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Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

“As kids are creating projects like this, they’re learning to code, but even more importantly, they’re coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it’s useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it’s the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that’s just where it starts. When you learn to code, it opens up for you to learn many other things.”

An educational leader today is one who, regardless of title, exhibits the following ten traits: -          Willingness to learn new things -          Committed to providing an excellent learning environment for those you are responsible for in your classroom, school or district -          Looks to motivate those you have immediate contact with and those outside your traditional circle of influence -          Continually self-evaluates your own place in the educational structure and adapts for the betterment of education -          Keeps a focus on what’s most important; students and their learning

Continually engages in professional development to improve your own knowledge and skills -          Develops and expands a professional learning network through connections and collaboration in social media -          Works to develop other educational leaders in the classroom, school office and central office -          Helps developing and new educators find their way so that they too can one day lead -          Gives back to the profession

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Teachers can connect to their students on a wider level as well as on a personal level.Interactions can be taken beyond the classroom as Twitter is omnipresent in our smartphones and laptops.Twitter allows for customization of learning depending on the student i.e. differentiating learning for different students.Twitter can be used to quickly connect to multimedia resources (e.g. YouTube or Vine) and turn education into edutainment.Twitter gives new opportunities to connect to other learning communities and new educational content.The very nature of Twitter – brief and to-the-point makes for rapid broadcast of learning

On the educational value of coding, the piece quotes Adam Enbar, founder of New York's Flatiron School, which offers a number of pricey computer-programming courses, including a two-week session for high school students:   "I equate coding to reading and writing and basic literacy. Not everyone needs to be Shakespeare, just as not everyone needs to be an amazing developer," he says. "But ... we're entering a world where every job, if not already, will be technical."