As the end of the school year approaches, I can easily say that #GeniusHour was one of the projects I’m proudest of.
We hear all about data, but if your experience is anything like mine, you’ve never really been trained to do much with it.
In this article, I will share charts from the summary of responses, detailing their views on #GeniusHour, with some very brief commentary.
What do my students think? What value did they find in their work? How have they grown as students, learners, and geniuses?
Are we giving our students too many options and norms? Is my tech-infused style of communication and feedback too much of a good thing?
I want to rethink a lot of my classroom policies--late work and student accountability, in particular.
Google Apps for Education offers many tools to help teachers improve their workflows, feedback, and collaboration, and for many #GoogleClassroom is essential in managing online work.
At least one project really stood and was worth sharing on its own, though, as an example of what I think passion-based learning could produce.
It’s great when that technology can help make communication easier and more efficient, but it’s even better when it can improve your planning and workflow.
In this post, I’ll ask and answer some of the big questions that I’m left with about Genius Hour, my planning, and my students' work.
When vocabulary is killed with skill-and-drill, it often is forgotten after (if not before) the dreaded test.
Now, they are in the last stages of structured research, class work, and analysis as they begin to use what they have learned to produce some sort of product to reflect that learning.
My English 10 students had a rare opportunity to share our classroom with the world when CNN reporterClare Sebastianand her team filmed and interviewed my class.
It was an honor and thrill to be recognized as a part of these 20 technology educators and leaders in the country, who really all blew my mind with their work and ideas.
I started this week with a challenge to myself: I needed to do more to help my students practice close reading and make progress in argumentative writing.
The more we understand about teachers’ use, perceptions, and needs, the better they can be addressed to increase teacher comfort and impact and affect student learning.
How do we get students to read more? It’s one of the those questions that just never seems to be answered well enough for an English teacher.
Students are blogging regularly, completing research, and developing questions for experts and surveys. Next comes the project proposal, the first major checkpoint for my students.
Yesterday when I received an e-mail, Remind chat message, and private message on Google Classroom, I began to reflect on ways that technology can help improve communication and address these goals.
There’s no PD day better than sessions designed by and for educators to meet the needs of the your particular population.