Posts Tagged With: competencies

At Heart, I’m Still A Teacher

All of us who move into district leadership positions must remember that we are still teachers.

This past Friday I visited 4 schools in our district to present on Library Learning Commons. It was a busy and exciting day as I raced from school to school sharing my message and trying to convince teachers that an effort to bring our libraries into the 21st century was a worthwhile endeavour. These were the first 4 of 7 schools I’ll be working with as part of our district wide pilot. I recently blogged about our plans here.

In the days leading up to my presentations I made myself conscious of the fact that this could easily be seen by our already stretched teachers as one more thing being preached about from my soap box in central office. So, I decided to prepare a presentation showcasing projects that could be experimented with in the Learning Commons and possibly used to support the work they are already doing with their students. Using examples from my previous work as a teaching administrator, I tried to highlight projects that build important competencies and provide a platform for authentic literacy. I wanted them to see these projects as an “instead of” and not an “in addition to.”

Here are the projects I shared:

Grade 6 Iroquois Confederacy Webpage – Grade 6 students worked with their teacher to design, build, edit, and manage a webpage that covered their Social Studies unit on the Iroquois Confederacy. Students researched and created content over time and eventually completed this amazing resource that can now be shared with others. http://iroquois6gle.weebly.com

Public Service Announcements –  Grade 6 students used iPads and iMovie to create Public Service Announcements as part of their unit on the Charter of Rights. They were then uploaded to the teachers YouTube account and played on the Smartboard in the Learning Commons for all to see.

100 Word Challenge – Grade 4 students participated in the 100 Word Challenge, a website that provides some guaranteed comments on student blog posts. Pay particular attention to the comment towards the bottom where Cait connected with a class in Galway, Ireland.

Bullying Rants – Grade 5 students wrote and recorded rants about bullying in school, using their Kidblog accounts and the Audioboo App. Not only did they write from their heart, they also spoke with great passion and emotion.

Digital Stories – Grade 3 students created digital story books using Storybird, recorded themselves reading it, and then embedded it all into their blog. You can press play and then follow along with the book.

About Me – Grade 1 students created an Animoto  to tell their classmates (and perhaps even the rest of the world) about themselves.

Digital Portfolio –  Grade 6 students maintained a personal blog throughout the year, building a portfolio of their work.

Sharing these personal learning experiences and offering support seemed to go a long way. A number of teachers have already contacted me with questions about how to try some of the ideas I shared. We as leaders often see the value in moving toward something before our teachers do. Before moving themselves, our teachers need to see and understand the small practical steps that will get them there. I hope to find the right balance between the two.

My best chance of doing so is to never forget…

At heart, I’m still a teacher.

Categories: 21st Century Competencies, 21st Century Learning, Capacity Building | Tags: , , , , , , , , , , , , , | Leave a comment

Our Grade 2 App Smackdown – An Experiment.

According to Cybrary Man’s Educational Websites (@cybraryman1), “a Smackdown or Show and Tell is a sharing of websites, tools or teaching tricks that you have found to be great to use.  You are given 2 minutes to present the tool to the group.”

Recently, we held an App Smackdown during grade two 21st Century Learning time. Our students have been using iPads for nearly two years now so I thought it would be a good idea to give them an opportunity to show me what they knew. The idea of a “Smackdown” has been used at teacher conferences and EDCAMPs so why not experiment with the concept with young students. Heres the experiment.

Question

With little time to prep, are seven-year old students capable of effectively selecting an educational App from a list and effectively presenting it to peers.

Hypothesis

Yes, when given the opportunity students will amaze us.

Materials

  • iPad for each student
  • Apps on each iPad
  • Apple TV
  • Comfortable furniture
  • Front seat for presenter

Background Research

Students have been using the iPads for two years in a variety of ways, using a variety of Apps.

Procedure

  1. Students take an iPad, sit in a comfortable spot, and start playing to warm up.
  2. Teacher explains what an App Smackdown is.
  3. Teacher explains and demonstrates the “face down” rule; which means when the teacher says “face down”, students place their iPad on the floor face down and pay attention to the student up front. As an option, you can tell them that they will lose the iPad if they don’t follow this rule. I guarantee that will work. 🙂
  4. Teacher explains and demonstrates how to take control of the Apple TV with an iPad.
  5. Teacher explains to students that once an App has been demonstrated, it can no longer be used by others.
  6. First student is called up to the front seat, takes control of the Apple TV, and the teacher says, “face down.” The student selects any App they want, explains how it works, and demonstrates its use. They also answer any questions that might be asked by peers or the teacher. This should take no longer than 2 minutes. When finished, the presenting student relinquishes control of the Apple TV.
  7. Teacher tells students to pick up iPads and continue to “play.” They are reminded that the App that was just presented can no longer be used.
  8. After about 2-3 minutes, the next student is called up.
  9. Repeat steps 6 and 7 until all students have had a turn or as long as time permits.
A Grade 2 student describes the Pottery App to his classmates.

A Grade 2 student describes the Pottery App to his classmates.

Observations

  • Engagement levels were extremely high.
  • Students were happy to experiment with Apps that were new to them.
  • If the presenting student had any troubles explaining anything about an App, there was a lot of expertise in the room.
  • The students were perfectly behaved.
  • Even the shy students appeared confident because they could use the Apple TV to demonstrate instead of just sitting there and talking.

Conclusion

It was amazing to watch as each student not only selected an App that no one else did, but presented it with great confidence and pride. Everyone, including yours truely, learned something new about the Apps on our school iPads. It was a highly engaging activity that I would recommend to others. Give it a try.

Categories: 21st Century Competencies, 21st Century Learning, Inclusive Education | Tags: , , , , , , , , | 3 Comments

Alberta’s New MO on Student Learning

On May 6, 2013, with little or no fanfare, ministerial order #001/2013 (Student Learning) was signed by Alberta Education Minister, Jeff Johnson; bringing into full force all aspects of Inspiring Education and repealing a very dated ministerial order #004/98 (Goals and Standards Applicable to the Provision of Basic Education in Alberta). It was last updated on February 10, 1998.

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A ministerial order is a decision made by a minister that does not require the approval of cabinet, or the Lieutenant Governor in Council. The power to issue a MO is typically written into an individual piece of legislation, and the MO itself must make reference to the authorizing legislation. MOs have the force of law. Unlike orders in council, ministerial orders are not automatically made public in Alberta. It is not clear why: given that they have the force of law, it seems they should be.

So how many Albertans know this new ministerial order has come into effect? How many know that the goal of this ministerial order is to ensure that all students achieve an extensive list of outcomes that will enable them to be contributing members of 21st century society? How many know that this order is in stark contrast to what was previously expected of the educated Albertan? This is big and it seems to have slipped in virtually unnoticed.

For awhile now I’ve been urging my teachers to familiarize themselves with documents such as the Framework for Student Learning and this ATA Transformation Document – A Great School For All, both of which align with the new vision for our education system. I’ve even suggested that they would be positioning themselves well going forward by referring to these documents when planning, teaching, learning, and assessing. “You’ll be ahead of the wave”, I’ve told them, “if you start making small changes now.”

I wonder how ministerial order #001/2013 will play out in the weeks and months to come. It looks really good on paper. It’s easy to write it down on paper; a bit more difficult to infuse it into daily practice, especially when curriculum, PATs and DIPs remain the same.

What an exciting time to be involved in education.

Categories: 21st Century Competencies, 21st Century Learning, Education Transformation | Tags: , , , , , , , , , , , | 3 Comments

Try A Mystery Skype. Here’s Why.

If you’ve never tried a Mystery Skype with your class, you should. It’s a highly engaging way to build important competencies in your students. A Mystery Skype is just a simple guessing game at first sight, but it’s really so much more. Two classrooms arrange to connect with each other using Skype, and then take turns asking yes/no questions to try to discover each other’s exact location. It’s a great way to make an initial connection that may lead to further collaborative learning projects. Our students have participated in several Mystery Skypes this year, all of which have been easily arranged through my Twitter PLN. Here’s one from last month:


 

Take a look at the jobs students take on during a Mystery Skype. Then look at the competencies they are building and ask yourself why you shouldn’t give this a try. 

Greeters say hello and share cool facts about the class without giving away the location. (Leadership, Social Awareness, Cultural Awareness, Global Awareness, Communication, Self-Direction)

Question Askers ask the questions and are the voice of the classroom. (Collaboration, Leadership, Critical Thinking, Problem Solving, Decision Making, Social Awareness, Global Awareness, Creativity, Cultural Awareness, Communication, Self-Direction)

Question Answerers answer the questions after consulting with others. (Collaboration, Leadership, Critical Thinking, Problem Solving, Decision Making, Social Awareness, Global Awareness, Cultural Awareness, Communication, Self-Direction)

Think Tank sits in a group and figures out the clues based on the information they receive. (Collaboration, Leadership, Critical Thinking, Problem Solving, Decision Making, Creativity and Innovation, Communication, Digital Literacy, Self-Direction)

Google Mappers use Google maps to piece together clues and narrow down the location. (Collaboration, Leadership, Critical Thinking, Problem Solving, Decision Making, Creativity and Innovation, Global Awareness, Communication, Digital Literacy, Self-Direction)

Atlas Mappers use atlases to assist the Google mappers. (Collaboration, Leadership, Critical Thinking, Problem Solving, Decision Making, Creativity and Innovation, Global Awareness, Communication, Self-Direction)

Clue Keepers work closely with askers and answerers to help guide them in developing questions. (Collaboration, Leadership, Critical Thinking, Problem Solving, Decision Making, Creativity and Innovation, Global Awareness, Communication, Self-Direction)

Runners run from group to group relaying important information. (Collaboration, Leadership, Decision Making, Social Awareness, Global Awareness, Communication, Self-Direction)

Photographers take pictures during the call to share at a later date. (Leadership, Decision Making, Creativity and Innovation, Communication, Digital Literacy, Self-Direction)

Tweeters share real-time play-by-play of the event on a class Twitter account. (Leadership, Critical Thinking, Decision Making, Creativity and Innovation, Social Awareness, Global Awareness, Cultural Awareness, Communication, Digital Literacy, Self-Direction)

Videographers take video during the call to share at a later date. (Leadership, Decision Making, Creativity and Innovation, Communication, Digital Literacy, Self-Direction)

Entertainers share jokes, songs, etc. during a lull in the action. (Collaboration, Leadership, Critical Thinking, Decision Making, Creativity and Innovation, Social Awareness, Global Awareness, Cultural Awareness, Communication, Self-Direction)

Closers end the call in a nice manner after one class has guessed the location of the other. (Leadership, Decision Making, Creativity and Innovation, Social Awareness, Global Awareness, Cultural Awareness, Communication, Self-Direction)

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Enough said.

Categories: 21st Century Competencies, 21st Century Learning, Community Engagement, Inclusive Education | Tags: , , , , , , , , | 11 Comments

Principals – Try Team Teaching

“What better way to model learning and pedagogy than to actually teach?”

This quote comes from an excellent article written in 2010 by , a school principal in British Columbia and key member of my PLN. The article, titled Principals ARE Teachers, suggests that school leaders need to find ways to cut down on managerial type tasks and spend more time actually teaching. In his case, teaching also provided him with the opportunity to collaborate with and learn from the excellent teachers in his school. “True leadership”, he says, “happens in the classrooms, hallways, and playgrounds; management happens in our offices.”

I think most principals agree with this statement and would welcome the opportunity to spend more time as the instructional leader of their school. The problem, of course, is that increasing responsibilities and limited resourses stretches principals in many different directions, making it difficult to place an emphasis on any one aspect of their school leadership role. Below, for example, are the areas in which principals are expected to provide effective leadership in the province of Alberta.

Full version – principal quality standard 

1. Fostering Effective Relationships
2. Embodying Visionary Leadership
3. Leading a Learning Community
4. Providing Instructional Leadership
5. Developing and Facilitating Leadership
6. Managing School Operations and Resources
7. Understanding and Responding to the Larger Societal Context

Most princiapls who teach, I suspect, don’t really do so for the reasons Chris speaks of above. I have always taught since becoming a principal 14 years ago, but mostly as a budgetary measure in order to provide prep time for my teachers. I’ve enjoyed teaching subjects like Phys. Ed., Health, Religion, Library, and Guided Reading but have definitely fallen short in the areas of co-planning and collaboration. It always felt more like managing resources than it did instructional leadership.

Well this year things have changed. I’m team teaching. This, I think, is the best growth as an instructional leader I have ever experienced. Here’s how it works. Each class, along with their teacher, joins me in our Library/Media Centre for a 45 minute block of what I like to call “21st Century Learning Time.” I work with the teacher to plan, carry out and assess the projects completed in each block. Each project addresses learner outcomes from a variety of subject areas. The teacher and I both bring something to the table. I bring my passion for technology integration and 21st century competencies and they bring their expertise and knowledge of their grade level curriculum. It’s a win for me because I’m gaining a much better understanding of curriculum, pedagogy, and teaching styles. It’s a win for the teachers because they transfer many of the tools and strategies to their daily practice. And most importantly, it’s a win for the students because they are better engaged in their learning. Often, the 45 minute periods turn into an hour or more. Some of the Web 2.0 tools introduced includ iMovie, Storybird, Glogster, Tagxedo, Twitter, Voki, Audioboo, Kidblog, and Skype.

If you’re a principal reading this I’m sure you’re thinking about time. Teaching, and all the important activities that go along with it, takes time. Time that must be shared with all the other responsibilities required of a school administrator. Well, I’d ask you to consider this – how many of the 7 areas of effective leadership listed above do you think I’ve addressed by team teaching this year?

Categories: Capacity Building | Tags: , , , , , , , | 13 Comments

Badges for Assessment – Why Not?

Ever since participating in a Blackboard Collaborate session with Doug Belshaw at ETMOOC 2013,  I’ve been wanting to learn more about badges as an authentic way for students to demonstrate and receive credit for their learning. With our province so heavily engaged in curriculum redesign, and with educators being called upon to consider new and innovative ways to plan, carry out and assess learning; I’m leaving no rock unturned in an effort to support them in their efforts. Badges, to me, looks like something worth exploring further.

Look here if you would like to gain a better understanding of the concept of badges. I encourage you to read the “Ten Things to Know About Badges.”

OPEN BADGES

I quickly became intrigued while looking through the Mozilla Open Badges platform, however it seemed as though most of the badges were designed for high school and adult learners, so, as an elementary principal I decided to see if there was anything out there for younger students, and in doing so, came across a free website called ClassBadges. I like this one because teachers can set up and manage a class account where each student has an individual login. Badges could be selected from an existing bank or customized for individual students or classes, and easily be aligned to academic goals, curriculum outcomes, or 21st century competencies. Teachers could work with students to identify areas of interest, then create criteria that would need to be met in order to earn that particular badge. The teacher would award badges electronically to students when they were satisfied the criteria had been met. Once awarded, the student would be given access to the badge, which could be displayed anywhere electronically.  Each badge, with its criteria could be added to the bank for other students who may be interested in earning that badge themselves. Can you see the possibilities here?

Sample Badge from

Sample Badge from ClassBadges Website

Sample Badge from ClassBadges Website

Sample Badge from ClassBadges Website

Badges, I think, could offer a way to document different types of authentic learning both inside and outside the school. Perhaps they could place an emphasis on important competencies such as global awareness, digital citizenship, collaboration, and creativity. Perhaps they could provide students with more control over their own learning and give a more complete picture of their abilities in relation to the program of study. Once earned, perhaps a digital portfolio (website, wiki, blog, etc.) could be used to house, display and share badges with others.

Sigh… there I go again with my pie in the sky thinking. It would be easy to list the many reasons why “badges” (and so many other forward thinking ideas) just won’t work, but to that I say, “If it’s important you’ll find a way; if it’s not you’ll find an excuse.”

I encourage you to explore badges and let me know what you think.

Categories: 21st Century Competencies, 21st Century Learning, Education Transformation, ETMOOC | Tags: , , , , , , , , , , | 4 Comments

And So Test Prep Season Begins

This past week parent/teacher conferences were held at our school. It was an opportunity for teachers and students to share the many engaging learning experiences they’ve been involved in this year. This interactive timeline outlines some of them. I am so proud of my teachers for trying a variety of new approaches in order to engage our learners in a more relevant way. It’s exciting to walk around the school and see teaching and learning as I never have before.

Awhile back I wrote a post called Is Curriculum Thwarting Transformation? There, I argued that our provinces oversized curriculum is getting in the way of teachers trying to dig deeper into key learner outcomes through real world, authentic learning experiences. In order to get everything “covered” by the end of the year they have no choice but to skim the surface of important outcomes so students will at least have touched on everything. As we all know, that means staying at the lower end of Blooms Taxonomy. And if you’re a grade 3, 6 or 9 teacher with Provincial Achievement Tests staring you in the face, that ups the ante even more.

So with the final term underway at our elementary school, the grade 3 and 6 teachers are starting to prep for the test. Our superintendent @cdsmeaton has always told us that the PATs should not affect our teaching practice. “I am a staunch believer”, he tells us, “that a focus on excellent teaching will lead to excellent results, no matter how it’s measured.” I tell them the same thing. But it doesn’t quite play out that way in the mind of the individual teacher. PATs, existing as they are, leave teachers with a strong sense of responsibility to prepare their students to write them; and as long as the tests are administered in such a way that has very little to do with the type of learning teachers are being called upon to engage in, there will be a bit of an exit from engaging learning around this time every year.

Heres what I’m getting at:

Below is a question from the 2009 Grade 6 Social Studies PAT: (lower order Blooms and builds no competencies)

EquityThe assignment below took place earlier this year at my school, addressing the same learner outcome: (higher order Blooms and builds countless competencies)

Equity vs Equality

Teacher Blog Post to Students

Student Response

Student Response

And yet another project addressing the same learner outcome: (higher order Blooms and builds countless competencies)

Here is another question from the 2009 Grade 6 ELA Provincial Achievement Test: (lower order Blooms and builds no competencies)

Simile

The assignment below addressed the same learner outcome: (higher order Blooms and builds countless competencies)

Rachels Simile Post

Yet another question from the 2009 Grade 6 ELA Provincial Achievement Test: (lower order Blooms and builds no competencies)

Reading Response

The blog post below addressed the same learner outcome: (higher order Blooms and builds countless competencies)

Michelle Reading Response

Many would say that my teachers should continue with these engaging and authentic learning experiences and the PATS will take care of themselves. The problem is that it takes time; much more time than is left over once the curriculum gets “covered.” Time that will now be needed to skim the surface, to prep for the test, to write the test, and to deal with a great deal of unneeded stress.

Is it fair to ask teachers and students to do both?

Categories: 21st Century Competencies, 21st Century Learning, Community Engagement, Education Transformation | Tags: , , , , , , , , , , , , | 6 Comments

Reflecting on Digital Literacy

In an effort to support my teachers in reflecting more deeply on their practice I’ve been using this teacher self-assessment tool since September. It is based on our provinces Teacher Quality Standard (TQS), which applies to teacher certification, professional development, supervision and evaluation, and which is supported by descriptors of selected knowledge, skills and attributes (KSAs) appropriate to teachers at different stages of their careers. We believe the tool is an excellent reference point for teachers to self-assess, reflect on, and engage in a professional conversation about their practice. So we set time aside in our monthly staff meetings to do just that. In small groups, the month’s KSA and it’s elements are discussed and in doing so strengths and areas for growth are identified. As part of our school improvement plan, teams of teachers are then offered release time to complete capacity building projects and improve current practice. 

We focus on one KSA at a time, as to not make the process overwhelming for our teachers. I’m acutely aware of the many important responsibilities competing for their attention each and every day. But this is important. If teachers are going to be expected to keep pace with the ever-changing education landscape, they must be given the time to review, discuss, and reflect on their current practice. Reflection, in my opinion, is underrated; and when combined with safe, respectful professional conversation with peers, is the single most important activity in support of continual growth.

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Looking at the TQS you will notice that the KSAs relate to competencies that have always been important in teaching. Things like the ability to plan effectively, an understanding of curriculum, solid classroom management, and relationship building. And, of course these will continue to be important in the future. What appears to be missing, unfortunately, is that whole area of digital literacy. The TQS, which guides teacher practice, has yet to be updated to include digital literacy.

So for the month of February our teachers have been reflecting on digital literacy and to what degree it’s been present in their daily practice. The tool below (click on it to see the entire tool) has been guiding their reflection. At next weeks staff meeting, when we come together for our monthly professional conversation, I hope my teachers identify the need to place a great deal of emphasis on this going forward. 

CLICK TO SEE COMPLETE TOOL

CLICK TO SEE COMPLETE TOOL

Categories: 21st Century Competencies, 21st Century Learning, Capacity Building, Education Transformation, ETMOOC | Tags: , , , , , , , , , , | 13 Comments

Oh How Things Have Changed – A Reflection

After 21 years as a teacher and administrator there has never been more to consider. As the societal context continues to shift, a focus on appropriate and relevant skill building in an inclusive environment has become an extremely important role of the school. Researchers around the world have identified the need for competencies to be more central in the education of young people if they are to be active participants in an increasingly knowledge-based and globalized society. Competencies enable students to understand their world, engage fully in their education, relate well to others, manage their lives wisely, and contribute positively to their communities. These important competencies include, but are not limited to:

Critical Thinking and Problem Solving
Creativity and Innovation
Social Responsibility and Cultural, Global and Environmental Awareness
Communication
Digital Literacy
Lifelong Learning, Self-Direction and Personal Management
Collaboration and Leadership

Many people ask why we need a different model of education for the 21st century. Aren’t many of these skills the same ones that have been important throughout history as civilizations moved forward? And do we, only 13 years into the century, really know what skills our students will need for their future? The answer to these questions is that the past few years have seen a very different world than before, especially in the area of globalization, which has been magnified by exponential advances in technology. We have moved from the industrial age to the service age and the students who are now entering our schools will end up in the service sector, having jobs in many different fields over the course of their working lives. While we don’t know what new jobs will emerge, our students will need to be able to learn new things and adapt to new situations as the world continues to change. They will need to innovate and create while employing critical and divergent thinking.

Oh How Things Have Changed

Oh How Things Have Changed

The biggest difference between today’s education and that which went before it is the embedding of the important competencies into the curriculum. A few short years ago teachers didn’t engage in much problem solving or decision-making with their students. Those skills were not seen as important because when students left school and went to work most of them expected to be told what to do – if a problem came up or if a decision had to be made they were expected to take that to someone higher up rather than make it themselves. In today’s world there is more scope for autonomy and decision making at every level – employees are expected to be self-directed and responsible for their own work. This emphasis on autonomy, mastery and purpose leads to more personal satisfaction with our careers, and this, in turn, leads to more motivation and ultimately a better performance. Teaching and learning should reflect this reality.

The competencies listed above were not emphasized in yesterday’s schools. Academic rigor was defined by the “3 R’s” and the coverage of a large amount of content – and knowing this content was more important than understanding it. With information more accessible than ever, students must instead be able to apply previous experiences to new situations. If schools place an emphasis on lifelong learning, students will be better positioned for the world they will enter.
The implications for teachers are tremendous. There is a need to engage students in more inquiry and project-based learning in order to support the development of higher-order thinking skills. There is a need for teaching to be less about the dissemination of information and more about guiding students as they direct their own learning. There is a need for every student, regardless of their limitations, to both learn and demonstrate learning in their own way, at their own pace, and from any location. There is a need to engage students in a way that is relevant to them, supporting (not replacing) strong pedagogy with the tools of technology. All of these are important, however the attitude and mindset of the teacher continues be the greatest indicator of student engagement and success.

Finally, I am a firm believer that teachers must be at the centre of education transformation and not at the outer edge. They have to be given the opportunity to try new approaches and build capacity within a trusting, risk-taking, and collaborative culture. Jurisdiction and school leaders are charged with the responsibility of building a shared vision, values and goals. If this is done through the collective efforts of all stakeholders, the foundation is laid for a community of learners. This foundation is further enhanced over time when the formal leaders consistently allocate resources and make decisions in support of the vision. Given the right conditions, teachers will, as informal leaders, lead the charge toward the kind of schools we want for our children.

Categories: 21st Century Competencies, 21st Century Learning, Capacity Building, Education Transformation | Tags: , , , , , , , , , , , , | 5 Comments

Student Blogging a Year and a Half Later

Last year we introduced blogging in an attempt to better engage students in their learning. In early September, every grade 4, 5 and 6 student was set up with an account and away we went. Blogging, we thought, would provide one means to build many of the so called 21st century competencies being touted by the education ministry in our province. Kidblog seemed like the perfect platform as it was a safe and easy tool designed specifically for younger students.

iheartblogging-379x243[1]At first, teachers were somewhat perplexed by how to use the blogs with their students. This paperless new platform challenged their very thinking, and left them questioning how it could possibly be used to meet important learner outcomes in the Program of Study. There was a great deal of conversation around the relevance of blogging and some even referred to it as “a waste of valuable instructional time.”

In spite of some reluctance, everyone endeavoured to give blogging a try and as the year got underway students were taught how to log in and apply basic etiquette while sharing their thoughts and ideas in an online environment. Although some incorporated blogging in a more meaningful way than others, everyone eventually became somewhat comfortable with the management of their class accounts. Even the reluctant adopters tolerated some blogging once they witnessed the high levels of student engagement.

Fast forward to this year where blogs have been set up for students in grades 1 through 6 and teachers have a much clearer understanding of how to plan, teach and assess student’s online work. In October we held an evening PD session and nearly every teacher attended, building capacity in our collective knowledge about student blogging.  After spending last year learning about the blogs, they are now better equipped to work blogs into daily instruction. We’ve come a long way in a year and a half.

Below I’ve listed a few of the blogging activities I’ve witnessed at my school. I invite you to click on the links to see our student’s work.

1. Collaborate with other classes by completing a novel study on classics like Charlottes Web and The One and Only Ivan through the Global Read Aloud. Example #1 Example #2 Example #3

2. Debate the environmental impact of practices such as gas fracking, oil drilling and clear cutting by writing a position statement then comment on other posts by agreeing or disagreeing. Example #1 Example #2 

3. Participate in cool challenges like the 100 Word Challenge by posting a creative piece based on a prompt. The entry must be exactly 100 words in length, will receive constructive comments, and may be selected for a weekly showcase. Example #1 Example #2

4. Introduce yourself to the world. Example #1 Example #2

5. Post partial pictures of interesting things around the school and ask others to comment by guessing what it is. Post the answer after a week or so. Example #1 Example #2

6. Write about important topics such as bullying and world peace and engage in an online conversation with peers. Example #1 Example #2 Example #3

7. Respond to teacher posts in different subject areas and justify your comment. Example #1 Example #2

8. Introduce yourself to the teachers at the Jr. High School you will attend next year. Example #1 Example #2

9. Write a post to the Minister of Education, sharing your thoughts on the future of schools. Example #1 Example #2

10. Write an inspirational post about a retiring staff member at your school. Example #1 Example #2

11. Stand up for human rights by writing a post protesting the atrocities committed by irresponsible leaders. Example #1 Example #2

A year and a half ago we took a chance and started blogging with our students. Today, I sure am glad we did.

Categories: 21st Century Competencies, 21st Century Learning, ETMOOC | Tags: , , , , | 12 Comments

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