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Monday, December 21, 2015

Book Clubs

This year I wanted to start the year in a different way. I love the idea of literature circles and have tried them in so many different ways. One thing I've discovered over the years is that I really don't like using role sheets. I think that they take the joy and meaning away from the true spirit of a book club discussion.
So this year, we began by choosing books. I had about ten titles that I could loan out, but I told students if they really wanted to read something else and we could get a handful of students interested in reading the book, then we could include other titles as well. I wanted to give choice to students and I wanted to get them excited about reading. My hope was that they would not only enjoy reading, but they would be more motivated to read, and would engage in deeper discussions.

I had three objectives for this unit:
1. Students would enjoy and actually read their book.
2. Students would learn literary terms like inference and characterization through their novels and with their groups.
3. Students would participate in engaging and meaningful discussions about their books.

Read the Book: This was pretty easy. Just giving students choice empowered them to read and engage in their assignments.

Learn the Lit. Terms: Each week, I focused on three literary terms/devices. I would do mini-lessons and videos to teach the term and they would find examples and passages from their books to reinforce their learning. Students really seemed to enjoy learning terms in this way.

Great Discussions: This was probably the best part of this project. I created this hyperdoc to crowd source information. Students added their own thoughts and questions. I added my own questions. Here is an example of a completed one. My primary focus for students was for them to to hold an engaging end of unit discussion.
I have 6 Blue Snowball (microphones) that I plopped into the center of each group. This alone really up'ed their game, and I was able to get a recording of each group, so that I could really listen to all of the discussions.
I was really happy with the results of this discussion and the unit as a whole.

Tuesday, November 24, 2015

Quiet Time

I have always struggled to fit in a world that values outgoing and personable individuals. I've always been the one to thrive on a little of my own quiet time after a day with friends. As an adult, I find myself exhausted after a full day with students. I love them and love what I do, but it takes it's toll. I find that usually I just need some time to myself and then I'm good to go once again.

Last summer I read a book that changed the way I not only looked at myself, but it also changed the way I look at my students, especially the quiet ones. 


I began this year with my class by talking to students about multiple intelligences and learning styles, like I often do. But I also talked about introversion vs. extroversion. We watched the video below and I think many of my students were surprised to find out what an introvert is and what an introvert isn't. For my introverted students, this video empowered them and made them feel proud of who they are and how they operate. For those in the middle, they came to appreciate not only their ability to interact with others and be outgoing, but also the importance of quiet time and reflection.

As for me, I now take a different approach to teaching. I no longer try to get the quiet kids to talk in class. I give all of my students time to reflect and gather their thoughts before responding. More than ever, I use discussion boards, and other tools to give each student more thinking time. And because they know that I understand them and they understand each other, I believe my students feel more comfortable to be themselves in class. 



Quiet: The Power of Introverts in a World That Can't Stop Talking by Susan Cain

Cain, S. (2012, March 12). Susan Cain: The power of introverts. TED Talks.
           Retrieved https://www.youtube.com/watch?v=c0KYU2j0TM4

Cain, S. (2013). Quiet: The power of introverts in a world that can't stop talking. New York, NY:
           Crown Publishers.

Monday, June 29, 2015

Sharing Out Loud

I have a love/hate relationship with blogs.  On one hand, I know the value of blogging.  I have my students blog and I have a class blog that I use to post assignments, share class info with parents and students, and provide a place for students to share and discuss.  However, when it comes to writing my own professional blog, I struggle.

First off,  why would I share ideas and instructional practices when there are so many more talented and better qualified educators who already do it?  Secondly,  I just don't have anything original to say, therefore, no one needs me to say it.  If I'm telling students to embrace failure and I am telling teachers who come to my presentations to start blogging, then really, ahouldn't I be doing the same?

The real reason I have not blogged is because I am a perfectionist.  Both a blessing and a curse, my own fear of imperfection has kept me from doing many things in my life.  Two years ago I set up a blog.  I worked on it, produced a list of topics to discuss, tweaked colors and fonts, and then....nothing.  I couldn't come up with a title.  So I put it on the shelf until this morning.

My call to action came in the form of a challenge.  I think that Kasey Bell @ShakeUpLearning could quite possibly be my edusole mate.  She challenged us to take a risk and try something new, whether it be a blog or something else you've wanted to try, but, for one reason or another, have not.   So with her summons, I accepted the challenge, said out loud that I was going to do it, and wrote my first blog post of many to come.  How do you want to challenge yourself?

Oh, and don't be surprised if this blog title changes.  It's a work in progress, not perfection.