The Power of the Design Cycle: Winter Wellness Campaign

This year I took on a new class, Principles of Health Science. It's a CTE course in the State of Texas that allows students to begin learning about the health field. At many schools, the entire track of classes allows for them to become certified in a variety of health fields. Since we don't have the entire track at our school, I suggested that we teach the class through the lens of the MYP Design Cycle.

Teaching this class through the design cycle has given my students opportunities to explore critical thinking through each phase of the cycle. They get to apply what they have learned through our modules (Applied Educational Systems has been amazing to use!) to create amazing things. One of my students said early in the beginning of the year, "So really this class is like the philosophy of health science?" I suppose so! We don't just memorize health facts, root terminology, medical lingo-- we are having rich discussions that lead to moments of understanding that the medical field's foundation is helping others.

So in the 2 months, we used the design cycle to create a Winter Wellness Campaign. Every student had the same goal: to decrease the amount of sickness throughout the winter season, but every group contributed to that goal in a different way.

At the end of the project, we all could not believe how far we had come. We looked back to the moment we began dreaming up how we could help others and realized we came up with an amazing project that impacted our K-12 school, and our community. My students enjoyed the design process and saw its power, they developed more than just health skills (but communications skill through their use of technology), and they provided several solutions by acting with integrity and taking ownership of their own actions. I couldn't be more proud of the work they have done together!

I've been teaching through the lens of IB for over eight years, and to have this opportunity to utilize our 1:1 iPad environment at it's best capacity has been so fun. It's allowed me to grow my own skills and to see how designing the learning environment to be engaging and authentic matters--I see it in the way my students are learning and how their desire to help others is growing daily!

ADE 2019 Reflection: Why I Broke Up With Twitter in 2019, and What I Learned!

When Apple Education asked for the Apple Distinguished Educators to reflect on their year,  the only thing I could think of was the blog I posted a few weeks back called Why I Broke Up With Twitter. That simple task of quieting the commentary and noise of social media has helped me to focus on continuing to do fun things with my Digital Leading and Learning Community (focused on COVA and CSLE) and also to rediscover my own creativity as a lesson designer.

I'm slowly getting back into the social media world, but for now, here are the lessons I learned in 2019, and what was birthed out of quieting the noise!

Why I Broke Up With Twitter

I’ve stepped away from Twitter for a bit. Life got busy-2 little boys and coaching 2 sports is no joke! But if I’m being honest with myself (and with you), the Twitter world has been intimating! Every time I open up the app, I see all these amazing things that my teacher friends are doing and I’m like, “uh that’s so amazing why didn’t I think of that?!” And then I close the app, looking at what I’ve done in my own classroom and I tear it apart, one critical comment at a time. It has closed me off from my learning community—which is the most crucial point of Twitter in Education! So instead of feeling all the emotions from this, I just closed the app. For a really long time! It was a Twitter break up. :)

In my little hiatus, I realized:

+ Everyone has a voice that needs to be heard.

+ There’s strength in numbers and power in community.

+ My lane is just as valuable as someone else’s lane.

+ Also, stay in my lane :)

+ Don’t reinvent the wheel

+ It’s time to design learning for my students, and for no one else!

+ I have a part to play in this learning community, too.

So, here’s to refocusing and embracing what the future holds for my students and our classroom! I’m back in action, y’all...and I’m so glad to be back! My students have been up to some amazing things in the last few months, and it’s about time I share with my community once again. You all offer me so much. Together, we lift each other up and support each other in becoming lesson designers and creators of significant learning experiences!

Please accept my sincerest apology, Twitter friends. And I hope you accept me back with grace and arms wide open! ;)

The Healthy Blacksmith Challenge

As a part of the Group 4 Project for the Diploma Program of our IB school, seniors at Westlake Academy took on the challenge of helping staff members make healthy choices. 

First, they created videos to invite our staff to join the challenge.

Each student was partnered with a staff member to be their mentor. We used a Google Form to collect feedback from teachers on what their goals were during this time, and that guided the content we created for our website (find our website here)

Apple Distinguished Educator Institute 2018

Where do I even begin? It's been a few years since I've been to ADE Institute and this one did not disappoint! When you find your tribe of people, cling to them... don't let go, and let their wisdom empower you to do amazing things!

Not only does this community push me out of my comfort zone, but we get to walk into so many adventures together.

Leading Change, One Moment At a Time

Oftentimes, we are not aware that we are leaders, but our actions and words make an impact on everyone we come into contact with. Leaders are often looked upon as figures in the spotlight, but the reality is, we ALL have an opportunity daily to impact someone. Maybe the impact will not turn into change and growth right away. Maybe the impact is a negative one, or maybe the impact is life changing. But in each moment we encounter someone, an opportunity presents itself to demonstrate and promote best practices in education. Everyday, there’s a moment to show how valuable developing significant learning environments is for students and educators.

I have seen my innovation plan grow and evolve over the course of the last 15 months. The overarching (BHAG) goal has been established: “to empower learners to achieve their highest potential, we must analyze our current status and intentionally develop and facilitate a framework of unique environments and learning experiences in order for students to collaborate, communicate, think critically, and creatively in a 1:1 iPad learning environment.” What has ultimately evolved during this graduate program is how this goal can be achieved.

Reflections of #ISTE2016

A few weeks ago I was fortunate enough to attend and present at the ISTE Conference in Denver (thank you Westlake Academy!). Over 14,000 people involved in education attended this conference. While at first this was VERY overwhelming (trying to choose which lectures and speakers I wanted to hear), I found being surrounded by like-minded educators and technologists like a slice of home!

I led a poster session with my fellow ADE's Dr. Layne Morsch and Maggie Mabery called "Lights, Camera, Science Action!," a session on student authored videos in science middle school through higher education. (See our poster session documents here). I really enjoyed leading and visiting many of the poster sessions. These sessions are scheduled within a two-hour window. As you visit, you can stay for as long as you like at a table to hear about a particular topic and ask as many questions as you want. I love this style of presenting because it allows you to have personal conversations with others!

Engaging Experiences Beyond Our Walls

It has been an exciting year so far in my classroom! My 9th graders have already created a free multitouch iBook ( in editing right now...pending publication on the iBooks store) that will help other students learn about lab equipment they use in science class. The book also features a chapter that teachers can use to assess their students' understanding of equipment use and lab safety.

Images of the Lab Equipment Manual

My 7th graders visited the Dallas Zoo a month ago and began the journey of telling the story of some of the endangered animals that the Dallas Zoo takes care of. They interviewed zoo keepers, asking them a variety of questions to understand different adaptations, communications and behaviors, and why these particular animals are endangered.

 Picture by Mrs. Morse

 Picture by Mrs. Morse

We are working closely with a few middle school classes across town (shoutout to Mrs. Deinhammer and the Coppell Middle School East and West!) to create a collaborative multitouch iBook that shares the Dallas Zoo's Endangered Animal stories.

Lastly, I'm excited about the upcoming project my 9th graders are going to be working on this year. We are partnering with Laura Wright, Teacher on the Trail, from Eanes ISD to learn about the Husky Dogs that run the Iditarod every year in March. My Biology students will be writing a multitouch iBook that highlights the acronym HAWL that Dr. Stuart Nelson, Iditarod veterinarian, created to help check the health of the huskies on the trail (Heart and Hydration, Attitude and Appetite, Weight, and Lungs).  

Click on the image above to see how you can find lessons to use in your classroom (many lessons geared for K-5)

We've begun 2 topics of study so far: importance of water and what types of biomolecules huskies eat (carbs, lipids, and proteins). And we've got some great sketches and writing so far to insert into the iBook! We have also found 2 mushers that are willing to connect with our classes and help us understand the science of the huskies.

A few screenshots of preliminary sketches we have so far for the Iditarod Project.

I think I'm a little obsessed with multitouch books this year... :)

I love getting the opportunity to think outside of the walls of my class. I love providing chances for my students to use what they are learning to create a product that can teach others about science, anywhere in the world. I like breaking the barrier of what a normal classroom looks like, and seeing my students become authors, artists, and collaborators on something that is bigger than themselves. 

There are some days that I feel like I am taking a huge leap--I ask myself boy, have I bitten off more than I can chew? Some days I go home with my mind preoccupied with the plans that aren't finalized. Other days I feel like I'm wrestling with the question, how do I provide a meaningful experience? And there are those moments when I see my students own their learning, creating meaningful work, and find ways to serve others in unique ways. These are the moments that remind me that it is my responsibility as a teacher to find those opportunities that go beyond our walls, where we can make a huge impact from what we are learning everyday. 

ADE 2015 Institute Reflection

It's been a few weeks since the Apple Distinguished Educator (ADE) Institute. And I'm not sure that I've fully processed my experience.

When I arrived, even when I received the email of congratulations, it felt pretty unbelievable to be having this type of experience. I have felt a little Wayne's World "not worthy" for much of my teaching career. Most four-year experienced teachers are not typically in my position. Arriving to Miami for Institute felt so surreal.

2014-15 Reflection

I cannot believe it is already the middle of the summer! It's flying by so fast! I'm enjoying every moment I can with my son. Watching him grow and learn (and get into things he shouldn't get into!) is so fascinating! He's amazing in every way :)

In thinking about the last school year, I'm just so proud of what my students have accomplished! My 7th graders celebrated Earth Day by adding our compost we had been developing from the beginning of the year to some newly planted trees.

Implementation Challenge: the SAMR Model

I recently was given a great opportunity to travel to Boston for the EdTech iPad Summit. Dr Ruben R. Puentedura, the creator of the SAMR model, spoke as our keynote (see his website and resources here) and really changed my thinking about the SAMR model. I've been asking myself since the beginning of the year, "what does transformation in my class look like?" and ultimately, "what does REDEFINITION of the SAMR model look like?"

To modify or redefine your classroom and what you learn is not easy. Frankly, it's scary. I means giving your students control of their learning! Dr. Puentedura said that the iPad was a "Curiosity Amplifier." That idea stuck with me. This device is a tool that should make the owner curious--and it should only lead to more curiosity.

From this idea, I create a project called "CURIOSITY UNLEASHED." It was based on the idea that my students should be given the chance to explore what they are interested in. During the 1st week of school my students came up with a padlet wall of curiosity. They asked lots of questions. So we took these questions and I gave them set parameters and guidelines of a few underlying and foundational expectations and let them explore. There were specific checkpoints and tasks to be completed to scaffold our learning and I highly encouraged them to use their iPad as their research and creation tool. Almost all groups took on the "App-Smash" challenge and created several products with their iPad to create one whole product at the end; their video presentation.

Between the substitution of our learning, I think what we've done in the class for the last few weeks has been redefining. I have been in awe of the learning my students did on their own, without me telling them the information. Instead of assigning certain videos to watch over stem cells and how cancer works, my students found current research that supported their research question over these topics. They researched science we may not have had time for in our 52 minutes together everyday! They discovered, on their own, that the sun can actually give them cancer--AND that it was time for them to start using SPF during the summer! One group explored the idea of bringing back extinct animals from stem cells...a concept they have never thought of before. Another, explored how stem cells could be used to treat blindness...

Being a summative assessment, I asked my students what they liked about the project. Many of them liked the opportunity to research a question they had always been curious about. They like having time to explore the possibilities of science. I asked them for constructive criticism that will shape this project in the future as I continue to provide opportunities like this in my classroom. And because my students really enjoyed this project, I hope edit and refine, and do this again in the 2nd semester and have them present their projects to the class! 

Implementation Challenge Reflection

I was given the challenge to find a way to use my physical space to enhance my digital learning environment. Our school is now 1:1 iPad, so we have so much flexibility in our learning ways!

You can see my before and after of my seating arrangement in the videos below.

Year 2 of flipping: What I've Learned

This year my district has invited any teachers to join in on professional development called "Unlocking Your Genius." I decided to join in--desiring to learn more, at my own pace and with my own choice in learning, and to reflect on the transformation my classroom and curriculum is undergoing. 

I was asked to talk about why I flip my classroom (check out the video, I'm the 2nd teacher in the interviews!)

Build relationships with your learners

The summer is trying to be sneaky. It's trying to disguise itself as a slow moving canoe, but in reality it's like a train speeding down the track! 

Yes, it's inevitable. At some point many teachers across America are prepping for next year. There are also several that aren't! But sorry--my Type-A-organized-self can't wait until 1 week before to start getting things figured out!

Currently I have about 10 tabs open on 2 browsers and I'm navigating 3 word documents and writing down notes on my iPad. I'm not ready for this!!

I've thought a lot about my school year last year. Man...it's like NIGHT and DAY when I think about year 1 and year 2!! I feel like in year 1 I was swimming in the deep end, treading water when I was out of breath. I did activities that were boring simply because I ran out of time to find something else, and I hated how I taught my kids! I did not put them first--I put the curriculum first. Oy vey!

Last year was so different. I decided I would do things exactly how I felt they should be done. Last year was like a breath of fresh air! I remember thinking to myself last year, I have to put them first. I have to consider what their going through and give them a break. 

It's hard to build relationships with 140 kids that you only see for 48-55 minutes a day. But here's the thing; I see them for 48-55 minutes a day. Every day. Monday-Friday. That's almost 5 hours a week. 

I used to work in ministry at the church I grew up in--I saw many of those students for less time than that a week. There can't be excuses for building relationships with students. As teachers, we have such a huge impact on their lives. They learn from us--I'm not talking about what's on the curriculum list. They watch us and learn how adults react to everyday situations. You cannot say outloud--well I can't build relationships--we're teachers for crying out loud--we learn on a daily basis, teach yourself how to! :)

We hold great molding capabilities daily. Did I impact every student last year? Probably not. I don't win over every student--not every student will like us teachers (remember, we're the ones that give them tests--they tend to dislike that). But we impact a great deal of them.

Studying hardcore in the pit before IB exams!

 Presentation on our sustainability initiative

IB Banquet

Like the one that thought biology was so boring. Then, they walked into my room...now they LOVE learning about life!

Or the ones that graduate and give you notes that tell you that your teaching style has helped them grasp information, rather than memorize and regurgitate.

Or the one who came in before school, after school, and emailed wanting to know more about surgery they were going to have this summer. 

How we act with our students matters. Carving out moments to get to know them matters. Curriculum--it follows after you've opened up the door into their lives. 

Have you seen this TED talk? It's amazing. Check it out and be inspired! Dr. Rita Pierson passed away last month--what a legacy she has left!

Tips and Tricks: Time-Saving Tips

Teacher Professional Development week is here! And I'm tired. Haha. It's 8:50pm and I think I'm going to go to bed after I finish this blog post....

Really, I think I'm anxious. I thought I would feel fine, but all of a sudden I feel like I have a million things to do and I just don't wanna do them. 

Last year I worked so hard, running at 100 mph from August to June. It was exhausting. I have this fear that things will be the same again...and I have to keep reminding myself that it's not going to be like last year...RELAX!
How do you manage the craziness of life and teaching? Here's a few things that I do to cut corners or keep on track and try to simplify mundane tasks:

Tips and Tricks: For the New (or seasoned) Teacher

If I had Starbucks date with myself one year from today, this is probably what I would have said:

1. Believe in yourself: It's not a matter of if I can teach these students...but a matter of how. Every student is capable of learning...how can I reach them best?

2. Model the behavior you want to see from your students: Integrity speaks VOLUMES! It can help you earn students' trust.

3. Don't be scared to ask for help: co-workers, counselors, administration, the husband...friends...the worst you will hear is "no."

4. Write and reflect: Find a way to take notes on what occurred that day, via lesson plans or classroom management. Next year, when you prep, you will be happy you reflected! (currently I am so happy I took notes my 1st year. There are some things I am NEVER doing again!)

5. Communicate in a timely manner with parents: Do NOT ignore parent emails, even when they are tedious and seem to be unnecessary. **Last year I had so many great comments from parents who were so grateful I responded back when they reached out to me. Sometimes my response was a few days later, but I had several parents say that some teachers NEVER emailed back...a few days later is better than NEVER.

6. Establish routine at the beginning of the year: The 1st few weeks are the most important with your students. Show them how your class works the first time around, not 12 weeks later! If it takes some students actually practicing how to find the absent work, then model it!

7. Have a plan, but be flexible: You never know how the school scheduling, testing season, etc can affect your class. Be prepared, but give yourself permission to be flexible (it will hurt less later, promise!)

8. Don't take it personally: Yes, some parents, kids, or coworkers may not like you, and may not treat you very nice. You are dealing with a lot of people in one day...someone is bound to rub you the wrong way. Stick to your guns and breathe! You know who you are, and that's what matters!

9. Keep things as easy as possible: Always remember you want the students to learn--that is the number 1 priority. If they aren't learning, stop and figure out how to help them learn! It's all about them, not about you!

10. Have fun! Lighten up a little! Find a common joke or thing to laugh about with your students or coworkers (with one class, talking about the show The Big Bang Theory was always something that brought us together). Let kids laugh at you--they knew that I loved Star Wars, so anytime I could talk about Han Solo, I would! They would roll their eyes, but at least they had something in common to laugh about!

Any tips you teacher friends can add to this list?!

Hindsight #2

So I've spent a lot of the month of June just dreaming about what my classroom will look like next year; how can I do things better, how can my classroom run more efficiently, and how can I reach every student? 

If you want to see my previous reflections, check it out here!

I'm also reading this book called "Never Work Harder Than Your Students." It's really helping me to reflect. I'm not even through chapter 3, and the book is already falling apart like I've been reading it for years. I recommend it to all teachers, no matter how many years you've been teaching! (It was suggested by a great co-worker of mine!)

#2 Keep the learning goals first.
This was a serious gut-check when I read this. Simply putting objectives on the board is not enough...and I am very guilty of this. It does no good to slap the phrase "students will know how to..." on the board and not address it at all throughout the class period.

It does the students a disservice to list out the activities you want the students to complete with no learning goal. Again, I'm guilty of this. "Your goal is to finish the lab by the end of the period." Yeah---I've actually said that and called it the objective of the day! Oh, embarrassing!

They have no idea what the purpose of the lab is, why we are performing the lab, or what they should learn in that 48 minutes. I would want them to keep the learning goal in mind as they do the lab (that's the point!) Never, never, NEVER again will I fall into this habit!

This book put it simply: "Think about planning this way: learning goals that lead to objectives that lead to assessments that lead to learning activities."

Learning goals are not the same as learning activities.
Learning activities help students achieve the learning goal.

Yup. Slowly...slowly I'm learning.

If I can keep this at the forefront of how I plan, things can run so smooth!

Hindsight #1

Oh, let's glean wisdom from reminiscing over the last year of my life--my first year of teaching. This could get pretty raw and real as I expose my flaws! I hope you're up for it. 

Ya know, I really believe that your 1st year of teaching is sort of a "right of passage" into the teacher world. Hazing--maybe that's too strong of a word! Ha. No matter how much help you get from the people around you, you've gotta walk through that year on your own. I'm glad I never have to do that 1st year again!

#1 Keep it simple.

Goodness, I think every teacher would give this as advice to any 1st timer.

Here's my typical pattern of preparation for class:

1. Topic: genetics
2. Search the entire WORLD for resources to use with my kids

3. Drown in resources and get so overwhelmed I can't function.

Fun, right?

I'm so thorough and want to make sure I'm utilizing the "best" resources and ways to teach my students; this actually ends up putting more strain on my work and makes things very complex.

And then you know what happens--everything spirals after that and before you know it I'm up late the night before planning tomorrow's lesson!

Which brings me to my next reflection...

#2 Keep the end in mind: The students need to learn!

The most important thing is that the students learn, understand, and comprehend the concepts of biology. Duh! 

If technology helps, and does not hinder, then use it.

If the chalkboard helps--then use that!
If singing a song (which I've done) helps, then I will DO it!

Bottom line: I've got to spend some time this summer simplifying, organizing, and simplifying! 

What did you learn in hindsight your 1st year of teaching? Or hindsight from this past year?

There's more reflection to come! :)

They Said It

"Mrs. Hahn, do you have kids?"

No...

"Are you sure?"

Am I sure??!!?! Yes, I'm pretty sure I don't have kids!

(and we all laughed. pretty hard)

and one of those fun teacher moments...

"I didn't know anything about antibiotic resistance until I took this class."

SUCCESS!

-lovely moments to stick in my pocket forever.

They Said It

This week has been an up and down roller coaster. Grading lab reports sucks the life out of me! Prepping for this coming week's semester exams...reviewing with students...emails...I'm so glad it's Saturday!

In the midst of this crazy, I remember things that students have said in the past few weeks that are awesome reminders of this wonderful profession I have chosen to venture.

Students coming in after school for clarification questions and not being scared to do so: "Could you help me look at those slides under the microscope one more time?" Sure.

LOTS of good questions that tell me they are thinking about genetic engineering: "So, if we know how to cut up DNA and manipulate it, can we clone a human?" -It's a little more complicated than that. And this statement leads into a 5 minute conversation about the ethics behind such a task.

or silly, "Could I have a clone that could go to school for me and still act just like me?" And this leads into nature vs nurture discussions and how you would not be smart and your clone would.

Statements during lessons like, "Oh, NOW I get it! That's what we read over the weekend!" YES!!! they actually FINALLY read what I assign them to read! *My favorite moment of the week!*

I'll keep these conversations in my pocket. On bad days I'll pull them out and remind myself that this job really does rock.

And one last thing: my new friends came in the mail today!

Meet Sheldon, Howard, Leonard, and Penny. I'm sure each class period will have different names, but I'll personally call them this :) They are glofish-quite appropriate for the genetic engineering my students have been learning this week!