March 29

Capitalization Made Easy

Did you know you can now convert text to all CAPS and even more in a Google Document?  I remember how helpful it was for me when I discovered the Google Document Add-on, Change Case.  I loved that it would assist me to manipulate text.  The possibilities exactly met my needs:

I like that I can use Change Case for acronyms.  It is much faster for me to simply enter the letters and then manipulate them to be all uppercase.

For those times that I accidentally left the Caps Lock on and entered half a sentence, I like that I could manipulate the text to Sentence case.

These examples and several other times that Add-on saved me some time, effort, and frustration.  It really is the little things isn’t it?  Well, if you don’t have the Change Case Add-on and want to have a simple way to manipulate text, I have good news from Google!

 

The folks at Google have just added a new piece to the Format drop-down box.  There is now a Capitalization option right in Google Docs without having an Add-on.  In the toolbar, simply select Format > Capitalization and choose the option needed:

  • lowercase, to make all the letters in your selection lowercase
  • UPPERCASE, to capitalize all the letters in your selection
  • Title Case, to capitalize the first letter of each word in your selection

It’s that easy!  So, instead of spending time focused upon formatting, you can do more creating, follow your inspirations more, collaborate more.

 

 

February 19

What makes a good writer?

When I was in the classroom, I often was asked, “How do you get your student writers to be so good at writing?”  Trust me, they were not good writers by accident!  They were good writers because we wrote – A LOT!  In my class, students wrote every single day.  It was a requirement.  They knew it from day one.

At first, they grumbled a lot and some were quite resistant.  After a week or two, it became something that they knew could not be avoided and they accepted it.  After a month or so, they looked forward to writing time.  How did we get to that point?  By writing – A LOT!

You see, as the eighth grade English/Language Arts/Reading teacher, I was charged with getting those students ready to write on-demand for the state assessment.  The state writing assessment carried a lot of weight.  It counted as 25% of the middle school state report card’s accountability score.  Then, their state standardized ELA/Reading score counted 25% of the remaining 75% with math, science, and social studies scores rounding out the remainder of that 75%.  Therefore, performance in my class was important for the entire school – for sixth and seventh grades as well as the eighth grade.  So, in my class, students wrote – A LOT!

Times have changed when it comes to accountability scoring but the emphasis on being a good writer is still important for all grade levels and accountability reporting.  For that reason, students still need to write – A LOT!

To this day, I always look for writing inspiration that I can share with teachers to help develop their student writers.  Oh, there is more to developing writers than just challenging them to put words on a page, for certain.  Students need a mini-lesson on a regular basis to help guide them in knowing the conventions of the language – grammar, spelling, mechanics, etc.  They also need to read continually and especially to read and discuss good writing.  After all, without a model, learning is just trial and error and schools today do not have time to allow for a lot of trial and error – some, yes, but not a lot.  Guiding and developing student writers is an on-going task for any teacher in any content area.  However, the most important ingredient to the recipe for developing good student writers is to have expectations for writing – A LOT.

Today, I revisited a site that I have enjoyed periodically as inspirational – something that inspires me to be more appreciative of my blessings and encourages me to strive toward being a better person.  As I read a couple of stories today, my thought was, “Wow!  Wouldn’t this be a great model for student writers?  Some student writers could use this as a model and run with it.  They could become noticers and voices to tell bits of another’s story.”  Sometimes what a person needs to rejuvenate his/her writing life is a bit of inspiration.  So, my suggestion for today is, share Humans of New York with your students and maybe one or two might be inspired to develop his or her own Humans of… series, sharing an interesting bit of someone else’s story.

Write on!

And, write – A LOT!

December 21

Send Students Into The Holiday Break With Questions!

You’ve spent months building a learning community, pre-assessing, teaching, formative assessing, re-teaching, and wrapped the semester with a cumulative semester exam.  So, what did  your students leave your classroom with to bridge them through to the holidays?

When I was in the classroom, I always liked to send students out with two things:

  1. A gift for somebody else that was a piece of themselves
  2. Encouragement to continue learning by interacting with others

You know those writing genres that you studied this semester in your ELA classroom?  Why not ask students to use that as a springboard for a gift of writing to share with somebody else?  My students were encouraged to be creative and come up with a unique gift that only cost them some thinking time and a bit of writing.  Here are some examples of what my students crafted:

  • Recipe for a Great Mom, Dad, Sister, Grandma, Grandpa, etc.
  • I Am From poem describing family, home, gift, pet, etc.
  • Word Cloud of adjectives/adverbs which describe family, home, person, etc.
  • Lab Report for the creation of a favorite holiday treat (cooking from a science perspective instead of a recipe)
  • Personal narrative describing family gathering from pet’s, house’s, car’s, etc. perspective
  • How-To for the perfect gift, parent, grandparent, etc.
  • List poem such as Knoxville, Tennessee by Nikki Giovanni

I would model how I created a gift using one of the examples above and have it focused on my Granny, sister, parent, or grandchild.  Then, I just provided encouragement, a sounding board, and time for them to create.  Often, I would find that my students would get going and create a written testament for several family members!

Students were also encouraged to step outside their comfort zone and interact with folks with whom they might not normally converse.  I mentioned that we would be performing research and would also have an opportunity to perform personal interviews after the holiday break.  So, we would look at some examples and I also would share some Story Corps broadcasts as examples – I  usually would choose those which were both audio/video and had the script to read.  Story Corps provides a wonderful bank of questions from which students can draw to be the basis of their interview or to get some conversations going with a family member who isn’t so familiar to them.

So, instead of ending your time with your students embroiled in a test, why not send them off with a bit of creativity and some questions to learn more?

September 26

Resource Highlight: Grammarist

When I was The Teacher in an ELA classroom, one of the things I hated most was the struggle to develop strong writers with their need for grammar instruction.  Traditional grammar instruction seems to require the use of worksheets and tasks such as circling the noun and underlining the verb or, even worse, diagramming sentences.  Plus, I hated those things when I was a student.  So, I knew my students were not going to jump for joy if I used that with them.  I settled on mini-lessons as the way to work through grammar instruction teaching my students in snippets without turning them off to writing altogether.

I think the biggest problem with teaching grammar for me was that there were so few resources available at the time.  That certainly cannot be said now!  Resources are simply a click away for everybody meaning that there is no need for those circling and underlining worksheets when something far more interesting, intriguing, and motivating is right at our fingertips.

One of my favorite resources to share with teachers who are developing student writers is Grammarist.  It offers blog-type posts about word usage like this one on the words overtake, take over, and takeover.  Included is an explanation, a definition, and examples of usage.  Part of the beauty of the examples is that they are real-world, authentic examples from actual publications.  The posts would provide perfect mentor texts for students which could serve as a springboard for their own similar creations about local colloquialisms, tricky words or phrases, homophones, idioms, etc.words-and-phrases

The Grammar tab offers links to in-depth explanations and definitions of parts of speech and punctuation.  The comma link alone could have been bookmarked by my students and referenced every day!  There are pertinent examples included within the explanations as well.  I use this as a reference tool but I can see where it would be a wonderful teaching tool as well.  For example, if I was back in that classroom, I would simply take one piece of the comma page and share it as a mini-lesson to teach the different ways of using commas correctly.  One day might be focused on separating items in a series and another day might find us looking at linking clauses.  Then, students would be searching through their textbook or outside reading book for examples and finishing the mini-lesson by finding (or writing) examples from their own writing.

The Words and Phrases tab could be a go-to resource on its own.  As a teacher, I might ask students to learn more about each category listed in this tab and create a blog post defining, explaining, and providing examples.  They might draw their examples from in-class texts, from online text sets, or from sources of their choice.

Check out Grammarist and let me know how you integrated it as a tool or resource in your classroom!

 

 

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August 21

Write Along With Them

As I was cleaning out my email inbox recently, I stumbled across some posts from blogs I follow.  Two Writing Teachers had a reflective post about a student conference held at the end of the last school year.  They learned that the most important aspect of the student writers’ confidence as writer stemmed from the fact that their teacher writes with them.  Their justification ranged from the fact that the teacher set the bar high for them to the concept that the teacher provided inspiration, made them feel as if she were part of their community of learning, and validation that the assignment was not just an assignment for the sake of assigning.

Student WritersAs teachers are beginning the year with their students and establishing their classrooms as communities of learners, I want to encourage folks to do the same.  I know that students in my classroom always appreciated the fact that I made the effort to write to the same assignments I posted for them.  They were curious and inspired by things I wrote.  They were pleased to offer suggestions to me for improving my writing.  I heard those very same comments from students as Two Writing Teachers.

I love to write and it helps to clarify my thinking and makes my mindset far more positive when I write.  I began writing with my students as a result of sitting in a workshop facilitated by Kelly Gallagher about 15-20 years ago.  I left the workshop and went to the bookstore and bought his book, Teaching Adolescent Writers.  My copy is dog-eared, highlighted, and annotated in the margins.  It is full of sticky notes marking important concepts to share with students and teachers.  It still is a valuable resource as I work with teachers who are teaching young writers.  I later added many more of his books.

Years later, when attending a conference, I sat in on a workshop facilitated by Penny Kittle.  Again, I headed for the bookstore after the workshop and bought Write Beside Them: Risk, Voice, and Clarity in High School Writing.  Once again, I also added several more of her books to my collection and both sets are some I will never be able to part with so long as I consider myself a teacher!

Even though I already wrote with my students and often used my work to model expectations or as an example when sharing a mini-lesson for grammar or craft, it was reaffirmed that I needed to continue the practice of writing along with them.  Sometimes I even found that my assignment needed a bit of tweaking or revision after attempting it!

So, as you begin your school year, please set aside time and make the effort to write along with your students.  The benefits are multi-fold!

July 20

Hyperdocs can immerse students into curriculum

Are you looking for a way to get students immersed into curriculum and searching for knowledge right from the start of the year?  Why not try creating a Hyperdoc as a way of orienting students and helping them become more familiar with your online resources?

This would be a great way to guide students through accessing the online textbook, joining your Google Classroom, exploring go-to resources, and learning about your expectations for the school year.  A hyperdoc can get your students thinking and shift you from being a lecturer, a talking head, a sage-on-the-stage in your classroom.  Instead, students can dig deeper, use discovery techniques, and learn with an online guided tour.

Lisa Highfill and her crew have assembled examples and shared them and are even developing a sharing site for hyperdoc lessons.  As any self-respecting teacher will do, I cruised through several of Highfill’s examples earlier this summer and borrowed and adapted some of her ideas.  I especially liked the idea shared called #PlaceProject and decided to steal borrow and adapt it to use with a group of ELA teachers.  Highfill’s A Perspective of Place hyperdoc reminded me of a practice I used years ago with my 8th grade students.  Specifically, this map served as inspiration for me.

To get students immersed in the practice of writing, I shared the neighborhood map and a selection of stories from Ralph Fletcher’s Marshfield Dreams.  Years ago, I modeled and expected students to hand-draw a simple map of their neighborhood and mark specific points on the map where there were stories to tell.  For this workshop, I used a Google Map of our family farm where I grew up and shared the same concept by showing points where I had stories to tell.  I included a little blurb about each point and asked students to create a similar map of their neighborhood.  I asked students to choose the first story I wrote.  Students shared their maps with a partner and the partner chose their first writing piece.  This concept worked well for several reasons.

  1. Students had a graphic organizer to use in preparing their writing topics.
  2. Students had a built-in, authentic audience in their partner who was eager to read their first piece.
  3. Students knew more about their topics than anybody else because these were their stories.
  4. There were topics ready for future student writing focus.
  5. The topics generally grew as students shared their ideas with one another and were inspired.
  6. The writing pieces gave us student-generated work to use in revision, editing, and mini-lesson practice.

In this instance, I used a Google Map as my hyperdoc to guide our lesson and could have used a Padlet or asked students to post links of their own maps into a Google Classroom for sharing.  In this case, I was introducing students to skills relating to the use of maps, Google Maps, and writing.  Real-world skills that reach beyond their school careers are always important as we are teaching students the fundamentals of literacy and communication.

Create a hyperdoc to guide your students’ learning during the early days of the school year!

 

May 9

Here’s to Unexpected Destinations!

How many of your journeys have led you to unexpected destinations?

I recently read a post about Student Engagement and that phrase about a journey and an unexpected destination jumped out at me.  Oh, lots of things within the post resonated with me but that one jumped up and grabbed me for some reason.

Maybe it is because I often reference education and learning as a journey.

Maybe it is because here we are nearing the end of the school year and we feel like it has been a long journey or that we have a long journey ahead of us to that last day.

Maybe it is because folks have been referencing their summer vacation destinations.

Maybe it is because I have been having dreams where I have lost my shoes and I am searching for them and asking other people who pop up in my dreams to help me find my shoes.

Maybe it is because I have also been dreaming that I am wandering round the parking lot searching for my vehicle.

(By the way, I searched online and learned that losing or forgetting your shoes may suggest one is unprepared or unwilling to take the next step or move forward in a waking situation.  I also learned that your car represents your drive or motivation and dreaming of losing it may mean a loss of motivation and one is directionless and uncertain how to proceed.)

Maybe it is just because that was a well-crafted post and prompted me to do some thinking!

At any rate, when I look at my own learning journey, I certainly don’t think I ever had the destination where I am as a goal or vision…or did I?

Several years ago at a National Writing Project conference, the keynote speaker asked us to write down goals for where we would like to be in a six months, in a year, in five years.  I distinctly recall writing my five year goal.  It was to be teaching adults full-time.  Of course, at that time my vision – the destination – was probably far different than it turned out to be.  Yet, within a couple of years I was serving as an adjunct at a local community college teaching writing.  Then, within four years I was starting this job as an instructional technology coach, working with teachers day-in-and-day-out.

So, while the journey and destination might look far different to me than anticipated at that time, I firmly believe that writing down that goal made all the difference in the world.  This is a good time of year to take a moment and think deliberately about your goals.  This is a good time to think about our journey and destinations.  What do you hope your journey looks like for six months from now?  How do you hope it looks for a year from now?  What about five years from now?  Think about it and write it down.

Then, pose those questions to your students and get them to write down their answers as well.  This could simply be something jotted down on an index card like I did.  It could be in the form of A Letter to Me – about the anticipated or hoped-for future.  Just like the destination is really more about the journey, the written work is more about the thinking involved.  This exercise serves as a perfect way to get students to think about themselves and their future.

May 6

Mentor Texts as Writing Inspiration

Many years ago I facilitated my first workshop at the National Council for Teachers of English conference.  Three other teachers and I worked through a practical, interactive workshop with a focus on writing in a reading classroom.  We shared ideas and suggestions for interactive spelling lists, trying multiple types of writing genres and prompts, and reading like a writer/using mentor texts.

During my segment of the workshop, I got the opportunity to share a read-aloud using one of my favorite mentor texts, Marshfield Dreams by Ralph Fletcher.  I chose to read the chapter entitled “War” and then challenged participants to use it as a mentor text for their next ten minutes of writing.  During the sharing time there were some phenomenal pieces read – well, after all it was a conference for English teachers!  Then, I outlined ways to use this in the classroom.

We looked at the neighborhood map at the beginning of the book.  I shared how I modeled drawing a map of my own neighborhood for my students and asked them to create their own map.  Then, I modeled how I selected 3-5 spots and starred them on the map and gave a 1-3 synopsis of a story relating to that map (most of them involved childhood games and playing like Fletcher’s).  Then, I asked the group to select one of the stars to be my first written piece and explained how asking students to do the same with a partner provided an immediate audience for their first written piece.  Plus, the exercise also began building a close classroom community of writers by letting students get to know more about their partner/neighbor.

That book became a mentor text for us for the first portion of our school year as I used it to model several different writing strategies.  It also became a favorite of my students because when they saw me with that book in my hands, they knew they were going to get the opportunity to enjoy an entertaining read-aloud in class.  No matter what age, it seems students revel in a read-aloud.

There are so many great children and young adult books – and some adult reads that make wonderful mentor texts when teaching folks to read like a writer.  Plus, sharing little snippets of a mentor text encourages reading by advertising a good read.

Read like a writer – then, write!

April 20

Social Media in the Classroom (Volume 2)

Yesterday I got up on my soapbox for a bit on the topic of social media and how I think it is important to embrace it and put it to work in the classroom.  Today I’d like to share a couple of ideas about how to put social media that is literally at our fingertips to work as a tool in our classroom.

In her post, Social Media in the Classroom, Lani Aquino mentions that  she ‘sat up and took notice’ when she heard the statement, “We’re raising children and we don’t know what’s coming.”  Aquino continues by saying, “Social media is a key component to the world and the workforce, and it’s literally at our fingertips.  While we may not know what’s next, it’s important that we integrate the now today.”  I, for one, wholeheartedly agree and hope this post serves as inspiration for you to give integrating social media into the classroom a try.

First, let’s look at a popular social media platform, Twitter.  There are a plethora of uses for Twitter in education.  Many teachers use it to develop a PLN.  There are edchats to join and innovative and wise teachers to follow as a means of getting ideas and improving the craft of teaching.  Lots of teachers use Twitter as a means for communicating with students.  I see teachers posting announcements and reminders for students and their family.  There are posts about upcoming online study sessions or tests.  There are posts encouraging students to focus on projects and remind them of due dates.  A British literature teacher I know recently used Twitter as a means to share Shakespearean quotes.  Another used it as a means to promote vocabulary or terminology learning by Tweeting out various definitions or descriptions and students came to class the next day with a list of terms.  A third effective use of Twitter was when a teacher Tweeted out recommended resources for students who were working on a research topic.  So, this form of social media is a wonderful communication tool for the classroom.

Why not take the Twitter format and push it a bit?  Why not take that concept of offering resources for a common topic and push it a bit further?  A teacher might Tweet out a series of resources.  Students would be expected read and analyze the information found in a specified number of the resources.  Then, when class convenes, students could be expected to contribute to a class discussion evaluating the resources and narrowing them down to the top five or top three most reliable and informative.  The same concept could be turned into a writing exercise where students craft a written argumentative work rather than having an oral discussion.  Perhaps students could choose two of the resources and create a comparative infographic evaluating them.  Using a similar concept, the teacher might Tweet out resources and expect students to formulate an opinion on a controversial topic based upon their research and create a visual presentation documenting their stance.  Instead of providing the resources, keywords for searching various search platforms might also be Tweeted out.

Used as a vocabulary building tool, students might be expected to unscramble anagrams, contribute to a list of synonyms, or define terms.  Students could be expected to use the character limit of a Twitter post as a guide for writing a sentence using vocabulary terms.  This same format could be used to practice various sentence structures and improve grammar skills when held accountable for punctuation.

When the character limit is used as a format, Twitter could be a valuable summarizing tool for an assigned reading.  Students might also be expected to summarize the learning which took place in class as an exit ticket.  Students might post quotes from an outside reading book which defines a particular character or important historical figure.

Students might create a collaborative poem with each student contributing 140 character lines.  They might also write a collaborative narrative describing a science experiment, historical event, or a common reading assignment.  This short format would also be an excellent way for students to write a review of the book they just read or to provided feedback to a peer’s video.

Of course, there are the obvious ways of integrating Twitter such as role play by having students create a Twitter stream that a historical person or a book character might have posted.  Using Twitter posts as a means for sharing notes is another obvious use.  Reviewing is extended beyond the classroom when potential test questions are Tweeted out and students work to answer them as a study guide.

I usually struggle with suggestions for math teachers but using Twitter to post math problems is a great idea!  It is also a great way to get students to explain their mathematical computation work.

Using the microblog conditions, students learn to be concise, use precise language, and share publicly.  The concept of Twitter also might serve to motivate and engage students – as a spark for learning.  Why not use Twitter – or at least its format – as a tool for your classroom?

April 7

What is it about Selfies?

I know that I have written about this topic before but in an age where our culture seems self-absorbed and folks are constantly posting some sort of Selfie to social media, I think I can get away with writing about it again.

Everybody is making Selfies these days.
Have you noticed?
One of the hot Christmas items this past year was a Selfie stick.

I tried to make a Selfie once to show off my new haircut and it took me at least a half-dozen shots to get one that wouldn’t be featured in one of those spoofs called Selfie-Gone-Wrong.

My daughter has told me that at one time she tried to make a photo using her cell phone only to learn that it was full.  Wah-wah-wah.  What?

Upon checking, she saw that it was indeed full – mostly of Selfies made by her oldest daughter who is now nine-years-old.

One of Lillie’s many Selfies

When she scolded Lillie about taking so many photos using Mama’s phone, she suggested that this little photographer use her own tablet or iPod to make Selfies.

Lillie Selfie Collage

That was when she learned that Lillie had already filled up her own tablet and iPod by making Selfies and video tutorials about styling her My Little Pony’s hair or something like that. Yep, on her own, my nine-year-old granddaughter creates tutorials about things which seem important for others to know.  I hope her teacher has made a note of this and uses the concept to encourage learning by creating picture or video tutorials with the third-graders in her class.

Lydia’s Selfie Collage
Selfie making is not limited to the eight-year-old granddaughter.  The soon-to-be-seven-year-old has to get some practice in, too.  And notice that she is photo-bombed by the nine-year-old in the photo at top right (who is probably tutoring her on her technique) and the cute little (at-the-time-six-month-old) sister is photo-bombing and doesn’t even realize it, yet.
Luci’s Selfie (along with Mama and Lydia)

So, we better get her in on the act, too.  We wouldn’t want her to miss out on such an important part of popular culture these days.

Harris and GrandB’s Selfie

Their cousin is an accomplished member of the Selfie crowd and we had to share the limelight in order to send out a photo of his bruise earned climbing on something.  Pretty impressive, huh?

Harris’s Solo Selfie

He thought he’d better get one all by himself without sharing the limelight…just for posterity’s sake.

Levi’s Selfie Mock-Up

Not to be outdone, one of the other grandsons had to show off his skills, too.  (This one is not really a Selfie but I thought it looked like one!)

Girls Group Selfie
*Note:  All the previous selfies are about a year old.  I wouldn’t want to mislead folks.

Don’t forget that there is also a time when it is important to make a group Selfie as well.  (Notice the silly kissy face that the eldest grandchild is making in the group Selfie above.  I hope her mother discourages such silliness in future Selfies!)

I was watching television during my snow days last year and even took in some of the commercials because I wasn’t watching a DVR version that I could forward through the commercials.  One commercial was featuring that talk-show host, Ellen, had broken the Internet by using Twitter with her Selfie at the Oscars a couple of years ago.

That started me thinking…

What is it about our culture that has developed such a climate that we constantly take photos of ourselves?

Are we so self-centric that we cannot find another subject interesting enough to focus our eyes upon?

Obviously, I am not the only one who has considered this phenomenon.

Others are probably more intrigued by this concept than even I am.

It seems that folks of every age and every walk of life are into Selfies these days.

Are we so wrapped up in ourselves and what we are doing that we are ignoring the world around us?

via
So, what is it about using our mobile devices to make photos of ourselves that appeals to people so much?
I cannot for the life of me figure it out.
I can figure out a way to make it work for me, though.  Why couldn’t we encourage students to look for other classic artworks like those featured on my source website?  Here is how I see the lesson playing out in a social studies class but I wouldn’t limit myself to that content area because I think it would work for any subject area…
  1. Teacher asks students to create a definition of Selfie and post it to Socrative.com or into a Google Form.  Then, asks students to consider one another’s definition and vote for the best one or to combine and collaborate their definitions to come up with the world’s best definition.
  2. Next, students should be assigned into groups of three or partners.  Ask students to create a Selfie of their group, create a slide by adding it to a collaborative class Google Slide collection, add their group Selfie and label each team member.  (Later they will add another link to the collection created as they research and learn more about a topic.)
  3. Groups could choose (or be assigned) a topic relating to a current study or set of standards.  An example might be:  Harriet Tubman, William Lloyd Garrison, Frederick Douglass, Harriet Beecher Stowe, Francis Wright, Elihu Embree, John Brown, Daniel Webster, John C. Calhoun, Stephen Douglas, Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Stonewall Jackson, David Farragut, Nathan Bedford Forrest, William Brownlow, Sam Watkins, and Sam Davis.  (All these names are listed in standards focusing upon southern slavery and The Civil War for 8th grade social studies.)
  4. Each group would be responsible for creating a series of Selfies which their assigned person of historical prominence might have posted and explain the significance of their post and its relationship to: the impact of the abolitionist movement; the Compromise of 1850; The Civil War; famous speeches of the era; the conditions of southern slavery; and political impacts of legislation during the early 1800s.
  5. Students might create their own collection of Google Slides featuring their Selfies and explanations or they could create an infographic using Piktochart or Easel.ly or maybe just a simple Google Document with the Selfies and explanations.  The group would add a link to their collection onto their Selfie page in the class collaborative.
  6. After the Selfie collections are completed, students might participate in a Gallery Walk or a Science Fair type share session and provide one another with stars and wishes as feedback.  (Stars would indicate ways each group’s collection shines and wishes would indicate suggestions for revision or improvement.)  Students could make revisions based upon feedback before they submit their collection for an official class grade.
  7. Finally, students could create a reflective document, collaborative table/three-column-chart, or blog post outlining what they learned and what they think they might need to know more about.

I’m not necessarily an advocate for encoouraging a lot of things that take place in our culture which focus on self-centered behavior.  However, why not use what is popular and what is iconic in our favor as a learning tool?

P.S. You might want to look at my source links below the artistic renderings for other entertaining ‘Selfies’ and information.  You also might want to check back for another edition of Selfies in tomorrow’s post.