Adam Schoenbart

One of my favorite things about the #GeniusHour concept is the ability to adapt it to any subject area, age level, or curriculum.

Too often, professional development is something that happens to teachers. It’s rarer that it’s really something for teacher or by teachers.

Does learning with technology always represent real knowledge and achievement? When does technology actually distract from learning instead of enhancing it?

Technology, learning, and data. These are three of my favorite things.

I share the positive impact of social media and technology regularly and believe in its value for schools, teachers, and students.

That’s a fundamental question for any teacher and any assignment--what data or feedback does this work provide and to whom?

Before class, I spread out a series of games around the room: Checkers, Chess, Scrabble, Pictionary, Play Dough, and more. I introduced the students to the concept of #GSPD2017 and let them go.

What’s next? It’s probably the number one question that students ask.

Over two hours of testing split over four days, wiping out a week of school.

I have no doubt that #GeniusHour was a great use of our class time.

To help students reflect on organization, many teachers ask students to deconstruct or reconstruct writing samples.

Here are 4 new thoughts, accompanied by some screencasts, about my struggle to make Sites work for me.

Do we need paper when all of our resources are online? That’s the question I asked my students last week.

More a new product than update, there’s a lot to like in the New Sites.

Questioning is a hard skill, involving critical thinking, creativity, and inquiry.

There’s not enough time in education to waste, so I’m particularly fond of the tools that help save clicks and make our work more effective, both for students and teachers.

How do I know if my teaching really has an impact on learning?

I would love the day when there are dozens of educators in and out of Tech Tuesday, but as a classroom teacher I know how busy we are.

We asked our students to tell their story through words and media--images or video--and to write or film a part-time narrative

As a classroom teacher, my coaching is built from my own experiences and relevant, practical teaching and learning.

At the end of every unit of learning this year, I ask my students to self-assess and reflect.

By blending discussion with technology, we provide students with more opportunities to engage with, process, and to think about their learning.

Before my return to the regularly scheduled posts about my favorite blended learning tools, I wanted to share my Halloween plans and plugKasey Bell’sawesome Halloween Magnetic Poetry activity.

I value the traditional discussion, but also see the importance in teaching students how to have meaningful discussion in online spaces to complement and to supplement face-to-face conversation.