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Monday, May 28, 2018

A first year teacher shares elements of an awesome mentoring experience



Lindsay George on episode 321 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Helping first-year teachers learn and grow is a challenge facing education systems worldwide. Today we take a peek into the second part of a 2 part series highlighting the relationship between Lindsay George and Stephanie Goldman. Not only do they use Google Docs to plan, but they have a positive personal relationship. It isn’t just luck — this is personal.

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Enhanced Transcript

A first year teacher shares elements of an awesome mentoring experience

Link to show: www.coolcatteacher.com/e321
Date: May 28, 2018

Vicki: Today we’re talking with Lindsay George.

Now, she’s the other side of the mentoring relationship with Stephanie Goldman. We recently had Stephanie on the show, and I was so intrigued by this technology-infused mentoring relationship that she has with Lindsay, that I asked if Lindsay would come on the show.

Lindsay, you are a first-year teacher, and you’re getting ready as we’re recording this to wrap-up next week. How has your first year gone?

Lindsay: It’s been amazing.

I’ve had some hills and valleys, but overall, it’s been a really great experience. Stephanie has been a HUGE part of that, helping with everything from supplying me with extra tissues, because I ran out because I didn’t know many I would need to have, to lesson planning.

It’s been a great experience so far.

Vicki: So what are some of the things that Stephanie has done that have helped you the most?

Lindsay: She’s been a smiling face in the morning, and actually – as simple as that sounds – I’m from out of town, so I drive into town.

first year mentoring teacher

My mentor has been a smiling face every morning

When I get here, it’s just nice to have somebody who’s like, “Good morning!” You know, start your day off right. Leaving else you’re worried about behind, and her being that fresh face in the morning to kind of help me get ready to teach these kids who are so great.

She’s really great at not only – she bridges the gap between what I learned in college and how to actually apply that, so she’s been really great with that.

She bridges that gap between my college learning and how to apply that

Vicki: What was the thing that, when you started teaching, you realized, “Oh my goodness, I wasn’t prepared for this? I don’t know what to think,” and she helped you with that?

Lindsay: I would say it would be the lesson planning, actually. We did a lot of it in college, but the way that she does it using a lot of Google docs and everything like that. It’s just a really collaborative way to do it instead of just sit down the old-fashioned way at a table with a pencil and book.

The biggest thing I appreciate is our collaborative lesson planning

Sometimes I’ll be in her classroom coming up with things or researching things to do. We have this document online that’s very collaborative. I can sit at my computer and work on it and she can see me working on it. She can sit at hers, whether it be at school at the end of the day or at our homes on the weekend.

It’s easy, and she can put a link in and I can see — she has all this data or worksheets or anything we’ve used in the past — forms, slides, anything like that. She can link into the lesson plan, so I can just grab it from there instead of having to do what we all did — the teacher pay teacher thing. Researching, too, she has all of that in the lesson plan, so I can just click on that.

It’s a very instant gratification. It’s right there in front of my face if I ever need it.

Vicki: So how easy is it for you to take those plans you do collaboratively and actually implement them in the classroom? I know I first started planning, I was using a format that was totally not practical. I had to do my lesson plans, and then I had to turn around and actually plan what I was going to do in the classroom.

Lindsay: Exactly.

Vicki: So does that come directly?

Lindsay: It does, and she kind of gives me room to change it a little bit to fit my kids. You know how all kids are going to be different. So we plan together, but our kids are different. So it gives me room to add something at the last minute, like, “Hey, this doesn’t work, so let me adjust that really quickly.”

Since it’s not written, I hate when I have a piece of paper with a lesson plan like I had to do in college, and I had to mark through something. That drove me crazy, just my OCD.

So having the technical lesson plan on the screen, I can just really go in quick and be like, “I need to change that because that doesn’t work on the first block, so I need to adjust it on my second block.”

Using this method with technology allows me to make changes on the fly

It just makes it a lot easier. I see it. It’s like little notes on my screen and I can implement it right away and add even more adjustments or notes to what worked or what didn’t before I teach my second class.

Vicki: So, in your second year next year, are you going to do this type of planning, even when you’re not working with Stephanie?

Lindsay: Actually, I am blessed enough to able to work with Stephanie again next year!

Vicki: Yay!

Lindsay: I know, I’m so excited! Yes! But we’re going to use the exact same, implement it again just like we did this year. It’s so nice to be able to just — with me living out of town — work with her collaboratively on the lesson plans at the same time without having to stay after school for a long period of time. We can just work on it as we see fit. Get it done, while working on it at the same time.

Vicki: Now, Lindsay, I’m sure you’ve kept up with a lot of your friends who have gone into teaching, and had lots of different mentoring relationships.

Lindsay: Right.

Vicki: Sometimes they go well, and sometimes they don’t.

Lindsay: Right.

Vicki: How do you think yours is different than some of your friends’? I’m not asking you to name names or districts or anything, because I know your friends have probably gone all over the place. How would you compare this relationship you have with Stephanie and using this technology and that sort of thing to how others are working?

How is your mentor relationship different from some of your friends’?

Lindsay: I got really lucky with Stephanie.

You’re always afraid as a new teacher — you have new ideas, fresh studies in your brain because you’ve just graduated — and you’re nervous that whatever mentor teacher you get put with or get paired with, that they’re not going to have the same flexibility that you have. She’s been very flexible.

She’s been in teaching longer than I have, so she knows what works and what doesn’t work. We’ve been able to bounce ideas off of each other in that way.

I’ve had friends I’ve talked to that have gotten stuck with the teacher that has been teaching a while and is kind of stuck in their ways, and not willing to use technology in a way that’s collaborative. They’re kind of like, “Here’s my overall plan, do with it what you want to.”

I have friends who have gotten stuck with a mentor who is set in their ways

In that aspect, I feel like that’s kind of not only hurting you as a teacher, but hurting the kids because you need to have new ideas and they can just go get anything off of the internet nowadays, you have to make it interesting for them. We definitely do that.

Stephanie definitely makes it fun for me planning, just because it’s easy for me to see what she has. Then we can bounce ideas off of each other, “I learned that in college, what do you think about that?”

“Oh yes, but this part might not work.” You know, the classroom application is something that she has more knowledge of since she’s been teaching longer than what I have.

I’m lucky that she’s flexible, and I can see she loves teaching, so that makes me love it. Some of my friends — if they’re bogged down, their mentor teacher is bogged down, and ready to not be teaching. Then it’s a negative impact on them. You know what I mean?

I’m lucky that she’s flexible and she loves teaching

Vicki: Absolutely. You think a successful mentoring relationship is two-way, where you’re both contributing.

A successful mentoring relationship is a two-way thing

Lindsay: Oh, definitely. As a new teacher, you have to be flexible as well. You can’t just come in, guns blazing, like “I’m going to do all these new ideas, like flexible seating, I’m going to do all of these things!” You have to earn your stripes, for the lack of a better term, and bounce some ideas off of each other. Yeah, you might have some great ideas as a new teacher, but I’m sure that your experienced or veteran teacher has some great ideas as well. You both have to be flexible.

Vicki: So you signed up to teach next year, but, you know the first three years — those are the times that most people quit. Do you have friends who are quitting, and if so, why?

The first three years are when most new teachers quit

Lindsay: Not that I know of. I do have some friends who are not happy with where they are just because of the expectations are high, without being explained, and I can see why it would be frustrating.

The school district that I’m in is very… mentoring as a whole school, not only giving me Stephanie — I mean, giving me Stephanie is wonderful, but as a whole, it’s very scary mentoring. Not only just telling you what I need to do, but explaining what I do and why, or if that helps my kids, and that’s great.

Some of my friends have been the PLC… they haven’t had those. As a school, they haven’t been offered those at school, so they are getting discouraged by that. They want to keep extending their learning but haven’t been given the opportunity.

Some of my friends have not had the opportunity to extend their learning

So… not that I know of, any friends that are dropping out. But I am definitely not one of them.

Vicki: Some of the mistakes are pairing somebody with a teacher who really is ready to quit…

Lindsay: Right. Exactly.

Vicki: … and pairing somebody with a teacher who doesn’t feel like it’s a two-way relationship, it’s more like, “I’m going to tell you what to do, just do it…”

Lindsay: Exactly.

Vicki: …And then the school not having an attitude of learning and moving forward, and not clearly explaining the duties assigned.

Lindsay: Right. A lot of schools nowadays, they don’t want a brand-new teacher just because they’d rather have somebody that has had classroom experience and one-on-one, own classroom. So some of that was a little bit harder with the hiring process. Like I said, I got lucky enough with where I am — for them to be accepting.

Vicki: You know, every school district is different, and every culture is different. That’s the thing. You may have an experienced teacher. They may be experienced at other schools which makes all those challenges.

Lindsay, would you just share with all those who are mentoring right now a thirty-second motivational pep talk about being the kind of mentor that will make the first-year teacher want to come to school and teach?

Lindsay: Of course!

Three things that made my experience awesome with my mentor

  1. I think a huge part, as a mentor that is so encouraging, is showing that you love your job and not always talking negative.

One thing that Stephanie does is she — even if I’m having a rough day with a student or anything and I’m kind of venting, she always kind of points out the positive in everything, which is really nice. II think it’s really easy for teachers to kind of go back and forth with the negatives, and to have somebody that is very positive, it’s really encouraging at the end of every day.

2) I think it’s really important as a mentor to listen to the person you’re mentoring as a first-year.

My first year has been amazing but… it’s also been stressful, so I’m able to tell Stephanie when I’m stressed about something, or when I’m worried about something, or something’s really not working how I want it to, she will kind of will come in and say, “Hey, don’t worry about this,” or kind of be a listening ear without being a judgment, which is really nice.

3) Being really collaborative is such a great thing.

If I bring something to the table, she’ll be honest and tell me, “Yeah, that’ll work,” or “Hey, that might not work.” If she thinks it isn’t a great idea, or something she thinks won’t work, she’ll just kind of let it play out for me so I learn why it won’t work, if that makes sense.

So, just kind of being flexible is really great, a listening ear, and very positive is what I would say is what makes a great mentor and what makes what I see in Stephanie, what makes her a great mentor.

Vicki: Yeah. My mom and my sister Susan, they mentored me. They were former classroom teachers.

You know, one of the biggest things is helping the perspective that you were kind of hinting at, and understanding that everything that goes wrong is not a super huge deal. Sometimes, this too shall pass.

Right now we’re doing this and a week and a half left of school, and it’s completely insane. It is literally 100% insane. Sometimes fuses can go short, and it’s like “You know what? I’d rather just enjoy the last few weeks and just not be fussy,” for lack of a better word!

Some people are just cranky!

So, remarkable educators, there’s been a lot of discussion about how can we help beginning teachers get engaged and excited about the classroom?

I think that we’ve got a fantastic example here with Stephanie Goldman and Lindsay George that we can kind of take apart and look at it. It’s a very positive relationship that’s happened.

Lindsay, I appreciate your transparency, I also appreciate you speaking for your friends, so that folks can kind of understand where are we going wrong and where are we going right? And how can we have more successful mentoring relationships like yours?

I hope that all of you listeners out there will also take a listen to the episode that we did with Stephanie Goldman. You can kind of see both sides of this relationship and what’s happening.

So thank you, Lindsay, and good luck!

Lindsay: Thank you!

Contact us about the show: http://www.coolcatteacher.com/contact/

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


I am Lindsay George. This is my first year teaching since graduating from Augusta University May 2017. I am so blessed to be able to teach reading, writing and social studies to a wonderful group of 4th graders. My family has a military background so I really love putting my passion of history and social studies into my classroom. A goal I have with any group of students I teach is to not only make them better students, but better people. I am marrying my high school sweetheart this September. Although I haven’t been teaching long, I can tell it’s exactly what I am meant to be doing.

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post A first year teacher shares elements of an awesome mentoring experience appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e321/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Friday, May 25, 2018

Math Teacher: 5 Principles of the Modern Mathematics Classroom



Gerald Aungst on episode 320 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

The 5 C’s of the awesome math classroom are conjecture, communication, collaboration, chaos (listen to the show and don’t be afraid), and celebration according to 25-year educator Gerald Aungst. Gerald is author of Five Principles of the Modern Mathematics Classroom and gives us an overview of what makes an incredible math classroom.

gerald aungst principles of effective math classroom

Listen Now

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Enhanced Transcript

Gerald Aungst: 5 Principles of the Modern Mathematics Classroom

Link to show: www.coolcatteacher.com/e320

Date: May 25, 2018

Vicki: Today we’re talking to Gerald Aungst, 28 year educator, about five principles in the modern mathematics classroom. Gerald, where do we start? What’s our first?

Gerald: The first principle is conjecture.

math classroom

Conjecture

That’s typically the idea that, when you’re looking at math problems, you want students to be able to wonder and to pursue their curiosity to be able to ask really good questions. It’s just about being able to solve the equations that you throw in front of them.

Vicki: “Ask good questions?” Do you think some math teachers are kind of not used to good questions, and they just want kids to learn it?

Gerald: They definitely are. I think, from my own experience as a student, I loved math and I was really good at it. I felt like the emphasis was on “Follow these procedures and just learn the algorithms and you’ll get the right answer in the end.”

Someday you’ll think about why it matters and why it works and all that stuff. I think we really need to start thinking about the “why” much sooner.

Vicki: Yes, and letting them ask those questions. Okay, what’s second?

 

Gerald: The second principle is about communication.

Communication

That’s really the idea there is the student need to understand what they’re doing, and a good way to know if they understand what they’re doing is if they can explain it and they can speak about it and can communicate about it in good math language.

Vicki: Does this mean you have presentations in math class?

Gerald: It could. It also means having debates and arguments and conversations than just having a lot of pencil and paper activities.

Vicki: Wow, so what would it look like in math class? What would you be debating?

 

Gerald: One of the strategies that I like to talk about is what I call “Convince me”.

The first stage of that is the student being able to convince themselves that a solution is a good solution. The next step is being able to explain it to somebody else – explain it to a friend, maybe a friend who knows them really well. The next stage is really being able to explain it to someone who is actively trying to pick apart everything in their logic.

Vicki: Well, Gerald, we do want to tell our listeners that you have a lot more detail in your book, right? Principles in the Modern Mathematics Classroom.

Gerald: Absolutely. This is a really, really quick overview.

Vicki: Absolutely. So, what’s our third?

 

Gerald: The third principle is collaboration.

Collaboration

We tend to think of math as a solitary activity, as something we think that kids should do by themselves, that working together is not a good thing. But in the real world, real world problem solving is almost always done together. It’s almost always done collaboratively. I think we need to teach them how to do that.

Vicki: Okay, so give me an example of what this would look like besides just sitting around in a circle and solving problems together.

Gerald: An activity that I like to do is to give kids a box of stuff – maybe some random objects or maybe just some selected things I’ve specifically chosen, and ask them, “Okay, work together with your group, pick two objects out of the box, and then create a math problem that uses those objects.”

That gets them talking to each other. It gets them working together to think about how to construct a problem. Then I would hand that program off to another group who might get together and try to solve it, come up with that together with the group that created it – talk about what they noticed, talk about what they solved.

Obviously it connects a lot of that communication piece, but it’s really about working together and sharing ideas.

Vicki: Because if you really want to understand math, it’s not just about finding the answer. If you can write a good question, maybe you can understand even better, huh?

 

Gerald: Absolutely.

Vicki: Okay, what’s our fourth?

Gerald: The fourth principle is kind of a non-intuitive one. I call it chaos.

Chaos

When you first hear that, you think, “We don’t want a chaotic math classroom.” The idea here is that we try to make math neat and clean and straightforward so that students don’t have to think.

The reality is, when you’re trying to solve a problem in the real world, it’s very unlikely someone else can just hand you the algorithm that’s going to work. You need to figure this out yourself.

Giving some students the chance to spend some time in the mess and spend time struggling — we want productive struggle — spend some time struggling and thinking and working on things and figuring things out — is going to be much better for them in the long run.

They’re going to learn a lot more about the math that way.

Vicki: Give me an example of what this looks like in the classroom. Does the class like that you allow that productive struggle for a little longer, or is there another example?

 

Gerald: There’s a type of problem that I like to use. I call them “I wonders”.

I didn’t invent them, but they’re really good for this kind of problem-solving.

Here’s an example: if we filled Citizens Bank Park in Philadelphia completely with popped popcorn, how long would it take the Phillies to eat all of it?”

Vicki: (laughs)

Gerald: What I like about problems like that is, when kids come to me and say, “I don’t know the answer. What is it?”

I’ll say, “I have no idea what it is either.”

It’s an honest answer because I honestly don’t know the answer.

It requires them doing a lot of estimating, a lot of reasoning, and possibly even some research.

When I went through this question with fourth graders once, they immediately wanted to go do some research about how much fan people eat.

It takes kids off in interesting directions you might not even anticipate, but the mess of it allows them to do some really deep reasoning that they might not do otherwise.

Vicki: That’s kind of mind-blowing. What’s our fifth?

 

Gerald: The fifth principle is celebration.

Celebration

It’s not the kind of celebration where it’s a trophy and you pat everyone on the back. It’s more about celebrating effort, growth mindset, making sure that we recognize the value of mistakes. Learning happens when you make a mistake and then you figure out what you did wrong. Less learning happens if you get everything right all the time. It’s really about celebrating when learning takes place and recognizing when that learning takes place.

Vicki: Celebration is just so important in every single classroom. So, what do you think is the biggest mistake in the modern math classroom that you wish you could just kind of ??????? teachers?

Gerald: I think the biggest mistake that I see and that I have seen… is teachers who believe that math is about that linear progression from you get a problem, you work the algorithm, you get an answer, and then you just continue to repeat that.

If more teachers understood that math was really the language of problem-solving and that it’s a problem-solving process, I think we would have a lot better math instruction going on.

Vicki: Gerald, you’ve been teaching twenty-eight years. If you could backtrack and talk to Gerald the first-year teacher, what would you tell him about being a great math teacher faster?

 

Gerald: I think the first thing I would say is “Put down the teacher’s edition of the textbook and give a lot more examples to kids of really rich, really interesting, really deep problems that take more than a minute or two to solve.” Problems that you might spend an entire class on one problem, or even an entire week on one problem. Be willing to take the time to dig into some really significant problems and spend some time on them.

Vicki: Wow, that sounds kind of intimidating. Sounds like people are going to get the book, Five Principles of the Modern Mathematics Classroom. You know, educators, it’s all getting what we’re doing.

Conjecture, communication, collaboration, a little bit of chaos, and a whole lot of celebration are things that we can use in every single classroom in every single subject.

So thank you, Gerald, for these fantastic principles that really all of us can apply.

Gerald: My pleasure.

Contact us about the show: http://www.coolcatteacher.com/contact/

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Gerald Aungst is a “curiosity engineer” with more than 25 years of professional experience as an elementary teacher and curriculum specialist who empowers learners through inquiry and making.

Gerald is currently a gifted support and makerspace teacher at Cheltenham Elementary School in suburban Philadelphia. He is also one of the organizers of Edcamp Philly (http://www.edcampphilly.org) and a founder of All About Explorers (http://www.allaboutexplorers.com).

Blog: http://www.geraldaungst.com

Twitter: @geraldaungst

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Math Teacher: 5 Principles of the Modern Mathematics Classroom appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e320/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Wednesday, May 23, 2018

Literature Performance Odyssey with Drama and Student Leadership



Marynn Dause on episode 318 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

They only had a 2 ½ weeks to teach the entire Odyssey. So, teacher Marynn Dause met with her students. They decided to follow the pattern of Homer and become storytelling bards themselves with powerful results. Marynn shares this innovative approach to teaching the Odyssey invented by her students along with their advice for using this method in your classroom.

Listen Now

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Enhanced Transcript

Marynn Dause: Literature Performance Odyssey

Link to show: www.coolcatteacher.com/e318
Date: May 23, 2018

Vicki: Today we’re talking with someone I made friends with on Twitter, Marynn Dause.

She is a ninth-grade literature teacher.

Marynn, you are doing something fascinating with teaching The Odyssey.

Tell us what you’re doing.

Marynn: Yes, hello, and hello to everyone listening.

My students and I were sort of stuck with two and a half weeks to tackle twenty-four books (or chapters) of The Odyssey by Homer.

We had 2 ½ weeks to cover 24 chapters

We have a very collaborative classroom, I let the students lead their learning as much as possible.

So, during our Monday morning meeting, I just said, “You know what, guys? We don’t have a lot of time. There are a lot of chapters, and frankly, I have never taught this in a way that has worked for all or my kids. I need your help.”

We brainstormed, and what we ended up coming up with was the kids said, “How did people originally interact with this text?” Because that’s something that I want to emphasize is the original intent of the author and how they wanted their audience to receive it. I explained about Homer as being a poet, a bard, an oral storyteller.

The kids said, “How did people originally interact with this text?”

They said, “Well, why don’t we do that? Can’t we just tell the story the way that HE would have?”

So I took their idea and did some research and ran with it, and what we ended up doing is we parcelled the story out and the kids took charge of learning the chapters, and reciting and performing them for their classmates exactly the way that Homer would have two and a half thousand years ago.

Vicki: Wow, so they memorized it? Or they just filmed it? Or how does this work?

Marynn: Different groups chose different strategies, and it really ended up depending on the strengths of the teams themselves. I gave them a wide variety of options. When we were planning the whole thing, I had the kids brainstorm different ways of storytelling and they came up with thirty-seven different ways to tell a story.

Vicki: (laughs)

Marynn: Yeah! (laughs)

We talked about different tools, and we worked on, “Okay, how are we going to do this?” But most of them ended up deciding that they preferred actually doing spoken stories.

Most of them preferred actually doing spoken stories

We had skits. We had popsicle stick puppets. We had miming. We had the type of thing where people hit a scene, they freeze, and the narrator steps forward and narrates what’s going on, and then they do that a couple of times.

So lots of different live performance options that the kids ended up preferring as they went along.

Vicki: Now did you film these? Did you capture these on film for the kids who weren’t there? How did that work?

 

Marynn: Yes, I did somewhat. We have to be a little bit careful about our photography rights and recording and that kind of thing with the students, but any time that we knew somebody was going to be gone, we would record it and send it just to that person.

Or, I mean we actually do have the books themselves. Sometimes the kids would say, “Don’t worry about it, Ms. Dause, I’m just going to read the chapter.”

One thing that I was really pleased by was that, as we went through this process of taking the story chapter by chapter, the kids began to feel more confident in their reading ability, and so they were not intimidated by the text anymore.

The kids began to feel more confident in their reading ability

They would say, “Oh, I’ve already done my chapters with my group. I can handle this one. It won’t be a big deal.”

Vicki: Wow. So did you cover it all in time? Were you able to get through, or did you get stuck? Sometimes teachers are afraid of projects because they’re like, “Oh, we just won’t get it done! They’ll spend the whole time playing!”

Marynn: I know what you mean.

We actually did, and it was one of those things where having the limited amount of time sort of lit a fire under us, you know what I mean? It’s like, “Okay, well… we have to get this done one way or the other. It is a curriculum requirement.”

“If we fail, and we’re right back to where we started, where we have less time to read the full things, so, go, go!” And the kids would cheer each other on.

What we did is we took two and a half days at the beginning — I teach on a four-by-four system, my classes are ninety minutes long — about two and a half days at the front end for the kids to read their chapters, annotate it like crazy, and a lot of them either wrote skits or sort of did bullet-point plans on a piece of paper, and then they would put together costumes.

Each table would perform one chapter, and we would do feedback from the group. I included a question and answer session after each performance so the audience could make sure they understood what had happened, and they got bonus points for asking questions. Answering questions was actually one of the requirements for the performers.

Answering questions was a requirement for the performers

Then we would take a day after each round and prep for the next one, and anything they couldn’t fit in in class, that was their only homework.

I usually assign three or four really quality-thinking assignments each week, but I said, “Look, guys, this is going to be a lot of work, so as long as you’re working on this, I’m not going to give you anything extra because I want all of your attention for my class focused on this effort.”

Vicki: Marynn, before we started recording, you showed me that you have a lot of observations from your students that they had — things they wanted to share.

Tell us the things the students want everybody to hear and know about this method of approaching The Odyssey.

 

Marynn: Absolutely.

I did tell them, “I can’t find anybody else who’s done this before, so you are learning for all the schools in America, you might be, so who knows.”

A couple of major points. I asked them for highs, lows, and for advice that they would give other schools.

I asked them for highs, lows, and advice that they would give

Vicki: Awesome.

Marynn: Their highs, summarized, were that:

  • this is very creative and interesting
  • it’s engaged and made the text come alive
  • I felt that I could move and understand it
  • it was interactive and fun, lots of stars around fun
  • It improved my comprehension,
  • I learned a lot out of my comfort zone
  • I remember the whole story

One little guy said, “Usually, when I read, there’s so much going on, I can barely keep up with the story. Forget the characters, it’s not going to happen. But now, when we’re talking about the characters, you can say, ‘Yeah, you’re Achaea remember? And I can remember, and that helps me comprehend.”

Some of their lows were, “It’s time consuming!” (laughs)

Vicki: (laughs) Yeah, they had to work, right? (laughs)

Welcome to teaching, right? But it’s great that they’re doing it.

 

Marynn: Several of the kids said, “It was a lot more work than I expected.”

I did think it was interesting that they pointed out, “This is really fun and most of us prefer to do live acting, but that didn’t fit everybody’s style.”

It really does depend on your learning style. You need to know performing techniques. I messed that up. I didn’t show them stage drama techniques until the second and third round, because I didn’t predict how much they would need to know.

They wanted to get that learning about the skills at the front end.

The other thing they noted is that, “If the performance is unclear, if the group has a tough chapter with a lot of details and a lot of characters, it can get a little muddy. It can be hard to understand.”

So they said, You really have to emphasize the Q&A structure.”

And we also, in the middle, we started having the groups to read a summary of their annotations before they performed. That way, we knew what we were looking for before they went on stage.

Vicki: But they recommend this for other classrooms?

Their advice column was actually the long one

Marynn: Absolutely, and their advice column was actually the longest one.

Vicki: So what’s their advice?

Marynn: I’m going to try to pick the most pertinent moments.

  • They said practice. Do not procrastinate. For the love of all that is good, make sure that you practice!
  • A lot of the kids said just do it. Just break out of your comfort zone.
  • Understand that everybody in the room is going to be doing the same thing, and the sillier you look, the more we enjoy it. So just GO.
  • They did actually recommend — several of them set up Google Remind accounts, like remind.com, and they used Remind instead of a group chat. So they would all be on a Remind group together so they could communicate when they were at home. That way, they didn’t need to know each other’s numbers, but they could still talk.

Vicki: Yeah. Wow.

Marynn:Yeah, I thought that was good.

Other than that, they said definitely work on your group collaboration at the front end. Like have a really clear conversation about who is going to be in charge of what, and how you are going to make sure it happens, first?

Vicki: (agrees)

Marynn: Several of them, I actually led some conflict resolution workshops because they found out the hard way that they didn’t know how to do conflict resolution.

Vicki: Yeah. And that’s so great about having teams and working in this way, because you’re teaching much more than your topic, and you’ve got done on time! We do want to say that!

Marynn: Yeah.

Vicki: So, Marynn, the thing I think I would like to most point out to our teachers, besides the fact that this is a fantastic teaching method…

But I like what you’ve modeled for us by going to your students and saying, “Students, what do you want to say to people about this method of teaching?”

Actually, we’ve had 301 episodes as of the day we’re recording this, and I’m sitting here thinking, “You know, we need to all do a better job of getting feedback from students and letting the students speak, and then we could be the voice for them.”

I think that you’ve really modeled something powerful that we all need to be doing a better job of when we’re talking about teaching strategies. Because I really like their recommendations and, you know, when kids say it’s time-consuming, or a lot of work, I hate to say that I don’t mind that, but the point is you don’t really give homework.

They’re really doing most of this work in class, so their goof-off time goes away. A lot of kids want a little bit of goof-off time and they’re just not getting it, and we’re okay with that.

So remarkable educators, I think this is a fascinating way to teach. It’s a teaching oddysey in itself, and we’ve just learned so much.

So thank you! And tell your kids thanks!

 

Marynn: Oh, I certainly will.

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


I’m Marynn HS Dause, M.A.Ed, NBCT, and non-traditional innovator extraordinaire. My secondary ELA classroom in King George, Virginia is more laboratory than lecture hall, and my passion is helping teachers and students progress with excellence and purpose. I’m enthusiastic about the possibilities of edtech for better learning, excited about pedagogy, and always up for a new adventure. I’d be happy to collaborate with you on Twitter!

Blog: http://mdause.wixsite.com/thedauseclause

Twitter: @DauseClause

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Literature Performance Odyssey with Drama and Student Leadership appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e318/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Tuesday, May 22, 2018

Hyperdocs Literacy Task Boards and Flipgrid Reading Circles



Laura Dennis on episode 317 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Hyperdocs literacy task boards and Flipgrid are two favorite tools of Laura Dennis, third grade teacher. Learn more about how Laura’s classroom has become more modern and simplified with these valuable tools.

Listen Now

***

Enhanced Transcript

Laura Dennis: Hyperdocs Literacy Task Boards

Link to show: https://ift.tt/2Lkb1ZX
Date: May 22, 2018

Vicki: Today we’re talking with Laura Dennis, a third-grade teacher from Ontario, Canada about hyperdocs literacy task boards.

Now, Laura, let’s break it down so some of our listeners will know what hyperdocs are. We’ve had a show on it before, but simply explain hyperdocs for us.

Laura: Hyperdocs are basically links that we provide for children to access different websites and articles that we want them to read.

Vicki: So it’s a Google Doc, and they can make a copy of the doc, review it read only, right?

Laura: Yes. Correct.

Vicki: Okay, do your students typically make copies of these hyperdocs, or do they just view it as Read-Only and follow the links?

 

Laura: I usually create it and then make a copy for the students. Then I actually have Google Classroom, which is where I put it so it’s a little bit easier for them to access.

Vicki: Excellent. Okay, so how do literacy task boards work in hyperdocs?

How do literacy task boards work in hyperdocs?

Laura: So I used to do literacy task boards on paper, which is basically — while I meet quickly a group for guided reading, this is what the rest of the students are doing — so there a lot of different choices on the choice board.

Recently, I discovered hyperdocs and just love it so I transitioned to that. So while I’m working with a guided reading group, the rest of the students in my class will log on to their accounts, open up their hyperdocs task board, and choose an activity to do independently.

Vicki: So when they do these activities, are they turning them back in, in Google Classroom? Are you discussing them later? How does that work?

 

Laura: Yeah, they basically try to do at least one little section each day. I’ve kind of modeled off of Stephanie Harvey’s Strategies That Work, so there are different sections. For instance, making connections, questioning, visualizing, inferring… so they’ll choose to work on one of those during the period. Once they finish it, there’s another Google Doc that they’ll go to, to type their responses. It’s a great thing for differentiation because some of the kids will only finish one task per day, which is fantastic, and as soon as they’ve finished it, they can go on, which is great for kids who quickly and efficiently. They can complete up to two to three tasks per day.

It’s a great thing for differentiation

Vicki: How does this compare to when you did task boards on paper?

Laura: Wow, I feel very modern now doing this.

Vicki: (laughs)

Laura: It’s great. The kids have always loved the task board because not everyone wants to read at the same time. Not everyone wants to write in their journal at the same time on a Tuesday. Task boards have always allowed for kids to have choice and to be doing different things when they feel like it.

Task boards have always allowed for kids to have choice

But going for this digital task board or the hyperdoc task board has just created a lot of excitement in the class. They love that it’s just connected to an article right away, so they don’t have to type out and do a Google search for an article, so it’s very hands-on and easy to use for the students.

Vicki: That’s the thing about hyperdocs, it’s just so fast. It’s like finally — you feel like paperless is finally here, like it really works and it’s not just a pain, you know, because if it’s not simpler, why have it?

Now, you’re also using Flipgrid with this? How?

 

Laura: I am. I love Flipgrid.

How are you using Flipgrid with this?

As an example, I’m doing early settlers this week as one of our units for social studies. I had the students read an article having to do with early settlers, and take a few jot notes about the article, and when they’re ready, just click on the link to Flipgrid, which is basically a video opportunity for kids to record themselves making a video, thirty seconds to ninety seconds.

Once they’ve gathered their thoughts and taken their jot notes, they click on the flip grid link for our class code and then recorded their connection the article. Then the other kids can just go on watch and listen. It’s been a fantastic tool to use in the classroom.

Vicki: As I’m looking at it, you’ve got flipgrid, you’ve got it easy to have conversations using digital tools. You’ve also got the task boards. What I think is cool is that your kids are actually taking a copy of the task board for themselves, they’re coloring in each box as they do something, right?

Laura: Yes, and it’s been great for tracking. When they complete a task, they color it in so they can kind of keep track. They also make a plan for the next day of what they need to do. It’s all about the students and the choice is with them. It’s been tremendous. It’s really allowed me to feel good that they’re doing rich activities in the classroom while I’m working with another group doing guided reading. It’s a win-win for the students and myself, really.

It’s been great for tracking

Vicki: We can talk about the obvious. So many times, some students can keep up with their task board if they have a copy, and others can’t, so now it’s always there, isn’t it?

 

Laura: Absolutely.

Vicki: They don’t lose it! (laughs)

Laura: That’s right. (laughs)

It’s really wonderful. Really, it’s been great. I’ve been sharing the task board with other teachers, and other teachers have been hopping on board sharing what they’ve done, so it’s definitely kind of catching fire in our school, I see them kind of using it on Twitter and other different places, so it’s very exciting.

Vicki: So you’re in third grade. Did you ever imagine that third grade would have as simple-to-use tools as you have now?

Laura: Not at all. Honestly, I look around my class when I look up from my guided reading table and I see kids using Flipgrid, kids making Venn diagrams using the drawing tool in Google Docs, kids making a word cloud using ABC Jot. You know, there are so many different things on the computer and iPads. It’s fantastic! It’s really quite inspiring.

Vicki: Well, we know that they’re more literate now in the technology. Do you feel like they’re more literate in their reading and in the things you’re trying to teach them to do in class?

 

Laura: I do for sure. I mean, I think that we as teachers are teaching a lot more intentionally as we did before when I first started teaching, definitely. And I think, also, it really captures their interest. If they can read an article online or watch a video about something and then take notes from that, then I think that that’s really broadened the scope of enthusiasm in the class.

It’s really broadened the scope of enthusiasm in the class

Vicki: So, Laura, as you’re giving advice to teachers, are there any mistakes you’ve made using hyperdocs?

Laura: The technical things were difficult, just kind of linking things and figuring out how they would respond to the task.

So I guess my best advice would be just to start simple. Create a template that just works for you and then just try that template week by week and just kind of make small adjustments.

Start simple. Create a template that just works for you.

A lot of teachers, I think, have the students respond in different ways. I just create one doc that has different subheadings for all of the things — representing visualizing, questioning — that then the students find that space to record their answer in.

Vicki: And, of course, they can follow on the show notes and look at your templates and make a copy if they want to, can’t they?

 

Laura: That’s very true. Hopefully they will. (laughs)

Vicki: Well, hat’s the beautiful thing about hyperdocs, it’s kind of like we just give them out to each other. I mean, I have digital citizenship hyperdocs, and people just snag them and make a copy and tweak it and make it their own. It’s just incredible.

Laura: It’s a fantastic way to share. We’re just getting different ideas from different teachers and being able to share back with teachers who are interested in tech ideas.

Vicki: So, Laura, what have you done right with this method? You’re like, “Okay, this really works.”

 

Laura: I love the idea of trying to infuse a new tech idea each week in my class. So that’s been very well. I try not to overwhelm myself, but just try to find new thing that I can use in my program.

I also like that the kids track it by coloring in the blocks — that’s an easy thing for them to track themselves and to plan ahead for the week.

I guess just inspiring the enthusiasm in the students. They’re really excited about coming back in the next day and getting on the computer and continuing on with their tasks.

Vicki: I love your method of innovation. I have the same method where I may not try to do one a week, but I like innovate like a turtle..

Laura: (laughs)

Vicki: …which means I’m always adding adding, taking one tiny step forward slowly, whether it’s every few days, or every two weeks, or something. But try something new, experiment with something, and then eventually back “Wow! Look how far I’ve come!”

I just think that makes so much more progress than somebody who goes to conference once a year, and then innovates a lot, but then doesn’t do anything the rest of the year. Would you agree with that?

Laura: Absolutely. I think baby steps are the best way. I don’t want to jump into something and have it backfire so badly. Just doing these small things each week have really helped me hone my skills a bit and just be open to trying new things, and it’s been great.

Vicki: So no matter what you teach. Check out hyperdocs, take a look at those, we’ll also link in the show notes someone who has talked about hyperdocs as well as Flipgrid. These are two fantastic tools that teachers are just raving about everywhere.

I’m not a big fan of the trendy, I’m a big fan of stuff that just works and is simple. I know when I started using hyperdocs, I was like “Yes! This is so easy!” So do try it out, and thank you, Laura, for all your fantastic ideas for what you’re doing with your third graders.

 

Laura: Thank you so much! I’m so excited to be on your show!

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Laura Dennis has been a teacher, mentor, and Literacy Consultant with the Toronto District School Board for over 20 years. She is a Reading AQ instructor and curriculum developer for The University of Toronto (OISE). She is enthusiastic about infusing technology into her Grade 3 program.

Twitter: @laura_dennis_

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Hyperdocs Literacy Task Boards and Flipgrid Reading Circles appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e317/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Monday, May 21, 2018

ACE Mentor Relationship Building with Google Drive and Google Classroom



Stephanie Goldman on episode 316 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Stephanie Goldman and her first-year mentee Lindsay George have used Google Drive and Google Classroom to supercharge their mentor/mentee relationship. Stephanie calls this the ACE method of mentoring: Access, Collaboration and Experimentation. Learn this powerful method of mentoring. Next week we’ll interview Lindsay George, the other half of this experience.

Listen Now

***

Enhanced Transcript

Stephanie Golden: ACE Mentor Relationship Building with Google Drive and Google Classroom

Link to show: https://ift.tt/2rWXwaA
Date: May 21, 2018

Vicki: Today we’re talking with Stephanie Goldman, fourth grade language arts teacher here in Georgia, just a little bit above Augusta.

We’re going to talk about mentoring teachers with their use of technology through the Ace Mentorship Program.

Stephanie, what is the Ace Mentorship Program?

Stephanie: Well, it’s just an acronym that I actually came up with recently.

The A stands for access, the C stands for collaborate and the E stands for experiment.

It’s just something that has popped into my brain recently as I am mentoring a co-teacher in fourth grade. It’s her first year. She just graduated last year.

We are a Google school pushing one-to-one devices and integrated technology, meaningful technology.

Technology can improve the mentor induction teacher relationship

I just think that technology is a way to improve the mentor induction teacher relationship for many reasons. I think the biggest is probably the E for experiment. I just have a passion for induction teachers and pre-service teachers and I’ve just kind of always been an open-book for them.

I think technology has just really improved that relationship and the collaboration between the two.

Vicki: Let’s talk through the three pieces of this, kind of how it looks in this mentorship relationship. So access…

Access

Stephanie: OK. Access. Like I said, I’m an open book. Give them access to your resources.

I’ve only been in the classroom — I say “only” because it’s gone quickly — for twelve years. I know that when I had my mentor induction relationship, I feel like I would always go and ask them.

And at the beginning of the year, you know, they would give you the resources, and then I kind of thought I felt like an annoyance.

When people feel like — I mean, I know that SHE didn’t think I was annoying — I just felt that way. When we feel that way, I think sometimes we kind of shy away from asking what we need.

Now that everything is digital, it’s in the cloud in Google Drive, I’ve kind of given my induction teacher access to everything. All my resources.

It’s mostly organized, but the search feature for Google Drive is excellent. If she’s looking for something for reading comprehension or inferences, she can just type that in to the search and come up with a lot of resources.

Vicki: So you’re literally giving her access to all of your digital files.

 

Stephanie: Yes.

Vicki: You just say, “I give you complete access to the digital files and to me to just ask me about any of them.”

 

Stephanie: Yes. Access to that, so she can get it on the computer. When we’re at school she has access to it. When she’s at home, I think that’s one of the benefits of Google Drive. You don’t know what you need until right when you need it.

So she can go home on her Chromebook and she can search for something. I know that not everybody is as comfortable as I am with sharing everything, so if you wanted to just do shared folders or a team drive where you retain ownership, you can change permissions so that nobody can delete anything.

All of your stuff is safe, but they still have access.

Vicki: Oh, that’s so great…

So that’s the great thing about Google Drive, it’s that there are a lot of different opportunities.

Vicki: Yeah, and they can make it Read Only, and they can just make a copy.

OK. So C for collaborate.

Collaborate

Stephanie: Well, we’re lucky that she’s on the same grade level as I am, so we can have the in-person debrief, and we have collaborative planning during planning time, but the biggest thing is we do our lesson plans in Team Drive.

It just starts as a basic Google Doc, and we have a lot of freedom to choose what kind of format So we just have a basic table, and every day, and the different subjects planned out.

Going back to the access, I remember when I was first teaching with technology, and you would need a website. I would need to email the website to my co-teacher, and then she would have to open it.

But in the Google Doc, in the lesson plan, we can put links in the lesson plan. So if we’re watching a video, we would link the video in that lesson plan. All you have to do is open up that lesson plan for the day, and all your links are already there for you. All of our shared stuff is ready there. So she doesn’t have to come over and say, “Oh, can you remember to email me the insert?” It’s literally all there.

This is also great — once a week we have a designated learning plan that we put in for the next week, and we can kind of map out where the week’s going, and what she’s assigned to.

We’re kind of obsessed with the commenting feature on Google Docs, where I can tag her in a specific thing, I can assign her a specific assignment, and I can assign myself assignments.

I’m a big inbox zero type of person, as soon as I assign myself a comment and I tag that that’s the assignment that I’ve given a task, it pops up into my email. So when I get it done, I want to delete that email.

The same for her, so there’s no confusion about who was expected to do what in the collaborative planning.

Vicki: That’s important.

You just type plus, and you start typing their name, you type in their email, and in the comment, and it will have a little checkbox. And it will say, “Assign this to Stephanie Goldman.” and you’ll check it, and boom, she gets an email, and there you go. It just prevents SO much confusion, doesn’t it?

 

Stephanie: Yes. It does. Both of us are very similar in that we love to check that thing off, you know, we don’t want it hanging over our head. Like you said, there is no confusion about who is expected to do what in the delegation.

Vicki: That’s awesome. So you’ve given access, which is just so empowering and awesome. You’re collaborating, you’re actually using the tools that you’re going to be teaching with.

Imagine that! (laughs)

Stephanie: Yes.

 

Vicki: And then this whole idea of experimenting — now, experimenting might scare some people. What do you mean by that?

Experimenting

Stephanie: Well, I mean… technology is so ever-changing. I am not afraid to make mistakes in front of my students. I’m not afraid to make mistakes in front of my induction teacher or with my induction teacher.

With previous, less technological mentor induction relationships, I feel like the mentor had so much classroom experience, that sometimes they would always have lessons that would be successful.

You would plan something, and it would go well for the mentor teacher, but then the induction teacher kind of had a fail moment.

There was kind of a disconnect between the mentor saying. “How do I help the induction teacher learn from that and kind of make that process visible?” to where, now, when I try a new technology tool, and it doesn’t work, that would be similar to her trying to do an instructional strategy, technological or not, and having it fail, and first attempt in learning, not a fail.

But me going through that process and being transparent with her, “OK, this tool didn’t work, maybe it was my delivery of instruction,” or something. And I can think through that and reflect on my experience with her. I think that’s really helped when she introduces a new technology tool or a lesson didn’t go well.

Vicki: So basically, you are intentionally experimenting with something new, and you are authentically reflecting with her on what went right and what went wrong, and you’re letting her see you struggle.

 

Stephanie: Yes, exactly. And I think that is something that we, as mentor teachers, don’t do enough of because we have just become so comfortable in our lessons and our subject matter and things like that. The introduction of all this new technology is a great opportunity to show that process.

Let them see you struggle

Vicki: I think they used to say, never let them see you sweat, but I think it’s okay.

I’m even transparent and open with my students. So we’ll just have something go completely wrong and I’ll go, “Guys, this was a faceplant! This was terrible! Let’s take a different approach, or give me some feedback so we can do better for next time.”

I think that that transparency just shows our human side and makes us a — I mean, who wants to work with somebody who’s arrogant and pretends like they do everything right? Because nobody does everything right.

Stephanie: Right, exactly. Showing that to her and our students just helps them in so many different ways.

Vicki: I love this, Stephanie!

Stephanie: (laughs)

Vicki: So this is the ACE Mentorship Program approach for building that mentor relationship as you’re helping a new teacher join in.

You know, I would love at some point, and maybe you could put me in touch with her, to interview the other end of this mentoring relationship, but can you give us a peek into how she’s feeling about this?

 

Stephanie: She loves it. She wasn’t really a self-professed technology geek like I am, but over the year, we kind of had a lot of experiences together.

We are co-teachers in each other’s Google Classrooms, so the students get a double benefit of having two teachers posting and commenting on their work and things like that.

We’ve done a lot of co-teaching classes together where there was mostly writing where the students were in the Google classroom together. They turn in their writing, or while they’re working on it we both get a chance to comment on it and actually do face-to-face conferences with that technology.

Before she even came to the school, last spring there was a call for proposals at the Georgia Council for Social Studies with an emphasis on technology. And I said, “Hey, do you want to present?” She’s like, “Well, yeah, I guess.”

Vicki: (laughs)

Stephanie: We’ve actually presented at two conferences this year, and she’s actually become Google-certified educator level 1 this year.

She’s definitely integrating all that technology. The students love it. The digital natives love to have immediate feedback.

I think that she’s had a pretty successful year. It’s been my favorite mentor induction relationship so far. Just because she has access to anything, and I feel like I’m an open book, you know? She can get what she needs.

Vicki: Teachers, you know that we have to do better at bringing people into the profession.

Stephanie: Yes.

Vicki: I think that being an open book, giving open resources, co-teaching teaching in Google classrooms — I think this is a fantastic model for what it can be and how we can learn from one another.

And Stephanie, I’m just so encouraged, I appreciate you sharing your ACE Mentoring Approach with us.

And remarkable teachers, if you try this out, would you please tweet me?

You may already have something like this going, I would love to know more about successful mentoring approaches when you’re inducting new teachers into the profession.

This is fantastic.

Thank you, Stephanie!

Stephanie: Thank you so much for having me!

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Stephanie Goldman currently teaches fourth grade language arts and social studies in a 1:1 chromebook classroom at Lincoln County Elementary School in Lincolnton, Georgia. She previously taught in Richmond County (GA) and Spartanburg (SC) County District 1. She earned her bachelor’s and master’s degrees from Furman University in Greenville, South Carolina. She has been honored as Rollins Elementary School’s Teacher of the Year in 2012 and a top five finalist for Richmond County School’s County Teacher of the Year, and as Lincoln County Elementary School’s and Lincoln County’s Teacher of the Year in 2016.

Steph enjoys integrating technology in the classroom to increase student learning and engagement, as well as to make life easier for teachers. She has a passion for mentoring induction and pre-service teachers and helping them to integrate technology as they begin in their teaching career.

She is a Google Certified Educator Levels 1 and 2 as well as a Google Trainer. She loves being a “Google Nerd” and sharing what she has learned. This past spring, she co-taught a Google Certified Educator Level 1 boot camp for Lincoln County. She has presented sessions for the CSRA Regional Educational Service Agency (RESA) and the First District RESA, at Augusta University’s Impacting Student Learning Conference and for an Augusta University graduate class, at the Georgia Council for the Social Studies’ Annual Conference, and for AppsEvents. This summer, she plans to present at an AppsEvents summit and at Ed Tech Team’s Peach Summit.

When not teaching or on the computer, Steph can be found with her husband, Matt, and her three young daughters, or making a joyful noise directing the church choir and playing in the band. She can be found on twitter @dearfutureteach.

Twitter: @dearfutureteach

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post ACE Mentor Relationship Building with Google Drive and Google Classroom appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/ace-mentor-relationship-building-google-drive-google-classroom/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.
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