tag:blogger.com,1999:blog-33185213480824748702024-03-13T09:14:08.790-07:00Old Teacher, New Tricks ;)Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.comBlogger19125tag:blogger.com,1999:blog-3318521348082474870.post-53180787376218061412013-08-10T11:12:00.001-07:002013-08-10T11:12:36.932-07:00McGarry<br /> <div xmlns='http://www.w3.org/1999/xhtml'><br /> <div data-boourl='https://audioboo.fm/boos/1542849-mcgarry/embed' class='ab-player'><a href='http://audioboo.fm/boos/1542849-mcgarry'>listen to ‘McGarry’ on Audioboo</a></div><script type='text/javascript'>(function() { var po = document.createElement("script"); po.type = "text/javascript"; po.async = true; po.src = "https://d15mj6e6qmt1na.cloudfront.net/assets/embed.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(po, s); })();</script><br /> </div><br /> Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-81427369354103864582013-04-07T12:57:00.002-07:002013-04-07T12:57:33.470-07:00<br />
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<img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUBYMSnl7p_WsuRMl0-nafsWe0Z0BQ_JZQJFn1INxOe42NtgPkXOPuphHcOrpL1Uyo_yVvNhK37QqackyoKGUjf-iEaIyD71fMZPrwXBgfkiN3IE8oV56RNNpSBIhSPUkimZxSb2U2gHI/s1600/Screen+Shot+2013-04-07+at+3.47.20+PM.png" /></div>
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<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;">Another PAPER!!!!! </span><br />
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: x-small;">(I don't blame you, I probably wouldn't want to read it either.)</span><br />
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;"><br /></span>
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;">This one was about <a href="http://www.amazon.com/Taking-Sides-Clashing-Educational-Issues/dp/0078050359/ref=sr_1_1?ie=UTF8&qid=1365364003&sr=8-1&keywords=taking+sides+clashing+views+on+educational+issues">Educational Issues</a>. It used this book: </span><br />
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;"><br /></span>
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;">We had to pick our top ten from this selection.</span><br />
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;">Well, here are mine.</span><br />
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;"><br /></span>
<span style="color: #f6b26b; font-family: Verdana, sans-serif; font-size: large;"><br /></span>
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<span style="color: #f4cccc;">I grew up with two educators as parents. This is why I was
absolutely positive, that although I did not know what I wanted to do with my
life, I knew that I would not be a teacher. My dad was a HS History teacher,
became department head, director of personnel, and then superintendent of a
large white, upper and middle class Long Island school district. I remember him
studying and in school for his doctorate. Mom, in contrast, was a career
kindergarten teacher in an austerity district 30 minutes away. I have always
been affected by the controversies in education, and by people who took sides.
This explains why I didn’t ‘officially’ begin teaching until forty. My own
‘philosophy’, and history with this profession, like my peers, has been a
lifetime in the making. It has been rewarding to see how many others have
devoted considerable thought and energy to this topic though out history and in
the present day. One last comment before I begin, I do appreciate these books.
I have 7 or 8 of the Taking Sides titles in my classroom. They are the basis
for debate or research for my accelerated Health students.<o:p></o:p></span></div>
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<span style="color: #f4cccc;">I will begin, aka Letterman, with #10. As with any ranking
system, I feel good about the reasons for putting my top couple and my bottom
couple, the middle ones are a bit more of a mélange. I have occasionally
inserted links since I post these on my blog which chronicles my work towards
my M. Ed.<o:p></o:p></span></div>
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<br /></div>
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<span style="color: #f4cccc;"><b>Can Zero Tolerance
Violate a Students Rights? </b>My initial reaction, to even the premise, is
that Zero Tolerance violates ANY person’s rights. It negates the context of any
act. This is ‘all the more’ important when considering youth. Common sense,
context, and whenever possible, knowledge of the motivation, should all be
considered. These policies trap the school leaders into applying totally
inappropriate measures because to do otherwise would mean writing a policy so
wrought with exceptions, it would no longer be Zero Tolerance. The conundrum. A
<a href="http://newsfeed.time.com/2013/03/01/watch-boy-suspended-from-school-for-making-gun-out-of-a-pop-tart/">first
grader who bites a Pop-Tart into the shape of a gun</a>, may indeed need some
guidance, I don’t know that, or they may be a gifted 7 year-old artist, but
they do NOT pose a threat to the safety of their peers or community (albeit the
Health Educator in me wishes that 7 year-old did not consider Pop-Tarts a
breakfast food, and that schools did not provide it as one, the real fear being
early onset diabetes, and poor nutrition which can affect learning).<o:p></o:p></span></div>
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<span style="color: #f4cccc;">Unfortunately, the case argued in this chapter, revolves
around a strip search for OTC pills. OTC drug use and abuse are a major concern
today. Although these were super ibuprofen and naproxen, they could definitely
be risky, and should have only well documented and regulated use within a
school. Was the strip search warranted? I don’t know, it doesn’t sound like it
BUT here is the common sense part. Could she have been held in the nurse’s office
until a parent or guardian was contacted and available to come to the school to
be a part of the decision? Might that path also lead to the same inevitable
conclusion? Because this case involves
an intimate search, he takes away from the more common uses of zero tolerance.
I have very strong feeling about Hon. Clarence Thomas, and the nature of this
case just ignite these. The notion that ‘safety’ is preserved by searching
backpacks makes me think of a line from a film I use in class called “<a href="http://en.wikipedia.org/wiki/Bang_Bang_You%27re_Dead">Bang Bang You’re
Dead!”.</a> In it, the proverbial
do-good teacher asserts “It’s not what’s in a kid’s backpack that makes him
dangerous, it’s what is in his heart”. Thomas’ notion, although it has some
bearing, is one piece of the solution, but the implication that it creates
safety, is fundamentally wrong in my opinion and impossible to implement
without devastating consequences. The question then is how do large urban
schools with clear and present danger keep their schools safe? To me, this is
overwhelming and systemic and precisely why I put this as #10, no answers.<o:p></o:p></span></div>
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<span style="color: #f4cccc;">Next up as #9<b>, Is the
Inclusive Classroom a Working Model? </b>This is a massive topic with so many
conflicting issues within it. As many do, I agree with the premise,
wholeheartedly. The implementation creates a lot of conflict for me. Can public
schools afford this? …is the overarching concern. Within that is: can we afford
to spend so disproportionally? Can we afford to neglect then, our gifted and
talented? Who is more worthy? Inclusion creates tremendous support and
understanding in our students but they are not tested on that. Are the people
who give their days to the small group or one-on-one responsibility, at minimum
wage or slightly above, trained and therefore successful at this task? What is
the goal? These are just a sampling of questions.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBw0gfMe-FsLaCrNtzl3IIOZrXxSyIgEfTbXwrSgRzXaKxEOJozNLG6JR2YbaLPyKSiHYsQTafWbubCPkYjYyABq5dQ3aWWHiDGO2z4-BQkNvEW3oDi2oKjmf0yfHnGd4ja8vRu9tqs0Q/s1600/Where-the-Wild-Things-Are.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="141" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBw0gfMe-FsLaCrNtzl3IIOZrXxSyIgEfTbXwrSgRzXaKxEOJozNLG6JR2YbaLPyKSiHYsQTafWbubCPkYjYyABq5dQ3aWWHiDGO2z4-BQkNvEW3oDi2oKjmf0yfHnGd4ja8vRu9tqs0Q/s320/Where-the-Wild-Things-Are.jpg" width="320" /></a></div>
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<span style="color: #f4cccc;">Mara Sapon-Shevin
argues school climate. I whole-heartedly agree. I recall my own experience of
taking the l-o-n-g way to the bathroom in elementary school, in order to go by
the SPED room where there were autistic, CP, MR, deaf, etc children all jammed
in together and it looked like a circus show, totally unmanageable. I mean no
disrespect with the picture; this is how we were conditioned to think. We were
not allowed to talk about these ‘poor children’ in the classroom, the mystique
bred fear, and imaginative stories. Her strategies to create a positive
inclusive classroom seem complete, and should be the standard, handed to every
new teacher hired. However, with competing goals for education, are they
realistic? Again, a climate of
acceptance, courage, support, and honesty, although we want them to be
magically instilled in our children, we as a culture do not currently seem to
place them high on the public school’s mission. School Climate Leadership and
Facilitation was my previous M.Ed path at NEC. I left that because it lacked
support, and I came back to PSU continuing a Tech Integration focus.<o:p></o:p></span></div>
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<span style="color: #f4cccc;">I do love that Wade Carpenter chose to relate inclusion with
desegregation. I think through his impassioned argument is the thread that
having these mass ‘fixes’ doesn’t work, the notion of imposed equality is
fodder for oxymoron status. His plea resonates
with me, the school cannot ‘fix’ everything no matter how hard we try, and that
effort may actually get in the way of teaching and learning. As a Health
Educator, my class is often felt that it is
aplace where all kids can attend, like PE, or Art. I think this stems
from a persistent lack of understanding the difference between Health Ed and
PE, but in this case it works for my classroom. Since Health is NOT tested
currently, we are able to foster the classroom environment and it aligns beautifully with our holistic
health curriculum.<o:p></o:p></span></div>
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<span style="color: #f4cccc;">Number 8 is very interesting to me, it is only as low as 8
because I haven’t yet had a great deal of time to delve into it. I see it as
very topical, especially as we go through our Health Care Reform process, and
conversation. <b>Is Privatization the Hope
of the Future? </b>Maybe? My initial concerns are that business may not
understand education, that market fluctuations might then make education
fluctuations, but I believe there is a lot that the education systems can learn
and adapt for better management and to be more transparent.<o:p></o:p></span></div>
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<span style="color: #f4cccc;">Chris Whittle assertion that public schools lack imagination
and creativity to move forward seems right on. Public schools have evolved less
than any other institution I can think of, despite the huge resource of thinking
and research on the subject. This article is seven years old, his new ‘truths’
are more mainstream conversation as we explore the 21<sup>st</sup> Century
Learning Skills and realize that teachers no longer hold the content, it is
easily accessible elsewhere.<o:p></o:p></span></div>
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<span style="color: #f4cccc;">Henry Levin focuses too much on the Edison Schools, he has
to because there is little else out there to use as a a guideline. Just because
one effort is perhaps flawed, doesn’t mean we can not improve on it. He also
brings up the very real notion that we are not talking about education exclusively,
we are talking about politics, unions, economics, and even immigration. Therein
lies the block. I do not believe that radical transformation is necessarily the
way to go but even an attempt to make measureable movement becomes so
entrenched and stagnating. Some feel this is key in such an important
institution but in one so tragically behind, can we afford it? Can we afford it
in respect to all of those factors mentioned? And add in global
competitiveness? To me, it is more like clearly like the energy debate in that
realize that we can no longer rely on oil as the primary source, but many other
sources come with severe consequences. We must re-align our thinking from the
one-source fits all to multi-sources depending on geographic location (i.e. wind
in the flats of the Midwest), transitional sources, and continued efforts to
slow the pace of need. In education, we may need to include this model as a
part of the solution, in places where it is applicable.<o:p></o:p></span></div>
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<span style="color: #f4cccc;">Annnnnd now, heeere’s number 7 !!!! <b>Are Undocumented Immigrants Entitled to Public Education? </b>What is
that saying “Shall the sins against the father be laid upon the child?” I know
there is the biblical reference from Exodus but I am thinking more of the
Shakespeare quote: <span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: major-latin;">The sins of the
father are to be laid upon the children. <i>The Merchant of Venice</i>
(3.5.1). Personal reflection, makes that a very frightening premise. Justice Brennan’s
argument comes down to, ‘does it serve the greater good’ to deny education to
these children? He argues it does not, and therefore they deserve an equal
education to other, legal, children of the U.S. I think that his ultimate
conclusion is evident in his rephrasing of the question. He does not refer to
them as ‘undocumented immigrants’; he replaces that with ‘undocumented
children’. The shift is evident and follows in his argument.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">I don’t believe that the dissenting argument offers much relative to this
case. Justice Burger and the others, agree. They argue ‘no’ on the basis of the
constitution and whether the court should be required to ‘fix’ a social issue,
that may be caused by a lack of effectiveness of another part of the
government. In each of the sections, he begins with an acknowledgment of the
opposing premise, and agreement but then tweezes out the constitutionality as
against. In fact, he brings up the sturdiest arguments to me such as, is
education a right or privilege (sounds like the healthcare debate?), and
creating a ‘suspect class’ of ‘innocent’ children serves no purpose.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Number 6: <b>Can Failing Schools Be Turned Around? </b>This one is so
tough because it begs the question, that if they can’t, what’s the point? But
that is not really the argument. Some people may still be critical of criteria
used to determine ‘failing schools’ but I can’t imagine that anyone doesn’t
believes that they exist. Often it is the symptom of a social paradox. If a
school in a poverty stricken area is ‘failing’, instead of focusing on the
school, could the efforts be divided between the school’s improvements and the
reduction of poverty? I am reminded of
bell hooks, and her reminiscence of her southern black school filled with
virtue and determination to provide for the students because they knew that
education was deliver the kids from the cycle of poverty. Then she went on into
a desegregated environment, lacking in all that and disengaging. <o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">The key elements used in ‘turning around’ schools, as proposed by Karin
Chenowith, are not revolutionary. Until a school is labeled failing, and
possible closure, financial punishment, until then, maybe we just don’t make
the effort as a community. She uses the term ‘galvanized’. The entire teaching,
learning, and greater community have to agree on the mission. If that occurs,
what could really prevent it from achieving a great deal of success?<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Andy Smarick takes a more skeptical outlook and even implies that finding
the way to effectively turn around failing schools is akin to finding the cure
for cancer. I agree but in a way he did not intend. Although the cure for
cancer seems illusive, we have found ways to prevent, and at least greatly
reduce the impact, of certain cancers. The HPV vaccine prevents the leading
indicator for cervical cancer, a very deadly form of cancer. Can we also, refer
back to numero 7 as a reference, as a society, work on the causative factors?
If we continually look for the magic fix, we may be setting ourselves up. Maybe
some schools need to close and charters may be an option. These, along side of
the efforts of some communities to ‘galvanize’ for improvement, and maybe some
‘private sector managed’ schools, will yield an answer. But, this kind of
quilting of systems leads to the next issue on my list. Also, an interesting
blog from the DOE addressing various techniques: <a href="http://www.ed.gov/blog/topic/turnaround-schools/">http://www.ed.gov/blog/topic/turnaround-schools/</a>
Also, an NPR series on it: <a href="http://www.wbhm.org/News/2012/MSTurn">http://www.wbhm.org/News/2012/MSTurn</a><o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Gently moving into the top 5, <b>Should Curriculum Be Standardized for
All? </b>In relation to the previous topic, it seems almost like a requirement
so why do I want to scream NO at the top of my lungs? I am also internally
disappointed to hear one of Plato’s themes, distorted 9to me) to argue for YES.
In my interpretation of his theory, that there are ‘certain subject matters
that have universal qualities’, he is advocating for root learning that can
lead to anywhere since he felt that an educated person could go in any
direction they chose. I guess this could be seen as we all get the same
education and then branch out but, I don’t think he was arguing precise
curriculum, more general topics and depth.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">The Paidela Curriculum offered by Mortimer Adler for Rediscovering the
Essence of Education seems so similar to Bloom, or a multitude of literacy
models, except tht it stays very limited. In Health Education we use the Health
Literacy pyramid. At the base is Core Concepts, which corresponds to his Column
One, but then we move on to Accessing Information, and Analyzing Influences, which
does not appear in his Column Two or Three. Instead his Column One seems to
represent acquiring knowledge through delivery, or introduction. His Column Two
is practice, or perhaps mastery, and his Column Three is application. This is
all good but it is all fairly basic, without the self-management, synthesizing,
creating new product, and solving problems with this understanding. And, I find
it horribly wrong to say that ‘nothing like this exists in education’. I
believe it does, it is called elementary school, the formation of the
foundation of learning but he completely ignores differentiated learning, and
learning styles. I think that any teacher sees, on a daily basis, that students
today have a variety or portholes in which they can learn. I can’t help but
think of an young student I had with Asperger’s Syndrome. He fixated on ships,
much teaching/learning had to be done through this ships. He was clearly
bright, later in HS was inducted to the National Honor Society, and is now
attending Maine Maritime Academy and doing very well. The path would have been
very different had we required him to follow the Columns instead of hi mind.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">We can ignore the differentiation in our students any more than in our
teachers. Strengths should be nurtured and given due in the classroom. I am at
a bit of a loss to comment fully on John Holt. On the one hand, yes, I agree that
students should be active participants in their learning, and have some say in
it also. On the other hand, I am not sure I am ready for complete freedom he advocates;
I think there is an expansive middle ground worth exploring. I also disagree
with his premise of the ‘control’, and ‘harm’ teachers do.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Moving on to position number 4; <b>Is No Child Left Behind a Flawed
Policy?</b> Of course it is, if for no
other reason than it stills leaves unfunded mandates in place and we are still
trying to define the terms it is based on such as ‘adequate yearly progress’.
That alone doesn’t make it bad policy. It is the latest attempt at federal
school reform. I personally think that is backwards approach. Imposed school
reform, like anything else has a tough battle that takes energy away from the
intent. <o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">As seems often the case, the federal government stepped in with policy
after feeling that states, and local authorities had not done the job,
therefore the feds had to. This tactic seems to invoke two previously mentioned
controversies, Zero Tolerance, in this case for failing schools, and Turn
Around, of those failing schools. As with any sweeping measure, some parts are
good, others not so much. Transparency, for instance, I think is good, in
context. It is simply a snapshot of the moment. Snapshots over time, give a
picture. Snapshots over time with accompanying narrative, give context and
meaning. Setting goals, requiring
accountability, and implementing intervention are all excellent, and should be
in place in education. It’s how it is done. Are the goals realistic, are the
tools in place for success, and is there built in periodic reflection, that all
too often forgotten step that can help guide,
is our intent is being met or maybe we need to look again. <o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Dianne Piche argues for NCLB. She sees agreement between the two sides on
almost all of the intent. She disagrees with the premise that states should
have control because she points to this as being an issue about the poor and
minorities and states have a questionable history of being able to create
equality. So, on this point, I am in agreement. The federal government has had
to step in, eventually, to create equality after states battle it out without
success. Whether it was gender, racial, or now sexuality based….the states will
begin the battle but eventually it must once again come to the federal bench to
parenthesize what equality means<i>…..”all
men are created equal (including women, racial minorities, and one day sexual
minorities….etc) <o:p></o:p></i></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Now we are into the Top Three!! <b>Is Constructivism the Best Philosophy of
Education?<o:p></o:p></b></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">This seems a bit of a rehashing of the Kant
v. Locke perspectives. Experiences provide the context, I am not sure I can
even imagine an argument for this. Since watching some quantum physics, such as
<a href="http://www.youtube.com/watch?v=ioONhplJ-NY">What the Bleep Do We Know?</a>
and this much shorter, simplistic,
version of <a href="http://www.youtube.com/watch?v=Ywn2lz5zmYg&feature=share">parallel
universes</a>, I doubt that anything is absolute knowledge. Why would we expect
that anyone could learn identically as we teach? or that any two students could
store the same information the same way? Everything is relative to our own
experience. Anyone who has spent anytime in a classroom knows this. You say a
direction, not even content, in as obvious a way possible, and three hands go
up to ask what the direction was. Yes, one was simply not listening, another
might ask just for attention, and one might have been distracted. Then the rest
that go off to carry out the direction, are all over the place, each certain
they heard and understood the direction. Alas, I do agree that Social Readiness
is the true barrier.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Jamin Carson, although this article is only 7
years old, seems to still believe that we have any control over how our
students receive content. He has not integrated this into his argument. In a
time when the teacher was the all-knowing delivery of content, perhaps there
was more possibility for the objectivism theory. His example of Romeo and
Juliet is dismissed before he delves into that students reasoning for his
seemingly mistaken understanding. Find where he took a turn and suggest another
view? In any case, pure constructivism is not really the goal as I see it, it
is what I like to call, ‘a leaning’. When we ‘lean in’ towards something, we
open the door to it and by doing so, we open our mind to it.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Getting closer! Number 2: This is where I get
a little crazy in conversations. Video games are ruining our kids, parents
shouldn’t allow them! Instead of fighting against what is, can we find a way to
incorporate it, find a benefit in education? Of course we can. Futile ranting
that doesn’t allow for incorporation, that makes me crazy. So the next title: <b>Do Computers Negatively Affect Student
Growth?, </b>to say the least, enticed me. We can not and do not, go backwards.
The world changes, each generation has a different perspective, different
tools. Perhaps that change is getting so fast we are struggling to keep up now.
This is breeding a lot of insecurity, and this is easy to see with technology.
The notion that the teacher has to turn to the students to solve a technical
glitch, that we are not the experts, they are. Why is this bad? So many more
students are engaged in learning because they have a way in now. So I have a
problem with the premise, in that I feel it implies that we are able to measure
today’s growth when we are yesterday’s product. Lowell Monke<b> </b>uses the example of the Oregon Trail
simulation, remember this article was written nearly a decade ago so it was
relevant. His argument is that the simulation can teach the value of resources,
and the strategic use of them but cannot instill the determination and courage
it took for those pioneers to make that journey. Duh! Of Course it can’t, it’s
a simulation, on a computer. Again, the premise sets up the argument in an
all-or-nothing fashion. The computer is
a tool for learning, for teaching, and for everything else. It is not a
complete replacement for the teacher. However, in terms of making the
allocation of resources, and it’s effect more ‘real’ to a 4<sup>th</sup>
grader, I believe it surpasses the teacher. Then he says that the skills a
student needs to enter the job market “can easily be learned in one year of
instruction in high school”. Really? Taught by whom? One of us quasi-dinosaurs?
Our students need to be embedded in the ever-changing computer and media tools.
Changing with the applications of technology is the skill they most need to be
adept in.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">I do whole-heartedly agree about the
ecological impact. I remember that computers were going to cut down on paper
use but instead they have exponentially increased it. There is immense techno
trash as devices change and become obsolete so quickly. There are the work
forces that build these, and their conditions. These are all very real
ecological impacts that need attention, now. However they do not really apply
to the ‘student growth’ argument, more of a side bar, a very, very important
side bar for our world, just not limited to educational growth. <o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Frederick Hess realizes that technology is a
tool, not a cure. I am replacing the word technology instead of computers in
this section because the use of computers just further points out the pace that
has evolved. How many students use a computer, as we imagine and name them, in
class? Netbooks, Chrome books, tablets, readers, etc and far more common.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;"><a href="http://www.wavsource.com/snds_2013-04-07_2790854295826957/sfx/trumpet_x.wav">Let
the trumpets blare</a> …we are at number 1: <b>Is the “21<sup>st</sup> Century Skills” Movement Viable? </b>I have not
been as excited as a teacher as I am about this movement, so let’s say, I am
biased, and very hopeful that the YES wins out on this one.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">This is the educational philosophical battle
I feel most embedded in. My school is deep into NEASC preparation. We are
researching, writing, adopting, and preparing to implement. It is all wrapped
around these 21<sup>st</sup> Century Learning Skills, moving our students from
the dogma of passive learner to the active role of thinking! To begin, we have
to move the board (I really was tempted on the topic of School Boards being
obsolete), the administration, and the staff…and that’s just the work inside
the building! Public education has always had the component of educating
students to become productive members of society. Although Plato believed that
the core educational focuses would prepare for any later endeavor, our world
has become far more specialized. We prepare for what the future requires of
them, to the best of our ability. So, we ask employers what they need and what
they project to need and we revise to meet those needs. As mentioned in the
previous contender, #9, the pace of change is difficult to keep up with. I
believe this means that occasionally we have to leap. This is our leap. <o:p></o:p></span></span></div>
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</v:shape><![endif]--><!--[if !vml]--><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDFrXKMjTtrX2N4d3NPaYt9nIjb3oYlx0nbFrkqnaFdLfIaUE97M3_ajgWSsCRGPlYKAyPiorynNOvbpHPBdQ84AzxAivhFjMeysX3HIVNs0vzIFe7AOy9iLB8iBuDA1JdGx5fElcV7no/s1600/Screen+Shot+2013-04-07+at+3.19.34+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDFrXKMjTtrX2N4d3NPaYt9nIjb3oYlx0nbFrkqnaFdLfIaUE97M3_ajgWSsCRGPlYKAyPiorynNOvbpHPBdQ84AzxAivhFjMeysX3HIVNs0vzIFe7AOy9iLB8iBuDA1JdGx5fElcV7no/s1600/Screen+Shot+2013-04-07+at+3.19.34+PM.png" /></a><span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">Every school has those teachers, the veterans, who sit back and
wait. They have seen it all before, heard it all before, and now they look at
everything as a fad, a passing initiative and they may feel smug in that
knowledge and that they know they don’t have to buy in or change a thing, and
it will go away. We had one teacher in our school, who was also a veteran but
who somehow kept her mind and practice open to change. Her name was Barb Rennie.
My 21 year-old was lucky enough to have her for both 2<sup>nd</sup> and 3<sup>rd</sup>
grade. She retired years ago, and sadly, she is still the picture that comes to
mind, a rarity. She had taught every level, most subjects, and still gave new
ideas a try, a listen, and then she took from them what worked best, she
evolved. Is this the reason education has been so resistant to change, to
evolve, because there are too few Barb Rennie’s and too many who ‘have been there,
done that’ and have become resistant to change?<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">The argument that these skills have existed
forever is true, of course they have, but not as the product of our education.
Repositioning these skills, mobilizing around what is needed for our students, and
therefore making it a priority instead of a hopeful by-product.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="color: #f4cccc;">The NEASC process we went through, the
Mission Statement was hauled out for all to see. It was carved into a new sign
above the entrance. We all got laminated copies of the ‘key terms’ within it,
all in an attempt to show the visiting committee that we were all aware of, and
following it, that students could recite it. Those signs are still up. This
time, the Core Values and Beliefs Indicator explicitly states that the adopted
mission statement will be used as a basis for policy, decision-making, and
budgeting. This was big because
typically these were not related in any way. I fought to get on the Core Values
committee. We have school-wide rubrics based on 21<sup>st</sup> Century Skills,
and they are embedded in out Mission Statement. I have asked School Board
members NOT to adopt these unless we are all agreeing to the process, that
these are our common goals, and our policies, decision-making and budgeting
will flow from them. I was never so scared in my job as that day. We were
discussing scheduling with our board members in favor of a 45 minute, 8 period
day and our staff members desperately trying to preserve block learning. In the
end, we can and will teach in a 30 min, 45 min, 50 min, 60 min, or 90 minute
time frame. We can do it if our role is to deliver content. If we are buying in
to the past years work we have done on 21<sup>st</sup> Century Skills, we need
time, this decision must align with our Mission Statement. Still, a work in
process. But just one reason why this was number 1 for me.</span><o:p></o:p></span></div>
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<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-75373108071566253792013-04-07T10:19:00.001-07:002013-04-07T10:19:57.455-07:00<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;">The Journey is Almost Over....Into the </span></div>
<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;">Those Nitty Gritty Courses </span></div>
<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;">...and that means papers!</span></div>
<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;">This one started out as NOT my favorite. I even referred to it as a 'stupid assignment', regressing into my 12 year-old's view of the world ;)</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeCGD1mOluguwl_LCWw6lFUs0AaB0d28M9k30xOC8LceiKdp_rF0N2TpzU3QGMQNqa6SWsRB_GjDYPX01frIKNllSftohYSe-JJLR9JqmiykTW562Kx0RKj-gjb7M_DBaAIhn59X1U1lE/s1600/62005_1334339173445_4325258_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeCGD1mOluguwl_LCWw6lFUs0AaB0d28M9k30xOC8LceiKdp_rF0N2TpzU3QGMQNqa6SWsRB_GjDYPX01frIKNllSftohYSe-JJLR9JqmiykTW562Kx0RKj-gjb7M_DBaAIhn59X1U1lE/s320/62005_1334339173445_4325258_n.jpg" width="240" /></a></div>
<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;">Can't you just tell that he knows EVERYTHING ?</span></div>
<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #f9cb9c; font-family: Trebuchet MS, sans-serif; font-size: large;">Find your Top 10 Philosophers, and their theories of Education. It seems I've lost the ability to read, and regurgitate...I just have to insinuate myself, my classroom, my content into everything!!</span></div>
<div style="text-align: center;">
<br /></div>
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<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;">How did we get here? After all, I
spend a significant part of my day, my life, embedded in education. I am a public school teacher, an institution
with a long and significant history in our culture, and in the history of
civilization. I am a student, always. I am a student of my students, I am a
student of my own evolution, and I am a student in pursuit of my master’s in
education. A goal so close I can taste it. So, it does seem relevant to reflect
on the historical significance of how educational theory has developed. This is
the task, and a daunting one since I know well, that this is an area outside of
my strengths. <o:p></o:p></span></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> In
the beginning….or at least the classical period of philosophy there were the
big three. We have all heard of Plato, Socrates, and Aristotle. Early Greece
forms the picture for me of what early culture and civilization embodied, and
therefore I felt compelled to delve in to it. Throughout this research, I am
amazed at the paradox of how both everything has changed, and yet, so much
remains the same. Classical education focused on the full development of the
individual as a whole person. The end result being that a fully realized person
is capable of contributing to the society or culture in any of multiple
directions. I believe this truth to still be true, with the stated caveat that
we each have our own potentials in certain areas, therefore the goal is to live
up to, or educate up to that level. In
this setting, a Trivium was followed as the path a child follows in education
beginning with a grammar phase, then a logic/dialectic stage, and then as they
near adulthood, the rhetoric stage. Socrates the educator, challenged his
pupils to then rise through the “levels of reality to the highest, truest
knowledge of what is”.<o:p></o:p></span></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> I
was struck by the first time I saw Socrates dialogues described as rambling. I
had thought him so revered, and knowledgeable. As I read on, it was made clear
by several authors, that they were describing his technique, which then seemed
very familiar to me. First he would look at an idea from as many points of view
as possible, as we do as teachers, to find that one key to engagement for each
of our students. As embedded as we are in 21<sup>st</sup> Century Learning, I
couldn’t help but see this as a version of, the teacher as facilitator. This
transition we are in now, maybe it is getting back to basics really. We guide
our students to their own realization, because our realizations are useless to
them. In the cave analogy, Socrates uses some reverse psychology, and some
acceptance of where Glaucon is in his own development, to guide him, indirectly
towards his own discoveries. Another current thought that lies in Socrates
dialogues is that once an individual becomes educated, they must put this
enlightenment to work, to give back, to raise the level of the cave, the city,
the society. His educational philosophy in the Republic is more difficult for
me to understand. Socrates, as all
science I believe, struggled with nature and education, or as is commonly
stated, nature and nurture, believing the education can lead to a rise in
nature.<o:p></o:p></span></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> Since
I enjoy seeing the big picture. I chose next to learn about a completely
different and just as intriguing perspective, Confucius. His life ended as
Socrates life began yet I imagine their lives and culture as so much more diverse.
It appears that they both have similar reputations in their cultures, as being
founding teachers. Where Socrates believed all people had the capacity for
education, Confucius was radical in his culture for offering equal education
for all. At the time, education was reserved for the noble families. My reading
still refers to all, as all men. His premises appeal to me, and as a teacher,
are necessary, that everyone is good at heart (nature), and capable of acting
on it, knowing it. One of his later
followers contended that evil and ignorance comes from the failure to
development these given abilities. Where Socrates pressed for the development
of knowledge through dialogue and stories, Confucius’s view was that real
knowledge was self-knowledge. Ultimately they were quite similar in their goal
for individuals to reach their personal potential and that this was the
preparation needed for life. Several authors mentioned that Confucius believed
that those who did not want to learn could not be taught. Hmmm…seems so basic,
yet contrary to our belief of an education for all, hence the continuing saga
of how do we reach each individual? The Greek were verbose, with lengthy
dialogues and writings, giving students the opportunity to swim in it and find
what resonated for them. In contrast, Confucius gave some pearls that had to be
tumbled and looked at through many angles to detect how to unlock its higher
meaning. I think Yoda is a contemporary of this type of teaching.<o:p></o:p></span></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> Medieval
philosophy is fascinating in it’s entanglement with religion. This is also the
reason I struggle with it. There is also the unfortunate name, medieval, or
‘in-between time’. That makes it sound less significant. However, in terms of
education, there is the formation of a more recognizable system, in more
recognizable cultures, for us. Western Europe developed monastic schools, which
led to the monasteries that we are familiar with. The Greek-like tradition of
following the teachings of an individual master continued. Then there were the
Cathedral schools and Universities. The Cathedral schools being larger and
associated with a particular church or bishop and, like the Monastic schools,
were centers of religious training. A dominant Cathedral school that attracted
a wide variety of students could become a University. The university as we know it, it is a collection
of colleges, each specializing in it’s own subject. This is where we begin to
see these, originally as the arts, law, medicine, and theology. This is when
philosophy and religion joined. Any philosophy that threatened religion was not
readily taught, such as Aristotle’s metaphysics.<o:p></o:p></span></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> Two
philosophers of this time, who did align with Aristotle, were Thomas Aquinas,
and John Duns Scotus. They both believed that knowledge has two forms, sensory
and intellect, and that abstraction is how the intellect translates sensory
information into understanding. They
both used philosophy to develop their theorems of proof of the existence of God
and believed that metaphysics was a real theoretical science, which put them at
odds with the Pope. (It is difficult to NOT put this in context of the papal
decisions going on today.) Aristotle believed that all concepts come from
creatures, and to that, Scotus would reply, “where will that analogous concept
come from?”. This sort of repartee seems to be the nature of their
relationship.<o:p></o:p></span></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> As
a Health Educator, I am caught by some of the topics of Thomas Aquinas. Parents
as primary educators seems an eternal concept. However, he goes further. In the Suma Contra Gentiles, a book that seems
to ‘sell’ Christianity to non-believers, he discusses sexual and marital ethics
such as “why simple fornication is a sin to divine law, and why marriage is
natural”. (Again, current events, DOMA etc..are hard to keep out, especially
since his contemporary Scotus, and SCOTUS). He further delineates the roles
each parent is better suited for. He recognized the ‘family’ and ‘state’ as two
different societies, and that the state should not interfere with the functions
of the family. I believe that my entire curriculum would be considered
‘family’, yet here we are, 2013, and it is ‘state’. That aside, Aquinas seems
to adhere, after determining that a man, and not just God, can be a teacher, to
the idea of the teacher as a leader – leading the student to learn. What is
worth learning? Science, mathematics, natural philosophy, and metaphysics.
Logic will be the method of learning.<o:p></o:p></span></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> As
a bridge from Medieval to Enlightenment periods, Descartes was hailed the
“Father of Modern Philosophy”. He did
not believe that all knowledge came from the senses, as Aristotelians did, and
he also refined his metaphysical beliefs by making clear distinctions between the
body and mind. His quest for absolutes, something not subject to doubt, begins
with “I exist”. He manages to extend this to God. Eventually getting to “Je
pense donc je suis”, translated to the famous, “I think therefore I am”. His
metaphor of philosophy, describes the important subjects of education. The
roots are metaphysics, the braches fall into three major categories, medicine,
mechanics and morals.<o:p></o:p></span></span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span class="MsoHyperlink"><span style="font-family: Candara;"><span style="color: #ffe599;"> The
Enlightenment again resonates with 21<sup>st</sup> Century Learning objectives.
As this is the ‘age of reason’, critical thinking and civic engagement are
mentioned. This time period is very influential in the establishment of our own
society and educational practice. My heart sides with Rousseau, the romantic,
and his ideal of a peaceable kingdom of ‘noble savages’. My independent streak
follows Voltaire, the writer’s name, who embraced freedom of religion. So this
is the Enlightenment that the Medieval time was holding place for. It does seem
to be a round about route back to Plato’s <i>The
Republic</i>.<o:p></o:p></span></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: #ffe599;"><span class="MsoHyperlink"><span style="font-family: Candara;"> Kant
moves us to consider space and time. He agrees that most knowledge is gained
from experience, the senses, what we see, hear, and touch in our surroundings
but, we also have innate knowledge. He called these a ‘priori’ which is Latin
for ‘from the beginning’. When it came to education, obedience was his
doctrine. Apparently, some see this as the obvious reaction to the disobedience
of the original sin. I feel we are trying to dig out of a very Kant inspired
school structure where, routine, structure, and obedience. What about
motivation? </span></span><i><span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;">As to the child’s
proper motivation: “One often hears is said that we should put everything
before children in such a way that they shall do it from inclination. In some
cases, it is true, this is all very well, but there is much besides which we
must place before them as duty. For in the paying of rates and taxes, in the
work of the office, and in many other cases, we must be led, not by
inclination, but by duty. "Even though a child should not be able to see
the reason of a duty, it is nevertheless better that certain things should be
prescribed to him in this way …” <span class="MsoHyperlink"> </span></span></i><span class="MsoHyperlink"><span style="font-family: Candara;">I feel that I hear
this today. His counterpart Locke saw it his way, </span></span><span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;">from his <i>Some
Thoughts concerning Education</i> (1692<i>):“I
am very apt to think, that great severity of punishment does but very little
good; nay, great harm in education: And I believe it will be found, that, ceteris paribus, those children who
have been most chastised, seldom make the best men.” </i>And finally a quote
from Kant that really speaks to the dissatisfaction of education today where so
many kids truly ‘hate’ school: “Children should sometimes be released from the
narrow constraint of school, otherwise their natural joyousness will soon be
quenched”. This sounds contrary to good education to me, so I wonder why it
stuck? I see a kind of detachment from thinking of children as humans, more
like pods in need of development.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;"><span style="color: #ffe599;"> Bridging
the gap between Enlightenment and Modern philosophy is the Post-Enlightenment.
We are in the Age of Idealism. Enter
Dewey, well known for his “Democracy and Education”. He believed that education
was intrinsic to the “social continuity of life” and further stated that
education was a necessity because the nature of life is to die, implying that
education ensured continuity. There is so much in his work that resonates
today. Conservative views of education as the standards, taught conventionally
versus, inquiry based education, as well as the more liberal or broad view of
subject matters versus the distinct vocational skills.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;"><span style="color: #ffe599;"> Emma
Willard was American; she was born in Connecticut, as the 16<sup>th</sup> of 17
children! She was fortunate that her father was unconventional and thought
females were just as worthy of an education as males were. She was a reformer
to me, going on to establish the first secondary school for females despite
being denied financial means by the state of NY. The school endures today. Her
selling arguments would be cringe worthy today but were a smart tactic to appeal
to the male audience. She gave multiple reasons for educating females such as,
“<i>If, then, women were properly fitted by
instruction, they would likely teach children better than the other sex: they
could afford to do it cheaper: and those men who would otherwise be engaged in
this employment might be at liberty to add to the wealth of the nation”. </i>Thank
you Emma Willard for getting female education started in the U.S.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;"><span style="color: #ffe599;"> Montessori,
the higher alternative to the slower change that is the public schools. I am
ashamed to say that I do not know much about this, and I am intrigued that at
least two of our class members have been trained in this. Without exception,
the information I find about Montessori education all state that; “it must be
observed to be understood”. Dr. Maria
Montessori stated in The Absolute Mind that “To aid life, leaving it free,
however, to unfold itself, that is the basic task of the educator”. Again, the
teacher in the role of facilitator. I am so glad that so many have realized
this and so…embarrassed…that so many people, who are teachers believe that they
are the fountains of knowledge, imparting it to their students. Often I found
words or analogies to nature in this research…tending as if a garden,
cultivating learning, sowing the seeds, capacity to grow. This methodology
seems to build on the sensory route for learning discussed earlier. Gaining
knowledge through the senses and then developing an understanding of that
knowledge, as the means of educating the child. This has been a common thread.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;"><span style="color: #ffe599;"> Henry
David Thoreau has always held allure. Who has not wanted to go out into the
woods to experience living with oneself? I surely have a hundred times. I spent
many summer days at Walden Pond when my oldest was just an infant. We would walk
along and I would try to imagine what it must have looked like back then, and
how the peace and serenity may have influenced Thoreau’s pacifist nature. I
knew he left teaching because he wouldn’t use corporal punishment. Education
was still in that time of obedience and routine, children were less what? Less
human? Less valuable? They were a work in progress. Thoreau taught through
conversation. This circles us back to Socrates and the dialogue. The Socratic
Seminar has been revived lately. I find it is a great way to get students to
question and push each other. Character education and a sense of connectedness
are integral in his philosophy. “Thoreau reminds us that we need to have
respect for our selves (conscience), others (society), and nature
(stewardship).” <o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;"><span style="color: #ffe599;"> Contemporary
philosophy has many branches, too many to cover here. There were a couple of
people I wanted to learn more about and I will end with a brief discussion of
them. Because I have never had the opportunity to take time to study the female
philosophers, I feel I have always just been presented with the usual, male,
suspects. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;"><span style="color: #ffe599;"> I
was alive but somehow missed the Malcolm X years. Maybe it was that I was
growing up in eastern Long Island, in a
high school with one black student. His story is impressive, Nebraska to
Harlem, to the streets, to jail. Then there was the self-recognition that he
was nearly illiterate and the devotion to improve. The politics being what they
were, an angry black man, who was well read, self-taught in jail, and dedicated
to teaching young students that white America had brainwashed them, well, that
was definitely a threat to the status quo.
I am unclear, though I read quite a bit, of his educational philosophy
other than he thought that education was essential, to raising black people up
from discrimination. Turning from his anger to bell hooks seems a necessity.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: 10.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Candara; mso-bidi-font-family: Ayuthaya;"><span style="color: #ffe599;"> What
better motivation than hope? I believe teaching does require hope, and faith in
learning. Her early education, as she describes it sounds heavenly. All black
schools, taught by black women who were determined to help a generation use
education for betterment, to ignite them with knowledge. Then her descriptions
of the post-busing ‘all white’ school sound so opposite, obedience, no fire, no
threats were tolerated. Thank goodness she was already engaged with learning
and determined to teach and write. “It is imperative that we maintain hope even
when the harshness of reality may suggest the opposite” is a quote from one of
her mentor’s Paulo Friere. You can hear how that sentiment would resonate with
her. She advocated holistic education, and reflection on the part of students
as well as teachers, to care for themselves as practitioners.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; text-indent: .5in;">
<span style="font-family: Candara;"><span style="color: #ffe599;">Teachers, philosophers, and thinkers have shaped
education for thousands of years. It is continuing to evolve today. It can be
rewarding and disheartening. It is valuable to see the perseverance of
knowledge as an expression of our innate potential. Although many ideas are
constant which could feel like a lack of progress, it seems quite the opposite,
for these ideas to stand the test of time, through all these ages, makes it more
valuable. Our audience changes but we are always trying to get them hooked on
self-discovery, critical thinking, exploring ideas, with no end in sight.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<u><span style="font-family: Candara;"><span style="color: #ffe599;">References:<o:p></o:p></span></span></u></div>
<div class="MsoNormal" style="line-height: 150%;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://www.franciscan-archive.org/"><span style="font-family: Candara;">www.franciscan-archive.org</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://www.stephenhicks.org/"><span style="font-family: Candara;">www.stephenhicks.org</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: Candara;"><span style="color: #ffe599;">hooks,
bell (1994) Teaching to Transgress. Education os the practice of freedom.
London: Pluto Press.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: Candara;"><span style="color: #ffe599;">Burke,
B. (2004) ‘bellhooks on education’, the encyclopedia of informal education.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://www.infed.org/thinkers"><span style="font-family: Candara;">www.infed.org/thinkers</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://litchfieldmontessori.org/"><span style="font-family: Candara;">http://litchfieldmontessori.org</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: Candara;"><span style="color: #ffe599;">Philosophy
of Education by Hsueh-Li Cheng<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: Candara;"><span style="color: #ffe599;">Sun,
Qi (2008) Confucian Educational Philosophy and it’s Implications for Lifelong
Learning and Lifelong Education.Philadelphia: Routledge<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: Candara;"><span style="color: #ffe599;">http://plato.stanford.edu/entries/education-philosophy/<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://plato.stanford.edu/entries/medieval-philosophy/#Education"><span style="font-family: Candara;">http://plato.stanford.edu/entries/medieval-philosophy/#Education</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://www.smithsonianeducation.org/spotlight/school.html"><span style="font-family: Candara;">http://www.smithsonianeducation.org/spotlight/school.html</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://womenshistoty.org/"><span style="font-family: Candara;">http://womenshistoty.org</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://www.thethoreausociety.org/"><span style="font-family: Candara;">www.thethoreausociety.org</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="https://blogs.commons.geargetown.edu/"><span style="font-family: Candara;">https://blogs.commons.geargetown.edu</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="color: #ffe599;"><a href="http://www.iep.utm.edu/aristotl/"><span style="font-family: Candara;">www.iep.utm.edu/aristotl/</span></a><span style="font-family: Candara;"><o:p></o:p></span></span></div>
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<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-2410485957714147122013-02-03T17:48:00.000-08:002013-02-05T03:48:32.116-08:00Reflection: Are we holding on too tight? or for dear life?<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: #b45f06; color: #f3f3f3; font-family: Trebuchet MS, sans-serif; font-size: large;">Want to get a teacher all riled uP? </span></div>
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<span style="background-color: #b45f06; color: #f3f3f3; font-family: Trebuchet MS, sans-serif; font-size: large;">I don't recommend it....but here's how...</span><br />
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<span style="background-color: #b45f06; color: #f3f3f3; font-family: Trebuchet MS, sans-serif; font-size: large;">FIRST, THE SETTING:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">PERSONALLY: </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">At my school, we are just so embedded with <a href="http://www.neasc.org/">NEASC</a> preparation...along with this comes our new school-wide rubrics that score on <a href="http://www.p21.org/overview/skills-framework">21st Century Learner Skills </a>. Needless to say, a lot of reading, a lot of professional development, brains full, maxed capacity. When the info settles in, small shards of clarity, and questions emerge.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">PROFESSIONALLY:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">OK...education is undergoing a large scale transformation and we find that we are all at different points along this continuum. Of course. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">The 21st Century Learning Skills, are based on the 21st Century Learning Objectives, which are based on the needs of the <a href="http://www.imls.gov/about/21st_century_skills_list.aspx">21st Century Job Skills</a> needed. Got it, the job skills are changing, as educators, we need to shift in order to focus on teaching our students the skills they need to be successful in their job market, which is very different from previous ones. that is why this is such a pervasive change in thought.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">CULTURALLY:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">What do we know about change? It creates uncertainty. Uncertainty can create instability, fear, insecurity, and backlash.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">We see it recently in politics, religion, social issues....change, change, change. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">We are becoming a global economy, but Greece, and others are failing and now we could be connected. No longer safe, and insulated.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Since we have had a black president, I have heard the word 'nigger' used more</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"> than in the 40 years before that.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Gay marriage equality is making unprecedented gains, and hate crimes are on the rise, not one single male in 12 years has felt it safe enough in our school to come out openly as gay.</span><br />
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<span style="background-color: #783f04; color: #f3f3f3; font-family: Trebuchet MS, sans-serif; font-size: large;">THE SET-UP:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">QUESTION:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Why would education be any different. We are already a somewhat <a href="http://www.couragerenewal.org/courage-to-teach">vulnerable profession</a>. How does it feel when an administrator or peer, comes and audits our classroom? The content is our safety net, we know our stuff. But so much of what we do is personal, style, management, thresholds, relationships.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Now, as the fog clears on all the debate, the research seems pretty clear. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Hard pills to swallow:</span><br />
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<span style="color: #f1c232; font-family: Verdana, sans-serif;"><b style="background-color: #783f04;">1. We can not hold tight to our content. We no longer hold that, it is everywhere. Our students can access it from a variety of sources. We still care they get it right but now we have to focus on teaching them to critically analyze their sources.</b></span><br />
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<span style="color: #6aa84f; font-family: Georgia, Times New Roman, serif;"><i>2. Without our content, without being, what is now the 'limiting factor in the front of the room', we must step into the fray, and facilitate what our kids DO with the content. Teach them to apply the information they get, to think with it.</i></span><br />
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<span style="color: #cc0000; font-family: Courier New, Courier, monospace;"><b>3. The school building can also be a limiting factor, just like time. We must find a way to 'simulate' real world applications, modeling, bringing in the community resources, getting kids out into the community, and utilizing ways to access technology that can broaden their sense of community and connect in a hundred different ways. Teach them to be responsible digital citizens using technology, to create original products and hopefully to do real world application, and problem solving.</b></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">WHOA:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Most of us were never taught this in our student teaching, or teacher prep courses.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">So how do we keep up?</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">How do we still feel integral, even secure, in the education process.</span><br />
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<span style="background-color: #783f04; color: #f3f3f3; font-family: Trebuchet MS, sans-serif; font-size: large;">THEN GO FOR THE THROAT:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvIEzcHg9AuYhy8N32R5kb4rl_NXumgnaY07b7iXUQmSzFnPUooelxExKB0hKUX1Tawzz0XhwVkiSDAqHxduZbskmJfuNXcj2qAuW3jC17WpkbxgndLMac9GBItfSb-J1gMiluPZCA2o8/s1600/cursive.declaration.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvIEzcHg9AuYhy8N32R5kb4rl_NXumgnaY07b7iXUQmSzFnPUooelxExKB0hKUX1Tawzz0XhwVkiSDAqHxduZbskmJfuNXcj2qAuW3jC17WpkbxgndLMac9GBItfSb-J1gMiluPZCA2o8/s200/cursive.declaration.jpg" width="200" /></a></div>
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<span style="font-family: Trebuchet MS, sans-serif;">THEN it happens, s</span><span style="font-family: 'Trebuchet MS', sans-serif;">omeone asks:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Why are 3rd graders spending the better part of a year on cursive writing that is not listed in the Common Core Standards? Elementary teachers and secondary English teachers have reasons, but they all sound like ...well, holding on too tight to something and being afraid to let go. After all, maybe it's not that it is dropped completely, though there may be a case for that, the suggestion is that scale that back to make room in the schedule for tech education, for advanced keyboarding, for tech integration projects, for skyping with a class in another country....</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Another question:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtkOdZbXMcw0c8T_I3BdlUCFOl5d3dv7YvUbl1mAd6kGOle3RUY1ToaMkmLokzPql27HNA-fi3Y27WtRURlhkniTTsabENN_iboKmLq6vmCoQShxo41lQFZBsatCj4cTYmKIgDPS3Gg3w/s1600/spelling.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtkOdZbXMcw0c8T_I3BdlUCFOl5d3dv7YvUbl1mAd6kGOle3RUY1ToaMkmLokzPql27HNA-fi3Y27WtRURlhkniTTsabENN_iboKmLq6vmCoQShxo41lQFZBsatCj4cTYmKIgDPS3Gg3w/s200/spelling.jpg" width="200" /></a><span style="font-family: Trebuchet MS, sans-serif;">How important is spelling....gasp....in terms of 21st Century Learning, and 21st Century Job Skills? is anything going to be written without some kind of tech device, with a handy</span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;">dandy spelling checker? Another teacher says, well, they can't get to an internet site they want if they are off by just one letter. True...and that was an argument at one time but...they can search it out, and sometimes they even find a better one. There is a glut of information and it is always evolving. If it was a crucial link, diigo it, bookmark it, never have to spell it again.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">So much time is spent on spelling? Could it be used to develop other necessary skills? YIKES.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4n3CLcLN670wAYlW8YaPD54_lWO4wWkxJ_w7sEmFN72LEXkwBjaDrf650zOJvc97BztYIOkP0S3ms8nC4ASM-AWV5xgFiYqqcXcGom91iLZk29zuCT6xg69VnHw5h3-u2vOsENVnFfDQ/s1600/children+math.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4n3CLcLN670wAYlW8YaPD54_lWO4wWkxJ_w7sEmFN72LEXkwBjaDrf650zOJvc97BztYIOkP0S3ms8nC4ASM-AWV5xgFiYqqcXcGom91iLZk29zuCT6xg69VnHw5h3-u2vOsENVnFfDQ/s200/children+math.jpg" width="200" /></a></div>
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<span style="font-family: Trebuchet MS, sans-serif;">And of course:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Why shouldn't we let students use calculators to do math? Well, what about when they have to calculate something and they don't have one? Really? When will they ever be without their cell phone with it's handy calculator app. Heck, by the time they are in high school, we REQUIRE them to be dependent on the graphing calculators or their equivalents. But, they need to understand the concepts, KNOW what the results mean, don't they? Is there more than one way to learn that? I recently learned about <a href="http://books.google.com/books/about/The_Jasper_Project.html?id=z5RDkxNsATwC">The Jasper Project</a> from another student in my grad class. More importantly, how it can be used in the classroom to ask kids to go out in the world and find a real life situation where math is the solution. Through video, they can assess the problem or question, and determine how to resolve it and show their work. So, what's more important, what tools they use, or the application of their thinking and their results?</span><br />
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<span style="background-color: #783f04; color: #f3f3f3; font-family: Trebuchet MS, sans-serif; font-size: large;">NOW WHAT:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">I don't know the answers to these or others. I agree that the questions have to be asked, that's why I did ask them and became enemy number one in a small group of teachers while we explored the direction and realignment that the 21st Century Learning Objectives demand. I THINK THAT IS THE WHOLE POINT OF THIS MOVEMENT, AND OF NEASC, TO QUESTION WHAT YOU ARE DOING, HARD REFLECTION, AND RE-ALIGNMENT. I feel pretty psyched that, although there are a lot of upheavals coming my way, my content area, Health Education, is ALREADY skills-based, and real-world based. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">I believe all the content areas are, pretty much, we just have to see our role </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">differently, and we have some work to do, </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">and a </span><span style="font-family: 'Trebuchet MS', sans-serif;">lot of sifting, and tossing out to do, to get to where we need to be.</span></div>
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<span style="background-color: #783f04; color: #f3f3f3; font-family: Trebuchet MS, sans-serif; font-size: large;">SO WHAT DOES THE WIDER COMMUNITY THINK:</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">After reviewing a number of peer reviewed journals, and also checking out the blogging and news communities, these are some nuggets, insights, and ah-ha's I found.</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Arguments for cursive usually revolve around being connected to our history and being able to read old documents but I haven't found any research that says, because we do not practice cursive, we cannot read it? I love good handwriting and always compliment kids who possess it, and offer them the option to use it if they prefer. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Arguments against cursive usually bring up calligraphy, a lost art. Truly now considered an art, but certainly not intensely taught and practiced in public school. Why? Because it is not a skill needed by our students in order to be productive members of society. When would our students use cursive? Letters? I love getting a hand written letter but that is not enough. Signing checks? It's been two years since I used checks, I don't imagine this new generation using them much, we don't even sign credit cards for fear of theft, relying instead on picture ID. I just can't find the argument for intense cursive writing instruction. Writing is meant to last and we live in a time when things change constantly. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.cta.org/en/Professional-Development/Publications/2012/06/June-Educator-2012/cursive.aspx">Here is a look at both sides from the California Teachers Association</a></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">and a <a href="http://www.ted.com/conversations/15175/should_cursive_writing_be_requ.html">Ted Talk </a>about it</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">For spelling, I believe there is a stronger case, but then again...I keep thinking of that <a href="http://farahzulkifly.files.wordpress.com/2012/09/can-you-read-this.jpg">experiment that has the words all misspelled</a> but it is still totally readable? So what is our purpose, is it transient communication, in the midst of a bigger scheme and we just need to get the basics? or is it a finished product? if so, wouldn't we spell and grammar check it? </span><span style="font-family: 'Trebuchet MS', sans-serif;">It is interesting to note that at least one study found a positive correlation between texting and spelling...hmmm. This is probably not too relevant BUT, I used to get really annoyed when I found a typo in a book. I dreamed of being an author, and these books were edited, proofed, printed, and copyrighted...with a typo??? But now, when i find one, or more in a blog, or an online newspaper, etc...I don't mind. I guess I feel it is the price of instant information...and I am a bit relieved I guess. Yet another study said that any negative effect on spelling was only observed in adults, none were seen in children. We know this, this generation is wired, they know the difference between digital formats and others. Again, if spelling is a necessary skill then by all means, let's continue to devote much time and effort into it but let's be sure it is a necessary skill, not assume. we have a tendency to just believe some dogma is timeless, and really, is anything? Maybe the question isn't whether or not spelling is important but, why can't we accept that there are now two standards of written communication, and that our students can manage it? </span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">"</span><span style="background-color: white; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; text-align: -webkit-auto;"> These results show that text messaging does not adversely affect the development of literacy skills within this age group, and that the children's use of textisms when text messaging is positively related to improvement in literacy skills, especially </span><strong style="background-color: white; border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: -webkit-auto; vertical-align: baseline;">spelling"</strong><br />
<strong style="background-color: white; border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: -webkit-auto; vertical-align: baseline;"><span style="font-weight: normal;"><br /></span></strong>
<strong style="background-color: white; border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: -webkit-auto; vertical-align: baseline;"><span style="font-weight: normal;">Wood, C. C., Jackson, E. E., Hart, L. L., Plester, B. B., & L.Wilde. (2011). The effect of text messaging on 9- and 10-year-old children's reading, spelling and phonological processing skills. </span><i style="border: 0px; font-weight: normal; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Journal Of Computer Assisted Learning</i><span style="font-weight: normal;">,</span><i style="border: 0px; font-weight: normal; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">27</i><span style="font-weight: normal;">(1), 28-36. doi:10.1111/j.1365-2729.2010.00398.x</span></strong><br />
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Here's a chat from a <a href="http://universitydiary.wordpress.com/2012/09/27/so-how-important-are-spelling-and-grammar/">University Blog</a></div>
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<span style="background-color: white;"><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; text-align: -webkit-auto;">Plester B, Wood C, Bell V. Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?. </span><i style="border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: -webkit-auto; vertical-align: baseline;">Literacy</i><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; text-align: -webkit-auto;"> [serial online]. November 2008;42(3):137-144. Available from: Academic Search Premier, Ipswich, MA. Accessed February 3, 2013.</span></span></div>
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<span style="background-color: white;"><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; text-align: -webkit-auto;">Powell, D. D., & Dixon, M. M. (2011). Does SMS text messaging help or harm adults' knowledge of standard spelling?. </span><i style="border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: -webkit-auto; vertical-align: baseline;">Journal Of Computer Assisted Learning</i><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; text-align: -webkit-auto;">, </span><i style="border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; margin: 0px; outline: 0px; padding: 0px; text-align: -webkit-auto; vertical-align: baseline;">27</i><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; text-align: -webkit-auto;">(1), 58-66. doi:10.1111/j.1365-2729.2010.00403.x</span></span></div>
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<span style="background-color: #783f04; color: white;"><span style="font-family: Times;"><span style="font-family: Tahoma, Verdana, Arial, sans-serif; line-height: 18px; text-align: -webkit-auto;">The calculator topic seems to have less research. It is clear that there are two camps. There are the people who fear them, believing that they will somehow degrade the </span></span><span style="font-family: Tahoma, Verdana, Arial, sans-serif;"><span style="line-height: 18px;">ability of the student if depended on. The other camp holds to the fact that they exist, are not going anywhere, will become more depended on, and therefore we must find ways to positively promote this. One interesting point made often was that, when calculators, or any technology are used, the students focus shifts from computation to problem solving. This seems like a more real-world application.</span></span></span><br />
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<span style="background-color: white;"><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 18px; text-align: -webkit-auto;"><a href="http://scimath.unl.edu/MIM/files/research/SheetsC.pdf">A Math/Calculator Action Project with Literature Review</a></span></span></div>
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Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com2tag:blogger.com,1999:blog-3318521348082474870.post-24966857740220794482013-01-26T15:37:00.002-08:002013-01-27T10:42:17.145-08:00Making Multimedia Meaningful<div style="text-align: center;">
<b><span style="color: #f1c232; font-family: Trebuchet MS, sans-serif; font-size: large;">Talking About Health Education:</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj50rMgif1g-zff9y2E_dfBhFcoq84HJ9jnMD4Vf3UCEAw5Vyb7ya-Za0cVgSNhnwnWwUN8gHZM02T-uLyu5xQkOeMAWl0CKrO-C2xuU5cXbXPZzfoBVQ1Z2cWePGQBREjHESNbMGH57Yc/s1600/why.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj50rMgif1g-zff9y2E_dfBhFcoq84HJ9jnMD4Vf3UCEAw5Vyb7ya-Za0cVgSNhnwnWwUN8gHZM02T-uLyu5xQkOeMAWl0CKrO-C2xuU5cXbXPZzfoBVQ1Z2cWePGQBREjHESNbMGH57Yc/s200/why.jpg" width="200" /></a></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Once upon a time, we 'talked' to our students about drugs, sex, nutrition, fitness....we stayed in the 'physical domain', it was safe, needed, and we recognized that the family was the primary teacher of how they managed these.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUIkscllN4cOBFG3zJ87r2wjzk3GQVloB3PntsP0zdcsgv4sNDT53Y7So7D1UCzDYqgUj-pGiGujrj1T3Rp_BseLFc6gx2CrHssQJ0UiOXayKiTnKhnfDEi3queI2F5kgBhaM4_VAu2oE/s1600/health.literacy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUIkscllN4cOBFG3zJ87r2wjzk3GQVloB3PntsP0zdcsgv4sNDT53Y7So7D1UCzDYqgUj-pGiGujrj1T3Rp_BseLFc6gx2CrHssQJ0UiOXayKiTnKhnfDEi3queI2F5kgBhaM4_VAu2oE/s320/health.literacy.jpg" width="320" /></a></div>
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<span style="font-family: Trebuchet MS, sans-serif;">NOW... we recognize that the 'physical' is just one domain....and just as important, are the domains of 'emotional health', 'social health', intellectual health', and the others....AND we live in a time where our students can access content from a variety of sources, all on their own...again, my mantra, we, teachers, are no longer the limiting factor in the front of the room. We are the facilitators. We assist students in learning how to take that information, as a springboard; analyze it, apply it, make informed decisions, set personal goals, self-manage, practice the skills needed to be proactive, and holistically healthy, ......maybe even become an advocate, a teacher. And families, have changed, time has shifted, and no one is in control of how, when or where the information is accessed.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Here's is one high school lesson to introduce the topic:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="https://docs.google.com/document/d/1ls1KVqhoppivI5Q2jdvR3cYYO-yMB0Zj7gASa8FLtuE/edit" target="_blank">Health Literacy</a></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">...and an audio walk through the <a href="http://audioboo.fm/boos/1177362-applying-iste-nets-to-my-project-and-my-teaching">lesson and standards</a>...</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhnbfJCgLAx1KNEPmFGLVd54c8v3xfpDDs0JLgHQdSbq-0mv4jLfRF0ZBMnNKK4J9x0fxaiOavkF0cDZqcmC9NvOTBOqNvQ84dGHKkkYYec_KYu4UtSS7aEyFA8tGiArUr8z4Fafqj7xQ/s1600/stem+cells.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhnbfJCgLAx1KNEPmFGLVd54c8v3xfpDDs0JLgHQdSbq-0mv4jLfRF0ZBMnNKK4J9x0fxaiOavkF0cDZqcmC9NvOTBOqNvQ84dGHKkkYYec_KYu4UtSS7aEyFA8tGiArUr8z4Fafqj7xQ/s320/stem+cells.jpg" width="268" /></a></div>
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<b>More funnies: </b><a href="http://www.makebeliefscomix.com/Comix/?comix_id=37047519C900567">http://www.makebeliefscomix.com/Comix/?comix_id=37047519C900567</a></div>
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Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-52546175704701017732012-11-24T19:31:00.000-08:002012-11-24T19:31:01.863-08:00IN - te - Gr8?<h2 style="text-align: center;">
<span style="color: #990000; font-size: x-large;"><b><u>YES !</u></b></span></h2>
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<span style="color: #990000; font-size: x-large;"><b><u>We Must.</u></b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWTQ4Kyh-Z1E-whm2yJkvllVJ-Z8On-pYudtjTMKHfshgp2gWey0SvXuNtY0qNnUH6cWA4x_za05pgWnZyZW3LNLjn8Oozqm5v7_vJEdlXa5gqMw-x_mkAEYFPrwJrmUEMqZMET7kRsZY/s1600/bloom+pyramid.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="203" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWTQ4Kyh-Z1E-whm2yJkvllVJ-Z8On-pYudtjTMKHfshgp2gWey0SvXuNtY0qNnUH6cWA4x_za05pgWnZyZW3LNLjn8Oozqm5v7_vJEdlXa5gqMw-x_mkAEYFPrwJrmUEMqZMET7kRsZY/s320/bloom+pyramid.jpg" width="320" /></a></div>
<b>WHO</b><br />
....great opportunities to collaborate,<a href="http://theinnovativeeducator.blogspot.com/2012/03/top-10-technology-blogs-for-education.html" target="_blank"> teachers</a> as <a href="http://www.holisticeducator.com/facilitator.htm" target="_blank">facilitators</a>, students as teachers, teachers as learners, colleagues as teachers, colleagues as students, administrators as facilitators, learning together, occasionally failing together, media specialists as angels, tech integration specialists in demand, IT coordinators as overburdened mechanics. All of these are possible 'who's who' in the world of technology integration in public education.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNcq-e2auy2u56xjI6C5aptWJ6QUdmxTaaaX4wdqkAAmaxqp8oYHaoD02zEjpkQ9Dfjt7NPmI0jBvSj4vLndg8UtFU_GBAaikSEBvqjy3hZtAv6EZNjRxjjwdUb0t84NT6ILbVqVDgzuk/s1600/students.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNcq-e2auy2u56xjI6C5aptWJ6QUdmxTaaaX4wdqkAAmaxqp8oYHaoD02zEjpkQ9Dfjt7NPmI0jBvSj4vLndg8UtFU_GBAaikSEBvqjy3hZtAv6EZNjRxjjwdUb0t84NT6ILbVqVDgzuk/s320/students.jpg" width="320" /></a></div>
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<b>WHAT</b><br />
....taking small steps, trying one tool at a time, collaborate and investigate what colleagues are doing...join in.<br />
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<b>WHEN</b><br />
.......NOW, or sooner. Just one step, at the least - educating ourselves, reading, working, use tutorials.<br />
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<b>WHERE</b><br />
...pick a class to start in, reflect, tweak, reapply, look for other opportunities. Just don't get stuck on one tool, and use it to surrender...it gets boring for kids, and limits learning and possibilities. If we work in a team teaching approach and expose our students to a variety of tools and give them some latitude of which to apply to what, AND WHY...then we are facilitating some higher order thinking skills.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqP674noyLTUPj2SKlpKbPo5mbswh9MbXSpm3VdUBzimWSFf1kqM8RVFkC6Gq3ZSWz3qojzGFScAF8vvE-gYa0IHAfo02-uPqN_b9Sr4KTE4HOyrjUrjuBv15egYOvCUSmhA7EQHU-0JA/s1600/thriving.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqP674noyLTUPj2SKlpKbPo5mbswh9MbXSpm3VdUBzimWSFf1kqM8RVFkC6Gq3ZSWz3qojzGFScAF8vvE-gYa0IHAfo02-uPqN_b9Sr4KTE4HOyrjUrjuBv15egYOvCUSmhA7EQHU-0JA/s320/thriving.jpg" width="320" /></a><b>HOW</b><br />
....with an open mind, acceptance of some failures, trial and error...reflection.<br />
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<span style="color: #674ea7; font-size: x-large;">The biggest shift for me has been from thinking</span></div>
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<span style="color: #674ea7; font-size: x-large;"> I had to be the expert, </span></div>
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<span style="color: #674ea7; font-size: x-large;">to learning alongside my students, </span></div>
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<span style="color: #674ea7; font-size: x-large;">trading knowledge with them, </span></div>
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<span style="color: #674ea7; font-size: x-large;">expanding both our bases. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFQ7yUyDLtKPKS8sPCCUPcNFCyoqJ5N125m6CEOhs8mQM5vMCvIEPkHFLiRtZx7Im2-zPi4SY5l5nbtVAmmIBg9SpuC8hZhb9UsgD948iCDcPD4Nd51B9LUMVAvNPkRSs896rvmVhyphenhyphenssE/s1600/thinksyoucanthink.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFQ7yUyDLtKPKS8sPCCUPcNFCyoqJ5N125m6CEOhs8mQM5vMCvIEPkHFLiRtZx7Im2-zPi4SY5l5nbtVAmmIBg9SpuC8hZhb9UsgD948iCDcPD4Nd51B9LUMVAvNPkRSs896rvmVhyphenhyphenssE/s320/thinksyoucanthink.jpg" width="320" /></a></div>
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Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-37289842119505884362012-11-24T18:23:00.003-08:002012-11-24T18:23:26.440-08:00Still haven't met the perfect PLN...haven't given up...just...TIME<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaasTnpHClFhgvAcKi9ant5COWeE75EsYIPndlZDr0gjR1WSYq4i7Ed5N0JLwIJT_nXNcDMgZ3kTmfYbX_qKL3iqwwWfMDhwupWh_ghdowi9b2aol9XmI0urqOsK-mnwrIAKQulALRYcU/s1600/blog+pic.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="345" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaasTnpHClFhgvAcKi9ant5COWeE75EsYIPndlZDr0gjR1WSYq4i7Ed5N0JLwIJT_nXNcDMgZ3kTmfYbX_qKL3iqwwWfMDhwupWh_ghdowi9b2aol9XmI0urqOsK-mnwrIAKQulALRYcU/s400/blog+pic.png" width="400" /></a></div>
This picture is kind of why I haven't gotten my PLN going....<br />
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<b>I feel like I am going to be hit by that wagon, and that little bluebird is taunting me......</b></div>
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I can barely keep up with the <a href="http://www.diigo.com/" target="_blank">Diigo</a>, it's a great idea....I have added lots of content, I like the tagging so I can find stuff....I do still want to know if there is a way to move my mass of bookmarks over to it?....and now, imagining the time it would take to tags a hundred or so bookmarks.....back under that wagon.</div>
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<a href="http://www.blogger.com/" target="_blank">Blogger </a>is great....and I have become much more proficient, although not typical, I guess. I use it more in my classes. One measurement of how far I've come with this is that previously, when I searched, I would skips past all the blogs....bad attitude, I guess. Now, many of them are in my Diigo.</div>
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<a href="http://twitter.com/" target="_blank">Twitter</a> is my roadblock now. I just can't imagine figuring that into my life. I don't want to spend any more time on keypads, reading screens, swimming through the vast amount of content. Twitter is one of the three pillars of PLN as described by <a href="http://www.speedofcreativity.org/2010/07/13/4467/" target="_blank">Miguel Guhlin</a>. </div>
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Now, I know....he mentioned the panic attack, the overwhelming amount of content, and all these similar fears. I understand the notion of 'grab the wheel', direct how you interact with all this content, I do. I guess I am just at a slower pace. Some days, I just dread having to come in and blog, or write a paper etc....I tend to compartmentalize my life...priorities are fluid but my children, home, getting outside, happiness, friends, pets, work, students, grad work, 2nd job, projects.....I want to keep up on things, but in perspective, in balance. I guess I am working to get there. </div>
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Work is a bit out of balance right now, more of a looming mountain...Student Council has a lot going on, my GSA is back up and running and needs a lot of front loading, NEASC accreditation committees, who knows.</div>
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Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-25246901430444815012012-11-13T03:45:00.005-08:002012-11-14T14:12:06.987-08:00It's NOT About the Tool.....<span style="font-size: large;">We can't help it....</span><br />
<span style="font-size: large;"> it's NEW....</span><br />
<span style="font-size: large;"> it's FUN...</span><br />
<span style="font-size: large;"> the students are PSYCHED</span><br />
<span style="font-size: large;"> </span><span style="color: #351c75; font-size: x-large;"><b>...Let's Do It!!! </b></span><br />
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<span style="font-size: large;">Then it happens, you pour too much time on the tool...the objective gets a little lost..and you are not sure about the product.</span></div>
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<b>Front loading can not be underestimated in my mind... no matter what you call it:</b></div>
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"<a href="http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx" target="_blank">Start with the end in mind</a>"</div>
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"Let the <a href="http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53" target="_blank">Essential Question</a> drive the project"</div>
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"Don't loose focus...Stick to the Standard you are addressing"</div>
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Take one lesson, or one project...keep it all except, in one step add the blog, the wiki, whatever. Maybe it's the brainstorming session, instead of using class time, ask students to do a quick blog about ideas as homework. then move to the next step as you usually would. Maybe it's the collaborative <a href="http://www.teach-nology.com/web_tools/rubrics/" target="_blank">rubric</a>...this is where I started...usually we do on the SmartBoard, or even the whiteboard, what would the ideal finished product look like? Then move the descriptors into categories (criteria), weight the criteria, polish and print. Perfect job for a wiki!! </div>
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The point being, we are just switching mediums to start. As we do, we see the abilities of the students to collaborate, and the potential of that. BOOM, we are on our way to facilitating, leading students to uncover, discover, and question....and away from being the limiting factor in the front of the room dishing out content.</div>
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Assessing...I believe that infusing the technology pieces in, is a great place to get into formative assessment. I like a skills checklist for these sections...I want to know if they were able to get through the process of infusing it which isn't usually a problem for students. I am hoping to develop a rubric, that has a large part that is consistent no matter the assignment because it will assess the <a href="http://net.educause.edu/ir/library/pdf/eli3009.pdf" target="_blank">21st Century Learning Objectives.</a> Once we have educated the students fully about what they mean, they can be written in a global format that may require all of us to critically analyze, and apply the content to it???? IDK....that's where I am at right now.</div>
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<span style="color: #3d85c6; font-size: large;">Objectives guide the lesson.</span></div>
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<span style="color: #45818e; font-size: large;">Technology is a tool to bring out student potential.</span></div>
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<span style="color: #6aa84f; font-size: large;">Formative assessment can be useful for measuring skills application.</span></div>
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<span style="color: #674ea7; font-size: large;">Summative assessment focuses on meeting the objectives.</span></div>
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<br />Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com1tag:blogger.com,1999:blog-3318521348082474870.post-87983637215358796992012-11-10T15:03:00.004-08:002012-11-11T07:05:18.939-08:00About Podcasting...<div class="ab-player" data-boourl="http://audioboo.fm/boos/1051113-project-based-learning-in-hand/embed">
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<span style="color: #a64d79; font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>As for my foray into podcasting....hmmmm...searching for a topic.</b></span></div>
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<span style="color: #a64d79; font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Here's what I came up with after watching the two Project Based Learning in Hand videos.</b></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Maybe it is because I am so very visual, but I have had a difficult time joining in on the Podcast arena. I do listen to some, they are mostly missed segments from <a href="http://www.npr.org/" target="_blank">NPR</a>. I have even used a few in my upper level classes. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I like it when I can find a series of podcasts on a particular Health topic. then I can have students listen to individual ones, and bring them together to report out on the varying aspects they heard, to the larger group. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Sometimes though...I find students have difficulty</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYRog0TZXcyELSKTV5DvClMsxUGFANNXCfjuccuZ4fzsZnFi5zXbiL56tX0kogLKMTLuIrgL1QX5fmrWlRGzsKIlcrqZYmiXhA0TdLtVBnid_rHiQi0PA7pkwlumE58KhYrxbEZnwG3zY/s1600/radio_listening.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYRog0TZXcyELSKTV5DvClMsxUGFANNXCfjuccuZ4fzsZnFi5zXbiL56tX0kogLKMTLuIrgL1QX5fmrWlRGzsKIlcrqZYmiXhA0TdLtVBnid_rHiQi0PA7pkwlumE58KhYrxbEZnwG3zY/s320/radio_listening.jpg" width="320" /></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"> </span><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">....just listening. Since the mode of delivery is the computers at school with headphones, they end up having several windows open, multi-tasking, and only partially listening. I can relate to this, it's hard sometimes. </span></div>
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">My love affair with all things NPR is because I am in the car, driving, and require another outlet or I will daydream five miles past my exit!!!</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Here is a link to my favorite one-time podcast. It is my older son Jake's. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>A little background. </b></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>First:</b> He and his friend Hannah are trying to impersonate an NPR 'tone'. They are both very knowledgeable about NPR.</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Second:</b> It is not meant to demean religion, it is just their quirky sense of humor.</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Third:</b> It began one night when they were walking to town, found a stick, held on to it, and got silly. They were broke and hungry (for food other than the college car which they both had access to!!!). Outside the local place, the aroma's were intoxicating, they asked their stick, as if a magic wand, for some delicious pizza, ...out came this large biker dude and girlfriend, arguing over how they were going to ride with a pizza box of leftovers...they saw the kids, gave them their pizza and ....these two decided then and there, to begin a faux philosophy called 'stickism', complete with quasi-comandments, and the embedded <a href="http://thoushaltstickit.tumblr.com/" target="_blank">podcast from their Tumblr page</a>. </span></div>
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<span style="color: #674ea7; font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><b>Listen at Your Own Risk!!!</b></span></div>
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<span style="color: #a64d79; font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>As for my foray into podcasting....hmmmm...searching for a topic.</b></span></div>
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<span style="color: #a64d79; font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Here's what I came up with after watching the two Project Based Learning in Hand videos.</b></span><br />
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<span style="color: purple;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><b>Project Based Learning i</b></span><b style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">n Hand</b></span><br />
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<a href="http://audioboo.fm/boos/1051113-project-based-learning-in-hand" style="text-align: -webkit-auto;">listen to ‘Project Based Learning in Hand’ on Audioboo</a><br />
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Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com2tag:blogger.com,1999:blog-3318521348082474870.post-49346298294137611292012-11-02T17:04:00.001-07:002012-11-03T07:26:53.757-07:00My Aidan In Motion<a href="http://animoto.com/play/HCXDJAccg0oGrGPSofpHeg">My Aidan In Motion</a><br />
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Here's my Animoto video about my younger son Aidan. I have used <a href="http://animoto.com/" target="_blank">Animoto</a> in the classroom before, mostly with my middle school students making <a href="http://www.kaizenlifecoach.com/Holistic_Wellness_Model.html" target="_blank">Wellness Models </a>a few years ago. It has changed a bit but still super easy to work with.<br />
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I can't wait to show <a href="http://www.flickr.com/photos/santarosa/397072290/" target="_blank">Aidan</a> this video tomorrow!! Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-36087294382928086632012-10-30T17:30:00.001-07:002012-11-12T14:03:19.266-08:00Webinar: Sex Etc<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">DID MY W E B I N A R !!!!!....and I'm glad I did ;)</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I have tried webinars before, with mixed results.It is important to know the format, depth of discussion, and level of interactivity, and this information is not always given, or can be misleading. I have learned to pay close attention to the intended audience, if it includes students, then it is going to be very basic!</span><br />
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<b><u><a href="http://www.sexetc.org/" target="_blank">Teaching with Sex, Etc Magazine</a></u></b><br />
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<b style="color: #222222; font-size: 13px;"><span style="font-family: 'Times New Roman', serif; font-size: 18pt;">Teaching With Sex, Etc. Magazine</span></b></div>
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<b><span style="font-family: Helvetica, sans-serif; font-size: 12pt;">Date:</span></b><span style="font-family: Helvetica, sans-serif; font-size: 12pt;"> Thursday, October 25, 2012<br /><b>Time:</b> 3 p.m. - 4 p.m. (EST)</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><u></u><u></u></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><br /></span><b><span style="font-family: Helvetica, sans-serif; font-size: 12pt;">Technical Information:</span></b><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><u></u><u></u></span></div>
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<li class="MsoNormal" style="line-height: 14px; margin: 0px 0px 12pt 15px;"><span style="font-family: Helvetica, sans-serif;">If this is your first time using the Elluminate program it is highly recommended that you visit their online support and computer testing center before the webinar to insure that you have all the recommended software installed. You can visit the site at </span><a href="http://www.elluminate.com/Support/?id=62/" style="color: #1155cc;" target="_blank"><span style="color: windowtext; font-family: Helvetica, sans-serif;">http://www.elluminate.com/<wbr></wbr>Support/?id=62/</span></a><span style="font-family: Helvetica, sans-serif;">. </span><u></u><u></u></li>
<li class="MsoNormal" style="line-height: 14px; margin: 0px 0px 12pt 15px;"><span style="font-family: Helvetica, sans-serif;">It is also recommended that you log into the program at least fifteen minutes early.</span><u></u><u></u></li>
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<li class="MsoNormal" style="line-height: 14px; margin: 0px 0px 12pt 15px;"><span style="font-family: Helvetica, sans-serif;">If you work at a school or organization that uses internet filters, you should contact your IT personnel or system administrator to assist you in getting access to the program. You can connect your IT personnel with me by having them call <a href="tel:732-445-7927%20x227" style="color: #1155cc;" target="_blank" value="+17324457927">732-445-7927 x227</a>. Please do this ahead of time if you work in an organization with internet filters.</span><u></u><u></u></li>
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<b><span style="font-family: Helvetica, sans-serif; font-size: 12pt;">Questions?</span></b><span style="font-family: Helvetica, sans-serif; font-size: 12pt;"><br />Contact Todd or Amber at <a href="tel:732-445-7929" style="color: #1155cc;" target="_blank" value="+17324457929">732-445-7929</a>.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><u></u><u></u></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This one was a good one. It started shaky, technical difficulties, but they were very interactive, even during that. I had my kindle near by in case it was a snore-fest.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There were ten of us from mostly the mid- to north- east coast. Several teachers but also people who worked with youth in hospital, homeless, and other public facilities. This webinar was well-organized, with a concise agenda, and clear objectives. Once they got past the audio difficulties, a repeating request for an access code, they asked a few questions that allowed us to get to know a bit about each other. The <a href="http://www.elluminate.com/Services/Training/Elluminate_Live!/?id=418" target="_blank">Elluminate</a> format had several buttons for participation, happy face, confused face, thumbs up, applause, as well as the input window that could be directed to the presenter, certain participants, or all. The presenters were very practiced and able to add in all of our questions and insights.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I subscribe to the 'Sex Etc.' magazine. It is a magazine (and website) written by teens for teens, and overseen by Rutgers University staff, especially Nora Gelperin. I have seen her at a couple conferences and she is great.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This webinar highlighted the accompanying lesson plans. I have used some of them but not recently. The best part was that the presenter had all the participants participate in the lesson, which brought out a lot of discussion, and gave me ideas of how to tweak it for my teaching, and my students. I usually use these issues on Fridays during the Sexuality Unit. I get the hard copy of the magazines because, due to many of the topics sensitivity, I want to be sure kids had personal access to read them. A lot of parents have blocks, in fact at school I have to get IT to unlock the site. I also have to warn the students to be careful of the domain, go to the .org site, the .com one is <i>VERY</i> different! Now I want o use the on-line resources for the major article as a group project. I think I will continue to get the hard copies but give kids the option...</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPE6XnyqKFEVCR_AVt9OfEThH8rtZ2p43vFTftFUSufdJ6yubolH4gCecNDuiA4gbkCTPb8HQNPn6YlUBUhwQ1crP9h7pPEhpPArKhnuVTbGtG_tjC6FHmqD4jmtwPrOhWZiHpQ9FMVsE/s1600/sexetc.3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPE6XnyqKFEVCR_AVt9OfEThH8rtZ2p43vFTftFUSufdJ6yubolH4gCecNDuiA4gbkCTPb8HQNPn6YlUBUhwQ1crP9h7pPEhpPArKhnuVTbGtG_tjC6FHmqD4jmtwPrOhWZiHpQ9FMVsE/s200/sexetc.3.jpg" width="170" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><u><b style="background-color: #ead1dc;">The standards this experience relates to:</b></u></span><br />
<span style="background-color: #ead1dc;"><span style="font-family: Arial, Helvetica, sans-serif;"><u><b><br /></b></u></span>
<span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b>Establish a core personal learning network of technology leaders to follow. Utilize this </b></span></i></span></span><br />
<span style="background-color: #ead1dc;"><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b><br /></b></span></i></span>
<span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b>new network </b></span></i></span><i style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><span style="color: #a64d79;"><b>of educators as personal professional development.</b></span></i></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><br /></span>
<span style="color: #333333; font-size: 15px; line-height: 13px;"><span style="font-family: Arial, Helvetica, sans-serif;">As I mentioned, I respect Nora Gelperin. I have seen her before but it is hard to go to these </span></span></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-size: 15px; line-height: 13px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<span style="color: #333333; font-size: 15px; line-height: 13px;"><span style="font-family: Arial, Helvetica, sans-serif;">workshops since she is based in NJ. This webinar assists by allowing me to participate within the </span></span></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-size: 15px; line-height: 13px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<span style="color: #333333; font-size: 15px; line-height: 13px;"><span style="font-family: Arial, Helvetica, sans-serif;">budget and time constraints necessary.</span></span></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-size: 15px; line-height: 13px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b>Use knowledge of digital tools and technology applications to facilitate experiences </b></span></i></span></span><br />
<span style="background-color: #ead1dc;"><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b><br /></b></span></i></span>
<span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b>that advance </b></span></i></span><i style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><span style="color: #a64d79;"><b>learning, creativity, and innovation in both face-to-face and virtual </b></span></i></span><br />
<span style="background-color: #ead1dc;"><i style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><span style="color: #a64d79;"><b><br /></b></span></i>
<i style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><span style="color: #a64d79;"><b>environments.</b></span></i></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><br /></i></span>
<span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;">I now know how to access these lessons on-line, have experience on how to run them, and ideas </span></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><br /></span>
<span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;">on how to make them more meaningful for my classroom.</span></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><br /></span>
<span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b>Establish a core personal learning network of technology leaders to follow. Utilize this </b></span></i></span></span><br />
<span style="background-color: #ead1dc;"><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b><br /></b></span></i></span>
<span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><span style="color: #a64d79;"><b>new network </b></span></i></span><i style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><span style="color: #a64d79;"><b>of educators as personal professional development.</b></span></i></span><br />
<span style="background-color: #ead1dc;"><span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;"><i><br /></i></span>
<span style="color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;">I am now, finding their blog, and adding to my diigo!!!</span></span><br />
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<u><b><span style="background-color: white; color: #333333; font-family: Tahoma, Geneva, sans-serif; font-size: 15px; line-height: 13px;">Course Objectives this webinar </span><span style="color: #333333; font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;">assisted:</span></span></b></u><br />
<span style="background-color: #ead1dc;"></span><br />
<li style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 13px; line-height: 19px;"><span style="background-color: #ead1dc;"><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 14px;">Provide instruction and modeling regarding digital etiquette and responsible social interactions related to the use of technology and information.</span></span></li>
<li style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 13px; line-height: 19px;"><span style="background-color: #ead1dc;"><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 14px;">Promote and demonstrate effective use of digital tools and resources. Familiarize students with Web2.0 tools that may be used professionally or within the classroom environment to establish deeper learning experiences through proper curricular standard driven development.</span></span></li>
<li style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 13px; line-height: 19px;"><span style="background-color: #ead1dc;"><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 14px;">Become familiar with current technology issues, trends and technology use within the K- 12 environment. Discuss how technology use impacts student learning outcomes.</span></span></li>
<li style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 13px; line-height: 19px;"><span style="background-color: #ead1dc;"><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 14px;">Establish a core personal learning network of technology leaders to follow. Utilize this new network of educators as personal professional development.</span></span></li>
Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-22343499764349270302012-10-20T13:15:00.001-07:002012-11-24T19:40:45.508-08:00Week Five: Midterm Reflection AND FINAL REFLECTION<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: white; font-family: Tahoma, Geneva, sans-serif; font-size: 15px;"><a href="https://ce5160networkedclassroom.wikispaces.com/Course+Learning+Objectives" target="_blank">Course Objectives</a>:</span><br />
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<li><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px;">Provide instruction and modeling regarding digital etiquette and responsible social interactions related to the use of technology and information.</span></li>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;"><br /></span></span></div>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;">I believe we have touched on this. With adult learners, it is more about the modeling. Since we are all educators, I hope we are all aware of the need, and have the ability to be, responsible. <span style="color: #0b5394;"><b>I think we have explored this quite a bit. I know that I have become much more adept at keeping assignemtns and questions more open and challenging so that copy/paste isn't really an issue.</b></span></span></span></div>
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<li><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px;">Promote and demonstrate effective use of digital tools and resources. Familiarize students with Web2.0 tools that may be used professionally or within the classroom environment to establish deeper learning experiences through proper curricular standard driven development.</span></li>
</ul>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;"><br /></span></span></div>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;">Working all this into the standards is my major task here. I have gained a lot of confidence using these tools in this space. The challenge is working it into my classroom, and keeping focused on the content and using this as a new tool.</span></span></div>
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<li><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px;">Become familiar with current technology issues, trends and technology use within the K- 12 environment. Discuss how technology use impacts student learning outcomes.</span></li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">I want to meet my students in a way that makes them WANT to learn, don't we all? It's obvious that when students can apply learning to real life, right now, or they experience an authentic audience for their work, not just a grade book, they work 'up' to the opportunity. Don't we? These tools give them methods of learning that they can 'see' how it can be applied. it makes it exciting again. <span style="color: #0b5394;"><b>Again, my big 'a-ha' is not feeling that I have to be the expert in front of the assignment.</b></span></span></div>
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<li><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px;">Design and implement digitally-based learning experiences with multiple and varied formative and summative assessments</span></li>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;"><br /></span></span></div>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;">We haven't really practiced this yet. I have read quite a bit, and it is all getting clearer but I still have a lot of work to implement this into my teaching to the degree that I feel is needed. <span style="color: #0b5394;"><b>This turned out to be easier than I thought, as I have stated, I feel that a lot of my technology integration has been a boost to my formative assessment strategies.</b></span></span></span></div>
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<li><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px;">Establish a core personal learning network of technology leaders to follow. Utilize this new network of educators as personal professional development.</span></li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">Work in progress. I see the potential. i just haven't been able to devote the time to really get a meaningful conversation, or ritual going on. <span style="color: #0b5394;"><b>Here, I am still just getting it together. I have not put the time into making it a meaningful, rather than cluttered experience, i just haven't gotten there.</b></span></span><br />
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<li><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px;">Use knowledge of digital tools and technology applications to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments.</span></li>
</ul>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;"><br /></span></span></div>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;">I am enjoying bringing in new topics and tools to the classroom, and I am much more open and willing to experiment where as before this class, I was more concerned with mastering a tool before implementing it....now, I see using and learning it together as integrating technology. I can learn to avoid any pitfalls with this kind of real-time teaching/learning by using my professional networks, gettting tips, hints, and ideas from others who have already done it. Sweet. <span style="color: #0b5394;"><b>Ditto, Sweet! Still on this path...</b></span></span></span></div>
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<li><span style="font-family: Tahoma, Geneva, sans-serif; font-size: 15px;">Evaluate, adapt, and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature.</span></li>
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<span style="font-family: Tahoma, Geneva, sans-serif;"><span style="font-size: 15px; line-height: 13px;">Work in progress........probably always will be. <span style="color: #0b5394;"><b><a href="http://www.danielsongroup.org/article.aspx?page=frameworkforteaching" target="_blank">REFLECT, REFLECT, REFLECT </a>!!!</b></span></span></span></div>
Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com1tag:blogger.com,1999:blog-3318521348082474870.post-58586026528004732472012-10-12T12:45:00.002-07:002012-10-28T17:58:53.250-07:00Week Four: PBS and Digital Learners<br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">As I see it....</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Literally, love the <a href="http://www.thinkingmaps.com/" target="_blank">Thinking Maps</a>, so I can visualize all this!!! </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">I want to be a part of all this...those schools and students they portrayed, are where I want to be but I am NOT confident that I am qualified to be their facilitator. I am comfortable learning from them but I feel, at least at our school, and with the being highly qualified push, we are expected to be the expert 'in front' of the room still.....</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">We are at such a crossroad in education....</span><br />
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I continue to think about some of the thoughts expressed...</div>
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"Standardized Testing is holding kids back"</div>
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"21st Century Learning Literacies...Death of Education...Dawn of Learning"</div>
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The most profound..."What is School?"</div>
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...and the conversations are endless...below, from my Facebook:</div>
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<span class="userContent"><b>To bad our archaic public school system can't figure out what this means and apply the theory</b></span></div>
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It seems evers </div>
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<br /></div>
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Education is changing, or about to, or revealing the need, and everyone has a view about it</div>
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...so often though, it is that</div>
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that what works ten, twenty, thirty years ago, is still relevant. </div>
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I understand it....I do...it is easier, these changes leave wondering what the hell is school?</div>
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here's a recent post from my facebook page, even the clothing is an issue:</div>
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<span class="messageBody" data-ft="{"type":3}" style="color: #333333; line-height: 1.38;"><span style="font-size: small;">Question for friends/family who work in education, what do you think is appropriate attire for teachers and school staff? Casual? The same as students?</span></span></h5>
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<a class="UFICommentActorName" data-ft="{"tn":";"}" data-hovercard="/ajax/hovercard/hovercard.php?id=1680048696" href="http://www.facebook.com/lori.mcginley1" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][0]" style="color: #3b5998; cursor: pointer; font-weight: bold; text-decoration: none;">Lori McGinley</a><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][1]"> </span><span data-ft="{"tn":"K"}" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][2]"><span class="UFICommentBody" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][2]."><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][2]..[0]"><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][2]..[0].[0]">Clothing does not command respect....and even if it did for one generation, it may not apply to the current one...and today, learning does not happen in the same way, a teacher led classroom, it's more real world, facilitated, ...in short, the students</span></span><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][2]..[3]"><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][2]..[3]."><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676091}..[1]..[1]..[0].[0][2]..[3]..[0]"> are different, the objectives are different because they are entering a different work force that demands different skills, and there are different tools, they can access content anywhere, anytime, it is more skills based...the teacher as facilitator needs to adapt, demonstrate, 'get dirty' (symbolically) with the content....for me, the clothing does not make the teacher, professional yes, disconnected to the audience, skills, and content, no. It's more of a a 'do' environment now, less of a 'tell' environment. My 4 cents <span aria-hidden="true" class="emote_text" style="display: inline-block; font-size: 0px; height: 0px;">;)</span><img alt=";)" aria-label="wink" class="emote_img" src="http://static.ak.fbcdn.net/images/blank.gif" style="background-image: url(http://static.ak.fbcdn.net/rsrc.php/v2/ym/x/JeLhH4gSUuu.png); background-position: -80px 0px; background-repeat: no-repeat no-repeat; border: 0px; height: 16px; overflow: hidden; vertical-align: top; width: 16px;" title=";)" /></span></span></span></span></span></div>
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<span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676343}..[1]..[1]..[1].[0]"><a class="uiLinkSubtle" data-ft="{"tn":"N"}" href="http://www.facebook.com/julie.r.hatley/posts/482606998427857?comment_id=5676343&offset=0&total_comments=6" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676343}..[1]..[1]..[1].[0].[0][1]" style="color: grey; cursor: pointer; text-decoration: none;"><abbr class="livetimestamp" data-utime="1351350099" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676343}..[1]..[1]..[1].[0].[0][1]." style="border-bottom-style: none;" title="Saturday, October 27, 2012 at 11:01am">Yesterday at 11:01am</abbr></a><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676343}..[1]..[1]..[1].[0].[0][2]"> via </span><a class="uiLinkSubtle" href="http://www.facebook.com/mobile/" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676343}..[1]..[1]..[1].[0].[0][3]" style="color: grey; cursor: pointer; text-decoration: none;">mobile</a></span><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676343}..[1]..[1]..[1].[1][0]"> · </span><a data-ft="{"tn":">"}" href="http://www.facebook.com/#" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676343}..[1]..[1]..[1].[1][1]" style="color: #3b5998; cursor: pointer; text-decoration: none;" title="Like this comment">Like</a></div>
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<a class="UFICommentActorName" data-ft="{"tn":";"}" data-hovercard="/ajax/hovercard/hovercard.php?id=1680048696" href="http://www.facebook.com/lori.mcginley1" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][0]" style="color: #3b5998; cursor: pointer; font-weight: bold; text-decoration: none;">Lori McGinley</a><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][1]"> </span><span data-ft="{"tn":"K"}" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][2]"><span class="UFICommentBody" id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][2]."><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][2]..[0]"><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][2]..[0].[0]">I know it's hard...at that level, principal, the community is a large part of his audience and community expectations should play a role. Admin, superintendent, and school board all balance between school and community. As teachers, our audience is our</span></span><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][2]..[3]"><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][2]..[3]."><span id=".reactRoot[19].[1][2][1]{comment482606998427857_5676377}..[1]..[1]..[0].[0][2]..[3]..[0]"> students, and their learning, is our audience. We need to be able to model professionalism, and connect with the real world roles they will enter....imagine working at Apple...lots of crocs and jeans there.....lots of money, expertise, and forward thinking too. New order.</span></span></span></span></span></div>
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Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com0tag:blogger.com,1999:blog-3318521348082474870.post-91405883211460662582012-10-07T18:46:00.001-07:002012-10-08T05:30:37.964-07:00Week Four: Google Reader and Social Bookmarking<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><a href="http://googlereader.blogspot.com/" target="_blank">Readers</a>...... PAST TENSE: OK, I got a Mac this year, my first. There is a reader on it. At first, I was thrilled, I really wasn't sure how I stashed things in it bit I did! Then, sometimes, they disappeared. I wasn't sure how it worked.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyhPbqeal7UmYELYG1dcA3XXpoO784yPhpCdq4hpbwiIhOAYpt_E3-Wa0CjUYSJC0BbuhIGJ0iAm9pY0SwacVOnb6_0TBOS4DscDYXSGsS3nC9NiwYFmHggeP6IOfFYrTTpj2wzap9KWM/s1600/my-bookmarks-firefox.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyhPbqeal7UmYELYG1dcA3XXpoO784yPhpCdq4hpbwiIhOAYpt_E3-Wa0CjUYSJC0BbuhIGJ0iAm9pY0SwacVOnb6_0TBOS4DscDYXSGsS3nC9NiwYFmHggeP6IOfFYrTTpj2wzap9KWM/s200/my-bookmarks-firefox.png" width="200" /></span></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">At work, I had a list of bookmarks a mile long....all great stuff I used, or wanted to explore, or read, or learn! It was a mess though, almost a search in itself to find which one I needed.Then, there was a day when our new IT guy did a 'cleaning'...yep, lost them all. I was in a panic at first, this was alot of content I used in my classroom. But, turned out my new searches easily yielded some of my old favorites and then so much more. That's the thing, bookmarking feels like an attempt to hold on, just for a bit, to an 'oh so rapidly' changing, improving, shifting, availability of content. I feel like I have to keep this in mind...bookmark more fluid resources, blogs, on-going conversations, etc...not so much the static content.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">FLASH FORWARD: So, <a href="http://www.diigo.com/" target="_blank">Diigo</a> or <a href="http://www.delicious.com/" target="_blank">Delicious</a> seem like a great answer. I can organize and cloud computing opens up the access. My first search, just to get some content on it, as part of a assignment, yielded awesome stuff!!!! I could've explored for hours...which brings me to my concern....BALANCE....this could be sooo addicting but I do not intend to ever spend more than an hour on my computer at night, maybe more if it's rainy, some days less - after all - soccer games, amazing foliage, house projects etc are wayyy more important. Does this make me less driven, in the new teaching/learning environment, will I be left behind?</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">So, let's see how I mange this new step, see how I maintain balance, yet give my students what they need and keep my teaching/learning relevant?</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHzXrG7LRc-1-NGOmVBYA2nYWBAEXCmrEWd7WI0VG12Hm6McHRIrPwjHSP-at9Ooa61RqkfRszeleAjTVAfBM34bDmu5HR0KqzFRdYH1FWXZXvgimpN8vyv0QPlyFVFwN44hAzhS6tZh8/s1600/balance2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHzXrG7LRc-1-NGOmVBYA2nYWBAEXCmrEWd7WI0VG12Hm6McHRIrPwjHSP-at9Ooa61RqkfRszeleAjTVAfBM34bDmu5HR0KqzFRdYH1FWXZXvgimpN8vyv0QPlyFVFwN44hAzhS6tZh8/s320/balance2.jpg" width="320" /></span></a></div>
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Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com2tag:blogger.com,1999:blog-3318521348082474870.post-8987058340223032462012-09-25T17:46:00.000-07:002012-09-25T17:46:47.895-07:00Week Three: Portal to Media Literacy Video<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKYmm2NUsyDG-VaEngLAwW_6tKAgvnH7ToxP1hHnEaJh4MkZfhrG3kEMFxOO5TVzKQp0XGKsgBvoY-MyvU3sIsCnAm6Wjn5DiToLH2W00TbQgKu7Ths8bqvOJkkdcW_a3GaJL7_MpdA4c/s1600/dawn-of-the-dead-head-explosion.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="459" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKYmm2NUsyDG-VaEngLAwW_6tKAgvnH7ToxP1hHnEaJh4MkZfhrG3kEMFxOO5TVzKQp0XGKsgBvoY-MyvU3sIsCnAm6Wjn5DiToLH2W00TbQgKu7Ths8bqvOJkkdcW_a3GaJL7_MpdA4c/s640/dawn-of-the-dead-head-explosion.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif; font-size: small;">WHOA !!!<br />This pretty much sums it up.</span><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;">I've actually seen this video before this class assignment, <br />or at least portions of it.<br />Twenty minutes in, and he kind of loses me....around the segment of 'tagging'<br />...I'm interested, just a bit lost.</span><br />
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;">I love how he utilizes new technologies along with his students in order to critically THINK and ILLUMINATE ideas....the idea that students can get any and or all of the information we give them elsewhere means we have the great opportunity to expand on that, to teach the skills that will enable them to take it all that much further, manipulate, extend, question, twist, </span><br />
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;">and develop in so many ways.</span><br />
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;">It make's me realize tht it might have been presumptuous naming these new skills</span><br />
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;"> <a href="http://www.p21.org/overview/skills-framework" target="_blank">'The 21st CenturyLearning Objectives'.</a>..while someone is out there defining </span><br />
<span style="font-family: Trebuchet MS, sans-serif; font-size: small;">'The 21st Learning Objectives NL' (next level? lame! I know but 2.0 was cliche)</span><br />
<br />
<br />
<span style="font-size: large;"><b>"<span style="font-family: Courier New, Courier, monospace;">He's been teaching for only four year</span>s!"</b></span><br />
-incredible, lucky students<br />
<span style="font-size: large;"><br />"The classroom as an Information Dump!"</span><br />
-hard to argue, scary for some<br />
<br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">"Information is easy to find!"</span><br />
-if we don't teach content, what do we teach?<br />
<br />
<span style="font-family: Verdana, sans-serif; font-size: small;"><b>"We need to ask the right questions (of our students)"</b></span><br />
-ahhhh, leading them to learn, and learning along side of them<br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br />"Nobody is as smart as everybody!"</span><br />
- it's a whole new meaning for collaboration<br />
<br />
<span style="background-color: #f6b26b; font-family: Trebuchet MS, sans-serif; font-size: small;">Other clips I have found that highlight some of the same premises as the above:</span><br />
<span style="font-size: small;"><a href="http://www.youtube.com/watch?v=5Xb5spS8pmE&feature=relmfu" target="_blank">Rethinking Education</a></span><br />
<span style="font-size: small;"><a href="http://www.youtube.com/watch?v=hmgOUrdEcJU&feature=fvwrel" target="_blank">Educatio</a>n</span></td></tr>
</tbody></table>
<div style="text-align: center;">
<a href="http://www.youtube.com/watch?v=-_XNG3Mndww&feature=relmfu" target="_blank">Visions of Students Today 2011 Remix</a></div>
Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com2tag:blogger.com,1999:blog-3318521348082474870.post-27723087901123478772012-09-25T12:28:00.000-07:002012-09-25T12:28:37.476-07:00Week Two: What I KNOW and Want to LEARN!<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b><u>How I Use Technology/Resources Now...</u></b></span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b><u><br /></u></b></span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Microsoft Office</b>...of course...daily...and I LOVE EXCEL !!! </span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Flickr</b>, my go to for meaningful pictures than you get on google images</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;">I <b>Skype</b>...son away at college, helps me keep in touch ;)</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Facebook</b>...yup</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Gmail and Google Drive</b> (formerly Docs)...for EVERYTHING</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Curriculum Mapper</b>, love this tool for organizing and searching out other teaching ideas</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Thinking Map</b>s software...so helpful for me, and many of my students</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;">Getting started with <b>Google Reader</b>, before this class, seems like it will be handy</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>You Tube</b>...great resource, also <b>Teacher Tube</b></span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Online News Sources</b></span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Moodles</b>...for my grad classes and for my students occasionally</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Wiki's</b> on some of my classroom topics</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;">My <b>Kindle Fire</b>, LOVE IT</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Prezi...</b>my middle schoolers love this presentation format</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>FLIP</b> cameras...for video</span></div>
<div style="text-align: center;">
<span style="color: #990000; font-family: Trebuchet MS, sans-serif;"><b>Audacity.... </b>for sound</span></div>
<div style="text-align: center;">
<span style="color: #990000;"><span style="font-family: Trebuchet MS, sans-serif;"><b>Making a </b>short little <b><a href="http://www.xtranormal.com/" target="_blank">Extranormal</a> </b>video...very fun!</span></span><br />
<span style="color: #990000;"><span style="font-family: Trebuchet MS, sans-serif;">I have computerized simulators...those annoying infant simulators for my high school students and a fun middle school program with <a href="http://www.realityworks.com/tobaccoprevention/index.asp" target="_blank"><b>Ystart</b></a> smoking simulators </span></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><b><u><br /></u></b></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><b><u>What I want to LEARN.....</u></b></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><b><u><br /></u></b></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">How to make this all seamless...right now I feel I need a matrix to keep track of passwords, ID's, user names etc...</span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">Balancing the thrill of new things, and the actual effectiveness of using them in the classroom, and my life...</span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">Maximizing READER...this seems like part of the solution...need practice</span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">TIME MANAGEMENT....hours go by working on this stuff...whose doing the laundry???</span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">2nd Life...Avatar's ...sounds so fun BUT how does it fit in the classroom...I can definitely see getting into it </span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">Mostly I think I want to concentrate on the COP and PLN spheres... getting started exploring these options...Love anything with DIY in it and DIY learning sounds optimal</span><br />
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">Use Wikipedia Discussion?</span><br />
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">Diigo? Discussions???</span><br />
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="color: #38761d; font-family: Trebuchet MS, sans-serif;">Tagging???</span></div>
<div style="text-align: center;">
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div style="text-align: center;">
<br /></div>
Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com1tag:blogger.com,1999:blog-3318521348082474870.post-75102804581067956482012-09-25T12:20:00.000-07:002012-09-25T12:28:58.650-07:00Week Three: Virtual Learning Communities<div style="text-align: center;">
<span style="color: #cc0000; font-family: Georgia, Times New Roman, serif; font-size: large;">"Explore the importance of seeing yourself as a learner first, educator second..."</span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span>
<br />
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b><u>Beginner Steps for My <a href="http://en.wikipedia.org/wiki/Community_of_practice" target="_blank">Community Of Practice</a></u><a href="http://en.wikipedia.org/wiki/Community_of_practice" target="_blank">:</a></b></span></div>
<div style="text-align: left;">
</div>
<ul>
<li style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Search and network for specific needs, so that means define who and what I am looking for?</span></li>
<li style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Health Education in general?</span></li>
<li style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Integrating blogs in the classroom, how are people using them, assessing?</span></li>
<li style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">More real-life application learning ideas...</span></li>
<li style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">More on Essential Questions?</span></li>
</ul>
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><u><b>Beginner Steps for My <a href="http://en.wikipedia.org/wiki/Personal_learning_network" target="_blank">Personal Learning Network:</a></b></u></span></div>
<div>
<ul>
<li style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I want to learn more about tiling...it is a hobby that is taking on a life of it's own and I want to learn more</span></li>
<li style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I am in the process of renovating my house...lots of DIY...always looking for more</span></li>
</ul>
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I have more questions, than insights...</span></div>
<div>
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
</div>
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">It's an exciting prospect but on a personal level, I still fear the time </span><span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">management. </span></span></div>
<div style="text-align: right;">
<span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">On a professional level</span></span></div>
<div style="text-align: right;">
<span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">...I just wonder </span></span></div>
<div style="text-align: right;">
<span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">how 'on-board' our administration is?</span></span></div>
<div style="text-align: right;">
</div>
<div style="text-align: left;">
<span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I can begin to alter my focus, shift more to a </span></span><span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">facilitator, </span></span></div>
<div style="text-align: left;">
<span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I think that's is what we are anyway</span></span></div>
<div style="text-align: left;">
<span style="text-align: left;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">...often the class comes up with the questions and then we search together, or separately and </span></span><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">reconvene....</span></div>
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
<div style="text-align: right;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I see a more blended classroom but worry </span></div>
<div style="text-align: right;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">about how that translates to our jobs</span></div>
<div style="text-align: right;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">...understanding that the job description changes, will we have 'teachers'...less or more? what will replace 'classrooms'? what will schools look like? </span></div>
<div style="text-align: left;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">There is so much information out there....but so much is .....well, invalid, biased, nonsense....how will the integrity of learning and content be maintained?</span></div>
<div style="text-align: center;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
<div style="text-align: center;">
<span style="color: #0b5394; font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://www.youtube.com/watch?v=0kXwW6reObk" target="_blank">It's making me crazy...</a></span></div>
<br />
<br />
<div style="text-align: right;">
<span style="font-family: Georgia, 'Times New Roman', serif; font-size: large;"><br /></span></div>
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
<div style="text-align: center;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></div>
Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com1tag:blogger.com,1999:blog-3318521348082474870.post-3108657473619240092012-09-24T16:21:00.000-07:002012-09-24T18:24:25.388-07:00Week Two: Chapter One and Two<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMtr3ziZc6knVOx8aXXgy0VBoMrrQUHzotzXc0VrDRwQKYL_6bT2YuJXXIU_2HsHfKuWKt2Xf-p6mvVexaObObVxoR_mgpADuI3qDka-402u2UlQgMU5pwgM6twdyAPhsPz0do82Fe6CU/s1600/chap1&2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="576" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMtr3ziZc6knVOx8aXXgy0VBoMrrQUHzotzXc0VrDRwQKYL_6bT2YuJXXIU_2HsHfKuWKt2Xf-p6mvVexaObObVxoR_mgpADuI3qDka-402u2UlQgMU5pwgM6twdyAPhsPz0do82Fe6CU/s640/chap1&2.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My "<a href="http://www.amazon.com/Student-Successes-Thinking-Maps%C2%AE-ebook/dp/B007INDUCC/ref=sr_1_1?s=digital-text&ie=UTF8&qid=1348519146&sr=1-1&keywords=Thinking+Maps" target="_blank">Thinking Map</a>" of Chapter 1 & 2: <a href="http://www.amazon.com/The-Connected-Educator-Learning-ebook/dp/B00684ETWW/ref=sr_1_2?ie=UTF8&qid=1348519081&sr=8-2&keywords=the+connected+educator+learning+and+leading+in+a+digital+age" target="_blank">The Connected Educator.</a></td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
These chapters made my head spin. Again, excitement mixed with trepidation. I had to use this 'thinking map', a strategy from a previous graduate class, <a href="http://www.plymouth.edu/graduate/academics/course-descriptions/education/" target="_blank">Theories of Learning and Cognitive Development,</a> to sort out the key points. If you are not familiar with Thinking Maps, this one is a Circle Map (obviously), used to organize thoughts around a central topic. The outer square is the Frame of Reference, what influences how we take this all in.<br />
<br />
Some of the concepts I held on to were illuminated in more visual formats, I am a very visual learner, so this makes sense. Three comes to mind:<br />
<br />
First is the <b>Cooperation vs. Collaboration</b>:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitQOvao2ggOBQ-P2rNNO_fbJJXhyphenhyphenpIKZJCmrjdC9ebRu4ruzT_TogLpMXXTu4yxQZywapbCGmOgBoVVxq7pSfTRFNj7AVOZW7YYmCfo0zdpDmUumhPsfpQzQX5HrklPK3SvqLqwsQcBQI/s1600/collaboration.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitQOvao2ggOBQ-P2rNNO_fbJJXhyphenhyphenpIKZJCmrjdC9ebRu4ruzT_TogLpMXXTu4yxQZywapbCGmOgBoVVxq7pSfTRFNj7AVOZW7YYmCfo0zdpDmUumhPsfpQzQX5HrklPK3SvqLqwsQcBQI/s200/collaboration.jpg" width="200" /></a>Cooperation is a necessity in education, it happens in classrooms, between departments, etc. True collaboration is tougher. I can imagine many reasons why; time to work together, fear of exposing one's classroom practices to peer review, scheduling, and support. Thinking differently about collaboration, looking outside our buildings, across continents, and through various web tools, just may inspire more to explore the possibilities.<br />
<br />
<br />
<br />
<br />
<br />
The next is the <b>Self-Evaluation Rubric</b>:<br />
I personally love these self-assesment devices. Reflecting on where I am at, how far I have come, and what my next steps are is far more valuable than sitting in a workshop that may only may marginally apply to my needs. Here is an interesting site with a variety of these self-assessments on Digital Citizenship and Digital Literacy.<br />
<br />
http://www.diigo.com/list/abubnic/digital-citizenship_literacy-assessment<br />
<br />
<br />
And finally the <b>Developing a Connected Learner Model</b>:<br />
This I had to study. Ir is a new language, with vastly wider potential, and I am looking for my own way in. I do some of this, in small parts....just today I responded to a teacher in Wisconsin's search for research-based curricula, and then followed up on another teachers suggested resources. List serve emails within the profession are a type of Community of Practice.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjIZ6SSgfuBo-7U098OMNNSrXUoJrf59utUslCyPrWDgmLzWwSDJDWqGYw1jeT7KOTvV9clKFl-_At06Nkjw997cTXpvdZIVKYM4N4cVcxojzNY8aiIlT8UezJjVeTixJBY1hORB-VoFY/s1600/globalink.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="231" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjIZ6SSgfuBo-7U098OMNNSrXUoJrf59utUslCyPrWDgmLzWwSDJDWqGYw1jeT7KOTvV9clKFl-_At06Nkjw997cTXpvdZIVKYM4N4cVcxojzNY8aiIlT8UezJjVeTixJBY1hORB-VoFY/s320/globalink.jpg" width="320" /></a></div>
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A note about the end of Chapter One, a day in the life of a Connected Educator: although very connected, and exciting...I couldn't help wondering when she got to 'go to son's soccer game', or 'walk the dogs', or 'meet friend for coffee'....I'm sure the piece was just meant to highlight the efficiency in terms of being an Educator but it felt impersonal, and ironically, disconnected, from life.<br />
<br />Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com2tag:blogger.com,1999:blog-3318521348082474870.post-32615180827253000152012-09-16T08:55:00.000-07:002012-09-16T17:26:15.743-07:00That familiar feeling...excitement, overwhelmed, anxious, and small. It happens whenever I delve deeper into technology integration. It's a love/hate type of relationship. Old teacher says: "if it isn't broken don't fix it", in other words, these new technological teaching tools are just the old ones dressed up digitally, expensive, and fleeting.<br />
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HA!! Somewhere in that old dogma there lies a challenge. I think it is, "how can we keep up?" That is the fear part. Every time I learn something new, get to a comfortable level with it, integrate into a lesson or unit....maybe even teach it once or twice...maybe even put it into my Curriculum Map....it's OLD NEWS! I get excited about the next....<br />
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Let me give you an example....I believe it was during the Jurassic period when I took a tech integration class at Granite (very Jurassic sounding!) State College. We made digital storybooks and played with making Power Point (UHGGG!) more interesting using the actions, sounds, and hyperlinking. Cool, since I had pretty much BANNED (highly discouraged) Power Points from my classroom (2005). I was so tired of boring, text filled PP presentations read in monotone with ridiculous transitions!. Yippee...Now we will make them fun, interactive, etc...I targeted my 8th graders. They make Wellness Models, previously out of cardboard, paper, whatever. They went digital with action buttons linking back and forth, it was cool and surprisingly, I knew more than they did so I felt I was contributing to the tech learning across the curriculum. Two years later, feeling pretty settled in the project (red flag #!), a small voice said, "can't I just do a Prezi?"....A what? Shoot, behind again. Fast forward...2012...Prezi's are banned (highly discouraged)...they got so overdone and boring. Next!!<br />
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I would LOVE to just focus on integrating technology into my classroom, I truly would, it's fun!! However, my next Curriculum Map is due this year, we are in our NEASC review, and we just switched from block to period scheduling....OMMMMM....OMMMMMM....achieving BALANCE is proving difficult. it's only September...perhaps it will get better...and this class may just help me pick and choose what I want to work on.<br />
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Reality is...I understand and support the 21st Century Learning Objectives. It is exciting to be integrating these into our school-wide expectations. It's not really new thinking...public school has always aimed to educate our students to become productive members of society....it's just that what society requires now, is very different than what we have traditionally taught, and not all stakeholders are on board yet.Anonymoushttp://www.blogger.com/profile/15398504659724825239noreply@blogger.com5