Posted in Constructivism, Learning Environment, Research-Based

Making Connections From The Start

It’s here, the start of another school year. Our halls and classroom will soon be filled a variety of students possessing a variety of needs.

Last week, Pine Creek High School’s new Mission Statement was revealed, opening the door for our next steps forward. Part of the Mission Statement speaks of “providing a safe and welcoming learning community.” Have you thought about how you might make that happen in your classroom? What would that look like? What would that feel like?

The beginning of the school year is the perfect time to begin making the connections necessary to foster that safe and welcoming environment. Wes Kieschnick, author of Bold School, says that “on the first day of school, if you spend more time talking about rules than connecting with kids, you’ll spend more of your year enforcing those rules than teaching” (Kieschnick). Those connections are a vital ingredient in increasing student achievement (Richman) as well as building the trust needed to make mistakes and ask for help (Hattie, 2012, as cited in Richman).

How are you going to begin this year? How are you going to make those connections with your students? Take the time to make these connections. Don’t lose this opportunity. Your syllabus can wait. Model the behavior and relationships you want in your class. Take the time.

Resources: Safe and Supportive Learning Environments

Resources: Activities to build a safe, supportive learning environment

Resources: Connections

Additional Resources

  • Hattie, John. Visible Learning.
  • Kieschnick, Wes. Bold School.
Posted in Constructivism, Transformation

That One Thing – Your Place in Technology Integration

That One Thing, that one thing you do. That was the theme of our digital professional learning program this year. What was that one thing for you? Where do you find yourself in the process of technology integration? Embedding technology into instruction is supposed to support that instruction and further students’ ability to demonstrate what they know and are able to do – not to take the place of instruction.

Starting at an entry level where we use digital tools to consume material, to substitute what we might have done on paper into a digital format, we begin to grow. We grow to explore and experiment and find ourselves moving beyond curating resources to creating our own and even having students create to demonstrate their learning.

How do we find that transformative place in our instruction? We find that through collaboration with educators within our department, within our building, and outside our walls, too. We find that as we explore the possibilities online. We use resources like the Technology Integration Matrix filled with models and examples. Resources like that exist for a reason: to guide you, to provide you models, to provide you structures necessary to strengthen their own practices.

Are we expected to be at that transformative place all the time? No! This is a constructive process where we build on best practices, use direct instruction and guided practice. It’s a process where we scaffold learning with students as active participants, collaborating with one another in authentic, goal-directed situations.

As you reflect on your school year and plan for the next year, reflect on where you are regarding technology integration. Technology is available to support your instruction, not take the place if it. What was That One Thing for you this year? What will your Thing be next year? There are so many possibilities – Be Inspired!