Student PLNs

If you are reading this blog, it means you are probably part of my PLN (Personal Learning Network), and for that I thank you.  As educators we should all have people to learn from on a regular basis.  We need a network of like-minded professionals to challenge our thinking and heighten our professional experience.  These can be co-workers and colleagues in our buildings, but I am sure you are reading this via Twitter, which means you are plugged into a broader global community of learners and know the potential of connecting digitally.  Since personal learning networks can include anyone who you trust to support your learning and make you better, shouldn’t we encourage our students to develop their own personal learning networks so they can experience the same benefits?
  I decided to apply this idea to Writer’s Workshop last year.  We were doing daily conferring and pair shares, but students really wanted to meet with me every day.  I explained to them I was only one perspective.  I introduced PLNs and told them about mine, locally and globally. I shared the importance of trust with PLNs.  I gave an example of how I would create a new workshop or blog and I would ask Mrs. Heizman and Mrs. Kasprowicz to critique it.  They are dear friends, but I also have great respect for them as professionals.  Mrs. Kasprowicz is a 5th/6th grade teacher, but also a published author.  Mrs. Heizman is our experienced Technology Administrator.  They are also extremely honest and will tell me what they think.  That is an essential part of the learning process if I expect to learn and grow.  

To help my students decide who was already part of their learning network, we answered the following questions:

Who helps us learn?
Who really knows us?
Who makes us laugh?
Who pushes us?
Who are our cheerleaders?
Who will be honest?
Who listens to us?
Who do we connect with locally and globally?

They went to work creating their PLN on Google Drawing.  I was happy to see they included me, a few classmates, parents, previous teachers, our current buddy classes, and Mrs. Barnes' class, our blogging buddies from Virginia.  Over the next few weeks in Writer’s Workshop, instead of asking writers to find a partner, I encouraged them to find someone from their PLN for feedback until I was able to confer with them.  They loved the term “professional” and took the responsibility seriously.

I found success with 5th Grade student PLNs, but I wondered if this same idea could be applied to younger students.  I consulted another member of my PLN, Ms. Losik, a 1st grade teacher at Merton Primary School.  Our students had done a few collaborative activities already and were comfortable working with each other. I felt my students were confident with their knowledge of PLNs and they were ready to teach their first grade buddies what a PLN is, and help them create their own so they could start using their network in 1st grade for Writer’s Workshop.  Ms. Losik prepared her students for our visit by talking to her students about their own learning experiences and brainstorming together who helps them at home and school. 

When we finally brought our students together for our PLN pair share/teach activity, the excitement was explosive. They were so proud to share the important, special people in their lives who help them learn. First the 5th graders explained what a PLN is, and shared their Google Drawings of their own PLNs.  Next, 5th Graders assisted their 1st grade buddies to brainstorm their PLN members by asking similar key questions we used to develop our own PLNs.  They wrote the names of the people and drew pictures on a graphic organizer similar to our Google Drawings.  After about 15 minutes, each 5th/1st grade pair presented their PLN.  It was interesting to note that even though these students were different ages, they both valued teachers, classmates and parents in their PLN.

This year my students continue to grow their PLN. They are excited that our blogs have reached new classrooms this year and we have made connections with famous children’s authors. Each TCRWP unit of study has a new element of excitement because the audience is no longer limited to our classroom, but reaches an unlimited global community and Personal Learning Network of their choice.  

  

Validation

Whenever you start a new Language Arts initiative with your students, you are always hopeful.  You want THIS program to make the difference.  The materials are purchased, the teachers are trained, the parents are informed.  Then the real work begins. Implementing real change in your own classroom. In order to do this successfully, means looking at literacy differently and creating a writing environment that looks and feels different than what has been done in the past.  Exciting! Year one of Writer’s Workshop was an absolute whirlwind in my 5th Grade classroom at Merton Intermediate School. It was new to everyone, so we learned together.

That was part of the fun.  My class and I loved conferring best.  We simply loved talking and sharing about writing.  It brought us all closer together as writers. We also had a class blog so we could continue our writing and discussions outside of the classroom. Blogging extended our audience to a global community and provided authentic learning opportunities. We loop 5/6th grade, so I was thrilled knowing we could continue what we started the following year.

I attended Teacher’s College Reading & Writing Project in August 2013 and kicked off the new Units of Study this year.  We started with Personal Narratives.  It was exciting to start our unit with experienced writers who were familiar with workshop. We spoke a common language and were living our lives as writers.  I didn’t realize just how much until 6th Grade volunteered to present “Writer’s Workshop: Year Two” at a school board meeting in November.  I started gathering artifacts and recruiting my writers to present at the meeting.  I made some amazing discoveries.

First, I asked my students, “ How are we living life differently as writers this year?”  Over the next two days students posted their responses on a Padlet.

It was exciting to see responses like:

• “Last year I learned a lot of things that I needed to apply to my writing.  Now that I know all of those skills, it is a lot easier for me to add them to my writing without even having to think about it.”
• “We are more aware of our surroundings so we can make the moments we have lived into small moment stories.”
• “I think I have grown as a writer by being unique and brave.”
• “We are writing blogs which don’t just help me, but inspire others too.  I reach many readers.”

Next, I went back to find a similar activity I did with my students a year earlier.  We were working on building stamina as writers since this was our first exposure to workshop.  My students were not exactly “enjoying” the amount of time we spent writing each day.  We discussed stamina and why it was important to build stamina in all areas of our lives. I had them each contribute to the question, “Why is Stamina Important in Writer’s Workshop?” on a shared Google Doc the same way I did with the Padlet activity.  Some of the responses were:

• “We can build stamina by putting effort into your work.”
• “We can build stamina with practice, practice, practice.”
• “We can build stamina by practicing and writing stories.”
• “We can build stamina by writing a lot at home or anywhere you go!”
  

For both of these activities, I posted the question on our class web site and asked my students to share their thoughts.  What a difference a year and the correct writing model can make.  What I noticed the most was the first year responses were all about the work, effort and practice. The second year responses were about the writer, blogger, inspiration, audience, life, and stories.  YES!!

We proudly presented our findings to our school board and ended the presentation with a potpourri voices share. Thanks TCRWP for your amazing resources and instruction this summer.  Most of all, thank you to my Merton 6th Grade writers/bloggers for your dedication and trust in me.  I am so proud of you!  Merton Community School Board Presentation: 11/23/2013

Finding a Balance

A week ago I got a phone call from our dear friends asking us to join them for the Packer-Detroit game in Green Bay the following week.  My mind immediately went to mush.  All I could think about was all my professional responsibilities coming up the next few weeks, such as my new PBL project, my Digital Writer’s Workshop class, an out of state professional development engagement, and 6th grade camp, just to name a few.  I looked at my husband and I knew that we both needed a break, and a chance to do something other than work on a Sunday for a change.  I said, “Yes!  We can’t wait!”

The following week was insane, filled with work, a sick baby, our son’s sports commitments, and planning for the trip to Green Bay.  My excitement about the game was overshadowed by the guilt of taking the Sunday off of work.  Why did I feel this way?  As teachers we fill our plates so full and never feel “done”.  I have a hard time disconnecting because my passion for what I do consumes me.  I realized this week that this is not a healthy way to be, and I need to get better at finding a balance.  

In Writer’s Workshop, I remind my writers how important it is to “live differently because you are a writer.  Notice small moments and capture them in entries.”  If I sit in front of my computer and never leave my house, how am I modeling this behavior as a writer?  How will I have anything to share? 

If I would have said no to the game, I would have missed the following small moments today:

• The ride to and from Lambeau Field filled with stories and laughter
• Our friend Ken winning a Jordy Nelson Jersey in a tailgating raffle
•  Eating the best steak sandwich ever on a pretzel roll, and devouring two bowls of seafood chowder that would challenge any restaurant on Bourbon Street 
•  Finding disgusting standing water by a dumpster and taking a picture of it to share with my students tomorrow (they know I am grossed out by putrid standing water)
•  I was almost not allowed in the Packer game because my beautiful purse was too big to pass security (my sweet husband emptied it out and smuggled it in)
• Watching an amazing Packer win in sunny 65 degree weather
• Spending an entire day with my husband, kid-free, talking about everything, BUT education

As I type this on my phone in the car on the ride home, I realize I made the right choice. Granted, I'm sneaking a little work in, but I'm excited to share, reflect, and celebrate how I lived life differently today, and found a balance. I can't wait to share these exciting experiences with my class tomorrow, and discover what small moments they lived this weekend too.

Celebrating the Win

Rogers and Nelson?

A Purse Worth Fighting For

Lambeau Field

Standing Water

Students! Assemble!

I am a superhero fan.  I love the comics, movies, action figures, costumes, and most important, I love the story behind the hero.  I like Ironman, but I am in awe of the brilliant Tony Stark.  He has an idea, and retreats to his lab to research and build with J.A.R.V.I.S. to create the next great technology masterpiece.  I like Batman, but my favorite scenes are when Bruce Wayne and Alfred or Lucius Fox are researching, brainstorming, discussing strategy, and testing the newest tech tool.  These men are mere mortals, but they don’t believe there is a limit to the possibilities. Awesome. I understand that Iron Man and Batman are fictional characters, but we all need a little superhero to push ourselves and believe that anything is possible, because it is.  This is a lesson I want to teach my students with the support of 1:1 Chromebooks.  In education, teaching and learning should lead to Common Core Standard assessment, but should start with student ideas and choice.  As learning missions take flight, we decide the best learning path together.  We research, we collaborate, we strategize, we create, just like Tony Stark and Bruce Wayne. Once the mission is complete, we celebrate our success.  Finally, we reflect and set goals for our next mission, just like other superheroes do. I feel honored to lead my superheroes on their daily missions.  We are fortunate at Merton to have Chromebooks, Smartboards, document cameras and iTouches to enhance our learning experience. I just remind them that it is the operator with the brilliant mind and thoughtful heart who is the superhero, not the device.

Thank you to my fellow tech geeks @chris_reuter, @chadkafka, @dkapuler, and @MisterMinor for sharing resources and my passion for superheroes. 

The Chromebooks Have Landed

What a wonderful Friday in Merton, WI.  At 10:12 A.M., the Chromebooks landed in Room 121.  My class used Chrome and Google Apps on netbooks last year as 5th Graders, but Chromebooks are a right of passage in 6th Grade at Merton.  My students immediately became one with their Chromebook.  It was a beautiful thing. Once they discovered a few things, they started to share their gems with classmates. After a few minutes, they went to their Google Drive and started their writing activity in Google Docs.  I was pleased that they remembered our discussions from last year, and why we have 1:1 access in our classroom.  We focus on learning outcomes.  Our tasks have purpose and tie closely to our learning targets.  Luckily there is always room for the 4C’s and fun in the process.  The graphic by Bill Ferriter can help educators take the focus off the shiny tools, and put them back on the learning outcomes. The tools will follow, and so will the students.  

One of the ways we start conversations and find answers is by connecting with classmates, PLN's and global communities via Kidblog. My students will be posting their first reflection next week. Please visit and comment often. Our connection to a greater audience and your comments motivates my students to write more than ever. We are always looking for other classrooms willing to connect and create together. Mrs. Reuter's Class Blog


We ended our day celebrating our week of learning and our Chromebooks. We discussed how we will model digital citizenship as we explore our Chromebooks over the weekend. What a great week! I’m so proud of my students. 

I Want to See You Be Brave

I love teaching writing.  More importantly, I love reading what students write. Writing is essays, song lyrics, comics, advertisements, tweets, blogs, novels, and notes of encouragement stuck to my coffeemaker in the morning. Writing is everywhere.  Educators have the delicate responsibility of teaching standards-based units to our eager writers. How we introduce writing to our students can set the stage for the entire year.  

When I heard the song “Brave” by Sarah Bareilles, I got goose bumps. It is a beautiful song with a strong message:

Say what you wanna say
And let the words fall out
Honestly I wanna see you be brave

This is how I will start the year with my writers.  
I have an advantage since this is the second year with my students.  We have a 5th/6th grade loop at Merton Intermediate School. I already know they are talented, thoughtful, amazing writers. My hope for this year is we can build on last year’s foundation of mini lessons and conferring, and they come to workshop feeling brave and ready to take risks.
For the first week of school, we will listen to “Brave” as we transition to Writer’s Workshop time. When the song is complete, we will be ready to start our mini lesson.  Each week, a student will select a new song that inspires them as a writer.  

Be brave this year! 

Meeting Chris Lehman

Professional development doesn’t get much better than The Reading Writing Project at Columbia Teacher’s College.  The week began with a keynote by Lucy Calkins in the magnificent Riverside Church.  My friends and I anxiously climbed the stairs to the cathedral, when suddenly I noticed someone I recognized standing next to the entrance.  It was Chris Lehman!  I turned to my friends to tell them about my star sighting.  I rambled off a few of his books; Energize Research Reading & Writing and Pathways to the Common Core. Normally I would walk right over and introduce myself to someone I admired, but I froze.  I became an absolute puddle.  My friends were not much help at first since they were looking back at me, horrified.  They had never seen me like this.  I am normally confident to a fault. Luckily, they pushed me to go over and talk to him.  He was so approachable and gracious.  I introduced myself, and mentioned a conversation we had on Twitter.  Whether he remembered it or not, he made me feel like he did, which was so kind.  He also took a picture with me.  My heart was racing the entire time.

This event was one of many amazing experiences at Teacher’s College, but I keep revisiting it in my mind because of the emotional and physical reaction I had to this experience.  Why did I react this way?  I started thinking about the fact that I LOVE reading professional development books, online articles and blogs.  This is such a nerdy statement, but I really do.  While some people sit by the pool and read novels, my nose is buried in professional development texts or on Twitter.  The information shared by these authors inspires me to be better for my students.  They deserve the best.  Chris Lehman writes books that help teachers be better.  

Once I returned home and had more time to reflect, I realized the emotion came from an interaction I had last spring when my dad had surgery.  Time alone at the hospital is a scary thing, so I spent my time reading and on Twitter.  It was the first time I read Energize Research Reading & Writing by Chris Lehman.  I mentioned a few of my favorite parts on Twitter as I read, and within 10 minutes Chris Lehman and I began a conversation about the book.  It was really exciting to be able to dialogue with him about his work, especially since my class was currently working on informational writing. It was a great day.  My dad’s surgery went wonderfully, and I left the hospital with a new mentor.  

Chris Lehman is an amazing writer, teacher, and mentor.  Chris, along with all of the other brilliant teachers at The Reading Writing Project, are so approachable and generous with their time. These interactions were so important to me, and they are so important to kids. This year I am going to be more generous with my time.  I will make sure I am available for conversations, whether they are face to face or digital, and supply the much needed feedback my students cherish.