Passion – Page 14 – Pernille Ripp

being a teacher, MIEExpert15, Passion, projects, student choice

Our Epic Nonfiction Project

December 14, 2014December 15, 2014 Pernille Ripp

I don’t share specific lessons on here often but this time I have to because this one has just made the last 6 weeks, yes 6 weeks, fly by. Not just for me either, most of my students that reported on their survey that they hate writing but love this project. So without further ado, let me tell you all about our rather epic nonfiction picture book project.

The goal of the project is rather simple; create a 30 to 50 page nonfiction picture book meant for a K or 1st grade audience on anything you wish. Throughout this project we have been able to successfully marry tech tools with writing, as well as using Skype, Twitter and other interactive tools.

Why this project? Because within it we have been able to work on:

How to take organized notes in a way that works for them.
How to write a paragraph and all of the myriads of lessons that are attached to that.
Grammar! Spelling! Punctuation!
How to find legal images.
How to cite sources, including images, books, and websites.
How to uncover reliable sources (yes, there is a place for Wikipedia in our research).
How to search the internet better.
How to conduct market research using Skype to ask K or 1st grade classrooms what they want to read and how they want to read it.
How to rewrite information in our words.
How to do design and layout on a page to make it inviting.
How to create good questions.
Exploring our own interests.
How to write assessment rubrics.

I had a hunch that it would be a success, but I didn’t know how much. Yet the conversations that have happened within our room have been incredible. The hush that falls over the room when 26 students are all intently researching, writing, and quietly conferring with me or friends have been amazing to witness. They get it. They know what their purpose is. They are writing an authentic piece for an authentic audience who not only is guiding them forward but will also be providing feedback once it is complete.

So a few details about the project:

This is a 6 week long project, anchored by a 10 or so minute mini-lessons every day and then work time the rest of class.
Mini-lessons have centered around how to take notes ( I showed them 3 different ways), how to research well, how to write paragraphs, how to rewrite information, and anything else we have had to address.
Students were able to ask questions to K and 1st grade classrooms via Skype to do market research, they are also asked to do a live interview with a child ages 5, 6, or 7 and incorporate that feedback into their project.
I reached out through Twitter and Edmodo to find classrooms that will assess the final product, they are asked to fill out this Google form with their feedback.
Students created their books in Google Presentations for easy access for all (we checked out Chromebooks), as well as easy design and layout.
To see all of my handouts and resources, go to my classroom’s English Resource Page where all the nuts and bolts can be found.

Why have we loved it so much?

Using Skype in a meaningful way to interview the audience we are writing for got the students on-board and excited right away.
Audience became an ongoing conversation and what we kept in the back of our mind throughout the process.
It allowed me to really dig in with each student through mini-conferences.
I was able to cover basic grammar over and over without the students finding it repetitive.
Students were in charge of their project starting with the choice of their topic to what they would write about.
It is an authentic project, not just being written for me.
Plagiarism is easily circumvented because students have to simplify the language of their research.
We were able to meaningfully collaborate between English and their Tech Tools class.
Students have been able to finish the project within English class if they spent their time wisely.
We were able to delve into nonfiction in an exciting way, students sometimes hate nonfiction because they find it boring, they forget how much of our life is surrounded by nonfiction and how much fun it can be.
And yes, it covers 4 of the 10 standards I have to cover which should never be the only reason we do something but is still a reality of my day-to-day.

Tomorrow they hand in their projects. They will present by having them run on Chromebooks and students doing a gallery walk, that way we can show off all of them within our 45 minutes. Then students will self-reflect as always and I will spend a lot of winter break poring over their hard work and assessing them. I can’t wait.

Thank you Corinne for allowing me to share your finished project

I am a passionate teacher in Oregon, Wisconsin, USA, who has taught 4th, 5th, and 7th grade. Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day. First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now from Powerful Learning Press. Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press. Follow me on Twitter @PernilleRipp.

advice, Be the change, being me, MIEExpert15, Passion, reflection, technology

Am I the Barrier to My Students’ Full Tech Integration?

December 12, 2014December 12, 2014 Pernille Ripp

I have been integrating meaningful technology into my classrooms since 2010, trying my hardest to find tools that would help my students find an audience, spark their passion, and find their voice. I wouldn’t call us tech infused, I don’t use a lot of tools, but the ones we do, I love. And yet…I cannot help but feel that sometimes I stand in the way of my students and the technology they use. That sometimes the parameters I set up hinder rather than grow.

It is not from a place of fear, I am all for technology and using it well. It is rather from my own ignorance. Often I don’t t know what I don’t know. Often I don’t know whether a tool will work for the thing we are doing. Often I get a little scared, wondering whether they will be able to be successful if they veer off the beaten path. Often I assume that I have to be the expert and this should know everything and have all of the answers, giving all of the permissions. But the big thing is; I have forced myself to recognize this and boy, did it make me feel uncomfortable.

How often do we as teachers let our own fears stand in the way of what we “allow” students to do? How often does our own lack of knowledge of a tech tool (or anything for that matter) prompt us into saying no, rather than yes? How often do we dismiss rather than invite?

So the next time we propose a project, how about we ask students what tools they want to use? What tools do they already know? Rather than rush into creation take a day to explore tech tools that may benefit all. Have students teach each other. Share your own knowledge. Open up your classroom and show your own place as a learner. Acknowledge that perhaps tech scares you, or perhaps trying a new thing leaves you worried about time line. Perhaps you are not sure a tool will work or that the students will get it. So what?! Embrace this fear and allow it to push you forward, rather than hold you back. Let students see that their ideas, voices, and prior knowledge matters. And not just to make them feel heard but to change the way learning happens within our classrooms.

Technology tools surround us, with more being added every day. We cannot keep up. We cannot be the only experts. If we truly have a community of learners in our classrooms then students’ knowledge has to be embraced. So don’t say no when a child asks if they can use a new tool. Say yes. Embrace the fact that you may not know it and learn along with them. Admit your own fear, admitting your own lack of knowledge will only show students the power of doing just that. Be a learner with your students every day.

aha moment, being me, Passion

How Much Does Fear Drive Us?

December 10, 2014December 9, 2014 Pernille Ripp

I didn’t think it was real, not when I saw it on Facebook. After all, no state would truly pass a law like that. And yet, with Michigan passing a law that allows for discrimination toward anyone who you feel sincerely burden your religious belief, I am almost at a loss for words. Only almost, because once again fear and hatred leads the way in decision making. Only almost at a loss for words because it in times like these that we must take stock of our own fears and hatred and not let the dark ones drive the way.

Yet, fear seems to be a constant companion in education. Fear of the change. Fear of the new. Fear of the old in some ways. Fear that our students aren’t learning enough. Fear that the new initiative will render us voiceless. Fear that a new administrator will leave us powerless. Fear of technology. Fear of each other and the stealing of ideas. Fear of being praised too much so that colleagues feel jealous. Fear of giving control. Fear of being not good enough.

We can let our fears run us; propel us forward at a breakneck pace. We can led them lead the way as we stumble blindly behind. Or we can turn them around, embrace them for the fuel they may be and allow our fears to push our forward. Not toward a more secluded experience where we assume everyone will be out to get us, but one where we assume that everyone is a supporter. Everyone has ideas. Everyone is a learner. Every change has something good in it.

While the world may continually grow more fearful, and for some there are so many good reasons to want to be afraid, we have to continue to fight. To not let our country be run by hatred. To not let our teaching be run by fear. Fear will always be a companion in any life you lead, what you do with it is what matters, how you let it form you is what counts. I, for one, will use it to push me forward not hold me back, or at the very least I will try. Who knows what the future holds, but I declare my intentions anyway.

being a teacher, being me, Passion, students, webinar

The Student’s Voice: Empowering Transformation – A Webinar Recording

December 2, 2014 Pernille Ripp

I had the huge pleasure of discussing student’s voice and how to empower them within a classroom with Tom Murray for the Alliance for Excellent Education on November 17th. To see what other great things the Alliance does, go here.

In this video we discussed

Ideas for including the students’ voice in classroom setup, planning, and outcome
Technology tools to bring the students’ voice out into the world
Stories of how the students’ voice can transform education
New ideas that can be implemented starting today to change the power within our classrooms

aha moment, Be the change, Passion, student choice, student voice

5 Rules We Impose on Students that Would Make Adults Revolt

November 22, 2014 Pernille Ripp

I remember the first time I walked through a silent school, the quiet hallways, the shut doors. You would think it was testing season, but no, simply a school going about its day. At first I felt in awe; what order, what control, what focus! Yet that night, as I shared my story with my husband, I realized something; schools aren’t mean to be silent. They are filled with kids after all. Quiet sure, but silent, no. Yet here this school was; silent, and all I could think about was; why? So what things are we expecting students to do that we would probably not submit to as adults?

Expect them to work hard all day with few breaks. I could not do the schedule of my 7th graders; five 45 minute classes, then 30 minute lunch, then 3 more classes. In between those classes? 3 minutes to get from one place to the next. And high expectations everywhere they go. We assume that they can just do it because we were subjected to the same, because the classes are all different, because this is not that bad, but as adults we would never be asked to sit focused, giving our best, and problem-solving for such long periods without taking small brain breaks, stretches, or in some other way reigniting our focus. I know we do it so that we can fit everything in, but it still amazes me that we think it is is a good system.

Silent hallways. Or most of the times we force silence when it is not for studying. Of course, there needs to be quiet in the hallways while learning happens, but silent hallways – not needed. Neither are silent lines, silent lockers, or silent lunch rooms. Quiet and respectful can include talking. Once, when I asked why my 5th graders had to be silent while they got ready for lunch, I was told it was in order to speed them up, apparently talking slows them down. On the surface that may be a great reason, we want them to get to lunch sooner. BUT. These kids have just spent how many hours being told when to speak, not being allowed to speak to their friends, and now we tell them they have to be silent for longer? As adults, we speak to our colleagues as we walk down the hallway, in fact, sometimes more loudly than the students. We get to where we need to go just fine, often with a better focus because we got to relax for a minute.

Only go to the bathroom during breaks. I remember telling my students that they had better use their lunch breaks to go to the bathroom because we didn’t have time the rest of the day. Then I got pregnant and the whole idea of planned bathroom breaks imploded. Yes, there are good times to leave the classroom and bad times, and yes, some kids will use the bathroom to get out of class because they are bored, tired, or want to simply get out. So what? To ask students to only go certain times, serves little purpose other than to establish teacher control. Going to the bathroom can be just the brain break a child needs to come back awake. We use it all of the time as adults, why need trust students to do the same?

Do hours of homework. I have long been an opponent of meaningless homework. My severe distaste is based on many things, but one of them is that we have just asked students to put in a full day of hard work with us in the classroom. Now, we are asking them to work even more outside of school. Yes, some jobs require work outside of work hours, hello teaching, but not all, and often those jobs are by choice. However, when we ask students for several hours more of their time, no matter our intentions, after they have gives us their best in class, we are treading on dangerous territory. Why would students want to give us their best in school if we simply ask them to do more after? I expect my students to work hard, use their time well, and get work done with me. Yes, there is sometimes homework, no I am not perfect either, but I do think long and hard before I assign anything.

Be ready to show mastery on the same day. This one took a while for me to realize. You see, it doesn’t matter that you taught the concept at the same time; kids learn at different rates. We know this intimately as adults; what may take our friend a day to understand, may take us a week or more. Nowhere is that more apparent than in college where some students seem to study for weeks, while others breeze through the same material, ready for the test. So why we expect our students to show mastery on the same day I will never understand. Obviously it makes sense from a management perspective; it is hard to manage 113 students on different learning journeys. It is also coming from a completion standpoint; the end of the quarter is the end of the quarter. Yet research upon research shows us just how crazy this notion is, so why do we keep pushing it for it? We need fluid mastery to serve our students best.

What other rules have you encountered? Why do we do this to kids?

Be the change, being me, Passion, student voice

How Dare You Tell Me You’re Bored?

November 18, 2014 Pernille Ripp

I remember the first time a student told me that they were bored. Not with school. Not with life. But with me. I remember the anger. I remember the disbelief. “How dare they tell me I’m boring? How dare they be bored? Don’t they know how important this is? Don’t they know that I am the teacher? Don’t they know that it is not my job to entertain, but to teach?”

There was no moment of clarity. There was no moment of thankfulness. Instead I got upset at the child. I carried my resentment with me, and it tainted our relationship. I didn’t grow, I didn’t reflect, I didn’t push my teaching to realize what a gift that was. Those moments would come much later, two years to be exact when enough students had told me they were bored that I realized that something had to change. And it wasn’t them, they kept changing, it was me, and I needed to grow some thicker skin.

We tell our students that we want to help them become lifelong learners. That they should learn how to advocate for themselves. That they should try to change the world by adding their voice. And yet, we get angry, defensive, upset when students tell us that the way we are teaching does not work for them. We don’t want to hear their opinion often. We don’t want to hear their thought about us. Sure, they may not always phrase it well. Sure, they may tell us at a really bad time. Still, when they tell us, we should listen. Even if we can’t change at that very moment, we should listen. Even if we are not sure how to even change, we should listen.

If we truly want empowered students who take control of their own learning journey then we have to grow thicker skin. Then we have to grow. Period. We have to be able tot take the criticism we so effectively dole out. We have to learn our own lessons of seeing every moment as a chance for growth, as taking every chance we have to be better.

So the next time a student tells you that there has to be a better way. The next time a student asks you to change. The next time a students asks why they have to learn this, don’t get mad like I did. Don’t waste those learning moments. Reflect instead. Ask questions, search for change. Yes, being told you are boring hurts, take it from someone who was, but I wouldn’t change the past. I would rather have students who speak their mind in a thoughtful way, than students who are afraid to speak. Wouldn’t you?