1-Ktcr9rIJP72jizsfKZ6gLKNwem2nriHBItjoevSvdt2VHWpg/s1600/6+Ps+of+Genius+Hour+Circle+%25281%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPDDrN4hoz30PQoUpfKdRUlpsf8Y1mfWnS_yYYfvoWMmw6uBWWmHLvRCD1KoQJ8GUC092U1O9WVaKc6yPUt40gAK7_z1-Ktcr9rIJP72jizsfKZ6gLKNwem2nriHBItjoevSvdt2VHWpg/s320/6+Ps+of+Genius+Hour+Circle+%25281%2529.png" width="320" height="320" data-original-width="800" data-original-height="800" /></a></div><br />
CLICK <a href="https://drive.google.com/file/d/1STQPTeoMONIOrgz6mZo89hzTWuQ8VEgG/view?usp=sharing">HERE</a> for a PDF with links to the tech tools.<br />
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Within the grid, there is a permission slip to send home to parents, instructions on how to use the grid, and videos for students to watch to understand what they need to do in order to share their ideas, reflections, and thoughts. In each of the topics, I have recorded to a video sharing encouraging words and what needs to be posted. <br />
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My hope is that this grid will help our learners practice life-ready skills such as collaboration, communication, creativity, critical thinking, and reflection while pursuing their passions. I hope that it impacts educators and learners all over the world and gives us all an opportunity to work together to make a difference in the world. Selfishly, it will give me an opportunity to connect with learners and help them with their projects just as I did with my own students while I was in the classroom. I miss seeing those lightbulb moments and watching my students light up when they were successful or persevere when they experienced failure or frustration. <br />
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If you would like to learn more about the 6 Ps of Genius Hour, you can check out my book, <a href="https://www.amazon.com/Genius-Hour-Passion-Projects-Innovation/dp/1618216341/ref=sr_1_1?ie=UTF8&qid=1549256928&sr=8-1&keywords=genius+hour">Genius Hour: Passion Projects that Ignite Innovation and Student Inquiry</a> or the <a href="https://andimcnair.teachable.com/p/geniushour/">6 Ps of Genius Hour Online Course</a>. Both resources are a deep dive into the process and will help you as an educator find ways to weave the standards and life-ready skills into your Genius Hour time with your learners. <br />
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Access the Genius Hour Global Grid <a href="https://flipgrid.com/globalgh">HERE</a>! <br />
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Some important tips for using the Genius Hour Global Grid in your classroom...<br />
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1. Obtain permission from parents before allowing students to post.<br />
2. Remind students to use communication skills (eye contact, nonverbal skills, listening) when sharing ideas, giving feedback, and learning together.<br />
3. Use this as an opportunity to discuss digital citizenship and remind students to promote themselves positively. <br />
4. Allow students to record as many times as they would like in order to share their ideas. This many be new for many of them and it's important that they are given the opportunity to produce a video that they feel comfortable sharing. <br />
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I am so excited about this and can't wait to see what happens! I look forward to hearing how the 6 Ps help you and your learners make Genius Hour a reality in your classroom!Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com4tag:blogger.com,1999:blog-8047281427642506721.post-50851419332030009802018-12-23T07:03:00.000-08:002018-12-23T07:24:39.664-08:00The Candy Jar Mindset<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7-8kSGRPU6ia9S_2p9QrfRrWV2Wz7o2PT7-N6afFFtNXTPVnUHGQvkcLbaTiDI5KahMu2MKp6jfpF631MxGSiTky-oPGr0c0ln8Bq4Ukxn89jTPu_w9kZh57SrZLpxgNdo9VCaJfjq8g/s1600/Candy+Jar+Mindset.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="1024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7-8kSGRPU6ia9S_2p9QrfRrWV2Wz7o2PT7-N6afFFtNXTPVnUHGQvkcLbaTiDI5KahMu2MKp6jfpF631MxGSiTky-oPGr0c0ln8Bq4Ukxn89jTPu_w9kZh57SrZLpxgNdo9VCaJfjq8g/s640/Candy+Jar+Mindset.png" width="640" /></a></div>
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"You get what you get and you don't throw a fit." I've heard this statement many times and I've even used it a few times in my own household with my own kids. I've also found myself saying, "It is what it is" often in response to things not going the way that I had hoped or planned. While both of these statements are appropriate in certain situations, I'm not sure that they represent the perspective that I want to have the majority of the time.<br />
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The "you get what you get" and "it is what it is" mindsets have often been an excuse for me to give up. I've used them as a crutch during those times that I knew I should've pursued something more or worked harder to get whatever it was that I was working toward. Using those statements caused me to see life, projects, and goals as a slot machine. In doing so, I was giving myself an excuse to be a passive observer instead of an active participant.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEKFZd6O0NQcTRyDkm3PtdTk-MFqqFZ-HIZzIA2lMkNwdYqU43q6XGBaukOfhiwGHOtdCpjQrPeoeqMsFO1n8zqzJljMxJ3pnGvq0ypiLvlH_jgY-ko_SVSlBzkMACGjrQmNjnTto0JhI/s1600/slot+machines.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="183" data-original-width="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEKFZd6O0NQcTRyDkm3PtdTk-MFqqFZ-HIZzIA2lMkNwdYqU43q6XGBaukOfhiwGHOtdCpjQrPeoeqMsFO1n8zqzJljMxJ3pnGvq0ypiLvlH_jgY-ko_SVSlBzkMACGjrQmNjnTto0JhI/s1600/slot+machines.jpeg" /></a>I don't gamble often and don't enjoy it much at all. I'm a really sore loser and get so frustrated when I begin to lose money. However, I've been to Vegas and a few casinos closer to home with friends and family. I typically just play the penny slots but very rarely win a dime. When I think back on the times that I've played, I realized something. When playing the slots I pull the handle and wait to see what happens. If the outcome isn't what I had hoped, I become frustrated and often give up. I throw my hands up in the air, say something like, "It's just not my day," and walk away wishing things had gone differently. Unfortunately, I sometimes react this same way when I experience struggle or failure in real life. I sit as a passive observer waiting for something really cool to happen and becoming frustrated when it doesn't.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggPEch3gDAuFzjaSaNrf6VFJsewGVSmL29a0ku6OEcHvgu4_vBm9jQcLmd6Q52yHVLEeo83MRClHrEMRjBjREpP5m_HIJ2FNf7HXS3Nsr9iJcdv0YFKxcrT6QHhmp6T8kcTJui6F6R-XU/s1600/candy+jar.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="275" data-original-width="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggPEch3gDAuFzjaSaNrf6VFJsewGVSmL29a0ku6OEcHvgu4_vBm9jQcLmd6Q52yHVLEeo83MRClHrEMRjBjREpP5m_HIJ2FNf7HXS3Nsr9iJcdv0YFKxcrT6QHhmp6T8kcTJui6F6R-XU/s1600/candy+jar.jpeg" /></a>I recently remembered my grandma's candy jar from when I was a kid. She had a big jar with a variety of candy options inside. It always seemed that the candy I wanted the most (Banana Laffy Taffy) was at the bottom of the jar. I had three choices, I could wait until everyone else ate the candy on top, I could eat some of the candy that I didn't like to get to my favorite, or I could put forth the effort it would take to dig into the jar to reach the candy that I so desperately wanted at the bottom.<br />
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Isn't life often like this? Sometimes, we have to wait our turn to get what it is that we want and other times we have the option to make something happen. There have been so many times that I have had to do something that I didn't want to do in order to reach a goal. I've had to become comfortable with the uncomfortable and be willing to do things that required me to be fearless. Other times, I've had to do the hard work, the digging, to make something happen that wasn't going to happen on its own.<br />
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I believe that doors are opened and closed for us every single day. I believe that when a door is closed, sometimes it is locked and never to be opened again. However, I also believe that there are situations in which we just need to keep knocking and keep believing as we seek opportunities that have been laid before us.<br />
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I remember when I wrote, <u><a href="https://www.amazon.com/Genius-Hour-Passion-Projects-Innovation/dp/1618216341/ref=sr_1_1?s=books&ie=UTF8&qid=1545576947&sr=1-1&keywords=genius+hour">Genius Hour: Passion Projects that Ignite Innovation and Student Inquiry</a></u>. That was definitely at the bottom of the jar. I knew that I wanted to write and share the 6 Ps of Genius Hour but I also knew that time, willingness, and fear were all on top. It was going to be some serious work to dig through those things to get to what it was that I really wanted. But, I did. And I'm so glad that I did. Because, while I was digging to the bottom, I also tried some new things. In doing so, I learned that some of the things that I thought I wouldn't like, I actually enjoyed. I learned new things about myself and realized that if I never go after what I want, I'm allowing myself to be a passive observer, just like at the slot machines. But when I'm an active participant and I'm willing to take the good with the bad, really cool things begin to happen.<br />
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So, in 2019, I will have the Candy Jar Mindset. I'll do things that I don't want to do and will work hard to dig through the mess to get to what I know I can and will accomplish. I say it all the time, but I believe in this generation of learners and want to work hard to continue to pursue change in education. I've made my list of "candy" that is at the bottom of my jar and will soon make decisions on whether or not it's worth the digging to finally have it in my reach.<br />
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What is the candy at the bottom of your jar? What will you work hard for in 2019? How can you change your perspective from being a passive observer to being an active participant and going after what you want to accomplish? Make your list and think about the new things that you will have to try to get to the bottom or what you will have to dig past to reach what it is that you really want.<br />
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Happy 2019! Let's make it AMAZING!Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-67415759511275808532018-12-17T18:16:00.000-08:002018-12-19T14:25:46.849-08:00Creating Change in 20192018 is almost a wrap and it's been so fun to see what educators are doing to create real learning experiences for their learners. As we near the end of this year, I think it's important to consider the potential for new ideas, real change, and innovation that comes with the new year. What has to happen for real change to to occur? What does real change look like and how will we know when it is here?<br />
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Change means that something must look and feel different. One definition of different is novel and unusual. Many of our students are experiencing "business as usual" every day when they go to school and the reality is that the experience should be anything but usual. It's time for change and not just change, but real, authentic change that can be seen and felt by everyone involved in the school experience.<br />
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I wanted to take some time to explore three ways that we can create real change in our classrooms, on our campuses, and in our districts...<br />
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<b>Take Risks</b> - Risk-taking can be scary stuff. It's no secret that taking a risk can sometimes result in struggle or even failure. However, if we don't take risks, we will never know what can and will work with today's learners. Holding on to what is familiar and comfortable results in frustration for our learners that need school to be so much more than just a place that they go to learn things that they can search on Google or learn from YouTube. Be willing to stick your neck out for them. Get comfortable being uncomfortable and begin to see risks as opportunities to do what's best for today's learners.<br />
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<b>Change your Perspective</b> - What if we saw school as an experience instead of a place? The word experience implies action and by definition, will leave an impression on those that are involved. Seeing school as an experience shifts our perspective and helps us understand that in order to leave an impression, we must move beyond traditional practices. Learning for today's students must be authentic and they need to know how they will use what is being learned beyond the walls of the classroom. Create experiences by giving them opportunities to make those connections as they learn by creating change themselves. (To learn more about helping learners make connections, check out the <a href="https://itunes.apple.com/us/podcast/a-meaningful-mess/id1436185542?mt=2&i=1000426150039">latest Meaningful Moment</a> on the podcast.)<br />
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<b>Get Connected </b>- We are better together! There are so many educators doing such great things. Being connected helps us realize that real change is not only possible, but happening! Seeing someone else take a risk by changing their perspective often motivates us to do the same. Make it a priority to see beyond your classroom, your campus, and your district. Connect with others on social media and seek out networking opportunities. Instead of making excuses for not being able to do what they are doing, ask questions. Be willing to learn and stay open-minded as you connect with educators doing things beyond your own comfort zone. Remember, we all want what's best for today's learners and it's only together that we will be able to create real change.<br />
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So, what's stopping us from making 2019 the year that school becomes more than just a place? Fear, unwillingness, compliance, comfort zones, and complacency...just to name a few. It's time to move beyond these things and into what we know is best for our learners.<br />
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Don’t allow the fear of failure to keep you from being the educator that today’s learners need you to be. Instead, chase after your purpose with a fearless willingness to do what it takes to create real change.<br />
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-32846081578805950742018-11-11T17:04:00.002-08:002018-11-11T17:04:12.269-08:006 Ps of Genius Hour Online Course<div class="separator" style="clear: both; text-align: center;">
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So much has happened since developing and sharing and the 6 Ps of Genius Hour. I have been so blessed to be able to write about the process, share my experiences all over the country, and connect with amazing educators that are wanting something different for their own classrooms. <br />
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As I really spent some time focusing on what's next and how I best wanted to continue to share what I believe to be a process that helps educators make passion-based learning a reality in any classroom, I thought about what I loved about what I do. It's the connections that I love the most. I love hearing from educators that are making Genius Hour a priority in their own classrooms and sharing with others. I love talking to teachers that are frustrated and so hungry for change that they are willing to take a risk and do something different. The stories, the relationships, and the realization that we really are better together has been such a driving force for me. <br />
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I wanted to be able to share the 6 Ps of Genius Hour with more people. I wanted to be able to share in a way that still gave me an opportunity to connect and create relationships but I also know how difficult it is to get out of the classroom and make time for professional development. And while, there's no doubt about it, I love sharing with educators in person, I love online learning as well. I love being able to learn in my bed in my pajamas whenever I want. I like being able to move at my own pace and learn on my terms. Because I enjoy these things, I'm assuming that there are many others that feel the same way. And because of this, I decided to create the <a href="https://andimcnair.teachable.com/p/geniushour">6 Ps of Genius Hour Online Course on Teachable</a>. <br />
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This course is my answer to those that don't want to sit through 6 hours of training and that need to be able to learn on their time on their terms. I've done the best that I can to create a learning experience that will not only engage but empower educators to make passion-based learning a reality in their classrooms. <br />
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So, what does it look like and how is it different from any other PD that you might have experienced? First, I've created learning experiences that are comprised of three critical pieces. These are the same critical pieces that I think should be used in the classroom to create meaningful learning experiences for our students. <br />
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1. <b>Engage </b>- This piece of the experience is designed to catch your attention and help you understand why the information is important.<br />
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2. <b> Experience</b> - This piece will give you an opportunity to apply the learning in order to connect with what is being shared.<br />
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3. <b>Empower</b> - This final piece challenges you to do something with what was learned in your own classroom. <br />
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Second, I've included specific ways throughout the course to connect with the Genius Hour community as we embark on this journey together. I hope to begin to see each other as sounding boards, classmates, and friends as we learn and grow. <br />
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The course includes the following and can be done at your own pace...<br />
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<li>10 modules addressing the 6 Ps of Genius Hour and MORE</li>
<li>20+ videos with practical advice and ideas </li>
<li>Learning opportunities designed to engage, provide an experience, and empower</li>
<li>Screen-recordings of technology tools that can be used in the classroom to make the process manageable</li>
<li>Access to the Genius Hour Flipgrid created for those enrolled in the course to collaborate and share</li>
<li>Access to the 6 Ps of Genius Hour Facebook Group for ongoing connectivity</li>
<li>Downloadable resources for classroom use</li>
<li>Certificate of Completion</li>
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I believe that every student deserves an opportunity to pursue their passions during the school day. I believe that we can teach the standards through Genius Hour while giving our learners opportunities to apply and practice life-ready skills. It's because I believe these things and my own classroom experience that I want to share this process and my experience with anyone and everyone that will listen.</div>
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I really tried to create this course for every educator. And, by every educator, I mean those that love every minute of what you do and those that are in desperate need of something different. I say that because I've been in both of your shoes. But, I can tell you that when I gave my students opportunities to learn by pursuing their passions, I found my passion as an educator. I realized what I thought would keep me from teaching the standards actually gave them opportunities to make real connections and reach a deep level of understanding that was never going to come from worksheets.</div>
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So, I created this course in an effort to share with others what I believe changed everything for me as an educator. If you have any questions, need more details, or you are are looking for something different like the FREE Genius Hour Book Study or an In-Person PD Learning Experience for your staff or district, contact me anytime! </div>
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<a href="https://andimcnair.teachable.com/p/geniushour">REGISTER HERE</a></div>
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Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com1tag:blogger.com,1999:blog-8047281427642506721.post-38228605376908144452018-08-04T08:34:00.003-07:002019-02-02T07:53:55.003-08:00What are Your Core Beliefs?It's almost time. The first day of school is almost here! I know that this is a busy time and there is lots of PD and prep work happening for educators right now. However, I want to encourage you to take some time do something that will drive and influence your entire year...identify your core beliefs. You see, your core beliefs about education, students, learning, and relationships are already impacting what you do and how you teach. They are your "why", the reason that you do what you do. But have you ever taken time to really stop and name those core beliefs?<br />
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Identifying your core beliefs and sharing them with others help to make them a reality. So, how do you know what they are? How can you share them and why should they be top priority? I think it's best to start with what you believe that every student deserves. I like to think of them as targets that I was aiming for with every experience that was designed, every tool that was used, and every relationship that was built. Now don't get me wrong, there were many times that I missed the mark. But when I did, I knew it and was able to regain focus and aim more carefully with the next attempt.<br />
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As you think about your core beliefs, don't think about standardized testing, standards, or lesson plans. Just focus on what you truly believe that every single learner needs and deserves from you and your classroom this year.<br />
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Let me share my core beliefs...<br />
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<img alt="🎯" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/1f3af.png" title="Direct Hit" /> I believe that every student deserves an opportunity to experience new learning.<br />
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<img alt="🎯" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/1f3af.png" title="Direct Hit" /> I believe that every student deserves an opportunity to share their learning.<br />
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<img alt="🎯" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/1f3af.png" title="Direct Hit" /> I believe that every student deserves an opportunity to learn from failure.<br />
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<img alt="🎯" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/1f3af.png" title="Direct Hit" /> I believe that every student deserves an opportunity to learn by doing.<br />
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<img alt="🎯" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/1f3af.png" title="Direct Hit" /> I believe that every student deserves an opportunity to pursue their passion during the school day.<br />
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Those core beliefs drive everything that I share. Because I believe these things, I am passionate about real learning experiences like Genius Hour and Makerspace. I will talk to anyone that will listen about my experience with my own students and how allowing them to own their learning by pursuing their passions changed everything.<br />
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Now, it's your turn. Think about what you believe to be true about what students deserve. Start with something as simple as I believe...and then be completely honest. Don't get caught up in worrying about what others will think about your core beliefs or if you will really be able to make them happen. Just focus on what you believe students deserve.<br />
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Now, write them down and put them somewhere that you will see them every single day. Don't lose sight of these beliefs when things get hard. Instead, hold on to them throughout the year as your guide, your compass when you aren't sure if you are going in the right direction. If you question something that you are planning to do in the classroom, ask yourself if it matches any of your core beliefs. More importantly, ask yourself it goes against any of your core beliefs.<br />
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Often times, we have great ideas and ambitions when the school year starts. Then, things get crazy and we revert back to what's easy, what's comfortable, and what's familiar. For me, having these core beliefs held me accountable as I took risks and tried new things. I knew that if it was going to result in one of these beliefs being activated, it was probably a good idea, even if it wasn't successful right away.<br />
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In short, here are some simple steps you can take to create, activate, and share your own core beliefs.<br />
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<img alt="1⃣" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/31-20e3.png" title="Keycap 1" /> Take some time to focus on what you believe to be true about education.<br />
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<img alt="2⃣" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/32-20e3.png" title="Keycap 2" /> Write down 3-5 of those beliefs that you believe deserve your focus and attention.<br />
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<img alt="3⃣" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/33-20e3.png" title="Keycap 3" /> Think about the ways that your beliefs can be "activated". In other words, how can you make it happen?<br />
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<img alt="4⃣" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/34-20e3.png" title="Keycap 4" /> Post your core beliefs in a place that you will see them every single day.<br />
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<img alt="5⃣" class="chromoji" src="chrome-extension://cahedbegdkagmcjfolhdlechbkeaieki/images/apple/35-20e3.png" title="Keycap 5" /> Share your beliefs on Twitter using #ameaningfulmess and with anyone else that will listen.<br />
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Very soon, you will have students coming through your doors. And while you are accountable to lots of people, your ultimate accountability is to the learners that are relying on you to create meaningful experiences that will engage and empower.<br />
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It's going to be a great year and I can't wait to hear your core beliefs for 2018-2019. Take some time and make your core beliefs a priority...I think you will be so glad that you did!<br />
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<i>In Episode 1 of A Meaningful Mess Podcast, I talked more about core beliefs and how they can impact you as an educator. Listen below!</i><br />
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<iframe src="https://anchor.fm/andi-mcnair/embed/episodes/Episode-1-Identifying-Core-Beliefs-to-Anchor-your-Teaching-Practices-e24een" height="102px" width="400px" frameborder="0" scrolling="no"></iframe>Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-77085313093860090932018-05-22T19:25:00.000-07:002018-05-23T11:43:58.902-07:00Genius Hour and The Global GoalsIt's easy to allow Genius Hour to become a time for students to create simply for the sake of creating. And, don't hear me saying that's a bad thing. However, I do believe that it's important to move toward asking our learners to design projects that will create change or provide solutions for real problems. <br />
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Below are some practical ways to help students understand what they can do to create change through the projects that they design...<br />
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1) Introduce learners to <a href="https://www.globalgoals.org/">The Global Goals</a>. This is a wonderful resource that helps learners see the bigger picture.<br />
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2) Use the <a href="http://cdn.worldslargestlesson.globalgoals.org/2016/06/Design-for-Change-One-Idea-One-Week.pdf">Design for Change: One Idea: One Week Experience</a> from <a href="http://worldslargestlesson.globalgoals.org/">World's Largest Lesson</a> to inspire action and give students a springboard for bigger ideas.<br />
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3) Give learners an opportunity to dive deeper into their ideas by using the <a href="http://cdn.worldslargestlesson.globalgoals.org/2016/06/YouthChangingtheWorldToolkit2.pdf">Youth Changing the World Toolkit</a>. This resource gives students the tools that they need to design a project that will impact their school, community, or maybe even the world.<br />
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After these things have been shared and introduced, it's time to get out of their way and let them go for it. Help them find outside experts, find ways to weave learning into the projects that they are designing, and listen when they have ideas or struggles.<br />
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Focusing on The Global Goals will help this generation understand the potential that is there for them to drive and create real change. It will remind them that they can make a difference and can learn by doing so. So, let's take Genius Hour to next level. Instead of just creating projects to share with parents or even on social media, let's encourage them to be problem-solvers, innovative thinkers, and drivers of change. In other words, let's let them be who they are meant to be!Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-67045357469886733092018-03-06T16:41:00.000-08:002019-02-25T19:28:26.762-08:00Using the 3E's to Design Meaningful Learning Experiences<br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I don't know many educators that get excited about writing lesson plans. Most of us don't look forward to planning something that we know we will not enjoy doing. So, I guess the question becomes if it isn't something we are looking forward to doing with our students, why are we doing it and why would we expect them to enjoy doing it any more than we enjoyed planning it?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I remember a few years ago, reading <a href="https://www.amazon.com/Teach-Like-PIRATE-Engagement-Creativity/dp/0988217600/ref=sr_1_1?ie=UTF8&qid=1520380288&sr=8-1&keywords=teach+like+a+pirate">Teach Like a Pirate</a> by <a href="http://www.twitter.com/daveburgess">Dave Burgess</a>. I quickly realized that not only was it okay to design wildly creative lessons, it was the only way I was going to engage my learners. I still believe and have learned from experience that <b>it's so much more fun to design meaningful learning experiences than to write a lesson plan</b>. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Many people often ask, what does that look like? How do you design a meaningful learning experience? I've shared thoughts, ideas, and even digital tools but I recently realized that a meaningful learning experience simply requires us to engage our learners, create an experience, and empower them to do something with what has been learned. Think of it this way...</span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">en·gage - participate or become involved in</span></b><br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask yourself...how can my learners be engaged in a way that will make them WANT to learn?</span></b><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Engaged learners want to be there. They are invested in what is being learned and have a desire to want to know more. So, how do we make this happen? I can tell you this...we won't be able to make it happen by announcing at the beginning of class that they should listen because this will be on the test, or this is something that they will need when they get older. None of that matters to them. They are all about the "right now" and have difficulty understanding why they need to know something now that they can Google later. And the reality is, with an attention span of 8 seconds, it's no surprise that they need to know this quickly. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What does that mean for us as educators? It means we need to create hooks that will result in them wanting to know more and cause them to look forward to the rest of the learning experience </span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Use a creative writing prompt to create discussion or drive curiosity. Visit <a href="http://photoprompts.tumblr.com/">Photo Prompts</a> and/or <a href="http://writingprompts.tumblr.com/">Writing Prompts</a> for some very cool ideas!</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Check out the <a href="https://drive.google.com/file/d/1-qmLt2mz9vVVafYGOBVQtkQvHuEYygtG/view?usp=sharing">Teach Like a Pirate hooks</a>...so many ideas!</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Visit <a href="https://www.literacyshed.com/">The Literacy Shed</a> and find a short video that you can use as a spark to create excitement and wonder.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Create your own hooks by knowing your students well enough to know what will get them going!</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><span style="font-size: large;"><br />
</span></b> <b><span style="font-size: large;">ex·pe·ri·ence - an event that leaves an impression on someone</span></b></span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask yourself - <span style="font-size: 12pt; white-space: pre-wrap;">What experiences can be designed to give them a reason to invest in the learning?</span></span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 12pt; white-space: pre-wrap;">Isn't this what we should always be trying to do in our classrooms? Don't we want to leave an impression on our learners? Think about the difference between an activity and an experience...an activity is just something that someone does. An experience is something that someone does that leaves an impression...BIG difference! </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 12pt; white-space: pre-wrap;">There are so many ways that we can design experiences that will leave an impression on our learners and help them make connections.</span></div>
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<li><span style="font-family: "questrial";"><span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">Use virtual reality to take them to places that they never thought they would be able to go. One of my favorite resources is <a href="http://360cities.net/">360Cities</a>. Take your students anywhere virtually and let them explore!</span></span></li>
<li><span style="font-family: "questrial";"><span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">Connect with outside experts and let your students hear how what is being learned is used outside of the classroom. </span></span></li>
<li><span style="font-family: "questrial";"><span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">Ask them to create video games using Scratch or websites using <a href="https://education.weebly.com/">Weebly</a> to share what they have learned.</span></span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><span style="font-size: large;"><br />
</span></b> <b><span style="font-size: large;">em·pow·er - giving someone the power to do something</span></b></span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask yourself...How can my learners be empowered to apply what was learned in a real way?</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Applying what has been learned in a real situation is very important. In doing so, they begin to understand the why. Empowering them to take ownership of their own learning and then do something with it makes learning real. And if it isn't real, if it's just something we want them to be able to do a worksheet, why in the world are we wasting our time and theirs? Empower your learners to apply what has been learned.</span><br />
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<li><span style="font-family: "questrial";"><span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">Ask them to create video games using Scratch or websites using <a href="https://education.weebly.com/">Weebly</a> to share what they have learned.</span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Share learning with an authentic audience by blogging, posting on social media, or using <a href="http://www.flipgrid.com/">Flipgrid</a>.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Reflect on what was learned...give them opportunities to move beyond remembering (what I learned and how I learned it) to <a href="https://learninginhand.com/blog/2013/7/5/roll-reflect-with-qr-codes">reflection</a> (what I learned and why I learned it).</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Give opportunities to move beyond surface level learning. Offer choice and opportunities for students to dive deeper into personalized learning experiences. Allow your students to learn by pursuing their passions. Find ways to weave learning into what they are pursuing. Give them opportunities to learn by doing by making <a href="http://ameaningfulmess.blogspot.com/2015/09/6-ps-of-passion-projects.html" style="white-space: pre-wrap;">Genius Hour</a><span style="white-space: pre-wrap;"> a priority in your classroom.</span></span></li>
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So, I encourage you to STOP WRITING LESSON PLANS! Start designing meaningful learning experiences by <b>engaging</b> today's learners, creating <b>experiences</b> that will help them make connections, and <b>empowering</b> them to do something with what has been learned.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Today's learners have so many ideas, so much to offer. They deserve to experience real learning that is not only meaningful, but fun. Know that when something is fun for you and your students, it will be something that they remember. Be willing to take risks and do whatever it takes to move learning beyond what it has been into what it can and should be. Let's be brave enough to leave the past in the past and create real learning experiences for today's learners!</span></div>
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Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-76589690438869068032017-12-28T18:02:00.001-08:002017-12-28T18:02:10.995-08:00Be a Thermostat!When we came home this evening, our house was freezing! My husband had turned the heater way down and it's actually cold here in Texas right now. When I went to turn the heat up so that I could enjoy a warm and restful evening, I was reminded of a metaphor I once heard and couldn't help but think about how it relates to the classroom, campus, and district culture. The metaphor actually comes from a sermon that Martin Luther King, Jr. gave in 1954. His message was this...<br />
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"Be a thermostat, not a thermometer."<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwXDtuFdOYueJx7mAZvhmTQoVUPBdPu7gN44eAVd9UC-fOgCgJy7DTETFE6T20ge8IR7UpUR4U6UBG2h61sw7aBvGAJI1bUBwRJTmDajE13B-TidPaFKB7OzTslmU-Yl7Efc6DaWWkAwI/s1600/Be+a+thermostat%252C+not+a+thermometer..png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="800" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwXDtuFdOYueJx7mAZvhmTQoVUPBdPu7gN44eAVd9UC-fOgCgJy7DTETFE6T20ge8IR7UpUR4U6UBG2h61sw7aBvGAJI1bUBwRJTmDajE13B-TidPaFKB7OzTslmU-Yl7Efc6DaWWkAwI/s320/Be+a+thermostat%252C+not+a+thermometer..png" width="320" /></a></div>
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When I first heard those words, it took some explanation before I really understood what it meant. You see, a thermostat sets the temperature in the room and makes it a comfortable space for those that are within its influence. This doesn't mean that some people aren't a little too hot or a little too cold, but it means that the temperature is adjusted to what is most appropriate at the time. It is constantly checking the temperature of the room and making adjustments to maintain a temperature that is just right. A thermometer, on the other hand, reacts to what is going on around it. If it's hot, it reacts by displaying a high temperature...if it's cold, it reacts by displaying a low temperature. <br />
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Unfortunately, it's easy to be a thermometer in education. It's easy to react to a situation and display a hot or cold demeanor. In the classroom, it's easy to yell or be sarcastic when students are not being respectful or doing things that they know they shouldn't. It's also easy to react this way when we are around other teachers that have a way of making our temperature rise. When we get hot, we say and do things that we don't mean. When we get cold, we often react by pulling away and trying to do things on our own. Both of these reactions are detrimental to the culture of a classroom and a school.<br />
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<b>Instead of reacting to the temperature, set it</b>. Find your temperature and allow others to feel your influence. Do what you know to be right for today's learners and set a temperature that makes others want to do the same. In the classroom, this may mean taking a minute to think before reacting to a situation. It might mean that you share ideas with a colleague that has a completely different view about what today's classroom should look like. It may be something as small as smiling at an administrator that you know is having a difficult day. Whatever it might be, make adjustments to maintain a temperature that is consistent and influential.<br />
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So as we start the new year...be a thermostat. Be proactive instead of reactive and encourage others to do the same. Let's make 2018 an amazing year in our classrooms, campuses, and districts!<br />
<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com5tag:blogger.com,1999:blog-8047281427642506721.post-75785117272689338062017-12-28T09:42:00.000-08:002017-12-28T09:50:01.313-08:00Current Events in the ClassroomWhen I was in school, I remember having to find and summarize current events every week. Things have changed a bit since then and our students have instant access to news at any given moment on social media. The problem is that they believe almost everything that they read and don't always get all of the facts when it's just a post on social media.<br />
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Current events are important and still have a place in the classroom. Reading and sharing current events help students stay globally connected, builds vocabulary, and encourages critical thinking and problem-solving.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOfb7EmipueP8bEwDICpvrpzfL9hGrz5E804ZlUDlHxkwzxguLBmj1MQrspbZSatoACBvxdNwtuYyABDRognp9Dh83y_XmYEAWzKRIj_15hPr25C2ZlKG-Ta-J2jC-_hLVk3tgMLCEP5c/s1600/world.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="1024" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOfb7EmipueP8bEwDICpvrpzfL9hGrz5E804ZlUDlHxkwzxguLBmj1MQrspbZSatoACBvxdNwtuYyABDRognp9Dh83y_XmYEAWzKRIj_15hPr25C2ZlKG-Ta-J2jC-_hLVk3tgMLCEP5c/s320/world.jpg" width="320" /></a></div>
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If you are like me, I certainly don't feel comfortable asking students or even my own children to visit MSNBC, CNN, or FoxNews. There are just too many inappropriate articles, bias, and specific details that are not okay for young readers. That being said, there are several places that your students can find current event articles that are engaging and appropriate for them at any age. Below are a few of my favorites and the reasons that I love them.<br />
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<b>DogoNews - <a href="http://www.dogonews.com/">www.dogonews.com</a></b><br />
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❤️️ Articles are relevant and include lots of images/videos<br />
❤️️ Vocabulary - Students can click on unknown words to receive a definition<br />
❤️️ Automatic Citation - Cite using MLA, APA, or Chicago with the click of a button<br />
❤️️ Assignment Options - Comprehension and Critical Thinking questions for $2/students<br />
❤️️ Post articles/assignments to Google Classroom with one-click<br />
❤️️ Article can be read aloud by choosing the audio version<br />
❤️️ Students can also post and share book reviews with an authentic audience on DogoNews<br />
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<b>Newsela - <a href="http://www.newsela.com/">www.newsela.com</a></b><br />
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❤️️ Lexile level of article can be changed instantly with the click of a button<br />
❤️️ Article can be translated into Spanish with one-click<br />
❤️️ Activities include writing prompt and quiz with each article<br />
❤️️ Teacher can assign articles to students<br />
❤️️ Pro-version allows customization of writing prompts and access to individual progress<br />
(prices not published on website but I believe it's about $18 per student)<br />
❤️️ Power words give students an ability to explore new vocabulary<br />
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<b>Time For Kids - <a href="http://www.timeforkids.com/">www.timeforkids.com</a></b><br />
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❤️️ Articles include lots of images and videos<br />
❤️️ Lexile level of article can be changed instantly with the click of a button<br />
❤️️ Article can be translated into Spanish with one-click<br />
❤️️ Printable quiz available for each article<br />
❤️️ Full access available for $3.20-$3.60 per student<br />
❤️️ Vocabulary embedded throughout the articles as power words<br />
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<b>Tween Tribune - <a href="http://www.tweentribune.com/">www.tweentribune.com</a></b><br />
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❤️️ Totally FREE!<br />
❤️️ Lexile level of article can be changed instantly with the click of a button<br />
❤️️ Easy-to-access lesson plan ideas<br />
❤️️ Short quiz available with each article<br />
❤️️ Assign to students with one-click<br />
❤️️ Teacher dashboard for easy navigation and accessibility<br />
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What are some things that students can do other than simply taking the quiz after reading a current event article?<br />
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<ul>
<li>Find the problem in the article and design an innovative solution.</li>
<li>Locate where the event occurred on a map and learn more about that continent/country/area.</li>
<li>Make a prediction of what will happen as a result of this story being shared.</li>
<li>Find the math, ELAR, science, social studies in the story and explain the role that they each play.</li>
<li>Find a story with which you feel a personal connection and share why.</li>
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And if you need more ideas, check out <a href="https://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/">50 ways to Teach with Current Events</a>.</div>
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All of these options have features that may or may not work in your classroom. Check them out and find the one that is right for you and your students. Exploring current events is a great option for students that have finished work early or have already mastered what is being taught. It's also a great filler activity that is both meaningful and relevant. Reading nonfiction articles, learning new vocabulary, and using critical thinking to solve real problems is never a waste of time.<br />
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What are some of your favorite current event resources?Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-15805221272666944562017-12-27T13:55:00.000-08:002017-12-27T14:33:12.923-08:00Creating Empowered Learners in 2018It's hard to believe that another year has come and gone. So many things are happening in education and it's an amazing time to be a part of it all. Even though there are great things happening, there is still work to be done to continue moving forward.<br />
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As educators, it's so easy to become focused on test prep and data when we return from Christmas. For many, it's a time of trying to get through the curriculum and grading worksheet after worksheet to determine who needs intervention and who is lucky enough to get enrichment time while those students receive that intervention.<br />
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What if there was another way? What if we focused on real learning in 2018 and made the standards something that students were empowered to apply instead of just expected to regurgitate on a worksheet? Here are five ways that I think we can empower students as we start the new year...<br />
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<b>Student-Driven Conferences</b> - Take time to talk with the learners in your classroom. Ask them about their strengths and weaknesses. <a href="http://thrively.com/">Thrively </a>is a great tool that was created to help students learn about their own passions and strengths. Allowing your students to take the Thrively assessment when you return from the holidays will give you a fresh perspective and an opportunity to see them as individuals with unique strengths. Let them share what works for them and what doesn't. Ask questions that will lead them to think about their own thinking and encourage them to know themselves well as a learner. In doing so, you will create a culture of learning that isn't one size fits all but values every individual.<br />
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<b>Focus on Feedback</b> - Grades don't help students understand why. It's just a number that many students could absolutely care less about. And can we blame them? They complete an assignment on Monday, we grade the assignment and give it back a few days later. The reality is that most students have seen a ton of media between completing the assignment and having it returned. They don't even remember what it was about or what they were supposed to learn from it.<br />
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Feedback is different. Gen Z values feedback and almost expects it in order to reflect or become better at something. Focus on giving your learners more feedback in 2018 and less grades. <a href="http://flipgrid.com/">Flipgrid</a> is a wonderful tool that allows students to share their learning through video and receive feedback from others after posting...definitely a gamechanger in the classroom! Allow conversations to be the priority and find ways to give them feedback as quickly and often as possible.<br />
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<b>Let Them Struggle </b>- As teachers, we help our students all year long. We answer questions, guide them toward the correct answers or solutions...and then test day comes. When they ask a question on test day, we respond with "I'm sorry, I can't answer that for you, just do the best you can" or a similar statement depending on the script. All of a sudden they are being left to struggle on their own with no help. If that hasn't happened all year long, it can be super scary and almost paralyzing.<br />
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So, let's allow them to struggle all year long in our classrooms. Give them opportunities to problem solve and figure things out without any guidance or help. Design experiences that can be solved many different ways but make it a point not to figure it out yourself before doing it in class so that when they ask, you can genuinely say, "I have no idea...you guys are going to have to figure it out."<br />
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<b>Connect Your Classroom - </b>Connected classrooms give students an opportunity to learn from others and help them make connections to what is being learned. Ask an outside expert to Skype into your classroom to share how they use the standard that is being learned in the real world. Allow your students to ask questions and collaborate with the expert to make those connections so that they see the value of why they are learning that particular concept. Use tools like <a href="http://nepris.com/">Nepris </a>or a <a href="http://ameaningfulmess.blogspot.com/2016/02/creating-help-wanted-wall-to-find.html">Help Wanted Wall</a> to make connecting with outside experts a reality in your classroom.<br />
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<a href="https://education.microsoft.com/skype-in-the-classroom/mystery-skype">Mystery Skype</a> connects classrooms from all over the world and encourages them to use critical thinking, collaboration, and communication to learn about new places and each other. To learn more, check out #mysteryskype on Twitter and jump right in!<br />
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<b><a href="http://ameaningfulmess.blogspot.com/2015/09/6-ps-of-passion-projects.html">Passion-Based Learning</a></b> - Last, but certainly not least, Genius Hour is a great way for students to learn by doing. Unfortunately, Genius Hour is often used as enrichment or an activity for gifted students that already know what was being taught in the general education classroom. I believe that every single student deserves an opportunity to pursue their passion during the school day. In doing so, they begin to see how the learning can be applied and not just regurgitated on a worksheet. Genius Hour is meaningful learning through application and has the potential to change the way this generation learns and prepares for their future.<br />
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To learn more about Genius Hour, please visit <a href="https://www.andimcnair.com/genius-hour">my website</a>.<br />
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So, 2018 is here and it's up to us as educators to make it all that it can be for our students. Let's work together to make sure that it's a great year that brings the changes in education that our students deserve. It's an exciting time to be an educator...it's just a matter of being brave, doing what we know is right, and believing enough in today's learners to get out of their way and let them learn by doing.<br />
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-79331985896333711762017-09-23T10:36:00.000-07:002018-12-11T13:52:56.353-08:00Flipgrid and Genius HourSo I have to admit...I definitely have #flipgridfever right now. I have been reading so much about how teachers are using it to creatively give opportunities for reflection, connection, and collaboration. The more that I read, the more I realize how powerful this tool can be for learners.<br />
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Just yesterday<a href="https://twitter.com/Mr_SilvaLining">, Ethan Silva</a><a href="https://twitter.com/Mr_SilvaLining"> </a>(a 6th grade Social Studies teacher at China Spring ISD), shared on Voxer how he was hoping to use <a href="http://flipgrid.com/">Flipgrid</a> as he starts Genius Hour in his classroom. After listening and thinking about the role <a href="http://flipgrid.com/">Flipgrid</a> could play in Genius Hour, I thought I might share some of the ideas that I had.<br />
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I couldn't help but think about the huge role that reflection plays in Genius Hour and how powerful video reflection is for our learners. What a perfect fit! I instantly thought about the<a href="http://ameaningfulmess.blogspot.com/2015/09/6-ps-of-passion-projects.html"> 6 P's of Genius Hour</a> and how educators could set up a Flipgrid to use throughout the entire process.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSVWmvTbZ5vOwfLC7_jrFm_4xoapO5cVMHA3Zzc0_chc7YHdOYOb6lBb-vqm-osmjBQvwGDmJkPISYezng9JfXO8HiVvkBBKaO0VJH2w3q9u1iFJDSctTuwzbri-s0Odc6ZyTeopJUBwE/s1600/The+6+P%2527s+of+Genius+Hour+%25281%2529.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSVWmvTbZ5vOwfLC7_jrFm_4xoapO5cVMHA3Zzc0_chc7YHdOYOb6lBb-vqm-osmjBQvwGDmJkPISYezng9JfXO8HiVvkBBKaO0VJH2w3q9u1iFJDSctTuwzbri-s0Odc6ZyTeopJUBwE/s320/The+6+P%2527s+of+Genius+Hour+%25281%2529.png" width="320" /></a>If you haven't heard of the 6 P's, this was a process that I used in my classroom to make Genius Hour manageable for and meaningful for my students. Each one of the 6 P's is an important part of the process and gives students a kind of roadmap to follow so that they don't become lost or overwhelmed by the openness of such a project.<br />
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When I thought about the potential that Flipgrid has to make this process even more manageable and more meaningful, I was pumped!<br />
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So, I jumped onto Flipgrid and created a <a href="https://flipgrid.com/t5c8hew">Genius Hour Grid</a>, just to see what it might look like and how easy it might be to create. I created the grid in about 10 minutes and could not wait to share how I thought this could be done to create a place for students share and reflect throughout the Genius Hour process.<br />
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As you can see in the image above, I created one grid and a topic within that grid for each of the 6 P's. In the topic description, I asked questions that students might answer when they posted their video to the grid. </div>
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<b>Passion</b> - What do you want to learn about? What do you think is interesting? What can you get excited about?<br />
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<i>Students could also share their <a href="http://thrively.com/">Thrively</a> results here or even post a picture of their <a href="https://drive.google.com/file/d/0Bwf4BmPv3D8rZlJEMjN0dXo1S1U/view?usp=sharing">Passion Bracket</a>.</i><br />
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<b>Plan</b> - Who will be your outside expert? What materials will you need to complete the project? What will you need to do each day to reach your goals? How much time will need?<br />
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<b>Pitch</b> - How will you share your idea with the class? How will you get us on board? </div>
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What do you know? What do you want to know? How will you find out? (KWH)<br />
<b><br />Project</b> - What did you learn today? What connections did you make and what would you like to share?</div>
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<i>You might include the<a href="http://tonyv.me/reflect"> link to the Reflection QR code</a> here so that students can respond to the question that they randomly receive. You could also attach the <a href="https://learninginhand.com/blog/2013/7/5/roll-reflect-with-qr-codes">QR code as an image</a> and students could scan to receive their question.</i><br />
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<b>Product </b>- What did you create? What can you show us to demonstrate your learning? If you were unable to create a product, what could you have done differently?<br />
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<b>Presentation</b> - How do you plan to share your learning? Can you share your idea or project with others? What tools will you use to make your presentation engaging for the audience? </div>
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What did you learn? What action did you take? What questions do you still have? (LAQ)</div>
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In creating the Flipgrid, I realized that it's important to put the 6 P's in backward so that they will be in the correct order. In other words, when creating the grid, create Presentation as the first topic and Passion as the last topic. This way, when it's complete, Passion will be on top with Presentation at the bottom.</div>
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As students move through the process, they can post their thoughts, reflections, and responses on the grid. This gives them the ability to pitch, present, and reflect any time from anywhere. This takes away the need for the teacher to always keep up with who needs to pitch and who needs to present. They can simply do so on Flipgrid whenever they are ready instead of waiting for a time in class that works for everyone. </div>
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Using Flipgrid also gives everyone an opportunity to respond and give feedback on Genius Hour projects. It allows us to share pitches and presentations beyond the walls of the classroom, giving students an authentic audience. </div>
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In my classroom, the QR codes on the image above linked to the website that walked them through what to do for each of the 6 P's. I had to create a website, add all of the content, and then link the QR code to the different pages within the website. Using Flipgrid, you can simply put all of this information in the Grid by clicking Actions, Share Topic, and choosing QR code. Copy the QR code, paste it onto cardstock, create the bulletin board, and it's done! Crazy cool!</div>
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I cannot express how excited I am about sharing this. Please let me know if you have any questions. Every student deserves an opportunity to pursue their passion and Flipgrid makes Genius Hour even more manageable for teachers and more meaningful for students. </div>
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If you'd like to know more about Genius Hour, please feel free to check out my book, <u><a href="https://www.amazon.com/Genius-Hour-Passion-Projects-Innovation/dp/1618216341/ref=sr_1_1?ie=UTF8&qid=1506187533&sr=8-1&keywords=genius+hour">Genius Hour: Passion Projects that Ignite Innovation and Student Inquiry</a>.</u></div>
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Want to learn even MORE about the 6 Ps of Genius Hour? Check out the <a href="https://andimcnair.teachable.com/p/geniushour/">ONLINE COURSE</a>!<br />
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Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com3tag:blogger.com,1999:blog-8047281427642506721.post-80241635419826811812017-09-16T15:19:00.000-07:002017-09-16T15:19:01.164-07:004 Meaningful Ways to Practice Reading ComprehensionReading can be such a wonderful experience and it's so important that students see reading for what it is. In real life, we read for many reasons. We read for enjoyment, we read for information, and sometimes we read when we don't want to because it's necessary. However, we never read to earn points and win prizes. <br />
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The intrinsic motivation to read is very important. If the desire to read doesn't exist apart from earning points, learners lose interest and might have difficulty wanting to read later in their educational careers and outside of education. When a love for reading isn't developed early, it's difficult to find that love later in life. <br />
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So, how do we help students learn to love reading? I think the first thing that we have to do is find ways to help students reflect on their reading in ways that are relevant and meaningful to them. Reading a book and then taking a test does not necessarily mean that a student is reflecting and truly comprehending what was read. It means that they have a good memory and can remember what they read shortly after doing so.<br />
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Because Genius Hour was a priority in my classroom, my students were responsible for documenting their own learning each day. In doing so, I realized that very few of them knew what real reading comprehension actually looked like. I would often see students visit a website, read the information, and then use that information to do something while working on their Genius Hour project. When they were documenting their learning, very few of them would document that part of the process under ELAR. I once asked a student why they didn't document that as learning and practicing reading comprehension. Their response? "I didn't read something and then take a test, I read it and did what it said." We then had a conversation about what reading comprehension really is. Reading comprehension is simply reading something and truly understanding what was read. When you can take that information and actually do something with it, you are practicing application. Unfortunately, many classrooms are giving students a false understanding of reading comprehension by using point systems to represent "understanding" what was read. <br />
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In order to create reflective readers, it's important that we explore different options and give students opportunities to show their understanding in a variety of ways. Here are five meaningful ways for students to practice reading comprehension...<br />
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<b>BookSnaps</b> - Snapchat is the most popular app used by the generation of learners that we have in our classrooms right now. It's easy to generalize and assume that our students are using this app to send inappropriate images, messages, and videos that will disappear. The reality is that most kids like it because it's lots of fun and allows them to share things quickly without including a lot of words. <br />
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BookSnaps give students an opportunity to use this tool to reflect on and share what they are reading. They can instantly share their learning and make it visible for the world to see. <a href="http://twitter.com/taramartinEDU">Tara Martin</a> developed this idea and shares how to create a BookSnap in this video.<br />
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You can read more about BookSnaps <a href="http://daveburgess.com/booksnaps/">here</a> or check out #BookSnaps on Twitter. This is such an easy way to make reading comprehension relevant and meaningful for today's learners and it's lots of fun too!</div>
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<b>Augmented Reality Book Reviews</b> - Augmented reality is such a great way for students to share book reviews. Similar to QR codes, augmented reality allows for something to be scanned with a mobile device to reveal more information. That information can be delivered as a photo or a video. This technology gives learners an opportunity to "attach" book reviews to the covers of books so that other readers can access that information before choosing the book. <br />
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Book reviews are very personal and require reflection. Knowing what their peers thought about a specific book can help engage and create curiosity when books are being chosen. Augmented reality allows them to use their phones or iPads to grab these reviews easily and quickly. You can read more about how to create augmented book reviews <a href="https://www.commonsense.org/education/lesson-plans/augmented-reality-book-reviews">here</a>. <br />
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<b>Book Talks</b> - Simply talking about a book and what they have read give students the opportunity to reflect and understand. However, it's often difficult to use valuable class time to just sit around and chat about what students are reading. <a href="http://flipgrid.com/">FlipGrid</a> is a tool that allows students to respond and collaborate using video. Using this tool, you can post specific questions about a book that your class is reading together. You can also ask questions and allow them to respond regarding whatever book they are reading individually. Students can also share videos as a way to recommend a book to their peers. FlipGrid gives learners an opportunity to talk about what they are reading and respond to what other learners have shared. In doing so, a culture of collaboration will begin to develop and student voice will become a priority. Read about how one school used book talks on FlipGrid to connect globally with the <a href="https://expectmiraculous.com/2017/01/27/flipgrid-global-connections-the-epic-30-second-book-talk/">30-Second Book Talk Challenge</a>. <br />
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<b>Comic Creation </b>- Creativity is an important part of learning and asking students to create based on what they have learned allows them to process in order to understand. Using tools like <a href="http://pixton.com/">Pixton</a> and <a href="https://itunes.apple.com/us/app/strip-designer/id314780738?mt=8">Strip Designer</a>, students can create a comic strip to summarize the book or story that was read. They can design characters and settings that represent the mental images that they saw while reading and include the parts of the plot that they feel were most important. After creating the comics, students should share them out with other students and maybe even the world. It would be fun to create comics based on a novel study and then compare and contrast those comics to realize the importance of different perspectives.<br />
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There are so many other ways that students can practice reading comprehension. These are just a few ideas that will make learning and understanding fun and meaningful for your students. Take time to talk to your students about what comprehension is and why it is important. Help them really grasp the why behind reading comprehension and then watch as they begin to recognize real opportunities to practice the skill in everyday situations.<br />
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-19107404084743633732017-09-13T20:41:00.001-07:002017-09-13T20:45:47.939-07:003 Ways to Find Your Passion for Teaching (Again)It happens to almost every teacher. There comes a place in our career that the passion just isn't there. We forget why we do what we do. We become frustrated by expectations, paperwork, and standardized testing. We begin to fear that our voices cannot be heard and we begin to do day after day what we know isn't working and isn't best for our students.<br />
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Teachers know what students need. There is something that we all have that drives us to want the best for our learners and causes us to come back every day even when we feel defeated. That something is passion. It might be a passion for impacting the future, a passion for pouring into the lives of your students, or a passion for engaging and empowering today's learners. Whatever that passion is, it exists and plays a role in how and what we do every single day in our classroom.<br />
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Even though I believe that passion exists in every teacher, I also believe that it can become stifled. The flame flickers and we begin to worry that it might actually be extinguished if we can't find a way to reignite the flame soon.<br />
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The good news is, that flame can be reignited, and not just reignited but set ablaze if you will take the steps to actively pursue the passion that you once you had. So, how does that happen? How do you find your way back to being the teacher you want to be instead of the teacher that you are expected to be? How do you become the teacher that your students need?<br />
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In thinking about how I found my passion again, I realized that there were three things that helped me find my way again. I began to take risks, I found my tribe, and began to share my story. In doing so, teaching became fun again, I began to realize I wasn't in this alone, and I began to understand the value of my story and classroom experience.<br />
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So, if you feel like that flame is flickering, take a deep breath, embrace the struggle, and do what you need to do find your way again.<br />
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<b>Take Risks</b> - Taking risks is not easy. Seth Godin says, "If it scares you, it might be a good thing to try." How often do you do things in your classroom that scare you? Honestly, if you are consistently comfortable teaching this generation of learners, you're doing it wrong. Because things are changing so quickly and these learners are so different because of their instant access to information, we should all be a little uncomfortable. With discomfort, comes the need to move, to change. Allow your discomfort to push you outside of that comfort zone and take the risks that you know are worth taking for you and your students. Be willing to learn with them and do whatever it takes to make the learning meaningful and relevant every single day.<br />
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<b>Find your Tribe</b> - Being a connected educator changes everything. Finding your people, knowing them well, and trusting them enough to share and grow together is a game changer. Like-minded people give you the boost and support that you need to stretch yourself as an educator. In connecting, you begin to see what education can be instead of what it is in your classroom, on your campus, or in your district. Finding your tribe gives you a support system that encourages you, pushes you, and supports you to do the hard things. And when you begin to the hard things, you begin to realize that challenges are opportunities to learn and grow as you move toward finding your passion for teaching again.<br />
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<b>Share your Story </b>- We are better together! Education is hard. Teaching is mentally and sometimes physically exhausting. It's not easy to bring your A game every day and it's even harder to develop original ideas on a consistent basis. So, it's a good thing you don't have to. So many educators are sharing their stories. It might be on Twitter, it might be a blog, it might even be through sharing your experience at a conference. It doesn't matter how, but find ways to share what you are doing in your classroom. Share what works...share what doesn't work. Just share! In doing so, you will begin to see that reflection is imperative for you as an educator and gives you an opportunity to see your teaching from a different perspective. And let's face it, if you don't share your story, someone else will!<br />
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There's a lot that we can complain about as educators in today's classrooms. But the reality is that there has never been a better time to be a teacher. Let's step back from the negativity, own who we are as educators, and begin to do whatever it takes to provide our students with meaningful learning experiences that will engage and empower. Our students deserve passionate teachers that believe in them and all that they bring to the table. Passionate educators create passionate learners that have the potential to change the world.<br />
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com16tag:blogger.com,1999:blog-8047281427642506721.post-53156053930608627572017-08-30T18:18:00.002-07:002017-08-30T18:26:42.553-07:00What If Wednesday? Let's Talk Failure...<i>What if failure was seen as an opportunity to grow?</i><br />
<i><br /></i> <i>What if failure was seen as the beginning instead of the end?</i><br />
<i><br /></i> <i>What if failure didn't define students but just became part of the learning experience?</i><br />
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Failure...the word in and of itself definitely has a negative connotation. It brings feelings of anxiety, defeat, and fear.<br />
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In education, failure does not look like it does outside of the classroom. In "real life", failure is an opportunity to improve, an opportunity to grow, and something that everyone experiences.<br />
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Unfortunately, in the classroom, failure is sometimes seen as the end, instead of the beginning. It's a failing grade on a test, an F on the report card, or a bad choice that results in a consequence with no opportunity to learn from the experience. Failure is also not something that everyone experiences in their educational careers. I know many students that have no idea what it feels like to fail because it's never happened. They have never seen failure for what it is and feel that if they ever do fail, they will be a disappointment to those around them.<br />
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Every student deserves the opportunity to experience failure. They deserve to struggle and must learn that sometimes the best learning actually happens in the struggle. It is the experience and reflection that builds resilience, grit, and an ability to persevere, even when the learning takes work.<br />
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It's no secret that this generation of students loves video games. The opportunity to fail safely plays a huge role in their willingness to play a game over and over. They are okay with failing because they are given multiple opportunities to be successful. They don't have to do anything extra, they don't have to answer to anyone, they just keep trying until they get it right. And they do just that. They try and try and try until finally...success. And that success is so sweet because of the many failures that led them to it. It's a badge of honor to defeat a game that is known to be difficult. They talk about it, they share strategies and play until they experience success.<br />
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What if that's how they saw the classroom? What if they were willing to try and try and try until they were successful? What if they saw completing a difficult classroom challenge as a badge of honor?<br />
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As adults, we fail every single day. We learn from those failures and are often better because of them. Let's stop letting failure define our learners in the classroom and help them realize that when they fail, it is an opportunity to learn and grow. In doing so, we will create learners that are willing to learn by doing, take risks, and try until they get it right.<br />
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Image Source: <a href="http://www.twitter.com/teacher2teacher">@teacher2teacher</a><br />
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com1tag:blogger.com,1999:blog-8047281427642506721.post-67429913289058864042017-02-04T19:09:00.000-08:002017-02-04T19:09:10.989-08:005 Ways to Find a Student's PassionFinding a student's passion is never an easy task. Today's students are different. While many assume that they are shallow and unwilling to learn, I believe just the opposite. <br />
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Today's students know so much more than we knew when we were in school. They know what's going on in the world and realize that they have a voice. Because of this, they are not as interested in facts that can be Googled but instead want to solve real problems. Not word problems that they cannot relate to...real problems.<br />
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I believe that student passion is the "sweet spot" of education. My boys play baseball and their coaches are always talking about the sweet spot on a bat. When the ball hits that sweet spot, the ball is hit more effectively and results in the desired outcome. The same is true for student passion. When our teaching meets their passion, the learning becomes real and our teaching is more effective. <br />
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But, how do you find a student's passion? How do we know what they want to learn and how they want to learn it? Here are five suggestions:<br />
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1 - <b>Conversation</b>. Talk to them. Ask them what they are into and really listen when they begin to share. After the conversation, show your students that you listened by acting on what they shared. Make it a priority to engage them in more conversations about their passions and find ways to help them explore that passion.<br />
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2 - <b>Observation</b>. Watch your students. Watch them at recess, lunch, and in between classes. Listen to what they talk about when they don't know you are paying attention. Students talk about their passions. If it's truly their passion, they can't resist. They think about it often and like to share what they know about the subject.<br />
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3 - <b>Thrively</b> - <a href="http://thrively.com/">Thrively.com</a> is a wonderful way to find out student passions at the beginning of the year. Register your entire class at the beginning of the year and allow them to take the Strength Assessment. In doing so, you will know what each student wants to learn about and even how they learn best. This tool is so beneficial and so easy to use. Thrively is also FREE!<br />
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4 - <a href="http://diy.org/"><b>DIY.org</b></a> - This website helps students connect learning with skills. Students simply choose a skill and complete challenges to earn digital patches. I love DIY.org because the skills are real-life professions and students are able to learn by doing. Such a cool way for students to explore lots of ideas and activities as they begin to find their passions.<br />
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5 - <b>Outside Experts</b> - Allow students to talk to experts outside the classroom. Making connections with what is happening in the real world will sometimes spark a passion that students didn't know existed. Hearing how experts use the standards in the real world helps students make connections between the standards and application. If they don't know how it applies to the real world, it's hard to justify why it is being taught in the classroom. Sometimes, just talking to someone that is doing something really cool will ignite that spark and help a student find their passion unexpectedly. <br />
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Passion is the first step in the <a href="http://ameaningfulmess.blogspot.com/2015/09/6-ps-of-passion-projects.html">6 P's of Genius Hour</a> process. A student with a passion is a student with a purpose. When they find their purpose, they become engaged and begin to realize that they have the power to make a difference and solve real problems using the standards that they are learning in the classroom.<br />
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If you'd like to learn about the 6 P's of Genius Hour, you can <a href="https://www.amazon.com/Genius-Hour-Passion-Projects-Innovation/dp/1618216341/ref=sr_1_2?ie=UTF8&qid=1486263972&sr=8-2&keywords=genius+hour">pre-order Genius Hour: Passion Projects that Ignite Innovation and Student Inquiry</a> TODAY! Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-53811985780222712572017-02-04T18:31:00.003-08:002017-02-04T18:31:51.942-08:00Don't Assume, AskThe definition of assume is "to suppose to be the case with no proof." I have to say that I've noticed in education, we make a lot of assumptions. We come to lots of conclusions with no proof other than our own discomfort or fear of failure. Let me give a few examples of assumptions that I have heard recently...<br />
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My students can't learn that way. They need structure and need me to guide them. <br />
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My teachers won't teach that way. They will see this as "one more thing."<br />
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My administrator will not let me teach this way. They will not listen if I suggest something other than traditional teaching.<br />
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It sounds crazy, but I have heard every one of these as we start to really explore and talk about passion-based learning in the classroom. We assume that it is too open-ended for our students. We assume that it's too much freedom and that they won't be able to handle it. What if we are wrong? What if today's students are longing to learn by doing and realize that application is the most powerful form of learning? What if our students have the power to change the world and we are simply stifling that power by passing out worksheets? <br />
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Teachers are ready for change. I believe that with everything in me. As I talk with them and share suggestions for innovation in the classroom, I hear their willingness to try something new. I see them perk up at the possibility of finding their own passion for teaching again by doing what is best for today's students. While it is difficult for them to stop making the assumptions, they get it. However, it's often easy to assume that teachers aren't ready for new. We say things like, "they have too much on their plate already." What if we are wrong? What if teachers ARE ready for new? What if they want to find their passion for teaching and do what is best for their students in spite of it being something new? What if instead of calling it one more thing, we just called it teaching? Because, let's be honest. If our classrooms aren't changing, something is wrong. Assuming that comfortable is beneficial for anyone in education right now is dangerous. That comfort and lack of desire to change will eventually lead to irrelevance. <br />
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Assuming administration will react in a specific way is simply fear. Advocating for what students need is a huge part of being a classroom teacher. As administrators, it's important to not only listen, but try to understand why change is important and the impact it will have on the students. While it is very appropriate to ask questions and learn more about what is being shared, it's not okay to assume it will not work. It's also not okay to assume that administration will not listen to new ideas or be open to listening to innovative ideas and strategies to use in the classroom.<br />
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So, let's stop assuming. Stop assuming that a student's potential is based on how well they play school. Stop assuming that teachers are unwilling to change. Stop assuming that administrators are resistant to new ideas.<br />
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Stop assuming and just ask. Ask your students how they learn best. Ask them what they want the classroom to look like and what will help them best learn the standards that need to be taught. Ask your teachers what will help them implement new ideas and what support they need to try new things. Ask your administrator what they need from you as you achieve change in your classroom. Encourage them to visit often and ask questions instead of making assumptions about how something is being done. <br />
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Mark Twain said, "It is wiser to find out than to suppose." Nothing could be truer in education right now. Let's find out instead of making assumptions that benefit no one. Find out by asking and listening to your students, teachers, and your administration. In doing so, the assumptions will start to disappear and we will find out what is truly needed today's classrooms.<br />
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-91392158014655960702016-12-15T17:25:00.000-08:002016-12-15T17:49:14.503-08:00What Education Can Learn from Angie's ListI spend a lot of time talking about change in education. I honestly believe that if we don't start making changes, students will begin to realize that they may or may not need the traditional classroom experience to be successful. It's hard to hear...it's hard to say. But it's true.<br />
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We can learn so much from what is going on outside of education. If we just take time to look around and pay attention, it's easy to see that everything else is changing based on what this generation needs and wants. And yet, in education, the majority of classrooms look exactly like they looked when I was in school. And, though I hate to admit it...that was a long time ago!<br />
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Just this year, Angie's List announced that it would be free. They would no longer charge customers to use their services. Sounds crazy, right? Turns out that Angie's List realized that the majority of millennials were not willing to pay for reviews. So, instead of expecting them to change, Angie's List decided to change. They did what they needed to do to continue to be successful. Facing reality and understanding who they were serving came before doing what was easy, what was comfortable.<br />
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What can we learn from <a href="https://www.angieslist.com/">Angie's List</a>?<br />
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1. <b>It's important that we know our students, just like Angie's List knew their customers.</b> We should be willing to ask questions and have the hard conversations in order to meet our students where they are.<br />
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2. <b>Change isn't easy but it is necessary.</b> If we want to continue to be relevant, change is not an option. It's not hard to figure out that traditional teaching is not going to work for this generation. Change is coming...it might not be easy but if we want what is best for our students, it is necessary.<br />
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3. <b> Reality is what it is. </b> The reality is that things have changed. The world is different and our students need different skills in order to be successful. We can ignore that reality but the ones that suffer from that decision are our students. It's important to see the reality for what it is and do what needs to be done to prepare our students for their futures.<br />
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Angie's list is not the only company in the "real world" making changes. Companies are constantly reinventing themselves, changing their direction, trying new things. Why do they change? Because they want to stay to relevant. They know that if they are can't meet the needs of their customers, they won't exist.<br />
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I can't help but wonder why the lack of change in education doesn't make us extremely uncomfortable. Most teachers teach because they want to make a difference, impact the future, and help students realize their dreams. Let's not lose sight of that simply because we have become comfortable. Let's do what we all wanted to do when we decided to be an educator. It's time to stop preparing students for a world that doesn't exist and instead help them prepare for their future by knowing them well and changing the classroom to meet their needs.<br />
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Source:<br />
<span style="background-color: #f1f4f5; font-family: "helvetica neue" , "helveticaneue" , "tex gyre heros" , "texgyreheros" , "freesans" , "nimbus sans l" , "liberation sans" , "helvetica" , "arial" , sans-serif; font-size: 14px; text-indent: -28px;">"Angie's List Does An About Face For Millennials." </span><i style="background-color: #f1f4f5; box-sizing: border-box; font-family: "Helvetica Neue", HelveticaNeue, "TeX Gyre Heros", TeXGyreHeros, FreeSans, "Nimbus Sans L", "Liberation Sans", Helvetica, Arial, sans-serif; font-size: 14px; text-indent: -28px;">Fox Business</i><span style="background-color: #f1f4f5; font-family: "helvetica neue" , "helveticaneue" , "tex gyre heros" , "texgyreheros" , "freesans" , "nimbus sans l" , "liberation sans" , "helvetica" , "arial" , sans-serif; font-size: 14px; text-indent: -28px;">. N.p., n.d. Web. 15 Dec. 2016.</span><br />
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<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-63959251497683306412016-12-02T15:51:00.002-08:002016-12-02T15:52:07.552-08:00What I Learned from Subway Surfer About FailureWow! It's been a while since I have had time to write a blog post. Since my last post, so many things have changed. I accepted a job this summer at our local service center and absolutely love what I get to do every day. While I miss the classroom, I enjoy being able to visit classrooms all over the region and encouraging teachers to do what is best for this generation of students.<br />
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Anyway, I wanted to share an experience I had a few weeks ago and just now had the time to sit down and collect my thoughts.<br />
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Last month, I was headed to Baltimore to visit a district and found myself very bored on the plane. I had forgotten my book, my phone was in airplane mode, and I wasn't tired enough to take a nap. As I began swiping through my apps, I found the Subway Surfer app that my daughter enjoys playing. Because of the lack of entertainment options, I thought why not?<br />
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I clicked on the app and began playing. I realized early on that it was not going to be easy and I had a lot to learn. As I continued to play, I also realized that I was experiencing failure over and over. I would start running and hit a barrier, miss a bonus, or run into a subway car. However, even though I was failing, I wanted to try again. I wanted to see if I could get past the barrier, grab the bonus, or avoid the subway car. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaAddoBrMiEv8Ps6m4j_bc-WXNPLM-zMLxZk0JnHP8ok0SHnSM9t8PwFlp2wqWqidVsXKJMleQLF1sPJUVwmXlGZ6DXSls2NGjUOidEovdPfpmJmDiypn8zNZ5dEFZoWesXx4uMG7B1gQ/s1600/IMG_3241.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaAddoBrMiEv8Ps6m4j_bc-WXNPLM-zMLxZk0JnHP8ok0SHnSM9t8PwFlp2wqWqidVsXKJMleQLF1sPJUVwmXlGZ6DXSls2NGjUOidEovdPfpmJmDiypn8zNZ5dEFZoWesXx4uMG7B1gQ/s320/IMG_3241.PNG" width="180" /></a></div>
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I also noticed that I learned from each failure. Every time I would play, I would get better. The better I got, the harder the game became and the more I was challenged. I wasn't asked to complete a level that I had already mastered and I was instantly given an opportunity to correct my mistakes. <br />
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As the plane landed, I began thinking about the connections between the video game that I had just played and education. I think we can learn a lot from the gaming community as we all know that many of our students absolutely love video games.<br />
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They will play for hours and will continue to play even after failure. They talk about games, read books about games, and are often passionate about becoming better. What is it about video games that encourages this behavior and why are students so willing to continue to play through the frustration and challenging situations?<br />
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I believe that instant feedback plays a huge role in this entire situation. They keep playing because they know instantly what they have done wrong, are given the opportunity to try again, and are able to "level up" when they have already mastered specific levels. <br />
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Is it possible that students are less concerned about grades because they are so accustomed to instant feedback that waiting a week for a graded paper means nothing to them? Is it possible that they realize that "mastering" a skill doesn't result in leveling up or being challenged so they lose interest? If receiving a grade or failing a paper doesn't result in an opportunity to correct those mistakes or get better, what is the point? <br />
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I believe that as educators, we can learn so much from video games and student behavior while playing video games. Let's ask questions, pay attention, and know our students well enough to realize when something is working. I'm not saying that instant feedback is always possible and classrooms can always model a video game. However, I do think there are aspects that we can learn from and begin to use in the classroom to engage students and help them make connections.<br />
<br />Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0tag:blogger.com,1999:blog-8047281427642506721.post-3840821888105928862016-04-13T08:48:00.004-07:002016-04-13T08:58:03.366-07:00Geography (and so much more) Using GeoGuessrI have always loved <a href="http://geoguessr.com/">Geoguessr</a> and knew it could be used to practice so many different skills. It has been a while since I've used it in my classroom. However, this six weeks our Focus Topic is Geography and I wanted to get my students pumped about learning about the world. Geoguessr instantly came to mind! <br />
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For those that aren't sure what<a href="http://geoguessr.com/"> Geoguessr</a> is or how it works, it is a website that provides an image taken somewhere in the world. Players must look around and use clues to decide where on the map they think the image can be found. They make a guess and then they are provided with a map showing their guess as well as the actual location.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWi1iSgcqvl8YbY-W6GyBISgZ9OhjNjxaAnM4Zi2SRLezVblYmk_myZqQJWNsyfMug4MvYE86RYK5znJTCgnDUWNeG5yw1GU49cBZg_DCAamW9FP-GizZdMhm-UpBQoeyL_jJDuePf844/s1600/geoguessr+2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWi1iSgcqvl8YbY-W6GyBISgZ9OhjNjxaAnM4Zi2SRLezVblYmk_myZqQJWNsyfMug4MvYE86RYK5znJTCgnDUWNeG5yw1GU49cBZg_DCAamW9FP-GizZdMhm-UpBQoeyL_jJDuePf844/s320/geoguessr+2.PNG" width="320" /></a></div>
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Before we started, I modeled using the website and explained the process to my students. Using my teacher computer and the projector, we visited <a href="http://geoguessr.com/">Geoguessr</a> together and looked at the image that was randomly provided. I explained how they needed to use inferencing to make their best guess about where in the world the photograph was taken. We talked about the clues that we could use to make our inference. We decided that we could focus on the road signs, the side of the road that the cars were driving on, the climate, and whether the area was rural or urban. Then, we made our guess. </div>
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The great thing about <a href="http://geoguessr.com/">Geoguessr </a>is that it provides feedback telling the students how far their guess was from the actual location in miles and kilometers. They also receive points for their guess depending on the distance.</div>
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Using this information, students can practice so many different skills. During this lesson, I asked my students to play 5 rounds. They kept track of their guesses and the distance between it and the actual location (in miles). After 5 rounds, they found the average (or mean) of all five guesses. Then they compared their averages as a table. The person with the lowest average was the winner!<br />
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As I walked around the room, I realized that every single student was engaged and completely focused on the activity. They were discussing their inferences, justifying their choices, and collaborating to become better at the game. It became very obvious that my students were making connections...mission accomplished!</div>
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I love that Geoguessr provides students with a map. Students are required to know where the continents are and use important skills to make their best guess. I feel like geography is sometimes put on the back burner because other standards take priority due to standardized testing. This activity gives students to practice those other skills while learning about where things are in the world. </div>
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There are so many ways teachers can use this tool in their classroom other than the obvious geography benefits. I<b>n completing this one activity, my students practiced finding the mean (average), adding decimals, rounding decimals, comparing decimals, division, inferencing, and geography.</b> Not to mention the collaboration, critical thinking, and reflection that my students were using as they worked in groups to complete the assignment. </div>
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Below is a short video that I took while walking around. My students were so engaged that they didn't even realize what I was doing. Take a look and notice the level of engagement, collaboration, and excitement as they worked on the assignment. It was so fun to hear their conversations and realize the connections that they were making.<br />
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<a href="http://geoguessr.com/">Geoguessr</a> is completely free and very easy to use. I would so much rather have a noisy, active, and engaged classroom than a room of students sitting in rows completing a worksheet. This was such a meaningful experience for my students and they didn't want to leave because they were having so much fun. Check it out and feel free to share any comments about how you use this tool or plan to use it in your classroom. </div>
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Andihttp://www.blogger.com/profile/01685957512481740141noreply@blogger.com0