Looking to make changes in your classroom? Book rec: Shift This!

By Kim Miklusak

Are you looking for a way to shake up your classroom space or instructional practices?  Are you a mid-career or veteran teacher who is looking for a new way to accomplish your classroom goals?  Are you a new teacher looking for a way to start off your practice in a new way?  Pick up the book Shift This by Joy Kirr!

I first "met" Joy when I attended the ISTE Conference in Atlanta...except Joy wasn't even there that year!  I went to a session on #GeniusHour, another name for a very similar practice of the 20% Time Project that I was hoping to implement for a unit in our American Literature course.  I connected with Joy via Twitter and found out that quite by chance she teaches in a district right near mine.  She was only too happy to meet, share her resources on her Live Binder site, and connect me with others who were doing similar projects.  This one shift in one of my units has influenced my teaching over the past few years as elements of it have seeped into more of my courses.

Image used with permission of the author

But that wasn't the only lesson I picked up from interacting with Joy on Twitter.  She has systematically moved to make her classroom space more student-centered, getting rid of her desk, having student working stations, and even broadcasting student voice and work on Twitter.  I made little steps: I moved my desk to the side, I opened my closet for students to take their own supplies...and eventually I moved to getting rid of my desk.  These little changes over the years have made such a difference.

Most recently I have picked up from Joy the importance of #First5Days.  What we do in the first week of our classroom sets the stage for our year.  Do we review rules?  Or do we jump right into getting to know students or starting our learning.  Every little shift makes the difference.

Book Review

Image used with permission of the author

The best thing about all of this is that Joy then went and put all of her excellent and practical ideas into her book.  Each chapter centers on a different area: classroom environment, homework, grading, student-directed learning, and more.  She shares her stories in her own voice and describes the processes she went through to change.  She acknowledges it isn't always easy but stresses that we don't all have to shift at once or even shift in every area.

But what she does do is start each chapter with questions that we as teachers may have that we hope to consider and resolve.  She then provides very clear examples of how she has done this in her classroom (including some photos!), external resources for more information, and note taking sections for us to reflect on our own practices.

Next Steps

If you're interested in more information, I would begin by following Joy on Twitter.  And if you'd like to do more of a book study with a virtual learning cohort, please reach out to the CollabLab as we will be doing a book study and chat with Joy and peers over three weeks starting in April.

Collab Lab Happenings! A typical week of teacher-led professional learning at EG

Written by Linda Ashida

In case you haven't been to the Collab Lab lately, or kept up with recent Collab Blog posts, we thought we'd share some highlights of the many - and varied - professional learning activities that have happened in the Collab Lab during the last week. Read on to learn from, and be inspired by, our colleagues! 

Invitations to visit classes:  

We always enjoy when teachers invite us to their classes for us to see strategies in action and/or offer support.  In addition to the 16 class visits we enjoyed as part of our EG/BG Learning Exchange, we also were happy to have invitations from Eleanor Pattie and Joe Bush.

Eleanor invited us to her ELL classes to see open inquiry labs designed by her students. Check out her tweets @MrsPattieChem to learn more!






Joe invited us to join his students in a vision setting exercise. He challenged us to create a detailed plan of our preferred futures. Follow his tweets @josephdbush or his class hashtag #EGLTS to learn more. 

PLC Pull-Out Professional Learning Days

District PE teachers and Elk Grove Biology Teachers conducted professional learning meetings in the Collab Lab.  If you have a pull-out day scheduled with your PLC, we hope you will consider meeting in the Collab Lab.  Our ITF / DTC team enjoys learning with the teams, supporting any way we can, and facilitating interdisciplinary connections.  The Collab Lab whiteboard wall facilitates great team brainstorming and incubation of ideas!

Lesson Strategy Brainstorming Sessions:

Over the course of the last week quite a few teachers have stopped by or made appointments with us in the Collab Lab to brainstorm strategies for their classes.  We are always happy to support our colleagues and learn with them.  If you are inspired by the following examples, or have your own ideas to work through, we hope you'll contact us!

Andrea Izenstark (CTE): Social Curation Tools

Andrea is planning to engage her students in weekly Current Event Friday activities in her Intro to Business class.  We brainstormed ideas to create collaborative groups and have students curate current resources, and later present them,  using social curation tools such as FlipBoard, PopBoardz, Padlet or Google Docs.
Interested in learning more about Social Curation tools? Please come see us!  

Mike Radakovitz (PE):  Google Apps Integrated with Schoology

Mike is creating an impressive system with Google Sheets for his PE students to enter weekly data on their workouts to monitor their progress. He wanted to explore the best ways for students populate their own data in the Sheets and also to have them submit the data to Schoology.  Did you know that Google Drive is integrated with Schoology? This allows Mike's students to submit their data seamlessly.

Want to learn more about apps that are integrated with Schoology for streamlined workflow?  Please connect with us!

MaryBeth Khoury and Cindy D'Alessandro (Science): Twitter for Professional Connections
MaryBeth and Cindy stopped down for Twitter tutorials.  We discussed tips for creating a good profile, for establishing a professional following, for connecting with colleagues using hashtags. For example, Cindy and MaryBeth can connect with science teachers throughout the country - and the world - by exploring #biochat or #sciencechat. (We also may have shared strategies for voting in Mascot Madness!)




Let us know if you are interested in learning how you can use Twitter for professional learning, to have your students share their work with authentic audience, or to do research.


Kasia Paplinski (Social Worker): Google Forms for student feedback and data analysis
Kasia met with us to brainstorm the best way to move to a paperless system for soliciting feedback from students for large group programs such as SOS, or even small group meetings. We examined Google Forms and Backchannel strategies such as Today'sMeet or Twitter.  Kasia was pleased with the way that the Google Forms streamlined her team's ability to connect with, respond to, and analyze the student feedback.





If you are interested in learning efficient ways to solicit student feedback and respond to student needs, let us know.  You might also refer to this previous Collab Blog post on Google Forms by Kirsten Fletcher.

We always look forward to connecting with our colleagues in these kinds of collaborative professional learning experiences.

Do you have strategies you'd like to explore?  Do you have successful strategies to share?  Please keep in touch with us!  

Pounce on Periscope: a Science of Cancer forum

By Rita Sayre

You poured yourself into creating an experiential lesson or forum, yet you had some students who missed it.  How can you re-create the experience for absent students?

Kim Miklusak, one of our DTCs, and I recently tried Periscope, an application that works with Twitter to create a live video feed of your lesson or presentation.  Anyone with the twitter link can join in and see your live video.  Even better, Periscope allows others to comment in real time on what is happening.  Students who are absent can participate in class in real time.

In D214, we love to create forums – common experiences for our students on a theme.  Presented in the theater, these experiences become an enrichment opportunity or a time to explore a topic in depth.  When students miss this, they often are unable to complete following activities or use the skills or knowledge as the course moves forward.  Periscope not only allows a student to participate in real time, but you can save the link for 24 hours and students can watch the lesson the following day.

Flipping your classroom might seem like a tall order in an otherwise busy school year, but Periscope is an effortless way to bring the world into your classroom or theater.

Here’s what you need to be a Periscope powerhouse:

• Have a Twitter account that you use for school purposes
• Download Periscope and link it to your Twitter
• Let your students and colleagues know – send out the link
• Video your presentation in Periscope
• Send out a reminder that the link is live for 24 hours

Kim's note: We will follow up with a blog post soon that explains the technical "How To" of using Periscope as well as some of our experiences from Periscoping Rita's event.  Stay tuned!

Telling our Stories . . . The Power of Blogging with Students!

By Linda Ashida

The other day I was checking my Tweetdeck columns and I came across a couple of my favorite tweets of the week from my colleague Dean Burrier Sanchis.  The tweets share the interview his AP Spanish Literature students did with Literature professor and author David Arbesú.

A couple of things stood out to me.  First I thought, what a great activity for students to apply their learning in such a meaningful experience, interviewing the professor who had translated from Spanish to English the work of literature they had just read in class; a great example of extending learning beyond the classroom walls!

I also thought how great it was that they shared their experience with their blog post. I wonder if the students even realize the impact of their interview and blog post on their readers.  As I read the post, I learned from and was inspired by their experience.  They inspired me to re-read the works that were cited in the interview!

Their post reminded me of the power of sharing our stories with others.  When we write, we learn more deeply from our own reflection, and we inspire learning in others, multiplying learning opportunities, especially when we write for an authentic audience; a live, and potentially world-wide, audience! Furthermore, the class blog is a great way to share with parents and the community to give them a glimpse of what learning looks like with our students.

Here is the link to their blog post.  Check it out!


Even if you cannot read Spanish, you can appreciate and be inspired by their work. You will notice that all of the students participated in the interview, they shared a transcript of the interview, and, together in collaboration with their teacher, they are all listed as authors on their class blog. Check out the archives of their blog, too, to see earlier posts by these student authors. Consider leaving them a comment on their posts. Think how excited the students would be to hear from their readers!

In addition to blogging, the class also uses Twitter, as a microblog, with their class hashtag #EGHSLAE to share their learning experiences.  Check that out too!

Perhaps the work of Dean Burrier Sanchis' students will inspire you to consider blogging with your own students.  And if you do, please share with us!  We'd love to learn from your examples too!

If you are interested in getting started, please check in with us at the Collab Lab! We'd be happy to help.

And here are a few resources on blogging that might inspire you:

• "Empowering Students through Blogging: by Eric Patnoudes

Why Do I Use Twitter?

By Kim Miklusak

I admit: I was one of those people who refused to join Twitter.  What in the world can you do in 140 characters, I thought?  But I have to say I've been completely convinced for many reasons.  Here are the two main ones:

1.  I've connected with educators who have provided me with amazing resources and an instructional support structure: for example, while at the ISTE conference in Atlanta, I attended a workshop on 20% Time, which I was hoping to implement the following year.  The presenters kept speaking about Joy Kirr, who hosts a LiveBinder on this instructional practice.  Following Joy and the presenters on Twitter provided me with not only a plethora of materials but also a list of people to pose questions to and receive feedback from.

2.  A few times a month I see an instructional strategy on Twitter that I am able to implement in my classroom.  For example, I saw a tweet where Catlin Tucker shared a strategy called "Thesis Throwdown."  It fit perfectly with what I was instructing in writing that week, so I tried it out the next day with great success!  Then I was able to report back to Caitlin with pictures of what we did in class and thank her for sharing these ideas.

It can be hard to get rolling on Twitter, I know.  I recommend starting small and following other people in your school or district as well as notable people or groups in your subject area.  Unfollow if you don't find that resource useful!  Start retweeting or sharing out links you find online or maybe updates of what is going on in your class.  You may be surprised at the connections you make.  From there you may want to create lists or use resources like TweetDeck or HootSuite to keep track of everything with ease.

If you would like a tips, a tutorial, or to talk more about how to use Twitter as a professional resource or an instructional tool, stop down to the CollabLab or post resources/questions in the comments below!

Social Media for Leading and Learning

Written collaboratively by the Collab Lab's ITF / DTC team 

Social media has a significant impact on the engagement, influence, and connections students can make in their educational and professional lives.  

Linda Ashida presented the countless benefits of using social media to the students of Joe Bush's Leadership Through Service class. In this slide presentation, she first addressed the importance of being responsible digital citizens, and she shared examples of how students can protect their digital presence, or their digital tattoo. Linda emphasized the ways that students can build a positive digital presence to create connections with others, to learn, and to create future opportunities related to their academic and professional interests, as well as their passions. 

After the brief presentation on digital citizenship, students created a professional Twitter account.  Linda shared the importance of determining a simple and succinct - yet professional - Twitter handle and profile, in order to facilitate meaningful connections and learning opportunities. 

Linda also gave examples of how to tweet meaningful content so students can share their work with a broader audience, and how they could also think of Twitter as a micro-blog allowing them to document their experiences throughout the year.  Storify can be used to curate a sampling of tweets related to a common theme or event.  Here is an example of a Storify of tweets from Joe Bush that reflects the experience of EGLTS during the first weeks of school. Staff and students can do the same for any of their courses. If students and staff tweet routinely, they can easily build a portfolio of their experiences to reflect upon and share with others.

After establishing their Twitter accounts, students set up their own blogs on Blogger. These blogs will give students an avenue to share their thoughts and experiences in their leadership class throughout the year.

Using these tools will give students an opportunity to share their work with an authentic audience, build a collaborative learning network, receive feedback, and extend their learning in meaningful ways beyond the classroom. Furthermore, they will grow their a positive digital presence in ways that will inevitably lead to academic and professional opportunities long after they graduate from Elk Grove. 

Please watch for the students' Tweets and Blogger posts this year by following their class hashtag: #EGLTS.  Just as Linda encouraged them to engage with others, we hope you will engage with them to encourage them in their academic and professional pursuits!

100% 1:1! Multiplying Learning for All: How We Make It Happen.

by Linda Ashida

At the start of this 2015-16 school year Elk Grove High School, and all District 214 schools, will transition to a 100% 1:1 learning environment.  Every student will have an iPad!

Access and Opportunity for All!

In a full 1:1 mobile learning environment we have a tremendous opportunity to transform learning for all students and staff. Today's Institute Day gave us the opportunity to share the ways we collaborate to do just that:


1) Strong Instructional and Technology support teams - with clearly defined and communicated roles:

2)  Teacher-led professional learning facilitated by our Collab Lab team.
We provide daily opportunities for personalized, differentiated and job-embedded professional learning. Our goal is to explore all of the ways that we can connect, learn and share our learning within and across disciplines.

3) Curate and share examples of our work to multiply our learning.
We do that via our Collab Lab Resource Hub, which includes our Collab Blog with daily posts by staff and students, our Twitter feed, and our shared professional learning calendar.

We also encourage staff to connect, learn and share via Twitter.  To facilitate the connection of Elk Grove staff with each other we use an Elk Grove Twitter List.  Staff can subscribe to the list and easily follow all of their colleagues and school clubs and sports.  For more on using Twitter lists for professional learning, check out this previous Collab Blog post.

Do you have ideas, suggestions, or resources to share?  We'd love to hear from you!  Leave us a comment below!

On Making Mistakes & Learning in a 1:1 Classroom

By Kim Miklusak

This has been a year of uncharted territory for many of us.  Although I had worked with iPads and technology prior to this year, it was my first year teaching in a full 1:1 classroom.  I have to say I was nervous--especially working with people who had been in iPad pilot programs for a few years.  I was nervous that people would ask me questions that I may not immediately know the answer to.  I was nervous that I would try things out in my classroom and they wouldn't work.  I was nervous that I would take time to make something only to find a better way to do it later.

And you know what?  All of those things happened.  But because of the general support structure at  EGHS--and throughout the district as a whole--as well as the specific support structure of the CollabLab and my peers, I was able to learn and grow alongside those I was helping--and alongside my students!  I appreciate the willingness to share in our school, and I appreciate the instructional conversations we can have in our departments and across departments.  I've learned as much from teachers in other subjects as I have from teachers in my own!  Additionally I've learned so much from connecting with people on Twitter and at EdCamps.

I know the shift in instructional technology is a big one, and we are all in different places with it.  The mindset at our school is so important: move at a pace that is comfortable for you.  For some that means considering the SAMR model and working first with substitution as we digitize curricula.  For some that means trying out one thing such as doing entrance or exit slips on the iPad each day.  For others that could be doing one project on the iPad.  And still for others that means transforming as many pieces of the curriculum as possible.

The key is always, however, to realize that whatever we do for the first time, we may (we will!) find more effective and efficient ways to do it in the future--especially if we share our successes and missteps with others.  As long as our instructional focus comes first and technology comes second, the technology will be there to enhance as oppose to diminish what we do in our classrooms for our students.

Use Twitter Lists to Connect with Colleagues!

Written by Linda Ashida



Last week my Prospect High School colleague, Teri Buczinsky wrote a great post: Top Three Reasons Teachers Love Twitter.  In this piece she included examples of how her students use Twitter lists to facilitate their research. If you missed it, make sure to check it out!




In this post, I would like to expand on Teri's ideas for using Twitter lists, and share some additional examples of how you can use them to connect with colleagues.  Specifically, I will share several of my own Twitter lists and show you how to subscribe to them.  Whether you are new to Twitter or a long-time user, you might find the lists helpful to connect with more EGHS and District 214 colleagues.  If you are a reader who is not from EGHS or D214, this post might still give you ideas on how to use and create lists to connect with colleagues from your own school and district.

Why lists?

By creating lists, you can easily check, at-a-glance, all the Tweets from your colleagues; the Tweets won't get lost in the shuffle of your long newsfeed.  Organizing Tweets into lists is a powerful way to strengthen our connections; to learn about and share the work of our colleagues and our students.  It is a great way to build community.

I have heard some educators say, "I don't have time for Twitter!"  They imagine having to sift through a long newsfeed of Tweets each day.  But with lists, you really can connect with colleagues in just a few minutes daily!  In those brief minutes, you will learn about the work of your colleagues and students, you might come across a really great resource, and you are bound to be inspired!

Subscribe to Lists!

If you are an Elk Grove High School staff member, and you want to connect with more EGHS staff, clubs, sports, or extracurricular groups, you can subscribe to my list: Elk Grove High School.  Just click on the link to get to my list. On the top left corner you will see the name of the list and and the "Subscribe" icon (screen shot below).  Click on "Subscribe" and you will be immediately connected to more colleagues and EG groups that you can follow.  Click on "List members" (just below the "Subscribe" icon), and you can choose the colleagues whom you wish to follow.  (You can subscribe to a list without following the members.)

If you are interested in connecting with more District 214 colleagues, you can subscribe to my list:
District 214.

Please note! If you are an Elk Grove or District 214 colleague and you find that you are not included in my lists, I would love to add you and connect with you! Please follow me and I'll follow you back, and then add you to the lists!  If I am already following you and accidentally missed you, please message me so I can add you! The more members we add to these two lists, the more we can grow our school and district connections!

Lists can be a great way to follow colleagues who share similar interests, or who teach the same subject.  For example, whenever I follow World Language teachers, I add them to World Language Educators.  That way, if I just want to quickly see the Tweets from these teachers, I can easily do so by checking that specific list.

You can find other interesting lists to subscribe to by checking out the profile pages of people you follow. You will see at the top of their profile pages:  Tweets, Followers, Following, Favorites, and Lists.  Click on their link of lists and, if they have made them public, you will be able to subscribe.

Create Your Own Lists!

As you follow more people, you may want to create your own lists.  It's easy!  When you follow someone, you will notice the settings gear icon to the left (photo below).  Click on the gear and choose, "Add or remove from lists . . . "  The next window will give you the option to "Create a list." You can choose to make the list public or private. Then click on setting gear for each person/group you are following to add them.  As you follow new people, remember to add them to the appropriate lists.

Next steps:  TweetDeck!

Once you get the hang of lists, you can set up TweetDeck. I think TweetDeck looks daunting at first; however, it really is easy to set up. And TweetDeck makes it SO much easier to organize your lists in columns so that you can efficiently check multiple lists at-a-glance.  More on the "how to" in a future post.

For now, I'll share below a screen shot to give you an idea of how I use TweetDeck. I include columns for both lists and hashtags.  For example, you will see columns for my EGHS and D214 lists. This week I added a column to follow all of the tweets of our D214 Graduations by creating a #d214Grad column.  I also have a #EGSR2015 column to follow our Summer Reading Tweets. You can add many, many columns if you wish, and easily scroll across them to check out all the tweets from your favorite categories.

If you want learn more about anything in this post, or anything at all about Twitter, come see us in the Collab Lab! Or contact us at CollabLab@d214.org. We would LOVE to help you, and grow our learning connections!

If you have ideas to share, please leave us a comment!

Student Voice: Business Incubation & App Creation

This week the CollabLab welcomes guest bloggers Sean and Wendy, both juniors at Elk Grove HS.

Hi, I’m Sean Duffy and I partnered with my classmate, Wendy Rosenquist, to create our business, Údar. Both Wendy and I attend Elk Grove High School. We are part of the brand new EGHS Business Incubator program, which provides us with the resources and determination to create and pursue our business. In this new class, students, such as ourselves, are placed into a supportive environment where they are allowed to create their very own businesses. In its starting year, Elk Grove's Business Incubator program had 14 unique businesses that competed against each other in front of a panel of judges in order to continue on to compete against Wheeling High School's winning business incubator teams.

Údar won first place in Elk Grove High School's "Shark Tank" competition and went forth to face Wheeling's teams in D214's first ever Start Up Showcase. Once again Údar won the competition in a decisive tie between a rivaling businesses from Wheeling High School. From this experience I can say without a doubt that this new class offers a new and unique experience in learning while also bringing forth an exciting opportunity to gain an excellent foothold as a business in the real world! We can say that we will be taking this class once again without a doubt and we look forward to any competitors that are prepared to enter the EGHS business incubator program!

From Udar's website: "We are a mobile game meant for fun and enjoyment! Everyone has a story to tell, and that's where we come in. Check out our promo video below to learn more!"  Follow them on Twitter @Udar!

Multiply Learning with #EG1to1!

By Kim Miklusak and Linda Ashida

The other day on Twitter someone shared the idea of what if every teacher tweeted one idea or moment from class every day.  Imagine the community building, the collaborative experiences, and the instructional sharing that could go on if each of us could do that!  Think how much we could learn from and be inspired by one another!

As we move to full 1:1 implementation at Elk Grove next year, the Collab Lab is encouraging staff to Tweet resources and examples of learning in their classrooms using the hashtag EG1to1.  The use of the hashtag will allow us to easily search and curate all of these tweets, and we will multiply our opportunities to learn from one another. For example, just today several teachers tweeted out strategies, student samples, and experiences from their classrooms! The use of the hashtag also gives us an opportunity to share and build our connections with parents and communities beyond our school. We're looking forward to continuing to build this momentum for next year.

We enjoy seeing student Tweets, too, about the ways they they are learning with iPads, like this one today from Gillian Guerra. We'll encourage their use of the hashtag EG1to1 as well!

Historical Twitter Handles?

By Mark Heintz

The strategy below is a post reading strategy that is easy to implement and gets a lot out of the students.  I have posted about how my history classes usually begin with some sort of warm up relating to documents.  Sometimes they are pictures, but usually they are a reading.  You can read more about them here.

Recently, my students read a few short paragraphs on the British East India Company. I wanted to see how much my students understood from the reading.  At the end of the reading they were asked to create a twitter handle about the document and a tweet that showcased their understanding of the passage.  This was the first time I used this strategy and I wasn't sure how it would go.  But it turned out to be pretty great. Some of the examples were pretty hilarious or very informative.

 The great thing about this strategy was the effort and thought the students put into the task.  They were reading the passage over and over again to come up with something good.  As I walked around the class, I saw students go through several drafts to get to one that was worth sharing!  Several drafts! It was suppose to be a simple post reading exercise, but ended up being an exercise in mental gymnastic that students really cared about.  At the end, some examples were shared over AppleTV.   Give it a try yourself, and let me know how it goes!

Learning on a snow day!

Our district, like many in the Chicago area, had another cold weather day off yesterday.  That didn't stop learning, however.  Students, teachers, and administrators took to Twitter with the hashtag #EG1to1 to share how they were still working and learning on their day off.

Some students were on Schoology working on math and physics homework; others were taking English or psychology quizzes.  Our music students are constantly rehearsing.  Administrators and teachers were presenting at conferences.  Mr. Janu even ran a "cold day radio broadcast."

While we understand that not all homes have internet access, it is amazing to see how resourceful students are and how many are taking ownership of their own learning--even on days off!

Tech Tuesday: round up

We had a lot of people stop in today with a lot of different ideas:

Carmen R's AP Spanish students had to create a summary of information from different countries.  She wanted to have students post to one Google Drive doc, so they could all have access; however, we suggested creating a media folder in Schoology.  This puts the ownership of uploading into students' hands.  It also creates an authentic audience in that the whole class is able to see all responses in an organized manner.  She's going to stop back in and let us know how it goes!

Sandra L. and Dan D. stopped in separately to discuss lesson demos they are doing in EG Lead Learners tomorrow.  Sandra will be going through pre-reading strategies they use in Prep sophomore English.  She will also be discussing lexile scores and how that may affect students' reading in other classes.

Kristen F. discussed individualizing AP Computer Science.  She uses a program called AmplifyMOOC.  It allows students to self pace and assess their learning.  Kristen has been developing the AP Computer Science program over the past four years and is consistently adapting her curriculum to current pedagogical research.  

We also had several people stop down to discuss Twitter or set up their accounts! 

Twitter for School & Classroom Culture

This isn't a shameless plug for #214SpiritEG.  Well, I guess by default it sort of is; however, I wanted to build off Linda's post from Monday.

District 214 is holding a Twitter Spirit Week in honor of the Centennial this week.  They asked each school community to tweet to its specific hashtag all week, and the winning school will get burritos from a local business.  This is, I believe, the second year they've run a contest like this.  Additionally, they have celebrated #214oneday and #214bday, which were well received by many in and out of the district.

In addition to fun competition between schools, what events like this show are how a classroom, a school, and a district can leverage social media in a positive way.  Instead of banning technology and punishing students for using their phones & iPads in class, we can reward them when they are using them responsibly to enhance learning.  We can redirect students to create a positive digital culture and an audience for their work beyond the four classroom walls.  This has been shown through some of our school's class hashtags like #EGLTS and #FRAPEG--both of which have been blogged about on this site (here and here) and whose digital presences and influences are growing constantly.  It is possible to use Twitter and other forms of social media to enhance student learning!

Additionally, Twitter has become an important source of professional development for many educators.  For example, I have connected with so many teachers for resources and feedback on our 20% Time Project (#20Time/#GeniousHour).  Other teachers find contacts and resources via Twitter chats.  No matter what you're looking to work on in your own professional development or classroom content, there is someone out there to easily network with on Twitter.  If you'd like to learn more, please leave a comment or stop in to the CollabLab!

Also, go #214SpiritEG!

Gamification of the classroom

Today the CollabLab welcomes Katie Owen, special education teacher at Elk Grove.  She can be reached @MsKatieOwen
 
I got an original Nintendo when I was 2. My dad bought me a Sesame Street game along with Blades of Steel. Now, years later, there are two things I know really well: my letters and how hockey is played.

I hear all of the time that kids these days do not go outside as much as they should and that video games teach them violence and bad behaviors. Educators and parents discuss how the flashes from the screen and fast paced movements are what cause students to have short attention spans and ADHD to be on the rise.

I hear all this, and yet I cannot help but think about all I learned from playing video games: 

• Video games teach sequences, strategy, problem solving and logic.
  
• Unlike passive activities (like TV), video games keep the mind active and alert.
  
• Your hand-eye coordination, fine motor, spatial, and accuracy skills improve. You make decisions faster and think quicker. 
  
• You become really good at multi-tasking and following/searching for multiple objectives.
  
•  Video games got me (and students I know) reading more. Trust me. There are a lot of instructions on those screens.
  
•  You learn to follow instructions (after you read them). 
  
• You learn to plan ahead, manage resources (never run out of Mana), and spend your money wisely (as we have all learned when we have no more money for a Kevlar + Helmet).
  
•  Which pretty much means you are learning some reading and math (sshhhhh don't tell the kids).
  
•  And the one I like the most? You learn perseverance. The number one thing video games taught me is no matter how many times you need to try a level, you do not stop until you accomplish your goal.

For even more benefits and negative effects of video games, check out this site.

So now that I am a teacher, what does this all mean? This means that I am super excited about a new idea sweeping education: Gamification. Gamification is the idea of using game-related elements in non-game situations--for example, using things like levels, points, badges, and achievements in the classroom or your personal life.

This should have been our wedding cake.

We see this a lot already in our day-to-day lives. Foursquare is an app that lets you check-in to places and receive badges and points to compete with your friends. LoseIt is a weight-loss app that helps you set goals and gives you badge for accomplishments (like minutes working out, eating vegetables, etc). Mint.com is a website that helps you track your finances and gives you an achievement bar for savings goals. Duolingo is a website/app that teaches you languages through a gamification experience (it is really fun).

To get a quick start on gamification, try apps like ClassDojo (for behavior mangagement), Flashcards [⁛] (for vocabulary acquisition), or Socrative (for quizzes) to jumpstart gamification in your classroom!

To learn more and chat with other educators, try using the hashtag #gamification along with #edchat, #edtechchat, or #ipaded on Twitter.

For a fun infographic, visit: http://www.knewton.com/gamification-education/

An interesting TEDEd video: http://ed.ted.com/on/uk36wtoI

Edutopia - Gamification in Education: http://www.edutopia.org/blog/gamification-in-education-vicki-davis

4 Ways to Bring Gamification into Your Classroom: http://blog.tophat.com/4-ways-to-gamify-learning-in-your-classroom/

A Student Perspective on Using Twitter in an Academic Setting

Today the CollabLab welcomes Arely M., a senior at Elk Grove.  She can be reached through her class hashtag #EGLTS

I was introduced to Twitter through my Leadership Through Service Class with Mr. Bush, and I love using my professional account for various reasons. Mrs. Ashida, both an innovative technology facilitator and a world language educator, kindly helped my class realize how important our digital presence is and showed us how to use our account as a networking resource. The more one builds up their digital identity positively, the more opportunities one will have in the long-run. Personally, I enjoy using Twitter because I can link it with my extracurricular interests and share my achievements or those of others I admire. Currently, I tweet every time I create a new blog post, wish to reach out to my Best Buddies club, find something interesting for my French class, and want to connect with my Leadership class. I look forward to continuing my use of Twitter and finding new passions, mentors, and inspirations.

The Impact of Social Media in the Classroom

Today the CollabLab welcomes Joe Bush, a teacher in the Social Studies department at Elk Grove.  Joe can be reached @josephdbush

I was never too fond of the term "social media."  I felt like it was a waste of time or something people did just to see others “like” pictures that were posted.  My perspective changed a great deal when social media avenues such as Twitter and Blogspot were presented in a new and interesting way. At the beginning of my Leadership Through Service Class, Linda Ashida came in and discussed digital leadership and digital footprints. These terms were foreign to me in the first place, but I quickly saw the powerful nature of blogging and tweeting. 

The first step we took in developing a digital footprint for both my students and myself was creating professional twitter accounts. These were to be used to help students connect with teachers, leaders, and each other as a forum to discuss topics with leadership or curate what they have done throughout the year. 

Although it has only been two months, my students and myself have made huge strides in chronicling our successes in class through Twitter (#EGLTS).  In addition, we have all made connections with leaders in the business community who have led us down avenues of positive leadership and growth.  The connections have expanded our worldviews and have helped us to grow into better people and leaders. 

In addition to Twitter, we have also used Blogspot to archive our class successes.  Every other week, students are given a topic to Blog about.  We have the benefit of reading each other’s blogs and commenting on them. This gives the students an authentic audience to share ideas with.  Overall I am very pleased with the use of social media in my class. Students have taken it seriously, we have connected with outside resources that we did not even know existed, and have grown as leaders. 

Digital Presence and Learning

Today the CollabLab welcomes guest blogger Kirsten Fletcher, a French teacher at Elk Grove.  She can be reached @MmeFletch

After hearing Paul Kelly and Linda Ashida talk about googling themselves and establishing a positive digital presence, I invited Linda into my classroom to help my students use Twitter in a way that would enhance their digital presence. First, I’d like to say that I wish I had asked her to stay longer. Although I was mostly interested in Twitter, she talked about other forms of social media and answered students’ questions about the advantages and pitfalls of social media.

After students set up their Twitter accounts, we established our class hashtag #frapeg (French AP EG). Our unit’s theme was Personal and Public Identities, so I asked students to tweet out a favorite song dealing with identity. Some of them came up with some great things. One student, Arely M., even tweeted out an article (in English) that explained where her song came from and the political background behind it. To model the potential of learning beyond the classroom, Linda re-tweeted Arely’s tweet and soon it was viewed by a French Teacher who tweeted Arely and Linda with learning activities to go along with the song.

After visiting our class, Linda has continued to follow our class hashtag to encourage student participation. We would love it if you would follow our hashtag as well, and respond to student tweets, or retweet them, to encourage our collaborative learning beyond our room.