#D100bloggerPD's Book Study on Hacking Engagement: 50 Tips & Tools to Engage Teachers and Learners Daily, Hacks 1-5 (including a few tweets)

Welcome back for another #D100bloggerPD crew book study. I take pleasure in starting our book study posts with an introduction of the crew. We consist of an assortment of Berwyn South School District teacher and administrator learners who enjoy blogging, are smitten with social media and make use of our PLNs as an irreplaceable source of powerful content, hence the hashtag #D100bloggerPD. We devote ourselves to staying globally connected. The crew embraces change, strives to better ourselves professionally and desires to join forces with others to share what we learn because...together we are better!

This #D100bloggerPD is dedicated to James Alan Sturtevant's Hacking Engagement: 50 tips & Tools to Engage Teachers and Learners Daily. If you want a roadmap to capturing your students' attention, read this book. It's yet another invaluable book in the Hack Learning series. Mark Barnes and Jennifer Gonzalez conveyed practical and user-friendly ideas and tools for each hack in their book, Hacking Education, while Michael Fisher dispensed solutions to problems that seem to go hand in hand with the Common Core in his book, Hacking the Common Core. Now, it's time to highlight James Alan Sturtevant and his contribution of a whopping 50 strategies for all teachers and learners to be gurus of engagement! It was thrilling to see my copy of the book on the doorstep, and after reading it, I believe Sturtevant's hacks have the power to enlighten teachers on how to unlock the doors to fully engaged students.

Before I share about this book, I would like to mention how accommodating Mr. Sturtevant has been at supporting the crew. The moment a tweet went out about the #D100bloggerPD book study, he jumped at the chance to help. Good news! He's decided to join us on Twitter to chat more about how to hack engagement, so be on the lookout for a live Twitter chat on November 7, 2017. Anyone is welcome to join us! Ready to get started? Let's do this. :) 

Each crew member has chosen five out of the fifty, nifty hacks for the book study. We decided to encapsulate four hacks to give you a sense of what the book offers, while diving more deeply into one hack to demonstrate how we've implemented a particular engagement strategy. I'm kicking off the #D100bloggerPD book study with Hacks 1-5.

Hacking Engagement is filled with supportive QR codes for its readers. Sturtevant states, "When I was in the process of crafting this book, I launched the Hacking Engagement podcast, which mirrors and supplements these pages. As you read, you'll frequently encounter QR codes that will connect you to episodes (p.10)."  I've decided to link a few of his supportive podcast episodes and QR codes throughout this post for your convenience. Thank you, Mr. Sturtevant! #generous #grateful

Hack 1: Entice Reluctant Readers with QR Codes

Some of you may already know I've been an elementary Reading Specialist for the past the 9 years, but have recently added the role of Literacy Coach this past August. Being a gal who loves all things literacy, I felt delving into the hack dedicated to enticing reluctant readers would be most plausible. :)

In this hack, Sturtevant details the beliefs of Jennifer Wilson, a coordinator of instruction and innovation. Jennifer believes QR codes are an entryway connecting students with virtual content. Jennifer "uses them to link students to alluring information about books in the form of book trailers. Just as a successful movie trailer engages the audience to the point where they become obsessed with watching the show, book trailers draw in potential readers (p.11-12)." I've seen, firsthand, how QR codes and book trailers increase student engagement.

As a teacher working with mostly struggling and reluctant readers, I, thankfully, found the power of *the codes* a few years back. QR codes have been used in my intervention classroom because they not only engage my readers in school, but at home, too. Book trailers definitely have a way of lighting a spark under the most reluctant readers. When my students were given opportunities in class to entice others with trailers about their favorite books via QR codes, the student engagement and reading minutes skyrocketed. Students even requested to continue reading and creating trailers at home, as well. 

 

My students create QR codes with qrstuff.com and use free scanner apps, such as QR Reader and Scanner or i-nigma Barcode Reader, to showcase and access their content. Additionally, I often use the virtual discussion platforms, TodaysMeet and Padlet, in connection with the codes.  

The combination of these tools allow my students to highlight and discuss books they're reading with peers. After creating brief book trailers, they've uploaded them to Padlet walls, alongside *shelfies*, which are selfies with favorite books. Furthermore, my students have answered questions posted by peers about their book trailers and/or started discussions about books we've been reading on TodaysMeet.

To learn more about how I incorporate and link QR codes to content, read some of my previous posts by clicking HERE and HERE. I've even created student resources that include QR codes as a captivating way for students to self-check their work. Notice the smiles on a few of my first graders as they self-check their answers regarding multisyllabic words? #engagement

What YOU Can Do Tomorrow:

Hack 2: Adventures in Classroom Management
This hack is targeted at managing a classroom through organized routines. Sturtevant references Andy Jados, a high school principal, who has "learned that putting effort into organizing a congenial atmosphere benefits everyone (p.15)." Getting students engaged in the management of class is what produces results.

I'm sure you'll agree, one of the most important roles of a teacher is that of a classroom manager. If student learning and engagement are going to thrive, it's critical. A room filled with distractions and disorderly management can have a negative impact on students' academic performance. If we're openly honest, each of us has had moments of disorganization at some point as educators. It's okay to admit we're all human. Thankfully, perfection is not necessary for a well organized classroom. What's most important is we learn from those moments of disorganization to take steps necessary to change the outcome. Take a peek below at Sturtevant's constructive course of action to better engage students into a more manageable classroom.

What YOU Can Do Tomorrow:

• Make a list of common distractions in your class: Think...What is disrupting the learning from taking place? 
• Create an organization plan: Generate routines to prevent interruptions.
• Promote your plan: Let students in on your goals to get buy-in.
• Assign students tasks: Deputize student helpers! Tip- You may wish to give some of your most disruptive students responsibilities (p.17).
• Debrief students: Empower them by seeking their suggestions on how to improve your plan.

For further information on this hack, check out Sturtevant's podcast as he teams up with Andy Jados to discuss classroom management.

Hack 3: Let Me See You Google
After reading Hack 3, I wanted to share a few favorite quotes with you that really encompass this hack:

• A school that embraces Google embraces collaboration (p.19).
• Google is engaging, powerful, familiar, and pervasive (p.19).
• Quite simply, students are extremely comfortable expressing themselves through Google (p.20).
• The world collaborates with Google. Make certain that you interact with students via this foundational platform (p.21).

I work in a school district that undeniably harnesses every bit of the power Google has to offer. Our staff collaborates district-wide with one another through Google Docs and Google Forms, as well as communicates with students and parents through the use of Google Classroom. We are extremely fortunate to be a Google District. If you're not using Google, what are you waiting for? They have free tech tools to engage your students.

What You Can Do Tomorrow:
Check out this podcast or scan the QR code below to learn more about Google and all of its benefits for student engagement.

Hack 4: Engage as You Gauge with SurveyMonkey

This hack is all about targeting students' preferences to get them engaged. Sturtevant says, "When it comes to our students, let's become detective-like and solve the mysteries of their preferences. Once we know what appeals to the kids we teach, we can take advantage of this knowledge to engage them in learning (p.23)." A simple, yet engaging way to seek student preferences is through the use of SurveyMonkey.

Scan the QR code below for more information.

Hack 5: Create Celebrity Couple Nicknames

My last hack for this post quickly brought to mind the well-known celebrity couple name, Brangelina. This hack is all about name blending as an amusing and engaging way to learn students' names. Sturtevant declares, "Creating celebrity nicknames will transform this tedious chore into a fun game that students will love, and it will help you connect with them immediately (p.29)."  I tried putting this hack into action with the use of Couple Name Generator. Try it for yourselves! You may even want to share it with your students. :)   

Thanks for stopping by Literacy Loving Gals to kick off the book study. As the study continues in the upcoming weeks, the hyperlinks to each #D100bloggerPD crew member's posts will be added HERE to help keep the fifty, nifty engagement hacks in one spot. We hope you continue to follow along with us!

Next up: See Jane Blog! 

Happy Engagement Hacking! 

#D100bloggerPD's Book Study on Hacking the Common Core, Hack 10: Involve Parents- Clarify Their Role (with Parent Resources!)

Welcome back for another #D100bloggerPD crew book study! I like starting the book study posts with an introduction of the crew. We consist of an assortment of Berwyn South School District teacher and administrator learners who enjoy blogging, are smitten with social media and make use of our PLNs as an irreplaceable source of powerful content, hence the hashtag #D100bloggerPD. We devote ourselves to staying globally connected. The crew embraces change, strives to better ourselves professionally and desires to join forces with others to share what we learn because...together we are better!

This #D100bloggerPD book study is dedicated to Michael Fisher's Hacking the Common Core. To read the hacks already discussed in the book study thus far, click HERE. You will be able to access crew members' reflections and discussions leading up to this final post in the study.

Before I jump in, I must first say Michael Fisher is one of the most down-to-Earth people I've ever had the chance to meet virtually. He has been nothing but sensational throughout this book study, offering resources, commenting on crew members' posts and even taking the time to be part of the #D100bloggerPD #D100chat co-moderated by Kristin Richey and me. Click HERE for the Twitter chat Storify (Thanks, Leah!). He's extraordinary. #ThankYou

If you haven't already read Hacking the Common Core, I recommend you do. It's yet another invaluable book in the Hack Learning series. Just as Mark Barnes and Jennifer Gonzalez conveyed practical and user-friendly ideas and tools for each hack in their book Hacking Education, Michael Fisher dispenses solutions to problems that seem to go hand in hand with the Common Core. He "debunks the mythology surrounding the standards and provides amazing strategies that will help you bring fun back to learning, even in our standardized world (p.11)." I believe Fisher's hacks have the power to unlock student engagement and enlighten teachers and parents about the Common Core. Who wouldn't want that?

This post is dedicated to Hack 10, which is different than Hacks 1-9. It's slightly less geared toward just the Common Core State Standards (CCSS), but still delivers resources to support parents with them. Hack 10: Involve Parents- Clarify Their Role is more about teachers and administrators building positive relationships with parents (and the community), as well as informing them on their responsibilities in supporting their child's learning. According to Fisher, Everyone needs a seat at the table (p.114) when discussing the Common Core. In order to do this, teachers and administrators need to build significant relationships with parens and invite them into the CCSS discussion. 

If you're in the field of Education, you know how impactful it is for teachers, administrators and parents to collaborate and clearly communicate with one another. For this reason, it is beneficial for educators to resolve any confusion or sweeping misguided information parents may be faced with. Since the CCSS and their breadth can be overwhelming, parents may be unclear about their role. No longer can students just memorize and repeat information. They need to be able to analyze, discuss, synthesize and apply their learning to the real world, which is perhaps different than when parents attended school. Nevertheless, it absolutely makes sense. We have to prepare students for jobs that don't even currently exist!

As we know, social media platforms have become quite popular as a go-to place for information. Fisher states, 

With new tools like Twitter and Facebook, parents have found efficient and convenient ways to communicate their opinions about standards, schools, evaluations, and assessments. Some of the information has been accurate, but much of it has deteriorated into hearsay, conspiracy theories, and widespread misinformation (p.113).

Since this is the case, educators need to find ways to correct and/or prevent these types of roadblocks because fabricated hearsay has the ability to sour our efforts in joining forces with parents and building crucial connections. A former (now retired) colleague named Marilyn McManus always said, If you can predict it, you can prevent it. The image below is posted next to my desk at school and serves as a useful reminder in many life situations, but is also applicable to the CCSS.

Fisher mentions his colleague, Marie Alcock, and what she calls having a *culture of connection*, rather than a *culture of correction*. He states, 

If we were to focus on students and preparing them for the future, consider what would change in terms of our conversations. Perhaps our essential questions would center on invitation and collaboration. Perhaps instead of identifying roadblocks, we could figure out how to move past them (p.114).

With this being said, if we shape positive relationships with parents, it will establish the foundation for all other parent involvement. That's our goal, right? Preparing students for the future is going to take everyone's best efforts. Children are always the only future the human race has, so we need to be committed to building strong partnerships with everyone involved.

Involve Parents:

Fisher offers a handful of good practice tips on what educators can do (starting tomorrow!) to invite parents into the Common Core conversation:

1. Believe that parents are on your team. Figure out how to engage them.
2. Become a customer service specialist. Make positive calls home, including personal invitations to school events.
3. Share your work. Transparency is a must-do. Show student-created work and successes. SHARE! I'm a huge fan of using Twitter to highlight classroom happenings and resources.
4. Model the behaviors you desire. Administrators should model collaborative behaviors with the community at large the way they want their teachers to collaborate with parents (p.115).

After reflecting on these four good practice tips from Fisher, I feel the teachers and administrators in my school (and district) have been successful in our efforts to invite parents and the community into the schools. We provide a variety of ways to keep the community abreast of the happenings related to school events, as well as curricular decisions. 

Besides monthly opportunities to attend School Board meetings, we offer Parent University courses, in addition to monthly Parent Coffees, to communicate details regarding academic programs being implemented, measurement of student progress, standards-based grading particulars and more. Additionally, we have a Parent-Teacher Association and Parent Liaisons program where parents and community members are welcomed into schools to provide all types of support. Most recently, we had our very first Bring Your Parents to School Day, which was a huge success! 

Thanks for the pictures, Ms. Bailey!

Our program called Watch D.O.G.S. (Dads of Great Students) and Super M.O.M.S. (Moms of Marvelous Students) has really sparked engagement with the parents in our school. Dads and Moms sign up to attend school on a particular day to help out in their child's classroom and throughout the building. We especially love when they make return appearances! We also offer opportunities for parents and community members to be Guest Readers in the classroom. Both of these programs are fun, informal ways to promote positive home-school relationships. 

As a Reading Specialist, I am particularly fond of promoting literacy. I love reaching out to parent volunteers to organize a date and time for them to be a Guest Reader in my classroom. The 3rd grader in the white Cubs shirt below (Go Cubs!) was thrilled to have his grandmother be a Guest Reader during his group time in my classroom. He was beaming with pride.

Clarify Their Role:
Since teachers and parents have an obligation to prepare kids for the real world, schools need to provide clear, consistent expectations of what their child should be learning at each grade level. Teachers need to be resourceful by providing parents with helpful information that better prepares them in supporting and reinforcing the skills defined by the CCSS. The CCSS help facilitate conversations between all members sitting at the proverbial table.

A vital component of student learning is what and how they learn at home, not just in a school setting. The CCSS define exactly what students need to know, so parents need to be in-the-know. The Instructional Shifts for Students and Parents resource below is from Fisher himself. He shared it to pass along for the book study. See what I mean? He's awesome. :) Click on the link or the image below to download a copy of your own to pass along to others. 

While doing additional CCSS research, I came across two further resources below to support parents. The first one outlines the CCSS Shifts in English Language Arts/Literacy and Mathematics, on top of explicitly informing parents what they can do at home to support their child in school. The resource was extracted from the Parent & Family Library on a site called EngageNY.   

 

The second resource I obtained is the National PTA's Parents' Guide to Student Success. It is broken down by grade level, sharing precise activities for both ELA/Literacy and Mathematics, and explains how parents can talk to their child's teacher regarding academic progress. Hope you find at least one of the three resources in this post helpful.

For further information on clarifying the role of parents in schools, as well as on any of the information found in Hacks 1-9, I highly suggest you buy, read, highlight and tab the book. In Michael Fisher's words, It's more of a 'practice informs better practice' book (p.15). I utterly agree. After reading this book, I am both enlightened and relieved about teaching and impacting student achievement with the CCSS. I will end this post with some first-rate tips from Fisher's Blueprint for Full-Implementation and Overcoming Pushback sections in Hack 10:

• Plan events multiple times throughout the school year to share information about standards, curriculum, and assessment, and conduct panel discussions and question/answer sessions (p.116).

• Clarify any concerns or questions the parents have (p.116).

• Anything they {parents} are able to offer--showing up for a teacher meeting, participating in a school-wide event, joining the Parent Teacher Association, speaking at a board meeting, whatever it is--sincerely appreciate it and make that parent feel like royalty for contributing to the betterment of the school (p.116).

• Also worth mentioning is that the Common Core is about divergence in thinking, not just the way the vendor or teacher is teaching. Students need multiple ways to solve problems, not just a predictable way (p.118).

• Students can't "Think, Pair, Share" their way to successful creative problem solving in a job setting (p.119).

• Teachers should be considering how they can become more contemporary in practice, whether these standards are impetus for change or not. We do not want a Race of Mediocrity, nor do we want a nation of compliance (p.125).

A sincere thank you for stopping by Literacy Loving Gals to learn more about inviting parents into the conversation surrounding the Common Core. When parents, teachers, administrators and the community band together for the betterment of students, everyone is the victor. 

Happy Hacking!