Quarantine put a big hold on the announcement of our Barrow Peace Prize. However, we finally were able to come together in a different way to celebrate the end of this special project. We wanted to still have a live announcement as we usually do, but we knew that all students would not be able to join us in person. I reached out to our friends at Flipgrid and we came up with a plan to record our individual parts of the announcement using Flipgrid and adding the videos for easy viewing and sharing in a Flipgrid mixtape.
I had already brought the awards home to work on over spring break, so I tracked down some envelopes and addressed them all to the award winners. On the day of the announcement, I visited the Post Office and mailed all the awards so that I could let students know to be on the lookout for them.
At 2PM on April 29, we met together on Zoom. The 2nd grade classroom teachers, art teacher, principal, assistant principal, instructional coach, counselor, family engagement specialist, and over 30 2nd grade students came together via Zoom to celebrate the announcement.
We looked at where our voices had reached on an analytics map. Student voices were heard in over 210 locations around the world and 6 different continents.
Prolific Persuaders –
-For using your persuasive techniques to encourage an authentic audience to vote for your civil rights leader.
Outstanding Openers –
-For using a creative hook to capture your audience’s attention from the very beginning of your persuasive writing.
Dynamic Designers –
-For creating an inspiring piece of art to accompany your persuasive writing and visually engage your audience.
We also recognized the designers of the 2020 Barrow Peace Prize. Before spring break, these 7 students met together to come to an agreement on the 2020 Peace Prize design. They looked at their individual designs and found common elements that could be combined into one award.
This 3D-printed award was given to all of the designers plus all of the students who researched the winner of the 2020 Peace Prize.
Finally, we came to the moment students had been waiting for. After more than, 1,000 votes from over 210 locations around the world, the winner of the 2020 Barrow Peace Prize is………….
I’m so glad we were able to come together to close out this project and I hope that students enjoy getting awards in the mail. You can watch the virtual announcement on our Flipgrid Mixtape.
Our 2nd graders gathered in the library for the 6th annual announcement of the Barrow Peace Prize. During this special ceremony, we connect with the team at Flipgrid. Each year, the Flipgrid team grows, and this year we connected with them at their headquarters in Minnesota and also in other locations where team members were working. The kids loved seeing their many faces on the screen celebrating their work.
Before our Skype, I showed students a map of places their voices were heard around the world. They were amazed by the pins in over 110 different locations and counting.
During our ceremony, we started with some introductions and greetings from the Flipgrid team. Then, we took time to hear some special stories from the project. Every year, we get comments on social media about the project which I share with the students. They love having a personal connection with people who have heard their voices.
This year, I had a message exchange with an individual from Canada. She messaged me through our library Facebook page, so I shared her message with the students.
Marion Hodges from Canada says: “greetings from Canada. For the kids who chose Jackie Robinson they might be interested to know that he started his pro career in Montreal with the Montreal Royals. He endured a lot of the same treatment but also a lot of respect. After that he went on to play with the Dodgers. For the kids who chose Rosa Parks – there is a lady named Viola Desmond who did something very similar in Nova Scotia in the 1940s as she refused to leave the “white-only” section of the cinema. She was a successful beautician and entrepreneur and you can see her picture on the Canadian 10 dollar bill.”
Next, we launched into awards. Each teacher selected 3 students to receive one of three awards:
Prolific Persuader: For using your persuasive techniques to encourage an authentic audience to vote for your civil rights leader.
Outstanding Openers: For using a creative hook to capture your audience’s attention from the very beginning of your persuasive writing.
Dynamic Designers: For creating an inspiring piece of art to accompany your persuasive writing and visually engage your audience.
Christine, Marty, and Sindy from Flipgrid announced these student winners. This is one of my favorite parts of the ceremony because the kids erupt in applause for their classmates as they walk up to receive the award. The Flipgrid team applauded each group of students and we took a quick picture with the screen.
Another tradition we have thanks to a former Barrow student is having students design the Barrow Peace Prize. This year, students applied to design the peace prize by submitting sketches or ideas for what it might look like. Six students were chosen. We met together in the library and found ways to combine our ideas into one prize. The design was created in Tinkercad and printed on our Makerbot 3D printer. Each of the designers received a medal. Every student who researched the winner of the 2019 Barrow Peace Prize also received a medal. Finally, each classroom received a medal for students to take turns wearing. Even though we have one winner of the prize, this is a project that we are all contributors to.
Finally came the moment kids have been waiting to hear. The Flipgrid team announced the winner of the 2019 Barrow Peace Prize.
Jackie Robinson received the 2019 Barrow Peace Prize. Kids once again erupted with cheers and applause.
All of the researchers of Jackie Robinson came up to received their medals and take a picture. As soon as students left, I updated our Smore page.
Once again, I was reminded of how special this project is. There are so many ways for students to get engaged with the content whether their strength is art, writing, reading, speaking, designing, or something in between. I love that it gets our student voices out into the world in a positive way and shows our students how far their voices can travel.
Well done, scholars! 🎉 Way to go! Your hard work is inspiring! 🤩💚✨ It’s an honor to celebrate #BHM and the Barrow Peace Prize Awards with you all! ☮️🙌🏼 #FlipgridFever#studentvoice
Thank you to all of our students and teachers for their hard work on this project. Thank you to all who voted. Thank you Capstone for getting us kicked off each year in our research with PebbleGo. Thank you Flipgrid for amplifying our student voice with your product and celebrating our work each year. We look forward to next year.
Our student book budget team has made quite a long list of books to consider for this year’s student book budget purchase. So far, they have met with Capstone and Gumdrop Books. Our local independent bookstore is within a mile of our school, so we also take a walking field trip to Avid Bookshop.
I split the group into two days. Third and Fourth grades went one day and Fifth grade went another day. Before we walked, we reminded ourselves about the types of books we were looking for. We also reminded ourselves that we were in a place of business so we needed to be respectful of the space and the other customers.
When we arrived, we snapped a quick photo in front of the shop.
Kate Lorraine, bookseller, met us at the back of the bookshop and gave us some book talks on picture books, informational books, graphic novels, and middle grade books that met our purchasing goals. We also showed students where these areas were located in the store so that they didn’t venture into adult sections for our list of books.
We took some shelf markers with us so students could remember where books went on the shelf. Each time a book was found to be of interest, students checked with me to see if we already had it in the library. If we didn’t, they scanned the ISBN into a spreadsheet on my computer and added the title and price. Again, we weren’t worried about cost at this point, we were just adding books of interest.
I loved that students could check with the Avid booksellers for information on prices, age ranges of books, series sequence, and more. They are so used to asking me questions, that sometimes I had to remind them that the Avid booksellers were there to help us and were happy to answer questions.
As usual, it was a challenge to stay focused in a bookshop with so many interesting books and gifts to look at. Students had a chance to look all around, but did need reminders to stay focused on our most important task of finding books. I also noticed that our oldest readers also needed reminders to visit the picture book sections in addition to the areas that they were most attracted to.
I have some more thinking to do around these walking visits. Avid has such a great selection of titles to look at and I feel like students could have spent more time really looking at what was there. Maybe I need to assign certain students to certain sections. Maybe there needs to be more guidance on how many books they should try to evaluate. I don’t want to take power away from the students, but I do want to equip them with some tools to help them get the most out of their visit to this useful resource in our community.
Now, we are at our most challenging task, which is cutting down our lists to fit our budget. Wish us luck.
Two years ago, Ms. Shelley Olin and I collaborated on a student voice project at the very end of the year. Students picked current news topics that mattered to them, researched the topics, and created letters and art to send to local, state, and federal representatives. In addition, they created Flipgrid videos of their letters and art to inspire other young people to raise their voices too.
We loved this project so much and wished we had given it more time. This year, Ms. Olin made student voice a priority in her social studies blocks. She wants students to start the year with what it means to be a citizen, what our rights are, and how we can speak up on topics that matter even if we are not old enough to vote. She wants to weave this thread of citizen voice throughout the year as students study events in US history. We hope that they see how many of the topics from the past are still topics we are working on today.
Ms. Olin scheduled all 4 of her social studies classes to visit the library to kickoff this idea before they dive into US history.
Voices from the Past
We opened our time together by listening to students from 2 years ago. I selected 5 students for us to revisit and hear about the issue that mattered to them.
We used these students to connect to the Bill of Rights and why this document exists. We specifically focused on Amendment 1 and our freedom of speech. We read the first amendment as written and also a translation. I wanted students to know that even at their age, they can speak up about things in the world that they want to see improve, and our students from 2 years ago were exercising that right.
Next, we thought more broadly about our freedoms. We looked at the book My Little Book of Big Freedoms illustrated by Chris Riddell. Students read the single words on each page while I read the longer descriptions.
We paused on the page about hope because it reminded us that adults can choose our leaders, but it’s every person’s responsibility to speak up about how our country is run.
Again, I wanted to emphasize as much as possible that students should begin to pay attention to what is happening in our world, research current events and topics, and speak up in appropriate spaces to help make the world a better place.
This finally brought us to the Global Goals, which were established in 2015 by a gathering of world leaders. The goals include targets that the whole world should be working on in order to see a better world by 2030. I asked students to visit https://www.globalgoals.org/ and scan through the 17 goal topics. I wanted them to pick a few that stood out to them, their interests, and their concerns. Then, I wanted students to spend time reading the goals and their targets.
As students explored, it didn’t take long for intense conversations to spark at tables. The collaborating teachers and I rotated among the tables and chatted with students about their discoveries and their thoughts. Some students were so fired up on topics, they were ready to write a letter that very day. It was inspiring to hear students already speaking with passion on topics that might not have surfaced if they weren’t given this space to speak about it.
Some students got fired up about single-use plastics polluting our oceans. Others talked about gender equality and how women and men need the same kinds of opportunities around the world. Students were having matter-of-fact conversations about poverty and hunger around the world, including right here in our own city. A few students spoke up about the importance of clean, renewable energy. We spent about 20 minutes exploring on computers.
As we returned to the carpet, students were already thinking about a topic that mattered to them and were primed to begin a deeper dive as we move into the 5th grade curriculum. I can’t wait to see what develops.
As we closed out our time, I wanted to show them that this wasn’t just an assignment to keep them busy. We truly want to support students in civic engagement in whatever way we can and for whatever causes they believe in. I left them with one last example of youth leadership in the United States.
We looked at the climate lawsuit of Juliana vs. The United States. These 21 youth are suing the US Government for careless environmental practices that are impacting their right to life, liberty, and property. Their case began back in 2015 and the government has tried to silence their voices. However, in July 2018, the US Supreme Court ruled in their favor that their case must be heard. You can learn more information about them at https://www.ourchildrenstrust.org/us/federal-lawsuit/
I hope that each student in 5th grade finds ways their voices can be heard whether it’s in our classes, our school, our community, our state, our country, or the entire world.
Our student book budget team has been hard at work making consideration lists based on the data they have collected from Barrow readers. Each year, we meet with several vendors to look at book samples, catalogs, and websites. During this time, students don’t worry about our budget. Instead, they capture every book that looks interesting to our readers and meets our purchasing goals.
Goal setting was a bit different this year than in the past. Students typically pick 5-6 categories of books to focus on, but this year they really looked within types of books such as picture books, chapter books, and informational books. I thought this was an interesting development because in past years students have had a difficult time deciding whether or not they should buy chapter, picture, or informational books within the categories they decided. This year’s survey construction helped make this more clear.
Within Picture books, students decided to focus on humor, sports, jokes, graphic novels, animals, and scary.
Within Chapter books, students decided to focus on scary, humor, adventure, and mystery.
Within Informational books, students decided to focus on fun facts, cooking, ghosts, animals, makerspace, and sports.
Vendor 1: Capstone
Every year, we meet with our Capstone sales rep, Jim Boon. Jim brings in books divided into fiction and nonfiction and has catalogs for all students to look at. He shows them how to use the index in the catalog and how to find the rest of a series from the book samples he has on display. One of the things I love most about working with Jim is that he sits down with students and actively helps them look for books in the catalogs. He engages in conversation about interests and uses his wealth of knowledge of the products to match what students are asking for. While he does this, students come to me with catalogs and we scan the catalog bar codes into the Capstone site to make a consideration list.
Amy Cox at Capstone also allowed each student to choose a personal pick from Capstone. These personal picks were not a part of our budget and also did not have to fit our purchasing goals. These were completely based on the interests of members of the student book budget team.
Vendor 2: Gumdrop
Some years, we bring in our Gumdrop sales rep, Gret Hechenbleikner. We like working with Gumdrop because they can offer us some titles that aren’t available through Capstone. Gret also brings in many book samples for students to get their hands on. She sets them up on multiple tables arranged by the categories that students named.
Gret pastes printed lists in the front cover of each book so that students can see the titles in the rest of the series or similar series. If students need to see the other covers of books or if they need to do a general search, I have the Gumdrop site pulled up on the projector. Gret sets up her computer and students take books to her to add to a consideration list. Before she leaves, Gret cleans up the list, prints a copy for us, and emails me a PDF. I love how much help Gret gives us in making the list while I have a chance to talk with students about the books on the tables and what they are thinking.
Now that Avid Bookshop has a 2nd location within walking distance of our school, we take a field trip to the store. This year’s books budget team has about 40 students, so we split the trip over 2 days: 3rd grade on one day and 4th/5th on another day. Ahead of the visit, I once again shared the student purchasing goals.
Hannah DeCamp and Kate Lorraine worked together to pull books from the Avid collection to book talk for students. We all sat on the floor and listened to several book talks from each of our categories.
Then, students split up into the picture book, informational, and middle grades sections of the store to look for books. I wrote all of our books into a notebook which I typed up later.
I love going to Avid because it gives students a connection to a part of our community. Several of our book budget members knew about Avid but had never been inside. Before we left, Kate gave each student an ARC (Advance Reading Copy) of a book to keep and consider for our library.
Now that we’ve met with all vendors, it’s time to start narrowing down our lists. This process has already started. For Gumdrop, each student is taking a page of our list and crossing through books we may want to delete. For Avid, students are looking at the digital list and highlight books we may delete. For Capstone, we are looking at our digital list and deleting books from the list if they don’t fit our goals or if we chose too many books from one series. My hope was to have this done before winter break, but it looks like this process will continue into early January. I’m so proud of the work students have accomplished in this large group. It’s shaping up to be one of the best year’s so far.
The Great Eclipse 2017 is coming on Monday August 21, 2017. It’s going to be epic. It’s an event we are sharing all across North America. I made a space that we can all use to share our observations, learning, projects, stories, or really anything eclipse-related.
Before, during, and after eclipse, this Flipgrid is a space we can connect student, teacher, and family voices to share this event. Even if you aren’t in school yet, this Flipgrid can be a place you can find out what your students did while they weren’t in school.
If you have the most updated version of Flipgrid on your mobile device or tablet, you can also just scan this QR code to instantly go to the topic.
Scan here with Flipgrid to share your eclipse story.
I also made a Google doc that you can print and give to classrooms to scan if they have devices available.
Click to access an easy Google doc
Once you are on the topic, simply touch the + and follow the prompts to record your voice and take a selfie. Don’t forget to tell us where you are recording from. I hope we can all learn from one another as we experience this unique event together. See you on the grid.
It’s no secret if you follow my posts that I’m a huge fan of Flipgrid. It is a tool that has amplified our student voices all around the globe. It most recently was named a 2017 AASL Best App and AASL Best Website. The Flipgrid team is constantly listening to the rapidly growing community of users and improving the tool to meet the needs of all users. As a company, they celebrate the passion of educators, the wisdom of students, and the curiosity of families. Flipgrid is continuously celebrating the innovative uses of their tool by further amplifying student and educator voices on social media and presentations. They are simply an amazing group of people.
If you’ve never tried Flipgrid or you are already using it, now is the perfect time to get more active with this award-winning tool and supportive community. Here are some things you should do right now.
Share your topic link on Twitter with the hashtag #FlipgridFever You might also add some other hashtags like #studentvoice #k12 #futureready or #edtech Why hashtags? They are what connect you to communities of conversation and amplify the voices of the people on your topic.
Continue to work toward being a Flipgrid Certified Educator. If you did step 1 & 2, you are almost there. You’ll earn a cool badge, new bragging rights on your resume, and you’ll be a part of an active community of Flipgrid users.
Follow the #FlipgridFever hashtag and participate in the conversations. This hashtag is on fire. The last Twitter chat was so active that you could barely keep up. This hashtag will connect you with a global community of Flipgrid users at all levels of education and beyond. You’ll get countless ideas for how to use Flipgrid in your own work, and you’ll be supported with questions you have.
Look for people who are posting their Flipgrid links and respond to their topics. You’ll become a better Flipgrid user, hear from many perspectives, and become a support in the Flipgrid community. If you respond to at least 10 topics and keep a spreadsheet of your response links, you’ll get a Flipgrid Community Builder badge.
Finally, sign up to view the big Flipgrid announcement coming on August 10 at 7PM CT. As an ambassador, I’ve seen a teaser of some of the upcoming features, and you don’t want to miss this opportunity to hear about them in detail. Flipgrid rolls out updates quite often and it’s important to stay in the loop on what is new. Just when you think Flipgrid couldn’t be better, the team comes up with new ways to engage users and amplify voice. I’m so excited to be heading to Flipgrid HQ to be at the announcement in person, but there are also some viewing parties happening around the country. You could even host one yourself.
During the upcoming school year, I plan to support all of my teachers in using Flipgrid in their classrooms. It’s one of those tools that can apply to so many projects and experiences in education. Users are continuously coming up with innovative ways to amplify voice with this tool and combine it with other tech tools we are already using. I look forward to connecting with so many inspiring educators through the #FlipgridFever community and probably creating some globally connected projects along the way.
There’s a lot going on in the world right now and it’s easy to get overwhelmed by the many current issues being debated and decided on in our country and around the world. As a teacher librarian, it’s challenging because I want to support all students and families knowing that I might not personally agree with their perspectives. I make sure that I step back and listen to the students, support their research and perspectives, and check my own beliefs.
Recently, Ms. Olin, 5th grade social studies teacher, came to me with an idea. She wanted to get students thinking about current US & World issues and considering what their own perspectives were based on the facts of the issues. She also wanted them to know that their voices mattered in the world and that they could get their thoughts out to local, state, and national representatives as well as the general public to have an influence on decisions being made.
Ms. Olin started this project in her classroom by sharing the book I Have a Right to Be a Child by Alain Serres. This sparked discussion about basic human rights and current issues in the world. She also shared news sites with them so that they could start reading current articles about various trending topics, especially if they weren’t familiar with the current topics being debated. Through these sites, students began to choose a topic that they were interested in, curious about, or passionate for. Sites included Newsela, CNN Student News, PBS News Hour, and Time for Kids.
After two days of exploring, students selected their topic.
In the library, we focused on the importance of raising our voices when we have concerns. I read excerpts from Be A Changemaker by Laurie Ann Thompson.
“Don’t wait. Don’t wait to be powerful, to change the lives and communities around you significantly.”
I also read excerpts from It’s Your World by Chelsea Clinton.
“We can–and should–respectfully disagree with others who have reached different answers from ours” and “Even if we disagree with one another, it’s important to recognize what the facts are”.
Ms. Olin and I both encouraged students to look at issues from all sides and to gather as many facts as possible. With those facts, they could form their own opinions on the issues and brainstorm some possible actions they hope are taken.
We took some time to look at the Letters to the Next President project to see letters that were written by students from many location about a variety of topics. Students could sort the letters by their own topic and see what other students were saying.
As students looked at example opinions and continued to gather facts, they started filling out organizers to get their own thoughts together. In class, they began writing letters, protest signs, and editorial cartoons to express the facts and their own views.
Finally, students came to the library to begin sharing their voice. We spent some time talking about how we can make our voice visible. We could of course mail the letters and artwork to their intended recipients, but how else could we share our voice? I was able to talk to the students about my recent recognition as an AASL Social Media Superstar for Sensational Student Voice and how social media and collaborative tools like Flipgrid allow us to spread our voices to an even larger audience.
We hope our voices are heard by our local, state, and national representatives, but even if they aren’t, we can share our voices with others and offer perspectives and actions that might encourage them to support our cause or make the world a better place. As students finished their work, they recorded their voices in a Flipgrid so that others can consider their perspectives and possibly join their collective voice.
We hope you will take time to listen to each student. If one of the voices speaks to you, give them a response. Better yet, if they inspire you, consider writing your own letter and adding your voice to our grid. We invite your students to join our voices as well.
As we were closing our time in the library, some of the students spoke up and said, “I bet Mr. Trump won’t even read our letters.” This was a great opportunity for Ms Olin and I to repeatedly say to the students, “Your voice matters”. We talked about collective voice, and how sometimes a single voice isn’t heard by someone like the president. However, that single voice can inspire other voices who come together collectively around a common cause. This was a great closing because even as an adult I sometimes wonder why I should even take time to call or write my representatives. However, I was reminded that our individual voices do matter and collectively they make impact.
A goal I’ve been trying to achieve for awhile in our makerspace is to have ongoing individualized projects. In the fall of this year, the media specialists started brainstorming having a district maker faire to showcase projects from all of our schools. In the spring, Gretchen Thomas, had over 30 students in her UGA class that collaborates with our makerspace. Normally, 4 students from Gretchen’s class come to our makerspace on Tuesdays and Thursdays, but with 30 students, it would be hard for her students to make it to our school multiple times. We started pondering this new dilemma and realized that Gretchen’s dilemma aligned with my long-term goal.
Gretchen divided her class in half. Half of her students continued Tuesday/Thursday makerspace times, and the other half became maker faire mentors on either Tuesdays or Thursday. I gathered students who were interested in making something for maker faire and put them into a Tuesday or Thursday group. Gretchen did the same with her students.
At the first meeting, Gretchen’s students learned more about what students were wanting to make. I supported these conversations too, and we started gathering materials students needed for projects. Each Tuesday and Thursday since February, these maker faire students have worked on an individual project while regular makerspace continued to run simultaneously. It was loud and chaotic but productive. Our makerspace storage also became very unorganized and I realized that I have a lot of work to do in order to store multiple on-going projects.
During our very first school maker faire, we setup tables around the library to showcase projects. I created a schedule for teachers to signup to bring their class. Some times classes came and walked through to look. Later in the day, the maker students were at their tables to demonstrate their products and answer questions. Again, this was loud and chaotic, but it was organized and productive.
Many kids found ideas that they were excited about and wanted to try out. Many kids got to test some of the products that were made. Gretchen’s entire class also came during the day to listen to students talk about their projects, keep tables organized, and introduce students to Ozobots and Cubelets. As usual, miraculous moments happened throughout the day.
Here are a few:
Dominique developed her leadership skills as she ran the robotics table for most of the day. Two students who had made robots were unable to come, so she stepped up and demonstrated their robots for them and kept the table orderly and made sure people had a turn to try out driving a Finch robot.
Speaking of robots, one of the robots had a name: Bob Jello.
Throughout the day, his personality seemed to develop on its own as kids began to talk about Bob Jello rather than just talking about a robot. Before we knew it, the other robots had been deemed the “evil kitties” and a battle ensued between Bob Jello and the kitties. Students were huddled up cheering on the robots and it had me thinking about how much we could do with storytelling and robotics.
My daughter, Alora, made a butterfly sculpture with a 3Doodler pen. She taught group after group about how the pens worked and managed kids taking turns and making very small sculptures. It was fun to see her as a 1st grader teaching kids in much older grades.
Several students made projects with their dads, and it was fun to watch the students share about their work with others. Patrick’s dad came and presented alongside him to talk about catapult gliders. They had a tri-board, video, and several models. It was a popular table that many students were interested in exploring.
Linden had a freestyle Tic Tac Toe game he made with his dad, and we loved learning the story of how the game originated at a restaurant table using sugar and sweet n low packets.
Finally, Forrest made documentary with his dad about Zepplins. This is a topic that many kindergarten students might not take on, but Forrest was super knowledgeable and shared his expertise along with playing his video.
Josie had made a robot from carboard and duct tape, and she really wanted to make it move. She used littebits and fishing line to make its arms move up and down. Rather than just sit at the table the whole time talking, Josie worked! She continuously made improvements to her design so that the arms would move more and more. Students started giving her ideas of what she might do next, and she may even attempt that soon.
Our intern, Jen Berry, worked with four 1st graders to submit maker projects, and all four of them had projects that were of high interest to visitors. Many students wanted to make their own terrarium after seeing Zarema’s 2-liter bottle terrarium.
Last minute entries rolled in like Aley’s handmade wooden guitar he is using for his music project.
It was so hard to capture every moment. It was so exhausting, and I’m already thinking about how I will organize it differently next year to involve more students and more classes touring the projects, while also calling on more volunteers to give me a bit more sanity.
Many of these projects will now be showcased at our district maker faire which will take place on Saturday April 1 from 2-4:30PM at Clarke Central High School. I highly encourage you to attend if you can. There will be over 100 makers featured from Prek-12th grade. It’s a great opportunity to see the amazing creativity we have in our district.
I’m so thankful for Gretchen and her students for supporting our students. It is a great collaboration that benefits many student voices. Thank you Gretchen for staying most of the day to help and to Jen Berry for jumping in the chaos and helping the day be a success.
Be sure to take time to visit the full grid of videos to watch many other incredible book talks from around the world. The competition is fun, but the real reward is hearing from so many student voices sharing their love of books.