Last week involved dozens of hours of learning and networking with thought leaders around the country working towards transforming the education system. While I reflected each night of the conference, I also decided this week to put together a presentation of some of the biggest trends and takeaways I noticed from the conference. The intent of this presentation is so that I can share highlights from the conference with the rest of the Trailblazers Production Team since I was the only member able to attend; however, I thought I would also share it publically if anyone else was curious about the happenings at iNACOl (at least from the sessions I attended).
There’s a recentish trend in education around trying to “gamify” certain lessons to make them more engaging to students.
Personally, I’m a fan of this concept, I even use the tool myself when teaching gymnastics sometimes by making conditioning into competitions or basics on beam into a repeat after me game as I did today. I think it can definitely be a useful tool for any teacher’s toolbag.
However, I also learned today that doing a poor job at gamify-ing actually makes things worse from a user end.
As part of my psych class requirements, I participated today in a research study. If it wasn’t giving me class credit I would say that it was the biggest waste of an hour and a half I’ve ever had; it still quite possibly could be. Some part of me hopes that the researchers can benefit from my involvement in the study, but I’m pretty sure I’ll be an outlier in their study.
The study description was:
The purpose of this study is to assess how information is valued when it comes at a cost and how time pressure influences information foraging. In this experiment, you will play a medical diagnosis game where you will select information to aid in your diagnostic decision-making.
So I come in, sign my release form, and then I was put at a desk with a computer in a small room that had a divider between me and the other participant. When I read that this study was being conducted in the form of a game I got excited thinking it was going to be a fun mental challenge with interesting rewards system; you know- game like.
Turns out this was not a fun game. The game worked by a patient “coming in” and telling you their symptoms. Then you could see the results of different tests like an MRI or Cat scan, etc. There were four symptoms, four tests each with three possible outcomes, and four potential diagnoses. Upon correctly diagnosing a patient you’d get $1000/points. Then there were different rounds that added different factors like time and hidden information which were meant to help get at what the study was trying to test.
In theory, you would have to guess at the beginning of the game and then would slowly recognize patterns to help you make informed decisions on how to diagnose each patient. The problem for me was that I never learned anything. To be honest, I got really annoyed with myself because I could not figure out the correct connections. It didn’t help that half of the test results looked the same and I didn’t realize during the instructions would be the only time they tell you the difference between the “positive, neutral, and negative” test results looked like.
What I do know though is that my feeling of “failure” to learn what I was supposed to be learning lead to exactly what you’d expect: I stopped caring to try. I just continued to guess and honestly, it made things faster and I was still having decent success in my opinion, though I have nothing to compare my game score against. At that point, I really just wanted to get out of there but knew I had to finish the study for my credit (and for feeling like a decent person purposes and helping with their study despite being bored out of my mind).
I couldn’t even tell you how many times I almost fell asleep out of boredom. This “game” turned into my clicking a mouse twice in two spots then clicking the space bar. Repeat. Over and over again. I then got to that point where I felt jumpy from sitting in one place for so long and trying not to think about going to the bathroom because I was just wondering how long I would have to keep playing the stupid game.
I’m pretty confident that there are a lot of other students out there like me in this story and even more that may have not even tried as long as I did to figure out the learning lesson. Students where if they were in the situation of feeling like they were never going to learn something, they stop trying to learn it if no one gives them a new way to approach the topic. I think people intrinsically know when a certain style of teaching is not going to work for them, so why keep trying to put the square into the circular hole when you know it will never fit?
And this goes even for exercises that seem “fun” and “game like”; they still may not work for everyone, no matter how excited you are about a new activity for teaching a topic. There always needs to be options and adjustments if we want everyone to succeed; we talk about that all the time in gymnastics. When we teach a new drill, we say it, show it, have the kids try it, and still sometimes need to give a few kids a spot through it for a little; it doesn’t matter how they get the information, but they need to be able to all safely try on their own.
It was honestly a big MoVe moment (moment of visible empathy) for me walking out of that room realizing how some students may feel fairly often at school when they just aren’t getting it and don’t know what to do about it.
Today was my first full day back in Atlanta since mid-June. It was a fairly standard day for me being at the gym most of the time and then crashing my brother’s tap rehearsal.
Being back in Atlanta though, it hit me today how close it is to the summer being over. It’s about time for next semester to start and I don’t feel the least bit ready. It’s about time for classes, and projects, and coaching, and acro, and tap, and maybe theater though looking unlikely this semester sadly.
It feels like summer flew by and now it’s back to reality time of needing to get ready for the rest of this year.
I’m not really looking forward to going back to school which is kind of disappointing honestly. I feel like the past few years I’ve always been at least somewhat excited for school to start, even if just for the sake of seeing friends and teachers and a few classes and clubs I knew I could count on being great like Latin and Innovation Diploma. Nowadays though I don’t feel like there’s much I’m looking forward to in regards to school. It was kind of a sad discovery to have as I looked at my messy room and realized it was time to start packing, so now I’ve been trying to really process what might be a positive thing about going back to school but still struggling some…
I think I’ll be closer with my roommates this year which could be fun. I’m moving to the advanced tap group which is kind of exciting, though I still kind of feel like a bit of an outsider at times with the tap troupe because most of the people were besties before forming the troupe. Theater I don’t foresee me being as involved with this semester just due to time commitments with actually working a fixed schedule at the gym this year plus 18 credit hours of classes (which I’m really not excited about especially with still taking so many core courses still); I am excited though to do A Mid Summer Night’s Dream again in the spring. Engineers Without Borders will be interesting considering we’ve finished teaching the class with Paideia, which was what I had joined the team for in the first place, but we’re hoping to continue the education team we just haven’t worked out details so I should get a lot of leadership with that. I’m somewhat excited to start taking psych classes this semester, but “intro to psych” is considered to be sometimes a hard weed out course which makes me a little less excited.
So I guess really I just have a lot of mixed feelings about school starting so soon. I’m not really sure how to feel about some things, meanwhile not excited about most of my classes whereas I use to have more classes to look forward to. My conclusion at this point: I wish higher ed was more learner-centered.
Typically at the start of summer break (and also winter break though that’s currently irrelevant), I end up writing on my whiteboard wall in my room a list of summer goals. (Mostly action-oriented goals so that it’s clear what needs to happen for them to be achieved.) It helps me get a visual for what I want to have accomplished by the end of summer. Then I take a picture of the list and have it on my phone to refer to throughout the summer. Even if I don’t get everything on my list complete, I often get a good chunk of the list done and it helps satisfy the part of me that thrives on the feeling of accomplishment when I get to cross things off of my list.
This summer I did not write my list and I’ve noticed the effects. I don’t feel nearly as accomplished as we head into the end of summer, even though I know I did several things that would’ve been on the said list. I also think I procrastinated tasks that would’ve been my “moonshot goals” because I didn’t have the courage to ever make it “official” that I wanted to get those tasks done by announcing them on my whiteboard.
Sometimes changing a habit is how you learn just how much you appreciated the habit. Like when I had to stop taking band my sophomore year of high school because it didn’t fit into my schedule, I then realized just how much I loved playing the flute and how I didn’t want to give it up.
This summer of not creating my goals list has made me realize just how much of an “accomplishment driven person” I am. (I don’t know what fancy wording would be used to describe this kind of person, but that’s what I’ll call it for now.) I like feeling like progress is being made no matter how small, and I do a better job at getting big things done if I can break up a goal into little tasks and then “publicize/make visual” (even if only really to myself) these goals in order to hold me accountable to them.
To some extent, I already knew this about myself, but I think not creating a list for this break for the first time in a few years has made me realize how much more valuable this realization could be. I want to experiment this fall with how I can use this self-discovery to better my work progress.
I already have lots of whiteboards in my dorm room, so I think I’m going to make one of them my designated goals list. Then once a week, or maybe one every two weeks, or maybe some other time frame I’ll have to figure out, I will readdress my list of goals to see what progress I’ve made and what new goals I need to start working towards. My hypothesis is that developing a habit of more frequently addressing what goals I want to accomplish in a given time period will help give me a better work ethic and more positive attitude about making progress.
Some may say, “Why wait until the fall? Why not start now?” and to that I say that for some reason the process of standing in front of a whiteboard and writing down my goals really makes a difference. So rather than creating a big list for future thinking goals, I will start small for now until I get back to my whiteboard; my goal for next week while I’m in Ohio is to finish editing all of the gymnastics music needed for next season.
I’ve found that as I get older I discover random strong opinions that I didn’t realize were developing over the years. For example, I don’t like magicians.
Today we saw an illusionist’ magic show off-Broadway and as we watched I realized how bored I was, which made me realize how I always get bored at magic shows. It’s kind of unfortunate because I’m impressed to some degree by what magicians do and the time and effort it takes to get good at what they do; however, something about knowing that it’s really all a bunch of logic and mind tricks makes not enjoy the tricks much. I spend more time trying to figure out tricks then I care about the coolness of the tricks; then I get bored.
Honestly, I’d rather a show of someone showing me how they came up with weird illusions because we all know it’s fake anyway and it would be far more impressive in my mind to see the trick and then know how it works. I mean I’ve always thought it would be fun to be around while magicians help make theater and movie tech become really epic; that’s probably the best job a magician could have in my opinion but it involves sharing the secretes to tricks.
I realized also that I’ve been to a lot of professional magic shows which I didn’t think was abnormal until today when I stopped to think about it. Perhaps if I had seen less magic shows in my life I would find them more engaging because they would have more of a unique quality to them.
It’s an odd thing to have such a strong opinion on, but despite not liking magicians, I’m at least grateful for tonight’s illusionist amusing me with myself and my new self-discovery. Learn something new every day, and sometimes it’s about yourself.
As much as I love it, I have never thought about a career in performing arts. It’s just never been something I could see myself doing. The realism in me knows it’s not the most stable or easy path to make it in, plus I have multiple family members in that business so I know what it’s really like. Not to mention, I just feel like there are other things I also want to do.
Despite all of this, I always seem to find myself in a theater as one of my mentors pointed out today. I’ve been to basically all of the productions my old school put on this year, performed in a few at college, and even just this weekend I’m helping with running the spotlight for my siblings’ dance show.
I just can’t seem to escape, and I don’t think I have a problem with that. The theater is great! You get to be crazy and serious, lyrical and sharp, witty and stupid, and everything in between. It’s a place to learn new skills and gain better practices for life, and the people you meet are often the most supportive and creative people who will push you beyond what you ever thought possible of yourself. It’s all just an amazing world that I’m glad to be able to stay a part of even as I grow older and move around more often.
This is now my 3rd year as a cohort member of the Innovation Diploma and everyday I’m noticing new ways that we have grown overtime.
Just today we were having a”Team Up” moment as we know are calling it, where we all gathered to debrief on where we are at and where we need to be at by tomorrow. We quickly identified that there was some miscommunication in terms of what everyone believed to be our definition of done for the current project we are working on. (The topic of the project is irrelevant for the purpose of this post, but in case you’re curious, we are working getting more traffic and awareness of our outdoor classrooms.) After coming to this realization, we talked things through as a team and were able to come to a consensus and decide on how to proceed.
I’m not really sure how to describe this process we went through, but after this Team Up took place, some of our observing faculty members commented on how fascinating it was to watch us. They said that it was really impressive to see a group of students lead this process of critical thinking about clarifying their task to help a client.
I found this funny because I hadn’t even thought about how it may seem impressive that we were able to have that conversation. To me those deep and messy conversations have become normal, but it wasn’t always this way. Thinking about it now, I realize we’ve grown into being able to have these conversations. With experiance being thrown into high stress, real world, situations with real stakes, we’ve learned how to better navigate the bends in the river.
It’s amazing how we change overtime without even noticing it sometimes, but then we look back and realize just how far we’ve come.
An article of mine went live today on the e-magazine Pioneering: Education Reimagined!!!! I posted an early draft of this article on my blog around mid-summer but I’m much happier with this final draft, and very happy to have one more thing off of my plate!
The most interesting thing about this experiance was having an editor. I don’t have very good grammar. I’ve accepted this fact long ago. In fact I spelled grammar wrong writing that last sentence the first time. However, apparently my thoughts that I write about are at least interesting and well written enough for people to want to read them.
In school though this typically doesn’t matter much. I never saw myself as a writer for years because I never made all that great of grades in English class due to my poor grammar. If I’ve learned anything from blogging, it’s that not all good writers are editors. Like wise, I know people who are good editors but not all that great at writing themselves. However, when good writers work with good editors, pretty epic stuff happens.
It was nice to be able to write something for a specific reason where I was more concerned with the ideas then the grammar for a change. Because I was able to work with other people who read over my work to help with grammar details, and it made my writing look better which was cool!
No one ever works entirely on their own. Even book authors. I wish in school we spent more time focusing on the different skills everyone has, and how people can work together to make something great. We don’t all need to be writers, or editors, or artists, or mathematicians, or historians, or scientists, etc, but we do need to know enough about different areas and about ourselves to know how our strengths can work with others to accomplish meaningful work.
What started as just a fun challenge to create a blog and post for 100 days in a row has now become an integral part of my life. Blogging may not be for everyone, but for me it has helped me clarify some of my observations and thoughts on different parts of my daily life, and the best part is that I’m able to track and record my reflections, insights, and key learning moments throughout each year. With it being about the middle of summer now, and with the fact that I won’t have access to much internet or phone service for at least the next week, I find that it’s a great time for me to zoom out and reflect upon my key learning moments from the past year as a whole about myself, utilizing the design process, and the future of education.
This past year I have significantly expanded my understanding of these 5 ideas:
- The need for flexible schedules
- The role of teachers
- Prototyping and launching
- Sense of self
- The future of student voice
In the “real world” people do not work on a bell schedule that has obscure periods of time that go from 10:15-11:05. This past year I have started to do even more “real world work” where I’ve found myself struggling to find times to meet with people due to my odd school schedule. However, within my project based learning time, I have wider chunks of time where I’m able to get ample work done. I’ve written a few times this past year about how we’re often just waiting for Thursdays when we have so much flexible time- the first half of the day- to really get deep into our work by going off campus, interviewing people, working on prototypes with tools, etc: “Sometimes it feels like we’re just constantly waiting for Thursdays, because those are the days we always leave feeling like we actually were really productive and successful in making progress towards a bigger goal in our journey.” — Waiting For Thursdays
And imagine with the amount of work that can happen during half a day, when given a whole week I got the opportunity to travel with other members of the MVPS Innovation Diploma cohort to San Fransisco to work with Stanford students at the d.School on design thinking challenges: ID at the d.School If we hope for students to be doing work with companies within our communities, than we need to support this type of work by having school schedules that are more flexible to allow for meetings, and off campus work, and time to really get into a flow of working.
The biggest adventure of this year for me has to have been the AP Lang Collab Course which has allowed me to take ownership of my learning in a way never before experienced. This past year a partner and I created and participated in the first ever student designed AP course which we called the AP Lang Collab Course. We created this course because we wanted to challenge the education status quo, have the opportunity to test project ideas we’ve had over the years, and have the freedom to take control of our learning as we explore our interests through the lense of language. For this to work we had to be the student, teacher, facilitator, coach, mentor, everything all in one, and with this newfound ownership of our learning I developed a better understanding for how I envision a 21st century teacher. “I can teach, mentor, coach, and facilitate, but when I’m in a class I want someone who can bring their past experiance in to help constantly change between all 4 of these roles and more when needed. I want a guide in the classroom. Someone to teach me skills, and mentor me through stress, and coach me to be confident, and facilitate me and my peers around common challenges. Most importantly though, a guide occasionally let’s it’s followers explore the woods and decide what path to turn down. A guide helps students along the path they choose and points out the important landmarks along the way.”— Taking Ownership
Another huge project for me this past year was my work with the ReSpIn Organization which strives to Reduce waste, Spark conversations, and Inspire change around 21st century sustainability. Our team was formed because we observed that while MVPS teachers, students, faculty, and parents all observe the importance of recycling and being an environmentally sustainable school, more can be done to make MVPS a leader of environmental sustainability. So we explored the question, “How might we make sustainability a part of our DNA at MVPS?”
The first product to come from the ReSpIn team is called the RISE Sustainability System. This system is a learning tool for teachers and students to use in order to help facilitate conversations and activities around sustainability. The product is a space saving waste and recycling bin in one made out of PVC, wood, and zip ties in a way that allows for anyone, of any age, to set up the RISE bin on their own. This clever design allows for classrooms to set up their own RISE bin and use that experience to jumpstart the learning on sustainability. For this project we created dozens of prototypes, and had many moments where we struggled with taking the RISE bin to the next level. This struggle though, is truly what happens in the “real world” with product designs; they take time and lots of prototypes and feedback. The most inspiring piece of feedback that we were given was from a little 5th grade girl who told me, “This is the best design challenge we’ve done, because we never get to see a project like this get this far.”- RISE to New Levels. My work with the ReSpIn team isn’t complete yet, but after this year I’ve learned the true value of prototyping early and getting feedback from a myriad of people in order to push ideas forward.
Amongst the things that I’ve learned about school and design thinking, I’ve also learned a lot about myself over this past year. I’ve always been a person with countless interests, passions, and after school activities that have consumed my “free time.” I’ve often thought of this as a problem because I can’t make up my mind on how to spend my time because I get too interested in everything simply because I’m curious and love learning. Then I watched the Ted Talk, “Why some of us don’t have one true calling,” and it was possibly the most moving TED Talk I’ve watched yet, because Emilie Wapnick introduced me to a world of people just like me and helped talk about the positive side to being what she calls a “multipotentialite”:
- Idea Synthesis: bringing together seemingly different concepts together to find the intersections where great ideas come from.
- Rapid Learning: getting deeply curious about one thing and learning a ton about it before moving on to the next thing to also learn a ton about.
- Adaptability: being able to put on different hats in different situations where different roles are necessary.
I’ve been discovering a deeper sense of self which is an essential part of learning. I’m a person with many different interests, but I can also find the connections between these diverse topics easily which helps me to build project teams and relate things like gymnastics and education transformation.— I’m A Multipotentialite
Learning more about myself has also helped me learn more about ways that I can contribute to the movement to transform education. This year I served as an MVIFI (Mount Vernon Institute For Innovation) Fellow which opened up a number of opportunities for me where I would be leading all kinds of educators in conversations and challenges. In design thinking we highly value and work with our users. The main users of schools are the students. So it only makes sense that for us to re-design schools, we need to value and work with students. Not only is it helpful for students to provide feedback and be involved with ideating on projects, but it also is a huge confidence builder as a student to be talking with external mentors on “real world” issues such as education transformation—External Mentors Make Things Real
All of these key learning moments from this past year have been made even greater in my mind because I was able to reflect upon them on my blog. Blogging has given me a place to share my story in a way where I can also easily look back and find trends and connections between my observations. Plus on top of everything, I’m constantly expanding my network and getting new opportunities. I know I’m not the best writer in the world, and I know it’s an area that I could most improve on, but since I’ve been blogging I’ve grown a new confidence and joy in my writing. Writing helps us think, reflecting helps us grow, sharing helps make the world a better place, and blogging is all 3 in one!
With the amount that I talk to educators I’m often asked about why I started blogging and what advice I have on how to get other students to blog. So I thought tonight was a good night to finally put it in writing. First though I want to make something clear: The thing is, blogging is not for everyone and the key to why I blog is because I want to blog, so if you want your students to get all of the benefits of blogging, they have to want it as much as you want it for them.
I didn’t always want to blog. What few people know is that my blogging journey actually began as a freshman when I was required to write a blog post for every section of Hamlet that we read. The not so popular, asmithroman2017 site is where I first started blogging and I didn’t hate it, but I definitely didn’t care about it besides knowing I wanted to make a good post to get a good grade. There was one night where I had some fun because I wrote one of my entries entirely as a haiku for what my friends and I called “Haiku Monday” where we only communicated virtually in haikus. Even that night though I remember it being late and not having much desire to blog.
So when did the mind-shift happen? What made me enjoy blogging? Why did I even start a new blog?
Well it started with a game of bingo. At the end of my freshman year I was officially inaugurated into the first ever Innovation Diploma cohort, and for the summer we were all sent an “ID Bingo” document that had various ideas for things you could do over the summer to start thinking like an innovator. One square was about trying something for 100 days in a row and documenting your progress, and another was about starting a blog. I knew how to use wordpress due to my Hamlet assignments, and I couldn’t think of another thing to try for 100 days, so I thought “Why not mix the two squares and try them together?”
So in short, to be completely honest, I started blogging just because I’m the kind of person who likes a good challenge and a little competition and strives to accomplish goals I set for myself (even though I don’t remember even doing much with the bingo game after school started). I know I’m not really the average student though…
However, I know exactly why I continued to blog after achieving my goal, and I don’t think this was just because of my own personality. As I said in the post where I completed my challenge:
“Blogging everyday was definitely a challenge. There were days were I was not motivated at all to blog; I either had a bunch to do, or I was really tired, or I would have to use my phone to post within that day, or some other excuses I may have had. However, if I have learned anything from blogging, it is how I found that even when I couldn’t think of anything to write about, there was still something to write about, because there is always something to think about.
Blogging has helped encourage me to observe the world more closely, and I’ve really enjoyed the thoughts that have come from the observations. I’ve also enjoyed having a place to share my story. With all of the design thinking I’ve done, I’ve really become apparent of the importance of a story, but also the importance of sharing a story. If a story isn’t shared what can it really do?”
I don’t think there was a light switch “ah-ha” moment. At least I couldn’t pin point it to you. I just know that the more I blogged the more I felt myself clarifying my own thoughts, and the more comments, likes, and re-tweets/posts that I got, the more confident I got that my work was valued and maybe even needed in the community. I couldn’t stop, and I still couldn’t if I wanted to. I notice even after a few days that my mind starts spinning with things that I just need to get out of my head because there is only so much room in there.
However, as much as I love blogging, that’s just me. Like I said at the beginning, “blogging is not for everyone,” and I think part of the reason it was successful for me is because it wasn’t forced on me. I chose to blog. My blog was mine. While I love feedback on my blog, I was never blogging for a specific person or people during those 100 days that hooked me on blogging. I was blogging for myself, to sort through my ideas, and share my story. I feel an odd sense of comfort blogging and to be honest when I’m asked to blog about something specific I feel weird about it because it made that post feel like it wasn’t completely mine. It’s one of those weird psychological things that’s hard to explain and I don’t completely understand what I’m trying to say, but I notice a difference when I’m asked to blog about something rather than when it’s something I just decide I want to write about when I sit down at my computer that night. It actually bugs me a little when someone says “oh this is what you should blog about today.” Like I said, I don’t know why, and often times the person is right that it’s something worth me blogging about, but it’s different when it’s not my own observation that I should blog about something.
A blog should be a place of freedom for observations, rants, stories of success as well as failure, a place that you feel proud to call your own. That’s what hooks people from my observations. When people see that something purely from their brain is making other people stop, read, think, and share is when they feel most empowered to blog.
And by a blog being a place of freedom, I’m essentially saying that it can’t be forced. It doesn’t matter if you see all of the great advantages of blogging, because it’s something the blogger must discover in order for them to be a committed blogger.
And I repeat, “blogging is not for everyone.” I keep repeating this because I feel like everyone (and I say this loosely) is on this big blogging kick where everyone is trying to get their students to blog. But I believe the secret is to think about why is it that we want to blog? I believe a blog is a place to share, record, and network. And the great part is that a blog is not the only way to accomplish these goals. Really any form of social media can accomplish these goals, if used to your advantage.
I don’t think students need to be pushed to blog, but I believe 100% is pushing some form of social media, though it should be the form of the students choice. I personally hate Facebook after a few rough times in the past trying to use it and finding it not user friendly. I’m sure it may not still be this way and if I would try again maybe I’d love it, but I can be stubborn and that’s just not my choice tool. However, some people love Facebook and they have millions of post, photos and contacts which allow them to share, record, and network their own learning adventures. Twitter, Instagram, even Snapchat I bet could be used to accomplish these goals if you really take advantage of the tools.
I hate how so often in society, especially school, social media is looked at as a negative thing. How many times a day do you hear someone say, “get off of Snapchat”? I don’t even have one, but I hear it all of the time. What if rather than focusing on the negative we focused on the positive? I’ve written on this topic before, so I don’t want to dwell on it; however, I just wanted to make it clear that blogging isn’t The Answer, it’s just an answer on how to share, record, and network your learning.
So to answer the question as to my advice on how to get other students hooked on blogging here are my 5 big thoughts:
- Don’t force it!– blogging needs to be “safe” and “free”
- Make it fun: maybe it’s a competition, a challenge, a contest, whatever motivates your students
- Help grow their confidence by sharing their work so they expand their network; comments from new people is super motivating
- Help create the “time for blogging” sometimes it’s hard to think of something to say when you first start out, or you think you don’t have the time, so help set a time for students. Maybe the last 20 minutes of the last class of the week is “blog time” where you can write about anything, but you have to make a habit of it otherwise you’ll always have an excuse to not blog.
- Embrace the why over the how: If blogging isn’t the right form of social media, find another, even if it’s out of your social media comfort zone, let it be the student’s choice because they need to use what they are most comfortable with, and embrace how the “why” -share, record, network- can be achieved in different ways