App Review: Free “LocatED” app is the tool educators have been waiting for.

This spring, a new app for educators launched, quietly transforming the ease with which educators can now reach out for help or advice in specific areas or share innovative ideas with others looking to improve their practice, school, or overall organization.

LocatED’s concept and structure are both uncomplicated, which is part of what makes this the best tool for connected educator hopefuls. Most who are hesitant to engage on Twitter beyond “lurker” status feel that way because it’s so public. Reaching out for help from a specific educator on Twitter means the entire Twitter-verse sees the attempt, which makes a lot of users apprehensive who genuinely want to connect. That’s not the fault of Twitter. While it’s been adopted by educators as “the place” to connect and it’s a great tool for leading, learning, and sharing, it wasn’t created specifically for educators. Luckily, LocatED was.

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LocatED’s Purpose

The importance of connecting with other educators in the 21st century can’t be overstated. LocatED aims to make connecting easy so that “innovation can take root and grow in our schools.” Even in the most collaborative of environments, teachers often feel bound by the constraints of their schedules and school days, but LocatED breaks down the walls of a school so that teachers can implement better practices for students regardless of geographical access to resources or experts.

Ease of Use

The app is comprised of two main features, which are the key to its practicality but also its usability.

 

For teachers who are looking to collaborate outside of their districts with experts in a multitude of topics — some of which include 21st Century Learning, Innovative Teaching/Learning, Professional Development and Instructional Coaching — Locate Guidance offers a quick click to an experienced practitioner in the user’s area of interest/need. After selecting “Locate Guidance” from the home screen, users are asked to select the skill and then ask their question. Upon clicking “submit,” the user is directed to a list of potential educator matches in that area of expertise, and by clicking on that user, your question is delivered to them through the messaging function of the app.

What separates the Locate Guidance feature (and the LocatED app in general) apart from other social media tools used by educators is that people are there to both learn AND provide advice, so when you reach out, you’re not reaching out blindly in hopes that someone experienced will answer; you’re being directed to a targeted, expert audience that you otherwise wouldn’t have known existed. There is no lengthy search to find someone who can help because the match is made for you. In my short time as a user, I’ve reached out for guidance three times, and each time I’ve received a timely and helpful response, even though the experts were total strangers to me before our LocatED interaction.

“Locate Innovative Ideas” is the second feature, and is comparable to an Instagram feed. The best part about this feature is that people can filter for ideas in certain categories or browse the entire feed for inspiration.

Users can search by keyword (i.e. subject area or grade level) or filter by the aforementioned categories like Professional Development or 21st Century Learning. Adding an idea to share in the stream is as simple as posting to Facebook, Instagram, or Snapchat: Users click the plus icon and add a picture of their idea in action, a quick description, and then select applicable categories before submitting. Other users can like and comment, which adds another opportunity to connect with educators with similar interests or varied skills.

Free with no strings attached

Education is changing more rapidly now than probably ever before, and as states and districts continue to strive to meet the needs of developing staff and providing quality 21st century learning experiences to students while fighting shrinking budgets, LocatED brings together experts and learners in one, easy-to-access location. The developer, Joanna Carroll, started the app as a Google Innovator project, and is committed to keeping the app free for educators — always. While ads are present in the app and are noticeable and applicable to users, they are unobtrusive so as not to interfere with the user experience. In all aspects, LocatED has been created for the needs of the user, and as its reach spreads, it will likely become the go-to virtual meeting place for educators.

LocatED is available for free download in the App Store and Google Play.

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We Need to Treat Education More Like a Garden

On top of teaching full time and raising two curious, active kids (with another joining us in August!), my husband and I also raise chickens and bees and have a pretty substantial garden. Each year, we add more fruit trees, more blueberry bushes, and expand our vegetable section, and every year, I question if we have the energy or sanity left to keep up with it all. But somehow, every year, it gets better and easier to manage — maybe despite or perhaps because of its size. We know that if we’re going to make it bigger and better for our family, we have to find new and better ways of managing growth, weeds, watering, and harvesting the fruits (and vegetables) of our labor.

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In so many ways, managing this garden is like managing a classroom.

You can’t force a plant to grow in conditions that aren’t suitable for that plant.

I have always loved the quote by Alexander den Heijer: “When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.”  It seems obvious in relation to teaching, and yet every time I read it, it carries new weight for me, both as a teacher and as a parent.

I recently read an article on NPR about a new book by psychology and philosophy professor Alison Gopnik titled The Gardener and the Carpenter. I’ve not yet read the book, but it’s in my Amazon cart because of this description from Sasha Ingber’s NPR article:

“The “carpenter” thinks that his or her child can be molded. “The idea is that if you just do the right things, get the right skills, read the right books, you’re going to be able to shape your child into a particular kind of adult,” she says.

The “gardener,” on the other hand, is less concerned about controlling who the child will become and instead provides a protected space to explore. The style is all about “creating a rich, nurturant but also variable, diverse, dynamic ecosystem.

When I think about those concepts as a teacher, I realize how much I want to be a gardener in my classroom. I think that helping kids find their purpose is the most important thing we can do in schools. Purpose is about finding your place in the world and living your passion, and I can’t give that to a child. What I can do is provide opportunities for kids to find that for themselves in a classroom that supports ALL learners, whatever their current talents and interests.

One of my students, at the end of the year, shared with me that the best thing I did for her and her classmates this year was to give them the space and responsibility to “figure it out.” She said that at some point, there would be a time I wouldn’t be there to answer a question or tell her what to do, and she felt confident now that she had the skills to make good decisions and find the answers she’d need. All I did was provide the soil, water, and sun. She did the growing herself. What more could I want for my students?

You can’t rush (and you shouldn’t want to):

Last night was our first night of a summer that will be filled with picking blueberries, and the thought crossed my mind that it would be so much easier if all the blueberries ripened at the same time. There would be no hunting for the bluest ones through the leaves, I could grab whole bunches at a time, and while it would take more time at once, ultimately, I’d spend fewer hours picking in the heat.

I’m sure you know where I’m going with this.

As educators, we often have this same thought, both as administrators and teachers. It would be easy if everyone “got it” at the same time and in the same context, but it’s not the way it works, and quite honestly, we shouldn’t want it to work that way.

I’m a firm believer that everyone hears a message at the time they need to hear it — or in some cases, when the world needs them to hear it. We don’t know how a stream of thinking will trigger new ideas in another person, and so it’s not only natural for people to learn in different ways, it’s also necessary if we want new, powerful ideas to keep pushing our world forward.

My blueberries get different amounts of water and sun simply because of their circumstance and when each one was pollinated by our bees, but each one will be delicious in its own time, and I’ll be glad to still have fresh blueberries at the beginning of August so that my kids and I can make delicious recipes all summer long. The beauty is not in the ease of the task; the beauty is in the process toward the ultimate outcome.

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If you hover, you block the sunlight.

William Ferriter wrote a really meaningful post recently about helicopter teaching, and how it “strips agency away from the kids in our care, and that’s NOT a good thing.” I am inclined to agree. No, I’m not suggesting we remove all structure and oversight, but I am suggesting that we let kids choose their paths to proficiency and excellence because if we don’t, they won’t know how to acquire new skills when their formal education ends. We might, in fact, be stifling their growth.

In short, channel your inner Elsa and let it go.

I don’t know a single adult who believes they stopped learning when they left school, but I do know a lot of adults who feel like they didn’t learn how to learn while they were in school, and to me, that’s not a problem with those adults; instead, it’s a problem with prescriptive education that assumes all kids can learn in the same way at the same time with the same methods.

If we’re standing over our kids telling them how to do every. single. thing, they can’t stretch to the sun and grow greater than we imagine for them. We need to guide them but also know when to walk away and let them shine. In that same respect, I don’t plant my garden in full shade or full sun. It needs a good amount of both to flourish.

You have to try new things to find better things.

The first year we lived in Illinois and planted our garden, it was a total disaster. We couldn’t keep up with the weeds, everything was totally overgrown, the Japanese beetles took over, and we eventually let the chickens pick through the whole thing.

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This is my oldest with her hens the year the garden went to the chickens.

The next year, we had a choice: We could give up and miss out on the incredible harvest we’d been accustomed to in Texas, we could do it the same way and hope for a better outcome (which is just crazy), or we could try something new knowing we couldn’t be any worse off than we had been the year before. So each year, we’ve taken away something that didn’t work and replaced it with something new that we’ve read online or watched on YouTube. Two weeks ago, my husband looked at our garden and then at me and said, “Did we finally figure this out?” Three years after our initial attempt, we feel confident we’ve found some tried and true tricks, but we also know we’re never done improving, and as climate and pests change over time, we’ll have to keep evolving in our practice, too.

Education is no different. If you always do it the way you’ve always done it, you’re not ensuring success, even if those practices have garnered success for your students in the past. Kids change. Times change. Cultures change. We have to adapt with all of it if we want kids to have long-term success, which is to say that they become lifelong lovers of learning and creating rather than passive consumers of information they don’t quite know how to use for themselves.

Education can’t be a K-12 endeavor where we attempt to manufacture a product to send it out into the world, hoping it won’t malfunction. In that scenario, we’re asking for problems down the line. Instead we’ve got to plant seeds and then help them grow, providing water when it doesn’t rain, and helping the stems stabilize until they can withstand the wind and grow stronger on their own. Eventually, a healthy plant makes its own seeds and grows a harvest more plentiful than one could ever hope to produce.

Empowered learners: What a student’s project taught me about education

I co-teach a new, interdisciplinary English III/US history course with my colleague Chris. When we designed this class, we knew our kids needed more than what they were getting to prepare them for a world where critical thinking, problem-solving, computational skills, collaboration, creativity, character, and citizenship are valued far greater than fact knowledge and regurgitation. We knew that research proved that teaching our subject-area content and skills cohesively would be more effective than teaching independently. We knew it would be challenging to create a course that personalizes project-based learning, but we also knew it would be rewarding, and let me tell you: It’s been way more of both challenge and reward than we could have ever imagined. We also knew that we had absolutely no idea where to begin.

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Image from Empower by John Spencer and A.J. Juliani (pg. 7).

But it’s amazing what happens when we give kids a voice in their learning. The longer I work with design thinking and PBL, the more I realize that true, meaningful learning doesn’t really happen without giving kids the main voice in it, and their voices — all 60 of them in one room — have been the driving force behind almost every decision we’ve made this year. And for as much as our kids have grown and thrived this year, I have loved becoming a learner again alongside them. They’re teaching me incredible new skills and content through their projects, but their voices and questions and ideas are teaching me even more about myself, both as a person and an educator.

Our very first personalized PBL unit of the year was American History through Education. The kids thought about problems they saw in education and then created essential and supporting questions that they thought might help them arrive at solutions for the individual issue about which they each felt most passionate. They had one-on-one conferences with Chris or I to help them talk through those thoughts and questions. Once they researched and felt they understood that problem deeply and had thought critically about potential solutions, they created a project proposal that investigated the history of the problem, the type of writing/speaking they felt would best help them share their message (informative, persuasive, or narrative), the medium they thought would best help them deliver this message, and an authentic audience with which they should share this message upon completion. After that conference, they were free to start creating their individual projects.

The following video is one of the projects created through that very first unit. Watch what Emily, a junior in our course, developed to encourage educators to allow student voice and develop personalized learning experiences in schools.

For me, this video is both something I celebrate and something that hurts. I celebrate it because I am proud of the way Emily used the design thinking process to develop the concept and product from start to finish. I am proud of how she integrated research and interviews to develop such a strong message in this project. I am proud that she took a challenge posed and conquered it to share an important message with members of ICE and FutureReady as her chosen authentic audience. But it hurts because the faces and voices on that video are my kids. In my classes. And they aren’t the exception to the rule in our schools. If our kids don’t see value in what we’re doing, and if we can’t offer them the pace and challenges suitable for them, we’re going to have a tough time engaging them in learning and empowering them to take the driver’s seat.

Their thoughts weren’t rehearsed or coerced. Emily simply asked them the question, and their responses flowed so easily and naturally. How often are we doing what Emily did, which is asking our students exactly what they need? When we do, how often are we providing for those requests?

And more concerning to me: Why are they waiting to be asked? Why don’t they feel comfortable telling us without being prompted? Are we teaching kids how to advocate for themselves? To see learning as not only their responsibility, but more importantly, also a passion worth fighting for? Why aren’t they telling us — their teachers — what they need from us? Why haven’t we created spaces where that is the norm?

These are questions with which I’ve been grappling all year, and I can see that our course is giving kids those opportunities to discover and explore passions. But it is one course, and it’s not the only course I teach. I have so much more to learn. I have so much more that I want to improve. I’m so glad the experts — my students — are helping me along the way, using their voices to change the narrative of their educations.

Innovating Together: My First Lesson in Co-Teaching #IMMOOC

“My mother always said, ‘If you’re not striving for the ideal, you’re not working hard enough.’”  – Roni Riordan

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Image from pixabay

This week in the #IMMOOC, there was a lot of mention of designing the ideal. This fall, I will have the opportunity to move toward my ideal for school. A colleague and I will be teaching a combined English III/American History course that allows students to take control of their learning and choose the way in which they are assessed. When the course was approved, I was ecstatic, but that enthusiasm quickly transformed to panic when I realized I would truly be working with another teacher. Another teacher. In MY classroom. Ehem, I mean, OUR classroom.

At the ICE Conference this morning, Adam Welcome said, “Teaching really isn’t that collaborative.” We ask our kids to collaborate effectively and we preach that this working together is the way of the future. But we don’t do it very well in schools. I realized this myself when my panic set in about sharing the room with another adult — even when it was a colleague I admire.

Chris and I (my future partner in co-teaching) had our first planning meeting last week. There were two main takeaways that I wanted to share this week that might help others take the jump from innovating in a bubble to innovating together.

Be open minded:

In our first meeting, Chris said, “I want to share with you what I already do, but I need you to know that that doesn’t mean I expect to do things the way I have been doing them.” Wow. I consider myself pretty open-minded, but what that did for me was help realign my expectations for myself — that I should expect to change because he was expecting to change and grow, too. Eric Sheninger reminded us in his keynote this morning that “change is the only constant.” I am thrilled to be working with someone whose mindset is focused on being better.

Choose to work with those who challenge you:

I’ve long believed that the most important assessment is a project or product, not a standardized test. Yet, I have still given standardized assessments as part of how I assess students and “prepare them” for the inevitability of “the system.” In our meeting last week, I said that to Chris. His response: “Why?”

I had to think about that. And all my answers were about me. I want my students to score well. I need my kids to be familiar with the types of tests that schools require of them. Did you catch that? I want. I need. It’s about me. Because really, my kids don’t care much about the tests. They care about learning. In the words of Adam Welcome, “The kids should BE the conversation.” My dialogue was focused on the wrong stakeholder, because in the end, the stakeholder that really matters is the child.

“The kids should BE the conversation” – Adam Welcome, #KidsDeserveIt

Co-teaching, interdisciplinary learning, and student-led learning are huge aspects of my ideal, and even though I feel strongly about that, it’s still hard for me to take the leap. But how can I ask my kids to take risks if I’m not willing or enthusiastic to model that for them? It’s about the kids, yes, but it starts with me. And that’s a huge but really important responsibility to follow through on.

My students wanted to make their own final. When I let them, they did more than “exceed standards.”

In late November, my Mass Comm students and I were reviewing the finals schedule. One student asked, “What will our final be in here?” Every kid in the room had a puzzled (and somewhat concerned) face as they waited for me to answer.

I had to admit pretty quickly that I wasn’t sure. The previous year, the students in that class had written a blog post for their final. They had a detailed rubric with lots of writing and tech requirements, and they enjoyed it, but my class this year had already started blogs, and I wasn’t excited about just doing something similar because while we do blog in class, we do a lot more than that. They write the school newspaper, plan professional development on apps for teachers, sell advertising to area businesses, create digital stories, and pretty much take on any project they can find. How could I possibly assess their learning on all of those things in one traditional final?

The truth was that I couldn’t. And the kids knew that just as well (if not better) than I did. One girl raised her hand and asked, “Can we make our own finals and just show you what we’ve learned?” Each student nodded hopefully in agreement.

Absolutely.

But we had to do some brainstorming first. I gave the kids five minutes at the end of class to do a group quick list of the things they thought they’d learned in the semester. This is what they came up with together.

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These were great ideas but big ideas. I wanted to make sure they could narrow this down to specific things and also be able to show their progress in those areas. We sat together and came up with some requirements, and everyone had a voice in deciding what was important to show, including me. We all agreed that all things informative writing, multimedia, and presentation were important. Creativity was a must.

I wrote up the assignment and shared it with them to make sure I hadn’t missed or misunderstood anything. In it, I also included some hyperlinks so that they would feel challenged to really be creative and try producing something completely new for them.

After we went over the assignment, the kids only had one question: “Can we start now?” They spent the next two class periods (and time at home and in homeroom) working on these projects. I couldn’t believe their enthusiasm, and I got to spend all of my time during class checking in with them, giving feedback on their scripts, helping them self-assess progress with their rubrics, trouble-shooting equipment problems, and learning new apps they planned to use to present. My teaching was truly based on their group or individual needs, and most importantly, I saw their critical thinking in progress, and got to provide feedback on those skills as well as their writing and technology content skills.

The day of the final, there were no nervous faces, and there was no last minute cramming. The kids were so excited to share what they had produced. They supported each other like no other group of kids I’ve seen before, and they gave honest, constructive feedback (based on standards from the rubric) after each presentation. They evaluated themselves using the rubric as well, and their assessments were shockingly accurate. I had never felt more effective as a teacher, and all I had really done was give them the opportunity to choose their own path. They felt empowered to do more, so they did; it’s amazing what can happen when we hear and trust our students.

To my Mass Communications class: Thank you for pushing me to give you more opportunities and for your drive and commitment to make your world a better place. I’ve learned just as much (if not more) from you than you have from me, and your influence will stick with me long after you’ve left this class.

Embrace the new

I constantly hear teachers talk about educational trends as a metaphorical pendulum. It swings back and forth every ten years or so, reintroducing previous ideas rebranded as something new, shiny, and necessary for students’ success.

My tenure in education is not yet a decade deep, so I haven’t experienced the pendulum swing myself, but I do know that when teachers are excited and enthusiastic, kids are more likely to perk up and get involved in their own education as well. Maybe the whole point of rebranding something old is less about introducing something better than before and more about getting people excited again so that they can transmit that energy to students. After all, when you see the same scene over and over again, it gets a little boring, but if you view that scene from a slightly different angle, an entirely different world can emerge.

Sometimes as teachers, though, we fail to see the “entirely different world” because we feel so overwhelmed that we don’t think we have time to look out the window, let alone look outside twice — from two different windows, no less! And when we get overwhelmed, we get a little… negative. While I’ve certainly been guilty of attending (and even hosting) the frustration-with-education pity party, I also know that dialogue gets us nowhere. Here are a few practices that can help minimize the education pendulum whiplash.

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See the good before pointing out the bad.

Today I was totally overwhelmed. My calendar is filled with IEP meetings, ELA PD, and testing over the next three weeks, and I need to get evaluated sometime in there. On top of that, I just started three new units with my classes this week, and my Mass Communications students need to finish final drafts of their articles so that we can get the newspaper to print by next Saturday. And that’s just my professional life.

So today after school when I walked into my Future Ready meeting, I was mentally listing all the things I needed to be doing instead. I came in with a negative attitude; it felt like one more thing I needed to do instead of the next great thing I got to do. And yet, we had a productive meeting. I got to sit next to my sister, who is the teacher and person I have always admired most, and when I left, I felt like I had more direction for myself because I was reminded of the vision we have for students. So tonight, I’m excited again about all the busy because all of it boils down to doing better for kids. And that’s my job. Can you imagine how much I could have offered and gotten out of that meeting had I thought of the positive outcomes first?

When presented with a new opportunity to improve student learning, make a promise to yourself that you’re going to find all the good first. My guess is that after listing all the potential positive outcomes, you’ll find that any downfall pales in comparison to the benefits for kids. Immediate excitement will replace temporary negativity.

Be a problem finder, but show up with a solution, too.

If you consistently showed up to a potluck with friends sans dish to pass, do you think you’d continue getting invited? Probably not. Even worse would be showing up with liverwurst every time.

This is what happens when we constantly bring problems to attention without providing any positive, concrete solutions. Pretty soon, we’ll find ourselves without a seat at the table. George Couros (and lots of other really incredible educators) see the obvious value in being a person who can recognize real issues, but problem-finding can quickly equate to complaining if there is no action suggested to resolve the issue.

If you’re going to be a problem-finder, be a problem-solver, too.

Know that you don’t have to know everything to get started with a new practice.

The true beauty of the age we live in is that information is easy to come by. When I was in middle school, if I forgot my textbook at school, I was calling (on my landline phone) to every neighborhood friend begging (read: sobbing) to borrow the book. The book had ALL THE ANSWERS! If I were to pull a textbook out in class now, it would be because all of the power in the universe had been consumed and our Chromebooks were dead. If my students want to use a new app, and I don’t know how to use it, we find a YouTube video or an online tutorial and we figure it out together. If I’m busy helping someone else, sometimes the kids just teach themselves without a resource and then they get me caught up later.

I don’t have to know everything to help my kids learn that they can learn anything they want. And if we really want them to view learning as a lifelong, enjoyable endeavor, it’s best that we don’t pretend to have all the answers.

Develop the lesson for the consumer

Probably the most important thing I have ever done as an educator was ask my students what they wanted. I’ll never forget the first time I did this. I was using a poetry highlighting strategy to analyze “One Face Alone” with a group of Pre-AP 9th graders. We had done it before with other poems, and the kids had responded well, but this time they didn’t seem into it. I stopped and asked them if something was wrong. One very straightforward but sweet girl in the front said, “Mrs. K, I don’t know about them, but I’m tired of doing it this way, and I’m not a huge fan of the strategy we learned yesterday.” When I asked how they’d rather do it instead, they wasted no time coming up with new ways to get to the same outcome: analyzing the poem to be able to write about it. I couldn’t believe how fast they came up with the ideas, but in actuality, they’d probably spent most of their lives in education dreaming of the ways they wished they could learn in school.

As I milled around the room, I saw that they were all working in different ways but coming to many of the same conclusions about the poem, and I got to spend time working with kids instead of asking questions from the board. It wasn’t my idea, but it was better.

I’ve never forgotten that day, and so whenever a new idea in education arises, before I think about how it affects me, I think about how it affects the consumers: the kids. If it would benefit them — prepare them better for the world in which they’re going to be leaders — I’m trying it as soon as is humanly possible. And I’m sharing the why with the kids so that they see it as the new, exciting opportunity that it is.