The Use of Social Media to Help Engage Students in the Classroom

Currently in my classes as I am working towards my Master's of Education degree we are conducting research for a Review of Literature before implementing an Action Research project this fall.  Below is the link to the introduction of my Review of Literature as I work towards the use of Social Media in the classroom to help engage students in their learning.

Introduction for RoL: Student Engagement Using Social Media

Concept Map

Using Student Data:Response to Rebecca Alber's Edutopia Blog

Originally written 5/3/2014 for my Master's of Education in Teaching and Learning Classes.

As teachers we are called to adapt our teaching to meet the needs of our learners, and we often do this by collecting data so we can analyze it and draw up a map of where to go.  As Rebecca Alber points out in her blog, there is too much emphasis on standardized testing when really that is just giving us one snapshot of how students are doing.  I think we have to look at is like a doctor would look at an illness.  With those students that are sick (struggling), we may need to dig a little deeper, look more into their educational history (cumulative files) and run more tests (both formative and summative assessments).  While checking through files of all of our students may be ideal, is it always practical when you are looking at teachers that have over 100 students.So, it is not always practical. I also have a few reservations about looking into cumulative files because I feel that it can create preconceived ideas about some students when they really need to come into class with a clean slate. For this reason I have not looked at student files much prior to having them, although I do meet with the grade 5 teacher every year to go through student concerns.  Looking back though, it might actually be better to just look through their files and form my own judgement instead of relying on what the 5th grade teacher may have to say.

To get a better idea of where my students need help I have been trying to be much more purposeful with pre-assessments and then using formative assessments more in my classroom.  I know I have used both in the past, but not always with a clear idea of how I was going to use the data that I collected.  I think one thing I want to look into more moving forward is using those formative assessments more often with struggling students so that I can better pinpoint where they need assistance, while using them less often for students that are doing well, and using more as a check-in.

One thing I questioned in Rebecca Alber's blog is her use of summative assessments.  She made it sound like you use data collected to make adjustments in the future, which I took as the next year.  I don't think that is soon enough sometimes.  While we might be able to gather some small snippets to adjust for the next year, or it may target a concept that students really missed, we might have to readdress that material right away.  We don't want students to miss out on the understanding just because they didn't get it by the time we expected their summative assessment to be complete.  Sometimes students work on a different timeline than we do.

Assessments, Assessments Everywhere, but not a Test to Grade?

Originally written 4/14/14 for my Masters of Education in Teaching in Learning Classes

After attending the Spring Conference yesterday my mind has been overflowing with new thoughts and ideas.  The two sessions that were probably the most thought provoking were the ones on whether homework should be graded and then the use of Standards Based Grading.  In keeping with the spirit of those discussions I read an article written by Dan Meyer called "How Math Must Assess".  Grading in such a hot button topic right now, I think even more so in Math classes.  Do we allow students to retest? Do we make them? Are students at all motivated?  Are we doing them a disservice by allowing them to retake tests?  Should homework be graded when we say that it is just practice?  If we don't grade it will the students actually do it?

I found this article very interesting as he approaches grading more from a standards based approach, but that he in a way created his own standards.  However, one thing he talked about was the stress and all the material that is thrown at a student on a test, and that they often make it difficult to pinpoint where problems are.  They are also very time consuming, especially if we are allowing students to retake tests for better grades.  His approach is assigning each skill a 4 point value and only testing on one or two skills at a time.  Students can go back and reassess (using a much smaller, quicker assessment) to improve their scores at anytime, always taking and keeping their highest score.  Once they have shown mastery of the skill a couple of times it is checked off as completed and the student does not need to worry about being assessed on it again.

He stated that students in his classes are much more motivated to retest and get the help that they need because the pieces are much more manageable and they can easily see where they need additional help.  Is it the correct approach and the final answer?  Probably not because methods are always adjusting and improving, but something that might definitely be worth checking out.

Writing Blogs and Following Blogs

Originally written and posted 3/20/14 for my Masters of Education in Teaching and Learning Classes

I have been a blog dabbler for about a year now.  I have never actively followed any blogs, but usually rely on my PLN on Twitter to direct me to blog posts that might be of some interest to me.  There are quite a few I come back to fairly regularly, but how much they directly relate to my research is another question.

T
he first blog I finally subscribed to is http://flippingwithkirch.blogspot.com/  This blog is written by Crystal Kirch and if you have ever done anything, or are interested in doing anything with a flipped classroom she is a great resource.  She often shares various forms that she uses in her classroom, as well as weekly reflections on how things are going, and then just sharing resources that she finds.  Her blog and website were a great resource when I first began flipping my classroom.  It has been awhile since I visited her blog, so this will be a nice incentive to return.

The second blog I have subscribed to is http://www.tcps.org/blogs/math/ (Making Math Fun). I picked this particular blog because it seems to focus on real life applications of math and how they have designed projects and activities that use real-world math.  I have wanted to incorporate ideas like this into my math classroom, but often feel crunched for the time to design them.  If I can find projects and ideas from this blog it would be a life-saver!!

First Meeting of the Book Club

Today marked the first official meeting of the book club my eighth graders wanted to start this year.  I have to say that while the entire time was not focused on the book, there was already some great conversation and questions raised.  Mostly though I am proud of them for taking the initiative to ask and then follow through with starting the club. These students also know that I want the club to fit their needs so they need to direct where it goes.  I will be here to be a guide, but they must be the leaders.   I supplied them with a list of books that were suggested to me through twitter to get them started, and they chose Thirteen Reasons Why by Jay Asher.  A few then set up meeting times, dates and even a snack schedule (a very important part of any meeting). 

I myself had not read the book prior to them choosing it, but I did finish it before they started because I wanted to make sure that I was comfortable with the content before letting eighth graders read a book centered around suicide and the character's reasons for committing it.  I was/am still a little hesitant because it is such a difficult subject, but I could not say no when I saw the enthusiasm that they had about starting the club and reading this particular book BECAUSE of its subject matter.  They have not gotten very far into the book, but most of them are already hooked and wanting to read through it faster so the schedule has been adjusted. I will be interested to hear their thoughts as readers that are not too far removed from the ages of the characters.  The lens that they each will have reading through the book will be insightful for each of them, as well as me, as we progress through the story.

If you haven't had a chance to read it, I highly recommend it.  The book serves as a great reminder to keep in mind how we treat and view those around us.

 

Thirteen Reasons Why

 

www.thirteenreasonswhy.com

Online Book Club

Now that the craziness of the beginning of the year and volleyball season have started to wind down its time to look at getting some of my extra activities started in my classroom.  One thing that I am trying this year is going to be a student lead book club.  A few of my 8th grade girls approached me at the beginning of year, expressing an interest in having a book club.  I told them I was totally up for it, but that I would want them to take more of a lead with it because it would be a great experience for them.

After posting a question to my PLN on twitter I came up with several book ideas to present to them as options, and they decided upon 13 Reasons Why by Jay Asher.  I have to admit I am a little hesitant about letting a group of 8th graders at a Catholic school read this together because of some of the content, but after learning what the book was about they were all so excited to read it I do not feel I can say no.  After all, how often do you have a group of 8th graders (almost half of my class actually) wanting to put in time after school to read and discuss a book??

So, now that November is upon us they want to get the book club started.  I know I have to make time to meet with the girls that are running it to discuss how they want it to go.  I am curious to see the direction that this all goes, and I am going to do my best to stay out of the leadership role as much as I can.  The girls know that I am a resource and willing to help out, but that I do want it to be about them and their learning.

In connection to all of this and some recent discussions about connecting classrooms through things like Mystery Skype, I thought it would be really fun to connect to another classroom or at least a few students at another school that would be interested in forming a book club of their own and reading 13 Reasons Why.  With all this technology available I pictured the classes either Skyping, blogging together, or even forming their own Edmodo group in order ask questions and get other students' views on what they were reading.  Many of my students have been in school together for quite some time, and I think they would really benefit from outside views and opinions.

So, if you, or someone you know, might be interested in forming an online book club with my 8th graders let me know. I would love to get something set up!

Judge Me if You Must

Ok, so I'm going to be honest here, and if that means that people are going to judge me for it, then so be it.  After all, the blogging and reflecting are really for me first of all; if others can learn from it, then that is just an added bonus.

I've been pretty quiet on Twitter, and really all social media, lately.  I do not want to take away anything from any of the amazing educators that I have connected with, but I have found my new connections in social media to be a double-edged sword in many ways.  Let me explain.

First of all, I do want to thank everyone that shares ideas, articles and other educational information.  In many ways you helped me find a new energy and focus for my classroom.  I have probably learned more over this past summer than I have in numerous workshops that I have attended the past few years.  There are so many people out there willing to answer questions and share resources, I honestly do not know how I made it through some of my previous years of teaching without you.

Now for the dark side of the blade.  While there are many positive educators, and people in general, participating in social media, sometimes all of their great ideas make me feel inadequate.  I read about all of their successes and the innovative things they have been able to do, and honestly it makes me doubt myself as an educator.  Am I really doing enough to help my students be successful?  Am I finding ways to make my students excited about learning, especially when I am not overly excited about what we are doing that day?  Part of that is on me, and I have to realize that I have to do what I can without worrying about "keeping up with the Jones'". 

However, even with all the support I have found in social media, I feel like I often have to hold back how I am truly feeling.  Why, you may ask?  Honestly, I feel judged.  There are numerous times I have logged onto to Twitter for a pick me up and found comments that are a little disheartening.  While I am sure that these people probably do not mean for their comments to be taken that way, I have decided that I need voice my concern over these comments. 

First of all, when I see people saying things like, "If you are burned out, then you probably shouldn't be teaching anymore," it really bothers me.  While I do agree that if you feel so burned out that you hate going to school everyday, and you honestly cannot see any positives to what you do, then you probably should look for another career.  However, I do not feel that some people on social media take into consideration the variables that come into play when talking about someone's feelings about their job.  There are many days where I have felt completely kicked down to the point where I just do not know if I can keep dragging myself up. I have had days where I have just wanted to toss in the towel and walk away from it all because I know that it would probably be easier for me mentally in many ways.  As educators I feel that many of us pour so much of ourselves into our jobs that we cannot help but feel burned out from time to time.  If you are constantly giving of yourself there are bound to be points you will reach that leave you feeling empty and as if you really have nothing left to give.  That being said, I also have days where I feel over-filled because I do get so much back from what I do.  I cannot think of anything more rewarding than having a struggling student find success, or to hear other students excited about what we are learning or doing in class that day.  So, even though I have times that I feel burned out, and I vent that I feel burned out, it does not mean that I should not be teaching anymore. 

The other comments that have bugged me lately are the ones that condemn worksheets and grades altogether.  Yes, in a perfect world students would be learning for the sake of learning.  Ideally I would like to not have to give grades either, but alas that is not the cards that we have been dealt.  We can continue to fight the battle, but I do not feel that it is right to belittle someone when they have a grading question because you do not feel that they should be giving grades in the first place.  As to the worksheets, just like technology, they are a tool.  Tools can be misused and abused, but they can also serve a purpose if used correctly.  I personally do not feel that we should toss the worksheet aside, but instead look at how it is being used and then have a discussion of how the tool is best used.

So those of you out there that are sometimes quick to pipe in about this topic or that with what you think other teachers should or should not be doing, I ask you to just take a minute to think first.  Take into consideration what that person is really asking for or about.  If they are on social media and asking questions they obviously care about what they are doing and trying to improve themselves, otherwise, why would the bother to take the time?  Instead of chastising them, find ways to offer assistance and pointers as they navigate their way through this quickly changing field.  They might be just starting out and changing just a few pieces at a time.  Think about the fact that you do not necessarily know them, their students, their administration and what is being required of them.  Remember that many of us wear many different hats in our positions and are trying to balance several things at once while still trying to be innovative.  Think about the workload they may have, or the challenges they are possibly facing in their classrooms that limit what they are able to do at this time.  Once again I say, judge me if you must, but do me a favor first and just think a little before you do.