I apply for a variety of awards and grants. I apply frequently and often for awards and grants I am interested in. Typically I submit applications for professional awards that include monetary awards to supplement my teaching income. Similarly, I submit grant applications for monetary needs within the classroom. There are no guarantees when I complete applications. However, I receive some of them because of the number of applications I complete and the belief I have in it what I do. Whether my application is successful or not, I think it is important to share all my grant and award application opportunities. I often feel odd applying for awards of my own initiative, but who knows better what I do than me. I have difficulty accepting recognition even after applying for awards. I doubt that I am the only education professional that feels this way. That's why I feel it is important to share my experiences with other educators.
I do not receive every grant or award that I apply for. In fact, many awards I don't receive. However, if there is something I really believe in, I will continue to apply. I am very excited about recently completing my application for the Honeywell Educators at Space Academy (https://educators.honeywell.com/). I made sure I shared the completion of my application and encouraged others to apply. I will also be compelled to share the end results. It is important for other educators to see their colleagues are not always successful. We are never assured of success for grant or award applications. Educators often want our students to try activities in the classroom without fear of failure. And yet, many of those same educators do not apply for grants or awards for fear of failure. I encourage those educators to accept the same challenge you offer to your students each day. Find your passions in education. Apply for professional development that further develops your passion. Apply for grants to share that passion with your students. I believe everyone who apply for grants and awards receive notices of rejection. We survive. We also sometimes receive notices of acceptance and enjoy a rejuvenating professional experience. It takes time and can be disappointing when you do not achieve the results you desire. However, when you do have success, it's like Christmas morning. Your excitement spreads both to your students and colleagues. Come on! Give it a try. Then try again, and again.
Sunday, October 30, 2016
Recognition in the Education Profession
After being included in a recent article for Boise State's Focus Magazine (https://focus.boisestate.edu/article/ed-d-in-educational-technology/), I was reminded of a few concerns I have with any type of professional recognition. Although I appreciate recognition for the hard work I put into my career each day, I worry that when people see such articles or other such recognition they believe I have perfect lessons each class and I handle every situation with perfect outcomes. While I hope to lead other educators by my examples, that does not mean I am perfect. It does not mean I have all the answers. What I try to do as a teacher-leader is what I think is right for students based on my experience and expertise, as well as, research. I am always trying to improve my own instructional practices through reflection and on-going learning. I am willing to try new practices and tools if if appears it will benefit students.
On a similar note, teachers should be recognized for their successes. We face a high level of scrutiny from people who understand education and more often from people who have little or no understanding of education and the classroom setting. While the scrutiny can be frustrating at times, it is important for people to understand the various aspects of the education profession.
On a similar note, teachers should be recognized for their successes. We face a high level of scrutiny from people who understand education and more often from people who have little or no understanding of education and the classroom setting. While the scrutiny can be frustrating at times, it is important for people to understand the various aspects of the education profession.
Thursday, October 27, 2016
Celebrate the Small Successes
Elementary Engineering students in 3rd-5th grades are closing in on week eight of using the Student Menus that allow them to choose different projects from a collection of required projects. Students started off very enthusiastic about the process. There were difficulties communicating and understanding the expectations with the new writing process of claim, evidence, and reasoning this year. In addition, it is difficult for me to provide as much one-on-one support as the teacher because I am pulled in so many directions during class. In addition, students may have more difficulty finding students to ask because there may not be any other students on the same project or the same step. Students are also only allowed to have the a partner for one project. They cannot have the same partner for multiple projects. This creates an additional difficulty of finding a new partner when a student is ready to begin a new project.
With all the challenges, I remind myself and the students why we are using the menus. In the past, a project was covered and then we moved on. What I mean by this is that I would give the students x number of days to complete a given project. If students were adept at building with the materials, they would complete their project. If not, students had to move on whether or not their project was complete, documenting only the portion that was completed. While I tried to support all students in finishing their projects in the allotted time, it never seemed to work well. Some students would be done and free building other projects. Other students would be frantically trying to complete their work and still not have enough time. The use of the student menus not only a provide some opportunities for student choice, but also allow student completion and mastery of projects rather than covering and moving on in elementary engineering. Of course there are both pros and cons to this system as well. Today, however, I want to share with you a pro.
I have had many of the students in my fifth grade classes for five years now. They are the last group of students in the school that have known any other elementary teacher besides me. One young lady, I will call her Suzy, has always been a hard worker. She has always shown perseverance and a good attitude, but has had difficulty completing builds with the past structure of the classroom. This allowed her very little opportunity for feelings of success. Yesterday, Suzy completed her first independent building project in class this year. She had paid attention to detail, followed instructions carefully, asked for assistance with needed, and completed her full project. She was finally allowed to shine. After all, don't most teachers want to encourage the aforementioned traits in our students. And yet, this was not the pinnacle of her success. Suzy was happily starting on her next project, ready to tackle a build that was noted as a partner build individually. She happened to notice I was caught between two different sets of students who needed me. A pair of the students were working on the build Suzy had just completed individually and having some difficulties. Suzy came up to me and asked if I wanted her to help the pair of students while I helped the others. Relief was my first emotion to surface as I gladly handed the pair of students into her capable hands. Excitement was my next emotion once I had a moment to reflect on the event. Here was my student who had experienced few completed individual projects, and was not only able, but volunteering to assist another pair of students. I was elated. Perhaps this is how Suzy felt even if she didn't show it. Moments like these are why I teach. Moments like these make me love my career and renew my passion for what I do. While I could reflect on all the things I have done wrong during my teaching career, I have always tried to do what was best for students. My methods may work for some and not for others, and I am always looking to improve my practices. But through all the years, there has always been moments like these to sustain me. Remember to celebrate the successes no matter how small. Those successes matter to students like Suzy and they should matter to you. Best wishes to you and to your successes.
With all the challenges, I remind myself and the students why we are using the menus. In the past, a project was covered and then we moved on. What I mean by this is that I would give the students x number of days to complete a given project. If students were adept at building with the materials, they would complete their project. If not, students had to move on whether or not their project was complete, documenting only the portion that was completed. While I tried to support all students in finishing their projects in the allotted time, it never seemed to work well. Some students would be done and free building other projects. Other students would be frantically trying to complete their work and still not have enough time. The use of the student menus not only a provide some opportunities for student choice, but also allow student completion and mastery of projects rather than covering and moving on in elementary engineering. Of course there are both pros and cons to this system as well. Today, however, I want to share with you a pro.
I have had many of the students in my fifth grade classes for five years now. They are the last group of students in the school that have known any other elementary teacher besides me. One young lady, I will call her Suzy, has always been a hard worker. She has always shown perseverance and a good attitude, but has had difficulty completing builds with the past structure of the classroom. This allowed her very little opportunity for feelings of success. Yesterday, Suzy completed her first independent building project in class this year. She had paid attention to detail, followed instructions carefully, asked for assistance with needed, and completed her full project. She was finally allowed to shine. After all, don't most teachers want to encourage the aforementioned traits in our students. And yet, this was not the pinnacle of her success. Suzy was happily starting on her next project, ready to tackle a build that was noted as a partner build individually. She happened to notice I was caught between two different sets of students who needed me. A pair of the students were working on the build Suzy had just completed individually and having some difficulties. Suzy came up to me and asked if I wanted her to help the pair of students while I helped the others. Relief was my first emotion to surface as I gladly handed the pair of students into her capable hands. Excitement was my next emotion once I had a moment to reflect on the event. Here was my student who had experienced few completed individual projects, and was not only able, but volunteering to assist another pair of students. I was elated. Perhaps this is how Suzy felt even if she didn't show it. Moments like these are why I teach. Moments like these make me love my career and renew my passion for what I do. While I could reflect on all the things I have done wrong during my teaching career, I have always tried to do what was best for students. My methods may work for some and not for others, and I am always looking to improve my practices. But through all the years, there has always been moments like these to sustain me. Remember to celebrate the successes no matter how small. Those successes matter to students like Suzy and they should matter to you. Best wishes to you and to your successes.
Sunday, October 23, 2016
Junior Botball Challenge Training
I attended the Junior Botball Challenge Training in Boise with a colleague yesterday. We were attending this training as part of a grant through the Idaho STEM Action Center (https://stem.idaho.gov/). The grant covered our time and travel to the training, seven robotics kits, seven sets of mats, and the curriculum resources for students to learn C programming while completing robotics challenges. I had no previous knowledge of the Junior Botball Challenge but was thoroughly impressed by the robotics kits and the learning goals for the students. In addition, the ease of use as an educator with the program and the robot itself was great for beginners but also could challenge more experienced users.
During the first part of the training, we built our first robot. The intention of the Junior Botball Challenge (https://www.juniorbotballchallenge.org/) is to focus on students learning to program using C language and receiving the immediate feedback from the hands-on use of a robot. While we built our robot, students will typically only by using pre-built robots and add on parts to perform the necessary task for various challenges. Two things struck me about the program. I like both the emphasis on programming and using C language instead of a drag and drop (GUI) interface.
I look forward to getting started with students, which will be after the next five robots are built.
Sunday, October 16, 2016
More Professional Development Opportunities - Paid
Of late, I have been thinking about how important professional development opportunities are for educators. Every school day I come in contact with fantastic educators. We do great things for students each day. Some of the great things I am aware of but there are many more I may never know. Within my own school district, I don't know if other teachers are using robotics or 3D printing. What engaging and valuable learning opportunities have they found for their students? It is difficult to find time to interact with local educators and especially educators from other areas. Therefore, I cannot emphasize enough the importance of paid professional development opportunities.
Paid professional development opportunities do not necessarily pay educators for their time spent at workshops, academies, or conferences. Rather paid professional development cover the costs to attend the various opportunities for learning new instructional strategies, content information, and networking with other educators. As an educator with three children in college, I do not have the funding to attend conferences or other professional development opportunities without assistance to cover the costs. I often look for ways to earn money outside of my contract days teaching workshops, writing curriculum, etc. However, there is still so much I want to learn and so many student opportunities to discover. In order to attend or present at conferences, I write grants to cover or assist in the costs associated with travel, registration, etc. Many grants prefer to support items that will be used directly by the students. While this is understandable, I think it is important to remember that the most important tool students have access to each school day is the teacher. The better the teacher, the better the results.
There are opportunities for educators to attend teacher academies such as Mickelson ExxonMobil Teachers Academy, Northrop Grumman Foundation Teachers Academy, and Honeywell Educators at Space Academy. However, these opportunities are few and limited to a small fraction of all educators each year. Furthermore, applications for the paid opportunities, while worth the effort, can be fairly time consuming. Benefits for professional development extends beyond the immediate ideas taken back to the classroom. Professional development can make educators feel valued and rejuvenated. Meeting educators from around your state, country, or internationally, creates a vital network of support and on-going professional development. The network creates an impact for colleagues back at school and students within the classroom. Just visualize the ripple effect that can be created by teachers attending professional development.
There are so many fantastic educational conferences, workshops, and academies available. It would be great to make them more accessible for interested educators. Funding should not be the factor that prohibits educators from achieving their professional goals and growing their professional aptitudes. There are so many fantastic educators. We need to provide them a way to continue to grow and share their strengths with others. My network continues to grow and I continue to improve my instructional practices. I share what I can with others. In fact, I love talking about my classroom. However, I will never be done improving my practice. I will continue to seek opportunities that will make me a better teacher so my students can be better. I simply wish there was more support and funding to make the process easier for all educators.
Paid professional development opportunities do not necessarily pay educators for their time spent at workshops, academies, or conferences. Rather paid professional development cover the costs to attend the various opportunities for learning new instructional strategies, content information, and networking with other educators. As an educator with three children in college, I do not have the funding to attend conferences or other professional development opportunities without assistance to cover the costs. I often look for ways to earn money outside of my contract days teaching workshops, writing curriculum, etc. However, there is still so much I want to learn and so many student opportunities to discover. In order to attend or present at conferences, I write grants to cover or assist in the costs associated with travel, registration, etc. Many grants prefer to support items that will be used directly by the students. While this is understandable, I think it is important to remember that the most important tool students have access to each school day is the teacher. The better the teacher, the better the results.
There are opportunities for educators to attend teacher academies such as Mickelson ExxonMobil Teachers Academy, Northrop Grumman Foundation Teachers Academy, and Honeywell Educators at Space Academy. However, these opportunities are few and limited to a small fraction of all educators each year. Furthermore, applications for the paid opportunities, while worth the effort, can be fairly time consuming. Benefits for professional development extends beyond the immediate ideas taken back to the classroom. Professional development can make educators feel valued and rejuvenated. Meeting educators from around your state, country, or internationally, creates a vital network of support and on-going professional development. The network creates an impact for colleagues back at school and students within the classroom. Just visualize the ripple effect that can be created by teachers attending professional development.
There are so many fantastic educational conferences, workshops, and academies available. It would be great to make them more accessible for interested educators. Funding should not be the factor that prohibits educators from achieving their professional goals and growing their professional aptitudes. There are so many fantastic educators. We need to provide them a way to continue to grow and share their strengths with others. My network continues to grow and I continue to improve my instructional practices. I share what I can with others. In fact, I love talking about my classroom. However, I will never be done improving my practice. I will continue to seek opportunities that will make me a better teacher so my students can be better. I simply wish there was more support and funding to make the process easier for all educators.
Sunday, October 9, 2016
Conferences
Although it is difficult to be out of the classroom during the school year, I am excited to be attending the Regional NSTA Conference in Portland, OR in November. This will be my first time attending an NSTA conference, I am looking forward to all the learning opportunities and networking with other education professionals. In addition, the timing for this conference does not require me to miss any days with the students, which is always a good thing.
In March, I will be presenting at the 2017 NCCE Conference in Portland, OR. For this conference, I will be teaching a workshop, as well as, learning new instructional and integration strategies. My workshop will involve participants working through an abbreviated City X Project curriculum, creating clay models, and designing their 3D solutions on Tinkercad.com. Although I will have to miss some time with my students, I am looking forward to working with other educators and bringing new ideas back to my classroom.
I'll make sure to share all the great ideas I gather during the course of both conferences. Keep watching for updates, additional conferences, and other professional opportunities.
In March, I will be presenting at the 2017 NCCE Conference in Portland, OR. For this conference, I will be teaching a workshop, as well as, learning new instructional and integration strategies. My workshop will involve participants working through an abbreviated City X Project curriculum, creating clay models, and designing their 3D solutions on Tinkercad.com. Although I will have to miss some time with my students, I am looking forward to working with other educators and bringing new ideas back to my classroom.
I'll make sure to share all the great ideas I gather during the course of both conferences. Keep watching for updates, additional conferences, and other professional opportunities.
Saturday, October 1, 2016
Pilot Projects
I am so excited to get started on a couple of new projects, Cubit and Junior Botball Challenge. I have been working with Cubit http://cubit.cc/ on testing and piloting their science curriculum and robots and should receive my materials in late October. I just received word this week that I was accepted in the Idaho STEM Action Center Junior Botball Pilot grant https://www.juniorbotballchallenge.org/. Both programs will be used in my after school groups to provide additional instruction in elementary engineering. I am thrilled because both pilots come with existing curriculum that does not me require to search and plan instruction. Furthermore, both projects will be valuable to students in the after school groups and then will be available for use in the school's makerspace to promote further exploration. I have started working with Cubit on planning and discussing implementation, and can't wait to learn more about the Junior Botball Challenge. Stay tuned for updates as the pilots get underway.
Update on Student Choice Menus
Since I only see my students once a week, my third-fifth grade classes have only been working on their menus for four weeks. The first day of use was the honeymoon. It seemed like all the students understood how to use the menus and progress from project to project. However, the honeymoon was short lived. The second day of class it appeared some repetition of how the menu should be used was needed. I will say that the older the grade level the easier it was to implement. Fifth grade is doing the best by far. Third grade needs the most reminders. However, third grade students have not completed any similar projects as listed on the menu before. Therefore, the result is actually realistic and makes perfect sense for the students' prior experiences.
I thought I would be required to do less talking, but more monitoring of student progress. Nevertheless, I have discovered that I talk more to explain the next steps in some of the main dishes and to remind students how to prepare to have their projects checked on an individual basis. It has been fun to see students able to move at their own pace through various projects and be able to pursue their interests to a certain degree. A third grade student came up to hug me while I was on duty outside at recess. She told me she loved the menus in engineering. While I am making adjustments to improve the implementation and use of menus, I believe they are serving the reason I chose to use them. I want students to engage and find their interests in the learning opportunities offered in the elementary engineering lab.
I am excited for upcoming years of use because I will only need to teach new students and incoming third grade students how to use the student choice menus. I am working to balance talking whole class to students as compared to individual instructions. The student choice menus in classes of 32 students makes it difficult to assist students as needed and monitor students who might be using their time ineffectively. I am also trying to improve my ability to monitor student progress to be able to readily assist students who may be struggling with using their time wisely and efficiently.
I thought I would be required to do less talking, but more monitoring of student progress. Nevertheless, I have discovered that I talk more to explain the next steps in some of the main dishes and to remind students how to prepare to have their projects checked on an individual basis. It has been fun to see students able to move at their own pace through various projects and be able to pursue their interests to a certain degree. A third grade student came up to hug me while I was on duty outside at recess. She told me she loved the menus in engineering. While I am making adjustments to improve the implementation and use of menus, I believe they are serving the reason I chose to use them. I want students to engage and find their interests in the learning opportunities offered in the elementary engineering lab.
I am excited for upcoming years of use because I will only need to teach new students and incoming third grade students how to use the student choice menus. I am working to balance talking whole class to students as compared to individual instructions. The student choice menus in classes of 32 students makes it difficult to assist students as needed and monitor students who might be using their time ineffectively. I am also trying to improve my ability to monitor student progress to be able to readily assist students who may be struggling with using their time wisely and efficiently.