Lessons from the Queen of Soul, Aretha Franklin

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Aretha Franklin (image courtesy from npr.org)

LEGENDARY singer Aretha Franklin died today. The music icon, who influenced generations of singers with unforgettable hits such as Respect (1967), Natural Woman (1968) and I Say a Little Prayer (1968) has left an indelible mark on the History of Rock and Roll, Civil Rights, and Women’s Right’s Movements.

Franklin cemented her place in American music history with her powerful voice that stretched over four octaves. In her decades-long career, her hits spanned the genres, from soul to R&B, to gospel and pop. She was the first woman to be inducted into the Rock & Roll Hall of Fame in 1987 and in 2010, Rolling Stone magazine put her at the top of its list of the 100 greatest singers of all time, male or female.

Of Franklin’s dozens of hits, none was more closely linked to her than the empowering 1967 anthem Respect with its inspiring “R-E-S-P-E-C-T” refrain.

Franklin had more than 10 Top 20 hits in 1967 and 1968 and was pictured on the cover of Time magazine. At a time of rebellion and division, her records were a musical union of the church and the secular, man and woman, black and white, North and South, East and West.

Growing up in the 1950s, Franklin was surrounded by civil-rights activists from a young age, and spent her trailblazing career supporting those who fought for equality—and setting an example herself as an American success.

Franklin was raised primarily by her father, C.L. Franklin, a Baptist minister and a civil-rights activist that organized the 1963 Detroit Walk to Freedom, which was the largest civil-rights demonstration in U.S. history until the March on Washington displaced it two months later. Martin Luther King Jr., a friend of C.L. Franklin’s, delivered an early version of his “I Have a Dream” speech at the Detroit march.

In 2016 interview with Franklin, Elle Magazine noted it was written into her contract in the 60s that she would never perform for a segregated audience. Franklin said she was glad that the song became linked to feminist and civil-rights movements. She added that the line “you know I’ve got it” has a direct feminist theme.

“As women, we do have it,” she says. “We have the power. We are very resourceful. Women absolutely deserve respect. I think women and children and older people are the three least-respected groups in our society.”

Aretha Franklin’s lyrics and life story are teaching tools for our students. Whether reading a biography about the Queen of Soul or analyzing her song lyrics, Franklin offers many lessons throughout her music that touch on topics of activism, relationships, and power.

Listening to Franklin’s lyrics one could analyze:

  • What is this song about?  What message is the singer trying to convey?
  • Do the lyrics remind you of anything you have learned about concerning the civil right’s movement and or women’s movement in the 1960s?
  • What craft moves and music elements influences in this song? — Possible answers include call-and-response, complex rhythms between different instruments, and/or a Gospel performance style.
  • What elements of music have popular artists today borrowed, modeled, and mentored from Franklin’s music?

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Teachers are Busy Bees: #HiveSummit

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#HiveSummit is a free, 14 day virtual educational conference that started on August 1st. Organized by author and Gamification guru, Michael Matera @mrmatera,  the Hive Summit brings some of the best and the brightest minds together to do what bees do best… work hard for something sweet! The objective of this virtual conference is to help teachers jumpstart the school year with successful practices and positive energy. All the Presenter Bees” talk about ways to design learning experiences that promote engagement and student learning.

The nine presenters and their key ideas are posted below. If you are reading this before 8/14/18, register for The Hive Summit to view the videos and learn more.

Rabbi Michael Cohen @TheTechRabbi – Designer Educator, Creativity Instigator, and Director of Innovation

Rabbi Michael Cohen, a keynote presenter at #ISTE18, speaks passionately about design thinking and the need for creativity in the classroom. He was keen to say that creativity needs to be cultivated in the classroom; creativity is not something you have or get. In our world today students need to have the time and space to tinker, make, and create in order to figure things out, explore, and experiment. The Tech Rabbi shared one activity to ignite creative thinking and problem solving in the classroom: 30 Circle Challenge. For the 30 Circle Challenge give students 3 minutes to turn as many circles into recognizable objects as you can. This isn’t about: your artistic ability or filling 30 circles. This activity is about fostering meaningful conversation and a discussion about our awareness of creativity. This is a concrete way to model thinking outside the box.

Carrie Baughcum @HeckAwesome – Doodler, Teacher, YouTuber

Carrie is awesome and I am not only saying that because she was a contributor in in my book Gamify Literacy. Carrie is a special education teacher and sketch note advocate. In her talk she shares the learning experiences that sketch noting promotes for ALL student learners. Below is a video from Carrie’s youtube channel that introduces sketch noting as a learning tool.

 

Rick Wormeli @rickwormeli2 – Teacher, Author, Education Consultant

“A teacher’s job is to ensure students learn,” so begins Rick Wormeli’s presentation. And there is no where in research or life where someone has said that grading motivates learning. Rick talks about standards based grading and having teachers look closely at their own grading practices. We need to teach what we need students to learn and
create tasks that answer the critical question: “Do you have evidence you’ve mastered the stuff?” Standards based grading is more effective than percentages and extra credit. The key questions to ask are: Have students hit the learning targets or not yet? “How do I get students to learn this…” and Does every student need to demonstrate mastery at the same time? 

Tara Martin @TaraMartinEDU – Curriculum Coordinator, Lead Instructional Coach, Author

This week I finished reading Tara’s new book Be Real: Teaching From the Heart which was honest and insightful about teaching. The reality is that technology can never truly replace teachers because it is a teacher’s compassion, energy, and passions who make them memorable. Tara believes in being REAL:

 

  • R Be Relatable
  • E Expose Vulnerability
  • A Always be approachable
  • L Constantly Learn through real-life experiences

When you bring your realness to the table (and it’s enough), you make the world a better

 place. Tara is all about becoming the best version of yourself. No one else has exactly your talents and your experiences that you draw from. You’re the only “expert” at being you. Everyone has a purpose.

 

Matt Miller @jmattmiller – Teacher, Author, Speaker

It is important to be a maverick teacher– take risks. If you model taking risks (and potentially failing) for your students, you empower them to have a voice and choice. Don’t focus on technology, rather focus more on how it can be used to effectively reshape instruction. How can we leverage technology to make the most out of every class moment? Assemble a toolbox of a wide variety of tools and ask, “What tools do I need to do…” Technology is an opportunity, not a thousand dollar pencil. Think how you can remix apps and utilize technology in ways that are relevant to your students’ learning from global collaboration to rethinking the way you use Google Slides.

 

 

 

Michael Matera @mrmatera – Teacher, Author, Speaker

Most of what I know about gamification, I learned from Michael Matera. “Gamification entails applying the elements of a game, or mechanics, to non-game situations.” It’s a way teachers can overlay a game on top of already well-developed content and instruction. If you’re willing to give gamification a try, start small: gamify a lesson– then a unit– then a course. Use board games, television game shows and video games as models and mentors for building your own games. Gamification is about building on different game elements – many teachers allow the game to unfold as the school year blossoms. Three key things to think about when implementing gamification: Theme, Teams, and Tasks. As Michael states, “Play isn’t a pedagogy, it’s a way of life.” Bring play into your classroom to boost learning and have fun.

 

Sarah Thomas @sarahdateechur – Regional Technology Coordinator

Sarah talked about building a professional learning network. This is key for teachers since teaching can be an isolating job. Social Media like Twitter, Facebook, and Voxer have allowed teachers to connect with like minded people to share, collaborate, connect, and learn from one another. I know personally how twitter has become a game-changer for my teacher and professional learning. There are endless ways to connect with other professionals globally. Authentic connections can change your life trajectory.

Joe Sanfelippo @Joe_Sanfelippo – Superintendent, Speaker, and Author

Joe has amazing positive energy as an administrator that I wish I was around him more to experience his ideas and passion for his school community. Based on his book, Hacking Leadership, Joe talked about the three main components he practices to cultivate a positive school community:

 

  • Be Intentional About Your WHAT & WHY – Share out about the good things that are happening in your school or classroom– there is power in sharing the good intentionally
  • Open Doors – By “sharing the good,” you have the opportunity to change the school narrative and create a culture of sharing instead of a culture of competition
  • Build Staff – Place value on all parties trying things outside of their comfort zones– value on the journey and the growth will reshape school culture. Joe shared that every day he writes 2 positive notes to share. He said that teaching is a thankless job but when someone stops and says thank you it means so much more. Administrators needs to recognize and thank their teachers more often.

 

Dave Burgess @Burgessdave – Author, Speaker, Game Changer

I have to say that I have been a Dave Burgess fan for many years and use his book Teach Like A Pirate with my graduate students as a required reading for Literacy in the Content Areas. I want my students to remember to infuse passion in all of their lessons. Dave promotes doing awesome stuff in your classroom. Teach like a pirate isn’t about choosing one method– it’s about incorporating others’ great ideas into your method. How will you make a first impression with your students? How are you going to get them excited about your content area and school? Be bold and take the best of everything to create a classroom where students cannot wait to return. “We want to educate makers not memorizers.” 

 

 

 

 

 

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Mythology is Everywhere: 5 Ways to Utilize Myths for Teaching & Learning

Words like alma mater, atlas, labyrinth, lunatic  and narcissistic derive from mythology. References to mythology are apparent in many movies and books from Star Wars to Harry Potter and even Percy Jackson.  The mythic hero is not only a Western or popular culture phenomena. Heroes from the Ancient Near East include Gilgamesh, Hippopotamus from the Middle Kingdom in Ancient Egypt. Classical mythological heroes include Achilles, Apollo, Athena, Hercules, and Prometheus. King Arthur and his Knights are considered heroes of the Middle Ages. Every country and region has their own heroes. In fact, mythological themes are timeless.

Hero in mythology is a person who is endowed with great courage and strength, celebrated for bold exploits, and favored by the gods. A hero is also one noted for feats of courage or nobility of purpose, especially one who has risked or sacrificed his or her life.

What do you think makes a hero, a “hero”? What qualities do we tend to look for in this person? Should heroes be strong, courageous, selfless and charismatic? Could someone still be considered “heroic” without these qualities?  Who are some of your “real life” heroes and how do they stack up against the heroes presented to us by Hollywood and or classic mythology? And what about the Antagonist – can the “bad guy” also be the hero, and if so, why?

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Joseph Campbell’s The Hero’s Journey

The topic of mythology and heroes can be brought into the humanities classroom in different ways that allow students to critically read and reflect on this genre. Here are five different literacy assignments that showcase mythology.

  1. Create a Heroic Myth – After reading and examining the hero’s journey across texts, students create their own futuristic hero/heroine whose story addresses a global issue. Students write a short story describing this new hero/heroine. The story should include at least one intervention of the hero/heroine dealing with a major global use he or she was developed to counteract. The hero/heroine can be comprised of the following four components: part human, part animal, part machine, part supernatural. Additionally, students can create a superhero picture depicting the hero in action; fighting against the force the hero was created to fight.
  2. Mythology Collage Box – Students create collages or collage boxes along the lines of Joseph Cornell’s work that includes personal adaptations of mythological subjects. In preparation for their work, students would need to become familiar with Greco-Roman myths and examine how artists throughout history have been inspired by mythology. The collage will represent an event or a character from mythology or can even depict an abstract idea (for example: jealousy, ambition, war, music, love).
  3. Dramatize the Story – Become one of your favorite mythological paintings or sculpture. Speak in its voice, or the voice of one of its characters or objects. What does it feel like to be that person or object? Speak in first person and describe the experience, feelings, and character.
  4. Critical Analysis of Mythology Represented in Art – Students examine paintings, sculpture, poetry, and art that represents mythology. Ask students to think, discuss, and write about why has the artist chosen to paint this part of the myth? How is color used in the painting? What symbols or allegory are presented in the art work? How has mythology been appropriated and inflected with new meaning?
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Antoine Watteau (1684-1721) Ceres c. 1715

5. Deconstructing Mythology in Popular Films – With movies like Thor, Pan’s Labyrinth, and Wonder Woman, mythology is alive in popular films today. Have students view the films and categorize the mythology references in each or one of the movies. Students can present an analysis how the film pulls from different mythological sources and evaluate the accuracy of the mythological references.

For example, thinking of Diana and Wonder Woman. In previous myths, the Amazons were a fierce tribe of warrior women; they scorned men, except once a year when they would seek out men from neighboring tribes in order to procreate. Any male children that resulted from these unions were either murdered or sent to live with their fathers. In some myths, Amazons would cut off one of their breasts so that they could better shoot their bow and arrow. Their brutal and uncompromising toughness frames Wonder Woman in a different light than how she is often portrayed, and how this influence is utilized makes for an exciting film.

 

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Integrating Literacy & Physical Education

This week I went to the National September 11 Memorial and Museum to see the special exhibit “Come Back Season” about the influence of sports post 9/11. The museum states,

“Comeback Season: Sports After 9/11,” a special exhibition at the 9/11 Memorial Museum, explores how sports and athletes helped to unite the country, consoled a grieving nation and gave us a reason to cheer again following the 2001 attacks.

This exhibition illustrates many iconic moments — such as former President George W. Bush’s first pitch during a World Series game at Yankee Stadium and the New York Mets’ Mike Piazza’s dramatic, two-run home run during the first professional baseball game in New York City after 9/11 — as well as previously untold stories that highlight the unifying force of sports in American life. Acknowledging that the world would never be the same, sports provided the opportunity for escape, healing and relief.”

I was moved throughout the exhibit by the photographs, artifacts, and letters that showed how all the major league teams displayed patriotism, support, and unity immediately after the events of 9/11. It is an interesting question, When should the games go on? Looking to history, the NFL played a game two days after Kennedy’s assassination – a regret from the NFL Commissioner, Pete Rozelle at the time. After Pearl Harbor, President Franklin D. Roosevelt “assured the baseball commissioner that sports can boost public morale.” The major league baseball teams did not play until almost two weeks after 9/11.

In the exhibit I read a letter written by the daughter of one of the pilots killed in the plane hijacking to Derek Jeter, then baseball player on the New York Yankees, about how much her father looked up to him and the horrible time her family is going through. Derek Jeter invited her and her sister to attend a Yankee game and they still keep in touch today. To see the hats, helmets, jerseys and equipment with the first responders names and insignias on the uniforms shows the respect that professional athletes paid to those who lost their lives and gave their time at Ground Zero. There was recognition for victims of the tragedy while patriotism and solidarity for America was celebrated immediately after 9/11.

I teach a college course titled Literacy in the Content Areas and every semester I have one ore more Physical Education students taking the class. My objective is to help illuminate the connection between literacy and physical education. Literacy in its simplest form means the ability to use language to read and write. In an article for PE Central, Charles Silberman writes, “As physical educators it is now our responsibility to integrate components of literacy into our classrooms. This does not mean we become reading teachers—that would be counterintuitive. This means we take critical elements of the new definition of literacy and seamlessly integrate them into our daily teaching. We do this to not only support the holistic growth of the child but also to help them obtain the knowledge needed to understand what a healthy life is and how to lead one.” PE teachers can infuse literacy by including a story in the game or activity, have students brainstorm what they already Know – What to Learn – and Learned about a specific sport or health concept (recording answers on a large KWL Chart, another activity is to have students select three tactics from a list and explain in writing what each tactic is and how each tactic contributes to successful game play. In James and Manson’s Physical Education: A Literacy Based Approach, “There are several content area literacy strategies that physical education teachers can use to promote the learning of physical education content as well as promote literacy skill development at the same time. These strategies include cooperative learning, graphic organizers, think-alouds, and integrating vocabulary into physical education instruction.”

Sports, physical fitness, nutrition and health are all around us. Using real world readings, videos, and text like the Come Back Season Exhibit at the 9/11 Memorial Museum brings to the forefront the integration of physical education and literacy in our everyday lives. Sports are great for debates, readings, addressing teamwork and character development, there is the history of sports, and even a big push to promote health and wellness.

Check out this video from NFL’s Nick Foles talking about failure and think how you can use this in your classroom as a teaching tool.

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Celebrating Reading: Scholastic Reading Summit 2018

Scholastic Reading Summit Giveaways

Yesterday I had the pleasure of attending one of the five Scholastic Reading Summits happening around the country this July. The day was a celebration of reading and readers with teachers, administrators, and librarians committed to choice, advocacy, and matching students with powerful books that “nurture our souls, address our questions, learn about the world, transform our lives, and for pure enjoyment” (S. Harvey, 2018). Whereas schools are driven by test scores and prefabricated curriculum to help raise test scores, this summit was on the complete opposite spectrum. The theme and tone of the entire day was to teach readers (note that I did not say “teach reading”), and share book joy with ALL by giving students choice, access to great books, and time to read during the school day.

Consider the following:

“Reading build a cognitive processing infrastructure that then “massively influences” every aspect of our thinking, particularly our crystalized intelligence – a person’s depth and breadth of general knowledge, vocabulary, and the ability to reason using words and numbers” (Stanovich, 2003).

“Omnivorous reading and childhood and adolescence correlates positively with ultimate adult success” (Simonton, 1988). 

“Multiple studies have shown that avid readers demonstrate both superior literacy development and wide-ranging knowledge across a variety of subjects” (Allington, 2012; Hiebert & Reutzel, 2010; Sullivan & Brown, 2013).

The Scholastic Reading Summit was about encouraging lifelong readers and to give educators the tools that will foster their ability to support students as readers, to choose appropriate literature, and foster a love of reading; which in turn improves reading achievement.

The day began with the Book Whisperer, Donalyn Miller @donalynbooks and book enthusiast/librarian, John Schumacher @MrSchuReads having an Oprah moment, sharing new and soon to be released books with the crowd then giving them away to attendees.

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Co-author of the book From Striving to Thriving: How to Grow Confident, Capable Readers (Scholastic, 2018), Annie Ward, spoke about personalized instruction that enable striving readers to do what they need above all – to find books they love and engage in voluminous reading. Creating thriving readers means carefully carving out silent reading time that is supported with purposeful conferring. It means allowing children to choose what they read and saving intensive interventions for the 5% or so that truly need it. Most kids just need time to read what they love and find compelling. Ward showed pictures from her own school district and shared the transformation that occurred when the school mission was revised to create a robust independent reading life for ALL students.

There were two breakout sessions and smaller workshops — it was too hard to choose where to go or who to see. My first workshop was with Dr. Teri Lesesne @ProfessorNana on Examining Audience, Access, and Response: Middle Grade Does Not Equal Middle School. How do we build kids as readers – well, that was the buzz throughout the day. Lesesne addressed theories of adolescent development from Piaget, Maslow, and Kohlberg and then spoke about books as tools for understanding the development and needs of tweens and teens. Thinking about what could someone do to make you WANT to read before/after reading and what could someone do to make you HATE to read before/after you read, the following acronym was used to help match tweens and teens with the right books.

T – Trust
A – Access
R – Response
G – Guidance
E – Engagement (Joy)

T – Tellling the Difference

Lots of middle school and middle grade book titles were shared throughout the discussion to help students move across texts. My Amazon cart is overflowing with graphic novels and new YA literature to bring back to my classroom library. Note four new titles I picked up in the photo above.

Other breakout workshops included Creating an Independent Reading Canon for Black Boys presented by Dr. Kim Parker, Choice Leads to Advocacy led by Stacey Riedmiller, and Booktalk like a Wizard, Slay Reading Logs, and Champion Literacy presented by Dr. Brad Gustafson. Want to know what the best elements of a 30 Second Book Talk? Check out Brad and Jennifer LaGarde’s video:

The last session was presented by authors and illustrators Andrea and Brian Pickney. This dynamic duo talked about their writing process and then read aloud from some of their powerful picture books that are docu-poems and fiction unpacking difficult topics for young readers. Here is a video of both Andrea and Brian talking about the research, writing, and illustrators from their picture book Sit In about the Sit In Movement in the 1960s in Greensboro, NC.

Resources from the Scholastic Reading Summit are available on their website.

Now if you will excuse me, I have a stack of books that I have to get to, as summer time is a perfect time to catch up on reading!

 

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The One Who Formulates the Questions Owns the Learning

A 2012 article in The Boston Globe, showcased a high school classroom with students  brainstorming questions about a piece of literature. In the classroom was Dan Rothstein, co-founder of the Right Question Institute – a nonprofit that promotes the idea that asking good questions is an important life skill. Rothstein was in the classroom to observe the impact of questioning to drive learning, development, creativity, and innovation.

So much of school is for students to answer teacher created questions. Check out a few of the popular question stems presented in the 2018 New York State ELA Exam for 7th graders:

What is the best definition of . . .

What does the description of the setting in paragraph X reveal about  . . .

Which idea best supports a theme of the story?

Which quotation best supports the central idea of the story?

Which idea would be most important to include in a summary of the article?

Which sentence from the article best shows the author’s point of view?

How does paragraph X contribute to the excerpt’s structure?

What does the metaphor mean in the sentence?

But what if we asked students to ask their own questions? How does the ownership of learning change?

As Rothstein argues, “The rigorous process of learning to develop and ask questions offers students the invaluable opportunity to become independent thinkers and self-directed learners.”

Rothstein and Santana have their own Question Formulation Technique (QFT) –  four rules for producing questions:

  1. Ask as many questions as you can.
  2. Do not stop to judge, discuss, edit, or answer any question.
  3. Write down every question exactly as it was asked.
  4. Change any statements into questions.

Before the students begin developing questions, the teacher will design a focus for the questions by theme or topic. Students can formulate questions independently or in groups. Once questions are generated, students can

1. Classify questions as either open-ended or closed-ended

2. Rewrite an open-ended question so it was closed-ended and vice versa

3. Prioritize their top three questions

As Forbes journalist, Steve Denning writes,  “The true goal of education is inspiring students with a lifelong capacity and passion for learning, it is at least as important that students be able to ask the right question as it is to know the right answer.”

The benefits of QFT include increased participation because students are in charge of their learning by asking questions and processing their understanding. Teachers are facilitators. Rothstein and Santana state, “Teachers can use the QFT at different points: to introduce students to a new unit, to assess students’ knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.” Before you begin formulating questions for students to answer about the most recent book they read, why not let them develop their own questions and illustrate their thinking about the text.

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An Action Plan for Building a Culture of Readers

I teach college courses on literacy and the one course that all preservice teachers are required to take is Literacy in the Content Areas. You can be working on a Masters in Teaching Physical Education, Art, TESOL, maybe science or math and you are required to take this course. For many of these teachers, the idea of teaching literacy is not at the forefront of their thinking about teaching. In fact, many question if I am asking them to teaching reading in their classes. My answer is always, YES!

Reading is an essential skill necessary across ALL content areas for learning. It is the foundation of all that we do.

This past weekend I read Many Ellis’ Lead with Literacy: A Pirate Leader’s Guide to Developing a Culture of Readers (2018) and Travis Crowder and Todd Nesloney’s Sparks in the Dark: Lessons, Ideas and Strategies to Illuminate the Reading and Writing Lives in All of Us (2018). Both books are published by Dave Burgess Consulting, the famed PIRATE educator and presenter. Ellis’ book showcases how she went about promoting the love of reading in her elementary school by transforming the school culture and building enthusiasm among teachers, students, and parents. Crowder and Nesloney highlight student work and activities that showcase the necessity of reading and writing in all classrooms to promote student voice and critical thinking. Both books are filled with practical, actionable ideas and strategies to embed books, literacy, and the reading into your school.

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Here are a few treasures to promote a love of reading in your own school and or classroom:

  1. Be a Reading Role Model – Take ownership and accountability for embedding literacy in all facets of the school and learning environment by being a lead reader. If you expect to create a culture of readers, talk about books, let teachers and students talk about books, share your love of reading, invest time in allowing students to read in school books of their own choice, celebrate books and readers, and promote a love of reading among teachers, parents, and students.
  2. Share Your Love of Reading – When students walk into your classroom or office the environment should showcase your love of reading. Display what you are currently reading, maintain a reading log, use social media to share your reading life, build a library, and share great books.
  3. Books for All – In addition to time and choice, students have to have access to books. In Mindy’s school there are reading emergency shelves throughout the school for students to pick up a book to read at anytime, even on the way to the bathroom. In her school is a clawfoot tub that is painted in school colors and filled with books for students to dive into what books to read next. Classroom libraries should be robust for students to choose books that capture their interests, questions, and curiosities.
  4. Your Physical Environment Should Mirror Your Mission – Set up a #BookSelfie station for students to snap a picture with the book they are currently reading. Comfy chairs, carpets, and reading nooks allow students to read in a comfortable place. Organize for a service dog to come to school for students to read to on a regular occasion, and set up little free libraries outside of the school by the playground if a student wants to just sit outside and read. Create book backpacks for students to take home over the weekend and share with their families. It is your responsibility to motivate students to read and see reflections of themselves and the diversity of our world in the libraries that are established. There are so many ways to bring that love of reading into your space and school.
  5. Have Fun with Reading – Reading should not be a punishment but a pleasure. Whether that means hosting a doughnuts and pajamas story time or a reading camp out for students, create events that celebrate books and reading. Gifting students birthday books on their birthday or having students share their favorite book on the morning announcements allows students to showcase their own love and fun with books.
  6. Cultivate a Love of Reading Among Teachers and Staff – Mindy shared two activities for PD that I am going to adapt for my students. The first was a Speed Dating PD where teachers had eight questions to discuss in three minute rounds. Questions like: As an educator, what book character are you most like and why? What is one book that has impacted your life? The second activity, Strangers in the Ball Pit is another fun way for staff members to interact with both light hearted and heavy hitting questions. Gallery Walks, flip a book study, and gifting great books to your teachers shows that reading is something that you value. When every teacher is on the same page, the school mission is attainable.

Crowder and Nesloney write, “If our goal is to build our students’ capacity as readers and writers, it is imperative that we participate in the process of reading and writing as well, in everything we do, in every subject we teach . . . the poetry of math, the metaphor of science, the humanity of history, and the literature of language arts combine to create a beautiful experience, all united by literacy.” (pg. 2) It is all of our responsibility to provide our students the educational experiences that empower them. Reading and writing are so important today in all of our classrooms as facts are being altered, silenced, and negated. Students need to be able to read critically and communicate effectively in order to amplify their stories, challenge, question, and inspire the words and information around them.

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#ISTE18 EdTech Start Ups: The Ones to Watch

One of the gems of the ISTE Annual Conference is the EdTech Start Up Pavilion. This year many of the companies in this group were literacy based with free tools teachers can access now. Here are five of my favorites:

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Go Go Brain is an interactive online platform that strengthens seven critical meta-cognition skills: 1. Listening, 2. Following Directions, 3. Self-Control, 4. Focus and Attention, 6. Working Memory, and 7. Visual-Spatial Reasoning. The website offers games for young people to play to build these skills and flex their brain muscles. As I was playing the games, I thought that this might be great for adults too. For the 2018-2019 school year, GoGo Brain is offering complimentary memberships where parents and teachers can enroll for free by visiting the website and use the code: GoGo2018.

Mind Right offers personalized, live coaching over text message for teens who want to talk, judgment free. The company was started by two women who met at Stanford’s joint MBA/MA in Education program. Inspired by personal and familial histories with trauma, Ashley Edwards and Alina Liao have been working to reduce the stigma around mental health in communities of color and ensure every child has access to mental health support.  With the growing amount of mental health and anxiety that young people may be feeling today and maybe unable or afraid to talk, Mind Right offers young people guidance from a team of coaches that can help navigate the challenges we face every day – both positive and negative.

826 Digital is a new website for educators with writing curriculum tools including activities, lesson, and student writing. This is a creative writing platforms with Sparks, or flexible and focused skill building activities, as well as ready to use, topic based lesson plans and mini units to help teach process and revision. Some examples include Rewriting the Zombie Apocalypse and Teach a pirate how to eat a peanut and butter jelly sandwich. All of the lessons and projects are Common Core aligned. There are resources to teach persuasive, expository, narrative, poetry, and STEM writing. I cannot wait to use some of these writing prompts with my middle school students.

For media literacy, Weird Enough Productions is launching their own comic based media literacy curriculum. With an eye on representation, their mission is to “combat media misrepresentation through original content and media literacy education.” Subscribe on their website now to get early access to their media literacy curriculum.

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I am so excited for Words Liive, a 21st Century education technology that has developed the Culturally Responsive Pedagogy needed to meet the instructional demands for today’s classrooms. Today’s youth needs to see themselves in their education to aspire to perform in school. They’ve created a patented platform that integrates song lyrics into students’ reading assignments. Founded in 2013 by artist and educator, Sage Salvo, Words Liive is a music-based literacy program that helps teachers and students connect classic canon with contemporary popular music today. Words Liive integrates song lyrics into students’ reading assignments via “Real-Time” and On-demand Culturally Responsive digital platform. Currently in Beta form, you can preview the texts, find lesson plans, and utilize the available assessments. Check it out!

 

 

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Trending EdTech at #ISTE18

One of my personal highlights ending the school year is attending ISTE – The International Society of Technology in Education Annual Conference. This is my third ISTE conference and with the tens of thousands of people attending, you are sure to meet edufamous authors, edtech companies, friends, and teachers who are excited by technology and teaching, just like yourself! This year ISTE has taken over Chicago and the learning is nonstop from workshops to playgrounds, to parties, and demonstrations. I most likely burn the battery on my phone and laptop within the first two hours of getting to convention center before I take out my Rocketbook and start jotting down notes in an old school way.

My first two days attending ISTE I have noticed some common themes running through the conference among presenters and edtech companies worth noting as we reflect on the future of schools and educating young minds.

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  1. Let’s Play: Gamification and Game Based Learning are Thriving. Don’t confuse the two. Games for learning or game based learning is using games to meet learning objectives. These are the companies that are putting out games for skill knowledge and mastery like science based Legends of Learning or a new company Go Go Brain, a new startup, who offers free games online that build metacognition and executive functioning skills. For Game Based Learning think Quizlet Live, Quizalive, Plickers, and Kahoot. Whereas, Gamification is using elements of games to engage students.  As my friend and amazing teacher, Tisha Richmond @tishrich, presented a workshop “Game On: Adventures in the Gamified Classroom” on Sunday, “gamification is a framework to layer over curriculum.” With gamification there is a story, theme, and game mechanics. In her own culinary arts classes she has gamified her culinary arts class with three different semester long thematic games: The Amazing Race, Master Chef, and the Amazing Food Truck Race. Gamification is immersive. To read more about Gamification and my own adventures in Gamifying my 8th grade ELA classroom you can check out my previous posts on gamification.
  2. VR and AR are more than just a Trend – I am talking augmented reality and virtual reality, Merge Cubes, Google Expeditions, and more. After meeting and speaking with 2018 ISTE Virtual Pioneer of the Year, @mrshoward118,  I am imaging so many more awesome scavenger hunts and learning experiences that I can create for my students using AR and VR to promote literacy. Here is a great beginner’s guide to using Merge Cubes in the classroom. There are so many ways that you can use this technology across content areas and grade levels. In my new book Personalized Reading I talk about Virtual Reality for building background knowledge but it is also a vehicle for storytelling and teaching content like with Story Spheres. Story Spheres allow users be the authors and creators of interactive experiences using 360 images and sound.
  3. Creativity needs to be taught, it’s not innate. It was about six years ago that Sir Ken Robinson stated in a TED Talk, “schools kill creativity” and since then there has been the Makerspace Movement and Genius Hour. These are two vehicles for promoting creativity in the classroom but in actuality, creativity should seamlessly be embedded within content area classrooms and across grade levels. The ISTE standards even require students to be Creative Communicators. Our students are in school preparing for jobs that have not been invented yet and for world problems that need solutions. We need students to be creative thinkers and problem solvers to help repair our world and the growing problems — social, emotional, economical, and scientific, including health and environmental. Teachers can foster creativity in the classroom by including play, problem based, and project based learning that are meaningful and authentic. I had a meeting with the CEO of EdgeMakers, Chris Besse and their new curriculum that promotes innovative thinking, creativity, and entrepreneurship. I was excited to see some of the lessons and pieces of their middle and high school curriculum because its objective was to cultivate creativity, growth mindset, collaboration, and problem solving among teachers and students.

4. Meaningful Makerspace. Makerspace and DIY is huge right now as we continue to fuel student creativity, curiosity, and failing forward thinking. The concept is to be a spark students and help them to ignite a passion for making, creating, tinkering, and problem solving. But maker space and STEM Labs must be not for the sake of creating a kitchy 3D printed key chain but more thoughtful in the use and purpose. For example, The Hand Challenge  was born of a desire to help anyone with access to a 3D Printer be able to be a part of work that can change the life of a child. Or having students who are working on Genius Hour projects that help the community in some way. Makerspace and STEM should not just be for the sake of a trend, but incorporated in authentic ways that are community based utilizing 21st Century Skills: collaboration, digital literacy, global connections, problem solving, and more. Thoughtful objectives and planning need to go into creating Makerspace and STEM labs with proper training and support for teachers to be facilities and support design thinking.

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5. Party Like a Rock Star Teacher – Teachers and EdTech companies really know how to party and hopefully you continue to party when you go back into the classroom (make learning fun, playful, and social when teaching). Evenings are filled with lots of PARTIES and events that allow teachers to connect and unwind and this year #ISTE18 was no different. Everyone is hosting a party and the hottest ticket is Edtech Karaoke if you are able to get a VIP pass at the House of Blues but there are also smaller social events going on like Alice Keelers’ #eduCoffee at 6AM for early risers at the hipster coffee house The Spoke & Bird or Edmodo’s party at the Field Museum after hours. Every tech company has something going on so just ask – or if you rather have a bite to eat of a Chicago hometown eat, get a bunch of people together and enjoy. ISTE is about connecting, learning, and celebrating teachers of course. As @theTechRabbi mentioned in his keynote, We have to cultivate passion and creativity in ourselves if we are going to expect it from our students.

6. UDL – I wrote in my book Personalized Reading, “Learning is blended, personalized and digital.” Universal Design for Learning or UDL is a framework that is at the forefront of education today. UDL is a framework for designing instruction that meets the needs of EVERY learner. UDL is not about technology but it is clear that technology is powerful for the options it provides. When teachers plan and facilitate learning with all learners in mind, offer flexibility in the methods of presentation of content material, student participation and expression increase along with high achievement for all students, including those with disabilities or limited English proficiency. Alongside of UDL, assistive tech can make learning awesome for all. It’s about offering multiple means of engagement and empowerment, multiple means of representation, and multiple means of action and expression.

 

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