November
8
8
Timeless Message
Category: UncategorizedThis was sent to me in an email and I thought it was patriotic in a nice welcoming way (not over-the-top) and is rather timeless.
This was sent to me in an email and I thought it was patriotic in a nice welcoming way (not over-the-top) and is rather timeless.
Below is a video I recorded this morning of my daughter Carmen putting together a very old puzzle. Her mental representation of what the pieces create is solid and she is able to place them where they belong without error - she even makes a joke about one at about 2 minutes: “Does it fit there?” And then she giggles, “No!”
One thing I’ve learned is to never be too surprised at what Carmen is learning, because she amazes me every time. Here’s a link to the video: http://www.youtube.com/watch?v=ILO7wYPE3Vc
As a side, I also missed a video/picture of another great moment from this morning. Carmen was sitting at the piano plunking the keys and singing her ABCs when she paused and turned the page of the music book above her. She looked at the page and turned to me to say in an apprehensive voice with a matching expression, “Oh, that’s a toughie.” It was a great moment and I am still chuckling at it.
Toward the close of this past school year, I had the pleasure of connecting my classroom with another U.S. History classroom in Liberty, MO, using Skype. The teacher, Eric Langhorst, and I configured two half-hour sessions in which our students could discuss recent topics of study.
The impact of that opportunity was amazing. Word spread instantly though the district about what my students did in class and I still hear from people how “cool” they thought that was.
“Cool”, although it certainly was that, does not adequately describe the event in its entirety. The instructional implications were far greater. By helping to smash the barriers that enclose learning within the four walls of the classroom, students are able to see how technology should be used in the school and learning.
This wiki, the “Skype and Author Network”, is a fantastic project that deserves attention. By allowing students to connect with an author and discuss their book as they are reading makes a lasting impression and solidifies learning that has taken place and opens unique opportunities for enhancement.
The technology required to facilitate this activity is within reach of nearly every classroom I have seen. All a classroom needs is a computer with high-speed Internet access and a web-cam (these can be purchased for $25). For a more enhanced experience, a LCD projector can be used for a larger display, but is not required.
Our students are surrounded by an increasing ubiquity of technology that is advancing at an increasing rate. Teachers do not need to know how to use it all and apply it seamlessly in their lessons for them to participate in the growing trend, they must simply seek simple applications with lasting effects and demonstrate for their students that technology is not just for entertainment and leisure, it is for learning, too.
Recently, a colleague and Twitter-user, @icmcwaffle, Tweeted, “I’m ready for next Wed. when this school year will be complete…time to look at possibilities for next year…” How true!? Naturally (for me anyway), teachers reflect at a school year’s close and wonder what improvements can be made to achieve more the following year… Given the parameters in which a teacher is placed and the continuity between past and future school years, this may differ. However, I believe it to be helpful to consider some change that will likely lead to facilitating a more successful school year than the one that is now at its close.
A few weeks ago, while my students were working on a large-scale, collaborative project that involved publishing content to our class wiki. After some time into the project, I noticed that my students productivity tailing off regarding the content that was posted to the wiki pages for their chosen topic (see class wiki for more). I clicked through the their pages on the classroom computer (using a big screen TV as monitor) at the beginning of each class period and asked them, “What is holding you back?”
Although that is a specific story from a closed situation with limited global significance, I recalled that event after reading David Warlick’s recent blog post, “The Containerless Learning Environment.” I know his piece was about the traditional mindset that learning should take place in a classroom and how current social norms and technology are butting up against that paradigm. However, as I read, I was thinking about constraints somewhat differently.
When I asked my students what was keeping them from achieving at a level which they were capable, we were discussing our collaborative, cooperative environment — “who is doing what?” and “I don’t want to do more than anyone else.” However, the question, “What is holding you back? and “What constraints are there that keep you from achieving more?”
There are always constraints present in education and teachers are constantly fighting to keep learning at the forefront. However, are we really doing all that we can? Take some time and look at your instruction reflectively and ask, “What is holding me back?”
I teach in an amazing building, within a great district. As a small school, we have been able to acquire the best technology and provide great opportunities for learning to take place anywhere our students are. One year after implementing a 7-12 one-to-one laptop program, I feel like our teachers have embraced the new technology remarkably well and have adapted to a culture unique to the learning environment that a one-to-one classroom creates.
This is not to say we can’t expect more. The question “What’s holding you back?” is one that I plan to use often as we move to year 2. It doesn’t have to offensive, rude, or discourteous. It simply suggests that there is more that can be done in any classroom - with rookie teachers and seasoned vets. Most importantly, it suggests that we need to do this together.
Almost all educators will recognize and acknowledge that teaching is learning. Ironically, teachers too often opt not to engage in learning to employ and integrate new technologies that have the potential of making instruction easier or more enduring for students. Why this occurs is a varied phenomenon. Some fear lesson failure; some aren’t sold on the benefits; others don’t take the time to learn; still others don’t like stepping out of a comfort zone.
For a long time school teachers, leaders and administrators all used those to justify their instruction. At what point do these turn from valid reasons to excuses? What was once an acceptable way to ignore the increasing ubiquity of 21st Century technology, is now becoming a negligent disservice to the students around which we are centered. Technology has become the 800-pound gorilla in everyone’s classroom.
As this school year comes to a close and we look toward the next, start asking colleagues that question, and make sure to respond with, “How can I help you with that?”
Last weekend I attended the annual Michigan Association of Computer Users in Learning (MACUL) Conference in Detroit. While I was there, my students (8th Grade, U.S. History) had started a project that I have used every year since I started teaching. I have also changed it somewhat every year. Since the close of the The Big Kahuna, as I call it , last year, I have been longing for a missing element that I hadn’t been able to put my finger on.
My students had been studying topics in pairs from the Era of Expansion and Reform. Each pair makes a video to help explain their topic and a wiki page that provides a thorough overview of their topic. Student comprehension was lacking and their videos were sub-par.
One of the keynote speakers was Jason Ohler and he held a few sessions, one of them being “The New Media Narrative in the Classroom.” It was during this session that I realized what that was. Ohler suggested the power of the story and its impact on writing in the classroom. He offered examples and resources as well as slides and images that can be used in class. During that one hour session Friday morning I visualized how this may be the missing link. My students need to create a story that pertains to their topic.
I immediately went to work on compiling what I felt I need to use with my students to get this rolling, as I intended to start their stories on the Monday following my return to the classroom. Through the week I have pushed and challenged students to create a story that captures the essence of their chosen topic and the results thus far have exceeded my expectations. From a farmer in 1836 who buys his first McCormick reaper, to an Irish family struggling to start a successful life, to a young girl who wants to be a lawyer, but is denied the right to an education.
This week we begin taking our developed stories and adding visual imagery to them to make our movie. This process can be trying. The Web is full of misleading searches and less than standard content. When searching for an image relevant to immigration in the 1840s, you might find anything but what you want. Discovery Education and the several media elements available for students makes this easy and enjoyable. From images to videos, ready-made citations and easy search methods, my students will excel with their project this year.
Thanks to Jason Ohler and Joe Brennan for all that they do! I have made multiple trips to their sites.
I applied to the DEN as a Star Educator last spring and, unfortunately, haven’t been able to utilize it to its full capacities. As a full-time classroom teacher with a wonderful Tech-Integration specialist in our district, my opportunities to offer training is limited. If there are any other teachers, even Star Educators, who would like to share the benefits of Discovery Education and Unitedstreaming with colleagues, but can’t find the time, there are always ways for instance:
If there are any others, let me know through your comments or email. Let me know, eh!
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