That’s right. Two Podstock Golden Tickets.
I know you’ve heard of Podstock. ESSDACK’s annual summer edtech get together? In Wichita’s Old Town? Lots of fun people and great learning? Moonlight Madness? Pine wood derby? Dance and reception? Great door prizes and give aways? Did I mention incredible PLN?
It’s basically a bunch of awesome folks getting together to learn more about how to improve education. It’s about creativity, about inspiration, about finding the best tools for our kids. And we’ll use whatever it takes – technology, PBL, gaming, online widgets . . . we’ll try anything as long as it helps kids learn.
Podstock got started a few years ago when Kevin Honeycutt wanted to mash up some tech learning with the anniversary of Woodstock. We decorated with album covers, wore tie dye t-shirts, and learned a ton about podcasting. And every year since, we’ve picked a fun theme. Last year it was super heroes. Before that it was the 80s. We’ve done 1950s diners. 1960s revolution.
This year? Read more
As you count down the final days and hours, many of you are having students create final products and assessments. We often ask kids to create these end of year projects in textual form. Absolutely nothing wrong with that. Writing is proof of thinking. But there are are other types of assessments that can also measure levels of thinking that we sometimes forget about, ignore, or just don’t know about.
The Instructional Arc of the National Council for the Social Studies and my own C4 Framework ask kids to solve problems and communicate solutions. Both are based on the national and state literacy standards that ask students share research and solutions in a variety of ways:
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
The problem seems to almost always revolve around finding and using a tool that free, easy to use, and that supports the Instructional Arc and literacy standards. One possible answer? Read more
The Google pool is deep and very wide. There seems like there’s never an end to the tools, handy extensions, and online resources available from the Googleplex. You’ve got search, maps, notes, docs, spreadsheets, drawings, videos, photos, bookmarks, email, calendars, html, news, books, blogs, online classrooms, digital conversations, research, language translation. Heck, there was even a movie a few years ago.
So, yes, I get it when I see teachers struggle with learning the Googles. It can a bit overwhelming. There’s just so much to figure out.
What to do?
Use Google, of course. Read more
It’s actually 149 maps. But I figured that was just a bit of overkill in the title. To be completely transparent, it’s really five different articles about five different topics that all focus on very cool and interesting maps to tell a story.
So you can pick and choose.
Middle school US history teacher? There’s a little bit of the Civil War in there. High school world history? Yup. We’ve got some WWI and WWII. Ancient? Rome and Middle East, covered.
But . . . I can hear a few of you now.
Glenn. I know you love a good map. But what can I, a classroom teacher, do with that many maps? How can these be incorporated into my instruction? And somehow make it about historical thinking?
Well . . . first of all, we’ve already decided that 149 is a big number so don’t use all of the maps. Pick and choose the ones that best fit your specific end in mind and content. And second, remember that one of the best ways to engage the brain and to hook students on content is to create an intriguing problem. Look for a map or two or three that creates a sense of “academic discomfort” – something that doesn’t seem to make sense. Or maybe combine a few maps together to create a narrative that can lead kids in a certain direction.
We’ve used Google aerial photos to hook world history kids before. We can use a similar strategy with middle school US.
So how about this? Read more