Posts Tagged ‘twitter’

So, I’ve been thinking about Twitter, how race intersects with (English class) curriculum, and snacks, always snacks. Last night all those things came together.

Currently, #GlobalEdChat is in a prime column in my TweetDeck, and when I had a few minutes Tuesday evening to wanted the twitterverse, I saw this tweet from the Asia Society.


I sent the image and the following message to all teaching colleagues at my school:


I rarely send bulk emails, but I am making an exception for this timely bit of information. This Thursday’s GlobalEdChat topic is teaching about race. (picture went here)

The conversation is organized by educators at the Asia Society and is from 8:00pm-9:00pm. If you have never participated in a Twitter chat, now’s a great time to start. If you just want to listen in (which means reading what folks have to say) you don’t even need a twitter account. Learn how to follow along in under 3 minutes. Or, if you already tweet, maybe try using Tweetdeck. Learn how in under 2 minutes.

Also, if you want to participate with friends (i.e. me), I would be happy to have anyone interested join my at my table and (borrowed) projector to watch in real time. I live very near school and have room for friends to join me around the table. I have also been known to feed people who show up to my house. Let me know if you are interested and I will tell you where to go/park.

Thanks for considering,


By Thursday night at 8pm, there were 5 of us around my table (not all of whom had the same racial or ethnic background), several others who had planned to be there but could not, and a few more participating online on their own. (I am not sure what I would have done if all those people actually came to my house. My table, wall, and dining room are not that big.) With my borrowed mini projector, I projected my Tweetdeck screen on the dining room wall. Then, just before the chat started I got to sneak in a little just-in-time lesson about the world of Twitter and we were off. Luckily the chat was not a very speedy one. When they move quickly and have many participants it’s really hard for those new to the format.

We had several side conversations, as you might imagine. But what we did was talk about race. And, as basic as that is, it is impossible to teach anything about race without first talking about race. And, honestly, it is probably more specific than that–without talking about race with someone of a different race. People felt passionately about ideas and experiences. They said so. But I think they also felt comfortable that the other folks literally around the table were there with good intentions. Why else come out at 8pm on a Thursday when we have Friday off?

Spoiler–we did not solve the puzzle.

But, as I sit at the same table 12 hours later, I know we started doing something. I had already talked with most of the people around the table about race and school and curriculum. But, talking in this small group, with some great questions from the chat, with food and no bell about to ring is different.

We have work to do at our school, and we are committing time and people to that work. It is going to take a lot more evenings around tables.

CCO Public domain image

So, I’ve been thinking about my own support of students of color, colleagues of color, and a curriculum of color in my school.

I hope that I am an obvious and effective ally and advocate for all of the above. However, as a white woman who is married to a white man and who lives in a fairly white neighborhood, I know I am missing a lot. My regular adventures outside my neighborhood are not enough. My conversations with colleagues are not enough. The books that I have managed to put in my courses are not enough. The articles that I read are not enough.

I read something by a journalist (whose name I cannot remember or I would attribute) who said that he or she at some point decided to be deliberate about having gender balance in his or her sources or quoted experts. Once making that conscious decision, it turned out not to be that hard, surprise, to find women experts; it just took paying attention and not being lazy.I think I can take this example to heart. It’s not hard to expand the voices I notice. There’s been talk about how Twitter is dead or at least passé. Personally, as an educator, I still find it immensely valuable. And, it is another way for me to expand my circle of things I notice. So, I have been very deliberately adding many more voices of color to my twitter feed. My “home”

There’s been talk about how Twitter is dead or at least passé. Personally, as an educator, I still find it immensely valuable. And, it is another way for me to expand the voices in my circle. So, I have been very deliberately adding many more voices of color to my twitter feed. My “home” tweetdeck column is changing for the better, and it’s leading me to other resources.

It’s not an end, but it’s another step in the right direction.


So, I’ve been thinking about curious conversations with #CLMOOC. It’s been about close listening, digging into an idea, narrowing in some ways. I post about it. I plan to talk more with Scott Glass about what he does with his students so that I can maybe use it to improve my podcasting ideas, which so far have refused to take off despite serious and quality attention from me and others.

Then, everything turns upside down and I’m thinking about the big picture of connections and community rather than the small, one-one conversations. Here’s how it happened.

I headed over to my #CLMOOC column on Tweetdeck to reply to a few tweets and see what was happening before the day got away from me and I saw this.

Game over. No work is happening. (But it’s good. I mean it’s learning, right.)

I followed the link, read the brief post, and then went to the real data cloud. Go look at it now! The data cloud in action is amazing. It’s mesmerizing. I love the idea of making ideas, thinking, and connections visible. But then, to do something about it, to aim to make an introduction or pathway for someone on the edge to connect? Fantastic. This is what we as teachers try to do all the time with students. We want them to be able to connect with their classmates, connect deeply with ideas, listen to each other. But, do we have the data to know not just who talks, but with whom, who connects and who needs an introduction? I can look around my room, listen, and look and get a sense of who is participating and who isn’t. I try really hard to know how my students learn and to push and support them. But, this dynamic map of the conversation, it’s a game changer.

Here’s what I’m thinking about at the moment:

  • Similar kind of conversation mapping is done sometimes as part of formal observation or research and is time-consuming to do. What could I learn if I record my class and then go back and make a similar, but not dynamic, map. I’m sure I would discover something new.
  • What about in larger, community spaces? Which students have expansive social networks that go across sociocultural groups, and which don’t. For those who don’t, what does this mean in terms of the range of ideas and opinions they hear from peers? How many of our students are in idea bubbles? What data would we need to learn this and what could we do if we had that data?
  • Same for colleagues in the school. Who keeps the his or her department? How does that impact his or her greater understanding of the school, the curriculum, the student experience?

Since the world of classroom and teacher conversations do not happen on Twitter, I won’t be able to use tag explorer. And, classroom observation is not new. However, I do think that thinking about classroom observation not as an evaluative event, but as a way to gather data about connections is different.

Then, before I could even post this, I tweeted a little about how interesting the connection visualization is and wondered about classroom use and got a couple of replies including this one.

Read the post. It’s about seeing which student to student connections are there and seeing which student to student connections are NOT there. I saw it a while ago, and it does really connect to this connections puzzle.

So, what am I going to do about this? Well, first off, I am definitely going to do some conversation mapping of my own classes. In particular I am going to try to do this when we talk about non-controversial topics and then more controversial ones. I suspect there will be plenty to think about with that. Second, I am going to talk to a group within my school who was doing research on sociocultural identifiers and their connection to a lot of things. I think combining this with classroom conversation maps could be really interesting and important. Of course, all of this will take time, lots of time. I’m still looking for that extra hour in my day. I think it’s hiding with the cleaning fairy.

Oooh, I am so excited about this, which meant I had to talk about it. the first victims lucky winners to hear about these ideas were some colleagues at lunch on that very day.

Who should I talk to next?

So I’ve been thinking about public spaces. I listened to the Stories and Spaces HangOut on Air which provided a lot of food for thought.

I decided to make flyers which asked questions about public spaces and post them in public spaces. I sketched out several versions myself and made a list of where I might post them into neighborhood. Then I realized that quantity might be important and remembered I have free labor at my house. So I introduced the idea of poster making as a fun family project (insert eye rolling here).

Ultimately we ended up with these two flyers.

Then the staple gun jammed, and work got busy. I enlisted my free laborers again, and they posted a dozen of the first poster around here and there.

So far, a few of the tabs have been pulled off the poster closest to our house. Also, I saw someone take a picture of one of the posters, but no tweets from the poster.

On the bright side, Searching the #publicsspaces does produce some interesting images and discussion that I am happy to have found. And, I continue to be interested in this idea and may expand the area of the first poster to see if I can’t get some tweets before moving on to the next one. Once school is back in session I think I might see more tweets, given where we posted the flyers. I’m intrigued by the idea and hope I can keep rolling it around in my head for a while.


So, I’ve been thinking about Twitter again recently. During the school year, I felt pulled in too many directions to be doing much tweeting. However with summer schedule in effect, I’m back. (My position is 12 month, so I’m at school, but the pace is much more livable, and I have time to noodle around and actually find new things.)

One of the things I’m working on is a new English elective called “Truth and Fiction.” I have the book list pretty much set, but am looking for some podcasts. I read about the Mortified series and started listening. I’m hooked. And, now that I’m back to tweeting and have my summer learning hashtag to support, I tweeted this.

Next thing I know, I’m having a conversation with @Mortified.

Screen Shot 2015-06-20 at 1.22.35 PM

How great is that?

So, I’ve been thinking about and participating in conversations on Twitter as the school year has wound down. A few weeks ago I saw a tweet about having a school hashtag for students to share learning over the summer. I thought, what about teachers?

I tweeted that to a few colleagues and got a couple of takers. Here’s my first tweet:


I’m hoping that a few more people join in. I even sent an email to all the colleagues at my school hoping to get some more participation.

Hi everyone,

A few of colleagues have been tweeting summer learning with the hashtag #ShipleySummer. If you read something, see something, learn something, feel free to join in the tweeting. Also, search the hashtag or add it as a column on tweetdeck or hootsuite. Then, you can see what your colleagues are up to and take advantage of what they are learning. 

And, if you aren’t on the Twitter bandwagon yet and this has made you curious, I’m available to introduce you.

Happy summer and happy tweeting,


At the end of the month I’m going to send a collection of the things shared on the hashtag in the hopes of encouraging more participation. So far, there are a few enthusiastic tweeters, but I’m sure there are other colleagues out there learning.

Has anyone else tried something similar?


So, I’ve been thinking about professional development. One of the things I credit my participation in professional development through PLP for doing for me is reconnecting me to my profession by reconnecting me to professional development that works for my schedule. I am not opposed to going to conferences (I have written about the value I find in them, and I’ve also written about how I just want a day to think about all the information I’ve gotten at those conferences, here), it’s just not convenient to attend them all the time. Yet, I could always use some professional developing.I mean really, couldn’t we all? I don’t think I’m alone here. What I learned in my first year with PLP, oh so many years ago now, was the value and ease of connecting through social networks, both nings and Twitter. I developed a PLN (Personal Learning Network).

One of the many things I have learned about through my PLN lately is the Global Education Conference that is going on right now. (If you are an educator of any kind, seriously follow the link now. I dare you not to find something of interest to you.) I honestly can’t remember where I first heard about it– someone’s blog, an email I got as a member of a ning, or twitter. Anyway, I have listened to several sessions at this point. But, since it’s a global and virtual conference, there are sessions literally around the clock. This is super teacher-friendly and Wendy-friendly. My personal kids are still young, so they actually notice when I get home, and I notice because I pay the babysitter. I also feel that once I am home, I should pay some attention to them. My kids and I are in agreement on this, mostly. Therefore, that “right after work time” is not a good one for me to be in a class or webinar. Instead, for me after 8pm is a handy time, as long as I don’t have to leave my house. My backside and my couch have a serious thing for each other that is very hard to break up. I have tried.

Global Education Conference to the rescue! It’s 8pm, dinner had been made and eaten, kids in bed, time for some learning. I even got off the couch. . . and into the tub. I got out my Mr. Bubble, turned on the hot water, and set my computer on a chair near by. I logged into the Backboard Elluminate session and then listened and watched as I reclined in the bubbles.


(Nail polish notes: cobalt blue color, by Scotch Naturals, is not only a great color IMO, it is also chemical free!)