In January at FETC I’ll be sharing all about the power of personal/professional learning networks, and I hope you’ll join me! (Thursday, 1/26, at 4:20 PM) From the session description:
What’s a PLN, and why do I need one? This session will explore the power of networked learning for educators and administrators and how, through the use of digital technologies, there are numerous opportunities for educators to engage in professional learning with colleagues from around the world. Teachers and administrators congregate in powerful learning communities using tools such as Twitter, Google+, Instagram, and more to share resources, support and inspire, and challenge thinking to help us move forward as professionals. This session will explore the power of connected learning, how to begin establishing practices that will help you connect, and the ways in which connected educators transform teaching and learning for themselves and their students.
I’ve had the opportunity to talk with educators about the value in developing their own learning networks on several occasions. At Educon a few years ago Andy Marcinek and I delved deep into the topic of making sure your PLN is as relevant as possible and the need to reinvent your network. And on the local level, I’ve been advocating for (wait, begging) my fellow administrators to start connecting to surround themselves with supportive resources and colleagues around the world. I’ve written about how easy connecting can be and how it looks different for each educator. I’ve shared how my PLN has evolved over the years and how connecting isn’t the same now as it was “back then.”
Sometimes in our quest to get more educators connected we neglect to delve into the fundamentals of network development and learning, which I share throughout the chapter I authored in Learning Forward’s Powerful Designs for Professional Learning on the use of social media and educator learning. Read my chapter here. If you’re new to the ideas of connectivism and personal learning networks, I encourage you to read the works of George Siemens (also very much enjoyed My personal learning network is the awesomest thing ever!!), Stephen Downes (I especially appreciate his distinction between personal and personalized learning), and Dave Cormier (get to know and love and/or become extremely uncomfortable with rhizomatic learning), who I referenced in addition to other connected learning pioneers throughout my chapter.
It’s been important for me to share my process, how I started, the tools that helped me connect, and the challenges I’ve faced. When I work with educators who are new to networking in the digital age, I make sure to tell them that it takes time and it takes effort to build a quality network. I share this post (I still use some of the tools mentioned, others have been replaced) and explain why online communities such as our instructional technology coaches’ community on Google+ can be powerful places of learning. I also share the ideas of Harold Jarche through his personal knowledge mastery framework.
I’ve been a “connected educator” since 2009, when I first started my blog and sharing via Twitter. The spaces have evolved over the years, the conversations have shifted. The voices have become more prevalent, and my network has become more diverse. My participation in these spaces has changed as well. This is a good thing, for the most part. The echo chamber is a very real and concerning effect of surrounding yourself with like-minded individuals, and it’s for that reason that educators in these spaces need to celebrate differences and promote equity. Don’t add to the noise. Share something that will help others make meaning and the world a better place. Make it a priority to think about what you’re sharing, who it might impact and how, and why you’re sharing it.
What advice do you have to those looking to establish a viable network to promote learning? Share in the comments here or send me a tweet. Hope to see you at FETC!
Sidenote: This blog has been hosted for many years using Bluehost. Due to its outrageous comparative costs and frequent outages, I’ve made the switch to Reclaim Hosting and couldn’t be happier. The transition was seamless and personal communication and support unrivaled. If you’re a blogger, you should check it out. Like now.
Excuse me while I take a break from all the things (in case you’re wondering, work-from-home-mom is one exhilarating and exhausting ride) to share some recent wonderings and things I’ve noticed about leadership and educational innovation. Would love to hear your thoughts.
- You can lead an administrator to water but cannot make him drink the Kool-Aid. You can nod your heads in agreement. Yes, we need to be innovative. Yes, project-based learning is good. Yes, let’s give our students more agency. Yes, innovative professional development. Yes, Chromebooks. But what you DO matters more than anything you say. You read a book about innovative leadership and disruptive education? Great. You participated in an online course where you learned the importance of shifting your thinking in terms of what modern learners need? Awesome. Now what? Are you going model for your teachers what it means to be a digital age learner and leader? Or are you going to revert to traditional practices and use the “I don’t have time for this” and “I’m buried under too much administrivia” and “I just can’t figure out Google Drive” excuses for why you continue to use stagnant leadership practices? These are challenging questions because they require really hard work and effort to address. I have worked with school districts whose principals range from uncomfortable to highly fluent , not only in the use of technology, but in mindset. (Buzzword alert). Seriously, though, forward-thinking administrators hold in high regard the need to constantly reinvent, change, take risks, and choose to do so on a daily basis. Teachers can see it. Students notice. Yes, sometimes you have to move out of the way and allow your people to innovate. But you have to do it, too.
- One-size-fits-all is bad. Do you like how I used a black & white statement to address this point? Statements like, We are moving to a paperless environment. You are no longer allowed to use paper in your classrooms, causes teachers to force uses of technology that almost always end up in lost instructional time and annotated PDFs. In recent G Suite for Education trainings with teachers I have had many a teacher wonder how they can “digitize” their worksheets. A worksheet on the computer or tablet is still a worksheet, my friends. How can you ask students to demonstrate their learning or apply those worksheeted concepts in another format? In a more collaborative or creative way? Ask me then how to integrate the technology into that practice. MacBooks for all! Chromebooks for all! iPads for all! Hopefully technology leaders have figured out by now that no one device can do it all. Of course you need to have purchasing and implementation plans and it wouldn’t be wise or manageable to allow every teacher or student to have his choice of a preferred device. Consistency is good, but it’s important to acknowledge that certain devices and platforms may support certain programs (i.e. special education, the arts, English Language Learning) better than others. How will you give teachers and students a voice in the decision-making process?
- Failure to be willing to veer from an established plan is almost as dangerous as not having a plan. You’re the leader of some team or group or school or district. Someone comes with you with an idea that is a bit unorthodox and certainly isn’t part of the established plan for <insert process here>. How do you respond? Do you feel one-upped? Are you embarrassed you didn’t think of it in the first place? Or are you invigorated, knowing you surrounded yourself with the smartest and most talented people possible in order to grow as an organization? Do you allow off-the-cuff, experimental, beyond the box thinking? Or do you stifle any and all attempts at innovation? Leaders, whether innovation happens or not starts and ends with you.
- Abiding to the “we need to prepare kids for X” mentality. When I was a classroom teacher, statements like this could be heard at every level, from K through 12. We need to teach this curriculum and do these activities and make kids rotate teachers and organize note-taking this way and teach them how to write down their assignments in an agenda book because OMG they’re going to move to the next grade level eventually and they will have to do those things in that grade!!!!! Can you believe it?! Do we need to help create conditions in which students are motivated and driven to complete assignments and projects in a quality manner and stay organized throughout project work and cooperate with teammates and communicate about deadlines? Sure. We can create conditions for that. Should we maybe focus on fostering an environment of respect and rapport and delight and curiosity and making sure we prepare our children for LOVING TO LEARN? Yes.
- It’s okay to admit that you don’t know it all and you probably exist in a silo. Me: Born and raised in rural Pennsylvania. Taught in rural Pennsylvania. Principal in rural Pennsylvania. Sheltered much? Not cognizant of my own white privilege? Not even remotely. In recent years I’ve been interacting with so many people, from so many parts of the world, teaching and learning and leading in many different environments. They brilliantly lead and learn and advocate and address situations that I would never in a million years have to address in my life. I have been learning a lot, but I continue to have a need to read, research, reflect. I can’t help schools and teachers and teams innovate and help us progress forward if I exist in my world and my world alone.
- Take advantage of the time you’re given. There are not many opportunities for professional learning embedded into a school’s yearly calendar. So when you’re afforded time, take advantage of it. Workshop? Get hands on. Try some of the tools and techniques you’re shown. Collaborative team time? Make it productive. Produce. Not thrilled with the PD options you’re given? Tell someone. Advocate for yourselves as learners! Promote the #edcamp concept and other innovative methods of professional learning. Tell them what you need to be better. For kids.
- You need support? You can find it. You are not alone. Leadership can be an isolating gig. I remember those early days as a new principal. It seems like an eternity ago! This was before #leadupnow and #satchat and #momsasprincipals. (That’s a thing). It was just #edchat and Connected Principals. Look how far we’ve come as a connected group of educators! Spaces to share voices, spaces to ask for help, spaces to challenge conventional thinking. Spaces to share the good and address the bad.
It feels good to reflect. I’m looking forward to a year of continued conversations, learning and leading, and connecting with you.
I recently had the opportunity to use World Cafe for supporting conversation and action with a fine group of educators at the Bucks-Lehigh Edusummit. Ross Cooper was my co-host. Our goal? To discuss how to break from traditional professional development practices to more meaningfully engage teachers in their learning.
I know. We talk about PD and how it doesn’t meet teachers’ needs. We talk about it a lot.
But do we listen? Do we act?
A single conference session is not enough time to fully engage in the World Cafe method, but by modeling its use, we hoped administrators and teacher leaders would leave the session inspired to try the process in their own schools and better engage teacher voices in planning professional learning opportunities.
World Cafe was born in the United States through the work of Juanita Brown and David Isaacs in the early 1990s. From World Cafe’s About Us page:
“The World Café (TWC)
Using seven design principles and a simple method, the World Café is a powerful social technology for engaging people in conversations that matter, offering an effective antidote to the fast-paced fragmentation and lack of connection in today’s world. Based on the understanding that conversation is the core process that drives personal, business, and organizational life, the World Café is more than a method, a process, or technique – it’s a way of thinking and being together sourced in a philosophy of conversational leadership.”
The essential elements hosts should include in a World Cafe experience include:
After a brief introduction to World Cafe, it was time to identify a question. Defining a “question that matters” is an essential element of World Cafe. A good question has no right or wrong response, evokes emotion, invites inquiry, opens up new possibilities, and perhaps even makes people feel a bit uncomfortable.
Our question for the day:
How do we break from traditional methods of professional development to engage teachers in more passion-based, purposeful professional learning?
We divided into three groups. Each table identified a “table host” who would remain at the table throughout all rotations and inform the next set of participants what the previous group discussed. Timer went up, and the conversations started.
Documentation of learning is important in World Cafe. In our abbreviated version we used digital means to document. One table started a set of Google Slides to share their reflections and others contributed to a shared Google Doc. Given more time in a more formal World Cafe, I would cover the tables in chart or drawing paper and provide markers and other types of artistic media for those who wished to document their learning through doodling or other creative means. Each table’s documentation is then shared out at the end of the cafe in a process known as the Harvest.
Conversations emerged quickly and passionately. Ideas emerge organically from community voices using World Cafe. World Cafe hosts do not facilitate or provide protocols for discussions. World Cafe operates under “recognition of conversation as a core meaning-making process”. I noticed nearly every participant in the room sharing openly in their table groups. It took some longer than others to open up and be comfortable with the format. As I introduced World Cafe, I definitely got a few incredulous looks from teachers who showed up to the session and were perhaps annoyed I wasn’t going to be providing any concrete materials or ideas.
Some of the conversations included stories about negative experiences with PD, and while I would have preferred things were framed in a more constructive light, I think when we ask people to share their experiences and speak from the heart, they aren’t going to censor out the difficult experiences they’ve had. From one such conversation, a teacher expressed her frustration with being asked to implement initiatives that were hastily rolled out, without teacher input or consideration of whether the new initiatives were really worth teachers’ and students’ time. During the Harvest, she very passionately stated that traditional methods of professional development “do not allow teachers to be creative risk-takers”, and yet that is a quality we seek to instill in our students every day.
Tony Sinanis, my friend and the conference’s keynote, addressed the group as we wrapped and said that he heard everyone discussing the importance of involving teachers in the professional learning process, and in his school, he actually involved students and parents in the process too. Could you imagine if more schools asked children what types of learning experiences they should design for their teachers?
Overall I felt this was a successful session thanks to the willingness of participants to contribute. We received positive feedback from many participants. A middle school principal said he was looking forward to using the technique in his school and another participant said it was the best session she attended thus far. Sometimes our teachers need more than “150 tech tips and tricks” to help them think constructively and innovatively about teaching and learning.
“Talk is cheap”? Perhaps, but if you truly listen to what your constituents need and then you devise a plan of action to address it, that combination of acknowledgment of needs and a willingness to act will help organizations grow.
If you plan professional development opportunities for your organization, consider involving more voices in the process using World Cafe. Have you used World Cafe? Would love for you to share your experiences in the comments!
I’m developing online courses using an LMS I’ve never used to author anything before. I won’t name the LMS, you can probably guess which of those available might be the only one to frustrate me to the point of actual tears. For serious. Tears came out of my eyes.
I found it so counterintuitive, organized in a way that, to me, was overwhelming and confusing and redundant and alarmingly annoying and with every second I was forced to interact with it, I wanted to scream. My blood pressure raised, breathing became faster… I vented to my husband and yes, indeed, he agreed that the platform was frustrating to work with, that it wasn’t just me, and several in my PLN agreed.
But that doesn’t much matter, because I don’t get to choose the tool. The organization does. And the point of this post isn’t to say it’s the right or wrong decision or all instructors should be able to choose their platform because certainly that would create issues with continuity and what not.
For heaven’s sake, I’m a tech coach! I can’t be so easily frustrated by technology! Can I?!
What this experience made me realize is that, beyond having someone show me click-by-click where I needed to go to add elements to my course, beyond accessing the readily available video and screencast tutorials for the LMS, I needed someone to empathize with my situation.
I needed someone to care.
I needed a coach.
A skilled coach can sense that you’re struggling. Can look at the situation and try to understand why. What elements of the situation are causing angst? What skills, if acquired, will help reduce anxiety and lead to success? What strategies can the coach use to simultaneously calm your fears, address your concerns, and enhance your skill set?
Some teachers aren’t open to coaching, not because they wouldn’t appreciate the development, but because they’re not comfortable admitting they’re uncomfortable. They don’t want to let their guards down. We see a teacher who’s reluctant to innovate and we consider them stubborn, traditional, grounded in their ways. What they allow us to see isn’t enough to understand why. We need to know what they’re feeling.
If you’re a teacher struggling, whether it’s with technology integration or with a new instructional strategy, don’t be afraid to communicate honestly about your emotions surrounding the situation. That can only help your coach better design support strategies for you.
If you’re a coach and you don’t acknowledge the feelings of those with whom you work, you’re doing it wrong. The person comes first. Development won’t happen without essential relationship-building.
My increasing frustration working with a new LMS made me realize that when I coach teachers, I need to find out why they’re nervous or reluctant about tech integration, why they’re over-the-top zealous about it, why they display negative feelings about it. Everyone’s past experiences shape them as a teacher, as a learner, as a leader. I know I didn’t always put feelings first in my approach to working with teachers, and I would go back and change some of my strategies if I could.
The real value of a coach is having someone willing to be by your side when the learning gets tough. Whether it’s coach-teacher, teacher-student, admin-teacher, remember to acknowledge the fears, the needs, the aspirations of the person you’re learning alongside.
Recently I read a post by my friend Bill Ferriter titled Making Room for Uncertainty in the Required Curriculum.
Bill shares this article that states that instruction centered on facts has largely failed our students. Teachers are handed required curricula, complete with scope and sequence, and in some schools teachers are expected to teach lesson A on day 1 and lesson B on day 2 and continue onward and upward and they’d better make sure they cover everything that’s expected to be covered. This approach leaves some kids in the dust and fails to challenge others. And it completely overwhelms teachers. I tackled that in a post years ago.
The top form of resistance I encounter as an instructional technology coach when trying to urge teachers to consider the use of more inquiry or project-based, technology-infused activities in their classrooms is their fear of losing time and therefore not being able to cover the required curriculum.
Bill, a teacher in practice, tells it like it is:
If moments of genuine discovery are going to make their way into my classroom, something has to give — and that ‘something’ is going to end up being content that is currently listed in my ‘required’ curriculum.
As a former principal, I’d prefer to stumble upon those moments of “genuine discovery” in my classrooms rather than check a teacher’s lesson plans to ensure they’re on track to cover required curriculum. Not all leaders share that mentality, however. Because standards and testing and accountability. What if a teacher gives her students the freedom to spend time blogging in class, but her students’ mid-term reading proficiency scores aren’t any better than any other students’ scores? Should they carry on? Do we stop to consider the “untestable” impact of their blogging practices? Their connections to other classes and cultures worldwide? Their constantly improving writing practices and the digital citizenship skills learned? Perhaps the principal is concerned because due to blogging, these students are losing time completing the lessons of the prescribed language arts curriculum. But if we’re not inspiring and challenging our kids and allowing them to make important discoveries leading to enduring understandings, then “covering” curriculum doesn’t much matter, does it?
The comments on Bill’s post also made me ponder our ready access to information and how we find it and use it. We’ve all heard the “If you can Google the answer, it’s not a good question” argument and “If kids can look up the answers online to cheat, then it’s not a good assessment” line. Perhaps, although every question and every assessment has its own context worth considering. David Jakes goes on to reply that he uses Google to answer questions every single day, which allows him to better understand the work he’s doing. And, as David says, they shouldn’t be the only questions we’re asking, but they help us make connections that lead to bigger understandings. I have to agree.
Sometimes I think teachers quickly email a colleague or submit a help desk ticket to tech support or their instructional coach without pausing to think, The resources I need to answer this question are readily available to me. I can find the answer to this.
I want to tell them: Google it. Seriously. I can’t tell you how many times I received a query for help, I typed the exact question into Google, and seconds later the answer was listed for me in step-by-step format. Next I’d relay this information to the inquirer either by linking to the answer online or by summarizing it. In the time it took the staff member to compose an email with their question, they could have conducted online research to find the answer themselves.
Would the learning be more powerful if the teacher or administrator conducted the search on his own? Struggled through the process a little? Discovered new venues through which to answer questions?
I think so. And we’d be modeling something powerful for our students. I hear teachers complain constantly that our kids stink at Google searches… are we any better?
Would it take more time? Perhaps. What I think many don’t realize is that “tech savvy” folks aren’t tech savvy because they are born that way. They devote themselves as learners first. The learning is hands-on and minds-on. They’ve Googled. They’ve trial and error-ed their way through developing blogs and learning the ins and outs of Google Drive and have connected with other educators to make sure they surround themselves with people who are smart and willing to share. And much of these learned content and skills are not “required.”
The freedom to veer from the required curriculum requires administrators who believe in their teachers’ abilities to learn alongside their students and to roll with it… to identify students’ needs and passions and provide them with the FREEDOM to learn. A curriculum is great, it’s neat, it can serve, when well-written, as a guide for teachers to help students know and understand important content. But we can’t expect our teachers to innovate given the constraints we’ve placed them under. It’s very possible to provide this type of freedom while still maintaining high expectations for learning. I’d wager you may even have some happier, less-stressed teachers and students on your hands. #eduwin
I will continue to ponder how we can best free teachers and students from the constraints of what’s “required” to provide conditions better suited for innovation… would love to hear your thoughts on how you’ve made this happen in your schools!
P.S. I’m on leave from my tech coaching position this semester, blessed with the opportunity to keep a new, tiny human nourished and entertained while simultaneously giving her older brother the exact same amount of love he had in his pre-baby-sister-days and maintaining some semblance of an organized household. #supermomma
Given those responsibilities I still can’t stop reading and connecting and learning, it’s a curse. I’ll also continue consulting and presenting and webinaring so be sure to contact me if you and your organization are looking for an energetic, passionate learner and leader!
Oh, hey, blog. How you been?
One of the things I enjoy most about reading others’ blogs and tweets and Google+ postings is that I get a glimpse into what other schools and classrooms are up to. In the tech coaches world, there are plenty of fascinating things being shared and a lot of important questions being asked as we start the new school year. I thought I’d write a bit about rotational learning.
Our district has embarked on another year of implementing the PA Hybrid Learning Initiative. In its initial stages, we implemented the model in middle school classrooms, and last year we piloted in grades 1 and 6 in our three elementary schools. This year we’ve expanded to grades 2-5.
We decided as a district to refer to it as “rotational learning,” rather than hybrid learning, since that term can invoke feelings of tech-dominated learning environments, and we’d prefer not to think of the model in that way.
Rotational learning is, quite simply, a method of managing a classroom in three learning stations, through which students rotate during a block of time. For us, at the elementary level, it’s during Language Arts (120 minutes) and Math (90 minutes) blocks.
Direct Instruction – The teacher meets with a small group of students who have been grouped according to their academic data and delivers a lesson targeted to their needs.
Collaborative Station – Students work with one or more peers on an activity or project. This collaborative project usually builds upon content learned during direct and/or asks students to problem solve and work through concepts they’ll be learning in their direct group. It likely also incorporates content from science and social studies.
Independent Station – Students work independently on a learning task, including interacting with digital content providers.
Friends, this isn’t earth shattering. It’s not new. Especially in elementary-land. (It’s been marketed well. Districts in our state are all over it. Because education. Because edtech. Because profits.) We know the power of small group instruction, because we recognize value in establishing personal connections with kids and designing instruction to best meet their needs. This model attempts to provide a framework to organize the rotations and help districts understand how to organize the use of the technology they’ve provided to classrooms. (I do believe it is causing more a shift in what instruction looks like in our secondary classrooms, and I do believe it’s making a positive impact.)
One summer a few years ago, it was announced our intermediate students would be 1:1, and the laptop carts showed up in classrooms, with no preparation or teacher development on what a 1:1 learning environment looks like. Those laptops remained in the carts for quite some time. No one is comfortable handing out devices to every student in the room and expecting magic to happen. Many schools are encountering similar scenarios. The devices are coming in… now what do we do with them? What should we do with them?
We are very fortunate that we are able to provide a variety of technologies for student and teacher use. We also try to provide “people” support.
- Kindergarten classes have a COW (computer cart on wheels) to share, some buildings have access to a computer lab.
- Grades 1 and 2 – 1:1 Chromebooks, expanding to grades 3-4 in years to follow
- Grades 3-6 – 1:1 PC Laptops
- Our teachers have laptops and classrooms have Polyvision interactive boards and audio-visual setups.
- We use content providers and services such as ST Math, Achieve 3000, Reading Eggs, Raz Kids, Edublogs, GAFE, IXL, and Defined STEM.
- We have a large technical support staff, and this year one technician is stationed directly in each elementary school, which has been fantastic. We have an elementary tech coach (me, I rotate among three buildings) and a secondary tech coach who serves grades 7-12.
- We contract with our local IU to provide days of coaching to every elementary team each month. This looks like the IU coach spending time in classrooms, talking with teachers and kids, providing feedback to teachers, helping them brainstorm ideas for projects and activities and brainstorm solutions to issues that arise.
What are we finding? (These are my thoughts from an elementary perspective).
Rotational learning #wins:
- Reduction in the amount of whole-group instruction time. Does whole group instruction have value? Of course it does. But to use it all day, every day… you might as well guarantee you’re losing 50% or more of your kids as you enter your 8th minute of lecture. And does every student in the room need to hear the content you’re sharing in whole group every lesson, every time? Not likely.
- Allows for teacher flexibility with how the model looks, based on the needs of their classroom. This may mean adding a fourth or fifth rotation (some teachers add a Writing station, some actually do 6 rotations for shorter periods of time to keep things moving along). Our teachers are champs at this. They’re not feeling pigeon-holed by a model, they know their kids best, and they’re making it work for the students in front of them each day.
- Lots of motion. No one is sitting still for 45-60 minutes at a time.
- Students take ownership over schedules, transitions, roles they play, and their assigned devices. Many teachers incorporate leadership roles for kids like “computer captains” and “switcher” to help keep everything running smoothly in the classroom.
- Requires thought into how technology is used in the classroom. What role will it play during direct instruction? During collaborative projects? How will students engage independently? How will we know if it’s making a difference?
- Realizing that collaboration is hard. Kids (and adults) don’t inherently know how to be productive members of a team. This means that we spend time teaching accountable talk, establishing group roles, modeling positive group interactions, teaching kids how to problem solve and resolve conflicts in a group, and more.
- Incorporate a coaching model to support teachers through this process. Preferably, use coaches that have classroom teaching experience as well as instructional technology integration experience.
- There are no pull-out groups for kids. All instruction happens in the general education classroom. Support specialists, Title teachers, learning support teachers, etc. run intervention groups and specially designed instruction in the classroom. (This is actually the model we moved to before using rotational learning.)
Rotational learning #fails:
- When differentiation doesn’t happen. When the same direct instruction lesson is being taught to three different groups that contain kids with varying needs.
- When no thought is given to the work happening in Independent, but rather content providers are just used as glorified babysitters. Similarly, when a teacher does not use data from said content providers to plan instruction.
- Teachers and admin who are uncomfortable with noise. Quality collaborative stations are busy, busy places. Filled with conversations. Of course student voices need not overpower the voice of the teacher who is delivering direct instruction, but please let the children talk.
- Admin who micromanage. Consider that this model requires teachers to triple+ the amount of planning they do to ensure they meet the needs of a diverse group of students. Let’s not nitpick the way we require them to write and format lesson plans.
- Failure to incorporate student choice and voice into rotation activities.
- Not involving parents and community members. Parents hear “hybrid,” parents hear “1:1,” parents think their 6-yr-old is sitting in front of a laptop all day, every day. (Hopefully) not the case.
- Thinking that because we’re using the rotational learning model and our classrooms are 1:1, we’re doing something innovative.
- Not providing teachers with enough collaborative planning time, or, failure of teams to capitalize on the common planning time that IS available in their schedules. Planning for rotational learning is no small undertaking. You need each other.
As with all initiatives, the majority of successes we experience with rotational learning can be attributed directly to the teacher and his ability to effectively plan, co-plan, instruct, create, assess, and manage. Teacher feedback has ranged from “this is so great, it makes the day go quickly, I love seeing students in small groups so often,” to “this is too overwhelming, we don’t have enough time to plan for collaborative,” etc. Students definitely seem to enjoy the variety it brings to the day, and our preliminary data indicates that we are helping our students make appropriate academic gains.
I’d love to hear your thoughts on rotational learning or similar and the types of things you’re experiencing and learning as you work with your students!
This summer I worked on solidifying the ways in which I communicate with my staff to support their learning. As an instructional technology coach who works in three elementary schools with 100+ staff, digital communication is essential. I can’t be in every school every day, and I certainly don’t have the luxury of face time with all of my teachers on a consistent basis. Now in my third year of coaching, I feel like I have established a communication plan that is going to work well for us. I will keep tweaking and evaluating the effectiveness of what I share, but here are some ways I’ve going to reach out and stay connected with my staff this year:
Elementary Instructional Technology Blog – This Edublogs site (our district uses Edublogs K-12) is my main hub for communication. A place where I share resources weekly, house content provider and device tutorials and must-knows for teachers, and link to other important spaces and places like our @elancoelem Twitter and Pinterest feeds. Whenever I receive an email question re: “How do I do this?” or “What are the login credentials for that?”, the answer is almost always found in this space. I encourage teachers to subscribe by email, and although I don’t email blast every post I write, I do, on occasion, email the elementary staff en mass with a link to a blog post that I feel is beneficial to everyone.
The Google – This summer I published a 2015-16 Elementary Tech Updates Google doc, shared internally via GAFE. I utilized Google Doc’s Table of Contents feature to allow teachers to jump to topics of interest and it helped better organize the updates. Did every staff member read it? I’m not sure, but there’s pertinent information there that they’ll definitely need to know before starting the year. If I receive a question that’s answered on the doc, I’ll reference it and make sure teachers know how to access it and to read it as soon as possible. I’ve used Google Drive shared folders to share unit or lesson resources easily with teams, teachers, and administrators, and I’ll use Google Classroom with staff to support some asynchronous professional learning opportunities this year. In addition, since our elementary schools run on a common schedule, we’re going to to utilize Google Hangouts during common planning times so I can meet virtually with two schools while I’m physically meeting with the third, allowing a PD session to expand to all three buildings and not limit the learning to where I am physically stationed. We’re hoping this platform inspires our teachers to reach out to one another across building lines more often! The secondary tech coach and I also use Google Forms to ask teachers to self-evaluate on the Spartan Digital Competencies we’ve developed, and to set goals for the year in instructional tech integration. This allows us to better focus our coaching efforts.
Smore – I fell in love with Smore’s easy to use interface and designs for creating interactive flyers a few years ago, and I’ve been using them to create Tech Tidbits to share on the elem tech blog and through social media channels. I plan to continue using Smore to share resources I find while browsing online. Its ability to easily incorporate text, photos, videos, and links, as well as share via link or embed code, makes it a no-brainer choice for me to spice up my communications!
Remind – My first experience with Remind (then Remind 101) was about five years ago when I was elementary principal, and we signed up for the service to announce weather-related closings and delays to staff, eliminating the need for a clunky phone chain. (No one wants to answer the phone at 5 AM on a potential snow day!) I loved that it was opt-in, that there was no exchange of phone numbers or email addresses, and that it was dead simple to communicate quickly with a large number of people. I didn’t consider using it to support professional learning until Kyle Pace shared his strategy of connecting with conference participants to continue sharing resources with his Kyle’s GAFE Tips & Resources class. What a great idea! I love receiving Kyle’s updates via text. I read a lot on my mobile device, and it’s simple to access his shared links, be inspired, and save them to spaces where I can access later.
This year I’ll use the Mrs. Hilt’s Tech Tidbits class to share resources, tips and tricks via Remind. Join us! Here are the instructions to join my class:
Here’s the full set of directions if you’d prefer to subscribe via email. I plan to start sending updates once the school year begins later this month, and I promise not to bombard the system!
Wired Wednesdays – This year I’m offering after-school, hour-long professional learning sessions on a variety of tech topics. Since the elementary has a limited amount of common planning time devoted to instructional tech PD, I’m hoping teachers will take advantage of these sessions and join me for some fun Wednesday afternoons!
Along with face-to-face team meetings and check-ins with teachers, I’m hoping these digital communication strategies will help inspire my teachers and provide them with the resources they need to successfully use technology to support student learning!
How will you communicate with staff and your school community this year?