Meet Chris Shriver-Edcamp Baltimore Co-founder

cshriver

Edcamp Baltimore (@EdcampBmore) will be held Saturday, September 27th on the campus of Johns Hopkins University.  Co-founder, Chris Shriver (@ccshriver) sat down with #mdeschat to discuss her passion for technology, teaching, and the edcamp movement.  Chris will guest host #mdeschat on Twitter this Thursday, September 18th, 8PM EST.

You serve as a Digital Learning Specialist at Garrison Forrest School.  What are the roles and responsibilities of your position?

As a Digital Learning Specialist, I work directly with students and faculty in the lower division of my school.  My main responsibility is teaching a class called Imagineering (a hands-on STEM class with a focus on building and problem solving) in grades PK-5.  I also work with teachers to help implement technology in their classrooms.  We are a Google Apps for Education school with a 1 to 1 program in grades 4-12, so we have many opportunities for collaboration and curriculum enhancement using digital tools.  I also often help with faculty training during our in-house professional development days.

How has technology changed since you began your career?

This is a tough one to answer, at least succinctly.  My teaching career has had two phases, one before children and one after.  The first phase ended in 1996 with the birth of my oldest daughter.  At that time, I was teaching English to non-native speakers at Virginia Commonwealth University and the world of edtech for me consisted of not much more than word processing and email, all of which was accomplished in a lab, students and teachers alike.

When I re-entered the classroom (at my current school) in 2006, I found myself at a 1 to 1 school where every teacher was assigned a personal computer (a big change from 1996!).  There was a lot to learn, but fortunately, I consider myself a life-long learner.  After a few years as an assistant teacher, I became the Digital Learning Specialist for the Lower School.  I was fortunate to have a classroom that was technology-rich (I was in a Mac lab with an interactive whiteboard, and we were piloting the classroom use of iOS devices in our younger elementary grades).  However, as I look back even these short 4 years, I realize a lot has changed.

In 2010, I taught technology in isolation in a lab.  Students came to me, and we learned tools for the sake of learning the tool.  Sometimes, what we did in the lab was an extension of what was happening in the classroom, but that was often not the case.  Two years ago, we decided to close the lab (we needed additional classroom space) and move my work with the students into the homerooms.  This allowed the projects to be directly tied to what the students were doing in class.

We were successful because now my class time with students deals very minimally with websites and tech tools.  That is part of what happens now in the homerooms (with my support as needed).  My role has been re-imagined once again as the STEM teacher, and with it, I have a new classroom.  I teach a class primarily focused on building and creating with our hands, aided and enhanced by technology when it is the best tool for the task.  When we do have computer time, rather than websites and software, we often find ourselves learning programming.  I would say the biggest change in how we as a school view technology is the realization that we cannot simply teach our students to be consumers; we must also teach them to create.

You are a co-founder and member of the organizing committee for Edcamp Baltimore (September 27th at JHU).  How did you get involved with edcamps?

I met Shannon Montague (@montysays) in January 2012 at a Photoshop workshop at Calvert School.  We recognized one another from Twitter.  Coincidentally, she and I had plans to both attend EduCon in Philadelphia a few days later.  Although we didn’t really spend our time together at the conference, we both came away with similar experiences.  As you may know, attending EduCon is three days of meeting and connecting with the Who’s Who of Twitter.  There, both Shannon and I heard a lot about edcamps (most of the current Foundation board was in attendance).

A few months later, we found ourselves having coffee at the Starbucks in Pikesville discussing the steps necessary for putting together an edcamp for Baltimore (Shannon is a master organizer).  The excitement of what we had heard about at EduCon was contagious, and we knew we wanted to bring it to Baltimore. November 10, 2012 was the first Edcamp Baltimore.

What do you think it is about edcamps that appeals to so many educators?

Edcamps put educators first.  We become the students, so our needs come before that of our schools or districts. We have a voice in what we want to learn.  This is so exciting because I think educators enjoy learning; after all, we have decided to devote our careers to being in the classroom.  So when we find ourselves surrounded by others like us, dedicated, passionate teachers who voluntarily give up a Saturday to learn, the feeling is pure joy.

What would you tell someone who has never been to an edcamp to encourage their attendance?

I think the biggest hurdle for most is the idea of giving up part of the weekend.  However, every edcamp I have attended has brought me into contact with some of the most amazing educators I have ever met.  I truly believe the decision to attend an edcamp will be a decision no educator will regret.   For anyone who is in need of refueling (often the reason we are reluctant to give up the weekend), edcamps are the opportunity to rediscover the joys that brought you into the classroom.  You will leave with far more than the day you donate.

What are you looking forward to most about Edcamp Baltimore this year?

I am looking forward to the people!  This has been a year of unbelievable excitement and anticipation for Edcamp Baltimore.  In the first two years, we had to do a lot of selling of the event.  This year, our loyal attendees have done all the heavy lifting.  They have tweeted and contacted colleagues, and the response has been tremendous.  We are in a very vibrant community, full of exciting innovation, and I am really looking forward to learning from and connecting with all of these dedicated educators.

A BIG thank you to Chris for sharing her knowledge and passion!

Five Thoughts on Student Engagement

Teachers naturally want their students to be engaged in the instruction they provide.  They want their students to be personally absorbed in the learning process.  The “how” of engagement can be challenging, even for experienced teachers.  Planning for active student engagement requires meticulous preparation and thought.  Most of all, it requires that teachers truly know each and every one of their students.

Teachers who know the strengths and needs of their students use that knowledge to raise the potential of their success.  They put their students in learning situations where the rewards are high and the risks of failure are low.  They don’t try to manipulate the end result, but they narrow the number of potential outcomes.

Here are five thoughts on how teachers can increase student engagement:

1. Have them teach each other.

See how high the level of focus goes when students are told that they will be teaching a new concept to their classmates.  It’s not about the fear factor, but students certainly become more engaged in classrooms that include opportunities for them to teach each other.  Of course, it has to be genuine, not contrived.  While this approach may take more time, it leads to greater retention of the material and deeper understanding of the concepts.

2Assign authentic tasks with meaningful final projects.

Students are quickly motivated when their learning is related to topics they are passionate about.  In turn, passionate teachers can easily motivate their students by selecting lessons that focus on real-life problems and issues.  The final projects associated with problem-based learning should be meaningful.  The simplest question teachers should ask before determining the focus of an investigation is, “Who will we share what we’ve learned with and how will we do it?”

3. Promote working together.

While it may be hard to know what careers we are preparing students for, we can assume that collaboration will be a key skill for their success.  Students need training in how to work with others.  It is not a natural talent.  Consistent structures and practices lead to collaboration that flows and seems natural.  Teachers can begin with highly controlled practices and, as students assume more independence, they can exercise a gradual release of responsibility.

4. Incorporate technology.

The modern teacher has many choices when it comes to using technology as a teaching tool.  Teachers must become comfortable with learning about technology alongside their students.  Blogging, file sharing, digital media, digital citizenship, PBL, Genius Hour, maker movement, curation and many more terms have made their way into the current educational lexicon.  Start investigating the newest technology.  If you don’t, you can bet your students will.

5Get students moving.

Students should be sitting as little as possible during the school day.  If your students aren’t moving every fifteen minutes, they probably aren’t learning as much as you want them to.  Brain-based research has clearly linked the role of movement in learning.  Where does the blood pool when you’re sitting for long stretches of time?  You can bet it’s not in the brain.  Movement breaks and physical activity re-awaken the brain’s synapses and make students available for new learning.  So, get moving!

Top Five Reasons to Attend an Edcamp

Edcamp Baltimore will be held at Johns Hopkins University-Bloomberg Center for Physics and Astronomy on Saturday, September 27th.  Edcamps are cropping up all over the United States as viable alternatives to traditional education conferences.

What is an edcamp?  While you can find many answers with a quick internet search, you have to attend one to truly understand their value.  Here are my top five reasons for attending an edcamp.  Are there any that you would add?

1.     For Educators, By Educators

Edcamps are conferences developed by educators for educators.  Have you ever attended a conference and found that the content was lacking?  Edcamps reduce the chances of that happening.  Edcamp attendees tend to have common interests around the best teaching and learning practices.  You’ll get tips that you can use immediately back at your school.

2.     Agenda Created by the Attendees

The agenda for an edcamp is created on the spot.  There are no pre-planned programs and usually no keynote speakers.  Edcamp sessions are proposed by those who attend.  You can propose a session on a topic that you would like to learn more about and see if anyone in attendance has expertise in that area.  You can also propose a session on a topic that you would like to lead.

3.     They’re Free, But You Can Buy Lunch and Cool t-shirts

Nothing beats free!  You can spend an entire day with little or no cost to your bank account.  Most edcamps offer lunch, if you need it, and who doesn’t want a cool edcamp t-shirt to show off to their colleagues!

4.     You’ll Grow Your Personal Learning Network

As strong as our colleagues may be, educators can only benefit from connecting with those outside their usual travels.  Edcamps can be springboards for professional growth.  Through social media (Twitter, Facebook, etc.) we can find the creative teaching ideas that flow from a highly motivated group of learners.  Many edcamp participants backchannel their learning by tweeting out ideas and resources using the edcamp’s hashtag (#edcampbmore).  If you can’t attend an edcamp, find a hashtag to follow!

5.     The Model Easily Translates to School-based PD

The edcamp model is quickly becoming a professional development alternative that can be used at the school level.  Many schools are running their own versions of edcamps to promote the value of learning from each other.  Teachers enjoy and benefit professionally when they learn from their peers.  Our schools are full of teachers who want to contribute to the success of their schools.  Edcamps give them that opportunity.

Giving Students Our B.E.S.T.

Every day is a gift with a child, no matter what problems you have.

-Carol Ann Duffy

Monday is the first day for students in our district.  How excited they must be!  Anticipation and hope well up in the hearts of children and parents on the eve of a new school year.  New clothes, new shoes, and fresh supplies make for a restless night of sleep.  Our families send their best to our schools and they deserve our best in return.  Giving our students the best means:

Being a safe place for children to learn, grow, and challenge themselves.

Establishing routines and expectations that promote active learning.

Showing a passion for learning that is contagious and enduring.

Taking the time to know students on a personal level; their likes, dislikes, fears, and strengths.

Great teachers and school leaders know that children learn best when they feel a connection to their school, their teacher, and their classmates.  These values are not found in state standards or in textbooks, but they are equally, if not more important.

Let’s make sure that we give our teachers the freedom to establish welcoming classrooms that value the individuality of every child.  Before we turn our focus to collecting data, let’s show students that we care deeply about the unique and amazing individuals they are.

It’s the most wonderful time of the year!

“Renewal requires opening yourself up to new ways of thinking and feeling”

-Deborah Day

Our teachers return to school next week.  They’ll spend the week preparing their rooms, getting to know new colleagues, and participating in many staff development opportunities.  Of course, they will be most excited to get ready for and meet their new students.  One of the greatest parts of working in education is the sense of renewal that comes with the start of the school year.  The excitement is palpable as custodians clean, teachers put names on desks, and grade level teams begin planning for instruction.

I am sure that other professions experience feelings of renewal, but in teaching we get that opportunity every year.  No matter how challenging the previous year was, we begin the new school year with high hopes, aspirations, and dreams.  As Deborah Day notes above, renewal only requires that we open ourselves up to new ways of thinking and feeling.  What an awesome notion!  All we have to do is consider the possibilities.

Once the possibilities are considered, human nature takes over and we have the opportunity to reinvent ourselves.  If we were disorganized, we can become organized.  If we lacked energy, we can become more energetic.  If we were an average teacher, we can do better or even become great!  August and September are the times to consciously decide what the year will be like and then work for it.

Our students deserve teachers who re-commit themselves to their profession at the start of the school year.  Thankfully, I see teachers who do this with grace and consistency every year.  They welcome their new students with open and accepting arms, provide structure and support, and take them to places they have never been before.  They build independent learners who are self-sufficient in the pursuit of knowledge.

Let’s salute and celebrate the teachers who come back with a rejuvenated energy for the profession they love.  They are the ones who will make a difference in the lives of our students.  They are the ones who remind us of the value of renewal in teaching.

Redefining the Narrative: African American Students Find their Path to College

There is an excellent article in the Washington Post today written by Emma Brown (Traversing two D.C.s, from Dunbar High to Georgetown University).  It highlights the experiences of two former Dunbar (D.C.) High School graduates and former class valedictorians.  The article is a must-read for anyone seeking to understand the challenges that African American students face when they venture into the world of higher education.

Johnathan Carrington and Sharnita James want a chance to excel in life.  They grew up in neighborhoods and went to schools that provided the best education possible.  It wasn’t enough.  College was a wake-up call for Johnathan and Sharnita who shared the challenges they faced in transitioning to Georgetown University and the University of Delaware, respectively.

The inspiring aspect of their stories is that, despite the odds, they are succeeding in college (Sharnita graduated) and have bright futures ahead of them.  Their stories remind us that minority students can write their own personal life narrative.  They can define who they are despite how society might see them.

What can educators learn from their stories?  Urban students shouldn’t have to make the higher education journey alone.  As strong-willed as they both seem, Sharnita and Johnathan shouldn’t have to maneuver the complex environment of college unaided.  Georgetown University recognizes that and seems to have supports in place.

There were two important quotes in Brown’s story that stuck with me:

“My mind-set was, no matter what, I’m going to graduate.” (Sharnita James)

“I realized I have to take initiative in some things. I have to make Georgetown cater to me. I have to find my path.” (Johnathan Carrington)

Such wisdom from growing young minds!  How can we NOT support students when they demonstrate an unfailing desire to succeed?  Dunbar High School must be incredibly proud of their former valedictorians.  Maybe one day Johnathan and Sharnita’s success stories will be the norm, rather than the exception.  One can hope.

Retreating to the Chesapeake Bay

“A kid today can likely tell you about the Amazon rain forest- but not about the last time he or she explored the woods in solitude, or lay in a field listening to the wind and watching the clouds move.”

Richard Louv
Last Child in the Woods

I had the pleasure of spending three days last week on a principals’ retreat sponsored by the Chesapeake Bay Foundation.  We gathered at Somers Cove Marina in Crisfield, Maryland for introductions and orientation prior to boarding a CBF vessel for Tangier Island, Virginia.  Our three days were filled with exploration, discovery, and hands-on learning; the kind of teaching and learning that all children and adults should be exposed to.

The CBF principals’ program promotes using environmental education to boost academic achievement and get students involved in improving their community.  It offers participants a chance to network with other principals, to share ideas, and to learn from each other in a truly unique setting.

We canoed, scraped for soft crabs, set out and pulled in crab pots, visited the Tangier Combined School, fished, progged (beach combed) and ate local fare.  Maryland elementary, middle, and high school principals from Harford, Anne Arundel and Montgomery County participated.  It was obvious that each shared a passion for being outdoors and, most importantly, for involving their students and teachers in learning that promotes the value of environmental education.

One of the outcomes of the experience is that the participants develop an environmental education action plan.  Each principal creates a plan to pay their learning forward.  This aspect of the principals’ retreat has led to many schools in Maryland expanding environmental education opportunities for students.  Several of the principals are spreading the word to their districts on the benefits of getting their students outside.

Why does any of this matter?  It matters because we are raising a generation of students who spend little to no time in the outdoors.  While research supports the benefits of environmental education on learning, our motivation should be simpler.  We need to get our children outside because it’s good for them.  It makes them well-rounded individuals.  It makes all of us better people.  Don’t let this generation miss out on the value of knowing the woods or lying in a field listening to the wind and looking at the clouds.

Summer Renewal

Summer offers educators the chance to, as Stephen Covey taught us, sharpen the saw.  Covey touted the need for balance in our physical, social/emotional, mental, and spiritual lives.  When all four dimensions are balanced, the result is personal and professional synergy.  The sum of synergistic living is always greater than its parts.  When all four dimensions are attended to, everything falls into place.

The modern educator can easily be overwhelmed by the challenges of teaching in the 21st century.  If we don’t take the time to renew ourselves on a personal and professional level, we won’t be effective in supporting the growth of our students.  The greatest gift of being an educator is that every school year starts anew.

What will you do to sharpen your saw this summer?  What books will you read for personal and professional pleasure?  I’ve included some links below to potential summer reading lists.  Here are responses to those questions from a few colleagues and PLN members:

I am planning on reading, Falling In Love With Close Reading as well as articles etc. on arts integration since we are in the exploratory stages.  I’ll be sharpening the saw at the beach as much as possible.

-Donna Usewick, @dsusewick

For recreational reading, I hope to read The English Girl by Daniel Silva and The Invention of Wings by Sue Monk Kidd.  For professional reading, I plan to read Engaging Students with Poverty in Mind by Eric Jensen.  I am traveling to Ireland as soon as school is out and taking a short trip to St. Michael’s, Maryland at the end of July for some golf.  I hope to get some more golf in on the Fridays that schools are closed.  I am also attending the NAESP conference in Nashville this July.

-Theresa Zablonski, @tzablonski

I will be reading The Homework Myth by Alfie Cohn, Positive Discipline by Nelsen, as well as Sue O’Connell’s book on math practices.  This summer, I plan to reflect on the school year and think about each aspect of our school and how to make improvements.  For myself, I will spend time with my family and hit the beach!

-Cheryl Cox, @CoxCherylcox628

The Ultimate Summer Reading List for Teachers via Scholastic:

http://www.scholastic.com/teachers/article/ultimate-summer-reading-list-teachers

The best books about educational leadership via Amazon.com:

http://www.amazon.com/Best-Books-About-Educational-Leadership/lm/R1TJOMF4RU830V

Top Ten School Leadership Books via @AngelaMaiers:

http://www.angelamaiers.com/2010/06/top-10-school-leadership-books.html

Eternally Optimistic

June marks the end of my 27th year as an educator, twelve years as a teacher and fifteen as an administrator.  Even with all of those years behind me, I remain highly optimistic about the importance and impact of public education.  This optimism comes from the gift of seeing children grow every day and every school year.

It is humbling and inspiring to watch a kindergarten child go from learning to recognize the letters of the alphabet to reading grade level passages in a 10 month time span.  As our fifth graders prepare for middle school, I think about how much progress they have made during their time in elementary school.

How can one not be positive when they have the opportunity to observe first-hand all of the great things that happen in an elementary school?  I wish public school reformers and critics had the chance to see the miracles that teachers perform on a daily basis.  Educators bear all of the responsibility and rarely get the credit they deserve for the incredible job they do.  With that in mind, here is my summer wish list for teachers:

  • rest
  • family time
  • a good book (of your choosing)
  • time in the sun with your feet in the sand
  • a roller coaster ride
  • peace and quiet
  • a long walk with someone special
  • a foot massage from a professional
  • an out-of-town trip
  • a good meal cooked by someone else
  • _____________________________(add your own)

Teachers need the summer to rejuvenate and prepare for the next school year.  If you see a teacher over the summer, smile and say hello, but don’t ask them if they enjoy having their summers off.  We know they are never really “off” of work.  Tell them how much you appreciate what they do, then let them rejuvenate in peace.

What Data Should We Use?

School leaders and teachers have been besieged by national and local experts who emphasize the need to make “data-driven decisions.”  Check the agenda for any educational conference and you will likely find the term “data-driven decision making” in the description of several speakers’ sessions.  The term data-driven is a catchphrase of educational jargon that is gradually losing its meaning.  Like a song that has been over-played on the radio, the concept of data-driven decision making is losing its momentum and “listeners” are beginning to tune out.

How do we re-invigorate the discussion around the meaningful use of data in our schools?  Let’s start by broadening the definition of “data.”  What comes to mind when someone suggests an examination of school data?   Can we get beyond the obvious data sources and consider non-traditional data points that may be greater indicators of student success?  Here are a few thoughts that may broaden our definition of data:

Attendance– It’s really simple; students who attend school regularly do better than students who don’t.  What does your attendance data look like and what do you do when students don’t come to school?

Survey teachers– Ask your teachers what they see and what they need to be better at what they do.  You can save a lot of time by valuing the instincts of your teachers.

Interview students– Ask your students what they like, what they want, and how they like to learn.  Just be prepared for their answers.

Observe instruction– Another obvious data point.  What patterns (positive and negative) exist within and between grade levels?  How can we support teachers in the “nuts and bolts” of teaching?

Teacher expertise– How can we develop teachers on an individual level?  Can we differentiate their professional development in the same spirit that we expect them to differentiate instruction for their students?

Grades– Are grading practices aligned with instruction?  Are we examining progress toward the standards to refine our teaching?

Work samples/portfolios– Tests are not the only indicator of student success.  Can students retain and apply what they have learned and does it show in their daily work?  What does student work look like over time?  Is measuring growth still relevant?

Data-driven decisions should not be limited by examining only formative and summative assessments over the course of a school year.  Anecdotal and observational data are just as relevant when assessing student and teacher success.  Ultimately, an emphasis on a variety of data sources will provide a clearer picture of student performance.  Then you can get to work on what to do.