Ode to Little Man

I should be grading tests right now, but there is a story that needs to be told.  To my 11th grade IB Biology class, get over it.  You will get your tests back on Friday.  I am actually doing a favor for some of you. You can thank me later with chocolate, hugs, and handmade cards.  It is teacher appreciation week after all. 

Last weekend, the tweets started pouring into my feed about this coveted week for teachers, typically acknowledged only by other teachers desperately needing recognition for all of their hard work and the occasional nod from admin.  Each year at this time, I am reminded of one special educator.  For the life of me I  can never remember his name, as my friend and I referred to him affectionately with a hint of competitive spite as "Little Man".   ​

The year was 1997.  I had just graduated from  Texas A&M University with a degree in Biology.  I had decided to give teaching a try, because I had fallen in love with tutoring athletes during my stint in College Station.  Same thing right?  Being a self-assured, driven, adventurous ​23 year old know-it-all, I scoffed at the idea of staying on to get my certification.  Who needs that?  Well, that and maybe I had run out of money and needed to start earning some cash to pay back my exorbitant student loan bill.  Luckily, my dad went to university with a man who was an assistant superintendent in a small town in East Texas.  They were desperate for science teachers, so they decided to grant me an emergency certification provided I managed to obtain my certification in the next three years. 

I still remember my first conversation with my principal during the PD days before school started in August. She showed me my classroom and asked me if there was anything that I would need.  My response?  A podium!  How else was I going to deliver my lectures to my 7th grade classes?  The next question I asked was where can I make overhead copies of the notes that I plan on having the students copy during my lectures?  I know, I know... Shameful!  Having said that, shame on the principal for allowing me to have that podium!  As you can imagine, those 7th graders ATE ME FOR LUNCH that year.  I knew that I was meant to be a teacher when I agreed to come back for a second year. 

The following summer, my friend and I found a certification program about an hour and a half away that only required 21 hours of coursework. SCORE!  So for the next year and a half, we found ourselves attending certification classes at Lamar University in Beaumont, TX.  I soon discovered that several of the professors obtained their teaching degrees from Disneyland.  Methods classes that described classes with 15 well adjusted students eager to learn with the surplus of materials that you had at your fingertips.  None of these students showed up to school with a gun, and none of their parents were in prison for murder.  I immediately tuned them out and prepared to suffer the remaining hours of my sentence in silence.  After all, I learned more from my one year of hell on the job than they could ever teach me.  That was until I met Little Man.   

Little Man reminded me of Lou Diamond Phillips from Stand and Deliver wrapped in a mean little package no more than five feet in height.  He had a long braid down his back with an evil little twinkle in his eye, and he had my number from the first moment I walked into his class.  As with my other courses that I had faked my way through, I deliberately ignored the first reading assignment for class.  At the beginning of class, Little Man singled me out of a crowd of about 70 other students and asked me to stand up.  He then proceeded to grill me on the theory from the reading.  It was not pretty.  Several students approached me after class to thank me for keeping them out of the line of fire.  My friend Suzanne vowed never to sit next to me again, as asked me to pretend that I didn't know her.  That night I went home and memorized the reading for the next class.  As expected, Little Man called on me again. I stood up confidently and proceeded to school him on the reading from the night before with more than a little "in your face" sass. Did I mention that I was 23. He gave me a little smirk and then thanked me for my "long-winded speech".  Ouch!  I knew right then that this was going to be a great learning experience for me.  For some reason, I couldn't get enough of him.  His classes were so engaging.  My mind never wandered, and I couldn't figure out why.  Then about halfway through the course, he revealed his secret.  Stories.  He talked about the attention span of adults and revealed our tells.  He knew that in order to get us to sit through a 90 minute lesson, he was going to have to reengage us every ten minutes or so.  The second he noticed a critical mass of students sitting back with their eyes disengaged, he would break into a story.  Some of his stories would make us laugh out loud, some made us cry, but all of them were personal reveals about the man that we had come to love.  As if he had the magic touch, our bodies would shift back towards him to find out what happened next.  It was then that he would transition back in to the lesson at hand. 

During that year, I discovered that Little Man was also a biologist.  In fact, he was sent down to Venezuela with the purpose of making contact with a local tribe ​that had never allowed foreigners to travel in their territory.  He was the first man to take a photo of Angel Falls which was subsequently published in National Geographic...or so he said.  Who knows if any of this was true.  I never found that photo. You know I searched for it. The next semester, I took a reading strategies elective course...because Little Man was the teacher.  I had no intention of ever teaching elementary school students, but that didn't matter.  I was in it for the stories.

Two years later, I received a phone call from Bambi Betts in Venezuela offering me a job.  It was a no brainer.  It was meant to be.  I have been teaching overseas now for 13 years.  When you ask former students of mine what they remember most about me, most of them will respond, "Her stories".  Granted, my 11th grade IB class will go into a "who's on first" skit of mixed metaphors involving a Japanese bicycle maker, my father and books about books about making bicycles.  Don't believe them.  They are just bitter that I haven't graded their tests yet.  The one thing I know to be true is that I owe all of this to Little Man. ​ He taught me the one skill that is the key to my success as an educator.  I will never forget this gift and I will never forget Little Man.

This past weekend while I was thinking about him, I embarked on a desperate internet search to find any trace of him.  Problem was I couldn't remember his actual name, and surprisingly Little Man didn't return any relevant hits.  Hours and hours later, it came to me.  Ed McCaskill?? So I searched some more.  Still nothing.  No trace.  Until tonight when I received an e-mail from the Lamar University Alumni office confirming my suspicion (yes, I contacted them; I admit it).  They offered to send him an e-mail on my behalf.  I doubt that I will send him a link to this post as he doesn't know that in my mind he is a 5 ft tall Native American force to be reckoned with that I call Little Man, but you can be sure that he will be hearing from me in honor of teacher appreciation week. 

​Thank you, Little Man, for being an exceptional, inspirational educator.  I know that countless others have been touched by your lessons on biology, the craft of teaching, and most importantly, life.

Update:

I did end up sending Dr. McCaskill my blog, and he did have something to say about my nickname for him. 

However, I might add that which you might not be aware of is that at one point in my life I was six feet three and one half inches tall.  This was before the accident.  I fell from a piper cub air craft at about ten thousand feet and landed on my feet, quite an impact.

Perhaps he was in the habit of telling tall tales after all. 

Pop Culture Science: Creating a Game of Thrones Food Web

Taken in Kenya at the Masai Mara reserve 12/12

Taken in Kenya at the Masai Mara reserve 12/12

We started our Ecology unit in IB Biology today.  Every year I struggle with teaching this as the benchmarks tend to sacrifice critical thinking and other higher order thinking skills for the rote memorization of specific definitions and classification terms that my kids will most likely never use again.  That is unless they become an obnoxious biology teacher who tends to identify all organisms encountered by their phylum and trophic level while snorkeling, hiking, or doing community service projects with students.  I am embarrassed to admit that I once quizzed a biology student on all of the organisms we discovered while clearing brush in a cemetery...for hours.  She ended up scoring a 7, but she will forever break out in hives upon hearing the words bryophyta, mollusca or filicinophyta, and the sight of a spore will forever cause her adrenaline to surge.  I just hope she always chooses flight over fight. 

So last night, I started brainstorming ideas that would teach these concepts, while at the same time engage the students AND for them to use some of those 21st century skills that we value so much.  At around 10:00 pm, it came to me.  Game of Thrones.  ​

I started researching things about this show as I know that several of my students have either seen the show or are reading the books.  Then I came across two links that helped me to put the pieces together.  ​

The first is a fictional food hit list, containing 75 names of dishes consumed in the series.  ​

Click on the image to see the list.  ​Image credit:  http://www.fictionalfood.net/2012/03/fictional-food-hit-list-game-thrones/​

Click on the image to see the list.  ​

Image credit:  http://www.fictionalfood.net/2012/03/fictional-food-hit-list-game-thrones/

With a little imagination, students will be able to identify organisms from the delectable dishes that exist in the Game of Thrones ecosystem.  Add a little research to the equation, and students could easily identify a sufficient number of organisms for their food web.  For example: 

  • Flea Bottom Bowl of Brown (fleas)​
  • Venison stew with barley, onion, and carrot with bread (deer, barley, onions, carrots, wheat)​
  • Fruits and sweetgrass stews (lots of sweetgrass recipes....hmmmm a primary producer maybe?)​
  • Meat skewers with onions, fire peppers, and mushrooms with trenchers and beer (Finally a decomposer... and how pray tell is beer made?)
  • Dothraki blood pies (now things are getting interesting and complicated)​

You get the idea.  But what about the top predators?  Should we include the hierarchy of human groups in our food web?  One students posted this comment on our class Facebook group when I posed the idea to them:

                 Producers: Starks 

                 Primary Consumers:  Lannisters

With a little more digging, I came across this site.  A compilation of the strange animals that can be found in Game of Thrones.  Enter dragons, direwolves, manticores, and shadow cats.  Where do the white walkers fit in?   ​

So you see, constructing this ecosystem will require a sizable helping of critical thinking, problem solving, creativity and research skills. ​ Sadly, by the time I fleshed this idea out (that was for you Carsten), I had run out of time to troubleshoot and create a food web of my own, so had to find something quick for class the next morning.  Luckily I came upon a similar ready-made food web activity using imaginary animals created by Michael Rockow.  With a little tweaking, it was ready to go. I will share my IB adaptation of this activity on the Biology Lessons page.  However, next year, it is game on for Game of Thrones

For those of you interested in pursuing this on your own, there were also lists on this site for Hunger Games.  I wonder what tracker jackers and jabberjays feast on when they aren't busy torturing and spying on contestants?  Next year I plan to offer several options, so students that are not so keen on Game of Thrones will be able to find their learning niche.  There is even potential for gamifying this project. Hmmmm... more on that later!  ​

It's Time for a Twitter Chat Intervention

Goa.jpg

I decided to take my first personal day in I don't know how many years and extend my weekend so that I could take a well deserved mini-vacation in Goa. It sounded great in theory, three full days of lazing in the sun reading David Sedaris's newest book with work the furthest thing from my mind...and then Twitter shattered my fantasy.  Saturday evening while recovering from a day of burning my pasty white skin poolside in my decadent air conditioned hotel room, I found myself following along with #satchat followed by #satchatwc, while pretending to work on my report card comments so that I could avoid some serious mocking from my friend.  Then on Sunday, after a hot stone massage, I found myself alone in the room trying to regain consciousness while my friend was having a facial. That is when  #suncat that @barbarawmadden has renamed #sinchat happened.  Not even the gorgeous sunset pictured above, or the arrival of my friend catching me in the act could tear me away from the great discussion led by @mssackstein about how to keep students engaged in their learning until the end of the year (more on this in my next post). 
After half an hour of disapproving looks, I finally closed the computer and embraced a glass of wine (the chat was over after all).  Judgy McJudgerson might have also shamed me with some disparaging comments that included things like "rock bottom", "addicted", "workaholic", and "Twitter ninja".  That last one might have been mine.  Did I mention the wine? 

Fast forward to the next morning.  I woke up refreshed and satisfied that I had the strength of conviction to still be in Goa while the rest of my colleagues and students were on their way to school.  Such a rebel!  So I made us some coffee, and then crawled back into bed and opened my computer...​

...to #CAEdchat happening right before my very eyes!  For those of you not familiar with hashtag lingo, #CaEdchat stand for California Ed chat... as in for teachers in CALIFORNIA.  Trying to be discreet, I started reading the feed while "checking my email".  It was too good to pass up.  I don't even remember what happened for the remainder of that hour, but the next thing I knew, I was signing up to be part of a book chat on Daniel Pink's new book, "To Sell is Human" led by@clonghb, a physics teacher in... wait for it...California!  When I told Judgy McJudgerson what I was doing, I had one of those out of body experiences where you see yourself for who you really are.  For some reason hearing it out loud made it real.  I am THAT guy!  You know, the one that hijacks a state specific Twitter chat and then joins their summer book club.  Having said that, a part of me was still in denial, until @clonghb posted this...

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...a map of our book club.  Ouch! I guess it IS time for an intervention. I admit it; I need to go to Twitter Chat rehab...but after I finish the book.  I started reading it on the flight and I don't want to miss this chat! Baby steps. 

For now however, it is getting late, and I have to get up early for work after taking three days "off".  After all, I have to do something with all of these ideas I have from my weekend "vacation".  Not to mention, tomorrow is Tuesday and you know what that means...#edchat!  ​

Twitter Chats: "Speed Dating" for Educators

Tagxedo cloud created from tweet responses to the first question, "What role have apps played for you as an educator?"​

Tagxedo cloud created from tweet responses to the first question, "What role have apps played for you as an educator?"

Every Saturday morning, educators from around the world come together on Twitter to collaborate, share ideas, create, problem solve, discuss hot topics in education, and well...to chat.  There are three main chats that I frequent on Saturdays: #satchat, #satchatwc, and #rechat.  Each chat lasts for only an hour, but if the topic fits your passion, you could potentially learn more in that hour than you would from an entire conference.  Really.  This is why I refer to Twitter chats as "speed dating" for educators. Like speed dating, most people are resistant to the idea of participating in a Twitter chat because it can be overwhelming. Unlike speed dating, all of these chats are archived, and there are apps like Tweetdeck that will allow you to move at your own pace and ensure that you don't miss ANYTHING!  To illustrate this, I am going to walk you through the last #satchatwc that I participated in, via the archive.  You can follow along with the archive of this chat on Storify

​How do chats work?

Twitter chats typically have 1-3 moderators that initiate and facilitate the discussion around a pre-determined topic.  Again, typically there are a series of questions that are posted by the moderators with the format Q1, Q2 etc.  To respond to these questions, the participants begin their tweets with the corresponding A1, A2 etc. to keep track of the discussion.  To maintain the chat thread, each tweet included the hashtag of the chat for filtering purposes.  At the bottom of this post, I have included links to resources about participating in chats and getting the most out of the experience.  Below you will find my personal takeaways from last Saturday's chat on the use of apps in education.  Once you get the hang of it, you should stop reading this post and dig into the archive to create your own personal learning from this chat.  I then encourage you to explore the ideas that intrigue you the most, and look for ways to creatively integrate some of these ideas into your practice. If you find your interest piqued by one of the tweeps in this chat, expand your PLN and follow them on Twitter.  So without further ado…

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​You might want to follow @drjolly and @dculberhouse

You might want to follow @drjolly and @dculberhouse

Why are apps in education awesome? Because apps...

  • ​increase engagement for everyone (most mentioned)
  • facilitate collaboration between students and teachers
  • are resources for remediation or enrichment; differentiation
  • allow for creativity/ design
  • save time and help with organization and efficiency
I like it.  Going to follow @TaraWoodall

I like it.  Going to follow @TaraWoodall

  • good for recording student/teacher observations and provide feedback ​
  • facilitate the creation of videos ​for student projects, tutorials etc.
  • ​improve the quality of communication between students, teachers and parents
  • allow for self-pacing
  • are good for tactile learners
  • help students to grow socially and develop relevant technology skills

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  • add rigor without sacrificing engagement
  • have web-based counterparts; great for BYOD
  • are great for workflow
  • can serve as LMS/CMS
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Strategies for using/introducing apps in schools/classrooms?

  • leaders should encourage experimentation in the classroom with iTunes gift cards, coupons, or other rewards/ acknowledgement and then give teachers the freedom to take risks and innovate
  • create sharing opportunities in your school
  • teachers should set individualized tech integration goals for integration "introduce one app every two weeks until the end of the year"
  • introduce to class, evaluate, then share out with colleagues; take risks
Following @JenRoberts1... maybe she will reveal her apps list :-) ​

Following @JenRoberts1... maybe she will reveal her apps list :-)

  • carve out time during faculty time (PLC's, meetings, PD days) for tech teacher leaders, teachers, students etc. to share useful and innovative apps (as described below) with other faculty members. 
  • ​ when sharing apps, document by creating collaborative lists of apps to share with a description of each app's educational value, purpose, usefulness, effectiveness and suggest strategies for integration
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  • provide support for teachers on integration of apps into their teaching and learning practices.  ​
  • provide teachers with the devices ​and give them time for exploration and experimentation
  • preload standard "gotta have" apps ​on devices then provide PD before the year begins.
At the very least, you should already be following @drjolly.​

At the very least, you should already be following @drjolly.​

  • (admin and teacher leaders) model use of apps in meetings

I like the calendar idea...maybe not on Fridays :-) 

I like the calendar idea...maybe not on Fridays :-) 

  • ​have students share what apps they think would be best to use ​(@Sabrapro)

Tara is a repeat offender in my Tweet favorites.  I like how she thinks! ​

Tara is a repeat offender in my Tweet favorites.  I like how she thinks! ​

  • when evaluating apps, ask yourself: "Does this tech make my instruments more effective?  Does this tech promote 21st century skills for my students?  ​
  • be willing to try and then fail/succeed and then try again. Take risks.​
Love the idea of a smackdown! 

Love the idea of a smackdown! 

By this point most people should be at the very least intrigued by the idea of using educational apps in your classroom, while others are ready to dive in with both feet.  ​The next question brings us to why these chats are so valuable to me.  The links.  Links = going down the rabbit hole of PD.  140 characters turns into an endless supply of relevant insightful blog posts, new websites to explore, new apps to try out, and new ideas to process and use as a springboard for creativity and integration in your teaching. Time to explore whatever peaks your curiosity or makes you mind engage. 

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​Links and apps to explore after this chat: 

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Definitely follow this guy!

Definitely follow this guy!

And the list goes on and on.  So what now?  I plan to choose a few of these apps that I am interested in exploring further and start researching on Google, Twitter, and the blogosphere.  Blogs are a great resource for learning about apps because educators will explain how they use them in their classes and include suggestions for use and strategies for effective integration.  This is a good way to spark your imagination. 

The great thing about Storify archives is that you can interact with the people from Storify itself.  In fact while writing this post, I replied to several of the people with questions, suggestions etc.  I also added people to my PLN that I missed the first time around.  Time to dig deeper.  ​Here is the link to the archive again in case you made it all the way to the end of this blog :-)  I am exhausted after reviewing this hour long chat, so I will take a brain break and start working through my long list of takeaways later! 

Questions for you:  ​What were your takeaways?  What is one app that you want to explore further?  Are there any apps that you would add to this list?  It isn't too late to share.  Just include the hashtag #satchatwc in your tweet. How many people did you add to your PLN? Are you ready to give "Speed Dating" a try? 

There is a Twitter chat for everyone, and there are several chats scheduled every day.  Check out @cybraryman1's schedule of chats to find one that engages your interests and passion for learning.  There is even a chat called #tlap, or teach like a pirate!  Sorry to disappoint, but it is a chat about creativity in education, not pirates.  I know, I know...ARGH!  Once you decide on a chat, all you have to do is log into Twitter and search for the hashtag of the chat. 

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This will filter your feed.  To participate, just make sure to include the hashtag in your tweet.  Be sure to check All Tweets instead of Top tweets or People you follow when you participate in a chat.

From Twitter.com

From Twitter.com

If you are still not feeling brave enough to jump in, here are a couple of links you can check out to help you come up with some solid strategies for participating in chats:  ​