Skip to main content

EdCamp Still Rules

  Looking Back at 10 years of EdCamps Oh how the time flies, EdCamp Madison is turning 10 this year!  It will be held Saturday, February 3rd at Sun Prairie West High School. Which can be found at 2850 Ironwood Drive in Sun Prairie Wisconsin from 8:30 am - 3:00 pm.  Get more information and register here: https://sites.google.com/sunprairieschools.org/edcampmadwi/home   I will always remember sitting in my first EdCamp opening session at the very first EdCamp Madison and having no clue what I was in for. So, I’d like to take this space to go over some of the basic rules of EdCamp. No One Will Pitch It for You EdCamps are unconferences. By this I mean that they have a blank slate of sessions for the day. There may be a few predetermined sessions, but ultimately the session topics are determined by attendees during the pitch & plan session that opens the day. If an idea gets pitched there will be a session on it. If a topic doesn’t get pitched, there won’t be a session on it. So, it i

Release The Passion


Yesterday was the second year I've introduced the idea of a passion project to my AP students after hour AP test has been administered.  I have to say that although last year was a success, this year feels infinitely more exciting.  Why?  I think we had a better kick-off/brainstorming day than we did last year.

I have to thank at Denise Krebs and Gallit Zvi  at The Genius Hour Guidebook and Don Wettrick at The Innovation Teacher for their tremendous ideas and resources.

First was defining the purpose of the passion project. It is a matter of framing the project time as time to for learners to do something for themselves, not time to create something for their teachers.  Compliant students are very quick to see this as a task to be completed rather than an opportunity for themselves. I ran into that in a handful of situations last year, and it really bothered me.  I wasn't prepared for it. I didn't realize that many times, students aren't comfortable exploring what they really care about within the walls of the classroom. Also last year, students had a hard time defining what they actually liked or were interested in.  This was equally as troubling.

In introducing the concept, I framed the "why" of a passion project.  At the end of the day, we all have lots of demands.  So when we have some free time, we may choose to just do something that doesn't require high brain engagement in order to relieve some of that stress.  This project is intended to all students to claim some time to engage their brains in something they want to.  While the topic of exploration is wide open, there are reflective frameworks that will be put in place to guide the process.  This inquiry framework is something that I hope to instill as valuable to my students.

One key to a passion project is that in the overwhelming majority of them, they are personal.  Students need to own their passion.  I firmly believe that every student is passionate about something.  When we give them this space and time for personal exploration, we can't let our students have a passion for riding on the coattails of others, taking shortcuts, or simply cheating. Just think where that will take them in their lives and where that we leave our world.

So, after a brief introduction to the why, I solicited ideas for what students were already interested in via Pear Deck. I specifically told them that it didn't have to relate to physics. Here are some of the responses I got in a crude word cloud.


Then I asked students what is something they knew little about and wanted to learn more about. Here are the responses I got in another crude word cloud.





I told students that they shouldn't stop brainstorming with one idea.  They worked during class to think of 5 things they already knew they liked and were already a part of their lives and 5 things that they wanted to learn more about or learn to do. By then end of the process, many students had a handful of possible ideas while others had a narrow focus on their perfect idea.  But, not a single student hadn't identified a long list of things that they were passionate about or curious about which was great to see.

The conversations were great to hear.  Hearing students talk about their interests can bring a big change in atmosphere (I realize that not every student is passionate about physics). The excitement was evident.  Not because there was only a month of school left or the AP exam was over, but because they came up with an idea that they couldn't wait to explore in class.  

I look forward to tracking more about their progress over the next weeks.

Comments

Popular posts from this blog

Twitter Cards for Blogger

So, I’ve been seeing people with beautiful Twitter Cards in my Twitter Stream. They make it clear that there is a web page to visit and give a quick preview of what would be found. Something like the one below: I’ve been wondering how to get one of the cards to appear when I tweet out a link to my latest blog post.  Since I use Blogger, there is not a simple button to click to turn this on.  I had to find a way to paste new code into the HTML code of my blog.  It took some searching from multiple sites to get a completely functional.   This site though was quite helpful.  But, I’d like to walk you through my process and hopefully it helps a few out. There are a few types of Twitter Cards.  Two that at most frequently see are the basic summary card and the summary card with large image.  Below you can see the layout of each, but realize that they both have the same content pieces. This is going to look like a lot more work than it will actually be

Pear Deck 101 + Q&A

  Last week, I presented as a part of Pear Deck’s Pear Fair 2020. My presentation was Pear Deck 101 for Google Slides. During the presentation, there was a live chat. Many people said it went too fast for a 101 Session. Luckily, it was recorded so it can be rewatched.  Also, many said that they wanted to know how to build a Pear Deck first. I structured the presentation to show what Pear Deck was before showing how to make one. Perhaps that wasn’t the best structure. But, I’m going to stick with my philosophy of showing what something is before showing how to make it. The presentation, which can be watched below, was structured in several different sections What is Pear Deck? Providing an overview of the experience from the Teacher and Student perspectives. How do you build a Pear Deck in Google Slides? How do you start a Pear Deck presentation? How do you end a Pear Deck presentation? Here is the Slideshow I shared during the session bit.ly/pearfair101 Time really flew in the sess

Using Infinite Campus to Give Grades Meaning

At Brookfield Central High School have just passed the three week grading period and are approaching the first parent teacher conferences of the year. My thoughts are turning to clarifying my grading practices to students and parents as more scores are being entered into the gradebook.  I have completely restructured the grade reporting in my online gradebook this year.  This was due to struggles I had last year in trying to implement what I believe to be best grading practices into my grade reporting.  Much of my grading philosophy has been informed by Robert Marzano and Marzano Research, specifically the wonderful book Classroom Assessment & Grading that Works .   Traditionally, as I prepare for teacher conferences, I use a student summary report I print from our online gradebook to guide the discussion with parents.  Our grading program in my district is Infinite Campus (IC).  I really like the software and find it extremely easy to use.  Below you’ll see a sample st