For the Love of Learning at Edcamp Grand Forks

With a limited number of days of summer break left for most educators, about 80 educators chose to attend Edcamp Grand Forks on August 6th for the love of learning.

About a year ago, Grand Forks Public Schools Curriculum Technology Partners discussed the possibility of holding an Edcamp.  August 6th was set as the date and plans were in motion.

August 6th - Edcamp Day!

There was definitely a buzz in the commons at Community High School as the educators enjoyed breakfast and visited.  

I provided some brief opening remarks as a way to set the tone for the day. Edcamps are designed to learn from each other.

I also highlighted a recent blog post by Pernille Ripp (As We Start Another School Year) with the thought: “A single decision made by a teacher can change a child’s path forever.” So I posed the question for the educators to ponder, "Is attending Edcamp Grand Forks one of those decisions?" I then provided an overview of what to expect from an Edcamp experience and explained the “rules."

• Built on principles of connected and participatory learning, Edcamp strives to bring teachers together to talk about the things that matter most to them: their interests, passions, and questions.
• Teachers who attend Edcamp can choose to lead sessions on those things that matter, with an expectation that the people in the room will work together to build understanding by sharing their own knowledge and questions.
• “Go where you grow.” (i.e. “law of 2 feet”)

Carla Haaven made a few opening remarks and we were off and running to create the session board based on the interests of the attendees. Check out the SESSION BOARD to view the session topics and session resources and notes.

Throughout the day, there was a noticeable "buzz" of collaboration and learning at Community High School.  

At the end of Edcamp Grand Forks, the attendees completed a survey. I’ll let the comments from the participants speak for themselves:

• All of the sessions were useful. I cannot believe how much I learned, especially the applications I can use in my classroom.
• Learning alongside colleagues from a variety of disciplines, schools, etc.
• It was a great 1st experience at Edcamp and am glad I got to partake in it.
• The highlight was being able to collaborate with a team of teachers from my school about things we chose to learn about! Yay!
• Connecting with other teachers and sharing ideas.
• Really enjoyed connecting with and learning from other educators. We are a great resource and need opportunities like this more often.
• I love how we decided what we wanted to learn and everything was very laid back.
• I like the choice involved in learning options.
• I love watching people learn new things! It is great to be surrounded by same minded people who are positive learners!
• The buzz in the room of teachers excited to learn was great!!
• Meeting educators from around the region!
• This edcamp was very organized and it look everyones unique ideas so we could share with each other to make our classrooms different. I feel this has been very beneficial versus our PD days.
• Please do this again next August before school starts so I can take this again! I will be spreading the word!
• Collaborating and networking with other districts.
• I liked the style of learning. It was not intense or shoved down your throat. It was comfortable and enjoyable.
• Everyone that is here today, is here because they want to be here. I am impressed by the turnout!
• I loved hearing teachers from another town talk about how jealous they are that we get to do things like this!!!! We are so fortunate and more people need to get involved.
• Interacting with people from all over who have different ideas.
• Met a UND professor and GF Schools parent who asked if he could come and talk to my class about STEM.
• I just liked the whole day. Very informative.
• This was my first and I LOVED it!
• More time (maybe over a period of a couple days)
• Several throughout the year...nice format.
• Love the format and appreciate everyone sharing and asking questions.
• It was more and better than I could have imagined.
• It was great! I wish I could have attended more sessions!

At the conclusion of the event, I talked with several educators who indicated the need to incorporate Edcamp into some of our professional development/learning time.  It highlights the fact that TEACHERS want choice based on their interest because it will lead to a higher level of engagement and learning.  Hmmm, let me try that sentence again by changing one word; It highlights the fact that STUDENTS want choice based on their interest because it will lead to a higher level of engagement and learning.  We are all learners, so the question is, how can the Edcamp format be incorporated into future school and district level professional development/learning as many suggested in the survey and through conversations?

As I reflected on Edcamp Grand Forks, I reminded myself; “No one was required to attend, but they still came to learn.”  My colleagues in education continue to inspire me by their willingness to learn and strive to be better for their students. Thank you to everyone involved in the planning and organization to make Edcamp Grand Forks an awesome learning opportunity.

The Road to High School BYOD

Soon after I made the transition from high school associate principal to director of technology in the Fall of 2012, my quest to learn and understand how students learn best through the use of technology devices became my most important priority.  At that time, Bring Your Own Device (BYOD) was beginning to gain some traction in K-12 schools with mixed results and opinions; some good and some not so good. Nonetheless, it was still worthy of discussion and was added as a “Study Recommendation” item in the 2013-2016 Grand Forks Public Schools (GFPS) Technology Plan:

Study Recommendation #5 – Bring Your Own Device (BYOD)

Grand Forks Public Schools should study the potential impact of students having the opportunity to bring their own device/laptop computer.

The recommended study would develop a systematic plan for students to bring a digital device from home and access the district network for academic purposes.  A BYOD pilot study will take place in a summer school English class in the summer of 2013.

GFPS students in grades 5-8 now have 1:1 access to netbooks or Chromebooks, but in the Fall of 2014, the budget did not allow for the 1:1 initiative to continue for students into 9th grade.  Instead, carts of Chromebooks were added to the high schools dedicated to 9th grade students in the core curriculum areas as a way to provide additional access to devices.

When the GFPS High School Technology Committee first met in the Fall of 2014, we reviewed the 2013-2016 GFPS Technology Plan.  Committee discussion focused on and kept coming back to increase device access for our high school students and BYOD.  After significant study, the plan was presented to district administrators, high school principals, school board technology committee, and the school board.  After answering the questions and responding to the concerns, support was in place to move forward.  A BYOD Steering Committee was established and we started preparations for an August 2015 implementation.  The key areas of our work and discussions included:

• Expanding the BYOD Summer School Pilot to all classrooms
• Equity - Several hundred Chromebooks will be deployed for students to access as supplemental devices.
• Communication with Parents
• Communication with Teachers
• Communication with the Community (see the Grand Forks Herald article on BYOD)
• Student Expectations (summer school students are currently involved)
• Network Infrastructure (additional access points)
• Teacher Professional Development (planning has been and continues to take place)
• Creating a BYOD Webpage
• List Answers to Frequently Asked Questions (FAQs)

As our summer school BYOD pilot is taking place and preparations continue, it was interesting to read the recently released NMC Horizon Report 2015 K-12 Edition.  The report contained affirmation of the GFPS BYOD initiative as it listed BYOD as an important development in education technology.  The expert panel agreed that BYOD is very likely to drive technology planning and decision-making over the next five years with an expected widespread adoption in one year or less. (See pages 36 and 37 in the Horizon Report)

As we transition to BYOD in our high schools, there will be some themes that will be important to remember:

1. It’s about student learning, not the device. 
2. Professional Learning - Our Curriculum Technology Partners are poised to provide just in time and ongoing professional learning opportunities for our teachers geared towards pedagogy in a technology rich environment.
3. Student Expectations - We will provide our students with the expectations of BYOD and embed digital citizenship reminders, while at the same time, establish an environment of trust.
4. While we are focused on planning for the best BYOD scenario, we understand that there will be things to learn along the way.  Being mindful that we are always in “beta” will keep us focused on continual improvement.
5. We need to stay focused on ‘what’s the best that could happen’ [with BYOD and student learning], rather than ‘what’s the worst that could happen.’
6. “Technology will never replace great teachers, but technology in the hands of great teachers can be transformational.” (@gcouros)

There will be much to learn and work to do during this upcoming school year with BYOD in our high schools.  We do not and will not pretend to have BYOD all figured out, but I will share, through this blog, ongoing reflections on our high school BYOD transition.

ISTE 2015 Affirmations, Reminders and Challenges

After 4 full days at ISTE 2015, I left Philadelphia grateful for the learning experience as I connected with other educators and had the opportunity to learn from others in my PLN (personal/professional learning network).  While I left with many reminders and challenges on my/our “to do” list, I also left with numerous affirmations that we are doing many great things in Grand Forks related to students learning with technology. Here are my reflections. 

Affirmations, Reminders and Challenges

Staying focused on the right 1 in 1:1; the STUDENT.

Participants at ISTE were often reminded that our work is about the students.  Relationships are still the most important thing in education followed by the importance of relevant, authentic, student-centered learning environments in which the learning process is more important than the end result.  We must allow students to seek out answers to their own questions and pursue their passions.  While a few teachers are implementing some form of genius hour/20% Time within their current curriculum, the practice of an increase in student voice and choice should become more of the norm rather than the exception.  Student agency can always be improved as we should continually seek the opinions and guidance from our number one customers, our students.  Student agency, along with a culture of trust, will be an important components in the transition to a BYOD environment on our high school campuses.

"Positive relationship between teachers and students are among the most commonly cited variables associated with effective instruction." - Robert Marzano

It’s about student learning, not the device.

While an increase in student accessibility to devices continues to be a goal, all conversations start with how student learning will be positively impacted through the addition of technology devices.  Grand Forks Curriculum Technology Partners plan and facilitate professional learning opportunities for teachers with student learning, common core, curriculum, and the 4 C’s at the forefront.

"Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results." - John Dewey

Professional Learning

Providing teachers professional learning opportunities continues to be important in the pedagogical understanding of how students learn with technology.  While voice and choice is important in students’ learning, it should be equally important in teacher learning. Professional learning highlights the importance of our Curriculum Technology Partners working in schools with teachers and students.  Compared to many other districts, we are fortunate to have Curriculum Technology Partners serving our teachers and students, but we need to continually remind ourselves... 

"Technology will never replace great teachers, but technology in the hands of great teachers can be transformational." - George Couros

BYOD (Bring Your Own Device)

As our Grand Forks high schools move toward officially embracing a BYOD learning environment (along with supplemental Chromebooks) in the Fall of 2015, the recently released Horizon Report lists BYOD one of the six key technology trends happening in education with the expected timeline as one year or less. While we have done much work to prepare for our high school BYOD initiative, there will be challenges and much to learn through our journey.

“BYOD enables students and educators to leverage the tools that make them most efficient and productive.” - Horizon Report

Connected Educators

As highlighted at ISTE, being a connected educator is more important than ever.  An increasing number of Grand Forks teachers are embracing being a connected educator.  As a subtle means of encouragement, teachers can earn PRISM hours (continuing education credit) by participating in our local #gfedchat on Twitter on Monday evenings during the school year at 8:30 pm.  We have conversations on a variety of educational topics and some educators have since expanded their horizons into other edchats on Twitter.

"Alone we are smart. Together we are brilliant." - Steven Anderson

Edcamp Movement

The EdCamp movement is becoming a more popular means of professional learning.  Edcamp is built on principles of connected and participatory learning and strives to bring teachers together to talk about the things that matter most to them: their interests, passions, and questions. Grand Forks hosted 2 mini Edcamps during the 2014-2015 school year with plans in place for Edcamp Grand Forks on Thursday, August 6th from 9:00 am to 3:00 pm at Community High School.

"The Edcamp model provides educators with a sustainable model for learning, growing, connecting, and sharing. When professional development is created "for teachers by teachers," everyone wins." - Kristen Swanson

Maker Space Movement and Coding

While these seemed to be buzzwords at ISTE, Grand Forks is taking some steps to embed critical thinking, creativity, communication, and collaboration through some initial work with maker spaces and coding.  For example, MaKey MaKey, Little Bits, Scratch, Sphero, Code.org, and 3-D printers are being integrated into some curriculum areas and through the establishment of some before and after school clubs. This is an area which Grand Forks has started, but has much room to grow.

Google Apps for Education

While Grand Forks has been a Google Apps district for more than 5 years, I was surprised at how many districts are just getting started.  Google Apps is a game changer for education.  There are so many tools incorporated in and integrated with Google Apps that allows engaged learning to take place. Because Google Apps continues to evolve (i.e. Google Classroom), Grand Forks has hosted a Google Summit the past 2 years. Google Apps is becoming a more natural part of “how we do things around here,” but we will continue to strive for an even better Google Apps experience for all users.

Digital Citizenship

Teaching Digital Citizenship should continue to be part of what we do in our schools.  It does not always have to be a stand alone lesson, but more often as an integrated component of students’ everyday learning.  While we have made strides in systematically teaching Digital Citizenship, paralleled with Character Education, in Grand Forks elementary and middle schools, we need to continue and improve upon our Digital Citizenship efforts in our high schools. It is imperative that students understand the impact of their digital footprint.

While we have made much progress in the items listed above, the journey continues as we continually strive for better. ISTE 2015 provided me with the needed affirmations, reminders, and challenges to be better for our students.

Reflections During an Enjoyable Bike Ride on the Greater Grand Forks Greenway

On a beautiful evening in early June, I set off on a bike ride along the Greater Grand Forks Greenway trails.  Within the first mile, I passed a floodwall and levee section which set my thoughts in motion for the duration of my ride.  My wife, son, and I moved to Grand Forks in 1996 just in time for the flood of 1997.  The destruction of that one event was counterbalanced and overshadowed by the positive, hard-working people of Grand Forks.  The people and communities of Grand Forks and East Grand Forks pulled together to rebuild an even better Greater Grand Forks.  Part of the rebuilding efforts included the establishment of recreation opportunities along the Red River which has come to be known as the Greenway.

As my senses began to take in the sights and sounds, I left behind worries and negative news stories of the day, albeit for just an hour.  I took mental notes of the wonderful opportunities that we are provided within the Greenway, but often take for granted.  Here is a quick list of some of my observations:

• walking, jogging, biking, rollerblading, or longboarding, people are enjoying the trail system along the greenway; whether solo, with a friend, companion, family or pet
• passing through Lincoln Golf Course, the course was busy with golfers while a Dad watched his 3 kids golf on the kid’s course
• crossing the pedestrian bridge over to East Grand Forks, I was appreciative of the increased access to both sides of the river and greenway
• noticing 3 deer in the distance moving into the woods, I slowed my pace to observe
• crossing the Red Lake River, I took note of how many people were fishing, not always catching, but enjoying time their time with friends and family
• biking through Lafave Park, 2 baseball games were being played as parents and teammates cheered
• passing under the Sorlie Bridge, I looked east beyond the “invisible flood wall” to notice the outdoor areas of the restaurants filled with people eating and enjoying the evening
• heading north through the Red River State Recreation Area, campers occupied numerous campsites while I noticed the wonderful smell of campfires
• crossing back over into Grand Forks across another pedestrian bridge, still more people were enjoying fishing near the dam and boat landing
• riding through Riverside park, people were playing frisbee golf and basketball
• cruising by the now quiet, but filled Riverside pool, I imagined the pool filled with swimmers, activity, and laughter
• heading south, I passed the cement pad which will soon hold a structure that will be busy with paddling sport rentals
• biking past downtown Grand Forks, I thought about the many activities in Town Square including the Farmers Market
• marking the high water mark of the Red River in 1997, I caught a glimpse of the stone obelisk as a reminder of the flood and subsequent progress
• buzzing with activity at the dog park, playground, and in picnic shelters, Lincoln Park provides a wonderful setting for a multitude of recreation activities
• finishing my ride, I took notice of the bird sounds and sights of a well-maintained Greenway

As I concluded my bike ride and recounted the numerous ways people are using the Greenway, I became even more grateful of this treasure we have in Grand Forks.  The floodwall, levee system, and Greenway not only protects our cities, but also provides many recreation opportunities.  Sometime we need to step away from our busyness and attention given to the negative local, state, and national news stories and find time to spend on the Greenway.  As John Muir stated;

“In every walk with nature one receives far more than he seeks.”  

On this particular June evening, that was the case for me.  Let us not take for granted what is in our own “backyard.”  The residents of Grand Forks, East Grand Forks, and our visitors, should be truly grateful for this wonderful place.

Hurry TEACHERS, before the end of the school year, just ask your students.

About a year ago, I wrote 2 blog posts about the system I used as a classroom teacher to gather some very important feedback and data from my students. 

The Quest for BETTER

http://goo.gl/D7owwa

Just Ask the Students

http://goo.gl/ooEA57

I gained valuable insights through this solicited and honest feedback from my students including their perception (REALITY) of their experiences in my classroom.  Both the positive and negative comments provided an opportunity for me to grow as an educator.  It was not a complicated formula.  I felt good about the positive comments providing me encouragement to find more ways to allow students to learn in that particular way. Similarly, the negative comments made me take note and take action.  My goal was to find ways to address what all students liked least.  After all, these are the students who are often bored or not connected with school.  These are the students who we need to reach and provide the best possible learning experience. What kind of educational, learning, and memorable experiences are we creating for our students?

(@burgessdave and @burgess_shelley)

How do you gather feedback about your students' experiences in your classroom each year?  Just ask your students.  Here are 2 easy ways:

1) Use paper or a Google Form and have students respond to the following:

1.    What did you like LEAST about this class?  Be specific.

2.    What did you like BEST about this class?  Be specific.

Analyze patterns and frequency of what the students liked best and least about your class.  What can you do differently?  Reach out to other educators for input.  Start somewhere and act on the “least” list because your students are telling you something.

2) Have students write down 5 words or have them enter into a Google Form to describe how they felt during their time in your class.  Input the words into a word cloud.  What do you see?  Is that what you expected?  What words stand out?  What words would you want students to use to describe your class?  Write down those words and devise a plan to make it happen. (credit @MrMatera via @burgessdave)

Encourage your school, grade level, department, and curriculum area colleagues to do the same, then share and compare your results.  How transparent do you want to be?  Maybe you could blog about your results.  Be proud of the positives and plan to address the negatives.

What are you afraid of?  Even our worst critics are trying to tell us something.  Are we going to ignore our critics and our most important customers (STUDENTS) or are we going to take to heart and act on what our students have to say?  It is all part of our journey to become better educators.  Don’t wait!

Happy Teacher Appreciation Day to 2 Awesome Teachers- My Dad and Mom!

Educators are often asked the question; so, "Why did you become a teacher?" Last year during teacher appreciation week, I wrote a blog post recognizing the primary reason why I became a teacher; Mr. Dale Vaughan, my high school history teacher and football coach. (Teacher Appreciation Week.  Have you thanked your favorite teacher(s)? If not, here is a good reason to consider doing so.)  The other most important aspect of why I became a teacher were my Dad and Mom and the opportunities they provided to learn so much through our family travels.  Because it is teacher appreciation day, I want to recognize two amazing teachers in my life; my Dad and Mom.  

(That's me enjoying a bath at a campground.)

Since I can remember, my family took an annual summer vacation.  We never flew to our destination and never stayed in a hotel.  Our vacations consisted of driving to our destinations, pulling a camping trailer, and staying at campgrounds.  This was a very economical way to provide travel opportunities for our family of 6 (and later 7), but nonetheless, a financial sacrifice of my Dad and Mom to save enough money to make each trip a reality.

Every year, we would plan our summer destination, then begin looking at maps and discussing potential routes, destinations, and places to see.  As you can see on the following map, by the time I graduated from high school, I visited 32 states, Canada, and Mexico.

Our travels took us through almost all geographic areas of the United States including mountains, deserts, forests, great lakes, and plains.  I sat in the back seat of the the 1973 Chevy Impala station wagon looking at a map; always wanting to know where we were in relation to the map and in comparison to what I saw out the window of the car.  We traveled across the Rocky, Appalachian, and Sierra Nevada Mountains, to the beaches of the Atlantic and Pacific Oceans, across the Mississippi, Ohio, and Missouri Rivers, and to numerous national parks such as Yosemite and Grand Canyon.  Our travels always included other historical learning opportunities, including the site of the Boston Massacre, Washington D.C., Gettysburg Battlefields, Statue of Liberty, a tour of the U.S.S. Enterprise aircraft carrier, and crossing the Golden Gate and Mackinac suspension bridges.

After that brief summary and looking at some of the photos from our travels, you will probably understand where my love for the social studies started.  After high school, becoming a social study teacher was my goal because I wanted to share my passion for history and geography with my students.

Looking back on my travels with my family, these “vacations” were mostly learning experiences and it was my Dad and Mom who instilled in me a love for the social studies.  I will be forever grateful for the financial sacrifices and effort my Dad and Mom made to provide these memorable experiences to me and our family.  They sincerely believed in the following: