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Sunday, April 22, 2018

What To Do When Someone Hates You



You Can Overcome

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

“There is one way to avoid criticism: Do nothing. Say nothing. Be nothing.” says Aristotle. Criticism comes with breaking new ground. Criticism comes with putting yourself out there. But how do you respond when that criticism turns to hatred?

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Hatred is a hard thing to handle, particularly when you feel it is unjust. But I’m writing this for you today: DON’T LET IT STOP YOU.

what to do when someone hates you

Spread more love than hate

The Man in the Arena by Theodore Roosevelt

It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.

Theodore Roosevelt, Excerpt from the Speech “Citizenship in the Republic” given at the Sorbonne in Paris, France April 1910

We are all people of the arena. Every human has to cope with this question:

What to do when someone hates you

What do you do when someone hates you?

Be you. But being you will often cause undeserved hate from others.

Hatred is a hard thing to handle. Humans usually posses a me-centric view of the world. We’ve all seen two good people can have a vastly different opinion. It happens.

No matter what you do, how kind you are, or anything else, I promise you this: in your human-ness you will attract haters. No way around it.

Haters are are an inevitable part of life if you’re accomplishing anything of worth. You can decide what to do with it.

It will also shock and surprise you just how long some people will nurse hatred. It can be years later and they’re still hanging onto something you barely remember.

Criticism is not hate

Don’t confuse criticism with hate.  People who care will give advice help you improve.

Tip 1: Not Every Criticism is Motivated by Hate

  • A person giving you constructive criticism wants to help you improve and become better.
  • A hater wants to hurt you and wants you to die.

Determine if love or hate is the basis by who gave you the criticism and how it is given. What was the intent? Help or harm?

Why Do We Notice the Negative?

You can be in a crowd of ten thousand and give an incredible speech. One critic blasts you on their blog or on Twitter and what do you notice? You don’t see 100 positive tweets – you see the one negative.

You can captivate your whole classroom but one student has decided to dislike you.  You don’t relish 29 joyful happy learning kids – you languish because one student (and their parents usually) don’t like you.  (I’ve been there and goodness – it is hard when it happens.)

People will hate you,m rate you, shake you, and break you. But how strong you stand is what makes you.

Understand Critics Math

Jon Acuff talks about this phenomenon in his book Start: Punch Fear in the Face, Escape Average and Do Work that Matters calls this “critics math.” Jon says

1 insult + 1,000 compliments = 1 insult

Jon goes on to tell the story of Larry David, the inventor of the hit show Seinfeld, he went to New York and went to a ballgame. When the organizers spotted Larry in the crowd, they showed his picture on the big screen and played the Seinfeld theme song as the entire stadium stood and applauded.

After the game as Larry walks to his car, a stranger drove by, rolled down his window, and yells

“Larry, you suck!”

Which did Larry remember later? The one stranger who said he sucked.

Are you kidding? One rude person can erase 49,999 giving you a standing ovation?

This math doesn’t make sense.

Tip 2: Reject Critics Math

The first step in overcoming critics math is to realize you’re doing it and refuse to go there.

Tip 3: Keep Perspective

For me, when I deal with the haters I admit  there’s room enough in this big wide world for both of us. Good people can dislike me. I can even dislike good people. Good and evil is not determined by whether people like you or me. This helps.

I recall a professor in college who drew a little x at the corner of the board. Across the board he drew a cloud.

He points at the cloud and says, “this is the universe.” He walks across the front of the room to the tiny x and says, “this is you” as he addresses the whole class. Then, he says something profound. “Notice that you (pointing at the x) are not at the center of the universe (pointing at the cloud.)”

Love is a powerful response to hate.

Love is a powerful response to hate.

Tip 4: Center Your Thoughts in Healthy Ways

Nope. I’m not. But we can choose to center our thoughts daily. When hate rears its ugly head — it hurts.  And yet it gets easier with time. Focus on your goals. We’ve got things to get done!

Tip 5: Focus on the Likers  not the Haters

Stop focusing on the futile: making the haters like you.

Focus on people who like you. Spend time cultivating relationships with those who like you and perhaps they’ll come to love you (and you them.)

Focus on helping and serving others and being kind. Choose to ignore those who may be speaking negative about you – that can quickly become paranoia. Usually people aren’t even talking about you at all – I hate to tell you what I tell myself – you’re not that important.  Keep perspective and keep to your task.

So, decide. We’ve already heard Theodore Roosevelt tell us clearly, “It is not the critic who counts” but why do we give such things power over us? Why let haters distract us from living an epic life?

Tip 6: Celebrate Good Times and Progress

My first boss sent a memo to his manager praising my performance. He brought the copy to my desk and I was so excited. I couldn’t believe it.  Then, he told me something I’ll never forget.

‘Create an at-a-girl folder for those hard days. They’ll come and you’ll need to remember who you are and who you can be. This is your first at a girl. Keep it.”

I still have the folder and  made one in Evernote. It has pulled me through dark days when I failed at something.

We all fall. We all fail. It is part of life.

Tip 7: Keep Moving Forward

 

Failure becomes permanent only if we stop trying.  It becomes success when we learn from it. It also helps to remember the good days when the bad days come.

But let’s be clear about the difference between failure and criticism. Criticism is not failure. Having a hater is not a failure. Being criticized and having a hater is part of being human.

emerson-finish

Sweet Revenge.

Dr. Phil Adler, my favorite professor, always talked about racism and sexism and how to overcome it. He would tell us that there were people who would not want us to be included in conversations because of our gender or race.

“Be so good they can’t ignore you. The best revenge is success and proving them wrong.”

Ever since that moment in class, I’ve repeated this thought when faced with a hater of me or my gender.

Tip 8: Be Excellent In Your Work.

Your best revenge against haters is to prove them wrong. Succeed and work your best to do a fantastic job at whatever you’re called to do.

Some just want swift justice in their me-centered world that demands it. Well, life is a marathon not a sprint. Be a turtle. (As I share in Chapter 13 of Reinventing Writing.)

less-respond-negative-people

Who Hating Really Hurts

Hating hurts the hater most of all.  I read a story of the freed slave Frederick Douglas riding a train through Pennsylvania. Told to ride with the luggage,  and several white passengers came to the car to express how upset they were. Douglass responds by telling them that he is not degraded but that those who did this to him were degrading themselves for treating a fellow human being with disrespect. (Paraphrased from the story included in Up from Slavery by Booker T. Washington.)

Tip 9: Commit Not To Hate

  • Hating is like drinking poison and expecting the other person to die.
  • Hating is like tying a dead body to your back – the body doesn’t care they are lashed to you but you bear the burden.

Hating hurts the hater most of all.

When you are bothered by a person’s hate it gives them power over you. They can rejoice because they ruined your day. They purpose is to wound you and cause you pain and would probably only be happy if you were dead. Since there’s nothing you can do to make them happy you have to learn to live with it!

Tip 10: Live Life!

And live with it you do! Don’t just live – thrive and succeed and enjoy your life. Fulfill your mission and spend time loving the 99.9% of people who don’t have a problem with the fact you are breathing air at this moment.

Life is too short to make a big deal of a small person. And hate does that – it has a way of making a person smaller and more incapable of success.

So, my friends – forgive, move on. Do whatever it takes but let go of hate. If someone hates you -sing the song from Frozen and  “let it go.”

Haters are gonna hate. The question is: what will you do about it?

ghandi

The post What To Do When Someone Hates You appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/what-to-do-when-someone-hates-you/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Friday, April 20, 2018

5 Ways to Bring Financial Literacy into Any School



Brian Page on episode 295 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Brian Page has ideas to bring financial literacy to every school. Whether you want games, curriculum, or to know what’s next in financial literacy, this is a must-listen podcast for anyone working with financial literacy in their school.

brian page personal finance financial literacy

On April 26, celebrate PowerofEcon on Twitter with Discovery Education, CME Group, and their Econ Essentials Program. We’ll have free resources available for downloading. To join the celebration, tune into the Twitter chat with me, fellow teachers, and the CME Group’s chief economist on April 26th at noon Eastern Time, using #PowerofEcon.

Visit www.coolcatteacher.com/econ for more information and remember to tweet out your pics about how you teach your students using #PowerofEcon.

Listen Now

***

Enhanced Transcript

5 Ways to Bring Financial Literacy into Any School

Link to show: https://ift.tt/2qQZf0H
Date: April 25, 2018

Vicki: Today we’re talking with one of my favorite financial literacy gurus, Brian Page about five ways to bring financial literacy into the classroom.

Now Brian, what is our first way?

Brian: Thanks for having me. I am excited to be on.

So I have to start with NextGen Personal Finance. https://www.ngpf.org/

#1 – NextGen Personal Finance

NextGen Personal Finance and Tim Ranzetta, who is the founder, was just recognized earlier this week by Jumpstart https://ift.tt/1l2WaEp
as really the leader in the industry.

He just received the pinnacle award, and that night, he announced that he would continue to give back and make the programming and the resources free. He dedicated 25 million more dollars over the next ten years to insure that he could do that.

The organization is full of up to date resources that include anything from lessons that are comprehensive, a turnkey semester class, a turnkey 9-week class, a turnkey trimester class to single activities that are interactive that teachers can use.

He has games that he’s developed. He has a blog post. He has podcasts to keep teachers current on evolving content.

He’s dedicated to providing training throughout the country. He just had a national conference in San Francisco that was entirely sponsored and had 110 teachers in to provide three days of training.

Over the summer, he’s posting all kinds of Fin Camps — one, two and three day Fin Camps in various states across the nation that teachers can attend for free.

The other thing that I love, beyond how comprehensive their curriculum is, is that he has a large full time staff who listens to teachers. They are constantly updating it, which is particularly necessary in the financial space, where it’s constantly evolving.

And the other thing that sticks out is that it’s primarily shared through Google Drive. So, many teachers are like me, where they like to take lessons or sources and “tweak” them, based on what’s best for their specific students. By having everything on Drive makes it really easy to go in and make small little subtle tweaks.

Vicki: Awesome!

Brian: So that’s… Yeah! Yeah, I’m excited about that one.

Vicki: Great! What’s our second?

Brian: Our second is a complete resource dump. There’s so much out there. I wanted to bring to light some other resources people can look into later.

#2 – Several Other Resources

NEFE https://www.nefe.org/ is a great resource for students in high school and in college. They have great lessons on their website as well. They have a terrific Life Values Quiz that I love to use.

The Counsel for Economic Education https://ift.tt/2HA8BHD is terrific, not just for financial literacy teachers, but for teachers who teach economics.

Knowledge at Wharton High School https://ift.tt/oseiE6 is an extensive website full of podcasts and articles and lessons. I was on a team that developed quite a few lessons that are downloadable. They’re free. Some other great rockstar teachers helped with that. Lisa Bender and Lois Stalljack.

Jumpstart, of course. They have a clearinghouse that allows teachers to dive in and enter search criteria and filter out specific lessons for them — and then take charge today.

And finally, GFLEC http://gflec.org/ has micro-credentials. So if you Google Gfleck there are twenty micro credentials that I created along with other stand out people who really led the project. The thinking behind that is to attach teaching methodologies to specific topics. The methodologies that are coupled with the topics are evidence-based.

Vicki: Wow.

Brian: You can show that that methodology is effective for that topic.

So that’s my Number Two, and I know that that’s about fifty…

Vicki: Oh, but that’s fine. Teachers will love all of those links that we will put in the Shownotes, like we always do.

Brian: (laughs)

Vicki: OK. So what is our third?

Brian: The third is Time for Payback https://ift.tt/2xNqJbn

#3 – Time for Payback

It was created and it was funded by NextGen Personal Finance.

It was announced — or I should say it was released a few months ago, and then the New York Times did a really good article on them.

And essentially, the founder of NextGen Personal Finance saw that the game “Spent” — which is really popular for financial literacy teachers — was really effective. Teachers loved it for a number of reasons. So he hired the same company who developed that game to also develop this game.

The goal of the game is for students to experience the types of decisions that you have to make just prior to college and through college that you don’t necessarily think about.

We always think about, you know, how much to borrow, and interest rates, and on and on.

But he gets you to think about how to make the day to day decisions that are tough. Do you work and take time away from social life and enjoy college less? Or do you join a fraternity? Are you able to sign up for your classes on time?

So you’re constantly introduced to these little daily dilemmas that all of us face in college.

And then it scores you, based upon how you do.

Vicki: So is this a little simulation, or are others in it, or is it just kind of independent with you in it?

Brian: It is an independent simulation, and it takes anywhere from 20-40 minutes. It’s probably the best tool base that I’ve ever seen to help teach kids about college.

Vicki: WOW. That’s a great endorsement. Very cool.

OK, what’s our fourth?

Brian: Our fourth would be VISA’s Financial Football Game https://ift.tt/2Jau5rK .

#4 VISA’s Financial Football Game

They are going to be very soon releasing a new iteration of it in the next couple of months.

I was thrilled to be on the team that did some of the question revisions. It’s a really fun way to introduce financial literacy quiz questions, like Quiz Bowl format, questions in classrooms, anywhere from elementary to high school students.

They also have Financial Soccer.

They have a big announcement coming in the next couple of months on a story-based game. I unfortunately can’t go into any detail, but I was thrilled to be on the team for that. I can assure you that it’s something that people have never seen before. It’s an engaging way for students to experience the type of personal finance decisions you have to make on a daily basis. Then, based on their choices, they’re sent in different directions.

So, this whole story is riddled with financial landmines that are tough to face. The challenge is, can teens face those, and then end up winning the game?

Vicki: Oh, very cool.

OK, what’s our last one?

Brian: The last is a challenge to the listeners.

#5 – A Challenge to You

So I was able to partner with United Way and bring United Way in to file tax returns with my students.

So my students brought their W-2s and any other paperwork that was needed, and United Way volunteers sat with my students throughout each of the bells that I teach, and they filed their tax returns with them.

A lot of people forget that teens oftentimes have earned income. I saw a statistic once that only 3% of teens file a return, yet 25% of teens have earned income. So you have all of these teens out there working, and we know the standard deduction next year is $12,000 — meaning they’re going to get every penny back that they paid in federal taxes, assuming that they didn’t put themselves as exempt.

So the conclusion of the day? My students received $6,500 in tax refunds.

It’s something any teacher can do.

Vicki: Wow. Of course, you’ll have to check with the parents and see who’s being claimed where.

Brian: Oh yeah!

Vicki: That’s awesome!

OK, so we have all of these different resources.

Let’s finish up with this. Brian, do you think there are schools that are still not covering financial literacy? I can’t imagine how, but is it doable.

Brian: (laughs)

I KNOW there are!

If you go to NextGen Personal Finance’s website, they have up in the upper right hand corner a #finhero, and it was an extensive project where not only did somebody survey 85% of high schools in the United States, but they build out all of these advocacy tools that teachers could use if they wanted to advocate for financial literacy.

So what they found in the process was that only 1 in 6 students are receiving financial education in the United States.

Vicki: (groans)

Brian: So, just think about how detrimental it is for an 18 year old whose single decisions are compounding through their entire life.

If they miss a payment, they don’t know that it’s on the credit report for 7 years.

If they misuse a credit card, they don’t understand how it affects their credit score.

If they don’t start investing for retirement when they’re young, they miss out on compounding and will never have the opportunity to retire.

You can go on and on about all of these adult-like decisions we’re asking students to make before they even graduate high school, and we’re never giving them the tools to make those decisions.

Vicki: You know what? If a school claims that it’s “future ready” and they’re not giving every student access to financial literacy, they can just stop pretending that they’re future ready.

Brian: Totally.

Because if you’re not ready to manage money, you’re not ready for your future.

Brian: Very well said.

Vicki: Yeah.

So teachers, advocate for it.

We’ve given you lots of resources. There will be lots included on the blog post accompanying this.

Financial literacy is just something that we all have to do. We all have ideas for what we can do.

Brian Page is a fantastic resource, as you can tell. He’s got a lot of impact happening with financial literacy programs around the country.

Let’s do this!

Brian: Sounds great! Please, others, get on board.

Let’s make this happen. Let’s make change happen.

Let’s get personal finance skills in every classroom!

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Financial Literacy Resources


1. NGPF: https://ift.tt/oseiE6

2. Other great resources include:

– NEFE https://www.nefe.org/

– Council for Economic Education https://www.councilforeconed.org/

– Knowledge @ Wharton HS https://ift.tt/oseiE6

– Jump$tart https://www.jumpstart.org/

– Take Charge Today https://takechargetoday.arizona.edu/

– GFLEC Microcredentials http://gflec.org/education/financial-literacy-micro-credentials/

3. Payback (College Game): https://ift.tt/2xNqJbn

4. VISA games financial football: https://www.practicalmoneyskills.com/play/financial_football

5. Tax Filing day

Bio as submitted


Brian Page loves to teach personal finance at Reading Community City Schools in Ohio, where he was named the ’11 Milken National Educator Recipient and CNN Money Hero. He served on the Working Group for President Obama’s Advisory Council on Financial Capability. He is happily married with three children and has the world’s best dog.

Blog:https://www.linkedin.com/in/brianhpage/

Twitter: @FinEdchat

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post 5 Ways to Bring Financial Literacy into Any School appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e295/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Wednesday, April 18, 2018

Supercharge Student (and Teacher) Financial Literacy With #PowerofEcon Day on April 26



Subtitle: Sponsored by Discovery Education and CME Group

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Managing money can be a challenge for many adults. It’s not always easy for people to keep debt down, pay bills, and manage finances effectively. Consequently, many schools are implementing financial literacy programs. If you haven’t done this yet, or even if your school already has such a program, your teachers and classes will want to join #PowerofEcon Day on April 26. These free activities and a power-packed Twitter chat will energize and provide support for your financial literacy discussions. The Twitter chat will be live at noon Eastern Time using #PowerofEcon. To prepare, help your students create questions to pose to the featured economist. As a result of this celebration, we hope these resources will help teachers and students get excited about economics.

#powerofecon economics education

Celebrate the Power of Economics with the #PowerofEcon chat on April 26. Your students can ask questions of an economist and more. Use Twitter to connect to other classes tackling financial literacy education.

April is Financial Literacy Month

The power of economics is in play everywhere, and April is the month to embrace it. Think of #PowerofEcon Day for finance and economics as what Pi Day is to Math class.  This is our day to celebrate and discuss financial literacy.

Sponsored by Econ Essentials from Discovery Education and CME Group

On Thursday, April 26th, celebrate Financial Literacy Month by boosting your students’ understanding of personal finance on #PowerOfEcon Day.  With this in mind, Econ Essentials is providing free, standards-aligned resources for your use.

Created by CME Group and Discovery Education, Econ Essentials is designed to help high school students learn economic principles through the use of real-world examples.

Join the #PowerofEcon Events on April 26

Get ready for an action-packed day of economic discussion with classrooms across the country on Twitter @DiscoveryEd with the #PowerofEcon hashtag:

  • 10AM: The Power of People examines the three-part mini-documentary series from Seeker Stories. This series features people shaping the impact of economics on the world as we know it. As an illustration of the importance of financial literacy, Seeker is a global showcase of people who are making a difference in the places where they live. Teaching Tip: You’ll want to bookmark these videos and use them in your courses to make every day a #PowerOfEcon Day.
  • 12PM: The Power of Possibility features an interactive live chat with CME Group’s Chief Economist, Bluford Putnam. Notably, your students can pose their economic questions for him to answer. I look forward to joining in the conversation as well. Teaching Tip: Just use the hashtag #PowerofEcon at noon ET on that day. Have your finance classes create and pose questions during this time as well.
  • 2PM: The Power of Content dives into interactive learning modules on finance, fuel, and the food system. Econ Essentials has some excellent units to help students understand these concepts. Teaching Tip: If you’re in a 1:1 environment, split the videos up and let students discuss, share, and compare highlights.
  • 4PM: The Power of Futures takes your economic learning to the next level by exploring investment concepts. This more advanced course from Econ Essentials helps students understand investing, hedging, and speculating. It includes quizzes, a game, and some infographics for you to use and explore as you teach about investment. If you play a “stock market game” or do any other investment-related activities, this module is for you. Teaching Tip: If you’ve already had some investment experience, have students explore and share the infographics or check out the quizzes in your classroom.

How You Can Participate in #PowerofEcon

Using #PowerofEcon, you and your students can tweet out what you’re doing to learn about financial literacy and the power of economics. Be sure to include #giveaway for a chance to win a gift card.*

And get your finance and financial literacy classes to join the Twitter chat at noon. Even if you’re not in class, students can give you questions to ask the economist. This will be a fun, exciting opportunity for classes to connect about financial literacy and understand how Twitter chats work!

#PowerofEcon free financial literacy resources

Join the Twitter chat at noon ET on April 26 and all day long for free financial literacy resources.

How Econ Essentials Can Help Your Students All Year Long

Econ Essentials has interactive learning modules that help students understand real-world economic principles in action. The videos by Seeker Stories are a fantastic tool for illustrating the principles of real-world finance. The Power of Futures will help your students understand investment. So, even though we’re sharing this content on April 26, these incredible resources are available to you all year long.

Let’s celebrate economics, finance, and investing on April 26. I’ll see you on the #PowerofEcon hashtag on April 26 and at the Twitter chat at noon that day!

Information on Bluford Putnam, the Economist in the Twitter Chat

If you want to share the bio of Bluford Putnam, the economist who is the expert for the #PowerofEcon Twitter chat, here’s the bio to share with your students.

Bluford (Blu) Putnam has served as Managing Director and Chief Economist of CME Group since May 2011. He is responsible for leading economic analysis on global financial markets by identifying emerging trends, evaluating economic factors and forecasting their impact on CME Group and the company’s business strategy. He also serves as CME Group’s spokesperson on global economic conditions and manages external research initiatives.

Prior to joining CME Group, Putnam gained more than 35 years of experience in the financial services industry with concentrations in central banking, investment research and portfolio management. He most recently served as Managing Partner for Bayesian Edge Technology & Solutions, Ltd., a financial risk management and portfolio advisory service he founded in 2000. He also has served as President of CDC Investment Management Corporation and Managing Director and Chief Investment Officer for Equities and Asset Allocation at the Bankers Trust Company in New York. His background also includes economist positions with Kleinwort Benson, Ltd., Morgan Stanley & Company, Chase Manhattan Bank and the Federal Reserve Bank of New York.

Putnam holds a bachelor’s degree in liberal arts from Florida Presbyterian College (later renamed Eckerd College) and a Ph.D.in economics from Tulane University. He has authored five books on international finance, as well as many articles that have been published in academic journals and business publications.

Disclosures

* Recipient shall not accept this gift card if accepting such gift card is prohibited by any policies or procedures with which such recipient or recipient’s employer is required to comply.

Disclosure of Material Connection: This is a “sponsored blog post.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services that I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”

The post Supercharge Student (and Teacher) Financial Literacy With #PowerofEcon Day on April 26 appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/supercharge-student-teacher-financial-literacy-powerofecon-day-april-26/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Bringing Literature to Life in Open Sim



Mary Howard on episode 293 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Mary Howard’s students build and learn in Open Sim, a virtual world like Second Life. From building architectural constructs to understanding the Diary of Anne Frank, literature comes alive in this virtual world.

On April 26, celebrate PowerofEcon on Twitter with Discovery Education, CME Group, and their Econ Essentials Program. We’ll have free resources available for downloading. To join the celebration, tune into the Twitter chat with me, fellow teachers, and the CME Group’s chief economist on April 26th at noon Eastern Time, using #PowerofEcon.

Visit www.coolcatteacher.com/econ for more information and remember to tweet out your pics about how you teach your students using #PowerofEcon.

Listen Now

***

Enhanced Transcript

Bringing Literature to Life in Open Sim

Link to show: https://ift.tt/2JWcxRi
Date: April 18, 2018

Vicki: Today we’re talking with Mary Howard sixth grade teacher in New York State. She was a finalist for New York State Teacher of the Year for this year, 2018.

Mary, you are bringing literature to life in Open Sim.

You and I were actually talking before the show. I used to do some work at Open SIm, and people really pushed me toward Unity. I found it to be really hard.

What is Open Sim? It sounds like there are still people using it, huh?

What is Open Sim, and is anyone still using it?

Mary: Yeah, there’s still quite a few educators, especially out in the trenches, using Open Sim.

Sometimes it’s a hard concept to describe. It’s a virtual environment.

We hear a lot of talk now in Ed Tech circles about how we can get these students engaged and speak a language that they’re speaking. Really an Open Sim (simulator) is a great way to do that.

We bring these students into a virtual world. They have an avatar, and the avatar walks around this virtual world. Then I incorporate my curriculum through the virtual environment. It’s really exciting stuff!

Vicki: So educators, think about (how) some people host their own Minecraft servers. This is in some ways like Second Life. It looks a little bit more realistic than the pixelated Minecraft types. A lot of really cool things you can do in Open Sim, even though some people have pushed toward Unity.

So what are you doing with Anne Frank and teaching literature in you Open Sim world, Mary?

Mary: Yes! Well, the students have this world that they go into. The platform is held at a server with our local district.

Like you described, just to give people a little more of a background, it’s really great for middle schoolers, because by the time they’ve hit sixth and seventh grade, a lot of them have moved on beyond Minecraft, or they really can’t get their heads around the fact that a teacher is using Minecraft.

I always say to the students, “It’s like Minecraft on steroids. We’ve gone away from the pixelation, yet we still have the power of the building and construction,” which really speaks to students’ creativity.

Open Sim is like Minecraft on steroids

So in the program that I use, the Anne Frank house was actually re-designed in the virtual environment for the students to visit. So they go into a reconstructed Anne Frank house.

They read, of course, the companion novel that goes along with it, and they’re able to sort of “see” and visualize what’s going on in the novel.

Yet they’re also able to build and construct their own reflective pieces within the virtual environment. In one case, a student actually built a World War II bomber and placed that in the Anne Frank Museum that’s in the virtual world.

So, there are just so many ways to be more hhands-onwith the novel when you’re using a virtual environment.

Vicki: What are some of the things that students are really taking away, that you couldn’t get from just a class discussion about Anne Frank?

Mary: Well, it’s really an engagement practice.

The virtual environment group that I work with — this Open Sim group — I actually don’t do the Anne Frank house.

I do an extension off of that, which came from the initial project. It was a three-year project. Several teachers began the Anne Frank that’s actually in our seventh and eighth grade curriculum in our building.

But then I began the project in this Open Sim environment with “An Era of the King.”

So you sort of have to imagine the Middle Ages and Medieval Times, which is the curriculum that I teach.

Teaching the Middle Ages in a virtual environment

It’s great to teach the Middle Ages to begin with — you have your knights and kings and queens and castles — but it’s even better when you can bring them there!

So I had thirty kids in the computer lab. They’re all in there as an avatar, wearing Middle Ages clothing, walking around a Middle Ages village.

Then of course, the curriculum is gamified, so they have different levels of challenges that they have to engage in — which are knowledge based — in order to learn the curriculum, but also succeed in the virtual world.

So when you asks questions about what do the students get out of it? It’s just this whole package of things. It’s taking curriculum, making it engaging and exciting. and putting it at a level where the students are genuinely coming from nowadays

Vicki: So you’ve been using this for a while. Are there any mistakes you’ve made in the past?

Are there any mistakes we can avoid?

Mary: Oh goodness, yes! (laughs)

That conversation could even be longer than the successes. (laughs)

Vicki: (laughs)

Mary: I think that just comes with technology. People ask me, “How do you do all this tech stuff?”

And the first words I say are, “Be fearless.” You have to just be willing to let it go and be willing to understand that mistakes and accidents will happen.

Our first experience, the very first time… I was so excited to get these students in the Open SImulator. We sat there on laptops in a classroom, and I tried to get all 25 students online at the exact same time.

We overloaded our system. No one could get on. Everybody was raising their hands and kind of whining, “It’s not working. It won’t let me in.”

It was just one of those high stress moments like, “Oh no. This is an absolute disaster.”

And those are going to happen.

As you know as a tech person, you really have to be fearless and just understand, it’s going to happen. But you can’t break the children.

Vicki: (laughs)

Mary: (laughs) They’re going to be fine.

Vicki: And, it’s a learning process. I remember one thing I had learned is to try to get the kids in ahead of time to create their avatars, just because that tends to put some strain on things, and you know, it just takes time to learn this stuff.

So what have you done right, Mary? What’s one of the big things that you’re like, “Yes, this has made a huge difference.

What is your favorite project, where you knew you totally got this right?

Mary: Oh, I love that question!

Well, I think my favorite project was that we did in the virtual environments is a project combined with our local community. We have a Darwin Martin house, which is a Frank Lloyd Wright build here in Buffalo. There’s a huge Frank Lloyd Wright connection in Buffalo

I worked with a local BOCES person to set up an opportunity for the students to actually build in the style of Frank Lloyd Wright.

We gave (the students) (virtual) land, and we gave them an opportunity to learn about the architectural principles behind Frank Lloyd Wright.

Then we took them on a field trip to the Darwin Martin house.

As we were walking around the Darwin Martin house after spending a couple of weeks discussing the architectural principles and researching Frank Lloyd Wright and what he does, seeing and hearing ten year olds say things like, “Look at that abstract design,” or “See how he incorporated this central hearth in this home.”

Hearing that language manifest itself right on site, but then going back to the virtual environment when we got back to school, and seeing the excitement that the students had, designing and creating homes in the Frank Lloyd Wright form…

It was just the most magnificent and rewarding project that I think I’ve ever done with students. It’s just a really exciting thing to see what the students could build and design when you let them go, and let their creativity blossom.

Vicki: OK, Mary, to all the teachers listening to you… Give them some encouragement to try something virtual.

I mean, there are so many ways you can do this. There’s Open Sim, of course there’s Minecraft.

Some people are doing the Google Expeditions, and that’s great. But we need to understand here the differences. They can actually build. They can sandbox. They can create.

Mary: Yeah…

Vicki: There is a difference between experiencing something and creating something.

So, what’s your pep talk to teachers for utilizing this type of immersive technology?

Why should teachers try something like Open Sim?

Mary: I think we spend a lot of time saying that our equipment can’t handle it, or our tech department can’t handle it, or our filters won’t allow that to happen.

And I also say, “Be that rogue teacher.”

You know, be the lady in the corner of the building that has all the cats, because if you are that person, you take the lead.

Your tech department will find a way to make these things happen. And once it happens, the explosion in creativity is so worth it.

We spend a lot of time gnashing our teeth over using technology as, “Oh, I have to INSERT that into my curriculum. Or I have to add that onto my curriculum.”

And it’s really a paradigm shift.

You have to realize that it IS the curriculum.

It is going to generate all of that critical thinking, and all of that inferring, and all of those (things like) “tolerating ambiguity” and all of those buzzwords that we have that we want our students to do.

This one element happens.

If you get out there and explore and make it happen, all of that other stuff that you’ve been worried about with your students?

It falls into place.

Vicki: That is great advice for us, remarkable teachers!

Now get out there it make it happen!

Mary: Yeah! (laughs)

 

Transcribed by Kymberli Mulford: kymberlimulford@gmail.com

Bio as submitted


Mary Howard is a sixth grade teacher in Western New York State and was a finalist for the New York State Teacher of the Year for 2018. She considers herself a FEARLESS educator and an early adopter of many EdTech initiatives. Mary attempts to create a culture of inquiry in her classroom and hopes to build future innovators Her blog, http://www.yoursmarticles.blogspot.com features many of her EdTech pursuits including an Augmented Reality Sandbox that she uses in her classroom, makerspaces, coding as well as the use of Virtual Reality/Virtual Environments in her classroom. Mary is also a specialist in engagement, and uses digital tools to engage students and ignite their learning. She has presented throughout New York State and numerous other conferences including MACUL (Michigan) and at ISTE Philadelphia, Denver and San Antonio.

Blog: http://www.yoursmarticles.blogspot.com

Twitter: @mrshoward118

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Bringing Literature to Life in Open Sim appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e293/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.

Tuesday, April 17, 2018

Open Badges in Elementary School



Amy Cooper on episode 292 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Some elementary classrooms are using self-directed badges for competency acquisition by students. In today’s show, Amy Cooper talks about how this is done, the advantages, and insights on student motivation.

open badges in elementary school (1)

On April 26, celebrate PowerofEcon on Twitter with Discovery Education, CME Group, and their Econ Essentials Program. We’ll have free resources available for downloading. To join the celebration, tune into the Twitter chat with me, fellow teachers, and the CME Group’s chief economist on April 26th at noon Eastern Time, using #PowerofEcon.

Visit www.coolcatteacher.com/econ for more information and remember to tweet out your pics about how you teach your students using #PowerofEcon.

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***

Enhanced Transcript

Open Badges in Elementary School

Link to show: www.coolcatteacher.com/e292
Date: April 17, 2018

Vicki: Today we’re talking with Amy Cooper, who’s at an elementary school in Minnesota.

And Amy, you’re working with digital badges or open badges in elementary school. Help us understand. What are open badges, and how does this work with elementary kids?

What is a digital badge and how do students earn one?

Amy: Yes! So a digital badge is a visual representation, such as you would see a Girl or Boy Scout badge, except it carries metadata with it. So you would see who issued the badge, the date the badge was achieved, artifacts related to the badge — that might be a student’s visual representation, voice interaction (the student could talk about their achievements), or pictures to show a hard or soft skill learned in school.

Vicki: So how do they earn these badges?

Amy: Badges can be earned as a complement to what’s currently happening in the classroom, or to replace grading, so there are a variety of ways to use badges in the classroom.

What are you finding out about using badges?

My research focuses on how badges can be used to attain foundational skills, such as in reading, and how the badges can move the students forward intrinsically.

The teacher will look at the goals or standards they have for their state or their school, and they’ll partner with the student to see where the student is and where they’d like to go. The teacher uses the badges according to where the student is.

Let’s say in kindergarten, the student was trying to learn Letter Sounds. The student and teacher would meet and work to gain the skills on the letter sounds and then could show their knowledge with that metadata that’s attached to the badge.

It really serves as a very motivating, transparent goal path. The student is able to see what they’ve achieved, what they’ve mastered, and where they’re going and what they’d like to achieve.

Vicki: I guess the part that intrigues me — of course extrinsic motivation is a motivation that comes from outside of you, and intrinsic is the holy grail of motivation because that comes from within us — but a badge is obviously an extrinsic reward. It’s something they are given by someone else.

Extrinsic or intrinsic motivation?

Are you saying that if you use badges for a while, eventually they can go away, and they’re more motivated to still read, even when the badges go away, or not?

Amy: Yeah, well we look at badges from kind of the seminal work of Dweck and people like Vygotsky and Piaget, in how we look at learning. We look at badges as not just a sticker, or a representation of something. It’s more about, “How can we use the badges to scaffold learning, to have the student self-regulate their learning, and self-guage where they are, where they need to go, and what they’d like to learn.” So the badge kind of helps push that in and implement that continuum of learning for the student.

Vicki: OK. So it’s helping them learn, but are you noticing a change in intrinsic motivation as a result?

Amy: Yes. We’re noticing that the students are saying, “Oh! This is my goal. This is what I want to go after. I want to learn…” The students will explain, “I want to level up. I want to move to the next level.”

They’re able to just get a grasp on that, rather than your typical grading and assessment that happens where the teacher says, “Well, you need to get here.”

The student is able to say, “I’m here. And now I want to reach this goal.”

That does become what we have seen is very intrinsically motivating fo the student.

Vicki: So choosing the different goals they want to meet next, out of say, twenty or thirty opportunities to level up.

Amy: Yes.

Can you provide an example?

Vicki: So give me an example of what they might choose. I mean, are they, like the kindergarten kids. “OK, I’ve got the letter A badge, and now I want the letter B badge.” Is that kind of what they’re doing?

Amy: They might go for a greater goal, or they might say, “Now I know these sight words. I would like to be able to read this book.”

Or they’re choosing specific letter sounds. Or maybe for them, that doesn’t feel right, right now, and they want — perhaps they just go for a cooperating with their peers badge, if that’s where they’re at. And how can they use cooperation or different aspects to pull that into reading.

So, it’s kind of a more of a holistic view, but taking whatever it is that they are working on or feel strong enough about to reach those foundational skills.

Vicki: So what tool are you using to assign and track the awards?

What tool are you using?

Amy: Credly Online creates an option to create badges and attach all of the data to those badges that they’re earning.

So a teacher can easily say, “This is your letter sound badge, along with that, here’s a picture of…” The student was working on this specific task, or the student to show their learning through a video enhancement. Or maybe it is some sort of a graphic organizer or some type of picture they want to display on there.

But that can all be created through programs like Credly or Mozilla. There are a number of free programs online that teachers are able to access to do that.

Vicki: OK. So you’re tracking on Credly.

Can you think of, Amy, an example of a student — of course no names — that this has really changed and improved their ability to read?

Has this made an impact on any particular student?

Amy: Mmm-hmm. I have one student in particular that struggled with comprehending in second grade nonfiction text. So, it just… wasn’t very motivating to the student.

So we began pulling in… I said, “Well, is there a specific badge you would like to use, based on a fictional character, because that’s the genre that you’re really interested in right now?”

And so the character was based on a series of bears. At one point, we said, “Well, is there any part of this where you badge on top of the fiction books and create a nonfiction meaning.”

So the child began making that selection and was able to really strengthen their area in nonfiction reading because they wanted to move to the next level. They had mastered fictional reading opportunities, and wanted to move to nonfiction.

Where might a teacher begin?

Vicki: Hmm. OK. So Amy, if a school or teacher is looking at using badges, how do they start?

Amy: They might start by just saying, “This is one skill I’d love for my students to master. I’m going to focus on this one specific skill,” whatever that might be.

And then they can go on Credly. It’s a free signup. And you would go in there and say, “OK, we’re working on this skill.”

Let’s say you’re doing an animal project. The student would choose a specific animal or area the student is interested in, and the teacher could assign begin creating badges that meet each student’s specific need for that project or whatever skill of mastery or opportunity they feel they would like to open for their class.

Vicki: Amy, are there any resources that will help a teacher kind of understand the 1-2-3s of getting started?

Amy: Sure. Mozilla has a great amount of resources on there. You could just do a Google search for “open badging in Mozilla” and it will bring up how to start issuing a badge, how earners receive a badge.

  • Open Badging: https://openbadges.org/

Mozilla takes the teacher through a very sequential process of how to go about starting the badge process.

Vicki: Excellent. We’ll put those in the Shownotes.

Teacher, open badges and using badges in the classroom are something that a lot of teachers are really getting some interesting and awesome results with. You need to take a look at some of the best practices that are out there –it has been around for a little while — of the right way to do this.

Amy, thank you for sharing with us. We will include some information in the Shownotes so that our listeners can learn more.

Thanks!

Amy: Great. Thank you so much.

Contact us about the show: https://ift.tt/1jailTy

Transcribed by Kymberli Mulford kymberlimulford@gmail.com

Bio as submitted


Amy Cooper received her Bachelor of Arts from the University of Minnesota. She earned her Master’s degree in Language Arts from the University of Minnesota. She is currently a doctoral candidate in Professional Leadership Inquiry at Concordia University, Portland, Oregon.

Her dissertation seeks to understand how digital badges positively impact intrinsic motivation in the area of reading at the elementary level. Amy has fourteen years of experience working as an elementary educator.

Twitter: @amycooper100

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post Open Badges in Elementary School appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!



From http://www.coolcatteacher.com/e292/
via Vicki Davis at coolcatteacher.com. Please also check out my show for busy teachers, Every Classroom Matters and my Free teaching tutorials on YouTube.
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