#RSCON4 Inspirations for #CE13


Don’t miss your chance!

Teachers now have access to free quality professional development via current online technologies. Experience this live with thousands of educators from around the globe by listening to the 4th annual Reform Symposium Online Conference, RSCON, which took place October 11th to 13th in conjunction with Connected Educator Month. You can still attend this free online conference from anywhere that has Internet access by viewing the recordings, check  Twitter (@RSCON4), Facebook, or Pinterest.

I participated this weekend for an inspirational uplift that hopefully will also enlighten my colleagues as they peruse the recordings.  What did I see?  What did I learn?  Here are a few highlights with links to the recordings.

Joan Young RECORDING Facilitating “Wow” Learning through

Humor, Novelty, Awe, and Fascination:

Humer    Novelty


Judy Willis

Todd Nesloney RECORDING Connecting You AND Your Classroom GloballyEduAllStars Episode 12

Jack Andraka, high school inventor


Todd says: join Twitter:

connect!Show the tweets that helped you.


I’m thinking:

How about emailing them?

Or a blog of your favorite tweets for teachers?


Josh Stumpenhorst RECORDING Keynote:Recognize authentically.

Share what inspires you

about your colleagues and students.


Josh says: hand written notes.

I did: Hand written cards created

with student art/photos.


Abraham Lincoln says:

“Don’t worry when you are not recognized,

but strive to be worthy of recognition.”


Sylvia Guinan RECORDING How to turn your learning management system into an online playground



Creative Activities

Connect students globally

(empathy, midnight, social intelligence).

Use multimedia and creative activities for the fun piece

(artistic book clubs; journalling; collaborative poetry;

music; comics; citizen journalism; real life projects).

Apply brain-friendly principles (color / visuals).

Use Collaborative Tools


Be someone.

“No matter what he does, every person on earth

plays a central role in the history of the world.

And normally he doesn’t know it.”

Paulo Coelho, The Alchemist


We do this with:

Google Sites


Google Apps


BitStrips for Schools




Chris Lehmann RECORDING KeynoteScience Leadership Academy (high school)

core values of

inquiry,research, collaboration,

presentation and reflection

are emphasized in all classes.


Project based learning–

authentic learning

Google Apps


Tough times in education

with current emphasis.


Education is Broken

Michael Berry RECORDING Shadowing Students as anEffective ObservationStrategyfor School-wide Leadership and


What do the students see?How do they feel?

Follow a student.






RECORDING Rethinking The Way We LearnHow would this transformation

redefine student learning?

Joe Dale:

build a PLN that is content rich;

pedagogy broad


all teaches should help students

become connected students

and to do so the teacher needs

to be a connected learner


Amanda: How do we help teachers

understand that “teaching is learning?”


Ika Chieka: Yes, ask students for feedback.


Laura Gilchrist: Teacher learning is overlooked.

Teachers just as important as student learning!

Teacher learning should be a top priority

in all buildings/districts.


Polly: Learners need to be constructing

their own knowledge and learning.


Paula Naugle: Give students plenty

of opportunity to demonstrate what they are learning.


Sylvia: Amplify! think bigger!

Communicate outside and present in different ways.

Over a hundred events took place: Have a go at one:

2013 RSCON Recordings – The Future of Education

I would recommend the following RSCON4 sessions by my PLN friends:

Paula Naugle RECORDING Mystery Location Calls via Skype or Google Hangout
Denise Krebs RECORDING The World Needs Your Contribution–Really! How my PLN Changed Everything
Gallit Zvi RECORDING Genius Hour

I’d also recommend a look at the following:

What is Connected Learning | Connected Learning


Connected Learning For Educators | Connected Learning (home page)

Read the information and learn how today’s world is connected; people are connected not just face to face, but globally as they build relationships and collaborate on projects to learn together.  The internet allows us all to participate (equity / participatory ) on shared interests for shared purposes. You may want to read more about this from my post for Connected Educator Month. The second link is a pdf for envisioning how to become a connected learning and school.


Connected Educators | Helping Educators Thrive in a Connected World

CEM: Getting Started | Connected Educators

This is the official sites for Connected Learning for Connected Educators. How do you learn? Do you want to join the world’s most connected people?  Click the second link for how to participate.


Digital Is | NWP Digital Is

The National Writing Project provides this site for teachers to share and interact with quality language arts lessons, ideas, and strategies. Please join.


National Day on Writing

#write2connect: The 2013 National Day on Writing 10/10 by NWP radio | Education Podcasts

Consider the National Day of Writing on October 21st.  Celebrate it in your classrooms on Friday, October 19th or Monday, October 22nd.  How will your write? How will you encourage your students to write? Listen to the podcast — it is excellent (second link above).

Blogging: Get started!

If you are a teacher at our school, please ask how to start — our platform is Blogger and our naming protocol is nsdyourlastname.  So my blog is: http://nsdedwards.blogspot.com  Just log in to Blogger with your usual username and password and click: Create my blog. A few of you have started. See me if you aren’t sure.

How To Blog and Challenges by our friend, Sue Waters at Edublogs:

Personal Blogging | Edublogs Teacher Challenges   Start your professional blog this week. Here’s how.

Edublogs Teacher Challenges | Free professional learning for educators by educators

Take part in a teacher challenge.

Blogging With Students | Edublogs Teacher Challenges

Learn to blog with students.

Creating a PLN | Edublogs Teacher Challenges

Learn to build your Professional / Personal Learning Network.


Next, I watched Sue Waters video on Flipboard Magazines as a way to curate your favorite sites and tweets hashtags.  Learn about it here:  Digital Curation by Sue Waters


And lastly, I connect with you by creating this post and Flipboard of resources.

Thanks to all of the above for their excellent work, connecting with others in an open and transparent way so we all learn and grow together.

What did you learn at RSCON4 or Connected Educator Month? What’s your best learning?


#CEM #teachingmoment Remember and Learn 9_11


Connected Educator Month kicked off today, September 12th with request to share your #teachingmoment at 11:00 am local time. I participated twice with my grade seven and eight classrooms. At 9:00 am, which in my mind was 11:00 am ET, my grade eight students were continuing their research into the memories and facts of 9/11, a time not in their memory. I tweeted this, and tried to share a picture. However, our Internet slowed down and wouldn’t let it happen.

What is our goal and activity? Perhaps you would like to try this also.

What have we learned from the 9/11 tragedy?

Goal: Honor the memories of those affected by the 9/11 tragedy by reading the memories, learning the facts, and concluding in a blog post what we have learned from the 9/11 tragedy supported with the facts read.


Part 1:  What do people remember about the 9/11 tragedy?

1. Read at least 10 posts from the blog in the link below: Interviews of 9/11 Memories.


2. Comment respectfully on three (3) blog posts.

To comment: Use name, comment positively on something important that impressed you. Thank them for their memory. EDIT! Spelling. Sentences. Capitals. Lots of people will read these blog posts.

3. Explain the main points you learned from the three posts you commented on.

Part 2: What are the facts about the 9/11 tragedy?

1. Find out the facts related to the memories at the blog in the link below. You will need to search the site for information that will provide you with the 5W+H+R facts (Who, What, When, Where, Why, How, Results/Effects).


2. Consider a strategy you will use to take notes and use that strategy (Docs, Presentation, Journal, Diigo).

3. Organize your notes — summary, list, bullets — to show your facts.

Part 3: What have we learned from the 9/11 tragedy?

Review what you learned from Parts 1 and 2. What can you conclude about what we all have learned from the 9/11 tragedy? Use evidence from the blog posts from Part 1, your notes from Part 2 as you write your response.

What did we learn from the 9/11 tragedy?

Your response should be at least two paragraphs long with evidence from the posts and notes.

Post your response in Kidblogs. Add links to the 9/11 memory blogs and the Library of Congress page in your post as your sources [cite your sources].

Be sure to EDIT your post.

For the first part, our students discussed  the memories in the interview posts. These are some of the notes from that discussion:


People feared that terrorist attack — that it was on purpose.

Most people thought the first one was an accident.

Phones were ringing everywhere.

People were staring at colored people; worried about 9/11 like they were a terrorist.


“Humanity took a step backwards” because we’re afraid now that it will happen again.

Now we have security scans.

Privacy- we don’t have as much privacy.

Standards– Grade 8


RI2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI 6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

RI 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

W1 Write arguments to support claims with clear reasons and relevant evidence.

  • Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

  • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

  • Establish and maintain a formal style.

  • Provide a concluding statement or section that follows from and supports the argument presented.

W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  • Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

  • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

  • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

  • Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • Establish and maintain a formal style.

  • Provide a concluding statement or section that follows from and supports the information or explanation presented.

L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

c. Spell correctly.

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