tag:blogger.com,1999:blog-10376914072651354962023-11-16T08:12:53.598-03:30Blogging From the EdgeTeaching and learning in an elementary school with an ocean view
PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.comBlogger51125tag:blogger.com,1999:blog-1037691407265135496.post-70369916818532694382015-01-13T13:40:00.001-03:302015-01-13T13:40:30.327-03:30Posting and PromisesSo many things have been happening, so many changes have occurred in the last six months for me!<br />
I have been so busy -<br />
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<ul>
<li>helping two daughters move out and head off to university in the fall</li>
<li>texting to said daughters :)</li>
<li>adjusting to being empty-nesters after thirty years of in-house parenting with my hubby </li>
<li>taking on a new grade while also ...</li>
<li>returning to the Assistant Principal position</li>
<li>focusing on new initiatives from our School District and our School Development Plan</li>
<li>planning for the part of my day as Learning Resource teacher and, </li>
<li>taking on additional volunteer work</li>
</ul>
- just to name the big ones!<br />
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Somehow in all this, my active participation in my own on-line professional learning has taken a back seat and writing on my own blog has not happened at all for such a very long time, in spite of my best intentions (not for the first time!)<br />
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During the last number of months, I have skimmed and scanned many wonderful posts, ones that made me nod in agreement, (re) consider an opinion or point -of-view and shake my head in astonishment.<br />
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I have managed to sit every so often and peruse tweets and links on Twitter, sharing quickly ones that caught my attention but taking the time, making the time to blog has escaped me.<br />
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NOT anymore! A #FF tweet from Drew Frank reminded me of how important making connections has been for me as a learner, a teacher and as an administrator these last few years! It was because of the writings, the ideas, the feedback and response I received from educators I have come to admire particularly on-line that I selected the topic of my graduate work.<br />
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<a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSWU0XENQLv6lgZgn0Ecv5ih3hTDY6zDEjCwzChMlOBT78ZJPeErw" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSWU0XENQLv6lgZgn0Ecv5ih3hTDY6zDEjCwzChMlOBT78ZJPeErw" /></a></div>
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Image from <a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSWU0XENQLv6lgZgn0Ecv5ih3hTDY6zDEjCwzChMlOBT78ZJPeErw" target="_blank">here</a></div>
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I cannot recommend fast enough to newbies and seasoned teachers alike the opportunities for professional growth that come from participating on Twitter. I also point out that you will get the most out of it when you move from 'lurking' and following Twitter chats and reading blogs to actually participating and commenting. That's when you are truly part of a #PLN, a network, a community of learners and that's pretty powerful.<br />
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SOOO I am promising myself that I will be a visible member of my PLN and that I will make the time. All of the above are important and ongoing aspects of my life but I want this too!<br />
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Which brings me back to Drew Frank and the <a href="http://blogamonth.weebly.com/" target="_blank">BlogAMonth </a>Challenge. Check it out for yourself.<br />
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And stay tuned ...you'll be hearing from me!<br />
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com1tag:blogger.com,1999:blog-1037691407265135496.post-20037433100177207192014-08-21T11:24:00.001-02:302014-08-21T11:24:54.336-02:30Happy New Year...A Rainy Day's Reflections<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4BbfGYstd5BQ0qzMDy3-nehWKdvgLHJlzWvYU4KEHdIFuQX0pHjpODPJ_qHJbTUCFvINptm35emSHoB-8PYTpgIWKrhA2osQT_CDcX8RoKI3XJqIfD1rvUP7iZaBCYRZrm2FS_fd4CcXh/s1600/photo+(32).JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4BbfGYstd5BQ0qzMDy3-nehWKdvgLHJlzWvYU4KEHdIFuQX0pHjpODPJ_qHJbTUCFvINptm35emSHoB-8PYTpgIWKrhA2osQT_CDcX8RoKI3XJqIfD1rvUP7iZaBCYRZrm2FS_fd4CcXh/s1600/photo+(32).JPG" height="320" width="240" /></a></div>
It's raining.<br />
It's pouring.<br />
The teacher is planning...<br />
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The weather is interfering with many things today so it makes sense to use the time to sit and take stock. To make some lists. To reflect on the start of another coming year. To make plans.<br />
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Last year was such a busy year as I went from being a full-time classroom teacher in Grade 5 to being an Assistant Principal and Learning Resource Teacher (aka school librarian!) with teaching duties shared in a co-teaching arrangement for Language Arts and Social Studies.<br />
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Obviously there were quite a few changes and challenges but I just had to jump in and deal with them on a daily basis. This year I want to build on what I felt went well and tweak what didn't turn out as I envisioned! And September always feels a little like New Year's with possibilities for changing and improving, setting new goals. So here's what's on my mind:<br />
<ul>
<li><i>Focus on relationships.</i></li>
</ul>
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My leadership role in the school became more formal with my name on a door and in some subtle and not-so subtle ways it affected my relationships with staff members. I feel I have a great relationship with my colleagues, several of whom I taught! I am seen by many, if not all, as a go-to girl, a mentor, someone willing to listen and to share from my teaching experiences.<br />
I recognize I have a somewhat different role now, one that can be a positive. As part of an administrative team, I want to continue to model what I believe as a teacher. I also want to "coach", be someone who finds the strengths of each member of our staff and as <a href="http://georgecouros.ca/blog/archives/tag/educational-leadership" target="_blank">George Couros</a> suggests, help unleash their talents!</div>
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<b style="font-style: italic;">"They're all your kids now!" </b>Those words from my former principal put into perspective my concerns about not being in my classroom full-time, about not building the close relationships (perhaps) if we had teachers moving in and out of the room. I had to move to a place where I saw each and every student and their families as "my" students, that my role asked me to focus on building a sense of a school family much like I aim for within the classroom.<br />
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I also had to rely on the trust I had in the teachers who are sharing the students with me. I know they have the same ideals and that the Grade 5s were in fact, having an opportunity to learn with, and from, individual teachers who added personally and professionally to our group!<br />
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So this year I will strive to get to know even more about students and their families as I walk through<b> our </b>school, as they come to the library, as I talk to parents in the corridors or in conferences. Some things I will also learn from their teachers as I spend time in more classrooms this year, doing whatever I can to make this a successful teaching and learning year.<br />
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<ul>
<li><i>Be patient.</i></li>
</ul>
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I need to be kinder to myself! Trying to accomplish everything I wanted to last year was an impossible task. Though, I am proud of what I did get done! Realistically, however I need to set smaller, achievable goals and not feel like I have to be in five places at the same time (Well, maybe I do but I have to be okay with that!!)<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.rootcellars.ca/rc/wp-content/uploads/Sandy_Cove_Beach_5-700x400.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.rootcellars.ca/rc/wp-content/uploads/Sandy_Cove_Beach_5-700x400.jpg" height="182" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sandy Cove Beach (Image from <a href="http://www.rootcellars.ca/rc/wp-content/uploads/Sandy_Cove_Beach_5-700x400.jpg" target="_blank">here</a>)</td></tr>
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I don't know about you but I can't jump into the ocean to go swimming! As a matter of fact I prefer no one near me when I do ease my way in to the chilly waters but I do get there eventually. When it comes to embracing change in education however (not the bandwagon approach, though!) I don't mind jumping in but I have to be very aware that not everyone can do that.<br />
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Facilitating real change takes time. And changing mindsets does too. There are several initiatives that our District has set in motion around Differentiated Instruction, technology integration, play-based learning and improvement in Mathematics that directly impacts the teaching and learning in schools. There are also expectations for continued professional growth expected of any staff; ours is no different. I will strive to be aware of the different comfort levels of our staff while letting them know they won't be swimming in over their heads ...we are part of a team doing it together.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgq1vtV6Xg2_hyphenhyphenyEcQdaFO-_uv67PjTB3f57NNwXghH2czG64ajSCUrmtOhq1bPnpvn-pkxQrEWYqXLMlpiCYhyphenhyphen-sxHMeCMzIB0cNkeAu8apYkt9XamL_KDAWl10AJLk1GnUrJPwUX18o/s1600/bts+500.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgq1vtV6Xg2_hyphenhyphenyEcQdaFO-_uv67PjTB3f57NNwXghH2czG64ajSCUrmtOhq1bPnpvn-pkxQrEWYqXLMlpiCYhyphenhyphen-sxHMeCMzIB0cNkeAu8apYkt9XamL_KDAWl10AJLk1GnUrJPwUX18o/s1600/bts+500.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Image from </i><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgq1vtV6Xg2_hyphenhyphenyEcQdaFO-_uv67PjTB3f57NNwXghH2czG64ajSCUrmtOhq1bPnpvn-pkxQrEWYqXLMlpiCYhyphenhyphen-sxHMeCMzIB0cNkeAu8apYkt9XamL_KDAWl10AJLk1GnUrJPwUX18o/s1600/bts+500.jpg" target="_blank">here</a></td></tr>
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com1tag:blogger.com,1999:blog-1037691407265135496.post-79607791581985123212014-03-23T12:37:00.001-02:302014-03-23T12:39:05.410-02:30What Matters - Reflections After Parent-Teacher Conferences<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTv4BqWctd3-nOVGWfOwz985y9WBO-oEXtTOaudHuWSEnA5ptRveA" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTv4BqWctd3-nOVGWfOwz985y9WBO-oEXtTOaudHuWSEnA5ptRveA" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from<a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTv4BqWctd3-nOVGWfOwz985y9WBO-oEXtTOaudHuWSEnA5ptRveA" target="_blank"> here</a></td></tr>
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I always look forward to the day of parent-teacher conferences. There is something special about sharing what I have come to know about a child's learning with their parent(s) or guardian(s). And with twenty-five years experience of these meetings, I know that talking to someone else who cares about that little person can be powerful -- in sometimes unexpected ways.<br />
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Thursday past was no different. <br />
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While the stories differed in the details one thing became abundantly clear again. What we say <b><i>to</i></b> children matters. What we say <i><b>about</b></i> children matters.<br />
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Trying to capture the strengths and the concerns about academic progress we have observed each term, in the short space allotted on report cards, is always a challenge for teachers. We are expected to create a record, a <i>snapshot</i> of where the child is, at this point in their school year and share it in terms clear to both families and other colleagues. The words we choose so carefully leave out the many ways we provided opportunities to become engaged with the content and to practice expected skills. It doesn't account for the many ways we now assess learning, the myriad situations in which we directly and indirectly observed the student.<br />
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Needless to say, communicating to the parents about that over each term is essential. There should be no surprises when the brown envelope is opened! That being said, sometimes parents react differently when the words about their child's progress, or the concerns about it, are in black and white.<br />
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We have to keep in mind that a parent reacts first and foremost on behalf of their child. When a parent tells you that their child thought being asked to writing conferences meant they weren't good enough, then something needs changed. It matters not what actually takes place - that every student has participated in those individualized sessions with me, nor that I <b>know</b> what we do and say in conferences is carefully constructive, somehow that child's perception has been framed a certain way and I have to do something about it.<br />
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That parents want and expect the best for their child sometimes is demonstrated in what we would see as unrealistic or unachievable goals. "I want him to get 5s this term." His teachers know his reading is not (yet) at grade level. We know he resists writing tasks -work- as much as he can. Words like "inattentiveness" and "struggling" were on his report cards this year. Encouraging him to get to the level of achievement demonstrated so far has been a regular challenge.<br />
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But when we find out from Mom that he<i> really</i> loves to be out in the woods, that he spends time ice-fishing and hanging out with his grandfather whenever he can and that he will watch shows on the Discovery Channel, don't we have a means by which we might now engage him in school-based learning, too? Might it now be possible to support him in ways not yet addressed and help him attain higher scores than he possibly thought attainable?<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRzMIGcfIddCqLh_YuupEoaPrEashAWeGPnRhgpJ9iOFbu2nMUNew" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRzMIGcfIddCqLh_YuupEoaPrEashAWeGPnRhgpJ9iOFbu2nMUNew" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRzMIGcfIddCqLh_YuupEoaPrEashAWeGPnRhgpJ9iOFbu2nMUNew" target="_blank">here</a></td></tr>
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Finding out things about your student that has not been shared through the phone calls or emails can sometimes be hard to hear, as we know their potential impact on a student's success. Separation of parents, a death in the family, a parent leaving to go away for work are not uncommon topics at parent-teacher conferences. Some things need to be shared in person. Such was the case when one mother explained her son's recently changed attitude and effort was a result of him standing up to a classmate who had bullied him for the last three years! That was a shock! We have a co-teaching team in the classroom this year and support teachers as well; none of us picked up that there was anything of that magnitude going on between these two.<br />
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It was hard to think that we missed that. It was hard to think of him in class worrying and we missed that. It was even harder to consider what we might have said ( even as nicely put as one does) about his lack of focus on what we were saying and/or doing at the time. It was hard to think how we let him down. <br />
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As vigilant as we may think we are, we do <i><b>not</b></i> see everything that goes on in our classrooms, hallways and other spaces where students gather. Things happen. And as caring as we know we are with our students, we have to ensure <i><b>all</b></i> our students understand how available we really are, how supportive we can really be ...that our words are not empty. What we say and do every day with every child matters. We cannot ever be complacent about the words we espouse about<b> building a safe and caring school community.</b><br />
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Letting our students know that we care is a goal, part of the everyday experience at the school where I am proud to work. In each and every corner of the school, the staff and students greet each other warmly, ask about and share thoughts about the weather, the hockey game, the lost tooth, the lost pet. From the principal's high fives in the Drop-off zone to the caretaker helping to find a sneaker to the teacher sitting by a desk at recess to review something, I can see countless acts of caring everyday.<br />
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As I walk through the corridors each day, I hear many positives from our parent community about how things roll at our school! What we say and do matters.<br />
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When a parent tells you that she hears everyday about the way you touched her child on the shoulder, that you smiled at her, that you liked her story... it matters not so much what scores she got on "problem solving" or "uses writing strategies" as it does about how she feels coming to school everyday willing to try her best because she knows we care about her. We gave her that smile.<br />
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That matters.<br />
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-90514887459684723932014-03-01T17:17:00.003-03:302014-03-01T17:18:36.049-03:30Audrey Hepburn, Eat Your Heart Out! <div>
As educators, we all know, or find out soon after beginning in a classroom, we have many "hats", or roles in our professional lives.</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYcZHQZSpR9a3aNFVATTaQ-ddjghEicDqtmebNkwJt4H5pf4UNanjYnjVMC41LnFO6w9xsRDLub0Ftry2vomQQIna2kI9pVaYzKCLRDJgRXXZUhNk4hqlRL1mTahQSPcO_3ZHsj2iBUEfj/s1600/teachers_wear_many_hats_teach_tote_bag.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYcZHQZSpR9a3aNFVATTaQ-ddjghEicDqtmebNkwJt4H5pf4UNanjYnjVMC41LnFO6w9xsRDLub0Ftry2vomQQIna2kI9pVaYzKCLRDJgRXXZUhNk4hqlRL1mTahQSPcO_3ZHsj2iBUEfj/s1600/teachers_wear_many_hats_teach_tote_bag.jpg" height="320" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://i1.cpcache.com/product_zoom/503660633/teachers_wear_many_hats_teach_tote_bag.jpg?height=460&width=460&padToSquare=true" target="_blank">here</a></td></tr>
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In taking on a different role this year, one that has me in the classroom, in the Resource Center/library <i>and </i>in the office, I have had hats fly on and off so fast, I can hardly consider which hat I've donned!<br />
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While I would love to be able to wear a hat like the incomparable Audrey Hepburn...<br />
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<a href="http://blog.maisonacademia.com/wp-content/uploads/2013/06/audrey-hepburn-hats-04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://blog.maisonacademia.com/wp-content/uploads/2013/06/audrey-hepburn-hats-04.jpg" height="225" width="320" /></a></div>
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and though my "hats" this year may be less glamorous than hers, upon reflection, they are none-the-less attractive to me! </div>
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I love the challenge, the change, all the children that I deal with each and every day. Whether it's helping a student select a great read, discussing areas of concern or accomplishments with parents, reading to a rugful of little ones, rushing off to work with my Grade 5s or co-teaching with other teachers, this year has been quite rewarding!<br />
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However, the new job has impacted several things I intend (ed) to accomplish, among them to continue to blog here. With "Blogging From the Edge" this year I had hoped to expand topics and move away from how I began blogging or my <a href="http://bit.ly/19aln4K" target="_blank">concerns</a> about how it was going. I wanted to develop more posts about teaching <a href="http://bit.ly/14bxkIz" target="_blank">readin</a><u>g</u>, especially in light of all the professional material that is available that appears to provide contradictory viewpoints.<br />
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I also hoped to reflect and write about being an administrator by now. It is definitely a more complex leadership role than it seems from the other side of the door! <br />
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However, these blogging goals have yet to take off in the way I envisioned in September but what has replaced it has been worthwhile, too.<br />
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I <i><b>have</b></i> established a website/blog for the school's <a href="http://matthewelementaryresourcecenter.weebly.com/" target="_blank">Resource Center</a> that builds connections between the school and our parent community. I <i><b>have</b></i> also shared it with other teacher/librarians in my part of the world as one example of how to make information and ideas accessible.<br />
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I <i><b>have</b></i> also taken the lead on using Twitter as a means of sharing the teaching and learning that happens at our fabulous school with families and friends. The school's Twitterfeed shows students and teachers at work and play, decorated doorways and walls, as well as notes and announcements! We have our own hashtag to quickly access shared resources at a later date.<br />
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Meeting with teachers to plan and to share how technology can continue to be integrated at our school, what new apps can be creatively and constructively used, how blogging with other classrooms locally or globally can be developed, what assessment strategies might be enhanced with digital tools...<i><b>have</b></i> been incorporated into my days.<br />
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So, in taking stock, I have decided to pat myself on the back for what I <i><b>have</b></i> gotten done instead of ruing the lack of posts here. I will be kind to myself and be reminded that the time to blog (regularly) will happen...sometime. In the meantime, I will enjoy the hats I do wear! (And just watch the occasional Hepburn movie!)<br />
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Until then, all of my hats are off to the wonderful, glamorous teachers who also put on so many each day!<br />
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<tr><td style="text-align: center;"><a href="http://media.redding.com/media/img/photos/2012/01/18/Teds_Cat_t607.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://media.redding.com/media/img/photos/2012/01/18/Teds_Cat_t607.jpg" height="320" width="148" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://media.redding.com/media/img/photos/2012/01/18/Teds_Cat_t607.jpg" target="_blank">here</a></td></tr>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com3tag:blogger.com,1999:blog-1037691407265135496.post-60365316784961585292013-10-07T20:41:00.000-02:302013-10-07T20:41:07.596-02:30Blogging in our Classrooms: Do We Practice What We Preach?<h2>
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<tr><td style="text-align: center;"><a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcR7Pogx84oOxIcrEU9eq1L5BP3m13DVw4SX3cJcMRDLOy9TMvf-" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="color: #4c1130;"><img border="0" src="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcR7Pogx84oOxIcrEU9eq1L5BP3m13DVw4SX3cJcMRDLOy9TMvf-" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #4c1130;">Image from <a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcR7Pogx84oOxIcrEU9eq1L5BP3m13DVw4SX3cJcMRDLOy9TMvf-" target="_blank">here</a></span></td></tr>
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<span style="color: purple;">Blogging...</span></h2>
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Many who read this would agree blogging is about writing for oneself ...but with an audience in mind. Readers who share interests, experiences, passions ...or not.<br />
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<span style="color: purple;">Where is that audience for our students? How do our students find those readers?</span><br />
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For those who blog, most would acknowledge blogging is also about receiving feedback. Blogging provides an opportunity to hear from others who may be moved to respond to your post... readers who may then engage you in conversation and perhaps pull you into re-examining your thoughts and ideas, though not necessarily changing them. <br />
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<span style="color: purple;">Where is that audience for young bloggers? How do students find those readers?</span><br />
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Blogging for our students <b><i>has</i></b> to be more than a paper-to-screen swap in order for it to be the writing/representing/responding endeavour we envision. Many teachers talk about 21st century learning and 21st century literacies but how do we support our students really with the [limited or not] technology they have at their fingertips? How can we help them<span style="color: #741b47;"><i> "<span style="background-color: #e7f1f8; font-family: Arial, Verdana, sans-serif; font-size: 12px;">Create, critique, analyze, and evaluate multimedia texts" </span></i></span> or "<span style="background-color: #e7f1f8; color: #333333; font-family: Arial, Verdana, sans-serif; font-size: 12px;">Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought" </span>as NCTE suggest in its <a href="http://www.ncte.org/positions/statements/21stcentdefinition" target="_blank">definition </a>of 21st century literacies?<br />
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Blogging!<br />
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And for those of us who have been able to facilitate blogging within our classrooms, there are still real issues around fully exploring the opportunities it holds for intentionally connecting with others. We may spend time within our own classroom community building skills with our students as respectful commenters on their peer's blogs, however that is, in my opinion, insufficient. Our digital manners, like those learned at the table, need to be used out in the world! Our students need opportunities to be 'polite', add information, ask questions... really engage with others.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPl4wM6Qx2KVIodzEwqaeNXGqWKpvge3FIcoxQesJn8rKWS52YOAxuM64Rju7JbE2BdTEgyS9FMJeERuD9Deab8HH-BrRRDpzUrJJlZ4OT7_Q_h3OJJwf0bg_qOzpEBsR_GD_pJT_56eo/s290/comments4kids.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPl4wM6Qx2KVIodzEwqaeNXGqWKpvge3FIcoxQesJn8rKWS52YOAxuM64Rju7JbE2BdTEgyS9FMJeERuD9Deab8HH-BrRRDpzUrJJlZ4OT7_Q_h3OJJwf0bg_qOzpEBsR_GD_pJT_56eo/s290/comments4kids.png" /></a></div>
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To do just that, many of us have sought feedback for students with <a href="http://comments4kids.blogspot.ca/p/welcome-to-comments4kids.html" target="_blank">#comments4kids</a>, a terrific source for bringing our Twitter network to our class blog sites. Many connected teachers do indeed read and comment on student blogs. Though we have made many students deliriously proud by the comments posted, I am not convinced we've done enough as educators to develop the conversations or the networks we espouse on our own posts and Twitterfeed.<br />
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As I have discussed before<span style="background-color: white;"> <a href="http://bit.ly/19aln4K" target="_blank">here</a> and <a href="http://bit.ly/19aln4K" target="_blank">here</a> </span><span style="background-color: white;"> it is that wider circle of readers who visit and leave feedback that can be quite motivating. My class has been thrilled to read the comments and questions left by adults; for example, they truly appreciated Mrs. Jones, who dropped in regularly with feedback! </span><br />
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<span style="background-color: white;">This feedback from other teachers<i><b> is</b></i> an essential part of the modelling of what we would like to see our students eventually do. Silvia Rosenthal Tolisano, talks about it as <a href="http://langwitches.org/blog/2011/12/20/learning-about-blogs-for-your-students-part-v-reciprocating/" target="_blank">reciprocating</a>, coming from being teachers who are committed to "connecting, conversation and amplification" with someone else's students! Linda Yollis describes in her comment to this post that ending her reply with a question was her way of trying to engage classes in conversation.</span><br />
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<span style="background-color: white;">But in order or our students to feel that they are writing for more than a positive comment do they not need a little more?</span><br />
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Teaching our students to reply to comments also has to be integral to the process; it's not just about the positive experience and 'pat on the back' feeling they receive from getting a comment. It's not just the thrill of mapping where your readers is from. It has to be about our students going out and <i><b>giving</b></i> comments to others too.<br />
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Comments4kids asks <a href="http://comments4kids.blogspot.ca/p/does-commenting-make-difference.html" target="_blank">"Does Commenting Make a Difference?"</a> and the response was clear:<br />
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Marie put it this way: <i style="background-color: #fefdfd; color: #525252; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;">The power of blogging! Opening ourselves to the world to share ideas, receive feedback and learn from each other. </i><br />
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<i style="background-color: #fefdfd; color: #525252; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> </i>Greta Sandler added:<i style="background-color: #fefdfd; color: #525252; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 18px;"> Leaving comments on other students' blogs has been really powerful too. We have expanded our classroom walls by blogging and commenting, and this has made a difference for my students.</i><br />
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There are great strides made in doing just that when students connect through such activities as the <a href="http://www.globalreadaloud.com/" target="_blank">Global Read Aloud</a>. Here they are able to share reactions and responses to a shared reading/listening experience with their peers in other parts of the world. Many teachers support the development of an extended community with the classrooms they link up with, and through, the purposeful use of various programs and apps such as Edmodo, Kidblog, Twitter and the wiki for the chosen book.<br />
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However, I am wondering why the conversations 'stop' once we've done sharing the book.<br />
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<i><span style="color: purple;"><b>Why do we not continue to provide opportunities for students to connect with [these] students? </b></span></i><br />
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<i><span style="color: purple;"><b>How are you trying to build longer and deeper conversations for your students?</b></span></i><br />
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<i><span style="color: purple;"><b>How do you support students in the back-and-forth of comment threads?</b></span></i><br />
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<i><span style="color: purple;"><b>How do you feel about this aspect of blogging with students? Is building a learning community outside the classroom valid for you?</b></span></i><br />
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<i><b><span style="color: purple;">Are we practising what we preach? </span></b></i><br />
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com3tag:blogger.com,1999:blog-1037691407265135496.post-86420872483822975262013-09-24T21:29:00.000-02:302013-09-24T21:29:47.942-02:30Begin at the Beginning: Paper-Blogging with your StudentsWhen I first began blogging with my students I made several blunders. But I didn't get it back then. To put it simply I really thought blogging was going to be a transition from paper to on-screen writing and not much more. I was excited about the possibility of sharing and showcasing student writing with family but never imagined the places we could go or the ways in which we might connect.<br />
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Actually it wasn't until I began a parallel journey myself as a blogger along with pursuing my Master's and researching about this particular practice that I began to perceive the potential for blogging and other social media in education. I became more and more intrigued by the notion that there were "<a href="http://newlearningonline.com/literacies/chapter-2-literacies-purposes/knobel-and-lankshear-on-the-new-literacies/" target="_blank">new literacies</a>" being made possible by moving from the static of the screen to active participation with the Internet -Web 2.0. I began to realize something had to change and it had more to with why I was doing certain things than just the activities themselves.<br />
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It was through reading <a href="http://willrichardson.com/" target="_blank">Will Richardson</a>'s books, including <a href="http://amzn.to/18nPNSz" target="_blank">Learning on the Blog</a> that I understood the necessity of moving out of my comfort zone, of "unlearning" so many things I had taken for granted, and from absorbing what so many terrific blogging teachers had to say that I began to realize the importance of connecting with others in purposeful ways.<br />
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Pernille Ripp has been a source of inspiration and information when it comes to using technology to blog. Posts such as<a href="http://pernillesripp.com/2011/05/28/14-steps-to-meaningful-student-blogging/" target="_blank"> this</a> and <a href="http://pernillesripp.com/2011/10/15/why-students-should-blog-my-top-10/" target="_blank">this </a>certainly supported my changed thinking! And when I read about Kathy Cassidy's<a href="http://kathycassidy.com/" target="_blank"> work</a> with Grade one students I was further motivated to expand what we were doing.<br />
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Which leads me to "one mistake" I have learned from. I believe it is essential that students understand much more than Internet safety; they need to learn, through modelling and practice, how to communicate with others in the many online forums they now access. Paper blogging is one simple but powerful way to do that.<br />
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But first show them this <a href="http://youtu.be/UDVSw54VU1A" target="_blank">video</a> from Mrs. Yollis Grade threes!<br />
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They give great advice that students really pay attention to...after all it's coming from their peers!</div>
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Once you discuss what a <b>quality comment</b> looks like, create an <b>anchor char</b>t with your class for future reference. </div>
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Then pass out the paper and the colouring supplies so students can create their own <b>paper version</b> of a blog. Mrs. Ripp has explained <a href="http://pernillesripp.com/2013/09/12/paper-blogs-a-lesson-in-commenting-on-student-blogs/" target="_blank">paper blogging</a> so well, why invent the wheel? (Isn't the sharing an amazing part of all this connectedness!) After all she got the idea from Mrs. McMillan who first heard it elsewhere! Read <i>her </i>post on <a href="http://www.notesfrommcteach.com/2010/09/learning-to-blog-using-paper.html" target="_blank">paper blogging</a>.</div>
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So I have started again... this year, I think, on the right foot. My Grade Fives have done a round of paper blogging <i>before</i> setting up blogs with Kidblog. </div>
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Learning to comment meaningfully and respectfully starts <i>at home</i>. Building that sense of the other,<b> the reader</b>, is made more real when students respond to people they know before considering their invisible audience.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOuef8BlDFNBlYCvgZVK_vW9yVJWwuZVoq8BKFKa7O1TDiDsY6F5vPM_YKVtKlS2qWuEXbeLIhfJdzlnw3LbFjeiuMajMrDy3zCbyfMORRhsxdyKEX-FBdeUeLoa4AnGQeF1ewRL2dx_BX/s1600/paperblogging.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOuef8BlDFNBlYCvgZVK_vW9yVJWwuZVoq8BKFKa7O1TDiDsY6F5vPM_YKVtKlS2qWuEXbeLIhfJdzlnw3LbFjeiuMajMrDy3zCbyfMORRhsxdyKEX-FBdeUeLoa4AnGQeF1ewRL2dx_BX/s320/paperblogging.jpg" width="240" /></a></div>
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Carrying on conversations through threads of comments, providing feedback to other people's posts, even engaging in polite disagreements, will happen more readily by engaging in this important first step.</div>
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Have you tried paper-blogging yet? </div>
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-22304200907847392862013-09-21T15:14:00.000-02:302013-09-21T15:15:50.884-02:30Pointers From the PlaygroundIt's was one of those conversations that you're not meant to hear, though it was obviously not a private one. Some days sound really carries and this was one of those days. I could easily hear the discussion between a parent and child at the playground across the street as I was near my fence doing some fall weeding on this quiet Saturday morning. Though it wasn't until she was wanting to play on the structure nearer to me that I could hear the words of the girl and the replies of her father.<br />
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<tr><td class="tr-caption" style="text-align: center;">Image from <a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQZEtJQ88a787gEMWOBGXDWvxu0adYFWfRTrh3IRyja7X3pnyvU7w" target="_blank">here</a></td></tr>
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This image is similar to the structure in the middle of our playground; I include it to help you visualize the choices this little girl had before her. Unlike the 'kiddy' equipment she had been playing on, this piece has higher climbing surfaces, a fireman's pole and multi-levelled approaches to the various slides to accommodate the differing abilities and daringness of the older child.<br />
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At first I didn't notice anything except the laughter from a little girl who was moving around the various pieces of equipment with her dad following along behind. They had the whole playground to themselves.</div>
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I was already struck by the fact that the father and child were talking a lot with each other; frequently parents sit on a bench and watch. As they moved around to the front of the structure, I could easily overhear the interaction between parent and child. It went something like this:</div>
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<span style="color: #cc0000;">Girl: Which one should I try?</span></div>
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<span style="color: #cc0000;">Dad: Which one do you want to try?</span></div>
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<span style="color: #cc0000;">Girl: The big pole.</span></div>
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<span style="color: #cc0000;">Dad: Go on then.<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Image from <a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTxNo3Qvo-hkVk4wocUIjhtPPBx13Zwtgaeb--7g1ykz6MFa_874enX-es" target="_blank">here</a></td></tr>
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<span style="color: #cc0000;">Girl: But I might fall!</span></div>
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<span style="color: #cc0000;">Dad: Look, I'll do it first!</span></div>
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<span style="color: #cc0000;">Girl: But I might fall. You've done it before.</span></div>
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<span style="color: #cc0000;">Dad: I'll stand right next to it.</span></div>
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<span style="color: #cc0000;">Girl: You won't move?</span></div>
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<span style="color: #cc0000;">Dad: No, if you need me, I'll catch you!</span></div>
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Which he did the first few times. </div>
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Through my fence, I heard her squeal of delight and the sound of her feet running up and around to try it again and again. </div>
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Then I overheard something new; this next time she told her dad to stand back a little. He did. And she landed in a bit of a heap but un-fazed. Up she went again and again.</div>
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Her dad reminded her on how to position her body and use her feet but remained back and nearby.</div>
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<b><i><span style="color: #cc0000; font-size: large;">"I did it! I did it!" </span></i></b></div>
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I smiled and was struck by so many connections...so many thoughts:</div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Isn't this the gradual release model we want for our kids in so many aspects of their lives, their schooling?</span></i></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Isn't it wonderful how he showed her first? (I think he enjoyed himself!)</span></i></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Don't we want our children to move confidently from the known into the less familiar, from the comfortably easy to the slightly more challenging?</span></i></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Isn't encouraging them to persevere part of our role? Isn't letting them know some things take practice, hard work, stick-to-it-ness? That sometimes there's bumps in life?</span></i></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Don't we want them to try new things they are truly interested in, even if they don't know how...yet? </span></i></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Shouldn't they believe we (as parents and teachers) will catch them if they fall? Dust off their knees and help them with the next step?</span></i></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Shouldn't they know we have many ways to support them in their attempts ... pointers, information, ideas? </span></i></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">*Isn't celebrating their accomplishments, especially the little ones, an amazing opportunity to show them we care</span>? </i></div>
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<span style="color: #cc0000;">Dad (next to car): Oh, we said we were only going to be gone half an hour. We're a little late.</span></div>
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<span style="color: #cc0000;">Girl: That's alright, Daddy. Mommy will understand when you tell her about the pole.</span></div>
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I'm sure hoping she does!</div>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-89431901451582159052013-09-12T21:17:00.000-02:302013-09-12T21:19:24.483-02:30Well Worth ItWe went for a walk this morning. The whole class kept fingers crossed, carried jackets and umbrellas and braved possible showers to visit the local museum. We could have easily stayed in the class and talked about artefacts, even examined a few that are coming in for our mini-museum but that would not have come close to the experiences we shared together today.<br />
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As 29 children and three teachers strolled along town streets, past the oldest documented residence in the province, past the harbour, past the dead bird, we had a very different opportunity to get to know each other than would occur in the classroom.<br />
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"Miss, that's my pop's boat!"<br />
"Miss, did you ever go jigging?"<br />
"Miss, that building is haunted...isn't it?"<br />
"Miss, that's where my dad used to work."<br />
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<tr><td class="tr-caption" style="text-align: center;">Image from <a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTFX1m1AdjetbmtDmBz9s60ORMcMAd7OHQwrmmaAFMIfcwuaMfp" target="_blank">here</a></td></tr>
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Discussing sheep's wool and old-fashioned skates, "pee" pots and bed-warmers, WW1 gas masks and rusty cannonballs provided so much more than 'teachable moments" or connections to the curriculum to be studied later. It gave us a chance to share <i>our </i>enthusiasm for learning, to be truly curious <i>with</i> the kids and to be just as impressed as they were about the stories embedded in this artefacts from the past. </div>
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Watching them scour the museum for items on the scavenger hunt, listening to them ask questions of the interpreters, noting who was curious enough to ignore the "Do not touch" signs, seeing partners pull each other to the next must-see ... also gave us a little more insight into the very different learners we have this year. </div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.pc.gc.ca/~/media/lhn-nhs/nl/ryan/Ryan6s.ashx" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.pc.gc.ca/~/media/lhn-nhs/nl/ryan/Ryan6s.ashx" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://www.pc.gc.ca/~/media/lhn-nhs/nl/ryan/Ryan6s.ashx" target="_blank">here</a></td></tr>
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Eating snacks together on the boardwalk next to the ocean on this warm fall day (Yup, crossing your fingers works!) before heading back also added to the day in unplanned ways.</div>
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Added time to ask more questions, to joke, to notice our surroundings.</div>
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"Miss, did you see the stuff dentists used to use back in the old days?"</div>
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"Miss, do you like cinnamon buns?"</div>
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"Miss, look at that dead fish stuck down between the rocks!"</div>
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Added time for the building of the relationships amongst each other and with us, their teachers, that will be so important in this new classroom community to which we now belong!</div>
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I would have walked in the rain for that!</div>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com2tag:blogger.com,1999:blog-1037691407265135496.post-35249077475082699142013-09-07T16:48:00.000-02:302013-09-07T16:48:18.355-02:30Shining the Light<br />
<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">A lot has happened in the last few weeks! As a result of our principal taking a position that became available at the Board level (Congratulations again, Dan!), the names on the office doors in our school have changed. Our former vice-principal was a natural fit for leader of the administration team (Kudos to LeighAnn) and, after some scrambling to put together and submit my first real CV in over 20 years, I was asked to become assistant principal.</span></span></span><br />
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<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">I have to admit I did hesitate for some long moments before deciding to apply. And not because I lacked confidence or doubted my ability to lead others. As I started to compile notes for my resume, I was sort of surprised by just how often I had been involved in leading professional development at the school level and beyond. But for me, those opportunities to share and learn<b> <i>with and from </i>o</b>thers has been a natural extension of being a teacher at Matthew Elementary. Our school has, for a long time now, emphasized teachers working together as grade level partners and across divisions. The spark of an idea, the light in each others' eyes as we discuss the progress of a student, the warmth of teachers' affection for each other and especially for their students...all visible in our school! I was already part of a great team of dedicated teachers...why change direction now?</span></span></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcR9C_FPE6JmuvUnwx5o5fHzLGaIMDxGChOjnzS3DvK9RA12KW4D" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: Verdana, sans-serif;"><img border="0" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcR9C_FPE6JmuvUnwx5o5fHzLGaIMDxGChOjnzS3DvK9RA12KW4D" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif;">Image from<a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcR9C_FPE6JmuvUnwx5o5fHzLGaIMDxGChOjnzS3DvK9RA12KW4D" target="_blank"> here</a></span></td></tr>
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<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">BUT...</span></span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="background-color: white;"><span style="color: #333333;"><span style="font-size: 12px; line-height: 21.59375px;">I have always welcomed teachers into my classroom ...many have dropped in after school to ask a question, seek resources or discuss issues that arose. (Being the "most-seasoned" elementary teacher on staff helps!) </span></span></span><span style="background-color: white;"><span style="color: #333333;"><span style="font-size: 12px; line-height: 21.59375px;">Others have visited during the day to observe such things as a Writing or Reading workshop or to see grouping strategies being carried out. </span></span></span></span><br />
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<span style="font-family: Verdana, sans-serif;"><span style="background-color: white;"><span style="color: #333333;"><span style="font-size: 12px; line-height: 21.59375px;">And I love sharing my passion for teaching. I truly enjoy discussing the big ideas and the small details that go into making the most of the experience for everyone in the classroom. </span></span></span><span style="background-color: white;"><span style="color: #333333;"><span style="font-size: 12px; line-height: 21.59375px;">Being a sponsor-teacher to three student-teaching interns was one such </span></span></span><span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;">experience that provided me with opportunities to nurture a love of teaching and model the reflective practice of life-long learning as a teacher. (One of those young women is my teaching partner this year!) </span></span><br />
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<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">Now I welcome the chance to expand my leadership role in our school in perhaps a little more formal way. I look forward to having the time to visit other classrooms and share in their commitment for the work they do each day! I hope to support them in their professional learning as we aim to implement the best of what is changing about education and teaching practices. </span></span></span><br />
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<span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;"><span style="font-family: Verdana, sans-serif;">I also hesitated for another reason ...the position takes me away from the classroom, <i>our</i> classroom, for part of each day. I wondered about the relationships I strive to build each year with my students and how they might be affected by my absence. I work with students each year to build a caring classroom community...would that still be possible?</span></span><br />
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<span style="font-family: Verdana, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDM-GrqmTHgJyWs30x_0gfIBA75nA9ZVaBNMTuHIZCqbTKyn-QvATOUifIH9PfCvASrGpaww-NV6KPWRxuVSWWlWodGIhU0tezuDnuUfFY8cLRQ4XYqP-2c5_1aLlQimrDnK2iX6myy1rs/s1600/025.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDM-GrqmTHgJyWs30x_0gfIBA75nA9ZVaBNMTuHIZCqbTKyn-QvATOUifIH9PfCvASrGpaww-NV6KPWRxuVSWWlWodGIhU0tezuDnuUfFY8cLRQ4XYqP-2c5_1aLlQimrDnK2iX6myy1rs/s320/025.JPG" width="320" /></a></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;">I thought about all the classroom experiences</span><span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;"> I would not be there for if I wasn't involved in teaching all the subjects. I also considered the missed opportunity to carry through the full team-teaching model we had intended to implement in grade five this year. </span></span><br />
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<span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;"><span style="font-family: Verdana, sans-serif;">BUT...</span></span><br />
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<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">I reminded myself that many of the things that I love to do in the classroom with my students are in the Language Arts/Social Studies block! Book talks, writing conferences, Global Read Aloud, hands-on projects and so much more... I will have lots of time to get to know my students and them, me. There will be many opportunities for learning/playing/working together!</span></span></span><br />
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<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">I also know the teachers who are in the classroom are wonderful teachers in their own right and they will do amazing things with <i>our</i> students. I will have some time to get to work with them and that's terrific! </span></span></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRSjt_trSuPT47BDAV2UD10Yw3F7oTPaILRr94TpfH5hAD6JmTkeQ" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: Verdana, sans-serif;"><img border="0" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRSjt_trSuPT47BDAV2UD10Yw3F7oTPaILRr94TpfH5hAD6JmTkeQ" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif;">Image from<a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRSjt_trSuPT47BDAV2UD10Yw3F7oTPaILRr94TpfH5hAD6JmTkeQ" target="_blank"> here</a><br /><br /></span></td></tr>
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<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">SO...</span></span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="color: #333333;"><span style="font-size: 12px; line-height: 21.59375px;">I believe this year will be about opportunities </span></span><span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;">to shine a light on the teaching and learning that occurs each day in our school. </span><span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;"> I welcome the opportunity to go into classrooms and see (and share) more of what my colleagues are doing! </span></span><br />
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<span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;"><span style="font-family: Verdana, sans-serif;">I also thought about how my new role will provide opportunities to bring certain activities to more classrooms, especially as I can be there to help set them up! </span></span><br />
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<span style="font-family: Verdana, sans-serif;"><span style="background-color: white;"><span style="color: #333333;"><span style="font-size: 12px; line-height: 21.59375px;">And by using part of my new position as Learning Resource teacher to help foster a love of reading and writing for various purposes, I also look forward to getting to know more of our K-6 students and see <i>their </i>zest for learning, creating and collaborating in action! For example, </span></span></span><span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;">I have ideas that I would like to put in place to engage our learners in making the most of the technology we have available. </span></span><br />
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<span style="background-color: white;"><span style="color: #333333; font-family: Verdana, sans-serif;"><span style="font-size: 12px; line-height: 21.59375px;">So yes, I am excited about this school year, in ways I hadn't anticipated. I love the change of direction for me professionally and the chance for leading new learning opportunities for our school community! Who knows where sharing those sparks of teaching and learning may take us! </span></span></span><br />
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<tr><td style="text-align: center;"><a href="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQYhtE7meuD8LbuqxyYQpDTEJ1oDsM3mwxUyK6jw1Sayy-p9GTnBg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: Verdana, sans-serif;"><img border="0" height="119" src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQYhtE7meuD8LbuqxyYQpDTEJ1oDsM3mwxUyK6jw1Sayy-p9GTnBg" width="320" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Verdana, sans-serif;">Image from <a href="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQYhtE7meuD8LbuqxyYQpDTEJ1oDsM3mwxUyK6jw1Sayy-p9GTnBg" target="_blank">here</a></span></td></tr>
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<span style="background-color: white; color: #333333; font-size: 12px; line-height: 21.59375px;"><span style="font-family: Verdana, sans-serif;"> "Education is not the filling of a pail but the lighting of a fire." --William Butler Yeats</span></span><br />
<span style="background-color: white; color: #333333; font-family: Arial, Helvetica; font-size: 12px; line-height: 21.59375px;"><br /></span>PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-20781821384480609742013-08-06T16:36:00.002-02:302013-08-06T16:36:54.020-02:30Daring to Differentiate<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://womenonthefence.com/wp-content/uploads/2011/08/back-to-school.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="292" src="http://womenonthefence.com/wp-content/uploads/2011/08/back-to-school.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://womenonthefence.com/wp-content/uploads/2011/08/back-to-school.jpg" target="_blank">here</a></td></tr>
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I have been thinking about the students who will walk into Grade Five in a few weeks, recalling their faces as they left in June and wondering how I will be able to reach them and teach them, particularly as readers and writers.<br />
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I already know some things about them just from our interactions in the hallway and during Lunch Duty! I know the rascals, the reluctant and the responsible ones! I know who needs help to put on their coat, who likes to gobble down their lunch so they can talk, who gets boisterous in the bus lines. I know who will be the dramatic ones and who are the shy ones. BUT I know very little ...yet... about their reading habits, their likes and dislikes when it comes to books.<br />
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<a href="http://www.apachecountylibraries.com/Media/kids_books.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://www.apachecountylibraries.com/Media/kids_books.jpg" width="223" /></a></div>
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I do know that there are students in my Grade five class reading significantly below grade level and that there are strong readers who love to get lost in a book. And of course they run the gamut in between. This is not unique in my room, in this school or in this part of the province (or state!) The question is what can be done to accommodate the differences (and similarities) among these readers.<br />
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While our schools have authorized resources to augment the prescribed literacy curriculum, we have the backing of our Department of Education, the<i><b> freedom</b></i> to teach the children, not the textbooks. This does not make our jobs easier; on the contrary it is as challenging as being given a set of books/material to "cover" with the class.<br />
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Considering the myriad needs, the wide range of reading ability of the students that enter my classroom each fall can be daunting. However, at our school. we have practices in place that make a difference. We begin in primary to become familiar with the student's progress with the completion of a Language Arts profile (K-3), such as this one in Grade <a href="http://www.ed.gov.nl.ca/edu/k12/curriculum/lit_profile_gr1.pdf" target="_blank">One</a> as well as the usual evidence gathered through in-class activity. Our teachers use <a href="https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDwQFjAC&url=http%3A%2F%2Fprofessionaldevelopment.masd.wikispaces.net%2Ffile%2Fview%2FMsv%2BCueing%2BSystem.doc&ei=CDwBUteEMJOC9gTtwYGADA&usg=AFQjCNGgW-9bTVgDTFdkOOwk7R5IdRKz_g&sig2=f9Qp-UT52X4rxrfXgqcyhA&bvm=bv.50310824,d.b2U" target="_blank">running records</a>, <a href="http://www.scholastic.ca/readinglevels/images/whatis.pdf" target="_blank">Guided reading</a> and an individualized Home Reading program where books taken home for independent reading are matched to the level at which a student will be successful.<br />
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<tr><td style="text-align: center;"><a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTM5geSH9TDLolboS0xrgKgn_VP0qNQ7Zp-LeVTftK7psvfF07Zqg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTM5geSH9TDLolboS0xrgKgn_VP0qNQ7Zp-LeVTftK7psvfF07Zqg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTM5geSH9TDLolboS0xrgKgn_VP0qNQ7Zp-LeVTftK7psvfF07Zqg" target="_blank">here</a></td></tr>
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That focus on being familiar with the students' reading abilities and the focus on teaching strategies needed to improve comprehension has been part of our teaching culture for some time now! <br />
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<li>We long ago abandoned the idea that <i>one</i> book for all students to "study" was appropriate. </li>
<li>We adapted our expectations for responses to books shared with the whole class as Read Alouds to reflect the varying abilities in writing and representing. </li>
<li>We aimed to ensure that <b>all </b>our students were dealing with the same big questions around character, setting, plot ,theme and such... only in language they could really relate to and with texts they could actually read.</li>
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Much as the picture below models, students are grouped by reading level (generally), interest and targeted teaching of strategies.<br />
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<tr><td style="text-align: center;"><a href="http://cnteachermaterials.wikispaces.com/file/view/PicturesGRGroup.JPG/49464869/362x225/PicturesGRGroup.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="198" src="http://cnteachermaterials.wikispaces.com/file/view/PicturesGRGroup.JPG/49464869/362x225/PicturesGRGroup.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://cnteachermaterials.wikispaces.com/file/view/PicturesGRGroup.JPG/49464869/362x225/PicturesGRGroup.JPG" target="_blank">here</a></td></tr>
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And differentiating like that can make a huge difference!<br />
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*How do you meet the needs of the readers in your room?<br />
*What are some of the challenges you face in differentiating for reading levels?<br />
<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com1tag:blogger.com,1999:blog-1037691407265135496.post-23632246512490303262013-07-19T14:09:00.001-02:302013-07-21T10:18:27.971-02:30Getting Back to the Reading ZoneAt our school the emphasis is on an individualized reading program, one based on knowing what the students' reading level is and supporting each child to become a stronger, engaged reader over time. While we use some selections from the authorized resources as mentor texts or for small group instruction, the use of a whole class set of novels is no longer a par of our pedagogy. One of the key components of this reading program is time to read ...in school and through our expectation of Home Reading.<br />
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While teachers have worked to include different approaches in their classrooms to support students' growth as readers such as building large classroom libraries, developing a room of shared levelled texts, establishing guided reading groups, incorporating Daily 5 and encouraging Home Reading with logs, several of us have also adopted aspects of Reading Workshop.<br />
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Fountas and Pinnell's <a href="http://www.heinemann.com/products/E00310.aspx" target="_blank">Guiding Readers and Writers</a> Grades 3-6 has framed much of what is done in my reading classroom. Their suggestions and rationale for establishing a Reading <i>(and Writing</i>)Workshop are well-thought out and clearly described.<br />
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<b>Reading Workshop (60 min.)</b><br />
<b>A booktalk/minilesson f</b><b>ollowed by </b><b>groups for </b><br />
<b>Independent Reading</b><br />
<b>Guided Reading and Literature Study/Book Club</b><br />
<b>Then meet for Group Share and Evaluation (Adaptation of Fig. 4-1 P. 40)</b><br />
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I particularly enjoyed how this schedule provides structured time to meet with small groups of students and individuals to strategically teach and support readers at different stages.<b><br /></b>
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But I think I have gotten away from something vital in my organization and expectations for reading. The students who enter my classroom as readers stay readers but those students who have yet to be hooked by a book, many of them still struggling to read well, are not always 'caught' by the whole reading response and reading log <a href="http://bit.ly/1ar6YCh" target="_blank">requirement</a>. Reading is work for them and I have been adding to that association with some of what I have done.<br />
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<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://www.falconlit.com/kids_reading.jpg" target="_blank">here </a></td></tr>
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It took several years before I found a balance between my beliefs about working with young readers and writers and the constraints of a prescribed curriculum, but I felt I had achieved it...until this <a href="http://bit.ly/1bmvgjW" target="_blank">past year</a>. It seemed to take more prompting to get kids to open their books for silent, independent reading, more of them "forgot" to do their reading at home or grumbled about it and more of them did not meet the goal set for the number of books to completed.<br />
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If I want them to <i><b>enjoy</b></i> reading first and foremost, then something has to give.<br />
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I was inspired many years ago by Nancie Atwell's <i>In The Middle</i> passed to me by a colleague at the high school level. It was actually this book about Atwell's work with intermediate students that motivated me to try writing and reading workshops, as best I could, with grade five students. When I started thinking about what to do now, my thoughts naturally went back to that time and that feeling of being passionate about reading in my classroom.<br />
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Nancie's passion as a reading teacher is evident in her books and in this<a href="http://bit.ly/1bvvVzE" target="_blank"> response</a> she gave to an New York Times<a href="http://nyti.ms/1dJMy7j" target="_blank"> article</a> about student choice in reading. And so I am reading her book <a href="http://www.goodreads.com/book/show/70377.The_Reading_Zone" target="_blank">The Reading Zone</a>!<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://ecx.images-amazon.com/images/I/51BODHRLPRL._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU15_.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://ecx.images-amazon.com/images/I/51BODHRLPRL._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU15_.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://ecx.images-amazon.com/images/I/51BODHRLPRL._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU15_.jpg" target="_blank">here</a></td></tr>
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I know what it feels to be in the <b><i>zone</i></b>, to feel that "happy state of engagement" and I want that for my students!<br />
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So I am reading, re-reading and reflecting on what to change, what to improve and maybe even what to omit from my Reading Classroom this fall. </div>
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<b>*What will silent reading look like? How to find more time for that?</b></div>
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*How can I increase student choice?</div>
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<b>*What will I do with my classroom library?</b><br />
*How can I make the best use of our elementary book room and the Resource Center library?</div>
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<b>*How will the sharing of books look?</b></div>
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*What recording will I do of what has been read? Or how will I have students do that?</div>
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I would love to hear your thoughts. </div>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-51335898027469558812013-07-16T14:22:00.000-02:302013-07-21T10:19:49.344-02:30Reading Groups ...Review, Reflections and RevisionsThey did it in The Jane Austen Book Club.<br />
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You can certainly do it on Goodreads.<br />
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They even do it on Twitter! See <a href="https://twitter.com/nerdybookclub">https://twitter.com/nerdybookclub</a> as just one example!<br />
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People <b>love</b> to get together and share the books they are reading. Well, most. If we asked our students, what would their reply be?<br />
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So how do we provide opportunities for that kind of sharing and that kind of enthusiasm? And let's be honest; it's not entirely about the books. It's about the interaction, the socializing, the feedback, the discussion! That's what motivates! That's why people of all ages participate in Book Clubs, reading groups or become members of forums that talk about and recommend books.<br />
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So again I ask myself, where is that in my students' day?<br />
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While I do many things I am satisfied with in my Literacy/Language Arts time, the reading part has had me tweaking for several reasons for the last number of years. See part of what I am referring to<span style="color: blue;"> <a href="http://patricaspoints.blogspot.ca/2013/06/readingreally.html" target="_blank"><b><span style="color: blue;">here</span></b></a>.</span> I hoped to generate interest in books being read by the students by having them share their responses on the walls and to their peers.<br />
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I have also set-up "book club" type groups as part of my Reading Workshop.<br />
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I <i>usually</i> established the groups based on reading levels. Though that didn't mean that everyone had to be on the same one. As long as I felt that everyone could have success sharing the book, I would mix up the levels a little. Personalities and other pertinent factors often play a role in setting up any groups as we all know!<br />
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I <i>usually</i> provided the students a choice of books from which they could select one they wanted to read together. These selections could be offered based on genre, author, or what I thought might interest them as a group.<br />
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And I <i>usually </i>scripted the follow-up activity and discussion by giving each group a guide. While some of these allowed individual responses within the group setting, I felt the talk around these topics would engage the students before they actually completed the tasks.<br />
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This guide I used early in the year or with readers who needed a little more support.<br />
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Most of the concepts and/or tasks had already been modelled with the class as a whole or were embedded in Read Alouds/ThinkAlouds so students would be able to complete these independently or as a group.<br />
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This one would be used as more of the language we use when discussing texts had been introduced.</div>
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Now don't get me wrong. This approach has "worked". I feel students have responded well to the opportunities for choice that were part of this set-up. They were involved in the process from the beginning (sort of). By choosing the order in which they did each box and which ones to omit, they could tailor the tasks (sort of) to their strengths and still work on some necessary ELA tasks. Students could also select how they might present their responses (not everything had to be paper-and-pencil). </div>
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And because I work from the first day to establish and support independence and responsibility for decision-making, students work well in groups in my classroom! Usually! By the time these book groups are set up for the first time, my students have had many, many opportunities to work on their own, with Pair Shares and in groups for varied purposes. So in several ways, this "Book Club" builds off those experiences and that makes a difference to how smoothly they run. </div>
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In this particular setting, at the "end" of the time allotted, students are also asked to plan the next meeting. They decide how much farther to go in the text and they decide whether to share the reading of the next selection aloud or will set pages to read - in-class- silently. Or perhaps they will be ready to move on to a different box. Or the plan may include assigning catch-up reading or finishing an activity to some members. Thus it is students who shape the flow of the meeting and the completion of the day's activity.</div>
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BUT...</div>
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I want more.</div>
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More time for just reading and talking and recommending and reading!</div>
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More ownership of the process and whatever product may come from these get-togethers. </div>
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I want more of what readers, real readers do when they<i> do</i> a book club! </div>
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So what would you suggest?</div>
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com3tag:blogger.com,1999:blog-1037691407265135496.post-28649703388472361532013-07-16T10:11:00.000-02:302013-07-16T14:22:57.999-02:30Sharing the Love of Books...A Chore?<i>Get your pencils ready.</i><br />
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<i>Order your recess and lunch.</i></div>
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<i>Take your books out.</i></div>
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<i>Settle down.</i></div>
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That's the to-do list in many classrooms each morning, including mine on many mornings. While we may not present it as "orders", the routine-ness of it is an established goal and this tone set. And it is this approach to silent independent reading that I wish to reconsider. But my reflections are going deeper than that.<br />
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<i>When you finish your book, you may choose one of the responses to share your thoughts and ideas. I want you to record the title, the number of pages, the type of response you select and the new total of pages read in your log. </i></div>
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This is the essence of the expectations I established this year. And it worked...for the most part and with most but not all students!<br />
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The choices in responses varied greatly and included such things as:<br />
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<li>Illustrate a new book cover.</li>
<li>Write a postcard to, or from, a character.</li>
<li>Create a story map, or a comic strip.</li>
<li>Write a letter to me about what and why you enjoyed about the book.</li>
<li>Create a glossary of terms related to the non-fiction text you think may be useful.</li>
<li>Blog!</li>
<li>Write a Reader's Theatre script about an important scene. (Present it or direct it!)</li>
<li>Do an Audioboo and share it.</li>
<li>Create a movie poster for your book.</li>
<li>Sign up for a BookTalk. (with me or a classmate)</li>
<li>Use Popplet to create a character sketch (or some other selected topic)</li>
<li>Create a presentation about the author and what about their book that stood out for you.</li>
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As our outcomes include broad statements such as "Students will be expected to respond personally to a range of texts", the above <i>are</i> terrific ways to provide opportunities to make connections to the text with a blend of modes with which to do so. Students are able to share their thinking in ways that access their particular learning style. </div>
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Win-Win, right?</div>
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While I do think I am on the right track, one of the issues I have had was with students not meeting the expectation, the goal, of a response for each book in our reading program. (See <a href="http://patricaspoints.blogspot.ca/2013/06/readingreally.html" target="_blank">here</a> for a little more about that.) Now I have been responsive to students' lives and have not been regimental in expecting a response for all books. And in modelling different activities, I have shown how much fun can be had while sharing the pleasure in reading a particular book and the depth of your connections to it. </div>
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I am wondering, like other teachers about what we are doing to promote the love of reading, the <a href="http://www.pernilleripp.com/2013/06/the-danger-of-just-right-books-and.html" target="_blank">freedom to read</a>, the pleasure in sharing a book.<br />
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So how do you promote reading in your classroom?<br />
How do we find the balance between passion and pleasure in reading with the chores and work-related tasks we, as teachers, too often attach to reading?</div>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-40250391463120143982013-06-27T17:11:00.002-02:302013-06-27T17:20:09.148-02:30Reading...Really?Reading didn't go quite the way I hoped for in my room this year.<br />
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We all know some particular combinations of students will make for different experiences from year to year; this class <i>did </i>have more students who were not reading 'at grade level' when they arrived but was that the reason things were not as successful? I am not sure.<br />
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With all the current emphasis on putting the "right book in the right hands at the right time", with our "baggie" books going home in primary grades, levelled texts and guided reading sessions continuing up in to elementary classrooms now, are more students really engaged in reading? Choosing to read on their own?<br />
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I'm not so sure any more. I certainly didn't see it this year. Have we, as educators, missed the boat with how we are 'doing' reading? Is it just a school issue?<br />
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I do know parents have become (overly) concerned about the level of the books brought home, particularly in primary grades here and may be communicating the anxiety about 'moving up' to their children instead of recognizing the time and practice that is built into any process of learning. That being said maybe the Home Reading program needs an overhaul in its approach to record keeping and reading logs and ensuring that its only "just right" books that go home.<br />
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I do know that there are many (and major) distractions in our students' lives, enough that even if the only homework (<i>more on that topic later</i>) is reading, it does not routinely get done or is frequently completed under stress and in less than ideal conditions.<br />
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I do know more and more students have devices on which they spend hours after school instead of reading ...or reading in different spaces than we normally consider. That's a factor that has to examined.<br />
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<tr><td style="text-align: center;"><a href="http://www.ypulse.com/uploads/original/2011/04/KidGamer.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="212" src="http://www.ypulse.com/uploads/original/2011/04/KidGamer.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://www.ypulse.com/uploads/original/2011/04/KidGamer.jpg" target="_blank">here</a></td></tr>
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I have tried different approaches to foster the love of reading while aiming to ensure our English Language Arts outcome that refers to students' ability to select and read across genres is met.<br />
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First and foremost I read too and I read the books that my students read. That is key. Kids expect teachers to read; they should also be able to expect us to know the books that they are being asked to read.<br />
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<tr><td style="text-align: center;"><a href="http://www.tysonlibrary.org/Images/MyReadingLog.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://www.tysonlibrary.org/Images/MyReadingLog.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from <a href="http://www.tysonlibrary.org/Images/MyReadingLog.jpg" target="_blank">here</a></td></tr>
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In the beginning of my time as a Grade Five teacher, I had Reading Logs organized that asked for parental signatures when Home Reading was done - weekly - however the temptation to give in and sign even though students hadn't done the required reading was becoming a little too obvious. So I took parents out of that job and handed it to the kids! Giving the students' responsibility for maintaining the log fit with my thoughts on independence and responsibility anyway! <br />
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With the teacher/librarian at the time, I set a goal of <b>40 </b>books and established an incentive program "Reading Round the Rock" ( an affectionate name for the island province we live on) and provided bookmarks, and such as they read so many "kilometres" around the coastline. Every page, regardless of the amount of text, counted as a kilometre. This worked for many but eventually presented its own challenges. In order to reach the goal, reading at home was a necessity and sometimes, through little to no fault of their own, some students weren't spending enough time reading. Add to that the number of students who did not move across genres independently and it became clear further adjustments were necessary.<br />
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In the record keeping, I changed from just a list to a grid with the genres inserted into the boxes - 6 Realistic Fiction, 6 Traditional Literature, 2 Mystery, 1 Science Fiction, 2 Biography, 2 Historical Fiction, 4 poetry, 2 Award winners (Newberry/Caldecott or other) 5 Informational Text and 10 Student Choice. Students now write in the title when the book is done.<br />
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This helped. Along with baskets of books grouped by genre, not by level. And with silent reading included as part of our morning routine. That's not to say that even with this in place everyone was successful in meeting the expectation but that wasn't a surprise.<br />
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And then there was <i>this</i> year.<br />
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On the advice of the grade four teachers, I scaled back the requirement to <b>30</b> texts. I continued to provide time each day for reading independently as well as for guided reading. And while I was pleased with the overall level of improvement in their ability to demonstrate comprehension when required (in other words on the evaluation carried out at the end of each term) I was not as impressed with how few students met the expectations in their logs. Only a handful read the minimum and while several came close, it was an effort in the last few weeks to get it done...not because they wanted to read!!<br />
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And so I want things to be different; I want all my students to be able to enjoy reading and <i>want</i> to read. Should I have something individualized in place ...where I am <i>expecting</i> some students to not be successful?<br />
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So back to the drawing board. Or the reading mat!<br />
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Or maybe looking at my reading area would be a good start. <br />
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Pernille Ripp's <a href="http://www.pernilleripp.com/2013/06/so-you-want-reading-classroom-12-ideas.html" target="_blank">suggestions </a> include culling books and that is good advice. Being the hoarder that I am I know have held on too long to copies of books, <i><b>worth reading</b></i>, however they are definitely past the well-thumbed-through stage. Kids <i>do</i> judge the book by the cover and aren't going to select one that is held together by tape! Nor are they likely to pick up classics that look like classics!<br />
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I do have plenty of books and plenty in our school to draw from. There are graphic novels, and picture books ... a wide selection across genres and reading levels to accommodate and interest readers of different abilities and interests. As Pernille points out choice is essential to any reading program and while I have given guidelines as to genre, I have always aimed to support students in choosing what particular book they would like to read. And you need books to do that with.<br />
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I also like her point about making<i> <b>more</b></i> time for book recommendations. Being able to suggest something to a student because you've actually read it is powerful. But when students point out a particular book it often goes a little further! The Speed Book Dating was a hit!<br />
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I thought I may be achieving that kid-to-kid recommendation with many of the <b>book responses</b> students were asked to complete and share but again I am not so sure. These were quite varied from posters and comics strips to Popplets and Audioboos. I am wondering if the point about how well they liked the book came through in these presentations or if I should put more emphasis on the recommending aspect.<br />
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And that leads me to a contentious point. In having students "respond personally and critically to text", I have provided many different, and I think, engaging ways for them to share their reading pleasure, <i>and</i> their understanding. But for many, doing these is just <b>work</b>. Plain and simple. And when they forget to do them in a timely fashion, i.e. that is soon after they finish the book, then the level of quality of the response often drops. As these responses form part of the students' comprehension portfolio, it's an issue.<br />
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So how do I balance the expectations for sharing their reading - whether it's talking, writing, representing, using technology- with choice which I feel is essential to encouraging students to read?<br />
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How do I balance using the new curriculum materials (lots of books!) coming in the fall with an individualized and independent reading program?<br />
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Will I have students maintain a reading log at all? Katherine Sokolowski in her <a href="http://readwriteandreflect.blogspot.ca/2013/06/how-do-you-know-they-are-reading.html" target="_blank">post </a> suggests they aren't necessary to the dialogue that can be carried out between teacher and student. I agree. Any record keeping can be carried out by me <i>after</i> we have talked...really talked about being readers, the books and the pleasure in reading!<br />
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So what will I do? I don't have it all figured out yet but I do know the love of reading is a priority for me.<br />
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What do you do? How do you get all the kids reading?<br />
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com1tag:blogger.com,1999:blog-1037691407265135496.post-22274881362101032342013-06-27T12:31:00.003-02:302013-06-27T13:08:19.607-02:30Letting GoSo here I am ... in the middle of the first week after school finished. I have time on my hands for a change (especially after completing my Master's) and so I have been musing about the past year and considering what I would like to do with the weeks ahead.<br />
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These first few days after school finishes are for letting go! <br />
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In cleaning up my desks (and moving classrooms) I have come across notes, sheets, articles and lots of treasure/junk that I have had to decide to keep or let go. A lot of it I threw out! If I haven't used it or thought about it in the last year, then perhaps it wasn't as useful as I thought. Let it go!<br />
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Letting go this week also means easing out of the care and concern for the twenty-two students who have been "my" kids for the last ten months.<br />
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No longer do I have to wonder if<i> they </i>are getting enough sleep or if <i>she</i> is still thinking about her little brother and the operation he needs or if <i>he</i> is still fretting about the death of his cat. No longer do I have time to support <i>her</i> growing willingness to speak up or <i>his</i> to pipe down! No more time to spend laughing at <i>her</i> jokes or smiling at <i>his</i> stories.<br />
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As the summer goes on, no longer will I have to worry about their grasp of multiplication, or reading strategies or... No longer do I need to find more time to carry out tutorials, to phone home, to meet with the team to plan interventions, and to prepare for mini-lessons and individualized conferences to address this need or that one. <br />
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I also have to let go of the doubts. I have to let go the nagging thoughts about whether or not I spent enough time with each child, if I coulda, shoulda said something else ... done more.<br />
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I have to let go of unrealistic expectations and use (some of) the time now to reflect on my own practice...what would I do differently? Why?<br />
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I also need to let go of my teacher "hat" and put on ones with more personal labels. Then I will be ready to meet and greet the next bunch of Great Grade Fives in the fall!<br />
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So here's to letting go...<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Image from<a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTubVNOI_7WDtmhz_4qb700AjIb63_EigX54j56U-GTC2d69aZq" target="_blank"> here</a></td></tr>
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What in particular are you reflecting about? Pondering and planning? <br />
What hat will you wear this summer?PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-84319990935198587832012-10-14T00:40:00.000-02:302013-03-19T13:49:22.058-02:30 The Power of Connecting - the Global Read Aloud and Other Points<div class="separator" style="clear: both; text-align: center;">
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<span style="text-align: left;">My Grade Fives and I have been rather busy this October; we are proud members of Global Read Aloud 2012!</span></div>
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<span style="text-align: left;">Participating in this amazing project, thought up by Pernille Ripp, has been eye-opening for my students and certainly reinforced some very important ideas for me about the value of the Internet as a tool - a space - for teaching and learning.</span></div>
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<span style="text-align: left;"><b><i>CONNECTING</i></b></span></div>
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Of course there's the thrill of connecting with students their age in other parts of the world...it is the GLOBAL Read Aloud, after all! For my particular class, we have been delighted to participate in the project with Ms. Sandler's class in <i><span style="color: red;">Argentina</span></i>; Ms. Rinker's in <i><span style="color: red;">Illinois</span></i> and Ms. Jones' in <span style="color: red;"><i>Connecticut</i></span>; Ms. Boothby's Grade 5's way over in <i><span style="color: red;">Switzerland</span></i> and shortly we'll be hearing from Ms. Bennett's class down in <i><span style="color: red;">New Zealand </span>(they've been on holiday)! </i> </div>
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<tr><td class="tr-caption" style="text-align: center;">from learningresources.com </td></tr>
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<b><i>READ ALOUD</i></b><br />
And then's there's the book itself - <a href="http://theoneandonlyivan.com/" target="_blank">The One and Only Ivan</a> by Katherine Applegate! It is a <i><span style="color: blue;"><b>wonderful</b></span></i> story about hope and friendship and art and so much more; it is<b> sure</b> to be a classic like the other selection this year, <b>Charlotte's Web</b>. The power of words, well-crafted as is so evident in this book, can move us all to places and feelings new and familiar.</div>
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Knowing that other grade fives are actually hearing the same story pretty much at the same time you are in so many places around the world is awe-inspiring for ten year olds! Finding out they have similar thoughts and interesting differences to students around the world is an added benefit of sharing!</div>
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<a name='more'></a>Hundreds of teachers around the world signed up with the Global Read Aloud2012 to plan for sharing sections of the book each week for the month of October and to participate in follow-up activities during the month using whatever means they were comfortable with or interested in trying: blogging, Twitter, Edmodo, a wiki dedicated to the book, to name the favourites.</div>
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I'd be remiss if I didn't point out that the teachers, such as myself, are just as <b>thrilled </b>to be learning <i>with</i> and <i>from</i> our peers, too. For weeks before the Read Aloud began, in the Edmodo pages open to the participating teachers, there was much sharing of ideas, lots of questions and answers about how to set up in the online communities chosen and just general conversations about who we are and where we teach! It is truly something for all of us involved to connect about something we are passionate about - teaching and the love of a reading great books to our students!<b> : )</b></div>
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<i><b>VALUE</b></i></div>
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It is easy to see the benefits that come from:</div>
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~Communicating thoughts and ideas, asking and answering questions, sharing emotions while writing individually or collaboratively on their blogs and Edmodo pages </div>
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~Using Animoto and Audioboo, Photostory and Skitch, Wordle and Tagxedo - there are so many interesting ways for children to represent and contribute their predictions, their reactions, their pleasure!</div>
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~Contributing to a larger body of work on this year's <span style="color: cyan;"><a href="http://globalreadaloud.wikispaces.com/Ivan+First+Week" target="_blank">wiki</a> </span></div>
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All the talk curriculum documents spout about <i>authentic audience</i> and purposeful <i>technology integration</i> is made visible when students and teachers participate in activities like the Global Read Aloud.</div>
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<b><i>OPPORTUNITIES</i></b></div>
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Upon hearing about the recent and tragic death of another young person, <span style="color: black;"><a href="http://www.theglobeandmail.com/news/national/amanda-todd-tragedy-highlights-how-social-media-makes-bullying-inescapable/article4611068/" target="_blank">Amanda Todd</a>,</span> who had been cyber-bullied, I feel the importance of teachers providing many and meaningful ways for our children to use the Internet such as the Global Read Aloud becomes even <b><span style="color: purple;">more imperative</span></b>.</div>
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<tr><td class="tr-caption" style="text-align: center;">from bullyawarenessweek.org</td></tr>
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Our children <i style="font-weight: bold;">need </i>opportunities to participate in positive interactions - under the guidance of caring adults- on the Internet. </div>
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They<b><i> need</i></b> repeated opportunities to discuss the <b>power</b> of their words and the <b>consequences</b> of their actions - on and offline. </div>
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Our students<i><b> need</b></i> models of what to do online and how to do it.</div>
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They <b><i>need</i> </b>to be able to participate positively in the community of connected learners.</div>
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They <b><i>need</i></b> us to teach them about the power of connecting and of caring.</div>
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from Pernille Ripp, creator of the <a href="http://www.globalreadaloud.com/" target="_blank">Global Read Aloud</a></div>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-36952831936683104612012-09-02T10:54:00.000-02:302013-03-19T13:50:03.095-02:30Learning from our Mistakes<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 13.5pt; line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif;">How many times do you come across someone willing
to announce to the world the mistakes they have made? </span></span></div>
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<span style="font-size: 13.5pt; line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif;">Mistakes made in their
classroom? </span></span></div>
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<span style="font-size: 13.5pt; line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif;">Little boo-boos, yes, maybe, but sharing several BIG mistakes?</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: 18px; line-height: 27px;">I was struck by an article about blogging I read recently that was all about just that. </span><span style="font-family: Arial, Helvetica, sans-serif; font-size: 18px; line-height: 27px;">(see citation at the end of this post/no link available)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: 13.5pt; line-height: 150%;">The authors, all instructors at a teaching college, stated that they made several assumptions when introducing blogging into their university
courses for pre-service teachers:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: 18px; line-height: 27px;"> ..."that this generation of tech-savvy kids would enjoy this particular medium for discussing their reading."</span></div>
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<span style="font-size: 13.5pt; line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif;">... there was little need for direct instruction</span></span></div>
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<span style="font-size: 13.5pt; line-height: 27px;"><span style="font-family: Arial, Helvetica, sans-serif;">... blogging would appeal to the wanna-be teachers who would be incorporating technology into their future classroom</span></span></div>
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<b style="line-height: 32px;"><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">WRONG </span></b>
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<b><span style="font-size: 13.5pt; line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif;">Holly Hungerford-Kresser, Joy Wiggins and Carla
Amaro-Jimenez were surprised at the results - quantitative and qualitative- they got back after including
blogging as a <i>regular</i> feature of the courses they were teaching. </span></span></b></div>
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<b style="line-height: 150%;"><span style="font-family: Arial, Helvetica, sans-serif; line-height: 200%;">After more than two years and several attempts along the way to improve what they were doing with blogging, the results indicated that blogging had done <i>little</i> to facilitate the deeper engagement with the content they had hoped for and more surprising that the students thought the blogging was the <i><span style="font-size: large;">least</span></i> important tool in their learning of course content!</span></b></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif; line-height: 32px;">Well, being researchers, and being very curious as to why or how they got what they got...</span></b></div>
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<b style="font-family: Arial, Helvetica, sans-serif; line-height: 200%;">the instructors looked a little more closely at what the bloggers had to say in the anonymous focus group sessions. They learned quite a lot about their teaching methods, about assumptions they had made about the comfort level of these students with technology and about how they had <i>failed</i> with including blogging as a <i>useful</i> way to share learning.</b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>By sharing the struggles they went through and by letting others know about mistakes made, they felt there was much to gain.</b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>"While we [all] know the benefits of from the narratives of successful teaching, we are hoping our experiences as successful instructors who were unsuccessful with technology can benefit the field of literacy."</b></span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">So what did the students (and the authors) say? </span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">Advice for Action:</span></b>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*Don't make blogging just another task to complete.</span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*Don't make it such that it carbon copies a paper-and-pencil task you<i> also</i> have on the go.</span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*Provide more guidance. Prompts and questions, topics that may be different from what is covered in class.</span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*MODEL what you want.</span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*Participate in the discussion. (Step back sometimes.) Bring it up in class.</span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*Promote conversations that follow interests, not timeframes.</span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*Encourage a variety of responses that could be inserted into the blog. Capitalize on different means of expressing what is learned. (Writing on a blog is still "just writing".)</span></b></div>
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<b><span lang="EN-US" style="font-family: Chiller; font-size: 22pt; line-height: 58px;">*Help conversations get going by establishing smaller groups (that could rotate)so we can get to <i>know</i> who we're talking to and get comfortable in the talk.</span></b></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><i>So as I begin to prepare for school for the 2012-2013 year, what can I take from this article? I have made <a href="http://patricaspoints.blogspot.ca/2012/07/somethings-missing.html">mistakes</a> and there are definitely things I am <a href="http://patricaspoints.blogspot.ca/2012/07/looking-back-at-blogging.html">reconsidering</a>.</i></span></b></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><i><br /></i></span></b></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><i>What part of this advice speaks to you? </i></span></b></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><i>What mistakes have you made with blogging in your classroom? </i></span></b></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><i>Any advice you would share?</i></span></b></div>
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<span lang="EN-US" style="line-height: 58px;"><span style="font-family: Arial, Helvetica, sans-serif;">For those who may wish to read the full article, it is available through academic logins.</span></span></div>
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<span style="background-color: white; font-family: 'Droid Sans', 'Trebuchet MS', Verdana, sans-serif; font-size: 14px; line-height: 21px;">Hungerford-Kresser, H. & Wiggins, J. (2011). Learning from our mistakes: what matters when incorporating blogging in the content area literacy classroom. </span><em style="background-color: white; border: 0px; font-family: 'Droid Sans', 'Trebuchet MS', Verdana, sans-serif; font-size: 14px; line-height: 21px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Journal of Adolescent & Adult Literacy, </em><span style="background-color: white; font-family: 'Droid Sans', 'Trebuchet MS', Verdana, sans-serif; font-size: 14px; line-height: 21px;">55(4), 326-335. doi:10.1002/JAAL.00039</span>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-35373359382904998722012-08-26T15:35:00.001-02:302013-03-19T13:50:47.373-02:30Assessing What CountsBlogging is now an integral part of my elementary classroom literacy block. Like many teachers, such as <a href="http://primarytech.global2.vic.edu.au/2012/07/20/making-educational-blogging-work-for-you/">Kathleen Morris</a> and <a href="http://www.pernilleripp.com/2011/10/why-students-should-blog-my-top-10.html">Pernille Ripp</a>, I have come to see the benefits of blogging with my students and wouldn't miss including it as part of our daily activities.<br />
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Within the first few months of introducing it, I added blogging as an independent choice for journalling, creative writing or completing<a href="http://patricaspoints.blogspot.ca/2011/02/getting-started-with-kid-blogging.html"> reading response</a>s in our <a href="https://docs.google.com/viewer?url=http://www.ttms.org/PDFs/05%2520Writers%2520Workshop%2520v001%2520(Full).pdf&pli=1">Writing Workshop</a>.<br />
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The importance of how we presented ourselves was established much like teacher <a href="http://educational-blogging.wikispaces.com/How+To+Teach+Commenting+Skills">Mrs. Yollis</a> does with her Grade 3 class. Having standards for 'publishable writing' is not a new concept in our school.<br />
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That being accomplished, and I have to say blogging was appreciated by the students as a <b>'cool'</b> way to share their lives, their interests, and their book selections, it became a question of how do I use the blogs as part of gathering information about my students' learning? <br />
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In the beginning I thought to use them much like many teachers in primary and elementary classrooms use journals...as <i>snapshots</i> of their personal writing over time. But with the completion of 'assignments' being done on the blogs we had to take a closer look at the role they played in the <i>photo album</i> of assessment data.<br />
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<a href="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcRXhuurfhkkg2sr-Z6sneJpoqjZg4v4PDqZPlJmQbmda3KuYjZa" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcRXhuurfhkkg2sr-Z6sneJpoqjZg4v4PDqZPlJmQbmda3KuYjZa" /></a></div>
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As a class, we use co-created rubrics for our Book Responses (story-maps, character journals, book ads and so many more!) and often use <a href="http://writingfix.com/classroom_tools/post_its.htm">post-it note rubrics</a> from Writing Fix as well the provincially authorized analytic and holistic rubrics for Writing. It wasn't a big stretch to take on creating a rubric for our <a href="http://patricaspoints.blogspot.ca/2011/07/blogging-assessment-and-learning.html">blogs.</a><br />
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While that rubric has some use in the class, I am not sure it suffices anymore. As I begin a third year blogging with a new crew of Grade fives, with intentions of building on our collaborative blogging and of incorporating blogging in the content areas more significantly, I have new queries about how to determine their effectiveness and of how to assess what we are doing!<br />
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In particular, questions about how to assess the learning associated with the<b> process</b> <i>and </i>the<i> </i><b>product</b> began to arise.<br />
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<li>How do we track growth over time? </li>
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<li>What features of blogging do we consider? Posts? Comments? Embedded digital tools?</li>
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<li>How do we share our observations with others?</li>
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<li>Is there a common language we can use to be able to communicate effectively with students? Parents? Administration? The public?</li>
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<li>Is it enough to include blogging as part of our informal assessment for learning? </li>
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<li>How do we examine the co-construction of knowledge partners and small groups can create through blogging?</li>
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<li>If we teach/facilitate/encourage particular 21st century skills and dispositions, then should we consider them 'formally' in the overall learning profile of our students?</li>
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<tr><td><a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRVC0uAbflmynJ0yTCG3ErcrCbhoFhNwOT1g2r1wCzpy_cUQ6_BOQ" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="340" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRVC0uAbflmynJ0yTCG3ErcrCbhoFhNwOT1g2r1wCzpy_cUQ6_BOQ" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 13px;">from 21stcenturylearning.wikispaces.com<br />
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Undoubtedly we want our students experienced in applying the <a href="http://www.p21.org/overview"><span style="color: blue;">4 C's</span></a> of creativity, critical thinking, communication and collaboration ... <i>with </i>the technologies that already exist and able to take on those technologies emerging. (Who knows what will be available in five years? Ten?)</div>
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How we consider, and implement assessment and evaluation of the types of literacies blogging students engage in <b>matters.</b></div>
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"We measure what we value". So how do we measure blogging? Who gets to measure it? </div>
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How do <i>you</i> account for the 'new' skills and competencies your students are gaining as bloggers? </div>
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<span style="color: #cc0000;"><b>Primary teachers?</b></span></div>
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<b> <span style="color: #38761d;">Elementary colleagues?</span></b></div>
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<b> <span style="color: blue;">High school educators?</span></b></div>
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<b> <span style="color: orange;"> Would you share your thoughts? What works for you? What didn't?</span></b></div>
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<b><span style="color: orange;"> <span style="font-size: large;">Any advice?</span></span></b></div>
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-35243545422051310752012-08-25T14:24:00.000-02:302013-03-19T13:51:49.956-02:30What and How to Value<br />
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<tr><td style="text-align: center;"><a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcR-hbhKfAcL7di6I8jTbMzIXkoum2AzA0TSLoYiWDCNfzUntW_ugg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcR-hbhKfAcL7di6I8jTbMzIXkoum2AzA0TSLoYiWDCNfzUntW_ugg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">libinfo.wordpress</td></tr>
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I have spent a significant portion of this summer holiday reading and re-reading journal articles, book chapters, blog posts<i> and</i> tweets to become familiar with the practice (and questions) around assessment, 21st century skills and blogging in our classrooms.<br />
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Since introducing blogging to my students only two years ago, my thinking has changed as I came to understand several things about what its potential for teaching and learning holds.<br />
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In that time-frame I have begun to move from using the blogging screen as 'paper-and-pencil' replacements for school assignments/journalling, though I still see that as part of what can carried on. Instead I have begun to establish my students as members of blogging communities, whether it's in our school or through interacting with other bloggers much farther away!<br />
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<tr><td style="text-align: center;"><a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQG1rhS_bzf6cVK7L9zBRO8GhT_0kzXfu3BkZU1Fz_P5R_b793N" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQG1rhS_bzf6cVK7L9zBRO8GhT_0kzXfu3BkZU1Fz_P5R_b793N" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">from www.zazzle.com</td></tr>
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<a name='more'></a>Of course, many of the AHA moments came from becoming a blogger myself! And I'm not at all convinced I would be so far along in my understanding, if I hadn't taken that leap into the blogosphere! (Thanks to Dr. Bobbi Hammett!)<br />
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Some thoughts...<br />
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<li>It is the conversation that makes a difference! The impact of receiving comments from peers, parents, seconded adults or visiting classrooms is immense! However, it's more than the comment factor; when blogging students engage in a<b> conversation</b> with their readers, when they have to reconsider what they have posted, that is what can transform the learning for all involved.</li>
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Interestingly, it doesn't always matter if you actually get feedback (though we all know it certainly helps and it DOES motivate), the idea of truly<b> writing for your audience</b> is definitely different than writing for the 'teacher'!</div>
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<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcQQHDz8wvOnBcm6URqil3LQ2sjoSxKjswyBVk5HDcQFKhWPCIcQfA" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcQQHDz8wvOnBcm6URqil3LQ2sjoSxKjswyBVk5HDcQFKhWPCIcQfA" /></a></div>
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<li>Creating a blog, and building the'how-to' skills related to this new rhetoric, can be determined through <i><span style="color: #a64d79; font-size: large;"><b>play</b></span></i> but seems to best achieved by seeing strong models. As I began to read blogs and more blogs, certain styles of writing and presentation quickly became noticeably <b>appealing</b> to me. While the content was obviously important, how it was constructed visually and what additional features make blogs more reader-friendly was a factor in wanting to follow certain bloggers. As I looked at many of my favourite bloggers, I figured out some of things I wanted to do with my own blog.</li>
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<li> Students (and teachers)<b> need</b> access to such '<b>role models</b>' and to begin discussions about the particular features of 'great' blogs before we can expect such incorporated into student blogs.</li>
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<li>Related to the questions around the <b>skills and capabilities</b> many of our students have or develop while blogging (and other online activities) is the idea that we have to know what we are looking for. And we ought to have a common vocabulary to share with students, parents, our colleagues and the public.</li>
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<a href="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcTqqvTKTsk4ynWtpYOBI1l6Z3rotNs79wb3Lr_sY0Ix24GjOaZREg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcTqqvTKTsk4ynWtpYOBI1l6Z3rotNs79wb3Lr_sY0Ix24GjOaZREg" /></a></div>
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<li>Actually we have to have<i> some</i> knowledge and understanding (and I think, a willingness to <i>be</i> bloggers), <i><b>before/as</b></i> we teach to, and with, these tools to<i> really</i> get what they bring to our classrooms. Like other 'subjects' we are asked to teach, don't we learn what we need to in order to do our jobs well? </li>
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<li>Blogging is not the same as journal writing or completing assigned tasks on a digital screen (though these are terrific and have obvious merit). While students often begin by recording personally selected topics, blogging moves beyond that with opportunities to <b>create</b> and <b>follow</b> threads of dialogue around interests that engage with school topics... or above and beyond. </li>
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In other words, students need PLNs too.</div>
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<tr><td style="text-align: center;"><a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRHVt1U62MIuXu1cw1X9EjT6VQrHWJf6GIBQPXRAzJs2fKYHTi3" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRHVt1U62MIuXu1cw1X9EjT6VQrHWJf6GIBQPXRAzJs2fKYHTi3" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">from edudemic.com</td></tr>
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So ...how <b>do</b> we show what we value about blogging and how will we actually value it?<br />
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PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-14522792730665850782012-08-01T21:57:00.001-02:302013-03-19T13:52:38.491-02:30A New Name - A New StartI have a new name. Well not me but this blog.<br />
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<b><span style="font-size: large;">Peonies, Pedagogy and Other Points</span></b> had fine alliteration and it <i>did</i> mean something to me when I chose it however having the word <i>Peonies</i> in the title just hasn't fit how this blog has evolved.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNVUPGoxwoSxkTAANJUhT99Bbdn-3iPX_9eUVQdnslRh272JGmZfC7w67wCJn5RP1Y-KCl__yZH-7Nz7dr0BC59w8HrxH3vLyNlycR3OoTK8s8i82U5Bm-BfrzLVPIWxk5VDdpqTpKB3xT/s1600/143.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNVUPGoxwoSxkTAANJUhT99Bbdn-3iPX_9eUVQdnslRh272JGmZfC7w67wCJn5RP1Y-KCl__yZH-7Nz7dr0BC59w8HrxH3vLyNlycR3OoTK8s8i82U5Bm-BfrzLVPIWxk5VDdpqTpKB3xT/s320/143.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is just one of my peonies!</td></tr>
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When I started here in February 2011 (as partial requirement for a grad course) I thought it could, would hold more than 'just' my thoughts about my pedgagogy as I began to blog with my students.<br />
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I am a gardener too. I had intended to infuse the blog with personal anecdotes about gardening along the North Atlantic but it just didn't materialize. (I'll have to find a different space for that!)<br />
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This blog has had a steady, if not as frequent as I wished, focus on blogging. (Still as grad student and I would love to be blogging more often instead of researching but it is worth the sacrifice!) <br />
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I wanted to document and share different aspects of the journey I have taken as a elementary teacher who was determined to incorporate technology into the curriculum. I wanted to articulate and reflect on my own thinking as I moved to establish blogs with my grade fives.<br />
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I also wanted to provide opportunities for my students to experience, and become experienced in <b>21st century skills</b> for authentic purposes, not as an add-on to what we were already doing. I aimed to have them composing creatively and reading critically as they built up their strategies for dealing effectively with on-line texts in various ways. Hopefully along the way they would begin to further develop their interest in lifelong learning with the 'cool tools'.<br />
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While I feel I can say I was <i>more or less</i> on the right track I have come to wish I could start all over again with that first class two years ago and do some things differently!<br />
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To be honest I have learned so much in the last year or so I almost started this blog over as well but the beauty of blogging lies in the reflective and recursive paths you can take re-reading your own works! Right?I<br />
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As for the new name... I feel I am<br />
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~still <i>on the edge</i> of learning about the power of blogging for myself and with my students<br />
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~still <i>on the edge</i> of seeking and sustaining the connective writing, and collaborative conversations such bloggers as <b>Will Richardson</b>, <b>Linda Yollis</b> and <b>Kathleen Morris</b> have achieved!<br />
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~still <i>on the edge</i> of flattening my classroom walls (Thanks <b>Vicki Davis</b> & <b>Julie Lindsay!</b>)<br />
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~still <i>on the edge</i> of incorporating web tools into the classroom blogging though I have got some tucked into my tool belt.<br />
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~still <i>on the edge</i> of involving my parents in the transformation blogging affords.<br />
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~still <i>on the edge</i> of sharing my learning with my colleagues in a wider way though I have presented and mentored and modelled where and whenever I can! ( Some have Twitter now and that's been my PLN in ways I couldn't have imagined.)<br />
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As well I am <i><b>on the edge</b></i> of my last few years of teaching but still feel motivated to be a learner with my students, for my students. It's exciting to try new things and you can't be afraid to take risks...<br />
<br />
Sometimes jumping in is the best approach and that is certainly what I have tried to model! (You do have to have some lifelines though when working with tech, or a back-up plan for sure!)<br />
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<br />
And living on the coast...<br />
<br />
the Atlantic <b><i>edge</i></b> of Canada<br />
<br />
where sometimes it can seem you are so far away from all the <i>cutting edge</i> happenings ...<br />
<br />
well I know that isn't the case.<br />
<br />
(And that's the one of beauties of blogging - it doesn't matter what <i>edge</i> of what coast at all!)<br />
<br />
You just have to begin and seek what you are curious about, look for further advice or information and ideas. <br />
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Post! Tweet! Bookmark! Share! Ask! Learn! Teach! Whatever edge you're on or at!<br />
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<br />
So <b><span style="font-size: large;">From the Edge</span></b> it is!<br />
<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com4tag:blogger.com,1999:blog-1037691407265135496.post-83292517371258753732012-07-15T15:16:00.001-02:302012-09-02T10:34:33.873-02:30Something's MissingSomething's missing in our blogging!<br />
<br />
As I have been thinking about the blogging with my Grade 5s (this is my second year) and reflect on recent reading from <a href="http://weblogg-ed.com/2004/04/page/3/">Will Richardson</a> , <a href="http://teacherleaders.typepad.com/the_tempered_radical/2008/04/tips-for-classr.html">Bill Ferriter </a> and <a href="http://www.pernilleripp.com/2011/05/14-steps-to-meaningful-student-blogging.html">Pernille Ripp</a> to name a few, I realized what it was. <br />
<br />
Conversation. Real talk.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh5a-S36wr5EWZMWaU9c8xTZZawWkWnHrBd_60_OfnEluYHpasQlr8zk9eSnuYp_vv5zSvmGIRUvERe9Zd5ylVLKP-7EKt6tioy8h69T6Ut0Z2lCNo7xPldDqiDkhKaF1Kn_dslQm_9bYB/s1600/341.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh5a-S36wr5EWZMWaU9c8xTZZawWkWnHrBd_60_OfnEluYHpasQlr8zk9eSnuYp_vv5zSvmGIRUvERe9Zd5ylVLKP-7EKt6tioy8h69T6Ut0Z2lCNo7xPldDqiDkhKaF1Kn_dslQm_9bYB/s320/341.JPG" width="240" /></a></div>
<br />
My kids <b><i>are</i></b> commenting on each other's blogs and keep it going but the deeper reflection that I was hoping for didn't really materialize.<br />
<br />
<b>And it's my fault.</b><br />
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<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcTyAUY61RxXXyLVfpwZ47qt09jbAI0DzVNVNbwV_LDe8Q4YeXI2" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcTyAUY61RxXXyLVfpwZ47qt09jbAI0DzVNVNbwV_LDe8Q4YeXI2" /></a></div>
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<br />
In trying to get and keep the flow going by frequently responding in and out of class - me, the kids and some parents, we (<i>well, me, actually</i>) didn't <b>seek out</b> other student bloggers or spaces to engage in conversations or discussions about things that matter.<br />
<br />
Things that might get the kids thinking and responding and arguing and <b>digging deeper</b>.<br />
<br />
I didn't get around to availing of <i>#comment4kids</i> (the Twitter hashtag that invites connected educators to visit student blogs with or without their classes) this year to bring readers to my students' blogs. Readers whose comments could have sparked new questions, new thinking, new perspectives.<br />
<br />
<b>That being said blogging did accomplish several things I had in mind...</b><br />
<br />
I feel strongly that a sense of <b>purposeful writing</b> - for themselves and writing for an audience other than me -was established.<br />
<span style="background-color: white;">I know students experienced the <b>creative buzz</b> from working digitally with the features of Kidblog and embedding other tools they used such as Youtube, Photostory3, and other sites of interest.</span><br />
<br />
I could observe the outing of 'experts' in the class as students called on each other for assistance and I had <b>students teach each other <i>and me</i></b><i> </i>how to accomplish what we wanted using various applications!<br />
<br />
I was able to provide <b>opportunities for collaboration</b> as students worked together on our Learning Scrapbook blog.<br />
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<b>Blogging also supported other observations...</b><br />
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I do believe that using the blogging platform<b> engages</b> more students than the paper-and-pencil route, especially many of the boys who responded to the techy nature of blogging!<br />
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I do know that students who were shy in class found their <b>voice</b> when on the blog.<br />
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I do think that the '<b>social practice</b>' of communicating with me, their classmates and very importantly their families is enhanced greatly through our blogging endeavours.<br />
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<b>BUT</b><br />
<br />
I have come to realize that I have to do some things differently when I return to class in September.<br />
<br />
If I want their blogging to make a difference,<br />
to have them begin to understand what it really means to be a digital citizen,<br />
to make the most of the opportunities that connecting with others can bring,<br />
then I have to have them get involved in the community of bloggers - <b>develop networks -</b><br />
and be part of the world in a more visible and interactive way.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcRJFmo9xxb-fbAoo1NzF22VlDc_ZqJEKOmPWyemSZgFLVrtbDazIw" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcRJFmo9xxb-fbAoo1NzF22VlDc_ZqJEKOmPWyemSZgFLVrtbDazIw" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">From http://bit.ly/LSSiEk</td></tr>
</tbody></table>
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<br />
Can't wait to get back.<br />
<br />
<br />
<br />
<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-16249758886190714832012-07-12T16:14:00.001-02:302012-07-12T20:29:11.102-02:30Looking Back at Blogging<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: white;">I have been thinking and re-thinking about blogging with my Grade 5s. <b>Most</b> of them enjoy it. <b>Many</b> of them do it regularly. The <b>majority</b> of the kids chose to write on their blogs without prompting or poking from me.</span><br />
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<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcTGRv62ucN5_xemLoJTN7PFLReEEuFceu8526oWGmpL84CcGY7f" imageanchor="1" style="background-color: white; margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcTGRv62ucN5_xemLoJTN7PFLReEEuFceu8526oWGmpL84CcGY7f" /></a></div>
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">But in light of some reading and re-reading I have been doing for my grad research, I am wondering if I have achieved what I wanted by having my students participate in this on-line activity.</span><br />
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<a href="http://weblogg-ed.com/2004/04/13/">Will Richardson </a><span style="background-color: white;"> says that in-school blogging isn't </span><i>really</i><span style="background-color: white;"> blogging, that due to the "contrived" nature of the task, students are not really engaged in blogging. That they are really only writing for the teacher, for the grade (that's another post topic, for sure!)</span><br />
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<span style="background-color: white;">I get that. And for some students, that is probably true. </span></div>
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<span style="background-color: white;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="background-color: white;"> But isn't that the case for writing, too; that despite Workshops and Author's Chairs and 'publishing' pieces of student work, that many, most, will not choose writing as a personal activity?</span></div>
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<a name='more'></a><br /><br />
<span style="background-color: white;"> I <i>have</i> chosen to assign an open-ended prompt - a comment, a photo or video, articles for their reaction. Blogging was one of many choices made for individualized responses to their reading selections. As well I have included a few content area prompts for the class to consider and work through.</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">We do have a class blog "<i><span style="color: purple;">Our Learning Scrapbook</span></i>" where students, as individuals and in varying small groups, post pictures, captions and descriptions of learning experiences and events in our classroom.</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white;">Post about our study of the Beothuk</span></td></tr>
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<span style="background-color: white;"><br /></span><span style="background-color: white;">Richardson points to the passion of the bloggers whom he reads regularly - "the sense of purpose for their spaces". These bloggers are not <b>required</b> to do it.</span><br />
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<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">That's a valid point. Would our students, young ones and teen-aged, blog, if they were not required to do so? (Would they write? Read? Be active? There are many things we try to instil an appreciation for!!)</span><br />
<span style="background-color: white;"><br /></span><br />
<span style="background-color: white;">I feel, like many other teachers, that we have to strive to find a balance between what is modelled, practiced together and then gradually released to take on independently. This includes blogging.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdKVQO_KtdnlHfL28Z4LnvbL6D6Qp6xqvgI-llj3sb5Ny3GAQYO9swH68LzPuv382xCjEex178uJcov_eP-g5LbzkHwtwev_ONMsJWuVEUBbhUb8OJYpNnruN5McO1J6XNtkI9O2nY_8Y/s1600/Kidblog+logo.png" imageanchor="1" style="background-color: white; margin-left: 1em; margin-right: 1em;"><img border="0" height="74" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdKVQO_KtdnlHfL28Z4LnvbL6D6Qp6xqvgI-llj3sb5Ny3GAQYO9swH68LzPuv382xCjEex178uJcov_eP-g5LbzkHwtwev_ONMsJWuVEUBbhUb8OJYpNnruN5McO1J6XNtkI9O2nY_8Y/s320/Kidblog+logo.png" width="320" /></a></div>
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<span style="background-color: white;"><br /></span></div>
<span style="background-color: white; text-align: center;">When I introduce the platform (We use Kidblog but there are other teacher/ kid-friendly sites) and how to navigate its features, I do set some simple requirements; I assign a post topic or two - an introduction, a post about something of interest to get students started. </span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;"> As the year progresses I continue to avail of the blogs to be able to share posts quickly and easily with all the students, <b>and </b> expect responses. The ease afforded me as teacher to access this community of bloggers is terrific and it works so well in a variety of teaching and learning situations.</span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white;"><b>BUT</b> generally speaking the blogging has been a choice activity, selected by many students as the place where they wanted to document their thoughts, record in journal-like entries about their life and put some of their creative pieces out for a wider audience than me. These posts usually included images - their own photos and artwork or purposefully-selected images.</span><br />
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<span style="background-color: white; text-align: center;">June's topics <span style="color: purple;"><i>unassigned</i></span> blogs covered diverse topics:</span><br />
<span style="background-color: white; text-align: center;">lots of entries about the Stanley Cup (We <i>are</i> in Michael Ryder/Adam Pardy's hometown!), </span><br />
<span style="background-color: white; text-align: center;">plans for summer vacations, </span><br />
<span style="background-color: white; text-align: center;">pets, </span><br />
<span style="background-color: white; text-align: center;">the end of blogging with our Grade One buddies,</span><br />
<span style="background-color: white; text-align: center;">allergies,</span><br />
<span style="background-color: white; text-align: center;">many posts about our field trip,</span><br />
<span style="background-color: white; text-align: center;">flowers,</span><br />
<span style="background-color: white; text-align: center;">a poem about soldiers,</span><br />
<span style="background-color: white; text-align: center;">a invite to the 'team' from our own expert videographer to attend a barbecue, </span><br />
<span style="background-color: white; text-align: center;">several about our classmate from Korea and her imminent return home and,</span><br />
<span style="background-color: white; text-align: center;"> numerous book responses!</span><br />
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<span style="background-color: white;"><br /></span></div>
<span style="background-color: white; text-align: center;">These bloggers </span><b style="text-align: center;">chose</b><span style="background-color: white; text-align: center;"> to write in school</span><i style="text-align: center;"><b> and at home</b></i><span style="background-color: white; text-align: center;">. They had no other purpose (with the possible exception of the book responses) than to share their thoughts, opinions and information. </span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;"><span style="color: purple;"><b><i>NOT SO DIFFERENT THAN THE BLOGGERS I FOLLOW.</i></b></span></span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;">So if I don't introduce these young students to blogging, how will they come to it? </span><br />
<span style="background-color: white; text-align: center;"> How will the ones who may flourish, find their strengths, in this 'new' world of creating, composing and publishing find it?</span><br />
<span style="background-color: white; text-align: center;"> How will I have knowledgeable students about digital literacies if we don't blog (or something similar)...actually get on-line and go global? </span><br />
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<a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSRTlu4ICm6JViKw0M0-FGf9K8mKh2fw0qhYAEZureyFfrbLIpD" imageanchor="1" style="background-color: white; margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSRTlu4ICm6JViKw0M0-FGf9K8mKh2fw0qhYAEZureyFfrbLIpD" /></a></div>
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;">I understand Richardson's point about students not truly being able to write with passion on "high school-served weblogs with their inherent censorship". It's obviously true that in schools they will be unable to share publicly any and all compositions... without </span><span style="color: magenta; text-align: center;">moderation</span><span style="background-color: white; text-align: center;"> by someone. (Kidblog supports this by allowing the teacher to have control over what goes public and to be able to communication with the author of posts and comments.)</span><br />
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<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;">Students of all ages need to have someone who sees the big picture and knows what the risks are but is willing to help them find their voice, their path. </span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;">I get, that dealing with older students the things that motivate and drive them are not always of interest or considered 'suitable' by other adults in their lives, or by the school's governing bodies. </span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
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<span style="background-color: white;"><span style="text-align: center;">Not having to deal so directly with issues about subject manner, use of school-appropriate language and such makes it easier for me to comment, I know. </span><span style="text-align: center;">As a teacher I can strive to accept the wishes of my employer while also providing a safe and supportive environment for the differing points of view and expression that would be part of the classroom.</span></span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;">(And cannot older students be introduced to such sites as LiveJournal, Pinterest or Tumblr?)</span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<br />
<span style="background-color: white;"><span style="text-align: center;">However, the discussion around voice, word choice... that too, is part of our role as their teachers. </span><span style="text-align: center;"> </span><span style="text-align: center;">How can they learn to pick and choose the time and the place, form ...and audience for a particular topic?</span></span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;"> How can they become aware of their digital footprint and grow into respectful bloggers without actually getting out there and doing it?</span><br />
<span style="background-color: white; text-align: center;"><br /></span><br />
<span style="background-color: white; text-align: center;">It's got to start somewhere and I think, no I know, it's got to start with teachers.</span><br />
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<br />PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-31567612600344609962012-02-22T20:23:00.000-03:302012-07-12T20:33:54.303-02:30This IS What It's All AboutSo my Grade 8s have been hearing about the <i>new</i> stuff the grade 5s are doing...blogging, shooting podcasts, using some little Smartboard app on an iPad and even 'going' to Disney World in Math class on the laptops<br />
<br />
<br />
and they WANT in! <br />
<br />
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<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQyyJeeuCi5Ol535Djl0QBsKu_H2U0vS8sksC0edorQ8XjKXpZ304R3WFY" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQyyJeeuCi5Ol535Djl0QBsKu_H2U0vS8sksC0edorQ8XjKXpZ304R3WFY" /></a></div>
They want to USE their cameras<br />
and iPod touches<br />
and laptops<br />
in meaningful ways.<br />
<br />
They don't want to wait.<br />
They want to use new programs, new tools, new technologies... <b>now</b> in school.<br />
<br />
They don't think they should be banned from WiFi access.<br />
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<a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSYGW0nSnH2MUw-GsrkPEQFFK0udKPQ6iYuN4whUsk5xxIJ-Nuq-w" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSYGW0nSnH2MUw-GsrkPEQFFK0udKPQ6iYuN4whUsk5xxIJ-Nuq-w" /></a></div>
They don't think it's fair that the bad apples get to spoil it for <b>them</b>.<br />
<br />
<b>They</b> want to learn.<br />
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They want to be engaged in <b>their</b> learning through the medium they are now so used to, though mostly outside our schools.<br />
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They want to be able to show what they know in 'new' ways.<br />
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<a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSNN8-4-KCKkCob75Ast0TomXoAF-w2WSi_Q6tNnqpNUUMGUK7T" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSNN8-4-KCKkCob75Ast0TomXoAF-w2WSi_Q6tNnqpNUUMGUK7T" /></a></div>
<br />
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<br />
Gotta plan something<br />
<br />
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<a href="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcTlPYEomf3SkdhjCFACGun0JsFEcOl-BzCrWjta0vKM7dZ4ybn2" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcTlPYEomf3SkdhjCFACGun0JsFEcOl-BzCrWjta0vKM7dZ4ybn2" /></a></div>
that balances out their desire,<br />
<b><i><br />
</i></b><br />
<b><i>our </i></b>eagerness to embrace what 21st century technology has<br />
<br />
to offer students and teachers with what the practical decision-makers feel is in our best interests.<br />
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<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQWJEYH0KUegOdCjyUlTvUTUeGgey1Id4m4s9p63XmndPgPvStc_Q" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQWJEYH0KUegOdCjyUlTvUTUeGgey1Id4m4s9p63XmndPgPvStc_Q" /></a></div>
HMM? Maybe our Social Studies content can be covered with a class "movie"<br />
<br />
using<a href="http://www.apple.com/ilife/imovie/"> iMovie</a> technology (which will be new for me and several others)<br />
<br />
or be presented through <a href="http://www.glogster.com/">Glogster</a> or <a href="http://animoto.com/">Animoto</a> or perhaps <a href="http://prezi.com/">Prezi</a>!<br />
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<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRUa6LS7gMzQwFJ_r0dQGMsUho3gveBvjww6u-0MFSiyQXbeYDrSw" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRUa6LS7gMzQwFJ_r0dQGMsUho3gveBvjww6u-0MFSiyQXbeYDrSw" /></a></div>
I'll let you know what we do!PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com1tag:blogger.com,1999:blog-1037691407265135496.post-87239453383375337202012-01-15T20:17:00.000-03:302012-07-12T20:34:33.051-02:30The Difference It Makes<div class="separator" style="clear: both; text-align: center;">
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When I think back to the cookie cutter approach to teaching, learning, textbooks and tests of my own 'education', I shudder. Mind you, I was one of the lucky ones; <b><i>book-learning</i></b> came relatively easy for me.<br />
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<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcRwKkvq5z5u12C1vMv3XVAKGrtP-c2qHX1k0Ue1ccORJhHRjlOU" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcRwKkvq5z5u12C1vMv3XVAKGrtP-c2qHX1k0Ue1ccORJhHRjlOU" /></a></div>
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Seeing my name on the wall didn't bother me-I got STARS!</div>
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I LOVED to read and write and spell!</div>
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But not everyone did. Not everyone could <b><span style="color: red; font-size: large;">make the grade</span></b>. </div>
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Some children never got a spelling star.</div>
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Some kids hated to be asked to read aloud.</div>
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Some kids hated school.</div>
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WHY?</div>
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<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRK1q6yDPZ0p74jZnxyb6ohnuVwDy4r3a57c2yNL5HT06E5QIQE" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcRK1q6yDPZ0p74jZnxyb6ohnuVwDy4r3a57c2yNL5HT06E5QIQE" /></a></div>
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I can recall the look of terror one of my friends had whenever we had a Math test...which was too often. She just couldn't get it down fast enough, neat enough. She was not an effective writer but boy, could she draw! If only we had <i><span style="color: #38761d;">numbers, pictures <b>and </b>words</span></i> in math back then!</div>
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And then there was the boy who I am pretty convinced was dyslexic. How he made it through high school amazed me. But then he had his mother reading <i>everything </i>for him over and over and he spent all his evenings copying<i> her</i> notes.</div>
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<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcTYMQ_-5YakJC-6UjxMNW4OSyw6p_5ShJOZB_qqHWsP_vtxTdbi" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcTYMQ_-5YakJC-6UjxMNW4OSyw6p_5ShJOZB_qqHWsP_vtxTdbi" /></a></div>
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I can think of several of my classmates who struggled through elementary grades junior high </div>
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and then dropped out. </div>
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Kids who knew stuff, </div>
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kids who understood things I couldn't.</div>
Kids who could sing<br />
and talk to people<br />
and draw<br />
and make things<br />
and build things<br />
I was not so good at doing then!<br />
(And still not able to do!)<br />
<br />
And I often wonder where they would be now if they were in today's school system. <br />
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What <span style="color: blue;">difference </span>would it have made if they had attended today's schools that recognize multiple intelligences and multiple ways of demonstrating learning?<br />
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<a href="http://raisingceokids.com/wp-content/uploads/2011/04/kid-speaking-e1302785186229.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://raisingceokids.com/wp-content/uploads/2011/04/kid-speaking-e1302785186229.jpg" /></a></div>
What if Janice could have present her work in a dramatic reading instead of passing in her scribbled down essay?<br />
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<a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcQsFLVbj4AWD5Qf1vBqqlE9n1CmTQVYXIIiC66yXqGxeg0JGVLcbA" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcQsFLVbj4AWD5Qf1vBqqlE9n1CmTQVYXIIiC66yXqGxeg0JGVLcbA" /></a></div>
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What if they had let Sarah draw diagrams to show what she learned instead of grading the answer?<br />
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<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcSWL5PyqJfeVjcdq4orPaoT2qNWxHy2DeP_L57zj9y28afl4fC9" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcSWL5PyqJfeVjcdq4orPaoT2qNWxHy2DeP_L57zj9y28afl4fC9" /></a></div>
Or if Terry had built a model to demonstrate how those simple machines work instead of having to write the report. <span style="color: blue; font-size: large;">What difference</span> would that have made?<br />
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And what if the child who couldn't write successfully could record his or her thoughts? What then?!!<br />
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<img border="0" src="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcTRCzEhWY-opOg7B-X-6AD6zgIeOsyu32SSDUnAS-jwrxaKguud" /></div>
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I recently purchased an iPod Touch and I used this technology in a new way last week to capture one of my student's responses in a Language Arts activity. Using <a href="http://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8">Dragon Dictation</a>, one of my students was able to compose his answer to a question and record it with just two taps on the screen. </div>
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This is an intelligent child who reads above grade level, makes strong connections between topics and personal connections to many of the discussions we have across the curriculum,<span style="font-family: 'Trebuchet MS', sans-serif;"> however he is unable to write his name in clearly formed letters and has little sound-letter relationship skills</span>. Conventional use of such word processing software and handheld dictation taking devices have proved to be exercises in frustration often distracting from the main purpose in using them - independence.</div>
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<i><br />
</i></div>
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Can we conceive<span style="color: blue; font-size: large;"><b> what a difference</b></span> it makes for a child to feel that they are able to show their teachers, their classmates and their family what they know-<b>how well they know- without the help of others!</b></div>
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</i></div>
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<i>I wish the people who are <b>not yet </b>convinced of the importance of having tools in our classroom with access to APPS and programs and such - <b>on all the devices we have at our disposal</b>- could have seen his face when he heard HIS voice. </i></div>
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<i><br />
</i></div>
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<i>I wish those people were there to see the look on his mother's face when she came to pick him up and she heard it and realized what a difference this one tool alone would make; that we could email and print out any of his thoughts, ideas, stories...</i></div>
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</i></div>
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<i>I wish all the children who needed this type of support had access to it.</i></div>
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<i><br />
</i></div>
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<i>I wish all schools had a principal who is as passionate in supporting me, my colleagues, and most importantly the children, as mine!</i></div>
<div>
<i><br />
</i></div>
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<i> </i><b><span style="color: blue; font-size: large;">What a difference</span></b> it makes!</div>
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<a href="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcS9CaEDU5kI_A-m9zPTv36HzWDvlYxaCy0YOVgJ316WjfFrYb1k" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcS9CaEDU5kI_A-m9zPTv36HzWDvlYxaCy0YOVgJ316WjfFrYb1k" /></a></div>
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That the touchscreen technology has made this and so many other activities possible was not imagined forty years ago... is what it is. BUT now we can make a difference, we<b> have</b> to make a difference. </div>
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There are no acceptable reasons not to do so.</div>
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</div>PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0tag:blogger.com,1999:blog-1037691407265135496.post-60278965708384369532012-01-08T13:50:00.000-03:302012-07-12T20:35:03.526-02:30Christmas Gifts Welcome in the Classroom<div class="" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
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<a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcQbvwz2vDxNPCTDJDw5VSZ0MrNrVwG90JGIA7GCZDlDsMhPP8-f0Q" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcQbvwz2vDxNPCTDJDw5VSZ0MrNrVwG90JGIA7GCZDlDsMhPP8-f0Q" /></a></div>
As we returned to class this past week and carried out the annual Show and Tell ritual, I was struck by the number of digital gadgets my students had received...<br />
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<a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSfYXVdxDfqishVu9S7LY2WD1-OgxNtBfOST0TVImfR02emvMTBqg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcSfYXVdxDfqishVu9S7LY2WD1-OgxNtBfOST0TVImfR02emvMTBqg" /></a></div>
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Laptops, I Pods, tablets, Wii systems, e Readers, Nintendo DS contraptions, cellphones, digital cameras...all in the hands of my ten-year old students!</div>
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I was also struck how - when I was not much older than they are - reading science fiction, that the fiction included handheld devices that one could speak into and see the other person! How impossible that seemed back in the day of the rotary-dial telephone. Web-camming is a new verb and now we can <a href="http://education.skype.com/">Skype</a> with students around the world in realtime!</div>
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When I was my students' age the word <span style="color: blue;">computers</span> evoked an image of the roomful of computer framesNASA had to use in order to guide the various space missions. <img src="http://www.marketoracle.co.uk/images/old-stock-computer.jpg" /></div>
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<span style="text-align: center;">(And yes, I watched the televising of those first steps on the moon on a black&white TV!) </span></div>
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<a href="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcROqssOMMCn3PqJYdJ02XFMhJUrxnyfpT4luzxiGJZzb4HsMmb9hg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcROqssOMMCn3PqJYdJ02XFMhJUrxnyfpT4luzxiGJZzb4HsMmb9hg" /></a></div>
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These days many of <span style="text-align: left;">my students own personal computers that fit into their jeans pocket!</span></div>
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And with them, my students have access to an incredible amount of information.. and imagination. </div>
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Right in their hands!</div>
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They can see the <a href="http://youtu.be/RMINSD7MmT4">moon landing </a>, </div>
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the moon's <a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcQhpduYIoQ_uBU7-dpj2Y7wrg88xa_-TA---Emb_8g6GCYcJnhg">surface</a> <i>and</i> the astronauts' <a href="https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcTFf7ddKI1sXK9EDIb-mq6K3_2z2xuFjzwrjorJva94gMoqpr4Haw">living conditions</a>. </div>
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They can delve into the archived material at <a href="http://www.nasa.gov/audience/forstudents/index.html">NASA </a></div>
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or enroll in the <a href="http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html">Kids Club</a>. </div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcQkgDUB6KV1OqUkVFpxeT0G-2iXMvPDALGK74AONQVmavLlkzborg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcQkgDUB6KV1OqUkVFpxeT0G-2iXMvPDALGK74AONQVmavLlkzborg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"> They can watch space shuttles take off!</td></tr>
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In other words whatever interests they have can be pursued easily and incredibly quickly. Whatever we want to learn about in our classrooms is made possible with many technological advances made since I was in Grade five!</div>
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ANYTHING SEEMS POSSIBLE and it is <span style="background-color: orange;"><b><i>all in their hands.</i></b></span> </div>
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<b><i>Well... in some schools.</i></b></div>
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I cannot fathom the lack of foresight of some decision-makers across North America that have banned the use of these devices in our classrooms. (Let alone the whole Internet access debate in general!)</div>
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<i>I get the issues around inappropriate texting, taping/photographing teachers and students and so on. Cyberbullying is very real and very hurtful; that's not going to be turned around if the devices are banned.</i></div>
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However... if these devices were up on the desks being USED in purposeful ways; if the kids were BUSY learning and teaching others <i>with </i>these devices, <b>most </b>wouldn't be bored or disinterested or unmotivated or motivated to do something off-topic or unkind.</div>
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<b>Most</b> children would respond to the opportunities for collaborative, connecting, powerful learning opportunities afforded by bringing these devices into the classroom.</div>
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<a href="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcSmJQL3mPGh1acgHAhqdQFS6roXGmMMfAeHgcRT_dqP7MDdut7d" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcSmJQL3mPGh1acgHAhqdQFS6roXGmMMfAeHgcRT_dqP7MDdut7d" /></a></div>
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There has been a groundswell of reaction and much <a href="http://www.nytimes.com/schoolbook/posts/282-should-schools-limit-internet-access">debate</a> around technology and whether or not we should be encouraging it in the form of <a href="http://coolcatteacher.blogspot.com/2009/03/making-case-for-cell-phones-in-schools.html">allowing cellphones</a> and such in our schools. As so many innovative educators point out we need to embrace and encourage the sharing of resources and that includes the students' <i>'toys'</i>! </div>
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With so many <span style="font-family: Georgia, 'Times New Roman', serif;"><b><span style="color: red;">apps</span> </b></span>that have educational purposes being collected (<a href="http://bit.ly/lV7PMb">check here)</a>- and made available via the Internet, many reviewed by knowledgeable people such as <a href="http://www.freetech4teachers.com/">Richard Byrne</a> there is no excuse for not being aware of what could enhance and extend your curriculum. </div>
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That is... IF you can tell your students that they are welcome to bring those presents to school everyday!</div>
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<br /></div>PHewitthttp://www.blogger.com/profile/07600309074537435209noreply@blogger.com0