Dr. Brad Gustafson is one of the Engaging Educators that I have had the good fortune to connect with through Twitter and blogging. This man is a social networking powerhouse who regularly dreams up unique ways to empower students and prepare them as global citizens comfortable with using 21st century tools to create and problem-solve.
His latest project was posted on his blog yesterday – just in time for February, which is “I Love to Read Month.” Always the master networker, Brad asked a few of the members of his PLN to contribute activities to this “ConnectED Bingo” card, and the suggestions range anywhere from reaching out to authors on Twitter (suggested by @pernilleripp) to writing a poem based on the Daily Wonder at Wonderopolis (suggested by @JoEllenMcCarthy). If you look carefully, you might see a couple of other familiar names on the card;)
Head on over to Brad’s blog to download your own copy of ConnectED Bingo. While you’re there, you might also want to check out his World Book Talk project, which ambitiously invites contributors to make 60 minute videos that Brad uploads to Aurasma so anyone can view the videos when they point the app at the book cover.
A few weeks ago, my daughter received a package in the mail. It was a book, one that she has been really wanting to read. What confused me was that it was from a “friend of a friend” and it wasn’t a gift for a special occasion. No note of explanation. Just the book.
I told her to contact the friend to find out why the friend of the friend was sending her a book and if this meant my daughter needed to send a book to someone. We’ve participated in such book exchanges before and usually the book is accompanied by a letter explaining who should receive the next book. My daughter was completely perplexed that I was demanding a book-giving motive. To her, a child surrounded by books since she was born, receiving random books is not a problem that needs to be solved.
“Did you text your friend?” I asked the next day.
“I don’t need to do anything.”
“So, you’re telling me that this person just decided to send you a book for absolutely no reason? That makes no sense!”
I made her write a thank you card.
Two weeks later she got another book – from a different friend of the same friend. Duplicate M.O.
This. Would. Not. Do. People don’t just randomly send other people books, I thought. There’s something weird going on.
And then I saw this Kid President video and felt pretty guilty. (But the “slides” made me laugh.)
So, there really are people out there who just send books with no strings attached. And it’s a good idea!
What book has inspired you? What book do more people need to read? #bookitforward!
(By the way, if you like this idea of people sharing inspiring books, be sure to check out the Call Me Ishmael project! Also, there are many more inspiring videos for students to be found on my Pinterest Board.)
Recently, one parent loaned me a book by Seth Godin. Tribes: We Need You to Lead Us would probably not have taken me quite so long to read if I wasn’t stopping to take notes every 5 seconds! I found a lot of applications to teaching and learning that I definitely found valuable.
One of the popular conversations in education these days is the need to teach our students how to deal with failure. I’m going to save my thoughts on that for another post. But I found that Seth Godin had some interesting things to say about the tendency to fear failure. According to him, “what people are afraid of isn’t failure. It’s blame.” He goes on to say that any thing that is really worth doing is going to generate conversation – and probably criticism. He urges, “If the only side effect of the criticism is that you will feel bad about the criticism, then you have to compare that bad feeling with the benefits you’ll get from actually doing something worth doing.” I think that’s a great message that we should convey to our students.
Along those same lines, Godin gives the secret of being wrong. I hope he doesn’t mind if I divulge that right now. “The secret of being wrong isn’t to avoid being wrong! The secret is being willing to be wrong. The secret is realizing that wrong isn’t fatal.”
I deal with this in the classroom daily. Students will be afraid to even attempt an answer sometimes. I sometimes coax them into it by asking them to think of the worst thing that will happen if they are wrong. Or I point out a recent incident (and trust me, there are many) when I was wrong and I surprisingly did not self-destruct. Invariably, I can convince the student to take a risk by using those techniques.
I have many other notes, but I will leave you with one last thought that I read near the end of the book. As is often the case in my life, the timing could not have been more perfect. You see, the day before I read this particular passage, I took my 5th grade class on a tour of Rackspace, a company located near us that has been named one of the top companies to work for. In a section of Godin’s book called, “Ronald Reagan’s Secret,” Seth Godin gives the example of Graham Weston, executive chairman of Rackspace, who needed to convince his employees of the wisdom of a recent business decision. Instead of giving a speech to persuade them, however, Weston met with every single employee “who was hesitating about the move and let them air their views. That’s what it took to lead them: he listened.”
So often, that is what our students need. They just need someone to listen, to assure them that their voice has been heard.
This post isn’t actually about TED-Ed Clubs, since Richard and the TED-Ed site have that pretty well handled. I thought I would share with you a weekly tip that I got through their newsletter about a site called, “Diffen,” which allows you to compare and contrast two topics. In their words, “Use Diffen to get your students talking and thinking about the overlaps and differences of various topics, and spark ideas they are passionate about!”
I decided to take a look.
The site is fairly simple. Just type in a word into each blank, and choose “Go.” It is certainly not perfect, but can definitely generate some interesting conversations!
My 1st grade class is doing a Mystery Twitter Chat with a class in Illinois today (thanks, Matt Gomez, for inspiring me!), so I thought I would do a comparison of Illinois to Texas. Here is a partial screen shot of the results:
It seems fairly objective, so it could be helpful for research. In fact, according to the site creators, “When you are faced with choices, you are looking for unbiased information. Diffen makes it a goal to clearly delineate facts and opinions. The community keeps content unbiased and fact-oriented. The ratings and comments provide outlets for opinions.”
TED-Ed suggested searching for a comparison between empathy and sympathy.
This is actually common question in my classroom, so using Diffen might be a good foundation for that conversation.
Interestingly, just as on Wikipedia, you can add your own information to the tables. Of course, the source of the information on the site could generate some great discussions in your classroom as well – about the reliability of crowd-sourced reference sites, for example.
So far I have not seen anything objectionable that appears on the site accidentally. However, you should definitely check it out for yourself before sending younger students to this resource. I would probably recommend that you use it for writing or discussion prompts, and that students know that it is essential to use several sources if they are doing research.
One of the sessions I attended at TCEA 2014 in Austin last week was called, “Global Collaboration in Elementary.” It was presented by Matt Gomez (@mattBgomez), and largely featured Twitter interactions his kindergarten students had experienced with other classes around the world.
That’s right – Kindergarten.
I work with gifted students in K-5, and I have to say that it would not have occurred to me to try using Twitter with my Kinders. But, then again, I didn’t see a use for Twitter for myself until about nine months ago.
Matt did an outstanding presentation on the value of social media tools like Twitter for students. (Here is the link to his presentation handout.) By using a private account, and choosing other like-minded educators to follow and be followed on Twitter, Matt connects his students to children in very diverse regions. Through regular Tweets, the students have learned about their differences and similarities. For example, one thing that many schools have in common is recess. And, sometimes children may suffer the crushing disappointment of being forced to endure indoor recess. But indoor recess in Texas is generally not the result of a mountain lion being loose on the playground, as a class in Montana tweeted to Matt’s students. Surprising tweets like these have generated interesting conversations. The experience has promoted tolerance, geographic awareness, and research skills.
Another unexpected side-effect of the Twitter project, as Matt explained, was the development of empathy in the students. They care about their “Twitter friends”, and are more aware of global events and their effects. Matt’s school is in Dallas, and they received Tweets from their partners inquiring about their safety, recently, when Dallas was reported to have several tornadoes.
Matt’s class has also connected with experts through Twitter, such as astronaut Chris Hadfield and local weather reporters. These experiences have also given the students some inside knowledge about careers that they probably would not find in library books.
The nice thing about Twitter is being able to view a stream of responses, as opposed to using e-mail or other written communication. Also, it does not have to be “real-time”, as Skype or other types of video chats need to be. You can set aside a time each day to check out the stream as a class and discuss the comments and questions the students may have. It’s also a good way to summarize your day before the school day ends.
As a result of Matt’s session, I’ve decided that I definitely would like to try this with my first grade class. In this class, my students are researching different countries, and I would love to have them connect with classes around the world. If you are a classroom teacher reading this, are interested in joining our classes on Twitter, and live outside of the USA, please contact me at email@example.com or @terrieichholz on Twitter to see if we can connect!
UPDATE: Here is a link from Drew Frank (@ugafrank) with over 270 classes who are active on Twitter and interested in connecting. You can also fill out the form on this page to add your class to the list!
UPDATE 2: Here is another link from Kathy Cassidy (via @MattBGomez) of Primary classes that tweet. For more Twitter resources, check out her page here.
I don’t often repeat lessons from one year to the next. But this has been one of my favorites to use with my 4th grade GT students during my career. The only change I made this year was to integrate it with some technology lessons on using Google Drive – specifically the Presentations.
In 4th grade, we read Tuck Everlasting, by Natalie Babbitt, which is rich with wonderful examples of figurative language. It’s truly one of the most poetic pieces of prose that I have ever read, and I delight in the author’s descriptive phrases each year – though I’ve read it over 14 times.
I’m not sure if it’s the age or the GT-ness of my students, but I always have a high percentage of reluctant writers in 4th grade. The Found/Parallel Poetry lesson on ReadWriteThink, however, seems to bring out the most amazing ideas from nearly every one.
After going over the figurative language in the story (here is one Haiku Deck lesson we did at the beginning to practice), I ask the students to pick one of their favorite paragraphs from the novel. They write the paragraph, and then I tell them to take it apart – get rid of extraneous words and punctuation. Then they “move the words” to create lines that have a rhythm. The result is their “Found” poem. You can see an example here from the ReadWriteThink site.
Then, it’s time to create a “Parallel” poem. Mimicking the rhythm of the “Found” poem, but writing about a completely different topic that is relevant to them, the students compose something in their own words.
Here are some of this year’s examples (Click on each slide to enlarge.):
For many of you, today may be your first day of the new school year. If so, I hope it’s a great one! My goal is to make it an unforgettably fabulous year for my students. In the immortal words of Kid President,