Calling all educators! Here's your excuse to come to Portland Ore and have a great time while expanding your PLN. I'll be there with a very talented group of Pacific NorthWest educators who are interested in sharing ideas for creating engaging classrooms. You'll have a good time and leave with loads of great ideas for the classroom.
Creative educators + free lunch + shot at an Apple TV + hanging out in Portland = best PD around
Join us for EdCampPDX, the FREE, unconference-style, collaborative, educator-driven, customized professional development day. Enjoy a day of sharing ideas, networking, and collaborating with your peers - teachers, administrators, pre-service teachers and anyone interested in teaching and learning.
Lunch is provided by an awesome sponsor. And yes, there are door prizes, including an Apple TV.
Wednesday, August 7, 2013
9:00 to 4:00
at LaSalle Catholic College Prep
11999 SE Fuller Rd.
Portland, OR 97222 MAP
Photos from previous edcampPDX
Follow Twitter updates at #edcampPDX
Join the edcampPDX Google Group to network and keep up with our news and notes.
Here's a few of the sessions we've got planned so far - but it's an edcamp, so who know what else we'll add when we get there?
- Using apps such as Minecraft (coming soon to an ORVSD server near you!)
- The new Google Maps, and Notablity in the classroom
- Getting started with iBooks Author - bring your iPad and I'll give you a copy of Recruiting Rosie - my latest iBook
- Using iPads and Chromebooks with Vernier probeware
- How to make a living in education outside the classroom
- Thinking differently about education via SAMR (Substitution, Augmentation, Modification, Redefinition)
- PBL lesson planning hack-a-thon
- Creating a professional learning plan incorporating SAMR and CRCD frameworks
- Speed-Geeking App share
- What are the best tools to create infographics in the classroom? How do you incorporate them into the classroom?
- How do we use high tech and no-tech strategies to keep our students engaged and self-selecting reading material? Discussion open to all grade levels.
- EdmodoCon hookup
- Learn how to use Celly
- Beginning with Tech in Your Classroom
- Your PLN is Yours!
- The STEM Lab of the Future
- Scoot and Doodle collaboration tool
Invite your friends, colleagues, and administrators by simply forwarding this email!
Sign up here and while you're there, please add your session ideas on the session page.
Invite your friends, colleagues, and administrators! Hope to see you there!
Cool boots from November's edcampPDX. But it's summer, I'll bet we'll all be in flip-flops.
Teachers everywhere are concerned about the impact of Common Core. But they won’t benefit from lecture-style PD that itemizes specific strands and standards of Common Core. Promoting curricular “checklists” doesn’t build capacity, it fosters either resistance or mindless compliance. Don’t talk about “close reading” – do it!
Here’s five PD essentials to support teachers in transitioning to close reading and the Common Core. Teachers are too savvy to fall for an empty promise that something is “common-core-aligned.”
The Common Core encourages students to more closely read a text (in all it’s multimedia formats) by answering three critical questions: What did it say? How did it say it? What’s it mean to me? Here I model a Common Core close reading of my visit to a museum exhibit. I’ll dig a little deeper into the three questions with a few more prompts and provide answers as if I were a high school student reflecting on their experience.
Our goal was a practical hands-on workshop that fused technology, critical thinking, and strategies for students to be the “historian in the classroom.” We were focused on ways to use iPads for content creation, feedback and reflection. Plus we showcased a variety of other critical thinking digital tools for the classroom – iBooks Author, Haiku Deck, Evernote, nGram Viewer and GapMinder.
A step-by-step description of how a team of teachers used a G+ Hangout to manage their PLC sessions. It includes details about managing the Hangout, using it to analyze student work, and building meaningful collegial relationships. It’s a very helpful post for anyone looking for practical information on using G+ Hangouts.
This clever and fast-paced 6-minute animation provides insights into how teenagers learn. An “insider’s guide” to the teenage brain, it answers the question – “If you were a teenage speaker brought in to address a crowd of teachers on the subject of how you and your peers learn best . . . what would you say?”
Done in hand-drawn whiteboard / voiceover format it sets out eight essentials for learning, including my favorite – reflection. Share it with your students and see if they concur or use it as a discussion starter for your next faculty meeting.
I recently was asked to keynote at the MicroSociety annual conference in Philadelphia. While my schedule prevented me from appearing in person, I thought it was a great opportunity to see if I could scale my small group webinar model into a conference keynote.
I used WebEx as my platform and attendees brought their own web-enabled devices to access to respond to my questions and prompts via LearningCatalytics.
Here’s how it went.
Keynoters typically show up, explain their model, answer questions, etc. If all goes well, folks leave with an understanding of the ideas you pitched to them. Transfer of content is easy in the digital age, it’s processing the learning that’s the challenge. So I elected to flip my keynote. Why not use one of the strategies I recommend to teachers?
Here’s how I used my two hours – not to present, but to put them through a variety of experiences to provoke their reflections. (With more on how to flip your class.)
Calling all teachers, instructional technologists, IT Directors, Principals, Admins and Teacher Librarians who live in the NW. Join us at Oregon Episcopal School on *Thursday, August 2nd from 9 a.m. – 4 p.m. for our fourth edcampPDX.
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions – seems like many teachers see the value in using “flipping” to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to “homework” via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
Download my slide deck.