Tuesday, October 16, 2018

Shadowing a Student: A Walk in their Shoes

Who are you?

You fill the seats of our classrooms every day.

I am told, you are “neurologically processing information in a fundamentally different way than the “older generations”.


I am “paper trained”
logical,
linear,
left to right,
top to bottom,
beginning to end.

You are "media trained"VISUALnonlinearTRANSFLUENTscrollingHYPERLINKED.

In the last year - as of today at about 1pm -  there were well over 300 BILLION mobile YouTube view

You were watching a lot of those --

Over 30 billion photos were added to Instagram

You posted a lot of those photos --

In the month of August alone there were almost 80 million of you playing Fortnite
And let’s not forget the videos you are watching about it
and the dances you were practicing from it
and the conversations you were having about it.

You love with your whole heart, so we see that we must protect it.

You put your everything into your day, and we push you beyond even that.
You want to feel accepted, and we try to listen.
You want to share your knowledge, and we are helping to build that platform.
You take risks that make our heart stop.
You will change the world.

Who are you? How can we discover you?




Any meaningful change begins with empathy: the ability to understand.

A Walk in their Shoes


On September 25, I ditched my cell phone and laptop and donned my Chuck Taylors and iPad and headed back to school. 5th grade to be exact. 

As part of the #FTPolaris19 Design Thinking process this year, I had challenged participants to shadow a student, and for my part, I knew I had to do it too. This year, I decided I wanted to find out what it felt like to be a 5th grader, and some 20 days later, I'm still processing the experience. 

Throughout my day shadowing a 5th grade boy, I discovered I was part of a a classroom culture that fostered empathy amongst students, a place where movement was built in to the day with students self selecting to stand if they needed to or sit in a direction that suited their needs. A place where energy was high as students eagerly and collaboratively worked together towards learning targets, and where they managed to hold it together and comply with respect during the times when they had to be on the receiving end of a lot of information. At the end of the day I felt a good tired and a positive energy that carried me into the evening.

As a group #FTPolaris19 found students to shadow from first to twelfth grades. There were striking similarities in our experiences and even more striking differences in the stories we told from our days as students.

As I have reflected on my personal experience and the discussion the #FTPolaris19 group had about the similarities and differences in our days as students, I keep coming back to a number of themes that I think will guide my work in the near future and might be interesting for teachers at every grade level to consider.


In no particular order, these are some of my persistent thoughts on my experience as a 5th grader:

1. Culture is Indeed King (or Queen depending on your preference)


Spending the time to build a positive classroom culture can completely influence the dynamic of a day. It is important to invest that time so that students know each other at deep levels and can show empathy towards one another. Investing time to build a place where the class is a family and where students know each other and include each other with respect is well worth it when it comes time to do group work. In this environment students are more likely to listen to the ideas of others, work effectively and take responsibility.

The "morning meeting" concept is a fantastic step towards developing this kind of culture. This video shows what the process might look like:


Imagine how powerful the school experience - at any grade level- would be if time was dedicated weekly for team building activities and for conversations that led to a deeper understanding of each other on a personal level. The 5th grade class I was part of used a similar approach to the one above and I loved the connections and genuine interest students showed for each others' lives.

2. Flexibility of Space Could be a Dynamic Process


Elementary students in particular have a lot of pent up energy, they fidget and tap their fingers and need to stand up and move - a lot. But our middle and high school students would benefit from more freedom to move. 



We see a lot of trends in flexible seating in classrooms today. These classrooms look to not only provide options when it comes to movement, but also look to improve a feeling of comfort that will lead to developing places where students can work in an environment that works for their needs. 

One thing I believe we should make an effort to build into our regular reflective practice is to ask students if the classroom (even the flexible ones) are meeting their needs. Asking students if furniture is placed in a way that allows them a quality learning experience, giving them permission to choose to stand if they need to, and asking them to identify things that might be distracting could go far in supporting a positive classroom culture. It's possible that are efforts to engage with heavy decorating, could actually be disrupting concentration, and that place we found to hang that cute anchor chart isn't actually in the most useful spot for students to view the information. 

Imagine what it would be like to pick a different area of the classroom each month an ask students to review for you or if you challenged students to provide you with suggestions that would improve their experience.

3. What if We Ditched that Textbook?

I shadowed one student, but the class took me on like I was their own (by that I mean I was starting to feel a bit like a class pet lol). One thing I heard from the 5th graders over and over is that they really - I mean really - dislike working straight from a textbook (or workbook). 

What if we Matt Miller-ed things every now and then and found a way to Ditch the Textbook and discovered new ways to, as Miller discusses, incorporate a "Different, Innovative, Tech-laden, Creative and Hands-on" experience for kids?

I'm not saying textbooks are bad - but maybe we don't always use them the way we could. 
It is funny to note that despite the 5th graders very vocal distaste for learning from a book, their favorite learning opportunity of the day had them up and moving and working in a group and hunting for answers in a - you guessed it - textbook. 

Which leads me to my next big aha moment...


4. The 4Cs Rock the Day


I cannot explain how the energy level in a class completely changed when they were engaged in work that incorporated the 4Cs (Creativity, Collaboration, Critical Thinking, Communication). 

It's noticeable, and contagious. And I might want to drink that instead of coffee all day.


Just working in the area of critical thinking was not enough to engage students. Pair that critical thinking with a creative aspect or with collaboration and it took things to a whole new level. I participated and felt the energy as students enthusiastically tested their claims about materials and boat design in tubs of water, as they engaged in an online discussion for the first time and tested out their communication skills, and as they talked about a novel they were studying with great detail. I also saw the times where we only focused on critical thinking how the energy faded, how the students looked like they were checking out some - I felt myself struggle to hold on and not think about what I was missing on my email. 

I should note: It wasn't that those lessons or moments were "bad", or that they weren't absolutely necessary (I learned a TON from those lessons) - it's just that the way the students approached the learning changed. 

I see why our teachers spend so much time carefully constructing the time in class to keep kids moving, working together when possible and communicating. 

When the kids have their energy up - everything feels like it moves at a pace that means something more, the senses are more engaged distractions face away and the colors in the room seem brighter. 

5. The Impact of Technology is Profound

I think this is why we see students gravitate towards the video product. But what if we also taught them how to engage an audience in a TED style talk with well chosen images and a succinct message about content? What if we delivered the occasional TED style talk to our class to hook them and model for them good speaking skills? What if they created their own Digital Breakouts around traditional content that their classmates got to figure out?

In our reflective discussion the #FTPolaris19 group shared lots of different opinions about the use of technology and the impact it had on the classroom student experience. Technology can be a major distractor, it can be boring, it can also be the vehicle to helping achieve authenticity.

For my part, I can see that I have a duty to help educate our staff and students about the use of technology as a way to measure self worth - and the danger in that. In one activity students were more interested in getting "likes" on their discussion post than they were in actually sharing quality ideas. How might we create an environment where a student's sense of self worth isn't elevated or destroyed by a "Like" button?

How do we leverage the use of technology to help students create real-world products? Research tells us that students today are visual learners. They learn first from images and video and then supplement with text, they prefer instant gratification and gamification - which is polar opposite of how I learned (Reinventing Learning for the Always On Generation). 


Students also expressed wanting choice and control. In discussion with 5th graders I asked them if they liked taking hand written notes or if they wanted to type. It was totally based on individual preference. Many students said they felt they needed to write to remember, but many others said they would like the option to type so that they would be able to read it later and stay organized. 

This particular group also discussed how if given the choice, they would pick a tool that gave them more variety in options and was maybe harder to use, than the one that was easier with fewer choices. 

Today, we can use technology to empower students with a pause button. The absolute, most calm students were all day was when they put their earbuds in and watched a video. I couldn't believe how they went from fidgeting and tapping and bouncing to absolutely still with the press of a play button. They were watching, taking notes, pausing, rewinding, scrubbing forward, they were in absolute control of the content. What if these types of videos were assigned for homework (to avoid the inevitable bandwidth drain) and students were able to come to class ready for that hands on activity? There is indeed something to that Flipped Classroom concept.

Not the End of the Exercise

As I continue my work this year, I plan to use the feedback I received and the experience I had to help guide my own work. I want to make sure that I share those important observations and continue to look at learning from the point of view of a student as I consider best ideas and strategies to share with teachers. When I walk into a classroom, I want to make sure I'm getting down into the seats with the kids and understanding what they are interested in and what they dislike, in addition to what they find easy or what they are struggling with so that I can better help them.


With certainty I can say that being a student is hard work, BUT I am fortunate to work with some of the most talented, caring, amazing educators in the world - and I am not even being bias.
I highly encourage shadowing a student as a professional learning opportunity. If you want to learn more, the resources at Shadow a Student Challenge are incredibly helpful. When we find ourselves empathizing with our students and understanding the perspective of school from their point of view, then we can begin to identify and define quality areas of change and work towards improvements at a deep and meaningful level.







Wednesday, October 3, 2018

Inspiring Creativity with Animated Sketchnotes in Keynote

Post also appears on FTISEdTech

Last night I participated in an #AppleEDUChat for Animated Sketchnoting and the learning was too good not to share right away.

I have long seen the value in using Sketchnoting as a strategy for engaging learners in summarizing, visualizing and remembering content. There are lots of apps you might use with your class to encourage this activity including: Jamboard, Paper 53, most of our Microsoft Apps (PowerPoint, Word, OneNote) include a drawing tab, and Sketches for School shows some promise. 

Last night, however, I was completely blown away by the use of Keynote as a sketchnoting and animation tool. What on the surface looks like just another presentation tool, is in reality a seriously robust application that we have not been using to its potential. at all.

In just a few minutes I was playing and learning new strategies as the chat happened.



How It's Done



Challenge to 3-5th grade students

I was so inspired by my own learning last night, I threw out a Fall Break Curious and Critical Thinking challenge to 3-5th graders on Schoology. The first three students to share an animated sketchnote using Keynote on Schoology will receive a small prize, with bonus for kids who share a "How To". I encouraged them to do what I do, Google directions. 

When we get back from break, you might encourage your class to try this and show them the video - or better yet, let them discover the strategies for themselves by googling, playing and sharing with each other. 

I'm also available to come and help your students learn this fascinating skill!

Twitter Chats

You can learn so much from joining in on a Twitter chat like last night's #AppleEDUChat. If you would like to learn more about participating in a chat like that, let me know, I can help you out. 

Here are some of my favorite tweets from last night!


Wednesday, August 29, 2018

Digital Tools to Help Build a Culture of Readers

Post first published on FTEdTech

If you were lucky enough to hear Donalyn Miller speak this week you might be feeling inspired to work on building a culture of readers that are engaged and intrinsically motivated through strategies like the 40 Book Challenge.

Not sure what I'm talking about? You can get the gist of the what the 40 book challenge is about here, and you might modify it to match the number of weeks we have left in the year:

I would also suggest before you get started, that you might want to check out Miller's 40 Book Challenge Revisited post.



Getting Started Right Now with Small Shifts

You don't have to wait until the beginning of next year to get started with something like the 40 Book Challenge. We can start making small shifts in practice to encourage wider reading.


Use your School Library

First, you don't have to worry about the size of your classroom library. Our school libraries are stacked with tons of amazing books, and our librarians are working on building e-book content that students can use 24/7. Consider a small shift that would include encouraging your students to visit the school library more frequently at appropriate times. Work with your librarian and our public library to make sure all students are set up with ebook accounts, and review with your librarian the ebook resources we have available like Epic, Pebble GO, PebbleGo Next and OverDrive.

Check out FTReads

A second small shift would be to ditch outdated practices for some more modern practices. In the Book Whisperer Miller includes many practical strategies and resources for making book recommendations for students, building that classroom library with a variety of books and getting kids writing and sharing their reading. My favorite chapter is Chapter 6: "Cutting the Teacher Strings". In this chapter Miller outlines a number of "traditional practices" with alternatives. She encourages the use of book commercials, book talks, and encouraging the idea that reading is its own incentive.


You could easily capitalize on our own FTReads and the resources there to help your students create their very own book talks and trailers. Send me or your school's librarian your favorite student projects and we can add them to the FTReads site for other students to see.

Use #FTReads when you're tweeting and share what your kids love with all of our schools.


Share Book Projects

Another simple shift that goes along with this is to create a media album in Schoology. With the media album, students can add their own book trailers, posters in PicCollage or book talks and upload to share. If students are given commenting privileges, and use Schoology through Safari (instead of the app) they will be able to interact and encourage each other using good Digital Citizenship skills.

The same type of sharing can be created using other tools like Seesaw and Flipgrid.

Use Reader's Notebooks Instead of Logs

Are you ready to ditch the reading log? Consider using the approach that Miller describes in the Book Whisperer with the idea of a Reader's Notebook that includes letters written back and forth between the student and teacher. You can grab a copy of a digital version of a notebook here


The benefit of using this in the digital form is that if you distribute it through Schoology as a Google or Microsoft Assignment, both you and your students can have access to it when needed. As a teacher, with this format, you have editing privileges and can add slides to respond to your students' letters. Students can also use this notebook to add pictures from the books with their own annotations. If they use post-it notes while reading, they can take pictures of the post-its and add as a reflection. They could also hand write their letters and take pictures of their handwritten work.

Try out Bilbionasium the Goodreads for Kids

You can expand the reader's notebook type of activity and manage the challenge through your school's access to Biblionasium (the Goodreads for kids) through your library's Destiny accounts.

Check out this introduction to Biblionasium and work with your librarian to get things started for your class:


You can run your entire challenge from Biblionasium and build a culture of reading by encouraging students to share reviews and make recommendations. This is a fantastic alternative to incentive based programs we have typically used.

Biblionasium is a fairly new tool for us. You will want to work closely with your librarian to test it out.

Model Global Communication

Many of you are just beginning to use Twitter to share what you are doing in your classrooms. Twitter is the perfect place to connect with authors and other readers. If your students make a cool project or want to share what they love about a book, look to see if the author is on Twitter, by searching for them, and tag them in a tweet.

You can also follow some role model readers and check in on their tweets periodically to see if there's something you can share with your class.

Some of my favorites on Twitter are:
Hashtags - search use these hashtags to connect, share and learn from others

  • Nerdy Book Club - here you have a tremendous resource and online community of readers sharing reviews and ideas.
  • KBA - this is the site for the Kentucky Book Awards - get your students interested in what other kids in our state are reading
  • Global Read Aloud - get really global and connect with other classes for the Global Read Aloud, happening in October
  • FTReads Day - Created by librarian Jason Gay - be on the lookout for this in March

You might even consider taking this all a step further and creating your own class blog or website that you use to share student work. If you do, make sure you send me a link so I can add it to FTReads!

Saturday, August 11, 2018

Reading Strategies for a Digital Age


Post was also shared on FTEdTech

Some time last Spring, I heard the podcast "Digital Readers Read in an F-Pattern" by Teach Thought. This episode, hosted by Ryan Schaaf, marked the beginning of my newest journey to understand how our students are processing information in a digital environment and how we might help them focus their attention in a world of distractions.

Because of the podcast, I was inspired to pick up my own (digital) copy of Reinventing Learning for the Always On Generation: Strategies and Apps that Work by Ian Jukes and Ryan Schaaf. The considerations and research they explore are fascinating to me and there are many implications for classroom practice that I think are worth time to discuss and study.

The F-Pattern

In the podcast and through the book, I was introduced to the idea of F-Pattern reading and research conducted by the Nielsen Normal Group on Eye Tracking

What does this mean for the classroom?

I have a lot of questions about what I'm learning. One of the biggest things I find myself wondering about is how do our digital natives transition skills and habits between print and digital texts? 

For myself, this information has helped me to pause periodically and ask myself if I'm reading to the right side of the screen and getting all the content I need. I miss so much information in email and in digital reading because I'm not setting reading expectations for myself.

One of my big take-aways is that we must be mindful of teaching students how to slow down and engage in digital texts in meaningful ways.

Reading Strategies for the Digital Age

It is really important to model effective digital reading strategies for students. Show them how to look for embedded dictionaries, highlighters, note taking tools. 

Encourage your students to read with purpose and demonstrate that they have by using a note taking strategy or graphic organizer - either digital or paper/pen.

Students can simplify and customize their reading experience to eliminate distractions, use mark up features embedded in their device and make use of Chrome Extensions like Read&Write. Kasey Bell, in her post "How to Create a Dynamic Reading Experience" has some excellent instructions for how to make that work.

Digital Natives are what Jukes and Shaaf refer to as "Transfluent", which means they are fluent in multiple modes of of media and find it natural to communicate with images then mix in text and color. As teachers, we can capitalize on that by challenging students to be creators not just consumers of information. Give students the opportunity to make use of transfluency skills through the use of activities like Booksnaps and Sketchnoting.

Get some more details and ideas here:


Beyond the Video Project

Post was also published on FTIS EdTech

Chances are if you asked your students how they learned how to do something outside of school, they would reply, "I just YouTube-d it".

We live in a highly visual and media rich world, and our digital natives are certainly adept at creating their own content.

In a world, where according to Ian Junes and Ryan Schaaf, authors of Reinventing Learning for the Always On Generation: Strategies and Apps That Work “Every minute of every day, 24 hours a day, 365 days a year, 100 hours of new video are uploaded,” you might wonder: is video becoming the new "old standby" project for when we can't think of anything else to assign our students?

With endless tools and app smashing techniques, it is true, that even our youngest students can produce quality, engaging videos that demonstrate their learning in creative ways; however, what could we add to the list of choices that would challenge their critical thinking skills and model different avenues of communication?

Below, you will find some ideas and resources to get you thinking beyond the video project.

Presentation


Create Books

Encourage your students to create epublications that they can share beyond a folder. With access to tools like Book Creator through Google Chrome, the Book Creator App, templates in Apple's Pages, and even Google Slides. Students can create media rich content to tell a story, report on a topic or even teach a lesson. 

Resources to get you started



  • Apple Teacher - Pages for iPad - download the iBook to learn how to create beautiful publications - set up a free account and become Apple Teacher certified

Create Websites

Students of all different ages can use Google Sites on a computer or Adobe Spark Pages on the computer or through the iPad app. Adobe Spark also consists of Posts and Videos, so some of the resources will reference those tools. Log into all the Adobe applications with your school email. For Spark Pages, we have Adobe Enterprise, so you'll need to choose sign in, then select "Sign in with Adobe Enterprise" and use your school email and password after.

Resources to get you started







Create Podcasts

One medium that maybe doesn't get enough airtime in our schools is the podcast. Prior to having students create a podcast, you would want to introduce them to the idea of a podcast using some suggestions from Common Sense Media "20 Best Podcasts for Kids". In this list, you'll even find a few podcasts that feature kids. A cool thing about podcasts is that they appeal to the auditory learner, but many of them often include a blog post with "show notes" that act as either a transcription or an extension of the discussion. One of my favorites is  format used by Cult of Pedagogy - check out this example.

Resources to get you started


When you create a podcast in Garageband the important thing is to choose the correct settings.

Once you open a new project, and select microphone, you will turn off the Metronome (upper right side - looks like a triangle), then tap the (+) - or it may say 4.0 on the top right corner, and switch it to Automatic. 

You should then be able to record uninterrupted.

Many of our 3-5 grade students have experience with Garageband thanks to our wonderful Music teachers, and they could be a tremendous asset when you are developing your own lessons.


Create Video Games

There are so many amazing things that can be done with Bloxels. I have seen amazing projects that feature Civil War re-enactments, lessons about the digestive system, and original fairy tales. The key to using Bloxels for projects is to require that students create a storyboard as part of the development and then include written explanations throughout on story blocks.

Resources to get you started


What else can you get kids creating this year?

Friday, June 22, 2018

Leading from the Library with Personalized Professional Learning

In the days of deep budget slashes and little money for professional development, the school librarian is in a perfect position - as someone who has the ability to work with every student and teacher - to lead from the library and fill in what some cases is a major gap. 


One of the big trends in education today is working towards a system of more personalized learning for students. By meeting students where they are in terms of interest and ability we can do so much more to engage them in deep learning and help them develop skills that will aid them in becoming college and career ready as well as model citizens and life-long learners. 

While advocating for personalized learning for students, it is also important to consider the personalized learning needs of our teachers. Talk to any group of teachers, and you will discover that there is a wide range of ability and interest for our teachers when it comes to digital age teaching and learning competencies, because of this it is essential to provide multiple avenues and create more of a personalized approach to learning for our teachers.


The Future Ready Schools Framework advocates for "Personalized Professional Learning" as one of their primary tenants for helping to achieve a "a shared vision of preparing students for success in college, career, and citizenship." You can see if your district has taken the Future Ready Pledge [here]. 

Even if your district has not taken the pledge, you can support teachers in your building by advocating for Future Ready trends. Future Ready Librarians are encouraged to "Lead professional learning to cultivate a broader understanding of the skills that comprise success in a digital age (e.g., critical thinking, information literacy, digital citizenship, technology competencies, etc)."



Begin by Asking Teachers What they Want

So, how do we make this happen? It helps to begin by asking teachers what they want. In the EdSurge article "Personalizing Professional Development for Teachers, By Teachers" by Pat Phillips, Phillips shares that we should begin by including teachers in the design of the PD. One easy strategy is to set up a beginning of the year Google Form and identify what teachers think are their biggest needs, and ask basics like: 

  • What days of the week are best for meeting?
  • Do prefer in person sessions or something more virtual and self paced?
  • What is the optimal length of time for a session?

Once you have some general feedback you can begin to establish a schedule that you can promote. 

Collecting ongoing feedback is also important. Often new trends emerge during the year or tools change. Collecting feedback after sessions helps to stay on top of teacher needs. Often in a session feedback form it helps to ask if teachers need something more in depth or additional resources. I like to ask teachers which tools they need more information about and how they would prefer to get that information (follow up email, one-on-one or a later formal, PD session).

Develop your Plan

The School Librarian wears MANY hats during the school day, so planning personalized professional development is largely going to depend on your schedule. It is critical to put together a team that you can count on for help. Obviously the building administrators will be an asset. If you have access to a Digital Learning Coach or an Instructional Learning Coach in your building, creating a partnership with them is very important. You will also find that you have many teacher leaders in your building who are interested in sharing, recruit them and be their megaphone to amplify the cool things they know. Then set goals. Ask yourself these kinds of questions:
  • How often can I provide PD? 
  • Can I capitalize on any digital tools we have - Google Classroom/LMS?
  • How much time do teachers really have to focus and learn on an ongoing basis?

Once you know what works for your teachers you can create plans that work for their needs. In the beginning, I only focused on our elementary specials area teachers and created custom agendas for them while classroom teachers were attending other district led PD. 

We covered things like learning to use Twitter and finding people to follow, Canva for creating classroom content, website development, and many other topics. 

Once I felt comfortable with my time and with what teachers needed, I began to branch out and get a little more creative.

Creative Ways to Engage Teachers in Ongoing, Personalized PD

We covered things like learning to use Twitter and finding people to follow, Canva for creating classroom content, website development, and many other topics. 

Once I felt comfortable with my time and with what teachers needed, I began to branch out and get a little more creative.

Creative Ways

I found as a librarian, through the year, I really only had writing and lunch time to get new ideas out there. I made heavy use of Smore pages for an ongoing Tuesday Teacher Tips. I included information about things we had in the library, but often took the opportunity to answer questions or provide information based on teacher feedback. Here's an example:



I also used a Power Lunch format once a month. During this time teachers were invited to come and eat lunch together in our conference room and get some time with a new tech tool or idea. As an added bonus, you might think about supplying dessert. We covered topics like HP Reval (Aurasma), Voxer, and collaborating with the tools we had available. 


These two strategies are relatively low key in format and are effective ways to reach out to teachers and creating collaborative opportunities.

If you have a little more time, you might try these next ideas.

Quick and Flexible Formats

DIP Days I wish I could take credit for this name. I heard it in a session at ISTE last year. For this format the person giving the PD provided different dips and teachers were encouraged to Drop in for PD. 


You might however consider a DIP model of Drop in and Play. Host time in your library for teachers to come and play with things you have. Here in Kentucky we like to call that #KyGoPlay time. During a session try the Ignite-Play-Share strategy. Ignite their curiosity with a video or quick demo, give teachers time to play then share how they could use the tool or strategy. These sessions could be as long as an hour or as short as 20 minutes.


Tech in 20 Minutes Some of the "early bird" teachers appreciate a quick 20 minute session before school to get their morning started with a new idea. Over the years I have often hosted these on Tuesdays and we spend time with just one tool and some special features. We use this time to feature new tools and apps or get a quick tutorial on a special feature of something bigger like YouTube.

PD While You...
Another format I have found success with is posting printed out PD While You..flyers in places where teachers are waiting to do...stuff (copy machines, by the mailbox and in bathroom stalls). I try to include bit.ly links to more information and give them enough that they can let their eyes rest on for short periods of time over the course of a month.




For the Virtual Learner

Not all teachers have time to learn in person. This is one reason why a newsletter, like the Smore I posted above, can be so helpful. You might also consider using your school's LMS or a special Google Classroom to encourage virtual, asynchronous learning. For example, I have developed PD in your PJs modules in Schoology for teachers to use if they need more formal PD hours. Each module connects to different ISTE Standards and includes tasks, videos and articles. 

Your LMS or Google Classroom can be easily used to organize and create a professional book study with discussions and sharing of examples.


Of course, don't underestimate the power of a custom hashtag and sharing on social media like Twitter.


Today, as a Digital Learning Coach, my plan looks a lot more intense. I try to respond to the needs of the teachers and provide many different opportunities. One thing I do to help teacher know what is happening is I create a menu they can refer to:




I have found that offering "PD On Demand" is extremely helpful to teachers who just need some extra help. I publish the dates I am available for that and teachers can "book" that time to go over a skill, strategy or tool specific to their own needs. Sometimes a small group will come together in this way. 

Promoting your services like this on a semester basis can go far to promote things that are available in your library and create a community where everyone is a learner.


What ways do you lead from the library by creating personalized professional learning experiences?