The K–W (Expanded) Framework: A New Way to Think About AI Literacy

What if curiosity was your guide and AI was your thought partner?

For the past two years, talk of AI has dominated educational conversations. Many valid concerns about the rapid growth of AI tools and their ubiquitous presence in our lives have been raised. No matter where you personally fall on the AI continuum, no one can deny that artificial intelligence has changed the conversation in education. 

Too often in my local network, concerns about cheating and a loss of critical thinking have shadowed the possibilities that AI has to stretch what is possible and support deeper, long-term learning. While these concerns should be addressed, I find that when our conversations about AI immediately focus on negatives, we are asking the wrong questions first. Instead of asking, “How can we do this for my students or for me?” we should be asking, “How can AI help students expand their thinking?” 

This past year, I had the privilege of speaking at ISTE with a dear friend from my district about leveraging AI to narrow learning gaps in our classrooms. Using the literacy classic KWL (What do I KNOW?, What do I WANT to know?, and What have I LEARNED?), we wanted to reflect on how AI tools can be used to promote critical thinking and creativity while also supporting the needs of all learners. By expanding the framework to use AI as a thought partner before completing the learning process, we hoped to encourage curiosity and spark thoughtful, collaborative conversations in our classrooms. Our wonderings led to reframing AI as an additive tool that helped students ask better questions and create meaningful artifacts to demonstrate understanding. 

Step 1: It starts with what we know. 

Every learner has knowledge to share. Sometimes articulating what they know does not come naturally, but we must leverage our students’ prior knowledge and empower them to practice retrieving that information. This step is often done without the use of devices and can take the form of a quick write, brain dump, or pair-share in the classroom. Students should be at the center. By activating their prior knowledge, students and teachers alike can have a strong picture of what still needs to be learned. Taking that information and celebrating the learning gaps creates opportunities for inquiry and further exploration of ideas. 

A brain dump is my favorite tool that makes learning visible. I often use this strategy before students write a speech or paper. Using pen and paper, students write down everything they know for a set period of time (usually two to three minutes). With time as a motivating factor, students fervently stretch their thinking and pour out their knowledge onto the page. At the end of the exercise, students can look at what they know and use it to tackle the next step in the learning process. 

Step 2: We don’t know what we don’t know. 

While we might not always know where the learning gaps are, we can use knowledge gaps to foster curiosity and inquiry. Curiosity and creativity are not innate traits; they are skills that can be learned and cultivated in our learners. The biggest obstacle I see to student learning right now is that they don’t know what to ask when they do not understand a concept, but once their understanding has been sparked, they are able to engage in deeper learning. AI can serve as a spark, providing multiple perspectives, illuminating misconceptions, and generating real-world connections. 

Step 3: Leverage the learning gaps to expand student knowledge. 

When it comes to learning new vocabulary and concepts, confusion can lead to a lack of confidence in students. The productive struggle level can become too high for students to want to engage with learning. Where learning stalls, teachers have an opportunity to use AI to help reframe and provide different examples to students so that they can better access the learning.


I've used MagicSchool's Multiple Explainer tool to take a complex concept like mitosis and generate multiple explanations or analogies that might resonate more with a 14-year-old than a traditional textbook definition. Google Gemini has also been a valuable thought partner for reframing concepts from different perspectives. For example, asking Gemini to explain mitosis from Charles Darwin's perspective and then from the perspective of a teenager helps students see how restating an idea for a specific audience can shape understanding. In both cases, the AI tools aren’t replacing students' thinking; they are making learning more accessible.

Step 4-5: AI can be used to explore, expand, and encourage reflection. 

One of my favorite ways to use AI is to model how to effectively use it by completing a full class activity. At the end of a lesson, I might ask students to share what we learned or discovered that day. Asking students to recall key ideas can lead us to what we still need to learn or accomplish in future lessons. By recording their takeaways, I can show them how to use AI to question and wonder what we might be missing or what else we can explore together tomorrow. Showing how AI can be a thought partner reminds us that our learning is never done. We can use it to expand thinking - not end it with a quick answer. 

This process shows students how to wonder, question, and reflect throughout the learning process. Learning becomes lasting when students engage in reflection. AI is not doing the learning; students are. Technology can be used to help explore this process. 

 Step 6: Recognize what has been learned. 

Again, AI is an additive tool that helps differentiate, personalize, support, and create more opportunities for feedback and learning. Using AI tools thoughtfully can create more space for the parts of teaching that matter most: relationships, curiosity, creativity, and meaningful conversations. What I’ve discovered and am excited to explore is just how helpful AI can be in supporting both teachers and students in asking better questions and wondering more. When we shift our mindset from AI being a productivity tool to one that promotes inquiry, students have more time to wonder, and teachers can better design learning experiences that amplify student voice and thinking. Teachers become better designers of learning.

Technology should never replace thinking; it should amplify it. How are you helping students identify their learning gaps? How might we utilize AI to expand our thinking? I'd love to hear how you're using this tool to empower learning in your classroom. 

Access the presentation here: 

Rethinking Success: Shifting the Focus from Achievements to Personal Growth and Development (Part 1)

My center child profoundly influences the emotional climate of my home. She unapologetically feels her emotions, which is both beautiful and terrifying. She is a powerful force, and I love her fervor for life.

At her first dance recital at age four, she stood on stage cupping her ears, mustering the courage to move only at her favorite part of the routine, which involved jumping. Pas de Bourr - uh-oh. (Mom note - She stood her ground the whole time and didn't run off stage. She even performed the whole dance for us in the living room as soon as we returned home. I loved her won't quit attitude, which has allowed her to continue growing and face her fears.).

At seven years old, she still leaps through life and has shown incredible growth in her confidence and joy of dancing with her friends on stage. Her dance career was not marred by her first performance or even her fifth performance. She continues to gain confidence and is always practicing her skills throughout our house. Watching her discover herself has challenged me to pause and consider how we define success in our schools and how students develop in their journey to achieve benchmarks and goals.

As I watch my children develop as dancers, readers, learners, and people, my understanding of success has been transformed. It is human nature to categorize or label people or experiences, but when we label our students, we inadvertently limit their potential to achieve.

Admittedly, our schools are publicly assessed and ranked based on quantifiable data such as test scores, college readiness criteria, climate and culture surveys, and other measurable factors. While these data points are essential for informing our schools' decision-making practices, they do not provide a roadmap for success. They don't consider personalized learning pathways that help us support every student's understanding of success. As educators, we can utilize this information to guide our next steps, which help students discover their paths to success and foster their growth.

So how might we define success? More importantly, how do we create a space in which students can define success for themselves?

First, we must create a space for students to learn from mistakes.

In Jessica Lahey’s The Gift of Failure, she emphasizes that as parents (and educators), our instinct is to clear away obstacles and provide the most direct path to success. In this process, we rob children of the greatest lesson they could have - failure. Mistakes are inevitable within the learning process and create lasting memories that can shape children’s ability to problem-solve, collaborate, create, and grow.

In a learning environment that is supportive and encouraging, students have many opportunities to practice and apply what they are learning in low-stakes ways. They feel comfortable sharing and showing what they know, even before mastery. Along the way, they might make fail.

What does this look like in a school setting?

• Frequent formative assessments
• Game-based learning
• Small and large group discussions
• Group challenges and low-stakes presentations
• Active learning experiences, scenarios, and project-based learning
• Peer feedback
• Personalized pathways with choices on how students demonstrate mastery

As a speech coach and teacher, I always encourage my students to “fail big.” Make visible choices and actions that we can all see. Some choices may not work or create the impact students had hoped for. Because their work and learning process is highly visible, we all know what needs improvement. As students perform, they also have an audience. They are not only making mistakes in front of an adult but also being vulnerable in front of their peers. The culture is celebratory and collaborative. Everyone learns from each other’s imperfections, ultimately fostering stronger relationships, greater learning experiences, and more confident performers.

In addition to embracing failure, we need to teach and embrace the development of soft skills.

This summer, one of my college students told me more about her high school experience in which she was never expected to speak in front of others because she was a language learner. As an ELL student, she was excused from practicing and experiencing a skill essential to her daily life academically and socially. She has beautiful writing and is very articulate, and she will definitely find that she is incredibly capable of speaking in a formal setting! I know she’s going to be successful in my class. Her statement was shocking and sad to hear. This Thursday’s speech will be the first time she’s standing in front of the class (aside from the few group challenges we have had already this semester).

Students typically despise public speaking. Let's be honest; most adults openly detest it as well. I teach public speaking at the high school and college level every semester. I even spent 15 years tricking high school kids into thinking that it was fun and cool to get on a bus at 6 AM and compete for 12 hours every Saturday in suit jackets. I have to convince them that this skill is essential and help them overcome their fears to unlock their potential. 

One of the first items on my agenda is to be open and vulnerable with my students. Most are only present because the class is a college requirement. They all simply want to cross the course off the to-do list and are secretly (and sometimes not so secretly) dreading my class. Using my persuasive appeals, I illustrate to them the power of public speaking and how communication is the foundation of EVERYTHING we do. Without the skills to share ideas, LISTEN, and collaborate with others, we cannot maintain quality relationships, are less likely to be hired, and might even just end up feeling lonely.

Communication, collaboration, empathy, and general executive functioning skills are essential to our daily interactions. These are the skills that become underdeveloped during COVID lockdowns and remote learning. During that time, not only did students not practice and develop these skills, but our society as a whole seemed to forget the importance of using these skills to relate to one another and work together to solve significant problems. We must explicitly teach these skills to our students. Society actually depends on it.

Growth takes time and is often a slower process than we would like. As we shift our definition of success and focus more on progress over data points on a page, we can help our students take more ownership of their own development, leading to lifelong changes and realized success. Part two of this blog post will address setting goals for personal growth and fostering a culture that maintains a positive mindset. We can help our students achieve their goals; we simply need to shift the narrative and invest in personalizing their progress. 

Welcome to Quarter Four

Six weeks. That's all that I have left with my seniors. Time is fleeting, and our final days together will be filled with final speeches, prom, and memories they will carry into their post-secondary pursuits. The word of the year has been full - full of activity, full of growth, and full of joy. While I still see students acclimating to the new normal in this endemic phase of COVID, our community seems relatively back to pre-COVID practices. The year feels normal - classrooms are noisy, and students are engaging in typical high school activities in and out of the classroom. 

These students are still trying to find balance, executive functioning skills, and adhere to deadlines so lax in uncertain lockdowns and more restrictive times. How do we make the best use of our final few weeks together? What skills must they refine before crossing the football field during graduation? Most importantly, how do I empower them to be literate and effective communicators in any endeavor they pursue? 

The fourth quarter is a sprint, so let's start running toward those final goals. 

This spring break, I took time to reexamine my learning targets and goals for the final two units of the semester. Using backward planning, I mapped out the time needed to complete their last two assessments and incorporated time to practice to reach mastery. Backward planning is so essential, especially as time is limited. While the day-to-day plan may shift and be revised, the overarching direction of the remainder of the course is needed. With a plan, we will maximize our time together. Plans also allow us to focus, evaluate, and shift approaches as necessary to help students reach the finish line with strength. 

Still, there is always time to foster relationships and encourage students to value their connections with their peers, teachers, and school. 

Building relationships is one of our most significant investments. While a silly bellringer sometimes feels off track, these moments to bond, collaborate, and share yield some of the most substantial results. When students feel connected to their teachers, peers, and the school environment, they are more successful academically and far more likely to retain what they have learned. 

The adage that people won't remember what we said but will remember how we made them feel applies here. My students probably won't remember the exact terminology for Monroe's Motivated Sequence. Still, their connectedness to the course and our time together will give them the confidence to logically and effectively apply persuasive appeals. I hope they can use their voices clearly, concisely, and confidently. I also hope they will remember that most communication is listening and adapting to their audiences. Our relationships matter, and as teachers, we can model the power of relationships in our daily lives with our students. No matter what comes next for them, this interpersonal skill will open doors and make their lives richer every day. 

The weather is somewhat unpredictable in the spring in the Chicagoland area, so wear layers -- and plan for the unexpected to occur both in and out of the classroom. 

A lesson I share with students on the first and last day of my class is that it's essential to live in the present but plan for the future. We should never wish away time. While we all could look ahead and say, "I can't wait until summer," or "Life will be so much better when ____ part of my life is done." Wishing away time, however, prevents us from appreciating every moment and every phase of life. My seniors often get overwhelmed by wishing away their senior year, but it is important to enjoy the present. Still, planning ahead, applying for scholarships, and taking advantage of opportunities such as internships, career shadowing, and extracurricular experiences can help students develop skills leading to further post-secondary possibilities. 

Finally, let's listen to those around us and appreciate the beauty of spring -- and each person. 

In the rush of the final quarter, it is easy to keep moving without valuing the people and moments around us. We can all learn so much from each person we encounter. My students this semester are particularly goofy. They bring larger-than-life energy to the classroom every period. They are in an exciting phase of their lives as they make significant decisions about their futures and share their hopes for what is to come. 

Our stories are woven together, if even for a moment. May we see the best in each other and blend our current paths to leave a beautiful legacy behind us. The best way to empower others is to help them see the best in themselves, realize what they are capable of, and show how much their stories matter. The next chapter is an exciting one, but it's still unwritten. I hope my students take the skills they gained in high school to make that chapter joyful.

Fostering the Four Cs of 21st Century Learning During Pandemic Learning

This summer, educators were asked to prepare for many scenarios and possibilities, and because of the state of the world, we knew we'd have to be ready for anything. I found myself on more Zoom calls than I could count, creating professional development that met teachers' needs across disciplines and technology skill levels. To make working conditions and family life more effective, we converted our basement into a bedroom and my son's room into my new office. This office quickly became my daughters' favorite place to play as they came in to borrow the good pens and notebooks. Preparing my almost kindergartener for online learning was a priority this summer, knowing that her school would decide to start the year with e-learning or that we would elect for her to learn remotely. She often joined me while I worked, coloring at my side or, even better, creating and editing videos with me. 

While connectivity obstacles and technology limitations have created occasional challenges, we are collectively learning so much. No, experiencing a global pandemic is not how any of us want to live life. Still, I genuinely believe that we will have learned so much about technology, education, and empathy by the time we reach the other side. 21st-century skills often shared on slides at the beginning of the year during a professional development meeting are being thrust into practice this year. While we might sometimes fall a little sort (or have to shut down the computer and restart Zoom during the middle of a lesson - it happened to me on Friday), being able to apply the 4C's with our students will set them up for success far beyond our virtual walls. 

Communication

Communication during a pandemic is not easy. In years past, I have struggled to get my students to check email. Especially as seniors in high school, they often receive too many notifications, and instead of deleting or filtering the spam, students ignore it all. Important messages go unread. This year, I have tried to leverage our new learning management system to teach them to message through the platform and check for announcements. This year, my district is using Canvas, and what is nice about this platform is that students can set the frequency of their notifications to once a day, instead of every time a teacher updates the course. Empowering students to organize their Gmail inboxes and explaining the importance of creating a less daunting email inbox reminds them that communication is key. They cannot overlook messages, but they can control the workflow within their own challenges of communication. 

In addition to Gmail, students also need to be empowered to seek support. They have to speak up; they have to unmute. While talking on a digital platform like Zoom or Meet can feel intimidating, now they are aware of when they are silenced, and more importantly, they are being tasked and empowered to take a stand and speak up. We can create spaces and opportunities for all students to turn on their mics. Whether it is in a whole group conversation, smaller breakout spaces, or even one-on-one, we have to be intentional with inviting all students to speak up and create opportunities to do so. 

Talking about intentional communication with our students teaches them how valuable their voices are and how they can (and should) always make a choice to speak up! For my students who are more apprehensive about speaking up, I need to provide assignments that use videos (such as a private Flipgrid assignment or a WeVideo screencast) to feel open to sharing their thoughts on a  lesson or life in general. Again, we have to remember to create safe spaces for them to speak up! 

Collaboration

Students are working from home most of the time now, and as a result, it is easy to feel disconnected. As the weather turns colder, it will become harder to see people and socialize safely. While this winter may be challenging, we can still provide opportunities for students to be collaborative synchronously and asynchronously. 

Using breakout rooms is a must! Students will share in smaller groups, and giving them reasons to talk even about silly icebreaker questions opens the door for more meaningful discussion and collaboration for the period and for the rest of the semester. Google Suites, Padlet, Pear Deck, and other tools that allow for real-time responses and communication can also make the classroom community more interactive and provide students with opportunities to share their voices and see/hear their classmates' ideas as well. Using these documents to create collaborative spaces encourages them to use their voices, relate to others, and know that they are not alone in their learning and that they are a part of a community that cares. 

Discussion threads, collaborative Google Slides projects, creative video creation are all ways to promote the interactive learning process. While not every group project may find success online, remember that group projects can be a challenge in-person, too. If we scaffold group assignments and activities, we can forge more meaningful connections among students and will see more successful results. Collaboration should happen during every synchronous class meeting in a small way so that students are prepared for more extensive and more collaborative summative assignments later in the semester. 

Critical Thinking

A common frustration and challenge that some disciplines have faced come with assessments. When students are not in the classroom, they can use Google or their phones to find answers to quizzes and assessments. Multiple-choice assessments, which are used in elementary school to AP classes, are not the most effective way to assess students in a digital learning environment. To test mastery, we want to know that our students see the content and skills that will lead to success later in the course and beyond our time with them. As such, I have encouraged teachers to start to shift how they assess students. Instead of merely using a multiple choice quiz, teachers have begun asking students to answer a prompt on Flipgrid or record a video of them answering a math problem. Students are writing more and clicking less. 

That is not to say that multiple-choice assessments no longer have a place in learning, but rather, we need to find ways for students to apply their critical thinking skills to demonstrate mastery. I love a quick multiple-choice quiz after completing a reading assignment to ensure that students understood the passage's gist! The out of classroom assessment challenge has given me time to pause and reflect. While we shift and redesign our curriculum, the multiple-choice challenge has given us time to reflect on our assessments and their role in student learning. We need to find opportunities to challenge our students to think critically and apply their knowledge. In an online environment, they are in the driver's seat of their learning. We have to give them the keys and the avenues to drive on to stretch their comprehension and understanding. 

Creativity

The final C being challenged during pandemic learning is creativity, which every educator has to exhibit. The traditional learning modalities are not available to us, but the time doesn't stop as a result. We are in a new normal, and while elements of the old routine will come back, perhaps some working environments and technology will be adopted permanently. We are teaching students to communicate, collaborate, and critically think in a digital environment, and to do that; we must foster their creativity. Education cannot be passive; students cannot merely consume facts and dates. They have to be writing the narrative themselves. To amplify their voices, they need to be sharing, speaking, writing, and connecting with others. Preparing them for a post-pandemic economy may necessitate an increased understanding of digital communication and creation skills. Editing videos, writing, and engaging people through various digital platforms will be their reality beyond our walls. Why not find ways to have them teach us a thing or two about how innovative, inventive, and creative they can be? 

Remember, our students, like our own children, are always watching and learning from us. How we tackle the 4C's during pandemic learning is how students will perceive these 21st-century skills and their relevance to students' lives. As my daughters colored, they learned that it is more than okay to fail with technology because while it may not always work as we want it to, we can use 21st-century skills to foster strong relationships and forge new pathways to learning today and well beyond the pandemic. 

Ask Me What I'm Reading

Perhaps it's because of a new role at school or that after four wonderful, yet physically demanding years, I'm not sustaining human life (pregnant or nursing) - whatever the reason, I finally feel like I have the brain space and mental stamina to read more books than ever. Yes, 2019 has been one of my most literary years on record, and both my heart and my head are grateful for the chance to burrow into the stack of books that have occupied the passenger seat of my car for far too long.

The front seat of my car - always!

Literacy, or being able to read, write, and communicate, is a crucial skill necessary for growth in any academic and social setting. While it is easy to be caught in a cycle of only reading to grade or reading because I am teaching a text, this calendar year has made me rediscover the joy in pursuing the pages of books in several genres and subjects. I must admit that I have been stuck in the spokes of the reading-for-school only cycle for several years. Often feeling overwhelmed with work, grad school, and coaching responsibilities, most of my literary diet has consisted of reading about teen angst or reading work written by angsty teenagers.

As a first-year instructional coach, I sought a deeper understanding of my role and how I can best support my colleagues. Of course, Twitter and other PD experiences have provided great insights and tips regarding my new position, but I wanted more. To find answers, I turned to books by Elena Aguilar and Jim Knight. I began to carve out the time to research, read, and learn every tip, trick, and technique to mold my new position into one that would make the most significant impact on my personal learning community. Throughout this process, I began to increase my efficiency and discovered time pour over pages. While it seems paradoxical that English teachers or busy teachers of any discipline would find time during the school year to read, I can assure you that the impossible is possible. Here's how:

Shouldn't you be reading for class?

Of course! Reading for a class is an arduous task; effective close-reading and searching for every minute detail that one might interpret is time-consuming. Why is the hunting cap red? Besides youthful joy, what does that kite represent? Can we ever reach the green light at the end of the dock? While rereading texts with students, the pearls within the pages are freshly placed at the forefront of my memory, and I am ready to discuss the treasures found within that text. The luxury of being a veteran teacher does allow me to feel more confident with reading in pace with my students. I also feel less guilty about reading more than one text (Or three - there were years when I taught three different novels at the same time). With seasoned experience, I can compartmentalize my reading and learning more effectively. Thus, I can find a few moments to read for myself more regularly during the school year than years prior.

Another way to sneak in some reading is to assign independent books or provide students with the time to read for pleasure. Whether that be during a student-choice unit or a weekly (or even daily) drop-everything-and-read session, we cannot cultivate a love for reading and learning for that matter, if we do not provide students with opportunities to discover reading material they enjoy. The results of more independent reading are an increase in reading comprehension, stamina, and appreciation. Cultivating a love of reading through student-choice was a goal of mine this year, which had a noticeable impact on my students' interest in reading. Before my eyes, students began talking about what they were reading and started swapping book recommendations. That insatiable desire to read is buried in them; sometimes, they need encouragement to discover it. The unexpected by-product of this independent reading was that I, too, had more time to read and fuel my erudite tendencies.

How do you have the time to read (for fun)?

A question that people ask far too often is how on earth do you have the time to read for fun? Yes, I have three small kids and a laundry list of tasks to do. I fall into the same busy trap that we all do; the need to validate our existence with busyness is real, and I am certainly guilty of embracing this cultural practice. Still, my curiosity needs to be satisfied, and reading is a way to feel as though I am crossing something off my list while I embrace stillness and a few soundless moments.

I do not mind having a book in my hand or on the counter while I parent. My daughters will even sit with and ask me to read to them. (Tangent: The other night Willa found a copy of Catching Fire and thought it was the Bible. We read a little as the bedtime story. I did skip a few lines, but her curiosity overcame her, and I was not going to squelch that fire. She's such a Katniss).

To maximize my workout time, I read while on an elliptical. Mental and physical exercise can be done concurrently, although if you are nervous about being vulnerable in front of others do not read bereavement stories at the gym. I cry far too often in public since I actively seek out books that play at the heartstrings. My students, who also work out at the same gym, simply laugh when they see the tears running down my face.

Another strategy has been walking and reading. Pulling a Belle while walking down the hallway, in between class periods, is a great way to sneak in reading time. I have even been tempted to read in the driver's seat of a car, but I have resisted the urge (don't read and drive). Instead of surfing social media, skim through a book that you've meant to read for years. My recommendation, bring the book with you wherever you go; you'd be surprised how much time you have to crack that cover.

But I don't know what to read next? Create a conversation around literature.

On Facebook, I have been trying to post what I'm reading. Inspired by the media specialist at my school to create a conversation around literature, sharing what's on my shelf has helped me discover what friends are reading. Our networks of people will most likely have similar interests in books and seek titles that we are relevant to our lives in some way. The social media echo chamber is real and can be used to our advantage when it comes to literature. More of us are actively reading than we realize. Time is in constant shortage, and if we are fortunate enough to have the time to read, we often lack the time or opportunity to discuss what we're reading. The more we share and discuss books that inspire, motivate, touch, or just make us laugh, the more we can get excited about finding our next literary experience.

Another great place to look is the What's New section of the library. My local library has an impressive curation of recent and trending books that I love to browse. I have discovered several texts that I would never have picked up if it weren't for this section. Searching the New York Times bestseller list and other websites such as Goodreads can help, but I find that having in-person (or digital) conversations with friends have led to some of the best reading recommendations.

Learn unexpected things about familiar topics.

Recently, I have been reading Writers Read Better: 50+ Paired Lessons that Turn Writing Craft Work into Powerful Genre Reading (Nonfiction) by M. Colleen Cruz. In this professional development book, she addresses how reading can help us to learn and write about unexpected aspects of a topic. Reading and writing skills are so interconnected. Interesting speakers are strong readers, too; they have more to discuss and more background knowledge to draw upon when making connections and telling compelling stories. Through reading, students might be able to discover a backstory or uncover a unique fact that makes a topic like thunderstorms, table salt, WW2, or any other topic of interest come to life in a new and captivating way. There is much to discover in a book; take a trip anywhere and to any time that fascinates you.

So what AM I reading? 

The list below is the summer reading completed I completed thus far. If you want to chat about any of these titles, don't hesitate to let me know and feel free to share what books you're reading! I'm always looking to add great titles to my to-read pile. Thanks to all who already have shared what they're reading on social media! I have loved the conversation and am also overwhelmed with how much I have waiting to be read. When we take the time to ask what we're reading, we're really asking is, "What are you learning?" I have loved this summer of scholarship with my learning network of friends and family.

1. Radical Kindness: The Life-Changing Power of Giving and Receiving by Angela Santomero.
2. Loonshots: How to Nurture the Crazy Ideas That Win Wars, Cure Diseases, and Transform Industries by Safi Bahcall
3. Parkland Speaks: Survivors from Marjory Stoneman Douglas Share Their Stories
4. I'll See You Again by Janice Kaplan
5. One Thousand Wells: How an Audacious Goal Taught Me to Love the World Instead of Save It by Jena Lee Nardella
6. Hillbilly Elegy by J.D. Vance
7. The Hunger Games by Suzanne Collins
8. Here We Are: 44 Voices Write, Draw, and Speak about Feminism for the Real World
9. Educated:A Memoir by Tara Westover
10. Dear Heartbreak: YA Authors and Teens on the Dark Side of Love by Heather Demetrios
11. The Tattooist of Auschwitz: A Novel by Heather Morris
12. A Man Called Ove by Fredrik Backman
13. Whatever Gets You Through: Twelve Survivors on Life After Sexual Assault edited by Stacey May Fowles and Jen Sookfong Lee
14. Writers Read Better: 50+ Paired Lessons that Turn Writing Craft Work into Powerful Genre Reading (Nonfiction) by M. Colleen Cruz
15. Currently Reading: Girl, Stop Apologizing: A Shame-Free Plan for Embracing and Achieving Your Goals
    by Rachel Hollis
16. Next Read: Talk to Me: Find the Right Words to Inspire, Encourage, and Get Things Done by Kim Bearden
17. Waiting in the wings (along with about twenty other books): Just Checking: Scenes from the Life of an Obsessive-Compulsive by Emily Colas

Gamfiying Vocab and Diagnosis Meaning

Teaching vocabulary - from old school note cards to using root words to derive meaning, there are many methods that can be used to promote vocabulary acquisition. As a high school student, morphology made sense to me. My sophomore English teacher was passionate about drilling the Latin meanings of prefixes and suffixes, and to this day, I can dissect words to glean understanding. While teaching root words is not as integral to the curriculum that I teach, vocabulary strategies are still at the forefront of helping students improve their reading skills - especially when I am teaching struggling students or English language learners. To help make main ideas and authors' claims more cognizable, students need to have a foundational understanding of how to comprehend the words they read, especially when texts may contain words that they have not encountered before. And in case anyone was wondering - gnos means to know; that root happens to be my favorite.

This summer, I am teaching a group of what I affectionately am referring to as repeat offenders or students who for whatever reason, struggled through freshman English and found themselves sitting in summer school. My goal with these students to help them develop a strong sense of self-efficacy, cultivate essential literacy skills, and show them that learning can be fun. By building into these students as people, showing them grace, and helping them brush up on skills that can apply reading and writing in any context, I hope to empower them and give them the confidence they need to be active learners moving forward. Part of being a successful student in any discipline is understanding the language and being able to decipher meaning from a text.

Students who avoid reading at the high school level often struggle more than they like to admit to reading comprehension. A significant part of that struggle is not being able to access the meaning of the text or the words within it. I find this to be particularly true when reading nonfiction texts in the science and social science disciplines. To combat this issue, one of my focuses this summer is helping students use context clues to make meaning of what we are reading. Yes, students can use their Chromebooks to look up the definition of a word, but even with that resource (which they are reluctant to use in that capacity), they still may struggle with understanding what the author is trying to say. Instead, encouraging students to use context clues to create overall understanding can empower them and give them the confidence they need to succeed.

Using gamification, I have encouraged students to enjoy vocabulary work. To help students prepare for accessing a text, I provide students with sentences that contain vocabulary words underlined. We read the sentence first together as they are projected on the board. Then I have turned to fan favorite formative assessment tools such as Kahoot, Quizlet, GimKit, and Quizziz that challenge students to apply what they have initially understood about the words presented and also shed light on what words they may need to review more thoroughly.

Often, I start with Quizlet to allow students to use the flashcards and individual games to review the words that we are studying for the day first. Note that I typically have used 12 words in any given session, which I find to be an adequate number of words to make the learning experiences interesting while not overloading students with too many words as too many words may limit student retention. After students are exposed to the words, I will start a Quizlet live session, which encourages students to dialogue about the words with each other. Then, we play a quick round of one of the more competitive formative assessment tools to reinforce gained knowledge. I prefer GimKit as it repeats questions, which means more exposure to the words students are attempting to learn. After a session of formative gaming, we have read and annotated these articles together - stopping to talk about the words and their meanings while we read. While this process can be time-consuming, modeling the use of context clues and vocabulary learning to the class can show students the importance of understanding the words they read and empower them to be able to decipher texts based on the clues and content provided to them.

This summer has been an enjoyable experience with students and the gamification of vocabulary words. Witnessing students processing texts and seeking a deeper understanding of words they may not be familiar with has been such a positive experience. These students are so capable of decoding the texts we have been exploring related to cell phone and technology issues, mental health, and healthy lifestyle choices. I am encouraged by their ability to make connections, identify authors' claims, infer, and evaluate what we are reading. My prognosis for student literacy success- take the time to cultivate vocabulary skills. When students can diagnosis definitions and examine a text to find the author's intended message, they are sure to have a healthy sense of reading self-efficacy.

Stop Trying To Make Work-Life Balance Happen

Work-life balance is not a thing, Steph. Work-life harmony, however, is something that can be attained. 


A dear friend so kindly pointed out to me a few weeks into this school year that work-life balance is an unattainable dream. Between doctor’s visits, committee meetings, grading, and all the unexpected tasks that arise, balancing life’s spinning plates is often an arduous and impossible task. But this was the year that I was going to achieve balance, go home sooner, and bring less work home. This was my year to divide my time and energy into neat, scheduled appointments on my Google Calendar. After countless hours of at home working, grading, and preparation, my “balance” is certainly off kilter. The more I sought to separate and compartmentalize my professional and personal lives in the inaugural grading period of this school year, the more entwined they became. In the business of people (specifically teens), I have already abandoned the lofty goals of achieving some semblance of a zen-like state and have embraced the organized chaos that is my work-life blend.

My Google Calendar has certainly kept my phone a-buzz with reminders and messages that keep me on my toes. Relinquishing the control I wish I could take, I have accepted that work-life balance doesn't exist, and that is okay. Amidst the hustle and busyness that we all inevitably face, I am beginning to find a greater sense of peace.

Today, I started teaching a three-week course on Google. Meeting with small groups of teachers, I am reviewing the Google Level 1 Certification material with them in hopes of supporting their skills, simplifying their work lives by making their daily tasks more efficient, and helping teachers engage students in new and innovative ways. The words efficient and effective repeated themselves multiple times in our conversations. As society and technology evolve, so too do the needs of our students. 

Google’s mission is to support educators and the educational experiences of students. Inherently, the blue SHARE button in the top right corner serves as a reminder that we are all sharing in the learning process. As we prepare students to leave our halls sooner than they realize, we are teaching collaboration and communication. They have a plethora of information, tools, and resources at their fingertips, and yet, they need to be empowered to tell their own stories, sort through the information that they discover, and produce critical thoughts and ideas. Our students need to learn to be creators of content - not just critical consumers.

Exploring educational technology and the potential it has to support my students’ learning. It has challenged me to ask myself why I assess specific skills and what I hope students will leave my classroom knowing and producing. Ultimately, I have come to realize that we cannot fear failure and that we have to push our students to develop critical skills that can be applied to any text or even any area of study.

Change can have a negative connotation; we inherently dread change. Evolution, however, involves gradual growth and insinuates that there is a potential not yet realized. I hope that through a positive outlook and embracing both the success and failure that arises as the result of utilizing all tools available, I can guide my students to discover their own potential, cultivate skills that they will need to be productive citizens and help them to be well-rounded individuals.

As I continue on my path of work-life harmony, I will embrace the challenges placed before, and when I feel lost in the stream of life that is as clunky as the Classroom Stream is at the present moment, I will persevere and find new ways to organize myself and work toward attaining a work-life harmony.

Look, Mom! I'm balancing!