The familiar unit of ‘weather’ in our Junior school provided a great opportunity to break down the classroom walls and connect to real world data. The process for our young students went like this:
1. Write some questions about the weather – things we want to know about the weather in other places (literacy)
2. Create a Google form (survey) – modelled with young students
3. Share the form on our blog
4. Ask for help from around the world on Twitter
5. Create a Google My Map to display the results – modelled with young students
6. Share the results on class blogs
6. Analyse the data – class discussions, writing task
8. Get some help from our older buddies (see comments below)
With older students we could have explored the Google Sheet which collected the data to create a variety of graphs.
My presentation for Teachmeet Melbourne 28 April 2016
Why I blog – Created with Haiku Deck, presentation software that inspires
I started my blog as part of a professional learning network Online course. It was how we shared with the other members and provided feedback and evidence to the course convenors. I liked it from the beginning.
The concept of my writing and thinking being in public was initially daunting but once I started getting feedback, I relaxed a little and have not looked back.
I waiver in my attention to my blog and accept that as a busy teacher I have my moments of opportunity and inspiration and times when other things are more important.
IT’S A PROCESS
Clicking the [PUBLISH] button is not the main point. It is the process involved of thinking of a topic, determining how to share it, finding examples, finding connections. The actual publishing is not even the final step as often my posts illicits reactions that make me re-think.
I admit to hovering over it for long periods of time filled with self doubt – is this worth sharing? have I made a fool of myself? Do I really want others to read this? I also have many posts in Draft form that may never see the light of day as after writing I re-thought the need to make them public. The carthartic experience of writing was enough.
The thinking you have to do before you can write about a topic is the actual process I enjoy.
As teachers, we all should aspire to be lifelong learners. If we are happy with the status quo we really should not be. However long you have been teaching, whether starting out or working for 40 years, we all need to continue to think about our practice.
In my case, sometimes, I like to write about it. This part is purely selfish – not for anyone but me. It is possible that someone else might benefit from my ramblings but that is not an essential result.
A wonderful little movie entitled “Obvious to you … amazing to others’ is in the back of my head when I write about the things I do at my school.
Every teacher will do something in their day to day practice that another teacher would benefit from hearing about.
One of the key things to remember about sharing your professional practice or thoughts is that it is not ‘showing off’ – it is SHARING and I can attest, it becomes a two way street when you reciprocate. Also, there is nothing wrong with receiving affirmation from our peers. I think as a profession we sometimes forget to value of the work in the rooms next door or in a nearby school.
By putting myself ‘out there’ I am opening myself to the contribution that a wider network can offer me. It is a reciprocal thing, I read many blogs and feel connected to the thinking and experiences of teachers who are way beyond my local geography. Many challenge me, inspire me as well as inform me. When I can, I connect, I might comment, tweet or share on Google+ within my school community.
A blog post, written and shared brings new value. I use Twitter and through that get an audience to my direct learning network and beyond by means of retweets etc.
A recent post was linked to a few other sharing sites around the world and my simple story about getting students to write blog comments was viewed by more than 200 people in 24 hours. I honestly thought I was simply annotating some ideas for myself – some resources for getting students to interact professionally online – but apparently it was of interest to others.
The sheer process of Blogging exposes you to a variety of digital tools. Take Haiku Deck for example. Blogging is not all about text, it provides an opportunity to learn different ways of displaying your ideas. Simple <HTML> to widgets, plugins etc all become part of the experience
TO KEEP A RECORD
My blog is my online professional journal. I have a record back to 2010 of my journey in the world of eLearning, online spaces and much more. It is like having a diary of my professional life. I have a record and a positive digital footprint.
TO CREATE A LIBRARY
I also decided a while ago to use Pages within the blog as a place to store and easily access resources that I want to be able to find and share.
I have pages on Google Tools, Cybersafety resources, Digital Technologies and Inspiring videos.
Above all, my blog is an outlet for me. Public Speaking is not my preferred method of communication (as the presenter that is, I love witnessing great public speaking). I prefer to chat in small groups over coffee and nearly always preferring to think something through before reacting. So a blog post is my preferred style of communication in many ways. I know it is not for everyone.
I still struggle with believing it is worth publishing and I know I don’t have the academic skills or deep thinking nature of many bloggers – I am an ordinary teacher who likes to write and that is Why I blog.
Young children cannot use social media on their own. That does not mean they cannot use it, guided by their teacher as a great way to share their learning and to develop their literacy skills along the way.
A wonderfully rich experience in junior classrooms is the experience of witnessing chickens hatch and grow. Teachers garner so many opportunities – in viewing and observing, language vocabulary, maths, not to mention the sense of awe watching a living creature grow. Nowadays, that learning does not have to stay inside the classroom and through technology, the experience can be broadened and extended. What would you prefer? Your student completing a written journal of the growth of a chick that is never seen by anyone except the teacher, has no interactions or … the written journal (for the personal task) AND this shared experience with their class ?
The students are observing, questioning, reading and writing, just as they would without the technology, but with the added value of a real audience, others involved to share it with and extend their thinking. Questions and affirmations from other stakeholders in their learning – an audience that provides a true purpose to construct replies and articulate their understandings as well as just the fun of sharing the excitement!
The journey is recorded in a digital format, available to be shared with families, the rest of the school and used in many other ways.
I have had many discussions with students about the protocols on interacting in online spaces in an academic or professional manner. Whether they be commenting on a blog or giving feedback in comments on a Google document or interacting in Edmodo or Google Classroom, students need to be modelled the ‘professional’ way to behave. Commenting within an academic context is in fact providing feedback and as such quite a complicated skill for a young student.
Their previous experiences whilst quite valid in the online environments they exist are often quite informal – from games and online social chats. We discuss that there is nothing wrong with text talk or friendly chat but when they are working in some environments, some behaviours are preferred and expected.
Academic digital etiquette is akin to formal letter writing and knowing how to construct feedback needs to be explicitly taught. I have used guides including : Kind, Specific and Helpful.
Notice: What stands out to you or catches your eye in this person’s post? In other words, what do you notice in particular? Be specific.
Appreciate: Share what you like, appreciate or value in the post you’ve read. Be specific.
Probe: Probe for more details. Ask questions that will help give you a better sense of another person’s perspective. (See Creative Questions & Sentence Starts below)
Snip: Cut and paste a phrase or sentence from the original post into your comment. Ask a question about it or say what you find interesting or important about what is being said.
Connect: Make a connection between something in the post and your own experiences, feelings, or interests.
Extend: Describe how the post extended your thoughts in new directions or gave you a new perspective.
Creative Questions & Sentence Starters
Brainstorm a set of questions about a student’s post. Use these question-starters to help you think of interesting questions:
“Tell me more about…”
“I wonder if…”
“Help me understand…”
“I was surprised by….”
“I connected to…”
“What I found interesting was…”
“I learned from your post that…”
“One sentence you wrote that stands out for me is…”
A few other images and ideas that I have used :
Do you have any other suggestions or ideas on how you teach students to interact in online spaces ?
Silvia Tolisano : Learning about Blogs Chris Harte : http://chrisharte.typepad.com/
Anne Kenneally via http://www.vln.school.nz/discussion/view/827695
Project Zero : http://learn.outofedenwalk.com/dialogue-toolkit/
Senior students gather to share their personal research on Health related issues – all using Google Slides to present their learning. Later published on their blogs. Teachers create an impromptu reflection task using Padlet– share on class blogs for later review. Push out the Padlet site to all student chromebooks using Hapara Highlights tool.
Middle students welcome their older buddies to help them set up their Global2blogs. 1:1 chromebooks enable this interaction. Use Flag widget site to create widgets for all sites. A few pets get adopted too !
A group of students gather to attend an online webinar on ‘Communicating Online’. Using GoToWebinar software student listen to presentation and individually respond to questions via Today’s meet.
Lunchtime meeting to work with Student tech leaders to create plans for Code Club lunch time sessions next term. Share possible sites, tools via email to team. Students create shared doc for collaboration and planning.