MassCUE 2012: Join Me to Create Content Websites: Today's Learning Platform

Content Website Example

This morning I woke up and reviewed my lesson plans for tomorrow.  That means I opened up my Google content website, reviewed last year's unit, reflected, researched, revised and posted the links on our virtual classroom, NING, for the learning team: family members, students and colleagues.

In the old days, that would have meant searching through the file cabinets, making many xerox copies and waiting until the start of the lesson to introduce the material to the students--a much more cumbersome and less effective process.

The fact that I can post the links and goals for students and families today means that those who are interested can preview the material, try out the learning lessons and access the links if interested.  Children are able to watch related videos, sing the songs and discuss the information on our class social network.  Essentially the learning process that was once limited to the four walls of a classroom, a distinct time period and paper/pencil has become a 24-7 learning platform that's easy to share and access wherever and whenever you want.

The transparency that this platform provides magnifies learning potential and broadens reach.

If you're not using Google sites already for content websites or ePortfolios, please join me at the MassCUE Conference on October 24 for a workshop focused on ePortfolio/Content Website creation and use. You can preview my presentation via this link.

I recommend the MassCUE Conference to all educators interested in employing tech to deepen and broaden student learning.  Much of what I know and use with regard to technology today I learned during many wonderful presentations at MassCUE. Presentations led by notable educators like Liz Davis, Dan Callahan, Suzy Brooks, Laura Beals D'Elia and Tom Daccord.

This year, a couple of my Wayland colleagues will present as well. Michael O'Connor will present the invaluable That Quiz tool. Mike utilizes this free Internet tool to both engage and teach students in math and other subjects.  Ed DeHoratius will introduce his successful pilot program with iPads at Wayland High School.

The MassCUE conference which takes place at the Patriot's Gillette Stadium is one of the best education conferences available.  I hope to see you there.

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Little Things Make a Difference

Craft Supplies for Less

Yesterday while shopping I came across a number of little things that will brighten our classroom and add spark and ease to upcoming lessons. Most teachers don't have an expense account, and the process to purchase items is often lengthy and complicated, hence we usually reach into our own pockets to pay for the little things that make a difference: the stickers, clothes pins, board games, books, rolling files, craft supplies and small awards.  And, silly as it may seem, when you add the new art supplies, games or stickers to the project menu, you add a bit of spark to the lesson which in turn ignites students' motivation. That's why teachers continue the practice.

In a perfect world, you'd be able to submit all of those receipts and purchase items as needed.  Some systems, like mine, help out through PTO reimbursements and letting teachers order their own supplies in the spring.

The more that systems move to a students-up process of decision making and ordering, the better we'll be able to integrate the little things that make a difference when it comes to student learning.

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Coaching Students: Homework and Feedback

Blog Post about Hattie's "Making Learning Visible for Teachers" Book

My main learning and teaching focus this year is student coaching. I'm wondering how I can coach each child well so that he/she learns both the content and the language/action of learning with confidence and success. I'm employing Hattie's "bridging the gap" strategies:

• working with students to set achievable goals and success criteria,
• identifying and employing optimal strategies for learning,
• assessing and reflecting along the way,
• adapting when necessary, and
• setting next step goals in a transparent, student-centered way.

A big challenge with regard to this work is the homework/feedback loop.  The challenge includes the following:

1. Finding the time for meaningful, daily feedback for each child in class. 
2. Making the time to review students' work after hours with care and attention.
3. Researching, creating and implementing responsive, targeted learning endeavors i.e. teaching the students first, the curriculum second.
4. Finding the time to meet with each child in order to set optimal goals. 

The success so far has included the following:

1. Daily at-home practice that is reasonable, independent and responsive which builds confidence and skill.
2. Daily feedback on assignments and in-class work which develops important knowledge about each child as a learner, a working relationship with each child and a child's investment in the work. 

What's to Come?

I want to employ greater collaborative efforts in the class to develop student learning, and also to make more time to coach individual students related to specific goals and teaching.  I will explore this next week with a number of new strategies. I'm also looking for, and trying out many tech avenues to maximize learning, engagement and coaching as well. 

The Big Picture

Research demonstrates that just-right feedback is essential to student learning success.  As it stands now, classroom teachers don't have enough time in the day for thoughtful lesson planning and feedback since they are working with large groups of children most of the time, most days.  As I've mentioned before, I think schedules, roles and responsibilities in schools need to be reassessed so that the majority of the collective professional time is spent on activities that best promote student learning.  

How do you make time for feedback each day for each child? Do all professionals in your building who work with students offer regular response and feedback using Hattie's model of "bridging the gap" between learning goals and success criteria? In what ways do you use collaborative collegial and student learning strategies and activities to optimize student learning?

As an educator, I have always aimed to increase students' academic growth, however with the new knowledge and information we have about learning and success, I am revising strategies and schedule.  It is very challenging to coach each child well, however it is an invigorating and meaningful challenge I'm excited about. 

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