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Lessons Learned

My Takeaways from FETC 2025

1/19/2025

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My Takeaways from FETC 2025: Insights on Education, Technology, & Future-Ready Leadership
The Future of Educational Technology Conference 2025 conference offered a wealth of thought-provoking sessions and practical insights, showcasing the dynamic intersection of technology, pedagogy, and leadership in education. From AI-driven tools to transforming classroom culture, here’s a breakdown of my key takeaways and ideas that are shaping the future of education.
The Curse of Knowledge: Navigating Communication in Education
Tom Murray kicked off the Leadership Summit at FETC conference by addressing the "Curse of Knowledge" — the tendency to assume others share our perspective. Using optical illusions and examples like the "Red Car Effect" and "Old Lady, Young Lady Illusion," Murray emphasized how biases shape both our understanding and communication. He stressed the importance of stepping outside our own lenses to truly connect with students and colleagues.
Curating a Skills-Driven Future in Education
Mary Hemphill highlighted the role of leaders as curators, creating learning environments that are not only tech-savvy but also foster creativity and innovation. She discussed the shift from knowledge-based to skills-based systems, asking leaders to reflect on where their districts stand on this continuum. Hemphill introduced an “Instructional Walkthrough Checklist" to assess what learning spaces look like, sound like, and feel like, guiding educators in embedding human-centered behaviors. 
  • Eyesight - what is observed (e.g. tech fails and pivots, peer steps in to help a struggler; pause and quick feedback)
  • Soundbite - what it sounds like (e.g. Let's work through this challenge together,,,, what are your ideas? “I didn’t get it at first but when we talked about it as a group, it clicked for me”)
  • Highlight - what it feels like (e.g. mutual respect and trust; energy and enthusiasm; palpable feeling of psychological safety)
Courage, Expectations, and Support in Leadership
Jill Siler’s session focused on leadership traits and the role of courage in guiding teams through both successes and failures. She discussed how clear expectations and strong support systems are crucial when helping those who are struggling, echoing the importance of learning from failure. She also recommended the book Deliberate Discomfort by Jason VanCamp to dive deeper into this concept.
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Leadership, personal growth, and how to create a positive, productive school environment. 
Joe SanFillipo discussed the role of the leader as a connector, highlighting the need for leaders to foster relationships and connect with their teams in meaningful ways. He then explored 3 key reasons people stay in their comfort zones: comparison, fear of failure, and decision-making fatigue, offering 
insight into how these factors limit growth and how leaders can address them. SanFillipo encouraged leaders to look up, urging them to step out of their usual spaces to see things from different perspectives, and emphasized that a leader’s reaction to setbacks directly shapes the team’s response and attitude moving forward. Highlighting a shift from being reactive to proactive, SanFillipo advocated for ​being helpful over being a help desk, suggesting that real growth happens when you help others become better, rather than just fixing their immediate problems. He also identified two types of people: those who want to get better and those who want their problems fixed, encouraging leaders to align with the first group. SanFillipo concluded with reflective exercises, prompting participants to ask themselves: “If I want my team to _______________, then I must _________________.” This exercise helped leaders establish clear action steps for moving forward. The session was a dynamic blend of leadership strategies, personal reflection, and practical advice for creating a positive school culture and empowering teams.
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Our own, Dr. Michael Nagler was a featured speaker at FETC this year and delivered six sessions that focused on Leading Technology Innovation along with Dr. Kelly May-Vollmar from Desert Sands Unified School District and Glenn Robbins from Brigantine Public Schools. His other sessions were focused on Developing and Implementing Personalized Competency Based Education, Reimagining Time, Space, and Pace in a Student-Centered Classroom, a Computer Science and Computational Thinking Continuum (PK-12), and Mineola's "Mineola Grows" program based on Brain Science that fosters the development of a Growth Mindset.
Tech Integration and Transformation: Canva and Apple
Elisabeth Bostwick and Apple’s Ron Chandler shared their insights on how technology tools are reshaping the classroom experience. Bostwick shared Canva’s new features, including Magic Studio, allow for easy design creation and content transformation (such as turning presentations into poems or generating AI-powered designs). Bostwick also highlighted how Canva supports accessibility features like alt text, translation, and captions — empowering students to create in diverse formats.
On the Apple front, Ron Chandler and the Apple Education Team discussed the company's advancements in accessibility, showcasing tools such as eye tracking, live captions, personal voice generation, and mobility aids, ensuring all students have access to educational resources. Apple's holistic integration of accessibility across its products was a key highlight.
The 5 Pillars of Apple Accessibility 
Speech - communicate your way (live speech, personal voice (30 minutes recording yourself and then your device will be able to generate your voice), Vocal Shortcuts)
Vision - spoken content, zoom, audio descriptions, magnifier app, object detection
Hearing - live captions, sound recognition; hearing health - airpods Pro 2 (hearing test, hearing protection, hearing aid)
Mobility - assistive touch, eye tracking, switch control, voice control 
Cognitive - background sounds, auditory reinforcement, assistive access (changing interface by making easier access, less tools, highlighting tools), shortcuts
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AI in Education: A Digital Workforce in the Classroom
Sabba Quidwai’s session explored the role of AI in creating a "digital workforce" within schools. She posed the question: What tasks do we want humans to do, and what should be delegated to AI? Quidwai also presented the concept of "AI Teams," where AI becomes a collaborative digital assistant in education, helping to streamline tasks and support both students and educators. She also illuminated the importance of Jensen Huang from Nvidia’s quote that stated "In a lot of ways, the IT department of every company is going to be the HR department of AI agents in the future."
The idea of AI being a “digital twin” — acting as a companion to students and teachers — was also discussed using HeyGen, along with tools like Notebook LM that allow students to interact with and analyze their notes. This shift is creating a more team-oriented environment, where digital and human workers collaborate for more efficient and effective learning.
The Power of Collaboration: Teamwork in Education
A recurring theme throughout the conference was the idea of collaboration. Sabba Quidwai argued that much like chefs, doctors, and CEOs work in teams, educators should also embrace teamwork to tackle the complex challenges of the modern classroom. The sense of community and collaboration was also emphasized at Opportunity Central project in Forney ISD, where students engage in real-world work and internship experiences across different fields, blurring the lines between school, career, and community. This school is extraordinary! ​
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Empowering Educators with AI Tools
Eric Curts introduced a suite of AI tools that empower educators to personalize learning and improve classroom efficiency. Tools like Snorkl and HeyGen allow students to record and transcribe their answers, improving reading fluency, while TeacherServer offers a vast library of prompts and feedback tools for various subjects. These ​
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innovations are not just about automating tasks but enhancing the learning experience for both students and teachers. I am always in awe at how much content Eric creates and shares with the community. Find him at https://www.controlaltachieve.com/ and all social media. ​
Fostering a Growth Mindset and Empowering Future Leaders
Guy Kawasaki’s keynote emphasized the importance of fostering a growth mindset, not only for students but also for educators. He shared his "Top 12 Ways to Help People Be Remarkable," urging educators to focus on the process of learning, embrace challenges, and empower students to pursue their own interests rather than passions. Kawasaki also touched on the role of AI in fostering innovation, urging educators to "evangelize AI" and teach students to "go and see" — encouraging exploration and real-world application of knowledge.
Protocols for Effective Data Discussions
Becky Funderburk and Elissa Cox from York School District shared their insights on data and its impact in their district. Effective data use is essential for driving instructional decisions, and at FETC 2025, participants learned how to navigate challenging conversations around data through structured protocols. The session introduced a Predictive Assessment Protocol, designed to help educators analyze data from benchmark assessments ( Mastery Connect administered in the fall and spring). The session provided a step-by-step guide:​
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  1. Describe the Data: Review class reports, item analysis, and district-level reports.
  2. Analyze Individually: Reflect on what the data tells you about student performance.
  3. Collaborate with a Thought Partner: Discuss your analysis with a colleague.
  4. Create Actionable Plans: Formulate one targeted strategy for improvement.
  5. Reflect and Plan for Change: Develop a department-wide approach for addressing gaps in performance.
  6. Commit the Plan: Facilitate PLC meeting to finalize the plan 
Participants were encouraged to focus on growth rather than perfection, emphasizing the importance of creating a safe space for feedback. Ground rules for these discussions stressed respect, mindfulness, and focusing on the “why”—to improve student outcomes. The session concluded with an emphasis on strategic change agendas—recognizing that transformation comes from continuous, collaborative data analysis.
AI Literacy for Educators 
As artificial intelligence becomes more ingrained in education, understanding its implications and practical applications is vital. J. Matt Miller and Holly Clark’s session focused on AI literacy for educators, breaking it into three primary components:
  1. Awareness: Educators must start by understanding AI fundamentals—how it works, the role of data and algorithms, and its societal impact. An effective tool for building awareness is using an “Explore Board,” which Clark uses to introduce 8th-grade students to AI concepts by engaging them with multiple large language models (LLMs) like ChatGPT and Google Gemini.
  2. Critique: AI literacy isn’t just about using AI—it’s also about critically assessing it. This phase encourages students to evaluate AI’s outputs for bias, context errors, and social implications. Miller and Clark introduced activities like AI or Not using Sight Engine, asking students to determine if a piece of content was generated by AI or a human. The goal is for students to reflect on AI’s societal role, challenges like bias, and its potential for both good and harm.
  3. Exploration: In this phase, educators are encouraged to have students collaborate with AI tools to enhance their learning. The focus is on co-creation—using AI to solve problems rather than simply providing answers. Miller and Clark shared examples such as using AI for feedback on student projects or brainstorming ideas for science fair topics, illustrating how AI can support critical thinking and creativity.
This session highlighted how AI is not just a tool but an educational partner that can help develop ethical, collaborative problem solvers. The framework presented prepares students not only for current technological trends but also for a future where AI plays a pivotal role in their lives.
AI Literacy for Educators
Dr. Marc Cicchino’s session focused on how AI can be integrated effectively into the classroom while promoting AI literacy across various stakeholders—educators, students, and parents. Cicchino emphasized that AI literacy involves not only understanding the tools themselves but also the ethical dimensions of their use in education.Key themes discussed included:
  • From Guessing to Research: Educators are shifting from traditional teaching methods of providing answers to fostering research-based inquiry where students engage with AI to enhance their learning experience. One study shared during the session (Without Guardrails AI Can be Harmful to Education published by Wharton’s Hamsa Bastani) showed that students working with AI tutors scored 127% better compared to unassisted students yet those same students scored about the same on the exam as the control group. This highlights the transformative potential of AI in learning— yet is a “cautionary tale” since students and teachers aren’t yet trained on how to use AI effectively to augment traditional teaching methods.
  • AI’s Potential and Risks: Cicchino acknowledged the risks and misuses of generative AI but pointed out that with proper safeguards, AI can be a powerful educational tool. A key concern was the Dunning-Kruger effect, where both students and educators might overestimate their understanding of AI tools without a solid foundation in their underlying principles.
The session also touched on AI as a tool for equity—offering resources and opportunities for all students to succeed, regardless of their background. Cicchino concluded by urging educators to focus not only on teaching students to use AI but to reflect on its societal implications and develop ethical frameworks for its use.
Key Takeaways:
  • Data is a powerful tool for driving instructional decisions but requires structured protocols and collaboration to be used effectively.
  • AI Literacy is crucial for both students and educators, focusing on awareness, critique, and exploration of AI tools to foster ethical use and critical thinking.
  • AI Integration can enhance creative projects, improve learning outcomes, and offer new ways for students to interact with technology—but only when used thoughtfully and with appropriate safeguards in place.
These sessions highlighted the growing role of data and AI in shaping the future of education and the importance of preparing both educators and students for this rapidly evolving landscape.
Looking Forward: A Future-Ready Education System
As the conference wrapped up, it became clear that the future of education lies in the intersection of technology, collaboration, and skills-based learning. Tools like AI, accessibility features, and digital design platforms are not just transforming how we teach, but also how we engage with and empower students. Education in 2025 and beyond will be marked by more personalized learning, stronger teamwork, and a greater emphasis on developing skills that prepare students for the future workforce.
The FETC 2025 conference reaffirmed the importance of evolving our educational practices to keep pace with technological advancements, ensuring that students are not only consumers of knowledge but creators and collaborators, ready to thrive in a rapidly changing world. The conference also underscored the transformative power of technology in education. From leveraging AI to curating creative learning spaces, the conversations and insights shared at the conference pushed educators to think beyond traditional models of teaching. 
The future of education is collaborative, adaptable, and driven by technology that enhances human potential. As educators, leaders, and innovators, it’s our responsibility to harness these tools to create inclusive, engaging, and future-ready learning environments for all students. The journey has just begun.
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Slide Credit: Adam Bellow
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Presentations/Session Materials:
Agenda and Links from the Executive Leadership Summit with Tom Murray, Mary Hemphill, Jill Siler and Joe SanFillipo
The AI Toolbox from Eric Curts  - (Session Notes Doc)
Vibing Visuals from Elisabeth Bostwick’s Canva Presentation
Matt Miller and Holly Clark’s Presentation on AI Fluent Students: Empowering Students with AI Literacies for the Future
Protocols for Effective Data Discussions 

Resources (Mostly Ai but not All):
Reaching All Learners with iPad - iPad is designed with accessibility features built in, enabling all people to learn and create in the ways that work best for them. 
The Achievery - A free and safe online learning platform created by AT&T to provide K-12 students with engaging and entertaining videos paired with educational activities.
HeyGen - Produce studio-quality videos in 175 languages without a camera or crew.
Adobe Express - Design (Generate Template, Generate Text Effect), Image (Generate Image, Remove Background), Video (Animate Characters, Caption Video, Remove Video Background)
Hotshot - Image Generator, Video Generator
Gamma - Presentations, documents, and websites. No design or coding skills required.
Plaud - Wearable AI voice recorder (Video)
Suno - Make a song about anything
Infinity - Infinity is a video foundation model that allows you to craft your characters and then bring them to life.
Vurbo.ai - Vurbo.ai turns your voice conversations into smart, multilingual transcriptions that are easy to display, share, and organize. Easily transcribe meetings, lectures, or interviews in real time while translating conversations on the fly.
D-iD - This AI-powered animation tool turns static photos and moving videos into dynamic, lifelike Avatars
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napkin.ai - Napkin turns your text into visuals so sharing your ideas is quick and effective.
elevenlabs.io - The ElevenLabs voice generator can deliver high-quality, human-like speech in 32 languages. Perfect for audiobooks, video voice overs, commercials, and more.

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Fred Podolski Award 2023

10/24/2023

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I am super #mineolaproud to have received the Fred Podolski Visionary Award this year at the 2023 LITES Conference.
This award is named in memory of Nassau BOCES’ longtime director of Curriculum, Instruction and Technology. Mr. Podolski was a firm believer in the impact technology could have on student learning. He was also the founder of the Long Island Technology and Education Summit.
"This award is given to an educational administrator who has demonstrated vision, leadership and support of technology initiatives. The nominee should have a clear record of driving the use of technology, a demonstrated ability to identify future needs and a passion for serving the educational needs of students and teachers within their school district."
​What an honor!
https://www.litechedsummit.org/Page/129 

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My Last Speech as Principal @mineolahs

6/26/2022

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Good Morning!

Welcome Members of the Board of Education, Mr. Gaven, administrators, teachers, our senior class advisors, families, and most importantly, the Mineola High School Class of 2022!  What a beautiful day to celebrate this incredible class… together again at the Tilles Center! 
  • Thank you Ava, Katherine, and Alvin, your speeches were incredible.
  • Thank you Rose, Grace, Izzy, Vanessa, James, Aidan, and Julia. Your voices bring so much joy to our ceremony. 
  • Thank you to the orchestra in the balcony… we can see you! And thank you to Dr. Messina and Ms. Campbell for leading these musicians. 

I can’t tell you how excited I am to be here with you all this morning!

Each year, as I look for inspiration when writing my graduation speech, I often find it in the most obscure locations. This year was no different. I was in Mr. Gaven’s office in the beginning of May and could hear faint music in the distance. The upbeat rhythm caught my attention and I opened the window to see where it was coming from. 

An instant smile came to my face as I saw our youngest learners, the pre-k kids, with their teachers, practicing a dance outside to Shakira’s “Try Anything” from the movie Zootopia. I thought about their innocence… I thought about how they were just beginning their journey… and I thought about what lies ahead for them in our fast moving, and unpredictable world.

When I returned home that evening, I dug into the lyrics… 

"I keep falling down
I keep on hitting the ground
But I always get up now….  to see what's next
Birds don't just fly
They fall down and get up
Nobody learns without getting it wrong"

This couldn’t be a better descriptor of the past 2 ½ years of our lives… A time filled with both tragedy and triumph. 

I have thought a lot about time lately… a topic that has allowed me to reflect ever since my dad gave me this pocket watch a few years ago. It was my grandfather’s high school graduation gift, passed down to me, and has been symbolic ever since.   

Time is a funny thing when you think of it. We are constantly hearing about it… living through it, or affected by it. Whether you’ve been told that you are right on time, it’s about time, you better take your time , or you are living through one strange time, time is a part of you. 

How often do we think about using our time better, and regret that we didn’t spend it wisely? How often do we wish time could slow down when we are on vacation, or doing something we enjoy? And How often do we wish time would speed up when we are forced to do something unpleasant?  Although we cannot literally turn the clock back, or speed it up for that matter, according to Actor, Jeremy Irons “We all have our time machines. Some take us back, they’re called memories. Some take us forward, they’re called dreams.” 

Your time machines have already created amazing memories together, and now as you step forward in time, you can begin to realize your dreams. So, take control of your time, live your own life, and maximize this valuable and limited resource. By doing so, you will never have to wish that you could go back and fix the things you did or didn’t do in the past.

So back to Shakira and our Pre K kids… the song got louder… and even more beautiful.  

"I won't give up
No, I won't give in till I reach the end
And then I'll start again
No, I won't leave
I want to try everything
I want to try even though I could fail
I won't give up
No, I won't give in till I reach the end
Then I'll start again
No, I won't leave
I want to try everything
I want to try even though I could fail"

Try everything my friends!  Don’t ever be afraid to fail. Over the past 13 years, you have come so far and accomplished so much.

Remember those accomplishments…  the ones you have achieved in the classroom…  the ones you have demonstrated in service to others, and the successes you have demonstrated on the athletic fields, courts, and stages across our district. These accomplishments have been nothing short of extraordinary.

As you move to the next stage of life, I have a few parting words of advice.
  • Never give up on your dreams. 
  • If you want something… Go for it! 
  • Work hard and discover what you are really made to do… your calling in life.  
  • Never confuse a job that will pay you… with a career that will fulfill you. 
  • Seize opportunities… or you will end up admiring those who did.

And finally, take the precious TIME you have to Enjoy this one last stop…  For it is How you spend your time that will help define who you are… and who you will become. 

Class of 2022! It has been an honor to be your principal. I am so proud of you all… And I can’t wait to see all you go on to accomplish. 

At this time, it is my distinct honor to welcome Mr. Patrick Talty, Vice President of the Board of Education. 
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“We all have our time machines. Some take us back, they’re called memories. Some take us forward, they’re called dreams.”  ~Jeremy Irons


For the past 19 years I have been a building administrator in the Mineola Union Free School District. For the past seven, I have been the proud principal of Mineola High School. We have accomplished a lot as team during those past seven years, but most importantly, I have been blessed to have met and worked with the most amazing educators, families, and students! The relationships we have developed and the memories we have formed will last a lifetime. 

It has been a true honor!
Now... on to the next chapter!

Whittney Smith, Ed.D.
​#MineolaProud
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Seizing the opportunity to make learning real...

5/17/2020

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Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what ​(and how and why) they are learning. ​ ~ Alfie Kohn
Where there are challenging times, there are also opportunities.  When the NYS Education Department cancelled the Regents exams, I knew there was an opportunity to address the constraints that many teachers feel around preparing students for a predictable, yet anxiety provoking summative assessment that occurs at the end of every June.  I challenged them to teach how they always wanted to and to engage students by making learning real, not just relevant... to have fun! Empower students by providing voice and choice... and shift from traditonal to authentic assessments.
​After Week 9... I sent the faculty the following request:
I am trying to put together a blog post about what is working during this period of remote learning. Being a part of our weekly Webex sessions has been, among other things, inspiring when I hear about the ways in which you are connecting with students and engaging them in different learning opportunities... 
Please consider sharing a conversation, anecdote, assignment, and / or student product that you have seen / experienced over these last 8 weeks (14 at the time of this post). 
I am looking for things that exemplify the Four Cs (creativity, collaboration, critical thinking, communication), student choice, voice, or anything that stood out to you. ​
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Below are just several examples of student work, explanations from our amazing teachers, and anecdotes about learning from our incredible students. What you will see is that learning can be deeper, more exciting, and real when we empower our  students. Our challenge is to remember what is working and carry that momentum into the next school year. 

The examples below are a representation of amazing things going on in our "virtual" classrooms and in the homes of our students. Intrinsic motivation increases, when students own their own learning... Our clubs are meeting as well as, as is our student organization and class officers. School buildings may be closed, but we continue to seize the opportunity to making learning real!
Social Studies 
Math
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Click the picture for a link to the project
I've had some success with using Web-Ex debates/discussions to replace a Canvas assignment.  I gave my global students a selection of materials to explore in order to provide some choice. Videos, documents, images, etc.
Students who joined our Web-Ex and engaged in a debate about our decision to use the atomic bomb on Japan received credit for this assignment.
Students who didn't feel comfortable debating, were able to post their opinion on a discussion board.
It was a fun way to elicit more participation during the Web-Ex in a low stakes way and provide some choice for students.
​- Mr. Fretz (@JFretzMineolaHS)
Another example is a Change the World Project. The big questions are listed below and students have a wide array of choice regarding how they demonstrate their understanding -  video, art, music or writing. 
  1. How do you see the world right now? Is our current situation reminiscent of any other time in history?
  2. How do you WANT to see the world. What do you want the future to look like?
  3. How can we get there? How can we get from your answer in question 1 to your answer in question 2? What does everyone have to do? Leaders, families, children, etc.
The project description and choices are linked below. 
-Ms. McDonnell (@TMMcD09)
change_the_world_project.pdf
File Size: 60 kb
File Type: pdf
Download File

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The Geometry team created a fun circles project where the students got to illustrate any picture they wanted that involved circles. They wrote the equations of their circles as an alternate assessment. I'm attaching some student work from that project. The beautiful thing about Geometry is how visual it is and the assignment tapped into the visual potential of circles by giving students an art project instead of a math test. Students were tasked with creating a graphic representation of anything they chose, using circles as their one compositional requirement. Students were assessed by their understanding of equations of circles on the coordinate graph and they were bound only by their own imagination and creativity! 

- Ms. Sloane (@betterbesloane)
- Ms. Grassie (@Grassiemath)
- Ms. Gutierrez (@Gutierrez_MHS)
- Mr. Haber (@BHaber36)

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If you look at history,
innovation doesn't come just
from giving people incentives; it comes from creating environments where their ideas can connect.

-Steven Johnson
Fine and Performing Arts
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The assignment above was submitted on Canvas by Joshua B. and relates to growth mindset in a musical setting.
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My concert band students have been having great success using Canvas and SmartMusic. I have also been using a variety of sources on the internet such as Jazz at Lincoln Center's Jazz Academy Masterclass videos to engage my jazz ensemble students. I have received so many well-written and thoughtful assignment submissions from my students. I've been able to differentiate my instruction and communicate well with them via Webex on a group and individual basis. Also, I'm excited to be teaching a webex music class with our RISE students next Thursday at 10. I'm glad we are able to communicate and keep them engaged during this time.  
-Mr. Ratner
The video above is a  recording of one of Alvin T.'s SmartMusic assignments. SmartMusic is a web-based suite of music education tools that support efficient practice, helping musicians to develop and grow.
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Students have been communicating regularly with Mr. Ratner via e-mail and sharing their experiences in concert band with him. Please also see attached letter written by Sam Levitan. It speaks not only to the connection to music, but also the relationship with the teacher.
Theater & Dance 
One of the things that I worried about over the past couple of months doing remote learning was how to still be able to take "performance" classes and still keep them exciting. I think the fact that my students are able to be so vulnerable, and that they trust each other, is what allowed our classes to still do similar things on video as opposed to in school. 
I really wanted them to be comfortable in front of the camera and the trust we built as a class really helped. The students are presenting, acting scenes, doing improv activities, working out, and dancing together! 
One thing I really wanted to give them was choice. By giving them choices for projects, such as choreographing a dance number, writing a proposal to put on a show, set/costume and lighting design, creating theatre lesson plans (for our future teachers) and writing scripts/monologues, this allowed them to choose what they wanted to focus on and they were excited to create and share with us! 
It makes me so happy and excited to see their faces and know that their passion for theatre and dance can still be exciting- even through a screen. Can't wait to be back together again!
-Ms. Oliveri (@AislinnOliveri)
Science
Chemistry
For me, one key component of remote learning is flexibility. We have to understand that some of our students have had extra responsibilities added to their plates, and students do not all have the same time available to work on assignments as one another. For example, one of my students has reached out to me to apologize for not completing all of her assignments. Her parents are still working, as is her older sister, so she has become full time child care for her toddler niece. With a toddler of my own, I understand how difficult it can be to get things done with a small child clinging to you at all times. After all, they can only nap for a few hours a day! She wanted to make sure I knew she wasn’t slacking off and told me she stays up all night sometimes just to try and get all of her assignments done.  I appreciated her honesty and willingness to talk to me about her quarantine experience.  While I cannot offer her any babysitting relief, what I can offer her is flexibility.  Allowing her extra time to complete her assignments and reassuring her that I understood her situation and that I knew she was doing the best she could.  I told her that health is more important than high school chemistry and to take her time with the assignments so she could get some sleep. She was extremely appreciative of my willingness to listen to her and simply offer some understanding and flexibility. While creating unique and enriching virtual assignments is of course important, sometimes our most meaningful successes are just being there for our students and showing them that we care about them.
- Mrs. Adamski (@mrsadamski1)

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Mr. Wilkens' students created a comic demonstrating their knowledge of the Rock Cycle including their understanding of academic vocabulary by illustrating it.
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Amplifying student voice in Ms. Kelly's class using Pear Deck and Webex.
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It's all about relationships. The last class for these seniors in Ms. Kennedy's AP Biology class!
Creativity thrives on a consistent diet of challenges and opportunities, which are often one and the same. ~ Lee Clow
Science Research
The Webex (face-to-face) meetings with students have been awesome.  The attendance has been great. I am constantly inspired by the students.  They are present and willing to share. Of course some are having difficulties but even those students 'show up' for the class meetings.
Here are few of my and my students favorite assignments. 
​Please check out the link below.
https://www.sciencemag.org/news/2020/04/scientists-have-turned-structure-coronavirus-music (Links to an external site.)
Scientist set the structure of Coronavirus protein to music. Which protein did they use?
What aspect of the structure did they use to set to music? Give some details.
But why would you set a virus to music?
I am looking forward to hear your impressions of music in our next class meeting.  Please answer the above three questions either as text or upload your answers in a pdf file.  
Many students were surprised at how calming the music was.  The students were surprised to see that by combining totally different fields (music and science) that scientist could learn about the structure of this protein.
SCIENCE IS EVERYWHERE
Please follow the directions for this assignment in the link below.
SCIENCE IS EVERYWHERE.pdf
Assignment: Upload your final product in Canvas. 
I hope everyone is thinking about the challenge competition.  I know the original deadline was May 31st but, I hope everyone is working on their ideas for submission. You can submit at any  time before the deadline. Notice new deadline below! (June 15)
Assignment:   Once you have completed your challenge competition submission, upload your entry here.  Remember you can submit anytime before the competition deadline.  I cannot wait to see how creative you are!!
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The Crown Education Challenge theme is:
Hope during a pandemic. 
There are three tracks; Art, STEM, and Writing. Your choice! Do not feel obligated to choose STEM.
 The rapid spread of the coronavirus (COVID-19) is affecting millions of lives worldwide. Schools are closing, cities are locking down, and the economy is slowing. During this difficult time, we must remain hopeful. The Crown Education Challenge aims to encourage students to take a stake in this global challenge by responding to the theme of “hope during a pandemic.” The challenge is open for entries until June 15, 2020 at 11:59 PM PST. Please read the challenge rules (Links to an external site.) for more information. If you have any questions, visit the FAQ (Links to an external site.) page or contact us at [email protected]. Assignments 2 and 3 are included because when I introduced these assignments, the students were very excited.  Immediately sharing ideas and thinking about working in groups for at-home science (see examples above).
For hope during a pandemic, one of the students is planning on creating a dance to the cornoavirus music from the first assignment.
I heard the beginnings of rap songs, seen sketches of drawings and comic strips, and heard the beginnings of a story or scene from a play.  I cannot wait to see the submissions. 
 In addition I have attached a presentation video that I ask the Advanced Research II students to upload.
​- Dr. McGlade-McCulloh (@ellenmc2)

Chemistry & Physics

​​Physics and Chemistry teachers collaborated to create a group project for students to complete in lieu of a final exam. Students could choose who they would like to work with as well as what they wanted to do and how they were going to demonstrate their understanding.  The groups choose a topic that they learned about this year (see project description below). Then they choose ONE of the following media (see project description below) to express the information and concepts from the assigned unit. There is a grading rubric attached as well. 
-Mr. Musumeci (@Mrmusumeci_MHS)
​-Mrs. Adamski (@mrsadamski1)
Project examples include a children's story, demonstration videos, comic strips, and a song.
free_fall__childrens_story__caitlin.pdf
File Size: 1155 kb
File Type: pdf
Download File

newtons_law_song__wagon_wheel__chris.mp3
File Size: 2591 kb
File Type: mp3
Download File

motion_graphs_comic_strip_-_alessandra.pdf
File Size: 306 kb
File Type: pdf
Download File

English
Instead of acting out the trial from To Kill a Mockingbird, the kids worked individually or in groups and pieced together one scene.  This exceptional example below  is Aimee's project.
-Mr. Smith (@dsmithela)
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Demonstrating analysis and understand via multiple measures in Mrs. Bucchio's class (@Mrs_KBucchio)
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Fusfoo is the platform for our school newspaper "The Questionmark." Click the picture for a link to our Channel - This article and many more are available for you to see.
Below is my Choice Week Project and some of the assignments I received from my student's. I wish I could send them all, it was the most responsive project to date and I was so impressed, and entertained while viewing their submissions! 
- Ms. Gross (@MsGross_MHS)
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This is a picture of outside my Dad’s house. The day after I took this picture, we got the news that Mom was allowed to come home from her 10th neck surgery. I appreciate this picture because I feel it represents that even through the rain, something will always shine through. In my situation, I view the rain as the pandemic and my Mom’s surgery and I view the rainbow as my Mom coming home.
⬅️⬅️⬅️
​My students are currently sending me pictures for a unit I’m doing called “Appreciating the World Around Me.” The assignment was to send me a picture that they or someone they know took representing something beautiful, innocent, simple, etc. to represent their appreciation of their environment. We discussed how this is particularly important now. They are sending me beautiful pictures of sunsets, beaches, flowers, pets, siblings, etc.
~ Mrs. Zaffarese
The student and teacher work included in this post are a result of good questions, coupled with a lot of creativity, collaboration, communication, and critical thinking... and this is only a sample. It is time to keep the momentum going and continue to seize the opportunity to make learning real. These skills, along with a sense of community, are the ones that students need right now. 

Finally, I leave you with a quote from Tom Murray (@thomascmurray) and a tweet from Mrs. Erika Meza (@MrsMezaMHS) to remind you that as we continue to push toward modern learning and the important skills our students need, we must always remember that remote or live, teaching and learning is all about relationships... 
Understanding the stories of others and having the ability to act on them in a supportive way builds the type of individuals our world so desperately needs.
~ Thomas C. Murray
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Covid-19 Picture Journal

4/26/2020

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A picture is worth a thousand words.  During these unprecendented times, I started to crowd source images from around my community that not only depict the difficulties and extreme struggles felt by many, but also the amazing way our region has come together and helped each other. There is still a lot of good to see in the world... help me add to this journal with pictures from your community!
Be Safe & Stay Healthy! 
#WeAreInThisTogether

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A focus on Learning... in a "Remote" World

4/7/2020

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​In high schools across New York State there is always talk of the Regents Exam. This exam has been the focus of teachers since 1878 when the first high school exams were given. On April 6, 2020, that changed... at least for the time being. 

Now what?  I think we now have the unique opportunity to focus on learning, not the test anymore.  While we rely soley on remote learning opportunities... our ability to leverage technology will certainly accelarate our ability to focus on student agency. Some cynics will say that without a Regents Exam, the students will not be motivated anymore, they're going to "check out." I don't think so. Instead, I believe we need to seize this opportunity and engage our students.  Remember that first and foremost we teach students, then we teach content... and remember, children are naturally curious, want to make connections, and desire learning things that are relevant to them; things that are real. 
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https://mylearningnetwork.com/blooming-as-a-learner/
When we were thrust into this remote world as we walked out of our schools on March 13, 2020,  I sent an email to the faculty. I will never forget that email. Along with a remote learning planning guide, I sent teachers my phone numbers and those of my assistant principals', so they could reach us at anytime.  I wanted them to know that we cared about them as people first; we cared about their social and emotional well being just as we wanted them to care for our students and their families.
In the educational world we hear a lot about "Maslow before Blooms;" in other words, we need to take into account the hierarchy of human needs before the hierarchy of human learning. 
Next, I asked our educators to reflect on remote learning and consider the following while they focused on what remote learning would look like in their 'new' classrooms.

  • Emphasize Choice - allowing students to chose how they demonstrate their learning will increase completion and help them navigate misconceptions
  • Emphasize Learning and Not Grades - when students are not concerned about "the grade," they are more likely to learn the material on their own, rather than “collaborating” with others (unless that is what you intend them to do). 
  • Direct All Student & Teacher Tech Related Issues to Bonnie and Katie (they will route to the tech department if needed)
  • Last but not least (for now) —> If you are having difficultly reaching a student (e.g. they are not responding) please reach out to our mental health team. They are counseling students and are ready to assist in any way possible.
Never did I think that I would be writing this post on April 11, 2020 (20 days into an extended school closure) telling you that the Regents exams have been canceled. 

Now is the time to tap into student interests and passions.

​Now is the time to focus on strengths.

​Now is the time to give choice.
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The Four Cs: The essential skills for modern learners.
Now is the time to leverage creation tools. Whether it is a product to create or a problem to solve, allow students to determine how they demonstrate and share their learning. 

Now is the the time to shift the paradigm  as we are  not going to take high stakes, multiple choice tests! Lets do what we've always wanted to do... make learning fun!
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Remote Learning @mineolahs

3/14/2020

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Remote learning (also called distance learning) requires increased student agency where students will work on their own and at their own pace. Digital technology gives students the ability to continue learning outside of the classroom as well as opportunities to learn from peers, share thoughts, read, watch videos, and interact virtually.  Furthermore, it allows the teacher to take on more of a facilitative role while empowering students through self-paced, self-directed learning. 
Live Meeting Time (Synchronous)​ 
These communication tools afford you the opportunity to host a live "lecture" or hold office hours for your class or groups of students. WebEx and Google Meet also allow you screen sharing ability. Finally... WebEx and Google Meet will afford teachers the ability to record their live meetings to share with their students at a later time.  Please take a look at these tips for "Minding your Manners During Conference Calls" as well as the "Do's and Don'ts of Video Conferencing."
  1. Google Meet 
  2. FaceTime 
  3. WebEx 
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Webex
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On Your Own & Guided Learning Time (Asynchronous)
 Asynchronous learning will occupy the majority of learning for students. This will occur through Canvas, our Learning Management System. Students will receive lessons, videos, assignments and learning activities through this platform that will be supplemented with the use of Mathspace and Actively Learn. Additionally, teachers may employ the use of the "tools to increase engagement" listed below.
Canvas - our Learning Management System (LMS) will house and distribute announcements, content, assignments, discussions, and videos.  Watch the video here to learn how to stay organized with remote learning.
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Actively Learn - subject area reading resources with built in supports and progress monitoring tools for teachers
Mathspace - Interactive, standards and topic aligned math work with built in supports
Tools to Increase Engagement
​We are well poised to continue to use the tools that we have become accustomed to that increase student engagement and promote collaboration, communication, creativity, and critical thinking. 
The Google suite of apps (Docs, Sheets, Slides) that are part of our workspace accounts in addition to the apps below are just some of the ways our students will continue to stay connected and engaged in the learning process. All of our students have access to our KidOYO platform as well. Computer science students will have assignments and all others are welcome to contiue working on their digital portfolios and additional learning pathways. Of course, this is not an inclusive list, rather just some of the ways that learning will continue to be meaningful for students. 
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Quizizz
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Flipgrid
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Padlet
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Socrative
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Pear Deck
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Edpuzzle
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Gimkit
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Quizlet
Self-Care 
Look for regular announcements through Canvas from our guidance and counseling department that will promote physical activity and self care (see video here) while at home. We know how important physical activity and self care is and we don't want you to forget it either. 
​Ask yourself the following questions that address the 5 types of self care (physical, social, mental, spiritual and emotional):
​
  • Are you getting adequate sleep?
  • Is your diet fueling your body well?
  • Are you taking charge of your health?
  • Are you getting enough exercise? 
  • Are you keeping in contact with your family and friends (phone, FaceTime, text)?
  • What are you doing to nurture your relationships with friends and family?
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  • Are you making enough time for activities that mentally stimulate you?
  • Are you doing proactive things to help you stay mentally healthy?
  • What questions do you ask yourself about your life and experience?
  • Are you engaging in spiritual practices that you find fulfilling?
  • Do you have healthy ways to process your emotions?
  • Do you incorporate activities into your life that help you feel recharged?
Enrichment Resources
Visit over 500 art museums & galleries around the world 
Curb Your Sports Hunger: Top Sports Movies on Netflix Right Now
20 Screen Free Things to do with Your Kids [or yourself] Indoors When School is Closed

Art BINGO (created by Bethany Nugent)
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Visit 12 Famous Museums offering Virtual Tours
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Yoga with Adriene
pParent Letters:
​3/17/20 - Remote Learning Letter to Families
3/20/20 - Update
​
3/27/20 - Update
4/4/20 - Update
​4/7/20 - Update
4/9/20 - AP Testing Updates
​
4/10/20 - Update
4/17/20 - AP Update #2
​
4/17/20 - Update
4/24/20 - Update
4/30/20 -  AP Update #3 (AP Testing Guide / Exam Day Checklist for Students)
 5/2/20 - Update
​
5/9/20 - Update
​
5/16/20 - Update
5/18/20 - AP Update #4
5/22/20 - Update
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TedEd Weekend 2020

2/10/2020

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What an incredible day Saturday, February 8, 2020 was! I had the honor of spending the day at the Ted-Ed Weekend in NYC  along with Heather Dvorak, Assistant Principal at Mineola High School and Lindsay Audiino and Bette Sloane, two teachers at Mineola High School and the Ted-Ed Advisors. This is TED’s only official event featuring an all-student audience and an all-student Speaker lineup!

Why were we there? Two Words... Jennifer Moglia. Jennifer was one of 12 students from 10 Countries representing one of only two students selected from the United States to speak at this International event. (Below is a description from the Ted-Ed Blog).
Jennifer Moglia is a 16-year-old high school junior from Mineola, New York. Jennifer’s Talk is about her experience of managing an anxiety disorder through sports. She’s most proud of her involvement in sports journalism, and was thrilled to cover the National Women’s Hockey League’s championship game in 2018! When she isn’t watching or writing about sports, Jennifer loves to play ukulele, go to concerts, participate in poetry slam events, make macaroni and cheese, and spend time with her cats and friends. ​
Jennifer kicked off the event with her talk that was amongst talks about space, residential schools, spirituality, menstruation, perfectionism, autism, second hand trauma, and more... including a talk about being kind to the blob fish :). 
Between “sets” the educators in attendance were treated to a dialogue with Angela Duckworth whose Ted Talk, “Grit: The Power of Passion and Perseverance” has been viewed over 19 million times. Some key takeaways from our dialogue with her were:
  • We need to combine empathy with high expectations
  • Conditions where failure is honored are necessary 
  • People do not become great at something that bores them
  • Instead of comparing to others, we should be comparing our past self, to our current self, to our future self
  • ... and; I should be attending the Educator Summit hosted by the Character Lab (www.characterlab.org) 
To sum up my time at Ted-Ed, I am always inspired by our students when we give them the opportunity to explore their passions. We must continue to amplify student voice and provide increased opportunities to provide choice in terms of learning.  Congratulations to Jennifer Moglia and thank you to Lindsay Audiino, Bette Sloane, and the entire Ted-Ed team for cultivating a rich student centered program that celebrates the power of our youth. As our hosts from Ted-Ed reminded us, “The youth are changing the world... now.”
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EDspaces 2019: Workshops and Marketplace

10/25/2019

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Below are my notes and takeaways from my learning at EDspaces2019. The conference, held in Milwaukee, WI this year,  "the place where technology, space, and pedagogy converge." It was a great opportunity to see learning environments and hear from expert designers, architects, and educators.
​On Wednesday, I began by hearing from Glen Brook High School on their change process. Their video, “Learning spaces -we are listening” demonstrated the student involvement in the change process.
Perhaps not so ironic, Ryan Bretag, from the district, discussed why is change hard and related it to change's alignment to the grief cycle (Kubler Ross model). A Lott of work was done around he well-being dimensions and pedagogical drivers.
The Why is an Anchor, not an activity
  • Many voices
  • Check decisions around the why
  • Honesty + Awareness + perspective x Purpose = Y it is hard
  • Bring community in all the time
  • Storage kills other space
Mindset Matters - Culture eats process for breakfast
Think about a space where you think, create, recharge, collaborate = are those all the same space?
When thinking about change, pedagogical and environmental, partnerships matter - Create intersections that move you - who are the people that can help move us
  • Google
  • Steelcase
  • Mindfulness institute
  • Measure to improve not to prove - Glenbrooks survey results
  • Look at Steelcase education measurement tool.

On Thursday Morning I heard from Steve Olson - Superintendent - Community HS 155. He spoke about Career and Technical Ed: Learning Spaces for future jobs
6000 students in 5nsites (4 HS and 1 Alt) School is focused on real world relevance / partnerships with the community.
  • CTE spaces
  • Universal Design for Learning (UDL)
  • Start with why?
  • 4th Industrial Revolution
  • Head on a swivel or head in the sand?
  • What if we hire based upon skills and not degrees?
  • Dual enrollment credits
  • District 155 - Swiss automation lab
  • CNC and engineering
  • Robotics and drone technology
  • Made in your own backyard’ - Chamber of Commerce
  • Habitat for Humanity and seeds for the community

Business Education -
Incubator space - pitch to business leaders... room flexes for that
Changing the space to match the aesthetics of the work place
Culinary - certifications - serve safe certificate
Sanitation manager training and certification as well
Telling your story is important - adjust the website

Session 2
The Brown Deer Maker Way - inspire - Innovate _ Lead
10 miles north of Milwaukee
  • Design thinking classes
  • Falcon 3:15 - bring students in
  • Purposeful, thoughtful implementation
  • Develop partnerships
  • WDC Fab Lab Grant with PD
  • The what, the why, mad the how -
  • Einstein project - Dennis
  • Change instruction - purpose statement and mission - Learning Happens Everywhere
  • Middle-High school library - branding -
  • Movement studio
  • Breakout space
  • Constraints due to the environment - flexible seating, write on wall, LEGO wall
  • The marshmallow incident book
  • Breaking the silos - cross curricular
  • Mastery connect - standards based grading
  • Badging
  • 1 professional development day a month

Session 3
Engagement for the multicultural learning community
  • Sit-down with folks that look familiar to them 50 year school life cycle
  • Incorporate core values
  • Master planning process - set the ground rules really early
  • Madison - northeast edge of Portland Oregon
  • Designed for 1700 students
  • Most diverse neighborhood
  • ‘Bringing science to the street’
  • Using pictures to help in the design process
  • Virtual reality engagement
  • ‘Be where the students are’ - what do the students value?
  • Candy and food... students put up post it’s answering the prompt - “I'm proud to be a student at .... because...”
  • Seniors sat in camp chairs in the hallway with their lunch —- loved it
  • Engage all voices
  • Design Advisory Group - went to other schools that have been renovated and replaced
  • Authentic, on-going part of the process —- community outreach
  • Students in high poverty areas spend more time at school
  • Role play activity - ESL - PPS international youth leadership conference​

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  • Put yourself in your students shoes
  • Pick: a space, activity, a feeling
  • Write: the space will...
  • what would you do with this information: report out
  • Can be done with magazine cuttings instead of pre made cards ​​
Outdoor Learning in an Early Childhood setting 
Nate Bosch - Landscape architect with GMB 
  1. Playing / Learning 
  2. Outside / Inside
  3. Unstructured / Structured 
  4. Natural / Constructed 
Time in nature, whether structured or unstructured, can blur the lines between play and learning 
European Forest schools - in Chicago Illinois as well 
Richard Louv - Pioneer of connecting back to nature 
academic environments becoming treatment spaces 
Little Hawks school - Holland, MI
  • robust playground area
  • Connect to the water
Strategies to incorporate nature in education:
  1. Nature is the primary classroom - connecting people to nature as soon as they arrive; make formal spaces feel informal; building is secondary to the site
  2. Maximize outdoor experience by simplifying indoor spaces - simple spaces promote active learning; space conservation / smaller footprint; utility functions can be educational and play space; mud room experience
  3. Holistic approach to nature-based education - natural materials in built environment; expansive views to outside environment; openness to outside; natural sunlight / effects on student behavior (south orientation)
  4. Create Dynamic outdoor environments - allow kids to be creators & self-directed; promote nature inclusion and invite the native (wild) in; flexible spaces for educators to engage students; allow room for the unpredictable
“Do what you can, with what you have.” ~ Teddy Roosevelt 
Tips: 
  • 10 different spaces for play/learning 
  • Looping walk ways 
  • Open grass area - to just run / roll 
  • Trees and shade - inclusivity / skin cancer / cool down 
  • Plant material - dynamic textures; edible items 
  • Outdoor storage 
  • Sheltered space - protected from elements 

21st Century Workplace Competencies: How can design shape student success? 
Gould Evans 
  • Inside higher ed survey - great graphic 
  • Arizona, Association of Colleges and Employers - Employer v. Student perception 
  • Lasso Bock - GPAs are worthless... 
  • Enterprise skills or transversal skills 
  • Gouldevans-edco.com 
  • Gen Z 
  • Alpha 
  • Competencies and Profile of a Graduate 
  • Human adaptability in relation to technology and change 
  • Missouri Innovation Campus - https://youtu.be/041UqIV9QgA
  • Adaptive and modular space
  • STEAM studio - in the office at Gould Evans - work with Rutgers University - Laura Evans
  • Power Skills and attributes - integrity, drive, ability to communicate
  • Come out of school doing nothing real
  • Portraits of a graduate - toolkit - 16 activity types
  • Lee Summitt School district has 5 competencies as part of their portrait of a graduate
  • Enterprise skill development ‘the competency project’ —— beta 
  • Connectingcredentials.org 
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EDspaces 2019: Keynote with Tony Wagner

10/24/2019

1 Comment

 
The annual EDspaces conference and expo is billed as the place "where space, technology, and pedagogy converge" and it did not disappoint. In it's 24th year, the conference in Milwaukee, WI featured designers, vendors, and educators of creative and innovative learning environments from across the globe. 
In the opening plenary Session, Tony Wagner, one of the true visionaries in education, kicked off the conference  with a video describing the future of work.
He asked the audience to think about what can human beings do the robots and AI cannot do?
and further described the shift from a knowledge economy to a world that does not care what our students know; instead to a world that cares about what can they do with what they know.
Next, Wagner described his research that became his 2012 best seller ​Creating Innovators: ​The Making of Young People WhoWill Change the World. His interviews of highly innovative twentysomethings and their "ecosystems" ​(parents, teachers, and ​
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The Future of Work
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mentoring influences) brought him to several conclusions, among them were that the skills you need to succeed in a competitive academic environment are not related to innovation era. 
What must we do differently to prepare students for the innovation era?
  • Ask for evidence of a problem solved or failure and learning associated with it. 
  • Look for creative problem solving abilities - we are born this way - young children ask 500 questions or more and everyone is an artist .Then something happens... school. 
In fact, the students identified as creative innovators became innovative despite university and educators who were influencers were outliers in their educational institutions.
Next, Wagner identified 5 contradictions in education:
  1. Measuring and rewarding individual achievement - innovation is a team sport 
  2. Silos of knowledge - Not a single real problem can be solved within an individual academic discipline 
  3. Culture and structure of the classroom where knowledge of an indivual, compliance, are valued and students are consumers - The world demands that you seek out information 
  4. F- Word (failure) We grade kids on the mistakes they make - Innovation demands failure; iteration - this is fundamentally how we learn - we learn more from our mistakes than our successes; we learn from trial and error; use A, B, and Incomplete (B is performance standard as evidenced by a body of work; A is reserved for real human excellence) - How many want to fly with a C- airline pilot?
  5. Motivation. We use fear (failing, embarrassment, not getting....) - This does not bring out the best in us. The innovators had intrinsic motivation. - both parents and teachers focused on play, passion, and purpose.
Next steps/food for thought:
  • Does state have an educational R & D budget?
  • Accountability 2.0 - selective assessments every 3 years with demographically similar students 
  • Every student has a digital portfolio that shows progress over time
  • Every student demonstrates mastery badges on a transcript — what can they do
  • What content are kids learning? What skills are they learning? How are they being motivated to do their best work?
  • What if we make our work public? 
  • Statewide profile of a graduate - what is the assessment for the attributes on the profile? 
  • Develop local performance assessments 
  • What are our recent graduates doing? What did we do right? What would have helped you?
  • Internships
  • Have students keep question journals? Or concerns?  - then give them time & space to explore those questions 
  • College admissions process does not encourage innovation - consortium transcript; test optional 
  • The skills you need for work today are the same ones you need for active citizenship, life long learning, and creative leisure ​
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    Whittney Smith, Ed.D.

    Dr. Smith is the Director of Instructional Technology & Assessment and former Principal of Mineola High School in Garden City Park, NY.  He is also an Adjunct Professor at Long Island University.

    View my profile on LinkedIn

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