Capture the Moment: Using Twitter Moments in Education

When they originally appeared on Twitter, Twitter Moments were only for things of national or global importance. Stuff like celebrities making bad decisions, famous people tweeting foolishness (yes those first two are mostly the same, and yes they were still most of what moments were about), and also things like actual news (but only rarely).

Recent changes made by Twitter allow you to create them. If you’re sharing your learning on Twitter (which you should be) and you’re not using moments (many people aren’t), you’re missing out. This post will tackle what are Twitter Moments can be used for, why should you care, and how do you make them.

So, what’s a moment and why should I care?

A moment is a collection of tweets that you can gather together in an easy to share format.

Why is that useful? When so many educators are sharing their learning on Twitter, there is an ocean of greatness out there. It’s nice to put a few of the tweets that stand out to you in a single place for future reference and clean sharing at the moment.

Here are a couple of examples:

I had the privilege of attending EdCamp Navasota this weekend. It was fantastic. In a half day, I had so many conversations that challenged and supported me. It was amazing.

I had the opportunity to facilitate a conversation on blogging during the second session. We shared resources, stories, and struggles throughout our time together, and at the end, I created a moment to pull a few of the tweets together before they got swept away in the sea of other tweets that included the #EdCampNavasota hashtag.

Here’s the small moment I collected and shared:

It was great to have everything in one location for a quick share after the session, and I’m able to go back to those resources and pull from the intelligence of the entire room the next time someone asks me about blogging.

I also used a moment to capture the tweets that were sent to my campus hashtag (#CGcats) last week. A couple of weeks ago I heard the simple but genius idea that’s made a big difference in our staff tweets: Instead of telling them why it’s so great to share, reflect, and connect and hope they’ll be intrinsically motivated, just let them wear jeans on Thursday if they tweet three times about what they’re learning of what’s happening in their classroom (Thanks to Matt Arend, Amber Teamann, and Sanee Bell’s collective genius for this!).

We had a great response, but we have people at all levels of familiarity, excitement, and trepidation surrounding Twitter currently. This Twitter Moment is something that allowed me to share the tweets to everyone on campus as well as my PLN.

It’s great to have all this awesome from around our campus pulled together in one space, and I love that I can access this summary so easily in the future.

I also used moments to document big chunks of my experience at TCEA last week. Who hasn’t had that conference overload/exhaustion feeling before, right? It’s nice to be able to go back to those moments to reference all I learned in Austin over those three days. Here are links to those if you’re interested: TCEA Day 1, TCEA Day 2, & my blogging session.

How do I make a Twitter Moment?

I make my moments on my phone. Here’s how I walk through it:

First, click the wheel on your profile page. Then, click moments on the list that pops up. In the top right corner, click the plus to open a new moment. Add your tweets before clicking save and publish.

Unlike a tweet, there’s no need to get everything perfect the first time. Moments are editable and can even be unpublished if you need. You can also add tweets by clicking the carrot, clicking add to moment, and selecting the moment to add it to.

Capture Your Moment!

Think through this next week. What are those opportunities to capture a moment on Twitter? Will it be a Twitter chat? An event at school? An area of your learning where you know you’re growing? Something you’ve learned that you can pass along to a colleague?

Whatever it might be, don’t miss out on the opportunity to capture and celebrate things worth sharing!

What will you share?

8 Big Ideas From #TCEA17

I made it back home from TCEA. As is often the case after a great conference full of amazing sessions and incredible educators, I’m just drowning in good ideas. Last year, I posted 10 Big Ideas From #TCEA16 after returning home, and I’m bringing back that style of post here.

I could probably go into a separate blog post on each of these ideas (and I very well may at some point), but for now, this is all about capturing and documenting my learning from the past three days (and sharing it out in case it’s beneficial for you). I hope the ideas challenge you and support you in your growth as you make your way through the spring semester.

While TCEA is a huge tech conference, these ideas aren’t dripping with EdTech implications. More than anything, they challenge me to make manageable changes and convict me where I haven’t done enough work to rethink “the way we’ve always done it” in our schools.

Without further ado, here are 8 sticky ideas from this year’s TCEA conference.


You cannot keep up with it all. But if you are connected, you have a much better chance of keeping up with much more. – Amber Teamann

Learning and fun are not antonyms. – Adam Bellow

When we do things, we do what’s best for kids. If you can tell me why it’s not best for kids, we won’t do it. Otherwise, we do it. – Todd Nesloney

‪If parents only know what’s going on in class because of our homework, we need to do better. – Alice Keeler

Being a workaholic is not a virtue. – Alice Keeler

If you want to teach students responsibility, give them a responsibility in class. Homework doesn’t teach that. – Alice Keeler

‪If you weren’t allowed to assign homework, how would you redesign your class? – Matt Miller

Giving people a chance to contribute is powerful. – Dean Shareski


It’s likely that you probably agree with some of these ideas and want to push back on some of the others. That’s great. The more we think critically about what it is we should be doing as educators, the better off we will be. I’m thankful for the opportunity to have come across so many educators who are doing so much to serve the students in their care as best they know how.

Why Do We Do That?

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I’ve got a little story for you.

It’s Christmas, and it’s the first time the family is having dinner away from the home they grew up in. The cook (not the matriarch of the family) is preparing the roast to cook, and the first thing he does is cut off the ends. He puts it in the pan, it cooks, it’s prepared to be served, and then comes the question. His mom asks, “Why did you cut off the ends?”

A little unsettled, he replies, “That’s what you always did when you cooked it, mom.”

She laughs, and he begins to get a little worried. After her laughter subsides, she shares why: “We only cut the ends off because we didn’t have a pan big enough to fit the whole roast.”

And just like that, the dreaded TTWADDI has reared his head.

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Credit goes to Amy Mayer (friEdTechnology) for this memorable image!

ANY SIGHTINGS AT YOUR SCHOOL?

Now think about your school. Why do we do things the way that we do them?

With some things, there are good reasons.

Maybe we do things that way because it’s best for kids or because it keeps people safe at school.

But with other things, I imagine that we don’t always have a great reason for what we’re doing. With many things, probably more than we’d like to admit, we’ve never even thought about why we’re doing what we’re doing.

I think it’s time that we start thinking seriously about what we’ve not thought about before.

Typically I’m not one to make suggestions without offering solutions, but my goal is a bit different here. I want us to think of what we haven’t been thinking of. I want us to spend a bit of time exploring the gaps in conversations. Yes, eventually it’s important that we come to some conclusions, and I’m invested in that conversation as well. But I think it’s worth taking a step back from time to time and sharing a few ideas about what school could actually look like if we shook off the force of habit that has a strong hold on many of our practices.

So here are a few ideas I’m trying to rethink. I have some thoughts on solutions, but I’ll save those for another day.

Ideas I’m trying to rethink:

  • If we want our teachers to develop best instructional practices, why do we depend so heavily on whole group instruction for professional development?
  • If time out isn’t a good option for discipline in the classroom, why is ISS such a common consequence for behavior?
  • Why are we so hesitant to share our ideas with other educators? Why not connect more with others? Why not try to do that in new ways?
  • If we know that learning is often a messy, non-linear process, why is learning so often divided up into 6 or 7 or 8 period days?
  • If we know that learning happens at varying rates for various students, why are six weeks grading periods so commonly followed?

What are YOU going to rethink? What do we need to reconsider in education? What have we done the same way for too long?

Share your ideas in the comments!

Leading with an Innovator’s Mindset #IMMOOC

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One of my goals this year is to help create a culture of innovation and risk taking on the campus I serve. My last post highlights why that’s so valuable to me, so I won’t retread that conversation here.

Innovation, creativity, and change are not ushered in through announcements. Most of what is worthwhile in education just isn’t brought about that way. But that’s left me wondering this: In my role as an assistant principal, what do I need to do to make our campus a place where innovation and risk taking are embraced?

My first answer is that I need to practice what I preach (meaning I better be taking some risks myself if I want them to).

I wrote recently about how we often position ourselves in the safest positions in education. What do I mean by that? We find all the symbolism and then lead the discussion. We work all the problems and then share them with the class. We find all the pitfalls and then carefully avoid them as we lead instruction.

While it’s good to provide solid examples, I think it promotes an “I have it all together” attitude and persona that is really detrimental to a growth and innovator’s mindset.

So I think it’s worth our time to look at ourselves as learners in light of these eight characteristics that George Couros claims are essential to an Innovator’s Mindset. Here’s a great graphic from Sylvia Duckworth that outlines the eight characteristics.

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I’m a big believer in the idea that models accelerate learning. But although modeling well is crucial for our success and the success of others (especially as innovators), I think we’re fooling ourselves if we believe that being a model is enough to lead widespread innovative change on any significant scale.

For me, the problem is that I feel really comfortable reading a book like The Innovator’s Mindset, determining what I need to do to grow and innovate, and letting that be my method for bringing about change. In the long run, I think it will bring about some change, and it’s certainly better than letting the status quo roll forward for another year. But I think we can do better.

Realizing that modeling alone cannot be my answer, I kept coming back to this question, “What can leaders do to cultivate an Innovator’s Mindset in both themselves & among those they lead?”

Not surprisingly, that’s not a quick question to answer.

I tried to tackle it as a big question, but I just couldn’t. Innovation is so intricately layered and multi faceted in many ways that I couldn’t manage it as one big, huge question. So my answer to the question above is broken down into the 25 questions below. Each is tied to a particular element of Couros’ 8 Characteristics of an Innovator’s Mindset.

innovators mindsetWhat follows is really a reframing of chapter 3 in George Couros’ book The Innovator’s Mindset. Where his recommendations (at least upon my reading) are for teachers setting up innovative learning spaces for students, I’ve tried to draw out what will challenge me to be a better leader on my campus. It’s not a linear list; don’t try to do all this in one PD day. But as you plan for your year and ask your teachers to be innovative, remember to hold yourself to the same standard.

25 Questions for Creating an Innovative Campus Culture

  1. Empathetic
    • What did I want from my leaders when I was in the classroom?
    • In what ways am I the leader who frustrated me?
    • Do I lead PD that I would want to attend?  Do I offer any PD that I could sell tickets for? (With special thanks to Dave Burgess for inspiration…)
  2. Problem finders
    • Where have I asked for a linear solution to a messy, complicated problem?
    • How can I provide structures that validate messy, non-linear professional learning?
    • Where am I providing too many answers and robbing teachers of the opportunity to become problem finders?
    • How will I develop a clear understanding of teacher needs?
  3. Risk-Takers
    • What are the best opportunities for growth you are doing for teachers on your campus? Compare what were you doing two years ago with what’s new this year. Consider opportunities for innovation.
    • Where are the areas in greatest need on innovative change on campus? (And don’t just ask yourself. Ask your teachers this, too.)
    • What are you doing as you lead professional learning that was happening 10 years ago? There’s probably an opportunity to innovate on your list. What will you change first?
  4. Networked
    • How are you learning about the awesome things that are happening in classrooms and on campuses across your campus? Your district? Your country?
    • How are you using connections to other educators online to improve professional development on your campus?
    • If collaboration is important to you, how are you creating time for it to happen during scheduled professional development?
  5. Observant
    • Dream big–What would it look like for your school to become a model of innovation for your community, even to those outside the education world?
    • Where do you get your inspiration from inside the education world? What about outside sources?
    • How are you giving teachers the necessary autonomy for innovation to occur on your campus? Is this the model you want teachers to follow for students?
  6. Creators
    • If “learning is creation, not consumption,” how do your PD sessions allow for teachers to create as they learn?
    • What could teachers create during PD to show their learning?
    • What have you flipped in your professional development? How might this be beneficial to professional learning?
  7. Resilient
    • Change is uncomfortable for many. What pushback should innovative leaders anticipate?
    • What barriers can you take down for teachers who want to be innovative on your campus?
    • As you move through the change process, how will you invite and provide space for teacher feedback?
  8. Reflective
    • How will you inspire others to be more reflective about their professional learning?
    • Reflection will draw out failures, and failure is scary. How will you recognize the role of failure and welcome it into the larger conversation about innovation?
    • Leading well is tough. How will you be innovative about your support system as you lead others toward innovative change?

I’ll be writing more about my own journey with innovation over the next few weeks as part of this MOOC (massive open online course) centered around George Couros’ book The Innovator’s Mindset. I’ll also share throughout the year as I try to innovate and help others do the same. Check out the #IMMOOC hashtag to see some conversation about innovation in education.

Why Educators Must Innovate #IMMOOC

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Take a look at this image.

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Do you know what you’re looking at?

That’s what they were stealing in the first Fast and the Furious movie in 2001.

That’s crazy to me. They could have filled that thing with anything they wanted, any technology imaginable, and they filled it with a bunch of VCRs, TV/VCRs, and camcorders. I remember watching the movie and being totally enthralled. It was entirely believable and absolutely appropriate for them to be chasing down a Semi-Truck full of this stuff, but when you look at it now, it’s laughable.

I mean, really… a 13″ TV/VCR is front and center.

If that’s not enough, check out the storage for the plans they used:

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Obviously a lot can change in 15 years.

We all know this, but these images put that reality into perspective for me. It makes me wonder about things. It make me ask myself, “If that’s what was on the movie of the summer, what was in our classrooms? How much has changed with technology? What about in our classrooms?”

Why innovate?

Here’s my worry: Schools that don’t innovate are going to look like this, and it likely won’t take 15 years to happen. In all likelihood, it’s probably happening more places than we’d like to admit right now.

If we don’t change, we’re going to end up looking like that picture appears to us now–irrelevant, a relic of the past. For some (maybe even many) what we were doing now will be nearly unrecognizable in the not so distant future. In hindsight, some of what we understood as best practice not too long ago seems that way.

We can’t control the fact that our schools will continue to grow, but if we don’t start getting some movement now and gaining momentum today, we’re going to end up so big and so settled in that our own inertia will keep us from moving forward. With each day that passes without innovation, we only make it harder to make change happen in the future.

So what can we do?

I love the simple definition that George Couros shares often of innovation.

It’s not about the tools. Not about the technology. Not about an app or about a device or even necessarily about anything that might be considered forward thinking otherwise.

His definition? It’s innovative if it’s new and better.

I like that. It opens things up for me in a way that’s really helpful and encourages me to consider some ideas I’m trying as a little more innovative than I would have at first glance.

It makes all sorts of things (not just what’s technologically cutting edge) an innovative effort, and the desire to innovate under this definition prompts me to be always looking forward.

I need that push to make sure I’m not getting comfortable. I think we all do.

Because so much is changing so often, educators have a choice to make: change or be changed. I, for one, prefer to take an active role (as much as is possible) in that process.

What are you doing this year to be innovative?


I’ll be writing more about my own journey with innovation over the next few weeks as part of this MOOC (massive open online course) centered around George Couros’ book The Innovator’s Mindset. I’ll also share throughout the year as I try to innovate and help others do the same. Check out the #IMMOOC hashtag to see some conversation about innovation in education.