Using Cell Phones to Engage Parents

I just read this article and thought it offered some exciting possibilities for the use of cell phone technology in engaging parents. What do you think?

 Ideas that Work 4 ways to connect with parents via texting By Lisa Nielsen on February 27th, 2013

Building the home-school connection is important for all school staff, but few realize the power of the tool in their pocket. Even if they don’t have Internet access, most parents have access to cell phones. However, in many cases, most simply use their phone as a calling and texting device. It’s time to change that! There is so much more you can do with free and easy-to-use resources that will help you coordinate and connect with parents in powerful and exciting ways.

 1. Mass texting Services like Remind101 provide a safe, one-way, mass text messaging system created specifically for use in education. It keeps your phone number, and the phone numbers of your subscribers private, stores all of your sent messages, and it’s free to use. Once the school’s parent coordinator signs up and creates a parent list, parents are able to sign up with one text or e-mail. Because of the convenience of sending messages directly to phones, Remind101 is a perfect tool for announcements and reminders such as school holidays, school events, photo days, fundraising events, testing days and more. Places like New York City public schools are using Mobile Commons, another mass texting service to keep families informed with text messages in English or Spanish throughout the school year. Mayor Michael Bloomberg touted the program as a crucial step in “doing more to make sure parents have the information they need to help their children succeed — even when they are on the go.”

2. ClassPager Connect with parents and engage students with polls, exit tickets, event reminders and more using ClassPager. ClassPager allows parents and students to use their own devices (phones, tablets, laptops or other computers) to respond to questions or surveys that the teachers designs with simple text messaging. Questions can be both open response and multiple choice. Amar Vedi, an algebra and statistics teacher at Vance High School in North Carolina, uses ClassPager to assign homework, send out reminders, share links to educational videos and answer questions. In many cases, this is sent not only to the students, but to the parents as well to keep them apprised of what is taking place in his classroom.

3. Twitter Anyone (in the U.S.) can receive tweets on their phone even if they haven’t signed up for Twitter. This is a simple way for people to get information they care about in real time. For example, let’s say you want to get tweets from New York City Schools (@NYCSchools). Just text ‘follow NYCSchools’ to 40404. It doesn’t have to stop with following your school district. Schools, principals and even teachers can set up Twitter accounts to keep parents connected to the latest information. Locke Elementary School in Chicago uses it to great effect.

4. Poll Everywhere Poll Everywhere provides a terrific way to capture the thoughts, ideas and opinions of parents. Simply set up a multiple choice or free response poll, text parents the code, and have them text their answers like they do on shows such as “American Idol.” Principal Eric Sheninger of New Milford High School in New Jersey suggests using Poll Everywhere during back-to-school nights. He says it’s a great way to elicit feedback during budget presentations or to secure real-time input on school initiatives. Laura Spencer, an instructional technology coordinator for a K-8 school district in San Diego suggests quizzing students on topics taught in school with a twist. She also sends the messages to parents. She explains that students enjoy comparing their responses to their parents’, and this gives parents a deeper insight into what is happening during the school day. Maine school board member Lisa Cooley suggests using Poll Everywhere to provide data about parent opinion to inform school board decisions. For example, ask how they felt about a recent school event, a new facility, the holiday homework, or a new curriculum.

So, what do you think? Could some of these resources be help build home-school connections where you work? Which ideas do you think will be successful or have you experienced as being successful? Are there challenges or concerns that are getting in the way of you implementing some of these ideas? If so, what are they?

Lisa Nielsen (@InnovativeEdu) has worked as a public-school educator and administrator since 1997 and is the author of “Teaching Generation Text: Using Cell Phones to Enhance Learning” and The Innovative Educator blog.

FREE Event on Technology Resources - March 8

I just saw this advertised on the NMSU Hotline and registered for it (it's FREE). Thought others may be interested as well. Event to be held March 8 Gerry Hanley from California State University's Affordable Learning Solutions Initiative has created a “one-stop shop” for faculty and students to find and use no or low-cost course materials from MERLOT/OER, digital library collections, publishers’ digital textbooks and faculty authoring their own materials. The presentation will demonstrate the services open to all and review the strategies to institutionalize affordable learning solutions within your campus culture and organization. The event is scheduled twice from 9 to 11 a.m. or from 1:30 to 3:30 p.m. Friday, March 8, in Milton Hall, Room 50. For more information or to register visit http://teaching.nmsu.edu.

Podcasts & Vodcasts ... Oh, the possibilities!

Saturday's class focused on "Podcasts & Vodcasts." I'm a subscriber to a number of podcasts ("Stuff You Missed in History Class," "On Being," "The Dinner Party," "Father Matt Pennington's Homilies," "Learn Out Loud," and others) so I was more than vaguely familiar with the topic from an audience perspective. What was surprising and exciting about the class was learning to make these kinds of presentations myself. Cheng helped our group address some technical "intricacies," but once we figured out what we were doing, we soared, preparing a series of short presentations around the same topic ... the small town of Animas, NM. In our first (Cheng scaffolded) podcast, Lupita and I hosted a imaginary program on small towns in New Mexico. Our guest for the day, Erica, a resident of Animas, answered questions about the town's size, location, history, economy, and so forth. It was thrilling. From there, we developed another (mostly independent) podcast on "Elephants in Animas." In this segment, Erica asked questions of Lupita and me about the fictional Las Cruces Zoo and how her students in Animas might learn about them via podcasts. From there, we did a call-in vodcast show where listeners (notably "Jonathan" in Albuquerque and "Tex" in El Paso) asked questions about Animas to the host. Within an hour, we can created a short, linked series that required us to use a broad array of skills, including newly developed ones. Besides having a great deal of fun and simply reveling in the joy of learning, I realized how many skills I needed (and a student would need) to use for this kind of activity -- planning, teamwork, curiosity, developing questions, oral fluency, thinking on the fly, dealing with unforeseen problems/obstacles, making transitions, and more! In the past (i.e., before this class), I would have been very hesitant to try using this kind of technology or any other technology that seemed out of my reach (basically anything beyond a telephone!). However, that hesitancy if quickly fading. In fact, I saw a Learnist (kind of like Pinterest, but for educators) posting this morning called "Transform Your Classroom One Video at a Time." I skipped to #10, which was a Ken Burns-style documentary on the Civil War that a group of 8th graders developed. I'm not sure I'm "there" yet, but I'm definitely feeling excited about the possibilities of all technology in the classroom, including podcasts and vodcasts. Oh, the possibilities! BTW: In case you're interested, here's the link to the Learnist post mentioned above: http://learni.st/users/art.titzel/boards/12314-transform-your-class-one-video-at-a-time?utm_source=Learnist%2BNew&utm_campaign=58bf1b13a4-Learnist_Digest_26_02_19_2013&utm_medium=email

Social Justice -- Elephants in Animas!

Animas Unveiled

Here's a podcast on Animas, NM, with interviewers Lupita and Roberta and special guest, Erica. And we took callers interested in learning more about Animas, including how to get there.
Video streaming by Ustream Enjoy!

I love these ideas -- Web 2.0 tools to support lesson planning!

Five Free Web 2.0 Tools to Support Lesson Planning

FEBRUARY 14, 2013

Photo credit: e06158 via flickr

"Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought or an event." -- Heidi Hayes Jacobs, Educational Consultant, Curriculum Designers, Inc.

Web 2.0 tools are online software programs that allow users to do a number of different things. They can be used to teach curriculum content, store data, create or edit video, edit photos, collaborate and so much more. These programs are often free and are used by teachers, students and sometimes parents, both in and out of the classroom, on a pretty regular basis.

The question then becomes: are educators prepared to use these tools? Are educators, especially new ones, ready to incorporate Web 2.0 tools into their classroom? How can they be sure that the tool will remain a support piece rather than a replacement for their lesson planning and instructional practice?

Embracing the use of Web 2.0 tools in lesson planning may still be new to many educators. However, it's important to consider how these tools can serve as a powerful companion as we seek to improve and enhance our lessons with students. When we learn to harness their power to bring learning alive in the classroom, it’s a benefit to all!

As we talk about Web 2.0 tools, here's one point I want to stress. We need to remember that it's not about the specific tools we use with our planning and our students, but why and when any given tool is needed. Ideally there also needs to be a culture within the school that values using technology to build lessons that ultimately will be used in the classroom. As a former school principal, I can guarantee that if the school leadership is modeling the use of technology by providing professional development in this area, it will support the school community to effectively integrate technology for teaching and learning.

With so many free tools available on the web today, how do we decide which will be the best fit for our use? Let’s take a look at five free Web 2.0 educational tools. I encourage you to seek them out, practice with them and learn to incorporate them as you prepare your lesson plans. Will learning to use these tools take time? Yes. But I hope you’ll agree that the benefits are well worth your time!

1. Pinterest

If you've not heard of Pinterest, what rock have you been hiding under? OK, kidding aside, Pinterest is a virtual pinboard filled with incredible resources for anyone, anytime! Most importantly, it’s become a huge support piece to educators worldwide. The Pinterest team describes it this way:

Pinterest lets you organize and share all the beautiful things you find on the web. People use pinboards to plan their weddings, decorate their homes and organize their favorite recipes. Best of all, you can browse pinboards created by other people. Browsing pinboards is a fun way to discover new things and get inspiration from people who share your interests.

Pinterest has taken the educational community by storm, and here’s why: resources there are visual, clickable and shareable. Not only that, the virtual boards created can be shared by a group or built by one person. Further, the lessons being curated in an "open source" manner are easy to access and integrate into your planning. Many thoughtful, experienced educators are sharing great lessons and resources that simply should not be missed. Here are a few "pinners" that I recommend you seek out as you consider this resource for lesson planning support:

• Laura Candler
• David Kapuler
• Angela Watson
• Edutopia
• Me!

Each of us has resources to share that you can easily access and begin to incorporate into your planning. If you have an account, you can choose to follow a bunch of cool pinners and take advantage of the resources they share, or just curate for yourself. And remember . . . you don't need to have a Pinterest account to access these great, free resources.

2. Edcanvas

Edcanvas is a fairly new free Web 2.0 tool. I see so much potential for it as a support system for good, strong lesson plans. The education community is growing at Edcanvas, and developer Amy Lin blogs about product updateshere.

Here's what the Edcanvas team has to say about their tool: "Edcanvas is the one place for teachers to create and deliver lessons digitally. Teachers and students can use Edcanvas to organize their work and present knowledge." Pretty neat concept.

Through the use of canvases that you build and create following simple steps, you are organizing, presenting and sharing online resources with your students and colleagues in a way that's vibrant and unique. Visit the Edcanvas home page to see how it works and how easy it can be to start building and sharing a great lesson. Once there, you'll see and experience tons of resources that you can start using right away to enhance your lessons. Here's an example of a canvas already created by Anthony Evans on Sentence Writing. Lastly, here is a short 38-second video that shows how easy it is to create an Edcanvas.

3. LiveBinders

I'm a big fan of Livebinders, and so are thousands of educators world-wide! Livebinders were created so that anyone, but especially educators, could do with digital information what we typically do with the papers on our desk -- organize them into nice containers like three-ring binders on a shelf. With these online binders, you can also upload your documents and easily combine them with your links in a neat and organized way. The beauty of LiveBinders is that you can organize a lesson there, collaborate with a colleague in writing that lesson on a binder, and share it across many spaces. You can even have students work collaboratively on binders.

Once you’ve created your binder by filling it with links, resources, photos or videos, you can share it via email, link it to anything, embed it in a blog or view it in presentation mode. Many educators are using LiveBinders to support their going paperless or to house their presentation materials for an upcoming conference. Or they might create one at an event and add links to it as the event is in progress. Creating a LiveBinder to support your lesson planning will save you time and become a living document that you can update anytime. Here's a binder that I created for my presentation in June at ISTE12 that's been viewed over 4,800 times! Take a look at it and think about ways that you could begin developing one to use in your classroom. Could it work for you?

4. Storybird

If you're looking to provide vivid, visual support to your language arts lesson, this is the tool for you. Here’s what the Storybird team shares:

Remember, Storybird is family friendly, and all stories submitted to our public library must be appropriate for children. Storybird helps people connect, play, and create and enjoy stories. Like a game, it's meant to be fun and give you hours of enjoyment. And, like a game, it comes with some rules.

That said, Storybird is a fun and easy-to-use tool for creating short, visual stories. You and your students can select artwork, drag and organize photos, and add your own text to create beautiful digital stories. These creations can then be published on the web with adjustable privacy settings and with the option to allow comments, which is perfect for teachers to encourage student collaboration. In addition, there is the option to create a classroom account. You can sign up for free or consider an upgrade to a paid account. There's even a "refer a friend" program. The opportunities to use this free Web 2.0 tool to enhance your reading lessons are there for the asking. Take a peek at one of my Storybirds, then get started with creating yours!

5. VoiceThread

VoiceThread has been a solid lesson-planning standby tool for some time. It's a collaborative, multimedia slide show that allows students to comment on images, documents and videos through text, video and audio files. Teachers can set up groups and classes as well as moderate comments, embed in blogs, and export to audio files. It's an easy way to differentiate instruction while providing choices to "show" learning, engage in conversation, and think openly and critically about content. Click here to see a great example: "What's a VoiceThread anyway?" Then consider the ways you could incorporate VT into a great lesson in reading, writing or arithmetic.

Finding Your Comfort Zone

Sometimes the idea of incorporating these tools into your lesson-planning structure might seem overwhelming. You may even be concerned that Web 2.0 tools won’t fit into your school or district standards. Well, for those who have trepidations, ISTE has developed a set of educational technology standards for teachers. These standards, called ISTE NETS, seek to move beyond the tool and address the bigger picture of technology in the classroom and in professional practice. Take some time to visit the teachers' page and decide for yourself regarding what will or won't work to support your comfortable tool integration. In the meantime, take a look at a great video on how one teacher uses free Web 2.0 tools in her classroom:

Do you already use these Web 2.0 tools? Will you commit to trying a new one? Are there others that you use? We'd love to connect with you! Take the time to check out these five cool tools. And leave a comment below to share with us which tools you use, and how they're supporting your lesson planning.

This blog is part of a series sponsored by TEQ.

Do's and Don'ts of Classroom Technology

I just read this blog and thought it was especially timely and useful in terms of the questions we've been reflecting on in class this week. Roberta

The Time-Tested Dos and Don'ts of Using Classroom Technology

By Paul Barnwell

Premium article access courtesy of TeacherMagazine.org.

Read more FREE content!

• Printer-Friendly
• Email Article
• Reprints
• Comments
• 

The choices are endless. Should I set up a class blog or a Twitter account? Should I use Edmodo? Test out cell phone use in the classroom? How about Google Docs? Prezi?

Throughout my nine years in the classroom, I've been eager to test out possibilities for improving teaching and learning through technology use. It's a messy process. Back in February 2010, I broadcast my eagerness to use cell phones in the classroom inEducation Week. Then I changed my stance, arguing in May 2012 that too much social media and gimmicky technology application in the classroom could lead teachers to neglect teaching students substantial skills.

Since then, I've tested out Edmodo and continued to explore. After years of experimentation and reflection, here's my current take on smart—and not-so-smart—ways to use technology in the classroom:

Do: Teach students basic photo-composition rules and simple editing. With these skills, students can capture and set up their own images to create authentic digital stories and presentations using Animoto, iMovie, Photostory, and other programs.Check out this student example, in which Will interviewed a classmate to create an audio slideshow profile of his involvement in our school’s Reserve Officer Training Corp (ROTC).

Don't: Rely heavily on Google image search or other copy-and-paste solutions for presentations. Yes, searching for appropriate images takes a little bit of effort. But it's too easy, and doesn't promote creative problem solving.

Do: Use Google Drive. I model the usefulness of a cloud-based service, showing the students how I update my lesson plans daily on Google Drive. I ask them how often they have misplaced a flash drive. Most hands shoot up. Before long, many students begin using Google Drive for other classes and assignments.

Don't: Allow students to give the excuse that they accidentally left their flash drives at home, resulting in the inability to work on a writing piece or presentation. With cloud-based services, students simply don't need a flash drive to work on a variety of computer-based assignments. Few students lack internet access at home or on their phones, and we must teach students to take advantage of this more efficient approach.

Do: Use old-fashioned note cards for exit cards, four-corner discussion, and other "old-fashioned" methods to gather real-time data about student understanding.

Don't: Let yourself get suckered into online polling programs or other digital tools to simply check for understanding or complete other formative assessments. I've found this to be inefficient. Sometimes paper or verbal communication should trump the allure of using technology.

Do: Promote fluency, discussion, and presentation skills by having students use their cell phones or flip video cameras to record conversations, narratives, speeches, and other class assignments. For example, when my students are editing and revising, I ask them to record themselves with voice memo tools on cell phones, reading their writing aloud.

Don't: Rely so heavily on technology tools that speaking and listening skills go by the wayside. It's too easy to engage students with a screen. Most teachers and parents of teenagers know how quickly they default to texting, chatting, and other communication that is filtered through a screen. Don't over-use fragmented, text-based digital communication when you can use the same tools to enhance and critique more "traditional" skills relating to extended writing pieces, interviewing, and speaking.

Do: Encourage students to make phone calls when researching information or contacting sources outside the classroom. Having real-time conversations requires non-filtered verbal communication skills, an area in which many students struggle. (This tip is for teachers, too, considering how inefficient emails can be in day-to-day school operations.)

Don't: Teach students to rely on texting and email when gathering information. Too often, the lag time hinders efficient planning, useful conversation, and data collection.

Do: Use Jing or other screen-capture video software to model complicated instructions. This software records all key strokes and audio—if you choose to speak—when you are modeling a task or directions on a computer. For example, when I begin teaching students how to edit audio using Garageband, I'll use Jing to record myself narrating instructions as I move files and make commands, then I'll post the video file to the class Edmodo page for future reference.

Don't: Expect students to remember multi-step instructions with new software, apps, or programs. Anything beyond the one-step status update requires a model for students to refer back to, which is why Jing comes in handy, saving you constant nagging by students about how to do something.

As technology continues to evolve, there is no doubt I'll revise this list, utilizing, reflecting, and revising my practice. There's so much out there—too many ideas to try—but these guidelines are serving me well. What am I missing? Any other "dos" and "don'ts" that you've found effective in your classroom?

Paul Barnwell teaches English, creative writing, and digital media at Fern Creek Traditional High School in Louisville, Ky. Thanks to the CE&S Foundation, he will complete a degree at Middlebury College's Bread Loaf School of English in Oxford this summer. When not experimenting with urban gardening, bow-hunting, writing at his blog Mindful Stew, or watching football, he's an active participant in the Bread Loaf Teacher Network, the National Writing Project, and the Center for Teaching Quality's Teacher Leaders Network.

Thinking about and using technology ...

In addition to Education 518 (Pedagogy & Technology), I'm taking a reading course (Content Area Literacy). I'm surprised to note the extent to which what I'm learning in 518 is having such a large spillover effect on the reading course. Given the results of this latest survey* by Blackboard and the nonprofit Project Tomorrow, I probably should not be surprised. The data clearly indicate that almost 3/4 of aspiring teachers use technology such as discussion boards and chat sites. However, the spillover effect I am experiencing is more than just the perception that I'm using technology in different ways, but that I'm THINKING about it in different ways. Pretsky's framing of content and technology as verbs and nouns is helping me to consider how students can use technology to develop the skills and knowledge that will serve them well beyond their formal academic experience. I'm still not completely convinced that lectures are dead (or that we should kill them!), but I'm rapidly moving closer to the idea that they should be rare and unusual. This is a big leap forward for me and it's exciting on several levels. Most importantly right now, it reinforces for me that I'm not so entrenched in how I've always done something or always thought about something that I can't change. Very exciting.




*Education students are using more technology in teacher training
Aspiring teachers are taking a more self-directed approach to their training, in part, because they are more comfortable with technology and more likely to use digital devices in their professional pursuits and personal lives, according to the annual Speak Up report. The findings of the survey by Blackboard and the nonprofit Project Tomorrow include that of 1,350 education students polled, 74% of aspiring teachers use discussion boards, chat sites and social networking -- compared with 50% of in-service teachers, Mike Bock writes in this blog post. Education Week/Digital Education blog (2/11)

Just In ... Technology's Impact in the Classroom

This article below reports on a survey of US teachers (k-12) in terms of the extent to which they are using technology in the classroom. This is a very strong indication of how important technology has become. I've highlighted the points that struck me as key. 

National Survey of Teachers: Impact of Technology in the Classroom

Submitted by Lauren Williams on Mon, 02/04/2013 - 3:25pm

Wednesday, February 6, 2013

PBS LearningMedia today released findings from a national survey of pre-K-12 teachers that provides a current snapshot of how teachers are utilizing technology in America’s classrooms, the types of technology teachers have access to and their attitudes toward technology. Three-quarters of teachers surveyed link educational technology to a growing list of benefits, saying technology enables them to reinforce and expand on content (74%), to motivate students to learn (74%), and to respond to a variety of learning styles (73%). Seven in 10 teachers (69%) surveyed said educational technology allows them to “do much more than ever before” for their students.

On Digital Learning Day this February 6, educators nationwide will celebrate how digital learning is positively changing education. More than two-thirds (68%) of teachers expressed a desire for more classroom technology and this number is even greater in low-income schools (75%). 

“Technology is a critical part of learning and teaching in today’s classrooms,” commented Alicia Levi, PBS Education. “Teachers today need access to high-quality digital content to keep pace with schools’ investment in interactive whiteboards, tablets and other devices to maximize the educational benefits of technology in classrooms.”

Teachers are integrating digital learning into their classrooms more than ever. Nearly half (48%) of teachers surveyed reported using technology for online lesson plans, and just under half use technology to give students access to web-based educational games or activities (45%). Additionally, teachers use online video, images and articles (43%). Sixty-five percent of teachers reported that technology allows them to demonstrate something they cannot show in any other way.

Interestingly, a growing number of educators have access to and are adopting new technologies and platforms to support instruction. Ninety percent of teachers surveyed have access to at least one PC or laptop for their classrooms, and six in 10 teachers (59%) have access to an interactive whiteboard. Tablets and e-readers saw the biggest increase among technology platforms available for classroom instruction. More than one-third (35%) of teachers said they have access to a tablet or e-reader in their classroom, up from 20% a year ago. Among teachers with access to tablets, 71% cite the use of educational applications as the most beneficial for teaching, followed by educational websites (64%) and educational e-books/textbooks (60%).

As more educators are adopting technology for a 21st century curriculum, the accessibility of educational content on a variety of platforms is key to bringing lessons to life in classrooms.

PBS LearningMedia (www.pbslearningmeda.org) provides educators with free access to innovative classroom-ready, curriculum-targeted resources aligned to National and Common Core State Standards. Drawing from critically acclaimed PBS programs such as NOVA, Frontline, American Experience and PBS KIDS programs like Sid The Science Kid, as well as The National Archives and NASA, the service offers teachers more than 20,000 videos, images and articles to enrich classroom instruction. PBS LearningMedia is currently being used by 650,000 teachers nationwide and is accessible on multiple devices.

Survey Methodology

The survey spanned 503 web-based interviews with US pre-K-12 teachers. The survey was conducted January 15-20, 2013, by VeraQuest, Inc. and has a margin of error of +/- 4.4% at a 95% confidence level.

PBS LearningMedia is ©2012 PBS & WGBH Educational Foundation. All rights reserved. For more information, visit www.pbslearningmedia.org.

Reflections on "Blogs"

Guadalupe Estrada, Clarissa O’Connor, Erica Valdez, and I presented on “blogs” in yesterday's class. What did you think? I've been reflecting on the presentation and the discussion that followed, especially with regard to the suggestions class members had on how to improve an instructional assignment using blogging technology.  First, I thought the idea of including an audio track with a reading of the poem was brilliant! I'm a visual learner and tend to fall into the trap of assuming everyone else is as well. However, there is nothing like hearing a poem read and this would use the technology in a relevant way to truly enhance the assignment. Thank you for that stellar idea. Secondly, I really like the discussion about recasting the questions to encourage an online discussion so that students can add to, agree/disagree, point out other possibilities, and so forth. With this in mind, I began to see this as a preliminary activity before students actually write their own essay in response to questions that naturally evolve from that online discussion. I'd love to hear if you have further thoughts on using a blog as a kind of pre-writing activity. 

Flipped instruction -- It's starting to make sense

I just read an article (see below) about “flipped instruction” — a topic I’ve encountered many times before. BUT … this time it’s starting to make sense to me. I’d love to see how a flipped classroom in action. Have you flipped your classroom? What are your experiences with it?

Flipped instruction turns the tables on students
More schools nationwide are adopting the flipped instructional model — a trend driven by success stories and a tech-savvy generation of students, according to data from the Flipped Learning Network. California high-school math teacher Crystal Kirch records short instructional videos, which students watch at home, while class time is devoted to practicing what they have learned at home. “It’s a huge transformation,” Kirch said. “It’s a student-focused classroom where the responsibility for learning has flipped from me to the students.” The Orange County Register (Santa Ana, Calif.)/The Associated Press (1/28)

Here’s a link to the entire article: