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if any of you are looking for a padlet chat feel free to join :D

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if any of you are looking for a padlet chat feel free to join :D

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https://padlet.com/prupl/chat-nav6k2nxyvz7y7ao

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Use Tweetdeck so you don’t miss out on tweets by those on a list (i.e. #BookCampPD Guest Authors)

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Extremely helpful directions!

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Are you missing out on ‘following’ other educators during Twitter chats? Follow these easy directions at the conclusion of a chat!

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288 educators voted for their choice from 53 books and selected these as their top ten. Great to have voice and choice in professional learning.

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The Path to Serendipity by Allyson Apsey

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The Path to Serendipity by Allyson Apsey

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Serendipitous Lesson

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#BookCampPD 's Saturday Chat with Allyson Apsey

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#BookCampPD 's Saturday Chat with Allyson Apsey

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So very thoughtful = Path to Serendipity!

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@EduMatch Podcast Highlighting #BookCampPD 

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@EduMatch Podcast Highlighting #BookCampPD 

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Feeling so blessed to have Sarah Thomas highlighting our amazing community!

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#BookCampPD’s Summer Personalized Learning

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Article Shared by Emily Francis about how we can introduce students to reading.

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Article Shared by Emily Francis about how we can introduce students to reading.

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Extensive reading has been the focus of a great deal of academic attention since Bamford and Day first published their ground-breaking work, 'Extensive Reading in the Second Language Classroom' in 1998.

There is much debate about the do's and don'ts of assimilating it effectively into university prep courses and high-school reading programmes. That said, teachers are often left wondering how to get students reading in the first place. If they do not pick up books outside school, if reading remains a burden to them rather than a pleasure, then discussion about the rights and wrongs of, say, teachers recommending texts or setting home assignments based on reading, are irrelevant.

So, in this article, I look at how we can introduce students to reading anything other than textbooks. First, though, why should students read outside the curriculum?

Predictably, most research into the effects of reading on educational achievement has focused on primary school children and programmes. The idea, of course, is to address the situation when they are young before it becomes a problem. In an attempt to redress the balance, Slavin et al. (2008) surveyed the literature on the effectiveness of different programmes in US high schools. Inability to read comfortably was one reason for students dropping out of courses. Reading difficulties were hampering attainment in just about every subject. Alarmingly, Joftus and Maddox-Dolan (2003) concluded that 6,000,000 US high-school students were reading significantly below their expected levels.

But, to return to the question we started out with: how to get students reading in the first place? Slavin et al. (2008, op. cit.) concluded that the single most important factor in students embracing reading for pleasure was not a particular methodology or high-tech input, but teacher training. Teachers needed to be convinced of the benefits of reading outside the curriculum and to act as reading role models for students.

If teachers carry personal reading material around, leave it lying on their desks, and sometimes talk about what they are reading, it motivates students to follow suit. If they occasionally ask whether they like a book or what they are planning on trying next, it inspires students.

But perhaps we are getting ahead of ourselves. How can students who have never read for pleasure decide what they want to read? It's not as easy as it seems. Teachers' recommendations are not always trusted, as reluctant readers recall that it is these very teachers who have forced them to struggle through boring and difficult texts.

One way round this is to ask students who have read something to pen a few words about a book, whether it was interesting or boring; what it was about: science fantasy, gang warfare or romance; and so on. In many countries, book stores ask their staff to recommend works in this way and then display their hand-written cards on the shelves where the books are situated.

Just a quick word of warning though, students should not choose something that is too challenging. The 'five-finger test' is one way to test this. The student opens a book at any page and holds up five fingers, lowering one every time she encounters an unfamiliar word. If she has not reached the end of a page with at least one finger standing, the book is probably too hard.

Another way is to introduce a DEAR programme (Drop Everything And Read) into school or university, so that everyone stops what they are doing and reads as part of the timetable. Teachers, principals, cleaning staff and students - everyone! DEAR programmes share the following benefits: they encourage as many as half the students who participate to read more outside school; they engender confidence in reading abilities; they offer opportunities to share reading experience with communities of students similarly engaged; and they also impact positively on writing skills (Sheldrick Ross, et al. 2006).

Then there are reading circles. People disagree about whether students should choose their partners or if stronger readers should be matched with weaker ones. Whatever the arrangement, reading pairs and groups can work well. It is important to make sure each group member has a clearly defined role, though: researcher, leader, presenter, time-keeper, and so on so that everybody has a part to play. Students can also start a reading journal and record their thoughts - without these being graded, of course.

There are many other schemes, initiatives, but I hope that these few ideas get you on your way. And, by all means, let me know what you think of this article.

References:

Bamford, J. & Day, R. (1998): Extensive Reading in the Second Language Classroom (CUP)

Joftus, S. and Maddox-Dolan, B. (2003): Left Out and Left Behind: NCLB and the American High School

Sheldrick Ross, C., McKennie, L. And Rothbauer, P. (2006): Reading Matters: What the Research Reveals about Reading (Libraries Unlimited)

Slavin, R., Cheung, A., Groff, C. and Lake, C. (2008): Effective Reading Programs for Middle and High

Schools: A Best-Evidence Synthesis

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Extensive reading has been the focus of a great deal of academic attention since Bamford and Day first published their ground-breaking work, 'Extensive Reading in the Second Language Classroom' in 1998. There is much debate about the do's and don'ts of assimilating it effectively into university prep courses and high-school reading programmes.

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How wonderful is it to be so inspired by a book, that is followed up with a #BookCampPD chat, and then write a blog posting about it? Thanks for sharing!

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As some of you know, I enjoy the #bookcampPD community on Twitter. I recently was able to get in on some Voxer chats as well as participate in a nice chat about the text you see above. I loved this book so much that I'm actually kicking myself for downloading it to my Kindle rather than ordering a physical copy.

Jennifer Casa-Todd presents her readers with a realistic view of social media and all that comes with it. Jennifer captivated me in her writing style. She gets it. She knows the struggles that we face as educators and the challenges we face. She takes us from challenges to opportunities. I forget who once coined the phrase, "I'm in the kid business" ... but reading this text reminded me of that statement. Jennifer looks to help both teacher and student.

For more information about this text please visit Jennifer's website and explore the possibilities! This morning I had the pleasure of discussing this text with the #bookcampPD community on Twitter and I find myself feeling refreshed and overflowing with ideas to incorporate into my personal and professional online presence.

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As some of you know, I enjoy the #bookcampPD community on Twitter. I recently was able to get in on some Voxer chats as well as participate in a nice chat about the text you see above. I loved this book so much that I'm actually kicking myself for downloading it to my Kindle rather than ordering a physical copy.

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Teresa Gross loves expressing her thoughts using Sketchnotes and Rich Czyz's book can send anyone's motivation soaring!

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Video That Explains Fall/Winter Shifts to #BookCampPD format

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Video That Explains Fall/Winter Shifts to #BookCampPD format

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We hope everyone who has visited #BookCampPD during the summer will continue on our learning journey as we shift into Fall and Winter.

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Alex @Coachadamspe shares his reflective thoughts about #BookCampPD

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Things were slow this week. Monday I only had one class because of an all day anti-bullying presentation, which the students seamed to really enjoy. Wednesday I was gone all day, sort of. I was outside running or PK-4th grade field day. Thursday and Friday we where off because of fall break.

Best Moments
I have been struggling with motivating the kids or keeping the students engaged in class. I have been sensing the kids frustration with either technology issues, or pacing. Bottom line is I want them to WANT to learn. So I am trying to do more direct instruction and less flipped videos, as a way to try to get kids more engaged in the class. I am also going to have warm up activities that serve as a review as well as some number sense activities. I think what I liked most is I shared the thought process with my kids, told them I want to do a better job and I had felt like I had lost some of their trust. I want them to feel comfortable to make mistakes and I felt like that the learning environment needed to improve. I am hoping the kids will step up their game and be engaged but I am going to focus on what I can control and so far the students have responded positively.

On Wednesday I was gone all day and even though the students had a sub I felt like they still got plenty of practice. In once class I had group of students do a problem and explain it to the rest of the class. Another class, I set up their two truths and a lie problem around the room and had the students answer each other's questions. I folded the answer over so they couldn't just see the answer. What I liked about this is all the questions where student created and it got students out of their seats to get practice.

#BookCampPD and Voxer
Started participating in the BookCampPD on Twitter, which is a place to discuss educational pedagogical books. It also a community that helps me want to read more. The group started a Voxer group, which I guess is a walkie-talkie app. I have heard of Voxer for a while, so it is fun to finally try it out. It's nice way to interact with the group and leave a voicemail or listen to others feedback via voice as well as text. Everyone shared their current books they are reading.

Here is what I am currently reading.

I have read this before but wanted

Just started reading this one but it has a forward from Chuck Norris!!!!!. It has some great quotes that I want to make into classroom posters:

"All effort-even failed effort- Produces muscle."

" Never Trying is a lot worse than loosing."

Books that other people in the group are reading that I want to check out:

Also found about the app Hoopla, which gives you access to digital audiobooks, videos, & music that I can checkout from the public library. Did I mention for FREE and on my digital device. Side note I have done more reading this year than I have in my previous 7.5 years as an educator combined.

On Tuesday I had chapel talk on collaboration. One of the best resources I have added to my professional learning network is Twitter. I challenged the kids to share what the are learning on Twitter, Facebook, Instagram, or Snapchat with #MAlearn. As the bible says "Iron sharpens Iron". I also created a Snapchat account and shared my first video. Not sure how exactly it works but I just want the kids to see how social networks can be used for good. It seems all we hear about is how distracting social networks are or that they are used for bulling. I think in part that is because that is all kids know. No one shows them how social networks can be used for good.
Brain Breaks
I had to do a brain break this week in on of my classes. I love and hate brain breaks. I have the kids for either 40-80 minuets a day and in that time I want to make sure students are not sitting in the chairs the whole time. Students today sit in class way to long. I strongly believe that we need to have lessons that are engaging and get kids moving and out of their seats. If I have to do a brain break that means I designed a lesson that has the students sitting in the chairs the WHOLE time. That is horrible. I want to challenge myself to create lessons that naturally get kids up and moving as way to practice math. I hate when I have to do brain breaks, but when I do I love them. We did the game slap, which is the students slap each others opposite hand back and forth as they say the categories topic. We did states, books of the bible, and everyone went crazy when we did Disney characters. it took at most two minuets to do but the kids where more engaged after the break. I have ideas of doing brain breaks that work on soft skills. Here is a video of what we did in class, Click Here. This year I am trying to document all the brain breaks we do in class to share with other educators.

I really want to try grading or giving more feedback in #mathsnaps

Want to create a newsletter that I will post in the staff bathroom :)

Showcase more student work

Use two truths and a lie to create questions to use in Kahoot.

Want the kids to define their own mastery challenge.

Want to find more ways to use Flipgrid

Create a list of books I want to read.

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Weekly Review #BookCampPD #Iteachmath #MTBoS #BrainBreaks #MALearn

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Things were slow this week. Monday I only had one class because of an all day anti-bullying presentation, which the students seamed to really enjoy. Wednesday I was gone all day, sort of. I was outside running or PK-4th grade field day. Thursday and Friday we where off because of fall break.

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Saturday, July 29th at 9:00 AM EST - please join us!

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The Student Led Classroom

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Shifting topics on #BookCampPD as we move toward fall/winter 

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Shifting topics on #BookCampPD as we move toward fall/winter 

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As fall approaches we will shift the twice weekly chats to weekly (Saturday at 9:00 AM EST) and spotlight the following: "Book Tasting" sharing about the books they are currently reading, "Porch Swing" sharing strategies and resources from books they are reading, "Shine Spotlight" brag about what is being implemented in a teacher's school from an idea or concept they have read about and, finally, continuing with "Guest Authors" the last Saturday of each month.

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Please take a minute and read the blog post by Michelle TolbertPlant as she reflects on #BookCampPD/Twitter and reading Lead Like a Pirate. WAY TO GO MICHELLE! http://www.tolbertplant.com/lead-like-a-pirate-teacher-notes-introduction-chapter-1/

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Page 9 - Excited for this Saturday's chat!

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Many of you might want to listen to this episode before joining the chat this Saturday, July 22 @ 9AM EST

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Episode 3: Lead Like a Pirate

Our guests for episode 3 were Shelley Burgess and Beth Houf.

Shelley has served as an award-winning teacher, principal, Director of Student Achievement, and Assistant Superintendent of Educational Leadership. Her highly respected work focuses on building leadership capacity through coaching, collaboration, and building a positive culture of change which leads to dramatic improvements in teaching and learning. She now works as a full-time partner in Dave Burgess Consulting, Inc. and is the co-author of P is for PIRATE: Inspirational ABC's for Educators and Lead Like a Pirate.

Beth is a middle school principal passionate about innovative and transformational leadership to maximize school culture and student and staff learning. Beth is an eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) trained educator. She is a facilitator for the Missouri Department of Elementary and Secondary Education's Leadership Academy, providing monthly professional development to state educational leaders through the integration of 21st century learning skills. Beth is also passionate about developing schools that encourage high levels of learning and empowerment for all... schools where students and staff are running to get in, not out! She is the co-author of Lead Like a Pirate.

In this episode we discuss:

Please share and comment! Would love to get feedback and suggestions. If you are interested in sharing your story, please reach out to us!

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S01 Episode 03: Lead Like a Pirate with Shelley Burgess and Beth Houf

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Episode 3: Lead Like a Pirate Our guests for episode 3 were Shelley Burgess and Beth Houf. Shelley has served as an award-winning teacher, principal, Director of Student Achievement, and Assistant Superintendent of Educational Leadership. Her highly respected work focuses on building leadership capacity through coaching, collaboration, and building a positive culture of change which leads...

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Aaron Hogan's 'Shattering the Perfect Teacher Myth' is a must read

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Aaron Hogan's 'Shattering the Perfect Teacher Myth' is a must read

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Rejuvenating read

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@teresagross625 created this sketchnote of her learning. Do you have any "snippets" of your learning you would like to add to this padlet? Please feel free to add it so more can learn from you!

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#BookCampPD brings together educators over books!

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#TBR Books recommended or mentioned at the National Coalition of Girls' School Conference

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#TBR Books recommended or mentioned at the National Coalition of Girls' School Conference

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So fortunate to have authors who share #BookCampPD

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July 20th 8-9 pm CST

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The world is your oyster to share with others using #BookCampPD's padlet!

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July 22nd - 9:00AM EST

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#LearnLap & its chat are full of great ideas to implement a student-led classroom. This is the intro & first 2 chapters.

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A quick read, great to figure out where you are & how to set some reasonable goals.

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Twitter, Social Media, #PLNs for Teachers inspired by Ch. 8 #ShiftThis

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Twitter, Social Media, #PLNs for Teachers inspired by Ch. 8 #ShiftThis

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Methods and strategies to support SIFE (students with interrupted formal education)