Another first for us occurred last week when my son’s teacher, Mr. Mize (who is a totally awesome 3rd grade teacher, and also part of my Master’s cohort), and I Skyped with our classes.  Mine, of course, was Mrs. Lopez’s third grade class whom I had stolen (or she had generously shared) so I could teach 10 science/technology integrated lessons (check out their soil wiki here) I had developed for grad class.  Both Mr. Mize’s class (at the opposite end of the county) and my adopted third graders had been studying soil, and were near the end of the unit.  The kids had all written questions for each other and took turns coming up to the microphone.  It was amazing!  They couldn’t wait to explain what they had learned and it was interesting to hear the different activities that went on at both schools.  If only I had videotaped it!  We were so proud!  Can’t wait to do it again!!

Photo:  Kids At Play

Meanwhile back at The River this week several teachers have played with our new Elmo Document Cameras and word is spreading fast!  Teachers will have to start planning early to sign up for them, which is great news!  Our new Qwizdom sets are also in great demand, as more and more of our staff give them a try and realize how easy they are to use!  The kids LOVE THEM!  Here’s hoping all our new toys are checked out every day, and that there is a waiting list!

The Great Kapok Tree Readers’ Theater Version by Mrs. Shuey’s 4th Graders

Photo:  Ice Fire

Photo: Let’s Put Our Heads Together

• Administrative leaders who have instructional vision for teaching and learning that includes INTERACTIVITY and STUDENT CREATION OF AUTHENTIC KNOWLEDGE PRODUCTS.
• Administrators and teachers who insist on not only differentiating learning opportunities for students, but also differentiating the assessment methods they use to measure student learning.
• An understanding by all educational stakeholders that learning is messy. The standardized tests can’t and won’t come close to revealing the complete picture of whether or not authentic engagement is happening in the classroom on a regular basis– and therefore learning experiences that are NOT FAKED are common, rather than rare.
• A “just in time” professional development program that supports continuing learning by teachers in the classroom. “One shot” professional development has a place, but the most significant gains in teacher proficiency with digital tools for teaching and learning come from their peers and from instructional support provided at the time and point of need. This means schools paying CERTIFIED teachers (not just technicans) to be available to hold hands and work with teachers as they take instructional risks– trying new digital teaching and learning strategies with students.

I think Deep River is floating in the right direction!