UbD Educators Wiki

Keep Calm and Wiki OnSome 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.

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Summer Reading for School

What PD reading are you doing this summer?

I’m reading the following three books:

An Ethic of ExcellenceAn Ethic of Excellence: Building a Culture of Craftsmanship with Students, by Ron Berger. This book is an all-faculty read. Ron Berger will be visiting our school to do some professional development at the beginning of the school year. Here is the jacket blurb: “Drawing from his own remarkable experience as a veteran classroom teacher (still in the classroom), Ron Berger gives us a vision of educational reform that transcends standards, curriculum, and instructional strategies. He argues for a paradigm shift—a schoolwide embrace of an ‘ethic of excellence.’ A master carpenter as well as a gifted teacher, Berger is guided by a craftsman’s passion for quality, describing what’s possible when teachers, students, and parents commit to nothing less than the best. But Berger’s not just idealistic—he tells exactly how this can be done, from the blackboard to the blacktop to the school boardroom.”

How to Read Novels Like a ProfessorHow to Read Novels Like a Professor, by Thomas C. Foster. I have already read and enjoyed Foster’s How to Read Literature Like a Professor. I have had this one on my shelf for a couple of years and just never read it. This book is an English department read. Here’s the jacket blurb: “Thomas C. Foster—the sage and scholar who ingeniously led readers through the fascinating symbolic codes of great literature in his first book, How to Read Literature Like a Professor—now examines the grammar of the popular novel. Exploring how authors’ choices about structure—point of view, narrative voice, first page, chapter construction, character emblems, and narrative (dis)continuity—create meaning and a special literary language, How to Read Novels Like a Professor shares the keys to this language with readers who want to get more insight, more understanding, and more pleasure from their reading.”

Invent to LearnInvent to Learn: Making, Tinkering, and Engineering in the Classroom, by Sylvia Libow Martinez and Gary Stager. This book is my own choice after attending sessions on making at ISTE this year. “There’s a technological and creative revolution underway. Amazing new tools, materials and skills turn us all into makers. Using technology to make, repair, or customize the things we need brings engineering, design, and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing. The active learner is at the center of the learning process, amplifying the best traditions of progressive education. This book helps educators bring the exciting opportunities of the maker movement to every classroom.” Edited to add: Check out the website for Invent to Learn for more resources.

So what do you think? Do they look good to you? If you want to read along with me, feel free to join me. As I have in the past, I will be reflecting here. On at least one occasion, it turned into a book club that became the UbD Eduators wiki.

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Reflections on ISTE 2013

Dynamic SerenityI am still gathering my notes on the ISTE conference last week. You can see them in this public Evernote notebook I’ve shared. Sometimes it’s not the most helpful thing to try to parse someone else’s cryptic notes, but for what it’s worth, feel free to have a look.

I thoroughly enjoyed the conference, but I have two pieces of advice for anyone who is using a slidedeck to present at a large conference like ISTE.

  1. Don’t put text on the bottom of the slide. If the room is really crowded, some of the people in the room will not see the text. They will stand up a little to see better, which only makes the view worse for people behind them. I know lots of templates have text on the bottom, and it looks pretty. I have done it, too. You just never know what the room will look like, however, and text on the top is more accessible.
  2. Why not share your presentation via Google Presentation or SlideShare? If you do that, seeing it in the front is a moot point, and you can put text wherever you want. The presentation is now in the hands of your audience, and they can more easily annotate it, download it, and (dare I suggest it?) remix it.

Invent to LearnI came away from the conference excited about the possibilities of maker spaces, and after an energizing presentation by Sylvia Martinez, I downloaded her new book, co-written with Gary Stager,  Invent To Learn: Making, Tinkering, and Engineering in the Classroom. I can’t wait to learn more about making and engineering. One statement she made, which I will share here, is that we wouldn’t be talking about how to integrate the arts into schools and turning STEM into STEAM if schools hadn’t artificially removed art. She said you cannot stop kids from being artists. She shared the example of her daughter going through art school and how she learned that artists are on the cutting edge of technology.

One focus of the conference was gamification, and I am interested in exploring that topic further, as well. You have probably heard of the Mozilla Open Badges project (if not, check it out). I am excited to see how this project develops, particularly after Bill Clinton endorsed the idea. To be dead honest, my instructional technology masters was almost completely useless in terms of preparing me for what I do. And don’t get me started again on the test I had to take to add technology instruction to my certificate. It helps to have the degree on your résumé, I guess, but I hope, in light of how expensive education is (and it’s getting more expensive) that we can consider alternative credentials. Put together with endorsements, similar to LinkedIn, and I think badges could be more valuable than wasting money on classes with content you never use again. I’m just thinking out loud, and I don’t have the answer. Certainly some attention to personalized learning is in order.

photo by: papalars

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Do You Know What Today Is?

Birthday CakeIt is huffenglish.com’s 8th birthday! To make it even more special, I’m celebrating by writing this post in the Blogger’s Cafe at ISTE!

Of course, a cursory glance at my content for the last year or so reveals very little actual blogging.

Why is that? Well, I moved 1,000 miles away and started a new job. I now work at Worcester Academy, and this summer I begin my second year as their Technology Integration Specialist. I can’t think of a more wonderful place to work. They value my professional development enough to send me to the premier educational technology conference in the world, and I work with some truly amazing educators.

I have been really dissatisfied with the quiet on this blog. Even though I made some major changes in my professional and personal life over the last year, and I gave myself permission to let the blog go for a while, I have always maintained that people make time for things they consider important. People used to ask me how I had time to blog, tweet, etc. You know, all the social media. I said I made time to do it because it was important to me. And it is still important to me, but clearly not as important as some other things going on. I am announcing today that blogging has once again moved to my front burner, and if it’s not on the very front burner, at least it’s on the stove again. It’s been relegated to the recesses of the freezer as I tried to acclimate to my new home and job, but because blogging is important to me, I’ll be making time for it again.

Why is blogging important to me? It allows me to reflect on what I’m thinking and learning. Sure, I can do that offline in any one of a variety of note-taking apps I use or even with a pen and notebook, but the kind of thinking and reflection I do here on this blog transformed me as a teacher. Eight years ago, when I started this blog, I was an English teacher, and I had no idea technology integration specialists even existed, much less did I dream of ever being one. I assumed I would spend the rest of my career as an English teacher in Georgia. I am still teaching one English class, by the way, but who could have imagined I would be helping teachers integrate technology in Massachusetts? I didn’t even like technology when I started teaching, and I certainly didn’t think I was any good with it. Now I teach others how to use it in their lessons. Is that crazy?

You really never know what trajectory your career is going to take, and it is smart to make connections with really smart educators online and off, to participate in chats with other teachers when you can, and to tap all those great resources online and in your community. You just never know where your life will take you, and even if you plan it, opportunities will arise that you never foresaw, and doors will close where you expected them to be open.

I am the happiest I have ever been in my life right now, and a lot of that happiness has to do with my professional satisfaction. But only a few years ago, I felt like I was at a professional nadir, and my dissatisfaction at work made it hard to enjoy everything else. It is really true that if you find something you love to do, you really don’t ever work again.

Here is hoping you can find what makes you happy, too.

Happy birthday, huffenglish.com. To many more years of blogging! (And I mean real blogging.) Cheers!

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