Tag Archives: Vicki Davis

Design and Delivery in a Blended Learning Jungle Texthelp Virtual Conference

This week Texthelp launched a virtual conference “Design and Delivery in a Blended Learning Jungle” to help educators navigate through the current blended learning plans with schools reopening during the pandemic. The three day virtual conference was a huge success with more than 6,000 educators around the world and 28 speakers addressing how to support students and make learning successful despite COVID-19. Don’t worry if you were not able to attend the conference, you can still sign up to watch the awesome presentations which are available until September 20th, 2020.

The theme among the speakers was about making blended learning lessons that are flexible, feasible, family friendly, and fun. These core ideas were the center of Tinashe Blanchet‘s presentation. All of the presenter spoke about think deeply about delivering instruction that is engaging, relevant and most of all, doable to their students during this unprecedented time. Casey Bell and Shaelynn Farnsworth spoke about tech tools and strategies to support all learners from Google Extensions to Assistive Technology.

Shaelynn Farnsworth, Vicki Davis, Diana Petschauer, and I spoke about how help our students learn how to personalize their learning, use multiple modalities and build relationships with their teachers and each other. My own presentations highlighted tools and strategies to support ALL the readers in your classroom. In a blended learning environment we want to empower readers with opportunities to leverage technology so they can be in control of their own learning and achieve their personalized reading goals. Check out my presentation below.

Vicki Davis’ closing keynote mentions many tools to support the readers in our classroom. She says “we teach in a blended way it is a different mode of teaching and we need to redefine learning and engagement.”

This year all teachers are embarking on a new learning and teaching experiences. Our classrooms will not look like what they have in the past. We need to help support students so they can be successful no matter the blended learning environment.

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5 WRITING STRATEGIES AND TOOLS TO REACH EVERY LEARNER: Podcast with Vicki Davis

Earlier this month I had the opportunity to talk with Cool Cat Teacher, Vicki Davis for her 10-Minute Teacher Show.

Vicki Davis is a classroom teacher with 15 years of experience teaching high school and 20 years of experience teaching teachers how to use technology in the classroom. She started her blog in 2005 to learn how to blog and then teach my students how to blog too. Davis has been podcasting since 2013. She is also the author of two technology guidebooks for teachers: Reinventing Writing and Flattening Classrooms Engaging Minds.

michele-haiken-full-size-1-1-1024x576Listen to Vicki and I talk about engaging students in writing:

 

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Reflections of a Flatclassroom Global Collaborative Project

This spring I had the opportunity to participate in one of the Flat Classroom global projects designed and facilitated by Flat Classroom co-founders, Julie Lindsay and Vicki Davis.  The project that my students and I participated in was the NetGenEd Project.  The idea behind the project was for students to work collaboratively researching and contributing to the NetGenEd Wiki  about one of the 2013 Horizon Report Tech Trends through the critical perspective of Don Tapscott’s Net Generation Norms.  In addition, students created a video about the tech trend they researched to be judged by a set of external judges.  The project encompassed about ten weeks from February up until the end of April.  My students worked on the project everyday in class researching, adding information to the Wiki and Ning, communicating with their global partners from other schools, and creating their videos.  This being the first year that my students and I participated in the project, I asked my students to reflect on their learning and participation in this project.

My students gave me some insight in how I might do the project differently if I were to participate in this project again and confirmed for me some of my own thoughts post-project.

As a new teacher to this project there were meetings online every week or two to help set up the project but as one of the organizers said, “it is sink or swim.” I kept abreast of everything but a mentor assigned to work with me would have been beneficial.  I read Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time (2012) by Julie Lindsay and Vicki Davis beforehand.  I read Grown Up Digital (2009) by Don Tapscott after being informed I was invited to participate in the project.  I read as much as I could so that I could manage the project effectively and successfully.

One thing I would recommend changing is streamline the websites.  It was overwhelming and confusing between the Ning and the Wiki.  As a Wiki user and advocate, I was comfortable and confident collaborating on a Wiki.  The Ning — think of a social networking sight like Facebook specifically for the project participants — I felt, was not necessary; and many of my students confirmed the same in their reflection.   Asking students to contribute to a Wiki and contribute to the Ning was tedious and confusing.  There was a handshake on the Ning, but project reports on the Wiki, discussions on the Wiki and on the Ning.  Why not have a page on the wiki to share handshake blog posts and keep everything on one website.

Returning teachers shared their project checklists online and this was tremendously helpful.  I used these as models to create daily checklists to help my students move through each element of the project requirements.  I wish I had gotten this information right at the beginning of the project.  In addition, I felt I needed to evaluate my students at every checklist to make sure that each piece of the desired outcomes was met.  I created my own rubrics, and would have loved other teacher participants to share their own.

I realize now, after reading student reflections, I need to better articulate the guidelines and desired outcomes for my students.  I thought that I was clear but found many of my students confused.  I need to create templates to support student research and offer models of solid final products to help my students understand the project requirements.

Here are some highlights of what my students said in their reflections:

“I found it interesting to work with students in other countries and see their point of view.”

“I learned that the future of technology has so much to offer.”

“If you were to do the project again, there should be less work.  It was too much and were graded too harshly seeing as we were learning as we were completing the project requirements.”

“I learned how to collaborate with other people through technology.”

“I think you don’t need to do the Wiki, students should just make a movie and the other people collaborating were useless.”

Now, you might be wondering, would I do another global collaborative project?

Absolutely, in fact I am working on another one right now connecting my students with students at a school in Japan.

To see my students’ Flat Classroom research, Wiki reports,  and videos CLICK HERE.

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