PIPEDREAMS

Each student in my class has an I.E.P…..

 It varies how long the students have had a formal identification and it varies what type of identification, although all of them are identified as “Gifted”.  During the first week of school, I began reviewing their files and updating their IEP’s, however, I struggled with this daunting task, since I barely knew the students.

In fact, most of their IEP’s looked closely to the same – the same modification (s) , the same accommodation (s), the same test results, the same strength and weaknesses. I

How could this be that they were all the same?  These documents, created on templates, with drop down menus were not telling of who these children are.

How I INVOLVE them (and make the entire process a bit more authentic)

1) Ask for Student Input when developing the IEP. Of course, this would depend on the age group and how you structure the questions and interviews.

Around the second week of school, I handed out the IEP’s to the students and had them go through and add, edit, and comment on each of the sections.  Most of them had neither see or heard of the “IEP” before so it took a bit of time to explain the terms (accomodations, modification, strategies, methods).

2) Meet with the students individually and go through the IEP’s with them explaining how and why this document came to be.  Help them understand their own identification and what they need to best succeed.

During the first month of school students did research on their own exceptionality. Many of the students wrote blogs about what it means to be “Gifted” or as they often see it, “Labelled”. One student (Nicola) writes,

“Those who are deemed gifted still need support; they need to feel like they are not the only ones with this label. Remember, never judge a book by its cover. Anyone can change the world, whether they passed a test or not. Everyone is equal, and that’s what’s most important to know. Like I said, to be gifted can mean a bunch of things. What does it mean to you?

3)  Set aside time for students to continually develop and alter their own programs. Don’t let this be a “one off” lesson. Build this into a weekly plan. Build it around their Learning Skills.

We do this every week with tea.  We try to discuss one area of need or learning skill. What does it mean to be responsible? How much independence should students have at what age? What is fair and equal when it comes to learning? How to advocate and ask for feedback.

4) Provide a organized system for students to view and edit their IEP’s as needed.  Of course, since some parts of this document may be highly confidential, the template would need to be altered.

5) When updating the IEP’s each term, send home the “working copy” along with the formal copy to allow the parents and families to see how much student input is valued

 This IEP development strategy takes a lot of trust and relationship building to work. Students need to feel safe and free to express their honest feelings and advocate for themselves. One students said to me after reading his IEP, “Wow, I sound like an anti-social nerd that has no friends”.

After implementing this student centered strategy with the students in a self-contained gifted classroom, I wonder if a similar strategy would work with NON identified students. Since we know that all students work better when they have input and when they are engaged in their own learning goals, then couldn’t we implement this in a regular classroom as well? I also wonder, at what ages this would work best? Students are very self-aware at the Middle School level  which certainly makes sense to have them identify their own strengths and weaknesses. How could their other teachers be involved in this process? Will they have input as they travel into other grades? I wonder.

Tags: accountability, gifted, gtchat, IEP, Individual plans, Special Education, student centered learning

One student writes,

“I was shocked when I found out how much I was self directing my learning, about a voxel platform called Minecraft. I learned almost everything there is to know about Minecraft, and I was shocked to find out that I found it all out through <a concept called> self directed learning. I learned it all through tutorials, Wikis, and finding stuff out just by fooling around in game.” http://dwtim24.edublogs.org/

As a teacher of a special education classroom (Gifted Education), my prime directive is not to teach content, but to teach my students to recognize their own learning needs, to advocate and then to reflect on what works or doesn’t. It is to have them ask, ‘What do I need?” instead of “How can I meet your expectations”? It is my hope that these students can begin to see the difference between education and schooling and between teaching and learning.  Ultimately, it is so that my students can drive their own learning and understand the structures that they need in place in order to be successful.

With the concepts and examples of Flipped Classrooms, Khan Academies’ (and the like), Massively Online Open Courses (MOOC), and variety of online courses such as Harvard Open Online Courses or MIT Open Courseware, the structures and tools are available for learners to access whatever content they need in order to solve the problem or complete the project they have in front of them. Therefor, my role as teacher is clearly redefined.

I showed my students the video, “If Students Designed their own Classrooms” and asked them to think about how this could relate to their own learning. I wondered how they conceptualized the concept of self-directed learning.  Initially, they didn’t see a connection to themselves. Why would they?

Students at this age still need structure, guidance and ongoing support and feedback. These students have been faced with teacher directed lessons, schedules, and goals. The concept of Inquiry (in the classroom) is somewhat foreign and like any skill or knowledge based lesson the students need scaffolding and monitoring each step of the way.

A student of mine wrote the following piece.  Alexander is a student that hasn’t had success (as he explains) with traditional teaching methods and has felt disengaged for much of his schooling.  After watching the video he felt inspired (even optimistic) that, in some instances, our system can create learning environments that are based on choice, interest and passion and can be driven by the student. Alexander asked me to post his thoughts where others can hear his voice.

Kids go to school to learn, right? To expand what they know? Then why do teachers decide what the students learn? What if they already know it? What if they are ahead, or behind? The student will know that better than the teacher. They know what they know. They know how to most easily do it. The student knows how they learn. So let them learn that way. Let the student choose how to learn, and what to learn, because THEY KNOW. Each needs to learn their own thing, their own way. Each needs different work, and, sometimes, special attention. So let them learn. School is a learning environment, not a teaching one. How would an adult answer a tough question? Look it up. So let kids do that too if they want. Let them do projects, or paragraphs, or a diorama, or even a model in Minecraft! If they want to do it,  then they probably do it better that way. If they say that they know that already, then teach them something new! A teacher’s role should be to help learning, not to tell kids to do something. I skipped science today because we had to do stuff on circuits that I knew in grade two!!! I came to school to learn, and I wasn’t learning anything except how to be bored, which I learned enough of in grades two to five (in grade one it was still mostly games). As I said, people come to school to learn. SO LET THEM.

What works for me?

1. RELATIONSHIP – In order to implement this approach of teaching there has to be a significant understanding of who the student is as a learner. We take a significant amount of time reflecting on how to communicate what we know, how to reflect on how we know it, and how to synthesize what is next.
2. BLENDED LEARNING – Each day, I provide individual tasks via Edmodo or Google Docs. Students will either choose a goal or be assigned one to work on. The Blended Learning structure allows students to access his/her individual plans and to communicate with teacher. It also allows for parents to be involved. Uploading plans and activities ahead of time has also been effective!
3. TOOLS – I try to provide time for students to explore and learn how to navigate the tools (ie: Khan Academy, Math apps) and let them pick out the activity or app that interests them to share with the class. The “Resources” section in the classroom is important.
4. TIME – Provide enough time to allow students to work on a given task. It often takes them 10 minutes to get going on a task. This time for “small chat” is important – like it is for adult learners.
5. FEEDBACK – Ensure students aren’t just ‘doing the work’ but that there is a purpose. Give feedback to each group, or individual. I find myself walking around the room, prompting, checking, and reassuring.
6. DIFFERENTIATION – Allow students to use the tools or apps they want rather than assigning. Some may use Educreations, while others are using the Livescribe.  The marker and chart method works too, although the students always upload what they’ve done to Edmodo or Evernote.
7. INDIVIDUAL EDUCATION PLANS – I print out their IEP’s and allow them do fill it in or comment/edit what I have already done.  This is significant in helping them recognize that they have a VOICE.  We do this several times a year and then hang them up on clipboards.

Tags: 21st century Learning, engagement, gifted, learning2030, minecraft, self-directed learning, student engagement

My son compares Redstone in Minecraft to Electricity in the “Real World”. He explains, that this wire like application has endless possibilities when it comes to creating or building machines.

I spent some time working with him on Minecraft and noticed his use of patterns when using this application in Minecraft. As he mastered a particular concept (electrical source, flow, breaker), he then copied it over and over to create and customize simple machines. What I was most intrigued with, was not his knowledge of electrical currents or how circuit paths function, but was his ability to think through a problem, add further dimension to the problem and use the knowledge to construct further creations and so on. Here is an (unedited) video of Nathan explaining how he is learning to use this application.

If what I seek in my classroom is for my students to use their own creative thinking to create and solve problems that are authentic (to them), I wonder how this application might challenge them. One thing is for certain, since this game offers a blank sandbox, the possibilities are endless.

Tags: blooms taxonomy, minecraftedu, minecreaft, problem solving

The following pictures/slides provide some information about how we are using PROJECT BASED LEARNING, INQUIRY and MINECRAFT in the classroom.

Recently, a reporter asked me, “So what have you learned through this project?”

I’ve learned that I need to step back and trust my students.

I need to provide time, support and facilitate the groups and activities and allow them to discover for themselves the different possibilities, avenues and perspective of an issue.

I learned how important it is to use tools that they themselves are familiar with and to explicitly provide situations where they can be leaders and facilitators themselves.

The Barton and Tiffany area in Hamilton remains vacant. These students, while their concept plans may never get to play out in the real world, have had their voices heard.

Tags: #hamont, barton and tiffany, HWDSB, Inquiry, iPads, minecraft, pbl, project based learning

Dear Reader,

It is with great concern and much confusion that I write this post,  as there are so many dichotomies at play in the conflict between the Ontario Government and the Ontario Teachers Federations.

I spend my days in solidarity with many teachers across Hamilton Wentworth District School Board, and across Ontario, in Protest against Bill 115.

To clarify, I am participating in a “pause” of any non-instructional work that I do during the school day, which includes all extra-curricular activities, clubs, and homework help.

It has not been easy. I love teaching and like many of my colleagues, working extra hours, participating in trips, plays, concerts and sports  is a huge advantage of this profession. I can’t help to be filled with not only anxiety and trepidation but also confusion. The last several weeks have been filled with voices across my own community and Ontario debating the issues at hand. Do teachers have the right to Strike? Why are students being made to “suffer”?

I’ve noticed that people are focused on the present. Perhaps it is because they have a child in the system right now and  they have a very personal stake.  They want their children to have the very best education and they know that extra-curricular activities are an essential part of the schooling process. Research proves this. They know that their children need choice and flexibility at school and need to be enriched with a variety of learning that includes field trips, clubs, and opportunities to practice ARTS during non-instructional times. We know this well. I understand this because I am also a parent with two children in this system.

Student designing a “concept” for the Barton and Tiffany land in Hamilton Ontario.

However, as a teacher, and as many of my teacher colleagues, I am looking beyond the present.

I protest for my students next year, in five years and in 20 years.

I protest to protect their future in the labour force.

I protest because  I want my children and my students to experience an environment where labour rights are respected, debated, and upheld. I want them to continue to feel safe to voice their opinions in a democratic society. This debate itself – what an excellent learning opportunity this has been for them!

Students using Inquiry Methods to interview a group of explorers via satellite

I protest to ensure that Ontario continues to uphold the high standards of instruction and respect for students and teachers that we have.  I am proud to work for one of the most well respected systems of learning in the world. My stomach turns every time I hear someone try to compare our system to a US State that uses high stakes testing as a way to measure their children and teachers. I grimace at the thought of lowering our standards. What kinds of teachers would we attract to our profession? I am confused when I hear the community criticize teachers. Shouldn’t we support those that are working with our children?

Students creating proposals for a community project

I protest for change and progress in education. I push for innovation in teaching and learning. I push for new methods and insist on meeting the needs of our 21^st Century children. I push for the ARTS in education. I am fortunate to work for a system where I feel safe and protected to take risks, while also getting the support that I need.

The last few years have afforded me opportunities to travel to many places across North America and the world where I would visit, share and collaborate with educators, researchers, parents and students. As an Ontario Educator and Activist, what I learned most from these experiences is how fortunate our children are to be attending Ontario schools and how fortunate I am to be a teacher in a Country that values my profession. I learned that even with a highly regulated system (much more than other countries), there continues to be a great deal of trust and autonomy amongst educators, which has led to much progress and innovation in many of our classrooms.  Our organizations strive to work in partnership to empower teachers, as I have witnessed as part of the Teacher Leadership Program (OTF and Ministry partnership).  In Ontario, our students and teachers are valued which is why we are constantly implementing new research and finding new ways to teach students that prepare them for 21^st Century jobs.

If we accept Bill 115, I fear that the balance between Trust and Regulation in our system will swing irrevocably too far, creating a rigid system that is lead by those far removed from the realities of the classroom. Good teachers will leave. We will condone mediocrity and will fear risk taking. Our most valuable assets-  our children – will ultimately be the ones that lose.

Tags: Bill115, etfo, HWDSB, OSSTF, OTF, Protest, Teacher Federation

A Miracle happened.

I ran the Toronto Marathon.

Why a miracle? I had already accepted that I had to back out of the race. Two weeks ago, during one of my long training runs, I suffered a pulled calf muscle.  Three days ago, I woke up with a fever, sinus cold and cough.  Regardless, I knew I had to  try. I wanted to cross the line that said “Start”. Finishing didn’t matter.

I woke to thunder and lightning and pouring rain. As I sipped my coffee and ate my oatmeal,  the rain slammed onto the course (which I could easily see from the hotel window).  I wondered how wet my shoes and socks would get…how far I could go before the blisters started? My throat hurt, my spirits were down and I wasn’t’ sure at that point if I could do it.

Minutes before the gun went off, I received a text from a friend,  “You don’t have to finish. It is everything you did to get to the starting line that is the accomplishment”. That was all I needed. I felt so proud of the dedicated hard work, and perseverance, over the last six months of training.  My eyes teared as I crossed the starting line. I turned my iPod off and listened to the sounds of the crowd as they cheered the runners. I didn’t have anyone particular cheering me and yet, I found solace in those who made eye contact with me and gave me that encouraging glance.  As I ran those first few kilometers, my mind drifted to a quote, recently shared with me by a friend (also a principal) , James Cowper,  from his blog post called, “Why do I run? Because its hard.”

Long distance running is personal and political, but even more, it’s transcendental. You transcend “normal” behavior as well as your own expectations. Over time, this serial transcendence plateaus at a different idea of “normal.” Through this beautiful, empowering process, you locate and relocate your identity. You constantly create new conceptions of what’s possible and those new concepts become part of you. The key here is this: You then become more involved with the world as an agent of change. You rage a bit. And this entire process is modeled. Others witness it; many are moved by it—they change for the better. In this ongoing empowerment and transcendence, you are a public model, whether or not you think so. When you start running seventy miles a week, the people around you will eventually take notice and become curious. It’s an exceptional thing.

(James McWilliams — historian, activist — published on the blog, Myths About The Vegetarian Myth.)

This quote reminds me of what we discuss in learning and teaching. When we engage in anything – a project, a written work, a song, an art, a book, and we speak our thoughts and share our ideals- we empower others.  When we write and share stories and interact with one another, we risk causing ripples of our ideals and maybe, just maybe, we might cause people to question, to ask, to wonder and to seek more – of themselves and of others. Maybe, our actions, whether it be the hours of training for a marathon or the hours of learning in schools make us catalysts for change, inspiring others to join our endeavor or create their own (whatever it may be).

Running 42 Kilometers was a feat for me. Something that, while thousands of people do, I never imagined I could.  I learned, that like anything we want to accomplish: with endurance, with practice, with an open mind, with drive and most importantly with support from others, we can overcome just about anything we want – even with our differences and deficits. More importantly, maybe our actions might inspire others.

I thank my many friends, and colleagues for cheering me on virtually. My twitter stream was filled with comments of encouragement, support and inspiration from educators and learners across our Globe.  Proudly, I crossed that finish line with my husband (@pipe72) waiting and cheering proudly.

Maybe it wasn’t really a miracle after all.

Tags: #hamont, goals, inspire, running, Settingoals, Tornontomarathon

I think my lessons are fairly engaging. But the second that bell went – literally, the second – the students gathered to discuss their next plan of action. Their next build. Their next tutorial on how to use Red Bricks, how to rewire a city, how to build the underground plumbing system. It was then that I realized that the most authentic assessment I will ever get with regards to creativity, problem solving, divergent thinking, oral communication, thinking (etc.) was during the lunch hour, when they were “playing” Minecraft.

(Also posted at http://Giftedclassroom.edublogs.org)

As a mother of two boys that use the Minecraft platform to build and design, I feel fortunate to have come into this classroom with a familiar knowledge of the potential of what this game can offer as it relates to learning, specifically around the concepts of STEM (science, technology, engineering and math).  The last few years, watching my children play and learn has led me to interest in the relevance of game-based learning platforms and to the awareness of both the benefits and pitfalls. Included HERE are a few current articles and links about Minecraft in education, along with examples and pictures.

In this video, a student demonstrates a world that he works on outside of school hours. The planning, thinking and co-authorship of this design and creation is at a level that I rarely see in the classroom. In fact, I can’t imagine anything that I could teach him to match the intricacy of thinking and design here. He incorporates math, science concepts, business, and art. He uses language skills to plan, think and communicate with his peers and spends hours reading and learning about servers, plugins and how to create his own Mods for game improvement. In the midst of all this, this same child reads about 2 – 3 novels per week.

I urge you to watch at least part of this video,

Minecraft in our classroom – next steps: 

-> Three students will moderate and control the server. All students and other members are ‘whitelisted’ which will ensure safety, privacy and protection.

-> Students will begin their first build – a school designed around the concepts of STEM and that will meet the needs of every single person (including teacher) in the class.

-> Students will begin designing the “Light Rail System” and will investigate the current discussions about the issue - http://hamiltonlightrail.com/  This initiative will support the Geography, Social Studies and Language curriculum (Ontario).

-> In teams, students will propose and design a space that is currently under much debate at the Tiffany and Barton street area in Hamilton in the Harbour West. They will have an opportunity to investigate current and past discussions and debates about the issue and then use their designs and ideas to propose solutions

We welcome collaboration and hope that parents, community and other students tap into our Twitter Stream @dwcatalysts or instagram pictures as we document and share these experiences.

“Salt and water combine to form salt water, which sinks below pure water. Heating up salt water causes it to split back into salt water and steam. Steam rises and condenses, eventually forming water droplets. Plants drink water and grow, but die if exposed to salt water. And that’s just three of the nineteen materials available for you to draw.” - World of Sand

What I’ve discovered most about my students in this Gifted program, is that they want challenge. Not just any challenge, but a challenge that doesn’t have just one answer, but a myriad of possibilities. They want a challenge that can be done, and re-done over and over, with different results or possibilities. They want to create the challenge, to ask the questions, and to discover solutions. The epitome of inquiry?

Today, one of the students finally got to implement HIS challenge. Details posted on his blog post – “World of Sand Challenge” (A comment on his post would result in a  smile).

Using the REFLECTION app on the SMARTBOARD along with the iPad app World of Sand, he demonstrated how to combine the elements, tools and chemicals to create reactions. Once the students had a chance to practice, he set specific guidelines: Acid, Liquid Fire and Acid to be set as “automatic” – in that order. The problem? Combine the other elements so that these elements/chemicals do not touch bottom of screen.

Here is one student explaining their result. I feel humbled to be part of their learning journey.

Tags: Inquiry, World of Sand

The learning environment is what will help create community. Before anything, students need to feel safe. Not just physically safe, but safe to learn how they learn, safe to think “outside the box”, safe to ask questions, safe to make mistakes, safe to be who they are.  I recently read a post by Jackie Gerstein, a friend and mentor who talks passionately about the importance of community in the classroom (It’s About Connections Not Content). Below, I talk about the learning spaces to honour all learners.  It is my intention to help these students find their passions, their gifts, and their understanding of themselves.

The Circle

Each day, we start off in a large circle. We might play a game, talk about a current event or gather our ideas for upcoming lessons. The circle gives brings the class together as one team, a group of co-learners and a support structure that they will need.

Comfort and Escape

A few years ago, I taught in a brand new school with small classrooms. A quiet “comfy” space was not an option and was strictly forbidden by fire regulations. I yearned to provide my students with an area to go when they needed to unpack and reflect. As we know, this 7 hour day, surrounded by an assortment of individuals can be overwhelming and draining. This classroom (an older school) allows for this space.  Students can use it to work collaboratively using the bulletin board or small table or even the floor as a workspace.  Of course,  reading a book, plugged into a good song is also pretty fantastic for any learner.

It only took about one hour before a student crawled into this “getaway”.  A calming environment that is still in the same room is a true gift for any classroom.

Exercise – Meditative, focus~refocus, transition

I truly love to Hula-Hoop. Not only because it is great for the abdominal muscles, but the repetitive motion is soothing. After a long day, or a long think-session, there is nothing better then grabbing a hula-hoop,  with a little music (or quiet is good too) and finding a place to gather thoughts and re-fuel for the next “thing” to come. Another true gift that this classroom offers – enough space.

Game

There has been much debate about the use of Gaming in the classroom and its integration into core subjects like math, social studies and language. The Kinect offers an incredibly fun way for students to work together in solving problems, debating stories and characters, and thinking through puzzles and math games. Allowing students to move around, challenge one another and discuss the creation and process of the game itself is incredible insightful and meets them in their world. We will be integrating Minecraft in our classroom this year, as a way to plan, think, and discuss through creation and collaborative building.

Apple TV, Reflection, Interaction.

So often, we use the projector and whiteboard to deliver instruction and content. But with the Reflection App or Apple TV, students can broadcast their work and designs on a larger surface. To show the students a quick video, or demonstrate an iPad tool, I can stand anywhere in the room and broadcast quickly and safely. Even better, students can broadcast their work.  Only a few years ago, I found myself stumbling trying to improve my motor skills when using the Smart tablet.

Group Think-Tank and iPad Center

One of my students asked, “Too bad we can’t just write on this table!”. I wonder if “Idea Paint” would work here.  To move away from their desk workspace to a group workspace is valuable. It is also valuable to have an option to go back to ones own individual space. With the use of the HWDSB iPad program and the School iPad purchases, I have about 10 iPads in the classroom. We will start of with interview videos. A favourite app used today was WORLD OF SAND. I highly recommend it. Highly.

Weekly Schedule, Handouts and TEA.

Posting a daily overview is important, but to see it in context within the entire week is essential. Like adults learners, our younger students want to know what is next and why, and especially how it relates to their learning. There is a definite accountability attached to this practice, but it is so worth it. At the end of the week, I brew tea and together we work on the next weekly schedule. It empowers them and gives them voice.

Choices and Voices

This image keeps changing. As students become more comfortable with me – and more confident, they start adding more ideas and information here. It is fascinating to see how many students ask to get away from the brick and mortar. They want field trips, walks, and to learn outside.

Online

Blended learning is not only going to provide more solid communication and on-going information for students and parents, but also more access to content and learning. While it might be surprising to some (ha, ha!), I am not the bearer of all knowledge and information.  Neither is the Internet. A blended learning platform (where students can also learn online) such as EDMODO (something new I’m trying this year) will allow me to facilitate content that is rich and diverse to a group of students that vary greatly in learning needs.  As well, each student will be given a personal blog, and will have access to my daily plans through Google Docs and our classroom blog (another huge accountability risk that is worth the immense outcome).

 Community

My favourite learning space – The real world.  This year, I’ve established a partnership with the Hamilton Farmers Market where students will get a chance to learn stories of the lives of real Hamiltonians. Students will learn to shop, cook and share resources.  Most importantly, they will have an opportunity to socialize and interact with citizens and with each other in authentic ways. With some structure and guidance, they will have a chance to apply what they have learned at school to something real.

We have also arrange for several community walks. Our school location is surrounded by hundreds of acres of forests (Royal Botanical Gardens) and wooded trails. The colours, smells, sounds and wildlife are the inspiration I’ll need when teaching poetry and creative writing. Perfect for finding space and time to talk, share and develop a real sense of self.

Tags: 21stCentury, differentiated instruction, gifted, HWDSB, iPads, Kinect, learning spaces, Special Education, Universal Design

140 Voices
The 140 Voices project was co-developed by Rodd Lucier and Zoe Branigan-Pipe, who are working to bring co-learners to life through a collaborative project called 140 Voices. The 7 Degrees of Connectedness was created in part to help explain the 140 Voices project.

Why 140 Voices?
It’s the number of seconds that anyone can spare for a quick video.
The number matches the maximum number of characters in a tweet.
Many of the folks who will appear in these short videos, are active on Twitter.
How long will it take to engage the voices of 140 educators-leaders-change agents?

Here, a short video interview with @Stephen_Hurley explains how the 140 Voices project came about and why we feel it fits so perfectly with the collaborative publishing taking place on VoicEd.ca.

Do you have a story to share? Do you know someone else who has a story to tell?
While you could wait for us to record you in person or via Skype, with a little video-editing playfulness, you can create your own 140 Voices video. Following the steps below, you can share your own story or any story of interest. The video tutorial below shows how it works.

To Capture and Post a Story:
1. Film yourself or a colleague using any digital video camera or camera-equipped computer.External mics are helpful, but not necessary.
2. Answer (or ask) the following questions or respond to the prompts:
* What is your name, role and where are you from (city, organization)?
* What is your current project or initiative?
* How does this project impact student learning? Teacher learning?
* How can folks keep track of your online learning?
3. Upload video content to a video editor of your choice (imovie, youtube editor)
4. Add the 140 Voices intro and extro to your video using the tutorial provided or some other method.
5. Post your video to YouTube using the hashtag #140voices.
To do this part, you will need a Youtube account (or any Google account)
6. Share the link with either @stephen_hurley, @thecleversheep or @zbpipe via Twitter using the hashtag #140voices
7. Videos will be collected and shared at VoicEd.ca

Peter Skillen and Brenda Sherry, are two dynamic and innovative educators from Ontario. Their videos are the first of what we hope to be 140 short interviews to be hosted at VoicEd.ca.

Tags: 140stories