Sunday, February 15, 2015

Today's Reads, Views, and Links

Guy Kawasaki has a great bit in one of his presentations on the ridiculousness of mission statements. Kawasaki argues that these are often way too complex, and worst of all, meaningless as they sound good but have no real value to anyone working in an organization or business.

Kawasaki believes mission statements should be mantras instead, boiled down to just a couple words.  Kawasaki's person mantra is to empower people.  Nike's is authentic athletic apparel.  Zappo's is deliver happiness.

 Weird Al chimes in on this debate with this hilarious video -


This is something I've (ironically) been stressing to my College Comp 2 classes for a few years now: Degrees Don't Matter; Skills Do.

Or as both Thomas Friedman and Tony Wagner have stated: "The world doesn't care what you know; the world only cares what you can do with what you know.

This of course is a concept vital to Carol Dweck's growth mindset concept.

This article is vital for us at Lincoln I believe because we already have so many of these tools in place.

First, we have 1:1 technology.

Second, we are retooling our curriculum thanks to the state's requirement now that every junior take the ACT and how they do will reflect on our school's success or failure.  The World's Best Workforce legislation is also shining a light on areas that we never bothered to examine so closely previously.  So we now are well aware (like never before) where our weaknesses lie.

Third, since we are aware that what we have been doing for the past 5-10 years (and quite possibly longer) hasn't been working, there is no reason to protect any of our sacred cows.  We can shoot them all, take a deep breath, and approach our classes with a new mindset, a mindset rooted in best practices but also we have to have a willingness to do things differently.

Because 50 minutes of notes and 35 homework problems hasn't been particularly effective for a large portion of our student body . . . in every single subject: math, English, science . . .

At least that's what the ACT scores reveal.

This article suggests how to approach things differently -

*  differentiated learning (customized lessons tweaked to each student's learning style).  Now I would love to see this happen, but I don't know how it possibly can.  Students don't even know how they learn best (we just had this conversation on Friday in College Comp), let alone teachers don't have time to individually craft lessons based on the students' learning styles.

This would be amazing, but I don't know how we could do this.  Don't get me wrong.  I'm all for it.  I'd much rather spend money on a program that would both identify student learning styles and help teachers craft individualized lessons than spending it on new textbooks or even ACT prep courses.

*  Flipping classrooms.  This is actually something I've started doing more and more.  Just because it makes a ton of sense.  Why should I craft a 45 minute lecture on finding your passion, when I can show two TED Talks from Ken Robinson - a world class expert on creativity and passion?  Then when students come back to class, I can find out what students think about his thoughts.  Best of all, I can individually strive to meet with them and help them devise a product (it could be an essay, an info graph, a Storify document, or something else) that shows their understanding and application of Robinson's ideas.

*  Engaging education software that makes subjects as engaging as video games.  This is a double edged sword, if you ask me.  I hear from a lot of teachers: "why do we have to constantly entertain you?"  I agree, this worries me.  Now, I personally don't struggle with this because somewhere along the way (I blame my sixth grade teacher, Mr. Mueller for having a very innovative assignment (especially for 1985) where he video taped us doing a skit of To Tell the Truth.  He cast me as the game show host.  That single lessons pushed me outside of my comfort zone and turned me into a ham . . . it unlocked my passion for being an entertainer) I became an entertainer.

While this is a concern, I also see the other side of the issue: who doesn't like to be entertained?  There is a reason, documentaries don't go over all that well in large theaters.  I love them, but I am not going to plunk down what amounts to $50 to see them, for they don't entertain the way a big budget action film does.  Again, who doesn't like to be entertained?

Every single staff member loathes the safety training videos we have to spend hours watching over the summer.  Why?  They aren't in the least bit entertaining.  If I go to the fair, I don't want a tour of how the rides function or how the fair spends their revenue (though that would be interesting).  Instead, I want to be entertained on the rides.  Same way if I go on a cruise, I don't want to go on a behind the scenes tour of how the cruise line pulls it all off, I want to be entertained!

We all do.  The trouble is we all aren't comfortable with having to entertain.

*  Flexibility for students to learn at their own pace.

Another touchy subject in schools today.  I don't think all students can learn at their own pace as not all students have a pace!  But there are others that can totally handle this. How this will actually pan out in practice is anyone's idea.


I'm an invention and innovation geek, so this visual history of American ideas is amazing.

What I find interesting is how 'quiet' innovation becomes in the last quarter of the 20th century.  Early on in American history innovation revolved around 'noisy' industries such as coal and steam and the combustion engine and factories.  However, after '75, the innovations began to focus more on "internal" or "silent" inventions that revolve around software and computer code.

What will the world look like in 25 years?  I can't wait to see it.


The spirit of pioneers are alive and well: Meet three people who intend to die on Mars.

People today seem shocked that there are people who would sacrifice their lives to land and live (but who knows for how long) on another planet.

I don't find this remarkable in the least.  Just look at those who did pretty much the same thing to land and live on the New World.

Without GPS and any kind of radar or storm tracking technology, how safe do you think it really was to sail across the Pacific?

Now certainly, at least if you survived the trek across the ocean and you indeed landed in the New World, you could breath the air and eat the food.  That won't happen to anyone on Mars.  But just because you could eat, breathe, and drink that doesn't mean life here wasn't lethal.  There was the wildlife that could kill you, that natives who would kill you, not to mention diseases (just look at what small pox did to the native population).

So the fact that people over 500 years later are still willing to do the same thing isn't surprising in the least.


When I first saw the headline, At Today's Rate, Half of all US Children will be Autistic by 2025, seemed preposterous.

Then I read the article, which correlates the increased used of Roundup to the increased cases of autism.  This isn't conclusive; however, after reading Steven Johnson's The Ghost Map, where Dr. John Snow and clergyman Henry Whitehead convince the powers that be in London to remove the handle from the Broad Street pump in 1954 because - even though the didn't have the technology to prove without a shadow of a doubt that the water was infected with Cholera - they were able to show a direct correlation between the vast numbers of dead in the Broad Street area and the fact that they drank for the Broad Street pump.

Maybe Dr. Stephanie Seneff is doing the same exact thing.  The one thing that The Ghost Map illustrated, though, is that change is glacial.  After all, Snow and Whitehead both died without ever knowing that Cholera was a waterborne disease.


I love this idea from a blogger: 10 Things We Didn't Know Last Week.  I'm going to use this as an exit slip activity at the end of each week of College Comp.  One of our core values is leave with something new, so learning should be a daily activity.  I love this idea of listing the new things we've learned from each other.

Then I'd like to connect the dots over the weekend and present it back to the class on Monday was we move forward in adding more knowledge.


The Church of the Right Answer.  This is awesome!

This blog post recounts a teacher who comes across a student who can get the "right" answer without doing all of the hard work.  He doesn't get all of the thinking and struggle that goes in to getting the right answer or showing his work.

I think he's missing the real point.  The point is the learning and the struggle, not the right answer.

If you ask me, we have too many damn kids who can get the right answer but that's it.  They can't solve anything with the right answers or do anything interesting with the right answer.

Remember, the world doesn't care what you know; the world only cares what you can do with what you know!


I'm a huge infograph fan, especially now that they're relatively easy to create.  Here is an article on the surprising way the brain processes visuals.

The best part is the top five takeaways at the end on how to generate effective infographs -

1.  Focus on strong, universally colored elements.  Too many colors is distracting.  Having the same colors for specific elements (such as captions or stats or directions) will be a cue for the reader.

2.  Remove unnecessary embellishments.  This is where I struggle.  Sometimes, I just want to cram too much info in there because I get carried away.

3.  Create anchors.  For each section of the infograph, make sure you have consistency to help the reader focus.

4.  Limit your color palette.  This I had to learn the hard way on my presentations.  Too many colors disorientates the viewer.  Keep it simple and clear.

5.  Don't be afraid of going abstract.  People, for whatever reason, prefer abstract maps. 


Saturday, February 14, 2015

What's Going on in 205

It's hard to imagine that we are already almost through the third week of third quarter.  That means we are closing in on midterms.

Here is my schedule:

First block - College Comp 2.

Third block - College Comp.

Fourth block - College Comp.

Now, how great is that schedule? I have the best of both worlds: I'm a high school teacher (the best type of students to teach, if you ask me) with all college classes (the best classes to teach, if you ask me).


Here is what we are working on so far

College Comp 2 - First, students turned in their First Day Essays (a 6-8 page paper on a time they failed and how they recovered from it, due on the first day of class).  These were amazing.  I am in awe of how these students opened themselves and really shared some failures/insecurities.  I wouldn't have been able to put myself out there like that when I was a senior in high school.

What amazes me most is that how these kids look up to me, yet if they only knew that they are so far ahead of where I was when I was a senior in high school.  I cannot get over how talented, driven, and engaging these kids are.  I was a junior in college before I could even hold a candle to them!

But that's why I have so much hope for the future.  These kids are amazing, and that's why I show up eager and hopeful to work every day.  Not only do I teach them, but I learn from them, and, best of all, we learn together.

This week we just wrapped up Seth Godin's Linchpin.  Students are writing their final Linchpin paper as I type and then working on putting together their final Linchpin boards.  Past examples can be seen here.

As students were working on these, I couldn't help but tease their next big project: round one of their Sticky-Note book report.

Here is what I do - I give students a note cared and ask students to list three subjects/topics they are interested in.  Then I have them list two subjects/topics they absolutely do not want to read about.

From that list, I choose a book (or two) for them to read.

Over the years (and with the help of Mr. Zutz who has donated plenty of his past reads), I have built up quite the selection for my kids -

Then I give students 10 days to read the book.  As they read, they must annotate the book with their thoughts, connections, questions, and reactions on a minimum of 50 Sticky-Notes.  Once that is done, they will give a 10 minute "book talk" to the class where they summarize the book, focus on an issue or topic that really interested them, and then field questions.

Finally, they turn the book in to me and I read through their Sticky-Notes and grade it.

In round two, which will occur next semester, I will have students do the same thing (hopefully they will be intrigued by the book talks from their peers to read others).  Instead of a book talk, though, students will create a blog and write a hyper-text essay on one subject or topic related to the book.

So far, the most popular titles are below

So far the results have been excellent.  The student who is reading The Immortal Life of Henrietta Lacks (which I only learned about after our media specialist, Kelly Weets, modeled a book talk for my class), said, "I'm addicted to my book."

Another student, who is reading What You're Really Meant to Do told me that her father wants to read it when she is done with it.

Not every instance works out that well, but I find it rare when a student really dislikes their book.

I won a free copy of Liz Wiseman's Rookie Smarts, so I will be reading that and adding my own Sticky-Notes to it and then model a book talk for my students.  Then I'll add that to my classroom library for next year.


College Comp 1 -

I am overhauling how I approach College Comp this semester.  I am injecting more nonfiction into the curriculum.  

So we started out reading Steven Johnson's The Ghost Map, which is about the worst cholera outbreak in London 150 years ago.  It's the story of how two men - Joseph Whitehead (a clergyman) and John Snow (a doctor) work to solve the deaths.  See, at that time London was the largest city on earth, with nearly 3 million people inside a 30 mile radius.  As London sought to sanitize itself - namely through sewers and "water closets," this resulted in sewage being pumped into the Thames, where Londoners also drew their water.

Not good.

Likewise many people drew their water from a few specific pumps.  One of these pumps, The Broad Street pump, became contaminated with cholera and resulted in hundreds of deaths in the span of one week.  But the prominent thinkers at the time thought it wasn't the water that was killing people but the smell.

So Snow works tirelessly to prove this theory that it is the water - not the smell - that is the culprit.  Now, mind you, this is at a time when there is no knowledge of bacteria or microbes.

Snow's work - with the help of Whitehead - is a small ripple that - over time - turns into a huge wave that revolutionizes modern cities.

I am using this not only because it's a college level text but also because I want my students to learn just how different the world used to be.  They tend to think that the world has always been pretty much like it is now, which can't be farther from the truth.  So I want to awaken students to that.

I also like the book because Johnson explore the cholera outbreak through "multiple scales of existence."  He looks at it from Snow's point of view (a doctor and man of science), from Whitehead's pov (that of a member of the clergy), from the miasmatist's view (those who think the smell is killing people), from the views of the humans who work as London's sewer system (the toshers, pure finders, night-soil men, bone pickers, and so on).  I like this because it shows that the world - whether it's now or in 18th century London - looks differently from your particular perspective.  I think that's a lesson that we don't try to teach nearly enough.

Finally, the books illustrates so many key ideas that will impact students in college: the long zoom view (what historians specialize in - basically, looking back at history and connecting the dots.  James Burke's "Knowledge Web" is a great example of this.  It illustrates how you can get from Mozart to the helicopter in about 10 jumps.  Or how the Russian's launching Sputnik resulted in the birth of the internet).  I ask students to consider how possibly their actions now will ripple through the future and impact the lives of others who aren't even born yet.

It illustrates the slow hunch.  This focuses on how innovative breakthroughs don't happen in a mythical epiphany moment.  We like to tell the breakthrough moment like that, but it really isn't like that at all.  Every "ah-ha" moment that seems to happen in an instant really is years and years in the making.  For example, Darwin's notebooks (he was a meticulous journal keeper) reveals that he had everything in place to "discover" the theory of natural selections months prior.  However, he tells it the story how he was reading Malthus's "On Population" when the "ah-ha" moment hit him and the theory popped into his head.  Maybe "On Population" was the stimulus needed for all the dots to align perfectly in his mind, but his notebooks show that the dots were already there in the first place.  He just needed a tipping point (if you will) for the process to happen.

It also shows how there really aren't any lone geniuses working in a lab all by themselves who make a breakthrough.  Most of the great inventions over time have been done in teams or in pairs (as is the case with Snow and Whitehead).  This is important for students to discover.  For the world they will enter will ask them to work in teams and to be key pieces of a vast puzzle, rather than one person called upon to do everything.

We have had great discussions related to these.  Now it is time for the final test.  I asked the students the other day if they had ever taken a test and suddenly realized that there was a section or couple questions that they had never covered in class.  Most agreed.

My theory is that this happens because teachers (and I've been guilty of this more often than not) design the test (or look at the test) last.  

What teachers should do is design their own test first (or look at the test if it is generated by the curriculum / textbook company) and then teach to it.  

See the problem occurs - as it did with me once when I was designing a To Kill a Mockingbird test - the night before I was devising the test and having a great time crafting questions that look at some of the most important themes.

However, when I gave it to my class, they said we never covered one of the themes.  How could this be?  I looked at it.  And, sure enough, they were right!

Because I created the test last (the night before actually), I put in one of the key themes, but I had neglected to teach the theme!  I had gotten so caught up in teaching the novel, that I totally spaced out touching on one of the key themes.

Had I designed the test ahead of time, this would not have happened.

Now, I know teaching to the test is a dirty phrase in education.  However, if it's a test that I design and the test is any good at all, why shouldn't I be teaching to it?

So for The Ghost Map final test, I shared a document with my two sections of College Comp in which I divided the students up into groups of 2 or 3.  Then I assigned each group a chapter from The Ghost Map.  For each chapter, the students had to come up with key figures, important quotes or statements, key ideas and events, and then summarize the entire chapter in a short paragraph.  I also gave all students editing privileges for this review session.

Now that it is all complete and the students have put down the key information from the book, I will use that to construct the test.  I also told them that if they missed something major from each chapter, I will go in and add it.

So they will have no excuse for not knowing something or having covered it because they were the ones that came up with the important information from the book that I used to design the test!

In addition to reading The Ghost Map, we have continued to write our traditional essays, beginning with theme #1 (a descriptive essay) and theme #2 (a narrative).  We will begin theme #3 (a how to) next week as well as start our second nonfiction text: Ken Robinson's The Element.

We have also crafted our own core values for College Comp.

I asked the students to come up with 3-5 core values.  I shared a Google Doc that had not only LHS's own core values but the core values of other businesses as well.

Then I compiled I read over the lists and looked for similar ideas (passion, hard work, respect, failure, and so on) that I wanted us to be hyper-conscious of in the class.

I ended up with a list of about 20 core values.  Then I shared them with the students and had them vote for their favorites.  Here is what they came up with.

1.  Failure is essential and inevitable; the key is to learn from our failures.
2.  Keep it simple, but make it significant.
3.  Be open minded and explore new things: STEP OUTSIDE YOUR COMFORT ZONE
4.  Respect ideas that aren't your own.
5.  Take something new from class everyday.

The students came up with these.  Now we just have to live up to them.  I look forward to catching my kids doing these in class over the remainder of the semester.

Here is my take on our core values

1.  Failure is essential and inevitable; the key is to learn from our failures.

      * I think we stigmatize our kids from failure.  We, naturally, want to protect them and see them succeed. However, in doing this we are creating a generation of monsters, i.e. kids who don't know how to struggle and adapt.  They have been given so many things without having to work for them.  And we as parents are to blame!  So I want students to realize the see failure as vital.  It's the only way anyone ever learns or grows.  I want us to create a culture where failures (and risks) are encouraged.

2.  Keep it simple, but make it significant.

     *  This intrigued me.  It's something I would have never thought of, but the more I think about it, the more it makes a great deal of sense.  As Einstein once said (and I'm paraphrasing here), the key is to simplify difficult concepts.  I think sometimes teachers (and I was so guilty of this my first couple years of teaching) like to complicate simple ideas.  I sure did when I taught a novel, I wanted to show off my extensive vocabulary and amaze the kids with how I could recognize all of the symbols and themes.  But I wasn't doing them any good.  As a teacher, I have to take a complex subject, simplify it so my students can begin exploring it and learning about it.  It might seem simple but those small baby steps are significant in that they're building up mental muscle for the heavy lifting to come later.

3.  Be open minded and explore new things: STEP OUTSIDE YOUR COMFORT ZONE

     * I hate comfort zones.  I think this core value works well with #1.  Since we embrace failure, that should encourage us to take greater risks.  With greater risks comes the need to step outside of our comfort zones.

4.  Respect ideas that aren't your own.

     *  This is so obviously vital, that it doesn't need a lot of explanation.

5.  Take something new from class everyday.

     *  This came as a result of a student telling me in a candid conversation as I sat at their table that she liked a class where she felt like she left with more than she brought in.  She said she liked just having to show up to a class and engage in conversation and learning without taking 50 minutes of notes.  I like that, so I turned that into this core value.

Now I get to spend the rest of the semester catching and documenting and praising students for doing these core values.  That's not a bad way to spend the next 15 weeks.

Tuesday, February 03, 2015

What I Love About Teaching

I have some unexpected time to reflect this morning since Cash was up most of the night hacking away, so we decided to get him in to the doctor today.

As I sit down to do some writing (and reflecting) this morning, it occurred to me just how much I love teaching.

Here is a brief list why -

When I got up early - 4:22 exactly - to get Cash a drink of water as he woke up crying that his throat was dry, I decided that since I was up - and would have to make him a doctor's appointment - that I might as well just stay up and get my sub notes ready and all that good stuff.

Naturally - I am part millennial, after all - I grabbed my phone and saw one text message from a College Comp I student sent at 10:35.  She was asking about the need for a cover page for her first theme, due today.

I took a chance and sent a reply, hoping she wouldn't wake up at 4:22.

Thankfully, she didn't.  However at 7:07 she did send me this -


This is for certain (and it's something I am thankful for every day): my students are amazing.  They are passionate about learning and (relatively) eager to try new things.  For that I am grateful.

That inquiry prompted me to post this tweet:

Then as I sat down to devise my lesson plans for the day (they were planned out over the weekend, but since there will be a sub in today, that changes everything), as sent out a Google Doc to my College Comp II students with their assignment for today.  

As I was figuring out what to have them do, I clicked on the Google Doc I shared with them yesterday as an assignment, and what did I see in the upper right hand corner?  As soon as I opened the Doc, a student's icon appeared.  Here he was up early working on the assignment.  Wow!

Another thing I love about teaching is Sno-fest week.  I will take some heat from my juniors and seniors for this, but the sophomore class (who actually won Sno-fest last year as freshmen) has the most amazing school spirit I have ever seen in 18 years at LHS!

For Sno-fest each class is designated a hallway to decorate for a specific theme related to Sno-fest.  The sophomores were given Jurassic Park.  And their hallway, which happens to run by the media center, is absolutely amazing.  I meant to snap some pictures yesterday, but I forgot.  I'll have to do it when I get back to school.  It is the coolest thing I've seen in a long, long while.

I love our core values at LHS.

They are below -

These inspired me to try and create student generated core values for CC 1.  So far - what the students came up with - has blown me away.  I can't wait to blog about them when we finally get them hammered out.

As I look at LHS' five core values, I keep rotating which one I like best.

I love #1 and #4.  They speak most deeply to who I am as a teacher.

But the more I think about them, the more #2 is starting to creep to the front of the pack.

One great example of this is the encouragement we get from the top - I recall Mr. Zutz encouraging us to try new things, even if they fail.  In other words, don't fear trying something new.  Furthermore, Mr. Zutz encourages us to not only fail but to do so in front of our students.  Why?  Because it does a couple important things - One, it shows allows our students to see us as vulnerable.  (If you haven't seen or read anything by Brene Brown and her work on vulnerability, check this out. It's amazing).  Two it shows our students how we recover from our failures. In other words, we're actually modeling so many of the real world strategies we want to impart to our students that don't really even get taught in class (they do get taught in extra curriculars and athletics though).

I love that I have students who are willing to think outside of the box and come up with amazing work, such as these 

The sign two students decided to spice up (they determined my original sign, "College Comp 2 Linchpin Final Projects" was, rightfully so, too lame) to show off our final Linchpin boards.

The actual Linchpin boards themselves -

Some amazing samples of the multi-genre literary research papers from College Comp 1.

These students illustrate why this is my bumper sticker - It's true!!!

Sunday, January 25, 2015

Today's Reads, Views, and Links

I haven't blogged for quite awhile, so I thought I'd fire off a post before I plunge into finishing up final grades for first semester and prepping for the start of second semester on Tuesday.


I saw this, and it kind of hit me like a ton of bricks.  It doesn't seem that long ago (though it really is) that I was busy soaking up all of the knowledge I could from one of my all-time favorite teachers: Loiell Dyrud.  His last year was my rookie year at LHS.

Every day that I didn't have to leave early for coaching (I coached at the college for my first three years), I was down in his room talking shop.

Though I wasn't able to really institute much of what he was currently doing (he had honors and AP and College Prep classes) in my sophomore classes, I was still able to bounce ideas off of him and apply that to my craft.  I learned what worked and what didn't.

Though I don't consider myself a master teacher by any stretch of the imagination (Mr. Dyrud WAS a master teacher in ever sense of the word), I can look back over the past 17.5 years of teaching and realize I've tried a lot of things.  Many of which failed, but all of which taught me something.  That's a world of perspective I bring to my new classes on Tuesday.  That is also a huge bag of tricks that I've stockpiled to use in my classes.  There was no other way to do.

I longed to be great right out of the gates, but what I realized around my second year of teaching was this: you have to be good before you can be great.  And experience is the best way to get there.


I'm totally using this in College Comp when we read Ken Robinson's The Element, which focuses on the importance of finding your passion and the need to rediscover creativity. Robinson also discusses how one problem with our education system is that (and I don't think this is intentional) we teach students to collect dots (memorize facts to do well on tests), but we rarely teach them to connect the dots (analyze, for example, how learning about World War I in social studies deepens their understanding of All Quiet on the Western Front in College Comp).  This illustration reinforces that, but most importantly it illustrates how important it is to take it one step further from knowledge to experience and then finally to creativity.


How cool is this? And lord knows America needs to produce all the engineers we possibly can.


I wish I would have discovered this column a few summers ago when I was teaching a technology session on the benefits of teachers keeping blogs.

I agree with all six reasons.  But I am especially convinced of #1 and #6.

#1 For reflection – What educator can’t stand to review the day’s learning and objectively think about how things went? What went well? What can be adjusted?

#6 To model good learning practices – Anything we want students to do, we should blaze the way with first. This is a great way to show them the value of the practice from your own real experience.

In fact, during my Digital Culture MLK tech session, I spoke about #6 at length.  Blogs are the perfect tool for answering two key questions that our students have every single day they walk into our classes: 1. What does this have to do with me? 2. When am I ever going to use this?

Blogs are the perfect tool for answering those questions.


This Mom is amazing!

If I had a decade of my life to spare, I'd love to do the same thing!

Now this is an amazing replica of Hogwarts!

It looks even more amazing at night.

It even has the forbidden forest!

And classrooms.

Even Slytherian's common room (though, I probably would have left this out).

The great hall!

What a great peak into an office.


A very interesting read.  I agree with their take on multitasking: humans are terrible at it.

However, I think one of humanity's greatest traits is its ability to adapt.  I recall watching a documentary that read from journals people kept upon their first time visiting London 150 years ago.  They were overwhelmed by all the horses, people, commotion, stench, and business.  

However, we adapted to large cities quite well.  I think we'll adopt to our ever-busy lives as well.

But it never hurts to unplug and put the distractions away and just be present wherever you are.


This is just too awesome for me to muck it up with my thoughts on it.

Enjoy and see how many you can relate to - 50 Things You Will Never Be Able to Forget.


Teaching irony? Here is a great way to illustrate it.  I love TED Ed, but I have never seen them used quite like this.  Great idea!


This one is a bit touchy feely for me, but ti does just what the title suggests - it shows the power of words.


I have no allegiance to Fox News (though I don't know of a more loathsome human being than Bill O' Reilly . . . Okay, Rush Limbaugh and Dennis Miller . . . and to be fair to draw in a whacko from the far left, Michael Moore) or CNN.  But I do love how this high school journalism class responds to Fox News' story they did on this high school.  Oh by the way, the students educate their viewers on the code of ethics of journalists.  And they point out how Fox News happens to violate each one of the codes.



I love how the students note that FOX News neglects to cite or give any info on any of the folks they interview on the street.  Even my juniors and seniors attempt to cite their sources.

But this is fine - what gives me real hope for the future is that among millennials Fox News and CNN has basically 0% of their viewership.

Now, you could argue that they're all watching inapropriate material on the internet, but I would argue that is better than the "inappropriate" broadcasting ethics (basically spewing hate) of both Fox News and CNN or MSNBC.

Thursday, January 08, 2015

What's Going on in 205

First semester is winding down.  Here is a look at what we are working on.

Lit & Lang 9R

We are roughly ten chapters deep in Kaffir Boy.  

First I had students do a scavenger hunt related to South Africa, Nelson Mandela, apartheid, and the book. **** Actually, I first begin by sending home - weeks in advance - a parent permission form which notifies the parents of a controversial scene in the book, giving them an option for an abridged version of the book.  I had no parents choose the abridged option. In fact, of the five times I've taught the book, I have not had one parent select the abridged version.  

The only book I've ever had a student or parent object to was The Jungle.  So the student agreed to read The Grapes of Wrath instead. ***** Actually, students have objected to every novel we have ever read . . . just not because of content.  They are just not fans of reading I'm afraid! 

Then we spent three days watching the most excellent film, Invictus, which focuses on how Mandela, when he became president of South Africa (after being released from prison), sought to unify the nation using, of all things, the country's beleaguered Ruby team, the Springboks.  It worked.  The team won the World Cup in 1995.

The movie is excellent.  Clint Eastwood did a great job as director.  Of course when it has two of my all time favorite actors, Morgan Freeman and Matt Damon, how can you not like it?

As far as the book goes, we are nearing the controversial part, which students will be allowed to read on their own.  I have been reading the longer chapters to them so far, and they have been relating to it well.

They marvel at the poverty and oppression Johannes' family must endure.  Just today I told them - as his mother takes him to pick through the local dump for food since their father has been sent to prison for passbook crimes - that we in America cannot fathom poverty like this.  We live in the richest nation on earth (I'm not one to complain or blame capitalism for a second.  It works. It's alive and well.  Yes, at times - in my opinion - it needs to be regulated - but it allows for someone to start a business tomorrow and have a chance at making this country great) and can't imagine poverty like this.  In fact, the worst hunting shack or cabin or garage is far better than the shack Johannes and his family must eek out a living in.

Another part of the book that I treat carefully is its heavy dose of religion.  One aspect that gets overlooked because of the controversial passage is that Johannes runs away from the horrible, controversial moment and uses it as motivation to leave the slums and get an education. Along the way he discovers Christianity.  I'm not sure how many times the world "Jesus" and "Christianity" are mentioned.  But I would bet that it's far more than any other textbook the district has.  So I treat that carefully since we are a public school.  It's a great message - and one that I personally believe in - but I allow students to draw their own conclusions when it comes to that.

College Composition -

Students just finished watching Jaws.  We will write a film review on it, focusing on a theme (most likely "money is more important than human life") and a film technique (most choose the power of suggestion).  Students will analyze one scene that illustrates the theme and then another scene that illustrates the film technique.

College Composition 2 -

We are 100 pages into one of my all-time favorite books, Seth Godin's Linchpin.  We have analyzed the different ways one can become a linchpin and why the new world of work needs linchpins as opposed to interchangeable cogs.

Next week I'll try and line speakers up to come in and talk about being a linchpin.  Then for the final week of the semester students will present their Linchpin boards, sees this link for past examples, and then end with their exit interviews out at Digi Key.

After that, my schedules will change to College Comp 2 and two sections of College Comp.  It's going to be a blast starting all over and tweaking things with new texts (hopefully).

Friday, January 02, 2015

Today's Stupid

Imagine that. It's only the second day of a new year and we likely already have the dumbest story we are every going to read for the next 364 days.

Police have to "rescue" a couple who were "trapped" in a closet for two days.  The only catch? The closet didn't lock!

Something is strange about that?

Then I saw the mug shots, which tell us all we need to know.

First, if you have a throat tattoo, I am worried.  I'm no Puritan, but throat and neck tattoos baffle me.

Second, she has a money sign tattooed on her throat.  Perhaps, if she got an education or a job, she might actually have some real money instead of having to get it tattooed on her neck.  If you're capable of enduring all of that pain, you certainly must be able to endure the pain of getting up at regular intervals (say five days a week) and going to a job (say for 40 hours a week) and earning a paycheck (say to actually feed your family or save or maybe invest in a cell phone that you can use to call for help when you're supposedly trapped in a closet) as opposed to get more tattoos. Or drugs.

Third, one simple hashtag: #weretryingtohaveasociety

At least, mercifully, it appears these two don't have any kids.

Wednesday, December 31, 2014

Man, do I love Storify!

One of the best articles on education

that I have ever read.  This is rich. And brilliant.

Best Reads This Year

Every year I set a goal of reading one book a month during the school year and three books per month during the summer.  It's a good thing I exceeded my goal last summer because I haven't held up my end of the bargain this school year.

Still, here is a look back at the best books I read this year

Mindset - Carol Dweck

I actually learned about Dweck's work when I was part of a committee from UND that presented to area teachers, principals, and superintendents last spring.  One of our committee members, Jared, who is a principal in Devil's Lake, raved about Dweck's work, especially "the growth mindset."

This rung a bell because prior to instituting our RAMP UP for Readiness program at LHS, we were assigned an article on the growth mindset.

Then I was reading Little Bets (I'll talk about that a bit later), and the author also had quite a bit on Dweck's work, so I thought it was high time to order a copy.

It was one of the most insightful books I've read in a long time.  I just wish I would have read it when I was in college - or at least - beginning to teach.

Now, though, I'm hoping to order a classroom set of books to use in College Comp II.

Here is the author talking more about the growth mindset.

How We Got to NowSteven Johnson

It's hard to underestimate how huge of a fan of Johnson's I am.  It all began when I stumbled across a couple podcasts that he was featured in.

Then I read Everything Bad is Good For You (parts of which I use in College  Comp 2), Where Good Ideas Come From, Future Perfect (which we jig-saw in College Comp 2 and students (along with a teacher / administrator) teach a chapter to the rest of the class), The Ghost Map (which I hope to teach in College Comp this new year), The Invention of Air, and now How We Got to Now.

I think I became fascinated with Johnson when I saw this seminal TED Talk (he is actually one of the few people to do multiple TED Talks).

Like a lot of his other works, How We Got to Now looks at innovations we take for granted.  It was also an amazing TV series featured on PBS (and available on iTunes).  We watch the episode Clean in class and apply all that we have learned about innovation to it.

Here are the six innovations that Johnson argues created the modern world: Glass, Cold, Sound, Clean, Time, and Light.  Most people have no clue all of the amazing people and events led to the rise of these six things that make our modern world possible.

This led me to a most interesting thought experiment.

Who are the 5 (or 10) most important people of the past 500 years?

For my money, here is my list -

Johannes Gutenberg (the printing press! Come on!  What aspect of our lives didn't that effect?)

Tim Burners-Lee (the world wide web! Come on!  What aspect of our lived didn't that effect?)

Shakespeare (I'd be kicked out of the English club if I didn't list him)

Gandhi (I was tempted to put Martin Luther King Jr, but he was heavily influenced by Mahata, so I went with Gadhni instead.  His nonviolent civil disobedience changed how we fight for change)

Einstein (mostly for his work on the Manhattan Project.  If he hadn't come to America, we well could all be speaking German now and living in a Nazi controlled world).

This is just a brief list. I could go on - Martin Luther, Pope Francis, George Washington, Henry Ford, Queen Victoria, FDR, and on and on and on.

Little Bets - Peter Sims

I can't recall how I stumbled upon this great book, but it was the first book I read last summer.

This book's subtitle says it all - "How Breakthrough Ideas Emerge from Small Discoveries." Sims explores some of the major breakthroughs and discovered, much like Johnson does in his book, that the major innovations that occur don't happen in a grand flash of light or a monumental breakthrough.  Instead, they occur when a hundred small bets or discoveries pile up and reach a tipping point.  It is at this tipping point that the disruptive innovation or breakthrough occurs.

This also gives hope to anyone seeking to make a drastic change in their lives.  Sims notes that the best (or at least the most prove) way to institute change is to not put all of your eggs into one basket.  Sims argues that you should have a dozen eggs in a dozen different baskets.

Think of it this way: if you're trying to lose weight, you could go all in and buy that expensive treadmill.  But how often do those just end up collecting dust in the basement?  Or how many actually are getting used consistently three years after they've been paid for?

Sims would argue that if you really want to lose weight, you're better off going for one walk a day, cutting out pop from your diet, drinking more water, do a little weight training in the mornings, going out to eat less often, and taking smaller portions.  Those will add up to more weight loss than simply buying an expensive treadmill and telling yourself that you'll start training for that marathon tomorrow.

Teach Like a  PIRATE - Dave Burgess

This sucker, which was part of our staff reading for the school year, caused quite a ruckus at LHS.  But that's a good thing.

I think there was a ruckus for several reasons.

First, Burgess is a bit over the top.  I like that because that's how I tend to be.  But I certainly can see how others were uncomfortable with this.

Second, it called into question many of our practices.  Burgess certainly doesn't operate under the "this is how we've always done it" mantra.

Third, Burgess puts a premium on engagement and passion in the classroom.  These two things make people uncomfortable.

But I honestly think many people missed the point - think critically about how we can become better teachers by making better connections with our students.

I'm not against the old fashioned way of doing school - practice in class modeled by the teacher and then independent practice at home (otherwise known as homework).  The only problem is that this isn't working for us.  Our scores across the board in math, science, reading, and writing are low.  So what we haven't been doing hasn't worked. Time to change.

And change is what TLAP is all about.

I also heard grumblings about having to read outside books.  Many teachers reasoned that they were experts on what they taught, so why read anything else?

This shocked me a little.

Aren't we supposed to model what eager, curious minds look like?  Should that involve reading and staying at the top of our profession?

I agree, many of my colleagues are quite expert at what they teach.  But if they aren't pushing the boundaries and exploring new things, how will they ever know what else they can be teaching?

Here is the man himself -

What to do When it's Your Turn (and it's Always Your Turn) - Seth Godin

The MAN himself has a new book out.  Only it's not really a book.  It's more like a magazine in book form.  But that's what I love about Godin.  He always pushes the boundaries.  For his last book, The Icharus Deception, he put his money where his mouth was.

He always talks about making a ruckus and how you don't want a map (directions).  What you really want is a compass (so you can make your own directions).  So instead of going to his publisher to publish his next book, he tried to walk his own walk.

He started a kickstarter campaign to raise enough money from his fans to publish the book.  And that's exactly what he did.

This time around, he wanted to push the boundaries of what exactly a book was.  So he has What to do When it's Your Turn (and it's Always Your Turn) which is part book, part blog, part magazine, and part bulletin board, and part Pinterest page.  It's a reading experience unlike anything I've ever seen.

Your Turn Intro Update from Seth Godin on Vimeo.

Talk Like TED - Carmine Gallo

Like many of my recent reads, I came across this one via Dave Ramsey's Entreleadership podcast.

This blew me away so much that I started tweaking all of my slideshows and presentations to reflect Gallo's suggestions.  Now I have a presentation coming up on our MLK tech day called "The Powerpoint Isn't Dead" based off of a lot of Gallo's ideas.

Carmine Gallo: Talk Like TED from BrightSightGroup on Vimeo.

I hope to get copies of this book next year for College Comp 2.  I'd like to have them analyze several TED Talks, something they do in education classes at UND already, for the principles Gallo talks about in his book.

Then I'd like to use 20% time in my class (Wednesdays) to allow students to develop a TEDx Talk on a topic of their choice.  Then at the end of the first quarter, students will present these to the class, peers, parents, and other teachers and administrators they want to invite.

The Skin Trade - George RR Martin

The best damn werewolf story I've ever read.  Period.

This is totally amazing.  I never knew Martin could write horror like this.  It's actually a novella that is part of an anthology called Dark Visions, but this is the crowning piece in there. It won a Stoker award in 1985.

I don't know how this isn't yet a movie.  It'd be amazing.  I hard Martin say that he'd love Paul Giamatti to play the main male character in here.  He'd be perfect!

Luckily, though, there is a graphic novel version of the book.  You've been warned though! Some of the covers are a big gruesome.

So Good They Can't Ignore You - Cal Newport

This was so powerful I asked Mr. Zutz if I could order copies to teach in College Comp 2 this year.  And, as usual, he came through!

I've written about this book at length when I was reading it.

Cal Newport: "Follow Your Passion" Is Bad Advice from 99U on Vimeo.

The Rise - Sarah Lewis

A beautifully written book about the "near win" and how vital it is to success and breakthroughs.  Lewis was fascinated by failure and explored examples of how artists, athletes, explorers, intellectuals, and scientists used their failures (what she calls "near wins") to stay committed to their efforts.

And she has one of the best TED Talks I've ever seen!

I love the line - "Success is hitting that ten ring, but mastery is knowing that it means nothing if you can't do it again and again and again."  That is a message very high school student needs tattooed on their brains.

Jab, Jab, Jab . . . Right Hook! - Gary Vaynerchuk

I bought this two years ago at TIES, but I didn't get a chance to dive into it until this time last year.  It totally changed how I teach.

Here is a longer blog post about all of that.

Now after realizing just how much I spend on Amazon buying new books, I have a New Year's resolution to read all of the books I've bought the past two years before I buy anymore new ones!

That should keep me busy until 2020!