In the final chapter of An Ethic of Excellence, Ron Berger addresses the need to support teachers. This chapter in particular is one I think administrators should read. I wish those in business and educational bureaucracy would read it and let it sink it and really reflect on it as well.
Berger points out that teachers do not go into teaching because it’s lucrative. All the bonuses, merit pay, and monetary incentives in the world will not really attract quality teachers in the same way that supporting teachers will. Berger cites the oft-quoted statistic that “[a]lmost half of all America’s teachers leave the profession within five years” (121). I was almost among their number. After my fourth year, I was overwhelmed. There was no support for me. I was burnt out. I had no time to plan or grade, not the time I needed anyway. I was isolated in my own building despite the fact that I was teaching in my former high school and counted among my colleagues some of my own former teachers. I decided maybe I just wasn’t any good at this teaching thing, and perhaps I ought to just pack it in and go into public relations or something. I had some writing skills.
I was out of the teaching profession for about five months before I came back. I taught preschool because it was what I could find in November. The one thing you don’t hear about going into teaching is that jobs are not just going to fall into your lap. People figure everyone needs teachers, so finding a teaching job is easy. Another lie I was told in undergrad was that so many teachers would be retiring in the early 2000′s that they would leave huge gaps, and there would not be enough teachers to fill them all, so we’d have our pick.
At any rate, the entire time I was in public education, I was not given the respect, resources, time, or support needed to do my job effectively, and I would venture to guess that is the case in many (if not most) public school situations. Many people naively assume that private schools have tons of resources. My own experience is that time, resources, respect, and support vary in private schools as well.
I think it starts with what Berger calls “visionary administrators” (121). If you do not have a school with a strong, visionary administration that advocates for and supports its teachers, that doesn’t give its teachers the time, respect, and resources needed to teach well, then it is going to be an uphill battle to stay enthusiastic about your teaching job or even to stay in the profession.
This support needs to go deeper than lip service, too. I have had an administrator that I will call John who swore up and down that he supported his teachers, but in reality, he micromanaged them, didn’t trust them, and was rather quick to throw them under the bus. He was responsible for a toxic work environment. There was no recourse for teachers who worked with him. He was a bully. He did not have what Berger calls the “courage” to trust his teachers, and his teachers didn’t have the tools they needed to innovate, both in terms of actual resources and professional development. Teachers were not involved in “decision making in genuine and significant ways” (150). They were consulted, and if their thoughts did not align with his, he discarded them. If a teacher did have an innovative idea, often John’s way of discouraging it was to send the teacher on a fruitless research and report assignment to prove it would be effective, and no matter what the results of the report were, John would discard the idea if it didn’t align with what John wanted to do. After I while, I stopped bothering to offer my opinion. It was easier to agree with John and do things his way because my opinions would not be seriously considered anyway.
I have learned recently that it’s important to assume people have good intentions. I wish John had assumed that I had good intentions with my students and that I was a teacher because I felt called to teach. I wish he had trusted in my professional expertise. I think that John had good intentions. He wanted a quality education for the students at his school, and he felt very strongly that it had to look a certain way, and his micromanaging of classrooms was intended to ensure teachers were doing what he felt was best.
I think the education bureaucrats and business people involved in making major changes to our educational system have good intentions. They see students who fall through the cracks. They see teachers who aren’t good teachers. They want opportunities for all students. But the way they are going about it is not going to reap the results they are after any more than the way John went about administrating his school achieved the results he was after.
And just like Ron Berger, I don’t have an answer. There is not a magic bullet that would fix all the ills in education. If there were, I wouldn’t be blabbing here on my blog. I’d be writing up the discovery and ensuring I could make a mint on it. But I think it does start with a mindset, as Berger has said in this book:
- Consideration of the school culture and creation of a positive school culture.
- Consideration of student learning.
- Consideration of the craft of teaching and respect, time, resources, and support for teachers.
Berger will give you a lot to think about if you are a teacher, particularly with regards to authentic assessment and project-based learning. But I would highly recommend his book also to administrators, education bureaucrats, and everyone else involved in shaping education policy.
The third chapter of An Ethic of Excellence is a meaty one. After you’ve tackled school culture (chapter 2), this chapter asks you to think about the work.
Don’t focus on students’ self-esteem before expecting them to do good work. The praise is not genuine, and students know it. Instead, encourage them to produce quality work, and the self-esteem will follow.
So, how do you inspire students to do excellent work?
The chapter is long, and I’ll do my best to digest.
Assignments should be authentic. “There’s only so much care and creativity that a student can put into filling in the blanks on a commercially produced worksheet” (65). In addition, assignments have to be connected to the learning. You are probably thinking that’s obvious, but there are a fair amount of projects assigned—and I’ve been guilty of it, too—that have nothing to do with what the students are studying. Berger gives the example of the science fair. After seeing my daughter through that particular drudge this year, I think he has a point: she picked a random science-related topic, went home and learned about it, and produced a project based on it. It didn’t have any connection to the science she was learning in school. He also describes making a diorama based on Pecos Bill and receiving an A for the project, despite not having read the book. There is a big difference between projects and project-based learning. He describes the classroom as “the hub of creation, the project workshop” (70). Projects are not something done outside of school. They are important work, done in class, with rubrics (often written in collaboration with students) and models. It strikes me that the flipped classroom model is a gift of more time to be able to spend on workshop in the classroom. Project components are broken down, with checklists and deadlines. The process might look the same for each project, but the projects themselves are not the same.
Building Literacy Through the Work
Use these projects to teach all the critical skills. Projects are not “an extra activity after the real curriculum and instruction is done” (72). Teach reading comprehension, analysis, understanding, writing skills, etc. through the process of creating the project.
I love the example Berger gives of science experiments in school: “We called them experiments, but we didn’t really experiment. These were scientific procedures, prescribed by a book, that we were instructed to follow so that we could achieve a prescribed result, a result that our teacher knew ahead of time” (75). It seems like every experiment I ever did in school was just like the ones Berger describes. I often wondered what the point was. People already knew this information, so why were we wasting our time marching through a process? What did I really learn from doing these experiments? Well, one thing I learned is not to like science. And then I started making my own soap recently, and all of a sudden, chemistry was interesting to me. Not just interesting—fascinating. Even if you’ve made lots of soap, it can still surprise you and do things you didn’t expect it to do. That’s fun science. I can follow a procedure, but the results are not a given. I am actually learning a lot, and I only wish science had been this interesting to me in school. I never really had a chance to be a scientist in school. But Berger makes a good point when he says that “[t]eaching how to do original research doesn’t come easily to many teachers” (78). The key? Teachers need to “let go of their expectation that they need to be the expert in everything, the person who knows all the answers” (78).
The Power of the Arts
The arts are often cut in schools, but the arts are a powerful tool to enrich student work. Berger says, “The question for me is not whether we can afford to keep arts in our schools but how we can ensure that students put artistic care into everything that they do” (80).
Berger is emphatic that the best way to help students understand what quality work looks like is to show them quality work. Rubrics and descriptions are not enough. While I agree wholeheartedly, the problem is that I don’t always have a student-created model. I can and have created models myself, but my work is not as powerful as a student’s work. Berger suggests borrowing one, but this isn’t always feasible either. I know there have been many times I’ve done a project that is different enough that I can’t find a model. Providing models is ideal, but it’s not always possible. However, Berger is right that the pride students take in being models for others is profound. I have seen it myself: students will ask years later if I still have x project. Berger doesn’t come right out and say so explicitly, but what I infer from this chapter is that you just cannot teach in a vacuum. You don’t have models? Someone else might. You need help figuring out something about an assessment? Someone else can help. This type of connection was the vision I had for the UbD Educators wiki.
Berger describes the ways in which school is one of the last places where rough draft work is still acceptable. Teachers will chalk it up to not having enough time, etc., but ultimately, if you want polished work, that means students need to do multiple drafts. We have some work to do in school to establish multiple drafts as the norm instead of the signal that you failed to do it correctly the first time.
Berger describes a really interesting model for peer critiques in his classroom, and I think this part of the chapter offers really sound advice for how to move students towards more thoughtful critique. Critiques are boiled down to three rules: 1) Be Kind, 2) Be Specific, and 3) Be Helpful. Within these rules, students are protected from being hurt and are able to get real, helpful feedback. In addition to these three rules, Berger suggests the following guidelines (rules are never abandoned, but guidelines might be):
- “[B]egin with the author/designer explaining her ideas and goals, and explaining what particular aspects of the work she is seeking help with” (94). I think at first, you might need to put some sort of metacognitive reflection in place until students become acclimated to asking themselves these types of questions about their work.
- “[C]ritique the work, not the person.”
- Begin the critique with “something positive about the work, and then move on to constructive criticism” (94). This part can be hard, and it is easy to move into the danger zone of offering empty compliments. But it does help not to feel attacked right at the start. Teachers often call this the “sandwich.”
- “[U]se I statements when possible: ‘I’m confused by this,’ rather than ‘This makes no sense’” (94).
- “[U]se a question format when possible: ‘I’m curious why you chose to begin with this…?’ or ‘Have you considered including…?’” (94).
This advice strikes me as something that will be easy to implement in a classroom with a few small changes and some scaffolding upfront, but that will reap large dividends in terms of students’ thinking and understanding. Berger goes on to describe two main kinds of formal critique: 1) gallery critique, in which each student’s work is displayed and students “look at all the work silently before giving comments” (94), after which students discuss examples from the gallery that particularly impress them; 2) in-depth critique, which involves spending a substantial period of time critiquing a single student or group’s work as a class. Berger also adds that when you are talking about written work, it’s important to “differentiate between critiquing for specific content qualities and critiquing for mechanics (conventions); if this isn’t clear, critique can quickly become just copyediting” (95). If you’ve ever tried peer editing and had it flop (I’m raising my hand here), it may be because students have the idea that critiquing is just proofreading.
Making Work Public
A lot of teachers do not make student work public for a variety of reasons, but a public audience does make the work more authentic and meaningful. As Berger points out, if work is public, “There is a reason to do the work well, and it’s not just because the teacher wants it that way” (99). Emphasis his. We should be offering our students opportunities to publish their writing and projects. I have a colleague that has difficulty with this idea because students do make errors. So don’t we all. I am continually finding small proofreading errors in work I have published here. I even found an apostrophe error in Berger’s book. Does it detract from his ideas? No. Students should be correcting their work and polishing it as much as possible, but we have to acknowledge when we talk about publishing student work that it won’t be perfect. We should not let that paralyze us and prevent us from doing it. Learning is messy. I don’t have the answer. One suggestion is not to assess the work until the students have corrected all the errors you have pointed out in your feedback. However, there is a reason, I think, that Berger mentions multiple drafts and critique before he mentions making the work public. That work of drafting and editing comes first.
Using Assessment to Build Stronger Students
Berger makes the statement that “U.S. students are the most tested in the world.” I have a hunch that this statement is true, but I would be interested to see if that statement can be verified through statistics. He goes on to say, “Oddly, test-taking skills have little connection to real life. When a student finishes schooling, she is judged for the rest of her life on the kind of person she is and the kind of work that she does. Rarely does this include how she performs on a test” (101-102). See, this is the problem most of us teachers have with testing. I gave one test in my English class last year—the final exam. I was supported in this. I very rarely give tests. They are not the best measure of student learning in my class, for sure. The only kinds of tests I can think of that we might take in “real life,” aside from driving tests and the like, are professional entrance exams like the Bar Exam. I am sure many professions have them. But how is the professional assessed after that? By the quality of his/her work, right? That is what we do in our society, yet it is not the kind of assessment advocated by those who dictate educators’ practices (many of whom are not educators themselves). Why? Because it’s easier than doing a real, authentic assessment. It is much harder to evaluate authentic assessment. Sometimes there is not a neat little letter grade you can put on it. It reminds me of this quote from Dead Poets Society after Mr. Keating has just had the class read the introduction to their text, the subject of which is how to evaluate poetry: “Excrement! That’s what I think of Mr. J. Evans Pritchard! We’re not laying pipe! We’re talking about poetry. How can you describe poetry like American Bandstand? ‘I like Byron, I give him a 42 but I can’t dance to it!’” Berger says, “If tests are the primary measure of quality, the majority of schools feel compelled to have students spend much of their time memorizing facts and preparing for tests” (102).
Berger imagines a different model for school:
Imagine if students were judged instead on the quality of student work, thinking, and character. Imagine an expectation that an adult should be able to enter a school and expect that any child in that school older than seven or eight would be ready to greet him politely, give an articulate tour of a well-maintained, courteous school environment, and present his portfolio of academic accomplishments clearly and insightfully, and that the student’s portfolio would contain original, high-quality work and document appropriate skill levels. If schools assumed they were to [sic] going to be assessed by the quality of student behavior and work evident in the hallways and classrooms—rather than on test scores—the enormous energy poured into test preparation would be directed instead toward improving student work, understanding, and behavior. Instead of working to build clever test-takers, schools would feel compelled to spend time building thoughtful students and good citizens. (102)
Berger also brings up the fact that grades are not the best motivators:
The strategy most often employed to create pressure for high standards is assigning grades to work. Ideally the promise of good grades and the threat of bad ones will keep everyone working hard. In reality, it doesn’t always work this way. (103)
Any first-year teacher can probably tell you about students who are not motivated by grades. Berger teaches in a school that has done away with grades. Some day I plan to write a huge treatise on grades and assessment because I have a lot of thoughts, but I need to do a lot of research. Suffice it to say that I do not see any reason why grades have to be the way we assess. However, Berger does give good advice if you do have to use grades: “Make sure the grades are seen by students as something they earn, rather than as the arbitrary decision of a teacher” (105).
Berger closes the chapter with discussion of a water study his students did, which was an authentic research assignment that had real-world implications for community members. It’s a perfect example of the kind of science I wish I had had more opportunity to do in school.
The second chapter of Ron Berger’s An Ethic of Excellence discusses the importance of school culture in student learning. If you have ever worked in a school with a negative school culture, you will find yourself nodding as you read and highlighting several sentences in every paragraph. Reading this chapter, I reflected on the school cultures in several schools where I have worked or attended as a student, and Berger is absolutely right that culture is the bedrock of a successful school. If the school culture does not celebrate excellence and is not a safe place for students to learn (not just safe from physical or mental abuse or bullying but also a safe place for taking risks), then it is nearly impossible for individual teachers and students to hope they can be successful. Several movies about excellent teachers show us examples of teachers who successfully fight against a negative school culture to help their students achieve, but the fact that these teachers have movies about them should tell us how hard it is. If it were easy to fight a negative school culture, we wouldn’t have movies about the teachers who did it.
It did not take long for me to understand that administration is key to establishing a positive school culture. When I was a student teacher, I didn’t really see what, exactly, administrators did all day. It seemed to me that all the important work in schools was done by teachers and students, and administrators mattered very little. I said as much in a journal I wrote as part of an assignment in my English Education program. We had a doctoral student who graded some of our work in that program. She was a veteran English teacher. All she said in response to my journal was “I would be interested to know how you feel about this in a few years.” She didn’t tell me I was naive, but that’s exactly what I was. I kept her comment in mind, and later, when I realized what she meant, I truly felt like an idiot. Unless an administration is behind the culture and is a positive influence on the culture, it’s just not going to happen. Berger begins this chapter by describing visiting a school where the principal clearly didn’t want him there and clearly didn’t want to be there himself. He was marking time until retirement. He refused to meet Berger when Berger visited the school. There are a few teachers who want to hear what Berger has to say because they want change. But, as Berger says about the school, “Conditions are so bad that I hardly know what to say” (33). I actually want to ask Berger about this school when he visits us in preplanning precisely because I have a hunch they are still struggling, if they are still around, because their leadership was unwilling to establish a positive school culture. Their leadership didn’t even want to try. Unless the leadership is willing to make changes, nothing will happen, no matter how earnest the faculty and students are. It is too much of a losing battle to fight. If they were able to make some positive changes, then they likely did it after the principal left the school.
Let me tell you about the cultures of a few schools with which I am familiar.
The first school is a small elementary school. Funding has been slashed to the point that the school has no librarian, but parents volunteer to staff the library. Student artwork adorns the walls. Creativity is celebrated. Students are given the opportunity to engage in a variety of arts: music, visual art, drama, and dance. Sixth graders are paired with kindergarten buddies, much as Berger describes his own school doing. The buddies meet regularly, and the older children serve as mentors and friends. The principal knows students. Every student is accountable. It’s a small school, and students are not lost in the crowd.
The second school is a rural combined middle and high school. Students tend to come from backgrounds that do not celebrate academic achievement. Gangs are problem. Yes, even in this rural school. But the principal largely ignores the major behavior issues in the school and prefers to stick his head in the sand because he’s not sure how to change it, or maybe because he isn’t willing to try. Students threaten violence against teachers, and the students might be suspended, but then they are back, and the teachers and students have that issue hanging in the air. Students lock a teacher out of her classroom, and the principal thinks it’s funny. One of the administrators’ own children leaves a classroom without permission, through the window. Thankfully, the school has one level. An administrator tries to convince a teacher to change a student’s failing average from a 40% to a 70% so he can graduate. Otherwise, she says, he will wind up in jail. He had retaken three courses in that same subject that year, and he needed to pass all three of them. He passed two.
The third school has students are fairly good, for the most part, and they understand the importance of a good education, or at least good grades, but the kind of excellence celebrated at the school is not respect for the excellent work done but rather the grade or AP score achieved. Unfortunately, there is a bully at the helm of the school. Certain teachers and staff are regular targets of verbal and mental abuse. Unfortunately, there is little recourse because the bully is in a leadership position. A great deal of attention is paid to appearances, but the school has a foundation built on sand, and there is little attention paid to the most important aspects of building a positive school community.
The fourth school has collegial, hardworking, intelligent leadership with great ideas. The students are polite and hardworking. They take pride in their work. The school is not only invested in building a strong school culture, but in establishing itself as a positive member of the neighborhood and city community at large. The expectation in the school community is that people help each other out. Doors are held open. People help out with heavy loads. People greet each other warmly. Achievement is celebrated.
It is just about impossible to overstate the importance of establishing a school community that supports all of its constituents. Berger describes how positive peer pressure is a part of his school community, and I have seen positive peer pressure be a force for good in my own experience, as well. When students expect excellence out of each other and hold each other to high standards, you’d be amazed what can happen in a school; as Berger notes, it is a powerful motivator.
Berger says that “Every effective school I’ve seen has a strong sense of community,” even if their resources and settings differ wildly (41). And community only happens when all the stakeholders—faculty, staff, students, parents—have a voice and take pride in being a part of what is happening at the school. Berger describes building a foundation for community, starting with the building. His description of an inner city school he visited is compelling enough to quote in its entirety:
The building was surrounded by trash: fast-food boxes, plastic bags, food, broken bottles, wet newspapers, shopping carts, and needles from drug users. People sat on the curb in front of the school drinking from paper bags; the liquor store was across the street. The building had the architectural look of a prison—massive exterior walls of water-stained concrete with few windows. The front entrance was a battered metal door covered with graffiti; if you banged loudly enough they would buzz you in for inspection by a security guard. The boy’s [sic] bathrooms had stalls with no doors, broken toilet seats, and graffiti on the walls and metal mirrors.
This was an elementary school. (45)
I have to say I nearly jumped out of my seat when I read that last sentence. Can you imagine? As Berger says, “If politicians or business leaders were compelled to send their own children to this school, I would guess we’d see changes in the building fairly soon” (45). He says that “Architects point out that it’s easy to see what is valued in a culture by looking at which structures are built with expense and care” (46). The sad thing about the description of the inner-city school that Berger visited is that I wasn’t shocked that a school like that existed. I was only surprised it was an elementary school. As Berger says, if we are expecting students to go to dilapidated schools that look more like prisons, it is no wonder the schools are underperforming.
I enjoyed reading this chapter a great deal, and I agreed with what Berger says. Building a strong school community is not easy and takes time, but it is important work. It can be done anywhere, even in places with few resources, but it has to start with leadership that cares enough to support the work. And frankly, it isn’t the kind of work that is being supported by a society driven by test data as the only marker of success.
The message of the first chapter of Ron Berger’s book An Ethic of Excellence: Building a Culture of Craftsmanship with Students is the importance of student models. I think a lot of educators are afraid to use models because they want student ideas to be original, and they are afraid students will simply copy the models. It is our job as an educator to ensure that they don’t. I think most students really want to be creative and original. Sometimes, however, they don’t know how to start with project until they see how someone else did it. Models give us all something to strive for.
Berger also shares his process for collecting student work. He says, “One of my jobs as a teacher, I feel, is to be an historian of excellence, an archiver of excellence” (29). He doesn’t just use the models and portfolios of student work to show his students. He also uses them to show others what his students have learned and what they can do. Several anecdotes describe the surprise followed quickly by skepticism that others can feel upon seeing his students’ work. If the students are given time to draft, revise, refine, and really wrestle with their learning, they can produce amazing things. I have often found that giving students choices about how to present their learning really awakens them. I have also had students that were much more concerned about their grades than learning and doing excellent work they could be proud of, and that pressure was often external as much as it was internal. Sometimes I really wish we could do away with grades completely, as I think grades become the point of learning instead of learning being the point all on its own.
Another issue Berger describes with great honesty is the fact that his students are mostly white and rural. When he has presented to audiences teaching students of color in urban environments, they are skeptical that their students can do the same great work. Berger says it is about a school’s culture. Teaching is hard no matter where you do it. It’s harder when you don’t have what you need.
When Berger comes to visit our school in preplanning, I hope he brings his students’ work. I have to admit I am curious about it after reading his description of it.
A teacher on the English Companion Ning recently posed a question about which apps to buy with the $50 her school was giving her to outfit her iPad. You can find these sorts of posts all over the edublogosphere, so perhaps my contribution isn’t worth much, but for what it’s worth, these are the apps I think an English teacher should have, along with their current prices.
Notability ($1.99). Notability is a note-taking app that allows you to type your notes or write them with your finger or stylus. You can import PDF’s, annotate them, and export them out again, which is great for literary analysis and annotating texts. It has a fairly intuitive interface with several kinds of editing tools, including a pencil, highlighter, eraser, and scissors for cut/paste. You can record and play back audio and incorporate other media. It does a lot more than the Notes app that comes with your iPad, though that is the app I frequently see people use when they are taking notes on the iPad. It’s an incredibly useful note-taking app.
iMovie ($4.99). iMovie is a great movie-making app. The iPad app is a scaled-down version of the iMovie app for Macs, but it still has a lot of options. You can use the app to create tutorials for students or presentations, and students can use it to demonstrate their learning of a concept through digital storytelling. One of our teachers reported that he liked it better than the Mac version because it was more intuitive on the iPad.
Explain Everything ($2.99). This app is great for demonstrating concepts, similar to Khan Academy-type videos. One of our teachers uses apps like this to have students explain their learning. The videos can then be exported and posted in a place where others can view them. If you are looking for lighter apps, Educreations (free) and ShowMe (free) are also good, but they don’t have all of the features that Explain Everything has. If you teach younger students, you might also look at ScreenChomp (free).
Evernote (free). Evernote is fabulous. I take almost all my notes on the computer in Evernote. Be sure to check out Nick Provenzano’s Epic Evernote Experiment to learn more about using this app. It is so easy to clip websites and insert images into this app, and what makes it nice is that you can use it on all your devices, and it will sync so that your notes are available everywhere you go. You can even log in to your account on the web and access your notes from a computer that doesn’t have the program installed.
Flipboard (free). You can use Flipboard to create personalized magazines full of content you are interested in. What makes Flipboard a game-changer and nudges Zite, a similar app, out of the way is Flipboard’s ability for you to follow Twitter hashtags using the app. One I would recommend you follow right now is #engchat. A few others, particularly if you are integrating iPads are #ipadchat, #ettipad, #ipadedu, and #ipaded. You can also integrate the app with Facebook, and there are several suggested topics if you don’t know how to start. Browsing on Flipboard is as much like browsing through a print magazine as is possible on an iPad. I love it.
Shakespeare’s Sonnets ($13.99). This app is expensive, but it is so worth it if you spend any time teaching Shakespeare’s sonnets in your classes. It includes all of Shakespeare’s sonnets, both in print and read by actors and scholars such as Sir Patrick Stewart, David Tennant, Stephen Fry, and James Shapiro. In addition, it includes the Arden Shakespeare notes and commentary by David Paterson. It’s a fairly large app, as you might imagine with all that media. I am continually having to remove it to free up space when I’m desperate, but I always wind up adding it again. It is the 800-pound gorilla of Shakespeare apps.
Shakespeare Pro ($9.99). Shakespeare Pro has all of Shakespeare’s plays, all of the sonnets, other poems, and Charles and Mary Lamb’s Tales from Shakespeare, as well as a concordance and a glossary. It also includes, if you care about that sort of thing, a collection of portraits and quotes. I find I don’t use them that much. Through the app, you can also create an account with Shakespeare Passport, which will give you discounts at all kinds of Shakespeare venues.
Book Creator ($4.99). Book Creator allows you to create multimedia books on the iPad. You can send them to friends, submit them to the iBookstore, or read them in iBooks. Students of all ages can use it, from pre-K to college. Teachers can use it to create their own books, too. It has an intuitive interface and allows for importing pictures, video, music, and even recording your voice.
Haiku Deck (free). Haiku Deck is a presentation app that allows you to create beautiful presentations. It finds images that match your words, or you can personalize it with your own photos and screenshots. You can share it via the web to be viewed on any device capable of surfing the web.
Blogsy (if you blog, $4.99). Blogsy is great for blogging on your iPad. It connects to WordPress (.com and self-hosted), Blogger, TypePad, Movable Type, Joomla, Drupal, and Tumblr, among others. You can drag and drop images into the post using Picasa, Flickr, Facebook, or Instagram, and you can even pull videos from YouTube and Vimeo into your posts. Text formatting is easy.
Google Drive (free). Using Google Docs used to be painful on the iPad if it even worked at all, but Google Drive’s app is really easy to use and WORKS. It does not have all the features that Google Drive on the web has… yet. For instance, you can’t see the revision history, and it doesn’t allow access to multiple Google Drive accounts, which makes it harder to use in schools when you have students continually signing out and signing back in, but you can get around these issues with an app called GoDocs ($4.99) if these are features you need right now. My advice would be to wait because I have a hunch that Google Drive will include at least revision history in a future update.
You will notice that most of these apps are not English/literature/language arts-specific. You are better off establishing use of a series of apps that allow you to work and create on your iPad rather than focusing on subject-specific apps, which too often are simply drill-and-kill and lower quality.
Some years ago, after reading Understanding by Design by Grant Wiggins and Jay McTighe, I started a wiki for teachers to learn and share UbD units and ideas. Despite having over 500 members, the wiki doesn’t see a lot of new content. At this stage, I think only two members regularly contribute new content, and one of them is me.
If you are interested in helping, this is what we need:
- Units and ideas from teachers in a variety of fields. Perhaps because I am an English teacher, and mostly English teachers keep up with this blog, most of the early contributors to the UbD Educators wiki were and still are English teachers, but as I said, aside from me, only one other English teacher is still actively posting units. I admit to using it myself just to keep track of my unit plans, which is fine, but it isn’t very interactive. If you teach using UbD, especially if you don’t teach English (but even if you do), please consider sharing your plans.
- Chapter reflections. Miguel Guhlin made shell pages for chapter summaries. I admit I am conflicted about this because ASCD, Grant Wiggins, and Jay McTighe have been so supportive of the wiki, and I would hate to do anything that might prevent people from purchasing their book (which I think all teachers should read). However, I think it might be a great idea for people to use those pages to share their reflections and insights from chapters. If you have insights to contribute, please do.
- What’s missing? What subject areas do we need to include? Links? Resources? If you think something should be on the wiki that isn’t, please add it.
Despite the fact that the main page has included a note that all the materials can be viewed by lurkers, and that you do not have to join the wiki to see anything, I still receive requests to join at the rate of one or two people a week, and none of the new members has made contributions in years. I don’t mind lurkers. If the early contributors had minded lurkers, we would have put the information behind some kind of registration wall. I am opposed to making people jump through hoops to access the materials, but I think this wiki has the potential to be a much greater repository than it is, and it can only become a great repository if we build it together.
I would be interested to know if people join with the intention of contributing but then feel shy about sharing their work online (overheard and paraphrased at the ISTE conference: Share your work. Teachers don’t share their work because they don’t think they’re doing great work. They ARE doing great work, but no one knows about it if you don’t share). Do people skim over the note about lurking and join because they think they will get to see more more materials if they do? I am genuinely curious, and I am not sure of the answer.
My hunch, as much as I hate the idea, is that folks are joining without reading that page, thinking they will access more materials if they do. The reason I think this might be the case is that I had a wiki for my students, and even though I clearly stated that only my students would be permitted to join the wiki, I still received requests until I finally had to turn off the ability to request membership because I was really tired of processing the membership denials for teachers who simply didn’t read. In the case of the UbD Educators wiki, over 500 people have joined, which is awesome, but they haven’t contributed, which is a lot less awesome.
On a side note, most of the visits to this blog are from folks looking to read UbD-related content, so I know there is real interest in the subject, and I know that teachers are looking for guidance and ideas. It might be nice if we could build up the wiki a bit so that they had some resources. In case you are worried, the materials are licensed under a Creative Commons Attribution, Noncommercial, Share-Alike license, meaning that work posted there can freely be used and remixed with credit given to the original author, but not for profit.
I guess I will get into how I feel about sites like Teachers Pay Teachers some other time. Not sure I want to stir that particular pot right now, and to be honest, I’m not really even sure why I feel the way I do about the site, so until I can articulate my thoughts more clearly, I’m just steering clear. I will say I think teachers fall into two camps when it comes to sharing: 1) people who share everything; 2) people who refuse to share anything. I have been lucky enough to know a lot of teachers who share, and I have benefited enormously from their ideas. Through their generosity, they have made a better teacher. At it’s core, that is all the UbD Educators wiki is about—sharing ideas so that we can all benefit and become better teachers.