Why Do I Teach?

I was following the #zetacon hashtag this morning where Kevin Honeycutt was delivering a keynote. He asked “Why do you teach?” We often talk about how we teach at school and district PDs, grade level meetings, EdCamps, and conferences, where we discuss best practices and tech integration. It is important to continue these conversations.

As we start the upcoming school year, I would like to ask you “Why do you teach?” This is a question that really made me stop and think about myself and my practice. Yes, I would like to support expressive, independent musicians, but this is quite content specific. I needed to think deeper and broader.

I ask you to do the same.

I made a short video reflection about why I teach.

Please consider sharing your thoughts in a video response or in the comments below. If you choose to share your video response, please use the #iTeach hashtag on Twitter.

Have a great school year and remember why you became the teacher you are today.


Man, oh man. This has been a day of learning, reflection and connections. Something that had started from a twitter chat grew into a culture of educators all thinking together for the best ways to create the best learning environments for learners. It feels empowering to have education conversations who “get it”. This is the beginning of relationships that will continue throughout the next school year and beyond.

The questions to reflect upon today are:

  1. How will you turn words into action?
  2. How will you help build a culture of learning?
  3. What must you stop doping that reflects compliance?

Please share your thoughts about these questions. We are better together.

#whatifmusiced – Thoughts On Creativity

I am teaching an intensive 1 week Music Technology course at Oakland University, Rochester MI titled Teaching For Musical Understanding with Technology. Our first reading was chapter 2 from Scott Watson’s book Using Technology to Unlock Musical Creativity.



“In order to be creative, you need to be able to view things in new ways or from different perspectives.” (pg. 15) Being creative or innovative is not always creating a brand new idea, sometimes it is reinventing common things MacGyver was a genius! He could create anything with a rubberband, bobby pin, and a piece of chewing gum. Who would a Musical MacGyver be?

How do we design experiences for musicians to create, reinvent, and innovate in our programs? As I read the teachers reflections to this reading, there are recurring themes emerging.

  • There is a tradition of excellence at district and state festival
  • My administrator is basing my teacher evaluation on how well the ensemble performs at contest
  • I was never taught this way
  • I don’t know how

These are going to become the springboards from which the rest of the week’s discussions and projects will launch. This begins with laying groundwork for teachers, administrators, and parents to see other ways, different ways, of being a musician. As one instrumental music teacher in the class wrote, “we must be careful not to throw out the baby with the bathwater”, the changes need to be small and deliberate. Beginning with relevant and timely music that will engage the learner/musician to become more autonomous when approaching musicianship. Autonomy in learning emerges when musicians are asked to solve musical problems through a project based approach.

“Advantages for me as a teacher of creating musical activities include finding the time spent with students to be more enjoyable, perhaps because my role moves naturally to that of a coach and facilitator. I also enjoy the opportunities for personal artistic expression when modeling musical creativity.” (pg. 19)

 The experiences that you design for musicians to be creative, artistic, expressive will have a longer lasting effect than the piece of music they are reading and performing. The musicians that visit your classroom may not remember the specific piece they played, the concept, or rhythmic passage you were rehearsing, but they will remember how you made them feel as a creating musician.

My frame for tomorrow’s discussion will be a question I will ask. How do we as music educators create relevant experiences for learner/musicians?

“…technology tools have become indispensable to music makers outside the world of education”. (pg. 20)

This is a cry for help. Technology tools that are absolutely necessary to “real world” music makers are often ignored by contemporary music educators. Where does this leave the musicians in our classrooms?

I would like to ask “What if…” What is music education was different?

What are your “What ifs”?



What’s On Your iPad? – Creating Music

There are so many music apps out there for iDevices making it may be hard to decide which ones are best. Once you find apps that you may think would work for you and the musicians in your classroom, it is important to decide if it will create opportunities for musicians to do new things in new ways. I would recommend that you download the chosen app yourself and play with it. Create something. The musicians that visit your room will have no issues navigating an app themselves, but I find it useful to know the app well enough to be able to authentically create a musical experience that is relevant to the musicians and to scaffold a musician if needed.

We are not teaching the apps. We are creating experiences for musicians to listen, perform and create music supported by technology. I have had a set of iPads in my classroom for the past 2 years and have gathered some apps that support the ways we experience music. These may or may not work for you and your students. Many have multiple entry points to support musicians with differentiated prior experiences. Some cost more than others, but well worth the cost.

1. GarageBand

mzl.qnlhrbvgFrom the multi-touch instruments to smart instruments, this is a powerhouse music creation app. GarageBand has multiple points of entry to create opportunities for musicians with different experience levels to perform and create together.  The new update supports up to 32 tracks of recorded sound and hosts many internal loops. Starting a Jam Session allows you to play or record live over Wi-Fi or Bluetooth with up to three other musicians. The musician who initiates the Jam Session collects everyone’s recordings so they can be mixed as a song and be shared later.  This is an app that is used by all of the musicians in my classes for many of the projects they create.

2. MadPad HD


Remix your life with MadPad! Turn everyday sounds into an instrument. You can create custom soundboards with the sounds from your surrounding environment and remix them into a musical creation. Record loops and add layers live while recording the piece to share later. You can also share your soundboards on Twitter and FaceBook. This app is great when discovering organized sound, simultaneity, and texture. I also scaffold this app with VidRhythm.

3. iKaossilator

mzl.olokqoatKorg has created an incredible interface using an intuitive X-Y pad to provide expressive musical control. The Pad loads entire scenes and gives control to single tracks of many different electronic genres. From Electro House to Dubstep, musicians manipulate melody, harmony, rhythm, texture, and mix by stroking, tapping, or rubbing the screen with their finger. The built-in loop sequencer lets you layer up to five musical parts on one scene. You can record your performance in real time, or export a completed loop as an audio file and share directly to SoundCloud. My colleague who teaches middle school choir wanted to recreate a dubstep remix of a piece they were performing. The singers asked me if there was an app to add wobble bass to their piece. This was it.

4. Traktor DJ

Traktor-DJ-Logo-on-Mevvy.com_This is a Pro DJ app. Create remixes and mashups quite easily with Traktor DJ with direct access to your iTunes library. The 2 deck interface continues the familiar swipe and pinch gestures. This app gives you complete control of your music beginning with automatic tempo and key matching, a crossfader, 3-band EQ, and filter on each channel. There are built in DJ effects including reverb, delay, and dramatic glitch effects like BeatMasher. My secondary general music class used Traktor DJ for their final project. They put together an Electronic Music Event. Each musician contributed a 5 min. live set mixing music of their choice. It was an incredible evening.

5. ThumbJam 


When performing, this app is awesome for soloing. ThumbJam enables expressive performances by making use of tilt and shake to add vibrato, tremolo, note bends, and volume swells for more realistic results. There are many instruments to choose from and the sounds are very nice. ThumbJam broadcasts tempo, key, and scale to other nearby devices via Bluetooth so many musicians can be in sync live.

As I finish this post, I think I need to create a series of posts for different areas of experiencing music. I will write posts for listening and performing as well. Stay tuned.





Minecraft and the Design Cycle

I had the pleasure of hanging out with our middle school’s Minecraft club after school today. It was awesome the way the kids were entering each other’s worlds and building things together. One 6th grade student asked if I was going to hang out and asked to use one of my MaKey MaKey boards to build a custom controller for Minecraft. And so the design cycle began.

This maker already had a conceptual understanding of the control chair he was about to invent. He also knew the Minecraft interface well and how to hack the keyboard controls. He just needed the right materials. Tinfoil and MaKey MaKey.
He rolled a chair over and began taping foil to either side of the seat. The idea was to control the direction that his character turns by leaning either left or right in his chair.

He understood that their needed to be a closed circuit so he also taped tinfoil to his pants to trigger the left and right controls when he leaned either way.

The other control that the maker wanted was to walk forward. Thinking about how his controller worked, he decided to use his shoes as the trigger to move forward.

His favorite part.


The reflection process is as important as the Imagine and Create processes. In this case, this maker needed to redesign the forward interface. He decided to use a paper clip and tie into the MaKey MaKey’s “w” key.

It is in this process where the maker mindset moves to make the design better. It is in the problems that arise that creates experiences for learners and thinkers to practice this mindset.

It was so cool to watch and be a part of the thinking process. This maker has incredible ideas and a creative mind. Keep you eyes out for a custom chair controller in Kickstarter.

Green Screen in the Music Room


I have been reading about teachers using green screens in their classrooms to create videos with creative backgrounds. Especially Tricia Fugelstad (@fuglefun), a K-5 art teacher from Chicago, who has a wonderful blog. Between reading tweets and blog posts, I decided to purchase a green screen, iPad tripod, and Green Screen app by DoInk. Luckily, I have a friend who is a professional photographer and is digging through his basement for a set of tungsten lights. Green screens can be used for many different videos, 4th grade musicians are sharing their listening maps with videos.

Step 1: First things first. Hang your green screen. There are many ways to do this, best probably being on a truss, but I just hung mine from my rooms drop ceiling. The screen is thin and light enough that the bungee and clip system worked out fine.


Step 2: Download Green Screen by Do Ink – This app allows you to make incredible green screen videos right on your iPad. It is easy to use and creates great results. With this app, learners can share stories, explain their ideas, and express themselves in many different ways.


Step 3: Mount your iPad on a tripod. I purchased a fairly inexpensive tripod and iPad clip. I recommend a stable device to hold your iPad steady, it will make a better video. You can also put your device on a desk or table, but I find the tripod to be easier to maneuver and customize the height and angle.

Screen Shot

Step 4: Create the experience for learners, give time for conceptualizing and designing, and record your video. In 4th grade we are considering texture changes and graphic scores through Listening Maps. Musicians completed their own incomplete listening maps. We are ready to present our maps to one another and had a plan to use Three Ring to record our explanations and share with others. With the addition of the green screen, we have changed our way of showing understanding in the music room.

Two 4th grade musicians shared their maps and recorded their green screen videos today in class. I will use their videos as models to other 4th grade musicians as they consider their own. Today was our first day with a green screen and I think the musicians did great.


Playing in the Digital Sandbox

This year I started a MakerSpace in my middle schools and I have had lost of fun sharing the sandbox with the makers. We meet on Fridays after school for an hour and a half. Even after the first meeting, we all agreed that was not enough time. Makers are constantly making parents wait and breaking their creative flow because we have run out of time. We have met about 10 time now and the group keeps growing. I answer an email a week from parents asking about Makerspace and if it is too late to join. Our numbers are growing.

What is Makerspace?

This is a group of makers, inventors, tinkers and innovators who enjoy experimenting with how the world works. We will design, create, build, rebuild, experiment, and share digitally about the process of creating unique inventions. We will be experimenting with cutting edge technology such as the Makey Makey Arduino board, Raspberry Pi, the Drawdio (piano) circuit and many conductive materials We will learn to code with iPad apps such as Hopscotch and Kodable and also learn MIT’s Scratch. Come invent with us!

Maker Mindset

We started the year off with a global cardboard challenge inspired by Imagination Foundation and Caine’s Arcade. It is important that  the learners understand that being a maker goes beyond electronics and blinky lights. It is a mindset. Gary Stager (@garystager) and Sylvia LibowMartinez (@smartinez) wrote Invent to Learn, an incredible book about the maker movement and design thinking. The design cycle is how the makers approach their projects and designs.


This cycle was apparent when the makers began their cardboard challenge. They designed, built, played, redesigned, played and rebuilt. There were even makers that brought tape and cardboard to our Arcade Night to redesign their games in between people playing them. Parents, friends and administrators came to their Arcade Night and played their games. The makers were quite proud of their inventions.

We have recently started MaKey MaKey projects. Makers are experimenting with conductive materials, peripherals, and Scratch coding language. I have 10 MaKey MaKey boards, alligator clips, play-doh, tin foil, pencils, paperclips, conductive tape, conductive paint, wire, and folders. The makers have these things to use in any way they need. I also find the materials they need that I may not have.


So far, the makers have conceived:

Simon - pitch matching game.

Simon – pitch matching game.

Simon pitch matching game – When you step on the pedal (folder and tin foil) Scratch plays the melody the makers coded. There are other color coded buttons that play single pitches that the player must play in the correct order.


Minecraft Controller

Minecraft Controller

This maker wants to customize his interface with Minecraft. He thought about his most used commands and is designing a temporary build to test his invention with the plans to create a more permanent controller in shop class.

Piano Stairs

Piano Stairs

There have been many iterations of piano stairs. These makers approached the principal about installing a piano staircase going down to their gym. They began their experimentation last week. They worked a bit with the makers of the Simon game to design the stair interface. They needed more than one pedal, so they cut up a folder to make a thin strips for each pedal.

Piano Stairs

Piano Stairs

Makers come up with interesting ways to use alligator clips to wire the MaKey MaKeys. These run to each stair to trigger a note on their piano.

Piano Stairs

Piano Stairs

Off to the stairs to start wiring. These makers went around to other groups to commandeer as many alligator clips as they could. Since then, they have decided to make their own leads with spools of wire. Hannah is logging into her Scratch account on my laptop to launch her piano stairs code.

Piano Stairs

Piano Stairs

By the time they began wiring the stairs, Makerspace was over. All of the others had gone home. These two young ladies asked if I would stay and called home to extend their time with the design cycle. We will continue the process next Friday.

I leave you with a performance of the UofM fight song. The interface is a play-doh piano designed, coded and performed by a fifth grade maker.





Voice and Choice in Music Education

Image from www.freegreatpictures.com

Image from www.freegreatpictures.com

Technology integration is most effective when it provides a transparent scaffold within a musical learning experience. The technology provides a differentiated experience from learner to learner, where music learners can have their voice and choice in deciding which technology best suits their needs and how they choose to use technology to support their musicianship. However, it is important not to concentrate too much on the technology itself. The music must remain the focus of the learners’ experience, with the technology becoming a vehicle for learners’ musicianship. Technology simply provides musicians multiple pathways to express, problem solve and show understanding of learning goals, thus fostering divergent thinking.

I have experienced a shift in the culture of my classroom. I find that learner/musicians engage deeply in experiences that connect to the music that is the soundtrack of their lives. It is relevant, current, and forward-thinking; they see themselves as innovators and creators of new music. It is a new mindset, and technology is at the forefront of this seismic shift.

Digital musicians must find a distinctive musical “voice.” They may build on what has gone before, so they may sidestep existing work. Either way, they become a new kind of musician: one who originates and performs, who creates and produces, and who harnesses the potential of technology in new and exciting ways. (Hugill, 2012)

When music learners are given these choices, they begin to take more ownership of their learning and construct their own understanding within an inquiry-based learning environment. Creating opportunities for musicians to show their understanding of musical concepts in their own way nurtures an environment where they feel valued and honored. This model also fosters divergence in the ways different musicians interpret and create music. While some may choose technology, some may prefer creating music with acoustic instruments, and still others may opt for a cappella. The important idea is that all are acceptable. We, as educators, just need to ensure that all are available. Making music on acoustic instruments has been accepted as a way of being a musician for a long time; it is making music through technology that we must now also consider valid.

While it is tempting to just dabble with technology in the musical classroom, it cannot be simply an extra “add-on.” Learning to use technology as a musician should be one of the core processes in the classroom. Technology should be ubiquitous, transparent, and ever-changing; it must constantly evolve along with learning. Educators should not simply plan “Technology Tuesdays” or tell students, “When you are finished with your work, you may play a game on the iPad.” Because learners are not inherently born with an understanding of how to use technology, they need to engage in experiences that foster their understanding of its appropriate uses. If the only way learners use technology in a classroom is to play games after they are finished with a lesson, they will come away believing that is all music technology can be. Instead, technology must support music learners’ engagement in new musical experiences in new ways.

Twitter Scavenger Hunt…kind of…

I had the pleasure of sharing the power of Twitter with my colleagues today at our afternoon PD. This is the second time I have hosted a social media focused PD this month and there were some teachers that have attended both. The first was a district wide TweetUp during an #EdChat. The teachers who attended the TweetUp all had different prior experiences with Twitter and their reflections were mostly positive with some being overwhelmed with all of the RTs, MTs, IMOs, #s, @, and all of the other Twitter language that some they may have found unfamiliar.

Photo by @EvePierreSings

Photo by @EvePierreSings

My administrator forwarded an email from a colleague that had attended the TweetUp asking if I can make Twitter 101 more fun than explaining the jargon. That got me thinking about peer scaffolding and learning by experiencing. I decided to create an interactive Twitter scavenger hunt unlocking each clue with a QR code reader. It is not a traditional scavenger hunt in the way that you have to find the first clue which then sends you to the second and on to the third. There are eight individual Twitter challenges that may be completed in any order. Each challenge offers an experience with some facet of Twitter. All of our tweets were tagged with #WHpln so we could keep them together and project our hashtag feed with www.twubs.com

Clue 1:

Screen Shot 2013-11-26 at 5.37.23 PM











When the QR code is scanned, the linked file (in my public DropBox folder) is revealed. I will only show the unlocked files below, but there were unique QR codes and posters created for each clue.


Screen Shot 2013-11-26 at 5.44.59 PM


This tweet is focused on introducing yourself to your growing PLN, while adding a personal touch to your Twitter brand.

“Please tell us something that you think we may not know about you.”

Mine is that I can hum and whistle at the same time. Some of my colleagues tweeted this:

Screen Shot 2013-11-26 at 6.02.57 PM

Screen Shot 2013-11-26 at 6.16.33 PM











Clue 2:

Screen Shot 2013-11-26 at 6.25.54 PMThis tweet is focused on sharing a picture. The challenge is to find your favorite spot in the school to go to alone or take your class and tweet a picture. I included these directions:

When creating the tweet click the camera to take a picture through Twitter or click the landscape in the bottom right-corner of the message to display the option to post a picture you have previously taken.

Teachers shared pictures from their classrooms, playground, other teacher’s offices, the lounge refrigerator, and the stage.




Clue 3:

Screen Shot 2013-11-26 at 6.32.32 PMTweet three’s challenge is to shorten URLs.

A complete tweet is only 140 characters. This tweet should contain a shortened web link of a digital resource or article you enjoy and an explanation of why you find this resource appealing. Some web links to can be quite long, using a FREE online service “bit-ly”, you can shorten your web link to only 20 characters.  https://bitly.com






Clue 4:

Tweet 4This tweet’s challenge is to tag an existing Tweeter and recommend them to their growing PLN.

Being a part of a Personal Learning Network (PLN) is about sharing ideas and resources, collaboration, and learning from and with one another. We all share our learning, ideas and expertise in different ways; using different media and tools, but the principle is the same: your PLN is some of the best professional development you will ever participate in – and it is differentiated and works around your schedule.

Please recommend a colleague to follow be composing a tweet mentioning their twitter name (example above: @2GuysShow) and why you think they would be a great addition to your #PLN.


For all things Augmented Reality, Game Changing Apps in Education, and all around swell guys, follow @2GuysShow #WHpln

For Tech Ninja Skills and Flipped Classroom resources, follow @TechNinjaTodd, recent White House Champion of  Change #WHpln

For inspiration on everything education and classroom designer extraordinaire follow @KleinErin #WHpln

Clue 5:

Tweet 5Tweet five was created to provide an opportunity to show understanding of how to compose tweets within constraints. Tweet a photo and quote from someone other than yourself revealing school spirit. This tweet is open for interpretation. How you show school spirit will differ.

140 characters is a small number to create complete and meaningful thoughts. I sometimes find myself debating “what is the least number of grammatical errors  need to commit to keep my thought within the constraints?” Be creative.

Teachers shared pictures of cheer poses in front of our school signs and there was even a clever teacher who posed so that it looked like he was holding a huge school sign over his head.




Clue 6:

Screen Shot 2013-11-26 at 6.59.58 PMWe are in book clubs. Tweet six was created to search and connect to the author of our books (if they are on twitter, which most were). We tweeted favorite quotes from the first few chapters of our books and tagged the authors. This may provide opportunities for us to ask the author questions we are discussing in our book talks.








Clue 7:

Screen Shot 2013-11-26 at 7.06.04 PMThis is your time to share peoples thinking and writing, articles and blogs that you have enjoyed while giving credit to the tweeter that shared with you. Build your PLN by finding like-minded educators to add to who you follow!  Directions are:

When you see a message that you’d like to retweet, click the message then search for the ReTweet or RT icon usually found under the tweet’s text.
Click on the RT icon and you should discover a pop-up window. Click the RT button to share the exact tweet or click Quote Tweet to add your own words or a hashtag. The message will automatically be visible as your own post but acknowledging the source of the tweet.Please find 2 tweets to RT: one from our #WHpln feed and one from the Twittershere you find worthy of sharing with your #PLN. Please remember to include our #WHpln to your RT. 



Clue 8:

Screen Shot 2013-11-26 at 7.10.39 PMTime to test all of your newly found Twitter skills. Our TweetUp a few weeks ago may have overwhelmed some Twitter newbies. Hopefully, these new experiences will provide added confidence for our next #EdChat.

For this Twitter challenge, I have directed teachers to Jerry Blumengarten’s (@cyberaryman1) Twitter chat page for the them to see who is talking about what and when.

They were asked to compose a tweet listing a chat they may be interested in participating in and why this particular chat sounds appealing.





I have written about the power of Twitter and building your PLN before. I am excited that my administrators and colleagues are interested in the possibilities Twitter provides for professional learning. I have been asked to continue the TweetUps that started this month and provide this Twitter Scavenger Hunt PD for other schools in my district. I shared a few of these ideas on Twitter while in the design process and had friends in my PLN that were quite interested in how it would come together. If you find that this may work in your building and district, please borrow and share your stories.

Twitter Has Changed The Way I Think and Learn

Why limit your thoughts to 140 characters? Who is out there tweeting? I don’t have time to tweet. How is this going to benefit the learners in my classroom? These were questions I had a little over a year ago when I learned about the potential of Twitter. Since then I have answered all of these questions myself and it has changed the way I learn and think.


Why limit your thoughts to 140 characters?

I can be longwinded. There are a lot of thoughts swimming around in my head and I like to share. Having the constraints of a micro-blogging platform encourages me to get to the essence of what I really mean and want to say. Being concise focuses my thoughts and helps me notice emerging themes in the process. The longer I engage in Twitter chats, read the feeds and think through the ways I word my tweets, I change the way I think. I make claims in the body of my tweets and often support them with links to articles and blog posts as evidence.

Who is out there tweeting?

I have met the most amazing educators on Twitter, and have had the honor of meeting some of my heroes face-to-face. I have a long list of educators and thought leaders who inspire me. So many educators like Todd Nesloney (@techninjatodd), an amazing resource for flipped classroom, Nicholas Provenzano ‏ (@thenerdyteacher), EdTech guru, Erin Klein (@KleinErin), project based learning expert and Scholastic Top Teacher, Don Wettrick (@DonWettrick), innovation pioneer, are doing amazing things and sharing their stories on Twitter.

I don’t have time to tweet.

Sean Junkins (@sjunkins), digital integration specialist and Twitter’s sense of humor, said it best with an image.


How is this going to benefit the learners in my classroom?

My Personal Learning Network (PLN) inspires me to be the best facilitator and designer everyday. When I have questions, my PLN supports me navigating my way with articles, blog posts, conversations, and connections. This trust and support empowers me to try new approaches in designing learning experiences. I have become a connected educator for my own professional growth, which has positively effected the learners’ experiences. The connections I have made on Twitter have lead to collaborative projects such as Rock Our WorldWords to Music, and Music 2 Save Music that directly benefit the learners experience in my classroom. I continue to grow my PLN and have begun to grow the learners network as well through our class Twitter account (@MrM_MusicRoom).

Bloomfield Hills Schools TweetUp

I would like to share the power of Twitter and the way it has changed my thinking and learning with my colleagues. I am hosting the first Bloomfield Hills School District TweetUp where I will be demonstrating TweetDeck while we engage in an #EdChat on November 19, 2013 at the Booth Center.

Screen Shot 2013-11-13 at 10.29.54 PM


TweetDeck is social media dashboard application for Twitter. The interface consists of a series of customisable columns, which can be set up to display your Twitter timeline, mentions, direct messages, lists, trends, favorites, search results, hashtags or all tweets by or to a single user. This has helped me keep control of the sometimes overwhelming amount of tweets in a stream.

I am inspired to create a Bloomfield Hills Personal Learning Network (#BloomfieldPLN). The TweetUp is an invitation to teachers, administrators, board members, parents, and community members to engage in a night of professional learning and participate in an #EdChat. I will demonstrate TweetDeck and project the chat using separate columns for the #EdChat hashtag, mentions, and moderators timelines. If you are comfortable with Twitter and would like to engage in the chat, great! If you have a Twitter account, but would just like to lurk, great! If you don’t have a Twitter account and would like to see what the hype is all about, awesome!




Rodney Hetherton (@RodneyHetherton), Michele Corbat (@MicheleCorbat), Michael Medvinsky (@mwmedvinsky)

Rodney Hetherton (@RodneyHetherton), Michele Corbat (@MicheleCorbat), Michael Medvinsky (@mwmedvinsky)


I met some of my eduheros at EdCampOU this year. The creators and moderators of the Culture of Learning Chat. This is one of my favorite Twitter chats that happens Monday nights at 9pm EST. The Culture of Learning Chat (#CoLChat) began in Swartz Creek School with Michele Corbat (@MicheleCorbat), Rodney Hetherton (@RodneyHetherton) and Adam Hartley (@adamhartley2013) and has grown to inspire many educators across the United States.


I am inspired by the #CoLChat and would like to create a Twitter chat based on Bloomfield Hills 10 Guiding Principals. I have written about the here.  I will propose the idea at the BHS TweetUp and begin the planning stages. I am excited for the potential this could have. Please visit the website I am building for #10GPChat. It is a work in progress.