# data[].attributes.body
Common Book Sense Blog

# data[].attributes.attachment_link.readable_text
A Casualty of Grace

Genres: Historical Fiction

Oliver and Simon are young brothers who are unexpectedly orphaned and left alone in the world. With nobody to care for them, the workhouse looms and the threat of being torn apart becomes painfully real. The promise of a good home together eases their fears, but it is a promise that is destined to be broken.

After being separated from Simon, fate delivers Oliver to the Pritchard farm, where Liza Pritchard, a woman struggling with her own fractured and afflicted life, sees in Oliver the family she so desperately wants. But Oliver has to contend with her husband, an angry and violent man, and he can't see past the terrible life he has been thrust into. Both Oliver and Liza have much to learn about faith and forgiveness, and together they embark on an emotional journey that will change each of them forever.

**WE WERE GIVEN A FREE COPY OF THIS BOOK IN EXCHANGE FOR THE FOLLOWING HONEST REVIEW**

Our self-assigned job here at CommonBookSense is to tell you whether or not a book is worth your time. Since the very beginning, I have clung to the idea that writing a review doesn't require describing the book.....that's what the blurb is for. So, when you visit the Goodreads page for A Casualty of Grace, you'll know why my review is different than the others.

If you were to go to my list of reviewed books, you'll see that most of them are nestled into some paranormal genre or another, and that's because I really don't like Historical Fiction. I avoid it at all costs, preferring to surround myself with fantastical characters and otherworldly beings. I'm beginning to wonder if my judgement of Historical Fiction was so harsh because I just hadn't found the right book in that genre...because I hadn't found A Casualty of Grace until now.

As I said above, our job is to tell you if a book is worth your time, and I can honestly tell you that this book IS.

Shell said it in one of her reviews, and I agree with her so I'll say it here; using dialect is a very dangerous game. It either works really, really well, or it yanks the reader right out of the story. A lot of the dialogue in this book is written that way....and it's done amazingly well. Usually, when an author writes " and so-and-so has an accent", no matter what type of accent they're written to have, I don't read their dialogue in that accent...I read it in the accent that I speak with, which I imagine is why authors sometimes incorporate the accents into the written dialogue. Lisa did an astonishing job. Honestly, I am blown away by it. I could HEAR Simon and Oliver's (and everyone else's) accents in my head as I read, and it flowed perfectly. I never had to stop, backtrack, and think "Well, what on earth is this boy even saying?!". Like I said, it either works really, really well, or it doesn't.....and it works really, really well in A Causality of Grace.

Lisa did an amazing job writing a touching story. I never once had to remind myself what time-period I was in because I was constantly reminded. This book was amazing, and I can say now that I'll definitely look at historical fiction a lot different now. Read this book, you guys.

# data[].attributes.attachment_link.description
A Casualty of Grace Genres: Historical Fiction Oliver and Simon are young brothers who are unexpectedly orphaned and left alone in the world. With nobody to care for them, the workhouse looms and the threat of being torn apart becomes painfully real.

# data[].attributes.body
The Blue Skunk Blog

# data[].attributes.attachment_link.readable_text
Tuesday, January 18, 2022 at 05:36AM

Heading to Ecuador. I'll be gone for four to six weeks. I'm only taking a carry-on backpack .

This will be a multi-part trip. My friend Heidi and I will be spending a week on a small cruise ship in the Galapagos, taking day hikes and snorkeling around the islands. A second week will be spent at a lodge in the Amazonian rainforest. Heidi will then fly home and I will head to the colonial city of Cuenca to spend a couple weeks in a hostel - and chill. I've read about a mini-Inca Trail hike near there as well as a long downhill bike ride. I'll look into those. If I am not too homesick, I may stay in Cuenca for another couple weeks or explore more of Ecuador.

GIven the variety of activities, temperatures, and such, I need to be smart about what I bring. While not the king of minimalism, I can go fairly light...

Simple clothes for 7 days. I figure I can always get laundry done once a week. I only take hiking pants/shirts, underwear and socks. Swimsuit and one t-shirt. Packing cubes help organize and compress my clothes. No dress clothes. I wear one rain jacket/windbreaker and sweatshirt on the plane with light gloves and a stocking hat in the pockets. I pack a broad-brimmed hiking hat.

One pair of hiking shoes and a pair of Crocs to wear in my accommodations and if needed on wet shore landings.

New razor and toothbrush. My old toiletry bag also includes a washcloth, fingernail clippers, a few over-the-counter meds, small bars of soap, etc. Never hard to find a tube of toothpaste on the road if needed.

Laptop/Kindle/iPhone. I have a very small, old Chromebook that is my travel companion. I have an old Kindle that still has good battery life. And I have an old iPhone into which I can have a local SIM card installed for internet access. Chargers, of course.

Paper copies of passport and vax card. I also have scans of these stored in GoogleDocs and on my phone.

Eye mask, ear plugs and neck pillow for my flights. Umbrella. Highly compressible pack for day trips.

I hope to leave behind cold weather, bad habits, and routine. They probably wouldn't fit in my backpack anyway.

* My friend and I pass the required COVID test yesterday! Off we go...

# data[].attributes.attachment_link.description
Tuesday, January 18, 2022 at 05:36AM Heading to Ecuador. I'll be gone for four to six weeks. I'm only taking a carry-on backpack . This will be a multi-part trip. My friend Heidi and I will be spending a week on a small cruise ship in the Galapagos, taking day hikes and snorkeling around the islands.

# data[].attributes.attachment_link.readable_text
After several years (long enough that the theme I'd been using, Misty Lake, was retired), I've chosen a new WordPress theme to have an updated look. (In real life, I also got a haircut, new glasses frames, and a new job. So. Changes.) Please let me know if something isn't working the way it should!

As part of my new job, I get to work in Children's Services, and I am loving it! I am "upstairs" at the adult services desk most of the time, but I work "downstairs" in children's once a week. Neither desk is as busy as the library where I worked before, which is nice for me as I learn on the job. So far, projects have included cataloguing the storytime collection and organizing and updating booklists by topic/theme/genre and age/grade/reading level. (I'm making booklists "upstairs" too - read-alikes for book group selections.)

There are definitely some different questions in children's, and some of them are much more serious and emotional than any I encountered working at the adult desk; for example, twice in less than two months I've helped people find books to help explain death and grief to their young children. I'm also working hard to familiarize myself with books for younger readers, particularly the chapter books and early middle grade books. A self-assigned project I'm working on is to read all of the 2017/2018 Reading Rocks books, a program for fourth- and fifth-graders in the town. ( I made a new tag for it in LibraryThing; I've read 5 out of 20 so far.)

Big news in the children's/YA world today is, of course, the ALA Youth Media Awards (YMA), including the Newbery, the Caldecott, and the Printz. The live stream of the announcement was here, and the award and honor books are listed below the video. As usual after the announcements, I celebrate the titles I read and enjoyed (this year: A Different Pond, Piecing Me Together, The Hate U Give, Saints & Misfits, The Eyes of the World) and start requesting those I haven't ( Wolf in the Snow; Hello, Universe; Crown: An Ode to the Fresh Cut; Long Way Down; The First Rule of Punk; We Are Okay).

Did you watch the ALA Youth Media Awards? Which winners did you cheer? Are there any books you wish had gotten awards or honors that didn't? Which books have you added to your to-read list?

# data[].attributes.attachment_link.description
After several years (long enough that the theme I'd been using, Misty Lake, was retired), I've chosen a new WordPress theme to have an updated look. (In real life, I also got a haircut, new glasses frames, and a new job. So. Changes.) Please let me know if something isn't working the way it should!

# data[].attributes.attachment_link.title
The Busy Librarian - Book Reviews, Author Analysis and More

# data[].attributes.headline
The Absolutely True Adventures of a School Librarian

# data[].attributes.subject
The Absolutely True Adventures of a School Librarian

# data[].attributes.attachment_link.title
The Incredibly True Adventures of an EdTech Trailblazer

# data[].attributes.attachment_link.description
Nikki is a veteran educator, retired Librarian/Instructional Technology Facilitator and ISTE Librarians Network Past President. Nikki is passionate about 1:1 Digital Initiatives, collaboration with other education professionals, and assisting students in becoming well informed, critically thinking digital citizens.

# data[].attributes.attachment_link.readable_text
Well, we're here! After all is said and done (and at this point, we've done a LOT of saying), we've arrived at the moment we've all been waiting for. Lots of books, lots of words, lots of passionate debate later, it all comes down to that conference room in Denver. Are you ready??

We'll have our - well, my - reactions after the jump here in this blog post. We're covering the teen section of the YMAs, and will be including reactions (and, let's be honest) a lot of gushing. Comments will be open for conversation, reactions, and debriefing. As always, let's remember Karyn's reminder from the picks/predictions post the other day - RealCommittee does the hard work every year. We're here to respect their work and the process they've gone through. Our choice and our thoughts are the result of our own process, which mimics RealCommittee rules and process, but is not actually the same.

This has been a long blogging season this time around, so let's get to work! [Read more...]

# data[].attributes.attachment_link.title
Someday My Printz Will Come - by Karyn Silverman and Sarah Couri

# data[].attributes.attachment_link.description
Well, we're here! After all is said and done (and at this point, we've done a LOT of saying), we've arrived at the moment we've all been waiting for. Lots of books, lots of words, lots of passionate debate later, it all comes down to that conference room in Denver.

# data[].attributes.attachment_link.readable_text
Well, hello! I'm so happy you're here!

I don't usually post about travel or vacation stuff here without having it related to an Ed Tech or Library conference or educational stuff, but this travel experience to the Biltmore Estate was so magical, beautiful, significant, and transcendent and I wrote such a LONG Trip Advisor review, I felt like I had to share it with ya'll!

I won't be mad if you choose to skip reading this post if you're only here for the education related stuffs ....because it's kinda long and it's kinda detailed! Shocker.

And no..no..The Biltmore Estate did NOT sponsor or pay for this post --though, I wouldn't mind a little swag when I go back (in April! LOL) What can I say? I was inspired and when I feel thusly, I write it down.

Also, this might seem weird to you, that as a grownup, I really like to travel with my Mom & Dad. I have friends and I love them dearly, but I love my parents more. They're fun to be with! Als...

# data[].attributes.attachment_link.description
Well, hello! I'm so happy you're here! I don't usually post about travel or vacation stuff here without having it related to an Ed Tech or Library conference or educational stuff, but this travel experience to the Biltmore Estate was so magical, beautiful, significant, and transcendent and I wrote such a LONG Trip Advisor review, I felt like I had to share it with ya'll!

# data[].attributes.attachment_link.description
Create an account or log in to Instagram - Share what you’re into with the people who get you.

# data[].attributes.attachment_link.readable_text
We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

# data[].attributes.attachment_link.description
Explore today’s picks from the Tumblr team.

# data[].attributes.attachment_link.description
1 billion members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.attachment_link.description
Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

# data[].attributes.attachment_link.description
Discover recipes, home ideas, style inspiration and other ideas to try.

# data[].attributes.attachment_link.description
The New York Public Library's podcast about books, culture, and what to read next.

# data[].attributes.attachment_link.description
See relevant content for Googleteachertribe.com

# data[].attributes.attachment_link.provider_name
Lost in the Stacks: the Research Library Rock'n'Roll Radio Show

# data[].attributes.attachment_link.readable_text
Welcome to Player FM

What if radio played only the shows you care about, when you want? Player FM is scanning the web for high-quality podcast content right now. Try us out on any web browser - desktop, mobile, or tablet.

# data[].attributes.attachment_link.title
Lost in the Stacks: the Research Library Rock'n'Roll Radio Show

# data[].attributes.attachment_link.description
What if radio played only the shows you care about, when you want? Player FM is scanning the web for high-quality podcast content right now. Try us out on any web browser - desktop, mobile, or tablet.

# data[].attributes.attachment_link.authors[].name
1:09:55 Guest(s): Amanda Morin, Emily Kircher-Morris

# data[].attributes.attachment_link.title
The Cult of Pedagogy Podcast | Cult of Pedagogy

# data[].attributes.attachment_link.description
Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we’re talking about it.

# data[].attributes.body
Teacher cast educational

# data[].attributes.attachment_link.provider_name
TeacherCast Educational Network (Full) - The TeacherCast Educational Network

# data[].attributes.attachment_link.title
TeacherCast Educational Network (Full) - The TeacherCast Educational Network

# data[].attributes.attachment_link.description
Welcome to the TeacherCast Podcasting Network. Join host Jeff Bradbury (@TeacherCast) and the worlds finest educators and educational technology creators as we discuss the latest in educational tech and pedagogy. Our goal is to help you find and use the right educational technology for your classroom.

# data[].attributes.attachment_link.title
Curriculum Matters: School Library Program: School Library Media Specialists as Educators

# data[].attributes.attachment_link.title
Getting Started with Google Classroom 2017

# data[].attributes.attachment_link.title
Teaching Research Methods: How to Make It Meaningful to Students

# data[].attributes.attachment_link.title
Starting a PLN on Twitter: A Quick Guide For Teachers

# data[].attributes.attachment_link.readable_text
Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

# data[].attributes.attachment_link.description
Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

# data[].attributes.attachment_link.description
HISTORY Classroom offers resources for educators, including education guides, learning tools, and links to educational content.

# data[].attributes.attachment_link.description
Explore National Geographic. A world leader in geography, cartography and exploration.

# data[].attributes.attachment_link.readable_text
George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

# data[].attributes.attachment_link.description
A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

# data[].attributes.attachment_link.readable_text
Smithsonian

Learning Lab

Discover the digital education platform that connects people to Smithsonian objects, resources, and stories.

Collections by Grade

Explore some of our most popular Learning Lab Collections. Use them as a springboard to continue your exploration of the many collections available on the site.

Talk with Me!
Learn about your community and neighborhood. In this Toolkit, leaners explore different homes, shops, and people in your neighborhood and have fun with related activities.

Talk with Me Toolkits provide you with chances to talk with your children to improve thinking, vocabulary, and language development. Talking with your child is great-and research shows that the quality of words children hear matters more than how much you talk.

Talk with Me Toolkits give you ideas to begin conversations that are organized around a theme. The Toolkits feature videos, photographs, paintings, and artworks along with questions to talk about with your child. At the end of each toolkit there are more activities to do and books to read together. Go through this toolkit with your child and see how many topics there are to talk about!
This toolkit was adapted with a grant from the Institute for Museum and Library Services.

Links to third-party websites and videos are included in this Toolkit for informational purposes only. They do not indicate the Smithsonian's endorsement, sponsorship of, or affiliation with the third party or content of the linked site, including any advertisements that might be posted.

Learn More

Hirshhorn Museum and Sculpture Garden

What inspires you? Get to know Alma Thomas, (b. Columbus, Georgia; lived and worked in Washington, DC, 1891-1978), an American artist and educator known for her signature painting style using bright colors and patterns inspired by nature. She became a full-time artist late in her life. Born in a time of horses and buggies, she lived through big advancements in technology, such as the space race and moon landing. Her art was inspired by the nature she saw outside her home studio, and awe for the exploration of our vast universe.
Get To Know Alma Thomas Use it in the classroom to teach:
is part of the Hirshhorn KIDS About the Artist series. About the Artist biographies are designed for kids under age 12. Modern and contemporary artists' lives reflect recent human history and events. Sharing these life stories and artworks can help kids see their own potential and better understand the world and their place in it. It is our goal to inspire future generations of artists, makers, and creative problem solvers-sharing artists stories is one way Hirshhorn KIDS realize this goal.
Art classroom: Color Theory, Pattern

Language Arts classroom: Biography

Social Studies classroom: 20th century

Learn More

National Museum of American History

In this playlist you will learn about how three of the first presidents shaped the executive branch of the United States government.

Start by clicking on the first tile in the upper left hand corner. Then move through the playlist by clicking on the ">" symbol at the bottom of the page. Look for the information and paperclip icons to provide more information about selected resources. There are 34 tiles in this collection.

Learn More

Educator Programs

Cultivating Learning is a professional development series where Smithsonian educators model teaching techniques for using digital museum resources to support student learning. This year's series celebrates America at 250. Programs are free and accessible to anyone.

Wednesday, April 15, 4:00 PM EST

Join Phoebe Sherman of the National Postal Museum to explore how postage stamps can be used in the classroom to encourage civic awareness and engagement. We'll examine how stamps can spark curiosity and deepen understanding of civics, American history, national identity, and commemoration by using thinking routines that focus on both subject matter and artistic design. You'll see how these approaches come to life with students and leave with classroom-ready resources and fresh ideas for incorporating postage stamps into your teaching practice.

Watch

Wednesday, May 20, 4:00 PM EST

Join Nyssa Buning of the National Museum of American History's Spark!Lab and Carol O'Donnell of the Smithsonian Science Education Center to explore strategies for cultivating an inventive mindset in your students. We'll discuss the history of STEAM innovation in America and try an open-ended invention challenge that uses object-based learning techniques to encourage creative problem solving and support curiosity and perseverance, skills essential to inventors throughout history. You'll leave with a set of facilitation tools to support students as they develop their own inventive identity and become future problem-solvers. You'll also receive access to a newly released e-book from the Smithsonian Science Education Center, STEAM Innovation: Celebrating Our Nation's 250 Years.

Register

Wednesday, June 17, 4:00 PM EST

As America turns 250 in 2026, young people are writing its next chapter. Join a group of educators who apply interdisciplinary approaches to learning to engage young people in civic dialogue tied to their communities.

Register

What will you find in the Smithsonian Learning Lab?

Resources

Millions of Smithsonian digital images, recordings, texts, and videos in history, art and culture, and the sciences

Collections

Thousands of examples of resources organized and structured for teaching and learning by educators and subject experts

Resources

Millions of Smithsonian digital images, recordings, texts, and videos in history, art and culture, and the sciences

Collections

Thousands of examples of resources organized and structured for teaching and learning by educators and subject experts

Browse individual resources by type

Browse model collections on different topics

Tips

Tips

Create collections of resources to engage learners, or freely adapt ones already made by Learning Lab users like you.

Use Learning Lab tools to customize and enhance your collections.

Browse ready-to-use model collections by educational use

Browse ready-to-use model collections by learning strategy or theme

Tips

Tips

Subscribe to our Bright Ideas newsletter

To learn more about the Smithsonian Learning Lab and to read about strategies, approaches, new features, and more, subscribe to the Bright Ideas newsletter. We'll be sending out a new issue every few weeks.

# data[].attributes.attachment_link.title
Smithsonian Learning Lab: Discover, Create, Share

# data[].attributes.attachment_link.description
Smithsonian Learning Lab Discover the digital education platform that connects people to Smithsonian objects, resources, and stories. Explore some of our most popular Learning Lab Collections. Use them as a springboard to continue your exploration of the many collections available on the site. Talk with Me! Learn about your community and neighborhood.

# data[].attributes.attachment_link.readable_text
Podcasts can serve a crucial role in preparing your students for the future and helping their learning to be meaningful.

Sound like things you're looking for? You're in the right place.
Plus, you (and your students) can create them for FREE in very little time.
A podcast is kind of like a radio show in your pocket. Podcasts are audio recordings that can be downloaded to a phone, played on a computer or streamed on a device.

Many of them come out on a set schedule: weekly, daily, once every two weeks, etc.
The biggest power of podcasts, in my opinion: They buy you time.
You can learn while driving, cleaning the house, gardening, jogging, etc. Video is very popular, but it can't make that claim, and neither can text reading. They both require your undivided attention.

And as smart speakers - Amazon Echo (Alexa), Google Home and Apple HomePod - grow in popularity, there are more access points for podcasts and other audio mediums.

Why is all of this important for the classroom?

Because it all leads to meaningful learning.

Reason 1: Students do assignments for teachers every day. They turn them in for teachers to see.

If they're creating for that audience of one (the teacher), do we always get their best work?

Not always.

What if we gave their work a greater reach? What if they knew that people they knew - and people they'd never meet - were benefitting from their work?

We're more likely to get students' best work when they have an audience that's important to them.

Reason 2: Our world is craving smart, responsible problem solvers and critical thinkers.

But all of that problem solving and critical thinking doesn't matter if our leaders can't articulate their vision.

If we want our students to be great speakers and communicators, we have to invest classroom minutes in it NOW. If they're going to advocate for change or help others envision an idea, out students - now and in the future - need good communication skills.

They need to develop their voice. And now is the time to do it.

How a podcast can help students develop their voice

Even if you aren't a podcast fanatic (and statistically, you probably aren't), you can still help your students develop their voices for an authentic audience with a podcast.

For free. In just a few minutes each day.

Imagine a class podcast ...

Students synthesize what they're learning into short, bite-sized audio segments.

They record it in their own voices (maybe with a little rehearsing).

They organize the content, add an intro/outro and some transitional sound effects.

They publish the podcast for anyone to hear.

Imagine a student podcast for special projects or Genius Hour ...

Students gather information and prepare for completion of their project.

They chronicle what they're learning with regular audio segments.

They pull it together into episodes of a podcast.

They reflect back over the progress of their project after it's done - and help others learn about the same topic.

Creating a podcast with Anchor

Anchor ( anchor.fm) is a FREE podcast platform.

Record audio with your phone, a tablet or a laptop/desktop computer.

Take "call ins" - record interviews with others for your podcast.

Arrange all of your audio content into an episode.

Add audio effects and music from Anchor's library.

Publish it to multiple platforms, including iTunes, Google Play, Spotify and more.

The terms of use for Anchor are 13+, so classes with students younger than that could create a class podcast that's supervised and moderated by the teacher who IS 13+.

There's some one-time set-up to do before the podcast is ready to go ...

1. Create an account, which can be used on the mobile app for iTunes (iPhone/iPad) and/or for Google Play (Android).

2. Set up the details for your podcast (name, description, cover art, category, etc.). Your students might really enjoy helping with all of these details!

3. Figure out what you want to record with.

1. MICROPHONE: You can use a special microphone (I use the Rode SmartLav with my phone and the ATR-2100 USB mic with my computer). However, I'd recommend using whatever you have OR the embedded mic in your device to get started. My advice: don't invest money before getting started. If you decide later that you'd like something nicer, then upgrade.

2. DEVICE: Having a tablet or deactivated smart phone could be a nice, portable option for recording with the mobile app. Or students could record from a laptop/desktop computer or a Chromebook. Experiment until you find the best fit.

Once your podcast is all set up, here's what you'll do to record:

1. Start recording some audio! Have students plan out what they'd like to say. I recommend Well Spoken, a book by Erik Palmer, to teach students the basics of communicating their message effectively.

2. Record as many audio clips as you need for the episode. They're all saved in Anchor, either in a new episode or in drafts.

3. Produce the podcast episode by putting audio clips in order and adding any music and transition sound effects.

4. Give the episode a title and a summary so listeners will know what to expect.

5. Publish it! The first time you publish, you can decide what podcast platforms to publish to.

Some things to consider when using Anchor:

1. Decide ahead of time what kind of identifying information you want students to share. Your school or district may have a policy on this. Address, phone number, information on their personal digital accounts, etc. shouldn't be shared on the podcast. Decide if they'll go by their first name, their initials, or something else when speaking.

2. You can also listen to podcasts with the Anchor app. There's a WIDE variety of content on Anchor and some includes language and themes that aren't appropriate for the classroom. It's easy to record without listening to other shows on Anchor, but if students start exploring the app, they could find something inappropriate.

So ... who's going to listen to this podcast?

Parents. So often, parents are craving a connection to the classroom. They want to know what their kids are learning. They want some "insider information" when they ask their child, "What did you do in school today?" And when their kids do something cool, they LOVE to brag about it and share it with others. (I know this because I do it with my kids, too!)

Grandparents and other relatives. These relatives might not see their little loved ones that often. Knowing what they're up to and hearing their voices might delight them.

Other classes. You know that teachers love getting inspiration from other teachers. Plus, other classes may listen to your class's podcast to learn from others their age.

Anyone in the world. This is possible when your podcast is available on these popular podcast platforms. Podcasts let you help and connect with people you'll never meet in countries you'll never visit.

With the Google Teacher Tribe podcast I create with Kasey Bell, we get contacted regularly from people all over the United States and in other countries with questions and comments about the podcast. We're CONSTANTLY blown away by the reach of our podcast.

Now's the time ... get started!

Producing a podcast on Anchor is FREE and doesn't take much time to set up.

It can give your students' learning an authentic audience. Plus, it can give them an opportunity to reflect on and think about what they're learning on a different level.

When they teach others, it gives the student a new, deeper perspective on their learning.

You have the tools. You have the know-how.

Give your students a big voice!
Note: I have no relationship with Anchor. I receive no compensation - monetary or otherwise - for mentioning Anchor in this post. It's just a service I use and love and think could be a great asset to teachers and their students! How could you use a podcast in the classroom? If you've done some classroom podcasting, what has been your experience? Share in a comment below! For notifications of new Ditch That Textbook content and helpful links: Interested in having Matt present at your event or school? Contact him by e-mail! Matt is scheduled to present at the following upcoming events:
[getnoticed-event-table scope="upcoming" max="15″ expanding="false"]

Sign up for Tech to Learn online course!

# data[].attributes.attachment_link.title
Why your students need a podcast: How to do it fast and free - Ditch That Textbook

# data[].attributes.attachment_link.description
Podcasts can serve a crucial role in preparing your students for the future and helping their learning to be meaningful. Sound like things you're looking for? You're in the right place. Plus, you (and your students) can create them for FREE in very little time.

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.attachment_link.readable_text
You are about to embark on a whole new journey in the world of education. In this tutorial we will take you step-by-step as you create your virtual classroom. Your students will now have a better way to submit Powtoons: directly to your classroom account.

After you register, you will see the main classroom page, as shown in the screenshot below. Your first step will be to add students. You can email them the first link listed in the screenshot below, or you can send them the "join group" link that is listed below that in bold type. When choosing the second option, don't forget to provide your students with the access code. In both cases you must request that your students first create their PowToon student accounts.

Once students begin to join, you will see the number of students in your virtual classroom window, as well as what percentage of your account you have used.

As you watch your classroom quickly fill up and realize that you will have more than 60 students in your class, simply click on the "upgrade classroom" button to extend your license options.

If you wish to create groups within your classroom you can select the "add group" button and create names and descriptions. Here you can also decide which groups of students can export to YouTube.

We created a test group in our example to show you how it will appear in your classroom page. This classroom interface can only be viewed by you, so your students will not have access to any of your data.

One of the best features of this account is the ease of PowToon submissions for your students and the manner in which you can quickly access their videos. Since all of the PowToons will be submitted to you in one place, you can keep them well organized.

When students create PowToons and save them under your group name, you will see the names of the students and a new submissions notice highlighted in yellow. By simply clicking on the new submissions section, a new window will open which will allow you to view each PowToon individually.

This is a wonderful tool to use for assigning PowToon videos and collecting the work of your students, but please​ keep in mind that unless your students assign their work to your name under their individual account you will not see or be able to view their assignments.

At this point each student selects the teacher they want to assign their PowToon to and then the teacher will be able to view the student's presentation.

Once you view a PowToon, the yellow highlighting will disappear, making it easy for you to keep track of which PowToons you have viewed.

Check out our tutorial, By Janis Raisen

The following two tabs change content below.

# data[].attributes.attachment_link.title
PowToon in the classroom - Getting Started

# data[].attributes.attachment_link.description
You are about to embark on a whole new journey in the world of education. In this tutorial we will take you step-by-step as you create your virtual classroom. Your students will now have a better way to submit Powtoons: directly to your classroom account.

# data[].attributes.attachment_link.readable_text
Technology integration is an important way to create meaningful learning experiences. Lesson planning for teachers can be overwhelming when incorporating the use of computers in activities. In this article, the process for integrating technology is outlined in four easy steps.

Technology Integration Lesson Planning Process

When designing computer-based activities, you must give consideration to how technology can be used to acquire, organize, demonstrate, and communicate information. The planning process for technology integration is similar to planning a curriculum unit. The main differences are HOW the students acquire the knowledge and skills, HOW they demonstrate and apply the knowledge and skills, and HOW learning will be assessed or evaluated. These differences have a major influence on the structure of a lesson plan as they incorporate the use of the computer.

In addition to the skills and knowledge that must be taught as part of the curriculum, consideration must also be given to the technology skills students need to learn. Often teachers assume that the students will figure it out on their own. However, this can waste instructional time. It is a good idea to plan ahead, so that the time in the computer lab is well spent.

Step 1: Examine Curriculum Documents

select the topic

identify learning objectives within a subject

Step 2: Determine Knowledge and Skills

determine students' background knowledge and existing technology skills

decide how students will acquire new knowledge and skills

gather resources required to achieve instructional goals

[adrotate banner="1″]

Step 3: Select a Technology Product to Apply Learning

choose a technology-based product for students to create

outline the content it will contain

select the software program(s) needed

list the technology skills required to complete the task

Step 4: Select a Method of Assessment and Criteria for Evaluation

determine the method of assessment

set the criteria to evaluate the technology product with a focus upon content,
quality of information, layout and design, and technology skills demonstrated

Technology Integration Sample: Lesson Planning for Teachers

Imagine you are planning an endangered species unit.

Step 1 Examine Curriculum Documents: As part of this unit, your students must investigate how animals have adapted to their environment and analyze the effects of human activities on habitats. You decide that you are going to integrate technology to achieve these aims.

Step 2 Determine Knowledge and Skills: One of your first considerations is what your students already know about the computer. They need to have basic computer skills. For example, they need to know how to use the keyboard and mouse, login to the computer, open and close programs, and save files. If your students do not possess these skills, you will need to teach them.

Another consideration is what your students know about endangered species and what they still need to learn. You may decide that in addition to books, your students will use the Internet to research. However, they may not have the skills to use the Internet. Perhaps students have never used a web browser or search engine. This means that you will need to teach these skills as well.

Step 3 Select a Technology Product: You decide your students will write a brief report about their animal using a word processing program. The report will include facts and pictures. Again, your students may not possess the technology skills necessary to complete this task, so you will need to teach them.

Step 4 Select a Method of Assessment and Criteria for Evaluation: Upon completion of the report, you will evaluate the work. Consider a method of assessment and criteria for evaluation. When selecting the criteria, decide if you plan to evaluate only the content and design of the report or if you will also include the application of technology skills.

Lesson planning for teachers involving technology integration can be simple. Planning ahead is the key to success.

# data[].attributes.attachment_link.title
Technology Integration Lesson Planning for Teachers in 4 Easy Steps - TechnoKids Blog

# data[].attributes.attachment_link.description
Technology integration is an important way to create meaningful learning experiences. Lesson planning for teachers can be overwhelming when incorporating the use of computers in activities. In this article, the process for integrating technology is outlined in four easy steps. Technology Integration Lesson Planning

# data[].attributes.attachment_link.readable_text
Copyright: Kathy Schrock. All rights reserved.
Republishing of these lists of links without express and written permission from this site's author is not allowed.
Links to this page  may be used, provided that full and clear credit is given to Kathy Schrock and Kathy Schrock's Guide to Everything with appropriate and specific direction (via the URL) to the original compilation of information on this page.

Permissions beyond the scope of this license may be available by emailing the creator.

Page created: 11/23/2012
Last updated: 01/13/2022
Kathy Schrock (kathy@kathyschrock.net)
URL of this page:
https://schrockguide.net/chromebooks.html

# data[].attributes.attachment_link.description
This page will provide links to online information about the use of Google Chromebooks in the PreK-12 classroom. There have been many successful pilots of these devices and 1:1 adoptions, and this...

# data[].attributes.attachment_link.readable_text
If I kept a scrapbook of my teaching career and labeled each part with a title, the section for this last year would be called The Year of New Initiatives. This was the year that my colleagues and I tried to keep our heads above water while navigating the currents of new assessment demands, new report cards, new changes to our pacing guides, new online textbooks, and new teacher evaluation systems.

The changes hit like a wave that caused much of our energy to be spent simply staying afloat, although many of us knew we were also sorely in need of professional dialogue about effective instruction if we were to keep our teaching spark alive. We needed a way to feed the part of us that, despite the new initiatives, continued to question whether we were providing kids with the best possible reading instruction we could.

In January, a group of us turned to a Teachers as Readers group in an effort to take a step back and re-energize, reconnect, and remind ourselves of what is truly important when it comes to effective reading instruction. We focused our energy on reading and discussing the book What Really Matters for Struggling Readers (Allington, 2012), and the article Every Child, Every Day (Allington & Gabriel, 2012).

As a result of our meetings, a curious thing happened: we not only talked about the research on effective teaching, and "the six elements of instruction that every child should experience every day" (Allington & Gabriel, 2012), but we ended each session with a twist by compiling our thoughts about what we, as teachers, needed to experience every day in order for this effectiveness to happen. The following represents our own thinking and learning regarding what every teacher should experience every day in order to implement effective reading instruction for all readers, including those who are motivated, advanced, reluctant, or struggling.

Teachers need time to teach language arts

As we talked about our take-away points from the professional reading we were doing, the issue of time kept surfacing over and over again. Teachers need time for planning, time for collaborating, time for learning, time for reflecting, and of course time for teaching. But perhaps the most important point that surfaced with respect to this topic was that teachers need enough time in their language arts block to implement effective reading instruction, and they need it every day.

In many schools and districts, guidelines exist regarding the number of minutes children should spend in a language arts block. Usually, the required uninterrupted block is longest in the primary grades, and gets a bit shorter in the upper elementary grades with an added expectation that students will spend additional time receiving language arts instruction in the form of integrated lessons in the content areas. This is the guideline and the expectation, but is this really what always happens?

Consider this possible scenario in an upper elementary grade where students are assigned to a language arts teacher depending on what type of learners they are. If students are considered "advanced learners," they are placed with a teacher who teaches language arts for advanced learners. If students have an identified learning issue and need a special reading program as part of the goals on an IEP, they are placed with a different teacher who has a group of students scheduled to work for part of the language arts block with a specialist. If students are "average learners," they are placed with yet another teacher for instruction in language arts.

While the nature of such a set-up may sound as if all needs are being met, we are still left feeling the need for more time in the language arts block. In fact, we are actually left grappling with the following questions: Could it be that a schedule that was designed to provide special programs for all types of special learners (advanced to remedial) is taking time away from language arts instruction with some students? Why does our language arts block seem like it is constantly being whittled away? Why, after all the consideration for matching students to appropriate teachers and programs, do teachers still feel like they are constantly losing precious minutes?

In the conversations surrounding our professional reading, we realized several things. First, we realized that there is no way around the fact that transition time cuts into instructional time. When students move from a homeroom to a language arts class, precious minutes are lost. When students move in and out of a special program with a specialist, precious minutes are lost. And when students pack up to leave their language arts teacher at the end of the block, even if they are heading off to work with an intervention teacher, precious minutes are lost.

We also realized that many times, it is our students with identified learning needs that are being impacted the most with respect to the issue of time spent in language arts instruction. While we acknowledged the fact that those students may need specialized instruction from an expert, we also realized that in some cases we are still providing that instruction during their designated language arts time. This often translates to a transition out of the class, a transition back into the class, and a program being delivered as part of the language arts block rather than in addition to the language arts block. In essence, the students who need more uninterrupted time practicing reading are sometimes getting less, which is something we absolutely cannot continue if we are truly committed to providing effective reading instruction for all students.

Finally, we realized that in an ideal world, we would raise our voices and advocate for a two- hour uninterrupted language arts block, every day, from grades K - 6. Our reasoning stemmed from the simple fact that research has shown that the amount of reading has a positive impact on reading development, as does the amount of time students spend practicing (Allington, 2012, Fielding & Pearson, l994; Rasinski, Blachowicz, & Lems, 2006).

Yet in our upper elementary grades, even on a day without any outside interruptions, students who spend time transitioning from class to class can easily have a ninety-minute language arts block whittled down to eighty. Even the best teachers feel rushed trying to fit a demonstration, guided practice, independent practice and reflection into a reading and writing workshop in eighty minutes. It goes without saying; teachers need enough time in their language arts block in order to provide effective reading instruction.

Teachers need a yearly budget for classroom libraries

In December of 2012, a small group of us were fortunate enough to hear Donalyn Miller, author of The Book Whisperer (2009), speak at the Greater Washington Reading Council's fall reading conference. We were captivated by her astounding yearly challenge to her students to read forty books, and her quest to create lifelong readers among her students. We identified with her passion for having students choose what they wanted to read in school and felt validated to learn that there is much research to support this practice. We were motivated to focus our energies on recommending books to students, and encouraging them to recommend books to each other, in an effort to create what she refers to as a "book frenzy" (Miller, 2009, p. 22). And we understood, clearly, that when students walked into her classroom, they were sure to exit at the end of the year as readers who chose to read for enjoyment. There is no doubt that, in addition to having a teacher who was passionate about reading, at the heart of this transformation lay the classroom library.

Classroom libraries are central to creating readers. They provide a launching pad for book recommendations, a relaxing spot for discovering new titles and genres, and an environment where books are instantly available during language arts. They are also an ever-changing entity, as new books are constantly being published, new titles and series are always being discovered, and old books are continuously being weeded or replaced.

Just this past year, upper grade elementary students I worked with waited anxiously for the sequel to Because of Mr. Terupt (Buyea, 2011), shared the classroom library's two copies of Wonder (Palacio, 2012), and begged for more of Rick Riordan's books to be added to the collection. This was just the tip of the iceberg, because once students started sharing what they were reading with each other, they were buzzing about what books they wanted to read next, which authors they were enjoying, and which genres they were exploring.

Teachers need a budget for classroom libraries so that they can continue to add fuel to the fire that starts to spread when students become part of a reading community. When students begin choosing books, reading books, hearing about books, discussing books, recommending books, and finding out about books soon to be published, it's like seeing a spark ignite. The way to keep fanning the spark is to keep the excitement high by adding books during the school year, when kids want to get their hands on them.

Unfortunately, it seems that in too many instances teachers are given a sum of money to spend at the end of the year while they order their supplies for the following school year. I've often wondered if this is the most effective way to do this where reading is concerned, since classrooms are winding down for the end of the year, teachers are busy with end-of-year responsibilities, and perhaps most importantly, the books will arrive during the summer when classrooms are empty and students are gone.

What if teachers were given a sum of money at the beginning of the school year to spend on classroom libraries as the year went on? How would this impact a classroom of students anxiously awaiting the publication of the next Rick Riordan book? How would it impact a classroom of students who had just discovered a new series that was currently unavailable in the classroom library? How might such a decision impact a new teacher who has yet to establish a classroom library at all? And, most importantly, what would it do for students' motivation by giving them a say in what was ordered for the library as the year progressed?

In the book Readicide, Gallagher (2009) shares an anecdote about being struck by the realization that competitive Olympic swimmers not only had hours and hours of practice, but before they even became Olympic swimmers they had "access to the pool" (p. 29). He notes the comparison with students' reading, pointing out that if we are to put kids in a system that uses high stakes testing as a way to determine reading achievement, then we had better be giving them access to "the pool" so that they can practice. He then elaborates by stating that, "If we want our students to do a lot more reading than they are currently doing, they need to be immersed in a pool of high-interest reading material" (Gallagher, 2009, p. 30).

This is where a well-maintained and continuously updated classroom library is essential; it offers students the "pool" for diving in, getting hooked, and practicing. People who own pools need a budget to maintain them: they clean them, check that the chemicals are properly balanced, and add more water when necessary. Teachers who create readers need a budget for classroom libraries; they weed them, check that there is a balance of different genres and series, and add more books through the year. Teachers need designated funds in order to give their students access to a well- maintained pool of great literature, where they can practice the strokes needed to become proficient readers.

Teachers need to be evaluated fairly

Of all the new initiatives that landed on teachers' plates this year, the new evaluation system was probably one of the most heated. Teachers began their school year with a new evaluation process that included a requirement of writing measurable goals that addressed student progress over the school year. It sounds fairly simple: the teacher would consider a group of students, administer and analyze baseline assessments, then write a specific, measurable, attainable, realistic, timely and rigorous (SMART-R) goal that would focus on raising the achievement level of the students.

On the surface, it sounded like a process that was designed to keep the focus on student learning, requiring teachers to analyze students' initial strengths and instructional needs, and plan for their growth over the upcoming months. But in reality, the new system had many components that added another layer of stress, including the fact that forty percent of a teacher's evaluation would be based on students' demonstrated achievement of these goals.

Evaluation is obviously a critical component of any profession, and teaching is no exception. However, with the current emphasis on high stakes testing, many teachers worry that evaluation is becoming more about analyzing scores than receiving reflective feedback on their teaching. For example, in many school systems, teachers give baseline assessments in reading at the beginning of the year for the purpose of getting to know their students' strengths and instructional needs. If they choose reading as the academic strand for evaluation purposes, they may also use the initial data when planning and writing their SMART-R goals. When a teacher considers that forty percent of the evaluation that determines worthiness of reappointment is based on meeting this goal at the end of the year, there is a risk that instruction will be then be focused on raising the scores rather than on creating lifelong readers. This seems a logical outcome, but what is best for the students?

In Readicide (Gallagher, 2009), the author contends that, "Unfortunately, testing pressure often trumps reason" (p.76). He is referring to the fact that we have volumes of research to show that students in schools today are often given a narrow lens through which to view reading, being taught to respond to books in the language of testing, and being taught to answer questions in a test-like format. This may raise the scores, but does it create students who will want to read recreationally in their lives? And, more importantly, is it fair to say that a teacher is worthy of reappointment by looking through the lens of whether or not the students all raised their test scores as reflected in the SMART-R goal?

Donalyn Miller (2009) advocates for the importance of using data such as student interest surveys, student reflections, and end-of-year student evaluations that ask students questions about how they have grown as readers. She sets goals for her students based on the number of books they read over the course of a year rather than the number of points they raise their fall assessment scores by. And she helps students meet these goals by spending her year recommending books to them, reading aloud to them, giving them choice in their reading, and giving them the time needed to increase their volume of reading. In essence, she spends the year devoting her time to creating readers, giving students a wonderfully wide lens through which to view the subject she is so passionate about.

Unfortunately, the culture of high-stakes testing is here to stay, along with the pressures it creates for administrators, teachers, and students. Likewise, there is no doubt that assessment remains an important part of teaching and learning. But when raising the numbers begins to seem more important in a teacher's evaluation than having an ability to motivate students and foster a love of reading, instruction runs the risk of suffering, as does teacher morale.

In a welcoming message written by a former president of CHADD (Children and Adults with Attention Deficit/Hyperactivity Disorder), Steven Peer (2011) stated, "So many teachers I know entered the profession out of a passion, a love of the children. And somewhere along the way, between the paperwork, politics, and testing-to-benchmarks, they slid (ever so slowly) into operating out of fear. It is debilitating" (p.2). Is it possible that an over-reliance on scores will result in a number of teachers who make decisions regarding what, and how, to teach based on fear of assessment results?

Fortunately, despite the fear that not all students will meet the SMART-R goal, there are still plenty of teachers out there who exhibit the characteristics needed to put kids on the path to becoming lifelong recreational readers. They share their enthusiasm for books, put great books in the hands of students, and create a classroom environment where kids are excited about reading. If our mission as teachers is to ensure that students will continue to read when they leave our system, then perhaps a fair teacher evaluation would consider these characteristics to be as important, if not more important, than simply raising the numbers on an assessment.

Teachers need assessment to guide instruction, not take away from it

As stated earlier, assessment is still an important part of teaching and learning. With respect to reading, teachers depend on the results of authentic assessments to help them identify strengths and needs, set goals, and measure progress. In other words, they depend on assessments to help them guide instruction. But with the additional onslaught of high stakes testing, is it ever possible to incorporate too much, to the point that the combination of yearly formative and summative assessments starts taking away the very instructional time students need? This topic came up at one of our Teachers as Readers discussions, and the results of the conversation were quite enlightening.

As we looked at a typical school year, we asked ourselves if it were possible to determine a ballpark figure of how much instructional time in language arts was actually taken up with assessment in the upper elementary grades. We started by mapping out the assessments given over the course of the school year that occur during the scheduled language arts block. We factored in beginning of the year reading assessments, county-wide assessments that measure progress within the curriculum and toward the state standards, mid-year assessments, end of year state tests, and the end of the year reading assessments. When we additionally factored in the minimal time devoted to test preparation lessons, we concluded that we were actually giving up close to a month of instructional time in language arts to assessing our students. A month of instructional time? Could this be possible?

An even more alarming thought occurred when we talked about our students with diagnosed reading disabilities, some of whom were working in specialized reading programs as part of the goals of an Individualized Education Plan (IEP). It became evident that those students were often giving up even more time to assessment because they also had to take tests that were a part of the specialized reading program they were enrolled in. And since these students were typically the most struggling readers, it became apparent that we were putting our kids who had the most difficulty through even more rounds of assessment, taking up more of their instructional time, and fearfully impacting any joy they may have found in reading.

Formative and summative assessments are useful to teachers when the purpose is to guide instruction. But many teachers feel frustrated by what seems to be a tidal wave of assessment overload, compounded by the sad truth that many of the assessments don't necessarily even correlate to what they measure. Add to this the fact that teachers' evaluations are heavily weighted on the ability to show progress on assessments, and the result can be that teachers feel the need to constantly teach to the language of tests.

In a traditional reading workshop, one of the most powerful components is that of the "minilesson," where the teacher spends roughly ten minutes explicitly teaching the students what they will need to learn before they are set off to practice in a guided or independent setting. The concept of the minilesson is based on the fact that students shouldn't spend all their time listening to the teacher teach, but rather should only have the explicit instruction necessary for them to spend most of their valuable time applying what they learned.

I've often thought about how wonderful it would be if we could apply the same concept to assessment, allowing teachers the professional capacity to use a more "miniassessment" approach. The concept would be based on the fact that students shouldn't spend an unnecessary amount of time taking tests, but rather should be required to take only those assessments that give teachers the explicit information necessary to guide instruction and measure progress. Testing would take up a smaller portion of the school year, so students would be able to spend more of their valuable time practicing and applying the skills they need to become successful readers.

Research has shown the need for students to be given time to read in order to become successful at it. When discussing the results of the 1998 NAEP Reading Report Card for the Nation (Donahue et al., 1999), Allington (2012) states that, "At every age level, reading more pages in school and at home each day was associated with higher reading scores" (p. 47). This requires that students be given enough time during the year to be reading in school; we cannot afford to give up a month of this time to assessment overload. When governments, states, school districts, schools, and departments work to make decisions regarding issues of testing, they need to look carefully at the amount of instructional time that gets impacted with every required test.

Assessments are necessary in order to guide instruction and measure progress, but when teachers lose weeks of instructional time due to testing requirements, then perhaps it's time to consider whether the benefit of acquiring all the data outweighs the amount of time taken away from kids who could be reading.

Teachers need meaningful professional development

In March, as we were planning the last few sessions of our Teachers as Readers group, it struck me that the experience had provided something much deeper than just the reading and discussing of a book. It had morphed into something more meaningful, as teachers talked with each other, reflected on new learning with each other, connected with each other, and made changes in their practices based on what they were learning and a common goal of wanting to do what's best for kids.

In a school year where so many new initiatives were stealing teachers' time and energy, the format of the Teachers as Readers group not only ended up providing the professional development we needed, but it was also responsible for keeping many of us focused on what was truly important as we sifted through the flood of requirements brought on by new initiatives at the district, state, and even federal levels.

As teachers, we have long experienced professional development initiatives that consisted of bringing in an expert to talk with us for a day or two. But as I think about this, I am often left wondering: Is listening to an expert talk for a day the best way to create a more expert teacher? Does it provide the collegial support needed to try something new in a classroom? Does it lend itself to rich conversation among colleagues?

In many of our schools, teachers are now meeting on a weekly basis in an effort to closely monitor the achievement of their students and adjust their teaching as needed based on assessment data. Teachers have established what used to be known as PLCs (Professional Learning Communities), which have since evolved into the more current acronym of CLTs (Collaborative Learning Teams).

As a result of these weekly team meetings, teachers are keenly aware of which students are mastering material, which students are struggling, and which students are exceeding expectations. The concept not only allows teachers to identify students who need re-teaching, students who have grasped concepts, and students who need enrichment, but it also creates an environment where teachers work together to plan and take responsibility for the success of all students at a particular grade level. As I attend these meetings, I am always impressed by the focus on data, and how assessment results are being used to adjust instruction.

However, I am also left wondering how on earth a teacher takes the next step after identifying students who are struggling. How does the teacher become skilled at reaching the struggling learner? What "tools" are available to help the teacher become more of an expert in providing what is needed for a student to succeed? When do the teachers talk about what kinds of instructional components need to be in place in order for more students to be successful, and when do they learn how to implement these components?

As an outside observer, I sometimes wonder if the concept of the CLT runs the risk of becoming what might be called a CAT (Collaborative Analyzing Team) because, when teams need to invest so much of their time analyzing student assessment data, there is often little time left for discussing next steps for effective instruction. While the assessment data are important for identifying the strengths and needs of the students, isn't it still worth asking how we continue to keep a focus on the "L," so that our teams go beyond the analysis of the data and meet the end result of learning how to provide what their students need?

According to Allington (2012), "Professional development should be a personal professional responsibility as well as an organizational responsibility" (p. 161). In other words, as teachers we have a responsibility to find ways to fulfill the need for ongoing professional development, but as employees we depend on the organization we work for to support our efforts to do so. This is why it is crucial for school systems to continue supporting initiatives such as Teachers as Readers projects, and Teacher Inquiry projects; these projects keep the "L" at the forefront of collaborative learning, allowing teachers the opportunity to share new knowledge, question, implement, reflect, and collect data.

Compare the importance of these initiatives with those that take place in a teaching hospital. It may sound strange, but if a loved one needed an expert to perform a surgical procedure for a health condition, I would want that person to go to a teaching hospital. Why? According to Merriam-Webster, the medical definition of a teaching hospital is, "A hospital that is affiliated with a medical school and provides the means for medical education to students, interns, residents, and sometimes postgraduates" (Merriam- Webster, Incorporated, 2013). In other words, the staff and students at these hospitals have continuous access to cutting edge research, education and training while delivering top-notch patient care.

Wouldn't it be great if more schools followed a similar model and became "teaching schools," where they were affiliated with a university or staff development center that provided the means for continuous on-site education and training for teachers so that they could deliver expert teaching to their students? Teachers need meaningful professional development if they are to be part of collaborative learning teams that remain on the cutting edge of education, and provide top notch, expert instruction for the students in their care.

Teachers need student input

As our Teachers as Readers group was nearing the final session, we began talking about all we had learned about what students need, every day, in order to become successful readers, and what we as teachers need, every day, in order to provide it to them. We summarized the topics of time, budget, staff development, teacher evaluation, and student assessment, and then found ourselves turning to the topic of asking the students. After all, how often is it that we truly ask the students what would make reading instruction effective, or even fun, for them?

In The Book Whisperer, Donalyn Miller (2009) spends time explaining the various surveys, reflections, and student evaluations she uses with students in an effort to let them have input into what it is they need to further develop as readers. She creates an environment where students are candid with her as they share their interests, struggles, successes, and goals. With the spring season and its high stakes testing schedule looming right around the corner, we decided to at least carve out a moment to ask some of our own students what might make reading more enjoyable for them in school, and we discovered the results to be wonderfully insightful.

For example, when we recently asked a group of fourth graders what would make reading more fun for them in school, a surprising amount of conversation erupted as everyone seemed to want a voice. One particular class shared many responses, which were then compiled into a "top ten" list based on what the students said. The results looked like this:

Ten Things That Would Make Reading More Fun For Fourth Graders:

Instead of tests we should write a paragraph about what we are reading or learning.

1. We could read books that were interesting even if they were too hard or too easy.

2. More books...... WAY more!

3. More comics.

4. More time for reading, and more conferences.

5. The teacher should read the read aloud book longer.

6. Less "Sit at your desk, honey."

7. We need to share our books, like maybe having partners that we talk to every time so we can interact about our books.

8. Act out more scenes from the book in reader's theatre.

9. A more comfortable place to sit! Bean bags or something.... at least something softer than these plastic chairs!!!

Looking over the list, we were reminded of how many of the items identified by students were also identified in the text we were reading in our Teachers as Readers group, as we saw the students speak to issues of time, choice, and opportunity for sharing. Even the last item that addressed having a comfortable place to sit brought a smile to our faces as we were reminded of how rarely it is that we, as teachers, race home at the end of the day to curl up in a stiff plastic chair to read.

What surprised us the most was that when we had opportunities to ask students what they thought would make reading more enjoyable for them in school, they almost always replied with responses that were research-based. Students want more choice, more access to a variety of books, more time to talk about their books, more opportunities to be read to, and more time for reading, all of which are proven components of effective reading instruction.

As teachers sift through the demands of content curriculum, pacing guides, reporting instruments, and assessments, they should also be encouraged to deviate from the agenda once in a while and simply ask the students what would make reading more fun for them. The input they receive will provide valuable insight into students' perceptions of themselves as developing readers. Students often know what it is they need, and teachers will find it enlightening when they give them a voice and take their responses to heart.

Conclusion

This was the year of new initiatives, a year when teachers were asked to navigate many changes in the form of instruction, assessment, textbook formats, reporting systems, and teacher evaluation. But despite all the changes, many of us found ourselves wanting, even needing, a professional development opportunity such as the one we received from our Teachers as Readers group. It offered us a chance to step back and look at the research on what is truly important for all students when providing the best possible instruction in reading.

As I reflect on the highlights of leading the Teachers as Readers group this year, it occurs to me that we need to keep the conversation going. The research tells us what students need for effective reading instruction, we've identified what we as teachers need in order to provide it, and yet we still struggle to get to a point where our schedules, budgets, and assessment requirements are in line with the items we've identified.

Maybe next year will go down in my mental scrapbook as The Year That Change Made Sense, where we would find a way to put more uninterrupted time in our schedules, cut back on the number of assessments given, have access to funds for classroom libraries, and find a way to consider student motivation and a teacher's passion for creating lifelong readers as important factors in an evaluation.

Maybe we would spend less time collecting, entering, and analyzing data and more time engaged in professional learning as we work toward becoming more expert teachers.

Maybe we would focus less on raising the numbers on our assessments and focus more on the joy we find in teaching and instilling that joy in our students.

I do believe that just as students seem to know what they need in order to learn, teachers seem to know what they need in order to teach. We just need to raise our voices, speak to what's best for kids, and stay true to what really matters in effective reading instruction.

About the author

Donna Mecca is a reading teacher at Armstrong Elementary School in Fairfax County, Virginia. She received her B.A. in Special Education from Hood College and her M.Ed. in Reading from Towson State University. She is interested in finding ways to motivate reluctant readers, and is an advocate for what both students and teachers need in order to make reading instruction effective and fun.

# data[].attributes.attachment_link.title
Every Teacher, Every Day: What Teachers Need to Implement Effective Reading Instruction

# data[].attributes.attachment_link.description
If I kept a scrapbook of my teaching career and labeled each part with a title, the section for this last year would be called The Year of New Initiatives.

# data[].attributes.attachment_link.title
The Role of the School Library Media Specialist in the 21st Century. ERIC Digest.

# data[].attributes.attachment_link.description
Provides full-text access to the ERIC Digest of this name.