How Teachers are Leaning on Each Other to Stay Resilient During COVID-19
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It may sound small, but for her, it’s a major victory. “I don't normally eat three meals a day, because I'm usually working and don't even think about it,” Zayas said in September. In addition to her new lunch routine, Zayas, who teaches STEM and social studies at a public school in Leander, Texas, has set a regular time when she turns off her computer at night. “I'm working really hard to put what is in my brain of what balance looks like into reality,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Balanced” is not a word that many educators would use to describe how they feel in 2020. Even before \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent studies found that 93% of \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1098300717732066\">\u003cspan style=\"font-weight: 400\">elementary school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 94% of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440519300937\">\u003cspan style=\"font-weight: 400\">middle school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experience high stress. Add to that a pandemic, upheaval in job duties and ongoing social unrest, and you’ve got plenty to worry mental health professionals. “We were in crisis a year ago, and now the house is on fire,” said Michelle Kinder, a licensed professional counselor and co-author of \"\u003c/span>\u003ca href=\"https://www.wiley.com/en-us/WHOLE:+What+Teachers+Need+to+Help+Students+Thrive-p-9781119651031\">\u003cspan style=\"font-weight: 400\">WHOLE: What Teachers Need to Help Students Thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that backdrop, how has Zayas managed to prioritize her well being more than any other time in her career? In large part, she attributes it to the support and connection she’s found with other educators. She is part of a group of Texas teachers that formed as a short-term response to school closings last spring and who are now leaning on each other to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">stay resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as the pandemic persists.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Filling the gas tank\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In March, Zayas volunteered to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">facilitate a teacher support group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organized by \u003c/span>\u003ca href=\"https://teachplus.org/TX\">\u003cspan style=\"font-weight: 400\">Teach Plus Texas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that trains teachers for policy leadership and advocacy. The support group met twice weekly in the spring. When summer arrived, some members wanted to keep it going. They decided to read \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/about-onward/\">\u003cspan style=\"font-weight: 400\">Onward: Cultivating Emotional Resilience in Educators\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The book follows a June to May calendar and includes an accompanying workbook. Each month Zayas and up to seven other teachers meet via Zoom to discuss key takeaways from the last chapter, share what’s going on in their classrooms, and reflect on what they need from themselves or others to be well. That last part is an important part of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Kinder, who has worked with educators in individual counseling and at large-scale trainings she led as executive director of the \u003c/span>\u003ca href=\"https://momentousinstitute.org/\">\u003cspan style=\"font-weight: 400\">Momentous Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kinder often encourages clients to do a “gas tank audit.” It involves identifying five things that fill you up and considering how often those things show up in your life. Taking time to fill the gas tank \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\">\u003cspan style=\"font-weight: 400\">can be hard for teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Generally as a rule they're so wired to care for others, to pour themselves into their craft and their profession in a way that can very easily result in depletion. Especially if the system they're in isn't healthy and looking out for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a familiar story for Ruqayyah Adisa, a member of the Teach Plus group with Zayas. Adisa is a business manager and former librarian at a public charter school in Houston. “I'm always the one listening and giving the advice,” she said during the group’s September meeting. “But then when I'm not having a good day or I need a shoulder to cry on or something like that, I just feel like not all the time do I have someone there for me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting and giving mutual support is what draws the members together. Veronica Rivera, a bilingual primary school teacher in San Antonio, said the group’s gatherings and the readings have grounded her and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56773/how-to-manage-feelings-of-uncertainty-about-the-future\">\u003cspan style=\"font-weight: 400\">reduced her anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In September she told the group she was grieving the death of her dog but couldn’t skip their call: “I look forward to this. That's why I was like, I'm going. I'm showing up to this meeting, tear-stained face and all.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks between meetings, the educators stay connected via Slack. They post motivational quotes and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">share frustrations or bright spots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the day, which they refer to as “whines and shines.” They act as accountability buddies for self-care practices by swapping links to yoga videos or celebrating when someone meditates several days in a row.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s made a huge difference. Just knowing that I feel like my community ... is much, much stronger. It's not just professional relationships. It's like we're building friendships that are going to be sticking together,” said Zayas.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Community care\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-care has its limits, though. On a recent \u003c/span>\u003ca href=\"https://padlet.com/sheathescholar/ananonymousteacher\">\u003cspan style=\"font-weight: 400\">padlet board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by teacher \u003c/span>\u003ca href=\"https://twitter.com/sheathescholar\">\u003cspan style=\"font-weight: 400\">shea martin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, anonymous teachers described the crushing stress they’re experiencing this year, and many expressed frustration at administrators’ promotion of self-care without real changes to make that possible.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/sheathescholar/status/1312203368341798912\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher workloads have long been “out of touch with reality,” said Rivera. Before the coronavirus outbreak, she and others in the group were advocating for policy changes to improve that. Now the pandemic has thrown a wrench in things. With little hope for greater state or federal investments, the teachers are forging their own path forward. In that way, their group is creating a grassroots form of what Kinder called “community care,” which offers individuals an emotional safety net and the sense of power in reciprocating care.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group may not be able to fix large-scale problems, but with so much out of teachers’ control, Rivera said building her own resilience is one area where she can exercise agency: “Our monthly meetings make me feel and know that I’m not alone in all of this. Each session I leave with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">new ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to focus on caring for myself, my family and my students, too. I feel inspired and motivated to continue on when honestly, sometimes I don’t know if it’s worth it to me, especially now.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Teachers in one group are supporting one another through regular check-ins while discussing books that help guide their mental health throughout the school year. ","status":"publish","parent":0,"modified":1603176500,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1061},"headData":{"title":"How Teachers are Leaning on Each Other to Stay Resilient During COVID-19 - MindShift","description":"Teachers in one group are supporting one another through regular check-ins while discussing books that help guide their mental health throughout the school year. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Teachers are Leaning on Each Other to Stay Resilient During COVID-19","datePublished":"2020-10-20T06:48:20.000Z","dateModified":"2020-10-20T06:48:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56836 https://ww2.kqed.org/mindshift/?p=56836","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/19/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19/","disqusTitle":"How Teachers are Leaning on Each Other to Stay Resilient During COVID-19","path":"/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For the first time in her decade of teaching, Coral Zayas is eating lunch every day. It may sound small, but for her, it’s a major victory. “I don't normally eat three meals a day, because I'm usually working and don't even think about it,” Zayas said in September. In addition to her new lunch routine, Zayas, who teaches STEM and social studies at a public school in Leander, Texas, has set a regular time when she turns off her computer at night. “I'm working really hard to put what is in my brain of what balance looks like into reality,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Balanced” is not a word that many educators would use to describe how they feel in 2020. Even before \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">COVID-19\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent studies found that 93% of \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1098300717732066\">\u003cspan style=\"font-weight: 400\">elementary school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 94% of \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440519300937\">\u003cspan style=\"font-weight: 400\">middle school teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experience high stress. Add to that a pandemic, upheaval in job duties and ongoing social unrest, and you’ve got plenty to worry mental health professionals. “We were in crisis a year ago, and now the house is on fire,” said Michelle Kinder, a licensed professional counselor and co-author of \"\u003c/span>\u003ca href=\"https://www.wiley.com/en-us/WHOLE:+What+Teachers+Need+to+Help+Students+Thrive-p-9781119651031\">\u003cspan style=\"font-weight: 400\">WHOLE: What Teachers Need to Help Students Thrive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With that backdrop, how has Zayas managed to prioritize her well being more than any other time in her career? In large part, she attributes it to the support and connection she’s found with other educators. She is part of a group of Texas teachers that formed as a short-term response to school closings last spring and who are now leaning on each other to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">stay resilient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as the pandemic persists.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Filling the gas tank\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In March, Zayas volunteered to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">facilitate a teacher support group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organized by \u003c/span>\u003ca href=\"https://teachplus.org/TX\">\u003cspan style=\"font-weight: 400\">Teach Plus Texas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that trains teachers for policy leadership and advocacy. The support group met twice weekly in the spring. When summer arrived, some members wanted to keep it going. They decided to read \"\u003c/span>\u003ca href=\"https://www.onwardthebook.com/about-onward/\">\u003cspan style=\"font-weight: 400\">Onward: Cultivating Emotional Resilience in Educators\u003c/span>\u003c/a>\"\u003cspan style=\"font-weight: 400\"> by Elena Aguilar together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The book follows a June to May calendar and includes an accompanying workbook. Each month Zayas and up to seven other teachers meet via Zoom to discuss key takeaways from the last chapter, share what’s going on in their classrooms, and reflect on what they need from themselves or others to be well. That last part is an important part of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">mental health\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Kinder, who has worked with educators in individual counseling and at large-scale trainings she led as executive director of the \u003c/span>\u003ca href=\"https://momentousinstitute.org/\">\u003cspan style=\"font-weight: 400\">Momentous Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kinder often encourages clients to do a “gas tank audit.” It involves identifying five things that fill you up and considering how often those things show up in your life. Taking time to fill the gas tank \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52281/secondary-traumatic-stress-for-educators-understanding-and-mitigating-the-effects\">\u003cspan style=\"font-weight: 400\">can be hard for teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Generally as a rule they're so wired to care for others, to pour themselves into their craft and their profession in a way that can very easily result in depletion. Especially if the system they're in isn't healthy and looking out for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s a familiar story for Ruqayyah Adisa, a member of the Teach Plus group with Zayas. Adisa is a business manager and former librarian at a public charter school in Houston. “I'm always the one listening and giving the advice,” she said during the group’s September meeting. “But then when I'm not having a good day or I need a shoulder to cry on or something like that, I just feel like not all the time do I have someone there for me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting and giving mutual support is what draws the members together. Veronica Rivera, a bilingual primary school teacher in San Antonio, said the group’s gatherings and the readings have grounded her and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56773/how-to-manage-feelings-of-uncertainty-about-the-future\">\u003cspan style=\"font-weight: 400\">reduced her anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In September she told the group she was grieving the death of her dog but couldn’t skip their call: “I look forward to this. That's why I was like, I'm going. I'm showing up to this meeting, tear-stained face and all.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the weeks between meetings, the educators stay connected via Slack. They post motivational quotes and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">share frustrations or bright spots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the day, which they refer to as “whines and shines.” They act as accountability buddies for self-care practices by swapping links to yoga videos or celebrating when someone meditates several days in a row.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s made a huge difference. Just knowing that I feel like my community ... is much, much stronger. It's not just professional relationships. It's like we're building friendships that are going to be sticking together,” said Zayas.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Community care\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-care has its limits, though. On a recent \u003c/span>\u003ca href=\"https://padlet.com/sheathescholar/ananonymousteacher\">\u003cspan style=\"font-weight: 400\">padlet board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by teacher \u003c/span>\u003ca href=\"https://twitter.com/sheathescholar\">\u003cspan style=\"font-weight: 400\">shea martin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, anonymous teachers described the crushing stress they’re experiencing this year, and many expressed frustration at administrators’ promotion of self-care without real changes to make that possible.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1312203368341798912"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teacher workloads have long been “out of touch with reality,” said Rivera. Before the coronavirus outbreak, she and others in the group were advocating for policy changes to improve that. Now the pandemic has thrown a wrench in things. With little hope for greater state or federal investments, the teachers are forging their own path forward. In that way, their group is creating a grassroots form of what Kinder called “community care,” which offers individuals an emotional safety net and the sense of power in reciprocating care.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group may not be able to fix large-scale problems, but with so much out of teachers’ control, Rivera said building her own resilience is one area where she can exercise agency: “Our monthly meetings make me feel and know that I’m not alone in all of this. Each session I leave with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">new ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to focus on caring for myself, my family and my students, too. I feel inspired and motivated to continue on when honestly, sometimes I don’t know if it’s worth it to me, especially now.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19","authors":["11487"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20865","mindshift_507","mindshift_21038","mindshift_21359"],"featImg":"mindshift_56841","label":"mindshift"},"mindshift_50540":{"type":"posts","id":"mindshift_50540","meta":{"index":"posts_1591205157","site":"mindshift","id":"50540","score":null,"sort":[1522045247000]},"guestAuthors":[],"slug":"when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie","title":"When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie?","publishDate":1522045247,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Earlier this year, math educator and Desmos executive \u003c/span>\u003ca href=\"http://blog.mrmeyer.com\">\u003cspan style=\"font-weight: 400\">Dan Meyer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published a piece entitled \u003c/span>\u003ca href=\"http://blog.mrmeyer.com/2018/lonely-math-teachers/\">\u003cspan style=\"font-weight: 400\">“Lonely Math Teachers”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which he raised the shortcomings of social media and the need for innovative math teachers to connect online. In his post, he made the case for Twitter. At its best, he argues, Twitter can be an invaluable tool for professional development among educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He writes: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">For the right teacher, Twitter is the best ambient, low-intensity professional development and community you’ll find. Maybe Twitter isn’t as good for development or community as a high-intensity, three-year program located at your school site. But if you want to get your brain spinning on an interesting problem of practice in the amount of time it takes you to tap an app, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Twitter is the only game in town\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here’s the problem: It’s takes a lot of courage to put yourself out there, to broadcast your opinions and to ask for input. And just because you put yourself out there, it doesn’t always mean you’ll get a response. Hence Meyer’s new website: \u003c/span>\u003ca href=\"http://www.lonelymathteachers.com\">\u003cspan style=\"font-weight: 400\">Lonely Math Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in which he curates those lonely tweets that have gone unanswered. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/DavidKButlerUoA/status/891362801041723392?ref_src=twsrc%5Etfw&ref_url=http%3A%2F%2Fblog.mrmeyer.com%2F2018%2Flonely-math-teachers%2F\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This conundrum brings us to an important question: As an educator, how do you overcome the shortcomings of social media and network with other innovative teachers beyond the Internet?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> For answers, \u003c/span>\u003cspan style=\"font-weight: 400\">we turned to various educators, who shared tips on building camaraderie and tapping into existing math communities. These tips and strategies include both online and offline approaches, many of which can be applied to any subject, not just math. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Find mentors and collaborators in your own school\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Does your school allow for teachers to build communities ad hoc?\" That’s the first question you should ask yourself, said \u003c/span>\u003ca href=\"http://thejosevilson.com\">\u003cspan style=\"font-weight: 400\">José Luis Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math teacher and author of \u003c/span>\u003ca href=\"https://www.amazon.com/This-Not-Test-Narrative-Education/dp/1608463702\">\u003ci>\u003cspan style=\"font-weight: 400\">This Is Not A Test: A New Narrative on Race, Class, and Education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">\"Generally, high performing countries spend way more time planning that they do actually working in the classrooms,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Vilson was just starting out as a classroom teacher, he turned to his peers to build upon his own skills and create camaraderie. \u003c/span>\u003cspan style=\"font-weight: 400\">\"I leaned heavily on \u003ca href=\"https://www.kqed.org/mindshift/33897\">visiting all of my colleagues\u003c/a> two to three times a week,” he said. He would spend time observing and then ask follow-up questions in free periods: “'\u003c/span>\u003cspan style=\"font-weight: 400\">How did you do that?' 'What did you do?' 'Can I take notes on that?' \u003c/span>\u003cspan style=\"font-weight: 400\">I started becoming a conglomerate of all the teachers I've seen,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, educators don’t all have to teach the same way but those classroom experiences can help you innovate and tailor your curriculum in a way that makes sense for you and your students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Obviously you hear what to do and what not to do—but mainly it’s about what actually fits into your teacher persona,” he said. “We don't all have to do the same thing. We are going to teach in a way that is responsive to the students but also what's responsive to what we envision as a teacher.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=spAErEfmexA&\u003c/p>\n\u003cp>\u003cb>Curate a Twitter feed filled with diverse voices to broaden perspective \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/lybryakebreab\">\u003cspan style=\"font-weight: 400\">Lybrya Kebreab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a math coach at Westlake Middle School in Oakland, California. She says Twitter is where she found her people. \u003c/span>\u003cspan style=\"font-weight: 400\">\"It was good to see [through Twitter] I wasn't the only person to see the potential of education, and specifically math, to empower students and teachers.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it took her awhile to actually join in on the conversation. At first, she just observed. \u003c/span>\u003cspan style=\"font-weight: 400\">\"You don't have to say anything to anyone but at least get on and watch and listen to other perspectives for as long as you need to. The whole point is to keep growing.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That being said, it’s easy for social media platforms to become an echo chamber filled with similar voices. Kebreab‘s advice is to\u003c/span>\u003cspan style=\"font-weight: 400\"> curate a diverse feed filled with educators from different backgrounds and expertise. \"People who have done different jobs have a much wider and broader sense of the big picture [of educational systems]. But then people who have only been in one place have a very deep knowledge base—so both of those perspectives are needed,” she said. \"Our upbringing and experiences have a huge impact on how we see things.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kebreab spent many years as a classroom teacher, and she said Twitter helped her expand her craft. She used the platform as a way to gather new ideas and inspiration around math curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Anytime I did a math lesson that I really wanted to go well and I wanted different perspectives on, I would just put the idea on Twitter and people would give feedback and specific ideas on how to make it better,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab. “\u003c/span>\u003cspan style=\"font-weight: 400\">Every time I did that, they saw the lesson from a perspective I didn't see.” She recalls a time when she heard feedback from a teacher in the Midwest: \"That perspective the teacher in Nebraska gave me from Twitter might be similar to the perspective of a kid sitting in my room. But I can't see it with my California perspective—so I am able to reach more children with more eyes on the lesson.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Share your point of view, and encourage your peers to do the same \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you feel comfortable on Twitter, one way to build upon those relationships is to share your experiences on a personal blog. Just last month, Kebreab started a WordPress \u003ca href=\"https://lybryaslogoflearning.wordpress.com/\">blog\u003c/a>. And in her \u003ca href=\"https://lybryaslogoflearning.wordpress.com/2018/01/16/play-full-math/\">first post,\u003c/a> she wrote about why play has become so important to her while teaching math: “I’m obsessed with creating joy, laughter and warm memories of in-depth explorations with equations, shapes, patterns, graphs, conjectures, arguments and counterarguments, and most importantly, connections, in the rooms for which I have been blessed with stewardship,” she writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She kicked off her blog with a topic she’s been exploring for some time and she says that’s a key part of building a community and generating conversation: having a niche. \u003c/span>\u003cb>\"\u003c/b>\u003cspan style=\"font-weight: 400\">I've been incessantly encouraged to start blogging by my Twitter friends and by my friends in my immediate math circle. They said I should write, so I wrote,”\u003c/span>\u003cspan style=\"font-weight: 400\"> she said. “I wanted to write something I was passionate about. And I'm passionate about kids being kids and analyzing consequences for the way adults impose their adult worries onto kids in this culture of high testing.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thus far, \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab\u003c/span>\u003cspan style=\"font-weight: 400\"> says all conversations have been respectful, even when there are disagreements or “Twitter fights” as she calls them. “We have to engage the other side or else we aren't really pushing ourselves as much as we could,” she said. Ultimately, she said, the more you talk about what you care about, the more people will come to you for information and support on that specific topic. \"You start to be known for whatever your pocket is, and the more you expose yourself to the people on Twitter, the more people want to interact with you,\" she said. \"The more you put yourself out there, the more people come to support you.\"\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/LybryaKebreab/status/969611633092907008\u003c/p>\n\u003cp>\u003cb>Tap into existing math networks online and in person\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are collaborators who have been working to \u003c/span>\u003cspan style=\"font-weight: 400\">create and cultivate online and in-person spaces for math educators. \u003c/span>\u003ca href=\"http://tjzager.com\">\u003cspan style=\"font-weight: 400\">Tracy Zager \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is one of those people. She’s a longtime math coach and author of the book \u003c/span>\u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003ci>\u003cspan style=\"font-weight: 400\">Becoming the Math Teacher You Wish You Had.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She encourages math educators to use hashtags on social media like #iteachmath, #mtbos, #elemmathchat, #msmathchat, and #swdmathchat. This helps raise the visibility of posts, and it also provides relevant streams of conversation that you can follow. \u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">She says to look for \"little teeny moments to send something out.\" For example: \"If I am in a classroom and a kid says or does something interesting, I will take a picture of their work or jot down their thinking, and then tweet with a math teacher twitter hashtag like #mtbos, #iteachmath, or #elemmathchat and ask, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What would you ask this student? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What problem should we pose next? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Within a couple hours, the teacher and I will have new ideas to think through together,\" Zager said. \"I can pull all these colleagues into my classrooms with me. I find reaching out to teachers online enriches my conversations and relationships with teachers in person.\"\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/TracyZager/status/956615162349457409\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For additional experiences outside of social media, Zager points to teacher organized opportunities like the \u003c/span>\u003ca href=\"https://www.bigmarker.com/communities/GlobalMathDept/conferences\">\u003cspan style=\"font-weight: 400\">Global Math Department\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s free weekly webinar, as well as the in-person conference, \u003c/span>\u003ca href=\"http://tmathc.com\">\u003cspan style=\"font-weight: 400\">Twitter Math Camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the annual game night for math teachers that \u003c/span>\u003cspan style=\"font-weight: 400\">Zager\u003c/span>\u003cspan style=\"font-weight: 400\"> and a few of her friends dreamt up. The last one took place in San Antonio and was sponsored by the \u003c/span>\u003ca href=\"https://www.nctm.org\">\u003cspan style=\"font-weight: 400\">National Council of of Teachers of Mathematics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (You can follow the tweets at \u003c/span>\u003ca href=\"http://tjzager.com/2017/04/15/ncsmnctm-my-favorite/\">\u003cspan style=\"font-weight: 400\">#MTBoSGameNight.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) She says those in person events can deepen \u003c/span>\u003cspan style=\"font-weight: 400\">relationships and foster emotional connections with other math innovators. And oftentimes, those relationships will sustain over time, not only in person but also online. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">The internet is awash with stuff. There's so much out there and much of it is terrible, so I think that is part of the reason to find a community,” she said. “It helps us find the good stuff more quickly because there is just too much to sift through alone. We can help each other develop good taste in what choices to make and what resources to use in thoughtful ways.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When tweets for help go unnoticed, what can educators do? Several experienced math educators share their best resources for connecting online and in person to help improve how they teach. ","status":"publish","parent":0,"modified":1522082163,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1684},"headData":{"title":"When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie? | KQED","description":"When tweets for help go unnoticed, what can educators do? Several experienced math educators share their best resources for connecting online and in person to help improve how they teach. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie?","datePublished":"2018-03-26T06:20:47.000Z","dateModified":"2018-03-26T16:36:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50540 https://ww2.kqed.org/mindshift/?p=50540","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/25/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie/","disqusTitle":"When Pushing Boundaries in Math Education, Where Can Teachers Turn For Help and Camaraderie?","nprByline":"\u003ca href=\"https://twitter.com/kristenlepore\">Kristen Rae Lepore\u003c/a>","path":"/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Earlier this year, math educator and Desmos executive \u003c/span>\u003ca href=\"http://blog.mrmeyer.com\">\u003cspan style=\"font-weight: 400\">Dan Meyer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published a piece entitled \u003c/span>\u003ca href=\"http://blog.mrmeyer.com/2018/lonely-math-teachers/\">\u003cspan style=\"font-weight: 400\">“Lonely Math Teachers”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in which he raised the shortcomings of social media and the need for innovative math teachers to connect online. In his post, he made the case for Twitter. At its best, he argues, Twitter can be an invaluable tool for professional development among educators. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He writes: \u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003cspan style=\"font-weight: 400\">For the right teacher, Twitter is the best ambient, low-intensity professional development and community you’ll find. Maybe Twitter isn’t as good for development or community as a high-intensity, three-year program located at your school site. But if you want to get your brain spinning on an interesting problem of practice in the amount of time it takes you to tap an app, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Twitter is the only game in town\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here’s the problem: It’s takes a lot of courage to put yourself out there, to broadcast your opinions and to ask for input. And just because you put yourself out there, it doesn’t always mean you’ll get a response. Hence Meyer’s new website: \u003c/span>\u003ca href=\"http://www.lonelymathteachers.com\">\u003cspan style=\"font-weight: 400\">Lonely Math Teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, in which he curates those lonely tweets that have gone unanswered. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"891362801041723392"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">This conundrum brings us to an important question: As an educator, how do you overcome the shortcomings of social media and network with other innovative teachers beyond the Internet?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> For answers, \u003c/span>\u003cspan style=\"font-weight: 400\">we turned to various educators, who shared tips on building camaraderie and tapping into existing math communities. These tips and strategies include both online and offline approaches, many of which can be applied to any subject, not just math. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Find mentors and collaborators in your own school\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Does your school allow for teachers to build communities ad hoc?\" That’s the first question you should ask yourself, said \u003c/span>\u003ca href=\"http://thejosevilson.com\">\u003cspan style=\"font-weight: 400\">José Luis Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a math teacher and author of \u003c/span>\u003ca href=\"https://www.amazon.com/This-Not-Test-Narrative-Education/dp/1608463702\">\u003ci>\u003cspan style=\"font-weight: 400\">This Is Not A Test: A New Narrative on Race, Class, and Education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">\"Generally, high performing countries spend way more time planning that they do actually working in the classrooms,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Vilson was just starting out as a classroom teacher, he turned to his peers to build upon his own skills and create camaraderie. \u003c/span>\u003cspan style=\"font-weight: 400\">\"I leaned heavily on \u003ca href=\"https://www.kqed.org/mindshift/33897\">visiting all of my colleagues\u003c/a> two to three times a week,” he said. He would spend time observing and then ask follow-up questions in free periods: “'\u003c/span>\u003cspan style=\"font-weight: 400\">How did you do that?' 'What did you do?' 'Can I take notes on that?' \u003c/span>\u003cspan style=\"font-weight: 400\">I started becoming a conglomerate of all the teachers I've seen,\" he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, educators don’t all have to teach the same way but those classroom experiences can help you innovate and tailor your curriculum in a way that makes sense for you and your students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Obviously you hear what to do and what not to do—but mainly it’s about what actually fits into your teacher persona,” he said. “We don't all have to do the same thing. We are going to teach in a way that is responsive to the students but also what's responsive to what we envision as a teacher.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/spAErEfmexA'\n title='//www.youtube.com/embed/spAErEfmexA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Curate a Twitter feed filled with diverse voices to broaden perspective \u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/lybryakebreab\">\u003cspan style=\"font-weight: 400\">Lybrya Kebreab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a math coach at Westlake Middle School in Oakland, California. She says Twitter is where she found her people. \u003c/span>\u003cspan style=\"font-weight: 400\">\"It was good to see [through Twitter] I wasn't the only person to see the potential of education, and specifically math, to empower students and teachers.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it took her awhile to actually join in on the conversation. At first, she just observed. \u003c/span>\u003cspan style=\"font-weight: 400\">\"You don't have to say anything to anyone but at least get on and watch and listen to other perspectives for as long as you need to. The whole point is to keep growing.\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That being said, it’s easy for social media platforms to become an echo chamber filled with similar voices. Kebreab‘s advice is to\u003c/span>\u003cspan style=\"font-weight: 400\"> curate a diverse feed filled with educators from different backgrounds and expertise. \"People who have done different jobs have a much wider and broader sense of the big picture [of educational systems]. But then people who have only been in one place have a very deep knowledge base—so both of those perspectives are needed,” she said. \"Our upbringing and experiences have a huge impact on how we see things.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kebreab spent many years as a classroom teacher, and she said Twitter helped her expand her craft. She used the platform as a way to gather new ideas and inspiration around math curriculum. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Anytime I did a math lesson that I really wanted to go well and I wanted different perspectives on, I would just put the idea on Twitter and people would give feedback and specific ideas on how to make it better,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab. “\u003c/span>\u003cspan style=\"font-weight: 400\">Every time I did that, they saw the lesson from a perspective I didn't see.” She recalls a time when she heard feedback from a teacher in the Midwest: \"That perspective the teacher in Nebraska gave me from Twitter might be similar to the perspective of a kid sitting in my room. But I can't see it with my California perspective—so I am able to reach more children with more eyes on the lesson.\"\u003c/span>\u003c/p>\n\u003cp>\u003cb>Share your point of view, and encourage your peers to do the same \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you feel comfortable on Twitter, one way to build upon those relationships is to share your experiences on a personal blog. Just last month, Kebreab started a WordPress \u003ca href=\"https://lybryaslogoflearning.wordpress.com/\">blog\u003c/a>. And in her \u003ca href=\"https://lybryaslogoflearning.wordpress.com/2018/01/16/play-full-math/\">first post,\u003c/a> she wrote about why play has become so important to her while teaching math: “I’m obsessed with creating joy, laughter and warm memories of in-depth explorations with equations, shapes, patterns, graphs, conjectures, arguments and counterarguments, and most importantly, connections, in the rooms for which I have been blessed with stewardship,” she writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She kicked off her blog with a topic she’s been exploring for some time and she says that’s a key part of building a community and generating conversation: having a niche. \u003c/span>\u003cb>\"\u003c/b>\u003cspan style=\"font-weight: 400\">I've been incessantly encouraged to start blogging by my Twitter friends and by my friends in my immediate math circle. They said I should write, so I wrote,”\u003c/span>\u003cspan style=\"font-weight: 400\"> she said. “I wanted to write something I was passionate about. And I'm passionate about kids being kids and analyzing consequences for the way adults impose their adult worries onto kids in this culture of high testing.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thus far, \u003c/span>\u003cspan style=\"font-weight: 400\">Kebreab\u003c/span>\u003cspan style=\"font-weight: 400\"> says all conversations have been respectful, even when there are disagreements or “Twitter fights” as she calls them. “We have to engage the other side or else we aren't really pushing ourselves as much as we could,” she said. Ultimately, she said, the more you talk about what you care about, the more people will come to you for information and support on that specific topic. \"You start to be known for whatever your pocket is, and the more you expose yourself to the people on Twitter, the more people want to interact with you,\" she said. \"The more you put yourself out there, the more people come to support you.\"\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"969611633092907008"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cb>Tap into existing math networks online and in person\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are collaborators who have been working to \u003c/span>\u003cspan style=\"font-weight: 400\">create and cultivate online and in-person spaces for math educators. \u003c/span>\u003ca href=\"http://tjzager.com\">\u003cspan style=\"font-weight: 400\">Tracy Zager \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">is one of those people. She’s a longtime math coach and author of the book \u003c/span>\u003ca href=\"https://www.stenhouse.com/content/becoming-math-teacher-you-wish-youd-had\">\u003ci>\u003cspan style=\"font-weight: 400\">Becoming the Math Teacher You Wish You Had.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She encourages math educators to use hashtags on social media like #iteachmath, #mtbos, #elemmathchat, #msmathchat, and #swdmathchat. This helps raise the visibility of posts, and it also provides relevant streams of conversation that you can follow. \u003c/span>\u003cb> \u003c/b>\u003cspan style=\"font-weight: 400\">She says to look for \"little teeny moments to send something out.\" For example: \"If I am in a classroom and a kid says or does something interesting, I will take a picture of their work or jot down their thinking, and then tweet with a math teacher twitter hashtag like #mtbos, #iteachmath, or #elemmathchat and ask, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What would you ask this student? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">What problem should we pose next? \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Within a couple hours, the teacher and I will have new ideas to think through together,\" Zager said. \"I can pull all these colleagues into my classrooms with me. I find reaching out to teachers online enriches my conversations and relationships with teachers in person.\"\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"956615162349457409"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For additional experiences outside of social media, Zager points to teacher organized opportunities like the \u003c/span>\u003ca href=\"https://www.bigmarker.com/communities/GlobalMathDept/conferences\">\u003cspan style=\"font-weight: 400\">Global Math Department\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s free weekly webinar, as well as the in-person conference, \u003c/span>\u003ca href=\"http://tmathc.com\">\u003cspan style=\"font-weight: 400\">Twitter Math Camp\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the annual game night for math teachers that \u003c/span>\u003cspan style=\"font-weight: 400\">Zager\u003c/span>\u003cspan style=\"font-weight: 400\"> and a few of her friends dreamt up. The last one took place in San Antonio and was sponsored by the \u003c/span>\u003ca href=\"https://www.nctm.org\">\u003cspan style=\"font-weight: 400\">National Council of of Teachers of Mathematics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (You can follow the tweets at \u003c/span>\u003ca href=\"http://tjzager.com/2017/04/15/ncsmnctm-my-favorite/\">\u003cspan style=\"font-weight: 400\">#MTBoSGameNight.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) She says those in person events can deepen \u003c/span>\u003cspan style=\"font-weight: 400\">relationships and foster emotional connections with other math innovators. And oftentimes, those relationships will sustain over time, not only in person but also online. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">The internet is awash with stuff. There's so much out there and much of it is terrible, so I think that is part of the reason to find a community,” she said. “It helps us find the good stuff more quickly because there is just too much to sift through alone. We can help each other develop good taste in what choices to make and what resources to use in thoughtful ways.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie","authors":["byline_mindshift_50540"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_392","mindshift_507","mindshift_96"],"featImg":"mindshift_50808","label":"mindshift"},"mindshift_47940":{"type":"posts","id":"mindshift_47940","meta":{"index":"posts_1591205157","site":"mindshift","id":"47940","score":null,"sort":[1494000470000]},"guestAuthors":[],"slug":"how-teachers-can-learn-from-one-another-at-unconferences-meet-ups-and-edcamps","title":"How Teachers Can Learn From One Another at Unconferences, Meet-ups and Edcamps","publishDate":1494000470,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Technically, if one trusts the etymology, the best way for a teacher to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">confer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with other educators would be an educator conference. Unfortunately, it’s often obligatory to passively listen to speeches and then “talk to someone next to you” about a prescribed topic. Meanwhile, the most enthusiastic listeners whisper to each other, or form mini-groups outside the conference walls, maybe even at a social gathering later that day. Even if it’s standard professional development at a school site, the richest conversations are usually right afterward or just outside. One administrator even told me, “We don’t ever make any important decisions until we’ve re-discussed them at a bar or coffee shop. That’s where the truth comes out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Generally speaking, unconferences offer as much expertise as a more conventional conference, but they’re cost-free, with no salespeople, and the participants propose the topics on the spot and drive the conversations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unconferences lack a formal hierarchy and the space is open for different people to be heard and appreciated regardless of where they came from. During the lunch break of the most recent unconference in my area, I asked several of the participants about their experiences in the morning. One district employee was smiling about how there were elementary and secondary teachers connecting and sharing: “Where else do you see this?” he asked. Another participant shared a scene from one of her sessions: “Someone said, ‘I’m just a para…,’ and we were like, ‘You’re never \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> an anything. We really wanted to hear her perspective.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To be fair, the morning wasn’t perfect for everyone, and the spontaneous nature of unconferencing results in some unsatisfying conversations. The session on grant writing, for example, was a dud because everyone there wanted to learn how to write them and nobody knew where to start. One teacher went to a “STEM/STEAM” session but was disappointed that the discussion was so “general and theoretical,” while he was looking for something more specific and practical. In these cases, however, attendees are encouraged to use the “Rule of Two Feet” to get up and move on to a new session. The session on grant writing, for example, promptly disbanded and they each found new groups; the “STEM/STEAM” teacher left and went to a group on “buy-in” that he “absolutely loved.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because unconferences are unscripted by nature, it’s relatively easy to participate, or even start one of your own, at whatever size is best for you. Even if you send out a group email for people to meet at a coffee shop on a particular afternoon, you’re technically starting an unconference. If you’re looking for something more formal, the same kind of gathering can take place at a school site, ideally one with Wi-Fi and at least a few accessible classrooms. Or if you want go big, you can create a countywide event, complete with a website, advertising and a registration process. I’ve experienced all three types, and they all have their own strengths and deficiencies. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/TechCoachSusan/status/777204950111625216\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For larger, more efficient unconferences, the \u003c/span>\u003ca href=\"http://www.edcamp.org/\">\u003cspan style=\"font-weight: 400\">Edcamp Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has a site full of resources and \u003c/span>\u003ca href=\"http://www.edcamp.org/organizer-information-0\">\u003cspan style=\"font-weight: 400\">ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for anybody who wants to organize their own “Edcamp,” which is simply a well-articulated version of an education unconference. Hadley Ferguson, the executive director of the foundation, told me that they trademarked “Edcamp” so that “it doesn’t get diluted,” but they are insistent that edcamps are free, shared, vendor-free and driven by participants. In fact, once you start a legitimate event, the Edcamp Foundation \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfX-5luhfJqH1mGqDPECjDSY3libXicON-YscIx7cQxvnlHjg/viewform?c=0&w=1\">\u003cspan style=\"font-weight: 400\">is willing to send you materials and funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help with the organization, such as breakfast. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>HOW TO DO A SMALL UNCONFERENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Someone once asked me: “So at your unconference, do you just skip the power points and go straight to the bar?” He was joking, but sometimes the answer is yes. In fact, the first unconference I ever attended was a “mini-unconference” called “\u003ca href=\"https://twitter.com/hashtag/BrewCUE?src=hash\">BrewCUE,\u003c/a>” an agenda-less gathering of educators promoted on Twitter (BrewCUE has roots in the California ed-tech organization CUE). In this particular case, about 20 teachers and administrators bought beers at the best bar in town and talked about approaches to restorative justice, classroom design and podcasts in the classroom. It was great; I’m not exactly sure why we don’t do this every Friday.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/dustin772/status/753405006662033408\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking for more details, Karl Lindgren-Streicher has already written a \u003c/span>\u003ca href=\"http://historywithls.blogspot.com/2013/11/brewcue-how-and-why-to-make-it-happen.html\">\u003cspan style=\"font-weight: 400\">great blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about how to start a BrewCUE event, but I think I can sum it up here: Pick a time and a place; promote in emails and your favorite social media tool (possibly with the hashtag #BrewCUE); bring a co-organizer so that you don’t have to sit alone; make a little sign (using a paper plate is fine); and consider buying the first round. If you don’t want to promote drinking, coffee shops and similar places work just as well. Worst-case scenario, you have a good hour of chatting with your chosen co-organizer. As always, you’re free to move around, stay late or leave early.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Candice Grossi, an elementary school principal in Lompoc, California, says that she organizes an unconference at a school site with just about 10 teachers once a month. She said she loves watching people from across the district talk with each other and share “so many resources.” Since these events have such a small number of participants, Grossi admits that she has seen a group struggle because “the conversation is extremely free-flow, or nobody talks because they don’t know each other.” She told me that it works best when the participants “have a way of gathering their thoughts beforehand,” and she recommended the use of a facilitator — somebody who doesn’t dominate the conversation or act as an expert, but keeps the discussion moving along the tracks.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>HOW TO DO A MEDIUM-SIZE UNCONFERENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second unconference I attended was considerably more structured. It was at an elementary school, and a healthy brunch was provided. On a whiteboard at the front of the room, there was a grid of time slots and room numbers, but the spaces for topics were all blank, ready to be filled by the participants themselves. In fact, with the exception of the people who brought the breakfast and the whiteboard, everyone there was “just” a participant — there were no speakers, coaches, designated experts or even facilitators.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?time_continue=41&v=I7DwCI7j0Bg\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the first hour, I attended a session on student blogging. About six of us talked about student privacy, student engagement and inspiring project ideas. One teacher shared a few examples of great student blogs from around the country; I shared a couple of blog posts from teachers who had learned lessons the hard way. Near the end of the hour, someone tried to thank whoever started this session, but nobody took credit. Turns out, whoever wrote “student blogging” on the whiteboard ended up going to a \u003c/span>\u003cspan style=\"font-weight: 400\">different session -- a rare move, but one that’s totally acceptable. In the second session, we talked about homework: how much is too much; how to make it meaningful; the parent perspective; and what happens when some kids get more practice than others. That was it; it was a delightful morning. And then some of us still met up for lunch afterward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This particular event was relatively humble, and so the organization was just as simple. For a gathering like this, you’ll need one big main room with a whiteboard, on which you draw up a grid for the time slots and locations for each session. You’ll also need several classrooms for the sessions, Wi-Fi access, and available restrooms. At this particular event, there were just two hourlong time slots and four classrooms for about 30 educators, and it worked out great (there were six teachers in the student-blogging session, and over 15 in the homework session). As everyone meets in the main room, thank them for coming, and invite them to use sticky notes (which you provide) or markers to suggest session topics on the whiteboard. Ideally, the participants will fill up the spots on their own, but organizers may need to make executive decisions if there are any blank spaces or competing ideas. When the board is finalized, encourage the attendees to take a photo of the grid with their phones for their reference, and then set them free.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>HOW TO DO A LARGE UNCONFERENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third unconference was, again, entirely different from my previous experiences: It was hosted by a local state university, with more than 200 participating educators, and the Edcamp (it was an official Edcamp) was embedded within the “\u003c/span>\u003ca href=\"http://cateacherssummit.com/\">\u003cspan style=\"font-weight: 400\">Better Together’s California Teachers Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” a teacher-led network of conferences across 38 different college campus. In what could be equally described as a moment of weakness and a rush of idealistic giddiness, I had volunteered to be the “specialist,” the organizer who oversees the whole process. Though I felt calmed by my good experiences at the first two, I still felt nervous about the size of the event and a little unnerved about paradoxically organizing an event that should drive itself. The day before the “summit,” I found myself both preparing — and not preparing — a professional development experience that I would be both directing and not directing, overseeing a team of facilitators who were instructed to not really facilitate. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/TeacherHovey/status/531173766575828992\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fortunately, Better Together did almost all the difficult organizational work. They reserved the Education Building at Cal Poly San Luis Obispo, set up the website and registration process, provided an app for the participants, hired a caterer and set up a series of shared documents, including an up-to-the-minute schedule of the day’s sessions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the help of a team of volunteer facilitators, my job was to greet all 200 attendees as they arrived in the morning, quickly explain the essence of an Edcamp and then provide sticky notes for them to vote on one or more session topics. My team had four different “parking lots” — huge sheets of white paper — available for the attendees to place their sticky notes. Then, as they all enjoyed the keynote speech for the Better Together conference, my team scrambled to cluster the most popular topics from the parking lots and put them on the master schedule, which we ultimately shared with the participants as a Google doc. For this event, we had three 45-minute sessions scheduled with 12 rooms available. The topics ranged from rather niche (“environment-based pedagogy”), basic (“technology in the elementary classroom”), unique (“bridging generational gaps”) or fun (“Newbie teachers!”). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the schedule was created, I assigned a facilitator for each room. Ideally, they had some expertise on the subject, but it wasn’t really necessary. Their job was primarily to get the discussion started and keep everyone generally on topic. For each session, there was also a shared doc for the facilitator (and ideally the participants) to share notes and links to resources for the group’s future reference, or for anybody who wanted to attend but couldn’t make it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day of the event, I just walked around, dropping in on interesting and inspiring conversations happening in almost every room. Even at lunch, I could hear the continuation of earlier discussions. I wanted to interview one group, but they were too involved in their conversation on migrant education to be interrupted. Another teacher told me she hoped that her own district would start hosting similar events. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/matthewpauls/status/531135631338905602\u003c/p>\n\u003cp>\u003cstrong>POTENTIAL PROBLEMS (AND SOLUTIONS)\u003c/strong>\u003c/p>\n\u003cp>What if a “spontaneous group” is spontaneously awful? Sometimes a group will be dominated by an unstoppable mansplainer, or way too big, or way too small, or it veers in a direction that doesn’t interest you. There is one solution to all of these problems and others like them: Get up and leave. The Edcamp Foundation puts the Rule of Two Feet near the top of their list of tenets. Find a session that meets your needs. If there are only two of you in the session, you may have just met your best friend; if not, it’s very easy to say something like, “I was hoping for a bigger session; I think I’m going to move on.” In all these cases, it also helps to have an official facilitator in the room to help restrain people from dominating a discussion or taking it away from the topic.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if you’re an introvert or are concerned about participants who may be on the introverted side of the spectrum? Won’t this be inherently awful for them? Since up to half of all teachers could consider themselves introverts, this is a topic \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/01/why-introverted-teachers-are-burning-out/425151/\">\u003cspan style=\"font-weight: 400\">I take very seriously\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And yes, I’ve seen some unconferences promote “active participation” from everyone, which could dissuade an introvert from attending. Just like a regular classroom, however, there are different ways of participating; for one, every group could use somebody to take notes and gather resources on a shared document, or tweet the things the best things they heard with a relevant hashtag. Also, I don’t subscribe to the premise that everyone has to “actively participate” — quiet listeners should feel comfortable quietly listening. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if the attendees feel like they got ripped off by your event? This is virtually impossible, since these events are free. If somebody is charging money to sit and watch specific speeches and presentations, then it makes sense to be anxious about the quality of the product. But at an unconference, if organizers are responsible for anything, it’s free food, facilitators and facilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And as I walked through the rooms at Cal Poly, I felt the same special type of pride a teacher feels when they aren’t really needed anymore—when their students are self-driven, working hard in their own engaged groups. The “Newbie Teachers!” session was equal parts first-year teachers and well-meaning veteran teachers, and they were all telling stories and laughing. The next group had disbanded and moved on, and I shrugged. The “classroom design” session had, on their own, split into three different groups based on grade level, and they were enraptured by the examples they were showing each other on computer screens and sketches on paper. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>After the last session, I met with the facilitators, all of whom shared my happy relief at a surprisingly easy event that was interesting and inspiring to so many educators. Then we shared our favorite photos and takeaways on social media. And finally, we started organizing our next impromptu unconference — for later that afternoon (\u003ca href=\"https://twitter.com/hashtag/BrewCUE?src=hash&lang=en\">#BrewCUE\u003c/a>).\u003c/p>\n\n","blocks":[],"excerpt":"Unconferences are helping teachers meet one another to connect around needs and interests often not covered by traditional professional development. ","status":"publish","parent":0,"modified":1494000470,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":2605},"headData":{"title":"How Teachers Can Learn From One Another at Unconferences, Meet-ups and Edcamps | KQED","description":"Unconferences are helping teachers meet one another to connect around needs and interests often not covered by traditional professional development. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Teachers Can Learn From One Another at Unconferences, Meet-ups and Edcamps","datePublished":"2017-05-05T16:07:50.000Z","dateModified":"2017-05-05T16:07:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47940 https://ww2.kqed.org/mindshift/?p=47940","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/05/how-teachers-can-learn-from-one-another-at-unconferences-meet-ups-and-edcamps/","disqusTitle":"How Teachers Can Learn From One Another at Unconferences, Meet-ups and Edcamps","path":"/mindshift/47940/how-teachers-can-learn-from-one-another-at-unconferences-meet-ups-and-edcamps","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Technically, if one trusts the etymology, the best way for a teacher to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">confer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> with other educators would be an educator conference. Unfortunately, it’s often obligatory to passively listen to speeches and then “talk to someone next to you” about a prescribed topic. Meanwhile, the most enthusiastic listeners whisper to each other, or form mini-groups outside the conference walls, maybe even at a social gathering later that day. Even if it’s standard professional development at a school site, the richest conversations are usually right afterward or just outside. One administrator even told me, “We don’t ever make any important decisions until we’ve re-discussed them at a bar or coffee shop. That’s where the truth comes out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Generally speaking, unconferences offer as much expertise as a more conventional conference, but they’re cost-free, with no salespeople, and the participants propose the topics on the spot and drive the conversations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unconferences lack a formal hierarchy and the space is open for different people to be heard and appreciated regardless of where they came from. During the lunch break of the most recent unconference in my area, I asked several of the participants about their experiences in the morning. One district employee was smiling about how there were elementary and secondary teachers connecting and sharing: “Where else do you see this?” he asked. Another participant shared a scene from one of her sessions: “Someone said, ‘I’m just a para…,’ and we were like, ‘You’re never \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> an anything. We really wanted to hear her perspective.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To be fair, the morning wasn’t perfect for everyone, and the spontaneous nature of unconferencing results in some unsatisfying conversations. The session on grant writing, for example, was a dud because everyone there wanted to learn how to write them and nobody knew where to start. One teacher went to a “STEM/STEAM” session but was disappointed that the discussion was so “general and theoretical,” while he was looking for something more specific and practical. In these cases, however, attendees are encouraged to use the “Rule of Two Feet” to get up and move on to a new session. The session on grant writing, for example, promptly disbanded and they each found new groups; the “STEM/STEAM” teacher left and went to a group on “buy-in” that he “absolutely loved.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because unconferences are unscripted by nature, it’s relatively easy to participate, or even start one of your own, at whatever size is best for you. Even if you send out a group email for people to meet at a coffee shop on a particular afternoon, you’re technically starting an unconference. If you’re looking for something more formal, the same kind of gathering can take place at a school site, ideally one with Wi-Fi and at least a few accessible classrooms. Or if you want go big, you can create a countywide event, complete with a website, advertising and a registration process. I’ve experienced all three types, and they all have their own strengths and deficiencies. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"777204950111625216"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">For larger, more efficient unconferences, the \u003c/span>\u003ca href=\"http://www.edcamp.org/\">\u003cspan style=\"font-weight: 400\">Edcamp Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has a site full of resources and \u003c/span>\u003ca href=\"http://www.edcamp.org/organizer-information-0\">\u003cspan style=\"font-weight: 400\">ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for anybody who wants to organize their own “Edcamp,” which is simply a well-articulated version of an education unconference. Hadley Ferguson, the executive director of the foundation, told me that they trademarked “Edcamp” so that “it doesn’t get diluted,” but they are insistent that edcamps are free, shared, vendor-free and driven by participants. In fact, once you start a legitimate event, the Edcamp Foundation \u003c/span>\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSfX-5luhfJqH1mGqDPECjDSY3libXicON-YscIx7cQxvnlHjg/viewform?c=0&w=1\">\u003cspan style=\"font-weight: 400\">is willing to send you materials and funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to help with the organization, such as breakfast. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>HOW TO DO A SMALL UNCONFERENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Someone once asked me: “So at your unconference, do you just skip the power points and go straight to the bar?” He was joking, but sometimes the answer is yes. In fact, the first unconference I ever attended was a “mini-unconference” called “\u003ca href=\"https://twitter.com/hashtag/BrewCUE?src=hash\">BrewCUE,\u003c/a>” an agenda-less gathering of educators promoted on Twitter (BrewCUE has roots in the California ed-tech organization CUE). In this particular case, about 20 teachers and administrators bought beers at the best bar in town and talked about approaches to restorative justice, classroom design and podcasts in the classroom. It was great; I’m not exactly sure why we don’t do this every Friday.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"753405006662033408"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you’re looking for more details, Karl Lindgren-Streicher has already written a \u003c/span>\u003ca href=\"http://historywithls.blogspot.com/2013/11/brewcue-how-and-why-to-make-it-happen.html\">\u003cspan style=\"font-weight: 400\">great blog post\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about how to start a BrewCUE event, but I think I can sum it up here: Pick a time and a place; promote in emails and your favorite social media tool (possibly with the hashtag #BrewCUE); bring a co-organizer so that you don’t have to sit alone; make a little sign (using a paper plate is fine); and consider buying the first round. If you don’t want to promote drinking, coffee shops and similar places work just as well. Worst-case scenario, you have a good hour of chatting with your chosen co-organizer. As always, you’re free to move around, stay late or leave early.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Candice Grossi, an elementary school principal in Lompoc, California, says that she organizes an unconference at a school site with just about 10 teachers once a month. She said she loves watching people from across the district talk with each other and share “so many resources.” Since these events have such a small number of participants, Grossi admits that she has seen a group struggle because “the conversation is extremely free-flow, or nobody talks because they don’t know each other.” She told me that it works best when the participants “have a way of gathering their thoughts beforehand,” and she recommended the use of a facilitator — somebody who doesn’t dominate the conversation or act as an expert, but keeps the discussion moving along the tracks.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>HOW TO DO A MEDIUM-SIZE UNCONFERENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second unconference I attended was considerably more structured. It was at an elementary school, and a healthy brunch was provided. On a whiteboard at the front of the room, there was a grid of time slots and room numbers, but the spaces for topics were all blank, ready to be filled by the participants themselves. In fact, with the exception of the people who brought the breakfast and the whiteboard, everyone there was “just” a participant — there were no speakers, coaches, designated experts or even facilitators.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/I7DwCI7j0Bg'\n title='//www.youtube.com/embed/I7DwCI7j0Bg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For the first hour, I attended a session on student blogging. About six of us talked about student privacy, student engagement and inspiring project ideas. One teacher shared a few examples of great student blogs from around the country; I shared a couple of blog posts from teachers who had learned lessons the hard way. Near the end of the hour, someone tried to thank whoever started this session, but nobody took credit. Turns out, whoever wrote “student blogging” on the whiteboard ended up going to a \u003c/span>\u003cspan style=\"font-weight: 400\">different session -- a rare move, but one that’s totally acceptable. In the second session, we talked about homework: how much is too much; how to make it meaningful; the parent perspective; and what happens when some kids get more practice than others. That was it; it was a delightful morning. And then some of us still met up for lunch afterward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This particular event was relatively humble, and so the organization was just as simple. For a gathering like this, you’ll need one big main room with a whiteboard, on which you draw up a grid for the time slots and locations for each session. You’ll also need several classrooms for the sessions, Wi-Fi access, and available restrooms. At this particular event, there were just two hourlong time slots and four classrooms for about 30 educators, and it worked out great (there were six teachers in the student-blogging session, and over 15 in the homework session). As everyone meets in the main room, thank them for coming, and invite them to use sticky notes (which you provide) or markers to suggest session topics on the whiteboard. Ideally, the participants will fill up the spots on their own, but organizers may need to make executive decisions if there are any blank spaces or competing ideas. When the board is finalized, encourage the attendees to take a photo of the grid with their phones for their reference, and then set them free.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>HOW TO DO A LARGE UNCONFERENCE\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My third unconference was, again, entirely different from my previous experiences: It was hosted by a local state university, with more than 200 participating educators, and the Edcamp (it was an official Edcamp) was embedded within the “\u003c/span>\u003ca href=\"http://cateacherssummit.com/\">\u003cspan style=\"font-weight: 400\">Better Together’s California Teachers Summit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” a teacher-led network of conferences across 38 different college campus. In what could be equally described as a moment of weakness and a rush of idealistic giddiness, I had volunteered to be the “specialist,” the organizer who oversees the whole process. Though I felt calmed by my good experiences at the first two, I still felt nervous about the size of the event and a little unnerved about paradoxically organizing an event that should drive itself. The day before the “summit,” I found myself both preparing — and not preparing — a professional development experience that I would be both directing and not directing, overseeing a team of facilitators who were instructed to not really facilitate. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"531173766575828992"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fortunately, Better Together did almost all the difficult organizational work. They reserved the Education Building at Cal Poly San Luis Obispo, set up the website and registration process, provided an app for the participants, hired a caterer and set up a series of shared documents, including an up-to-the-minute schedule of the day’s sessions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With the help of a team of volunteer facilitators, my job was to greet all 200 attendees as they arrived in the morning, quickly explain the essence of an Edcamp and then provide sticky notes for them to vote on one or more session topics. My team had four different “parking lots” — huge sheets of white paper — available for the attendees to place their sticky notes. Then, as they all enjoyed the keynote speech for the Better Together conference, my team scrambled to cluster the most popular topics from the parking lots and put them on the master schedule, which we ultimately shared with the participants as a Google doc. For this event, we had three 45-minute sessions scheduled with 12 rooms available. The topics ranged from rather niche (“environment-based pedagogy”), basic (“technology in the elementary classroom”), unique (“bridging generational gaps”) or fun (“Newbie teachers!”). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the schedule was created, I assigned a facilitator for each room. Ideally, they had some expertise on the subject, but it wasn’t really necessary. Their job was primarily to get the discussion started and keep everyone generally on topic. For each session, there was also a shared doc for the facilitator (and ideally the participants) to share notes and links to resources for the group’s future reference, or for anybody who wanted to attend but couldn’t make it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day of the event, I just walked around, dropping in on interesting and inspiring conversations happening in almost every room. Even at lunch, I could hear the continuation of earlier discussions. I wanted to interview one group, but they were too involved in their conversation on migrant education to be interrupted. Another teacher told me she hoped that her own district would start hosting similar events. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"531135631338905602"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cstrong>POTENTIAL PROBLEMS (AND SOLUTIONS)\u003c/strong>\u003c/p>\n\u003cp>What if a “spontaneous group” is spontaneously awful? Sometimes a group will be dominated by an unstoppable mansplainer, or way too big, or way too small, or it veers in a direction that doesn’t interest you. There is one solution to all of these problems and others like them: Get up and leave. The Edcamp Foundation puts the Rule of Two Feet near the top of their list of tenets. Find a session that meets your needs. If there are only two of you in the session, you may have just met your best friend; if not, it’s very easy to say something like, “I was hoping for a bigger session; I think I’m going to move on.” In all these cases, it also helps to have an official facilitator in the room to help restrain people from dominating a discussion or taking it away from the topic.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if you’re an introvert or are concerned about participants who may be on the introverted side of the spectrum? Won’t this be inherently awful for them? Since up to half of all teachers could consider themselves introverts, this is a topic \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/01/why-introverted-teachers-are-burning-out/425151/\">\u003cspan style=\"font-weight: 400\">I take very seriously\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And yes, I’ve seen some unconferences promote “active participation” from everyone, which could dissuade an introvert from attending. Just like a regular classroom, however, there are different ways of participating; for one, every group could use somebody to take notes and gather resources on a shared document, or tweet the things the best things they heard with a relevant hashtag. Also, I don’t subscribe to the premise that everyone has to “actively participate” — quiet listeners should feel comfortable quietly listening. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if the attendees feel like they got ripped off by your event? This is virtually impossible, since these events are free. If somebody is charging money to sit and watch specific speeches and presentations, then it makes sense to be anxious about the quality of the product. But at an unconference, if organizers are responsible for anything, it’s free food, facilitators and facilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And as I walked through the rooms at Cal Poly, I felt the same special type of pride a teacher feels when they aren’t really needed anymore—when their students are self-driven, working hard in their own engaged groups. The “Newbie Teachers!” session was equal parts first-year teachers and well-meaning veteran teachers, and they were all telling stories and laughing. The next group had disbanded and moved on, and I shrugged. The “classroom design” session had, on their own, split into three different groups based on grade level, and they were enraptured by the examples they were showing each other on computer screens and sketches on paper. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After the last session, I met with the facilitators, all of whom shared my happy relief at a surprisingly easy event that was interesting and inspiring to so many educators. Then we shared our favorite photos and takeaways on social media. And finally, we started organizing our next impromptu unconference — for later that afternoon (\u003ca href=\"https://twitter.com/hashtag/BrewCUE?src=hash&lang=en\">#BrewCUE\u003c/a>).\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47940/how-teachers-can-learn-from-one-another-at-unconferences-meet-ups-and-edcamps","authors":["11341"],"categories":["mindshift_193"],"tags":["mindshift_840","mindshift_21099","mindshift_20784","mindshift_1040","mindshift_507","mindshift_96","mindshift_21098"],"featImg":"mindshift_48197","label":"mindshift"},"mindshift_11711":{"type":"posts","id":"mindshift_11711","meta":{"index":"posts_1591205157","site":"mindshift","id":"11711","score":null,"sort":[1305818203000]},"guestAuthors":[],"slug":"5-personal-learning-networks-plns-for-educators","title":"5 Personal Learning Networks (PLNs) for Educators","publishDate":1305818203,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_11721\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/editor/2667559103/\">\u003cimg class=\"size-medium wp-image-11721\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2667559103_4b77705500_z-300x242.jpg\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Professional development and networking are vital in any field, and that's especially true for educators.\u003c/p>\n\u003cp>Whether it's coming up with fresh ideas for lesson plans and classroom activities, seeking mentorship and support from veteran educators, or cultivating resources for technology integration or for meeting state standards, teachers need one another's expertise.\u003c/p>\n\u003cp>That's why working with other educators in \u003ca href=\"http://weconnect.pbworks.com/w/page/24566813/PLN\" target=\"_blank\">personal learning networks (PLNs) \u003c/a>has become as important in an educator's day as the time he or she spends teaching in class.\u003c/p>\n\u003cp>Below is a short list of PLNs that already exist, followed by some resources to help teachers build their own\u003c/p>\n\u003col>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://edupln.ning.com/\" target=\"_blank\">The Educator's PLN\u003c/a>\u003c/strong> is a \u003ca href=\"http://www.ning.com/\" target=\"_blank\">Ning\u003c/a> site (or online platform for creating your own social network) that facilitates connections between educators. It features a slew of resources such as downloadable podcasts with education leaders as guest speakers, discussion groups with specific purposes like exploring the iPad's use in the classroom, and links to relevant blogs, videos, resource lists, and events.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://plpnetwork.com/\" target=\"_blank\">Powerful Learning Practice\u003c/a> \u003c/strong>is a professional development program for progressive-minded educators. Its year-long curriculum provides cohorts of teachers with new ideas and hands-on practice in order to bolster their tech knowledge and aptitudes, rethink classroom activities to make them relevant for today's students, find other teachers with similar goals, and build their own tech-rich learning tools. It isn't free ($1,500 per person for a year of professional development in a school or district team or $1,000 as an individual), but teachers can usually earn education credits for their participation.\u003cbr>\n\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong> \u003c/strong>\u003cstrong>\u003ca href=\"http://www.classroom20.com/\" target=\"_blank\">Classroom 2.0 \u003c/a>\u003c/strong>is designed for those interested in sharing ideas and resources about using Web 2.0 and new media in education. This means connecting with colleagues, finding out about events, joining different groups, attending Webinars every Saturday, or simply discussing everything from online projects to financial literacy to smart phone apps.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://edchat.pbworks.com\" target=\"_blank\">EdChat \u003c/a>\u003c/strong>began as a Twitter conversation for educators and has now expanded to a \u003ca href=\"http://pbworks.com/content/edu+overview?utm_campaign=nav-tracking&utm_source=Home%20navigation\" target=\"_blank\">PBworks\u003c/a> wiki that encourages the ideas spawned on Twitter that translate to practical advice. To get involved in EdChat on Twitter, search for the hashtag #edchat and join in the conversation. EdChat participants can also visit the \u003ca href=\"http://edchat.pbworks.com/w/page/23233508/Share-Resources-and-Success-Stories\" target=\"_blank\">success stories\u003c/a> page, participate in two live conversations every Tuesday, and join the EdChat group at the \u003ca href=\"http://edupln.ning.com/group/edchat\" target=\"_blank\">Educator's PLN\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.edweb.net/\" target=\"_blank\">edWeb.net\u003c/a> \u003c/strong>is a free online social network that lets educators connect with colleagues, collaborate on goals and projects, form their own professional learning communities, mentor one another, and practice using a slew of new technologies. Specific initiatives within the network include a \u003ca href=\"http://www.edweb.net/gaming\" target=\"_blank\">game-based learning forum\u003c/a> that will bring teachers together with game developers to explore best practices and further the discussion -- and the field.\u003c/li>\n\u003c/ol>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Resources for Building or Finding Your Own\u003c/strong>\u003c/p>\n\u003cp>These \u003ca href=\"http://teacherbootcamp.edublogs.org/2010/05/09/16-resources-about-personal-learning-networks-plns/\" target=\"_blank\">Edublog\u003c/a> and \u003ca href=\"http://weconnect.pbworks.com/w/page/24566813/PLN\" target=\"_blank\">WeConnect\u003c/a> posts, both compiled by teacher and blogger \u003ca href=\"http://teacherbootcamp.edublogs.org/\" target=\"_blank\">Shelly Terrell\u003c/a>, present a pretty exhaustive, multimedia-rich list that allows teachers to explore what a PLN is, why they should care, the research behind it, and step-by-step instructions on how to build one.\u003cbr>\nFor an even bigger list of online teacher networks, visit \u003ca href=\"http://www.educationalnetworking.com/List+of+Networks\" target=\"_blank\">EducationalNetworking.com's\u003c/a>master list.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators, which learning networks do you belong to? What value have you found from collaborating with your peers?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1380666753,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":541},"headData":{"title":"5 Personal Learning Networks (PLNs) for Educators | KQED","description":"Professional development and networking are vital in any field, and that's especially true for educators. Whether it's coming up with fresh ideas for lesson plans and classroom activities, seeking mentorship and support from veteran educators, or cultivating resources for technology integration or for meeting state standards, teachers need one another's expertise. That's why working with","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Personal Learning Networks (PLNs) for Educators","datePublished":"2011-05-19T15:16:43.000Z","dateModified":"2013-10-01T22:32:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11711 http://blogs.kqed.org/mindshift/?p=11711","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/","disqusTitle":"5 Personal Learning Networks (PLNs) for Educators","path":"/mindshift/11711/5-personal-learning-networks-plns-for-educators","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11721\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/editor/2667559103/\">\u003cimg class=\"size-medium wp-image-11721\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2667559103_4b77705500_z-300x242.jpg\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Professional development and networking are vital in any field, and that's especially true for educators.\u003c/p>\n\u003cp>Whether it's coming up with fresh ideas for lesson plans and classroom activities, seeking mentorship and support from veteran educators, or cultivating resources for technology integration or for meeting state standards, teachers need one another's expertise.\u003c/p>\n\u003cp>That's why working with other educators in \u003ca href=\"http://weconnect.pbworks.com/w/page/24566813/PLN\" target=\"_blank\">personal learning networks (PLNs) \u003c/a>has become as important in an educator's day as the time he or she spends teaching in class.\u003c/p>\n\u003cp>Below is a short list of PLNs that already exist, followed by some resources to help teachers build their own\u003c/p>\n\u003col>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://edupln.ning.com/\" target=\"_blank\">The Educator's PLN\u003c/a>\u003c/strong> is a \u003ca href=\"http://www.ning.com/\" target=\"_blank\">Ning\u003c/a> site (or online platform for creating your own social network) that facilitates connections between educators. It features a slew of resources such as downloadable podcasts with education leaders as guest speakers, discussion groups with specific purposes like exploring the iPad's use in the classroom, and links to relevant blogs, videos, resource lists, and events.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://plpnetwork.com/\" target=\"_blank\">Powerful Learning Practice\u003c/a> \u003c/strong>is a professional development program for progressive-minded educators. Its year-long curriculum provides cohorts of teachers with new ideas and hands-on practice in order to bolster their tech knowledge and aptitudes, rethink classroom activities to make them relevant for today's students, find other teachers with similar goals, and build their own tech-rich learning tools. It isn't free ($1,500 per person for a year of professional development in a school or district team or $1,000 as an individual), but teachers can usually earn education credits for their participation.\u003cbr>\n\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong> \u003c/strong>\u003cstrong>\u003ca href=\"http://www.classroom20.com/\" target=\"_blank\">Classroom 2.0 \u003c/a>\u003c/strong>is designed for those interested in sharing ideas and resources about using Web 2.0 and new media in education. This means connecting with colleagues, finding out about events, joining different groups, attending Webinars every Saturday, or simply discussing everything from online projects to financial literacy to smart phone apps.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://edchat.pbworks.com\" target=\"_blank\">EdChat \u003c/a>\u003c/strong>began as a Twitter conversation for educators and has now expanded to a \u003ca href=\"http://pbworks.com/content/edu+overview?utm_campaign=nav-tracking&utm_source=Home%20navigation\" target=\"_blank\">PBworks\u003c/a> wiki that encourages the ideas spawned on Twitter that translate to practical advice. To get involved in EdChat on Twitter, search for the hashtag #edchat and join in the conversation. EdChat participants can also visit the \u003ca href=\"http://edchat.pbworks.com/w/page/23233508/Share-Resources-and-Success-Stories\" target=\"_blank\">success stories\u003c/a> page, participate in two live conversations every Tuesday, and join the EdChat group at the \u003ca href=\"http://edupln.ning.com/group/edchat\" target=\"_blank\">Educator's PLN\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.edweb.net/\" target=\"_blank\">edWeb.net\u003c/a> \u003c/strong>is a free online social network that lets educators connect with colleagues, collaborate on goals and projects, form their own professional learning communities, mentor one another, and practice using a slew of new technologies. Specific initiatives within the network include a \u003ca href=\"http://www.edweb.net/gaming\" target=\"_blank\">game-based learning forum\u003c/a> that will bring teachers together with game developers to explore best practices and further the discussion -- and the field.\u003c/li>\n\u003c/ol>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Resources for Building or Finding Your Own\u003c/strong>\u003c/p>\n\u003cp>These \u003ca href=\"http://teacherbootcamp.edublogs.org/2010/05/09/16-resources-about-personal-learning-networks-plns/\" target=\"_blank\">Edublog\u003c/a> and \u003ca href=\"http://weconnect.pbworks.com/w/page/24566813/PLN\" target=\"_blank\">WeConnect\u003c/a> posts, both compiled by teacher and blogger \u003ca href=\"http://teacherbootcamp.edublogs.org/\" target=\"_blank\">Shelly Terrell\u003c/a>, present a pretty exhaustive, multimedia-rich list that allows teachers to explore what a PLN is, why they should care, the research behind it, and step-by-step instructions on how to build one.\u003cbr>\nFor an even bigger list of online teacher networks, visit \u003ca href=\"http://www.educationalnetworking.com/List+of+Networks\" target=\"_blank\">EducationalNetworking.com's\u003c/a>master list.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators, which learning networks do you belong to? What value have you found from collaborating with your peers?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11711/5-personal-learning-networks-plns-for-educators","authors":["4351"],"categories":["mindshift_195"],"tags":["mindshift_511","mindshift_509","mindshift_508","mindshift_510","mindshift_506","mindshift_507","mindshift_96","mindshift_417"],"featImg":"mindshift_11721","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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