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After looking back at the work I have done the past five weeks I believe learning that there is a framework created that would help schools teach digital citizenship.  This may also be my biggest shock as to I can’t quite understand why schools have not enacted such a plan when there is such a need for one.  Schools in our area are pushing Social Emotional Learning right now but we are missing a huge chunk to the puzzle when we skip over digital citizenship.  I can see how a digital citizenship curriculum implemented in all grades levels would help to create an inclusive environment for all.  I believe the things I am most proud of for this course is my creation of a Powtoons animation video as this is something I knew nothing about and I am excited about using this platform more.  I feel that is will be useful to me as I try to grow my career.  The other thing I am proud of it my plan I created for implementing a digital citizenship curriculum for my school.   I am proud of this because I was able to take what I have learned and form a plan that implements instruction of all nine elements not just a few.  I feel these are very important lessons that as a school it is our duty to teach to the students.

The biggest struggle I had with this course is I hated it from the beginning the amount of material stuffed into one week made the learning daunting and was hard to decipher what was of importance.  I especial struggled with our copyright lessons as I did learn a bit about the law but I still do not have any strategies or solutions to help teachers or students with them.  I do not see me being able to take what we did and use it to improve instruction in this area.  It just made me have some experience with the law.   I believe there has to be a better way.  Learning is fun when it is relevant.  This is a component of the the COVA model so I would hope that Lamar could find a better way to align this course to the COVA model.

My suggestion for students taking this class is to first look over the weekly assignments and then skim through the suggested reading materials and videos.  Pick out the material that looks to be the most useful to you for completing the assignment.  If you choose to read all the material and watch all the videos you will be wasting your time, and as educators and parents and adults with other responsibilities we don't have time to waste.  Many weeks the videos are very repetitive and you could waste an hour watching the same thing over and over again.  Secondly I suggest you purchase Mike Ribble’s book.  I bought the online version and wish I had paperback as it is important component to the class.  The other books may not be worth your time.  If you do purchase them start reading them at the beginning of the class because along with expecting you to read many articles and watch a lot of videos one week the expectation is to read a whole book.

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I was a bit annoyed with this week's discussion. We were to learn about the number one problem with technology and students, cyberbullying. There was a very large reading assignment from a text copyrighted in 2009. One of the biggest problems with technology is it moves faster than education and here we are reading a text that in 9 years old. Another frustration would be that we never spent anytime in the web discussion or or any of the other 7 articles or ten videos discussing the laws that have been enacted to protect students from cyberbullying. All the learning material was a few years old. Texas for instance has passed a law known as David's Law that helps schools parents and police protect students from cyberbullying and gives clear guidelines for the schools to follow when dealing with both victims and perpetrators. I guess I expect to see more from a program that is designed to prepare teachers for roles in Administration and Technology Leadership.
The Marble Falls ISD has payed attention to what students and family need and has a very well planned out protocol in which they follow for both bullying and cyberbullying.  This plan clearly follows the Texas legislation and David's Law.  MFISD defines bullying as "a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that:
Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property;
Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student;
Materially and substantially disrupts the educational process or the orderly operation of a classroom or school; or
Infringes on the rights of the victim at school."(Marble Falls ISD, 2018/2019)  Cyberbullying can be done with any electronic device and or an internet platform. Students who observe or are victims of cyberbullying should tell a parent teacher or administrator. The administration and schools will protect those against retaliation. School administrators will notify parents of the victim and the accused students. There is also a link on the Marble Falls ISD webpage where students can report bullying and cyberbullying anonymously. After the investigation by administration discipline action may result even if the incident does not qualify as cyberbullying.  Depending on the investigation the administration has the right to involve the local police.  If it is felt that the victim needs to move campuses the school board can approve such actions.

Marble Falls ISD Student Handbook 2018 -2019 School Year  . (n.d.). Retrieved from  https://www.marblefallsisd.org/site/handlers/filedownload.ashx?moduleinstanceid=314&dataid=8158&FileName=18-19%20Student%20Handbook%20OFFICIAL.pdf

Texas Schools Safety Center. (2019). Texas Bullying Law [video file]. Retrieved from

https://txssc.txstate.edu/videos/bullying-and-the-law/

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This week my class has been concentrating on copyright and I think it has quite possibly been my least favorite week of learning throughout my whole masters courses. And this isn't even because it was during spring break. Copyright is a messy issue. First off there are so many different types of copyright like music, images, videos, literary works, research and creations. So there are pieces of the law that pertain to each type. Then you have the additions and or adaptations and substitutions made to the law according to modernization and technology. All of this when added up just makes understanding of the law a little hazy. But, then one must know and understand accommodations given for teaching and learning in both face to face environments and online ones also. All along I have been of the mindset you can use what you need in a lesson as long as it is relevant to a positive learning environment. You should give credit to the creators and you can not take a textbook/ workbook and make copies for all your students if we have not purchased the rights to it.
I would have liked to spent the week learning strategies to help teach copyright to students. I would like help in finding technology tools that ensure students are giving credit to creators and or are ethical digital citizens. Although I now know all parts of the copyright laws I am still not equipped with the tools needed to be a leader in schools who helps teachers and or students follow them

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What is digital citizenship and Do We Teach It?

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What is digital citizenship and Do We Teach It?

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Digital citizenship is defined as “s defined as the norms of appropriate, responsible behavior with regard to technology use.  Anyone who interacts regularly online automatically becomes a digital citizen." So the question we started with was is there a difference between digital citizenship or regular citizenship? I believe the answer is no. When we discussed digital citizenship in the class discussion it hit me that we have completely missed a whole generation.  I am one of these people.  I was raised with technology in my schools and I use technology everyday but I have never been taught how to properly use technology.  So now we have a whole generation that is raising children and since they have never been taught how to properly use the technology we can not expect them to see the need to teach their own children.  Granted many from this generation can see the need for such instruction but usually it is the families that need it the most that do not understand this need.  Just as schools had to introduce a character program within their school the same is needed for technology.  Since most schools are already doing character education I am hopefully that we can easily add technology into these character discussions.  I believe through the implementation of digital citizenship lessons we will be able to not only equip our students with tools needed for the 21st but also empower students to use the internet for good.  After reading about Ribbles nine elements of digital citizenship I am struck with wonder as to why we haven’t already implemented such curriculum with our character instruction.  The organization of the elements in categories or REP’s with stand for Respect, Educat, and Protect.  The plan has a sequence for schools to follow starting with Kindergarten.  After spring break our district will be implementing a new character education program.  I bet if I was to sit down and look at it along with Ribble’s REP sequence the two could be blended together to not only teach students citizenship face-to-face but also with technology.

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During the building process of the eportfolio it was hard to deal with the unknown.  The freedom given was great, but as a graded assignment it was hard to know if what you were doing was right.
The thing that struck me when I saw all my peers eportfolios is that there is so many ways to present the same information and not one way is better than the other.  I think as teachers this is an important for us to remember.  When we give students the freedom to choose the way they design the assignment they take ownership in it and therefore it becomes authentic.
I also was able to learn about other platforms and may be willing to try one of those out in the future for other projects because I saw my peer use it. As a digital leader in the schools we can use what we have learned and experienced in these courses to change the way we teach students and teachers. We can guide learners through the process of finding their voice when completing their work by giving them choices in the way they collect and present their learning.

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FUNdamentals of an Eportfolio

When I started my courses the professor kept talking about these Eportfolios.  I had no clue what she was talking about.  I had remembered my principal had brought up the topic of all students have portfolios and I remember our instructional coach requiring us to take three writing samples a year for student portfolios.

So to say the least I was a little confused about what they were and what I was gonna have to do with one.  Well let me tell you Eportfolios are not like anything I had before.  So here are my ins and outs of a eportfolio.

1st.  It’s whatever you make it to be

The eportfolio can serve many purposes.  It can be a resource to promote what you do and provide prospective employers a glimpse of your talents.  It can be a place where you share what you are working on, learning or loving.  It can be a place for blogging. Or it can just be a catch all for all of the things listed above.

2nd. It has got to be yours

If you do not control what goes into your eportfolio will you really even own it? Will you continue to work on it and build your content after the class assignments are over? Will you be as eager to blog about what your doing if your audience has faded?   We really only do the things we want to do, in order to find success with eportfolios one needs to be incharge of what goes on their site.  Plus your content will be lacking if you are doing an eportfolio for someone else or a grade.

3rd. IT shows your learning

Learning is active. Learners grow develop and change.  This must be present in your eportfolio.  One should be able to go through your blog and see insightful reflections about your learning, growth and change.  You can add documents or images as artifacts of learning.  You should continue to add to your eportfolio.  It is not a one time creation and done.

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Eportfolios can be whatever you want them to be.  You can use them for a job, to get a new job, blogging, or just to showcase what you do.  My plan for my eportfolio is to use it to showcase the cool things my students create in our new Makerspace.  This is something I have written a grant for and am writing cross curricular TEKS based lessons that I co-teach with the classroom teachers.  I also hope to continue to blog as I believe in the good social media can do.  Sharing stories, teaches and empowers others.  I will not have a set goal or purpose of my eportfolio as it will grow with me.  It’s fun to think I will be able to look back and observe how far I have grown.

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What I learned While Building an Eportfolio 

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What I learned While Building an Eportfolio 

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Part of my Educational Leadership program is on the creation and use of eportfolios.  My experience with portfolios was slim to none.  I knew we had writing portfolios for our students but after fifth grade they were sent home.  My principal had mentioned having online portfolios for students but that's as far as it went.  I did build a website that I used to show at interviews but that was six years ago and once I got the job I never touched the site again.  So I would have to say I was pretty much a novice when I started.

The professor said we could use whatever we wanted but they constantly went on about the capabilities of Wordpress.  I started making two one with Google sites and one on Wordpress.  After about a week of building a lot on Google sites and absolutely nothing on Wordpress I decided to stick with Google sites. I am all about trying something new but I was so lost on Wordpress.  There were all these things and I had no clue what they were supposed to do.  Maybe I needed a class on just website vocabulary, like what is a widget? So I have stuck with Google Sites and I am happy to say it has worked out well.  I use Padlet for my blog and just embedded that in my site.

The other unknown was, what is an eportfolio? I have come to learn that it can be whatever you want it to be.  Currently I use it for my blog and to showcase cool things that have gone on at my school.  I am excited to share my Makerspace lessons and student work when it is ready. If you would like to check it out there is a link below.   I still wonder how we could get students involved in building their own so hopefully this next week I am going to have my 2nd grade GT students begin to build their own to test it out. I am hoping by sharing mine and showcasing what I am learning they will get excited about sharing their own.

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A love for always trying something new has provided me with a variety of teaching experiences and settings. I have lived in seven different states taught PreK, 1st, 2nd, 4th, 5th and Gifted and Talented. I have been a math a reading interventionist that went into the homes of children who attended failing schools and provided interventions in their homes after school and on weekends.

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One of my texts books for my masters program is the COVA e-book written by Dwayne Harapnuik, Tilisa Thiboudeaux and Cynthia Cummings.  This book is all about the use of the COVA model plus CLSE learning environments to create authentic learning.  COVA stands for choice, ownership, voice and authenticity and CLSE standing for creating significant learning environments. I loved the concept of COVA, when I learned about it in my last class and immediately started using it as a planning tool in my makerspace classroom.  I can say as the kids have started building and implementing these lessons some of them are really great and hit the mark and there are two grade levels that I am still unsure of.  So with this as my starting point I was eager to read this ebook and have it help me with implementing more lessons.  Maybe it was my mindset but I struggled through this reading.  I wanted more.  Here I was a teacher who was ready to take this COVA on in her classroom, but examples given to me were students who were homeschooled.  It wasn’t until the last 10 pages of the book that I was finally told by the author that they would not be giving us examples  as this is not a quick fix.  I understand that but I wish for more or something to help me with the implementation in a classroom that does have grades, standardized tests, TEKS and time constraints.

With that all being said I still love the book and I love the concepts I wish we could change the world of education right now with the snap of our fingers.  I do recommend this book to anyone wanting to learn more about creating environments for student voice, choice, ownership and authentic learning.  My principal has asked to read it and we discussed sharing with our staff.  Student voice is a new goal for our district next year so although we can not change education with one snap of a finger sharing the message is a start.

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When thinking about creating ownership for students it makes me think of a PBL framework.  Through the development of a driving question students are able to participate in authentic learning.  This also encourages student engagement.  Therefore as teachers it is important to create lessons and assignments that have an essential question that is authentic to the students.  Through this, learners will take ownership of an assignment.  Then when asking the question of who owns the assignments on an eportfolio the answer would  be the students.  Learners  will be showcasing with pride thiri creations and be able to reflect on the learning that occurred for them throughout the process.

Through the use of authentic lessons students also find the connection and purpose for their audience.  Rather than just assigning work and posting it in a public domain.  It didn’t work when the teacher told the student to make sure they did a good job because she was going to put the paper out on the bulletin board so why would it work now on a website. As a teacher it is important to take in account student relevance, interest, voice and choice when creating assignments to ensure student ownership.

I think the use of digital technology in at least elementary classrooms are on a slippery slope.  I love that teachers are using technology and can share students work but it is important to ask ourselves how is the use of the technology encouraging the COVA model and really being aware of this question, is technology enhancing the product or just a very expensive replacement of the pencil and paper.  This leads me to believe as elementary educators we need to rethink the planning of lessons.  Yes we have to teach children how to read and write but how can we do all this in an authentic way.  How can we get students excited about the TEKS.  This is something I am working on in my Makerspace.  I can see some of the lessons I am doing flourishing and it is exciting as we are moving past the planning process and moving into building but their are a few grade levels that I may have missed the mark and need to reevaluate how to teach these TEKS in an authentic way.

But here is my question, how do I build an eportfolio with elementary aged students.  Our district uses google so do they all create their own google site? Or is there a better way?

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For my ISTE certification I was reading this article about the changing role for educators. It centers around how educators do not need to move beyond the idea that they are just content experts. The new role for teachers is to develop higher order thinking skills, character and life long learner skills. Careers for students will be ever changing. Students will be pursuing multidisciplinary careers throughout their lifetime.  Therefore as teachers we need to concentrate on more than just the content.  Teaching students to learn about learning and how to modify and adapt their own way of learning will allow students to adapt their knowledge to their career path.
This is why it is imperative for teachers to develop lesson plan that motivate students through authentic lessons that are differentiated to the level of the students within your room.  This can't be done in a text book.  This relies on what you know about your learners and is developed through the relationships you build with student within your classroom.

James H. Stronge, Leslie W. Grant, and Xianxuan Xu, The Changing Roles of Teachers: What Research Indicates. November 09, 2015 Volume 2, Issue 13, Number 4

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Just wanted to show what cool stuff my kids are doing. My fourth grade GT students are doing a unit on inventions and innovations. The students created surveys for students, staff and parents on common annoyances or problems. They used their google form surveys to help them create their inventions. This group is so cool and some of the inventions I could really see going to The Shark Tank. This student is building a watercopter, it is a device that can go hoover above the water or go in, it will have a light and camera too. The cool thing is he needed a motor to power his copter even if it was just a prototype so he took apart a VCR we had in the Makerspace and viola he had his motor. I love the video because he hates to smile. I told him he looks like a boss. The best part is he's still not quite sure if his watercopter will be presented as a fun toy, a device used by emergency personal or science. He says right now he would like to keep his options open.

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What's this whole Eportfolio thing about?

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What's this whole Eportfolio thing about?

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For the last two years my principal has talked about creating portfolios for our students.  I guess I didn't really see the point of them or understand their purpose because for the year I was a classroom teacher I crossed my fingers and just hoped it wouldn't become a required task as I saw it as one more thing for the teacher to do.
Now here I am as a masters student building my own portfolio.  My eportfolio marries what I am learning in my courses and how I am applying it to my classroom.  It requires me to write blog posts about my learning and pushes me to put my best foot forward.
My thoughts have definitely changed. I can see how an eportfolio allows me to showcase authentic learning I am doing and requires me to be reflective about the process.

An eportfolio can be whatever you want it to be. Mine helps me to hone in on why I am a teacher, it provides me a place to showcase the amazing things I get to do with students and requires me to think about what I am learning through this whole process. The must is an eportfolio can't be copied, it has to be authentically yours.

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For one of my scholarships I had to write an essay about why I wanted to go back to school.  I did the essay but this is what I really wanted to say.

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For one of my scholarships I had to write an essay about why I wanted to go back to school.  I did the essay but this is what I really wanted to say.

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Why I decided it was time to go back to school,
I have always hated school, I was never good at it and I barely made it through the first time so why would I go back?
First off I had my first child and man that really does something to you. It was like all of a sudden a had on a steel amour that filled you with this unyielding desire to do whatever it is you previously thought you couldn't do because it will teach your child what it means to work hard, push yourself and grow.  Being a failure at school was a fear of mine so naturally this is what I decided to take on.
I also decided to go back to school because I am a teacher and I am so sick of sitting there with my friends watching as their careers grow and I just keep doing the same thing and getting paid the same amount. I had, had enough I was going to improve myself, make my family some more money and improve my students.
What I learned was going back to school has done so much more for me. I am constantly trying to learn more. I love learning how to teach learning. My students have a completely different teacher. My goal is to make my students better human beings. I care more about teaching them how to improve themselves and giving them the skills they need to function in the world rather than making sure I cover all TEK's or what my test scores look like. I see how I can contribute to my school and improve the overall instruction through team teaching, modeling and coaching. I see how by improving myself I am able to improve everyone around me.

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The biggest transformation I can see for myself in the last few weeks is at the beginning of my first Digital Learning and Leading class we had to discuss what  we wanted to become.  This was hard for me because I was unsure of what I wanted to do or what my next steps maybe.    It was almost as I was fixated on the answer of what will I become.  Through the last few weeks I have been able to switch my thinking to what do I want to do from a set job title to more of a vision.  My goals now is not a title change but to create change within my school and schools across the country, why because we have to do better.  Education must change to reflect 21st Century learning.

I had created an eportfolio about five years ago but I never kept up with it because I created it for a job that I wanted so once I got the job I dropped the eportfolio.  I know this will not happen as I am not striving for a title but creating a database of learning, changing and growing. My goal is empower teachers not only in my school to make these changes but teachers throughout the states.  The eportfolio embodies the COVA model as it is created from the ground up all by myself.  I didn't have a rubric or templates to use.  The artifacts are all mine that I have used in my professional career and it is set up to fit my style.  I own the learning shown on those pages and I am proud to share it with anyone.

I feel like I have learned so much in this class and all of it I can say was authentic.  From growing and stretching my boundaries with new technology to learning how to let the learning lead rather than the title.  I have thoroughly enjoyed my time in this class and look forward to the next one.

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I have a love hate relationship with the COVA model.  I have been using it to plan all my new lessons for the MakerSpace.  I love the idea of the students having choices and sharing their voice through their designs.  My hopes are that the connections made will be stronger and last a lifetime.  The rubrics are very open and allow for students to take ownership of their learning.  I can see how my perfectionist will struggle through the process but in the end find success in owning their accomplishments or failures.  I have struggled through letting it all go though.  I question the amount of choices I give Kindergarten and First grade but I am trying my best to trust the process.

Personally I love that the COVA model has been implemented into ED Tech Masters classes as I was getting very bored with my classes and questioning their purposes, which is  exactly what students are doing.   I have also struggled with the COVA model in this class as I am unsure of myself and my work.  Again I am putting trust into the process and knowledge that this feeling of uneasiness is me growing and becoming better.   With this week's assignment I am pushing myself to try something new.  I have no clue how to make videos so I have spent the week researching different programs and playing around with their functions.  I think I have settled on Screencastify.  For my eportfolio I will venture into the world of Google sites and I am contemplating the idea of trying out podcasts.
********UPDATE*********
I survived! I tried new technology struggled, got frustrated, was really worried nothing was good enough surprisingly I think I did a pretty good job and I learned something new.  Check out the finished product below.

I believe in this process and think it is an integral part of creating an education system that validates the students and the process of learning and growing.  I believe that providing curriculum in this way will create an internal drive within students to excel at their craft.  I believe this process will not be a struggle for the students but one for the teachers.

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I believe that students must be equipped to not only survive but flourish in a world that changes constantly and at a fast pace.  I believe that students should be able to apply technology into every part of their academic day and I believe students should be taught and respect the implications of technology and what it means to have digital citizenship.

I would like to be the one who teaches teachers how to achieve these standards in every classroom.  I consider myself to be someone  who primarily stays in the growth mindset.  I allow myself to fall back into a fixed mindset when I think about others opinions of myself and my teaching.  The fear of not being good enough or that what I do in a classroom is not good enough to be shared with others or warrant anyone wanting to hear or learn from me holds me back.  Slowly I am working to overcoming these fixed mindsets.

I push myself to incorporate new technologies into my Makerspace class and GT rooms.  I try to not take on one too many things at a time or lay out my plans as I know I require more processing time then most and need to organize my steps or else I make mistakes. It is important to remind myself though  that if I am not uncomfortable then I am not growing so although I can plan everything out I also must acknowledge that pushing myself is a good thing.  In pursuing goals it is important to to understand why and what is most important to me.

Answers to these questions can be used as catalysts.  When considering the UDL process in learning one must create assignments that allow the child the freedom to build their learning in the way that best fits them.  When we put too many requirements on an assignment or confine the information to one set way we can significantly impair the learning process.  By allowing students to take ownership of their learning and how they go through each step of learning we are empowering them to raise the level of learning

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Here is a new tech tool that I am excited to use with my children. My fifth grade student's assignment was to share an important event of the 19th century and describe how it shaped America then and how it affects them today. Students get to share how they will they will present this information and I am excited many of them want to do it as a podcast. We will be using Audacity to do this. The students and I will be working collaboratively to record, mix and produce these podcasts in our Makerspace. I am excited and nervous about embarking on this endeavor.  I thought about having them play around on the app first and just do book summaries to get our feet wet. What I love the most about this is students will be learning how to share information through the art of storytelling, it will empower them to make it their own and adapt and build it around their audience of choice.
I was trying to think of other ways to showcase the use of this app to teachers and I was thinking a fun way would be to send the Monday Memo out to the staff as a podcast format. We could get mystery guest speakers and try to build up our school climate. Other ways maybe to create your sub plans in an audio format I know I am way better at speaking than writing. If you try it out let me know what you think.

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The Beginning of a Growth Mindset Journey

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The Beginning of a Growth Mindset Journey

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I have read a couple of Carol Dweck and Angela Duckworth's books on grit and the growth mindset.  Currently we have our staff reading one on the implementation and application of the growth mindset in a classroom setting.  I can say that the power of yet and the growth mindset has had a huge impact on my own personal life.  The fact that I am enrolled in a master’s course is because of this mindset.  Being able to open myself up to new challenges and the understanding that I am in control of who I want to become has provided me the courage and confidence needed when in the past I would allow doubt and fear to shield me from such experiences.  As a struggling student as a child I believe it is imperative for our students to learn as much as they can about their brain development in order to gain an understanding of how through strategic structured practice become better at something that was once considered a weakness.  While teaching in North Carolina we used a standards based report card that allowed us to give children either a 1 for have “not accomplished skill”, 2 for “working towards mastery”, 3 for “mastery” and a 4 was given for students who were working on standards above their grade level.  This required us as teachers to create portfolios of students work that were used as evidence of grading.  As a gifted and talented teacher I can see how such grading would be helpful to my students.  They place so much value at being at the top, that most of the time they do not care if they have learned anything.  They hide their flaws and feel a constant pressure to be at the top of the class.  I am constantly working with these students towards accepting their weaknesses and working towards improving them.

Each year I gift the teachers thirty minutes of free time the week before Christmas break and I take each class from Pre-K -5th to do a lessons with them about their brains.  I would like to find more content on the growth mindset that is more kid friendly or quick activities that I could do with the children to help them see the positive side effects of thinking this way.  I also wrote a grant and currently creating a new makerspace curriculum for my school that will help students ability to deal with challenges.

My hope is that with the growth mindset lessons for students, book studies with teachers and application of the mindset in our MakerSpace we can begin to create a community of change within our school.  Below are links books I have read and teaching materials I use.

https://docs.google.com/presentation/d/1rQ3ILI3BMUlZ1CWZyQTiG27yxFIbR3I3Jnq9-tiQUBM/edit?usp=sharing

https://docs.google.com/presentation/d/1vDjgm6FxWmlFOYi3lcyS8iuAPZlx6QzYwvSQcEphHoQ/edit?usp=sharing