Today, every industry is powered by software. In my community, Codecraft Lab is an important connector and advocate for making sure every student has a chance to gain the software skills that she or he can use in any industry.
As the director of a National Writing Project site I am frequently asked by administrators and teachers for a quick fix for the on-demand writing scores of their school or district. Let me be clear – there is no quick fix for “problem” on-demand writing scores. The problem is that anyone thinks that on-demand writing tells us anything more than how students perform on that specific writing task in that specific moment in time. The problem is that this is still a thing (oh John Oliver,...
One of the greatest things we as technology educators leave with students about computing is “in computing, you will surely only get out what you put in. It can only do what you tell it.” It is in this lesson that we must understand today’s moment. Integrating technology in the classroom, no matter what educational sales reps promise, will not fix our local and national legacy of educational injustice, inequity,...
Twenty years ago, I started on an amazing, ongoing professional development journey by applying for the Area 3 Writing Project’s Summer Institute (SI). I knew from the opening day that my SI experience would provide me with exceptional best practices in teaching writing and, equally important, with an incredible professional learning community.
At Friends Central School (FCS), the science curriculum has worked to dissolve the boundaries between school and community by emphasizing service learning projects. One of the ways that the FCS Middle School approaches this commitment is through student engagement in weekly service projects. Students choose from a menu of service assignments based on their interest. Another more specialized opportunity is part of the spring trimester in the 8th grade curriculum, the Earth Force Project.
At Friends Central School (FCS), the science curriculum has worked to dissolve the boundaries between school and community by emphasizing service learning and by relating to students as members of communities of practice (Lave and Wenger, 1991) such as scientists, innovators and designers. One of the curricular blocks that illustrates this approach in the FCS Middle School is the stream study project.
There are essentially three camps among educators who support the idea of integrating video games and learning:
Fun and play can create a more engaging learning environment. One of the units in eighth grade science that exemplifies learning through creative, playful, engagement is the Rube Goldberg unit. A Rube Goldberg device is a machine that uses a chain reaction of steps to accomplish a simple goal in a complex and whimsical way. At Friends’ Central School (FCS), the eighth grade students, in groups of 2-3, build Rube Goldberg devices to learn about energy.
In the weeks to come, we are focusing on Maker Faire prep, but I’m also working on an updated project guide for scribble machines.
I missed Digital Learning Day this year. I really meant to do something about it either with my students and/or the Morehead Writing Project, but life got in the way. This is one of the reasons I often have trouble with digital events that happen in real time. I can’t help feeling that there was too much hype about the “thing” and not enough focus on the learning. Maybe I just don’t respond well to...
(Note: This post first appeared on my blog)
Last week, I read an article on venturebeat.com, describing Nancy Pelosi’s “awe” for the maker movement. The article was old, (published January of last year), but I was still happy to see this opinion vocalized, being a maker-educator, myself.
We’re a K–12 school, with K–12 makers, and we treat that making as a way of driving student learning, rather than simply showcasing it. What that means is that we let students tinker, discover, and hit walls with a project before giving them instruction, then use these successes and setbacks as learning tools. Driving our curriculum through our making requires shifting our roles as educators. We often take a step back from teaching directly, so students can teach themselves.
While everyone else is enjoying a snow day, I am in the midst of midterm grading. Why does it always seem like a good idea to place assignment due dates so close to the grading window when I am building my syllabus? I should know better by now…
However, despite the daunting amount of assignments to be graded and grades to be calculated, the process is more enjoyable than I thought possible and here are 3 reasons why.
Before I knew that Winter would put the Commonwealth of Kentucky under a state of emergency and cancel a whole week of classes at Morehead State University, I planned to have my students work on elevator pitches. We will still do that next week, but as I have some time on my hands and the house to myself for this first time in a week, I am thinking about my own elevator pitch and why it is so important to have one for yourself as well as your important projects....
Are you a connected learner? If you are reading this, you probably are and are already aware of the benefits.
As a part of my Flat Connections Global Educator Course, I have been tasked with inquiring into why an educator should become a connected learner and how does connecting with the world change teaching and learning?...
You know the feeling--that “gotta-get-this-grading-done” robotic trance. The blinding feeling of grading close to 180 essays. The guilt of balancing meaningful feedback without taking three weeks to do it.