Sunday, April 25, 2010
Week 4-blog 6 Topic quickies
Topic #1: Briefly share what your dream teaching or presentation environment would be like, be specific about what such a place would include (beyond just the tech toys).
My dream assignment would be with colleagues that are interested in improving how they teach and discussing best practices. They go out and read the research on their own and then apply it to their pedagogy. Everyone would work as a team within the school to make 21st century learning a priority. Of course, we'd want the technology tools to go with all this including one to one computing. I'm tired of being basically the lone wolf when it comes to moving forward. Another important part of this environment would be administrators that shared our vision and worked hard to fulfill it. I don't care if it is K-12 or above this would be the environment I'd love to teach in.
My dream assignment would be with colleagues that are interested in improving how they teach and discussing best practices. They go out and read the research on their own and then apply it to their pedagogy. Everyone would work as a team within the school to make 21st century learning a priority. Of course, we'd want the technology tools to go with all this including one to one computing. I'm tired of being basically the lone wolf when it comes to moving forward. Another important part of this environment would be administrators that shared our vision and worked hard to fulfill it. I don't care if it is K-12 or above this would be the environment I'd love to teach in.
Week 4-blog 5 reflection on Devin Bryant
Devin,
Don't feel guilty for what you can't control. I have a similar situation this year where one student changes the dynamics of the classroom. When he is gone the classroom environment is totally calmed down and focused. Fortunately for me, I only deal with him one hour a day, but I feel for the other kids stuck with him. When we were setting up our kids in class lists for next years teachers we tried to make sure most of the students with him this year won't have him next year to give them a break. This problem student of mine comes from a home environment where it's always the school picking on him and not his fault. When you talk to him it's never his fault. It's sad, but as teachers we only have them for a short part of the day, and the influence from home can be great or a real problem. Enjoy the rest of the year because normally a child like that never goes away.
Devin Bryant blog:
Week 3 Classroom dynamics
So this week in my classroom something great happened. Something that most teachers wish for at least once in their teaching career. I've had a kid in my class this year who was aggressive and immature, mean spirited and violent at times (he enjoyed stabbing other children with pencils). And this week that kid moved to another state. And I know that as educators it is our job to see the good in all children, to help them achieve their potential, but lets be honest, sometimes it's a relief to have that child out of your responsibility for awhile. And what I've been amazed with now is how completely different my entire class has been. All of my other little troublemakers have calmed and settled, my class is more relaxed and that feeling of tension is gone. The whole classroom dynamic has completely changed and I am shocked by how much impact 1 little kid had on the lives of 24 other people. I hate to say that I'm glad he's gone, because it feels like a failure in some way, but it feels like a gift to be given back my sanity for the last few weeks of school. I'd be interested to know if anyone else has dealt with a situation like this before? Because I'm wrestling with feelings of guilt and joy!
Don't feel guilty for what you can't control. I have a similar situation this year where one student changes the dynamics of the classroom. When he is gone the classroom environment is totally calmed down and focused. Fortunately for me, I only deal with him one hour a day, but I feel for the other kids stuck with him. When we were setting up our kids in class lists for next years teachers we tried to make sure most of the students with him this year won't have him next year to give them a break. This problem student of mine comes from a home environment where it's always the school picking on him and not his fault. When you talk to him it's never his fault. It's sad, but as teachers we only have them for a short part of the day, and the influence from home can be great or a real problem. Enjoy the rest of the year because normally a child like that never goes away.
Devin Bryant blog:
Week 3 Classroom dynamics
So this week in my classroom something great happened. Something that most teachers wish for at least once in their teaching career. I've had a kid in my class this year who was aggressive and immature, mean spirited and violent at times (he enjoyed stabbing other children with pencils). And this week that kid moved to another state. And I know that as educators it is our job to see the good in all children, to help them achieve their potential, but lets be honest, sometimes it's a relief to have that child out of your responsibility for awhile. And what I've been amazed with now is how completely different my entire class has been. All of my other little troublemakers have calmed and settled, my class is more relaxed and that feeling of tension is gone. The whole classroom dynamic has completely changed and I am shocked by how much impact 1 little kid had on the lives of 24 other people. I hate to say that I'm glad he's gone, because it feels like a failure in some way, but it feels like a gift to be given back my sanity for the last few weeks of school. I'd be interested to know if anyone else has dealt with a situation like this before? Because I'm wrestling with feelings of guilt and joy!
Week 4-blog 4 reflection on Liz Dalton blog on AR summary
Liz,
I agree that once you get done with the research more ideas begin to flow. I already have almost as many new technology tools to use for communication as I actually used in my research. I've been more excited with my research as I've had time to reflect on it instead of being tied up with other class work. I know you'll do fine.
Liz Dalton blog:
I was really nervous about doing my Action Research Summary. I have been very nervous about everything to do with Action Research since my literature review has not been approved. I looked at Mark’s and Roxanne’s example and then I decided to give it a try. As soon as I got started it seemed to flow very easily. I guess when you work with something as long as I have been working with my action research you know it like you know your spouse or children and you could talk about it all day. So then I was worried I would make it too long.
As I was completing my summary, many ideas for change came to me that I would like to try next school year. One idea, that I am very excited about and actually tried with out me realizing it, is to screenflow the lesson and the assignment. Students get on my web site to do the assignment in class. This will familiarize my students with the web site early so they feel comfortable getting on it at home or in the library. I actually screenflowed a lesson for my class when I had a substitute. My substitute loved it because she understood what the students were suppose to do as well as my students who were use to the protocoln in my class.
I am so excited about the possibilities that my web site can help my students and make me a more effective teacher.
I agree that once you get done with the research more ideas begin to flow. I already have almost as many new technology tools to use for communication as I actually used in my research. I've been more excited with my research as I've had time to reflect on it instead of being tied up with other class work. I know you'll do fine.
Liz Dalton blog:
I was really nervous about doing my Action Research Summary. I have been very nervous about everything to do with Action Research since my literature review has not been approved. I looked at Mark’s and Roxanne’s example and then I decided to give it a try. As soon as I got started it seemed to flow very easily. I guess when you work with something as long as I have been working with my action research you know it like you know your spouse or children and you could talk about it all day. So then I was worried I would make it too long.
As I was completing my summary, many ideas for change came to me that I would like to try next school year. One idea, that I am very excited about and actually tried with out me realizing it, is to screenflow the lesson and the assignment. Students get on my web site to do the assignment in class. This will familiarize my students with the web site early so they feel comfortable getting on it at home or in the library. I actually screenflowed a lesson for my class when I had a substitute. My substitute loved it because she understood what the students were suppose to do as well as my students who were use to the protocoln in my class.
I am so excited about the possibilities that my web site can help my students and make me a more effective teacher.
Week 4- blog 3 reflection on blog by Hilary Burchett
Hillary,
You reminded me of what I need to do as I look to the future. As I finish my Masters and look forward to the future and what to do with my career it’s easy to be scared of this and just stay where I’m at. As Nelson M. said we are stars made in the image of God and we need to shine out and use the gifts we’ve been given. I need to seek out where I could be of benefit with what we’ve learned.
I agree with you about the blame game. It’s so easy to fall into that category and not look for the possibilities. Great job, I enjoyed your reflection.
You reminded me of what I need to do as I look to the future. As I finish my Masters and look forward to the future and what to do with my career it’s easy to be scared of this and just stay where I’m at. As Nelson M. said we are stars made in the image of God and we need to shine out and use the gifts we’ve been given. I need to seek out where I could be of benefit with what we’ve learned.
I agree with you about the blame game. It’s so easy to fall into that category and not look for the possibilities. Great job, I enjoyed your reflection.
Saturday, April 24, 2010
Week 4-Leadership Project blog 3
Things are looking better for my plan. I called Macul and found I was right that they don't call for speakers till August or September. In talking to the Macul person she suggested to me that I submit an article on my research for their journal. She's emailed me the link to the information. Having looked over the info I've found the article should only be between 500 -1000 words. Considering I've already written a document over 2000 words on my research this should be easy. I'm going to submit that right away. I will also submit my application for becoming a speaker in the fall when they first put out a call. I've talked with Joe and he agrees with my plan, so things are looking great.
Week 4-Leadership Project blog 2
My biggest worry about month 12 is the fact we are to submit a plan of where we will publish or present our research and I feel this is a tough time of year for that. The call for speakers for Macul won't start till next Fall. All the summer conferences are done calling for speakers. I think a lot of this depends on when you graduate. I'm going to call Joe and talk to him about this and my ideas with Macul. I also need to call Macul to find out for sure their timetable.
Week 4-Leadership Project blog 1
I'm interested in submitting myself as a speaker for the Macul conference. This is the venue that would be ideal to present my Action Research Project. Macul stands for Michigan Association for Computer Users in Learning. This organization is affiliated with ISTE (International Society for Technology in Education). Every March Macul puts on a three day conference in Michigan rotating between Detroit and Grand Rapids. This conference draws between 4000-5000 participants. I've attended two of these conferences. It's one of the larger conferences of this type in the nation.
Thursday, April 22, 2010
Week 4- blog 2 reflection on the Art of Possibilities
This is a quiet reflection of each chapter of "The Art of Possibilities". Having completed the book it makes you think through it all.
Week 4- blog 1 Art of Possibility
The idea of “being the board” brings on many possibilities. The best would be not falling into the downward spiral that brings everything down. At the same time, trying not to take the blame or pointing fingers is a hard thing to do because we are conditioned to do that.
Imagine if a vision was designed with the thought of the possibilities. The idea of looking towards creativity and building goals and objectives off of that would be fabulous. I have found so many administrators that have very little vision. They continue to put out fires, but nothing moves forward due to the lack of vision.
I cannot help but think of the We story of the United States. As he says on page 183 “the story of the unseen threads that connect us all, the story of possibility.” That’s what our founding fathers saw in their vision of America. They saw the connection of the threads and the possibilities for America. That’s what they built our Constitution on.
In conclusion, I have been challenged and at times overwhelmed as I read this book. At the end in the Coda I was challenged to choose what to do. My vision is to look for the possibilities around me and not get overwhelmed and fall into the downward spiral.
Imagine if a vision was designed with the thought of the possibilities. The idea of looking towards creativity and building goals and objectives off of that would be fabulous. I have found so many administrators that have very little vision. They continue to put out fires, but nothing moves forward due to the lack of vision.
I cannot help but think of the We story of the United States. As he says on page 183 “the story of the unseen threads that connect us all, the story of possibility.” That’s what our founding fathers saw in their vision of America. They saw the connection of the threads and the possibilities for America. That’s what they built our Constitution on.
In conclusion, I have been challenged and at times overwhelmed as I read this book. At the end in the Coda I was challenged to choose what to do. My vision is to look for the possibilities around me and not get overwhelmed and fall into the downward spiral.
Tuesday, April 20, 2010
Week 3- blog 5 response to Andrew
I agree with you Andrew, that schools need evolution to move forward. The only problem with that is the fact that to get that move we may need revolution to get the the giant to move. I believe change is happening in many places, but overall it's moving to slow. How many digital thinking students are we going to sacrifice before we realize it's time? That's what I'm worried about. On the idea of changing our mental models you're right. How many assumptions are made in education that are just plain wrong. We need to spend more time looking at why we do things.
One of the first people I added to my PLN was Scott McLeod. He has a great web blog called Dangerously Irrelevant. (see the link below) Today he posted a little blurb about how the biggest barrier to changing schools is our mental model of schools. This is very timely because my own thinking has been leading me right down that same path.
In 2003, the space shuttle Columbia was destroyed on reentry into the atmosphere, tragically killing all 7 astronauts. The primary reason this happened was because a large piece of foam insulation on the External fuel tank broken off and put a hole in Columbia’s heat shield. The larger reason this happened though was a failure on NASA’s part to envision this could happen. Pieces of foam had fallen off for the last 100+ shuttle flights but had never caused a lot of damage. Therefore the engineers and managers accepted this as routine instead of asking what if. In fact they had been dodging a bullet each flight and it finally hit them.
This failure to envision things outside the norm is a big problem in any endeavor. The school system has many factors that are holding back innovation and this failure of vision is a big part of it. I also think that the bigger the risk to change, then the more we don’t want to see possible failure. If we try to change the school system with some massive government directed “one size fits all” approach, then we won’t be able to see the flaws coming.
What I think should happen is we setup lots of different kinds of schools (which is happening in some areas) and make sure the lessons learned get passed around to all educators. The school system need evolution, not revolution. That way not as much is at risk with each step and perhaps we will be able to see a little bit more down the road.
Our mental models are the biggest barrier to moving schools forward into a digital, global era – Dangerously Irrelevant
What is the biggest barrier to moving schools forward into a technology-suffused, globally-interconnected era? Our mental models of what schooling should look like.
One of the first people I added to my PLN was Scott McLeod. He has a great web blog called Dangerously Irrelevant. (see the link below) Today he posted a little blurb about how the biggest barrier to changing schools is our mental model of schools. This is very timely because my own thinking has been leading me right down that same path.
In 2003, the space shuttle Columbia was destroyed on reentry into the atmosphere, tragically killing all 7 astronauts. The primary reason this happened was because a large piece of foam insulation on the External fuel tank broken off and put a hole in Columbia’s heat shield. The larger reason this happened though was a failure on NASA’s part to envision this could happen. Pieces of foam had fallen off for the last 100+ shuttle flights but had never caused a lot of damage. Therefore the engineers and managers accepted this as routine instead of asking what if. In fact they had been dodging a bullet each flight and it finally hit them.
This failure to envision things outside the norm is a big problem in any endeavor. The school system has many factors that are holding back innovation and this failure of vision is a big part of it. I also think that the bigger the risk to change, then the more we don’t want to see possible failure. If we try to change the school system with some massive government directed “one size fits all” approach, then we won’t be able to see the flaws coming.
What I think should happen is we setup lots of different kinds of schools (which is happening in some areas) and make sure the lessons learned get passed around to all educators. The school system need evolution, not revolution. That way not as much is at risk with each step and perhaps we will be able to see a little bit more down the road.
Our mental models are the biggest barrier to moving schools forward into a digital, global era – Dangerously Irrelevant
What is the biggest barrier to moving schools forward into a technology-suffused, globally-interconnected era? Our mental models of what schooling should look like.
Week 3-blog 4 response to Margaret
Margaret,
I agree that it's sad that students are afraid to make a mistake or hate so much making mistakes. I try to set a tone in my room just like you were saying that I would rather have you share and be wrong then just sit there. We can learn from them.
I like that you tried to empower a student to teach and how they got frustrated. Here's another idea for empowerment. Go to www.mathtrain.com and click on student mathcasts. There students can teach, but not in a live situation and then have their work posted online.
The Fifth Practice: Leading from Any Chair
Comment on page 70 quote above:
When does this start? This worrying about making a mistake. How does it start? I have to start fixing this seemingly automatic response when I get them in seventh grade...and I don't remember being that worried about making mistakes myself...just "getting into trouble and winding up in hell." Why do people so quickly have to point to other people and say, "It was them." I mean, who cares? Does someone actually care who makes a mistake? I certainly don't care in my classroom. When kids quickly say sorry or start to get all upset about "making a mistake" I let them know that mistakes are part of living...and learning from mistakes is the only way to learn...nobody learns much by doing everything "imaginary" right.
Comment on page 72 quote above:
This is interesting...imagining oneself in the leadership position...having to lead...imagining oneself at the top...what would one do if one was called upon the next day to ________ fil in the blank...run a country, run a corporation, make a decision about releasing a film...I wonder if we could start leadership simulations at very young ages...what would you do if????
Comment on page 73 quote above:
What are some ways that I can invite students into positions where they can be empowered. I tried allowing them to teach their favorite math problems, but that did not work. Maybe they needed more practice or the opportunity to teach what they wanted to teach. However, one did say afterwards that it was really annoying when their comrades did not pay attention to them. I have to think about this some more.
I agree that it's sad that students are afraid to make a mistake or hate so much making mistakes. I try to set a tone in my room just like you were saying that I would rather have you share and be wrong then just sit there. We can learn from them.
I like that you tried to empower a student to teach and how they got frustrated. Here's another idea for empowerment. Go to www.mathtrain.com and click on student mathcasts. There students can teach, but not in a live situation and then have their work posted online.
The Fifth Practice: Leading from Any Chair
Comment on page 70 quote above:
When does this start? This worrying about making a mistake. How does it start? I have to start fixing this seemingly automatic response when I get them in seventh grade...and I don't remember being that worried about making mistakes myself...just "getting into trouble and winding up in hell." Why do people so quickly have to point to other people and say, "It was them." I mean, who cares? Does someone actually care who makes a mistake? I certainly don't care in my classroom. When kids quickly say sorry or start to get all upset about "making a mistake" I let them know that mistakes are part of living...and learning from mistakes is the only way to learn...nobody learns much by doing everything "imaginary" right.
Comment on page 72 quote above:
This is interesting...imagining oneself in the leadership position...having to lead...imagining oneself at the top...what would one do if one was called upon the next day to ________ fil in the blank...run a country, run a corporation, make a decision about releasing a film...I wonder if we could start leadership simulations at very young ages...what would you do if????
Comment on page 73 quote above:
What are some ways that I can invite students into positions where they can be empowered. I tried allowing them to teach their favorite math problems, but that did not work. Maybe they needed more practice or the opportunity to teach what they wanted to teach. However, one did say afterwards that it was really annoying when their comrades did not pay attention to them. I have to think about this some more.
Week 3-blog 3 Why is change so hard?
When it comes to the question: Why do you think educators are so resistant to change, especially when it comes to technology? I agree with the others that a fear factor sets in of either change or the fact that it has to do with technology. To me the bigger problem is are we being professionals?
Would you go to a doctor if you found out they weren’t keeping up with changes in their field and are just happy with the way it’s always been done. I don’t think so, yet this applies to the educational field. To finish I’d like to take a quote from Ian Jukes, a nationally renowned educational speaker:
"Houston, We Have a Problem
No other sector ignores its own research as much as education. We know that teaching-as-talking doesn’t work. We know that project-based learning is dramatically more effective in helping students to learn and retain information. We now know a lot about why kids act, learn, and view the world differently than we do. Yet sadly, little of what we know is being applied to classroom instruction today.
Over 50% of Grade 9 students in the 35 largest cities in the United States don’t graduate. Would you fly in an airplane if 50% of them crashed? Would you buy a television that only works half the time? Why do we tolerate such massive failure in our educational system? What education is doing today isn’t working. If we continue to do what we know doesn’t work, then who really has the learning problem? Is it the students or is it US?"
As for the second question: How do other institutions, such as business, deal with technological change? I believe they move forward for the good of the company or institution. Secondly, they train the participants so they can handle the change. This is where there are possibilities for education to change their ways in comparison to business.
Would you go to a doctor if you found out they weren’t keeping up with changes in their field and are just happy with the way it’s always been done. I don’t think so, yet this applies to the educational field. To finish I’d like to take a quote from Ian Jukes, a nationally renowned educational speaker:
"Houston, We Have a Problem
No other sector ignores its own research as much as education. We know that teaching-as-talking doesn’t work. We know that project-based learning is dramatically more effective in helping students to learn and retain information. We now know a lot about why kids act, learn, and view the world differently than we do. Yet sadly, little of what we know is being applied to classroom instruction today.
Over 50% of Grade 9 students in the 35 largest cities in the United States don’t graduate. Would you fly in an airplane if 50% of them crashed? Would you buy a television that only works half the time? Why do we tolerate such massive failure in our educational system? What education is doing today isn’t working. If we continue to do what we know doesn’t work, then who really has the learning problem? Is it the students or is it US?"
As for the second question: How do other institutions, such as business, deal with technological change? I believe they move forward for the good of the company or institution. Secondly, they train the participants so they can handle the change. This is where there are possibilities for education to change their ways in comparison to business.
Week 3-blog 2 21st century learning
They are always showing videos from students and how they connect and want 21st century tools to learn. In this video they come from the teachers point of view, and it makes some very good points.
Week 3- blog 1 Art of Possibilities
In chapter 7 headed “The Way Things Are” They make a very good point about the danger of the down word spiral in thoughts and conversations about any subject. The interesting thing is that we then justify our beliefs that they are realistic, when in reality we miss the possibilities.
In connecting this to education I can see where at times I get on the negative side of where things aren’t going. It can be very frustrating to know what the research says and yet look around and see all the wrong things being done. My other frustration is even when things are changing I feel it’s moving to slow. I should look on the positive that at least things are changing which allow for more possibilities.
What is my passion? Do I let it flow through me leading others into it? These are questions I ask myself. I know at times I get on my soapbox, as I call, it when it comes to changing education around me. Being a one buttocks player, as chapter 8 talks about. I understand this as a singer, that you can sing it technically, or let the emotion of the song flow out of you. So how can that be translated in to what we do in the educational field. Imagine getting students excited about learning because they see it in you. We’ve been challenged at Full Sail so often that we are the movers and shakers. I need to let it flow though me to others. That’s the challenge.
To conclude my blog on this weeks chapters 7-9 I sit speechless. I had tears in my eyes as I read the story of Anthony and all the kids of that school and their response.
As he says, that spark is everywhere. We need to just find it.
In connecting this to education I can see where at times I get on the negative side of where things aren’t going. It can be very frustrating to know what the research says and yet look around and see all the wrong things being done. My other frustration is even when things are changing I feel it’s moving to slow. I should look on the positive that at least things are changing which allow for more possibilities.
What is my passion? Do I let it flow through me leading others into it? These are questions I ask myself. I know at times I get on my soapbox, as I call, it when it comes to changing education around me. Being a one buttocks player, as chapter 8 talks about. I understand this as a singer, that you can sing it technically, or let the emotion of the song flow out of you. So how can that be translated in to what we do in the educational field. Imagine getting students excited about learning because they see it in you. We’ve been challenged at Full Sail so often that we are the movers and shakers. I need to let it flow though me to others. That’s the challenge.
To conclude my blog on this weeks chapters 7-9 I sit speechless. I had tears in my eyes as I read the story of Anthony and all the kids of that school and their response.
As he says, that spark is everywhere. We need to just find it.
Thursday, April 15, 2010
Week 2-blog 7 Reflection on my research.
In working on my Action Research Website I have spent a lot of time thinking about the relevancy of my research and have realized how it connects to the 21st century and what we should be doing in the classroom.
Wednesday, April 14, 2010
Week 2 blog 6 response to Jen Kubeczko
Jen,
I agree with you that if we don't start changing the way we do things in school the students will lose. In watching that video I saw so much authentic learning going on and engagement. I didn't see a bunch of students sitting in a classroom in rows disengaged as the teacher is droning on. They were creating an assignment that had a purpose and were excited about what they were doing. The old ways are not preparing them for the 21st century and isn't that what we're supposed to be doing, or is it just get through our curriculum and test them. Not at all!
Collaborative Curriculum -MAC Wk1 Free Choice
Posted by: rebrand3d on: April 14, 2010
In: Leadership| MAC| education Comment!
I recently watched this video from Edutopia, which is my favorite organization for inspiring innovation and change in education. Thoroughly thrilled by the idea of kids creating and utilizing multiple intelligences, skills, talents, creativity, across multiple disciplines. Check it out:
Now, I know there’s a huge debate right now over assessments and testing and standards. But what struck me about this video is that a comment is made that the standards students are held to today will not hold up tomorrow. Technology is changing the world of these digital natives faster every moment. How can a number two pencil compete? How can assessment tests even compare to this type of result. They can’t. Change must happen, and if we don’t do it soon, students will lose out on the benefits of a free-range education.
I agree with you that if we don't start changing the way we do things in school the students will lose. In watching that video I saw so much authentic learning going on and engagement. I didn't see a bunch of students sitting in a classroom in rows disengaged as the teacher is droning on. They were creating an assignment that had a purpose and were excited about what they were doing. The old ways are not preparing them for the 21st century and isn't that what we're supposed to be doing, or is it just get through our curriculum and test them. Not at all!
Collaborative Curriculum -MAC Wk1 Free Choice
Posted by: rebrand3d on: April 14, 2010
In: Leadership| MAC| education Comment!
I recently watched this video from Edutopia, which is my favorite organization for inspiring innovation and change in education. Thoroughly thrilled by the idea of kids creating and utilizing multiple intelligences, skills, talents, creativity, across multiple disciplines. Check it out:
Now, I know there’s a huge debate right now over assessments and testing and standards. But what struck me about this video is that a comment is made that the standards students are held to today will not hold up tomorrow. Technology is changing the world of these digital natives faster every moment. How can a number two pencil compete? How can assessment tests even compare to this type of result. They can’t. Change must happen, and if we don’t do it soon, students will lose out on the benefits of a free-range education.
Week 2 blog 5 Response to Dr. Guido on the iPad
Dr. Guido,
You've done a great job presenting the iPad. I also believe that the iPad is ideal for the classroom. I used to have a set of Palm handhelds in my classroom until the batteries died and the students really got into the apps available that I used. I had been thinking about the iTouch for the classroom. But with the iPad and the forthcoming applications it's going to be incredible. With a set of iPads you could turn a classroom into a green room with very little paper and mostly digital. Also, they would cost half of what a laptop would cost. I believe down the road they will begin to turn some of the iLife products into iPad apps.Can you imagine garageband on the iPad. Great job!
You've done a great job presenting the iPad. I also believe that the iPad is ideal for the classroom. I used to have a set of Palm handhelds in my classroom until the batteries died and the students really got into the apps available that I used. I had been thinking about the iTouch for the classroom. But with the iPad and the forthcoming applications it's going to be incredible. With a set of iPads you could turn a classroom into a green room with very little paper and mostly digital. Also, they would cost half of what a laptop would cost. I believe down the road they will begin to turn some of the iLife products into iPad apps.Can you imagine garageband on the iPad. Great job!
Week 2-blog 4 Shining Eyes
What an inspiration for us as teachers. The idea of shining eyes as what you would want to see in others around you.
Week 2- blog 3 Leading from any Chair-the idea of empowerment
At the top of the learning cone is being able to teach a skill. At the bottom of the cone and what works the least is telling someone. Yet, isn’t that what is done in all to many classrooms. Now what does this have to do with our book? Chapter five is called “Leading from any Chair” and is all about empowerment. There are many students in our classrooms that would love to be engaged in helping others understand things. Some worry they’ll just tell the answers, and that is possible, if you as the teacher don’t train them and continue to remind them on how to help.
I loved the way he empowered his musicians to become a greater part of the orchestra and they loved it. The idea of placing a sheet on every stand so that the musicians could share is fantastic. He empowered everyone to become part of the greater good of the orchestra.
Another example of this empowerment and how effective it is was when he had the Cuban students help their American counterparts who were struggling with the music that the Cuban youth were used to. And then, when they did something the Cuban youth struggled with because of the style the American youth helped. Notice how eager the students were to be parts of the greater good, the success of the orchestra.
Certainly all of this pertains to our classrooms and the possibilities if we are willing to seize the concept and empower our students of any age to get involved.
I loved the way he empowered his musicians to become a greater part of the orchestra and they loved it. The idea of placing a sheet on every stand so that the musicians could share is fantastic. He empowered everyone to become part of the greater good of the orchestra.
Another example of this empowerment and how effective it is was when he had the Cuban students help their American counterparts who were struggling with the music that the Cuban youth were used to. And then, when they did something the Cuban youth struggled with because of the style the American youth helped. Notice how eager the students were to be parts of the greater good, the success of the orchestra.
Certainly all of this pertains to our classrooms and the possibilities if we are willing to seize the concept and empower our students of any age to get involved.
Week 2- blog 2 Copyright
I believe this struggle with copyright in the U.S. has to change due to the advent of the Internet. When record companies are taking down college students for what they’ve done we need to step back and look at what reality is. I came across an author one time on the Internet who published his entire book on the Internet for free. He said that he had sold far more of that book than any other book he’d written because of the exposure it had gotten on the Internet and people wanted a hard copy of it. They say (recording companies, Movie companies) they are losing money. Is this a proven thing or an assumption. I know of other countries like South Korea that post it all on the Internet.
Monday, April 12, 2010
Week Two Post one TTWWADI
This story is taken from Ian Jukes (Understanding the Digital Generation-keynote perspective). Read through it first and then I’ll add my comments. Think about school today.
“Let’s start with a cage at a zoo containing five apes. Inside the cage, a bunch of bananas are hanging on a string and a set of stairs is placed under the bananas. Before long, one of the apes will see the bananas and start to climb the stairs to get to them.
As soon as they touch the stairs, you take a fire hose and spray all of the apes in the cage with ice cold water until you knock them down and drive them away from the bananas. Sooner or later another ape makes an attempt and, again, all the apes are sprayed with cold water. Pretty soon, whenever another ape tries to climb the stairs, all the other apes will attack that ape to try to prevent it from going for the bananas because they don’t want to get sprayed by the ice cold water—another attempt, another attack, another attempt, another attack. Before too long, all of the apes know what will happen to them if they make a move.”
“Now, put away the fire hose and the cold water, remove one of the original five apes from the cage, and replace it with a new one. Of course, the new ape will see the bananas and attempt to climb the stairs. To it’s surprise and horror, all of the other apes will attack that ape to prevent it from climbing the stairs because they don’t want to get sprayed with ice cold water. Another attempt, another attack, another attempt, another attack. Pretty soon the newest ape knows that if it climbs the stairs, it will be assaulted. Next, remove another of the original five apes and replace it with new one. As Yogi Berra says, this become déjà vu all over again—the scene will repeat itself—and the first ape we replaced will actually take part in the punishment of the newcomer with the greatest enthusiasm! Likewise, replace a third original ape with a new one, then a fourth and fifth. Every time a new ape tries to climb the stairs, it gets attacked. Interestingly enough, the apes who are beating him have NO IDEA why they are not permitted to climb the stairs or why they are participating in the beating of the newest ape. After replacing all the original apes, none of the remaining apes have
ever even been sprayed with cold water. Nevertheless, no ape will ever again approach the stairs to try for those bananas. The question we need to ask is why not? And the answer is because as far as the apes in the cage know . . . well, that’s just the way we do things around here.”
TTWWADI Everywhere!
“The story of the five apes is an example of what we call TTWWADI—That’s The Way We’ve Always Done It. And TTWWADI is everywhere!”
As I look around my school and observe the way things are done I see this exact same story. The assumptions we make about what always worked when it comes to the classroom amazes me. No one wants to talk about pedagogy. I hear the term best practice, but I never see anyone changing the way they do things.
I know I’m unusual because I’m willing to take the time and work to make changes when I see something doesn’t work. Teaching is an art and takes time to perfect. It’s also important that we teach our students how to learn. There’s also an art to learning. This is what we need to be talking about, instead of just looking at the data. The research is out there to guide us in what works and what doesn’t. We need to be willing to look at it and make the adjustments.
Another problem is that it’s not just the teachers that keep doing the same things. The educational leadership (administration) needs to improve their understanding of pedagogy and expect more from the teachers, design training for the teachers, and support for them. No longer should we have principals that think gaming is not for school, or lock up all the dangerous cell phones.
Instead, let’s integrate these tools and make education interesting and exciting for everyone. That’s when we’ll see a change in our students. No more TTWWADI.
“Let’s start with a cage at a zoo containing five apes. Inside the cage, a bunch of bananas are hanging on a string and a set of stairs is placed under the bananas. Before long, one of the apes will see the bananas and start to climb the stairs to get to them.
As soon as they touch the stairs, you take a fire hose and spray all of the apes in the cage with ice cold water until you knock them down and drive them away from the bananas. Sooner or later another ape makes an attempt and, again, all the apes are sprayed with cold water. Pretty soon, whenever another ape tries to climb the stairs, all the other apes will attack that ape to try to prevent it from going for the bananas because they don’t want to get sprayed by the ice cold water—another attempt, another attack, another attempt, another attack. Before too long, all of the apes know what will happen to them if they make a move.”
“Now, put away the fire hose and the cold water, remove one of the original five apes from the cage, and replace it with a new one. Of course, the new ape will see the bananas and attempt to climb the stairs. To it’s surprise and horror, all of the other apes will attack that ape to prevent it from climbing the stairs because they don’t want to get sprayed with ice cold water. Another attempt, another attack, another attempt, another attack. Pretty soon the newest ape knows that if it climbs the stairs, it will be assaulted. Next, remove another of the original five apes and replace it with new one. As Yogi Berra says, this become déjà vu all over again—the scene will repeat itself—and the first ape we replaced will actually take part in the punishment of the newcomer with the greatest enthusiasm! Likewise, replace a third original ape with a new one, then a fourth and fifth. Every time a new ape tries to climb the stairs, it gets attacked. Interestingly enough, the apes who are beating him have NO IDEA why they are not permitted to climb the stairs or why they are participating in the beating of the newest ape. After replacing all the original apes, none of the remaining apes have
ever even been sprayed with cold water. Nevertheless, no ape will ever again approach the stairs to try for those bananas. The question we need to ask is why not? And the answer is because as far as the apes in the cage know . . . well, that’s just the way we do things around here.”
TTWWADI Everywhere!
“The story of the five apes is an example of what we call TTWWADI—That’s The Way We’ve Always Done It. And TTWWADI is everywhere!”
As I look around my school and observe the way things are done I see this exact same story. The assumptions we make about what always worked when it comes to the classroom amazes me. No one wants to talk about pedagogy. I hear the term best practice, but I never see anyone changing the way they do things.
I know I’m unusual because I’m willing to take the time and work to make changes when I see something doesn’t work. Teaching is an art and takes time to perfect. It’s also important that we teach our students how to learn. There’s also an art to learning. This is what we need to be talking about, instead of just looking at the data. The research is out there to guide us in what works and what doesn’t. We need to be willing to look at it and make the adjustments.
Another problem is that it’s not just the teachers that keep doing the same things. The educational leadership (administration) needs to improve their understanding of pedagogy and expect more from the teachers, design training for the teachers, and support for them. No longer should we have principals that think gaming is not for school, or lock up all the dangerous cell phones.
Instead, let’s integrate these tools and make education interesting and exciting for everyone. That’s when we’ll see a change in our students. No more TTWWADI.
Sunday, April 4, 2010
AR Project Website
As I think about my Action Research Project and the completion of the website I'm thankful I stayed on top of it throughout the year. I found it hard to keep up and focus on the class I had each month, but fortunately I pushed myself at the beginning so that now it's basically done which takes the pressure off. In looking over my research and the overall project I realized I forgot to ask several questions in my survey with my students about my website and I will have to get that done on Monday after Spring Break. I've been very pleased with the survey results as I combined the three surveys from my three classes for my second cycle.
Discussion Board Topic One
Topic #2: Tech in your workplace: How has your workplace kept up with tech or not kept up with tech? What kinds of tech things have you bought to use in your classroom/presentation?
What I found to work in my district was to become head of my middle school’s tech committee and then end up on the school-wide tech committee. That has allowed me to be a part of the discussion and lead others into what was and is needed. The fun thing about being the head of the committee was that when it came to our schools spending money on tech the teachers in the middle school followed what I showed them and our middle school took the lead on the elementary and high school. The elementary has never found the leadership and our high school keeps mimicking what we’ve done in the middle school. Unfortunately, being in Michigan, we are now hurting greatly for money and updates to our equipment aren’t looking very good. The one good thing is I’m still on the committees and have the pulse of what’s possible in our school district.
As to what we bought we outfitted every teacher in the middle school with projectors and a document camera. We also got new Macs at the time for every teacher and outfitted 3 rooms with a mini lab of macs. We also put mini labs of thin clients into 7 of our teachers rooms so 10 of our teachers have 9-10 computers in their rooms.
What I found to work in my district was to become head of my middle school’s tech committee and then end up on the school-wide tech committee. That has allowed me to be a part of the discussion and lead others into what was and is needed. The fun thing about being the head of the committee was that when it came to our schools spending money on tech the teachers in the middle school followed what I showed them and our middle school took the lead on the elementary and high school. The elementary has never found the leadership and our high school keeps mimicking what we’ve done in the middle school. Unfortunately, being in Michigan, we are now hurting greatly for money and updates to our equipment aren’t looking very good. The one good thing is I’m still on the committees and have the pulse of what’s possible in our school district.
As to what we bought we outfitted every teacher in the middle school with projectors and a document camera. We also got new Macs at the time for every teacher and outfitted 3 rooms with a mini lab of macs. We also put mini labs of thin clients into 7 of our teachers rooms so 10 of our teachers have 9-10 computers in their rooms.
Blog comments on Coleen Elmer's Post
My comments:
Coleen,
You've made me think about my own mother and similar feelings. When I read our book I thought about how I approach students, but never thought this way. Towards the end of my mothers life you never knew what she would be like when we went over to her house. One time she would be great and the next time she would be explosive. When she died we found out she had hardening of the arteries and several other problems that led to how she was. I certainly didn't give her an A. I was to busy measuring her. I can't change the past, but I need to think about the relationships I have now with my wife and own children and make sure I'm giving them an A. I also need to carry this idea over to my classroom. Thanks for the great thoughts that made me think about what I'm doing. Great job!
Coleen Elmer's blog post on the "Art of Possibility"
Even as a young child I understood the art of possibility. I was a dreamer that believed anything was possible and that life had a deeper meaning than just making it through each day. I certainly can understand the survivor mentality because in many ways my dysfunctional childhood encouraged that survivor mentality. My mother was misdiagnosed and inappropriately treated for many years until a specialist finally stumbled on the correct diagnosis. My mother was extremely bipolar and also was an alcoholic. I spent much of my childhood caring for a sick mother and my younger brother and sister but that never put a damper on my dreams and all the possibilities for my future. I dreamed of the day that I would live my life providing compassion to those in need as an RN.
I really wish I would have understood the importance of the practice of giving “A’s” earlier in my life. This philosophy would have made a world of difference in my relationship with my now deceased mother. I have always believed that she had failed as a mother. I wanted to understand how she could give up on life when she had 5 children that needed her support and encouragement. What would have happened if I could have given her an “A”? What if I could have approached her from a framework of respect rather than measurement? Would I have been able to reach out and understand her reality? These are questions that I will never know the answer too. I have learned a valuable lesson in life that I will apply in the future. My father is now 85 years old and I am planning to move back home next fall to rebuild relationships with my father and siblings. I intend to approach them in a respectful and understanding manner; giving them an “A”.
Coleen,
You've made me think about my own mother and similar feelings. When I read our book I thought about how I approach students, but never thought this way. Towards the end of my mothers life you never knew what she would be like when we went over to her house. One time she would be great and the next time she would be explosive. When she died we found out she had hardening of the arteries and several other problems that led to how she was. I certainly didn't give her an A. I was to busy measuring her. I can't change the past, but I need to think about the relationships I have now with my wife and own children and make sure I'm giving them an A. I also need to carry this idea over to my classroom. Thanks for the great thoughts that made me think about what I'm doing. Great job!
Coleen Elmer's blog post on the "Art of Possibility"
Even as a young child I understood the art of possibility. I was a dreamer that believed anything was possible and that life had a deeper meaning than just making it through each day. I certainly can understand the survivor mentality because in many ways my dysfunctional childhood encouraged that survivor mentality. My mother was misdiagnosed and inappropriately treated for many years until a specialist finally stumbled on the correct diagnosis. My mother was extremely bipolar and also was an alcoholic. I spent much of my childhood caring for a sick mother and my younger brother and sister but that never put a damper on my dreams and all the possibilities for my future. I dreamed of the day that I would live my life providing compassion to those in need as an RN.
I really wish I would have understood the importance of the practice of giving “A’s” earlier in my life. This philosophy would have made a world of difference in my relationship with my now deceased mother. I have always believed that she had failed as a mother. I wanted to understand how she could give up on life when she had 5 children that needed her support and encouragement. What would have happened if I could have given her an “A”? What if I could have approached her from a framework of respect rather than measurement? Would I have been able to reach out and understand her reality? These are questions that I will never know the answer too. I have learned a valuable lesson in life that I will apply in the future. My father is now 85 years old and I am planning to move back home next fall to rebuild relationships with my father and siblings. I intend to approach them in a respectful and understanding manner; giving them an “A”.
Comments on Liz Dalton's blog
My comments:
Liz,
I like the fact that you work with your students on the idea of thinking positive, trying, and practicing. Your answer to the students question about the marathon is great. Their question reminds me of the book and how it talks about the measurement world we live in. We are so confused today about what the goal of something is. We must win, and if we feel we can't, we give up trying. I hear that from so many students in math. They say they aren't very good at math before they've even seen what we are doing. We humans are so good at making excuses first to cover for ourselves.
I also agree with you that it is fun when students become creative and try new things. I teach technology to my fifth graders and show them some basic skills. Later, they come back and show me some new ways of doing things on the computer and it's exciting to see them expand there understanding. You're doing some great things in your classes that will help your students in the future. Great job!
Liz Dalton's comments on Chapter 1-3
I love The Art Of Possibilities. This book describes many of my philosophies of life. I have taught my students many of these philosophies. I teach life skills and it is part of my curriculum. The Art Of Possibilities will give me more examples to use to teach these life skills.
In Chapter 1 I loved the example of the 2 shoe salesman who went to Africa. One came back to report the people wore no shoes so there is no market for shoes in Africa. The other salesman reported a great market for shoes because no one had shoes. I have used the half glass of water demonstration for the same concept, but I am excited to use the shoe salesman example. I see many people who think negatively who make themselves so unhappy. If they try something and they are not good at it from the beginning they give up. I am always telling my students just because you are not good at something does not mean you can’t enjoy it. I run marathons (12 so far). After I run a marathon I always get asked by my students “did you win?”. My answer is “yes, I crossed the finish line.” It does not matter if I win, it is a great accomplishment just to do something hard. I ask my students “how do you get good at something?” Of course by practice and dedication. I love the excerpt from the book, our practices take dedication a leap of faith, and ,yes, practicing to get them into our repertoire.
I think chapter 2 talks really about problem solving. There are many ways to arrive at a solution or to do something. My mother was a fantastic cook. She followed the recipe directions exactly. If she did not have an ingredient, she went to the store to buy it and if it named a brand, she bought that brand. After I took my food chemistry classes and knew about reactions, I started experimenting with substitutions and adjusting recipes. When my mother watched me cook she would ask me how I could make substitutions and adjustments? My mom had only one way to do things. I love to watch students, when we are cooking, to come up with a new or different method of doing something. Sometimes it is more efficient or just a new twist that I have not thought about. I see students in my clothing classes asking if they can put a pocket on a a project or use the embroidery to put their name on their project or some other creative extra to their projects. In my child care classes my students have to create activities, for preschool kids, based on a theme and a developmental practice. It is amazing the creative activities my students come up with to teach a concept. I love to watch students think and create.
Chapter 3 says that we need to quit being so hard on ourselves and others. This is such a competitive world we live in. We always want to be better than or have more than someone else. We need to give ourselves and A and others and A. We are always going to have good and bad in our lives. We need to do the best we can with what we have. I love the excerpt from the book, I love my weeds as much as my unblossomed roses. I can’t wait for tomorrow because I’m in love with today, hard work, and reward what can be better. We need to embrace the good and bad in our lives and just do our best and be happy. I always tell my students, if you do your best and work hard, you will get an A in my class.
Friday, April 2, 2010
Liz,
I like the fact that you work with your students on the idea of thinking positive, trying, and practicing. Your answer to the students question about the marathon is great. Their question reminds me of the book and how it talks about the measurement world we live in. We are so confused today about what the goal of something is. We must win, and if we feel we can't, we give up trying. I hear that from so many students in math. They say they aren't very good at math before they've even seen what we are doing. We humans are so good at making excuses first to cover for ourselves.
I also agree with you that it is fun when students become creative and try new things. I teach technology to my fifth graders and show them some basic skills. Later, they come back and show me some new ways of doing things on the computer and it's exciting to see them expand there understanding. You're doing some great things in your classes that will help your students in the future. Great job!
Liz Dalton's comments on Chapter 1-3
I love The Art Of Possibilities. This book describes many of my philosophies of life. I have taught my students many of these philosophies. I teach life skills and it is part of my curriculum. The Art Of Possibilities will give me more examples to use to teach these life skills.
In Chapter 1 I loved the example of the 2 shoe salesman who went to Africa. One came back to report the people wore no shoes so there is no market for shoes in Africa. The other salesman reported a great market for shoes because no one had shoes. I have used the half glass of water demonstration for the same concept, but I am excited to use the shoe salesman example. I see many people who think negatively who make themselves so unhappy. If they try something and they are not good at it from the beginning they give up. I am always telling my students just because you are not good at something does not mean you can’t enjoy it. I run marathons (12 so far). After I run a marathon I always get asked by my students “did you win?”. My answer is “yes, I crossed the finish line.” It does not matter if I win, it is a great accomplishment just to do something hard. I ask my students “how do you get good at something?” Of course by practice and dedication. I love the excerpt from the book, our practices take dedication a leap of faith, and ,yes, practicing to get them into our repertoire.
I think chapter 2 talks really about problem solving. There are many ways to arrive at a solution or to do something. My mother was a fantastic cook. She followed the recipe directions exactly. If she did not have an ingredient, she went to the store to buy it and if it named a brand, she bought that brand. After I took my food chemistry classes and knew about reactions, I started experimenting with substitutions and adjusting recipes. When my mother watched me cook she would ask me how I could make substitutions and adjustments? My mom had only one way to do things. I love to watch students, when we are cooking, to come up with a new or different method of doing something. Sometimes it is more efficient or just a new twist that I have not thought about. I see students in my clothing classes asking if they can put a pocket on a a project or use the embroidery to put their name on their project or some other creative extra to their projects. In my child care classes my students have to create activities, for preschool kids, based on a theme and a developmental practice. It is amazing the creative activities my students come up with to teach a concept. I love to watch students think and create.
Chapter 3 says that we need to quit being so hard on ourselves and others. This is such a competitive world we live in. We always want to be better than or have more than someone else. We need to give ourselves and A and others and A. We are always going to have good and bad in our lives. We need to do the best we can with what we have. I love the excerpt from the book, I love my weeds as much as my unblossomed roses. I can’t wait for tomorrow because I’m in love with today, hard work, and reward what can be better. We need to embrace the good and bad in our lives and just do our best and be happy. I always tell my students, if you do your best and work hard, you will get an A in my class.
Friday, April 2, 2010
Friday, April 2, 2010
It's all Invented
The idea of “it’s all invented” makes me think about how school is done today and why it isn’t working. If you assume that the way you teach is the right way and it works because that’s how it has always been done, you could be making a wrong assumption. That is how most teachers today operate. They teach the way they were taught and don’t look at whether these assumptions are correct or incorrect. I like what the book then says after you start questioning your assumptions:
What might I now invent,
That I haven’t yet invented,
That would give me other choices?
An example of this is made by math teachers where they state that students in the past were able to memorize their basic facts such as times tables, why can’t students today. Studies from the 50’s -70’s show that that statement is incorrect. Around 30% of the students back then didn’t learn them either.
We talk a good line about best practices, but never really look carefully at what they are because of our assumptions. We need to ask ourselves:
What assumption am I making,
That I’m not aware I’m making,
That gives me what I see?
Only from here can we improve on our teaching and what really works.
What might I now invent,
That I haven’t yet invented,
That would give me other choices?
An example of this is made by math teachers where they state that students in the past were able to memorize their basic facts such as times tables, why can’t students today. Studies from the 50’s -70’s show that that statement is incorrect. Around 30% of the students back then didn’t learn them either.
We talk a good line about best practices, but never really look carefully at what they are because of our assumptions. We need to ask ourselves:
What assumption am I making,
That I’m not aware I’m making,
That gives me what I see?
Only from here can we improve on our teaching and what really works.
Tuesday, March 30, 2010
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