While the background of each school was very different (I made some modifications for each school), I was able to bring an engaging session for staff about Digital Citizenship, Classroom Management, and SAMR/4Cs while modeling instructional technology strategies. I'm all about the meta approach to professional learning and thought I would share how I designed and facilitated one of my favorite professional learning sessions to date.
While I prefer using as little text as possible and full-bleed images when designing presentations (see design tips from Presentation Zen), I find it helpful to have an aesthetically pleasing template to fall back on when I feel more text is necessary, especially for interactive slides. For slides with full-bleed images, I use copyright free images from the Unsplash Photos Slides add-on. This saves me a great deal of time when finding images. For my recent presentation, I pulled slides from many of my previous presentations and converted them all into a common theme from Slides Carnival.
Using an avatar of yourself, or other images can add a nice personal touch to any presentation. Bitmojis are an easy way to to this, especially with the Chrome Extension which allows you to drag and drop the images directly into your Google Docs. You will need to create your Bitmoji using the app (iTunes, Google Play) on a mobile device, but once you create your Bitmoji, you can use it in a variety of places.
I especially enjoy using Bitmojis on presentations slides that have some text and don't have room for much else. Did I wear the same outfit as my Bitmoji during my presentation? Yes - I happen to have the same outfit and it seemed too fun to not do it.
While I could go on and on about the decisions I make for including question types (maybe in a future blog post), I want to highlight the presenter logistics I used to facilitate this session on the day of the PD.
Before Presenting My Session
To Present My Session
To End My Session
Day 2 at InnEdCO19! Keeping with my organization for yesterday's post, I decided to reflect upon the themes of instructional strategies, new tech tools, and questions I'm thinking about. I want to note that I intentionally put instructional strategies before tech tools. I do this because I think these to be the most helpful, equity-focused information to be gained at InnEdCO. Not every school, teacher, district, etc has access to an increasingly long list of paid tools. However, they do have access to strong instructional strategies and good pedagogy that they can incorporate using whatever tools they already have access to in their classroom.
Using a tool like Hypothes.is, Scrible, or just Google Docs, students can all annotate the same source of text - generating more learning and deeper conversation. This makes reading a social activity, with opportunities for students to gain insight and support from their peers. Have a class of ELLs? Students can comment on words they know or check to see if their interpretation of a statement is correct. Students don't have to wait until the end of an article to receive feedback from their peers, allowing them to more fully engage in the article.
Curation, Remixing, and Parody as Production
Using just about any platform, how can we provide students the opportunity to curate articles, videos, podcasts, etc? I think about how I used to curate YouTube playlists as support for my AP Calc students. Even though students might not be making the original content, the gathering of materials is a kind of production in and of itself, requiring a keen eye and critical thinking skills. I also think about how students can remix or create a parody of existing content in a way that demonstrates deep understanding and analysis of the original source materials. I think about my love of the podcast Buffering the Vampire Slayer and how the song at the end of each episode demonstrates deep understanding of the Buffy Universe.
Top New Tech Tools
Check Mark Extension
Providing feedback to students on a Google Doc? Tired of copying and pasting the same feedback over and over again? Check Mark Extension stores your most common feedback, sorted by class so you can easily use it when examining student work.
I've been wanting to play with Anchor for a while - this podcasting tool add a social element to podcasts that didn't previously exist. Since I'm a total podcast junkie (previous blog post here), I think it's time that I dig in and finally use this application for its full potential power.
Questions I'm thinking About
Today I had the pleasure of attending Day 1 of InnEdCO19 for the Leadership Conference. I was able to attend a handful of sessions (some in-person and some virtually through their linked resources). Instead of my normal session by session sharing, today felt belt processed through three themes: instruction, tech tools, and Critical Digital Pedagogy. Below are my highlights from each of these three areas.
New Instructional Strategy
I saw this video highlighting the strategy Talk Detectives in the Get Them Communicating session materials. I fell in love with the simplicity and impact of this instructional move, especially in supporting English Language Learners. In the age of standardized testing and data-driven instruction, discussion skills can get tossed to the side. This is a great way to ensure students know how to engage in productive academic conversations that lead to learning and is well-aligned with sociocultural learning theory.
New Tech Tools
Below are two tools I had not learned about before today (shout out to the Get Them Communicating and A Tool Parade sessions). Each offer a unique opportunity for supporting student learning.
This open-source tool has a web-based version that allows students to create choose-your-own-adventure stories. This tool has a bit of a learning curve, but offers a free, no-account-needed solution to teachers wanting to support students with a unique writing project.
Critical Digital Pedagogy
Today's conference opened with a keynote from Jesse Stommel and Sean Michael Morris, focusing on Critical Digital Pedagogy. I was able to engage in a conversation over Twitter on how we use Critical Digital Pedagogy to look at systemic inequities in our education system. Jesse shared this presentation with me from a previous keynote he gave at WILU2019, The Workshop for Instruction in Library Use. Below is the Twitter conversation, along with my favorite quote from the slides shared.
Jesse and Sean also offered a follow-up session, focused on applying the following questions to the tech tools we use with students. Below are the questions to consider when thinking about implementing a specific tech tool in the classroom.
What are your Day 1 InnEdCO19 highlights? Share them in the comments below!
I have been fortunate enough to spend the past two years coaching and learning with teachers implementing a school-wide 1:1 device program at an urban traditional high school. Grounded in the SAMR framework and the 4Cs, I helped teachers with a wide variety of instructional strategies - from setting up a Schoology grade book to planning for Project-Based Learning. Below are the tech tools I used most frequently with teachers to start them on their instructional technology journey.
There are several fancy features that come with the premium version (I absolutely love it), but the free version is still worth using. It is clear that teachers created this tool, based upon how user-friendly and intuitive it is. Pear Deck has this incredibly helpful guide and wonderful YouTube Channel to support teachers on top of built-in helper text as you use the tool. When it came to coaching teachers on technology, this tool had a low learning curve with an incredibly high impact on instruction. If you have a teacher new to using technology, this tool is a great one to start with in your coaching work.
Students can record presentations, music playing tests, explanations of math problems, or anything else that is a combination of webcam, desktop screen, and basic annotation tools. This tool is incredibly powerful for all students, but especially supportive for English Language Learners - giving them a great tool to practice speaking skills. Connected to their Google accounts, students can click to record and then share the link to their video file. The tutorial site is complete with easy-to-use videos and ideas for classroom implementation. From a leadership perspective, this tool is also great for creating easy tutorials, sharing school-wide announcements, and avoiding informational whole-staff meetings.
The power of Google Sites comes in its functionality - because it is a Google product it integrates well with other Google products such as Drive, Docs, Slides, Sheets, MyMaps, and YouTube. Sites are a great way to support students with blogging, organizing information from a research project, or creating a product of their learning.
What are your top tech tool recommendations? Leave them in the comments below!
It is no secret to those that know me that I am very passionate about equity work as it relates to education. I have helped create a hybrid bias and equity year-long course, reflected on conference sessions and presentations, and engaged in countless conversations related to the inequities that plague our educational system. You can find my previous blog posts below.
While engaging in professional conversations and attending professional development around equity is valuable, I have found the impact to be limited. I believe that the hardest and most important work we can do as educators is pursue personal growth and education as it relates to issues of equity, inclusion, anti-racism, culturally responsive education, etc. This requires us to immerse ourselves in these topics on a regular basis - examining our identities, biases, complexes, blind spots, and fragility. It is never-ending work requiring intense study.
Before I share some of the work I've personally engaged in, I want to name that I come to this work as a complex mash-up. I am a mixed, racially-ambiguous-looking, queer person who uses she/her pronouns. I took the last name of my spouse and co-parent a tiny human made with the help of science. Much of my family lineage has benefitted from systems of white supremacy and other parts have been oppressed by these same systems. My growth is incomplete and imperfect. I know I will not get everything right and I will continuously mess up. I am actually quite nervous to write this post because I know I still carry many biases and still have so much work to do. I am not an expert by any means. The work is hard and vulnerable, but I also know that for me to continue growing - reflecting and sharing my journey is necessary.
As someone who struggles to read books on a regular basis (for a variety of reasons), I have found short articles, videos, and podcasts to be my main mediums for personal study. Luckily, I have also been able to participate in book studies and other formal professional development related to this work. I find colleagues, family, and friends to process my learning with and engage in deep, difficult conversations. I take time to internally reflect on my learning and try to practice awareness and speak up as often as I can manage. It is exhausting. There are some weeks that I have to take a break - but I always come back and dive in again. Below are some of the resources that have impacted me the most.
White Supremacy Culture Article by Tema Okun
This article breaks down common organization cultural practices that are soaked in white supremacy culture. I find myself reflecting on meetings, interactions, and school cultures as it relates to this article all the time. Mostly, I find myself deeply concerned about the way schools feed into the 'Worship of the Written Word' element of this culture. Frequently, we do not count students as having mastered a topic unless they can write at grade level about it. Discussions, presentations, videos, and other non-written representations of understanding are seen as less valid or rigorous. This article gives me the words I've needed to engage in conversations to push back on this idea.
This journey has greatly impacted me both professionally and personally. Between my work in public education and the complexity of my family background, I think about issues of equity ever single day. It's definitely changed me, pushing me to be a stronger advocate and solidifying elements of my personal identity. I know I still have a long way to go and I want to take this opportunity to reflect on some of the ways this work has impacted me in terms of awareness, advocacy, and identity.
There are a ton of personal experiences that have gone into shaping where I am at in this journey - it is likely I could dedicate and entire blog or write a book and still not capture everything. I hope that by sharing a glimpse into my story and this work I can inspire other educators to find the resources and community they need to either start or continue their own equity journey. Our students need stronger and better allies to overcome generations of systemic oppression. Unless we make a greater effort, we will continue to fail our historically underserved populations and perpetuate the inequities still seen in classrooms today.
We can and must do better, but it take each of us sitting in discomfort and engaging in this work. To quote Brené Brown from her most recent Netflix special, “To not have the conversations because they make you uncomfortable, is the definition of privilege. Your comfort is not at the center of this discussion.”
Over the span of my career in education, I have had the opportunity to experience two distinct coaching models - Cognitive Coaching and RELAY. As I reflect on my experience as an educator and coach, I find myself comparing the two models and exploring why I strongly prefer one approach to the other. Before I continue with my comparison, it is important to note that I have only attended training for Cognitive Coaching. My experience with RELAY is limited to a quick introduction to the model in a general coaching course, my experience being coached with the model as a teacher, and my experience rating coaching candidates as a member of my school's personnel committee.
My previous blog post on Cognitive Coaching primarily discussed the strengths of the training itself in terms of how well it exemplifies best practices for adult learners. It's been almost three years since I wrote this post. During that time I have been able to implement the coaching techniques presented, especially in my current role as a Digital Coach. I believe there are distinct characteristics of Cognitive Coaching that make it an excellent fit for my strengths and has contributed to my success as an instructional coach. Before I dive more deeply into those characteristics, let me first provide an overview of the two models through a concrete example.
To prepare for this hypothetical coaching conversation, I created documents to prepare for the coaching conversation, one using the RELAY framework and one using Cognitive Coaching. While preparing these documents, I was able to make a comparison of the two models.
Based on this experience, I find that Cognitive Coaching is more consistent with my coaching philosophy. Below are the values and beliefs that guide my coaching practice:
Cognitive Coaching also utilizes my strength in asking deep questions to facilitate teacher thinking. The model starts with the premise that all teachers are capable of determining meaningful next steps to improve their instruction. For those teachers who get stuck, Cognitive Coaching also allows the coach to step into a more directive, consulting role with the permission of the teacher. This simple act of asking permission allows the model to maintain a partnership atmosphere and leads to a more positive experience. The flexibility this provides also makes it easy to adjust the conversation to the needs of the teacher - whether they simply need a thought partner or they need someone to make recommendations for their classroom.
In contrast, when preparing a conversation with RELAY, I did not feel like I was able to ask enough questions to elicit deep reflection. I felt pressure to force a teacher to accept the next steps I deemed right for them, instead of taking ownership of determining next steps for themselves. The practice opportunity felt too much like a performance task and I did not get the feedback I wanted as a coach to make sure that our coaching conversations were meeting the teacher's needs. As a teacher, I dreaded coaching conversations that used RELAY, knowing that I would be asked to work on instructional goals that may not interest me in order to appease my evaluator. Overall, the approach feels inconsistent with my coaching philosophy and does not use my personal strengths.
What coaching models do you prefer and why? Share your thoughts in the comments below!
It would be an understatement to call myself a podcast junkie. I just simply love being able to listen and learn while I drive, clean dishes, fold laundry, get ready...I feel like I'm always listening to something. While this habit is largely a personal one, it's definitely come in handy in my role as a Digital Coach. Many teachers are looking for new ways to present engaging content to students and I've been fortunate enough to be able to make some podcast recommendations. Below are lists for Science and Social Studies of podcasts that are related to the content area. All of them are very well produced and do an excellent job fact-checking and investigating topics thoroughly.
Additionally, This American Life has created the ability to share up to 30 second clips in the form of a video. Find the episode you would like to clip on their website and their easy tool allows you to share segment of text from the episode by clicking "Share a clip".
This then opens an editor for you to select the text segment you want using the transcript. After you select your portion, the site creates a video that highlights text as the episode reads. You can see below for a sample of what this looks like. What a great way to support English Language Learners!! While I wish the clips could be longer, this is a great start to making podcasts easier to use in the classroom.
Do you use podcasts in your classroom? Have any recommendations?
Please feel free to add them to the comments below!
I can't believe it's already time to start thinking about InnEdCO 2018! I am extra excited this year since my new position has given me the opportunity to play more with edtech than ever before. As a Digital Coach, I have been able to support teachers from a variety of content areas with implementing new and innovative ideas into their instruction. It is so much fun to learn about other content areas and how technology can be best leveraged to enhance student learning. Because of this, I found myself struggling to narrow down which topics I want to present on this year. This forced me to really reflect on the work I've been doing and which skills and passions I have developed the most. With three session applications available, here is where I landed. I have included links to the proposals in the title - any and all feedback is always appreciated!
Access is Not Enough: a tech lens on equity
This session comes from my passion for examining equity alongside edtech. This year, I've experienced rolling out 1:1 Chromebooks in an urban setting and am finding that simply putting devices in the hands of students does not suddenly level the playing field. I really enjoy giving Ignite talks on topics I'm passionate about. I'm ready to share some of my learning around how we can do better as edtech to make sure all students are able to benefit.
Teaching Math in a Chromebook School
As a former math teacher, Chromebooks were never my first choice. It can be very difficult to have an entire math class facilitated via keyboard without a user-friendly math syntax system - very few things beat handwriting. I have had the amazing opportunity to support some math teachers in my position and am excited to facilitate a conversation with these teachers and others around how to best utilize a school-wide adopted device for a content that may lend itself well to a keyboard.
Hyperdocs: take your Google Drive to the next level
In my previous and current position, I have found myself creating a ton of user guides using strategic linking and bookmarking. For example, my Making Schoology Pretty Guide allows users to navigate all of the different ways they can make Schoology more aesthetically pleasing by opening with a menu of topics. Since creating these guides, I have found myself supporting many teachers with creative lesson ideas that use these same skills. With so many examples, I thought it would be design a workshop where I guide participants on how to create their own Hyperdoc to meet their individual needs - teacher support, student support, personalized learning playlist, etc. I really wanted to push myself to do something bigger this year and I hope that this workshop will be a great avenue to expand my presentation types while providing participants with a useful and personalized learning experience.
I would love any and all feedback on my proposals! If you are looking to submit a proposal, the deadline is December 8th. You can submit your proposal using the directions here.
What are you submitting as proposals to InnEdCO? Are you getting as excited as me? Feel free to use the comments to start a conversation about this amazing learning opportunity!
As the school year starts, I like to center myself with great videos, podcasts, and other media. One of my favorite podcasts, Note to Self, recently shared a TED talk by host Manoush Zomorodi. As the digital coach for a 1:1 school, I love the way Manoush reminds us that just because you have technology, doesn't mean you have to always be on your device. In her talk, called Bored and Brilliant, Manoush uses illustrative storytelling to remind us of the value of being bored.
I hope you enjoy this inspiring TED talk as much as I do!
The last two days were filled with so much learning I was able to attend several incredible sessions that pushed my thinking and provided me with a ton of great resources. I'm excited to be able to share them with other teachers this school year.
First, I attended a session about redesigning classroom spaces. Their presentation gave some great ideas for re-purposing furniture to create a more welcoming and effective classroom space. It reminded me a lot of an article I read about Caves, Campfires and Watering Holes by Ann W. Davis and Kim Kappler-Hewitt. You can find their presentation, which includes video classroom tours, here.
Next, I attended a session by Noah Geisel focused on Chrome Extensions for literacy. As a math teacher, it was cool to check out the Chrome extensions Hypothesis, Diigo and Stackup and learn about how they can be useful to support learning in English classrooms. Each extension has slightly different functionality. Hypothesis and Diigo allow students to annotate articles and engage in conversations with their peers and the world. Stackup provides students with a online reading log that shows their time spent reading on different topics and the reading levels of the articles they have read online. It was fun to play with each of them and think about how they can be used in the classroom.
I also presented Ignite talk called "Why Educators Should Share". This was a reprised version of a previous Ignite talk I did during 2015, where I stressed the importance of teacher blogging and social media sharing. You can watch it below. I have also included the slides, which include the script in the notes.
After lunch, I attended Kevin Crogan's session, focused on planning learner progressions. His model helps teachers differentiate different levels of understanding and provide them with the vocabulary to guide learners in designing their own learning progression. You can find his presentationhere. Below is an example of his incredibly helpful planning document filled out.
I then attended a session by Galen Mitchell, focused on Universal Design. She did an incredible job illustrating the difference between differentiation and Universal Design and how we can approach creating lessons differently. Focusing on student choice and flexible lessons, Universal Design is a refreshing lens on providing students with lessons that support their learning as individuals. You can find her presentation here. Below is an excellent tweet that shows the comparison between differentiation and Universal Design.
Mattea Garcia is a passionate educator dedicated to improving instruction by utilizing technology. This blog is dedicated to reflections on educational technology tools, instructional coaching, and educational equity.