Dare to Care

Creating, Contributing, Communicating, Connecting, Collaborating & Curating

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May 6, 2013
by Denise Krebs
7 Comments

What DID I Mean?

Antonella asked a genius hour question this morning:

I answered with this:

She asked me for further clarification:

I’m  sure I can’t explain my convoluted thinking in a tweet, Antonella, so I thought I would try to expound here. This is not the first time I’ve been confused about genius hour.

When I began doing genius hour, I told students they could learn, create, or master a skill.  I was inspired by Dan Pink’s three things that motivate — autonomy, mastery, and purpose.

It’s hard for us as teachers to let go and let students learn. I seem to go through these lapses in genius to try to control the learning environment, even during genius hour.

I really did mean it when I said they could “Do the Stuff.” Then a few months later when someone asked about doing something like physical education for genius hour, I said no. After further inspiration by Sir Ken Robinson and the encouragement of my PLN, I changed my mind and told J he could practice his physical intelligence.

So, today when Antonella asked about what the hardest aspect of genius hour is, I attempted to comment in a few short characters that I want them to research and learn more. (I guess that’s why I have been experimenting with researcher’s workshop in social studies and science classes. When we do researcher’s workshop, I explain it’s like genius hour within the confines of the content standards.)

During regular genius hour, sometimes students choose to create a video, or learn to edit photos, or bake, or create art or music. What I tried to tell Antonella this morning was I wanted them to learn, for instance, about an event in history and then make a video to show their learning. I guess I was again looking at the ideas of creating and producing for the learning of those skills as second-class genius hour.

Another example is that I’ve been trying all year to inspire students to take action in solving heart-breaking problems. I don’t want to try to force them to do that for genius hour, though. They have to choose to take action. Sometimes it happens when we least expect it.

I want to let them be productive and creative, but I forget. Like this morning when answering Antonella’s tweet without thinking.

Do I really trust that I can give up 20% of my control? Many people share this adage about Google Time: In 20% of the time Google gives them to work on projects of their choice, Google’s engineers have created 50% of the most popular Google products.

One thing I do know, students will someday look back and remember lessons learned during genius hour. I know it.

I’m not so sure they will remember much about the other 80% of their work in my classes.

January 9, 2013
by Denise Krebs
3 Comments

Prison, Greenhouse, or Waterboarding

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Common Core State Standards, Grade 8, Reading Standards for Informational Text

I’m working on teaching this and other standards to my junior highers. Reading and thinking critically is imperative, yet yesterday I had an interesting “uncritical” reading moment.

I read a blog post by John Spencer called “What if School Isn’t a Prison?” He said, instead of comparing his schooling to a prison, as he usually does, he was challenged to use the metaphor of a greenhouse — some crap was inevitable, but there was also sunlight and fresh water. Definitely a rosier metaphor than prison for what school was for many of us and is for today’s students.

As I read it, I thought, Hmmm…maybe…that’s nice.

Then I read the first comment at the bottom by Tom Panarese:

What is this? I can’t retweet this! I can’t quote this in my efforts to show the other teacher bloggers that they need to risk their livelihoods and families in order to rebel against a 19th Century-based system that is slowly waterboarding our children into an early grave! Terrible. F.

Whoa! It took me back. It was like a slap up-side my head. Read! Denise, it yelled to me. Critical reading alert: Evaluate the argument…assess the reasoning…relevant and sufficient evidence?

I had to stop and re-read it. He’s right. Instead of taking the blog post at face value, why didn’t I read it critically and thoughtfully the first time? Why didn’t I react like I really felt? I’m not sure why, because I really resonated more with what Tom said. I want to “risk my livelihood…in order to rebel against a 19th century-based system that is slowly waterboarding our children.”

His challenge was good for at least two people. John, the author of the original post, responded back with another comment. He began rethinking and questioning his own post. Tom got him to think critically, and he appreciated the conversation.

I am another person who was helped by Tom’s comment. His challenging response changed me. It made me a better reader. It changed my attitude, at least for a day. Yesterday I felt a little snarkier than usual. I was a little more willing to risk being wrong while doing right by my students.

The next time I hope right away I can read more critically. I don’t want to be afraid to open up a conversation if something troubles me on such an important topic as educational reform.

I also hope others will speak up when I say something that begs a challenge.

For the sake of the students, perhaps, we must.

January 8, 2013
by Denise Krebs
5 Comments

Embracing the ‘S’ Word

I’ll never forget the first time I had a student come up to me and say, “Mrs. Krebs, so-and-so said the ‘S’ word!”

Oh, my, I thought. I was new to second grade at the time. I didn’t know what to do.

“Which one?” I mistakenly asked. Her precious little lips formed the first syllable of the forbidden word as she mouthed, “Stu…”

I actually don’t remember the rest of that story, but recently I used the ‘S’ word myself in an interview with Center for Digital Education.

I love the story Tanya Roscorla wrote about genius hour, “Google’s 80/20 Principle Applies to Students.” The amazing teachers from Canada, U.S., and Mexico–Gallit Zvi, Hugh McDonald, Juan DeLuca, Julie Jee–and my student, Meghan, were so professional and explained genius hour very well. Then I got to my quote, and I was embarrassed:

“It made all the difference when I stopped giving them stupid assignments that I chose.”

I didn’t like it that I had said “stupid assignments” in the interview. I thought I could have described assignments that I sometimes gave as boring or useless or tortuous or meaningless. But no, I said stupid. I told Tanya in a Twitter message that I wish I wouldn’t have said ‘stupid’ assignments. She didn’t suggest an edit, so I decided it was there for me to own.

And I do. I did give some stupid assignments. According to Dictionary.com, stupid can be synonymous with foolish, senseless, tediously dull, inane, pointless, annoying, irritating, troublesome.

Hmmm…yes, some of my assignments over the years have been annoying and irritating to students because they weren’t appropriate–they were too hard or I didn’t give students enough time to complete them adequately, so they raced through just to say they finished.

Some assignments were tediously dull. Sometimes even pointless. I have asked students to read a chapter and write the answers to questions at the end. I’ve passed out worksheets and word searches. And had students write a lot of spelling words.

And some assignments have been foolish and senseless. I came from the old school where we wrote sentences for punishment, and I am ashamed to say that I had stooped to that a few times in my early years of teaching.

So, now I’m embracing the ‘S’ word. I forever do not want to assign another STUPID assignment.

Genius hour, yes.

Choice, yes.

Challenge, yes.

Real-world problems, yes.

Learning, yes.

Most definitely, yes to learning!

January 6, 2013
by Denise Krebs
1 Comment

My Favorite 21st Century Web Tools

It’s not about the technology; it’s about the learning. In a recent blog post, I asked, “What does technology have to do with it?” It’s about the learning, BUT a little bit about the technology, I concluded.

If it wasn’t for the awesome web tools I’ve learned and social learning networks I’ve become part of, I never would have transformed my learning and teaching. So, in honor of this evening’s #21stedchat, here are the tools I use every day, my favorite 21st century web tools:

  1. Twitter – I believe I wouldn’t have learned about many of these tools without Twitter. I also would not have met many of the educators, innovators, and reformers that are helping me shape my 21st century philosophy of education.
  2. Google Apps – For three years now, my students and I have used Google Docs, Presentations, Spreadsheets, and Forms. Students don’t turn in papers, they just share them with me. I wouldn’t do it any other way.
  3. Edublogs – In 2009 I knew nothing about blogging, but I happened to sign up for an Edublogs’ blog, my “test” blog. (Note the URL of the blog. I wouldn’t name it like that now.) However, since then, I have never looked for any other blog platform. I love my Edublogs Pro account. Sue Waters and Ronnie Burt are amazing. They help at the drop of a hat.
  4. Edmodo – My students and I are enjoying our Edmodo pen pals this year.
  5. Wikispaces – What a great free tool! Our Geniushour wiki and the Global Read Aloud wiki are hostd on Wikispaces. My students and I are creating wikis too–rebellions, presidents, geography, etc.
  6. Flickr – What can I say? I used Flickr when I began to take seriously our call to contribute our genius to the world. I want to share my photos with a CC license so others can use them.
  7. Goodreads – As a reading teacher, I love connecting with other readers, including many of my students who also have accounts.

Which web tools do you use every day?

December 2, 2012
by Denise Krebs
16 Comments

What Does Technology Have to Do With It?

Technology, circa 1980s & 90s

Technology is just a tool, not an end.

I used to think it was more. Technology was novel and cool and I wanted as much in my classroom as I could get.

I asked the essential question, “How can I use technology as a tool to improve student learning?”  I learned that mantra from the Intel Teach to the Future program I was a part of at the turn of the century. (I love the sound of that…turn of the century. I used to think of automobiles and electricity coming at the turn of the century. Now it has a whole new meaning.)

Most people in the year 2000 didn’t know about using technology to connect and collaborate with people in other parts of the world. The technology I used was really just an enhancement of typical curriculum. With all my cool technology — and it was cutting edge — my classroom was still teacher-directed. We had a projector, the Internet, a laptop cart with Microsoft programs, yet, it seems I was still up front a good portion of my day.

My Student Sample, Circa, 2000

In the Intel program I took my second grade rocks and minerals unit and enhanced it with technology. I created student samples of a PowerPoint and Publisher web page and newsletter, all with content and links from the Internet. It was high-tech, and, in theory, I was to bring it back and have my students create PowerPoints, web pages, and newsletters using the Microsoft programs. It was powerful and intimidating, difficult and unwieldy. We tried in second grade, and we did some amazing things, but in many ways it just ended up being a “cool” way to share the same content that I had always taught. I think it was some of the most innovative and cutting-edge use of technology in the classroom in 2000, but I didn’t quite get the vision. Most of us didn’t get it.

Twelve years later and now I know that technology is just a small part of it. Today, my mantra is “How can my geniuses be empowered to connect, create, contribute and collaborate in an ever-changing world?”

It’s not about technology. Here are two reasons why.

  • The tech has lost its novelty. Kids have been raised in a digital age. (Not the same as “they all know how to use technology” because they don’t. Some of them love technology and take to it naturally. A few don’t like technology, and they think they would be happy to avoid mastering all the programs and possibilities.)
  • We like to get our hands dirty with the real things — good old “analogue” rocks, for instance, in my rocks and minerals unit. (Can I use that word “analogue” as the opposite of “digital”?) We’ve all figured out that we can’t and don’t want to do everything on computers.

However, it’s a little bit about technology. Since I became a connected educator, the technology has done something radical to my students and me. Though it’s not everything, technology is vital. I found that the Internet has been a catalyst, a fuse, a fire starter connecting me with other like-minded, fiery educators, amazing innovators and educational reformers who I otherwise would not have met. These people (aided by technology) have launched, spurred, carried me to a whole new way of learning, thinking, and teaching (and a great bag of mixed metaphors).

My students have experienced the benefit of my transformation. They are truly geniuses, empowered to connect, create, contribute and collaborate in an ever-changing world.

It’s not about the technology. It’s about the learning. I’ll say it again and again, you are going to become irrelevant if you don’t become the chief learner in your classroom. (However, I do still think technology is cool.)

November 11, 2012
by Denise Krebs
11 Comments

An Open Letter to My Pre-Service and New Teacher Friends

Dear Friends,

I’ve finally learned a few important things about teaching that I’ll never let go. I wish I could have put into practice all these things from the start, but I’m offering them now to you. PLEASE spend some time reading about and considering these priorities in your classroom. And, even more importantly, if you are not willing to consider them, please get out of the field now while you are young and can still find meaningful work. We need only the best teachers for the work that needs to be done in education.

Today, I offer these four priorities:

Bring whimsy.

Laugh and invite your students to laugh. What teachers do you remember? I remember a few of the crabby teachers who made life miserable for students. I don’t think I remember the insipid teachers who didn’t care. However, I do remember many warm teachers I loved, the teachers who loved life, loved me, and were just pleasant to be around.

I was excited when I found my name on the class list of Mrs. Rhodes, the “best” first grade teacher. (Even at that age, we all knew who was best.)  To our delight, this grey-haired lady did things to surprise us and make us smile, like pulling out of the closet a giant plastic Tweetie Bird mask to wear in our Halloween parade.

I have images of Mr. Golji folded in half with laughter, snorting. I don’t remember why he laughed, but I know his love for life was contagious to us normally cynical eighth graders.

Mr. Thornburg, goofy high school business teacher, delighted in making us laugh with his quiet and silly antics.

I do know those teachers didn’t laugh at the expense of other people. They laughed with us and often at themselves.

Make your classroom a fun and safe place to be, and don’t forget to give them opportunities to laugh at you.

Recognize your colleagues.

Your fellow teachers are your colleagues. You will learn much from them. You will laugh and cry with them. Make friends with the positive ones. Don’t get bogged down with the negative ones. But work collegially with all of them.

However, you have colleagues far beyond the teachers you work with in your district. You have more colleagues than you could ever count in the wonderful world of your online Personal Learning Network. (If you haven’t met them yet, join Twitter and give it time to make connections. Twitter is not an end — it’s a means to find and get to know your friendly and helpful, yet distant, colleagues.)

Your administrators are on your team, and they are your colleagues in casting vision for what is important for students. (In my experience, administrators are not autocrats, most want to work WITH you, not above you.)

Most importantly, your students are your colleagues in learning. Work collegially with them, which is defined as “the power and authority vested equally among colleagues.” Learn WITH your students; don’t just try to give them knowledge, which brings me to the next priority…

Be chief learner.

You must be the chief learner, learning every day. Let your students see you learn. Say “I don’t know” often. Say “Let’s find out!” and “Look what I learned!” MORE often.

Do not begin to think that you have already learned enough content and teaching strategies to carry you through a career. You don’t know much. (I don’t either.)

If you do think you are done learning, please just leave teaching now. We do not need any know-it-all teachers who think professional development is a waste of their precious time.

At this critical time in education, we need lifelong learners who relish opportunities to become better at their craft and grow in their understanding of the world. If you love to learn and are never satisfied, we need you to join this precious club called education!

Find and nourish genius.

Find and nourish your students’ genius. I could write a book about this one, and many people have. Please know that all your students are lovable, capable, creative, amazing, talented, gifted geniuses. THEY. ARE. RIGHT. NOW. Each of them.

You need to get to know what makes them tick, what floats their boat, trips their trigger, tickles their fancy, flips their pancakes, razzles their berries, tosses their salad, flies their kite, sizzles their bacon, bakes their cake, lights their candle, et cetera, et cetera, et cetera! (OK, I’ll stop with the bad metaphors.)

Everyone loves to learn something, and you must invite your students to learn the things they are passionate about as often as possible.

I am finally passionate and unwavering about these priorities in education, and, if you haven’t already, I pray you will study and learn these and other important educational priorities.

Here are some experts I’ve read and watched (search for them on YouTube) who have helped me grow:

What do you know? The following link came in a tweet today: Ten of the Best Ted Talks on Improving Education. So I’ll check those out later. Always, always, always learn…Please join me!

Sincerely,

Denise Krebs

P.S. To my PLN, what other priorities have I not listed?

August 15, 2012
by Denise Krebs
9 Comments

Making Progress! Leadership Day 2012

Today is Leadership Day 2012. Dr. Scott McLeod, Director of Innovation for Prairie Lakes Area Education Agency 8 in Iowa, has been calling people to write Leadership Day posts since 2007. (This year’s post is here.)

Last year I wrote my first Leadership Day post as an open letter to my administrator whom I had yet to met. I didn’t know anything about her. Now, I have had the joy of meeting her and working with her for one year.

As I re-read my post from last year, I am excited! A lot has happened since then, including some great professional development last year. We took a quick tour of the five Characteristics of Effective Instruction described in the Iowa Core. We also did some technology trainings. And, one of the best things, we bought two new laptop carts with Macs. One is housed in my room, with easy access for my students!

My class became more student-centered, due in part to our in-school PD, but even more as a result of my PLN and all I’m learning and sharing as a connected educator. This year I am excited to work more on rigor and relevance in my student-centered, genius classroom. We’ll be studying that characteristic in depth at school. I know I will grow yet again as an educator. I have appreciated our new administrator’s leadership.

And, bonus! On Monday I came into the office after the summer and she told me she was tweeting now. I was tickled! She is becoming a connected educator, and she’s already been tweeting out resources for others to benefit from! I’m looking forward to the new things we will learn together. Follow her at @LisaHamerlinck1

Tonight is open house at our school.

Lisa, I am planning to spend tonight and the first five days of school inspiring learning in my geniuses, not telling students what they can’t do. When they come into my room, this slideshow will be rolling.

Read more Leadership Day 2012 posts here.

August 4, 2012
by Denise Krebs
19 Comments

My Journey to a PLN

For Connected Educator Month, Sheri and I are leading a webinar called “Extend the Conversation.” We will be sharing our own stories of how we became connected educators. Becoming a connected educator for me was a steep learning curve, but it was well worth it. I’m a slow and steady learner, but like the tortoise, that is sometimes a good way to be!

As a teacher, I have always been a lifelong learner, but since I became a connected educator, I now have the joy of learning and growing with an incredible group of people in my PLN. Not only am I learning and growing from them, but I am also now a contributor and collaborator. My PLN has given me courage and confidence to be a leader in my classroom, my school, my state, and the world. I am no longer afraid to “share my genius with the world.”

I made this timeline to show my journey to a PLN. (Click on the speech bubbles for more information.)

July 9, 2012
by Denise Krebs
21 Comments

It’s Monday! What Are You Reading?

Thanks to the #TeachersWrite Summer Writing Camp, I’m following Maria’s Mélange blog, so I noticed this “What are you Reading?” meme hosted by Sheila at Book Journey. And the children’s literature version, hosted by Jen and Kellee at Teach Mentor Texts.

I thought I would give it a try today. This summer I decided to get serious about using GoodReads.com. Good decision! It’s a success. I’ve read more and faster, I’ve had many good books recommended through great reviews and suggestions, and my two children’s lit students have joined and log their books on GoodReads too.

Here’s what I’ve read this week.

Professional Book – I have to revamp my literacy classes next year because I am sad I’m going from two periods (English and Literature) to one period (just English). I’m reading lots of books about reading and writing. I must take advantage of every minute I have with my students.

Children’s Fiction – I liked the book Ivan the One and Only. After I read it I noticed it is the intermediate book pick for the Global Read Aloud 2012 (#glread12). I was curious about the Benjamin Pratt book, so I read that one too.



Children’s Non-fiction - I like Jean Fritz, and I teach U.S. history and government, so I read two of hers. Then I also checked out all the Diane Stanley books in my library.

 

Short Stories - This one has taken me a while to finish. The stories are old, written about the Civil War by women in the 19th and early 20th centuries.

For this Week – I’ve been plugging away at John Adams, but I have two children’s books handy for when I need a break.