#DBC50Summer

#DBC50Summer Book 31-40 Recap

/ Alicia Ray / 2 Comments

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I think I can, I think I can, I think I can! Here we are – entering the final stretch for #DBC50Summer with books 41-50. The official end of summer is on September 22 at 9:54 pm EST. Are you thinking there’s no way I can do it? Are you thinking that this lady has less than 14 days to read, develop an implementation, and blog 10 more books? I have a secret! You’ll have to check out the next ten blog posts to find out my secret(s)!

This journey was born out of creative alchemy. I had probably half of the books published by Dave Burgess Consulting, Inc on a shelf and came home with five more after meeting Dave in April. I thought my husband would flip his lid when I came home with five more books to essentially fill space on a shelf. I’d wanted to read them, but never had the opportunity. There was always something else to do. I also wanted to get back into blogging. I remembered the growth I experienced the summer that I did the EdTechSummer series on my blog. It reframed my mindset and provided an opportunity to be intentional about viewing “outside” technology as tools for use “inside” of education. Sharing it allowed me to expand my PLN that summer as well. Finally, I desperately wanted new ideas for the new school year. After my students shared their hearts in a survey at the end of the year, I realized that I wasn’t doing all I could to make school the very best experience they could ask for. New ideas would motivate, inspire, and excite me as I prepared for 2018-2019 with them. Put those three things in a cauldron and stir it up… you have the ambitious plan for #DBC50Summer – reading, choosing at least one thing to implement, and blogging reflections about each book. See Summer Recap 1 on books 1-10 here and Summer Recap 2 on books 11-20 by clicking here. Summer Recap 3 on books 21-30 can be found here.

Since I’ve been back at work several have asked why I did this journey with #DBC50Summer. I’ve been given “the alien look” from Kids Deserve It. They want to know why I put so much time into it? “What’s in it for you,” they’d ask.

Seriously? What’s in it for me? It just sounds so selfish. Yes, #DBC50Summer was my idea (an insanely crazy one, but mine nonetheless). But it’s not about me. This has never been about me! This has been about my students, my staff, my school by making myself the best educator I can for them! It’s been about knowing there’s a lifeline out there and grabbing hold with all my might. It’s been about relationships. It’s been about bettering teaching practices. It’s been about inspiration and motivation. It’s been about making 2018-2019 the very best school year I possibly can for those around me. It’s not about me. It’s about them. Dave Burgess has his six words that drive him crazy… I guess I have my own version now… five little words.

What’s

In

It

For

Me?

Well… if you really want to know – here’s what was in it “for me” as they say.

*#DBC50Summer is in order of release dates according to authors, blogs, and tweets. This was intentional so I didn’t just grab the books I was interested in reading first and neglect the others. There have been so many books that surprised me – books I probably wouldn’t have read due to content that was seemingly irrelevant to my current position. Now I can look back on the past 40 books and say that they were all relevant.*

31 – Ditch That Homework by Matt Miller & Alice Keeler: Giving students an authentic audience pulls them deeper into the learning. Homework isn’t a bad thing if it’s relevant to the student. It’s not about the philosophy of homework, but the type of homework given. If my homework after reading these books was to fill out a worksheet sharing the title, author, theme, conflict, setting, etc, I would have never even started. I have an authentic audience and am making the content relevant to my world.

32 – The Four O’Clock Faculty by Rich Czyz: Giving teachers opportunity to have choice and voice in their professional development makes a world of difference in attitude and experience for adults, just as giving students choice and voice does the same. Reflecting on the best professional development I’ve had, it’s been voluntary, collaborative, relevant, and has had some sort of follow-up. This book gives oodles of examples to make PD better for educators by taking charge of your own learning.

33 – Culturize by Jimmy Casas: This entire book was an eye-opener. It tore me apart, then put me back together. It’s a must-read for every educator. It makes us take responsibility on the individual level for the culture of our schools. Rather than complaining about our culture, if we start with the “(wo)man in the mirror,” we can make effective change toward a positive environment for students and staff alike.

34 – Code Breaker by Brian Aspinall: I am fortunate to be able to provide my students and teachers with incredible opportunities to develop coding skills through robotics, computer science discoveries, and MinecraftEdu. We have evolved way beyond “Hour of Code” and are starting to work toward coding being about the critical thinking and problem solving. This book gave me multiple ideas for lessons as I work with teachers to create cross-curricular project-based learning opportunities for students.

35 – The Wild Card by Wade and Hope King: Every student has been dealt a different hand in the cards of life. How can we be that wild card for them to make their hand better, not worse? How can we give them the extra boost to get to the next round? There are no excuses for mediocrity. I should want to go all out for my students, doing everything I can to make middle school the best years they’ve ever had. What advantage can I give each student and teacher I work with?

36 – Stories from Webb by Todd Nesloney: So I’m going to write a book. This book is about my epic fails in teaching – from fails with parents, other teachers, administrators, and my students. We all know that hIndsight is 20/20, but what should I do differently next time? What could other teachers learn from my failures? What could they identify with and realize someone else has done something similar? Todd and his teachers, parents, wife, and other stakeholders inspired me with their stories, and I look forward to writing mine. It may never see the light of day in its entirety, only living on my Google Drive. Some of it will likely work its way into a new blog series though! Stay tuned!

37 – The Principled Principal by Jeff Zoul and Anthony McConnell: I have to be the calming voice of reason when others are in a frenzy. When people talk to me when they feel as though they are in a hurricane, I should be the eye of the storm, calm and peaceful. Hopefully I can help with whatever is on their mind, but if not, I certainly don’t need to add to the wind and rain, but be their few moments of sunshine. This was one of the unexpected gems of DBC for me. With no desire to be an administrator, I expected to get nothing from this one. Instead, I identified with almost every single chapter in the book! Don’t let “Principal” scare you; it’s about leadership, and if you’re an educator, you’re a leader.

38 – Google Apps for Littles by Christine Pinto and Alice Keeler: If you get nothing more than logistically managing devices from this book, that’s enough! Christine blows my mind with all that her transitional kindergarten students (four and five year olds) can do! This book is about believing in kids. Give them the opportunities to prove they can do something rather than shutting the technological door as they walk up to it. So many excellent strategies and tools in this book, no matter the age of the student!

39 – The Limitless School by Abe Hege and Adam Dovico: These North Carolina boys brought the house down with their book. Removing limitations by breaking down barriers is what Abe and Adam do. They show you how to do it, too! Another must-read for all who want to improve the culture of their school for your students and staff – and let’s face it. We should all want to improve.

40 – The EduProtocol Field Guide by Marlena Hebern and Jon Corippo: I loved my second trip into this book! Listening to my students’ feedback, I knew I needed to revamp some of my media lessons and I’m thrilled to have read this the weekend before having my first media lessons of the year. Overhauling this week’s lessons, with the help of Marlena herself, to include Smart Starts and fast-paced mini-lessons has me enthusiastic about heading back to work tomorrow! It’s a fresh start and an immediate look into things to come for students and staff from my #DBC50Summer journey.

Well… isn’t that interesting? Every single one of those books gave me something to change, do, or continue doing for my students and teachers. What’s in it for me looks pretty good if you’re a teacher or student that I have the privilege of serving, doesn’t it?

If you want to see what’s in it for you by hopping on the #DBC50Summer journey with me, do it! You don’t have to commit to reading the first 50 books published by DBC! You can read just one! Just one book and implement something you learned. Share your reflections, your implementation plan, and then reflect on it upon completion. It’s that easy!

That leads me to two things I need your help with!

A) The flipgrid that Andrea Paulakovich and I are copiloting is silent. When Andrea mentioned this digital space for global collaboration for all DBC books, I was blown away by her creativity! Still am! Would love to have your thoughts added to the flipgrids. We will release the link to the grid itself once we are finished with the books and blogs. (We’ve also got a couple of awesome things in the works so stay tuned for that, too!) For now, you can use my implementation plan which includes the links to individual topics within the flipgrid!

B) Summer is over in less than 2 weeks. I will finish the final 10 books in the first 50 books published by DBC. I have no plans to stop reading, reflecting, and implementing something from DBC books after book 50. There are incredible books waiting to be read and shared after book 50! So how do we rebrand #DBC50Summer? Help me think! Tweet out your ideas for a new hashtag that can remain relevant no matter the season or book number, or add your ideas in the comments below.

When I started this journey in June, I had no idea what it would look like. I figured no one would ever read these posts, and that it would essentially become a notebook of reflections that I could refer back to as needed when supporting teachers and students. I never, in my wildest dreams, imagined my summer would turn out the way it has. My PLN is incredible. Absolutely, mind-blowingly (not a word, I know), insanely spectacular! I am beyond thankful for each person who has read even one word, tolerated my incessant tweets (and e-mails for those who are subscribed to receive emails for each new blog), encouraged me, and supported me. You have inspired so much growth through your conversations and kind words and I can never thank you enough. But it’s not time to get sappy yet. This isn’t the acceptance speech, because we’re not finished yet.

Just as the first 40 were, these last 10 are for my students and staff. What’s in it for them?

Ten books, less than 14 days… and I’ve got a secret. Let’s go!

#DBC50Summer 40/50: The EduProtocol Field Guide

/ Alicia Ray / 2 Comments

When I taught in the classroom, we typically had three days before we jumped into the content. During those three days, we covered handbook, policies, had a whole-school assembly to discuss school expectations through Positive Behavior Intervention Support (PBIS), labeled our folders, notebooks, wrote our names in textbooks, and we learned all of the daily procedures for the classroom. The only thing I did during those first few days that was student-led was allowing them to create their own rules for the classroom. Even then, the rules usually landed in one of four areas, so class rules ended up being the same every year. Be respectful, be responsible, be punctual, and be prepared. After 5 years, I can still rattle them off.

It wasn’t until several years had gone by like this in the classroom that we did any culture building at the beginning of the year. This is when we were introduced to Kagan Cooperative Learning and I instantly loved the Class Builders. From then on, I would do activities where students were stranded on a desert island and had to order their supplies from most important to least important, or students would have to decide which of five patients on a donor list would get the next available heart based on the information given. They would have to advocate for their patient to their peers.

In the elementary media center, I would go over care of books, expectations, and allow students to check out books for the first time and we would discuss how I wanted that done. In the middle school media center, I still do the expectations discussion and allow them to check out books, but we don’t really discuss care of books at length. Last year, I revamped the lesson to include rules & expectations shown through memes. I was super pumped about the lesson, but according to my students’ survey results at the end of the year, 25% of the students didn’t even remember the lesson while another 41% said it was just alright. I listened to the students. I knew I needed to do something new with the opening lesson in the media center so I was super excited to see that book 40 was The EduProtocol Field Guide by Marlena Hebern and Jon Corippo!

This book had exactly what I was looking for!!! I had read it back in April after purchasing it from Dave Burgess at an event in a nearby county. (I blogged about how inspired I was after that event here.) So I knew that this book held the answer, but I couldn’t remember specific directions to the protocols. I just remembered being excited to implement the protocols this year, as my media time with students was already coming to a close when I discovered the book last year.

One of my very favorite things about this book, (other than the actual protocols, which are on fire) is the banter between Marlena and Jon in the margins! Their personalities totally shine through the pages! I also love that there is plenty of space to write notes in the margins of the page! This is truly a manual to keep fingertips away when creating experiences for students!

In the 100th episode of Kids Deserve It with Adam Welcome and Todd Nesloney, Adam asks Dave who is “inspiring him right now”. His answer? See the video below.

It is that very idea of immediately implementing that has me still awake after 2:30 in the morning completing book 40 and writing this post. I’m so excited about the overhaul in my media lesson for this week that I had to blog it instantly. I can’t wait to get feedback from the students to learn their reaction to the changes!

Reviewing media expectations won’t be done with a lecture this year, not even a slide deck with memes! Instead I am creating a review game in Quizizz where students will guess my response to various scenarios. (This game will be linked in the implementation blogs to follow in the coming weeks.) Students will play the game independently, then we will review missed questions and they will immediately play the game again with the same questions (although likely in a different order). This Smart Start is called “Fast and Curious”.

A Smart Start provides a warm-up of sorts for the EduProtocols to follow. It shows students the up-tempo pace (I love this concept of shortening the amount of time given to complete assignments/activities/protocols in order to create a sense of urgency rather than procrastination!) It’s also just fun, and something outside the expected “first day” routines! Jon & Marlena have their acronym game on point in this book! Several examples of well-used acronyms are available in The EduProtocol Field Guide, with one of them being the Smart START guiding principles.

The guiding principles of Smart START are Smile (keep it fun), Teach (finish on time), Activities (developing the culture and practicing tech skills that will be needed), Routines (structured, but fluid), and Target Barriers (students are already learning one another’s names and finding similarities between themselves and their classmates)!

After completing “Fast & Curious”, I will have students put the Book Fair dates in their phone calendars (or planners) as the next media class is Book Fair! Then we will have a discussion about my reading goals this summer. I am so excited to tell the students about #DBC50Summer and highlight some of the posts from authors of books and share the hashtag with them so they can see the insane amount of learning I completed this summer in order to make school better for them! From that conversation, we will transition into their own reading goals. They will complete a Google Form sharing their goal with me and their teachers along with rationale for their goal. Then they will move through three fast-paced stations! Stations will be as follows:

  1. Flipgrid & Five Words Form: Students will share their reading goal (only visible to the student, me, and their ELA teacher) and give themselves a little pep talk (think Kid President style). This video will be revisited in October when I see them to motivate them to continue pushing toward their goal. In November, they will create a video response sharing whether they met their first quarter goal or not. They will then identify a new goal for 2nd quarter and record it. This will happen throughout the year. Also in this station, students will complete a Google Form survey about what five words describes their core classes (math, ELA, social studies, science) and their encore classes (art, band/chorus, pe, computer science discoveries, project lead the way 1 and 2). These results will be compared to the responses from teachers about what they hoped students would say about their experience in their classes.
  2. Book Checkout: Students will be encouraged to check three books out of the media center and reminded that they will return to the media center in two weeks to exchange books. Soap box moment: Students can select ANY book they’d like from our shelves. I don’t care if it’s graphic novels, Diary of A Wimpy Kid, Dork Diaries, or Shakespeare. I just want them to get something they are interested in and READ!
  3. Club Information & Sign-Ups: I sponsor multiple clubs at my school, both in the afternoons and in the mornings. I always look forward to having students engage in these clubs and getting to know them in a much more informal manner. I will unveil the 8th grade puzzle and allow 8th graders to sign up to work on it, as well as share information in our Google Classroom about Makerspace Managers, Innovation Engineers, Between the Lines Book Club, Battle of the Books, and Virtual Reality. Students will signify interest in any of the clubs they’d like by signing up on one of the whiteboard around the media center (also giving them time to move and check out any new furniture, books, etc they haven’t yet seen in their space). Those students will have permission forms sent home the following day.

After stations, we would have moved into the “Things That Rock” Smart Start, but the power of Twitter is tremendous! Check this out!

I posted the lesson outline on Twitter.

To which Marlena replied:

I pointed out that I only see them once a month, to which she replied:

Yes… yes I did just collaborate with the author of the book while planning my lessons for the week (my implementation plan). <insert squeal here> I’ve just got to reiterate how incredible the authors of Dave Burgess Consulting, Inc are! They are tremendous educators, amazing authors, and most importantly, exceptional humans. So following Marlena’s advice, I am going to move Things That Rock to the end as an additional activity if needed. I will move the What People Think meme creation up as a school-wide collaborative document. Each student will be given a slide and they will reflect on the changes in the library and what they feel they can expect from their time in our media center.

Upon completion, we will complete the Smart Start of “Worst Preso Ever” in which we watch a short video about poorly designed presentations and they intentionally create a slide in a poorly designed presentation of their opinion of their first impressions of the school year.

I am so excited to implement this plan (created with input from Marlena – WOO HOO) for The EduProtocol Field Guide! Truly, I am hoping to eventually use all of the Smart Starts and EduProtocols this year, but for the purpose of #DBC50Summer, my implementation will be these first lessons with every student in the school this week! Follow the incredible conversations surrounding this book on Twitter using the hashtag #EDUProtocols! Marlena and Jon are both very active on Twitter and I highly suggest following them at @mhebern and @jcorippo, respectively. There are many podcasts featuring the authors and/or the book, so I would suggest just using “the power of the Google” to listen to them (or watch them on YouTube). You will definitely want to check out the EduProtocols website! As always, check out the flipgrid and share your favorite of the #EDUProtocols or Smart Starts! Big thank you to Andrea Paulakovich for allowing me to co-pilot this awesome global collaborative space for all DBC, Inc books!

This post wraps up another set of ten DBC, Inc books! Wow! Summer Recap 4 is coming soon, as well as book 41! I wonder if it will Be The One you’re expecting next…

#DBC50Summer 39/50: The Limitless School

/ Alicia Ray / 1 Comment

Fun fact: I’ve never been able to solve a Rubik’s Cube. Ever. I like to mess them up for others to solve though.

I have watched students take a randomized cube and get all the colors back together within a minute or two. There is clearly a pattern… one that I do not understand. Finally a student showed me a particular Rubik’s Cube Solver online & it changed my life. Okay, that may be an exaggeration. It is pretty cool though. On the site, you position the cube on a table in the same manner as the image on the screen. Then, simply fill in the colors on the digital cube to match what you see on the physical cube. Clicking solve will then show you step-by-step directions (with animation) to solve the Rubik’s Cube!

Reading Dave Burgess Consulting, Inc books this summer has been like that Rubik’s Cube Solution website. This is my 13th year in education, and I’ve never felt like I had it all together. I may have felt successful in one area similar to the way we can get one side with matching colors on a Rubik’s Cube. After feeling accomplished for about 2.2 seconds, I turn the cube over and realize what a hot mess the rest of the cube is still in. This summer of growth has shown me ways to bring many of my thoughts together. It has allowed me to become grounded in who I am, both personally and professionally. It has helped me find my voice through blogging. It is helping me define my passions and my short- and long-term goals. It’s like I put the colors on a screen and clicked solve. Each book I’ve read has been a shift in the cube that further aligns my thoughts, passions, and goals.

Book 39 is no exception. The Limitless School, written by Abe Hege and Adam Dovico, uses the metaphor of a Rubik’s Cube to highlight creative ways to solve (or continue to strengthen) your school’s culture puzzle.

…Oh… and Limitless… it’s an acronym. (Of course it is!)

I have really grown to enjoy reading the forewords of these books! Beth Houf, co-author of Lead Like A Pirate, nails it in the first two pages! She says, “Culture isn’t something you do to people; it is the bedrock of any school campus…Culture first, culture next, culture always.” This is one of my favorite parts of the book written by Beth & Shelley Burgess so I was thrilled to see it here.

Typically, I do not spoil the acronyms provided in the book, but this one needs to be shared. (You can preview the first chapters here!)

  • Leader

  • Impressions

  • Marriage

  • Integrity

  • Time

  • Limelight

  • Educate Yourself

  • Success

  • Set Goals

That’s impressive, right? Abe and Adam discuss how each of these topics play a huge role in creating and strengthening a positive school culture. Trusting others, and being trustworthy yourself, are key components, both for students and staff of a school. Integrity is what you’re doing when no one else is watching. Traditions are also discussed within the book. When I started the pilot position at the STEM magnet middle school I serve, I wanted to give students a reason to come to the media center. I wanted a way to display the community effort that our school needed to be successful. Because I’ve always been a fan of puzzles (and I lucked up and found a beautiful puzzle of wild horses on Amazon for insanely cheap), I put a 1,500-piece puzzle on a table in the media center. At first, no one touched it. I put together a few pieces here and there, and a few 8th graders started venturing into the media center in the mornings to put a piece or two in. Before we knew it, the edges were complete. By then, other teachers within the school saw the puzzle at faculty meetings. They said there was no way we’d finish the puzzle with all 1,500 pieces remaining. That students would steal pieces, or pieces would drop and be sucked up by those amazing school vacuum cleaners (They pick up everything! I’d love to bring one home with me one day and see what it can do on our carpets!) I felt kind of defeated because I wanted to see the good in the students and I wanted to believe they would take pride in this puzzle that showcased their school mascot.

It took nearly 4 months. The final piece went into the puzzle and the 8th graders who had worked so hard on it looked completely…lost. They had finished the puzzle, but rather than feeling a sense of accomplishment, I believe they dreaded taking it apart to put back in the box. We devised a plan and that puzzle is now a focal point in our media center – matted by a black science fair board cut to fit the space within a stunning oversized frame that I found at 60% off one day! As for the 1,500 pieces… every single piece was there. Not one went missing over the entire 4 months!

This has become a tradition in our school. We’ve even purchased sorting trays for the pieces and I have kept one large rectangle table specifically to be the “puzzle table”. When each 8th grade finishes their puzzle, they want it on the wall immediately. I’ve already purchased the frame for this one! The 8th grade puzzle is at least 1,000 pieces and I select the image that I believe represents the 8th grade class as a whole. We just finished our second week of school and already three different 8th graders have come to me asking when the puzzle is going to be put out for them to work on! I will unveil it to our 8th graders next week and students can begin the excitement of seeing it come together the following week! I can’t wait to share it with you, as well! (Hint: It’s part of a #DBC50Summer implementation… when I saw this one, I knew I had to make a little twist to the original plan & I am so thrilled to share when it is finished!)

The section of the book that really touched my heart was Educate Yourself. Yes, it’s about lifelong learning, but also about so much more! The rural area in which I live is very much at the heart of the Bible Belt. There’s a church on every corner, and on Sunday afternoon, if you aren’t in your “Sunday best” at “the Walmart” you get the side-eye, judge-y look from others still wearing theirs with pride (some of you know exactly what I’m talking about). I will choose not to get on my soap box right now about these things, but will just suffice to say that I do not believe it is my place to judge others and I do believe it is my duty as a Christian to love my neighbor (others). That’s everyone; not just those that belief the same way I do, those that look the same way I do, those with the same lifestyle I have. Everyone. And that’s exactly what I try to do on a daily basis. (And also, at my church, we wear jeans and t-shirts. It doesn’t make me any less of a Christian. Just saying.)

Last year I conducted a survey asking for students’ honest opinion about their experiences in middle school. I was blown away by their maturity and thoughtfulness in answering the questions honestly and respectfully. A few of my students noted that the LGBTQ community was bullied, that they wished homophobic terms would be reprimanded in the same way as racial slurs, and that they would like more representation in the books available in the media center. Here is one response from a student:

“Schools need to be aware of mental health, and awareness for bullying (homophobia, transphobia, racism, fascism, sexism, etc). Teachers need to stand up for their students when they are getting bullied. For example, if a teacher hears things like “that’s gay”, “fag***” and the n word (coming from someone who is not black) they should say something. People have been fighting for rights for years now, and I want to (and others too) to come to school and feel safe and be accepted for who you are no matter your race, religion, sexuality, or gender.” -8th grader

That’s powerful, y’all. To be sure I advocate for this voice and better the experience of my students, I need to educate myself. I need to seek out books they can read and identify with the characters. I need to allow my students to connect with like-minded peers. Anytime I attend an edcamp and I see a session on equality, equity, culture responsiveness, etc I do all I can to attend that session. It is, without fail, the most open and honest conversations I’ve ever been part of. I need to provide my students the opportunity to engage in those open and honest conversations that I learn and grow from. I need to provide those books with characters they relate to, and those like-minded peers. Each student should have a positive role model that reminds them of themselves.

I LOVE this video explaining privilege! We should all check ours!

That’s where my implementation comes into play, I believe. I want to provide positive diverse role models through book selection and research in the media center. It’s a small step, but it’s a step in the right direction. I’d rather take a multiple small steps forward than one large step too quickly and risk backward movement. I’ve mentioned an open genius hour as a #DBC50Summer implementation. (Read more here in the post about The Wild Card by Wade & Hope King) Through reading Pure Genius by Don Wettrick, I learned that modeling and structuring the first genius hour is important to the success of future genius hours. I could confine the genius hour topics to be about the qualities of a positive role model & selecting a role model with which the student can identify. These positive role models, selected by students, can then be shared via whatever platform/tool the student desires and discussed among those in attendance. Remember, it’s open to any and all, so there may be 50 or 2; I’m honestly not sure. I’m taking a risk here & building the plane as we fly it. Finally, students can determine if we have any books by or about that person, and if we need purchase some. We will find creative ways to fund these new books & offer a display of diverse positive role models when the books arrive, and make them available for circulation.

I knew this book wouldn’t steer me in the wrong direction! Abe and Adam are located only about an hour from me and I’d love to visit their schools! Watching their tweets is so inspiring and I love the energy in their schools that is evident through social media. (Side note: Abe started his journey as principal of an elementary school this year, so it’s been awesome watching him develop the culture in a new school using the same strategies outlined in his book!) You can follow along too by following Abe and Adam at @abehege and @adamdovico, respectively. Also see what others are doing with their limitless schools using the hashtag #LimitlessSchool. Adam’s website is here. Teach Me Teacher podcast interviewed Adam about The Limitless School. You can see that here in part 1 and part 2.

If you want to change the culture of your school, and want practical ways to make it happen and quantitative data to prove it’s working, you need to grab a copy of The Limitless School!

As always, feel free to add to (or start) the discussion on flipgrid! This global collaboration space for all DBC, Inc books was the brain-child of Andrea Paulakovich, who fell in love with the idea of #DBC50Summer early in the process and ran with it! I’m so thankful to be connected to her, and you should get connected, too!

Rereading book 40 tomorrow! This book was released less than 6 months ago and has taken education by storm! I mean, who doesn’t love a good protocol, right? Especially when they’re a bit silly! Can’t wait to share my favorite protocols from The EduProtocol Field Guide by Marlena Hebern and Jon Corippo in the next #DBC50Summer blog post! I think the implementation will be fairly obvious…