Wednesday, May 11, 2016

Authentic Audiences as the Catalyst

I've stumbled upon a realization. I've known for several years now that providing students with an authentic audience allows students to feel validated, motivated, empowered and courageous. What I've learned this school that teacher's benefit in this same way when given the chance to show their work. Here's my story:

In November, I had the opportunity, thanks to Mrs. Robin Keating, principal of Big Walnut Elementary to share with a few of her staff members the process of Design Thinking and how it can be used in the classroom. While I had co-presented on this exact topic for our own K-1 building, I was nervous and unsure if a group of total strangers would be able to learn anything from me sharing my ideas. After all...I'm just another teacher. I think in the back of my mind I thought that maybe my own district's staff only enjoyed my previous presentation because they were colleagues I had worked with for a few years. This was my chance and I took so much time carefully thinking through each detail. When the big day came, I had a blast! It felt like the teachers had a great time too! But what brought a great moment to an empowering moment was a few weeks later when Mrs. Keating showed me some pictures of her first-grade teachers doing a Design Challenge in their classroom. She talked about how proud she was of this group and how much fun they had...and most importantly, how the students responded to this style of learning. So maybe I did have a few ideas that would benefit some other teachers...

That would have been special enough, but luckily for me, it didn't stop there. About a month or so later a group of Administrators and teachers from Big Walnut came to visit The Light Bulb Labs. They were really interested in seeing a Maker Space in person and Mrs. Keating had suggested they check out what we were doing. There it was...another chance to show an authentic audience the work our students and Mrs. Frederick (my fearless, amazing co-teacher) and I had been plugging away at all year. We invited them to come on a Wednesday so they could see our unique schedule and talk with us about how we use our Maker's Space. That visit turned into so much more. The conversations and reflections were so powerful, I'm not sure I could even capture it in words. This group didn't shy away from asking difficult questions, and we didn't shy away from the difficult answers. When they left, Mrs. Frederick and I looked at each other with tears in our eyes. All of our hard work, our risk taking to try something new...had just been validated by a group of peers. Strangers told us our students were amazing (which we already knew), that the work we were doing mattered and that the risk of marching off the beaten path was worth it. You'll never believe what happened next...those first-grade rock stars I mentioned earlier, they came to visit us too..and they brough 4th grade friends! They wanted to see in action all the things we talked about. Mrs. Frederick and I floated on cloud nine during those visits and it lit a fire under us. These authentic audiences taught us that we did have something to share with the world. So, we prepared to share our Wednesday schedule with a larger audience. See, that's the power of authentic audiences.You're so proud of the work you're doing, you want to shout it from the rooftops!

That's when we had the opportunity to present at the Ohio Educational Technology Conference in Columbus, Ohio. Mrs. Frederick had never been to this conference before and I was excited to share an event that I look forward to every year. Not only were we going to be able to go and learn together, we were going to tell our story. I told her, "Don't worry, we have an 8:00 a.m. session, no one will come". I played it down for my nervous colleague who was about to present at a major conference for the first time. Little did we know or expect...people showed up. More people than we expected. And can you believe it...they listened to us! They gave us feedback and ideas at the end of our presentation. We got emails from colleagues from all over the state asking us to share resources or compliment us on the work we were doing. We told our audience that day that we welcome visitors to our room because that is the best professional development. We know that, because about 5 years ago, Mrs. Frederick and I went to visit another school and we couldn't get over how much we took in just visiting another school and talking with others about the work they were doing.

That could have been where this story ended but we have been fortunate enough to have had many groups join us this year. Each group was special and gave us so much more than they will ever know. These visits gave our students the opportunity to share their knowledge. They had the chance to inspire adults and remind educators what they got into teaching for. Not bad for an 8-year-old. If you could see their faces when they would learn that a new group of teachers was coming to hear about the work they were doing it would bring a tear to your eye. If you haven't had the chance to see what pride looks like on an 8-year-old...ask one of our Light Bulbs to talk about Wednesdays. It's pretty incredible. But beyond that, something else happened. Two third grade teachers became empowered to share the work they are doing because our authentic audience taught us...that having the chance to share something you are proud of matters.

So now...a few thank you's are in order! Without Mrs. Keating believing in the work we were doing, I would not have connected with Big Walnut. What a wonderful connection! What an amazing group of educators! What a gift they have been to us this year!

I also have to thank Mr. Marc Alter, Director of 21st Century Learning in Grandview Heights. Marc attended our OETC presentation and has been connecting us with some pretty inspiring teachers in his district. Not only that, but he's encouraged us to continue telling our story to others.

And finally, a huge thank you to my home school district, New Albany-Plain Local. I've written about how much I love NA in another blog post. Not a day passes that I don't recognize how lucky I am to work there. Without my principal, Mrs. Jen Denny supporting the work Mrs. Frederick and I have tackled, none of this would have happened.'s my lesson and reflection. Learning is not just for students. School is a place of continuous learning for all those that enter the doors. Who have you invited into your space? What authentic audience will be your catalyst?

Wednesday, March 30, 2016

Trust in what you know...

I'm struggling this week. It might be because of the time change. It might be because of a short week. Or it might be knowing that Spring Break begins in just a few days. Or...if I'm being honest, I have a bad case of the testing blues.

We have been blessed with a wonderful student teacher. He brings a different lens to our classroom and allows Tara and I to continue to grow as we work to prepare one of tomorrow's teachers. After sitting with us through a long week of Parent Teacher Conferences (where we saw 47 out of 51 families in a week-more about that in a future post), this fresh face to education wrote the following letter to our students:

Dear Class,
As you already know, next week you will take the MAP test. We know how hard you have worked, but there is something very important you must know.
The MAP test does not assess all of what makes you special and unique. The people who create these tests and score them do not know each of you like we do, and certainly not the way your families do.
They do not know that some of you speak two languages, or that you love to sing or write code. They have not seen your natural talent for creating amazing inventions. They do not know that your friends count on you to be there for them, that your laughter can brighten the darkest day, or that your face turns red when you feel shy. They have not seen you move from curiosity to genius. They do not know that you participate in sports, wonder about the future, or sometimes have trouble focusing. They do not know that you are kind, trustworthy, and thoughtful...and every day you try to do your very best work.
The scores you will get from these tests will tell you something, but they will not tell you everything. These tests do not define you. There are many ways of being smart. You are smart! You are enough! You guys are the light that brightens the Light Bulb Labs and you are the reason we are happy to come to school and learn with you every day. So, in the midst of all these tests, remember that there is no way to “test” all of the amazing and awesome things that make you special.
All we ask is that you do your very best work and do not give up. You are rock stars and you are amazing students.

Your Teachers,

Mrs. Frederick, Mrs. Thoma, & Mr. Staggs

When he shared it with Tara and I, we did a lot of reflection. You see, all of the tests we give, we know they have value in some ways. But in others, they unnecessarily cause overwhelm and concern for the parents of our amazing students. We spent many of our 1-1 conferences reviewing numbers because, rightfully so, that is what their parents were worried about. They got a letter, from the state, telling them a number and a blanket statement about what their 8 year old knows. We've been working with their children for 7 months and have pages and pages of notes and information about the growth we see and where we are headed next with each child. This is important to them, it is. They are excited to hear the anecdotes about how their child spends their days. But they are so worried about these numbers, even when they fight like crazy to pretend that they aren't. So...I was compelled to follow Mr. Staggs letter, with a letter to our parents:

Dear Parents of the Amazing Light Bulb Lab Students,

  First and foremost, we want to thank you for sharing your children with us. We recognize and respect that your child spends more hours awake with us in a day then you will get to see them awake at home. We don't take this lightly. We spend hours planning every moment of their day and monitoring their smiles and "thinking faces". We make a million changes as we observe what is working for your son or daughter and what isn't. To be honest, during the school year, there are more pictures of your children and our learning on our phone, than of our own children. We learn what makes them laugh, cry and giggle. We push them when they need it and we remind them to clean up after themselves (sound familiar). We make sure that they are safe and happy at school because we know that they will not be able to do their best if we don't take care of these two things first.

We know what a special year 3rd grade is. It's the last of the early primary years. We strive for every second of this final year in early childhood to be a moment where they will fall in love with learning. We know all about the research for what must be accomplished by the end of this year. We know this is our big chance to make them see what is so special about school. We have in our sights what next year will bring for them in their intermediate elementary years. We know how the shift in departmentalizing will rattle them at first and then challenge them in new and exciting ways. We know it all. Which is why, we spend so much time thinking about your children. Planning for their days at school. Studying them at every moment to learn what will hook them.

And then we give them test after test. Please don't mistake what I am saying. There is value in making sure our students achieve the skills necessary to move forward in their education. But I want you, no I'm begging you, to remember that your child is so much more than just the number that gets reported to you on a bar graph. If you want to know about your learner, ask me. I'll tell you a funny story about how they were creating a model of their house in Tinkercad and then they 3D printed 8 years old. If you could have seen the pure joy and elation this success brought to won't show on a test, but I can tell you all about it. Or maybe you'd like to talk about how in small math group, your child just explained the entire process for multiplying two digits by one digits to the entire math group. But that isn't how the computer will ask her to show what she knows. Maybe I'll get the chance to show you the invention they prototyped that will help others who need a new type of cast that is easier to keep dry and not get stinky. You won't find that on a test. Or my favorite, maybe you'll listen to 51 kids share what they are passionate about. So passionate in fact that they talk your ear off for as long as you'll let them, and even attempt to follow you into the bathroom because they just can't contain the excitement about their learning. Sadly, the test won't ask them about the Porsche car company, Stephan Curry or Gymnastics.

You see, your children have learned so much more than I could have ever dreamed possible. It just may not come out on every test they take. I'm not teaching them to take tests, they will get so much practice taking tests over their years in public education that I don't worry or doubt for a moment that they didn't grow that 6 RIT points they needed. They are 8. They should focus on falling in love with learning. The rest will fall into place as they grow and develop into the Genius' I see already.

To be fair, I want to say again, that these tests do have many benefits and I do use them to guide my instruction. They are a piece to making sure I'm on track with your child. I just want you to know that I did my very best for your child, the same way that you have done your very best. But they are 8, and this number does not come close to explaining what growth your child has made this year. If you have concerns about that...let's chat! I've got hours of learning to share with you!

With love from part of your child's village,

Mrs. Thoma

And so those small steps brought me back to reality, but not before I took a moment to think of myself and all the other teachers who may have the test taking blues.

Dear Rock Star, Hard Working, Life Changing, Dream Facilitator,

Hey...I know you are struggling right now. Hang in there. These kids need you. This test does not tell you what kind of teacher you are. I know it's easy to put on that brave face with your students and dance and cheer to get them pumped up. I get that its exhausting to worry about what the results will reflect on your teacher evaluation. But here's the truth, although your students scores will account for 50% of your overall teacher effectiveness rating, only YOU know what kind of teacher you really are. You know your kids as if they were your own children. So remember that some of your students are still learning how to take these tests and don't lose sight of their brilliant mind. Be okay that it moved you down on the rating scale-as long as you know you took that student to a new level this year, let that be enough. Don't spend so much time worrying that this public record will look like you didn't work hard enough to raise test scores and instead relish the ah-ha's, the "I did it's" and the epic failures that turned into successes. Real learning doesn't come in a neat package that moves exactly the way it should. Remember above all else, that you got into this job to change lives, so forget the test and get back to that work!

Your Fellow Life Changer

Phew! I'm starting to feel a little better and I hope you will get out of the test taking blues and gear up for the powerful learning that takes place every day. Tests are here to stay (for a while anyway) so be sure to take care of yourself and keep your priorities straight. We have a lot of kids counting on pick yourself up and remember that standardized tests do not tell the whole picture of your students growth or your teaching! Use these tools to reflect, make changes and move on! This is an opportunity for growth if we choose to look at it that way!

Monday, March 7, 2016

Bringing a zoo to YOU!

How do you bring standards to life so that your students are so excited about what they are learning...that they can't sleep or eat without thinking about it? do Genius Hour! However, in being realistic, I realize that I can't do Genius Hour every day all day (although I'm working on a plan for that too). In the real world, we have to combine studying things students love with finding a way to help students fall in love with what our state standards require us to teach.

Insert virtual zoo here! That's right a virtual zoo. Any idea what I'm talking about? It's okay, most people wouldn't know either. Since January, students in the Light Bulb Labs have been working on
creating a sort of "virtual zoo". A zoo that could be brought to life anywhere. We began this exploration by thinking about what we know about the word "virtual" (which was close to nothing) and the word "zoo". After a major ideation session, we were ready to look for common themes. Here are just a few of the items we came up with.

A virtual zoo should:
     -Have a variety of animals
     -Show different habitats where animals live
     -Be beautiful
     -Be fun for kids and adults
     -Teach visitors about animals and habitats
     -Have "kid" things to do (they did not love finding out there was no petting zoo)

Upon completing or list, we began diving into an intense six weeks of studying everything we could about Life Sciences. We met all of Ohio's New Learning Standards for Life Sciences in Grade 3 plus a few outside our grade band of study. We used tools like Brain Pop, Magic Treehouse Books, Zoobook Magazines, Non Fiction texts, National Geographic Kids websites, webcams and many, many more. We became experts first in habitats that included, a Non Fiction informational poster as well as a classroom made diorama all while practicing what it is like to truly collaborate. Next, we taught each other what we had learned at a Silent Museum within our classroom.

We read various types of book both Fiction and Non-ficition to develop our reading skills, as well as learn about various animal species. These books took us on Artctic Adventures with Balto, to transporting in a Treehouse to the prairie, then back again to the story of a unique and special "Wolf" and even taught us about perserverance and struggling to surive with one of our favorite dogs, Squirrel. While completing this rigorous work, students kept track of their work on their own calendar agendas and completing many literacy activities including a character traits book discussion. 

One of the most exciting parts of this adventure was the day students chose their very own animal to become an expert on. Boy oh boy, was it a nerve wracking day watch student after student select animals that I have never even heard of! How will I help them research I wondered? I should have calmed my fears that day by remembering that I'm not in charge...they are. They found everything they needed to complete a five paragrahing informational report about every one of these curious creatures. To make this task seem a little less daunting to our 8 year olds, who only recently discovered the purpose of a single paragraph, we introduced topics of study during our Writer's Workshop. For example, they researched the habitat, diet and predators and then wrote one paragraph about those. Before we knew it, they task of 5 paragraphs was complete and the sense of accomplishment was over flowing. In addition to writing about their animal, they also had to paint a portrait of their animals habitat as well as create a 3D model of their animal to display at the zoo.

Throughout this experience, we were integrating technology in many ways. To create a more authentic "Zoobook" magazine, we used an app called PicCollage to create images of our animals. We then used those images and our Google Docs of our animal writing to create books in the app Book Creator. This amazing app creates beautiful books that can be read on any ePub reader! In addition, and by far my favorite part was creating Augmented Reality using an app called Aurasma. The students chose "trigger" objects which launched a video of them telling about their animal and when tapped, linked to their Google doc of their animal writing. It was incredible!

As if all of that was not enough, we needed an authentic audience. Who loves! So we invited a few first grade classes to enjoy our virtual zoo between their Carnival of the Animal rehearsals. At our virtual zoo, 3rd graders were partnered with 1st graders to complete a zoo ticket. This ticket required them to move through five stations. 

1. Make-Make your favorite animal out of playdoh
2. Learn-Learn about 3 new animals in our zoo using the Aurasma app
3. Watch-Watch animals in their natural habitat and take sketch notes
4. Read-Read eBooks about your favorite animals and graffti our garage door with new facts
5. Art-Color animal fact sheets to add to our zoo or take home
The students had a blast! It was difficult to tell who was having more fun or who was leading whom. Either way, there was a ton of cross grade level learning and a wonderful opportunity to share the hard work we had completed. Since this event was our big culminating event, we wanted to make sure our families had the chance to celebrate their child's work. So we took all our trigger images and the links to our ePub books and are currently creating a "Zoobook" that will head home with our students... so that they can take their "virtual zoo" anywhere!

As we do with every unit, we ended with a time of quiet reflection and thoughtfulness. It's always my favorite part of the project. To hear what students thought went well and where we can improve never fails to amaze me. Overall, this was a total success and I know that our students were passionate learners who were studying things they love...and at the end of the day, shouldn't that be what school is all about?


Thursday, January 28, 2016

Ideas vs Implementation

Ideas are great! I love ideas! I have about a million of them a day, and so do you I'm sure. Getting fresh ideas is key to staying current in the classroom. But what happens when an idea just sits in your brain? You never pull it out or attempt to bring it to life. What a loss of a beautiful idea. There are lots of reasons why our ideas don't come to life.

Usually mine have to do with too many other things going on, I didn't have the understanding I needed to do something with the idea, I didn't have the time to develop the idea or...most frequently, I forgot about it. Take the tool Symbaloo for example. Symbaloo is website that allows you to create a "web mix" where you can create one landing page with all of your favorite websites. This is a tool I have heard about for several years. Every time I've seen it at a presentation I think, "Wow, that is a great idea. I'm going to totally use that!". Except I don't use it, I forget about it until the next time I'm enamored by it's total awesomeness and think to myself... I should have tried that years ago. But I didn't have the time right then to figure it out so I just let it slip out in to the abyss of my "maybe some day" pile.

You have one of those too right? That's the problem. We don't take the time to slow down and really implement the idea. That's the thought I'm pondering at the moment. How do we retrain ourselves to stop when we are on overload and process the ideas coming at us so that we can truly implement them.

Take another example, I went to an awesome conference this Fall and I really wanted to try and get one of the ideas up and running. I took ridiculous notes as I listened diligently and brainstormed who I needed to contact to get the ball rolling. I was pumped! And then I came home and life happened and I didn't return to that very awesome idea or list of next steps. I would argue that these lost ideas are still floating somewhere within you, so what would happen if you pulled out a few. Did you go to a great conference 2 years ago-go find your notes and pick 1 thing. See, that's the part that is missing, narrowing down all the great things we learn to 1 or 2 meaningful, connected ideas.

In the course I teach, Foundations of Innovation, we learn about why schools need to rethink the work they have been doing. Notice, I didn't say throw it out, I'm simply suggesting we rethink and redesign what we are doing. After studying why this work is critical to preparing students for their futures, we begin to create something we call the "I Commit" list. As we work through the 12 hour class, we stop at each section and I challenge them to pick 1 or 2 things they realistically can commit to doing. Then we write it down in words and pictures in our design journal. What comes next is critical to making your "I Commit" list one less post it in your "some day" pile. As the facilitator for the course, I begin every session by asking, who has an update on their "I Commit" list. I send out emails that start, "Hey Innovators" and always mention their "I Commit" list. Now to be fair, as I type this I'm thinking, I really should have sent an email out remind these amazing teachers to check their list. So the truth is, no one is perfect at this.

But that's why we need each other. So here is my challenge to you, spark your creativity today! Go do it right now. Head to Pinterest, Twitter or Instagram. Search for websites and blogs of teachers at your grade level. Make the choice to take a few minutes to spark your creativity, then choose 1 or 2 and NO MORE than that. Write it in a notebook and use sketches and words to bring the idea to life. And tomorrow, when you wake up, make it happen captain!

You see, it's up to us to take these great ideas floating in our heads and implement them. An idea is just that, a static thought...until you breath life into it. 

Tuesday, December 29, 2015

Encouraging Risk Taking

A while back I asked my partner teacher, Tara Frederick to write a "Guest" blog post. She wondered what it should be about and thought like most, that she didn't have anything to share that people would want to read. I know that Tara is one of the best teachers I've ever seen. Her compassion for students and her knowledge of child development is incredible. She is the most thoughtful, kind, generous and insightful people I know. I'm lucky I get to share a classroom with her every day and you are lucky that you will have the opportunity to learn from her just from reading the blog post below. Enjoy! 

Encouraging risk-taking!
By, Tara Frederick

Kate and I are having an amazing time co teaching our 50 incredible students this year! She and I share the same passion for teaching and learning. We have encouraged each other throughout the years to share with the world what we do best and tell our story. I am honored to blog this week and share with you my thinking about taking risks in education! One thing Kate teases me about is that my “talent” is that I will try anything. And she is right!  I have been interested in creativity and the impact that creative teaching, or thinking can have on learning for some time. For me being creative or innovative is about trying new things and doing something differently….taking lots of educational risks!

Mandella QUote.jpg

One thing many people find surprising is that I have been teaching 3rd grade for 17 years. Yes, you heard correct. I know that seems to many of you like an incredibly long time in one grade level! For me, not one year has been the same as the next. It has been a 17 year journey, becoming an expert of 8 and 9 year old behavior and learning. A journey to discover the best ways that children learn and gather every amazing tool and trick along the way. Although my personality and teaching style remain the same, I am a continual risk-taker with my practice. When I learn about something that can change my students lives or the way that they learn, I am first to jump in and try!

Now don’t think for a second that I am jumping in without confidence in what I am about to start! I am committed to researching and seeking educational opportunity for my students that allows them to reach their fullest potential. I am well equipped and planned for launching a new idea! I teach my students that risk taking and failure is a part of learning, as I share with them my personal investment in our class goals. One thing that you may be wondering about is how parents in my classroom feel if I am continually risk-taking.  Well, the answer for me is in the response to my communication. Parents are a part of our learning community. With a continual open line of communication, my families never feel like they are a part of a series of failed experiments, but rather a part of an incredible educational endeavor in which their children are thriving. They are well informed and I can articulate the importance behind every new initiative we take. The payoff is that I am able to meet the complex needs of all students and form relationships that support our learning at school.

risktaking quote.png

How do I do it? How do I reach beyond the security of the standards and venture new places in education without feeling overwhelmed and alone? There are a few things that I would share with you that keep me excited, educated and willing to take new risks in the classroom. I do not do this alone and by all means, I am nervous every time I launch something new! Here are a few things I never forget...

Involve Your Students and Families:
Learning about my students and their families is the key to structuring our learning environment. My students are different each year, why should I approach each year the same? As my students begin living in my classroom, I refocus and change according to their needs. This may mean I need to completely redesign my classroom, change the way that reading groups are running or completely change the flow of our day. Instead of thinking that my ideas have failed I look at it as a learning experience I need to embrace. My students are guiding my teaching!  Their needs and learning is taking front seat and they are taking charge of their learning!

Surround Yourself With Positive Risk-Taking Colleagues:
I have been in and out of many classrooms as a District Lead Mentor and the classrooms that stand out, have one commonality: they all take risks. Not only do the students OR teachers take risks, they take them together. Many new ideas come and go but I have made it my mission to surround myself with colleagues who inspire me to take that leap. Those who I trust will help lead to the success of my classroom. I am surrounded with amazing educators and am passionate about not re-creating, but learning from others. I educate myself through professional reading and take risks in ways that I know whole heartedly can make a difference. I continually reflect and seek advice from those trusted educators.

Student Choice:
I’m a huge advocate for Genius Hour and student choice in the classroom. I believe inquiry-driven learning experiences and projects allow students to have a say in their learning path. I know it can be risky at first. You’ll feel like maybe you’ve abandoned the curriculum (is that such a bad thing?). You’ll feel like you’ve given up some control (is that such a bad thing either?). However, what you’ve really done is allowed the students to motivate their own learning. It’s a risk for sure….but it is one worth taking.

"Only those who will risk going too far can possibly find out how far it is possible to go." -- T.S. Eliot

I am not suggesting that you scratch that one lesson this week for a change. This is much bigger. These risks that I take aren’t really risks at all. Instead they are choices. Slowly at first…then more powerful. Do you want to keep doing things the same way with your class, or do you want to grow as a lead learner beside your students? Trust yourself as that amazing educator you are and go for it! Step out of your comfort zone and reach for greatness. I choose wisely and it has made a journey of 17 years in 3rd grade one that I will never forget.

If you want to know more about some of my risk-taking this year, check out Kate’s amazing documentation of our journey together!  She has been busy blogging about the most important risks we have been taking this year. Or you can check us out at the Ohio Educational Technology Conference in February!

Saturday, December 12, 2015

Problem Solving and Dreaming of the Future

This week was big for The Light Bulb Labs! We watched 8 and 9 year olds become expert problem solvers. We watched them learn collaboration and perseverance. We watched them believe in the impossible. We watched "wonder" happen right before our very eyes.

Let me ask you you think a 3rd grader in a public school setting can write computer program in Java Script? How about Python or Ruby? Do you know what these even are (it's okay, I didn't either until this week)? This week we celebrated the Hour of Code. An event that is organized by Here is what they have to say:

"The Hour of Code is a global movement reaching tens of millions of students in 180+ countries. It is a one-hour introduction to computer science, designed to demystify code and show that anybody can learn the basics."

The thing is, the Hour of Code teaches so much more than computer science. When you walked into the Light Bulb Labs this week it was a total celebration of learning. Every day began with reading about a different computer language tied to a real life application and practice session. We used many resources from the Hour of Code to achieve this. The students worked in collaborative partnerships to debug and work through learning the new code language. The conversations that took place were incredible. For example, Caden shared: "At first our program totally didn't work. We had arms and bodies where we wanted the leg to go. We had to totally debug our program to figure out how to fix it but we got it! It was awesome!"

We had the opportunity to learn how our code skills can be used in real life by learning about the Raspberry Pi. This pocket size computer (around $35) could be HUGE in education. This small device comes with so many resources for the classroom. One of which, is the online tutorials for things like Making a Minecraft Photobooth. We were lucky enough to try this one out, with the help of one of our real life programmers on campus, Mr. Doug Jones. Do you know how excited students get when you use Minecraft in your classroom. If you have never tried it, you should. It allows you to see a whole different side of some of your students. Quiet kids become fearless leaders when they use a tool they are confident with. Check out this link to see even more resources for the Raspberry Pi. We are just beginning our journey with Raspberry Pi that kicked off this week, but our students were mesmerized!

We also had the opportunity to use our skills to show older students what we know. First, we taught fourth graders how to code. We looked at tutorials, teaching them concepts like looping and debugging. We also looked at apps like Kodable, Hopscotch and Cargobot. We even played card games to learn about conditionals. One of the favorite activities though was creating Human Code, where partners would write programs for their buddies to put into action. Kids teaching to kids a skill is something magnificent to see. Not only were they applying their knowledge but they were growing their presentation, speaking and listening skills.


It wasn't just our students who were learning this week. Students were asked to study famous computer scientists outside of the classroom with their families. They were also expected to explain what we were learning about and share that knowledge with their families. Here is some of their feedback.

As if our week couldn't get any better, we wrapped it all up by having the competitive HS Robotics team come and share their adventures with us. They brought with them two NAO robots and the robot they built and competed with last year. They talked to our classes and several others about computer programming. They even let our students drive their robot and try the task they were given for last years competition. It was incredible!

One reason this week was so special is because our third graders do something we call "Code Academy" every Wednesday afternoon. Tara Frederick and myself use the free K-5 curriculum from as well as many other resources like Bitsbox, Hopscotch, Scratch, LEGO EV3 software, Cargo Bot and Kodable. Every week, we challenge our students to use code and all they have learned from it. During this time we also ask them to become Makers in our classroom Maker Spaces. Committing this valuable classroom time took considerable thought but both of us would tell you that it is the best decision we have ever made. So really, Hour of Code was kind of our Superbowl:)

Maybe you took part in Hour of Code and maybe you didn't. I encourage you to pick one thing from today's blog to try out in your classroom. Explicitly teaching skills like collaboration, creativity, communication and critical thinking are just as important as teaching Common Core standards. I can't list for you every standard I met this week by completing the Hour of Code, but I can tell you that my students couldn't wait to get to school every day and most of their Hour of Code reflections shared their disappointment that they week was over. So for me, that's what really matters!

As always, I'm happy to share anything you read about or answer questions. A huge thank you to for such an amazing week! Can't wait for #HourofCode next year!

Tuesday, December 1, 2015

I'll say it again and again...It's About Relationships

We are fresh off two intense weeks of Parent Teacher conferences and I can't help but smile when I think about it. That's right, I'm grinning from ear to ear. Not what you expected to hear? I'm not sure where these critical conversations got a bad wrap. Yes, we stay late...very late.  And yes, it is tiring (like having a newborn baby at home tiring). The thing is, these moments are crucial to developing strong relationships with the families of our students. It shouldn't be the first time you meet these special people. Remember, their babies visit our classrooms every single day. To have a successful school year, we need to be the best of partners. We don't have to see eye to eye on every topic but we need to keep the child as the focus of the conversation. So here are a few takeaways that I want to remember from this year's conferences:

1. Give more time than you are supposed to. No, it won't be easy and you will miss your own family like crazy. But...not feeling rushed gives both the teacher and the parents the chance to actually communicate with each other. Stay on schedule, but give more will be worth it. At the end of each late night, my co-teacher Tara Frederick and I would look at each other and comment about how nice it was not to feel so incredibly rushed. It wasn't just us that felt that way, many of our families commented on how nice it was to be able to talk back and forth rather than rushing in for 15 minutes to have information spewed at you with no real dialogue.

2. Start the conference by honoring what the parents concerns are. We chose to start every conference by saying something like, "Tonight's time together is a chance for us to talk about your child. Any concerns, questions or general wonderings are welcome. I have a lot of information to share with you, but, you know most if not all of it already. So, let's just talk...about how amazing your child is." Many times the parents didn't have concerns and so we lead with their work samples and eventually the parent struck up a conversation. There were many though that had something specific they wanted to tell us. While most of those precious moments remain with Tara and I, it was so reaffirming to hear feedback from our parents that supported the work we are doing.

3. Tell your student how much you loved talking with their family.  Most students get really nervous for parent teacher conferences. Sometimes rightfully so, but most of the time there is no reason for the student to be nervous. I loved the face students gave me when I told them how much I loved talking with their parents. You could see their pride from ear to ear. I would give some kind of connection or compliment about the students family and you could see the school home connection strengthening.

There were so many special moments during the last two weeks. So many great conversations, so much relationship building and so much support for our students. So I'll say it again...relationships matter-how are you building relationships that support student learning?