Does changing one's practice, change their beliefs or does changing the beliefs change one's practice? Today we brought staff together to explain the rollout of the professional development for our Realizing the Vision III in November. The rollout consisted of a powerpoint put together by the district and sent out to all schools to give staff an introduction to the topic of formative assessment.
Now keep in mind this is a high school staff with all the preconceived notions about having difficulty adapting to change. One teacher asked, "Is there documented research to prove that formative assessment works?" I cited several authors they could research on formative assessment and why it is important to classroom instruction. Basically, if any teacher changes instruction to meet the learning needs of students because of formative assessment, could only benefit students. Another teacher challenged me by asking "If we consistently change instruction to meet the needs of students, when do they (the students) take responsibility for their independent learning?" The quip that exited my lips, definitely wasn't well thought out. I said "Not all adults are independent learners. Both students and adults come to educational settings to learn new things. If all of our students were independent learners, we probably wouldn't need schools, teachers, universities, etc." Ok, it was an off-handed slam, but I'm not remorseful about my comment.
The last comment was followed up by the teacher with "Students will be expected to be independent learners in college and we should be preparing them for that." I followed up with "Students will definitely need post-secondary education, but not all of it will be independent learning." Part of me thinks the teacher just wanted to verbally challenge me in front of staff. No doubt that most of the staff saw through the antics. However, this type of resistance is not out of the norm. Generally, I'm not good at comebacks. I'm more of a reflective person that must take time to align my thoughts. Yet, I know in curriculum work resistance is definitely part of the playing field and full agreement is usually not possible. Consensus is nice. Sometimes even that isn't possible. Sometimes, change needs a definite PUSH.
The question, then, is how do you sway opinion and improve practice? Research? Great idea, if they read it and intrepret it properly. Present data? Another good choice if you can keep the excuses out of the discussion and again intrepret it properly. The only thing that has a strong correlation to change practice is with observation, collaboration, cooperation and discussion. The trouble is, it takes so long! It does provide, however, buy in. Without it, the change is dead in the water. You know what they say, "If a leader looks behind him and no one is following then he/she isn't really leading."
It is discouraging, though, that the teachers today (and, yes, it was just a few) were rejecting the idea of formative assessment without knowing much about it. Sometimes the quest for power by these individuals just gets in the way of progress. I wish they knew how silly they look to their peers.
Thursday, October 30, 2008
Sunday, October 19, 2008
Preparing for RV
RV stands for "Realizing the Vision". It is an annual district professional development opportunity that all staff is mandated to attend on the Monday and Tuesday prior to Thanksgiving break (Wednesday is usually a compensation day for conferences). Students have, subsequently, the entire Thanksgiving week off which pleases both parents and students as many of them travel anyway. This is the 3rd year for our RV conference.
The first year, we worked on differentiation in the classroom. The entire faculty of the district selected breakout sessions that appealled to them throughout the course of the day. Each session lasted about an hour with a 35 minute lunch scheduled at the same time for faculty to be social and dialogue about their sessions. Feedback from the first session was positive but faculty did complain that their specific content was not addressed (such as industrial arts, music, PE, and so on). They also told us that they needed time to work in their department together to put the pieces together to facilitate how differentiation might be utilized. There was excitement at first, but, unfortunately, it waned to almost no one using differentiation in the classroom
Year two had a technology focus. Again, there were breakout sessions for faculty to choose. Sessions included photoshop, skype, online productivity tools, differentiation using technology, wikis, podcasts, blogs, etc. Staff became fired up, and some use those tools today. Last year, we tried to keep the technology development on the forefront with in-building, voluntary technology classes after school in order to keep the momentum. At first many faculty attended, but slowly the numbers dipped to a steadfast few at the end. Some use wikis and blogs for educational purposes, but not the vast majority. We scheduled in time at the end of the conference (approximately 1.5 hours) for staff to work together on how to use technology effectively in the classroom. There was so much saturation at that point, staff wasn't as productive as we hoped. Again, staff commented they needed more time to work with material learned.
Year three has an assessment focus with an emphasis on formative assessment. Staff will attend two full days of content specific inservice with elementary and secondary separated to unpack the standards, work with power standards, and develop common formative assessments or engaging assessments for the electives (art, music, PE, industrial arts, foreign language, health, etc.). This year the RV conference is built around time for staff to full implement what they have learned. It is not only deemed professional development time but is fully advertised as a "work session" with a whole day for implement the knowledge gained.
Having had, and done, professional development in a variety of ways from specific conferences to faculty meetings, I truly believe that development like this along with professional learning communities is the only way to keep professional knowledge current. This is a huge problem with faculty development. Faculty will often opt not to leave their classroom to go to conferences as it presents too many barriers such as lesson planning, subs, discipline, etc.
All three years, we have had nationally known experts in the field present opening remarks. All three have had good reviews by faculty. And all three have been put together by district personnel with excellent coordination from everybody including food service providing lunch and building principals building momentum as well as the coordination and use of district technology coordinated from 11 elementaries, 3 middle schools and 3 high schools. Speakers are delivered to their hotels, picked up for the conference, wined and dined afterward and paid the going fee. This year we contacted Lead and Learn (Doug Reeves & group) to help us coordinate and facilitate the inservice. I have been to similar conferences that were not handled or coordinated as well.
I must admit, even from the planners there was hesitation. Assessment can be an emotional topic for some staff. Staff truly believes they deliver the content to the best of their ability. When students don't achieve on the assessment, faculty wants to put the blame on the students and not on themselves. To do anything other than that, admits the teacher is to blame for faulty delivery or some other inadequacy. That knowledge can be difficult to digest and recover from. The developers of RV3 were worried about the impact. We certainly want the development to continue but don't want faculty to be intimidated or negative about the impact. Although the developers consider it a growing experience, we know some might consider it a personal slam.
Assessment can be a tricky topic. It is part of the three-legged stool of curriculum, instruction, and assessment. The stool can't stand on two legs, all three must be in alignment for students to be successful. Each part is important, but not without the others. Do we have our stool level? Balanced? I'll have to let you know in November.
The first year, we worked on differentiation in the classroom. The entire faculty of the district selected breakout sessions that appealled to them throughout the course of the day. Each session lasted about an hour with a 35 minute lunch scheduled at the same time for faculty to be social and dialogue about their sessions. Feedback from the first session was positive but faculty did complain that their specific content was not addressed (such as industrial arts, music, PE, and so on). They also told us that they needed time to work in their department together to put the pieces together to facilitate how differentiation might be utilized. There was excitement at first, but, unfortunately, it waned to almost no one using differentiation in the classroom
Year two had a technology focus. Again, there were breakout sessions for faculty to choose. Sessions included photoshop, skype, online productivity tools, differentiation using technology, wikis, podcasts, blogs, etc. Staff became fired up, and some use those tools today. Last year, we tried to keep the technology development on the forefront with in-building, voluntary technology classes after school in order to keep the momentum. At first many faculty attended, but slowly the numbers dipped to a steadfast few at the end. Some use wikis and blogs for educational purposes, but not the vast majority. We scheduled in time at the end of the conference (approximately 1.5 hours) for staff to work together on how to use technology effectively in the classroom. There was so much saturation at that point, staff wasn't as productive as we hoped. Again, staff commented they needed more time to work with material learned.
Year three has an assessment focus with an emphasis on formative assessment. Staff will attend two full days of content specific inservice with elementary and secondary separated to unpack the standards, work with power standards, and develop common formative assessments or engaging assessments for the electives (art, music, PE, industrial arts, foreign language, health, etc.). This year the RV conference is built around time for staff to full implement what they have learned. It is not only deemed professional development time but is fully advertised as a "work session" with a whole day for implement the knowledge gained.
Having had, and done, professional development in a variety of ways from specific conferences to faculty meetings, I truly believe that development like this along with professional learning communities is the only way to keep professional knowledge current. This is a huge problem with faculty development. Faculty will often opt not to leave their classroom to go to conferences as it presents too many barriers such as lesson planning, subs, discipline, etc.
All three years, we have had nationally known experts in the field present opening remarks. All three have had good reviews by faculty. And all three have been put together by district personnel with excellent coordination from everybody including food service providing lunch and building principals building momentum as well as the coordination and use of district technology coordinated from 11 elementaries, 3 middle schools and 3 high schools. Speakers are delivered to their hotels, picked up for the conference, wined and dined afterward and paid the going fee. This year we contacted Lead and Learn (Doug Reeves & group) to help us coordinate and facilitate the inservice. I have been to similar conferences that were not handled or coordinated as well.
I must admit, even from the planners there was hesitation. Assessment can be an emotional topic for some staff. Staff truly believes they deliver the content to the best of their ability. When students don't achieve on the assessment, faculty wants to put the blame on the students and not on themselves. To do anything other than that, admits the teacher is to blame for faulty delivery or some other inadequacy. That knowledge can be difficult to digest and recover from. The developers of RV3 were worried about the impact. We certainly want the development to continue but don't want faculty to be intimidated or negative about the impact. Although the developers consider it a growing experience, we know some might consider it a personal slam.
Assessment can be a tricky topic. It is part of the three-legged stool of curriculum, instruction, and assessment. The stool can't stand on two legs, all three must be in alignment for students to be successful. Each part is important, but not without the others. Do we have our stool level? Balanced? I'll have to let you know in November.
Wednesday, October 1, 2008
CLI 1 -10/2/08
I'm beginning a new path and a new purpose for the blog.... curriculum leaders institute (cohort 2). It's 1:30 in the morning and I can't sleep - the brain is full. This is probably not the best time to get started on this, but it beats just lying in bed trying to organize my thoughts in my head.
School has been in session for about 5 weeks now. It always begins with organized chaos - teachers and students transitioning to scheduled work and leaving behind unstructured play. It's not that the curriculum work has stopped altogether. However, the pace slows as the players get rested and re-energized. These are definitely needed components if the work is going to be lasting. Which leads me to my first question, thought, phase, and so on. How do you avoid burning the players out? How does one manage all the tasks at once?
Presently I am Assistant Principal at Central High. I have all the responsibilities that go along with that position - personnel evaluations and specific time lines, student and parent issues, discipline scenarios that pop up unexpectantly, special projects, etc. I'm taking two online courses (Michigan Leadership Institute Framework Endorsement - MiLife, and now the Curriculum Leaders Institute) and am involved in the Kent County Change Network (a county consortium of "change" leaders facilitated through Harvard University). I'm involved in several committees and wear several hats. But, I'm no different than any teacher who also has too much on his/her plate. When you add "family" to the plate, boundaries begin to blur.
When I ask a teacher to "play" and they tell me they can't because of the time commitment, I honestly do understand. When I try to coerce teachers during the work day to commit to a project, write curriculum, complete test out exams, etc., teachers again worry that they are out of their classroom, student learning becomes disjointed, sub plans must be written, students must be regrouped and retaught lessons upon their return, and there is not enough time to even complete the project that took them out of the classroom in the first place (more work). It all seems like a vicious cycle. Those that are willing to "play" initially get used and abused too frequently and are more likely to burn out.
I had a situation this week concerning an Economics test out scenario. The district got themselves in a pickle this summer. The High School Economics HSCES came out from the state late. They were out in draft form for a while and were promised in July of 2007. They actually weren't finalized until late October. We didn't have appropriate texts to meet the requirements. We began to look at text adoptions to meet our needs. That process took over a year. At the same time we also were trying to meet the MMC needs in several other content areas. In social studies, the district decided to go with Government Alive, US History Alive, and Economics Alive. Although I do appreciate the cohesiveness of the series, Economics Alive isn't expected to be published until May 2009. We are promised draft materials before then, but with no confirmed dates attached. So, presently teachers have no materials at their disposal and students have no texts for a course to be taught second semester. Last year we limped through with some teacher provided resources they made up. The State made more changes to the HSCES last year. So this year, we readjusted.
The trouble comes in with providing students with the ability to test out of a course. Teachers did make a test out exam that does match the HSCES. Basically, they utilized a demo copy of a test generator from a text they previewed but did not select. This is where the adage "be careful what you ask for comes in". We told teachers we needed the test out exam for the summer 2008. We supplied students with the old, out-of-date text as study materials. You guess it.... since the study materials did not match the test, we had no successful students. Students were discouraged, and parents were angry. Although a district problem, almost all of the students who tried to test out came from one high school - Central High. All the angry phone calls got transferred to me as I tried to smooth the ruffled feathers. It took a whole month to even figure out how the debauckle happened, as the teachers constructed the test with Central Office for the entire district. I only just heard about the test generator and the unselected text just last week.
Almost from day one that teachers returned we discussed that the situation needed to be remedied. The department chair and the teacher who initially led the charge agreed to find appropriate study materials for the already created test to give students another opportunity in early November to attempt to test out of Civics and Economics. The situation is very similar for the Civics component. October 1st was the selected target date.
With the end of September fast approaching, I reminded the department chair and the lead teacher of our agreement. On September 29th, I got a visit from the lead teacher after school. He asked if I "had a minute" which was a bad sign. Our "minute" lasted two hours. He explained that his department refused to come up with study materials and insisted that was the responsibility of the student to find resources on the internet. Or, another option they provided, was that the student buy their own textbook. To say I was blown away, was an understatement. I reminded the teacher of "free and appropriate education" so buying a text was not a viable option. As far as searching the internet for resources, students would not be able to discern what information they needed to know even given the content expectations. Although the teacher was sympathetic with the present plight, he didn't figure he could complete the task without assistance. None of our sister high schools (we have three) would step up to the plate since the problem was not relevant to them. The meeting ended with the problem not resolved.
Trying not to be overloaded myself, I began search the web for relevant online sources given the specific topics included in the HSCES. I did find three very relevant government sites for US Economics. I sent the sites to the lead teacher that night with the table of contents matching the content expectations and asked him if he thought they were in depth enough to match the classroom content. Since I'm a math and science teacher, economics is not my area of expertise. He quickly replied the next day which made me think he spent little time reading through the comprehensive sites. Each site had dozens of links. The problem was still not resolved.
I took the problem to our District instruction office and curriculum folks. My plan was to provide students with these online sources and write another test that matched the information given by revising the questions of the first test out exam or writing new questions that equally matched the content expectations. In truth, I thought this would be a function of the curriculum and instruction department. Instead, I was told that I needed mentor hours so I should proceed with the plan proposed. Case closed... next topic. The problem now laid squarely in my lap and the anxiety set in. Could I physically write an economic test knowing nothing about the subject and, secondly, should I?
The next day I, again, meet with the lead teacher. He felt guilty and wanted to lift the burden from me. I denied him as I felt he had been used and abused too frequently and was already meeting with teachers to put together a curriculum for the new civics being taught as well as planning for Economics where no resources were in sight. Personally, he was barely staying afloat as it was. Add in the coaching component and class advisor responsibilities, homecoming week, .... well you get the picture. We actually stood there arguing... "no you can't take this on". End result, testing is scheduled for November 8th and we must be ready. I'm going to issue the old text with the additional online resources on October 3rd (Friday). We have a month to construct the test. I'll try to give it a shot, and run the results through him to critique. Yes, it isn't the right way to get the work done.
The ELA and chemistry curriculum also lies on the table as well as the two day professional development retreat for all staff in November. There are lots of topics to blog about - fortunately or unfortunately?
School has been in session for about 5 weeks now. It always begins with organized chaos - teachers and students transitioning to scheduled work and leaving behind unstructured play. It's not that the curriculum work has stopped altogether. However, the pace slows as the players get rested and re-energized. These are definitely needed components if the work is going to be lasting. Which leads me to my first question, thought, phase, and so on. How do you avoid burning the players out? How does one manage all the tasks at once?
Presently I am Assistant Principal at Central High. I have all the responsibilities that go along with that position - personnel evaluations and specific time lines, student and parent issues, discipline scenarios that pop up unexpectantly, special projects, etc. I'm taking two online courses (Michigan Leadership Institute Framework Endorsement - MiLife, and now the Curriculum Leaders Institute) and am involved in the Kent County Change Network (a county consortium of "change" leaders facilitated through Harvard University). I'm involved in several committees and wear several hats. But, I'm no different than any teacher who also has too much on his/her plate. When you add "family" to the plate, boundaries begin to blur.
When I ask a teacher to "play" and they tell me they can't because of the time commitment, I honestly do understand. When I try to coerce teachers during the work day to commit to a project, write curriculum, complete test out exams, etc., teachers again worry that they are out of their classroom, student learning becomes disjointed, sub plans must be written, students must be regrouped and retaught lessons upon their return, and there is not enough time to even complete the project that took them out of the classroom in the first place (more work). It all seems like a vicious cycle. Those that are willing to "play" initially get used and abused too frequently and are more likely to burn out.
I had a situation this week concerning an Economics test out scenario. The district got themselves in a pickle this summer. The High School Economics HSCES came out from the state late. They were out in draft form for a while and were promised in July of 2007. They actually weren't finalized until late October. We didn't have appropriate texts to meet the requirements. We began to look at text adoptions to meet our needs. That process took over a year. At the same time we also were trying to meet the MMC needs in several other content areas. In social studies, the district decided to go with Government Alive, US History Alive, and Economics Alive. Although I do appreciate the cohesiveness of the series, Economics Alive isn't expected to be published until May 2009. We are promised draft materials before then, but with no confirmed dates attached. So, presently teachers have no materials at their disposal and students have no texts for a course to be taught second semester. Last year we limped through with some teacher provided resources they made up. The State made more changes to the HSCES last year. So this year, we readjusted.
The trouble comes in with providing students with the ability to test out of a course. Teachers did make a test out exam that does match the HSCES. Basically, they utilized a demo copy of a test generator from a text they previewed but did not select. This is where the adage "be careful what you ask for comes in". We told teachers we needed the test out exam for the summer 2008. We supplied students with the old, out-of-date text as study materials. You guess it.... since the study materials did not match the test, we had no successful students. Students were discouraged, and parents were angry. Although a district problem, almost all of the students who tried to test out came from one high school - Central High. All the angry phone calls got transferred to me as I tried to smooth the ruffled feathers. It took a whole month to even figure out how the debauckle happened, as the teachers constructed the test with Central Office for the entire district. I only just heard about the test generator and the unselected text just last week.
Almost from day one that teachers returned we discussed that the situation needed to be remedied. The department chair and the teacher who initially led the charge agreed to find appropriate study materials for the already created test to give students another opportunity in early November to attempt to test out of Civics and Economics. The situation is very similar for the Civics component. October 1st was the selected target date.
With the end of September fast approaching, I reminded the department chair and the lead teacher of our agreement. On September 29th, I got a visit from the lead teacher after school. He asked if I "had a minute" which was a bad sign. Our "minute" lasted two hours. He explained that his department refused to come up with study materials and insisted that was the responsibility of the student to find resources on the internet. Or, another option they provided, was that the student buy their own textbook. To say I was blown away, was an understatement. I reminded the teacher of "free and appropriate education" so buying a text was not a viable option. As far as searching the internet for resources, students would not be able to discern what information they needed to know even given the content expectations. Although the teacher was sympathetic with the present plight, he didn't figure he could complete the task without assistance. None of our sister high schools (we have three) would step up to the plate since the problem was not relevant to them. The meeting ended with the problem not resolved.
Trying not to be overloaded myself, I began search the web for relevant online sources given the specific topics included in the HSCES. I did find three very relevant government sites for US Economics. I sent the sites to the lead teacher that night with the table of contents matching the content expectations and asked him if he thought they were in depth enough to match the classroom content. Since I'm a math and science teacher, economics is not my area of expertise. He quickly replied the next day which made me think he spent little time reading through the comprehensive sites. Each site had dozens of links. The problem was still not resolved.
I took the problem to our District instruction office and curriculum folks. My plan was to provide students with these online sources and write another test that matched the information given by revising the questions of the first test out exam or writing new questions that equally matched the content expectations. In truth, I thought this would be a function of the curriculum and instruction department. Instead, I was told that I needed mentor hours so I should proceed with the plan proposed. Case closed... next topic. The problem now laid squarely in my lap and the anxiety set in. Could I physically write an economic test knowing nothing about the subject and, secondly, should I?
The next day I, again, meet with the lead teacher. He felt guilty and wanted to lift the burden from me. I denied him as I felt he had been used and abused too frequently and was already meeting with teachers to put together a curriculum for the new civics being taught as well as planning for Economics where no resources were in sight. Personally, he was barely staying afloat as it was. Add in the coaching component and class advisor responsibilities, homecoming week, .... well you get the picture. We actually stood there arguing... "no you can't take this on". End result, testing is scheduled for November 8th and we must be ready. I'm going to issue the old text with the additional online resources on October 3rd (Friday). We have a month to construct the test. I'll try to give it a shot, and run the results through him to critique. Yes, it isn't the right way to get the work done.
The ELA and chemistry curriculum also lies on the table as well as the two day professional development retreat for all staff in November. There are lots of topics to blog about - fortunately or unfortunately?
Sunday, June 8, 2008
Thing #23
Wow, what a journey! Again I reference the youtube video Pay Attention. If you haven't seen it already, take a peek.
I do wish someone would develop a course for "Phase II" of the 23 Things. It has been the best professional development I've had in some time. Since I've begun this course, I've shared everything I've learned with others in a weekly "Teacher Geekers" get together. We now have a handful of teachers using blogs and wikis that wouldn't have done so on their own. They are amazed how well students are responding to their style of learning!
So, what has taken the educational professional so long? Fear of the unknown.... They don't know what's out there, they aren't sure how to use it, they are worried it will take a long time to learn, they aren't sure if the learning curve is worth it to progress student knowledge, etc. Fear enables resistency. I've heard over and over again, "I don't have the time." True. Teachers don't have the time to waste on simple lecture and outdated lessons. Students need to know much more than in the 50's, 60's, etc. They will definitely need to know more than their teachers do now to be productive citizens in the next century. Boy, does that sound scary! The only way to build that type of capacity is to let go, encourage creativity and collaboration with the tools we have available - learning with and by technical means.
Since I've taken the leap, I've talked with others about developing a course similar to this for students as well. Maybe if more teachers see students applying these skills, they will be more motivated to change their delivery methods. Students will definitely need these skills as they leap into the post-secondary or employment scene. We definitely need to make rigorous course work relevant by applying the technology component that allows for intrinsic learning, collaboration, and creativity - all in the skill set for the next century.
Congratulations on a job very well done! I have taken the plunge and am forever "changed".
I do wish someone would develop a course for "Phase II" of the 23 Things. It has been the best professional development I've had in some time. Since I've begun this course, I've shared everything I've learned with others in a weekly "Teacher Geekers" get together. We now have a handful of teachers using blogs and wikis that wouldn't have done so on their own. They are amazed how well students are responding to their style of learning!
So, what has taken the educational professional so long? Fear of the unknown.... They don't know what's out there, they aren't sure how to use it, they are worried it will take a long time to learn, they aren't sure if the learning curve is worth it to progress student knowledge, etc. Fear enables resistency. I've heard over and over again, "I don't have the time." True. Teachers don't have the time to waste on simple lecture and outdated lessons. Students need to know much more than in the 50's, 60's, etc. They will definitely need to know more than their teachers do now to be productive citizens in the next century. Boy, does that sound scary! The only way to build that type of capacity is to let go, encourage creativity and collaboration with the tools we have available - learning with and by technical means.
Since I've taken the leap, I've talked with others about developing a course similar to this for students as well. Maybe if more teachers see students applying these skills, they will be more motivated to change their delivery methods. Students will definitely need these skills as they leap into the post-secondary or employment scene. We definitely need to make rigorous course work relevant by applying the technology component that allows for intrinsic learning, collaboration, and creativity - all in the skill set for the next century.
Congratulations on a job very well done! I have taken the plunge and am forever "changed".
Thing #22
Here is a great video on global warming by the Blue Man Group.
I liked it so much that I used it in my wiki as well. I first saw this video on a class project page called Flat Planet. I know students would love it and it would spark great discussions on global warming. Again, it's that relevancy piece that students respond to. They'll like the music, the content, and the Blue Man Group! I can't wait to see what videos others have posted :-)
I liked it so much that I used it in my wiki as well. I first saw this video on a class project page called Flat Planet. I know students would love it and it would spark great discussions on global warming. Again, it's that relevancy piece that students respond to. They'll like the music, the content, and the Blue Man Group! I can't wait to see what videos others have posted :-)
Thing #21
I love youtube, teachertube, and schooltube. I like the video entitled Pay Attention (which was where I left my comment). It talks about the need to include technology in classroom. What I found interesting in reading the other comments was the negativity. The resistant attitude is classic of folks who want to justify why they don't use technology to enhance learning. However, one comment from a high school student who recently graduated remarked how boring school was and how it added little to what he/she needed to know unless it was relevant. Technology is RELEVANT to students which is why they enjoy it so much. Again, the 3R's hit us smack where it hurts. We will never get to the rigor component unless we teach for relevancy! Teachers must stop trying to be the sage on the stage and teach for learning!
Unfortunately, our school does not allow us to download youtube videos. We can use teachertube or schooltube. Yes, there is a fear that some videos may not be appropriate. All the instructional videos we've viewed have been great as most people are visual learners. There is a lot of research out there that comments that long-term learning is based on several modes, not just the auditory model that many teachers rely on.
Thing #20
Can you believe I have finally gotten back to read my RSS feeds! One of interest came from the 2cents worth blog site called 26 Games to change the world. Kind of cool, check it out. The one issue I am having is that my RSS feeds are listed under "Microsoft Feeds" and don't go into my bloglines account. I can read them through the Vista application though. When I tried to go through the "links" button to bloglines I get an error. I was able to include the de.licio.us tags on my bloglines account. Am I addicted to RSS feeds? No, not at all. It's something I occasionally look at when I have time. I do know folks who are addicted to it though.
Thing #19
I can see where social bookmarks could be a wonderful addition to the classroom. For example, say you wanted your students to explore topics on the web and then blog their responses to those web searches. Students could log onto del.icio.us and see the web links under that topic chosen and move on. With the list readily accessible at any time, students could then use the links as study tools for tests, exams, or just for interest at a later time. And, as students do further research or finish early, they could add additional links to those already listed. Teachers don't have to come up with all the web links. Hence, the data base isn't individualized but shared among the entire class - another sign of true collaboration. Plus, it teaches them another skill necessary for post-secondary education. In order to see my list of bookmarks, log onto delicious and search for cwawro.Tuesday, June 3, 2008
Thing #18
Social bookmarking is definitely a useful way to organize digital resources. I find I would use the bookmarks more if I could access them from any computer. Right now, I have certain bookmarks on my home computer and others on the computer at work. It would be advantageous to be able to pull them from one source. Tags sort of remind me of a library card catalogue (guess I'm dating myself here). Even with a digital version, you can look up the book with a keyword search. What one person would think is an obvious keyword, someone else might think it's obsecure. Anyway, you can use keywords or "tags" that you would most identify with on a certain topic instead of relying on other "experts". The key is to be logical in using identifying tags and to use several to describe the topic so you can find it later. The advantages are that you can not only find yours that you've spent time on, on can also connect to others increasing your resource list - hence, the term "social" bookmarking. You can add to the others' lists and they can add to yours! Becareful that your tags are correct and don't lead others in the wrong (and sometimes unsafe) direction.Thing #17
Slideshare is awesome! I've always wondered how do you put a slideshow into your presentation - now I know. I explored the aspects of using virtual worlds, such as Second Life, in education (Exploring a Virtual 3D Environment and Its Possibilities for Teaching and Learning). I can only imagine how engaged students might be in this type of environment. My thought would be that attendance issues would be non-existent and EVERY would complete the homework! Also checked out the most downloadable, most featured, etc. - all very cool. Many of the ones I particularly liked were not downloadable unfortunately. Although I understand the whole plagerism piece, I say why create the wheel when someone else already has? Anyway, you could show any slideshow in the classroom simply by logging on. Something different to try would be to have students actually pick one on a "safe" topic and put together their own verbal presentation to go along with the slides already prepared.
Wednesday, May 28, 2008
Thing #16
For the online productivitiy tools, I particularly liked Library Thing and Trailfire. Library thing allows you to create not only an up-to-date library collection, but connect with others that have similar tastes in literature or interest. It's like joining the world's biggest book club. You can find reviews of books, talk with others about the book, join a group forum, find local bookstores, libraries, festivals, author readings and/or signings in your local area, etc. It truly is a site for book lovers and book readers! Trailfire on the other hand keeps track of your web research on a particular topic. No longer do you have to remember each site visited or wonder "how you got there". Hence, you can continually add to the web links for a topic under study and keep them in a logical sequence to use in the classroom. There are some trails already published, like the unit on immigration. I even tried one of their links to look up an ancester of mine. I was hoping for more trails on other topics as well. Unfortunately the list already made is limited. Guess I'm just slightly greedy :-) All in all, I think they are both useful online productivity tools.
Thing #15
Loved working with Google Docs. It's just like using excel or Microsoft Office without buying the program (ok, I know I shouldn't tell you that - but it is true). What I personally like about the program is that several folks can be working on a document simultaneously. No more do I have to wait for someone to open their email, revise, and email it back, only to send it on to the next person. If you are working with a group of five or six, this aspect of collaboration takes two forevers to get the work completed. And, have you ever tried to schedule a common meeting time between all these folks? That alone takes 15-20 minutes out of every meeting time and still someone's schedule conflicts.
One of the most important things we do with students is collaborative learning. It is a necessary tool to facilitate instruction. Hence, one can work in groups without actually being in a group. It doesn't take the place of dialogue, but it does facilitate the work of groups. The only issue I can see is how do you know who has completed the major portion of the work. Is it true collaboration, or does one person who is grade retentive doing most of it while others slide? There is always those that do more than others. However, students need to learn the skills of collaborative work and holding all parties accountable for their portion. Like all skills, this takes practice. And, yes, they do need email addresses and the question of equity does come to mind. But, if they don't have access at home we all know the local libraries do and email addresses are still free on multiple sites. Students really can't use that as an excuse or a barrier if they WANT to participate. Where there is a will, there is a way :-)
One of the most important things we do with students is collaborative learning. It is a necessary tool to facilitate instruction. Hence, one can work in groups without actually being in a group. It doesn't take the place of dialogue, but it does facilitate the work of groups. The only issue I can see is how do you know who has completed the major portion of the work. Is it true collaboration, or does one person who is grade retentive doing most of it while others slide? There is always those that do more than others. However, students need to learn the skills of collaborative work and holding all parties accountable for their portion. Like all skills, this takes practice. And, yes, they do need email addresses and the question of equity does come to mind. But, if they don't have access at home we all know the local libraries do and email addresses are still free on multiple sites. Students really can't use that as an excuse or a barrier if they WANT to participate. Where there is a will, there is a way :-)
Tuesday, May 27, 2008
Thing #14
To podcast or not to podcast..... I don't see many obstacles other than getting the number of headsets (microphones along with earphones) necessary for the whole class to participate. Audicity is a free software and very easy to download. Then, it's just pure practice. We, as a school, actually got nudged heavily in this direction when our AP Foreign Language teachers were told by the College Board that they had to produce recordings of students speaking as part of the AP test this year. So, we scrambled, got frustrated, borrowed equipment, had technology issues, and then finally got the hang of it just in time. Like any new technology, it's great when it works and we know how to use it properly. Yes, I could see classrooms using it - especially for foreign languages. Imagine that students could actually practice with their instructor at home as well as in the classroom. We could even video podcast our student run news program for parents. Without video, I'm not sure just an audio podcast could hold students' attention unless the topic was highly motivating. Given that, students do like variety and it does offer another medium to deliver information, produce a product, and assess understanding.
Thing #13
I did my searching for podcasts and was intrigued by LearnOutLoud Biography Podcasts. The ratings were good and the short snipets of information are useful, retainable information. Although I probably can't go head-to-head with history majors, it might be interesting to play "Did you know that...." Anyway, there are lots to choose from to tickle anyone's fancy. I used Yahoo to find this particular one although any search engine will do. Like anything, searching is somewhat time consuming. I did search several others on the Education Podcast Network which definitely hit all the content areas. What was really interesting was the number of elementary School podcasts available compared with only a few for secondary. Hmmmm..... What are the "single digit" folks trying to tell us about using and integrating technology? Why is it that the older we get, the more fearful we become?
Monday, May 26, 2008
Thing #12
I do subscribe to a few podcasts like "This American Life" (http://feeds.thisamericanlife.org/talpodcast)or and "Splendid Table" (http://americanpublicmedia.publicradio.org/podcasts/xml/splendid_table/kitchen_questions.xml) from NPR. I prefer to download them weekly onto my Ipod for listening at a later time. From the list you provided, others caught my fancy such as the "Princeton Review "(http://www.princetonreview.com/vocabminute/default.asp, "Science Friday" (http://www.sciencefriday.com/feeds/radio/), "Science from Scientific American" (http://www.sciam.com/podcast/#%7C60-Second)and others. I think these would be great to introduce students to. It shows them the variety of sources one can obtain information and they get to hear it from others besides their teachers.
One podcast that I found incredibly interesting was from the State Superintendent Mike Flanagan titled the "Haunting Impact of School Dropouts". I, personally, am a Flanagan devotee. He doesn't put on airs, but instead speaks frankly and from the heart as if he's sitting at your dinner table. He talks of the shame the whole educational community must share in contributing to the crisis. Unfortunately, it is not a small problem but no one wants to talk about it. Many school districts do their best to try and hide the numbers. He makes a plea to "get over the numbers game" and educate EVERY child. He informs the listener that when students who dropped out but did return reported that the reason many of them left in the first place was the lack of relationships. He further highlights the need for smaller high schools in order to help construct those needed relationships. So, I guess I'll have to add him to my monthly podcasts. If you have an interest, try http://www.michigan.gov/mde/0,1607,7-140-37818_45256---,00.html.
Now, just imagine that you assign everyone a topic and have them research it and then podcast their results on the class wiki. Students would surely love that assignment and might even complete it on time :-) What a win-win situation for students who don't like to write or for students with learning disabilities. Now everyone gets to participate on an equal playing field.
One podcast that I found incredibly interesting was from the State Superintendent Mike Flanagan titled the "Haunting Impact of School Dropouts". I, personally, am a Flanagan devotee. He doesn't put on airs, but instead speaks frankly and from the heart as if he's sitting at your dinner table. He talks of the shame the whole educational community must share in contributing to the crisis. Unfortunately, it is not a small problem but no one wants to talk about it. Many school districts do their best to try and hide the numbers. He makes a plea to "get over the numbers game" and educate EVERY child. He informs the listener that when students who dropped out but did return reported that the reason many of them left in the first place was the lack of relationships. He further highlights the need for smaller high schools in order to help construct those needed relationships. So, I guess I'll have to add him to my monthly podcasts. If you have an interest, try http://www.michigan.gov/mde/0,1607,7-140-37818_45256---,00.html.
Now, just imagine that you assign everyone a topic and have them research it and then podcast their results on the class wiki. Students would surely love that assignment and might even complete it on time :-) What a win-win situation for students who don't like to write or for students with learning disabilities. Now everyone gets to participate on an equal playing field.
Friday, May 23, 2008
Thing #11
In thing #11 I made my own wiki. I'm so impressed! Most of the hurdles I reported on in thing #10 were removed! As you can see, I've gotten pretty good at importing video, making web links, and uploading pictures. I can't wait to share this with my colleagues! At first I thought a wiki was just another way of blogging. It's much more than that! Yes, I can import video on my blog page as well and add web links. However, a wiki allows multiple users to add information versus only one person blogging. I think it would be an excellent tool for student presentations as well as a learning tool for educators. For all those interested in my blog, be sure to visit examples of educational wikis. The trick is to keep up with my wikispace. I'd like to add educational links for teachers, links to other teacher blogs and wikis in our building, informational articles, and some building curriculum dialogue. Could this be the "new" way to build professional development? I think so :-)
Thing #10
I absolutely LOVED the wiki on http://flatplanet.wikispaces.com/About. Take a peek and look at the topic of global warming. Wow! What a way to get students involved in their topic! Teachers in our building are just beginning to use blogs and wikis as a way to interact with their students. Yes, this is all very nice, and we are making progress (yipee!). However, the real power to enhance learning is to get students involved in their own knowledge acquisition. The above wiki shows how students work collaboratively to demonstrate their research and learning utilizing resources available. They put it into a format that entices other students to learn (the videos, music, etc.). Hence, they become the teachers and we become the students. Isn't this the end goal of all teachers everywhere, at every level - to produce independent learning?
So, what's holding teachers back? What's holding me back? My guess would be lack of knowledge and lack of experience. Currently, I'm unsure how to embed the youtube videos (or other videos for that matter), how do I embed the powerpoint presentations to share, and what other tools are out there to entice my audience. Another hurdle is that our school doesn't allow access on campus to youtube videos (which is a real shame). Yes, there are inappropriate videos out there. Those who violate the "appropriate use" should be disciplined. Otherwise, let us use the wonderful plethora of resources available. We can use schooltube, but often the two mediums do not match the lesson needs. One could use a wiki for students to access at home. Unfortunately, not all students have access and equity becomes yet another hurdle. Given the above, it is still a worthwhile venture and it allows faculty and students the creativity to create and learn with mediums that suite their own learning styles. I say, "Go for it!"
So, what's holding teachers back? What's holding me back? My guess would be lack of knowledge and lack of experience. Currently, I'm unsure how to embed the youtube videos (or other videos for that matter), how do I embed the powerpoint presentations to share, and what other tools are out there to entice my audience. Another hurdle is that our school doesn't allow access on campus to youtube videos (which is a real shame). Yes, there are inappropriate videos out there. Those who violate the "appropriate use" should be disciplined. Otherwise, let us use the wonderful plethora of resources available. We can use schooltube, but often the two mediums do not match the lesson needs. One could use a wiki for students to access at home. Unfortunately, not all students have access and equity becomes yet another hurdle. Given the above, it is still a worthwhile venture and it allows faculty and students the creativity to create and learn with mediums that suite their own learning styles. I say, "Go for it!"
Thing #9
Boy oh boy, did I spend a lot of time on ImageGenerator.org (where I was able to make this magazine cover). The link is http://www.fakemagazinecover.com. The picture to the left was of my daughter when she was young. Yes, mom is partial and thinks she does belong on a magazine cover :-) Between ImageGenerator.org and Bighugelabs.com I was able to make calendars, jigsaw puzzles, movie posters, CD covers, and so on. To be truthful, I got a little carried away and time just rolled by. It was easy to do. If I can do it, anyone can. I do know many people who use the calendar creator option and give these away as Christmas gifts.
So, the big question is "How can you use these tools in the classroom?" One idea is to use the trading card option from Bighugelabs.com to create historical timelines or interesting points from specific lessons and have students trade cards to form creative study guides to enhance recall. I would suggest they glue them onto 3X5 cards to make them sturdy. Try punching a hole in the top left corner and file them onto a cheap keyring for safe keeping. Imagine adding lesson after lesson on their keyrings! Also, I could see extensive opportunities for the comic creator to enrich writing across the curriculum. There are a ton of political cartoons online that teachers could use or have students create their own for specified topics. Further, they could create magazine covers with pictures found online. Yes, there are lots of possibilities here! Mostly, it's just plain fun...
Thing #8
I have to say all the mash-ups using Flickr.com were somewhat entertaining, but in coming up with ideas to use the Sudoku, jigsaw puzzles, the memory games, etc. in the classroom is a bit of a stretch. I could see using the mosiac tool for the school yearbook or possibly the Retriever for an art class project. What would actually be interesting is to introduce the tools to high school students and see what they might come up with. We are presently designing a "Digital Tools" class for students and incorporating several of the topics that were addressed in the "23Things" class. These types of tools would probably appeal to the students and their need for creativity. The "Spell" tool does increase visual appeal of the blogs or web pages. I'm wondering if one might be able to create their own "spell" function using some other sort of photo morphing. Although the tools are nice, students would much rather create their own.
Sunday, May 11, 2008
Thing #7
The thing to remember when uploading pictures from the classroom is the possibility of sharing photos of students. Yes, there are pediphiles out there. Also, I don't think parents would love the idea of showing pictures of their darlings. Be sure to ask permission.
On the other side, taking pictures of projects, places or things could be very beneficial for specific lessons. I have several pictures from Australia or Germany that could be used to graphically describe architecture of a certain period in history, art, etc. . Hence, you could correlate it to lessons in the curriculum. Another way we've used sites this like this in school is to print the website and ask students to identify what the picture is of. They definitely have to do some background searching and some digging to explain its significance. One could really have some interesting learning experience. Imagine learning for the sake of learning.... wow!
On the other side, taking pictures of projects, places or things could be very beneficial for specific lessons. I have several pictures from Australia or Germany that could be used to graphically describe architecture of a certain period in history, art, etc. . Hence, you could correlate it to lessons in the curriculum. Another way we've used sites this like this in school is to print the website and ask students to identify what the picture is of. They definitely have to do some background searching and some digging to explain its significance. One could really have some interesting learning experience. Imagine learning for the sake of learning.... wow!
Thing #6
Loved this picture from the flickr site. We visited the redwoods in Northern California last summer and was just awe struck by their beauty. They are absolutely one of the most stunning aspects in nature and should be a "must see" on everybody's list. No wonder they are contained in the book "1000 Best Places to Visit Before You Die". The picture doesn't really do their size justice. They are incredible! You just have to see them to get the full experience. We were in Lady Bird Grove on the day she died. My guess was that she was there with us.
I thought the play of light in the photo was inspiring - sort of reminds me of an awakening, a new beginning. It, simply, was a Kodak moment where the photographer was just in the right place at the right time.
Thing #5
The RSS feeds are interesting, but my concerns are having the time to read all the interesting blogs out there. The more you look, the more there are. I love Will Richardson's blog. I saw him in a presentation last August. In general, he works from home which is why he has so much time to write prolifically. I just love all his links and can certainly get absorbed in all the information. Obviously, sharing some of the links and information onto other staff members would be beneficial to enhance teaching and learning. I've even passed on some links in the school newspaper for the students and community to investigate - it makes the school look so technically literate.
Personally, I like anything to do with recipe collection. Again, there are a ton of these blogs out there. Trouble is, I'm reading more and cooking less. I really need the summer to catch up :-)
Personally, I like anything to do with recipe collection. Again, there are a ton of these blogs out there. Trouble is, I'm reading more and cooking less. I really need the summer to catch up :-)
Monday, April 28, 2008
Thing #4
RSS feeds do speed up the process of staying current without continually going to the "favorites" list. I see many teachers use these at school to stay current with the news and such. Hence, the classroom has the ability to stay relevant. Sometimes, however, I see teachers get sucked into these time-consuming interests instead of paying attention to their class. They can be addicting. One needs to be careful.
Yes, there is always going to be information overload. There simply is too much "stuff" out there to process. One filters these feeds like they do the nightly news - sometimes you're in the right frame of mind and sometimes not. I enjoy reading feeds and such on Sunday mornings - it's better than the newspaper (and saves trees!) I'm also rested and ready to process the information again. Everything is a balance....
Yes, there is always going to be information overload. There simply is too much "stuff" out there to process. One filters these feeds like they do the nightly news - sometimes you're in the right frame of mind and sometimes not. I enjoy reading feeds and such on Sunday mornings - it's better than the newspaper (and saves trees!) I'm also rested and ready to process the information again. Everything is a balance....
Wednesday, April 23, 2008
Thing #3
Wow, look at all the resources for the blogs! I really love this one http://supportblogging.com/Links+to+School+Bloggers I'm curious to know how to link other blogs to mine. I imagine this is in future "lessons". It would be great to link the other educators' blogs at my high school as well as facilitate information I find useful on the web. It not only would be useful to share perspectives but ideas for the classroom. Students would naturally gravitate to this type of communication. They are already pros at Facebook, My Space, and IM. Now teachers can assess students with a medium that appeals to the learner.
Imagine asking students to explain how a certain biology concept works or have them make their own study guides for tests. Each person gets one topic to explain in their own words. Or in Language Arts a whole class can discuss and reflect on a literature piece. The possibilities are endless. Students could find web links to certain topics in history, math, etc. and share. You can use this for any content area.
So, what if someone prints inaccurate information on the blog? I think a lot of learning is discerning fact from fiction. How do you know and validate the inconsistencies, half truths, and misrepresentations? I once had a teacher who refused to haggle over test points. If you disagreed with the "correct" answer, you needed to give a written response with proof from the text or another reliable source. This caused me to dig deeper and clarify my own thinking. Is this not true intrinsic learning? Isn't this what we want our students to be able to do as a real world application? I think so :-)
Imagine asking students to explain how a certain biology concept works or have them make their own study guides for tests. Each person gets one topic to explain in their own words. Or in Language Arts a whole class can discuss and reflect on a literature piece. The possibilities are endless. Students could find web links to certain topics in history, math, etc. and share. You can use this for any content area.
So, what if someone prints inaccurate information on the blog? I think a lot of learning is discerning fact from fiction. How do you know and validate the inconsistencies, half truths, and misrepresentations? I once had a teacher who refused to haggle over test points. If you disagreed with the "correct" answer, you needed to give a written response with proof from the text or another reliable source. This caused me to dig deeper and clarify my own thinking. Is this not true intrinsic learning? Isn't this what we want our students to be able to do as a real world application? I think so :-)
Sunday, April 20, 2008
Welcome to my new and "improved", blogging page. Yes, I am still on a learning curve. There is no success like failure (or so I'm told). Being the imperfect perfectionist, I deleted the page I had worked on all afternoon in an attempt to edit some paragraph spacing. Although temporarily frustrated, I will begin to recreate. Where is that "undo" button when you need it?
The purpose of this blogging exercise was to complete an online technology course titled "23 Things" in which you learn, obviously, 23 new technology tools. I decided to begin my course work for a variety of reasons. Yes, I certainly need the skills to facilitate change in the building in which I work. If we are to educate children quicker and better, we need to adjust how we deliver content and how that content is learned. Secondly, in the leadership survey I sent out to staff to assess my leadership capabilities, staff responded that this was an area for me to seek improvement. So, with their honest feedback I begin the journey. However, I'm not traveling alone. I asked staff if they were interested in starting a technology user group on Mondays after school. Over half the staff responded affirmatively. Hence, the Teacher Geekers were born. We meet weekly to teach each other. Last week we were introduced to podcasting. This week we are working on IMovies and the PC equivalent. Next week two teachers will teach us LuLu with blogging slotted after that. We all take turns with the lead. The purpose is to familiarize ourselves with new techniques that we can master over the summer to use in the classroom next fall.
With that in mind, the article in Thing #1 ("A day in the Life of Web 2.0" by David Warlick) was a timely piece of what life in a real Millennium class (or whatever they are now called) might look like. We say we are good users of technology, but in reality we haven't a clue what the end result should look like. The article articulates the meshing of cross-curricula with technology. We, as teachers, are not just facilitators of knowledge. We "allow" learners to be self-directed, intrinsic, individuals - learning, truly, for the sake of learning in ways that meets their needs (and not just ours). We can no longer be the sage on the stage. We, simply, do not have the amount of knowledge the children of today will need tomorrow. The information is increasing exponentially minute by minute. We just can't keep up. The best we can do is to show students how to find and evaluate the information available and to synthesize that information to problem solve tomorrow. I am going to pass along the article on Monday. It is rich and deserving of much conversation.
Thing #2 dealt with creating a blog. As I've already elaborated, practice makes perfect. Lots of practice! No, I am not intimidated that my writing is posted for all the world to see. Human beings enjoy feedback and being able to express our position on topics. We enjoy giving our perspective even when others do not agree. If we were all of the same mind, the "group think" would kill us for sure. We learn best from each other as we build our knowledge framework. We continue to adjust and readjust as our learning is enhanced. Many cultures respect the aged because of their rich knowledge and experiences. How better to capture that than with this type of journaling. Yes, I did postpone starting my assignments due to Spring break. I'm ready now to dig in my heels, learn, and pass on what I know. Buckle up, it's going to be a bumpy ride... well hopefully not too bumpy :-)
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