A whole new world: Of GHO and beyond

As I sat, a wee bit frustrated at times, eating my reheated homemade fettuccine with two coffee stirrers as chopsticks (because while I carefully planned what to eat, I somehow forgot to plan how to eat it in my hotel room), I spent almost two hours on a Google Hangout, with my children.

This is my life.

And, I love it.

My son had math homework he wanted to have my help with while my daughter sought my help with spelling homework. My son is slightly better versed in the Google-verse than my daughter. Hence, the periodic frustration. I had to teach her a few things from this end of my computer. She had to pick them up as quickly as she can so we could move forward with homework. She's six. Her class uses iPads. At home, she has a Chromebook. She wanted to type her spelling while keeping the video feed from our GHO in plain view. This was no simply task with me here, her there, and other distractions along the way. My son stepped in and did what he could on the other end to help. And, help, he did. Afterall, remember, we are an EdTech Family. From us is born the "If you give a kid a camera..." (stay tuned, it's coming. I promise.)

We accomplished our goals. My son completed six math problems with my help and my daughter performed her "Type It" task (typing her spelling words as prescribed and chosen from a spelling menu offered to her by her first grade teacher). At the end, my son helped share the typed spelling words with me so that I could be sure they would end up emailed to my daughter's teacher. Following that fairly easy task, my daughter read a story. I listened, saw the pictures, and helped with words as she held the book up for me to see.

This may be my most favorite Google Hangout of all time, even though I cried (as only an adult woman can and will) for a break during one point. The best part of it was seeing the joy in my children's eyes and feeling a sense of accomplishment at the end of it all.

Last spring, I used Google Hangouts to connect a class with podcasters. It was incredibly fulfilling to see my students ask questions and get answers in real time then apply what the learned.

Before Google Hangouts On-Air became a thing of the past, my son and I did our first EdTech Family broadcast and will turn to YouTube Live for future installments.

This real-time video and audio interaction is beyond anything I ever could have imagined 30, 20, or even ten years ago. And seeing its classroom benefit outweighs all frustrations.

It helps students in the classroom. It helps students at home. I do indeed like it here and there, I love GHO everywhere!

And, you will too!

Give it a try. Find its usefulness in your arena and go for it. Connect with parents. Connect with educators. Create a classroom without walls. And help a kid accomplish homework tasks. This is what it's all about! Let's do this!

Reporting live from Fall CUE 2016 Night One. @RemScience

What's ahead:
Tomorrow is the day Fall CUE really, actually gets started.
Dave Burgess will provide the opening keynote address.
Many sessions ahead, but I will attend one paid session featuring Dave Burgess.
I forgot my copy of Teach Like a Pirate.
And, that's ok.

Learn how to transform lessons into EduAwesome Adventures using video (and yes, that includes Google Hangouts!) in my session on Saturday at 2 p.m. Hope to see you there. But, if you're interested in something a little different, check out Karly Moura and Kelly Martin's session on using Padlet! (Great tool! I'd be there if I were't presenting.)

What sessions are you most looking forward to attending at Fall CUE?
Have you picked up your badge yet?
Remember badge bling!
Make it EduAwesome!

Take me IN to the ballgame

If you have met me or if you have participated in Twitter chats with me or even, quite simply, read just one blog post, you know I am a huge proponent of breaking down the walls of the classroom. This could mean actually venturing outside or it could mean bringing the outside into the classroom. There are many ways to break down the walls (both physical and proverbial) and extend lessons into EduAwesome Adventures.

Today, I want to talk a little bit about one of my very favorite things on Earth: baseball.

"And they'll watch the game and it'll be as if they dipped themselves in magic waters. The memories will be so thick they'll have to brush them away from their faces. People will come Ray. The one constant through all the years, Ray, has been baseball. America has rolled by like an army of steamrollers. It has been erased like a blackboard, rebuilt and erased again. But baseball has marked the time. This field, this game: it's a part of our past, Ray. It reminds us of all that once was good and that could be again. Oh...people will come Ray. People will most definitely come.”

~Thomas Mann (James Earl Jones) in Field of Dreams

I love baseball. And, I love teaching. So, naturally the two can and will come together in the classroom. When I taught middle school science, I used hula hoops, tennis balls, jump ropes, and baseball to teach lessons. At one point, to gain some insight, I attended "Fastballs and Physics," a Science on Screen presentation at the State Theatre in Modesto, California. It drew primarily from baseball movies. I connected lessons from there with lessons I already planned. Now, as I teach a math class and the baseball season makes its final dash toward October, I find myself once again looking to incorporate baseball into lessons. The measurements between bases, speeds of pitches thrown, and batting averages and ERAs for pitchers all automatically lend themselves to math lessons.

As we sat at the San Francisco Giants game on Friday night, I looked around and started thinking of how and when I would incorporate baseball into upcoming math lessons. Then, I started looking around and I found a couple of good resources.

Edutopia has six baseball themed lessons and I also found some that I like over at Education World. I will continue to explore these, but also had a couple of ideas of my own.

I recently had my first lesson in Number Talks and am in the process of building them into my lessons. We have been working with converting decimals to fractions and vice versa, so I will start there and build. We will explore averages and we will find differences between best and worst ERAs. We will determine how many games the Giants need to win to pass the Dodgers and at what point they may become mathematically eliminated. The other piece of this is the Wild Card race which was much talked about mathematically through the weekend as the Giants battled the Cardinals, splitting a four-game series.

Over the next two (or more) weeks, we will break down the walls and bring baseball into our math classroom. Students will learn, friends. Students will learn. They will begin solving math problems and it will be as if they dipped themselves in magic waters.

So..."do you wanna have a catch?"

How have you incorporated baseball into your teaching?

What new thing will you try this week?

EdTech Adventure: Family Style

Over the course of the last few years, my children have watched as I have attended conferences. They get excited about the swag I bring home and always want to hear about what I've learned. They also love to talk about what they learn at school and what new tricks and tips they have. Close to two years ago, my son and I started to develop an idea for a conference. Then, earlier this year, as I traveled to make some connections at schools in Alabama, I introduced him to Google Hangouts. A few months later, he joined me as a watched one of my favorite podcasts. More ideas bloomed.

Within the last week, we finally took a step and made our idea happen. We sat down and did a Google Hangout together and recorded it thanks to Google Hangouts On Air. Here I will share some of what we learned and what we discussed.

First, as of September 12, Google Hangouts On Air is no longer available. Google has redirected people YouTube Live. We recorded on September 10, so we used GHO (On Air) but mentioned at the beginning that we would transition to YouTube Live for the next discussion.

We conducted our first conversation "interview style." I wrote the questions and we had a brief discussion beforehand. Then, we set ourselves up and got the conversation going. The only addition was my six-year-old daughter who decided to participate as well. That added more time to it and we will adjust in the future. Our hope is to have these typically be 10 to 15 minute conversations that allow a teacher and student perspective, but also a parent and child perspective as well. This first conversation focused on the use of technology in education, specifically in the classroom and focused on the child/student perspective.

Our conversation offered many thoughts, but it was a closing thought of my son's that I think is an important thing for us to all consider, and remember. In his closing thoughts, he talked about how some students lack Internet access at home. Connectivity is definitely an issue and I think it puts things in perspective for students to be aware of it as well. At a time when some fourth graders are asking for the latest iPhone, others would simply appreciate accessibility for the sake of looking at the homework for the week on their teacher's website. A discussion has started in some circles, but we definitely need to keep the conversation going about connectivity and accessibility.

Other highlights include my fourth grader sharing about Chromebooks, Google Classroom, and Google apps in his classroom. My first grader shared some about iPads and her favorite apps/activities. Her most favorite is Starfall.

Our first EduAwesome Adventure conversation took almost 40 minutes and we will work to keep them shorter in the future, but this was a fun kick-off to something new from our little EdTech family. Want to hear some for yourself? The video appears below.

Blending math learning approaches

In February, I had a special opportunity to travel to Baldwin County, Alabama and visit classes where I got some interesting ideas. At the time, I had little idea how much I would be able to incorporate some of the ideas as soon as I have. It was a unique opportunity to share approaches to learning across the country. I found great value in the trip and brought back some ideas that I explored immediately, but some were placed in my "ed bag" (my mind vault). One experience included observing students in a math class complete a Gallery Walk. Each student had a worksheet where they could work out math problems. They worked in partners and walked around the hallway where their teacher had placed different posters with math problems on them. They used this opportunity to have a low-tech, high learning day where they applied the Pythagorean Theorem. Observing the students, talking with the teacher, and soaking in the learning happening was incredible.

Flash-forward to last week. Over the summer, I had started hearing about Math 360. I took interest in it because as I started a new role at a new school, I would take on teaching one math class and becoming familiar with new ideas seemed like something I definitely should do. I browsed the Internet and looked at fellow educational Twitter users' Tweets about this approach to math learning. I wanted to know how I could do it. Going to the training and purchasing the available supplies was a little out of reach for me in the immediate future, but I could pull aspects of the learning approaching and incorporate it into my class. As I wrote my lessons for the week, I knew I wanted to incorporate what I could, how I could.

Then, I remembered my Baldwin County experience.

Ah-ha!

I took the two ideas and I blended them together. I made large posters with math problems for the current chapter. I laminated them and put them up around the room. Additionally, I put one problem up on the white board and one on the SMART board. I broke the students into small groups and handed each group a dry erase marker. With their Interactive Notebooks in hand, students made their way around the room. Their task was simple: complete all of the problems in their Interactive Notebooks and take responsibility for solving at least two problems up in the room. They spent the entire class period making their way around the room and getting math practice. The next day, we came back together in the classroom and went through the problems as a class. This allowed students to correct their work. We identified specific issues together, they made their corrections as needed, and we were ready to move forward.

As we reflected on the experience together, I came up with one modification. (We will do this again!) When we do this in the future, students will complete all of the problems in their Interactive Notebooks, then when we come back together, each group will take a turn leading through the steps of one or two problems with the class.

I left the posters up around the room to show parents at Back to School Night, too, so they could see what their students did in math during our first full week of school.

We are off and running and it is #EduAwesome without a doubt!

A splash of color, a little song, and creative learning rocks!

I recently started using a planner. I still love my Google Calendar and I use it for everything. It's ease of use makes life easier. My planner allows a different sort of organization and creativity to emerge. In that, I received a pack of gel pens from my very best friend. It has allowed me to color code my planning on paper similarly to how I color code on my Google Calendar. It's fantastic!

Last week, I brought that organizational technique into the classroom. I am using a varied approach to my math instruction this year. I am incorporating different approaches in instruction and learning to reach all students. One thing I started with students was the use of an Interactive Notebook. As we make notes together, I color code with my set of gel pens. I have encouraged students to color code as well. It allows them to get creative while keeping their notes organized. Today, I modeled for them how I would be ok with them using gel pens. Erasable gel pens! Make a mistake? That's ok, erase it, rewrite, and move forward. The colors have engaged them in their note taking and takes some of the potential drudgery out of it.

Meanwhile, in eighth grade, students wrote songs! As we spent the first few days of school getting to know each other and establishing routine, I incorporated some fantastic learning. We started by co-creating a Google Slides presentation. Students worked in small groups and each group created three to five slides with the primary emphasis being on the 13 colonies. Each of the 13 original colonies had its own slide. At the end of the week, we presented together as a class team and the final slide (which I had created) introduced the song assignment. They could work independently or with a partner and they could create their own tune or put words to a familiar song. The only requirement was that all 13 original colonies be included. Today, they presented, and let me tell you, these student

s ROCKED this assignment. One group wrote a song and choreographed their whole number, one group did the whole song creation using technology tools such as Audacity and a voice sounding much like Stephen Hawking came across with the lyrics, another group sang a beautiful tune, another did a rap with a Yankee Doodle underscore to it. Today, we heard very different songs from each group and got to know the 13 colonies just a little bit better.

During tonight's TOSA Chat, I mentioned that one of my goals for the year is to allow more creativity in learning within the "regular" classroom and I think we're off to a great start!

Looking for other ideas? Check out what my EdTech friend Ryan O'Donnell came up with this summer. Seriously, go, read it. Now. And, be sure to follow him on Twitter (if you aren't already.) @creativeedtech

Back in the classroom again

With the start of a new school year, comes the start of many new beginnings. This is especially exciting as with the start of a new year, I meet new students in a new classroom at a new school. With this new school year, I return to a more traditional teaching role and I see the EDventure in it all.

As I entered the new classroom to prepare it for the start of the year, I looked over bulletin boards that remained on the walls as I walked in with some of my own supplies. I always like to create an environment that sets a good example. For a couple of years, I put my run medals up on a small bulletin board to let students know that anyone can do anything that they commit to doing. I also like to encourage creativity and spark conversations where I can learn what interests my students while showing them things that interest me. One such conversation starter is my TARDIS door poster. This year, I knew I had more usable wall space that was ready for bulletin boards. At first, I thought I might keep some of the existing bulletin boards as they were. Then, I thought again. I need to add my own self to it, I need to make it a space for the students, and we need to make it our creative learning environment. I kept shadows of the previous teacher. for example, the Accelerated Reading board is in the same spot. It, however, has a different look and feel to it. We will celebrate all AR accomplishments with a flare of individualism. I set up the bulletin board, but left it open. I created a space with a superhero theme, which happens to be the theme for the classroom this year.

We are all superheroes.

What's your super power?

I used trim and added "What's your super power?" after adding the students names on superhero name cards.

Preparing the creative space (AKA: the Classroom)

I decided against using a bunch of brightly colored bulletin board paper to cover sections of the walls and left the more neutral bulletin background in most areas. I simply used trim to section out areas. It's calming but powerful. I found previously, that I really like a horseshoe or double horseshoe for seating. Students can break off easily into groups as needed and it works very well for class discussions and presentations. I went with a modification of that to start the year. I may adjust ever so slightly. But, more on that in a moment.


As I prepared to transform the room, I came across a blog post that fit with the direction I like to take my room, but had some advice I knew I needed to heed. Exploring the Science of Effective Classroom Design was exactly what I needed to read, exactly when I needed it. I do well with my classroom design generally and seeing the science of it was fabulous. This offered me a chance to modify a few things. For instance, with it, I decided less was more and opted to hang fewer things up on the walls ahead of the start of the year. There are still conversation starters, such as the TARDIS and there are inspirational quotes that I put up at varying levels around the room. There are a few images of famous Americans and people relevant to our course of study. There are things that will inspire students. I also made sure the designate certain spaces to which the students would contribute. For instance, the AR board. I designated the space, now the students would help fill it. I wanted to inspire rather than distract and I moved in a very positive direction.

I did my modified horseshoes and I brought in a teacher desk while leaving a table at the front. I have stools around the room for students or for me depending on the day's activities. My reading corner was an immediate draw. As I dreamed of returning to a more traditional teaching role, part of that dream was having a reading corner. There are lots of books to choose from and there is a nice, new reading chair. This chair will also serve as part of an incentive program I have established for the year. Each month will have a Student of the Month. That student can choose one day to sit in the chair for the day. Otherwise, it is available to students on a first come, first serve basis in the reading corner only.

EdCamp-inspired class discussion
on Day 1. 8/11/16

So, how did it all come together? It looks great! On the first day of school, I had only the eighth graders. I helped establish the space as OURS. When I handed out sticky notes and invited students to write down questions, one student wrote, "will there be more stuff on the walls?" PERFECT!

AR Superhero Capes designed by
8th graders who loved the idea!

The students designed their AR superhero capes and we put them on the AR board. As they reach AR goals, they will earn stickers to add to their capes. In groups of three, they designed a comic book cover illustrating what they thought the year ahead would have. Then, they went around the room to look closely at what was already hanging and we discussed the people, places, and things they found most interesting. Their first "homework" assignment was to find out something interesting about four current presidential candidates. They received bonus group points if they brought in images. We will add those images to the Election 2016 board.

The homeroom students have already established a since of ownership and creativity in the classroom. It all started with a less is more approach and a few conversation starters. I also learned more about who prefers Star Trek to Star Wars (and vice versa), who watches Doctor Who, and who knew who John Steinbeck was. I learned about things they are interested in doing as a class. And they learned a little bit about a new teacher who will work to get them digging deeper, thinking more, and asking questions. A teacher who wants to guide them in their learning and in becoming thinking members of society as they move forward in life. A teacher who really is a facilitator of learning. I am the facilitator and the room is the facility?

What changes have you made to start the year? Where do you see if leading you? More importantly, where do you see it leading your students.

Welcome to the 2016-2017 school year! 

Let's make it an EduAwesome Adventure for all!

As summer winds down...

As summer vacation comes to an end and preparation for the new school year begins, I find myself finalizing a few summer goals. I painted a mural of the Narnia lamppost at our family cabin. I took my children on some pretty rad adventures, giving them more EduAwesome Adventures to hold in their memory banks. One such adventure included visiting Mission La Purisima. My son hopes he will get to select his mission for his fourth grade project, so that he can put to use some of his knew knowledge. He has visited other missions, but this seems to be his favorite so far. I've worked on developing some professional development sessions, but indeed have some more work to do. I set my website up to redirect here to the EduAwesome Adventure blog.

Make Each Day an EduAwesome Adventure

And, I designed a t-shirt and matching sticker to help promote making each day an EduAwesome Adventure!


As I prepare to enter a new role at a new school, I have been keeping a small notebook with ideas. I just made my first purchases of the new school year yesterday.


I have a fabulous theme in mind for the classroom: 
We are all super heroes! 
What's your super power?

I look forward to teaching, to learning, to sharing. I am excited to teach eighth grade social studies in a Presidential election year. Great things are ahead!

Goals for the next week include:

1. Complete my outline planning for the school year.
2. Set up my classroom.
3. Continue to share the thinking behind making learning into EduAwesome Adventures.

What are your top three goals for the week ahead?

If you're in the market for a new shirt or sticker? Check out this link:
EduAwesome Adventure gear