Visiting Japan to represent California education has been an absolute honor. The Japanese people have been incredibly welcoming and gracious as a whole, but most especially the teachers, students, and faculty at the schools we visited in Tokyo. We were lucky to observe and interact at a variety of schools, both public and private. After several very full days, I found that there is a wide range of educational environments students can experience. Each school seemed to have a distinct philosophy, climate, and instructional approach, just as in the United States. We were even fortunate to meet two female principals, which our guide indicated is less common in Japan.

One universal theme was the importance placed on education. Japanese families and communities consider a strong education essential, with the goal of raising students to be responsible, productive members of society. That message isn't all that different from the one many of us try to instill in our students. However, I did find that the intensity with which it is conveyed in Japan far surpasses that of American schools. For example, one of the schools we visited encourages students to plan their study and homework time outside of school every week. To do this, students keep a log or agenda book called, "self-study notes." One student whose schedule I examined logged 1,945 hours of work time this school year! Her teacher explained that this was an especially good student, and that most students log between 1,000 and 1,300 hours per academic year. When I asked if students ever decide to do less, the teacher smiled sadly, shook her head, and said, "I have one student who only worked 30 minutes outside of school."

Another almost universal theme in Japanese schools seemed to be educating the whole child, with a "mind, body, culture" approach. While our experience included visiting a wide range of classrooms, some of which were teacher-centered and some more student-centered, all of the schools had very rich elective and club activities for students to enjoy. Most students stay at school until 7:00 or 8:00 at night, participating in clubs, sports, or studying. At Tokyo Metropolitan Itabashi-Yutoku High School, we were served formal Japanese tea ceremony from by students and a "Master of Tea," who taught us the ritual in partaking. We also observed the calligraphy program, which was absolutely incredible to watch as students created works of art. At Sakuragaoka Junior and High School, we observed a very rigorous soccer club practice and a joyful home economics classroom where students were elated to share their sewing projects. Our visit to Nerima Municipal Nakamura Nishi Elementary was a particularly joyous experience, as students ran out into the hallways to greet us and happily shouted "Hello!" To commemorate the spirit of each visit, I made an iMovie trailer in the van after we left every school. (Since I posting this from the mobile app and can't embed video, check out my YouTube Channel.)

One of the teachers from

Sakuragaoka graciously allowed me to stay in her home while we were in Tokyo. Her name was Tokoyo and she has been an English teacher for ten years. We exchanged many ideas, because this was her first year being selected as an 1:1 iPad classroom teacher and that is my ed tech wheelhouse! She loved the iMovie trailers and asked me to teach her how to create them - so we did! What a fun, international tech geek moment!

As I sit here writing this blog post, we are on the Shinkansen bullet train, heading to Kyoto for several days, then traveling to Hiroshima. As a side note, my students are following my journey on Instagram, which has been really fun! Connecting with my kids from another continent feels AWESOME.

More to come...

I am not a particularly adventurous person. Sure, I packed up all my stuff ten years ago to move to California, and yes, I do love a good road trip with lots of random stops at hole-in-the-wall places, but I am mostly the kind of person who orders the same thing off the menu every time we go out to dinner. My husband, family, and even my students have my Starbucks order memorized because I've been ordering the same drink since forever.

Conversely, I would consider myself an adventurous professional. When it comes to teaching, I am fascinated by possibilities and I don't hesitate to bring new ideas into my classroom - especially if I think it's what's good for kids. Introducing 20% Time, going mostly paperless, digital storytelling - being adventurous is essential to my effectiveness as an educator. And now, I am honored to take that adventurous professional spirit abroad as the 2014 California Teachers of the Year travel to Japan!

I'll be honest. When I first found out we'd be visiting Japan, I was 98% excited and 2% scared...or maybe 2% excited and 98% scared. (Thanks for that line, Owen Wilson.) So, this immediately became my mantra:

After facilitating a week of professional development on digital storytelling for PSUSD, I hurriedly packed my bags to meet Linda Horist, Michael Hayden, and Tim Smith at LAX to catch our flight. We are grateful to the Japanese Travel Bureau for providing such an amazing opportunity to visit beautiful Japan to meet its students and teachers over the next few days.

The flight was about eleven hours, which provided ample time to catch up on new releases and practice our Japanese phrases - Konnichiwa! Genki desu ka?

Upon arrival, we cashed in Japan Railway vouchers and took a bus to the Sunshine Prince Hotel, where the view was incredible. My first impression of Tokyo is that it is remarkably clean everywhere! Walking down the street, I am actually astounded that we are in a major metropolitan area.

Today, we will visit several schools and meet our home stay families. I am very much looking forward to interacting with Japanese students!

Sayonara! Ki wo tsukete!

This past year, my students took on the largest film project ever attempted at JWMS.  Jebari, one of my 8th grade video production students, wrote a really wonderful script about a boy whose parents are getting a divorce; the boy decides to get creative and seek lost treasure in order to solve his parents’ financial woes and save their marriage. Where does one find a sunken pirate ship and lost treasure in the middle of the southern California desert? At the Salton Sea, located at the eastern end of the Coachella Valley. Based partially on local lore, Jebari cobbled his script together from various versions of the legend of the lost ship and his own creative ideas.

When Jebari came to me with his project idea, I was immediately supportive because my favorite answer to give students is, “Yes!”  I thought his idea was original and the script had the potential to make an emotional impact as well. Jebari wanted to cast the movie with AV Club students and utilize video production classmates to round out his crew. All of it - the story, the performances, and the potential success of the project hinged on filming on location.  Though my students currently have access to a green screen and three-point lighting, Jebari and I talked at length about how much we needed to be able to film off campus. Enter DigiCom Productions and two of the producers of the Palm Springs Unified DigiCom Film Festival, David Vogel and Dr. Lee Grafton.  They graciously read Jebari’s script and decided to fund almost $1,000 of travel expenses for my students to be able to plan and execute two days of on location filming. We filmed at two different sites: the Salton Sea and a residential neighborhood in Indio. (Our school is located in Cathedral City, at the west end of the Coachella Valley.)

Here’s a look behind the scenes of “Lost Ships”...

Throughout the production of “Lost Ships,” my students and I learned two big lessons.

The first realization we reached is that movies are made in the editing room. The first cut of “Lost Ships” was over twenty minutes in length; the second cut didn’t get much better and sat at a solid sixteen minutes in length for the better part of a week as we scratched our heads and tried to figure out how to condense the storyline. After several more cuts and many hours, Jebari and his assistant directors and editors adopted a non-linear approach to the storytelling of “Lost Ships.”  It wasn’t until we all agreed to throw the script out and create the best story from the footage we had that my students struck gold.

The second lesson we learned involves some ideas about filming on location: You will always need to do a reshoot.  Before filming on location, my students drew extensive storyboards, tirelessly rehearsed their script, planned to accommodate for lighting changes throughout the day, and even then, they needed to do a reshoot.  No matter how prepared you are going into it, there will always be elements out of your control, unforeseen complications, and moments during post-production when you think, “If we only had a shot of _______.”  Hence, having the opportunity to revisit locations is crucial to creating the best product possible. 

Here is what Jebari had to say about filming on location:

Students worked for over five months to produce "Lost Ships" from beginning to end.  Their dedication and passion for this project really paid off, as demonstrated in their final product...

The cast and crew of “Lost Ships” were recognized recently at the California Student Media Festival as “Lost Ships” won an award for “Best Storytelling.”  Students were also staggered to learn that in a little over a week, “Lost Ships” will premiere at the Palm Springs International Short Film Fest as part of the DigiCom Best of Fest Student Showcase!  Also, Jebari and another student from my video production class, Gina, will receive all access filmmaker’s passes at Fest to be able to interact with adult filmmakers from around the world…wow!

Since Jebari is an 8th grader, he promoted to high school this past Thursday, as did two of the film's actors, Brent and Marissa.  Having been their video production teacher for the last three years, I will be honest and admit that I had a couple of tearful moment in my classroom after all my kids left.  Sometimes, there are groups of kids who have this incredible, beyond ordinary connection - with one another, with me, with the medium of digital storytelling. So, sometimes it’s hard to say goodbye. But I definitely know that these kids are destined for great things.  I'm looking forward to seeing what they do in the future!

**This entry was cross-posted on the CUE Blog.**

The library is eerily quiet when we enter, and the students are all business, their voices hushed, as they quickly set about rearranging furniture. The digital clock on the wall reads 3:30, and on a Friday afternoon, when school dismisses at 1:50, the library is one of the last places one would expect to see students. Jebari claps his hands to get the attention of the principle cast, while the crew adjusts their 3-point lighting. “Okay,” he says to his peers. “We are on location here until 4:30 today. Let’s make it count, and do this just like we rehearsed.” With that, they are off and running. And that, as seen through the tiniest of authentic vignettes, is the power of digital storytelling.

I’ve been making movies with middle school students for the last seven years, and I have to say that student film is one of the most important pillars of my classroom. In room 208, students have opportunities to tell digital stories throughout the year, both in my core content classes (6th grade Language Arts and Social Studies), as well as in the video production and leadership elective class that I have developed. Giving students the chance to realize their potential as authors and producers of original content is one of the most significant things I can do as a teacher.

According to the Common Core Mission Statement, “…standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.” In the workplace students will need to be able to collaborate, communicate, create, and think critically. Productive members of the workplace must be able to clearly articulate themselves in both speaking and writing; actively listen to others as part of a collaborative environment; persistently problem solve through careful analysis; and create original content. Digital storytelling is the perfect vehicle to develop these skills in our students today. See Common Core Standards

The writers of Common Core seem to understand the role technology plays in the dissemination of information and the self-publishing of work. The Common Core Writing strand 6 (K-12 literacy standards) says students should be able to, “Use technology, including the Internet, to produce and publish writing…” Furthermore, the visual and digital literacy inherent in student video production means that students will refine their understanding of how to tell an effective digital story each time they engage in the process. This type of learning is clearly reaching a depth of knowledge level 3 or 4.

Performance tasks are intended to measure student mastery of both content area standards, as well as expose the Common Core habits of mind. Student demonstration of mastery is inherent not only in the finished student product, but also in the process of writing, planning, executing, and refining digital stories. Hence, digital storytelling is the Common Core in action.

The process of creating student movies requires a great deal of cooperative learning. Being able to define a vision, manage time and resources, work together to overcome challenges, and successfully execute a group plan requires a strong collaborative ability. Often, instructional activities for a teacher’s typical lesson plan include structured opportunities to speak and listen. For example, students may be asked to think-pair-share the answer to a lesson prompt.

However, during the process of digital storytelling, students engage in almost constant communication that is far more authentic in nature than a structured conversation at a desk. When given the opportunity to make movies, some of the quietest students in my classes become the most vocal. The loudest students are often forced to listen by necessity, and every child is engaged. After all, what kid wouldn’t want the opportunity to make a movie? I have yet to meet one.

Few digital learning tasks require as much critical thinking as digital storytelling. As proverb asserts, “Necessity is the mother of invention.” Throughout every stage of production, particularly during the actual filming and during the editing stage, innovation is key. Finding new uses for old resources, resolving lighting issues, actively revising scripts to better communicate themes, and adapting on location – all of these are examples of the type of on-the-spot problem solving that is inherent in student film.

My students are middle school kids, and I have to say that after nine years of working with this age group – they are very poignant people with a distinct point of view and plenty to say. Giving students the chance to author their own digital content increases the ownership kids feel over their work. When students are invested, they are successful. And success – even a little of it – tends to increase exponentially.

Students who tell digital stories develop a transferable lexicon that can apply to more than one subject. For example, students must be able to understand and articulate how both writing and film utilize “transitions” as part of effective communication. Placing emphasis on the vocabulary of filmmaking gives students a common language to use as engage in the process of digital storytelling.

Ultimately, we seek to redefine learning in our classrooms. According to the SAMR scale of technology implementation, a task “redefines learning” when it would be inconceivable to complete without the use of technology. Helping our students shift from consumers to producers of media means that we are literally giving them the opportunity to redefine how they learn.

Student film making requires both flexibility and thoughtfulness on the part of the teacher. Video production with students is an activity that builds momentum over time; each year, I find myself wondering, “How far beyond consumption can this group of students go?” As a result, I strive to give them limitless possibilities by utilizing my favorite word: YES.

To share original media content with the world at large, taking their message to a broad audience, is an incredible experience for students of all ages. The most magical aspect of media production for an authentic audience is the consistency with which student products surge to new heights of quality. Knowing that the teacher is NOT the audience for student work provides strong motivation. For a student, being able to share digital stories via YouTube or Vimeo channels is like shouting their thoughts to the world.

Perhaps most importantly, video production provides students with the opportunity to stretch their own voice out into the world. As I read Common Core, it sanctions the idea that students must learn to live, think, and work “out of the box.” To that end, the core of movie making is really giving students the chance to do so authentically.

Teachers, schools, teacher unions, and public education in general have always been scrutinized by both the media and the public. Sometimes education can be an unfortunate scapegoat, and sometimes there are valid arguments for why certain aspects of our education system need to change.  As teachers, having positive public relations and a chance to showcase what our students are doing, creating, innovating, and solving in class is important. Those of us who are tech savvy have found numerous ways to positively share student work and bring attention to the brilliant young minds in our classrooms.  For example, I utilize a classroom Instagram account to give parents (even non-English speaking ones) and the community a window into Room 208. I also have a classroom website, a Vimeo Channel, and this blog.  However, we well know that the majority of today's teachers either don't have enough technology resources at their disposal, or simply aren't tech savvy enough to share that way.  That is not to say that student work and great classrooms can only be shared via electronic means, but it does point toward the idea that not everyone in our profession is actively sharing and liaising with the public to create a positive view of education.

Here's a big giant fact for you:

There are nearly 400,000 teachers in the state of California. 

When I visited Vermont last summer to facilitate a week of workshops for the Mobile Media Maker Camp, I was surprised to learn that the population of Vermont as a whole is a little more than 600,000.  Folks there were shocked to learn just how many teachers it takes to keep the California Education Machine running. There are so many educators in California, that 1 in 9 teachers in America teach here in our state. With statistics like those, isn't it important for California teachers to have a voice?  A positive presence to showcase the good that goes on in California classrooms? An advocate for great teaching? An advocate for student achievement, innovation, creativity, and access? 

As one of the five 2014 California Teachers of the Year, this is where I believe I have been given a representative mission.  Last year, I was nominated by five different teachers at my site and chosen by the whole staff to represent great teaching at our school.  After also being chosen by other teachers in the district, I entered into a rigorous vetting process  at the county level.  This included writing nearly 20 pages of education essays; participating in a panel interview; and teaching during an observation visit from 11 teachers and other education specialists.  My students, their parents, my colleagues, and my administrators were also interviewed by the panel at length. From there, the state process included more education essays, another classroom observation, and an interview with the California Department of Education in Sacramento.  After all of that, being selected as a California Teacher of the Year was an honor and continues to be something I do not take for granted.  Being asked to represent the good in California education, the teachers who work their hardest day in and day out, the successes (both large and small) that students across California experience each day - that is a weighty mantle of responsibility. 

So, when I read conversations on Twitter about how the Teacher of the Year program isn't valid or doesn't hold merit, I respectfully disagree.  It is important for teachers and public education to have a positive voice.  I will use my voice to highlight the wonderful things teachers are doing across the state, to affect change when necessary and in whatever ways I can, to draw attention to the needs of students, and to stand up for the importance of technology-rich learning environments.  This year is an opportunity for which I am deeply grateful.

If even you're not a TOY, you have a voice, too. 

How will you use yours?

As we make the transition to Common Core, I am encouraged by many of the conversations I have been having with teachers - both at my site, and beyond.  Whereas prior to CCSS many said they didn't "have time to integrate technology," I am now beginning to hear much more encouraging statements, things like - "Hey.  You know that Google Docs thing? Show me."  The #EdTechGeek in me is turning cartwheels and leaping over tall building to be able to share the power of GAFE, of giving students choice, of allowing them to create instead of consume.  That's some pretty awesome trickle-down tech usage, and for the most part I am encouraged by the willingness of other professionals to try new things. 

But there is one conversational tack that is driving me nuts: "Hey. Common Core testing means that we should bring back keyboarding classes. Let's get right on that!"

This is how I feel when someone makes this suggestion:

Let's be clear: Keyboarding classes are NOT a silver bullet that will magically transfer students into digitally literate learners who are prepared to face the Common Core test. 

The conversation really needs to be about how our instruction needs to change, across grade levels, in all departments.  To me, Common Core is not about examining what we can add on the existing system in order to make it compliant.  Common Core is about thinking outside of the box, and getting our students to think outside of the box.  It's about reviving what's best in terms of our pedagogical options and saying goodbye to the worst.  Shouldn't we be making instructional decisions based on what's best for kids?  Shouldn't the conversation center around how to meet CCSS by redesigning the way we offer students learning opportunities in class?  Shouldn't we consider the SAMR model and decide what it will take to reach a level of redefinition?  Shouldn't we be bringing back Project-Based Learning, planning for inquiry, and taking a constructivist approach to learning?

Instead, I often find that the CCSS transition often gets boiled down to keyboarding.  Predictably, at the secondary level the blame then gets shifted to elementary teachers for not providing vital keyboarding skills, and before you know it - professional inertia is reached. 

When the best suggestion we've got is to reinstate keyboarding classes, that is a suggestion motivated out of fear.  Yes, it's scary to take the practice tests on Smarter Balanced and realize that kids have instructional needs that aren't being met.  Yes, Common Core will require systemic change across content areas - which for some folks will be more painful than for others. 

But how can we be indignant when students lack typing skills if we never integrate technology into the core curriculum?  That is like being surprised when you try the same thing over and over and keep getting the same results.  Albert Einstein once said, "We cannot solve our problems with the same thinking we used to create them." 

The visionary passion around which I have designed my classroom - everything from the physical arrangement, to the climate, to the learning activities, to the tech - is to help prepare my students for their future. I want to enable them to create their own goals and dreams, then equip them with the skill set that will enable fruition.  In Room 208, we use iPads and Chromebooks daily and we allow BYOD for students who would like to use their own device with school wifi.  My students close read in eBackpack and Google Docs, then create movies, record podcasts, screencast their thinking, design digital posters, use evidence to support their conclusions, and write like investigative reporters.  None of that was accomplished with a keyboarding class.

If a school site has limited technology resources, then it becomes even more important to use those resources in core classes, as opposed to reserving them in a lab setting for the express purpose of teaching keyboarding.  For a school like mine, which services 1,500 students and is approaching a 2:1 student/device ratio, there are definitely better options than reserving technology to teach a keyboarding class.

By Jessica Pack
@Packwoman208

I don't think anyone gets into teaching for accolades.  Whether you're lesson planning on a Saturday, grading papers long into the night, staying at school until after dinner, or spending the Monday of a 3-day weekend reorganizing your classroom library, there's hardly ever anyone there to pat your back for going above and beyond. What's more, most of us aren't even looking for that type of affirmation anyway, we're just doing what we do because we care.  Because it's just what we do.  Because we're teachers.  

Last spring, when I was named Teacher of the Year on three separate occasions - for my school site, district, and county - I had the same reaction each time: "Who, me?!"  On the outside I smiled and even teared up a bit, but inside my head I had the rather panicky and disbelieving thought that someone had somehow made a mistake.  There are so many incredible teachers in my building and beyond; Twitter is proof that amazing things happen daily in classrooms across the country. Being recognized as one among so many deserving professionals is a humbling experience, and one that I have struggled to grasp.

A few weeks ago, I was notified that representatives for the California Teacher of the Year program would be conducting a site visit to observe my teaching practice.  Shortly after that event, I was summoned to the California Department of Education in Sacramento for an interview, which meant that I had the most surreal two days ever.  On a Thursday, I taught from 7:45 until 11:35am, conferenced with parents until 3:00pm, drove an hour and a half to the Ontario airport, boarded a plane, and flew to Sacramento where I arrived (after a delay of several hours) around 10:00pm.    The next day, I interviewed at CDE, then flew back to the desert to await, on pins and needles, the final verdict.  Whew! I'll be honest: it was a lot to handle.  Throughout the entire process, I was unable to discuss anything with anyone, beyond my husband and my principal.  

On Tuesday, November October 29, I received a call from the State Superintendent of Public Instruction's office to inform me that I'd been chosen as one of five 2014 California Teachers of the Year.  Everything after that is a blur.  Since the official press release,  the students, parents, and staff at my school have been so proud and supportive. There has been an incredible response from the community at large, too - not to mention an outpouring of support from other professionals on Twitter!  Through it all I have come to realize how much something like this can unify everyone.  Probably the best moment was when one of my kids came running into my classroom Tuesday morning and said, "Mrs. Pack!  You winning state Teacher of the Year is a big deal!  I know it, because my abuelita and I watched you on the Spanish news!"  When 76% of my students are Hispanic and many speak exclusively Spanish in the home environment, it's an honor to be included in the Spanish affiliate news coverage.  

At the end of the day, people have an innate need to make a difference by having a positive impact, and that's why I think most of us decide to go into the teaching profession.  My hope is that as a California Teacher of the Year, I will be able to shed light on the importance of teaching with visionary passion.  For me, teaching in a technology-rich environment provides the toolbox that enables my visionary passion.  For you, it might be something different.  It almost doesn't matter as long as we can identify it and replicate it daily so that greatness has the opportunity to emerge in our students.  

Being a 2014 CA TOY is undoubtedly an honor, and I certainly owe a debt of gratitude to the people with whom I collaborate in person on a daily basis, as well as all those whose blogs, tweets, posts, and articles I read. Thanks for making me the teacher I am. 

(Credit: KESQ News Channel 2)

As teachers, one of the questions we get asked most often is, "What inspired you to teach?" I'm not sure of the exact moment I decided to become a teacher, but I can say without a doubt that the driving force behind my decision to set up shop in Room 208 was my own educational experience.  In short, an assortment of my own teachers - the best AND the worst of them. 

I was not a very good student until college. Something finally clicked for me at university and I ended up graduating magna cum laude. However, if you had asked any of my teachers from elementary, junior high, or high school, they probably would have said that I wasn't a particularly extraordinary kid.  I had some really fantastic teachers, who made learning exciting and relevant. But, I also had some less than stellar teachers, and those are really the folks who made me want to teach. 

Growing up, I lived with my parents and maternal grandparents.  My grandfather died after a long and drawn out illness when I was in 8th grade.  I had just returned from a weekend spent in the hospital waiting room, and one of my friends turned around in class to ask me if I was okay.  Her poorly timed concern interrupted my 8th grade Social Studies teacher as he was taking attendance. Like a scene out of The Breakfast Club, my teacher started rapid fire issuing detentions.  I spent a week in lunch detention, but the frustration I felt at perceived injustice and the overall lack of connection I had with that teacher has lasted for years.  I think about him almost every time I feel frustration building up during a rough day, during those moments a student and I aren't on the same wavelength.  

As professionals, having empathy for our students is one of the most important aspects of our field.  Being able to connect with kids, keep in touch with what goes on in their lives, and care about what goes on in their hearts as well as minds - that's what's important.  When my grandfather died, the last place I wanted to be was in Social Studies; I only wish I'd had a teacher I could have gone to instead of someone I wanted to get away from.  Looking back, personalized relationships have underscored every exemplary classroom I have ever experienced, which is probably why personalized relationships are the foundation for Room 208.

This past weekend, my mom was hospitalized and diagnosed with cancer.  Since I live in California and my parents are up in Washington state, it's not an easy situation.  Coming to school each day this week has been a gift.  Being around my students - their liveliness, happiness - has been good for my soul.  I don't plan to tell them about this personal situation, but I will gratefully soak up their enthusiasm for learning.  My mom is entering a rehabilitation facility this week; we are in constant contact and I plan to go home for Thanksgiving for the first time in seven years.  

Day by day until then, I will relish in the wonderful relationships that make up the fabric of this room, this school, these students, our place.  Now, instead of running away from a classroom, I am running toward one.

Teaching in a technology-rich environment is nothing new to me.  I've taught a variety of 1:1 and 2:1 programs, and last year my classroom was one of three in PSUSD where students were allowed to BYOD.  Our small pilot launched officially in November of last year, and we spent the first two months of school in a 1:1 environment using school site resources (carts of iPads and iPods) to prepare students for the rollout. The program was wildly successful, and this year PSUSD has opened up the Year Two BYOD Pilot to even more classrooms across the district.  Awesome!

Fast forward to five weeks ago.  I was thrilled to send home the BYOD permission form with my parent letter on the first day of school.  I couldn't wait for year two of the pilot to begin! As an added challenge, and because I am clearly someone who doesn't shy away from possibly biting off more than they can chew, I decided that this year my BYOD implementation would go from paper lite to paperless as an education experiment of sorts.  (To my knowledge, there are currently no other entirely paperless classrooms anywhere else in my district.)  Though I toyed with the notion of having kids ask their parents to visit a virtual copy of the letter so I wouldn't have to print any, I ended up biting the bullet and running off copies since 30% of my students do not have Internet access, 88% of them qualify as socio-economically disadvantaged, and some only speak Spanish.  I swore that the parent letter would be the ONE copy I'd make all year, and happily punched in my copy code.  It was a good decision because BYOD permission forms came rolling in, and starting on the second day of school, kids brought their own devices and started tapping into our school's wifi. 

Anyone who knows me personally or professionally knows that I am a planner.  I am excited by impromptu activities and unafraid to take a rabbit trail during learning, but I definitely give lots of conscientious thought to rolling out technology in my classroom each year.  So, why then, did the first month of school seem so much like nightmare stay in Purgatory, sans the elevator music and white waiting room motif I've always imagined?  Let me just say this: BYOD teachers live in a constant state of problem-solving, unlike any other 1:1 environment. There were moments during the first month that, if I were a different woman and not PACKwoman, I absolutely would have given in.  

In retrospect, the really killer aspect of teaching and learning with BYOD is the fact that each set of instructions need to be given several times for several different platforms.  During the first days of school, students are trapped in the learning curve - which is HUGE - as they try to become comfortable working in the tech zone.  Now, I can reflect and say that starting last year's rollout with a universal platform really helped.  Students who have the most difficulty adjusting are those who have little or no previous experience with technology. The term "digital native" is misleading, because students absolutely have to be taught to utilize their devices for educative purposes, which is not something that comes naturally.  Knowing how to be entertained with an iPhone is easy, sure.  Knowing how to complete assignments, cite information, search effectively, and generate quality content is a whole other skill set. 

I think it's important to note that one of the underlying issues in this whole scenario is much more than tech trouble.  More than any other year, this particular group of kids seems to lack autonomy. They are 100% the product of  high-stakes testing.  Getting them to feel comfortable enough to break free, experiment, problem-solve, and think outside the box is going to be the biggest challenge of all.  I have no doubt my students will eventually be able to get there; it's just a matter of how much time it will take. 

This is probably the part where I should affirm, I do have hope! Last week was our fifth week of school, and this much is true: good things come to those who wait. As I looked around the room at the end of the first block of students on Tuesday morning, I was struck by a single thought: "Success."  All 39 students had successfully logged in to Google Drive. They had successfully completed a close reading activity in eBackpack, podcasted on AudioBoo, made a mind map in Skitch, and responded to prompts with Socrative.  The rest of last week coasted by with only positive results.

I am still sighing in relief. 

Do you have any BYOD or paperless tips?  Comment below or hit me up on Twitter to continue the conversation.

By Jessica Pack
@Packwoman208

We are a little over a month into the school year here in PSUSD, and I realized today while teaching my morning block of 6th graders that as a class we have finally hit our stride.  This is my second year as a BYOD teacher, last year's pilot having been a resounding success.  (Thank goodness!) This is also my first year teaching fully Common Core lessons, which has been an easier transition than expected.

Since I've been approached quite bit recently, both at my school site and via Twitter, regarding the Common Core  lesson planning process, I thought I'd take a moment to blog about it to give others a starting point.  

The first thing I do when planning a CCSS lesson is unpack the standard to decide what skills are expected to reach mastery.  There are a lot of fantastic resources on the web that can help you with this step so that you don't have to reinvent the wheel.  A few of my favorites are these unpacked "I Can..." statements in student-friendly language and the unpacked ELA Common Core Templates from the Tulare County Office of Education.  Use these to help establish your learning targets.

Following the unpacking process, consider what the endgame is for students.  What will they produce?  What will they do to show their learning along the way and once the sequence of lessons is complete? Will they be writing arguments? Engaging in a debate? Recording podcasts? Producing a movie or telling some other kind of digital story?  The importance of these questions can not be overstated.

There are 7 key shifts in Common Core ELA instruction, which are important to remember.  I've outlined these shifts on the following Haiku Deck:

Click HERE to read detailed notes for each slide.

When lesson planning, I generally follow the cognitively guided instruction model, which is a gradual release of control until students are able to work independently.  Why do I follow this particular model?  Because it was adopted universally by my district and that is the expectation.  However, something that I have discovered is that, while some feel this instructional model lends itself best to direct instruction, it can also be adapted for inquiry and project-based learning. The concept is, essentially: "I do. We do. You do together. You do independently."  The phases of instruction can be rearranged to suit the style of lesson. So, for an inquiry-based lesson, you may choose to lead with the "You Do Together" portion as groups problem solve by brainstorming possible solutions; the "I Do" portion may be limited to simply issuing instructions to express the parameters of the investigation.

Because my classroom is comprised of so many English Language Learners, providing opportunities for students to work together to communicate their ideas with an authentic audience is important.  A few days ago, in the midst of an ELA unit based around the topic of Japanese internment during WWII, my students analyzed primary source photos in groups.  I pulled the images from the Library of Congress Japanese internment collection, and had kids rotate through five different centers in groups.  Each center had a different image they had to analyze. Students used the Primary Source Analysis Tool (also from the Library of Congress), on which they recorded observations, made reflections, and asked questions about each image.  (The suggestions on this document were helpful in terms of getting group conversations started.) Group conversations were dynamic and students were highly engaged because they had previously read and annotated the full text of Executive Order 9066 and Instructions to Japanese-Americans on Bainbridge Island.  Following the rotations, students used sentences frames to help them write a podcast about their favorite image from the day and how it connected to their reading. Here is an example podcast one of my students created using the AudioBoo app:

When I first started teaching, I used to lose my voice by the end of the day because I did so much talking throughout each class period.  Nine years later, this is no longer an issue because my students work harder than I do while they are in class. I want to make sure that their learning is genuine, that they are completely engaged in the process, that they have real choices about how to express mastery, and that their brain cells get a workout without realizing that it's "work."  

Ultimately, the CCSS transition will be easier for some than others.  Districts and school sites will establish different mandates, I am sure. Teachers will likely receive conflicting messages, as is generally true in any kind of new implementation.  The best advice I have for anyone who is making the transition is to hold fast to your PLN, ask questions, collaborate, and keep what's good for students at the forefront of your decision-making process.

What's your best CCSS lesson planning recommendation? What tools are essential to your CCSS plans? Please comment and share, or continue the conversation on Twitter. 

By Jessica Pack
@Packwoman208