It has been a long time since I have had to take a day off for illness.  In fact, I think the last time I was out sick was in 2011.  I eat right, exercise, and take care of myself.  My job comes with some stress, but usually not enough to wear me down.

Like most teachers, if I have a cold, I go to school.  It is way easier to sniffle through a week than to write out detailed sub plans for each individual course for 5 days.  So, imagine my horror at being told to stay home for 2 weeks.

What is a teacher to do?  Luckily, I had some strong antibiotics and a strong online toolkit that helped me get through the hardship of being away from the classroom.  PowerSchool Learning, Loom, FlipGrid, Kahoot, and EdPuzzle allowed me and my students to interact and learn together, even though I wasn’t on campus.

Have a good foundation. I would be lost without the use of a learning management system (LMS).  I have used many in my time, but it wasn’t until I started teaching online with Global Online Academy that I really got a grasp of how to make an LMS a dynamic space for my students to interact with course content and each other.

As some of you have read in my blog a few years ago, I make the most of my PowerSchool Learning pages (aka Haiku Learning).  I put all of my units, lesson by lesson, on my pages within the LMS.  Students can see a calendar of lessons, they can see the individual lessons, and they can access all lessons resources: video tutorials, documentaries, links to other online activities, text, worksheets, or whatever was handed out in class.

This summer, I intend to go to Disney World and other parts of Florida, the Outer Banks, Ocean City, New York City, a Kansas City Royals baseball game, the Grand Canyon, the White House, a NHL Finals game, a cruise, and I plan to go to all of those places without leaving my house. How? With the Cardboard Camera app, Google Cardboard, and Google Classroom.

I have given my sixth grade students one last assignment, and this assignment will run all summer long. Their assignment is to bring along their classmates on their summer vacation trips using the Cardboard Camera app, by uploading their images to Google Classroom for their classmates and myself to view on our Google Cardboards (we had a Google Cardboard make and take night in early May, so the students are really into VR now), and finally collaborating on a Google Slide (Take Us With You On Vacation).

Benefits to this assignment:

1. Let's start with the obvious. It is really cool. Who doesn't want to try out VR? The students absolutely love it, and because they do, the assignment is relevant and meaningful to them. They will end up exploring and learning so much because they just want to. No grades given. No doing this assignment to collect points. No due date to meet. Just learning in its purest form. 

I had been sailing on a clear course for about 13 years before I decided to drastically change course for blended learning. I've been on this blended learning course for about two and a half years now. I thought I had prepared well for my change in course, but there were many times early on in my change of course, I wasn't sure I was going to make it. I hit some pretty rough water and I had some real heart-to-heart conversations with myself. But the more I kept sailing, the more treasures I kept finding. This year's travel was full of so many treasures like Breakout EDU's, Mystery Skypes, 3D printing, G Suite tools for students and teachers, and engaged learners like never before. I realized that with all of these treasures I have collected, I have become a PIRATE. 

Blend like a PIRATE:

Purpose 

• My first year of running a blended learning classroom was frustrating to say the least. Just when I was thinking I was making progress, something always seemed to come up to derail the progress I thought I had made. And while that year was full of frustration and uncertainty, it was also full of learning and adventure. (Read about my mistakes and my corrections from an early post Surf's Up: First Year Blended Learning Mistakes and Ways to Correct Them) Through all of the learning and adventures, the biggest thing I learned was understanding my purpose of running a blended learning classroom. I knew prior to starting a blended learning classroom, I needed to try something new and different for my students, but I was unclear of the purpose. My purpose for blended learning, which I discovered as a result of all the frustrations and hardships, is that blended learning is a way for students to find meaning, relevance, and themselves in their education during their time in education. So as I went through my second year of a blended learning classroom, I kept that purpose in mind all year long. By having understanding that purpose this year, I was able to focus more and piece together the puzzle pieces to create an effective and engaging blended learning environment for my students.

Imagination

2-4 kids and a Smartphone... Nice and easy but powerful. The ticket to awesome.

Check it out.

As teachers, we often do too much and the kids too little. We give a lot of information, but little processing time in class. Luckily, there are easy ways to change that. Check out my other posts on using tech to make instruction more student centered: School Isn't The Movies: Unlecture Video Instruction and I Stopped Lecturing, Because I Want My Students To Learn.

Today, we talk 30 second videos. The idea is to record a 30 second or shorter video explaining, or comparing, or contrasting, or giving examples of whatever it is you’re learning.

I feel that opening part of the show The Twilight Zone directly relates to my school year this year. This is my second full year of running a blended learning classroom, and I feel as if in some way my sixth-grade students and I have crossed over into the Twilight Zone. Strange but wonderful things are happening in and out of my classroom, that I have not, unfortunately, witnessed before in my 15 years of teaching. Students are embracing the idea that learning can take place anywhere, anytime and that their voice matters to others, as they enter a whole other dimension in Google Classroom. They are seeing learning opportunities on their own outside of the school day and wanting to share their experiences with their classmates, because they know that not only am I listening but more importantly, so are their classmates.