4 Benefits of Classroom Podcasting and 4 Ideas to Try Today

“In humans, as in songbirds, the sounds produced by the individuals are essential for normal vocal development.” – Nature Reviews Neuroscience, 2000

Podcasts…the not-so-latest buzzword going around in education circles. This is an exciting medium for adding to our teaching toolkit but, as educators, we of course benefit from taking a thoughtful approach. There are many rich reasons why we should integrate audio recording, including podcasts, into the classroom. My suggestion? Get some great implementation ideas from your peers and then, by all means, JUMP!

4 Student Benefits to Understand

When you understand some of the powerful ways audio recording in the classroom can benefit student learning, it will be easy to make a strong case to your administrators, your peers, and, not least of all, to yourself! There are numerous tools that make podcasting and media-making simple for teacher and student alike, but using technology without understanding the specific student needs in play, and why it effectively addresses them, isn’t strategic. Here are some of the important student benefits that are helpful for each of us to understand, to look out for when evaluating our use of recorded audio in the classroom, and to be able to explain to others:

  1. Clarification and Confidence – As your learners listen closely to their tone, learn to include appropriate pauses, and master their speaking through repetition, they will clarify their personal voice and become more confident speakers.
  2. Reflection and Discussion – Working with recorded audio offers students an alternative place and space to reflect on their thinking and engage in candid discussions about their work. These discussions lead students toward the opportunity to construct new and improved ideas.
  3. Read, Revise, Practice, and Present – When your learners record themselves reading their writing, it gives them a new perspective on the written word and an alternative method for revision. Further, as students read and revise their writing, they are engaging in much-needed practice before making the oral presentation to peers. The combination of writing and presenting is authentic practice for what students will have to master when they enter higher education and the workforce.
  4. Assessment Minus Anxiety – If the task at hand is to assess our learners’ understanding, rather than their writing, we can now lower their blood pressure by giving them an alternative space to explain themselves that doesn’t include worrying about spelling errors or sentence structure.

6 Phases of Incorporating Audio Recording

A while back I came across integration coach Corey Holmer’s presentation “Broadcasting Your Story: Podcasting with Chromebooks” and was immediately a) inspired, b) grateful for the work he had already done, and c) excited to share with my teaching peers. He very simply breaks down the podcasting process into six phases for teachers who are interested in incorporating audio recording in the classroom:

  1. Goal Determination
  2. Scripting
  3. Software Acclimation
  4. Planning & Implementing Recording
  5. Editing
  6. Publishing

In addition to explaining each of the steps in detail, Holmer also provided his audience a Podcasting Project Guide. Although this was originally created for a workshop session of educators, it can be easily adapted for any classroom. Even if you have little or no personal experience with podcast creation in the classroom, no problem – I find Mr. Holmer’s explanation easy to understand and a fantastic place to start!

4 Ideas (And Many More) to Try Now!

Need more inspiration on audio recording ideas? Check out the classroom projects, lesson plans and ideas I have compiled here from various educators across the globe. Here are just some of my favorites:

  1. Use podcasts in conjunction with Google Tour Builder to create virtual field trips with student recorded tour guide voice overs.
  2. Build an original soundtrack that compliments the rising action, climax, and resolution of a novel.
  3. Create a “day in the life” documentary that describes the sights, sounds and activities in an ancient metropolis.
  4. On a field trip, students use a voice recorder, such as the one available through the Soundtrap app, to take notes and a digital camera to take photos.

This was published by ASCD and cross-posted here: http://inservice.ascd.org/4-benefits-of-classroom-podcasting-and-4-ideas-to-try-today/.

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Connecting the Dead & Avoiding Butter Bone….Thank You Technology

Some people (ok, most people) might not know that I have an unusual interest in archaeology. This obsession started when I was a young child while reading a book on ancient Egypt…I felt a connection to the characters in the story more than I had with any other book. This motivated me to read more on the topic and research Egypt. At one time, I even vowed to pursue Egyptology as a possible profession. However, the extent of my formal Egyptology studies was one Level 400 college course on the History of Ancient Egypt (my only non-A grade on my transcript…yeah, I don’t want to talk about that, wink.)

Fast forward a couple of decades, life happens and I now feed my interest once a month when my Archaeology magazine arrives in the mail. Reading those magazines cover-to-cover is a highlight of my month. This past issue I had two reflective moments whilst reading completely different stories in the May/June issue, both of which relate to the role technology played. I have summarized below:

After the Battle of Dunbar: Legacy of a Lost Scottish Army” When researchers concluded that the recently-uncovered mass grave in Durham, England held the remains of the soldiers of The Battle of Dunbar (an amazing story of fighting, death and survival) they were surprised by the increase in online traffic from hits on America’s eastern seaboard.  The influx was coming from Battle of Dunbar survivors! Motivated by this, a number of the aforementioned researchers traveled to New England and thus presented their findings to a packed room of descendants who were VERY interested in finding out more information and meeting others of the same ilk. The researchers connected these people through their information and presentations.  What I found extremely interesting was the decision to present based on heightened online traffic from a particular area! It does leave me asking a lot of questions (which is always good!) and wondering how this technology can/will influence education. Are we teaching our students to use tools to be collaborative and make connections using technology? Are we inspiring our young learners to think big-picture? To critically think through real-world problems and find solutions? At this time, I don’t know.

 

I continued reading through the issue and found another awe-inspiring article. This one was entitled “The Ghosts of Kangeq: The Race to Save Greenland’s Arctic Coastal Heritage From a Shifting Climate.” Kangeq, a settlement in southwestern Greenland, hosts a layered index of human occupation that covers at least two millennia. Fluctuating weather patterns are melting the permafrost and accelerating natural decomposition. This means a plethora of amazing items found in these midden sites (preserved wood, bones, feathers, baleen, antlers, leather, fur, human hair) will soon turn to mush, or as archaeologists refer to it: “butter bone.” Greenland’s current capacity for managing archaeological sites is limited as the coastline alone stretches over 27,000 miles.  Although archaeological teams will tend to the sites that are identified the most vulnerable, they will still need help to cover ground and acquire pertinent information. The plan is to tap into local expertise and crowdsource the information. “Modern Greenlanders are frequently very familiar with changes to their hunting and fishing grounds from year to year, and we want to figure out a way to capitalize on this local knowledge,” states Bo Albrechtsen, Deputy Director of the Greenland National Museum. This will most likely take the form of a mobile app to document and record important information on threats to coastal archaeological sites. The sum is greater than its parts. I love it. And in regards to school and education (as I like to put that lens on just about everything I do and read)….the teacher doesn’t hold the knowledge, the students do.

Image credits:
www.flickr.com/photos/thenationalmuseumofdenmark/11815294835
commons.wikimedia.org/wiki/File:Cromwell_at_Dunbar_Andrew_Carrick_Gow.jpg

 

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Student Radio at The Pingry School in Short Hills, New Jersey

Written by Meredith Allen, Soundtrap Educational Ambassador
Cross posted at: http://edublog.soundtrap.com/2017/04/05/student-radio-at-the-pingry-school-in-short-hills-new-jersey/

I recently met Mr. Thomas Berdos at the Texas Music Education Association annual convention in San Antonio. Mr. Berdos is an 18+ year music educator at The Pingry School in Short Hills, New Jersey. We chatted about a recent cross-curricular project he and his colleague, Jill Driscoll, had been working on.

This particular project which spans grades and ties together numerous classrooms and subjects, relies heavily on Soundtrap for audio capture and execution.  I knew as soon as I heard about the magic that was happening at Pingry I needed (and wanted) to share it with other educators asap!

Project: WSHR Radio was created when Music, Library, Language Arts and Technology classes were combined in a unit for the Pingry 5th graders.  Students listen critically and research pieces of music. They write and record a narrative, splice the commentary with important parts of their chosen music and celebrate the created audio files by having their radio segments played over the PA in the hallways of the lower elementary at the start of each day.  These fantastic 5th grade students have now shared their knowledge & interest of music with the rest of the school, leveraging technology in a really awesome way while connecting to their language arts and library classes. I decided to ask Mr. Berdos a few questions about his and the student’s experience thus far.

Meredith: What motivated you to organize this student project?
Mr. Berdos: I have always wanted to find ways for students to see music through the filter of other disciplines. One day on the way to work I was listening to my favorite classical station in the car. As I entered the building, I thought it would have been nice to hear the last selection I heard in the car playing in the hallways of the school, along with the show host’s commentary. It came to me that we could do this with students doing the commentary. Our radio station, WSHR, was born.

Meredith: How did the other teachers in your district react to this project?
Mr. Berdos: Very enthusiastically! Pingry is an independent, private school with a unique and successful learning culture. The faculty members are encouraged to collaborate. So the collaboration of the WSHR unit between numerous disciplines was natural and easily gained traction.

Meredith: Did you encounter any roadblocks?
Mr. Berdos: When we started the WSHR unit, we broadcasted with a small bluetooth speaker on top of a cabinet in the hallway. We have “graduated” to a state-of-the-art bluetooth sound system installed in the ceiling of the hallways, which makes for wonderful sound fidelity. We originally used Audacity for the tech piece of the project. It was more complex than our students needed and we found Soundtrap to have the right mix of capability and user-friendliness. Switching to Soundtrap proved to be the right way to go forward.

Meredith: How did the students react to this project?
Mr. Berdos: Students are very interested in doing the project. All students in the school hear the music in the mornings. The fourth graders look forward to “next year” when they do the broadcasting. Students enjoy being assigned pieces of music, and learn not only about the music, but about their own capacity to appreciate new styles of music. Recently I heard from a student who was in our program a number of years ago, and he still remembers and enjoys his WSHR assigned piece. So the program has a lasting value on our students.

Meredith: How did Soundtrap aid with completion and success of these student projects?
Mr. Berdos: We could not do the unit without a program like Soundtrap. The fifth-grade students can record their own voices and also splice in their music all with little trouble. The recording part of the WSHR unit brings all the learning to life.

Meredith: Did using Soundtrap inspire you, or other content teachers in your building, to attempt or plan to attempt another outside-the-box student project using collaborative audio recording?
Mr. Berdos: I know that since we started using Soundtrap for the WSHR unit, the foreign language department has used Soundtrap for their recording needs.

Lesson & Class Details:

  • General Music – Students learn the skills necessary for listening critically to music and to make observations on the musical characteristics of the piece.
  • Library – Students research their assigned musical selections. They gather information about the piece: when it was composed, for what occasion was it composed, how it fits into the music of its time period, etc. They also gather information about the composers: when/where they lived, and interesting highlights of their lives.
  • Language Arts – Students create narratives based on their research. In addition to standard rules of grammar and punctuation, they learn the skills necessary to quote musical examples, italicize foreign language words, etc.
  • Technology Class – Students learn to use the online digital audio workstation Soundtrap to edit recordings. After their narratives are written, they record them and insert their recordings into the audio project of their piece. The finished product is a narrated mp3 to broadcast which includes the research, in their own voices, to share with the Pingry community.

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Find Your Tribe and Fly

“The easiest thing is to react. The second-easiest thing is to respond. But the hardest thing is to initiate.”

Simply stated by Mr. Seth Godin and resoundingly true. For the majority of my 33 years on this Earth, my default was set to react. Recently my needle has shifted to responding more, and now I even initiate on occasion. Shhhh, sometimes I don’t even ask permission! I owe a large part of this transition to the people I am surrounded by, who have given me a sense of belonging. My beautiful tribe. My tribe is connected, we share an interest and a way to communicate.  

This tribe has formed over time and is organic and malleable – it grows with me.  Through a series of very fortunate events in my professional career, I have recently experienced an AMAZING tribal community. After teaching music for nine years, I landed a position as an Instructional Technology Consultant on a rock star team with a stellar reputation. I immediately started “schooling up” on all things ed tech, an infinite subject with limitless information, data, and resources. Two other imperative factors can be attributed to my successful tribal acclimation.  The first: I joined Twitter. My network now transcends classrooms and reaches countries all over the world. The second: I left my comfort zone.  I started presenting at conferences on topics I felt passionate about, meeting & working with amazing people.  Clicking “Submit” for my first presentation proposal was terrifying and life-changing. (Pictured: Laurens-Marathon High School Band, 2015)

This team I speak of – seriously, rock friggin’ stars.  Not only are they experts and leaders in this exciting new tech ed world I was acclimating to, but awesome people in general.  They wrapped their arms around me and welcomed my inexperience, sometimes even celebrating it!  This is when my needle started shifting.  When I had been teaching full time with very little professional support system, I felt the presence of a ceiling, a limit to the learning. Now, fast forward to my first team meeting with my new team…No question – I was now a 100% vested member, my voice mattered, our combined vision (#makeitbetter) was priority and I now belonged to something bigger.  Our work focused on shifting the traditional education system (limited, in-the-box thinking) to encouraging best practice for our 21st century learners. Let us leverage the available technology to be creative and innovative.  With that comes the ability to work collaboratively (face to face and globally) and use critical thinking skills to work through real world problems. How can there be a limit or lid on that kind of learning?!  The roof was raised! (Pictured below: The 2015-16 Prairie Lakes AEA Tech Innovation Team)

I have worked harder the past 16 months that I ever have in my life and not because I needed to keep up, but because I now belonged with this team.  This work, this bigger thing…obliged me to want to keep up. Insert: fire in belly. My transition is a great example of an empowered, passionate learner versus a compliant learner.  

Once support was in place, I also gained more confidence than I ever thought I was capable of.  I started presenting locally and that quickly shifted to presenting globally. The small groups I started presenting to (3,4 or 5 participants) has now grown to upwards to 700!  I recently quit my stable “safe” job to pursue work I am even more passionate about.  I talked my husband into putting our house up for sale so we can move to a city with more opportunities for our children (keep in mind, we’re country bumpkins!).  And just this week, I pulled a stick out of my parent’s Irish Wolfhound’s paw with pliers.  These are just a few things that I wouldn’t have had the guts to do prior to 2015.  

There was a recent online student chat focused on How Teachers Foster Belonging in Schools…great questions were discussed and I have initiated a spinoff set of questions for the “me’s” of the world. (yes, I initiated!)

  • What actions can we take to create stronger bonds with each other?
  • How can we help address real-world issues with each other?
  • What can we do to encourage all to speak freely?
  • How can we facilitate healthy discussions about different forms of oppression and their impact?

I leave you to reflect on the following: Are you reacting, responding or initiating?  Are you celebrating one another in your workplace, family, etc.? Do you empathize? Encourage? Are you learning from others?  Have you hashed something out with another to #makeitbetter?

Seth Godin: “The cost of being wrong is less than the cost of doing nothing.”

Our world needs you to initiate and encourage others to do the same. Sign up for Twitter, push that “Submit” button, expand your network, reach out, meet, greet. It’s your turn.  Find your tribe and fly.

Proof of me speaking in front of a large group of people! #nerves

***This post was cross-published by Sevenzo. Access here: https://medium.com/@Sevenzo/find-your-tribe-and-fly-4a2d7f7027fc#.et29a8fsu

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In Sync With Soundtrap

How is it possible that I haven’t blogged about Soundtrap yet?! Anyone that personally knows me will understand the ridiculousness of this fact.  I’m here to remedy this absolute travesty. 🙂


Soundtrap was first created by musicians for musicians in Stockholm, Sweden circa 2012. Increased classroom practices using this DAW (Digital Audio Workstation) has now transcended to all content areas, abilities and locations….what is this and why would we be using it in schools?!  Soundtrap is an easy-to-use, online recording studio that can be used across any device to create audio without the necessity of being in the same physical space as your collaborator(s). No more anechoic rooms, mixing consoles, orientation
sessions or booking appointments.

That’s all fine and good for musicians and music producers, but what about this “across-content” classroom business I spoke of earlier that is influencing our schools at exponential rates in 2017?  Now that Soundtrap has put these once-complicated, hard-to-obtain tools in the hands of babes, babes can now benefit for the first time – from their phones, Chromebooks, computers or tablets.  And those same babes can create in minutes (it’s that easy!) and invite other babes (from other schools, states, countries!) to collaborate on their project – in real, friggin’ time. I know, it’s incredible.

Basically this is a Google Doc for audio recording.  It has never been done and is now being done beautifully by Soundtrap.

What does this mean for our schools?

  • School districts can now connect and create with other school districts. Think about how impactful this could be to our rural districts.
  • Students can keep creating outside of the 45-minute class period – on their own phone or at home…as long as they have an internet connection. Heck, they could even work on their project from their dentist’s computer if it was online (and said dentist was ok with their computer being hijacked:-)
  • Budding musicians and music producers now have access to a very robust platform, bridging the gap between secondary and post-secondary school programs which will continue to cultivate their passions through school.
  • Speech Language Pathologists have an easy-to-use tool to capture and archive student progress, as well as have an opportunity to invite parents and teachers to access their audio growth portfolio.
  • Foreign language teachers have a slick way of recording their voice (or student’s voice) and inviting collaborators to add comments and/or edit in real time or asynchronously.
  • Countless uses in music classrooms…rehearsal recordings to evaluate and reflect on, practice tool using accompaniments, audition recordings, composition projects, playing assessments, etc.
  • Interviews, podcasts, commercials….the list just keeps going on.


Soundtrap is about all about creating and connecting.  It is simple yet monumental, and this is the time to take hold and experience.  The most recent
NMC/CoSN Report: 2016 K-12 Edition, which examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry in schools, understands the importance.  This report charts the horizon for emerging technologies in school communities across the globe by an organization that has the world’s longest-running exploration of technology trends in education.  One major mid-term trend from this report that focuses on driving EdTech adoption in the next 3-5 years…..yep, you called it: Collaborative Learning.  This social construct places the learner at the center, encourages interaction, group work and develops solutions to actual, real-world problems.

When applied in the spirit of deeper collaboration, technology can unite students around big ideas and projects, while integrating web-based resources that will expand their learning. Digital tools are fundamental ingredients in the facilitation of collaborative learning approaches, offering platforms for communication and activities in synchronous as well as asynchronous environments. Cloud computing has been particularly lauded for its role in bolstering collaboration as it instills unlimited potential for teacher, student, and parent communication.  People can easily access and share learning materials with each other, making updates in real time….[encouraging] increased student achievement, discussion, confidence, and active learning. (NMC/CoSN Horizon Report, 2016, p. 12)

There it is.

And that, my dear friends, is why I shout Soundtrap from the rooftops.  


This post was republished by EdCircuit on 1.12.17

NMC/CoSN Horizon Report. (2016). 2016 K-12 Edition. Retrieved from https://www.nmc.org/publication/nmc-cosn-horizon-report-2016-k-12-edition/

 

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Check Yourself

I recently had an opportunity to listen to Mr. Kevin Brookhouser’s speak on the 20time Project at the Toronto GAFE Summit. His message: teachers who offer choice can meet learning goals while creating powerful experiences that lead to increased motivation, creativity and divergent critical thinking. Simple yet very profound. I wrote the following thoughts while on my plane ride home.

My teaching career started when I was in high school during a job shadowing experience.  A real-world learning experience inspired me as opposed to memorizing facts and figures in my core subjects…who knew!  Imagine 16-year-old me, I liked music, I was pretty good at it, the music rooms were my second home. When I had the opportunity to mentor someone, it just seemed natural to shadow my band director.  I had my “lightbulb” a-ha moment when I was presented with an opportunity to teach a rhythm lesson to 10-year-old budding percussionist. I helped her through grasping a concept and when she got it, I got it…I want to teach. 

Little did I know, that moment would lead me down a very interesting path in education.  It has been a path that has engrossed me, a path that is unfinished, a path that if you squint hard enough drops off to…where?  

Prior to seeing clarity with the scary (yet awesome) realization that our 21st century educational thoroughfare is being built as we travel it, I taught instrumental music in a very rural and high-poverty school for almost a decade.  I loved it, was good at it, and kids usually liked coming to my class.  Naïve-me thought their engagement in my class was a reflection on my teaching – ha!  I eventually figured out they liked coming to the band room for the same reasons I liked it when I was in high school – they enjoy music, they like playing an instrument, and my classroom felt safe.  One could argue that none of those reasons are because of me.  This is where my mother’s voice pipes up and says, “Now Meredith, they feel safe and secure in your room because you fostered that. They love music because you have inspired them. Etc., etc., etc.” Ok Mom, I’ll take a tiny bit of it but it really comes down to the fact that they felt empowered in my classroom. 

Learners felt safe – check.
Learners felt supported – check.
Learners were given autonomy – check.
Learners were given an authentic audience – check.
Learners were passionate and interested in the content – check.
Learners saw a potential future with the work they completed – check. 

Here’s the kicker – my learners chose to be in my class.  That’s huge. It wasn’t until I was out of the classroom teaching teachers, facilitating professional learning, presenting to all content area educators that I realized most educators don’t get to experience the luxury of being an elective teacher and how absolute key that was to my (accidental) classroom success. 

Now and probably for the rest of my time on this earth, I will encourage all educators (and leaders!) to pattern after or emulate an elective class by giving student voice, choice, and ownership on their learning while also providing some authentic audience and networking outside of the classroom walls.  Technology obviously provides an accessible avenue to achieve this work.

I’ll sign off by asking one simple question: Do you want to take your class?

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In Memory of Anna Dewdney

My house is mourning a favorite children’s author – Anna Dewdney.  Her Llama Llama books are some of our favorites in our library and when we got word of her passing, we were all very sad.  Her obituary ended with, “She requested that in lieu of a funeral service that people read to a child instead.” How appropriate and absolutely beautiful.

Morgan, my 7-year-old daughter, thought so too.  That night, she decided that Ms. Dewdney’s books were on the docket for bedtime ‘tine (shortened from routine because at one time, one of our girls struggled with the word in its entirety and shortened it). During the story time section of our routine we were reading Llama Llama Made At Mama. I had a quick thought to record Morgan reading.  I had my phone on me (sadly, this is typical as my phone is my crutch and addiction), I opened my Soundtrap app, entered the Studio and pushed the record button. 4 minutes later, voi! I added a couple of beats at the beginning/end and had Morgan listen to it. Her face lit up and chest puffed out when she heard the recording.  She was proud, happy and excited.  All the things we want for our children, students, learners.

I’ve since passed the recording on via Twitter, text to Grandma and Grandpa, email to her teacher and now this blog post. Here’s my takeaway:

Personal Connection + Ownership + Authentic Audience = Awesomeness

Give it a listen (there may or may not be little sister Cameron asking, “to see da pitchores” around minute 1:25).  Thank you, Anna, for inspiring me and my family today and future days. Rest in peace.

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Close to the Close

Passage, court, place, lane, path, arcade, walk, wynd, steps, yard, terrace, close…all of these are other words that can be used for alley in the United Kingdom. I heart the UK-especially Scotland-for this and many other reasons. My husband, Tim, and I fell in love with these passageways in Scotland’s capital city, Edinburgh, when we first visited in 2010. We recently returned from our third trip and while there, managed to take a picture in front of each close on the Royal Mile. These small areas between roughly 400 year-old buildings pull at our heartstrings and we both feel a sense of magical unworldliness.  We had made a vow to explore each one in their entirety during this last trip, even if that included a bit of trespassing!  We found 70 but if we missed one, please tell us…we will immediately start plans for a return trip to capture the close. We would not want our collection incomplete!

 

Click here to view these pictures larger

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Let It Go

I am Meredith: Mother of Cameron & Morgan, Creature Who Carries Purse and She Who Sings Orders…you can imagine that Frozen’s Let It Go has not escaped my house. Rather, it moved in, does not pay rent and does not appear to be leaving. However, these three words have resurfaced and this time, I am the vocalist. Below are a series of pictures from the South Second Street Lego Saga.

IMG_3885Picture 1: My OCD attempt to make order. All legos were separated by color and placed
into drawers. Big, ugly, plastic organizer was stored in the closet.

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Picture 2: Inevitably, the legos ended up like this and one of my
baking sheets was consumed by the closet (I did not bake for 13 months).

IMG_3882

Picture 3: One of the many creations that were hiding in the closet. First clue
I needed to stop suffocating their creativity by keeping it closet-bound and provide an accessible, convenient building environment.

IMG_3887

Picture 4: Fifteen minutes after relocation and drawer dumping.
Surprisingly, the mixing of colored blocks was very satisfying visually
and audibly to this left-brainer.

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Picture 5: My favorite. This is where I found them the next morning and have since been playing
here for hours.  Note: check out my youngest, rockin’ the bed head.

Simply put: Let It Go, Mom.

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364 Days Ago

“You need to start blogging.” These wise words, casually mentioned to me last summer, helped kickstart my documentation of an amazing year that has been filled with gains, losses, surprises and most of all – pushed me to reflect on my work (something I am finding is absolutely imperative to the learning process). Thank you Scott for mentioning it nonchalantly last year at ISTE on our walk to the MLTS screening. Thank you Tim for reading my drafts and providing very helpful feedback (you are so smart).  And thank you subscribers for reading my two cents every so often.

On June 26th, 2015 I bought msmeredithallen.org, subscribed to WordPress (a program I have spent countless hours you-tubing tutorials and learning more code I care to admit) and started my blogging adventure.  Originally I thought my blogging would be for others (naive thought – I know!) but blogging turned into something beautiful for me.  It is now a meditative exercise (although, like most exercise regimens, my consistency and discipline could be improved;-). I highly recommend this exercise and would encourage all educators to have students blogging about what is happening in the classroom, their process throughout a project, their reading journal, whatever – expand outside the spiral notebook or Friday Folder. As a mother of two elementary kids, please. Please digitize more – less paper in my house would be fantastic and I would love to share my children’s gains, losses, surprises, etc. with family and friends electronically.

One lesson learned fairly quickly – if you want people to read what you write, you need to promote your posts. The avenue in which I promoted depended on who my intended audience was.  I am sure the social media promenade will eventually change to some other awesome program(s) but for now I use Facebook for more personal posts and Twitter for professional posts. And then there are the posts that have never left draft form…and never will.  They are equally important (albeit one might argue more important) but not to be shared publicly. What I am getting at: I could do whatever I wanted in whatever way I needed. It is the beauty of creating original works. I own my writing….it only took 33 years to figure that out. Ouch.

364 days ago I started something that should have been encouraged, cultivated and fostered 10,585 days ago. One might argue that the technology was not available for teachers and students 10,585 days ago.  Ok, I will give them that but lack of technological opportunity does not apply to the here and now.

Ready? Set? Blog.

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