personalized learning

Using iPads to Plan in Kindergarten

/ Kristi Meeuwse / Leave a comment

Productivity is never an accident. It is always the result of a commitment to excellence, intelligent planning, and focused effort. -Paul J. Meyer

Happy New Year! After 2 weeks and 3 weekends, we are back in school.  It was evident we had a little “brain drain” over the holidays.  Hopefully we can catch up and get moving by the end of the week.  After winter break is when we pick up speed and move full steam ahead.

One of the things I truly believe is that student engagement is dependent on their voice and choice in both the planning and execution of learning.  When we include even the youngest of children in the process, we get so much more concentrated effort from them.  This concept is the same for adults.  Aren’t we usually voicing concern as educators how our  voice needs to be heard in the decisions made on behalf of our students? When we are excluded from the process of decision making, we are less likely to buy into whatever it is we are being asked to do.  We are also less likely to implement changes with fidelity.

My students have quite a bit of choice in this classroom the first part of the year but after Christmas, they are included in the planning of their day.  Now, just as I would never open a closet door to a 3 year old and have them choose what to wear from an entire wardrobe of clothes, I would never just let go of the reins completely of the classroom.  I utilize a gradual release of responsibility and have some controlled choice in the beginning.  Giving students a few choices  all throughout the day, from the beginning of the year,  builds their confidence in their own abilities to make bigger choices later.

As my students walk in each morning from now on, they will have 5 must-do activities.  They may choose which order these items are completed.  They will open their notes app on their iPads and write out their plan for the day.  They then refer back to that note all throughout the day to see what they chose to do next.  The SmartBoard looks like this when they are making their plan:

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In the reading center, I want them to read  2 books on their reading level and then they may choose other books as well as book on their iPads to read. For writing,  they will work on their Writer’s Workshop.  A few of my students still need scaffolding and support with their writing so I have a specific conferencing time with those children. Today, I chose the app Pic Collage for them to illustrate and write a sentence but soon, they will have their own choice of creation apps in which to demonstrate understanding of unit-related vocabulary words. This work is saved and uploaded to Showbie for their work flow. Math includes small group activities and word work currently is involving word families.  Students use the ABC Magnet Board app to make 6 words of their choice in a given word family.  Today’s word work from one of my students looked like this:

Screen Shot 2015-01-05 at 1.28.31 PM

The student takes a screen shot of this work so that it is saved in the camera roll.  I can have them upload it to Showbie if I need them to or it can just stay in the camera roll as a work sample.  This particular app is great because it says the letter sounds as they manipulate them and once the word is created, it reads the word to them so they get immediate feedback.  Word Wizard is another great app for this kind of activity for the same reason.

So at the end of the 5 must-do activities, once all work is completed and checked, the student has free choice of any activity in the classroom.  This helps encourage timely work completion and on-task behavior, but in general, those things aren’t really a problem.  Their engagement is much higher as they have been a part of the planning process.

As students gain more independence and confidence in their abilities to make choices and move forward on their own initiative, this allows for other possibilities such as 20% time, Genius Hour, Makerspaces, etc…Again, this goes back to gradual release of responsibility, front-loading procedures, and giving students opportunities to develop those decision-making “muscles”.

As you start 2015, consider ways you can give your students more choice in the planning and demonstration of their learning.

What’s the plan??

Today we will do exciting new things.  Let’s get to it!

Visionary Leadership and iPads

/ Kristi Meeuwse / 2 Comments

“The most pathetic person in the world is someone who has sight, but has no vision.”-Helen Keller

Image courtesy of Creative Commons

Image courtesy of Creative Commons

I’ve spent the last 24 hours with Apple and the schools chosen for the ConnectEd initiative.  It was inspiring to watch these very deserving educators receive Apple technology and professional development at this kickoff event.  There was a great deal of discussion about vision and the importance of vision in implementing a full scale technology initiative such as this one.  So many layers of support were evident to ensure these schools are successful.

I was honored to be asked to speak at this event and share what is possible in early childhood education when students are given the ability to create their own learning.  While I was asked to share my experiences, I think I was the one who gained the most.  I saw educational leaders excited about providing their students the very best possible advantages with 1:1 iPads.  They made lists, their minds full of next steps…they started creating a common vision.

Innovation is what distinguishes a leader from a follower.  Leadership requires vision…to think ahead to what our students will need in the future, not just what they need right now.  While we don’t know the future, we do know that technology will definitely be a part of it.  True visionary leadership doesn’t say, “Yes, but…” it embraces the “Yes, and…”  Lack of financial resources will always be an issue with schools. It is here, where we have to look forward and ask ourselves what is the right thing to do for children?  Do we allow the “yes, buts…” to settle for the technology that is “good enough”? Do you really want your own child receiving an education that is “good enough”?  Of course not.  We want our own children to receive the best of what is available.

When I look at what the 1:1  iPad deployment has meant for my kindergarten students, I watch them using the power of this device to maximize their learning.  They are creating content.  They are using applications that are unique to this device to amplify their thinking…to go where they couldn’t go without the device.  They are using the accessibility features that are unique to this device to share their learning when they are unable to write independently.  As your vision for your students is created, you must ask yourself what it is you want to achieve with the technology.  If your needs are internet capability and word processing, there are plenty of devices that do that.  If you want a complete educational ecosystem, a comprehensive learning environment, then iPads are the only answer.

As a teacher, I am able to use applications unique to the iPad to personalize and target their learning.  I am able to reach each child where he/she is and create a learning environment specifically for that child.  As a parent, are you content with your child sitting in a cookie-cutter classroom where everyone receives the same assignment, regardless of ability? I would venture to say no.  Everyone has their own brand of genius.  I can tell a fish to climb a tree and it will spend the rest of its life thinking it is a failure. iPads allow each child to find his/her own genius.

The very definition of visionary is:  Thinking about or planning the future with imagination or wisdom.  When we are short-sighted it limits the potential of students not just now, but in the future.  Let’s find a way to provide our students with a complete education and not settle for “good enough”. Let’s not allow lack of funding to be the stumbling block.  Where your priorities are, your money generally follows.

I mean, after all, isn’t he worth it?

thomas2

Aren’t they ALL worth it?

Today we will do exciting new things.  Let’s get to it!

End of Year Wrap Up

/ Kristi Meeuwse / 2 Comments


“When the story of these times gets written, we want it to say that we did all we could, and it was more than anyone could have imagined.”-Bono

 

Well, as always, the end of the school year brings a great deal of things that need to be wrapped up.  My classroom is barren…void of all of the student work that has adorned the walls for the year. Classroom centers, games and manipulatives have all been stored away. My iPad cart has been rolled down the hall to it’s summer resting place.  All that’s left is last bits of paperwork, passing out report cards and saying goodbyes.

2605673301_0e757008d8_bAs I go through the end of year rituals for the 25th time, and as I prepare to say goodbye to this sweet group of children, I can’t help but flash back to some great highlights from this year.  Our focus was creating a true, student centered classroom. Students were leaders in their own learning, and exercised voice and choice.  We participated in the Hour of Code. This lead to further creativity and exploration throughout the year…well beyond the initial Hour of Code.  We explored Augmented Reality. This expanded into using Chromville app to enhanced our writing activities.  We skyped with Jen at Blokify and my students were blown away with this app.  The 3D printed samples that Jen sent us led to such enthusiasm, our school purchased a 3D printer.  Toward the end of the year, we focused heavily on reading and research.  We used our iPads to research and write about a topic of our choosing. This created a seemingly insatiable desire to read and learn more on a variety of subjects.  “Can I please look up more on ocean animals?” “Can I research more on sloths and write a book?”  Daily, I’ve been asked for permission to read and research more on a topic that is meaningful to a particular child.  Without being a requirement, these children took their findings and always turned them into a Book Creator book or a drawing with notes and information.  One of our last activities was writing about and rating our favorite apps.  This activity resulted in future conversations about how a certain movie was rated or even their own writings!

While this list is certainly not all we worked on, it is a good recap of our highlights.  Keeping my students at the center of the learning, engaging them in decision making, and providing a literacy rich environment for curiosity and exploration has paid off.  Once again, all of my students are going to first grade reading above grade level.  They are prolific readers and writers.  They think deeply, question, read and respond, experiment, fail and try again, problem solve and persist in the face of difficulty.  They are now 6 years old and ready to boldly step forth into first grade.  While this is not the ending of their story, it’s where my story with them ends.  I will watch them as they grow and succeed.  I will celebrate their future accomplishments and know, that in some small measure, I was there in the beginning.

Happy Summer!

Today we will do exciting new things!  Let’s get to it!

The “Art” of the Matter

/ Kristi Meeuwse / 3 Comments
A work of art is the unique result of a unique temperament. -Oscar Wilde
As a classroom teacher, I see many personalities and temperaments daily.  As we work together, it is impossible not to know a child’s likes or dislikes, their interests and what turns them off.  All of my students want to shine.  Some shine more brilliantly than others, in a way that no one can miss.  Others shine more softly and feathery, like the moonlight.   The key is to weave these differences together into a tapestry that works and thrives together in a classroom.
photo-15One thing they all have in common is the love of art.  They love going to art class for special area and they love cutting, gluing, pasting, coloring and painting in class.  Most of them create excitedly and without hesitation, but a few of them have been bitten by the “not good enough” bug and are afraid to draw a bold line and get started for fear of doing it wrong.  When my students are creating, their engagement is nearly unbreakable.  So, why do we put art off until “after you finish your work?”  In our class, when we are creating content,  art is a necessary part of the process.
As adults, sometimes we see art as frivolous and something one does in one’s free time.  (And really, how much of THAT do we have?)  When we remove creativity and creation from our classrooms, we are teaching our children that it doesn’t have value…their creative selves are to be kept separate from their thinking selves.  Art is so much more than drawing and coloring.  Art is photography, music, poetry, writing, film making, and more.  How can these not play an important role in learning?  When students are able to use their talents, or develop and explore talents they didn’t know they had, they are learning how to be diverse individuals who have something unique to contribute.
I’ve always been interested in photography, but never really pursued it for many reasons, all mostly just excuses.  I finally made room in my life for it and can’t believe what I have missed out on for so long in not pursuing it.  I can’t imagine my life now, without it!
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As I watch my students work individually and collaboratively on projects, it is gratifying to see them encouraging each other as they work on creating content.  The creation apps on our iPads such as Explain Everything, Book Creator, Pic Collage, Strip Designer, Popplet and iMovie all contribute to the wealth of workflow in our curriculum.  Each piece of work is as different and unique as the child that created it.  And THAT is exactly why I teach…to celebrate and develop the uniqueness of each child.
I encourage and challenge you to look for the art in your classroom.  Is it put on the shelf for when work is finished or is it integrated into the workflow of the day as a regular part of learning?
Today we will do exciting new things…let’s get to it!

Cultivating a Love for Reading

/ Kristi Meeuwse / Leave a comment

My mother was my world and she brought reading into it. -Donalyn Miller, The Book Whisperer

I was fortunate that I came from a family of readers.  Everyone read and the love of it was instilled in me very early.  I wish the same could be said for all of my students, and because it isn’t a priority in every home, I make sure to make it is a priority for the 7 hours they are with me Monday through Friday.

We talk about books and immerse ourselves in literacy building activities all day long.  We compare books and authors.  We compare writing styles and illustrations.  We do author studies and we use mentor texts in our Writer’s Workshop time.  I create books for my students in iBooks Author and in Book Creator.  I put them on their iPads and they have “just right” books at their fingertips all the time.  So, it isn’t surprising to me that my students are eager to make their own books.

Our favorite app for student-created books is Book Creator.  I’ve written about my ongoing love affair with the Book Creator app many times,  and now, you have the ability to draw within the app itself.  After introducing my students to this versatile app, I was immediately asked if they could make a book.  Many work on them during their free choice time.  At this point, they are fairly short books.  Here are a few screen shots from one of the first books a student created.

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IMG_0861Because he recorded his voice reading the book, I can’t upload the file.  This book was 5 pages, including the ever popular “The End” page.  He worked every free chance he had over a couple of days to complete it.  Because we use Showbie, I can upload his book to the shared folder and all of the other students can download his book and have it on their bookshelves.  This is a great way for students to share their work with their peers.

Another student started a Space book in Pic Collage.  It is not finished but her intention is to create several pages, save to her camera roll and upload into Book Creator.  Here is one of the first pages of her book:

IMG_0859I love the enthusiasm and creativity of these children.  I love how their excitement over creating a book is so genuine.  I love how their eyes widened and they bubbled over with excitement when they saw the Book Creator app and what it could do.

Giving children choice in how they demonstrate their learning is a mainstay in our classroom.  My students take charge of their learning through the use of these creation apps.  They think nothing of using  multiple apps to create a final product.  They create and combine on their own with confidence.  They are able to upload their final work to Showbie independently.  They are proud of their work and are eager to share.

As a parent and as a teacher, I want my children and my students to feel the joy of being a reader.  By bringing my own love of reading to the classroom, my students are discovering they are able to create their own books, make their own art, and share the joy with others as well.

Today we will do exciting new things. Let’s get to it!

 

Using iPads to Work and Learn Together

/ Kristi Meeuwse / 2 Comments

Coming together is a beginning; keeping together is progress; working together is success. -Henry Ford

Ah yes….working together….I can’t help but be reminded of the the preschool song “the more we get together the happier we’ll be”.  Working together, planning together, and achieving goals together is a beautiful thing.  It is not, however, something that is always done easily and it does require planning and effort.

We have been diligently working and planning together in our class.  Besides working on instructional goals, we are also working on our soft skills.  It is never too soon to work with children on their “EQ”…emotional intelligence quotient.  These are the cluster of personality traits, social graces, communication, language, personal habits, friendliness, and optimism that characterize relationships with other people.  They complement hard skills.  Learning these skills now help transition them into adolescence and adulthood. In today’s world,  soft skills relate to a person’s ability to interact effectively with coworkers and customers and are broadly applicable both in and outside the workplace.

That being said, it takes time and planning to build community in a classroom full of egocentric 5 year olds.  We have been working on planning our day, working together on activities and projects as well as sharing with each other our completed work and work in progress.  This involves listening to each other, offering praise and helpful suggestions (helpful being the operative word).  This takes modeling and practice!

This week, we shifted from writing the plan for our day on a PDF on our iPads to actually typing it in the Notes app.  This has been very efficient and the kids feel “grown up” making a real list by typing.  They have their 5 “must do’s” listed on the Smart Board and they choose the order in which they want to complete them.  Currently, I am assigning the apps, but soon they will be choosing which apps to use to complete the assignment.  smartboard captureThe picture cues to the right assist them if they forget as they move through the day.  Kids are working individually, in pairs, or small groups by their own choice all throughout the day.

Here is a sample of the word work created on this particular day in the Magnetic Alphabet app.  The kids take a screen shot when finished and upload to Showbie for me to check later.

magetic abc workHere are 2 Pic Collage examples from a different day using the vocabulary words “mitten” and “cold”.

cold pic collage

Mitten pic collageOnce the students draw their pictures in Drawing Pad app, they save to their camera roll and upload into Pic Collage.  They then type the sentence using the vocabulary words for each picture.  They save it and upload to Showbie.

This schedule allows for a lot of collaborative time with each other and with me.  I am able to conference with children, assess, work with small groups and facilitate all throughout the day.  Because students have many opportunities to work collaboratively and interact with each other, we can practice modeling those soft skills we are learning about each day.

By setting up the classroom environment to reflect the values of learning through choice and collaboration, students are able to learn valuable skills that will carry them into the future.

Today we will do exciting new things.  Let’s get to it!

What’s the Plan?

/ Kristi Meeuwse / Leave a comment

A goal without a plan is just a wish. ― Antoine de Saint-Exupéry

In my last post, I mentioned we are in transition.  We are continuing to shift from our choice board system into a more student-controlled system.  One of the first things needed is a way for them to record their daily plan.  I’m sure there are many ways to do this, but we are using a planning sheet that I scanned into Showbie.  The students will download and write their day in Good Notes, which is a PDF annotator.  This saves me from having to use paper to copy every day.  The planning sheet is very simple.  planning sheet

The students have 5 things they must do today.  These are listed on the Smart Board and students have the choice as to which order they wish to complete them.  Here are the choices from yesterday:

1.  Pic Collage with 2 bear facts

2. Read 3 “Just Right Books”

3. Math center

4. Writing Workshop

5.  Poetry notebook

Students choose the order they want to complete these activities and write them on their planning sheet.  They then have either me or my assistant approve their plan and they get started.  While students are working independently, my assistant and I pull small reading groups.  We are able to see all 5 reading groups between the two of us in the hour and a half block of time.   Students also have some activities to choose from if they finish early.  We call these “May Do’s”  The 5 items above are “Must Do’s”.

In the afternoon after recess, we have another hour block of time before Special Area.  This time is spent with students either continuing to finish their “must do” list or if they finish, they have “choice” center time.  All of the centers in the room become available for this choice time.  This block allows me and my assistant to conference and work with individual students in any area that needs focused attention.  We did this schedule last school year for the first time and it worked great! Their content creation was amazing and it allowed all students to learn time management, work individually or in small groups, and it allowed them to work on their own levels.

Here are a couple of samples of their Bear Facts.  Illustrations drawn in Drawing Pad app and uploaded into Pic Collage where they wrote their sentences:

bears2

bears1

The kids are excited about having the ability to make their own schedules and plans.  We will continue to work on this schedule over the coming few weeks.  The must-do’s change daily.

By incorporating student voice into daily learning, we are planning for success!

Today we will do exciting new things.  Let’s get to it!

Building Vocabulary with iPads

/ Kristi Meeuwse / 1 Comment

Vocabulary is a matter of word-building as well as word-using. -David Crystal

We are in transition…in the process of moving from our choice board centers to more content creation centers.  This will take us a couple of weeks to migrate over to that system.  I will write more about this as we go, but for now, we are  adding various components daily that will be a part of our day.

How do you know when it’s time to change?  Every class is different and some can handle this change sooner than others.  I have a few signs I look for.  I look to see if the students are able to work more independently on iPad activities involving creation apps (such as Pic Collage and Explain Everything).  I also look to see if they are mostly able to upload their work to our digital portfolio app, Showbie independently.  But the real indication that really spurs me to move to the next phase in centers is they are driving me freaking crazy in the ones we currently have.  Even with frequent changing of manipulatives, activities and games, they suddenly stop using them purposefully.  Unifix cubes are no longer being used to pattern.  They are becoming light sabres and swords, or guns that attack others. And I am on the verge of yelling, “C’Mon Man!”  When you begin to feel the crazy creeping up and you want to retreat into the bathroom for an hour of sanity, it’s definitely time…and  I’m apparently the grown up and something has to give.   🙂

So to get ready to transition, we start working on vocabulary.  This will be one center the students will have once we move away from the choice board.   This week we are reading The Snowy Day (appropriate and all polar vortex-y).  This is our mentor text while we talk about onomatopoeia.  We talked a lot about the words “crunch” and “plop”.  These words in the story relate to snow, but we don’t get snow here.  We thought of other things that can crunch and plop.  The next few days we will work on just 2 words but we will eventually move to 4 vocabulary words each week. These words are usually unit related.

The students took these 2 words, crunch and plop, and drew a picture for each.  It was saved to the camera roll, then uploaded into Pic Collage.  The students then wrote a sentence to go with their pictures using the vocabulary word in the sentence.  The finished Pic Collage was saved to the camera roll and uploaded to Showbie.

Here are a few examples:

Vocab Pic Collage 1

Vocab Pic Collage 4Vocab Pic Collage 2

Working with onomatopoeia is fun and a good way to start introducing vocabulary to young students.  As students become more proficient in their learning and in their ability to handle more responsibility, moving into more robust content creation is a logical next step.  And don’t we all have those really bright students for whom we just can’t dig deep enough for their requirements?  This type of activity allows them the freedom to move and groove on their own.

The best part of student-centered classrooms is giving them the ability to soar when they are ready.  We are always moving toward more student voice and choice.  I mean, no one wants to listen to my big talky head all day.

Stay tuned.  We are on the move!

Today we will do exciting new things.  Let’s get to it!

Starting a Student-Centered Classroom

/ Kristi Meeuwse / 2 Comments

You can’t cross the sea merely by standing and staring at the water. -Rabindranath Tagore

medium_8536426262I recently wrote about incorporating a more personalized approach to learning in my classroom here and how that meant building the plane while I fly it.  I’ve always believed in student-centered classrooms and in many ways, my classroom already had many aspects of voice and choice.  So perhaps I wasn’t starting the plane from scratch after all.

It can be intimidating and sometimes, downright paralyzing, to consider changing an entire classroom management system.  At the core of it all, you have to decide what you truly believe about teaching and learning before making any kind of shift.  Once you have made the decision to make meaningful change, start small.  Look at what you are already doing and see if anything resonates with student choice.  One of the biggest concerns of many educators is what to do with the other students while you are working with small groups.  These choice boards for centers were already in place in my room:

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These center boards for morning and afternoon help me begin choice in kindergarten.  Students are in center teams and they are assigned these centers during 3 rotations in the morning while my assistant and I teach small reading groups and during 3 rotations in the afternoon while we work with small groups of writers. The rotations last 20 minutes each. Even though they are assigned their centers on these boards, once they get to those centers, they have multiple choices of activities to work with.  At the ABC center, they have 8 hands-on activities and one cubby has 2 iPad passes that allow the students who choose them to work on their iPads on ABC/phonics activities.  The math and games center works similarly.  They have 8 math manipulatives and fine motor activities to choose from as well as 2 math iPad passes that allow those students to work on math apps.  Here are photos of those 2 centers:

ABC center

ABC center

Math and Games

Math and Games

So in a given day, each team would rotate through these centers: ABC, writing, math, reading, and 2 rotations of choice.  Choice centers are housekeeping, blocks, legos, science, art, and painting. (I’m not a huge fan of the paint so they often have markers or chalk here.)  This controlled-choice helps students learn through a gradual release of responsibility.  It’s not chaotic and the kids start learning how to handle multiple choices in a structured way.

As we get a few weeks of school under our belts, and expectations, routines and procedures are more established, I start adding some choice into other areas of the day.  Students may choose books in the book center, or iPads for reading.  They may also choose writing on paper in the writing center or on the iPad.  (Note: with my kindergarten students, we still use paper and pencil for Writer’s Workshop all year.  I want them to develop those writing skills.)

By early January, we are able to move away from those choice boards and move into students planning their day and making their own schedules.  I will write more about this a little later.

Standing on the edge and trying to wrap your head around change is a little scary but I also find it a bit exhilarating.  When I saw my students embracing choice in the classroom, I found I was eager to incorporate their voice and choice in other ways.  It made it a lot easier for me to push forward and try new things.

Don’t stand back and look at the water…stick your big toe in and wade around a bit.  Come on in…the water’s fine!

Today we will do exciting new things.  Let’s get to it!

Initial photo credit: Creative Commons

 

The Choice is Yours!

/ Kristi Meeuwse / Leave a comment

Tell me and I forget. Show me and I remember. Involve me and I understand. -Chinese Proverb

Would you want to work in a place that gave you no voice? Would you want to teach in a school that allowed you no autonomy in how you teach? What if your every day was prescribed as to what you would do, what you would say and how you would say it…

medium_2699584043As professionals, we become offended when the “higher ups” in education make decisions that affect us without including us in the decision making.  Even professional development is terribly ineffective when we just “sit and get” without any input.  Would an artist paint very often or very well if the subject of the painting was always assigned? Of course not. So why are we so reluctant to give our students choice in how they learn?

Choice.  It’s meaning is clear: an act of selecting or making a decision when faced with two or more possibilities. Choice.  It’s not just for adults.  Alfie Kohn writes a good article here about choices for children in learning.

To be clear, there is a difference between choice and free reign.  Without some control and teacher facilitation, it can be pure anarchy. Setting up the learning environment to allow for student choice is critical.  You would never open a closet to a 3 year old and ask them what they want to wear.  You would ask, “Do you want to wear this or this?”  In my room, we begin with simple choices and through a gradual release of responsibility, students eventually have multiple choices all throughout the day.

Last week we were working on the pumpkin life cycle.  By Friday, everyone was ready to show me what they had learned.  They were given 2 choices.  They could show me in Pic Collage or in Explain Everything.  Later, they will have other choices, but for now, 2 is all they need.

photo

Instructions were on the Smartboard and everyone was hard at work!

photoThis is one of the examples from Pic Collage.

This is one of the examples from Explain Everything.

When given choices, students engage and take ownership.  By learning how to make choices and make decisions at a young age, they are better equipped at these skills as they get older.  When children learn to think for themselves, they are also less likely to be easily led by others whose choices may not be as desirable.

We want our students to love the content…to love learning.  By giving choices we lessen the chance of burnout (for both students and teachers), and we increase the chances of engaged, independent thinkers.  None of us like to be told, “You have no choice in the matter.” Instead, let’s work toward, “The choice is yours!”

Today we will do exciting new things.  Let’s get to it!

One Way Sign Photo Credit:  Creative Commons