Tuesday, January 29, 2008
Wanted: Teachers
While all the talk of teaching and students at Educon2.0 was enjoyable, it felt good to be back in the classroom Monday. Normally, that would be enough. This Monday was special.
Konrad Glogowski and I have been following each other's writings and thoughts for about two years. Though he tends to be immensely smarter than I, we share many ideas.
As we were leaving Educon2.0, on a whim, I asked Konrad what time he flew out Monday. Turned out he wasn't leaving until 7 pm.
Now, I'll say this plainly, my idea was to invite him to sit in one some classes. "Can I teach your class?" he asked jokingly - I'm fairly certain it was jokingly.
I'm not one to pass up a good idea.
Monday, Konrad rocked the house.
From sharing his own experience with poetry as a student to calling a student up to create an improvised poem where she opened up in what many would consider a vulnerable way, Konrad rocked the house.
After having the class walk within one block in any direction of SLA and "zoom in on what's important," we all returned to SLA's cafe and engaged in a discussion of poetry, revision, authorial choice, etc.
The thing that hit me was the fact it didn't matter to Konrad that the students spread out to write whilst the rest of the class discussed. Those same students dropped into and out of the conversation as they heard something worth their attention.
Over lunch, with several members of the SLA faculty, we debriefed. One thread of the discussion was on the use of space within SLA. Our classrooms extend beyond their 4 conventional walls. On any given day, my students can be found in cubbies, nooks, offices, hallway tables and floors outside my room learning.
I know this isn't unique. I'm glad it's not. The thing that struck me about the goings on during Konrad's lesson and the thoughts batted about during lunch, were the commonalities in our styles, our approaches and beliefs.
This speaks to my and Chris' contention that SLA is not unique. Chris said at Sunday's panel discussion that we sadly rare, but I'm not certain that is true either. We know how to connect, how to tell our story, how to engage with other like-minded individuals, and we're learning how to do each of those things more effecitvely. Our drive to tell our story may be the rarity. I have to believe that great things are happening in many classrooms and schools around the world; they just don't know how to talk about it yet.
What happened Monday was a first for me. Try it. Find a teacher in your network and invite them to teach your class. This could be via skype, via chat, via ustream, whatever method you choose. And, if I am part of your network, I offer this open invitation - come teach my class.
Thursday, January 17, 2008
Spencer Wells Comes to SLA - Live Blogged
Dr. Spencer Wells, Explorer in Residence at NG, heads Human Genographic Project
Goal is to answer the simple question of where people come from. Polled immigrant students on where their parents came from. How different are we, really?
Population geneticist - field trying to figure out the answer to that question.
How do you explain the patterns of human diversity?
Broken into sub-questions:
Are we, in fact, all related to each other?
how did we come to populate every corner of the globe and generate the diversity we see?
Darwin's second book, the Descent of man. In each great region of the world the living...
Darwin answered the question over a century ago, "We came from Africa." But Darwin was talking about ancient ancestry. Didn't address the issue of humans. He was talking about things that happened a long time ago.
Apes appear in Africa 23 million years ago.
Fist African exodus 15 million years ago.
We want to know about the origins of the human species, not apes.
Paleoanthropology - digging things up out of the ground and determining ancestry based on shape. Actually relies on very little data. Completely changes the interpretations of where we came from. Three species of hominids found in the same place. Were living in the same place in the same time. Don't know which we actually descended from.
Usually use shape as the only data. Linneas first gave us binomial nomenclature.
The question of origin is really a genealogical question.
3 billion units of DNA in each human cell.
Nice job of comparing copying a book by hand to copying of genetic material.
When they get passed down through the generations, they become markers of descent.
People are 99.9% the same. comparing genographic information from five people to search for variation.
Imagine the DNA sequences are like real words. We're looking at the variable information.
"FIX" and "CAT"
We count the number of changes to get us back to the common ancestor "DOG."
Africans have been accumulating these mutational changes longer than any other group of people. This means Darwin was correct and humans started in Africa. Left Africa 60,000 years ago.
Showing a map of believed migratory paths.
Book, The Journey of Man and PBS film of the same title.
Genographic Project:
Regional offices with the goal of sampling indigenous people.
Between 100 and 300 million indigenous people in the world.
Can go on website and get yourself tested.
Net proceeds to legacy fund to help the indigenous tribes maintain educational and cultural programs.
Migrating from homelands to dominant cultures means a sacrifice of culture. About 6,000 languages spoken in the world today. Maybe only 500-600 languages spoken by the end of the century.
Indigenous cultures tell us about natural sources for treatment medicines. Losing cultural knowledge means losing links to important information.
Participants get deeper knowledge.
Showing information from Miss Hull. Showing a map of the migration of Hull's ancestors. Amazing. Her ancestors killed off the Neanderthals. Traced back to a single female ancestor, most successful female group.
Q&A:
Evolved more in the last 10,000 years than we did in the prev. 100,000.
We will be giving up hunter gatherers because of globalization.
Science and Religion: As a scientist, you have to stay away from religion and be as objective as you can. Average Brazilian has no idea what their ancestry is.
Are we turning back into monkeys? No evidence we are devolving.
Interesting question to end on.
Image Credit: http://einside.kent.edu/files/Feb192007/spencerwellscrop.jpg
Goal is to answer the simple question of where people come from. Polled immigrant students on where their parents came from. How different are we, really?
Population geneticist - field trying to figure out the answer to that question.
How do you explain the patterns of human diversity?
Broken into sub-questions:
Are we, in fact, all related to each other?
how did we come to populate every corner of the globe and generate the diversity we see?
Darwin's second book, the Descent of man. In each great region of the world the living...
Darwin answered the question over a century ago, "We came from Africa." But Darwin was talking about ancient ancestry. Didn't address the issue of humans. He was talking about things that happened a long time ago.
Apes appear in Africa 23 million years ago.
Fist African exodus 15 million years ago.
We want to know about the origins of the human species, not apes.
Paleoanthropology - digging things up out of the ground and determining ancestry based on shape. Actually relies on very little data. Completely changes the interpretations of where we came from. Three species of hominids found in the same place. Were living in the same place in the same time. Don't know which we actually descended from.
Usually use shape as the only data. Linneas first gave us binomial nomenclature.
The question of origin is really a genealogical question.
3 billion units of DNA in each human cell.
Nice job of comparing copying a book by hand to copying of genetic material.
When they get passed down through the generations, they become markers of descent.
People are 99.9% the same. comparing genographic information from five people to search for variation.
Imagine the DNA sequences are like real words. We're looking at the variable information.
"FIX" and "CAT"
We count the number of changes to get us back to the common ancestor "DOG."
Africans have been accumulating these mutational changes longer than any other group of people. This means Darwin was correct and humans started in Africa. Left Africa 60,000 years ago.
Showing a map of believed migratory paths.
Book, The Journey of Man and PBS film of the same title.
Genographic Project:
- Global DNA sampling
- Public participation
- A Legacy Fund
Regional offices with the goal of sampling indigenous people.
Between 100 and 300 million indigenous people in the world.
Can go on website and get yourself tested.
Net proceeds to legacy fund to help the indigenous tribes maintain educational and cultural programs.
Migrating from homelands to dominant cultures means a sacrifice of culture. About 6,000 languages spoken in the world today. Maybe only 500-600 languages spoken by the end of the century.
Indigenous cultures tell us about natural sources for treatment medicines. Losing cultural knowledge means losing links to important information.
Participants get deeper knowledge.
Showing information from Miss Hull. Showing a map of the migration of Hull's ancestors. Amazing. Her ancestors killed off the Neanderthals. Traced back to a single female ancestor, most successful female group.
Q&A:
Evolved more in the last 10,000 years than we did in the prev. 100,000.
We will be giving up hunter gatherers because of globalization.
Science and Religion: As a scientist, you have to stay away from religion and be as objective as you can. Average Brazilian has no idea what their ancestry is.
Are we turning back into monkeys? No evidence we are devolving.
Interesting question to end on.
Image Credit: http://einside.kent.edu/files/Feb192007/spencerwellscrop.jpg
Tuesday, January 15, 2008
On Editing
Our 9th Graders are working on fractured fairy tales for their benchmark. Last night's homework was to complete their rough drafts. Because these will be incorporated into children's picture books, there's a word limit of 500. It does an English teacher's heart good to have students complaining they absolutely cannot write anything under 596 words.In an effort to stem the onset of AEP (Adolescent Editing Phobia), I'm turning back to my roots - my college roots.
There were a few things I garnered from my formal college education, truly a few. One of them was comparative adverbial forms such as, "He slowed down more slowly than she did." The other was from Professor Bob Broad - The Writer's Memo.
I remember writing my first memo in Broad's class. I remember thinking it was a complete waste of time. I remember getting my draft back with memo and comments and realizing I had just learned something about editing.
Today, my 9th graders will be turning in their rough drafts, writing their memos and trading papers. I'm hoping for goodness. I realize not every student is going to get as much out of the writers memo as I did. Still, I'm hoping it will be a start to a larger conversation over what it takes to truly get worthwhile peer review happening on a draft.
If not, I'll move on to comparative adverbial phrases.
More later.
Image credit: http://flickr.com/photos/skylover/455669442/
Blogged with Flock
Monday, January 14, 2008
Frustrations in Radioland
My 2.0 tools are running into Beta problems.Currently, my tenth graders are working on creating podcasts in the vein of "This American Life" by interviewing and recounting the stories of people they may or may not know around the theme of sacrifice. This all ties back to the plight of Janie from Zora Neal Hurston's Their Eyes Were Watching God.
We spent days listening to stories and watching some superb material from Current posted on Youtube where Ira Glass explains storytelling. We deconstructed, timelines were created, and now...
A handful of students are creating some superb content. The majority look at me in class as though I'm completely unreasonable not lower my expectations.
The thing is, my frustration comes from my inability to take them any further in the process. At some point, I have to say, "That's all the scaffolding I can provide." My frustration comes from giving them all the tools I can to help them succeed and then having to step back. My frustration comes from realizing I can't actually do the work for them and achieve the ultimate goal.
Many of my students have decided their success depends on an external locus of control. Mainly, this happens when they come to the portion where they must edit the material they've collected. As much as I warned, (and it often included much failing about whilst speaking) many of the students approached editing as though it were an afterthought. This is not at all unlike their approach to editing in the writing process. Unfortunately they come to the rather stark realization that this whole process takes supreme amounts of focus. At that point, any number of reasons are batted about as to why they cannot complete the project.
One class' audio is due tomorrow. I'm not sure what to expect.
The question that circles in my head is what can be done? This is not a new problem - for me or any educator. And so, here's the point of reflection, what's to be done?
If nothing else, the situation is a lovely example of the fact it's not the tools that get kids to succeed.
And then...
As I finished typing the last sentence a student walked in to ask where he needed to return the Snowball mic he had been using. The student had been working for two-and-a-half hours to translate an interview he'd done with his father about the decision to move his family from Bangladesh 5 years ago and the effect it had on the student.
Mind you, this is a student I've seen limited academic work from thus far, mainly because the academic vocabulary develops so much more slowly than the conversational vocabulary. He's here, two-and-a-half hours after school ended. That's never happened with a traditional writing assignment.
Maybe I'm not doing everything right, but maybe I'm doing something right.
More later.
Image from http://flickr.com/photos/perikita/141716937/
Monday, January 07, 2008
Pownce!
My inbox held this message last night:You're invited to Pownce!
I'd forgotten I'd signed up for an invite to Pownce a little over a month ago. In fact, I'd forgotten what it was. Given the pace at which tools hit the web, I'm hesitant to try many things out. Pownce wins.
Think of it as "Twitter on steroids" as Marcie said. The setup is similar, but it's also ready with a desktop app that runs on Adobe AIR.
The big draw for me is the range of tools Pownce brings to the table:
- No 140-character limit which was cute in the beginning, but frustrating when I need to say something more intricate.
- 10 MB file transfer capabilities (100 MB if you pony up the $20/yr. for a pro account)
- Link posting capabilities (I know this is easy in twitter, but it's still nice.)
- Event posting capabilities.
So, I've a few invites left for Pownce for those who are interested (It's still in Beta, so admission is invite-only). As soon as the network's big enough, I'll be deleting my twitter account. Yeah, that's how much I believe in it.
It will be interesting to see if/how soon this app gets snatched up by the likes of Google, Myspace, Facebook or the like.
Wednesday, December 05, 2007
Off the Road Again
Back in the classroom after a week in Long Beach working with the Freedom Writers Foundation to engage, enlighten and empower a group of 30 educators from across the country. It was my first extended absence from SLA, and I wasn't sure how things would play out with my sub.
Moodle was helpful in automating my class, but the substitute was, shall we say, "colorful."
While that could be seen as working for me in that my students heralded my return, the loss of face time, of structure, of concrete learning in my absence was worrisome.
While I'm uncertain of the degree to which I should accept the truthfulness of their statements, my students reported the substitute teacher said that iPods were outlawed in the city of Philadelphia, that working in groups was not allowed (I left a group assignment and outlined it as such in my lesson plans) and that moodle was off limits.
I hate leaving my kids with anyone else. It comes with the vibe of teaching the "Classroom of Love." Still, I should be able to. The tools exist. In many lessons, I approach the goal of facilitating self-directed learning over simply teaching.
Why, then, does leaving the room to a substitute create the havoc it does? The substitute teacher was a former full-time educator, she has had her own classroom. As such, the execution of the lesson plan should have been simple and effective. Though across the country, I was still facilitating. And yet.
The system was broken somewhere. That's my initial response. Further consideration pushes me to think that perhaps the teacher, the actual person, is of more importance than thought. The tools, the collaboration, the self-direction - all tied up with the presence of the teacher.
Is this true? Poke holes.
More later.
Moodle was helpful in automating my class, but the substitute was, shall we say, "colorful."
While that could be seen as working for me in that my students heralded my return, the loss of face time, of structure, of concrete learning in my absence was worrisome.
While I'm uncertain of the degree to which I should accept the truthfulness of their statements, my students reported the substitute teacher said that iPods were outlawed in the city of Philadelphia, that working in groups was not allowed (I left a group assignment and outlined it as such in my lesson plans) and that moodle was off limits.
I hate leaving my kids with anyone else. It comes with the vibe of teaching the "Classroom of Love." Still, I should be able to. The tools exist. In many lessons, I approach the goal of facilitating self-directed learning over simply teaching.
Why, then, does leaving the room to a substitute create the havoc it does? The substitute teacher was a former full-time educator, she has had her own classroom. As such, the execution of the lesson plan should have been simple and effective. Though across the country, I was still facilitating. And yet.
The system was broken somewhere. That's my initial response. Further consideration pushes me to think that perhaps the teacher, the actual person, is of more importance than thought. The tools, the collaboration, the self-direction - all tied up with the presence of the teacher.
Is this true? Poke holes.
More later.
Sunday, October 21, 2007
A Convoluted Job? (This title means it's about something that missed the mark.)
A classroom pushes upon a teacher a daily, sometimes hourly, choice - say what my big boy brain knows is right or hand control over to 5-year-old me.
One of what I hope are a multitude of reasons I am entrusted with the growth and development of young minds is my proclivity to listening to my big boy brain. Mocking a student's ideas would undermine what we're (teachers and students) all in the classroom to do - build, challenge and support. It would also invalidate whatever community or trust has been created in the classroom.
The same is to be said of a faculty meeting. We're in the room to improve how we put our axioms into practice. Again, the big boy brain is the tool of choice. Tearing down a colleague's idea in a way that also calls into question the integrity or ability of that colleague would open the door to me teaching in isolation - and not by choice.
I preface with these statements because it gets to the meat of what's been troubling me about James Farmer's post "A Con-Job?" Farmer takes issue with the axioms on which EduCon 2.0 is built. More specifically, he seems to take issue with the semantics of those axioms.
Though EduCon is to take place at my school, I've little interest in arguing for or against Farmer's thinking (others are involved in that discussion). My interest is really in the tone of the post.
It's a cat post. It's talking about someone and then pretending you weren't when they walk up. Most importantly, it's not helpful. That's what gets stuck in my craw. Farmer's tone is one of degradation. It does not strike the reader as a post interested in discourse, but of one interested in disarming. Were a colleague to "poke holes" in an argument of mine or of a peer using words and phrases like "codswaddle" and "No shit, Sherlock" the conversation would be over. Though it could be argued an axiom should make one respond with such an Arthur Conan Doylian invocation of the vernacular.
It could be argued the post was not meant for discussion, but then why choose a global forum?
It could be argued that Farmer was unaware of the tone of the post. This is unlikely from someone whose own axiom states:
One of what I hope are a multitude of reasons I am entrusted with the growth and development of young minds is my proclivity to listening to my big boy brain. Mocking a student's ideas would undermine what we're (teachers and students) all in the classroom to do - build, challenge and support. It would also invalidate whatever community or trust has been created in the classroom.
The same is to be said of a faculty meeting. We're in the room to improve how we put our axioms into practice. Again, the big boy brain is the tool of choice. Tearing down a colleague's idea in a way that also calls into question the integrity or ability of that colleague would open the door to me teaching in isolation - and not by choice.
I preface with these statements because it gets to the meat of what's been troubling me about James Farmer's post "A Con-Job?" Farmer takes issue with the axioms on which EduCon 2.0 is built. More specifically, he seems to take issue with the semantics of those axioms.
Though EduCon is to take place at my school, I've little interest in arguing for or against Farmer's thinking (others are involved in that discussion). My interest is really in the tone of the post.
It's a cat post. It's talking about someone and then pretending you weren't when they walk up. Most importantly, it's not helpful. That's what gets stuck in my craw. Farmer's tone is one of degradation. It does not strike the reader as a post interested in discourse, but of one interested in disarming. Were a colleague to "poke holes" in an argument of mine or of a peer using words and phrases like "codswaddle" and "No shit, Sherlock" the conversation would be over. Though it could be argued an axiom should make one respond with such an Arthur Conan Doylian invocation of the vernacular.
It could be argued the post was not meant for discussion, but then why choose a global forum?
It could be argued that Farmer was unaware of the tone of the post. This is unlikely from someone whose own axiom states:
"Too often we hold back users through unnecessary constraints when we could be encouraging expression, exploration and achieving far greater success through incorporating subversion."An "unnecessary constraint" exists in Farmer's tone. Rather than welcoming forthright debate, he chooses language that operates more on a level of mockery. Any hopes of an elevated argument are lost in his eliciting of ire and emotion. This is bad design. To be sure, Farmer has incorporated subversion, so long as there's such a thing as self-subversion.
Sunday, September 30, 2007
Long Time Gone
So, a bit's happened since last I posted. If you permit, a bit on my personal life. I'll get back to the professional hobnobbery soon.
Three weeks ago, I received an e-mail, now I live in Philadelphia and start tomorrow with the gang at the Science Leadership Academy. The last few weeks have been some of the most trying and growth forcing of my life. Tonight, I sit in the living room of a new colleague who is giving me shelter after my initial hopes of an apartment fell through waiting for the first home-cooked meal in over three weeks.
Tomorrow, I visit the wonderful people of the central office of the Philadelphia public schools and work out exactly how I'll be securing my emergency certification.
After the day is done, I'll be signing a lease and moving in to a new apartment.
The process of packing up my life, bidding farewell to my Floridian friends, telling my students, working out out-of-state certification, has been trying.
With even the little perspective that one day in Philly has offered, it is a grand and exciting adventure that I've embarked upon.
New students, new peers, new tools, a new city (I'm all about listing at the moment) - they await me on this new horizon.
One of the aspects that interests me is the continued communication that will happen between my students in Florida and I. Through this blog, my teacher myspace page, e-mail and ANGEL, we will be able to participate and educate one another from afar. I don't have a clear picture of what that will entail, but I know I look forward to the new lexicon to be formed by all parties.
For now, I prepare for the coming day and credit my arrival for the good fortune of the Phillies this afternoon. I wonder if I can take them all the way to the World Series.
Three weeks ago, I received an e-mail, now I live in Philadelphia and start tomorrow with the gang at the Science Leadership Academy. The last few weeks have been some of the most trying and growth forcing of my life. Tonight, I sit in the living room of a new colleague who is giving me shelter after my initial hopes of an apartment fell through waiting for the first home-cooked meal in over three weeks.
Tomorrow, I visit the wonderful people of the central office of the Philadelphia public schools and work out exactly how I'll be securing my emergency certification.
After the day is done, I'll be signing a lease and moving in to a new apartment.
The process of packing up my life, bidding farewell to my Floridian friends, telling my students, working out out-of-state certification, has been trying.
With even the little perspective that one day in Philly has offered, it is a grand and exciting adventure that I've embarked upon.
New students, new peers, new tools, a new city (I'm all about listing at the moment) - they await me on this new horizon.
One of the aspects that interests me is the continued communication that will happen between my students in Florida and I. Through this blog, my teacher myspace page, e-mail and ANGEL, we will be able to participate and educate one another from afar. I don't have a clear picture of what that will entail, but I know I look forward to the new lexicon to be formed by all parties.
For now, I prepare for the coming day and credit my arrival for the good fortune of the Phillies this afternoon. I wonder if I can take them all the way to the World Series.
Thursday, August 30, 2007
What it Takes...
After a week and a half of engaging kenesthetic activities. I changed directions with my students today. We talked. That was it. We talked. They wrote, they thought and we talked.
The opening question - their bellwork, what got the ball rolling - was a simple query, "Is diversity a good thing?"
Underneath, on the board, read the parenthetical note, "If you do not know the definition of 'diversity,' look in your dictionary."
Let me say this before moving on - they actually looked in the dictionary. Even better, at tables where both students were stymied as to the denotative meaning of the word, I watched as one table partner waited patiently (not getting off task) for the other person to finish with their Webster's work so they could have a full understanding. It really is an amazing thing to see such dedication to getting it right.
As is oft my role, when they had written their initial thoughts, I played devil's advocate depending on the majority's opinion. It really was some fantastic discussion.
At the end of 7th period, Jamie announced to the class, "This class made me think some things that I didn't think before." Any educator knows it's not often that you get a child to realize, let alone pronounce, a paradigm shift.
One of the places a few of the discussions wound around to was shoes. I polled the class on an acceptable maximum amount for an 8th grader to spend on a pair of shoes. We had been talking footwear as an example of following the crowd rather than one's one drum. Jordan's were the favorite though none of my students was alive to see MJ play live. The mean acceptable price was around $110.
We talked about why brand names were "important" and whether or not acquiring one's clothing from Wal-Mart was a mark of shame. The whole thing set me to thinking about where to take the discussion next. Not with every class, just the ones who showed interest. After a little reflection, here's what I've got:
Anxious for thoughts and suggestions. Anyone have a class they'd like to have compare themselves to mine?
More later.
The opening question - their bellwork, what got the ball rolling - was a simple query, "Is diversity a good thing?"
Underneath, on the board, read the parenthetical note, "If you do not know the definition of 'diversity,' look in your dictionary."
Let me say this before moving on - they actually looked in the dictionary. Even better, at tables where both students were stymied as to the denotative meaning of the word, I watched as one table partner waited patiently (not getting off task) for the other person to finish with their Webster's work so they could have a full understanding. It really is an amazing thing to see such dedication to getting it right.
As is oft my role, when they had written their initial thoughts, I played devil's advocate depending on the majority's opinion. It really was some fantastic discussion.
At the end of 7th period, Jamie announced to the class, "This class made me think some things that I didn't think before." Any educator knows it's not often that you get a child to realize, let alone pronounce, a paradigm shift.
One of the places a few of the discussions wound around to was shoes. I polled the class on an acceptable maximum amount for an 8th grader to spend on a pair of shoes. We had been talking footwear as an example of following the crowd rather than one's one drum. Jordan's were the favorite though none of my students was alive to see MJ play live. The mean acceptable price was around $110.
We talked about why brand names were "important" and whether or not acquiring one's clothing from Wal-Mart was a mark of shame. The whole thing set me to thinking about where to take the discussion next. Not with every class, just the ones who showed interest. After a little reflection, here's what I've got:
- Each student picks a country (most likely a Third World counry).
- They use the CIA World Factbook to find: children per capita, average annual income per capita, possibly mortality rate per capita
- Each student then finds the retail price for each item it took to prepare him/her for school that day. (This would include hygeine products, et al.)
- The student finds the total cost of being him/her and multiplies it x7 to get the cost per week.
- The student then compares the findings.
Anxious for thoughts and suggestions. Anyone have a class they'd like to have compare themselves to mine?
More later.
Friday, August 24, 2007
The First Week
It's only been five days and my room smells like stale coffee again. I'm not certain I can't say the same for the inside of my body as well.
I'm finally keeping up with my feeds again, and reading some great stuff. For whatever reason, I can't access twitter via G-chat. Luckily, I've got twitbin to keep me connected.
My kids this year are tremendous. I've almost 120 students and they have each impressed me in some way already. I'm trying to make at least two calls home each night - positive calls.
Two nights ago, I called and spoke to a mother to tell her how impressed I was that her son didn't miss a beat after being out sick for a day on the first week. She told me she had already seen an improvement in self-confidence after three days and that her son had begged to go to school with a fever the day he was out. I thanked her for saving us from and endemic before I hung up the phone.
I feel like we're all on our game even more than last year. We started with a non-traditional open house. I'm teaching Grades 8 and 10 this year. Rather than rotating parents and students through each classroom and having them listen to teacher presentations that were remarkably similar, we set up paperwork in the literacy center and all of the teachers were available to talk in the common area. Here's the key, we made it a potluck dinner.
Some people on campus felt slight trepidation over whether or not our parents would show, let alone bring a dish to share. Their concerns were not without reason; our first year, about 7 familes showed up for our Open House. This year, we were only missing 7 families out of the 8th grade! It was tremendous. I got to shake each student's hand, find out a little about them and eat brownies. It's not a perfect world, but it's close to it.
This first week has been dedicated to class/family building and policies and procedures. Today, we wrap up the Coat of Arms project procured from Erin Gruwell. The first day, they were quiet and not too engaged. It was a slow start. Today, as the deadline hung in front of them, students who were already finished sat next to students who were a little behind and helped search for and cut out images that symbolized their goals, achievements and things/people of value.
I have been operating at 11 for the entire week. I had also forgotten how exhausting teaching is when you do it right. I haven't had the energy to go for a run after the marathon that is the school day. But, I wouldn't have it any other way. This weekend's agenda? Sleep. Maybe a little response to some entry and exit tickets.
Lesson plans? I've got the next two weeks planned out. It's a weird feeling.
More later.
I'm finally keeping up with my feeds again, and reading some great stuff. For whatever reason, I can't access twitter via G-chat. Luckily, I've got twitbin to keep me connected.
My kids this year are tremendous. I've almost 120 students and they have each impressed me in some way already. I'm trying to make at least two calls home each night - positive calls.
Two nights ago, I called and spoke to a mother to tell her how impressed I was that her son didn't miss a beat after being out sick for a day on the first week. She told me she had already seen an improvement in self-confidence after three days and that her son had begged to go to school with a fever the day he was out. I thanked her for saving us from and endemic before I hung up the phone.
I feel like we're all on our game even more than last year. We started with a non-traditional open house. I'm teaching Grades 8 and 10 this year. Rather than rotating parents and students through each classroom and having them listen to teacher presentations that were remarkably similar, we set up paperwork in the literacy center and all of the teachers were available to talk in the common area. Here's the key, we made it a potluck dinner.
Some people on campus felt slight trepidation over whether or not our parents would show, let alone bring a dish to share. Their concerns were not without reason; our first year, about 7 familes showed up for our Open House. This year, we were only missing 7 families out of the 8th grade! It was tremendous. I got to shake each student's hand, find out a little about them and eat brownies. It's not a perfect world, but it's close to it.
This first week has been dedicated to class/family building and policies and procedures. Today, we wrap up the Coat of Arms project procured from Erin Gruwell. The first day, they were quiet and not too engaged. It was a slow start. Today, as the deadline hung in front of them, students who were already finished sat next to students who were a little behind and helped search for and cut out images that symbolized their goals, achievements and things/people of value.
I have been operating at 11 for the entire week. I had also forgotten how exhausting teaching is when you do it right. I haven't had the energy to go for a run after the marathon that is the school day. But, I wouldn't have it any other way. This weekend's agenda? Sleep. Maybe a little response to some entry and exit tickets.
Lesson plans? I've got the next two weeks planned out. It's a weird feeling.
More later.
Thursday, August 09, 2007
Grrr and Argh
I sent a package to a friend of mine yesterday. He's heading into his first year of teaching and I want to give him all of the support I can. It wasn't until I jumped online and read a column from the
paper back home that I realized the package I sent was intellectually racy.
Inside, it held a copy of The Essential 55 by and Life's Greatest Lessons by Hal Urban. Both are books that saw me through my first years of teaching and to which I continue to turn. According to the column, though, one of the leaders of my district worries that The Essential 55 could be taken as condescending. Ron Clark is white, his students when he taught in Harlem were mainly African American and Latino.
Apparently, Clark was on the shortlist of keynote speakers at our back-to-school meeting. Last year's speaker was Willard Daggett and the year before that was Erin Gruwell.
According to the column, and I'm not taking any of it as gospel, the district administrator had reservations about Clark speaking because he thought it could be taken as condescending to listen to stories of how Clark took his students from Harlem on horizon-expanding field trips. Clark's efforts to teach etiquette in preparation for a trip to a formal restaurant reportedly found a particular sticking place in the administrator's craw. Lyons implies the administrator believes Clark's speech is condescending because he is a white teacher who was working mainly with students who didn't look like him. I'm not sure what to make of it or how those beliefs would reflect on my own teaching.
Two things are happening here that have me frustrated.
One, I'm none-too-impressed with Lyons' reporting. The column could have been held for next week in order to include the asst. superintendent's side of the story. As it reads now, the column is another in a growing collection of pieces that makes teachers and the school district feel as though they are at odds with the press.
The other element of contention is with the idea that the central office wasn't immediately forthcoming with the details.
Again, all we have to go on is what Lyons saw fit to print, but the idea that the district's spokesman tried to sidestep the issue at fist blush isn't exactly going to make any inroads toward a strong relationship between the district and the press. This is to say nothing of the fact that the column was going to run with or without the administrator's quote, so it makes more sense to be open on the front end than to have to clean up after the parade has passed by.
From both sides, we (community members and district employees) need sincerity over spin.
More later.
paper back home that I realized the package I sent was intellectually racy.Inside, it held a copy of The Essential 55 by and Life's Greatest Lessons by Hal Urban. Both are books that saw me through my first years of teaching and to which I continue to turn. According to the column, though, one of the leaders of my district worries that The Essential 55 could be taken as condescending. Ron Clark is white, his students when he taught in Harlem were mainly African American and Latino.
Apparently, Clark was on the shortlist of keynote speakers at our back-to-school meeting. Last year's speaker was Willard Daggett and the year before that was Erin Gruwell.
According to the column, and I'm not taking any of it as gospel, the district administrator had reservations about Clark speaking because he thought it could be taken as condescending to listen to stories of how Clark took his students from Harlem on horizon-expanding field trips. Clark's efforts to teach etiquette in preparation for a trip to a formal restaurant reportedly found a particular sticking place in the administrator's craw. Lyons implies the administrator believes Clark's speech is condescending because he is a white teacher who was working mainly with students who didn't look like him. I'm not sure what to make of it or how those beliefs would reflect on my own teaching.
Two things are happening here that have me frustrated.
One, I'm none-too-impressed with Lyons' reporting. The column could have been held for next week in order to include the asst. superintendent's side of the story. As it reads now, the column is another in a growing collection of pieces that makes teachers and the school district feel as though they are at odds with the press.
The other element of contention is with the idea that the central office wasn't immediately forthcoming with the details.
Again, all we have to go on is what Lyons saw fit to print, but the idea that the district's spokesman tried to sidestep the issue at fist blush isn't exactly going to make any inroads toward a strong relationship between the district and the press. This is to say nothing of the fact that the column was going to run with or without the administrator's quote, so it makes more sense to be open on the front end than to have to clean up after the parade has passed by.
From both sides, we (community members and district employees) need sincerity over spin.
More later.
Friday, July 27, 2007
I love how this guy thinks...
From Darren Kuropatwa:
Imagine a 20 minute lecture where all your students back channel about what you're saying. Outside guests or experts are invited in. Someone acts as a "rudder" to keep the conversation on track. The discussion is displayed on a SMARTboard or with a projector. The chatcast is immediately dumped into a wiki. The rest of the class is devoted to reorganizing the wiki clarifying what was said, answering questions (student to student as well as teacher to student; and don't forget the people, students, teachers, mentors or parents beyond the glass walls of the room) summarizing the big ideas, reframing the discussion in terms of what needs to be explained again and where we're going next. Imagine the possibilities ...
I want to be in that classroom as a student and as a teacher!
Long Time Gone
It's been too long since I last posted. Not on purpose. I flew out to Long Beach direct
ly after the Denver conference and jumped right in with the Freedom Writers Foundation. Tuesday, we wrapped up the July Freedom Writers Teacher Institute.
Twenty-four teachers ventured to Long Beach, CA for 5 days of truly empowering collaboration. I was fortunate enough to be part of June's Institute as well. Thus far, I've had the chance to meet each of the teachers going through the program including the frenetic bunch that with whom I went through.
Something is truly energizing about bonding with 20-some people with the same heart for kids.
The ties are truly amazing.
When I returned to Sarasota last October from my turn at the Institute, my friends and colleagues were eager to hear about my trip. The interest was strong and the questions the same, "So, what was it like?" "What did you guys do out there?" "What was Erin like?" even "Was it fantastic?"
I stumbled around like a zombie when I returned home. I was able to chalk it up to jetlag, but it was something more than that.
Every once in a while, I need to be reminded of why I'm a teacher, of the sense of purpose I that motivated me to enter the profession.
As it turns out, I didn't become a teacher to help students incorporate technology in their learning. I don't know that I even became a teacher to give kids the chance to work and think collaboratively. Hard as it is to believe, it wasn't to administer standardized tests or bring up flagging scores.
It actually all comes down to showing up everyday to show kids they have they have power, choices, ability and promise when they think that they do not.
I realize the details of the process are more intricate and the path much more winding than the idealism of my purpose appears to acknowledge, but I've got to remember that's where I'm rooted.
I had a chance during this last session to meet teachers who are truly amazing in their love and passion for helping their kids. Time and again, though, I heard these same teachers say they were unworthy or not up to snuff.
We cannot allow for the perpetuation of a system that takes its most dedicated workers and breaks them and makes them feel they are less than.
It's a big system, widely fractured. Still, when the last FWTI is complete, 150 teachers will have been trained and connected, creating a nationwide network of support and activism.
Many students have walked through my classroom door bruised or broken by what life has thrown at them. Though their maturity may mask and delay the effects, the same is happening to teachers.
Often, when we speak of teacher attrition, it is in reference to the difficulty of replacing them with new hires. Our focus must be on retention. How do you keep a great teacher in the classroom?
More later.
ly after the Denver conference and jumped right in with the Freedom Writers Foundation. Tuesday, we wrapped up the July Freedom Writers Teacher Institute.Twenty-four teachers ventured to Long Beach, CA for 5 days of truly empowering collaboration. I was fortunate enough to be part of June's Institute as well. Thus far, I've had the chance to meet each of the teachers going through the program including the frenetic bunch that with whom I went through.
Something is truly energizing about bonding with 20-some people with the same heart for kids.
The ties are truly amazing.
When I returned to Sarasota last October from my turn at the Institute, my friends and colleagues were eager to hear about my trip. The interest was strong and the questions the same, "So, what was it like?" "What did you guys do out there?" "What was Erin like?" even "Was it fantastic?"
I stumbled around like a zombie when I returned home. I was able to chalk it up to jetlag, but it was something more than that.
Every once in a while, I need to be reminded of why I'm a teacher, of the sense of purpose I that motivated me to enter the profession.
As it turns out, I didn't become a teacher to help students incorporate technology in their learning. I don't know that I even became a teacher to give kids the chance to work and think collaboratively. Hard as it is to believe, it wasn't to administer standardized tests or bring up flagging scores.
It actually all comes down to showing up everyday to show kids they have they have power, choices, ability and promise when they think that they do not.
I realize the details of the process are more intricate and the path much more winding than the idealism of my purpose appears to acknowledge, but I've got to remember that's where I'm rooted.
I had a chance during this last session to meet teachers who are truly amazing in their love and passion for helping their kids. Time and again, though, I heard these same teachers say they were unworthy or not up to snuff.
We cannot allow for the perpetuation of a system that takes its most dedicated workers and breaks them and makes them feel they are less than.
It's a big system, widely fractured. Still, when the last FWTI is complete, 150 teachers will have been trained and connected, creating a nationwide network of support and activism.
Many students have walked through my classroom door bruised or broken by what life has thrown at them. Though their maturity may mask and delay the effects, the same is happening to teachers.
Often, when we speak of teacher attrition, it is in reference to the difficulty of replacing them with new hires. Our focus must be on retention. How do you keep a great teacher in the classroom?
More later.
Tuesday, July 17, 2007
NSDC Breakout Session 2: Closing the Male Literacy Gap
[Live Blogged]
Kelly King, Principal
Dawn Ryan, Teacher
Boulder Valley Schools
Doing personal intros. Just got a tease of brain research. I'm feeling a little excited.
Showing a cartoon, "I need you to line up by attention span."
Telling a story by grown men to illustrate differences between boys and girls. I'm engaged. Boys throwing darts at each other in the dark.
Using cooperative learning to share brain research. My fact, "Boys get bored more easily than girls, requiring more varied stimulation to keep them attentive."
Just talked about the use of music as a buffer between conversations.
Stress hormones "coritzol(sp?)" go up when you're low on the pecking order.
"PET scans show the resting female brain is as active as the male brain working on a problem."
This creates different tendancies in motivational patterns between male and female brains.
Going to talk about male and female brains definitively for the purpose of making points.
"There are actual physical structural differences between the male and female brains."
Obj:
1. "at-riskness" among boys
2. understand chem. and struc. differences between male and female brains.
3. learn about effective inst. practice for addressing brain needs of both boys and girls.
Girls are outperforming boys in all industrialized countries in reading literacies.
(me - exam Phoenix's writing scores by gender)
Showing data on improvement of boys' scores since the school began focusing on boys.
They were in the Newsweek article "The Boy Crisis."
"With Boys and Girls in Mind" Education Leadership, Nov. 2004. - great stats. on boy achievement.
Collaborative investigation of a fact that we find interesting. Partner is "take the answers down 5 'whys'." (me - I want this slideshow)
For every 100 girls...
...suspended from school, there are 250 boys.
...expelled from school, there are 335 boys.
...who earn a masters degree, there are 62 males.
"Just the Facts" cards?
Sit and Get is tolerated by the neurological make-up of girls.
Biology is for cavemen. Sociology is advanced.
Key Brain Differences Impacting Learning:
New Yorker cover with "make-up" of teen brain.
Verbal-Spatial Difference: females have more coritcal areas in brain for verbal thinking. More resources for putting emotions into words.
Males more spatial thinking cortical areas. Males may need to prime pump before jumping in to descriptive writing. Females may need to hold model to get to thinking about concepts like rotating things in space.
Memory and Sensory Difference: Girls sing in tunes 6x more often. More boys are prone to color-blindness. Females see sharper more vivid color, more sensitive touch and acute sense of taste. This goes back to survival. Male better are depth perception, tracking objects through space, better at navigating through spatial areas. You recall an event using the senses you collected it with. Prime the pump differently to get more detail.
Frontal Lobe Development: develops in mid-20s for females, early 30s for males. Suppresses impulsive behavior. This is part of writing and risk-taking behaviors.
Cross-Talk Between the Hemispheres: Females have 20% more thickening between corpus colosum than males. More nerves, more communication between hemispheres. Male brain compartmentalizes and lateralizes brain activity. Female brain disperses activity around the brain to solve the same problem. When there's a learning problem, it's more difficult for the male brain to delegate problems. This points to stroke recovery and females regaining speech function better. Males tend to operate more in the left hemisphere, females in right hemisphere. Right side thinks more about problems and anxieties. 75% of divorces are initiated by females. Male brain is more learning fragile (disabilities). Female brain more emotionally fragile (anxiety, eating disorders, depression). Compartmentalization can lead to boys focusing on one thing and blocking other input out.
Natural Aggression: Testosterone (males), Oxytosin (bonding hormone) (females), oxytosin spikes in males during sex then goes back down again. Oxytosin inspires girls to want to be liked, fit in, belong. Boys have less oxytosin which creates a disconnect between boy investment in school.
Neural Rest States: Boys are gone when they go there. Girls can still be intaking a little bit. Might as well be talking to a wall at this point with boys.
Need natural light for good brain chemistry.
Book Suggestions:
Action-Packed Classrooms, Summerford (K-5)
Learning with the Body in Mind, Jensen
Action Strategies..., Wilhelm
Asked fourth grade writing students to act out the differences between "editing" and "revising" without speaking. Leader was responsible for interpreting movements.
What a complete sentence is: Took sentence strips, color coded nouns, verbs and finishers. Gave each of 5 groups a bunch of possibilities with a "Bank of Punctuation." Gave kids 5 minutes to build complete, perfectly-punctuated sentences. Had to explain, "why they needed a comma or an exclamation point instead of a period."
(me - audience is entirely engaged!)
Boys have less access to sensory details. This makes it more difficult for them to integrate those details into their writing.
Inverse relationship between quality of illustration and volume (quality?) of writing.
Bring in music to create a mood, think of colors that would create a mood and THEN put that mood into words. Need to do more priming of the pump for boys.
Putting vocab. words to music. Spelling words with elbows and then backsides. (hilarious!)
Too many words make the ideas too difficult. 8 purposes of writing simplifies things. Give them right visual-spatial tools to kids for the job you're trying to get them to do. Visual construct must match intended verbal output.
Video games give things a better safety for pecking order movement.
Throw gender grouping into small grouping every once in a while. Expand topics that appeal to boys. Stop censoring boys interests.
"A good book for a boy is one he wants to read." (Moloney, 2002)
In writing classroom, use "crappy prompts" to get kids to make writing their own.
"If the bum is numb, the brain is the same."
I'm Glad I'm a Boy, I'm Glad I'm a Girl (1970)
"Me Read? No Way!" - Ontario Provincial Government
Kelly King, Principal
Dawn Ryan, Teacher
Boulder Valley Schools
Doing personal intros. Just got a tease of brain research. I'm feeling a little excited.
Showing a cartoon, "I need you to line up by attention span."
Telling a story by grown men to illustrate differences between boys and girls. I'm engaged. Boys throwing darts at each other in the dark.
Using cooperative learning to share brain research. My fact, "Boys get bored more easily than girls, requiring more varied stimulation to keep them attentive."
Just talked about the use of music as a buffer between conversations.
Stress hormones "coritzol(sp?)" go up when you're low on the pecking order.
"PET scans show the resting female brain is as active as the male brain working on a problem."
This creates different tendancies in motivational patterns between male and female brains.
Going to talk about male and female brains definitively for the purpose of making points.
"There are actual physical structural differences between the male and female brains."
Obj:
1. "at-riskness" among boys
2. understand chem. and struc. differences between male and female brains.
3. learn about effective inst. practice for addressing brain needs of both boys and girls.
Girls are outperforming boys in all industrialized countries in reading literacies.
(me - exam Phoenix's writing scores by gender)
Showing data on improvement of boys' scores since the school began focusing on boys.
They were in the Newsweek article "The Boy Crisis."
"With Boys and Girls in Mind" Education Leadership, Nov. 2004. - great stats. on boy achievement.
Collaborative investigation of a fact that we find interesting. Partner is "take the answers down 5 'whys'." (me - I want this slideshow)
For every 100 girls...
...suspended from school, there are 250 boys.
...expelled from school, there are 335 boys.
...who earn a masters degree, there are 62 males.
"Just the Facts" cards?
Sit and Get is tolerated by the neurological make-up of girls.
Biology is for cavemen. Sociology is advanced.
Key Brain Differences Impacting Learning:
New Yorker cover with "make-up" of teen brain.
Verbal-Spatial Difference: females have more coritcal areas in brain for verbal thinking. More resources for putting emotions into words.
Males more spatial thinking cortical areas. Males may need to prime pump before jumping in to descriptive writing. Females may need to hold model to get to thinking about concepts like rotating things in space.
Memory and Sensory Difference: Girls sing in tunes 6x more often. More boys are prone to color-blindness. Females see sharper more vivid color, more sensitive touch and acute sense of taste. This goes back to survival. Male better are depth perception, tracking objects through space, better at navigating through spatial areas. You recall an event using the senses you collected it with. Prime the pump differently to get more detail.
Frontal Lobe Development: develops in mid-20s for females, early 30s for males. Suppresses impulsive behavior. This is part of writing and risk-taking behaviors.
Cross-Talk Between the Hemispheres: Females have 20% more thickening between corpus colosum than males. More nerves, more communication between hemispheres. Male brain compartmentalizes and lateralizes brain activity. Female brain disperses activity around the brain to solve the same problem. When there's a learning problem, it's more difficult for the male brain to delegate problems. This points to stroke recovery and females regaining speech function better. Males tend to operate more in the left hemisphere, females in right hemisphere. Right side thinks more about problems and anxieties. 75% of divorces are initiated by females. Male brain is more learning fragile (disabilities). Female brain more emotionally fragile (anxiety, eating disorders, depression). Compartmentalization can lead to boys focusing on one thing and blocking other input out.
Natural Aggression: Testosterone (males), Oxytosin (bonding hormone) (females), oxytosin spikes in males during sex then goes back down again. Oxytosin inspires girls to want to be liked, fit in, belong. Boys have less oxytosin which creates a disconnect between boy investment in school.
Neural Rest States: Boys are gone when they go there. Girls can still be intaking a little bit. Might as well be talking to a wall at this point with boys.
Need natural light for good brain chemistry.
Book Suggestions:
Action-Packed Classrooms, Summerford (K-5)
Learning with the Body in Mind, Jensen
Action Strategies..., Wilhelm
Asked fourth grade writing students to act out the differences between "editing" and "revising" without speaking. Leader was responsible for interpreting movements.
What a complete sentence is: Took sentence strips, color coded nouns, verbs and finishers. Gave each of 5 groups a bunch of possibilities with a "Bank of Punctuation." Gave kids 5 minutes to build complete, perfectly-punctuated sentences. Had to explain, "why they needed a comma or an exclamation point instead of a period."
(me - audience is entirely engaged!)
Boys have less access to sensory details. This makes it more difficult for them to integrate those details into their writing.
Inverse relationship between quality of illustration and volume (quality?) of writing.
Bring in music to create a mood, think of colors that would create a mood and THEN put that mood into words. Need to do more priming of the pump for boys.
Putting vocab. words to music. Spelling words with elbows and then backsides. (hilarious!)
Too many words make the ideas too difficult. 8 purposes of writing simplifies things. Give them right visual-spatial tools to kids for the job you're trying to get them to do. Visual construct must match intended verbal output.
Video games give things a better safety for pecking order movement.
Throw gender grouping into small grouping every once in a while. Expand topics that appeal to boys. Stop censoring boys interests.
"A good book for a boy is one he wants to read." (Moloney, 2002)
In writing classroom, use "crappy prompts" to get kids to make writing their own.
"If the bum is numb, the brain is the same."
I'm Glad I'm a Boy, I'm Glad I'm a Girl (1970)
"Me Read? No Way!" - Ontario Provincial Government
Monday, July 16, 2007
NSDC Concurrent Session 1: Breaking Barriers to Learning
Live Blogging: Norwalk Community School District in Iowa
Starting off the presentation by showing Karl Fisch's "Did you Know? 1.0" I wonder how many people in the room have seen this before.
I wonder how many presenters will be using this. I wonder how many presenters will be making their own. Why not?
Just got through the "Name this country..." I always want to shout out the answer.
In under a year, how much of this information is outdated? Not to mention how many schools and districts will be presenting it at back-to-school events this year as though it's new?
Presentation Beginning:
How am I going to prepare students for a world that's not in existence now?
Quoting Pink's A Whole New Mind and three essential questions.
1. Can someone overseas do it more cheaply?
2. Can a computer do it faster?
3. Am I offering something that satisfies the monmaterial transcendent...
Prereq. Friedman quote: There are no more "American Jobs." There are only jobs.
Only 1/3 of school districts in Iowa are growing.
Not sure our mission statement is different from many others. What's different is how we act on them.
They have 7 student learning goals.
1. Communication Skills
2. Thinking and reasoning skills
3. interpersonal skills
4. personal and social responsibility
5. learning to learn (warlick happy?)
6. Technology
7. Expanding and integrating knowledge
Goals drafted after community input and search for a theme.
Referencing: Indicators of schools of quality.
We, as a district, were starting to form what's important to us. Modified indicators to align with parents, community and staff. Printed NSCC as their own.
Complete survey every 2-3 years.
Ask where students are and where they want to go next.
Referencing PLCs and Rick DeFour. Mission statements look alike. Vision statements look alike. Belief statements are special to schools/districts. (me- does SRQ have belief statements?)
Guided by values in decision making.
SLCs are very important. Have looping and traditional. Full-inclusion model.
Belief 5: Common knowledge base for students. (me - who decides knowledge base?)
Speaking on teachers saying they didn't think they did anything special.
Systemic issue.
Parent approached one of them and said they didn't live up to belief statement.
Talking about Iowa Professional Development Model and how it is a collaborative effort including ALL stakeholders. Even high ed.
IPDM:
Focus on curric., instruction and assessment.
Shared decision-making
leadership
Simultaneity.
Constant Cycle of PD.
Simultaneity is a growing requirement in education (me - are our kids there already?)
6-year curric. assessment evaluation cycle.
Curriculum will provide success with 80% of students.
Years 4-6 work to find out what curric. did do for other 20%.
No state standards in Iowa (me - !?!?!?!)
8 Iowa Teaching standards made up of 42 criterion: build teacher portfolio (NGT?)
Their content areas rotate to ensure constant curricular reform. There's a systemic cycle built in. (me - replicable on a larger scale?)
Data is imperative. (me - are we measuring what's going to matter?)
One word to describe Norwalk - collaboration.
They have 26 School Improvement Advisory Committees.
Quoting Gardner on Transformational Leadership.
Quoting Marzano's School Leadership that Works.
Assessing administrators not just teachers. Marzano's 21 administrative characteristics. Did a time audit in 15-minute increments.
Pausing for reflection. Back to work.
(me - we've been sitting for over an hour, I'm sitting and getting.)
Discussion State Accreditation process
"MetaAnalysis" is a smart-sounding word that engenders much unquestioning reverence.
(me - is this good teaching?)
NSSE - Survey of Goals for Student Learning.
End-of-Year report required for each SIAC for website and newspaper.
Out-of-School programs effective for lower elementary and high school according to McREL.
Acknowledging errors in last year's summer program and addressing how they are corrected.
Teacher talking now about moving back to Norwalk because of collaboration. Saying the program didn't make sense at first, but now has a better understanding of the big picture.
Also referencing Gardner's Five Minds for the Future.
Starting off the presentation by showing Karl Fisch's "Did you Know? 1.0" I wonder how many people in the room have seen this before.
I wonder how many presenters will be using this. I wonder how many presenters will be making their own. Why not?
Just got through the "Name this country..." I always want to shout out the answer.
In under a year, how much of this information is outdated? Not to mention how many schools and districts will be presenting it at back-to-school events this year as though it's new?
Presentation Beginning:
How am I going to prepare students for a world that's not in existence now?
Quoting Pink's A Whole New Mind and three essential questions.
1. Can someone overseas do it more cheaply?
2. Can a computer do it faster?
3. Am I offering something that satisfies the monmaterial transcendent...
Prereq. Friedman quote: There are no more "American Jobs." There are only jobs.
Only 1/3 of school districts in Iowa are growing.
Not sure our mission statement is different from many others. What's different is how we act on them.
They have 7 student learning goals.
1. Communication Skills
2. Thinking and reasoning skills
3. interpersonal skills
4. personal and social responsibility
5. learning to learn (warlick happy?)
6. Technology
7. Expanding and integrating knowledge
Goals drafted after community input and search for a theme.
Referencing: Indicators of schools of quality.
We, as a district, were starting to form what's important to us. Modified indicators to align with parents, community and staff. Printed NSCC as their own.
Complete survey every 2-3 years.
Ask where students are and where they want to go next.
Referencing PLCs and Rick DeFour. Mission statements look alike. Vision statements look alike. Belief statements are special to schools/districts. (me- does SRQ have belief statements?)
Guided by values in decision making.
SLCs are very important. Have looping and traditional. Full-inclusion model.
Belief 5: Common knowledge base for students. (me - who decides knowledge base?)
Speaking on teachers saying they didn't think they did anything special.
Systemic issue.
Parent approached one of them and said they didn't live up to belief statement.
Talking about Iowa Professional Development Model and how it is a collaborative effort including ALL stakeholders. Even high ed.
IPDM:
Focus on curric., instruction and assessment.
Shared decision-making
leadership
Simultaneity.
Constant Cycle of PD.
Simultaneity is a growing requirement in education (me - are our kids there already?)
6-year curric. assessment evaluation cycle.
Curriculum will provide success with 80% of students.
Years 4-6 work to find out what curric. did do for other 20%.
No state standards in Iowa (me - !?!?!?!)
8 Iowa Teaching standards made up of 42 criterion: build teacher portfolio (NGT?)
Their content areas rotate to ensure constant curricular reform. There's a systemic cycle built in. (me - replicable on a larger scale?)
Data is imperative. (me - are we measuring what's going to matter?)
One word to describe Norwalk - collaboration.
They have 26 School Improvement Advisory Committees.
Quoting Gardner on Transformational Leadership.
Quoting Marzano's School Leadership that Works.
Assessing administrators not just teachers. Marzano's 21 administrative characteristics. Did a time audit in 15-minute increments.
Pausing for reflection. Back to work.
(me - we've been sitting for over an hour, I'm sitting and getting.)
Discussion State Accreditation process
"MetaAnalysis" is a smart-sounding word that engenders much unquestioning reverence.
(me - is this good teaching?)
NSSE - Survey of Goals for Student Learning.
End-of-Year report required for each SIAC for website and newspaper.
Out-of-School programs effective for lower elementary and high school according to McREL.
Acknowledging errors in last year's summer program and addressing how they are corrected.
Teacher talking now about moving back to Norwalk because of collaboration. Saying the program didn't make sense at first, but now has a better understanding of the big picture.
Also referencing Gardner's Five Minds for the Future.
NSDC Summer Conference Opening Keynote
[live blogging the session]
Encouraging us to take every minute to learn from others.
Make a committment to actions. Every teacher needs to stand up to the plate of teacher leadership.
Sue McAdamis - NSDC Board PRes.
Mentioning sponsors.
Recognizing organizers.
There were 19 organizers on the stage, all educators - one man.
Sharing meals, networking and engaging in reflective conversations.
Encouraging us to be risk-takers. Sit with people we don't know and take reflective thoughts.
Avoid side conversations, turn off noisy stuff and give full attention.
Today's take-away is a bookmark made by 4th-grade students.
Another take away at lunch to inspire conversation at lunch.
The practice of deep reflection leads to knowledge and ultimately increases student achievement.
Denver public schools innovative teacher compensation program.
Welcome Phil Gonrey (sp) of the Rose Foundation
me - I wonder if "Rocky Mountain High" is played at every Colorado convention.
Denver first to make cheeseburger.
2nd producer of lamb
1st producer of millet (small seed grain grown in a difficult environment - sounds a lot like a school)
Introducing - Joellen Killion and Stephanie "Nikki" Rivera
It's not about choice, structural changes or market reform.
We understand that education is a human capitol issue.
Smart, dedicated well-trained people with the right incentives and the right support can do amazing things with kids.
Our grant-making has been focused on the simple fact that there si a tremendous genius in teachers and given the resources teachers can do amazing things.
Killion - Deputy Exec. Dir. of NSDC "taking the lead: new roles for teacher leaders..."
Rivera - clinical prof. in Adams 12 district, master teacher who assumes a leadership role in the dev. of pre-service and novice teachers.
Killion/Rivera:
Importance of aligning actions with beliefs. Beliefs are what we stand for. Beliefs challenge and facilitate work. Give courage and direction. Help take a stand. Re-assessment of beliefs increases integrity. beliefs Riv. now holds are not the same ones she held when she started as a coach. Started by giving resources. Stopped doing that because it created dependence.
Talking about the importance of not creating dependence as a coach. Haven't integrated beliefs until we experience them in a real-world setting.
Each experience provides us an opportunity to discover beliefs.
Admitting difference between what they believe/say they believe and what they actually do.
Two kinds of beliefs: beliefs in action and espoused beliefs.
"Reading my life as a textbook is a good way to discover if my life reflects my beliefs."
focus on student assessment that are true to accomplishment.
Fundamental beliefs of teacher leaders and coaches:
1. Let Go
2. believe in possibilities.
3. keep promises
4. do you best always
5. check perceptions
1. Let Go: Talking about difference between espoused/action in reference to imposing answers or letting community find solutions. Did not act on espoused belief. "What do you want?" "To be right." What did you get? Frustration and resistence. What did you learn? Being right didn't matter...they mattered. Let go of the need to fic and heal and rescue and repair others. Work rather on yourself. - Scot Peck "A different Drum."
(me- this is a basic tennet of improv)
2. Possibilities: (me, using narrative to show points) Lesson Study Protocol. Rolled out LSP with one team with no new teachers. Debriefing went well. Three years ago, school still using LSP. By believing in poss. these students and teachers are growing. Support and scaffolding gave every chance for success.
3. Keeping your Promises: Promised to send protocol when she got home. Did not send as she promised. Didn't remember. Got call Tuesday of the next week. Disappointment that the protocol didn't show up. Horrified. Made promise and didn't follow through. Sometimes not conscious of the promises we make. "See you later. Meeting starts at 3:30. Meet you in the library. I'll send that when I get home." (me - Four Agreements: Be impeccable in your word.) Loss of integrity leads to loss of trust leads to inability to engage with others. no objection can be read as a promise. Failure to keep promises is a choice that endangers the relationship.
4. Do your best, always: (me - Another Four Agreements: Always do your best.) Using story to explain points. She's a biking enthusiast. Went on trip to France. Promises of travel company's website didn't come through. People on buses were acting horrible. Coordinators listened to clients and wrote down complaints. Explained circumstances but didn't make excuses. On the last day, asked coord. how he was doing with near mutiny. On the bus. sitting in front of her, turned and said, "Life, is 10% what happens to you. 90% how you react to it." What a beautiful example of doing your best, always. Guiding belief was getting him through difficult situation. Often faced with visible and invisible mutinies.
5. Check your perceptions: Sometimes I make up explanations of things that I don't understand. Assumptions from wonderings. Andrea (teaching 3 years, tapped to be a coach). Doing observation of teacher. Andrea was conscious of butterflies. More severe than normal. Teacher she was observing had been her teacher. Facing a severe case of role reversal. How was she going to be able to give feedback to this teacher? Anxiety grew as lesson continued. Assumed feedback session would be horrible. Teacher sat, put hands on top of Andrea's. "Andrea, many years ago, I had the pleasure of being your teacher. I look forward now to you being my teacher." Andrea dissolved into tears. (me - etymological difference between "perception" and "assumption"?) "If I don't know something, it's best to check, clarify or hold curiosity about it." Withhold the drive to make up stories to explain what we don't know. (me - this is Covey "Seek first to understand and then to be understood.")
When we stand for what we believe, we are more authentic. When we take a stand for our beliefs, we make a difference for teachers and their students.
NSDC's new purpose statement - Every educator participates in effective professional development everyday so that every student learns.
Encouraging us to take every minute to learn from others.
Make a committment to actions. Every teacher needs to stand up to the plate of teacher leadership.
Sue McAdamis - NSDC Board PRes.
Mentioning sponsors.
Recognizing organizers.
There were 19 organizers on the stage, all educators - one man.
Sharing meals, networking and engaging in reflective conversations.
Encouraging us to be risk-takers. Sit with people we don't know and take reflective thoughts.
Avoid side conversations, turn off noisy stuff and give full attention.
Today's take-away is a bookmark made by 4th-grade students.
Another take away at lunch to inspire conversation at lunch.
The practice of deep reflection leads to knowledge and ultimately increases student achievement.
Denver public schools innovative teacher compensation program.
Welcome Phil Gonrey (sp) of the Rose Foundation
me - I wonder if "Rocky Mountain High" is played at every Colorado convention.
Denver first to make cheeseburger.
2nd producer of lamb
1st producer of millet (small seed grain grown in a difficult environment - sounds a lot like a school)
Introducing - Joellen Killion and Stephanie "Nikki" Rivera
It's not about choice, structural changes or market reform.
We understand that education is a human capitol issue.
Smart, dedicated well-trained people with the right incentives and the right support can do amazing things with kids.
Our grant-making has been focused on the simple fact that there si a tremendous genius in teachers and given the resources teachers can do amazing things.
Killion - Deputy Exec. Dir. of NSDC "taking the lead: new roles for teacher leaders..."
Rivera - clinical prof. in Adams 12 district, master teacher who assumes a leadership role in the dev. of pre-service and novice teachers.
Killion/Rivera:
Importance of aligning actions with beliefs. Beliefs are what we stand for. Beliefs challenge and facilitate work. Give courage and direction. Help take a stand. Re-assessment of beliefs increases integrity. beliefs Riv. now holds are not the same ones she held when she started as a coach. Started by giving resources. Stopped doing that because it created dependence.
Talking about the importance of not creating dependence as a coach. Haven't integrated beliefs until we experience them in a real-world setting.
Each experience provides us an opportunity to discover beliefs.
Admitting difference between what they believe/say they believe and what they actually do.
Two kinds of beliefs: beliefs in action and espoused beliefs.
"Reading my life as a textbook is a good way to discover if my life reflects my beliefs."
focus on student assessment that are true to accomplishment.
Fundamental beliefs of teacher leaders and coaches:
1. Let Go
2. believe in possibilities.
3. keep promises
4. do you best always
5. check perceptions
1. Let Go: Talking about difference between espoused/action in reference to imposing answers or letting community find solutions. Did not act on espoused belief. "What do you want?" "To be right." What did you get? Frustration and resistence. What did you learn? Being right didn't matter...they mattered. Let go of the need to fic and heal and rescue and repair others. Work rather on yourself. - Scot Peck "A different Drum."
(me- this is a basic tennet of improv)
2. Possibilities: (me, using narrative to show points) Lesson Study Protocol. Rolled out LSP with one team with no new teachers. Debriefing went well. Three years ago, school still using LSP. By believing in poss. these students and teachers are growing. Support and scaffolding gave every chance for success.
3. Keeping your Promises: Promised to send protocol when she got home. Did not send as she promised. Didn't remember. Got call Tuesday of the next week. Disappointment that the protocol didn't show up. Horrified. Made promise and didn't follow through. Sometimes not conscious of the promises we make. "See you later. Meeting starts at 3:30. Meet you in the library. I'll send that when I get home." (me - Four Agreements: Be impeccable in your word.) Loss of integrity leads to loss of trust leads to inability to engage with others. no objection can be read as a promise. Failure to keep promises is a choice that endangers the relationship.
4. Do your best, always: (me - Another Four Agreements: Always do your best.) Using story to explain points. She's a biking enthusiast. Went on trip to France. Promises of travel company's website didn't come through. People on buses were acting horrible. Coordinators listened to clients and wrote down complaints. Explained circumstances but didn't make excuses. On the last day, asked coord. how he was doing with near mutiny. On the bus. sitting in front of her, turned and said, "Life, is 10% what happens to you. 90% how you react to it." What a beautiful example of doing your best, always. Guiding belief was getting him through difficult situation. Often faced with visible and invisible mutinies.
5. Check your perceptions: Sometimes I make up explanations of things that I don't understand. Assumptions from wonderings. Andrea (teaching 3 years, tapped to be a coach). Doing observation of teacher. Andrea was conscious of butterflies. More severe than normal. Teacher she was observing had been her teacher. Facing a severe case of role reversal. How was she going to be able to give feedback to this teacher? Anxiety grew as lesson continued. Assumed feedback session would be horrible. Teacher sat, put hands on top of Andrea's. "Andrea, many years ago, I had the pleasure of being your teacher. I look forward now to you being my teacher." Andrea dissolved into tears. (me - etymological difference between "perception" and "assumption"?) "If I don't know something, it's best to check, clarify or hold curiosity about it." Withhold the drive to make up stories to explain what we don't know. (me - this is Covey "Seek first to understand and then to be understood.")
When we stand for what we believe, we are more authentic. When we take a stand for our beliefs, we make a difference for teachers and their students.
NSDC's new purpose statement - Every educator participates in effective professional development everyday so that every student learns.
Sunday, July 15, 2007
A cellular classroom?
I've been thinking recently about what technology I can expect my kids to have next year. We're still not at a place where Internet access is at 100% (my kids tend to hover around 80%).
What I can almost always know my students (last year it was 95%) will pos
sess is a cell phone.
Of course, my school has the posted "Use your phone and the world around you will come crashing to a hault" policy. We can work around that.
So, here's the question, what are you doing in your classroom to integrate/embed cell phones into instruction? Where are the resources built around cell phones in education?
Does a wiki already exist with this info.? If not, it does now. If you've got anything you can contribute, post away.
More later.
What I can almost always know my students (last year it was 95%) will pos
sess is a cell phone.Of course, my school has the posted "Use your phone and the world around you will come crashing to a hault" policy. We can work around that.
So, here's the question, what are you doing in your classroom to integrate/embed cell phones into instruction? Where are the resources built around cell phones in education?
Does a wiki already exist with this info.? If not, it does now. If you've got anything you can contribute, post away.
More later.
Ubiquitous does not equal free
A bit of a typo on my trip itinerary led me to arrive at the Tampa International Airport about 4 hours ahead of schedule this morning. I can honestly say that has never happened before. I don't mind so much chilling at the airport. Free wireless, blogs and news to read, Starbucks in my system. The problem was waking up at 4 a.m. to get here "on time." Still, nothing I can do about it now.
I was looking at the hotel I'll be staying at while attending the National Staff Development Council Conference in Denver. Decided to check up on wireless access. Three page clicks in and I found this:
During my trip home last week, I stayed at La Quinta on the way up and back. La Quinta of Chattanooga boasts:
Sure, my television wasn't flat, but my access was free. That was for $40/night. Baffled I tell ya, baffled!
More later.
I was looking at the hotel I'll be staying at while attending the National Staff Development Council Conference in Denver. Decided to check up on wireless access. Three page clicks in and I found this:
Every convenience is yours in our 360 sq.ft. Denver Colorado accommodations, including Continental breakfast, on-site business center, work station with ergonomic chair and wired/wireless Internet access (fee applies). Enjoy Rocky Mountain or city views from our luxurious downtown Denver accommodations, plus two telephones, 32-inch, flat-screen TV and one king or two double Hyatt Grand Beds with plush pillows, soft sheeting and thick down blankets piled upon a pillow-top mattress.
I might be the only one who thinks this strange. A 32-inch, flat-screen TV and I still have to pay for Internet access?During my trip home last week, I stayed at La Quinta on the way up and back. La Quinta of Chattanooga boasts:
Guest Room Amenities
- Free High-Speed Internet Access in some rooms
- Dataport Phones
- Cable Television
- Coffee Maker
- Hair Dryer
- Iron with Ironing Board
- Alarm Clock
More later.
Wednesday, July 11, 2007
Is using new tools for old things acceptable?
Here's what's happened:
blogging = letters/e-mail (we can count e-mail as old school now, right?)/book or prof. journal publishing/message board
skype = phone calls/having coffee with friends
twitter = chatting up the postman/getting the news at the barbershop (I grew up in the country, it really happens.)/eavesdropping
aggregator = periodical subscriptions
The tools are new, the functions are the same.
What then, is the big deal?
Jennifer Dorman is in Pennsylvania.
Will Richardson lives in New Jersey and was twitting from Wisconsin.
Vicki Davis is in Georgia
I am in Florida.
Scale, diversity, depth.
Using new tools toward old means is not inherently a negative practice. I can participate in an informal global conversation (scale) with professionals from varied backgrounds/mindsets (diversity). That conversation with thinkers outside my immediate real-world environment bring a diversity of thought I would not have encountered having the same conversation with the same people in the same environment. New perspectives push my thinking in new directions (depth) and drive me look at issues more deeply. That augmented thinking is then taken back to my real-world environment and integrated into the conversation, thus providing my local learning community with new material.
This provides a pathway to ownership for hesitant digital immigrants.
More later.
- Jennifer Dorman posted her reply to Will Richardson's post about the effects/changes brought about by twitter.
- Will posted a twit saying he had finished writing a column and was heading to lunch. He added that he didn't know why he was writing what he was writing.
- I responded to Will asking if twitter made him feel more connected and why he would share those bit of info. outside the twitterverse. (Will did not respond because he is not following my twits. But...)
- Vicki Davis (who is a friend on twitter) twitted to Will saying he twitted to make our day and "Who knows - why do we write anything in here?"
- I twitted to Vicki asking if twitter provided a sense of community and likened it to chatting with the postman about neighborhood events.
- Vicki responded she learns about breaking events "microblogging and aggregated from the 'horse's mouthes'."
- I responded to Vicki with the question, and I'm putting this out there for everyone, "Does twitter serve a purpose/need/interest that was previously unmet?"
blogging = letters/e-mail (we can count e-mail as old school now, right?)/book or prof. journal publishing/message board
skype = phone calls/having coffee with friends
twitter = chatting up the postman/getting the news at the barbershop (I grew up in the country, it really happens.)/eavesdropping
aggregator = periodical subscriptions
The tools are new, the functions are the same.
What then, is the big deal?
Jennifer Dorman is in Pennsylvania.
Will Richardson lives in New Jersey and was twitting from Wisconsin.
Vicki Davis is in Georgia
I am in Florida.
Scale, diversity, depth.
Using new tools toward old means is not inherently a negative practice. I can participate in an informal global conversation (scale) with professionals from varied backgrounds/mindsets (diversity). That conversation with thinkers outside my immediate real-world environment bring a diversity of thought I would not have encountered having the same conversation with the same people in the same environment. New perspectives push my thinking in new directions (depth) and drive me look at issues more deeply. That augmented thinking is then taken back to my real-world environment and integrated into the conversation, thus providing my local learning community with new material.
This provides a pathway to ownership for hesitant digital immigrants.
More later.
Blogged with Flock
Who needs data?
Next week, I'll be flying to Denver to present Phoenix's story along with our new principal and the director and supervisor of Professional Development for the district. We 4 will be telling our story at the National Staff Development Council's annual conference.
In looking at the session descriptions when registering a few months ago, I was struck by the lack of variety. With perhaps 4 (and that could be pushing it) exceptions, every breakout and keynote session is centered around data and the amazing things different districts, schools, departments and teachers have done with it. Data, I've realized, is the Silly Putty or Little Black Dress of education.
Our presentation will not be about data. It will include data. To be sure, data has its place in the structure of success at Phoenix. We use it to inform our instruction. We use it calculate projected success on the FCAT. We use it to understand "academic needs."
Data will not drive our presentation. It does not drive our school. I should clarify my use of the term "data" here is meant in its clinical sense.
What drives our school and will, in turn, drive our presentation are relationships.
Formative and summative, high-stakes, formal and informal - assessments in the hands of teachers will not decide the success or failure of that teacher's students in the academic year.
Relationships are key.
As such, our presentation will reflect this.
Here's the funny thing. As I write this, there's a tinge of wonkiness at the thought of the heresy of downplaying the importance of data. My first experience with PD as a professional teacher were on things like data walls and the drafting of common assessment meant to synthesize the state assessment. My indoctrination started early.
Let me put the argument to you another way: Do you want teachers who know data or teachers who know kids?
"This is Mr. Chase, he can compile interpret a great Data Wall." vs. "This is Mr. Chase, he finds ways to reach and motivate some otherwise lost students."
I know my argument has holes. Poke at them. Push this. Push me to think. Anyone?
More later.
Image credit: http://www.flickr.com/photos/pixieclipx/414065100/
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