Ch-Ch-Changes

I’ve made the shift back to primary instruction, and taken on a first grade classroom. Come with me on an adventure as I explore pedagogical concepts and ruminations on this shift.

So I’ve made a shift. From intermediate to primary education. I stepped into a great first grade team with three incredible teachers. Two have varying levels of special education “consultant teacher” rooms, the other is an ENL/ELL room. My room is general education, first grade. However, the vast majority (13 out of 18 students) are reading at a Fountas & Pinnell/Guided Reading Level “B.” Since my background and passion is literacy, I take this as a formidable, personal challenge. 

If I was continuing in third grade this year, the wheels would have been in motion a lot more reflexively. However, I had to “dust off my first grade mojo” and jump back to primary with both feet. 

Noto Bene: There were a lot of changes district-wide with how classrooms were structured, and many veteran teachers found themselves placed in entirely new grade levels they have never taught in before. I was originally supposed to change buildings AND grade levels, but in the end I was able to shift from the intermediate hallways of my building to the primary building. I’m not going to lie, it was a bit of a scramble to unpack with the amount of changes to my ultimate placement this year, but every day I feel a bit more settled in.

I did one of my student teaching placements in first grade, and always hung onto the materials that my cooperating teacher gave me. Thank goodness! It is like the Holy Grail! I was also fortunate to sit in on a presentation by a former colleague who teaches in a Montessori classroom, to refresh myself on some pedagogical techniques that I can translate to my gen-ed classroom. (More to come on the Montessori ideas later….stay tuned!)

So, I’ve done my running records, sight word assessments, primary spelling inventories, and I’m off to the races! I am slowly guiding my students toward independently accessing educational technology on our 1:1 iPads, and seeing how I can pair up tasks with our New York State first grade curricula. 

So here are my “elite eight” thoughts for my first quarter back, which may . or may not inspire further blog posts:

  1. First graders respond much more to positive behavior management systems. Negative reinforcement directly damages their self-esteem and self-worth.
  2. Walking down the hallway in one straight line can be really hard, especially in the advent of The Floss and The Shoot dances!
  3. I need a tattle monster to take up residence in my classroom.
  4. Flexible seating is really tricky to establish with super-wiggly kiddos.
  5. Parent communication in the primary grades is even more critical for students’ success. Finding the right streams of communication with each parent/family is equally as critical.
  6. STEM/STEAM/STREAM offers engagement that “sage on the stage” pedagogy can’t always offer.
  7. Primary education requires a modicum of cuteness that intermediate-level students don’t subscribe to.
  8. Teacher blogs, Pinterest, and Teachers Pay Teachers have become such fantastic resources for teachers – albeit most are not vetted and one should proceed with caution!

Thanks in advance for coming on this journey with me! Stay tuned for more fun… and as always, please share/follow this blog! Your comments, questions, and discussion ideas are welcome too.

-Kirsten

Falling Back, to Reach the Present…

Finding balance and engaging in self-care are two tasks that should be on ALL our priority lists! Not just for teachers, but for everyone…

I hope everyone has settled into a great new school year. By now new routines and schedules have been established, new relationships and bonds are beginning to form, and students are beginning to grow under our tutelage.
Fall reminds me of the shedding of last school year, and the beginning of redefining ourselves once more. Not everyone loves autumn, but in Western New York State, we have some of the most beautiful foliage. The air has a crispness to it that seems to break the cycle of a not-so-spectacular summer weather cycle.
New things are seemingly always on the horizon, but lately I’ve really been trying to stop worrying about the past or feeling anxious towards the future. I really want to images-3focus on enjoying the present. Being in the moment is becoming so important to me. Call it “growing up,” but the concept of mindfulness is my unofficial theme for this year… and hopefully for life.
There is this beautiful Lao Tzu quote: “If you are depressed, you are living in the past. If you are anxious, you are living in the future. If you are at peace, you are living in the present.”
Isn’t that beautiful? Don’t we all need more peace in our lives? The world outside of ourselves is one thing, but we have the ability to partake in self-care. Moreover, we have a responsibility to make self-care a priority. I always denied that I needed self-care. I convinced myself that being strong and capable meant proving you needed less time for it.download
But how wrong I was. Enjoying the little things, taking moments to breathe and refocus, and shedding the frenetic energy that envelopes us in our quest to “have it all” is more compulsory the “older and wiser” I get.
How about you? How do you rebalance your energy?
Namaste,
Kirsten

Short and Sweet

back-to-school-heroHopefully the school year is in full swing, and you are settling into a nice group of new students. I have 129 new students this year, including two international students from Hungary. They offered me a very interesting perspective on the Syrian refugee crisis, from families once dominated by Communist rule.
After teaching my 9/11 curriculum, and being reminded how we are all connected, I then braved another “Back to School Night.” I met numerous parents. Many parents have a neighbor, friend, relative, or otherwise know me in one IMG_3271capacity or another.
As the 9th graders stay the same age, I get older. For once, it feels refreshing to “catch up” in age with the parental cohort. I feel more confident in my own instructional capacity, as well as my ability to relate to a parent of a school-aged child.
I feel very fortunate to be a teacher, and to affect young women’s lives everyday. I hope I can be a good role model, and empower them to confidently stand on their own two feet as I have learned to do. I hope I can show them that being a compassionate person does not mean one is weak, but instead is courageous to show heart and vulnerability.
We really are all connected, literally and figuratively. Life is very short, and each day counts.
Need a little inspiration today?  I encourage you to watch this. We are all bred for connection, and in choosing it, are daring greatly.
Peace,
KBS

Musings on the First Year in a 1:1 iPad Classroom

Over two years ago, the faculty at my school were all given iPads. We had several professional development sessions to help integrate technology into our repertoire. But that was only the “amuse-bouche.” For educational technology enthusiasts such as myself, I was anxious to see how a 1:1 program would push my instruction.
I also knew there would be a learning curve. Looking back on the first year, I put together my thoughts on what worked and what didn’t. So here are my thoughts on last year – my first full year with 1:1 iPads.
I teach ninth graders. They often have one foot in middle school, and one foot in high school. The students they are in September are vastly different than the students they are by the following June. Some of them are extremely tech savvy, and blow me away with their ability to administrate their high school courses electronically. Others strugedutech-green1gle with the distraction the iPads present.
Although distractions are inevitable, the past year taught me how to manage and minimize them.The following are my reflections on the learning curve for the past school year:
Musings on My First Year in a 1:1 iPad Classroom

  1. “The Honeymoon Phase”
  2. Engagement vs. Distraction
  3. Learning Styles
  4. The Case about Handwriting
  5. Classroom Management
  6. Fostering Engagement through Rigor + Metacognition
  7. Assessment
  8. Selecting Programs and Applications

#1 – “The Honeymoon Phase”
If you decide to embrace educational technology, which I certainly did, there is definitely a “Honeymoon Phase.” You feel like you have been given tools to connect/engage your students to the content like never before. Then, you spend a year in the classroom with an iPad in everyone’s hands.
If you are an educator that cares about constantly improving your instructional practices, the learning curve that ensues over the course of a year with 1:1 devices is tremendous. You quickly learn that iPads are not a panacea for the disengaged. There are so many other considerations a teacher must employ once each student gets a device into their hands.

Probably one of the biggest take-aways:

Even though we are teaching students who are “digital natives,”
this does not mean they know how to use technology in an academic/scholarly way.

#2 – Engagement vs. Distraction
When technology is engaging, it is powerful! Students can be engrossed in a task, and one idea can lead to another. The world is at the students’ fingertips, if they are aware of it. It is important for teachers to frame expectations. Teachers in a 1:1 environment are not only teaching content, but showing students how to own their learning.
While technology is a limitless tool when used correctly, it is easy to use it incorrectly. Anyone can be distracted by habits of checking social media, emails, or simply doodling. Using tech devices in the classroom can be equally distracting.

Q: What’s the solution?

A: Everything in moderation. Choose tech over other methods when it is the most appropriate solution, but do not make it the only solution.

#3 – Learning Styles
We have all heard of Howard Gardner’s “Intelligences.” As an educator, it is important to remember that devices may cater to some learners, but still do not offer something for every learning style. Opening our awareness to this will help us diversify tasks and how we use tech in our classrooms.
#4 – Handwriting
Evidence points to connection between handwriting and learning. Most annotation apps allow students to write with a stylus or their finger (E.g. Notability, Evernote).
At the end of the year, I had my students evaluate my course via a Google Form. I was surprised how many said they still preferred pen-and-paper for certain tasks. Looking back, there were activities that I could have offered more choice in how the students’ work could be executed/demonstrated.
Again, students who are supposed “digital natives” can also be resistant to educational technology. I suggest training them on the technology in your classroom first with everyone else.
Although most students liked storing all their notes and information for their classes in digital folders, a surprising number still prefer taking notes on hard copy.
Once students have tried various methods for note taking, annotating, reading text, research, etc., they should still be allowed choice in what works best for their learning style. If they can tell you how they learn best, why wouldn’t a teacher capitalize on that. Right?
#5 – Classroom Managementteach-rebrand-ipad
Classroom management with 1:1 devices is the key to successful implementation of a 1:1 program. This is still an area of great development, that is quickly trying to catch up to the technology itself. You may have noticed that it is a topic of great question and debate at many conferences and online professional chats.
This is one of my favorite articles about classroom management with 1:1 technology. Here’s the gist:

  1. Establish expectations with your students and be clear and follow through with them
  2. Let the kids play a bit with the technology to “get their giggles/wiggles out” so they won’t do it when they are supposed to be on task. It will eliminate temptation.
  3. Only use tech if the task is engaging and the pace can be solid. It is not meant to be “babysitting” or “entertaining” your students
  4. YOU are the best app on the kids’ iPads! Use the “the two eyes, two feet app” – keep  circulating around the room. Once they know you are stationary – they will know they are being babysat and will start to go off task.
  5. Technology is not an all-the-time tool, and meant to be put away too.

Another helpful hint, which I am actually including this in my course syllabus this year:
Make it a rule that student devices should be flat on their desk. When not in use, tablets should be closed, stored, or flipped over. If students are using laptops, have them put their computers to a 45 degree angle while you are talking, or while not in use.

#6 – Fostering Engagement through Rigor + Metacognition
“Edtech” is not innovation. In the same way, difficulty is not rigor. Metacognition is the other piece I have learned to add into each task, in order to increase engagement and rigor. (See my previous blog post for more on this.)
Taking a moment to show students how to think about the task, open their awareness, and create a mindful group of learners makes each lesson I teach more successful than it would have been without the metacognitive piece.
Discussion, and having students explain things back to me are intellectually stimulating. Pulling ideas out into the “big picture,” pushing into the micro level, applying it to their experiences in life to ignite relevance all have shown to help relate to what my students are learning.
Increase of rigor is not guaranteed by these approaches, but more possible.
Choices About Process Elicit a Better Product

  • Choice within the content material is also an accelerator of engagement, in my opinion.
  • Giving students options on how they present what they know has shown to foster engagement in my own classroom.
  • This gives a confidence boost to the students who like to “swim upstream” – and allows them to shine.
  • As confidence goes up, so does one’s commitment to learning, and rigor is the by-product.

#7 – Assessment
Because of a large number of students, and the ability to quickly shift from one app to another, I did not allow electronic summative assessments. Instead, unit tests were completed on paper.
On the other hand, I fully embraced formative assessment on the devices. I included online quizzes for each unit on Schoology (our school’s chosen LMS). My students really took advantage of these self-checks. They were ungraded, and allowed students to review material covered, and check for reading comprehension.
#8 – Selecting Programs and ApplicationsiStock_000017827226Small

  • Play with a number of different apps that do the same thing, so you can find what is best for you (Notability vs. Evernote)
  • Download free apps and play with them, or have students evaluate them!
  • Get on board with what other teachers are doing, and share best practices. When multiple teachers use the same platform/apps, students are better versed on the program and can use it much more comfortably.

To Sum it Up:

  • Invest in the time and energy to get “up and running” with the technology
  • Know that you will need to reserve some class time for unknown tech issues
  • Give students choices
  • Novelty and diversity in tasks are key
  • Never exclusively use one methodology monotonously
  • Set clear expectations about tasks, and circulate to see that students are on-task
  • Make sure students lay their device flat
  • YOU are the best app there is! ☺
  • Engage with colleagues about how they use tech in their classroom

As always, thanks for reading! Let me know what you think, and have a great school year! back-to-school-hero
Best,
KBS

Rigor = Motivation + Metacognition

I’ve been thinking a lot about “rigor” lately. It is a big buzz word in education right now. Last June, I was fortunate to attend the Model Schools Conference, where Dr. Bill Daggett showcased his Rigor-Relevance Framework. It was inspiring and motivating to me as an educator.Rigor_Relevance_Framework
Recently, I read a great Edutopia blog on rigor by Brian Sztabnik. You can read it here. His words and reflections resonated with me. I was especially intrigued by this statement:

Rigor is the result of work that challenges students’ thinking in new and interesting ways.

Sztabnik explains how the great novelist David Foster Wallace would not use stereotypically “classic” works of literature in his 100-level college class. Instead, Wallace chose more contemporary, culturally-popular books. He warned not to write off the books as “easy” or “blow-off” books.
In his own genius, Wallace was selecting books that were more accessible and not teaching a difficult book, but increasing the students’ ability to articulate informed opinions/reasoning of their reading responses.
This is where real rigor lies.Rigous
It is not always what we are teaching, but it is definitely how we teach it. Utilizing any tool for instruction in a way that ignites a student is where the real magic lies.
I used to have a notion that rigor meant difficulty. As I continue to try to improve my own instruction, I know that rigor does not mean “harder.” It means that students are motivated to accomplish, and that they are aware of themselves metacognitively. Rigorous learning allows students to choose to turn on their thinking.
In terms of STEM, Melissa Marshall has a great 4.5 minute TED talk here. She speaks along the lines of rigor, motivation, using Tier 3 vocabulary (she says “jargon”) in a specific, and high-level of content geared to anyone. She discusses great communication and states:

Making your ideas accessible is not the same as dumbing it down.

Edutopia also has a great infographic about what learners pay attention to here. Also worth a look.11227582_820462477989673_8302552304208145496_n
I find that the more I differentiate my instruction, the higher the overall engagement. If tasks are more creative and open-ended, students tend to let their imaginations run wild and get more immersed in the task. Immersion is actively diving into something more deeply. In my book, that is what rigor looks like.
Choice within the content material is also an accelerator of engagement, in my opinion. Giving students options on what they read, or how they present what they know has shown to foster engagement in my own classroom. This gives a confidence boost to the students who like to “swim upstream” – and allows them to shine. As confidence goes up, so does one’s commitment to learning, and rigor is the by-product.
A Year Later
So, almost a year later – how has rigor been focused on within my lessons? What have I changed? What have I eliminated? How has rigor been increased/decreased by the inception of our 1:1 iPad classrooms?
I teach 9th graders. They often have one foot in middle school, and one foot in high school. The students they are in September are vastly different than the students they are by the following June. Some of them are extremely tech savvy, and blow me away with their ability to administrate their high school courses electronically. Others struggle with the distraction the iPads present. Although we have been vigilant to minimize the distractions, they are inevitable.
I have learned not to use iPads for every task. Although I have created a paperless classroom this year (sans summative assessments), I need to allow students choice in what works best for them. For example, some prefer reading in their paper textbook, others like viewing the pdf of their textbook online.
Novelty and diversity in tasks are key. In my previous post, I discussed how “edtech” is not innovation. In the same way, difficulty is not rigor.
Metacognition is the other piece I have learned to add into each task, in order to increase engagement and rigor. Taking a moment to show students how to think about the task, open their awareness, and create a mindful group of learners makes each lesson I teach more successful than it would have been without the metacognitive piece. Discussion, and having students explain things back to me are intellectually stimulating. Pulling ideas out into the “big picture,” pushing into the micro level, applying it to their experiences in life to ignite relevance all have shown to help relate to what my students are learning. Increase of rigor is not guaranteed by these approaches, but more possible. i_heart_rigor
What do you think?
Have a happy, inspired day!
-Kirsten 🙂

Technology is NOT Innovation

There was a great Twitter discussion last night entitled “Using Technology vs. Innovating with HiResTechnology.”  facilitated the discussion, which focused on technology integration, and what it means in terms of being an innovative educator. As a PBS Digital Innovator, I thought the discourse was very thought-provoking. There was a general consensus that the use of digital technology was not indicative of an “innovative classroom.”
In other words, any student can be handed an electronic device, but that doesn’t mean the student is learning or engaged. I see examples of this in my own 1:1 iPad classroom. Always looking for ways to be a better teacher (hence, using Twitter for my own professional development), I noticed that technology and engagement are not hand-in-hand. It is how I frame the edtech that counts.
Lessons have to be crafted carefully to minimize distractions beyond that of a paper-and-pencil classroom. I also have to change up apps or tasks on the iPads to make sure I am introducing novelty and increasing chances of student interest. For example: when I’ve used Nearpod, I need to change up my embedded activities, questions, and seek out deeper thinking. I have to remember to stimulate my students’ metacognition. zpmetacognition
 
 
 
One teacher’s comments particularly struck me:

“A4 Innovation means letting go of traditional constructs and being open to letting go of some control to change thinking”
“A5 Communicate the learning goal clearly w Ss, then let THEM choose the tools and tasks they’ll use to discover. Innovation.”

EdTech Professional Development
The Twitter discussion also highlighted a need for better/more edtech PD for teachers. I would agree with this. I think there is a lot of PD out there, but it has a glass ceiling. In my building, I am asked to help facilitate professional development in edtech with my colleagues, but there is often a lack of PD left for my own further development.
For teachers that want to explore their lessons and how to use tech to bring the students’ experiences to the next level, we don’t need a book of possible apps or to hear about how one innovationspeaker applied their knowledge of tech in the field. We don’t need to hear about one or two project-based learning (PBL) experiences.
Ok then, what do we need for great tech PD? In my opinion, we need to get our hands in it. We need to take our lesson plans and amp them up. We need access to and guidance from experts…mentorship. We need a PBL expert to offer us support. It is great to listen and be inspired by others, but if we are not actively practicing and honing our pedagogical and engagement skills, then the PD can only be effective to a point.
#edtechchat
If you use Twitter, I encourage you to check out the hashtag above. It will connect you with a great series of posts and discussions about making ourselves better users and innovators of technology!
LMK what you think in the comments below, and have a great day!
-Kirsten
 

Unplugging

This blog is about using new literacies or digital tools to create an inspired, engaged educational experience for all. But I think I would be remiss if I didn’t include the importance of unplugging…or stepping away from edtech. “Everything in moderation” we say, right? “Too much of a good thing” we say, right?
So this Spring Break, I decided to make a concerted effort to pay less attention to my passion for tech, and more attention to something infinitely more important: my sons Eamon & Eoin. They are 5 and almost 2, respectively.
Inspired by some articles I’ve read (here is one of them). I took them all by myself on a road trip to the The Strong National Museum of Play in Rochester, N.Y. Sure, I used “tech” to snap a few pictures here and there, but it was a day of pure play. Hands-on FullSizeRender_4displays, activities, etc. It actually felt indulgent to put down the tech, and focus on the boys. We played, laughed, hugged, and had one of the best days I can remember as a parent.
What are your best examples of unplugging?
Have a great day,
Kirsten

Motivation to Read in the Age of Common Core

I had the pleasure of attending the Niagara Frontier Reading Council Spring 2015 Brunch on Saturday April 25th. Linda Gambrell from Clemson University spoke.
Here were my take-aways:

  • Spoken language and text language are two different languages
  • There is a second grade slump being observed – a decrease in motivation as students become aware of their proficiency
  • Reading success isn’t necessarily about ability, but opportunities to read. By increasing opportunities to read, we are increasing a student’s chances of reading success.
  • Ybarra et al (Feb 2007): Social interaction and mental exercise both increase cognitive functioning. Intellectual conversation positively affects working memory. What students talk about, they learn best and remember the longest.
  • Have students engage in a conversation about the material you are teaching: “What are the 3 most important things a person ought to know about _____?”
  • In read-alouds, give students a preview of several texts and let them vote on what they’d like to hear. This will increase student interest in the read aloud.
  • When given book choices, there are “flippers” and “wanderers.” This might be due to some readers not knowing how to properly choose a ‘just right’ book.
  • In Self Selected Reading (SSR) – students should have a NOW book, a NEXT book, and a QUICK read in their book boxes/bins. This encourages sustainability and alleviates a student being stuck with a text that doesn’t engage them.
  • The volume/amount of silent reading in schools is directly related to gains in reading and achievement.
  • All good readers know the next book they are going to read.
  • Instead of books labeled easy-medium-hard, have books labeled hard-harder-hardest!
  • Bless the Books: give snippets of books available to get students interested in picking them
  • Have a sign in your classroom the tells what you are currently reading, to ask you about it, what you are going to read next, and an invitation to share what the student is reading
  • Students LOVE hearing “I know a book you would love…”

Overall, the Niagara Frontier Reading Council does a fabulous job providing a community for professionals and educators. The professional development they offer has definitely helped me become the passionate, motivated teacher I feel that I am. Check out their website, and feel free to engage with them on social media: http://www.thenfrc.org/
Here was a poem Linda Gambrell also shared, that I thought was clever:

Confession

BY BRUCE LANSKY

I have a brief confession
that I would like to make.
If I dont get it off my chest
I’m sure my heart will break.
I didn’t do my reading.
I watched TV instead—
while munching cookies, cakes, and chips
and cinnamon raisin bread.
I didn’t wash the dishes.
I didn’t clean the mess.
Now there are roaches eating crumbs—
a million, more or less.
I didn’t turn the TV off.
I didn’t shut the light.
Just think of all the energy
I wasted through the night.
I feel so very guilty.
I did a lousy job.
I hope my students don’t find out
that I am such a slob.

Have a great day!
Kirsten

Happy Digital Learning Day (Yesterday) and Pi Day (Today)!

I really wanted to get to my computer to post something in honor of “Digital Learning Day yesterday, but was deep in the throngs of removing a splinter from a five year-old’s foot while the almost-two year old was trying out all the flavors of toothpaste in the bathroom. Ah, the life of a single mom! Sometimes I am waiting for the hidden camera crew to pop out and thank me for all the great comedic material I supply them with on a daily basis.
What Time is It?
So, it is 4:36a.m. as I sit down to write this, and prepare my thoughts for a Saturday conference I will be presenting at today. It is the “T4 Think Tank: Teachers and Technology” at Elmwood Franklin School in Buffalo, New York. I’m really excited, as this is my first official presentation of PBS Learning Media in my year-long role with them as a 2014-2015 Digital Innovator. Wish me luck!
Explain Everything
But for the remainder of this post, I think I would like to focus on an app I really like for creating flipped lessons: Explain Everything. I recently presented this app in two instructional sessions to my colleagues at school, during a professional development day on March 6th.

Favorite App: Explain EverythingEE

Why: I can take existing PowerPoint presentations and convert them into flipped lessons, or create new presentations/videos.

How: Pull them into the app, and use the record button to add audio to the slides.

Features I Like: Easy to learn, user friendly, once you create a login – an actual human being emails you and offers their contact info in case you need them (isn’t that amazing?)

Why this is great: good for kids who need to hear material more than once, great for students to review, great for students who have been absent so they do not miss material, for visual learners – you can have the text with the audio to add more dimensions of multiple intelligences. You can upload the videos right to YouTube, save them to the Camera Roll on your Apple device, or mail them as files.

How I’ve used it: Back to school night video to introduce myself and my classes, opening faculty meeting (we have a hearing impaired teacher who thanked me because he usually doesn’t know what the audio is that accompanies the video – since I captioned the audio), etc.

In general, I’ve used Explain Everything to easily and quickly create flipped lessons. I’ve created PowerPoint presentations, then pulled them into EE, and recorded over the slides. After, I render the video to an unlisted YouTube link to post on my Learning Management System (Schoology) for easy student access. This prevents me from loading up other places or sending large video files – just sending a quick link is easy and the kids are already so familiar with YouTube.
More specifically, what I like about Explain Everything is that they have great customer service. When I was preparing to present to my faculty, I reached out to them. (I’m a big fan of just taking a chance and reaching out to see if you can connect.) Within hours, a real human from Morris Cooke (their parent company) replied with several links I could use or pass along to fellow teachers. How much did I appreciate that?!
Some other ideas that I shared with my peers included creating fresh videos/lessons right in the app, using EE for other presentational tools:explain everything kkenny

  • I made our opening faculty meeting video with EE – https://youtu.be/hdxas8m9-xY I got great feedback from parents who couldn’t make it who felt I gave them a better sense of who I am and what my role is as their daughter’s teacher. I think for incoming freshmen – this was particularly helpful.
  • a flipped Back to School Night video for parents who could not attend – https://youtu.be/KyjvAPWXLvk

There are so many things you can do with EE. Pictures, video, text, importing documents, annotation, white boarding/screencasting (I haven’t screencasted yet in a real-time white boarding, but I’m itching to do it), etc.
Here are some great links I found for Explain Everything:explain_everything_blog

Once again, thanks for taking the time to read and explore this blog. I hope you will subscribe, and reach out to me with any comments, questions, concerns, etc!
Take care, and Happy Pi Day!
KK