Mondays: Shift: Seeing Things in a New Perspective

My mom had an old book of puzzles. I loved it. My favorite puzzles were simple sketches that suggested something. What do you think the above image is?

Is it a bear climbing a tree? A giraffe walking by your window? A snake slithering across your beach towel?

With each question, your eyes shift to see the pattern in a new way. This is important for writers.

My mom could see beyond the obvious, and helped me look at the bigger picture. As a young mother rushed in front of us in the grocery line, mom would say, “She needs to get her back home for baby’s nap.” That might not have been true, but mom always took a step back to see a bigger idea and a step into the shoes of others.

We need to step around to see. Turn things around, and get a different view. Try to think from another’s perspective. Believe in your own!

So on Mondays, try something different. Sit in a different place on the bus or in your classroom or at lunch. Start a conversation with someone new. Really listen to what they say and understand their point of view.

Consider the main character of your favorite movie or book. Put them into another movie or book. Write a scene of the two main characters talking. What would they discuss? plan? do?

Be the characters, not yourself. Adopt their persona, with all their problems and personality traits. Really. What would the really discuss?

Here's a poem where the author took on the persona of Spiderman, except they added a new detail: Spiderman has a speech problem.

How did the author explain Spiderman?
How did the speech change how you feel about Spiderman?
What's the same, but what's different?
Do you hear his voice? his personality? a little tinge of sadness?

Choose your own superhero. Think about what he says and does. Write your poem. Did you add something that others might not know about his personality? What persona did you take?

These ideas shift your mind into another person or character, and then ask you to insert another difference to change the persona even more. Get into the character's personality so you can write as if you are that persona, like an actor would, with that voice.

Another way to shift perspectives is to take the view of another part of the scene. Say you're eating Cheerios.  What if you were the Cheerios in the box, poured out, milk added, and then that spoon? Be the Cheerios.

Or be your shoe!

Here's a reading by Amy Ludwig Vanderwater called "Waiting Room Fish"

You can imagine the fish looking back at you while you wait in the doctor's office: "We peek between the plastic plants." You hear the timid and patient voice of fish tank fish.

Go ahead -- be something different, a shift in perspective and write a story or poem. Let their voice shine through.

Poetry Friday: Each drawer is different

Poetry: What is it?

An interesting piece about poetry from Ron Padgett provides a beginning for us.

It's fourteen lines that look the same, but you can't say it the same 14 times. Try it.

As the poet explains, there are many, many kinds of poems: tiny, long, nature, funny, serious, patterns, etc. But the thing is, once a poem is written, it is never read the same. Each of us puts our own emphasis on the parts and the meaning. They are gifts given from within one person, presented outside of himself, so you the reader can take it within you.

When I first saw this poem, I imagined someone looking for something, but not finding it any place he looked. Now that I heard the author, and heard his inside feelings of the poem, I see it as an experiment in feeling the words and how each time they are said, the words become something else, depending on its reading.

It's rather like mood too. You could read that poem when you're tired, and it would sound different.

You could read it when you're angry, and imagine how it would sound!

You could read it when you're bored, and how long would it take to read it?

So poetry is feeling, it's sound, it's emotion, and it's imagery -- and a gift each of us will read differently.

Five things to do [not on one day-- but do try them all].

1) Think of a phrase, something plain or something special, something boring or something joyful, or some other emotion. Write it fourteen times. Read it to someone. Ask them to read it to you. How were your readings the same or different? What does that show you about poetry?

Leaves of fall, fall.

Sheri Edwards 

Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.
Leaves of fall, fall in colors.

2) Go to poets.org and choose "Forms." Choose a few to read. Which did you choose? What surprised you about each? Which would you read again? Which could you write?


3) Go to poets.org and choose "Themes." Choose a theme and choose few poems to read. Which did you choose? What surprised you about each? Which inspired you to write a poem on that theme?

4) Choose a form or a theme of a poem. Write your own. Share it below so we can read your gift. You may want to create and share an audio recording of your poem, so we know how you would read it. We may read it our way, but we'll always thank you for your gift.

5) What surprised you about reading poetry? What surprised you about writing poetry? How would you explain poetry to someone else, now that we've heard from Ron Padgett and other poets you've read?


Please write a short note and a link to your responses in the comments below.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Poetry Friday Host: The Poem Farm

Reflections on the Teche by Margaret G Simon

Just a word about verbs

Verbs

No technical jargon here, just a word about verbs:  active

If you read yesterday's post, prompt, and example, you noticed that one of my writing strategies emphasizes "Strong Verbs," listing many of the verbs from the story.

Strong verbs: dropped, plopped, invited, wrapped, grabbed, gathered, giggled, opened, unwrapped, melted, slumped

What do you notice about those verbs?

The verbs represent action --- doing something.

When writing, use action verbs. Write as if you exist in the moment or a past moment.

Eliminate the dead verbs: is, are, was, were, am, be, gone, look, took, __ing

Rewrite the sentences with action verbs.

Examine the bold words so far in this post: I purposefully chose my sentence structure to include better, and stronger verbs. I did not say, "Write as if you are in the moment..."  I eliminated "are" and added "exist."

In yesterday's post, I wrote,

"Finally it was time for opening presents."  

"was," a dead verb.  This spot begs for dialogue. [I did not write, "This would be a good place for dialogue" -- "would be," represents a dead verb.] I suggest this revision:

"Girls," Melanie's mom called. "Gather in the foyer so Mel can open her presents."

 Put your reader into your story with the action inferred by dialogue -- your reader lives it with you.

Another dead verb use:

It seemed every time we moved from activity to activity...

The solution?  Drop "It seemed."

Every time we moved from activity to activity...

Another dead verb example:

I looked at a long narrow table against one wall. It was filled with chocolate chip cookies, strawberries dipped in chocolate, bowls of M&Ms and peanuts, and on the end, above a lace doily, rice crispy bars.

Transform it to:

I glanced at a long narrow table against one wall, topped with chocolate chip cookies, strawberries dipped in chocolate, bowls of M&Ms and peanuts, and on the end, above a lace doily, rice crispy bars.

Although not an easy task at first,  when you focus and practice the elimination of dead verbs, your writing grows more real and interesting. With practice, your word choice improves and your ability to write with action more easily develops.

One last example. Of the beach picture at the top of the page, how would you write a description?

On the shore was a sand castle.  [dead verb]

or

A sand castle and a blue pail called to me.    [personification]

or

A sand castle waited for further excavation.

or

A child's sand castle waited for the next wave.

Consider the verbs in your writing today. Revise for action! Your readers will love you for it!

Something for You: Birthday

Today: free write and revise to elaborate with details and dialogue.

Prompt: Describe one incident at one of your birthday parties. Adapting prompt OK :)

Free write: Not My Party


I was eight or nine years old, and gladly accepted the invitation to a neighbor's birthday party. She lived in one of those mansion-like old hopes two blocks up from my home, a small cottage really, tucked in between two other houses. It was probably the first house on a farm, whose owners built a better house next door.

So entering the foyer with my present for --- hmm, can't remember her name. Of course there were games and cake and ice cream. And rice crispy bars. How I loved that sweet crunch, sticky bite by bite. The mother encouraged me, "Go ahead. Eat as many as you like. It's a party."

And I did. It seemed every time we moved from activity to activity -- singing, playing a game, lunch -- I would grab another rice crispy bar. There were oodles of them. Every kid loved them.

Finally it was time for opening presents. We each received our own little bag of goodies to open: super balls, puzzles, whistle, and salt water taffy. As I sat in the circle to watch __ unwrap her presents, I opened the taffy and plopped it in my mouth. But that was it. I turned green I'm sure, and stood up and ran to the bathroom. That was the end of the birthday party. And I have never eaten another rice crispy bar.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
First Think:

Re-reading the ideas, I see I need to remember my friend's name and add some details about the party. I didn't finish the thought in the second paragraph. I need more dialogue and also describe why I thought I turned green. So here's the first revision:


"Mom!" I called as I dropped my books on the end table after a day of school. "Mom!"

"Yes? I'm in the kitchen." Mom replied.

I ran into the kitchen waving a bright pink invitation. "I've been invited to Melanie's birthday party tomorrow. She really likes those new colored headbands. Can we get her a couple of those?"

Mom nodded yes as she read the invitation. "We can get those at Woolworths after dinner."

The next day I walked up the two blocks to Melanie's house carrying the headbands I'd wrapped in her favorite color, bright pink. Her house stood out from the others: it was a deep blue and three stories high with a castle-like tower on the side, just off the wrap around front porch.

My house was tiny, an old farm house over a hundred years old tucked in between larger homes on either side, set apart on each side by rows of lilac bushes.

I carefully stepped up each of the four front porch steps, and knocked on the door.

I could hear giggling inside as Melanie opened one side of the double oak door.

In the foyer, the marble floor sparkled and a table held the presents. I handed mine to Melanie. "You'll love it!" I told her.

She took at and smiled, "Thanks."

She led me to a room she called the parlor. It held two large blue sofas and several comfy chairs, all with end tables. All the girls sat in a circle playing "telephone." Melanie and I joined in the circle. Sandy said, "I heard 'Has the big dog eaten a key?"

Every at the beginning of the circle started laughing. Karen, who had started the game said, "No! I said 'Happy Birthday Melanie!'" Every girl giggled.

Melanie's mom explained the next game, and said, "Get a snack any time you want."

I looked at a long narrow table against one wall. It was filled with chocolate chip cookies, strawberries dipped in chocolate, bowls of M&Ms and peanuts, and on the end, above a lace doily, rice crispy bars. Two plates full of them. Golden and shiny. How I loved that sweet crunch of each sticky bite.

Melanie's mom encouraged us, "Go ahead. Eat as many as you like. It's a party."

And we did. And I did. It seemed every time we moved from activity to activity -- singing, playing a game, lunch -- I would grab another rice crispy bar. There were oodles of them. Every kid loved them.

Finally it was time for opening presents. We gathered in a circle in the foyer, which was a room larger than my bedroom. I grabbed probably my fifth rice crispy bar on the way in. Under a mirror, on a table by the stairs, were our own little bag of goodies to open. I plopped down next to Karen and Melanie's mom handed us our treat. I thanked her as I took my treat while popping the last bite of my rice crispy bar.

We both giggled as we settled into the circle. I opened the pink bag and and peaked in: super balls, puzzles, whistle, and salt water taffy. I pulled out and unwrapped a piece of pink taffy, plopping it into my mouth. I sunk my teeth into that super sweet and chewy candy.  It's sweetness melted in my mouth but the flavor was like pure sugar. I felt my stomach turn. I felt warmer and shivered. I turned green I'm sure. I slumped over and held my stomach. I stood up slowly, and continued to hold in the butterflies in my tummy.

Karen said, "Are you OK?"

Melanie's mom noticed and said, "Sheri, the bathroom is just up the stairs. I ran into the bathroom, and that was the end of the birthday party.

When I came down the stairs, my mom was waiting in the foyer with the giggling circle of girls.

"Thanks for calling me, Myrna," she said to Melanie's mom. She held out her hand to take mine and walked me home.

And I have never eaten another rice crispy bar. Ever.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

How did I do in my revision?

Did I add dialogue?

Did I invite you to walk to the party with me and see and do the things I did?

Did I show the details of the food?

Did I add how and why I 'turned green'?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Writing Strategies:

Dialogue:  talking to mom, talking to Melanie, playing the game

Description:  of her fancy house - "it was a deep blue and three stories high with a castle-like tower on the side, just off the wrap around front porch."

Description: of the food - sights and taste - chocolate chip cookies, strawberries dipped in chocolate, bowls of M&Ms and peanuts, and on the end, above a lace doily, rice crispy bars. Two plates full of them. Golden and shiny. How I loved that sweet crunch of each sticky bite.

Details:  getting sick - ". I sunk my teeth into that super sweet and chewy candy.  It's sweetness melted in my mouth but the flavor was like pure sugar. I felt my stomach turn. I felt warmer and shivered. I turned green I'm sure. I slumped over and held my stomach. I stood up slowly, and continued to hold in the butterflies in my tummy."

Strong verbs: dropped, plopped, invited, wrapped, grabbed, gathered, giggled, opened, unwrapped, melted, slumped

~~~~~~~~~~~

Tag!  You're it!

Prompt: Describe one incident at one of your birthday parties. Adapting prompt OK :)

Today: free write and revise to elaborate with details and dialogue.

Link to your slice of life in the comments below.

Image Source:

License Creative Commons 2.0

 Some rights reserved 

by Anders Ruff Custom

Slice of Life Writing

What is a slice of life story?  

A slice of life story is a realistic SHORT story, a slice of your life retold as fiction. It’s just a “snippet” that tells a moment in your everyday life.  That moment is like a snapshot. When you look at it, you remember and write what happened just before, then you describe your snapshot experience with as much realism and details as possible— as if it’s happening right now. 

Write so your reader can feel what you feel, see what you see, do what you do, and think what you do. It is not a list of things you did in one day— it is one moment of time that you capture step by step. It does not contain personal information, just a story. Remember to change the names to protect the innocent and the guilty.

Click here for an annotated example of a slice of life story. Notice all the specific details and descriptions and dialogue -- lots of sights and sounds-- taking you moment by moment through the story. Each word, chosen so carefully, engages the imagination of the reader. This is "word choice."

Remember, your moment is one others can learn from — or laugh or cry because the reader has experienced something similar. Our lives in their everyday moments are special, because it is the journey that is important; let’s share that slice of our days. 

Read another example here.  

Why write a slice of life?

• You will have readers hearing your voice because you have written using sensory details [sights, sounds, smells, tastes, emotions] and action.

• You will discover new topics, turn the ordinary into extraordinary, and become better with each slice.

• You can try out new techniques taught in lessons, and share some of your own.

• You will begin to notice that stories are everywhere.

• You will also be a member of a writing community.

• You will learn how to give positive and constructive feedback.

Enjoy discovering your own and others’ new stories.  I look forward to reading them soon.

Get Started

Open your Google Docs. Name it Slice of Life and your first name.  You can draft all your "slices" on this document each week. Make a list of memories, animal stories, little brother or sister stories, fun times, silly times, etc.  Choose one that's school appropriate. Example

1. Quickly write about that slice for a few minutes, just to get the idea down.
2. Now, jump down a few spaces, and start over -- this time, write it like it's happening now.  Describe the setting and the feelings just before it happened.  Then describe the event with details, sights, sounds, and dialogue. Let us live it too. Put your voice into it.
3. End with how you felt, and a question for us.
4. Edit your spelling, punctuation, capitalization, grammar.
5. While editing, think of a good title.
6. Below your post, share the excellent writing you did. For example, in this practice and this blog:

• I described the setting:  "The wind blew through the cracks in the window sill of the older home, and the furnace creaked, both keeping me awake the whole night."

• I included descriptions:

• Sights: "We built a snowman, rolling and pressing the crisp snow into huge balls. We placed rocks for eyes, nose, and mouth, and stood back to look at our creation, pushing our scarves up over our noses"

• Sounds: "the furnace creaked"

• I included details [5WH]: "I ran back to the front door, but it was still locked. A tear welled up in my eye, but I brushed it away. I rocked back and forth from foot to foot to keep the cold from holding onto them. I walked in circles around the house for what seemed like hours."

• I included dialogue:

"Tag -- you're it!"I caught her right away -- I was a fast kid.Sandy pouted, "Not fair!"

     7. Copy and paste your Slice of Life and writing skills into a new blog post. Title it "SOL + your topic/title".  Write Slice of Life as a label so you can find all your posts for Tuesdays. Download the orange "Slice of Life" image at the top of this post and upload it to your blog, if you want. Add another Creative Commons or Public Domain image to your blog too. 

Note about Images:

Go here for more information on images: How to find Creative Commons images. 

Go here for how to search for images in Google Docs and Slides [see slide 8].

Remember to cite the source of your image.

Remember to only use Creative Commons or Public Domain images.

Respect the copyright of others-- -- you wouldn't want someone else to steal your images.

8.  Publish. Here are more examples of  Slice of Life with Writing Strategies blogposts.

9. Read and comment on two of your peers' Slice of Life.  If you want a professional and linked URL, click here to learn how to do this.  Go here to see two comments — one just pasting the URL, and the other using this code.

---

Next Steps

We will continue to write SLICE posts and reflect on our growth as writers as well as connect with other SLICErs. 

On another day, I will post a reflection piece for you to choose your best SLICE and explain why you think so with explanations of the research and writing strategies you used for your SLICE to make it good.

Look for other classrooms writing for Slice of Life too.  

---

Blog Example and Directions

Critique: Acceptance, Writing, and Sharing

Please watch the first two minutes of the video of Randy Nelson, now of Apple University. Here he explains a concept of acceptance and collaboration, something I'd like you to enjoy as a writing community.

Randy explains two rules when you share something or work together:

1. Accept every offer [for help, advice, constructive criticism, anything]
2. Make your partner look good, be it your partner, parent, teacher, author, etc.

Peer critique of our work brings another person's ideas and confusions into play -- so you know how your writing is read by another person. 

In our minds, our writing is clear and interesting, but when we let someone else read it, they don't have our mindset, gestures, or tone to go by; they don't have our memories. So when we honor someone by asking them to read our work, we need to accept what they offer-- the celebrations and the critiques.

On the other hand, if you are honored with an invitation to read someone else's writing, make them look good. Share the parts you like, that made you laugh or cry or really imagine the character or event. When you've done that, then ask one or two clarifying questions -- places where you are confused or something's missing. 

Just a reminder, "nice" "good job" don't count. Be specific -- actually point out what you liked and explain why.

Some people call this "Stars and Wishes;" others call it a "compliment sandwich." A star is something positive; a wish is some need for improvement. Put together a sandwich: a compliment, a wish, another compliment.

So read someone else's writing and add a star or ! or chch [for chuckle chuckle] by those ideas that work. Put a question mark by one or two places where you're confused, or you'd like more information, or it is missing something and doesn't sound quite right. Explain it to your author friend.

Now, as author, accept and thank the person for whatever is given to you. Then, you as an author, make the decision as to how to change your work or not.

Go forth and get your write on!

An Idea for You: Just Write

Today, just pick up your pen and put it to paper, or open a document and hit the keyboard. Just start writing what pops into your mind.

Keep writing until an idea begins to form, then just imagine and let your thinking flow through your fingers. Keep writing. If you reach a blank just type or write the last word you wrote over and over until the mood of your mind hatches another happening to add.

Switch topics, or don't.

Just keep writing without worry for spelling or paragraphing or punctuation. 

Time yourself for three minutes.  How many words did you write or type?

Time yourself for another three minutes. Did you write or type more than before?

Repeat again.

Now look over what you wrote -- read for a possible idea, good descriptions, strong verbs, a short story, humor.  Highlight those parts.

Find a part with possibilities. Something of interest to you that you could add more detail and action, or change into a poem,  or rewrite as a song. Circle it. 

Here's an example [notice lack of punctuation and capitalization -- just getting ideas down].

I pushed and ran with Jack on the bike letting go as he found his balance proud he could take off the first time and just fly down the sidewalk until his bike edged towards the landscaped edging of the lawn; the tire stuck and stopped and Jack flew off onto the sidewalk.

Save it for another day, or if possible, begin sculpting the story: cut out what doesn't work, and dig in a detail. Refine what's good already. Don't try to be perfect or tell the whole story: just get this part penned better.   Slow down the action, and describe second by second. Here's an example:

Jack slid his leg over the bike and placed his right foot upon the petal. He nodded, his helmet firmly on, and his eyes looking straight ahead, ready to ride. 

I balanced the bike as he pushed his front pedal down, propelling himself and the bike forward. I let go of the handlebar and began running beside him, holding onto the seat, until his balance and force took control. He flew down the gray sidewalk like a pro, squealing with delight.  

I was left behind to watch this daredevil race at full speed down the sidewalk, feeling the pride he must feel in his first attempt to ride his new blue bike with no training wheels.  

Brother Bob cheered him on, and we enjoyed the seemingly perfect first ride. But then his bike edged towards the landscaped edging of the lawn, that small ditch stopping the lawn from overgrowing onto the sidewalk, just wide enough for a bike tire.  

My hands flew to cover my scream, "Watch out!" 

Jack's tire stuck in the edging which stopped the bike and sent Jack summersaulting over the handlebar and onto the sidewalk, thud. Still. 

Bob and I rushed to the unconscious five-year-old just as he came to, reaching for his bike and another daring ride.

Do you see how the short idea paragraph was expanded with details so the reader could imagine the story with the writer's words? Do you see how the action is slowed down, and details added to put the reader right into the action. Do you see all the strong verbs of action [in bold]? It's still not perfect, but it's ready for the Writers Notebook to save for another day -- to add to a story that hasn't been written yet, but whose character development has begun with one free-write.

Go ahead! Try it. Develop your fluency with Power Writing.

If you want more information on Power Writing, click here.

Share your work or a link to it in the comments below.

A New Year of Ideas

Welcome

Need to write for class?

Relax

and think of these strategies

Writers have ideas. But they may not often just pop into your head, although they could. 

Do you have a topic?  If so, make a list of all you know about the topic. Lists are a great way to sort through what's on your mind about a topic. It''s one of the number one ways to get started. Here's one from my summer.  If you must write about summer -- pick ONE thing, not the whole summer. Here's how I started thinking about boating:

• sunshine
• heat
• refreshing wind and water
• swimming alongside the boat
• flag up
• visiting the waterfall
• clouds darken
• whitecaps appear
• rain falls
• rough ride home

Some people like webs. Think of a spider web -- a center with lines radiating from it. Here's how I started thinking about boating with a web (link here:)

I tried to think of everything about boating because the part I'm writing about is the storm. But I want to build to that scary ride with some details about how we got there, had fun, and then Bam! Bad weather.

Sometimes instead of a web, I just start thinking in ideas like a list, but I cluster the ideas. This helps me organize better. I can just keep adding.

Of course, free-writing is another way to get ideas. Just start writing on your topic.

One hot sunny day in August, we gathered up our favorite snacks, made sandwiches, and headed out to Cresent Bay boat launch to spend a day on the lake, It started out awesome: we "toodled" around looking for a great beach, stopped at a waterfall...

So there's four ways to start writing on a topic: list, web, cluster, free-write. Tools you can use are Google Docs (so you have your ideas anywhere you have an Internet connection), paper, Google Drawing (to make a mind map or cluster), Google Sheets (for clustering), Mindmeister or other brainstorming app.

However, writers do something else: they constantly keep lists of ideas to write about based on what happens in their life.  Hear a mom and kid talking that make you smile? Write it down. See an amazing stunt by the skateboarder zooming by-- write it down. Notice an interesting person on the escalator-- write that description down.

What makes good stories is that what you read is believable.  Usually that's because the author wrote about what s/he knew, experienced, or observed.  So keep a small notebook in your pocket for such times. 

Or, use your phone -- dictate that description or idea into a note in one of your apps on your device. Find an app that you can organize and dictate so you know it is your writing notebook. 

Google Docs app lets you use your iPhone mic from your keyboard to dictate write in your Google doc! I'm not sure if that's available for Android phones -- let us know in the comments below.

Just get those lists, ideas, and descriptions down!  Your hobbies, interests, favorites, likes. dislikes, wishes for the world, places you want to travel, places you've been,-- just starting writing lists and writing your observations in the world.

One last idea: my friend Paul Allison at Youth Voices suggests a great start of the year activity on "self" questions -- list 10 questions you wonder about yourself, and list 10 questions you wonder about the world. Then start answering them -- more than once!  That'll make a writer and thinker out of you!

What do we know now?

Topic writing: lists, webs, clusters, free-write.

Writing Ideas: lists, self-world questions, observations

What strategies do you use for writing on topics in class?

What strategies do use as a writer for getting ideas and for developing ideas?

Now launch your writing year and share it with us here.

I am from

I am from...



From tag games and hide-n-go-seek, Red Light Green Light, and long walks on hot pavement with friends, I today still love the feel of sand or pavement underfoot during a lazy walk in conversation with friends.

Although now those conversation occur as I take "walks" in photos from friends from all over the world in Flickr groups, in Twitter chats for conversations, or in blogs with photos and text conversations as my world has expanded as a connected educator.

I am passionate about education reform for more student-centered learning based on student interest and demonstration rather than teacher/district directed mandates and tests. Our futures depend on those who can ask the questions of the world and people around them that will dig into issues to find solutions together, for mutual benefit in a global world.

This post is an example of sharing with a group of teachers finding answers to their questions, of which mine is:

How do I create authentic learning spaces of making and reflecting that empower self-directed learning?

A twitter and #clmooc colleague, Julie Johnson, gathered together middle school teachers for the purpose of creating a CLmooc for their students, a "clmake' of cycles for students to create based on topics, share out through blogs, and connect through comments, or through whatever develops from the students' connections.  It will be an authentic learning space of making and reflecting. Will it also empower self-directed learning?

That is my question, and this my introduction example.

"Green Light."

Crossposted at AskWhatElse

Apollo Challenges

Remember these words, "Houston, we have a problem?"  Read NASA's mission page for details and the National Air and Space Museum's information. How serious was this? This movie clip shows "Failure is not an option." Then, this:



So they were able to do this:



With limited supplies and so much collaboration, the astronauts returned to earth safely.

Courage and persistence in the face of time and a life-threatening event also depended on critical and creative thinking for success.  The kind of thinking that isn't in a standardized test or list of curriculum objectives. It's thinking on the spot and just in time.

Although this example is one of dire seriousness, the thinking challenges behind it can be also be fun for students.

I call these activities "Apollo Challenges," because they require critical and creative thinking to create something from limited resources in a give amount of time. The more students attempt these, the better their minds come out of the box we call school, and the more ingenious are their solutions.

So one of our Apollo challenges was:

In three minutes build a bridge with:
• 1 sheet paper
• 1 index card
• 2 paper clips
• 7 ” string
• Ask for tape ( up to 5 – 2″ pieces)
Above is one example.

Here is another:

And another:

In three minutes with one piece of 8 1/2 by 11 inch paper, create a "Statue of Liberty." You may ask for one 2" strip of tape.

And another:

With one index card and two brads, create an animal that moves.

Yet another:

With one index card and two brads, create a moving toy.

The debriefing helps process the process!

• What were you thinking at first? 
• How did you get started?
• What worked?
• What didn't?
• How did you get over that part -- the frustration?
• What would you have done differently?


That should get your mind moving -- what Apollo Challenges can you create to build your students' critical and creative thinking?
Who knows... maybe one of them will be an Apollo problem-solver and mission saver!

Slice of Life in Education

The Slice of Life hosted by  Two Writing Teachers provides a model for writing teachers and their blogging students.  Mrs Erin, a sixth grade teacher, started her own version on Learning in the Middle.  We're trying this  too: Eagles Write 15.

Try it...

Apple Infographics: Still Growing

• Two Years Without Steve Jobs: Has Apple Crumbled? - Blog About Infographics and Data Visualization - Cool Infographics

  tags: steve jobs apple infographics

Posted from Diigo. 

 

It seems Apple is growing... still innovating ... I think the visuals about popularity, charity, and share price are telling.

Welcome Back 2013

Welcome Back 2013

Animoto: Getting Ready for Fall!  My first movie this year -- a welcome back!

Doc Horse Tales: Why write? Because you love to.

• Doc Horse Tales: Why write? Because you love to.

  tags: doc horse tales

  • Because you love to.
  • Humans “write” because it is our distinctive character
    • How old is our writing?
  • “writing,” consider expanding the field of composition.
  • mode, media, audience, purpose, and situation
    • I'm thinking of shared purpose here in connected learning - working in teams to create, revise, and share in  collaboration that ripples onward to others to remix. Is this notion of, "what will someone else do with this" an incentive to quantity? quality? community?
  • Let writing go to edge of consciousness. 
    • The edge - this could take time though, with writers struggling to think they can write. But finding the one gem in the work is important to build the confidence needed to become so is important.
  • write until we find this for ourselves, how can we expect it in our classroom?
    • As Terry Elliot says: https://vine.co/v/hbu6EJ3Vbe5
  • enthusiasm motivates
    • At least, do this for the kids. Those students who love to write may teach the teacher. :)
  • Can’t find time?  No easy solution here, but try buying yourself out
    • I laughed. I do this. Someone else takes care of the yard. :) Now I love gardening, but don't garden. My garden is of words blossoming into ideas and images and inspiration.

Posted from Diigo. The rest of my favorite links are here.

Create, Share, Interpret, Remix

Have you seen this amazing tri-class remix project?

Flick-It-On! Student Collaborative Film Making Challenge

It is a creative way to inspire remix, design, and critical thinking.

The Gist:

• Three classes



• Each make a silent video on chosen theme and pass it on (flick it on) to the next class.



• That class interprets it and adds VoiceOver and credits and flicks it on.



• The next class interprets emotion and action and adds music and credits, then flicks it on.



• Presentations

Question/Extension
I wonder if there is a reflection/dialogue component to explain/discuss the choice in interpretation and remix to consider how the original projects morphed into something same/different than original intent?

This a project worth trying: students must interpret what they see in the context of the theme, then add their interpretation before passing it on for the next interpreters. Each group thinks through a different part in the making of a video. Imagine the learning conversations and debriefing!

How would you extend or remix this project?

cross-post here


- Posted using BlogPress from my iPad

Reflect curiosity and wonder...
Go boldly and scatter seeds of kindness..

Educators: How to remove ads from Blogger

How to Remove Ads on your Blogger blog (Blogspot)

https://support.google.com/blogger/answer/42535?hl=en

The above Google Support Document provides this info:

Note: This article assumes you are using a classic template. On a Layouts-enabled blog, just click the "edit" link for your AdSense page element, the click the "Remove Page Element" button.

The special AdSense tab in Blogger's Template section does not currently have a way to automatically remove ads for you. 

Find the right code and delete it:

Click on the Template tab for your blog

Make sure to be in the "Edit Current" view (where you see all the code) rather than on the AdSense tab. 

Then scan through your code until you find some code that looks like this:

<script type="text/javascript"><!--
google_ad_client="ca-pub-XXXXXXXXXXXXXXXX";
google_ad_width=234;
google_ad_height=60;
google_ad_format="234x60_as";
google_ad_type="text";
google_color_border="999999";
google_color_bg="000000";
google_color_link="CC6600";
google_color_url="CC6600";
google_color_text="999999";
//--></script>
<script type="text/javascript"
 src="http://pagead2.googlesyndication.com/pagead/show_ads.js">
</script>

The numbers will be different, depending on what layout and colors you've chosen, and it will have your own AdSense ID in it instead of all those X's. But the basic format will be the same.

Once you've found that code, just delete it. 

Everything you see above can go. Then save your changes and republish your blog.

Another way to remove the code it to reset your template to one of our default versions. This is easier than looking through the code yourself, but please note that it will also remove any other customizations your changes you have made.

If you ever decide you want the ads back, just click on the AdSense tab, sign in, and choose the layout and colors you want.

CCSS: Teaching Argument vs. Evidence | MiddleWeb

Six steps to teaching #ccss argument -- I needed to save this one!  I think you'll find the strategies excellent:

CCSS: Teaching Argument vs. Evidence | MiddleWeb:

'via Blog this'

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Reflect curiosity and wonder --Go boldly and scatter seeds of kindness...

“You are what you share.” #ETMOOC

Do you wonder how to organize all the ideas you want to keep so you can do something with them? I've been introduced to Storify, Pearltrees, and IFTTT as ways to annotate and organize those bits of information I want to synthesize and share in meaning and action. Sue Waters also has just responded to questions about blogging using Storify to curate the tweets and responses! I created this My Storify to try to organize. 

I also learned how to gather blog posts and comments in Google Reader from Sue Waters here  and here.  I am creating a folder in Google Reader for the the ETMOOC hub and for the posts I want to curate: annotate, synthesize, share, and act. I just followed Sue's directions here. 

I hope to work with others at the middle school level on the topics of assessment, inquiry, global collaboration,  and teaching for our students' futures.


 #ETMOOC


This blog post offers more information on curation.  What are your ideas?

“You are what you share.”  [photo from post; credit on photo]

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Reflect curiosity and wonder --Go boldly and scatter seeds of kindness...

Teaching Understanding -- Strategies

Twitter / bennettscience: I've added a new bookmark to ...: "http://bit.ly/SARdo0 "

'via Blog this'


Reading Comprehension?  Resources here from the above tweet by Brian Bennett @bennettscience.

Guide students into understanding what they read, and gradually release that responsibility to them as they learn these strategies:

http://stricklandliteracy.weebly.com/literacy-strategies.html

I'm using this one:  4 Minute Comprehension (reading and writing! )


Thanks, Brian @bennettscience and Gary Strickland @SciAggie, whose website it is.

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Reflect curiosity and wonder --Go boldly and scatter seeds of kindness...

bless address press « Read… Write… Talk…

bless address press « Read… Write… Talk…:

'via Blog this'


I love this.  Writing Workshop feedback how to.  Click the link above to learn to:

Bless -- just give me some "thumbs up"
Address-- just help me with this...
Press-- fire away: I'm on deadline -- help me make it great