When I set about the work of writing Plan Like a Pirate, choosing greatness as a central focus was a no-brainer for me. From the moment I decided to serve in the capacity of meeting the social, emotional, and academic needs of children, I committed myself to carrying out my responsibilities in a way that meant I would strive for greatness in every single action I took within my classroom. 

I believe that every teacher and leader begins their career with this same goal, but sometimes, as the demands of our profession and the needs of children evolve, it can be easy to find ourselves disillusioned and disconnected from the work we once loved. This is especially true now, as we face teaching and leading in the throes of a divided country, and in the midst of a pandemic, no less.

In their book, Lead Like a Pirate, Shelley Burgess and Beth Houf charge those of us in education with the task of finding ways to create schools that students want to run into rather than out of, and educators and leaders everywhere are consistently aiming to create these kinds of spaces, in particular, classrooms are the exact places we want students knocking down doors to get into.

When everyone at school centers their focus on being great for kids, Beth and Shelley’s vision easily becomes a reality. Great teachers are the fire within great classrooms and an inspiration to some really great kids–kids who recognize that not being at school means missing out! But, great teaching doesn’t just happen. Great teachers learn from great leaders who are models of excellence, who are visionaries, and who themselves plan for unmistakable impact every day of the school year.

Modeling Greatness

Clearly, there is much at stake when educators take their focus off greatness and allow things like discontent, mediocrity, and complacency to set in. We risk loss of confidence, purpose, and perhaps even worse, our joy. We have to find ways, especially during difficult times, to remain steadfast in our aim for greatness in all things at school. Just like students need to be nurtured and shown how to develop a growth mindset, teachers also benefit from observing others who can model what it means to possess a greatness mindset. Great leaders can help educators rediscover their purpose and refuel their passion. For those who lead, finding ways to encourage, model, and inspire greatness in others is imperative to the success of our schools and the ability for everyone inside them to thrive!

Being Visionary

In 2018, I had the pleasure of mentoring a fabulous student-teacher who gave me a beautiful plaque at the end of our year together that read, “The future of the world is in my classroom today.” That plaque still hangs on my wall and has become one of my most favorite discussion points with students at the start of every new school year. Together, we talk about how each classroom in our school is its own tiny microcosm of society filled with the minds that will solve the problems of our future. Because the future literally sits in front of educators every single day, educators can’t afford to be anything but visionaries in the classroom. Teachers need leaders who themselves engage in visionary thinking and who can help foster the kind of thinking about teaching and learning that doesn’t just change the dynamic of our classrooms but that has the power to actually shape the future.

Planning for Greatness

Several years ago, I had the pleasure of attending a regional conference where Cathy Lassiter, author of Everyday Courage for School Leaders, gave an amazing keynote speech. In her presentation, Lassiter spoke to her audience about the importance of never feeling as if you have “arrived” in education, that you have come to some spot in your career where you simply can’t get any better. I sat up to listen because, by all means, I never wanted to feel that way about myself. I believe no matter how great a teacher we might become or how successful we envision ourselves to be, we will always have work to do in improving ourselves as educators. We have to accept that to be great means we can never stop learning about ourselves, our profession, and we can never stop planning for our own greatness. But not everyone knows where to begin when it comes to setting professional goals for themselves. Many educators long for the kinds of leaders who involve themselves in the growth and development of their staff, who will do whatever necessary to support them in designing their own path to greatness. 

The Impact of Our Greatness

Striving for greatness begins with setting goals for oneself, yes, but for educators, it also involves a focus on our students’ goals, too. In Teach Like a Pirate, Dave Burgess asserts that “striving for greatness is the ultimate act of unselfishness.” This means we are ready and willing to go for broke to deliver on our promises of helping our students to fulfill their own dreams, so we’d better bring all we’ve got when working to meet the needs of our students, putting their goals above all else. No doubt some of us will leave indelible marks on our students’ lives through the work we do for and within them. Great leaders can offer teachers the kind of support necessary to make sure students leave school with memories of inspiration, empowerment, encouragement, and love rather than hurt-filled, irreversible scars.

In the end, it doesn’t matter what others think about our desire to be great. What matters is our own attitude towards becoming the best we can be for kids. Our great teaching and our great leadership begins within, stemming from the passion we have for students, from our love of our profession, and from our desire to leave great legacies behind us. Together, educators and leaders focused on greatness really do have the power to change kids’ lives.

Please join me Saturdays at 9:30am CT throughout November and December in the #LeadLAP chat to explore more of Plan Like a Pirate!

My second cup of coffee in hand, I headed to my office and pulled my To-Do list out from beneath a stack of books, notebooks, and papers with every intention of adding to it.

I mulled it over: syllabi to complete–high school and college editions; lessons to plan; phone calls to make; emails to send; seminars to attend; workshops to develop. And this didn’t even include my everyday tasks and errands such as groceries, laundry, appointments, catching up with friends, dinner. The list was never-ending. After all, that’s precisely why we have To-Do lists in the first place: because there will alway be things we have to do. They will always exist, evolving as our roles and responsibilities evolve, never leaving us to wonder, “Whatever will I do with my time?”

Today, though, as I contemplated the future of my To-Do list and what I might add to it, another thought crossed my mind. As you know, the onslaught of the Coronavirus Pandemic has brought the education world to a standstill of sorts. School leaders across the country and around the world have had to consider decision-making that could literally have life and death consequences for students, teachers, staff, and even the community at large. As a result of these decisions, classroom learning environments will change drastically this year for every student and every teacher in the country, despite whether they return to remote learning settings or to in-person classrooms in their traditional form. Either way, teachers and students will be faced with new challenges that include, for some, computer screens and internet connectivity as potential barriers to learning. Others will have to navigate the challenges of social distancing and face masks as deterrents to potentially life-threatening illness and, subsequently, to the loss of instructional time. Regardless of how we feel about these decisions, without a doubt, education has been turned on its head, and we cannot–we should not–approach it with the same old To-Do lists we have created for ourselves in the past. My thought? For the first time in a long time–maybe even for the first time ever–I have the chance to reimagine education for my students as they return to me this fall. This to-do list just won’t do.

With my morning epiphany in mind, I’d like for you to do a little exercise with me. You have a to-do list, right? I want us to put aside our To-Do lists and think about something else for a moment. We have been presented with a once-in-a-lifetime opportunity to create a new reality for our students as they re-enter our classrooms, virtually or otherwise. Now, I know we have to be realistic in understanding that the Pandemic did little to nothing to erase well-known issues in education. In fact, some of these issues have been greatly exacerbated by the arrival of COVID-19. Thankfully, though, many of our state and local school leaders have realized this, and grace has come in the form of elimination of certain standardized assessment types, smaller class sizes, adjusted schedules, and more. Obviously, these things were necessary to ensure safety and the continuation of education; however, with these things also came the smallest sense of liberation. The adjustments made will allow teachers the chance to restructure learning in ways that we haven’t been able to before. We have been given access to new forms of technology and more modern communication tools for connecting with our students. In some instances, we have been permitted to side-step programming and compliance practices in order to meet the needs of all of our learners. So, now that those already outdated To-Do Lists are out of the way, let’s consider the aforementioned things and create for ourselves a new kind of list. 

If you will, please, take out a new sheet of paper. Across the top, title it your “Un-Do List.”

So, what will you put on this new list? I’m not sure. That’s up to you. But, I do know this list could be as endless as our To-Do lists, and I also know that this Un-Do list has the potential to affect change far more than our To-Do lists ever could.

Evaluating our current circumstances, what are some of the things we might seek to “un-do” in these unprecedented times? Perhaps we can work towards undoing things like:

• Systemic Racism
• Achievement Gaps
• Labeling Students
• Ignoring Social-Emotional Needs
• Teaching to the Middle…and so many more. 

I’m a realist (to a degree), and I know we all have things that we must do to prepare for a new year with our kids, especially in these entirely new learning environments. My question, though, is this: why would we even think about doing things in the same ways we did them before? This year, our Un-Do list has the potential to bring magic to our classrooms. From our Un-Do lists, educational transformation can begin. These lists will give us the chance to reimagine learning as we seek to create new experiences that will grow engaged, inspired, life-long learners. Un-Do lists can offer us the opportunity to draw out the Greatness that exists in every single one of our students.

Here is my challenge to you:

This school year, commit to finding what you will work to Un-Do so that every student in your classroom can grow into the learner he or she is capable of becoming, and so that we can keep education on its head in a way that continues to benefit our children every day we see them.

Principals & Administrators, what will you Un-Do in your buildings or within your districts?

Teachers, what will you Un-Do in your classrooms?

Parents, what will you Un-Do at the dinner table, on car rides, or in your living rooms?

And we can’t stop there. We then need to figure out how we can reimagine or Re-Do these things, because like our lists, education will never, ever be done. 

Contrary to popular belief, because we are teachers, the ability “to do” is an innate quality we all possess. Renowned educator, Rita Pierson, affirms this in her famous Ted Talk, “Every Kid Needs a Champion.” She asks, “Is this job tough? You betcha. Oh God, you betcha. But it is not impossible. We can do this. We’re educators. We’re born to make a difference.”

And make a difference we will.

Share with us what you plan to “Un-Do” this year and how you will reimagine education to make a difference for your students. 

Use the @Twitter hashtag #EducationUndone so we can continue the conversation.

I can’t wait to hear all about your undoings!

Don’t forget to Comment, Like, and Share

This week, once again, has been filled with enjoyable conversations, engaging and informative learning experiences, and opportunities to connect with others on a significant level, all within the Twitter platform. 

#EduTwitter has so much to offer educators in terms of growth, and I know when we return to school this fall, despite the learning environments into which we will re-enter, educators will come to task more empowered and invigorated than ever before. 

Below are just a few of the amazing things I have had the opportunity to experience on @Twitter this week…

Hope you enjoy this week’s Sunday Evening Review!

#LeadLAP Leading by Learning Summer Series: Establishing Your Grit Crew

As we think ahead to moving back into the classroom this fall, we must know that our work is only just beginning as we seek to educate students on matters of racism and social injustice. Having a close network of friends who are committed to doing the work with you will be highly important. In this week’s chat, TraciBrowder led participants through the discussion as we identified the individuals who will serve as our allies while implementing anti-racism education within our curricula and throughout our schools.

For those of you who have continued to join in the #LeadLAP summer learning series, “Leading by Learning,” co-hosted by @TraciBrowder, @shelley_burgess, @BethHouf, and myself, you might have noticed a slight change in our hashtag this week. For the past few weeks, we have focused on developing our #GritCrew, i.e., the group of individuals with whom we will surround ourselves as we do the work necessary to bring anti-racism education to the forefront in our classrooms.

This week, we have slightly re-fashioned our hashtag. We are now #GritCrewEDU. This hashtag embodies the notion that our Grit Crew is specifically focused on developing the kind of “grit” necessary to help our students, our schools, and our districts to become multicultural, respectful, and socially-aware institutions that foster anti-racist attitudes in all stakeholders. 

Check out this week’s Lead Like a Pirate blog post for the Lead Up:

As we continue building our #GritCrewEDU, we want to be certain to seek out individuals who possess the characteristics necessary to confront controversy alongside us and who will stand with us, even when times are toughest. 

While we have a tremendous online #GritCrewEDU, made up of courageous educators from within our Twitter PLN, we must also ensure we are seeking to identify individuals within our buildings and our districts who will be diligent and fearless in our fight when we do return to our students this fall–as this is when the next phase of our work continues. 

Dr. VaShawn Smith gives us some great advice as we seek to build our own #GritCrewEDU:

To understand more about what it means to be part of a “Grit Crew,” check out Traci Browder’s powerful breakdown of each word in her Season 2 Episode 11 podcast. 

We will continue our discussion throughout this week with occasional slow chat questions and reflections. Look for ways to connect and respond with the #LeadLAP #GritCrewEDU hashtags throughout the week. 

Here is this week’s Slow Chat question:

#LeadLAP chats take place every Saturday morning at 9:30am CT/10:30am ET.

Teaching Resources

Here are a few anti-racism education tools and resources that may help you as you continue learning and growing in order to tackle tough issues with kids when we return to school:

Google Doc of All #LeadLAP #GritCrewEDU Resources curated by @BethHouf, which includes these resources from 6/27 #LeadLAP chat:

• Community Building 
• Becoming Trustworthy White Allies | Reflections
• “I’m sick and tired of being sick and tired”* | UM Counseling and Psychological Services
•  White Ally Toolkit
• Accountability: Who Benefits from Our Work? 
• About Paul – Paul Kivel 

Wakelet (@Wakelet) Collection of Anti-Racism Education Resources:

This is a very powerful, favorite video of mine. Please take the time to watch to learn about why it is important that we make African American Studies part of our curriculum. I promise you will not only be educated, but you WILL be entertained!

Keeping Up with the Conversation

Brian Jones, Associate Director of Education at the Schomburg Center for Research in Black Culture, and Haymarket Books brought us an amazing conversation with the voices of America’s leading black educators and scholars. In their video conversation, Abolitionist Teaching and the Future of our Schools, Bettina Love, Gholdy Muhammad, and Dena Simmons, Ed.D. share their views on how abolitionist educators can “make the most of this moment to fight for humane, liberatory, anti-racist schooling for black youth and for all youth.”

Also, Hedreich Nichols (@Hedreich) continues to provide us with “Equity Strategies for Busy People” in her weekly Youtube.com broadcast Small Bites. 

Episode 2 (June 19th) brings us to a very important consideration as we think about returning to school this fall to students of color who may be living in fear beneath the current civil unrest related to racism and social injustice. 

As the parent of a child of color myself, Hedreich’s concerns resonated with me greatly. Every single day, I worry about whether my child will also remain safe when he leaves home simply because of the color of his skin. 

Hedreich’s point brought me to the idea that as educators, we often refer to all of our students as “our kids.” If we truly do envision our students “our kids,” can we say that we have that same parental concern for our students of color that Hedreich shares in the story about her son? Are we concerned about how our students of color feel as they physically navigate the world around them? Do they feel afraid in certain physical spaces? Do they feel safe in the color of their skin depending on where they are in the community? Do our schools provide a safe haven for students of color from these feelings?

Hedreich challenges us to think about these kinds of questions and others as we seek to bring ourselves to an awareness of the systemic racism that plagues black and brown children across the nation and around the world. When we talk about moving into uncomfortable conversations, this is one we cannot avoid. I am grateful to Hedreich for bringing this topic forward.

What I’m Reading:

As we gear up to return to school this fall, we must continue refining our practice and building our collection of resources and tools to help us facilitate education within mid-pandemic learning structures. Regardless of the classroom learning environment we will enter–distance learning, a full return to the physical classroom, or a split between both–we need to be more prepared than any other year. To help me prepare for what lies ahead, here’s what I’m reading now:

In My Hands Now (well, on my tablet!):

Recovery Mode by Pushing Boundaries Consulting. As we move back to school amidst the Coronavirus pandemic, educators must find solutions to effectively deal with the “unexpected and rapid change” we often experience at school. Recovery Mode is filled with suggestions and insights from education experts who can help us do just that. And the bonus, this book is FREE! Download it here!

Highlighted Excerpt:

In his chapter, “Educators Who Accept Recovery,” Justin Ashely discusses the effects of crises on educators’ mental health and the idea that depression often follows traumatic events. As Justin walks readers through the “Spheres of Grief,” he also shares ways in which educators and others can work through trauma-induced depression. Justin shares the story of the Kaluli people of the New Guinea Highlands who, when collectively evaluated, demonstrated a less than .05% depression rate. According to Justin, this is likely due to their lack of access to technology and their nomadic lifestyles which involve movement related to hunting, gathering, and wandering the woods as a means of survival. Justin suggests that educators should also embrace a similar “nomadic” lifestyle by exploring their emotional well-being and self-awareness through adventurous movement in order to be fully prepared to return to Post-Covid learning this fall. Click on the video below to listen to Justin talk about his chapter and how we can be better prepared when we see our students again this fall:

Tweet of the Week

This, I could NOT wait to share!

Taylor Armstrong always “brings it” to the Twitterverse! Friday, while we listened to the Drive with Chey Cheney and Pav Wander, Taylor could not contain his excitement and enthusiasm and dropped into the Publix parking lot for a little solo dance party! We love your energy, Taylor!

Listen to The Drive on VoicEd Radio every Friday morning beginning at 9:00 am ET.

This Week’s Who to Follow

Jillian DuBois is such a wonderful part of my PLN! I am always so grateful for her uplifting words and for being able to learn through her creativity! 

Jillian is continuously seeking ways to capture and share her joy with others. Check out her beautiful website #impartEDjoy to learn more about her mission and to see all her beautiful #sketchnotes that deeply and artfully capture the essence of her learning experiences.

Jillian will bring so much light and joy to you every day! Be sure to give here a follow here.

Chats I’m Looking Forward to This Week…

#rethink_learning – Monday, June 29, at 7:00 pm ET

Barbara Bray and friends, Bethany Hill & Shelly Vohra, will discuss “Heartwork in a Rapidly Changing World.” I love the engaging conversation and excellent moderators Barbara always brings guests of her chat!

#masterychat – Thursday, July 2, at 8:00 pm ET

“In a more conscious effort to listen better, learn better…be better…regarding racial issues in our country,” the Teach Better Team is bringing us a new learning collection and chat series called “Conversations for Change.” Their usual Thursday night #masterychat will allow participants a safe space to discuss concerns and brainstorm effective solutions on matters related to anti-racism education, social injustice, and racism awareness.

Setbacks & Breakthroughs

Each week continues to bring us challenges. We often wonder if the work we are doing is worth it, if we should just give up sometimes. My week had been filled with exactly those thoughts, so today, I shared how I was feeling with my family and I was absolutely moved and humbled by their response. Their encouragement, their love, and their push back were just what I needed to help re-energize me!

I challenge you, when you are feeling discouraged or afraid, or when you are feeling like the work you are doing isn’t worth it, step away and find a friend, a loved one, who will bring you back to solid ground. When we doubt ourselves, it is simply Fear just trying to hinder us from living the lives we were meant to live. Your friends and loved ones will remind you of that. Just ask them!

You have much to conquer, my friends! Don’t allow four ugly, little letters to keep you from changing us and the world for the better! We need you!

Read this beautiful and encouraging blog post by Maria Erving to help you deal with any fears you may be facing this week! Follow Maria here.

Thanks for sticking around, friends! I hope you’ve enjoyed reading about all the great things happening in #EduTwitter and beyond! 

Here’s to a fantastic week ahead. I look forward to learning and growing with you!

Connect with me.

Twitter: @DHarrisEdS

Facebook: https://www.facebook.com/root2canopy

Linked In: https://www.linkedin.com/in/dawnmharrris/

Email: dawnharris@root2canopy.com 

On the Web: www.root2canopy.com 

On that note, there are so many esteemed educators doing incredible work in the world to support our students and their families as well as our schools and their communities. To highlight the work being done, each Sunday, I am going to share with you some of the stellar things I’ve seen or had the pleasure of being involved with, in and around the Edu-Twitter universe. 

It is my hope these weekly reviews will help you find the people, resources, and information you need to help broaden your PLN so that you, too, can be an active participant in all the great things being done to improve education!

Enjoy this week’s Sunday Evening Review!

To all dads out there in our Edu-Twitter PLN,

HAPPY FATHER’S DAY!

Hope you’ve had a wonderful day.

#LeadLAP’s “Leading by Learning” Summer Series Tackles Anti-Racism Education

On Saturday, I enjoyed my second week as co-moderator of #LeadLAP’s summer “Leading by Learning” series.  TraciBrowder (@TraciBrowder) and I have so graciously been invited to facilitate this transformational chat courtesy of Shelley Burgess (@burgess_shelley) and Beth Houf (@BethHouf), education leaders and authors of the best-selling book Lead Like a Pirate.

The goal of this series is to help educators develop an awareness of the real effects of racism on people of color, particularly students of color, and to help educators overcome the obstacles they may face when working to foster anti-racism in their classrooms. We will be helping educators build their very own #GritCrew–a group of individuals working together as allies who support one another in the fight for equity and equality for all students. 

Throughout the summer, #LeadLAP will continue to explore language and perspectives related to racism. We will reflect on our own attitudes and fears surrounding the development and implementation of an anti-racist curriculum in our classrooms and in our schools. And, as we continue our discussions, our goal is to assist you in figuring out how to create your own anti-racism education Plan of Action prior to returning to the classroom this fall. 

Although we will return to school in the midst of the Coronavirus pandemic this fall, we cannot allow the work we have done fighting for students of color to slip to the wayside. Instead we need to find a way to weave those discussions and conversations like a fine thread into what we do with kids each day. This #LeadLAP “Leading by Learning” series will help you do just that!

We hope you will join us on this exciting and highly engaging, deeply reflective experience. 

#LeadLAP chats take place every Saturday morning at 9:30am CT/10:30am ET.

We continue our discussion throughout the week with occasional slow chat questions and reflections. 

Here is more information if you are interested in joining us in this critical learning:

Read Lead Like a Pirate‘s blog post about the weekly chat and follow up slow chat: https://leadlikeapirate.net/blog/

Check out our weekly video intro from last week:

Listen to Traci Browder’s Intelligogy podcast episode on Voiced.ca where she explains the role of a “Grit Crew:”

https://podcasts.apple.com/us/podcast/monday-matters-feat-traci-browder-on-grit-crew-season/id1493409417?i=1000478025560

Teaching Resources

Here are a few anti-racism education tools and resources that may help you as you continue learning and growing in order to tackle tough issues with kids when we return to school:

Google Doc of Resources curated by Beth Houf from #LeadLAP chat on 6/20/20:

https://docs.google.com/document/d/1itYWPVmkOgdWja0zMusiwgFWcs9GFv9uFi3S0UwaD6k/edit

Wakelet Collection of Anti-Racism Education Resources:

Race Forward Article on How to Facilitate Conversations about Race:

https://www.raceforward.org/practice/tools/10-ways-start-conversation-about-race

What I’m Reading:

As we gear up to return to school this fall, we must continue refining our practice and building our collection of resources and tools to help us facilitate education within mid-pandemic learning structures. Regardless of the classroom learning environment we will enter–distance learning, a full return to the physical classroom, or a split between both–we need to be more prepared than any other year. To help me prepare for what lies ahead, here are a few books I’m reading:

Just Finished:

 Ctrl Alt Achieve: Rebooting Your Classroom with Creative Google Projects by Eric Curts (@EricCurts)

First, if you aren’t familiar with Eric’s “Ctrl Alt Achieve” website, check here to see what you’re missing. For a long time, Eric’s work has been a solid support in helping me find ways to fully integrate technology into my lessons and student learning. Eric’s book is a comprehensive look at the Google Learning suite of products, as he shows educators how to provide students opportunities to create unique projects that also allow them to demonstrate mastery of concepts and skills. From “Blackout Highlighting” in Google docs to creating memes in Google Drawings to “Self-Checking Assessments” in Sheets, you’ll be sure to find the perfect Google Project to support learning in your classroom. You MUST have this book if you teach using Google Classroom and the Google Learning Suite of products!

In My Hands Now:

Recovery Mode by Pushing Boundaries Consulting. As we move back to school amidst the Coronavirus pandemic, educators must find solutions to effectively deal with the “unexpected and rapid change” we often experience at school. Recovery Mode is filled with suggestions and insights from education experts who can help us do just that. And the bonus, this book is FREE! Download it here! Recovery Mode’s foreword was written by the one and only Bethany Hill (@bethhill2829). This is the kind of reading needed to help us fully support our students as the return to school in the midst of Covid-19 pandemic. I can’t wait to dig into this book!

I’d like to thank Laura Brower (@LauraBeess) for kindly recommending the last two books to me. I love getting book recommendations, so please share any great titles with me that you think I should read!

Keeping Up with the Conversation

This week’s #CrazyPLN on Saturday morning was Crazy Good! There was some very powerful conversation going on in the @CrazyPLN space. Laura Brower and Bethany Hill did an excellent job bringing challenging questions to educators about how we can promote a culture of safety and support for kids at school. If you missed it, check out this Wakelet where you can find the whole discussion: https://wakelet.com/wake/6cpszitFB1fEMjVbORhxG

Basil Marin, Ed.S (@basil_marin) joined @the_edu_table for Ep.10, “Critical Conversation Questions About Race,” w/ fellow disruptors @EvanWhitehead00, @MomOfAllCapes & @MarkenyaW. 

Check out the episode here: https://t.co/NosFkH2LUf?amp=1

@TechnologyLaura also hosted another amazing chat this week. This week’s  jungle-themed chat focused on student questioning, socical-emotional learning, giving feedback, and much more. Don’t miss Laura’s #ChitChat every Friday morning @ 11:00 ET.

“How To” Know How

Learning to Podcast

On Saturday morning, @CheyCheney and @PavWander of The Staff Room Podcast (@StaffPodCast) facilitated a highly informational webinar called “Rediscover Your Voice” hosted by SchoolRubric.com (@SchoolRubric). Chey and Pav covered all things podcasting from defining objectives to planning your podcast to suggestions about equipment and even some technical tips! 

Bonus: Check out these great sketchnotes from the webinar courtesy of Beth Lyons (@MrsLyonsLibrary). Art & Information simultaneously! Thanks Beth!

Teaching Kids Grammar in Context

Earlier in the week, I shared my latest blog post titled “The Credo Project.” The Credo Project is a highly inclusive learning opportunity that incorporates students’ interests, values, and beliefs into one academic unit designed to enhance readiness for the English and Reading portions of the ACT. In this project, students create personal blogs using Google Sites where they build upon their individual credo statements to generate online content. Through this project, students gain a command of language and grammar skills similar to those assessed on the ACT as they edit and revise their own and others’ blog posts. This unit is easily tailored to students’ individual interests and provides a comprehensive review of the ELA concepts and skills measured by the ACT.

This Week’s Who to Follow

No matter where I am in the Twitterverse, when Tara Desiderio (@Tara), co-moderator #CultureEd, shows up, our virtual space lights up! Her vibrancy rings clear even in the digital space in which we interact. Give Tara a follow and you will truly learn the #powerofpositivity!

Chats I’m Looking Forward to This Week…

#BuildHOPEedu tonight, Sunday 6/21/20 at 9:00pm ET, Roman Nowak (@NowakRo) will lead participants in a discussion on becoming better allies.

#CultureEd on Tuesday at 9:00pm ET Jimmy Casas (@casas_jimmy) will guide us through a discussion on “Teaching and Leading by Example.” Can’t wait for this!

This Saturday, June 27th, we will continue our #LeadLAP discussion on “Burnout” so we can begin moving forward to the action phase of implementing anti-racist curricula in our classrooms. Join us at 9:30am CT/10:30am ET!

Setbacks & Breakthroughs:

I’m going to be honest, I was feeling overwhelmed this week. There is so much work we have to do in education and it can be very daunting when we think about all that needs to be done. Even though we know that each of us individually is doing his or her part to help create much needed change in education, we still give ourselves a hard time about needing to do more. But, we need to stop doing that. There is so much happening in the world right now, and those of us taking action need to remind ourselves that we are doing our part. We must give ourselves some grace. We must show kindness and appreciation to ourselves in the same way in which we show kindness and appreciation to others.

There will always be work to do and what you are doing right now, this very minute, IS making a difference. Be proud of yourself for that. 

Thanks for sticking around, friends! I hope you’ve enjoyed reading about all the great things happening in Edu-Twitter and beyond! 

Here’s to a fantastic week ahead. I look forward to learning and growing with you!

Connect with me.

Twitter: @DHarrisEdS

Facebook: https://www.facebook.com/root2canopy

Linked In: https://www.linkedin.com/in/dawnmharrris/

Email: dawnharris@root2canopy.com 

On the Web: www.root2canopy.com 

Begin with an Invitation to Personalized Learning

One of the best ways we can seek to engage students in important classroom learning is by asking them to tie learning to their own lives, by tapping into the people, places, and things that are important to them. This kind of inclusive education means students are willing to commit to learning because it means something to them, they are able to connect the learning to their lives.

To launch The Credo Project, I began by talking with students about values. At first some struggled with the concept of what it means to have values. Even the high school age students I was teaching immediately connected the word to something as having monetary worth. But allowing students to analyze the question “what does it mean to have values,” via open dialogue and with emphasis on the pluralization of the word led to some clarity. As their guide, I dropped hints and questions that led students on a path to discovery: “Have you heard the phrase “ethical values?” or, “How do our values affect our day to day decisions?” and, “What does it mean when a person has no moral values?” This search for understanding of the word values gave me the leeway to ask students to begin their own inquiry. I concluded our discussion with a simple task: “Take out a sheet of paper. I want you to begin making a list of the values you feel you possess. Choose one or two and briefly explain how embracing these values has affected your life.” 

Asking these kinds of personal, critical questions early brought a high level of engagement to learning because students came to the realization as we began this project that “hey, this is going to be about me, about my life.” This kind of inclusive instruction made for a great kick-off of this student-centered, student-led unit that would be relevant to each student’s individual life experiences.

Concurrent Language Study in Context

The project officially began in January, after we were returning from the holiday break and, in my original plan, would continue up until the time the ACT would be administered in early February. We continued the Project unit by looking at sample ACT tests to see how students would be asked to engage with the questions, and together we examined the abundant academic language that existed within the test itself. This was primarily to give students familiarity with the test’s format so that when they saw the examination on the actual test day, they would not be overwhelmed by what they saw. We took a few minutes of each class for a week or so just to break apart the test. This was very important, and we did this in tandem with our daily engagement in the Project. We also did a bit of diagnostic assessment because I wanted to gauge, mid-year, where students were with the language and grammar skills we had explored up until December. I began with a few quick rounds of Plickers to establish where we needed to focus our attention as it pertained to the academic language we had been using all year long (Fig. 1). 

The English portion of the ACT, we then discussed, was going to ask students to demonstrate understanding of concepts like proper use of grammar, sentence structure, punctuation, and rhetorical style. The Reading portion, they learned, would require them to analyze and evaluate a multitude of texts such as prose fiction, informational texts, and other narrative types. While these are all things we had worked to improve upon throughout the previous semester, it was now time to make sure students had grasped these things, and I wasn’t going to do that by giving them “drill and kill” sample tests over and over again. And although I wanted to make sure they had the stamina to complete the test, I did not want to completely burn them out on the test before they had even taken it. So, what did we do? We reviewed these skills they needed in context via this Credo Project.

The earlier explained exploration of the word values had already set the stage for the learning which was about to occur and highlighted the need to study language in the context of the content with which I was asking students to engage. As we carried out our “values” discussion in class, we used academic language such as analyze and explain, but we had really begun our learning journey with the word values, a domain-specific word, as the framework for the anticipatory discussion used to introduce the Credo Project. The acquisition of language in context, whether academic or domain-specific vocabulary, is essential to enduring understanding. We must never simply give students a word. Instead, we must allow them to develop relationships with words, to learn to create connections with language so that it is easily accessible when they need it. Analyzing values in the context of students’ own lives–as we began in the opening of this project–gave students the chance to do just that: make language “connections” to ensure retention. Words like analyze, explain, and values might be several words students would encounter on the ACT. But, it would also be okay if they didn’t because we would be building many more word relationships such as this as we worked through our Credo projects.

The really great thing about approaching language in this way is that students will begin to care about language when you show them how to use these words in their own voice to express their own ideas. They will have confidence because they have learned to use language in a way that will help them convey exactly what they want to say. They will care about how their words read, how they look, and how they sound. If one of these students is ever asked “to analyze” something, they can connect back to the time they had to analyze their values. If they are asked to “share their values,” they will know how to share them easily because they’ve already done the analysis previously. Establishing connections between academic and content vocabulary beneath the umbrella of students’ own experiences is so important for lasting understanding.

To further assist us in our study of language and grammar, we adopted Strunk & White’s Elements of Style (Fig. 2) as our writing guide, which we also used in conjunction with a multitude of PearDeck online, collaborative activities (Fig. 3). We created and participated in language-centered Escape Room activities, and we proofread a lot of everything! This grammar and language practice and review was done concurrently with all other parts of the project, putting the knowledge and skills to use definitively in context.

“Mrs. Harris, What Is a Credo?”

Along with Strunk & White’s Elements of Style, we also cracked open a brand new classroom set of  Robert Fulgum’s best-selling essay collection titled, All I Need to Know I Learned in Kindergarten (Fig.4). In Fulghum’s entertaining and authentic collection, he leads readers on a journey to understanding through brief essays about all things related to being human. Readers are pulled in by Fulghum’s entertaining writing style that is sometimes funny, sometimes awe-inspiring, sometimes sorrowful–but, that always asks us to examine our lives individually through each of his unique ponderings.

Because Fulghum’s title selection is often referred to as his credo, I had students explore the word “credo” by asking them to look the word up on the web in search of a definition. We settled on Google’s dictionary definition: “a statement of the beliefs or aims which guide someone’s actions.” We then took a look at Fulghum’s original essay and analyzed it to see if it lived up to the definition of a credo and the answer, for them, was a clear, “Yes.” We then took time to read through several of his essays across a few days, and through questioning and discussion, students realized that all his written pieces connected in some way to his original credo. Every single thing he wrote tied back to his learnings from “Kindergarten.” It was amazing to watch students make the connections, to see the deliberate nature of Fulghum’s writing that would help us all to learn something about ourselves. Little did they know, they would soon be doing the very same thing: using their credos to inspire and lift up others.

*On a side note, because all the while we had been busy exploring language in context, students were thrilled when they found that Fulghum’s book was filled with grammar errors and typos! They were actually pleading to contact the publisher! Instead, we talked about how important it is to generate quality work. Because they had identified errors in a book that had sold over 7 million copies, many of them thought, couldn’t they produce even better quality writing than this if they were the ones finding the errors? Their confidence soared and their minds raced. They could be million-copy best sellers, too! They were revved up to begin their journey to authordom!

The Path Forward

As previously mentioned, our starting point for this unit was the exploration of personal values. We then moved to understanding the testing experience by examining ACT English & Reading practice tests. We took diagnostic assessments to gauge language and grammar skills. We used The Elements of Style and PearDeck.com to review past learning and to address deficits. We then continued on the path to published authors as follows:

1. Students created mind maps that incorporated every facet of  their personal values and beliefs (Fig. 5).
2. Students used their mind maps to construct one-sentence personal belief statements that would serve as their Credos.
3. They used these Credo statements, just as Robert Fulhgum did, to construct an essay that explained the Credo in just a few short pages. 
4. Once their Credos were as polished as they could be, students peer-edited using the learning they had accessed in our concurrent study of language. I referred to this as “real world application of skills.” Students were all-in, so to speak, and did some of the highest quality peer editing I have ever gotten from them. 

Little did my students know, these statements were just the beginning of what would be an ongoing collection of writing that would be housed on a web-based platform so they could share their voices with others. These beautifully crafted statements would serve as the cornerstone for a personal blog that would eventually be filled with as much writing and as many creative and personal pieces as their hearts desired! 

From Blog to Test

While most students were familiar with podcasts and vlogs, You-Tubing in particular, many of them weren’t sure what a blog was or what they were designed to do. While some students declared blogging an activity for “old people,” once we accessed and analyzed a wide variety of blogs, many came to see the value in their content, on both a personal and a professional level. We discussed blogging as an important life skill that allowed them to practice real-world writing and communication skills. Through this discussion, students realized their work here would result in them becoming published authors on a real-world platform. When asked how a blog might further help them, they suggested that their work could be utilized later for college entrance essays, resume enhancers, or writing samples for employers or universities. 

In order to begin the blogging process, once students’ credo statements were finished, we took a look again at a number of blogs, beginning with Robert Fulghum’s own blog which he titles, “Journal Entries.” This simplistic titling was beneficial as it helped students to better understand another purpose for blogging, in a nutshell. We read several examples of Fulghum’s online journal posts and compared the themes of these blog posts to the themes present in his book. Students were able to connect the language and messaging in Fulghum’s posts to much of what was in his book, right down to more errors! Through this activity, students continued to demonstrate their readiness for the ACT via their involvement in this evaluative and analytical process. It was fascinating to watch them learn and grow through this kind of an examination of the written words of others’ as well as their own. 

Next, students began generating their blogs using the New Google Sites platform, a very simplistic tool for creating blogs quickly that didn’t require students to be highly skilled at setting up or manipulating a website from scratch. We did this in about one class period. Their Credo statement and essay would be the cornerstone for their site and the piece which would greet everyone who entered their blog (Fig. 6).

Beyond the initial Credo essay, students were required to develop three additional written blog posts that would also be peer-edited for language, grammar, and style, after which they would post the final, edited versions to their Google Sites. I permitted students to add one additional piece to their blog in the format of their choosing. They could choose to record a podcast episode; create a piece of visual art; generate a vlog post; write a poem or song lyrics; or share a collage of photos or images; each of which would be shared on their sites. And, as with all other pieces, their content had to be derived from their mind maps and should connect to their Credo essays or statements. They worked diligently to produce heart-felt pieces that they were confident about sharing with the world. They knew their words were going to make a difference to someone, somewhere.

By early February, students were ready to take the ACT. They had worked hard studying grammar and language in order to make their written publications exceptional and they were actively demonstrating a command of the English language. They had learned to read and analyze the work of others–not just for content, but for style and usage and understanding–all things they would be asked to do on the ACT. And when the test was done and they returned to me, I could tell they felt reassured. They were confident about what they had accomplished both in our classroom and on the examination. And most importantly, they wanted to continue their Credo Project work. My heart was overjoyed until…

Covid-19

On March 13, Ohio Governor, Mike DeWine courageously, and with genuine concern for the welfare of Ohioans, declared a state of emergency which rendered all Ohio Schools closed for what would eventually become the remainder of the school year. In the rush of scrambling to determine the best path forward in continuing distance learning activities, our Credo projects had also become a victim of the virus…or had they? While students had completed the requirements of the actual classroom project in mid-February, they had continued working on their Credo blogs long afterwards–all the way up until the time we left school for our new environment of distance learning. It is my hope that my classroom authors are still out there writing down their life advice so that others may benefit from it. Only time will give me the answer to that question. 

The Coming Fall

I cannot wait to touch base with my former Juniors who will be Seniors when we return in this fall. I look forward to seeing who has continued their writing and what they hope to do as authors now that they have dabbled in the writer’s life. 

Because this project was such a huge success, my goal for the coming year, whether we are distance-learning or otherwise, will be to engage all of my students with The Credo Project. I learned so much about my students from this experience. I saw, with my own eyes, the power of growth as I allowed students to interject their own lives into the content we explored. I saw passion and genuine concern for quality of work, and I especially saw my students’ desire for clarity in conveying their messaging. It was uplifting and invigorating for them and for me. My goal will be to introduce this project at the beginning of the year with all my classes, allowing it to run concurrently with all other instruction and content. This will be their personal journal of sorts, their passion project–a tool for self-reflection combined with learning, and a connection between language and themselves on a level unlike any other. 

If you wish to learn more about the Credo Project, visit my website www.root2canopy.com. There you will find all the resources you need to bring the Credo Project to your classroom!

Works Referenced

Fulghum, R. (2004). All I really need to know I learned in kindergarten. New York: Ballantine Books.

Strunk, W., & White, E. B. (2000). The elements of style. Boston: Allyn and Bacon.

From joining podcasts and recording Youtube interviews, to participating in Zoom calls and direct message conversations, the ways in which Twitter has allowed me to connect personally with others is unbelievable. I was completely unaware of how easily Twitter allows for the kinds of deep connections I have begun to make with just a few simple keystrokes.

Recently, I’ve taken advantage of the opportunity to participate in several education-related Twitter chats and wanted to share a few of them with you. I am grateful for all I have learned from my peers in education through these deeply informative mini-conversations carried out with just 280 characters at a time!

TIP: If you are new to chats like I am, check out Cybrary Man’s page “How To Take Part in or Moderate a Chat on Twitter” or Paul B. Kaiser’s article “Twitter Chat Rules & Tools for Beginners” which are both filled with helpful information on how to get started participating in Twitter Chats. These resources have been immensely helpful to me as I continue to learn to navigate the chat process! It’s a little scary at first, but believe me,  you’ll have the hang of it in no time!

5-Star Education Chats You Just Have to Join!

The chats below are just a few of those that I’ve dropped in on over the past few weeks. In these chats, I have met amazing people; I have been inspired by profound wisdom and great ideas and insights; and I have learned more than I ever imagined possible. Check them out for yourself and see. You won’t regret it!

All times posted here are shown in Eastern Time. If you need help finding the right time for your zone, use this Time Zone Converter.

SUNDAY

Kick Your Week Off with Loads of Positivity!

#BuildHOPEedu

Sun., 9:00 pm ET

During this inspiring chat, @RomanNowak guides participants on a reflective discussion where he injects his enthusiasm and words of encouragement to help facilitate hope-building. You will leave invigorated and ready to take on whatever challenges you face in teaching kids or whatever it is you do. This chat brings a lovely close to the weekend while at the same time prepares you to look positively towards the week ahead!

MONDAY

Have a Blast Honing Your Craft with Expert Educators.

#tlap

Mon., 9:00 pm ET

This education chat is a blast! Inspired by Dave Burgess’s best-selling book, Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator, these chats will take you on an entertaining journey of discovery about what works in education. These chats are filled with expert advice and information, and you’ll find yourself scrolling through the thoughtful comments long after the chat is over! Another fantastic place to meet some really great people!

THURSDAY

Learn, Laugh, and Grow with Leaders in Education.

#masterychat

Thurs., 8:00 pm ET

This chat is so inviting and entertaining! The participants and moderators are warm, friendly, and extremely enlightening. The @teachbetterteam has created a fantastic discussion platform where educators of all sorts can connect and grow. You’ll leave so excited and with fresh, new ideas to put to work in your classroom right away! This is a fun bunch of folks with whom you’ll definitely enjoy sharing conversation. Don’t miss this one!

SATURDAY

Fast-Paced Discussion & Rapid-Fire Learning!

#CrazyPLN

Sat., Fast Chat at 10:00 am ET

Hang on to your hats, folks! This chat hosted by @CrazyPLN will give your fingers, thumbs, and your brains a workout! You won’t believe all you’ll learn in this quick 30-minute Saturday morning chat. Set your coffee to the side because you won’t have time for a sip; however, afterward, you’ll have a lot to ponder over a fresh cup as you contemplate all the knowledge you gained in these thirty quick and “crazy” minutes!

Where I’m Headed Next…

There are so many more engaging Twitter chats I’ve not had the pleasure of joining yet, but the chats below are on my schedule for the coming week. I am excited about the connections I’ll make and the wisdom I’ll gain from these friendly and inspiring folks! 

Join in the conversation with me, won’t you?!

TUESDAY

Critical Questions About Our Practice.

#CultureED

Tues., 9:00 pm ET

In recent weeks, this chat has presented critical questions surrounding Growth through Adversity and has invited educational leaders to share their own stories of perseverance. This week, the chat will be centered on The Power of Intentionality. I can’t wait to engage in what I know will be a powerful conversation.

WEDNESDAY

“A Shared Vision of What Education Can and Should Be.”

#EducationNeverDies

Wed., Fast Chat at 9:30 pm ET

Hosted by Education Never Dies, their tagline states, “Our Journey starts where Ordinary Ends. The END is really just the BEGINNING!” This sounds like a fantastic adventure I can’t wait to join in on! I discovered this chat through the creative and engaging content of @MrCheney & @PavWander of the amazing podcast, ​@StaffPodcast. I know this is will be a great chat! Check out the Education Never Dies website. This crew sounds amazing!

THURSDAY

A Brand New Chat from a Brand New Teacher!

#EdAdventures

Thurs., 7:30 pm ET

When I saw the post-chat chatter on this chat (tongue-twister!), I knew I had missed out. This first-year teacher is setting Twitter on fire! @SydneyKoch is energetic and creative and has so much to offer all teachers, experienced or otherwise. I can’t wait to join her conversation on Thursday!

These last few months in quarantine have been tough, but the folks I have connected with on Twitter have helped ease the discomfort and fear brought on by this terrible situation. I know that I am truly not alone and that has been a blessing. I’ve learned so much more in recent months about the world of education and about people and their interests, and especially about what it means to be kind and passionate. These connections give me hope that when all the chaos surrounding this pandemic is done, our kids are going to be okay because we have worked harder to become better. We are choosing to grow ourselves by design, and our kids will benefit from it. This is what we do. It’s who we are as educators. One simple chat can open us up to so very much.

Unfortunately, I know I’m missing out on many other amazing chats, so please tell me about your favorite Twitter chats in the comments section below. And, be sure to share any pointers you have for successfully engaging, too. I’m still getting the hang of things myself! 

I look forward to learning and growing with you!

“We don’t grow by accident, we grow by design.”

Anonymous

Well, folks, I finally did it. I finally broke down and “joined the conversation!” I really did…and it’s been wonderful!

Wait, Dawn, what are you talking about? What “conversation?”

You know, the “Education” conversation! Three of them, in as many weeks, in fact! And, wow, have I made some AMAZING connections! 

You see, I’ve been active on Twitter for the past few years, just not that active. I’ve followed this person and retweeted that one, but I never really engaged with much of anyone until recently. I guess a pandemic quarantine will cause you to do some out-of-the-ordinary things…

Anyways, I always thought I had a PLN, up until now. I mean I did–it just happened to be all of Twitter, I guess you could say! The problem was, my PLN just wasn’t that “personal.” I didn’t feel like I was really connecting with others. It was more like I was sitting on the sidelines watching everyone else play and never joining in. But, after these past few weeks, I think I’ve finally figured out what it means to have your own Personal Professional Learning Network, or PPLN, and how very important it is to one’s growth and well-being. It all began with a quick tweet from the earliest member of my new PPLN, Sherry Hardy, about a month ago. She wrote:

“I’ve been invited, but haven’t been successful at joining some Teacher Zoom chats!  I’d like to plan one for Monday night! Please send me a DM if you’re available for some educator chatter!!”

I was SUPER nervous but I replied anyway with: “Sent you a DM…I’m in!” 

What was I doing? I didn’t know this person? But, I joined anyway and thank goodness I did! It turned out to be the most wonderful Monday evening I’d had in a long while. It was relaxing, low key, and I really felt like I had known these folks my entire life. We talked about everything! That hour flew by!

From that moment, my Personal PLN became officially 9 people! Now, don’t get me wrong, I follow a decent number of folks on twitter, but to me, these 9 individuals had just become my People, my #TeacherSquad. Monday evenings have become a time to unwind, to share stories and experiences, to meet with others who understand my struggles because they are also living them each day, right alongside me. When we are together, we laugh…a lot. Sometimes, we sit silently, listening. We share, and most importantly, we understand. Because of this, my PLN now includes this beautiful little PPLN.

Very soon after connecting with my Zoom Crew, I became connected with Dustin Pearson via some twitter chats (which I will be talking about in my next post, if you aren’t familiar with navigating those). Dustin manages the We Are One Team blog where he focuses on three key qualities when it comes to educating kids: relationships, culture, and engagement. Dustin is an enthusiastic, dedicated educator who projects a kind heart and a caring spirit. His Youtube channel We Are One Team does wonderful work bringing insight from educators around the world. His passion for education is contagious, and I am happy to have added him as another personal connection in my PPLN!

The next two connections I made were nearly simultaneous and turned into a whirlwind of a weekend on Twitter and VoicEd Radio. It all began when I decided to reply to this tweet from Carol Salva: 

Carol’s tweet connected me to #BELIEVE_Cafe with Dorina Ebuwa (Miss Dorito). Miss Dorito’s Youtube series on Transformative Emotional Intelligence is transforming me RIGHT NOW! I am on Day 3, and her highly entertaining approach to helping us understand ourselves is really helping me to gain some perspective! 

After our brief Twitter conversation, Carol encouraged me to call into her Boosting Achievement podcast where she would be talking with who else but Miss Dorito herself! Whoa! And there I was again folks, this time on live radio, pouring out my teaching spirit for all to hear…and it felt great! Add 2 more to my PPLN! 

And these aren’t all the folks, by far. At present, I am also blessed to be working with Nina Amir, the Inspiration to Creation Coach. Her Nonfiction Writer’s University is helping me to finish my very first manuscript which I plan to have ready for editing by the end of this month! (I can’t even believe this is really happening!)

So, here is what I have learned these past few weeks: There are people out there who want to connect with you, who want to help you. It’s why they do what they do. Sometimes, they will reach out to you, but sometimes, you have to find the courage to reach out to them first.

There are people out there who want to connect with you, who want to help you. It’s why they do what they do. Sometimes, they will reach out to you, but sometimes, you have to find the courage to reach out to them first.

Tweet

I know it’s scary, but you won’t regret it if you do. 

You don’t have to go on your search for understanding alone. There are folks out there just waiting to help you with whatever it is you are searching for. Heck, maybe you don’t even know you’re searching for anything, just like I didn’t when I stumbled on Miss Dorito’s BELIEVE_Cafe!

My advice to you is to find your People and they will help you to overcome your struggles. They will teach you something, or they may simply be that someone to give you a lift when you need it. There are people out there who want to support you. It’s why they exist.

Eckhart Toll said, “Stress is caused by being ‘here’ but wanting to be ‘there…’” 

Want to know how to help alleviate that stress? Just focus on finding your People and they will help get you to your “there.”

Just focus on finding your People and they will help get you to your “there.”

Tweet

In the comments below, please share with us how you are forming and maintaining your own Personal Professional Learning Network? Tell us about the great connections you’ve made lately to help get YOU to your “there.”

#rootsmatter #WholeTeacher #YOUpower

Happy Growing, Friends!

It’s Math & Statistics Awareness Month!

We all know math is playing a vital role in helping the world fight the Coronavirus pandemic. The data, research, and methods involving math are a great way to explore the importance of numbers in our fight against COVID-19. Link up with AMS and others on Twitter @MathAware or on Facebook for more details and fun activities.

National Poetry Month is finally here!

What better way for students to chronicle their experiences during their COVID-19 Quarantine than by writing poetry? Poets.org provides tons of information on how you can celebrate this month with poetry. April 30th is Poem in Your Pocket day. Have students record their poems and share them on Flipgrid so the whole class can hear and respond.

April 22nd is Earth Day!

This year Earth Day is going to look a little different. Going completely digital, the EarthRise campaign will challenge the world to open up conversations and connect digitally, in order to mobilize, even during the Pandemic.

So many other fun-filled days in April…

The Spruce has put together an awesome calendar filled with something for every single day in April! Check out their article “30 Reasons to Celebrate in April: A Celebration for Every Day,” to find fodder for those homeschool and distance learning lessons and activities. Here are a few you could try…

April 10th – Siblings Day: Have students write a letter to their sibling(s). In their letters, have them share what they’ve discovered about their brothers and/or sisters while they have been at home together. Ask them to elaborate on how they feel staying at home together has helped or improved their relationship.

April 12th – Grilled Cheese Sandwich Day: Have your students write down the recipe for their own grilled cheese sandwich, then help them to make one! Incorporate technology by recording them while they cook and having them edit their final video into their own “Cooking Short.” Share it with friends and family, near and far!

April 23rd – National Picnic Day: Go on a REAL picnic! Take a break and celebrate all your kiddos’ accomplishments this month! While there, ask kids to take in their surroundings. Have them talk about the sights and sounds in order to help them appreciate the wonder of the outdoors!

Have fun learning and growing together,

Dawn

Be sure to sign up below to get updates from Root to Canopy!

Pear Deck is an engaging Google-connected platform that offers students a variety of ways in which they can interact with content, both individually or as a group. 

In this post, you’ll learn how to use Pear Deck as a competitive, team-based grammar review for the ACT or any other classroom review you need to plan!

Preparing for the ACT

As my ELA III students anxiously prepare the ACT in February, one of the most challenging aspects of the preparation process is finding ways for students to interact with test content that does not consist of kill and drill activities that thwart any chance of engagement.

Often times, when reviewing grammar skills, ELA teachers take students into various text types to analyze the lines for proper usage of language conventions. While it is beneficial for students to be able to recognize errors in usage when reading, students also need the opportunity to hone these skills via writing practice. With a well-planned set of exercises, Pear Deck is a great place for students to practice grammar skills through written response.

Diagnosing the Problem Areas

In order for me to properly set up this Pear Deck activity, we first began with a quick 20 question diagnostic assessment on conventions. The assessment we utilized came as part of Houghton Mifflin Harcourt‘s online suite of Collections products at my.hrw.com. If you don’t have access to my.hrw.com, try using an online quiz like the one here in Quia. The results of our quiz gave me an entry point for beginning our language conventions review. 

Note: We used Strunk & White’s Elements of Style as our unit resource to help us understand and review the rules for commas and possessives in the days prior to this activity. We also looked at some comma and possessive use within our current class text, All I Really Need to Know I Learned in Kindergarten. We even began with a debate about whether or not the title needs a comma!

Now, I probably didn’t need a diagnostic assessment to know that these were my students’ greatest weaknesses; but it was confirmation anyway. Not to mention, a diagnostic is a really great piece of data to have if your admin drops in for a walkthrough, or if you know you have a formal evaluation coming up soon. Data driven instruction, right?!

So, where did the data say we needed to start? Yep, you guessed it: commas…and possessives, too.

I Like Cooking My Family and My Pets.

Anyone who has ever read the average American 10th or 11th grade composition knows that high school kids don’t use commas. While their spoken language may be English, their written language is Run-On. And if you ask them what serial commas are, with a questioning look and shrugged shoulders, they might answer, “psychotic word killers?”  

Just like commas are a challenge, possessives pose a whole other set of problems for teens. Introduce them to the form that includes examples like “Charles’s mom,” “witches’ brooms,” and “Moses’ laws,” and they are on the edge of a brain implosion! As their teacher, if I don’t make this fun, it will be “Game Over” before we even begin.

Enter, Pear Deck!

Pear Deck Comma & Possessives Practice for ACT Prep

The steps below outline a fun, fast-paced team activity that any student will enjoy, especially the competitive ones! This particular activity was designed to help students practice and review comma and possessive usage, but it can be modified to fit nearly any language skills review. 

Follow these easy steps and, I promise, your students will have a blast!

1. Create a new Google Slide deck and open the Pear Deck add-on.

If you don’t have the add-on, click here for instructions on how to add it in Google Slides. 

2. Begin building a series of slides in which each one contains an incorrect sentence example with improper comma or possessive usage, or…Click here for a link to a Pear Deck that I created for this activity.^* (P.S. It’s a view only Google Slide deck, so you’ll need to have a Google account to copy and edit it.)

^*Students will be correcting these sentences as part of this activity, so the sentences on the slide are meant to be incorrect. The answers are in the presenter’s notes field at the bottom of each slide.

3. When your slides are complete and ready to go, break your students into groups of 3 or 4. Make sure each person in the group has a sheet of paper and a writing instrument. 

(This is a team activity, but requiring each student to record their own response gives you something tangible to evaluate for each student, so that you can see you their individual responses to the grammar problems presented.)

At this point, you can allow students to give themselves team names, or you could simply assign them numbers, i.e., Team 1, Team 2, and so on.

4. During this activity, one student will be in charge of entering the team’s response into the Pear Deck slide. This student must join your Pear Deck at joinpd.com by using the code you provide them:

While only one computer per team is involved for this activity, students must understand this is still a collaborative effort. Circulating the room while they work will help to keep them focused and engaged. 

Other than the one computer, no other technology is permitted. Students cannot look up answers to the grammar issues presented.

5. Before getting started, on page one of the Pear Deck, have your student teams work together to review the rules of comma and possessive usage. Each group can type their responses into the Pear Deck answer box and you can review them as a class.

The Race Is On!

6. Once students are assembled in groups^* and are prepared to write and collaborate, you can project the first incorrect sentence on the board so students can easily see it.

^*Make sure your students are situated in a way that allows them to collaborate with one another, face-to-face, but where they can also easily read the presentation sentences. Encourage them to move whatever is in their way to allow them to work together as a strong team!

7. Once each group has finished their collaboration and once everyone has a sentence on their  paper, the students assigned to typing each teams’ response will begin typing their responses into the Pear Deck. Make sure the team representative puts their team’s name or number before their response so you know which team has the first correct answer.

In order for a response to be considered correct, the ENTIRE sentence must be correctly written, including capitalization, spelling, end punctuation, and whatever concept is the central focus, in this case commas and possessives.

The first group to get the sentence completely correct will earn a point for that round.

8. If no one gets a sentence correct the first time around, you may offer them a hint and let them try again, or you could simply give them the correct answer and move to the next incorrect sentence without assigning any points. This is where you, the teacher, can tailor the rules of the game to meet the needs of your students.

Play for as long as you like, and if time runs out, simply save your session in Pear Deck. You can always come back to it later!

And the Winner Is….

At the end of the game, you can decide what you’d like to offer your winning students as a prize. For secondary students, here are some great incentives that will keep them motivated and engaged during game play:

• Earbuds / Music for a designated time period during class
• Extra credit points in the gradebook
• Early release to lunch (they’ll love this one–especially last lunch kiddos!)
• Brain break time (Rubik’s cube, online games, boardgame play, etc.)
• Choose item from supply box: notebooks, folders, pencils, pens, erasers, etc.
• Solo library time (with permission from the Librarian, of course!)

There are so many great, free rewards for students in any gradeband that are just a Google search away!

Again, while I designed this activity for the purposes of reviewing comma and possessives in English language conventions, you can use it for whatever grammar review is required. Simply make a copy of the Pear Deck and tailor its contents to meet your students’ educational needs!

Have fun learning and growing your students!

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With the passing of Ram Dass this past December, many have taken to sharing his words of wisdom across the web over the past month, and I am grateful for it. His thoughts are so simple, yet so profound–so true. 

The quote I’ve shared with you here popped up on my facebook stream yesterday and it really resonated with me. It aligns precisely with my beliefs about educating the young people who enter my classroom every day.

I see each of my students like the trees Ram Dass describes. In my high school classrooms, there may be the 16 year-old or 17 year-old variety of teenager–just as an oak or a gingko is a variety of tree–and each one is unique in his or her own way. They all come with different stories and different reasons for being who they are. Some are already tall and strong, with deep roots. Others are like saplings, in need of as much water and sun and love as I can give. If I don’t acknowledge this–if I don’t accept why my trees are different–I will fail in helping them as they try to continue to grow. I will have failed as their caretaker because I didn’t appreciate each one or tend to each of them individually.

In the classroom I call my forest, it is my goal to help each of my trees get the care it needs on a daily basis. I need to nurture them so they grow strong, despite their difficult beginnings. I need to encourage them to grow tall and full so they can provide shade to those around them who need it. I need to teach them how to destroy toxicity and partner with others to provide air to those struggling to breathe. I have to encourage them to be unafraid to drop their cover and show the world who they really are, but only when the time is right. It is my job to give them the support they need so their bark will grow thick, but not so thick that they become numb to feeling. I want each tree to be whole enough that they can stand on their own when they leave our little forest for the big forest called Life. 

The expression “can’t see the forest for the trees” is often used when one is too involved in the details of a problem to look at the situation as a whole. As a teacher, this expression is the antithesis of my role in our forest. I must look at the details of every single tree in order to watch the whole forest thrive. I see the forest because I look at each tree–each root, each trunk, each limb, each leaf. This is what I call teaching Root to Canopy. 

I love every beautiful, unique tree in my forest, and I am blessed to be able to walk among them each day.