We get asked about our classroom workflow and technology a lot, and since the last posts I've done about technology are out of date (for example, we no longer use any LMS whatsoever), I thought I'd try again.

So Andrew has occasional access to class sets of Chromebooks (last year he ended up with 3-4 days a week, actually), but no open BYOD network for students.  I am moving from a school with a barely-functional BYOD network (and a paucity of decent student devices) to a school where we are 1:1 with MacBooks and many (if not most) students will also have their own smartphones that can be used on the school wifi.  Seriously.  I know, I'm ridiculously blessed in this regard.

However, none of that is going to change the basics for us.  Before I go into the tools we use, here are a few of the principles we operate under:

• Everything should play nice with Google sign-ins.  We are both at GAFE schools, but have had students use outside accounts to bypass the ownership/sharing issues with GAFE.
• There should be as few tools as possible. Keep it simple.
• It's okay if we're not experts on the tool or tech.  It's good to admit to students that you're learning alongside them.
• Everything we use should be as functional for the students as it is for organising course content.  

So here are the tools we use in our class.  I've divided them into lesson design and management and student major and minor players.

1. gmail and google drive for collaboration, communication, storing documents, uploading and sharing videos and creating drawings. We also use google hangout to collaborate and connect with others, and google presentations (both for ourselves and for students)
2. the tmiclass website (created on Weebly), where students can find course assignments and project resources.  Each of us embed our google calendar of assignments and have links to every assignment
3. lessonpaths, where we have playlists to host all the assignments in every unit in order. Students also use lessonpaths to create portfolios of assignments or to upload assignments
4. video making, editing and storage tools are a little trickier. These are more fluid because of a few factors. We host most of our videos on YouTube, though we do use ShowMe for others, particularly reading videos.  To make simple videos we use ShowMe or Playback (this is new to us, but is really cool because you can also have your face in the video and it's all done from an IWB app on the iPad)
5. for any video that requires editing (which is most for us), we use Camtasia for Mac.  For real simple screencaptures that don't require editing, we'll use Snagit sometimes too. This video was for a conference but it gives you some information about those apps
6. for students, we have them use Splice for iOS (make sure you search for iPhone, not iPad apps) and WeVideo for Android/PC (it's also available for iOS) because they are free and pretty easy to learn
7. remind (formerly remind101) to send texts to students with updates and announcements
8. bitly to give our students shortened links so students can find the assignments quickly, especially on mobile devices
9. on our website, we embed a google form that runs with the help of a script called autocrat.  Every time a student submits the form, it creates a document and emails a link to the student so they can have editing access, but it's owned and organised in our google drive.  The link above is to a walkthrough I did for how to set it up
10. grammarly to have students proofread their own writing. Here's a video I did about it

So some of those are lesson design or management tools, and some are used by our students to create or share their work.  In order to make the workflow more clear, let's take a sample assignment and work it through what it looks like in the classroom.  

Andrew and I make a video using Google Hangout  and Camtasia, then load it on YouTube.  We then show it in class, while students take notes on their own device or paper.  We give them a shortened link to the video so they can watch it later, and we add it to the course calendar and lessonpaths playlist so they can access it there too.  We add an article to the playlist and students read that on paper or their device.

Then we ask them to write a short essay on something related to the video and article, so they go to tmiclass and fill out the form for their class.  They then check their gmail or google drive and open the file.  It is already titled and shared correctly and has the standard heading on the top of the document, so they don't need to worry about any of that.

Then we ask students to collaborate by reading each other's work.  The students exchange gmail addresses and add their partner to the sharing permission for the document.  They use the comment feature so we can see their work.  We then ask them to run it through grammarly to check for mechanics issues, and they work with their partner to get it up to the level we require. [alternately, they could post it on a blog and them comment as well, although we did not use blogs last year at all]

The next day, we ask them to turn their two essays into a collaborative video blog so they write a script and use their mobile devices to film it.  They edit it on Splice or WeVideo and then either email it to us or upload it to google drive or add it to their playlist.  Where it goes depends on the purpose of the assignment and whether it was a first or second or final draft - we tend to ask for drafts on drive or email and final drafts on YouTube and/or lessonpaths.  That way, they are only making the final product sharable, but we are able to keep them accountable for the drafts.  When the final product is due, we send a remind text to students telling them to upload it to their portfolio playlist and when it needs to be completed.

We then make a lessonpaths playlist of all the videos and create a bitly so we can ask students to see what their classmates created.  We have them on a single collaborative document filling out a rubric for each video based on the criteria in the assignment.

All of that is archived on our website in the assignments calendar and in the embedded lessonpaths playlist.

In our classroom, much like in every other classroom, nothing ever runs this smoothly or is as ideal as it’s written here.  We don’t use every tool in every assignment, but it should give you a picture of what it’s like to be a student in our class.  

Because we don’t use an LMS like Edmodo or Moodle, a lot of these systems are built so that it’s easy for us and easy for our students to find all of the things.  You may find that using an LMS suits you better, but for us, we have been hit by so many changes in school or in technology supported by the district that we have found it useful to have an independent website that stands alone.  It also makes everything open source and collaborative, and easily adaptable to any instructional context.

But fundamentally, it works for us.  And what works for us probably won’t entirely work for you, because we’ve designed this around the way we teach and our technology preferences.  And that’s okay.  The bottom line with using technology in the classroom is that is has to work for you and work for your students.  

We also know that there are probably better ways to do some of these things, and that with the introduction of Google Classroom we might be changing...but that’s just how it goes with technology.  We just get used to something and it disappears forever.  Or it becomes a paid app.  Or our district blocks it for no apparent reason.  So we adapt, and as we adapt, we keep pushing towards a model that makes our classroom work better for us and our kids.

What do you use in your classroom?

Teachers who advocate the flipped learning model are generally talking about one of two things:

1. Recording the lecture for students to watch at home, freeing up class time for practice and application
2. An asynchronous, self-paced or mastery model where students are responsible for moving through the content at the speed that suits them and still demonstrates mastery of the concepts and skills.

I have tried both of those models; in fact, those two models are the ones I used predominantly for my first year flipped.  However, there is a third model that not many teachers talk about, but that I recommend to flip-curious teachers all the time.

That model is to record the lecture or instructions on video, then show it to the class.  While it doesn't remove that direct instruction from the class period, it does offer several very useful advantages:

1. You can see which students are getting it, and which are not
2. You can teach note-taking in a more explicit way, because you're doing it together.  Students learn to rely on each other to discuss and make meaning of the material, and thus create notes that are far more helpful to them
3. It gives the teacher time to take roll and get organised before beginning an activity.  You could even use the time to enter grades.  If the instruction was in the middle of the period, you could actually enter grades from THAT DAY as they watch, and even give them credit for the notes AS THEY TAKE THEM.  More feedback is always better, and getting instant feedback is important...at least as long as grades are a required part of teaching
4. It effectively clones the teacher - instead of spending 90% of your attention lecturing and 10% managing and supporting, you now have 100% attention to devote to managing behavioural issues, writing passes, taking calls from the office, and even circulating to figure out which students are most in need of 1:1 or small group differentiation.  Then, when the video concludes, those are the students you group together and work with personally.  That allows students who are ready to move more quickly than others
5. Having the video available also means that students who were absent or who have difficulty learning can watch it as many times as they need to.  If you have the devices for it, you can target students who struggle to keep up and have them watch the video on the device while the rest of the class watches on the main screen.  That way they get to control the pace and can therefore avoid the frustration and embarrassment of being the only one not keeping up 
6. Putting direct instruction on video takes what would be 15 minutes of class time and reduces it to 4-8 minutes.  Without interruptions or pausing for questions or to write out notes live for students, the content can be kept brisk.  I have never had a lesson take longer on video than live in class, and frankly, it generally takes less than half of the time as it did live
7. (Maybe this is just me, but...) It forces you to be far more prepared for your direct instruction and to use the best possible examples.  I struggle to talk, write and manage the class all at once, so by recording the lecture on my own, I can focus on the best way to explain it, or find pictures that can help illustrate it, or even add in an easter egg or two to liven it up
8. It allows you to build this into your workflow and create short videos as you go, so that you're flexible in adjusting to students' learning needs
9. This is the most important one to me: it reduces or eliminates the need for homework.  Flipping this way meant that I didn't have to assign homework unless there was something we didn't complete in class time due to off-task behaviour or distractions.

If you don't have the technology to record videos at home, you can do this at school using a SMARTBoard or a document camera, or even just record it on a mobile device.  If you don't think you have the time this year but want to start next year, you could even just record the instruction live in class and go back and edit it later to remove the dead air and replace any bad examples you used or add information using callouts.

Andrew and I often employ some advice that we heard from Jon Bergmann:

Do you want it perfect, or do you want it Tuesday?

Most of the time, we want it Tuesday.  There are very few ideas that merit spending extra time and energy on developing them when you have as much work as Andrew and I do.  We often feel pulled in so many directions that it's all we can do just to get them done to Tuesday-quality standards.

The one aspect of our practice where we make an exception is in video production.  Sure, we make quick videos, like the ones I do on ShowMe, or the close reading videos
that take more time to record than they do to edit.  But most of our best work takes hours.

That's why the summer is the time we get the most video work done.  Last summer, I re-edited the research paper series to make it more manageable and useful.  We did a series on writing a literary analysis essay using Twilight, by Stephanie Meyer (essay prewriting video here). 

And we started a video about The Great Gatsby.  It began as a close read of the opening passage, but evolved into something that has taken months to perfect.  In order to make it, I had to learn Adobe After Effects.  That alone was hundreds of hours.  We wrote, edited, assembled, designed, rendered, and then revised it all and started over.  

The goal of this video was to help students get excited about reading the novel in class.  Not only does it do that, but it also demonstrates how we developed the claims put forth in the video.

So here is the video we made.  It may not be absolutely perfect, but of all our work over the last year and a half, it is the product of which I'm proud.  If you enjoy it, pass it on.  We hope that it helps more than just our own students appreciate a text as rich and beautiful as The Great Gatsby.

And if people like it, we may just try to make another video that ends up more on the "perfect" side, rather than the "Tuesday" side.

Disclaimer:  I am probably crazy for even considering this.  That's what it feels like as I look out on students preparing right now.

In a week, every 9th grader at East Bay Arts will be delivering a TED-Talk style presentation.  They will get two minutes to talk about something about which they are really passionate.  They have to use a visual of some kind, and have been told DO NOT DO PUBLIC READING. ESPECIALLY FROM A POWERPOINT.  Unless they want to make their teachers cry, that is.

So let's back up.  Every students in 9th grade started the year with a unit on learning, the brain, and education.  The centrepoint of that unit was a series of TED-Talks.  We learned how to take notes and listen attentively.  We talked about passion, and how passion influences people to speak from a place of excitement and power.

Concurrently, they have been working on their very first all-school project.  At EBA, every grade level does one major project per trimester.  For the  first freshmen project, students have traditionally been asked to choose a social issue that is important to them and both write an essay about it and prepare a presentation to be given to a room of their peers and graded by the teacher.

If you read my blog and/or know Andrew and I, we tend to blow things apart and find the pieces in the rubble that work, and then build up the structure around those things.  That's kind of how this project started.  We liked the idea of self-selected topics.  We liked students giving a presentation that means something to them.   We also liked the idea of a project that all their teachers could see, work on with them, and learn from.  

But we also saw problems: most teachers from last year reported there being a ton of speeches on abortion or drug laws.  Having students write a research paper then deliver a persuasive speech seemed like a mismatch, and like too much for first trimester freshmen.  The topics don't necessarily touch the students' lives in a serious way, or in a way that is relatable in a 4-5 minute speech.  Also, the teacher in charge last year pretty much just told the other teachers what to do, and we really wanted to include the rest of the project team on the planning.

So we decided, in collaboration with the other two teachers on the team, to make it a presentation about how they wanted their school to change.  We started gearing up for that when we had a better idea.  Instead of advocating for a change at school, what would happen if we gave them the freedom to share something that made them truly passionate and interested?  What would school be like if every student got to share something they loved for a day?

Wouldn't that be the best day of school ever?  Wouldn't that MAKE the kind of school they would want to attend?

Then the next piece  that fell into place was when we realised that this was basically the structure of a TED Talk.  Since we've watched so many, it was an idea students quickly embraced.  It also has the benefit of being a real-world context for public speaking.  After all, how many people leave high school and ever have to present about a social issue for five minutes on their own?  But sharing an idea with passion and enthusiasm and clarity...that's something EVERYONE has to do.

And the final piece (stolen from Jon Corippo and Minarets): the teachers will not be assessing the students.  Instead, students will judge one another, based on the format of American Idol (the original).  There will be a Simon, a Paula and a Randy.  They will offer feedback based on the rubric categories and will decide the grade...but more importantly, will share what they thought and how it could be improved.

We will be filming the whole thing, and students will vote on which ones to feature on our YouTube channel.  I also told students that this was their chance to show their teachers, their parents, their friends, and the world that they were more than just a "dumb teenager who only cares about stuff posed on Facebook."  This is their chance to prove that they can have 80 9th graders in one room, listening to each other talk about something they love and not fall apart.

I'm writing about it here because I'm very aware that it might fail.  In fact, failure is likely - not of the whole event, but of certain presentations, and certainly technology.  But I'm sharing it so that I am clear going into it that the outcome doesn't matter.  What matters is that we aimed high and worked hard.  And that we learn from whatever failures may come.

In a week, it will all be over.  I'm excited to share what happened.

Over the summer, Sam Patterson and I started talking about puppets.

Now, we all know he's the Puppet Man, who actually does have Twitter accounts for all his puppets, and even features them on his YouTube channel.

So when I was selected to take over the Leadership class at EBA, I quickly found an application for puppets on campus: hosting the weekly video news broadcast.  Here is the playlist of all the Ninja News episodes so far.  Yes, our mascot is the Ninja.  Purple ninjas, actually.

Now, once other students saw the puppets, they wanted in on the sweet puppet-making action.  So I ran a few workshops on Choice Day teaching students how to make puppets, and we even had all the 9th graders make sock puppets one afternoon.

Here's what I've learned about puppets since starting this endeavour:

• Students come alive when they get to do, make, build, and design
• Students love challenge when it's presented in a way that makes it seem fun (like: build a sock puppet! No directions! No help!)
• Grades and points cease to matter when something is truly engaging.  I did have one student ask if his sock puppet would be graded, but other students told him to Just Stop before I had to.  That feels pretty awesome.
• Kids become kids when they have a puppet on their hand.  Suddenly, they are more playful, more funny, more animated, and more interesting.  Yes, I mean interestING - I think you have to be interestED to be interestING.  They also have started to think differently, and are much quicker to get to creative solutions to problems.
• Making puppets requires divergent thinking, storytelling, imagination, and creativity.  Many kids find that overwhelming, because they are being asked to do things that aren't quantifiable.  They get lost in the design phase because it cannot come from rote memorisation, or reliance on good academic habits.  It becomes scary for them to have to try something that might fail.  Those students need the most help and the least instruction.  I spend a lot of time listening, and then helping them glean their ideas from all of the rubble.  But if I give them an idea, it's no better than asking them to memorise the date Shakespeare was born.  The real work still came from me in organising, planning, and valuing the information.  
• Puppets are a great vehicle for teaching that it's okay to make mistakes.  My first puppets aren't great (in order of how I made them: Albert, Kiwi, Gypsy, New Unnamed Puppet), but I'm proud of them, and I learned a lot more from making them than I did from just using the puppets Sam let me borrow (EduFelon and Tina).  Figuring out how to do something like this required lots of YouTube videos, many hangouts with Sam, and a lot of trial and error.  And it was really, really fun.

L to R (& puppet maker):
Tina (Sam)

Gypsy (Me)

EduFelon (Sam's student)

Albert (Me)

Kiwi (Me)

This is my newest puppet.  He was built with a pattern Sam traced from Wokka.  

The kids absolutely love him.

The staff think I'm carrying a dog when I walk in with him.

Also, people can't agree on this puppet's gender.  I'd like to know your thoughts!


So TL;DR:
Puppets are amazing.  They are viable as an instructional strategy.  They help students be more comfortable in their own skin, and with taking risks and thinking differently.

Go make one.  Now.

A few years ago, I thought that using video in class was the lazy way out.  It was for teachers who couldn't figure out how to have a class discussion or didn't want to make copies.

I also thought YouTube was for cat videos and people with too much time.

Boy, was I wrong.

Now, I start class with a short video (under four minutes, generally) every single day.  This unit's playlist has dozens of videos that were shown in class, most of which I didn't make.

So what changed?

A few things.  I started delving into the world of online video and YouTube content creators because of my interest in John Green and his brother, Hank Green.  They have been video blogging (vlogging) on YouTube since 2007, when they went for a year using video instead of any textual communication (emails, texts, etc.).  Since then, they have added over a million subscribers, and have one of the most amazing online communities anywhere on the internet (called Nerdfighteria, with individuals being called Nerdfighters - basically, instead of being made out of flesh and bone, Nerdfighters are made out of pure awesome).

I saw thousands of teenagers interested in music, literature, politics, news stories, and even in helping make the world suck less.  The central tenet the Vlogbrothers and Nerdfighteria promote is that our job as humans is to understand each other complexly.  Humans, especially those growing up in this rapidly changing world, are used to seeing black and white, but often fail to see the much more complex tapestry that makes up human experience.  

As a literature teacher, that idea resonates with me.  I read so that I can understand what it's like to be someone else, living a different life.  I read so that I am connected to people with whom I could never otherwise be connected.  I teach reading so that my students can not be limited by what they see, or what they experience, or even what they are.

Exploring the Vlogbrothers led me to a variety of other channels.  If you're interested, here are some of the other channels I now subscribe to, here are some of my favourites: ViHart, WheezyWaiter, ZeFrank1, ZeFrankenfriends, Schmoyoho, TheGregoryBrothers, CrashCourse, Hankschannel, HankGames, KidPresident, gunnarolla, MentalFloss, Pewdipie, TheArtAssignment, TheLizzieBennettDiaries, TheFineBrothers, CGPGrey, Veritasium, VSauce, SciShow, MinutePhysics, PemberleyDigital.

I subscribe to some of those channels because they are EXTREMELY POPULAR.  For example, Pewdiepie, a Swedish video gamer, is the #1 most subscribed user on YouTube.  If you think that's weird, watch this video of him playing a game called Happy Wheels.  Well, don't watch it if you are offended by swearing.  He does that a lot.  But he also is pretty funny.  And that is what our kids are watching.  I want to be watching what they are.

I may never show his videos in class, but I do think it's important to understanding our students.

Some of those channels make content that is outstanding, like the reimagined Jane Austen stories on Lizzie Bennett Diaries or Pemberley Digital.  Some of them are science content, like V-Sauce, Veritasium, SciShow, and Minute Physics.  And some are just awesome and educational, like Crash Course or Vi Hart (if you hate math, watch this.  And then repent of hating math.  I showed this video months ago, and I still find fractals filled with elephants on papers).

Those videos are the ones I show because it says to my students:

• I care enough about you to understand the world in which you live
• I am interested in a lot of things, and I spend time learning when I'm not in class
• There are amazing things on the internet that can teach you anything you want
• I value other voices and other talent 
• There are people who can explain something or tell a story in a way that I never could match

On the practical side, here's some benefits to the strategy:

• Students hate missing the opening video.  That means they get to class on time
• It gives me time to take attendance, pass out papers, and get everything set for class
• It helps students settle into the routine
• It gives them something to write about in their daily writing warmup

Now, I also use longer content.  For example, in this unit, we have been studying the brain, how we learn, and how education can best meet the structural, psychological, and cultural challenges of adolescence.  I could have learned all of the content in the half dozen TED Talks we watched, and designed lessons with scaffolded note-taking and worksheets, and given multiple choice assessments on that information.

Or I could let the expert talk, and use it as a chance to teach students to monitor their comprehension while listening and how to best handle note-taking.  Plus, it allows me to take my own notes during the video so I can model how to do that best.  And, I take notes every time I watch the video, which shows them how much my notes improve every time I watch the video.  

Now, I don't think that my job is to just teach them how to sit down, shut up, and take notes.  In fact, if that's what education is, then we're failing our students completely.  However, I do think that note-taking is something that everyone needs to learn, and every teacher assumes another teacher has taught already.  Spending this much time taking in content and working on producing notes that accurately capture the information in a way that's useful to the student is totally worth it to me.  It builds the skills they need when they start taking on more responsibility for their own learning.

In this first trimester, the goal is to help them learn how to do all of the things they will need to do when they are more self-directed.  As Andrew and I have learned, throwing students into a self-paced autonomous environment right away is ALWAYS a failure...and especially at schools where the culture is one where spoonfeeding is accepted and expected.  So we teach them the basics.  Kind of like boot camp.  Only more fun.

That's another key to the whole "using video" strategy.  It's fun.  You know what's not fun?  Taking notes.  But when they are learning to do that with engaging content, it doesn't feel as soul-crushing.  Plus, we know that students can't really sit still for the entire hour-long class period.  Having short videos provides frequent breaks so they can help manage their attention and time on-task.  When a student knows that they will get a break in five minutes, they are able to worry less and learn more.

Fundamentally, using videos - both as short warm-ups and as longer content-delivery-systems - comes from the belief that when students see what life is like for something else, they will start caring.  Video gives them a much wider world to explore, and that gives them the opportunity to experience something they never could have on their own.  Literature still have a place, but I think English teachers have an opportunity to use this newer medium to teach many of the same skills and content we do for literature.

And that's pretty awesome.

A year ago, we started our YouTube Channel to host our research paper videos.  As we were preparing for our FlipCon12 presentation, we went back and watched those videos for the first time.

Both of us were shocked by how bad they were.  We actually had to stop watching because it made us cringe.

We recognise how revolutionary it was at the time for both of us to be in the same video and to show the process of writing an essay together, live on screen.  But there were lots of reasons why our early videos sucked so much:

1. We didn't know what we were doing
   
2. I didn't know what I was doing with editing
   
3. Neither of us had made enough videos or used them in class to understand what made for a good video
   
4. We were enjoying the process so much that we talked.  Way.  Too.  Much.
   

We didn't end up having a huge need for the video series this year - both of us ended up teaching something different than we had been assigned at the end of the school year, So they kind of sat there on our channel for the last year, and we mostly forgot the existed.

Then when we watched them again, I had an idea.  Now that I know what I'm doing with the editing side, and have some time to kill (yay summer!)I should go back and edit them down from 10-15 minutes to 5-6 minute videos.  So that's been the project that consumes most of my time these days, when I'm not working on our book chapters (PREORDER OUR BOOK HERE!).

I'd love to have some feedback on the updated videos.  I've added the updated video next to the original, just for the sake of comparison.

The old videos are on the left, and the new ones are on the right.  I made the old ones smaller because it made me happy and made the page look better.  The first video is about finding sources.  I've put the videos below the fold because I didn't want them to make the page load slowly for as long as they're on the front page of the blog.  Apologies for the inconvenience.  Please watch them anyway!

Two years ago, I had the amazingly good fortune to have a cart full of netbooks in my classroom.  I was 1:1, and even if the netbook wasn't awesome (these broke, lost internet connection, lost files, wouldn't connect to any site with a large file size...etc.) it did allow me to push my course management to Edmodo.  I posted all assignments there, had discussions (and posted backchannels for other discussions), I assigned grades, and used the teacher forums for my own professional development.

Then, last fall, it became clear that occasional computer lab use and BYOD were the best I could do.  A large percentage of students had iPhones (85-90%) and a few had iPads or other kinds of smartphones, so there were often a critical mass of devices so students could send email, compose documents in Google Drive (although I wouldn't want to try that on a phone screen, my students seemed to be okay with it), take pictures of handouts, etc.  So while I wasn't 1:1, I had students using their own devices or borrowing one of the ones I had (I had four computers in my classroom, two laptops I own and two desktops from the school, as well as an iPad and an iPhone).

But what became clear quickly was that Edmodo just wasn't going to be helpful.  Outside of a 1:1 environment, it made much more sense to host everything on MentorMob playlists, and then embed those into a course-specific webpage at tmiclass.com.  

This is the course website for American Literature, first period.  You can see the last video we used, along with the playlist for the Gatsby unit, and the playlist of returned tests/essays.  I can also embed Google forms on these pages, such as the one I use for document creation from AutoCrat.

Students could access those easily on their phones, and even more easily from  home.  Just by using MentorMob with BYOD, we reduced the number of copies needed to almost zero.  I didn't even give paper copies of the syllabus and course description last semester.  Just the shortened link to the Google Doc version.

However, that didn't make up for every piece of paper - in fact, most of the paper used in my classroom was used by my students.  That's where this strategy comes in.


I hate collecting paper.  It gathers, especially when you have 155 students in a fast-paced college-prep school.  So I came up with a few ways to not ever collect paper from my students.

• Ask them to email it to you with a particular subject line.  I like using hashtags.  So if the assignment is the Gatsby Journal #1, I have them use the subject #GatsbyJournal1.  Then I can search and even auto-label emails in Gmail.  

• If they don't have a device or can't use it for some reason, I will walk around and take pictures of their papers with my iPad.  Then I can import them as a single event (this works best if you upload after every class period) in iPhoto.  And I have them forever, unless I decide to clean out my iPhoto albums.  It also takes less than two minutes to make it around to everyone who needs it.
  

Here is what it looks like in iPhoto.

So yes, technically it uses paper.  But it means you don't have to collect ANY of it, and the students don't need to worry about keeping or losing it.  In fact, I encourage them to recycle it as soon as they add it to their blog or email it or whatever.  

If I end up needing to comment on them, I can always upload the pictures to Google Drive and use comments or VoiceComments on them.  For the most part though, these are credit/no credit reading journals that don't require me to read them closely.  I can also have students collect and submit them at the end of the unit, making it easier to grade and enter.

Do you have paperless tricks?  If so, I'd love to hear them!

I’ve written before about how reading, for me, is now social.  I didn’t expect that would ever change...I really expected that reading would be like it always has been - stories in my own head, and something that belonged to me in a very real way.

But when Andrew burst into my life nine months ago, the way I read (along with everything else) changed.  Suddenly, it wasn’t just me reading.  We read books the other recommended, then talked about it as we read.  Texted quotes and commentary, thoughtful emails and Direct Messages on Twitter about the meaning of certain passages, and the relevance to our own lives...all of that made reading something that was no longer just a refuge where I could live in a world of (at least partially) my own creation.

When I first flipped my class, I got an idea while I watched a reality television show to do something similar to how they engaged viewers.  Throughout the episode, the hashtag for the show appeared in the corner, and viewers were encouraged to tweet their comments in real time.  So I stole that idea and used it for reading and watching video in my English 10 class last year.  They used Today’s Meet as a backchannel, and I saw their level of engagement increase substantially.  They were asking questions that showed more trouble with comprehension than I had any idea existed.  And instead of me answering all the questions, they started answering each other’s questions.  Kids who refused to talk in class were suddenly revealed to be incredibly engaged and possessing more knowledge than anyone realised.  It was actually one of the most beautiful things I’ve ever done in class.

And that’s how we read Night.  I made videos of myself reading each chapter using ShowMe, and we watched them in class.  Students participated over Today’s Meet (we had 1:1 netbooks last year in my classroom).  At the end of the book, every kid passed the assessment...because they actually were engaged in the reading.

And when I started at Redwood, I threw those ideas out for the most part because we were no longer 1:1 and my students were supposedly avid independent, motivated readers.

And a semester later, I’m wondering why I abandoned everything that worked so beautifully for the sake of a little less technology and what turns out to be a group of students who aren’t used to reading for English class.  They are, however, much more adept at using sparknotes and the internet to help them avoid reading.  And they have fooled most of their teachers for a long time, or have simply had a teacher resigned to the fact that her students wouldn’t read what was assigned.  I think all English teachers understand that it's pretty hard to get students to read and focus and comprehend and be excited about books.  And with the influx of technology, attention spans get shorter and teenagers struggle to find as much meaning in Catcher in the Rye as they do in Call of Duty or Facebook.  It's not a problem of this school, or this state, or whatever.  It's a universal problem, at least in American culture.

I had an idea a few weeks ago to have students produce an interactive book of the text they’re reading.  It follows the “Why Read?” inquiry unit we did at the start of the course, because now we’ve read one book together and so we have some experience using the strategies they selected.  And frankly, the way teenagers read has changed.

In an era where they can get high-quality summaries and analysis of most books on the traditional canon for high school literature, and where they’ve come to believe that reading books for school rarely yields anything but pain and suffering, how can we possibly wonder why they choose to do their hours of other homework without even glancing over the pages assigned in their English novel?

But here’s the problem: you can’t analyse what you can’t understand.  And you can’t understand what you don’t read.  So we’re at an impasse.

Now, I’ve had two relatively successful novel units.  We are just wrapping up Death of a Salesman in American Literature, and we are just finished with Night in Humanities.  So for the end product, it makes sense to go back to the original inquiry question: Why Read?

But the more interesting question to me is how my students believe they can help other teens read.  And that’s where the idea for the interactive book comes into its own.  An interactive book, created by the students in my class for the book they are reading or have just finished, could put in features like video explanations of difficult passages, or hyperlinked vocabulary or historical terms, or summaries to start and end the chapter, or focus questions so students can read for deeper analytical meaning.  All of those things would help me as a reader, and my guess is that my students would be helped as well.  But it still doesn’t solve the problem of how to leverage the ability of books to create community.

That’s where the idea for the CoFlipBooks Reads The Fault in Our Stars came from.  We wanted to know what would happen if we got together a group of friends and made videos for each of the chapters that would serve to start a discussion and deepen our own connection to and understanding of the book.  We’ve already got an introduction video and a video for chapter one and it’s been amazing so far.

We’re working on translating this for use in the classroom, and how it could fit into an interactive book.  We don’t have all the answers yet, but that doesn’t matter.  Part of blogging for me is sharing what is in process, rather than just what is finished product.

So when school starts on Monday, we will start talking about constructing an interactive book that will help students read socially and with thoughtfulness and depth.  I’d love to hear what you think about how that should work.

And please watch our book club videos!  And read with us!  And create video responses to any of the chapter videos!

As I’ve been reading some new books over break, I’ve noticed something.

The way I read has changed now that my use of technology has changed.  Let me give you an example.

I read Looking for Alaska. You should too.  But luckily for me, Andrew (my favourite person with whom to read a book) HAS read it.  So as I was reading, and crying, and laughing and wondering how John Green got so nerdfighting awesome, I was also doing something that has become part of my reading ritual/routine/practice these days.

I was messaging Andrew with quotes, thoughts, connections to our own lives, and questions.  I found that when I was struck by the beauty of something, I wanted to just send him the quote.  So I would type out the quote and often realise just how much more beautiful it was as I was copying it verbatim.  And he would respond, and we would talk about it.

And it made me love the book even more.

Then I read An Abundance of Katherines.  And he hasn’t read it.  But he (and you) should.  I found myself actually enjoying it a bit less, not because it was inherently less enjoyable, but because I wasn’t getting the same interaction I had with Looking for Alaska, and before that dozens of other books Andrew and I have read together (synchronously or asynchronously).

When I read, I often take on some of the images, metaphors, turns of phrase, or other subtle patterns in my own writing.  I’ve found that having that kind of assimilation with my favourite books deepens my own ability to express myself, and simultaneously communicates a deeper meaning to anyone familiar with the original work.  I can make an allusion to a character, or a particular scene, and the background of my writing becomes so rich with references that it is a tapestry of meaning to which only some of my readers have access.

That may sound elitist or exclusive, but it’s something we all do.  We make inside jokes with people as a function of relationship.  It connects us to them, and adds shades of depth to our ordinary interactions.  It creates backstory and shared history.  It knits us together in thousands of tiny stitches.  And that’s the same way authors connect to the readers - they give us in-jokes, references to famous stories and situations, and in that way, we understand the world they have created and can see ourselves in it.  If the book is really good, those ideas can actually mean something both inside of and outside of the original context of the novel.

You only have to look to fandom to see that this works extremely well.  How many people dress up like Star Trek, Star Wars, Harry Potter, Hunger Games, etc. characters because they feel like it’s a world they inhabit?  On a smaller scale, I was at church on Sunday and someone came in wearing a The Fault In Our Stars shirt (the one that matches the cover, only it says “okay” instead of the book information).  I told her how much I loved John Green and the book and therefore, the shirt; instantly, we had a point of connection where none existed before.  The same thing happens when I wear my birthday present from Andrew - the NOT COOL ROBERT FROST! t-shirt.  Anyone who recognises it is really just recognising one of the stitches that hold us together.

It’s part of human nature to seek connection with others.  And one of the ways we do that is through telling stories and imagining ourselves and other people complexly.

So that is what Andrew and I have been talking about lately.  We wanted a way for our kids to engage in many of the same practices that we do as readers: practices we try to model for them so they can see proficient readers and start to change their conception of what it means to read with thoughtfulness and depth.

That’s originally where the ideas for reading journals came up.  When we read books that we’re teaching (or preparing to teach) we don’t do formal annotation, but we do some informal reading journal strategies (and one of us who will remain nameless uses only envelopes and file folders for these).  So I showed my students my crazy messy notes (that I have cleaned up and posted here, along with instructions if you are interested) and talked them through what my idea of a reading journal is.  

But first, what it’s not:

• Cornell Notes, or other kinds of structured note-taking
  
• Graded or evaluated in any way
  
• Treasure hunting for symbols or metaphors
  

In fact, there are only a few things I insist be included:

• Actual thoughts about the text
  
• Something that responds, connects, or interprets the text
  

That’s it.  They can illustrate or use other visuals, they can write out quotes, they can tell a personal story, they can make bullet points of key words or ideas, they can note patterns or repeating language/ideas/themes, etc.  Most of them do a combination of those things.  Some like to write down quick thoughts and then go back and write a more polished version at home that night.  

The point is that I want them to have something that they wrote about the text during or just after when they read.  I’ve found that it increases comprehension, helps them formulate questions so they engage the text more fully, and assists their composition and planning process when the time comes to write the essay or do the project at the end of the unit.

But here’s the flaw in the plan: they are the only one benefitting from these.  They do share with their group, and then often with the whole class, but that is a very limited sphere of influence.

That’s the flaw this New Idea is designed to address.

So instead of doing all the reading journals individually on paper (some do them digitally on their own device), we want students to choose one section of the book and do a video reading journal.  This will look a little like the Death of a Salesman videos I wrote about in the last post, in that they will get a particular section of the book and will be asked to work in a small group to make a video.

But there’s a slight difference.  This video isn’t about analysing character.  It’s about connecting to the text.  And they can talk about anything they want, so long as it gets them to engage and read both academically and empathetically, treating the characters and situations with thoughtfulness and complexity.

It would be a little like a book talk, but with a focus on pointing out the things in that section of the text that can pull the reader in and help them understand the book more fully.  So a straight summary won’t do it.  Neither will some vague statements about character.

I don’t know if this will work, but I think the primary goal is to get students to make a video in which they make people care about the book and want to read it.

All the videos would be under four minutes, but other than that, could be put together however they wished.  They could use puppets, green screen, animation, RSA-style, still pictures, PowToons style, or just sit in front of the camera and talk.

The first step is to make some model videos.  So Andrew and I are working on a project that involves reading journal videos for John Green’s AMAZING book The Fault in Our Stars.  We’ll post it here when we finish it.  Our hope is that we will put together a series that involves members of our PLN (including non-English teachers, because hey, reading isn't an "English Teacher Only" activity) to model what these can look like, and then we can start our students with a plethora of models for inspiration.  We can also work out the bugs in the system before assigning it.  Eventually we’d love our students to actually make videos to send to their classmates across the country (so Andrew’s students make them for a book my students are reading too, and then my students make videos and then send them back, etc.).

And it just sounds like a hell of a lot of fun.  It’s kind of like a book club with more #EduAwesome.

We’d love to know if you’ve tried anything like this before, or have ideas to make this idea even better.