Tuesday, December 13, 2011

Crazy About Curation

"Curation" is the latest buzzword in educational technology (and many other industries), and I want to confess that I have struggled a bit with my understanding of it.  When trying to explain it to a colleague, I actually said, "uh...like...the Big Dave burger at Wendy's is an example of curation..."  I'm not sure my analogy was a winner.  The cartoon which appeared in Dilbert (see below) soon thereafter hit home for me (and most likely my colleague.)
A great deal of my guidance in the curation movement has come from trainings from Indiana DOE rep and edtech demi-god @YancyUnger and his Getting the Horse to Drink blog.  Yancy describes curation as moving our content out of a warehouse and into a museum.  Many times as educators we try to share EVERYTHING about a topic, instead of picking out the major points and elevating them in a meaningful way.  

I am guilty of sending my teachers an email weighed down with websites with the heading "GREAT STUFF!"(warehouse)  I can now see that this email was most likely met with a sneer, followed by  the delete button.  My teachers would be much more likely to give me some of their precious time if I send one website or resource with a brief explanation of how they might incorporate it into their curriculum (museum).
Now that I have finished reading A Whole New Mind by Daniel Pink, I feel that my understanding of curation is finally complete.  To summarize, the use of our left brains has led us to an age of prosperity and ease of information.  Success today is less about memorizing (left brain) the content, and more about designing or curating the content (right brain.)  This doesn't mean that we don't have to know what we're talking about.  It means that in the 21st century we have to know our stuff, and be able to make it look pretty as well.  

With this reasoning, it would be irresponsible as educators to take on a "content is king" attitude with our students.  Yes, content is important, but remember that (with every kid carrying a computer in their pocket) facts are free.  Content can be King as long as Curation is Queen in a marriage of equals.  

Sort of makes you think twice about cutting those art teachers...


Tuesday, November 29, 2011

Digital Native & My Big Campus Podcast

This is a short podcast I created to talk about our movement to a digital learning environment.  This combines snippets of two workshops I offer, The Immigrant's Guide to Digital Natives and Become a Champion with My Big Campus.


Friday, November 18, 2011

Title One Conference (Bowling Green), Kevin Honeycutt, and My Big Campus

On November 7, I was asked by the good folks at My Big Campus to attend a Title One technology conference to talk about how teachers could begin using it for free in their classrooms.  Although my break-out session wasn't until 2, the conference was in Bowling Green, KY and I wanted to make full use of the day.  I arrived at the start of the keynote speaker who happened to be Kevin Honeycutt.  Kevin is a great speaker on educational technology and a compelling advocate for our kids.  I spent most of the day listening to his break-out sessions and was a little disappointed when I had to go and give my own.  The intent of this blog and the next few is to process and share the great tips, sites, etc. that I have picked up the past two weeks.

  • Lulu - is a site which allows you to publish books for free.  Teachers could compile the best writing for the year and submit it to the site in a pdf.  The teacher determines the cost (added to the reasonable printing costs) and all sales take place on the site.  The teacher can simply give parents the web address and set them loose.  Kevin said that some schools are even using this for their yearbooks.
  • Kevin made some interesting points about how our brains work.  
    • When we have a "lazy eye" or some other deficiency the brain will often "cut bait" for lack of use.  This is why it is so important to get treatment to make these deficiencies work harder before it is too late.  Kevin's assertion is that this could also hold true for kids who "aren't good at numbers" or "hate to read."  
    • These devices (tablets, laptops, etc.) have become extensions of our brains or appendages.  We are outsourcing our data to them because we can access it so readily.  When we don't allow students access to these devices at school it is like cutting off their limbs at the door.  
  • Kevin talked about the benefits of backchanneling or giving students the ability to ask questions or contribute information during a class.  He mentioned using Google Docs, Wall Wisher, or Today's Meet.  An example would be sending kids to find information on Columbus and posting it on the Backchannel.  A student who cites incorrectly or cites a non-reliable source would have their contribution deleted.  This would help teach the skill of finding reliable information on the internet and not plagiarizing.
  • Kevin talked about how we should attempt to put information in story format to make it stickier. 
  • A tale of two teachers - Kevin gave us a description of two teachers.
    • Teacher A - Strong knowledge of subject, strong teacher, depends on self for information
    • Teacher B - less content knowledge, depends on a network for information
      • Who do you hire?
    • Kevin recommends that we think of the teacher they will be 10 years from now.  Which one do you think will be the stronger teacher then?
    • The big question for us educators is:  Where do you get your information?
  • Narratives are powerful vehicles for helping people retain contain.  For all subjects, Kevin recommends finding a way to put important information in a narrative format.
  • Where are we throwing the football?  For me, this was his best analogy yet.  When a QB throws a football, he doesn't throw it where the receiver is, but where they will/should be.  Otherwise, the ball goes behind the receiver.  This analogy works for our kids.  We need to throw education where the kids will/should be in order to truly prepare them for their future.

Sunday, October 16, 2011

Tips for Parenting a Digital Native



We refer to the current generation (18 and younger) as digital natives because they have been born into technology and their understanding of it is complete.  Parenting a digital native is a very difficult task because technology is far-reaching, powerful, and everywhere.  In past generations you could ground your student to the house with confidence that under your surveillance they would not get in trouble.  However, in this age of cell phones and tablet devices your child could get themselves in a great deal of trouble without stepping foot outside their bedroom door.  Below are some facts and tips for keeping your kid safe.
    • Take part in your student’s online life.   If your child has a Facebook, Myspace, or Twitter page then so should you.  Require them to “friend you.”  Just as you are involved in shaping your child in the real world, you also need to help them form their digital image.  
    • Keep track of your child’s internet and cell phone (texting) history.  Many parents believe this is a violation of privacy, but kids are more likely to text or post things inappropriate if they don’t believe an adult will find out.  Be honest with your kids before you hand them the phone for the first time so they know they will be monitored.
    • Cyber and sexual predators are better at their craft today than at any other point in history.  They are using the internet to collaborate, share tips, and pictures/videos of victims.  The three main tools used by sexual predators are attention, affection, and gifts - especially cigarettes.
    • In many cases, a cyber predator will attain a single inappropriate picture of a victim by acting as a peer online.  The predator will then threaten to reveal the picture to the victim’s parents, friends, or school mates if they don’t do exactly what they request.
    • Teach your student to be skeptical of internet information.  Most internet sites tend to look the same - professional and informative.  Kids need to question the facts on internet sites and not take them as factual.  Anyone online can pose as a doctor and give dangerous advice.
    • It probably comes as no surprise that the most common communication device for teenagers is texting.  The average teenager sends 2000 texts a month.  Research has shown that student who send more than 3000 texts per month (hypertexting)are also more likely to try drugs, alcohol, and sex.
    • Cyberbullying is defined as willful and repeated harm inflicted through the medium of electronic text.  Cyberbullying victims are more likely to tell an online friend that they are being bullied.  As a parent you should:  know your child’s online friends, expect no information, watch for mood changes (difficult with teenagers), not step in and do something without your child’s permission, make a plan for what to do if/when bullying happens, emphasize strategy instead of advice, and use the school as your ally.

Wednesday, September 28, 2011

In 60 Seconds...


Great infographic that came to my attention during an Indiana Tech Tribe meeting led by Yancy Unger



Thursday, September 8, 2011

September 11: My POV from Across the Street: 10 Years Later


My September 11 story is something I have shared many times in the past decade, but not one that I launch into lightly or casually.  I am so afraid to tell it incorrectly, offensively, or perceived in the wrong way that I generally attempt to avoid it all together.

It is important to me that you understand that I share this not for sensationalism, drama, attention, or any other personal reason.  If it only mattered to me, I would just as well keep it in my own way.  I share it because I am an educator and a father, and just as people have always passed down stories to friends and family in order to teach lessons, I want to do everything I can to keep it relevant in the hearts of my students and my sons.  Additionally, it has been 10 years and my memory isn't getting any better.  Oh yeah, and one more thing...September 11 was the worst and the best thing that ever happened to me.  See why I hesitate?  Please hang in there and give me a chance to explain.

September 11, 2001

(Some times are exact and others are approximated.)

8:00 a.m.
Moody's located at red A
A struggling actor and writer in NYC, I left my apartment in Astoria to head to my temp job a Moody's Investors Services.  It was a great job -  if you describe a great job as one that requires you to read novels and spend a mandatory one hour lunch working out in the gym.  It's not that I was shirking my responsibilities.  On my first day of work someone walked me to my desk and said, "Someone will be by soon to tell you what to do."  No one ever came back or even talked to me again for that matter 9/11.   My usual work time was 9:00 a.m. sharp, but I had left earlier than usual this day to accompany my wife as she went to shoot a movie on the subway.

8:15 a.m.
I got off my subway stop underneath the World Trade Center.  If you never had the chance to visit the subway system under the WTC, then you need to know that there was a small city under there.  Mini-marts, shops, and food vendors.  There was one stand and gentleman I visited frequently to pick up a newspaper and candy items.  I don't know (or never asked) his name, but I didn't think of him again until years later and wondered if he escaped the tons of wreckage that later occupied where his stand stood.

8:25 a.m.
By this time I was at my desk and "working."

8:46 a.m.
American Airlines Flight 11 flew into the North Tower.  I heard a very loud sound and was "moved" sideways.  My first thought was that someone dropped something very heavy on the floor above me.  I stood up, looked around, saw that everyone else was working, and went back to “work.”

8:50 a.m.
A voice came over the loudspeaker and informed us that there had been an explosion outside and no one was allowed to leave the building.  I looked around, and no one seemed concerned, so I cracked open my book.

8:51 a.m.
My phone rang, and my wife told me a plane had "accidentally" crashed into the World Trade Center.  That’s what we all it assumed it was....a terrible accident.  One of my coworkers overheard my conversation, and walked over to my desk.  My wife told me to “be careful” and I told her the same.  My coworker and I got on cnn.com and saw the now infamous shot of the WTC with a hole in it.  “That’s right over there,” he said and pointed.

9:02 a.m.
My coworker and I were walking across the floor to look out the window.  Flight 175 hit the South Tower.  I was aware of a loud explosion, and the concussion caused our building to physically move from side to side.  It was at this moment that a hundred things happened and chaos took over.  I remember that people started screaming and running.  I remember hearing a voice over the loud speaker telling us to remain calm and “Stay in the building!”  I remember suddenly being in a crowded stairwell (not knowing how I got there), and turning to a stranger next to me and saying, “Are we getting bombed?”  I remember feeling for the first time in my life that I might die at any second.

9:10 a.m.
 from cnn.com
I exited the building and turned to the see the now infamous hole in the side of the WTC.  Ashes were falling all around as if it were snowing.  I was stunned, and I have no idea how long I stood there staring at the sickening sight while people screamed and moaned around me.  I suddenly had two alarming thoughts enter my mind:  everyone seemed to be running TOWARDS the World Trade Center, and one of the buildings was going to break off and fall right where I was standing.  Looking back, I have no idea why people were running towards the wreckage, and I was obviously not in any danger of any building falling over.  

Even with these thoughts in my head, I stood frozen until a woman next to me started screaming.  I turned to see that she had dried blood in her hair and face.  She screamed, “They’re jumping!  They’re jumping!”  I instinctively turned back to where she was pointing.  All I will say is the next moment I found myself running in no particular direction.  I approached a man in a suit and asked, “Which way is uptown?”  He pointed and I took off running that direction.  My only thought was to get as far away from the site as possible.

9:15 a.m.
While running, I got out my cell phone to call my wife's director.  I had our one and only cell phone that day.  The lines were jammed. I started looking for a pay phone and saw that there were people lined up seven or eight deep to use them. Besides, I didn’t even have a quarter.  I shouted out at the crowd, “Does anyone have a quarter?”  Again, here is another moment of haziness, but the next thing I knew my hand was full of quarters.  I found an empty pay phone and called, but I was only able to get her voice mail.  I looked down at cell phone and saw that it had connected with my sister’s cell phone back home. I left her a message saying that there had been a terrible accident, but I was okay.  I let her know that I was going to try and find my wife and then try calling again.

9:20 a.m.
I came to an intersection and saw that everyone was frozen.  They were standing in the middle of the streets with their doors open and car radios turned up.  I listened as President George Bush addressed the nation to report that two planes had crashed into the World Trade Center.  It was a horrible and unbelievable moment.

Suddenly, there came the sound of a plane overhead.  I watched as the hundreds of people around me threw themselves to the ground at the same moment.  We all had the same thought: "Another plane was getting to crash."  In reality, it was a fighter jet flying in to secure the city.  Once I realized this, I jumped up and ran until I reached 14th Street.  It appeared to be the picture of calm.  People were sitting, shopping, and going about their daily routine.  I ran into the Virgin Records and asked if I could use the phone to try and contact my wife.  The teenager behind the counter told me, "Phones are for public use only."

I yelled, "Don't you know what's going on out there?" and thundered out the door

I sat on the curb and dialed my wife's number over and over.  A man who appeared to be of Middle-Eastern descent came over and sat near me.  "This is exactly what the United States gets for sticking its nose where it doesn't belong!" he yelled.  I eased over a bit, but we eventually struck up a conversation while waiting for...well...nothing...and he shared that he had several family members who worked in the WTC and he was worried about them.

9:45 a.m.
People began making a fuss inside Virgin Records, and we ran in to see what was going on.  A plane had just crashed into the Pentagon.  My first thought: we are at war.  They also announced that Manhattan had been sealed off until further notice.  This was a scary and unsettling realization.  Like a rat, I was trapped on this island.  I couldn't find my wife, couldn't get to my family in Indiana - I couldn't even get to my apartment.  About this time my phone rang and my wife told me to come and meet her at our friend Rohan's apartment on 23rd Street.  I wished my new friend good luck and we parted with a handshake.

9:59 a.m.
I arrived at Rohan’s apartment and hugged my wife.  She brushed the ash off my shirt.  I hadn’t even realized it was there.  We all huddled around the television set just in time to see the South Tower crumble.  There were and still are no words to describe this moment.

10:03 a.m.
United 93 went down into a field in Pennsylvania thanks to the brave passengers on board.  We did not register this in any way until days later.

10:28 a.m.
View from Rohan's apartment on 23rd Street
My wife and I climbed up to the roof of Rohan’s apartment building just as the North Tower collapsed.  Even this far uptown, we could see the smoke and debris in the distance.

10:28 a.m. - 3:00 p.m.
These hours are a blur.  The subways and ferrys were shut-down, so we had nothing to do but wander around the city and finding friends.  The restaurants were out on the sidewalk giving out free food and drinks to people walking by.  It was a NYC I have never seen before or since.

3:00 p.m.
Walking across 59th St. bridge
Word came that we had finally been granted permission to leave Manhattan, but we had to walk across the 59th Street Bridge.  I will never forget looking back at the burning skyline as I marched across with thousands of people.  It took over three hours of walking to make our way back to our apartment in Astoria.  My wife, who had been wearing heels, was given tennis shoes by someone, but her feet were still a mess by the time we finally arrived home.
The "new" skyline from 59th St. bridge

September 12, 2001 and days after...
Makeshift memorial
We ventured out during the next couple days to take a look around the city.  There were few people on the streets, and those who were looked
and acted just like people attending a funeral.  There were pictures and postcards of the WTC for sale in every shop - marked up and prominently displayed of course (it was still NYC).  Around 14th Street, we began stumbling upon makeshift memorials people had created.  Everyone seemed to be looking for a way to pay tribute, and no one was able to get it right...still, they kept trying.            

Makeshift memorial
A few days later we finally decided we had to take a break from the city.  We weren’t alone in this feeling.  All around the neighborhood we lived in there were moving trucks and mattresses being disposed of on the sidewalks.  It look like the beginnings of some sort of mass exodus.  I couldn’t find a car rental anywhere with 100 miles of NYC.  I finally came across train tickets to Pittsburgh and a car for rent there.  We booked the tickets and headed out of the city.

This monument was headed to PA on 9/11, but became a
makeshift memorial for many days after.
The car ride back was a strange experience as well.  We noticed the same need by Americans to try and respond in some way to the terrorist attack.  There were songs on the radio with screams and shouts of people on the street mixed with announcers commenting on the action.  These rang false and contrived to us, and resulted in fast channel changes.  Once we arrived back home, everyone wanted a retelling and some of their reactions were even more emotional than our own.  People were trying to find a way to make this unbelievable event real in some way, and having us there allowed them to attach on and participate in the grieving process.  I admit that I was uncomfortable with this role and still am to a certain degree.

Having ten years to reflect has brought me a small amount of clarity with this uncomfortable feeling.  I don’t want any amount of fame or attention due to my proximity to the 9/11 attacks.  I certainly didn’t act heroically.  As the fireman and police officers ran towards the WTC, I was running as fast as I could away.  Mostly, I don’t want pity for having gone through it.  In fact, the lesson I hope they take away is quite the opposite.

In the days after the attack, I had this feeling that I just couldn’t go living my life the way I had up to this point.  I was a 23-year-old who quit his teaching job, worked as a temp, and spent all of his free time sending headshots and letters to directors talking about how great and talented he was.  Having been so close and witnessed so much death, I simply couldn't go back to a life that I now found at the time to be selfish, and pointless.  I felt it would be a blatant disrespect to those innocent victims and heroic rescuers who didn’t have what I had...time.

My wife and I moved home and dedicated ourselves to our families and communities the best we could.  We became educators.  We became parents.  We became the kind of people we truly wanted to be.  That half a day on 9/11 didn’t just scar me - it irrevocably changed the course of my life in a positive way.  In five hours, I aged five years.

In the months and years following 9/11, the entire country acted differently.  There were more weddings.  There were more babies.  People chose to live their lives differently, because that’s the kind of people Americans were and strive to be today. What makes us Americans and patriots and human beings is our ability to face the worst possible circumstances and make something good come out of that situation.  I hope when you are faced with problems, sadness, and setbacks you will find some way to bring good out of that situation.  What better way is there to honor another person than by changing your own life for the better because of them?

September 11, 2001 was the worst day of my life, but September 11 was the first day of the rest of my life.  This is how I will commemorate it, hold onto it, and grieve it in my own way for the years to come.  Whenever I read my kids a story, or help a student with a problem, I hope I am recognizing the sacrifices made and paying tribute to those fallen by using well the one thing tragically taken away from them that day...time.

Monday, August 15, 2011

Teacher Tips for Back to School


These are some basic tips I like to review every year before welcoming the students back.  It helps me get my head in the right place from the start.
What NOT to do...
  • Be fair, be consistent, be clear.
  • Clear messages combined with positive encouragement provide all the information a child needs to improve their behavior.
  • Get close in proximity to a disruptive student.
  • Use eye contact.
  • Use the student’s name.
  • Say exactly what you want them to do
  • Stay calm and refuse to argue.
  • Never discipline a student in front of the entire class.
  • Speak with students in an ADULT voice. The ADULT voice is non-judgmental, free of negative non-verbal, and matter-of-fact. Avoid the PARENT voice.
  • Don’t use “muddy” messages. (How many times have I told you? If you don’t stop right now, you are going to the office! Behave like good boys and girls! What am I going to do with you?)
  • Don’t use destructive messages. (You are awful in class. Your sister was great in my class. What happened to you?)
  • Never say or do anything that will damage your relationship with a student.
  • Defusing arguments: If a student tells you something that has legitimate point, then discuss it. If they argue in order to manipulate you, wait until they stop talking and say,”That is not the point; I expect you to___________.”
  • When a student does what you expect, give them immediate positive feedback in ways that are sincere, genuine, and meaningful to the students.
  • Behavior is our best attempt, at the time, to satisfy one or more of the six basic human needs. The strongest needs for kids are freedom, belonging, fun, and power. Appeal to these needs to motivate students.
  • You must make more “deposits” into your students’ emotional piggy banks than “withdrawals.” Deposits occur when you show courtesy, display kindness, give honesty, keep commitments, or do anything which appeals to their basic needs. Students will be more likely to say “yes” to a teacher who has a positive emotional piggy bank balance.
  • If you make a mistake, apologize sincerely. This is a teachable moment.
  • Emphasize that we don’t punish – we give consequences. We are constantly teaching.
  • Give clear expectations: follow directions, stay in assigned area, read quietly.
  • Treat everyone as if they are GOOD.

Monday, August 8, 2011

Unplugged

By the end of the 2010-2011 school year, I was on technology overload.  The fact that I had been talking about it all day long, and tweeting every night had finally started taking its toll.  I decided a couple weeks away would do the trick, but those two weeks came and went, and I still felt had no desire to go near my computer.  I took things a step further and got rid of my smart phone (take that pesky email bleep every 10 minutes!)  Still, the thought of technology left me empty.  No Twitter.  No blog.  Occasionally I checked Facebook and email, but mostly I stayed away.

I attended Podstock in Wichita hoping for renewed educational technology fire.  The conference was fine, but my attitude was crap.  I found my conversations about ed. tech grated on my nerves.  If one more person told me how great Evernote was I was going to punch them in the kidney.  What the heck was wrong with me?  I had been preaching the merits of these programs and tools for the entire year.  If I wasn't excited about using them, then who?

I went back to work last Monday with little hope of reconciling this empty feeling.  Strangely, it started coming back.  Slowly at first, but by today it is full and brimming with anticipation of the work we will get done this year and the exciting ways we will do it. What is the difference?

There are two differences: people and goals.  While I enjoy my Facebook friends and PLN members, what gets me excited about education and learning are the people I work with and the students we teach.  During the summer hours, the people I communicated with did not require technology (or technology didn't improve our relationships), and I had no goal or project to accomplish which required technology. This idea brought me great peace.

As we are moving to a 1:1 learning environment, we keep preaching that the most powerful force is the teacher and the technology is simply the tool.  Relationships are powerful, and the beauty of social networking is the ability to harness this power to increase learning.  When technology is used for technology sake, it is the equivalent of putting a clock on a toaster.  Sure you can do it, but why?  It will be a meaningless gesture.  Like a 3D version of a Woody Allen movie.

This is a lesson I hope to stress with my teachers this year.  Let's use the technology when it is the most powerful tool for what we are trying to teach.  However, if a time comes where an in-class debate would trump an online discussion, then don't hesitate to shut those lids.  Technology has its time and place, but lets not stress or move to replace those parts of our relationships which are working fine just as they are.

Friday, May 20, 2011

Blackboard


Mr. Roseberry's Corner: The Best Made Plans of Mice & Men


This past Wednesday and Thursday we hosted 5th graders from the elementary schools for 5th grade orientation.  My principal and I were excited to give them some information about Scottsburg Middle School, and get them started on their tours of the building.  We spent the first two days of the week making plans, creating a video, and putting together a snazzy Keynote presentation.  On Wednesday morning we were dressed in our best clothes sitting in my principal’s office going over the final plans, when she made an embarrassing discovery - she was wearing two different shoes.  I looked at her with pity and tried my best to assure her that no one would notice.  It was then that I glanced at my own feet...yup...two different shoes.  
At this moment when we had planned so well and tried so hard we could have easily thrown our hands in the air and raged with frustration.  Instead, we laughed, went on with our well-crafted plans, and limped our way through the rest of the day.  The 5th grade orientation went very well, and the only people who noticed our fashion faux pas were the ones whom we shared it with.
There is a great deal of change in store for Scottsburg Middle School next year.  From dress code, to computers, to the calendar, there is little that will be the same.  Our teachers and administrators are working and planning to make these changes as smooth as possible, but there are sure to hiccups and bumbles and days when we are all limping along.  The most important lesson to take from our mismatched day is to keep a sense of humor.  Keeping a positive attitude will help keep Scottsburg Middle School on track next year, even when things don’t go exactly as planned.  We will put our best foot forward next year...just don’t expect the foot behind it to match!

Wednesday, May 18, 2011

No Textbook? No Problem!

One of the stipulations that goes along with moving to a 1:1 learning environment is giving up on adopting new textbooks when the time comes around.  Technology fees must replace textbook rental unless your students' parents don't mind taking out second mortgages to register their children for school.  This is a scary proposition for many teachers who have built their curriculums around a certain book.  I hear more and more teachers express frustration about how "prescribed" curriculum is becoming.  Breaking free from a traditional textbook might just be the liberating and creatively fulfilling experience teachers need to take back that ownership of their classroom.  Additionally, we live in a time where information is added and changed every second - making it nearly irresponsible to put any amount of money into a permanent format such as ink and paper.


So, what is a teacher to do?  Good question.  I spent time looking through online texts offered by current book publishers and I was less than thrilled.  What they were offering was basically the book, but on a computer screen.  This makes as much sense as using your fine china to eat Spam.   Sure, it looks better, but it is still tastes like Spam.  I was looking for interactive curriculum that would make use of Web 2.0 tools and increase student engagement.


Two free online tools to consider for putting curriculum into units and lessons are Livebinders and CK-12.


Livebinders



CK-12 Foundation: Online Textbooks


This is a great site I am just now becoming familiar with.  There are a variety of true online textbooks for many different subject areas with an emphasis on STEM (science, technology, engineering, mathematics).  What makes these texts stand out is their interactive elements (video, pictures, games) and the fact that they can be downloaded and linked to for free.  In addition, you can create your own textbook by pulling chapters from their online library.  You could then go back and edit content to meet your needs.  Your finished version can then be made available to view online or download to an iPad or Kindle.  I could imagine some amazing possibilities with having your students work together to create their own interactive textbook.  Most importantly, this is a true "living" textbook which could be updated constantly to keep information fresh.


CK-12 has created some informative videos about how the site works.  I have also embedded an overview below. 






Tuesday, May 3, 2011

Well, Duh! - 10 Obvious Truths That We Shouldn't Be Ignoring

Well, duh! 

The Alfie Kohn article linked above is one that brings me great clarity and inspiration as I try to wade through what I'm trying to accomplish as an educator.  He lays out 10 truths that we must keep at the front of our minds as we make these important decisions.  Some click with me more than others, but they make for great discussion nevertheless.

1. Much of the material students are required to memorize is soon forgotten
2. Just knowing a lot of facts doesn’t mean you’re smart
3. Students are more likely to learn what they find interesting


Today, I had three 6th grade students come up and sing a song about Kinetic and Potential energy they had created to the tune of the song Grenade by Bruno Mars.  There was even an added "Hammer dance" to boot.  I would dare say that these students will never forget these energy concepts.  They have attached meaning to it through a synthesis-level product, and a performance in the office only further solidified the experience.  


High School for me was one big cram session.  I would organize all of the information into a study guide, go home that night and create fancy acronyms to remember the information, and then go to school the next day and spit it back out.  The foundation of my knowledge was based on those acronyms stored in my temporary memory.  A few moments after the test...they were gone.  This system worked well enough for me (I graduated as valedictorian), but I remember little of what was "learned" during this time.  I DO, however, remember word for word a rap song I wrote in fifth grade that was chocked full of facts about koalas.  This is the first memory I have of ever "performing" my own work in front of a group.  Once again, attached meaning.  


Does this mean that my high school teachers didn't do a good job teaching?  Absolutely not.  They were a talented group of teachers, and I am sure that many students absorbed the information much more thoroughly than I did.  I was a distracted learned who found a way to use the system in my favor.  Plus, I had other options...


4. Students are less interested in whatever they’re forced to do and more enthusiastic when they have some say


An exception to the high school experience I had was a high ability class I was able to take every year of high school.  Since this class replaced social studies and arts credits, we studied these subject areas, but in a very non-traditional way.  Instead of just reading about The Civil War, we went on a trip to Atlanta and followed the path of a specific soldier, keeping a journal the entire way.  Instead of a lecture on art and architecture, we took a trip to Chicago to the Art Institute and toured houses and a church designed by Frank Lloyd Wright.  After spending time studying ancient cultures, we split into groups and created our own "ancient" culture.  We designed artifacts for language, religion, family-life, etc. and then buried these items.  We then "excavated" a different group's culture and attempted to piece together how life may have been.


In addition to all of this, we were required to choose a different topic each semester to focus on as an individual.  Over my high school career, I studied homelessness, environmental issues, song-writing, poetry, and many other topics.  Every student had to sit down each semester and create four different projects which corresponded to the four highest Bloom Taxonomy levels, and then set our own due dates.  Having this ownership over my learning in this class made it difficult for me to focus and concentrate in class where I had little say in my own learning.


5. Just because doing raises standardized test scores doesn’t mean should be done.


I'm not going to really touch this one.  Obviously, we shouldn't be so dogmatic in our allegiance to standardized testing that we don't question whether or not x should be done.  For example, going to a 1:1 learning environment isn't a guarantee of increased test scores, but we are moving forward because it is the right thing to do for our students.


That being said, I believe a key to happiness is controlling those aspects of your life that you have control of, and "making due" those aspects in which you are powerless.  For example, it would make me very happy if I didn't come to work until noon every day, but I don't have control over that (unless I want to get fired, of course.)  I can mope and complain each and every day, but the only likely result is that I will be depressed and irritated...every day.  Instead, I choose to accept this reality.


The same holds true for me with the testing and accountability requirements placed on us.  It is a reality for schools in this time, and I am not in a place at this point in my career to affect change in this area.  I would rather talk about a solution than spend time struggling against it.


6. Students are more likely to succeed in a place where they feel known and cared about.


Aren't we all?  I know that my professional achievement and confidence has been greatly affected by being around caring and supportive people.  I believe that most teachers understand how important the relationship is with a student.  It is the lifeline through which the information flows.  Protect it, nurture it, and don't break that bond just because they forgot a homework assignment.  You are likely to get a lot fewer assignments in the future if you do.


7. We want children to develop in many ways, not just academically.


As a teacher, I had a principal who asked me to give less homework because students were having trouble participating in after-school activities and completing their homework.  I was appropriately (so I thought) horrified by this, but of course, I obliged.  I noticed three things:  the number of kids completing homework went up (duh), test scores stayed the same (hmmm...wasn't there less learning?), and my relationship with students improved (especially with those who usually don't turn in homework.)  Apparently, my homework wasn't resulting in as much learning as I thought.


My thoughts on homework aren't complete yet.  I have always been a champion for it, but now that I have my own kids in school, things suddenly look different.  I get home (on a good day) at 4:30 and my kids go to bed around 7:30.  This means that I get to see my kids three hours each day.  I have a big problem if one of those precious hours is spent doing page after page of math concepts he already knows.  I actually found myself saying to my wife, "They have him 7 hours a day.  Can't they get the learning done during THEIR time?!?"  I then had a self-check moment and gathered my whits.


The biggest problem is that our students' lives are so absolutely and undeniably different.   While one student may go home to dinner on the table and two parents willing to help with homework every step of the way, I may have another (out-of-district) student who has to wander around town until 8:00 p.m. when his dad's girlfriend gets off work so she can take him home.  (And we yell at him for not taking home his backpack.  Heck, he didn't want to carry it around for 5 hours, and he sure as heck wasn't going to work on it when he hadn't been home in 13 hours.)  We could argue that student's choices every step of the way, but the truth is that our students' lives are far from uniform.


When a large portion of the grade is homework, these students' grades take an extra hit just because they don't have the same support system in place as the kid next to them.  Should we assign homework?  Yes - if it has value, not because it is Tuesday and we always have homework on Tuesday.  Consider the whole child.


8. Just because a lesson (or book, or class, or test) is harder doesn't mean it's better.

9. Kids aren’t just short adults.
10. Substance matters more than labels.





Saturday, April 30, 2011

The One Minute Manager


I was at a yard sale today with my family and came across this book.  I first read it about a year ago, but it was originally published in 1981.  For a leadership book that is 30 years old, I believe it holds up quite well.  In particular, it goes into the idea of reprimanding (a word I do not care for), and gives a technique for when we must express in a professional way that someone has not met our expectations.  Below are some notes I took from my initial reading.  I would love to hear your thoughts on the idea of The One Minute Manager.

***

The One Minute Manager by Kenneth Blanchard & Spencer Johnson
  • "People who feel good about themselves produce good results."
  • One Minute Goal Setting 
    • manager and employee agree on what the goals are 
    • each goal is recorded on no more than a single page (250 words)
    • each person keeps a copy
    • 80% of important results should come from 20% of goals
    • so...only choose 3-6 goals
    • no surprises - everyone knows what to expect from the beginning
    • put problems in behavioral terms and then describe a solution in behavioral terms
      • find discrepancy between what you want and what actually happened
    • Ask yourself questions to determine an answer

  • One Minute Praisings
    • "Help people reach their full potential.  Catch them doing something right."
    • tell people up front that you are going to let them know how they are doing
    • praise people immediately
    • tell people what they did- be specific 
    • tell people how good you feel about what they did right and how it helps the organiztion and the other people who work there
    • stop for a moment of silence to let them feel how good you feel
    • encourage them to do more of the same
    • shake hands or touch people in away that makes clear that you support their success in the organization

  • One Minute Reprimand
    • tell people up front that you are going to let them know how they are doing 
    • reprimand immediately
    • tell people what they did wrong - be specific
    • tell people how you feel about what they did wrong
    • stop for a few seconds of uncomfortable silence to let them feel how you feel
    • shake hands or touch them in a way that lets them know you are honestly on their side
    • remind them how much you value them 
    • reaffirm that you think well of them but not of their performance in this situation
    • realize that when the reprimand is over, it's over

  • "The best minute I spend, is the one I invest in people."
  • Take a minute.  Look at you goals.  Look at your performance.  See if your behavior matches your goals.
  • "We are not just behavior.  We are the person managing our behavior.'
  • "Goals begin behaviors.  Consequences maintain behaviors."