blogging

Read > blog > discuss > repeat

Blogging isn’t new. In fact, blogging came on the scene a full decade before my current students were born. But have our students discovered the power of their own blogging?

If your students are writing, I challenge you to move that writing to blogs. And if your students aren’t writing, blogging is one way to change that. When students move their work from paper to blogs, they:

  • publish their writing to a bigger (and more significant) audience;
  • can easily access and read their peers’ writing;
  • can engage in online conversations in response to their peers’ writing;
  • learn to work online for academic purposes;
  • learn a variety of digital skills within a meaningful project.

For a few years now I have had my students create digital portfolios using Weebly.com, where they showcase and reflect on the learning they have done throughout the year. I like Weebly because it is a free and easy program that allows students to create beautiful and personalized websites with their own blog pages.

wong blog

pportfolioed

blog sample jennifer

So this year my students built their Weebly sites and published one blog post… and then, in ongoing efforts to regulate students’ access to the internet, our district tightened up the filter. And just like that, we lost access to Weebly.

Sigh. Such is life in a tech-integrated classroom. But we know from experience to think fast, change gears, and pivot to the back-up plan.

Did you know that Google Docs make pretty good blogs? Students write their blog post in a Doc, and then their classmates use the insert-comment option to respond to the post. The authors are then able to read and reply to the comments, and shazam, we have our own blogs with comment threads. Take that, filter.

blog sample Tito

Last week my students finished reading Sleeping Freshmen Never Lie, by David Lubar, and they were eager to talk about the story. Since they had already blogged their responses throughout the reading, they had a wealth of resources from which to draw for a class discussion.

At the start of class they went to our document of blog links and read entries from six of their classmates’ blogs. In their notebooks, they jotted down the names of bloggers to recommend and topics for our discussion. They shared out what they found and I started a list on the board:

blog topics

(Bonus points for Mikaela for pointing out the red herrings!)

Then we moved our chairs into one huge circle (thank you, flexible furniture with wheels!) so we could see each other as we talked about these big issues.

I am so proud of and impressed by the discussion my students had. They are 8th graders, which means that sometimes they have the insight and sensitivity of adults, grappling with issues like poverty and the presidential election; and then the very next day (or minute) they are more like 4th graders, rediscovering the humor of bodily functions. But after reading each others’ blogs, they entered our discussion understanding that many of their peers, like Lee and Mouth, have been victims of bullying. They saw themselves in Scott’s family dynamics, as well as in the familiar cliques of Scott’s classmates. They recognized the angst Scott experienced as he pined for Julia while discovering unexpected friendship in Lee. And although depression and suicide may seem like scary and far away concepts for 8th graders, my students discovered through blogging that some of their classmates had been close to those very situations. Their class discussion was polite, mature and sensitive, and covered a wide range of topics inspired by the novel. With all of their blogs as starting points, they could have continued their conversations well past the final bell.

Blogging is a natural for English class (and a powerful platform for English language learners), but teachers and students are also discovering the benefits of blogging in classes like math, sciencehistory and more across the curriculum.

How could your students benefit from blogging? What could they blog about that would further their own learning, as well as prompt their classmates to deeper thinking?

Add Twitter Feed to Weebly Site

You don’t need to be fluent in HTML to embed your Twitter feed into your Weebly site, but you do need to do a little digging around. I discovered that the Weebly help page has a link to Twitter that does not give the steps for adding a Twitter widget. But a little searching brought me to this page, which shows how simple the process actually is.

For you visual learners, here are the steps:

1. First log in to Twitter and click on the Settings gear icon:Twitter gear

2. Click on Widgets and choose Create new:

Twitter widgets

Twitter create new3. Choose the source of the Twitter timeline you’d like to embed. If you want to embed your own Twitter feed, click on User timeline:

Twitter timeline source

4. Complete the customization details of your feed and click Create widget.

  • For User Timeline, enter the username of the user whose Tweets you want to display.
  • For Favorites, enter the username of the user whose favorites you want to display.
  • For List, select a public list that you own and/or subscribe to in the drop-down menu.
  • For Search, enter your search query.

Twitter Configure (1)5. Copy your embed code:

Twitter HTML code6. Go to your Weebly site, click and drag the embed code element to where you want it on your Weebly page:

Twitter Weebly code7. Paste your code onto your page:

Twitter paste8. And customize:

Twitter customize code9. Grab and slide the double black arrow to narrow or widen your feed display:

Twitter adjust feed

And that’s it! Twitter’s Troubleshooter page can help if you run in to problems.

Happy Weebly-Tweeting!

Oh, the skillz they will learn!

we invent

Asking middle school students to write (and share) book recommendations isn’t new.  It gives them the opportunity to write about literature they have enjoyed, be inspired to check out books that their peers have loved, and demonstrate their growing reading and writing skills for their teacher.

But move those book recommendations to the students’ own blogs, and suddenly they are learning a whole hard drive’s worth of new skills.  As my students created their own blogs and crafted book reviews for their first blog posts, I wandered around the room, amazed at the myriad skills they were learning.  Here’s a list, probably incomplete:

  • creating online accounts (emails, usernames, passwords)digital-literacy-image
  • confirming online accounts via email
  • “edit” = “make changes to”
  • adding pages to a website
  • writing an “about the author” blurb
  • using images and text to personalize a blog/website/post
  • finding copyright-free images on Google, pics4learning, etc.
  • choosing images that represent (symbolize) ideas in a post
  • inserting copyright-free images into a blog/website
  • writing an original title for a blog post
  • saving a draft before going “live”
  • changing blog settings to “approve comments,” giving them control over what appears on their blogs
  • changing a blog’s style: fonts, themes, colors, images
  • formatting columns in a post
  • formatting text around images
  • inserting links in a blog post
  • adding linked buttons in a blog post
  • proofreading and correcting a draft before publishing
  • and finally, publishing a post and viewing it “live”

Next class we will talk about how to post appropriate, academic comments on a blog.  And wouldn’t it be nice if all online users had the same lesson?

Are your students blogging?  What benefits do you see?