Category: Teachers Facilitate Learning for their Students

Anatomy of a SMiShing Text Message.

An interesting text message landed in my inbox the other day.

Here’s what it looked like:

(click to enlarge)

My first reaction was to panic a bit.  I do a ton of work on public wireless networks — and even though I use a VPN to protect my deets from snooping eyes, I’m always worried that I’m going to give away enough information to get myself hacked.  Maybe it’s paranoia — but in today’s world, paranoia is probably a good thing.

But then my bunk detectors kicked in.  Can you spot the three reasons that this text message raised alarms?

Here’s what caught my eye:

The sender of the message is trying to make me panic:  Probably the most important step to detecting whether a text or email message is up to no good is to ask yourself a simple question – “Is this person trying to make me panic?”  Fear is the best friend of a phisherman, after all.  If I’m convinced that my account has been hacked or my money has been stolen, I’m more likely to take immediate action — read: hit that link and enter my most important details — than I am to stop and think.

So whenever I spot an attempt to generate fear, I force myself to slow down and look a little more carefully at the message that I’ve received.

The web address in the link is wonky:  Seriously.  Read it.  Why would a major company point me to any address as weird as http://bankofamerica.caseid-2078.com?  That’s a cheap trick that phishermen (and other shady folks like the leaders of the Fake News brigades) are resorting to.  Their hope is that as I’m panicking over my breached account, I’m going to see the first half of the web address without questioning the second half.

The harried, urgent, worried me might see “Bank of America” and click.  The thoughtful, skeptical, refuse-to-be-tricked me read the whole address and said, “Nope.  Not falling for that.”  And the Interwebs loving me typed the address into my Google Machine and found about a thousand references to a phishing scam.

#anotherwinforthegoodguys

Banks don’t usually send text messages — particularly asking users to update their personal information:  In a world where phishing — and in this case, SMiShing — has become an all too common method for evil creeps to fleece the innocents, banks have taken a pretty hard-line approach to contacting customers.  They pretty much NEVER send out email or text messages when there is a problem.  That protects everyone.

I don’t know if that is Bank of America’s policy.  I’ve never bothered to look, to be honest.  But I DO know that it is the policy of most major banks.  That means I never take emails and texts from banks seriously.

So how did you do?  Did you pick up on all three of the things that raised alarm bells in my mind?  If so, huzzah for you!

Now for a more important question:  Could your STUDENTS spot all of that sketchiness?  

If not, you’ve got some teaching to do!

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Related Radical Reads:

What are YOU Doing to Teach Students to Spot Fake News Stories?

The Anatomy of a Hoax Website

Curating Sources on Controversial Topics

 

 

 

 

 

More on My Digital Portfolio Project.

As regular Radical readers know, I started a Digital Portfolio Pilot Project in my room last week.

I have 25 students using Blogger to record evidence of their learning over time.  I am trying to encourage them to write four different kinds of posts in the main stream of their blog — which we are calling their “Learning Portfolios.”  I am also trying to get them to think deeply about the essential questions in our required curriculum on static pages in the main navbar of their blogs that we are calling their “Showcase Portfolios.”

While we are only a week into our project, I’ve learned a few lessons worth sharing:

Blogger is better than I thought.

When I started this project, I was worried about using Blogger.  I’ve always seen it as a wonky tool.  That wonkiness was confirmed as I tried to create a template for my kids to use as a starting point for their portfolios — which isn’t impossible, but which also isn’t as easy as it should be (see my previous post).

But for every example of wonkiness that I find in Blogger, I discover a feature that I really like.  One specific example is Blogger has a feed reader built right into the blogging platform.  It’s called the “Reading List.”  What that allows users to do is consume and create content in the exact same place.

(click images to enlarge)

As soon as I found the reading list, I had my students add the blogs of their classmates — and then I started encouraging them to read and comment on new entries during silent reading time.

That does three things:  (1). It provides extra motivation for writers — if you know your friends are reading, you are more likely to create something new on a regular basis, (2). It provides readers with a constantly updated stream of new ideas for posts that they can create in their own digital portfolios and (3). It encourages students to comment on the content of others, which is exactly the type of first-draft thinking that I want to encourage in our digital portfolio project.

The reading list has also made MY life easier.  I’ve added the blogs of all of the participants in my portfolio project to the reading list in my Blogger platform.  Now, new content posted by my kids is one click away — making it easier to monitor their work and provide the kind of feedback and encouragement that they need in order to become better at systematic reflection.

A clear naming structure for student blogs is super helpful.

I think the best decision that I’ve made so far is requiring all of my kids to use the same naming structure when creating their blog in Blogger.  That has made it easier for me — and for the students involved in my project — to track down content being created by kids on our team.  Our blog addresses are predictable — and that predictability makes it possible to quickly guess the blog address of peers that you are interested in following.

I won’t tell you what our naming structure is yet — I don’t want anyone stealing it on me until I get all of my students signed up first! — but here’s a sample of what I mean:

Blog Naming Formula:  [student first name]isalearner.blogspot.com

Samples:  joeisalearner.blogspot.com, samiyaisalearner.blogspot.com, dewanisalearner.blogspot.com, laurenisalearner.blogspot.com

If I hadn’t required a common naming structure, my guess is that my students would have chosen blog names that would have been as unique and diverse as they are — and while I love that uniqueness and diversity, having a standardized way to find one another without much challenge facilitates connections between the kids in my classroom.  Those connections matter most to me right now.

A common naming structure also made it possible for us to get started quickly.  Instead of spending thirty minutes trying to come up with an interesting address for their blog, my kids spent two minutes replicating the naming structure that I created for them.  Getting started quickly matters, too.  It builds momentum in the hearts and minds of the kids who are participating and it reduces the likelihood of teachers saying, “I love the idea of digital portfolios, but I don’t have the time for them!”

My kids needed no technical help, but they DID need a ton of nudging around content and formatting.

Getting started on our digital portfolios was a complete breeze.  It took less than 30 minutes to get our blogs up and running and then another 30 minutes to show kids how to create posts, monitor comments, and personalize their templates.  The simple truth is that because twelve year olds like to tinker with tech, they didn’t need much coaching at all on how to accomplish basic tasks in Blogger.  In fact, the first portfolio entry written and posted by a student went live in the middle of my first 30 minute training session.

But they DID need a ton of nudging around content and formatting.

For example, every one of my students wanted to personalize the colors and text styles on their blogs — and at least half of them chose color schemes and font families that made their blogs more difficult to read.  Instead of thinking about their audiences, they were thinking about themselves — and the result was content that few people could consume without serious challenge.  That’s been a neat conversation and learning opportunity — but it is one I didn’t totally expect going into this project.

Another example:  My kids haven’t always done the best job REFLECTING in their initial posts.  Instead, they are REPORTING on what they are learning in their classes.  I blame that on the traditional structure of schools, y’all.  We don’t ask kids to do a ton of reflecting, so it’s not something that they are naturally drawn to.  Until we start to teach the difference between reflecting and reporting — a conversation we are going to have together in class next week — I shouldn’t be surprised to see that the content my kids are creating isn’t all that reflective yet.

I’d love feedback from all y’all on this stuff.  Does it make sense to you?  Do you have any suggestions for how I can make this better?

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Related Radical Reads:

My Digital Portfolio Project Planning

 

 

My Digital Portfolio Project Planning.

Over the last year, I’ve been working on a committee in my school district to think about the role that digital portfolios can play in helping students to document their learning.  I LOVE that our district is committed to the idea of portfolios simply because they promote more reflective learners and help our schools to move from a culture of grading to a culture of feedback.

That’s kinda my jam.

The defining moment in my own thinking about digital portfolios came in December, when I listened to my buddy George Couros explain the difference between Learning Portfolios and Showcase Portfolios at Convergence — a meeting of the professional minds hosted by our district’s Media and Technology team.

According to George, Learning Portfolios are all about giving students chances to collect evidence of their own growth and progress as learners over time.  They aren’t about spotlighting perfection.  They are about promoting reflection.  Showcase Portfolios, on the other hand, are designed to give students spaces to spotlight their very best work.  Both types of portfolios have value to learners — but both serve very different purposes.

George went even further, arguing that blogging tools make for perfect homes for digital portfolios primarily because they allow users to house a Learning Portfolio and a Showcase Portfolio in the same space.  For George, the constantly updated stream of posts that stands at the center of a blog space is the Learning Portfolio.  It should house regular reflections — celebrations of progress made, plans for moving forward, evidence of current levels of mastery, questions for consideration.

Static pages on a blog — which are almost always found listed in a header under the Blog’s title — are perfect for housing Showcase Portfolios.  It is a place where kids can do deeper thinking around what they have actually mastered.  Students can link to their best evidence in their Showcase Portfolios — and can update the content on each page as they demonstrate additional mastery over time.

That’s BRILLIANT thinking, right?  

The truth is that encouraging students to keep a Learning Portfolio and a Showcase Portfolio promotes different kinds of reflective behaviors.  We DO want our kids to get into the habit of regular reflection on what they know in the moment.  And we DO want our kids to get into the habit of organizing their BEST evidence that they’ve mastered important outcomes.  Making those two different practices manageable starts when we use ONE tool that can create separate spaces in the the same digital home.

I’ve finally decided to take George’s advice and start a Digital Portfolio Pilot Project with my students.  Here’s what I’ve done so far:

I spent a ton of time creating a sample of a digital portfolio.

You can check it out here.  Remember:  The posts in the body of the blog are a part of a hypothetical student’s Learning Portfolio.  They show progress in the moment.  The pages listed across the top header underneath the title are a part of the same hypothetical student’s Showcase Portfolio.  The are evidence of mastery of bigger curricular ideas.

This sample portfolio has been SUPER valuable in helping kids to understand just what it is that they are going to be doing as a part of our portfolio project.  The sad truth is that few had any idea what I meant when I said, “Anyone want to create a digital portfolio to document your learning?”  Those are practices that we haven’t prioritized in schools.

I’ve created several resources for the PARENTS of participating students.

Perhaps the two most important resources are my digital portfolio permission slip — which details some basic expectations that participating students have to follow — and my Digital Portfolio Tips for Parents — which outlines ways that parents can get involved in supporting the reflective work that their students are about to begin.

I’ve whipped up a list of every essential question that students are supposed to master in their core classes this year.

Those are listed in documents posted at the top of each Showcase Portfolio page.  Here’s a sample.  My plan is to have students use those questions as starting points for content that they can put on their Showcase Portfolio pages.  I figure that if they can answer those questions AND link to evidence in their Learning Portfolio of places where they were wrestling with those essential questions, they’d have something really impressive to “showcase” for the important adults in their lives.  The questions almost serve as prompts for kids who are working to build out their Showcase pages.

Along with my buddy Pete Caggia, I’ve created several different types of posts that I want students to try writing in their Learning Portfolios.

The hardest part of this work for my kids is going to be understanding what in-the-moment reflection looks like in action.  Again, that’s a function of the fact that reflection has been pushed aside in schools in favor of rushing through required curricula.  To facilitate better reflection, Pete and I whipped up four different kinds of thinking that we’d like to see in student portfolios.  This handout details those different kinds of thinking and includes samples that students can use as models.

I’ve settled on a blogging tool and started to introduce it to the students participating in our project.

The tool that I’m using is Blogger.  That’s not because I’m in love with Blogger.  In fact, I think that Blogger templates are kind of boring.  Wordpress has templates and formats that are WAY more polished.

But Blogger is approved for use by middle school students in our district — a key factor in making ANY tech decision — AND my students are already using Google products (think Docs, Classroom, Drive, Photos, Slides) for darn near everything else.  That makes Blogger the right tool for this project.  Familiarity + District Approval = Winning for Everyone!

I also put backups of my sample blog’s template and content onto jump drives and had every student install both my template and my original content when they were getting started.  Here’s why:  By pushing all kids to install my template and content, I can introduce the different kinds of portfolios by looking at an actual exemplar.  All they will need to do to make their own portfolio “personal” is delete my content and posts whenever they are ready.

Finally, I’ve started to create a bunch of quick tutorials that students can use to learn more about simple processes and practices in Blogger.  They are posted on the Portfolio Tools and Resources page of my sample blog — which also ends up on each STUDENT’s blog after they import my template and content.  My hope is that these tutorials will be enough to get most kids started with their portfolios.  They are pretty smooth operators, after all — unafraid of tinkering to figure out how things work.

So whaddya’ think of all of this?  Does it sound useful to you?  What questions do you have?  Suggestions?  What resources do you like?  What resources can you share?

 

 

Is Goal Setting Pointless?

Lemme ask you a question:  What role does goal setting play in your school’s culture?  

If your building is anything like mine, goal setting is probably a regular part of your daily routine.  There are goals in your school improvement plan, right?  And each learning team has their own SMART goals to pursue.  Teachers write goals for personal development as a part of their evaluation protocols — and goals litter individualized education plans for students with special needs.

That’s why James Clear’s bit titled Forget About Setting Goals caught my eye this morning.

Clear’s argument is worth considering:  Goal setting can be intimidating — and can result in feelings of failure or fear that leave people paralyzed.

Here’s an example from my personal life:  One of my goals is to lose 25 pounds in the next three months.  Frankly, I’ve got a closet full of clothes that I don’t fit into anymore — and I don’t have the cash to buy a “fat guy wardrobe” right now.

But losing 25 pounds right now seems next to impossible.  Mathematically, that’s 87,500 calories I have to lose.  If I burn about 600 calories per workout (which is what the ol’ treadmill keeps telling me), I’ll need 145 workouts to lose 25 pounds — and that’s ONLY if I quit eating like a Buffalonian in the winter-time.

Just reading that paragraph makes me want to quit before my “healthy living” kick even begins — and the minute I miss a workout or down a dozen wings while watching a playoff game, I’m going to feel like I’ve lost.  Those are pretty high stakes, right?  So in order to protect myself, I’m going to either set easier goals or completely ignore the goals that I’ve set to begin with.  That’s human nature.  We are good at self-preservation.

Clear would argue that the solution to my growing waistline ISN’T to set some kind of big, hairy audacious goal for losing weight.  Instead, it’s to concentrate on systems that result in weight loss.  

My attention should be focused on thinking carefully about what I am going to eat for every meal or building time for regular gym visits into my personal schedule.  Doing so concentrates my attention on practical steps that I can take to lose weight — and gives me a thousand opportunities to feel successful.  Each scoop of hummus that I choke down or trip to the gym that I take becomes a victory for me — and victories build momentum that will eventually help me to achieve the goal that I would have set for myself in the first place.

It’s an interesting argument, isn’t it?  

Goals are destinations.  Systems are vehicles that keep you moving forward — and moving forward is essential to winning.   “When you focus on the practice (systems) instead of the performance (goals),” writes Clear,  “You can enjoy the present moment and improve at the same time.”

Now I’ve got to figure out how to apply Clear’s argument to the work that I am doing in my school.  How can I prioritize practice over performance in order to drive my own professional growth, the growth of my learning team, and the growth of my students?

#thinking

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Related Radical Reads:

Three Tips for Building Teacher Buy-In

Does Your School Have an “Avoid at All Costs” List?

Pockets of Innovation = Lack of Focus

Buy a Kid a Book for Christmas!

Hey Radical Nation:  As you start to work on your holiday season shopping, I hope you’ll consider picking up a book for an important kid in your life, too!  There’s something special about having your own books lined up on your own bookshelf.  It sends the message that reading is important — that it is something that we believe in and invest in and spend time doing!

Have a middle school son, daughter, nephew, cousin or neighborhood friend on your shopping list?  Need a few suggestions?  

Here are some titles that have been really popular with my students this year:

Red Queen by Victoria Aveyard

Red Queen is a dystopian novel — which means it is set in a screwed up future world!  In this world, people are divided into two classes:  Those with silver blood and those with red blood.  People with silver blood ALSO have remarkable powers that they use to keep those with red blood in their place.  Discontent grows among the “reds,” and that discontent leads to a rebellion and the beginnings of a civil war.  It’s the themes of fairness and justice that resonates with middle school readers — that and the incredible superpowers that the Silvers have!  Better yet:  Red Queen is the first book in a series — so if your kid digs it, there’s PLENTY more to read.

Cinder by Marissa Meyer

I like to describe Cinder — and the remaining books in the Lunar Chronicles series — as the book you would get if you mixed Star Wars with your favorite fairy tales.  The story of Cinder — a cyborg with an evil stepmother who falls in love with the Prince of her kingdom — starts of the series.  And while she’s unappreciated, Cinder plays a HUGE role in keeping the earth safe from Levana, the evil queen of the moon who has her heart set on world domination!  The story is fast paced and full of characters that you learn to love and hate.  That by itself makes it engaging to middle school readers.  What’s REALLY fun, though, is finding the parallels to Star Wars — and there are TONS to be on the lookout for.

Steelheart by Brandon Sanderson

I’ve spent the better part of my career reading young adult literature and few stories have captured my attention like Steelheart.  Another dystopian novel, Steelheart is set on earth in a time when ordinary humans have been bestowed with super powers.  Some can create intense heat.  Some can turn buildings to steel.  Some can generate electricity or cause plants to grow at ridiculous rates.  But here’s the hitch:  Every time that one of these “Epics” uses their super powers, they grow a little more corrupt.  The result:  Tyrants who rule the world with impunity.  That’s where the Reckoners come in.  They are a small team committed to figuring out what the weaknesses of each Epic is and taking them down one at a time.

The Elements by Theodore Gray

One of the concepts that we talk about at length in science class is that everything on earth — the air we breathe, the clothes we wear, the friends we have, the foods we eat — is made up of elements either on their own or working in combination with one another.  Need an example?  Water (H2O) is the result of Hydrogen and Oxygen atoms joining together.  Kids are SUPER fascinated by this — mostly because they haven’t ever heard of most of the elements that we have on earth.  That’s why The Elements by Theodore Gray is such a cool book.  Gray worked to build an incredible collection of every day materials that are made of elements.  Then, he photographed and wrote about his collection.  This book is visually stunning and filled with just enough text to teach good lessons without flying over the heads of middle school readers.

Where Children Sleep by James Mollison

One of the lessons that I try hard to teach my own daughter is that no matter how bad she thinks she has it, our life here in the United States really IS #blessed.  Sometimes I think we forget just how lucky we are to have been born here.  That’s why I love James Mollison’s Where Children Sleep.  Mollison traveled all over the world photographing the bedrooms and detailing the lives of average kids in different countries.  Readers can quickly see drastic differences between rich and poor nations — and that forces some pretty deep reflection.  Given how passionate kids are about their bedrooms, this is the perfect book for introducing the notion that global poverty is real!

Spy School by Stuart Gibbs

If you scanned the desks in my classroom, you’d see three or four copies of Spy School at any given time.  It’s the story of Ben Ripley — a decidedly average middle schooler living a decidedly average life until he comes home from school one day to find a real live spy from the CIA sitting in his living room.  Turns out that Ben has been invited to Spy School — a school for kids in grades 6-12 who have shown some real talent in the arts and sciences of espionage.  What Ben DOESN’T know is that he has no real talent.  The leaders of the school are just using him as bait to try to capture a mole that is trying to destroy the school from the inside out!  I think Ben resonates with middle school readers simply because he is just like them: Funny and hopeful and struggling to be liked and falling in love all while trying to learn new skills in a new school.  This is a light-hearted, funny series that is an easy read.

Deep Blue by Jennifer Donnelly

My students made me write about Deep Blue for one reason:  I’m a dude — like literally all boy — and it is a Mermaid book.  I know, I know:  That sounds RIDICULOUS — and I probably wouldn’t have picked up this book on my own.  But I lost a book bet to one of the girls on my team and she chose this one for me.  What’s REALLY nuts is that I’m LOVING it.  It’s the story of Serafina — a mermaid princess who is forced to marry a prince from another mer kingdom to strengthen a family alliance.  While performing her Doemii — the ritual required of princesses before getting married — assassins attack, Serafina’s mother is killed, and her kingdom is destroyed.  The rest of the story is all about her attempts to rebuild her kingdom.  While I haven’t finished it yet, I can tell you this:  Every time I talk about this book in class, my kids — boys and girls — sit up and pay attention.  It’s THAT good.

Unbroken — the Young Adult Adaptation — by Laura Hillenbrand

One of the messages that I try to get across to kids is that nonfiction stories are WAY cooler than fiction stories simply because they are TRUE.  Sure, you can read about the heroic acts of Silverbloods, Epics or Mermaids.  But you can ALSO read about the heroic acts of Louis Zamperini — a real live pilot during World War II who was shot down over the Pacific and forced to survive in a life raft surrounded by sharks and salt water for longer than any human castaway had ever survived before.  And that was BEFORE he was sent to a Japanese Prisoner of War camp.  Zamperini’s story is an amazing story of the human spirit and survival, but it can be pretty intense.  Hillenbrand does a good job making it approachable in this young adult adaptation, but be sure to check this out if your child is a novice reader or still recognizing that war is a horrible thing.

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Related Radical Reads:

Buy a Boy a Book for Christmas – 2015

Buy a Boy a Book for Christmas – 2013

Three Fantasy Series Your Middle Schoolers will Dig