Will definitely adapt this for use with elementary students...
Thanks to Julie S. for sharing...
Sunday, November 2, 2014
Tuesday, October 21, 2014
You have to start somewhere survey!
As mentioned in the previous post, the 4th grade students and I have teamed up on a journey to explore territory new to us. Just like Lewis and Clark, we bring the skills we have with the understanding that there is so much more to know and learn.
At the start of this year, students were asked to answer a few survey questions asking about favorite books, authors, and what they liked best and the least about the library.
More importantly, they were asked questions about what they knew about themselves as learners, what they felt was important to learn and to realize that they have a voice to share.
What I discovered through the survey and what is evident in our scheduled library visits is how much they genuinely love and appreciate this place called the library and what it has to offer. Not simply in the physical sense, although that plays an integral part in their present reality, but also the promise of what this "place" can offer them in their future. What they bring to the journey is a sincere desire to learn, a sincere feeling that all can be possible and a willingness to try their best.
Our first leg of the journey takes us on a "communication" trail.
We are defining "place".
We are defining where we are now and thinking about where we are headed.
Every journey starts with a first step and are on definitely on our way!
In their own words:
WHAT I LOVE BEST...
WHAT IS IMPORTANT TO KNOW...
HOW I LEARN BEST...
COMING SOON: What is the internet? And ways to collaborate...
At the start of this year, students were asked to answer a few survey questions asking about favorite books, authors, and what they liked best and the least about the library.
More importantly, they were asked questions about what they knew about themselves as learners, what they felt was important to learn and to realize that they have a voice to share.
What I discovered through the survey and what is evident in our scheduled library visits is how much they genuinely love and appreciate this place called the library and what it has to offer. Not simply in the physical sense, although that plays an integral part in their present reality, but also the promise of what this "place" can offer them in their future. What they bring to the journey is a sincere desire to learn, a sincere feeling that all can be possible and a willingness to try their best.
Our first leg of the journey takes us on a "communication" trail.
We are defining "place".
We are defining where we are now and thinking about where we are headed.
Every journey starts with a first step and are on definitely on our way!
In their own words:
WHAT I LOVE BEST...
WHAT IS IMPORTANT TO KNOW...
HOW I LEARN BEST...
COMING SOON: What is the internet? And ways to collaborate...
Sunday, September 28, 2014
How are we like Lewis and Clark?
I begin a new adventure this year teaching skills to elementary students, grades K-4.
The students and I begin a new adventure together.
So much has been written over the past several years about how important 21st Century Skills are to our students' present and future success. When I asked to come back to teaching, I came with a strong sense of what I wanted to accomplish via my classroom.
I believe a strong library program offers a perfect platform to converge these skill sets across the educational gamut.
For our students to be prepared for the future predictions of the world they will live in, we must allow time for them to build upon the foundation of who they are right now as learners. They need to recognize themselves in the process. They need to reflect on their practice. They need to be actively involved in as many educational decisions as possible. They need to acknowledge the power they have over their own learning. They need to recognize and apply 21st Century Skills sets with deliberation.
When I share my perspective with some folks, I am often reminded how young elementary students are. Yes, they are young.
But I believe in my heart-of-hearts that students do stretch to the expectations you place before them. I believe them quite capable of applying process skills with precision. I believe it is my responsibility to offer educational experiences where they can recognize and apply personal strategies as they experiment with communicating, collaborating and creative decision-making, thinking processes.
So here's the plan. During each marking period, we will operate within a themed perspective. Library curriculum will be presented within the context of each theme. The themes are communication, collaboration, thinking, and creativity. We will drop the buzz word designation "21st Century". From now on, we will call them SS (Sand Skills) because I believe these skills bridge and fill their educational space. (Thanks, Chris D. for the analogy idea).
We have a talked about where we are going on our learning journey and will document our stops and experiences along the way.
I look forward to us learning about information, research, communication, collaboration, thinking and creativity application skills together.
Lewis and Clark faced their journey with audacity and a sense of adventure. And, I think, so will we!
The students and I begin a new adventure together.
So much has been written over the past several years about how important 21st Century Skills are to our students' present and future success. When I asked to come back to teaching, I came with a strong sense of what I wanted to accomplish via my classroom.
I believe a strong library program offers a perfect platform to converge these skill sets across the educational gamut.
For our students to be prepared for the future predictions of the world they will live in, we must allow time for them to build upon the foundation of who they are right now as learners. They need to recognize themselves in the process. They need to reflect on their practice. They need to be actively involved in as many educational decisions as possible. They need to acknowledge the power they have over their own learning. They need to recognize and apply 21st Century Skills sets with deliberation.
When I share my perspective with some folks, I am often reminded how young elementary students are. Yes, they are young.
But I believe in my heart-of-hearts that students do stretch to the expectations you place before them. I believe them quite capable of applying process skills with precision. I believe it is my responsibility to offer educational experiences where they can recognize and apply personal strategies as they experiment with communicating, collaborating and creative decision-making, thinking processes.
So here's the plan. During each marking period, we will operate within a themed perspective. Library curriculum will be presented within the context of each theme. The themes are communication, collaboration, thinking, and creativity. We will drop the buzz word designation "21st Century". From now on, we will call them SS (Sand Skills) because I believe these skills bridge and fill their educational space. (Thanks, Chris D. for the analogy idea).
We have a talked about where we are going on our learning journey and will document our stops and experiences along the way.
I look forward to us learning about information, research, communication, collaboration, thinking and creativity application skills together.
Lewis and Clark faced their journey with audacity and a sense of adventure. And, I think, so will we!
Friday, May 30, 2014
Whoo-hoo - Week 5 BlendKit 2014 Reading Reaction
It’s as if you read my mind…
As I was developing the various DIY coursework to submit, with special realization during Chapter 4, it became clear that as the “first” time out of the gate and “first” time ever attempting something like this lends itself to a huge learning curve. No matter how well I plan, adjustments and adaptations will happen starting right after the first group that walks through the door.
So, how will I know if what we experienced together (students too) was beneficial – hit the intended mark?
Working with “my version of blended”, in an instructional environment with new grade levels, new curriculum demands…everything is up in the air.
But, here is what I believe.
First, I believe students need to have a voice. I believe they have ideas to share.
Second, I believe being able to communicate with precision as matches ability and maturity is an essential skill no matter what age, or for what purpose.
Third, I believe that good writers and good readers align. Outside of the instructional conventions necessarily built into the course of a “school day”, reading, writing, thinking…are interwoven experiences that should cultivate over time. I envision this opportunity to build a love for books (in any form), a love for words, and an opportunity for students to “see” themselves as empowered through the use of language.
A few things jumped out…like…
• Good practice – we all strive for this, regardless of the delivery
• That the “nature of standards prescribes how things should be” – with the understanding that it’s not possible to fit all contexts – the repeated story of my professional journey…
• The importance of seeking peer reviewers and soliciting feedback from the participants – Asking those who “walk the walk” to share…hmmm…so this is why you gathered feedback each time…
We have an emerging system in place in PA, where part of a teacher’s effectiveness is related to Standardized test results and a self-developed proposal for instructional prediction called Student Learning Outcome. Implementation of this project would be an excellent candidate for me to carry the actual assessment of practice, from the design phase to the completion. Something to work on another day…
Finally, the suggestion that if this is the first time teaching in this format, to focus on select strategies to determine effectiveness (again, related to above). The reading suggests writing a personal goal, keeping an online journal reflecting, setting instructional benchmarks around formative tasks to make adjustments, as well as end of module / marking period data from participants.
If the goal is to provide students with more flexibility, to allow them to practice skills in safe learning environments, to give them the opportunity to think and express ideas…then, I do believe I am on the right track…with a little help from my friends…on with the peer review...
As I was developing the various DIY coursework to submit, with special realization during Chapter 4, it became clear that as the “first” time out of the gate and “first” time ever attempting something like this lends itself to a huge learning curve. No matter how well I plan, adjustments and adaptations will happen starting right after the first group that walks through the door.
So, how will I know if what we experienced together (students too) was beneficial – hit the intended mark?
Working with “my version of blended”, in an instructional environment with new grade levels, new curriculum demands…everything is up in the air.
But, here is what I believe.
First, I believe students need to have a voice. I believe they have ideas to share.
Second, I believe being able to communicate with precision as matches ability and maturity is an essential skill no matter what age, or for what purpose.
Third, I believe that good writers and good readers align. Outside of the instructional conventions necessarily built into the course of a “school day”, reading, writing, thinking…are interwoven experiences that should cultivate over time. I envision this opportunity to build a love for books (in any form), a love for words, and an opportunity for students to “see” themselves as empowered through the use of language.
A few things jumped out…like…
• Good practice – we all strive for this, regardless of the delivery
• That the “nature of standards prescribes how things should be” – with the understanding that it’s not possible to fit all contexts – the repeated story of my professional journey…
• The importance of seeking peer reviewers and soliciting feedback from the participants – Asking those who “walk the walk” to share…hmmm…so this is why you gathered feedback each time…
We have an emerging system in place in PA, where part of a teacher’s effectiveness is related to Standardized test results and a self-developed proposal for instructional prediction called Student Learning Outcome. Implementation of this project would be an excellent candidate for me to carry the actual assessment of practice, from the design phase to the completion. Something to work on another day…
Finally, the suggestion that if this is the first time teaching in this format, to focus on select strategies to determine effectiveness (again, related to above). The reading suggests writing a personal goal, keeping an online journal reflecting, setting instructional benchmarks around formative tasks to make adjustments, as well as end of module / marking period data from participants.
If the goal is to provide students with more flexibility, to allow them to practice skills in safe learning environments, to give them the opportunity to think and express ideas…then, I do believe I am on the right track…with a little help from my friends…on with the peer review...
Friday, May 23, 2014
BlendKit - Reading reaction - Chapter 4
In reading the content for Chapter 4 of the Blended Learning Toolkit, it reminds me exactly how much technology infiltrates all aspects of learning design. As mentioned in the Conclusion Section of the reading, “learning activities may overlap with interaction strategies and learning assessments”. I kept thinking while I was reading that I had actually incorporated some of this suggested “thinking” into my plans already.
Part of my motivation when completing the DIY activities in the previous module was to find a means for students to access content relevant to the task at hand. What I discovered in my search for ideas and content is that others out there have created activities that support the learning objectives designed in my suggested lesson/unit.
It’s interesting that I still find myself feeling a little “guilty” that I am able to direct students to content / activities that were not developed in house. It almost feels negligent. But, the real question is “why” negligent (assuming proper credit is given)?
Interestingly, this has to be part of the shift that has to happen in order to fully embrace the concept and reality of learning in this time of readily accessible material. It’s the “letting-go” of the need to be centered in all aspects of a teacher-centered classroom and rather “embracing” the collective, collaborative nature of student-centered design.
Last module, my motivation was how much time I could realistically expect students to experience what they know with what they need to know. Someone "out there" did a great job of designing an online learning opportunity to expedite the process. (OK...let go.) Next, it was…how I will know, they know it. (OK...all yours again.)
Now, it’s turning learning design to consider the role technology plays across all dimensions and to be certain we have structured enough support so our students can truly personalize their learning.
Whether face-to-face on online, transparent direction is paramount, guided structure to the learning design has to be clear. Each learning environment requires its own consideration to accomplish this.
One “mistake” teachers often make when they transition instruction from a physical learning space to an online delivery, it would be that they simply plunk content “as is”. But the reality is that it’s not that simple.
So, the benefit of this module for me is two-fold. I must still harbor some difficulty relinquishing control or tending to see the instruction from my side only. Something to continue to work on...
Secondly, I've taken a step back and realize the depth of planning for a blended learning experience. Not to say designing effective instruction is overly difficult…just that it requires considerations distinct to the delivery.
I appreciate the realization. I may need to revisit with each design, but eventually, with experience, I will begin to be more comfortable with the transition in this world of may be a perpetual “beta”.
Part of my motivation when completing the DIY activities in the previous module was to find a means for students to access content relevant to the task at hand. What I discovered in my search for ideas and content is that others out there have created activities that support the learning objectives designed in my suggested lesson/unit.
It’s interesting that I still find myself feeling a little “guilty” that I am able to direct students to content / activities that were not developed in house. It almost feels negligent. But, the real question is “why” negligent (assuming proper credit is given)?
Interestingly, this has to be part of the shift that has to happen in order to fully embrace the concept and reality of learning in this time of readily accessible material. It’s the “letting-go” of the need to be centered in all aspects of a teacher-centered classroom and rather “embracing” the collective, collaborative nature of student-centered design.
Last module, my motivation was how much time I could realistically expect students to experience what they know with what they need to know. Someone "out there" did a great job of designing an online learning opportunity to expedite the process. (OK...let go.) Next, it was…how I will know, they know it. (OK...all yours again.)
Now, it’s turning learning design to consider the role technology plays across all dimensions and to be certain we have structured enough support so our students can truly personalize their learning.
Whether face-to-face on online, transparent direction is paramount, guided structure to the learning design has to be clear. Each learning environment requires its own consideration to accomplish this.
One “mistake” teachers often make when they transition instruction from a physical learning space to an online delivery, it would be that they simply plunk content “as is”. But the reality is that it’s not that simple.
So, the benefit of this module for me is two-fold. I must still harbor some difficulty relinquishing control or tending to see the instruction from my side only. Something to continue to work on...
Secondly, I've taken a step back and realize the depth of planning for a blended learning experience. Not to say designing effective instruction is overly difficult…just that it requires considerations distinct to the delivery.
I appreciate the realization. I may need to revisit with each design, but eventually, with experience, I will begin to be more comfortable with the transition in this world of may be a perpetual “beta”.
Sunday, May 18, 2014
Sticky-note summary idea
Sticky-note summaries for students to use as they read http://t.co/WEXunm4F6E GOOD for one sentence summary activity #blendkit2014
— Jane Englert (@j_englert) May 18, 2014BlendKit Reader - Chapter 3 - Reading Reaction
OK...so this week, we are considering assessment of learning in a blended environment.
Let's frame the blended environment I envision. The focus is on 4th grade. We will meet F2F once during a five day cycle. While I plan to use Edmodo as our platform, time to work online needs to be built into the F2F meeting. Students will have the freedom to choose to revisit Edmodo outside of the regular class time, but no "mandate" will will be in place unless considered and agreed to within the context of elementary expectations. With that being said, I am hoping some of the content stemming from the "library" experience will also blend into classroom coursework. All in good time...
Next, onto the reading reflection. Several statements jumped out at me. First, is the agreement that "when teaching takes place, assessment is imperative to check depth of understanding". The article goes on to reference the design strategy in planning for units of instruction that prepare students to transfer learning to new contexts", meaning taking what is accomplished in the classroom and be able to apply it in real life.
Since I am a novice with the program and do know that there is a formal grading procedure in place, I plan to use both self-assessment tactics, as well as a multiple-choice option to confirm a baseline of common understanding.
Initially, topics will most-likely revolve around procedural applications and organizational understandings of the physical environment.
Ultimately, my goal will be to build intrinsic understandings related to the overarching theme for each marking period, with the first being "I COMMUNICATE". I feel strongly that students need to embrace all activities from the perspective that they are truly CENTRAL to the experience. Too often, learning seems to come from an imposed direction, rather than from a sense of internal control.
I already take to heart that providing expectation support through examples, both print and online, text and video (as appropriate) is extremely important. Students need to have a clear understanding of what "qualifies" as exceptional and what "qualifies" as a redo. As an educator, I am uncomfortable with accepting sub-standard work. I do expect students to do their best, whatever their best is.
I was intrigued by the mention of building higher order thinking into multiple-choice assessments. That will be a side goal. The article mentions implanting a scenario that requires transfer. Will have to think about this one...
Edmodo contains options for discussions, assessments, and I believe assignment uploads. Initially, the discussion area will be the focus, but certainly, offering a quick quiz is a real option.
Thinking we will save any "authentic assessments" for the 4th marking period when we cover creativity.
LOVE, Love, love the ONE-SENTENCE SUMMARY suggestion. This fits in already with the micro-blogging idea and activities mentioned in some of my earlier course submissions. As I look to the directions for the DIY activity for this week, the one-sentence-summary may be the one that I build upon.
Let's frame the blended environment I envision. The focus is on 4th grade. We will meet F2F once during a five day cycle. While I plan to use Edmodo as our platform, time to work online needs to be built into the F2F meeting. Students will have the freedom to choose to revisit Edmodo outside of the regular class time, but no "mandate" will will be in place unless considered and agreed to within the context of elementary expectations. With that being said, I am hoping some of the content stemming from the "library" experience will also blend into classroom coursework. All in good time...
Next, onto the reading reflection. Several statements jumped out at me. First, is the agreement that "when teaching takes place, assessment is imperative to check depth of understanding". The article goes on to reference the design strategy in planning for units of instruction that prepare students to transfer learning to new contexts", meaning taking what is accomplished in the classroom and be able to apply it in real life.
Since I am a novice with the program and do know that there is a formal grading procedure in place, I plan to use both self-assessment tactics, as well as a multiple-choice option to confirm a baseline of common understanding.
Initially, topics will most-likely revolve around procedural applications and organizational understandings of the physical environment.
Ultimately, my goal will be to build intrinsic understandings related to the overarching theme for each marking period, with the first being "I COMMUNICATE". I feel strongly that students need to embrace all activities from the perspective that they are truly CENTRAL to the experience. Too often, learning seems to come from an imposed direction, rather than from a sense of internal control.
I already take to heart that providing expectation support through examples, both print and online, text and video (as appropriate) is extremely important. Students need to have a clear understanding of what "qualifies" as exceptional and what "qualifies" as a redo. As an educator, I am uncomfortable with accepting sub-standard work. I do expect students to do their best, whatever their best is.
I was intrigued by the mention of building higher order thinking into multiple-choice assessments. That will be a side goal. The article mentions implanting a scenario that requires transfer. Will have to think about this one...
Edmodo contains options for discussions, assessments, and I believe assignment uploads. Initially, the discussion area will be the focus, but certainly, offering a quick quiz is a real option.
Thinking we will save any "authentic assessments" for the 4th marking period when we cover creativity.
LOVE, Love, love the ONE-SENTENCE SUMMARY suggestion. This fits in already with the micro-blogging idea and activities mentioned in some of my earlier course submissions. As I look to the directions for the DIY activity for this week, the one-sentence-summary may be the one that I build upon.
Pass it forward...UNselfies
https://t.co/NrDUYnqFMd Pass it forward #UNselfie pic.twitter.com/waknS0boOT
— Jane Englert (@j_englert) May 18, 2014Thursday, May 8, 2014
Thoughts on "The Myths of Technology Series - Technology Equals Engagement"
I came across this post on a Diigo list I subscribe to...
The Myths of Technology - Technology Equals Engagement
George Couros points out the distinction between...
Compliance – Do this because I told you.
Engagement – Do this because you are excited.
Empowerment – Do this because you have the power to do something meaningful for yourself.
Couros goes on to further stretch the instructional mindset beyond - "sage on the stage" to "guide on the side", but ALSO to consider the emerging role as "an architect of meaningful learning opportunities". He suggests we need to push beyond engagement and provide our students to experience, to embrace educational foundations through meaningful, application.
It might not be as neat a package and would require a good measure of risk on our own parts...releasing some of the "control" associated with professional expectations. But I believe it would be worth it to begin to "test the waters" on small, measurable scales allowing for growth in our own practice, as well as for our students' learning evolution.
What a great time to teach...and learn...
Tuesday, May 6, 2014
Like the message...
This may be very useful next year as I transition into an ever expanding educational role...elementary librarian, teacher, and learning adventurer...
“Above & Beyond” was written by NY Times #1 best-selling children’s book author/illustrator Peter H. Reynolds (The Dot, Ish, The North Star.)
“Above & Beyond” was written by NY Times #1 best-selling children’s book author/illustrator Peter H. Reynolds (The Dot, Ish, The North Star.)
Sunday, May 4, 2014
Reading Reaction - Chapter 2 - BlendKit 2014
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| http://www.curiositiesbydickens.com/wp-content/ uploads/blending-into-the-scenery.jpg |
Below are noted excepts from the reading. Full credit is given to the references listed at the end of the BlendKit - Chapter 2 for the contributions to my understanding of the topic. I will post learning design pieces that evolve from this understanding, as applied to the specifics of my work.
OK...so what jumped out at me...
BlendKit Reader: Chapter 2 - Kelvin Thompson, Ed.D
- Value student-to-student and student-to-teacher interaction
- Role of interaction regarding declarative knowledge (introductory/survey) and/or procedural knowledge (working on problem sets)
- Interactions F2F and how to use the online environment for interactions - instructional strategies to support both
- Design interactions on substantive matters
- Appropriate balance (As aligned to THE LEARNING ENVIRONMENT)
- Link the best tech solutions for teaching and learning w/the best human resources
- Develop highly interactive / collaborative activities for F2F (teacher/classroom)
- Tech enables greater learner control and autonomy
- Learners value social contact and guidance
- Interaction is a basic human need
- K-4 Learning environment- Requires guided instruction presented / offered in blended domains taking into consideration how learners learn best
- Like the concept WAY-FINDING - determined by design and environmental cues
- Likened to game design - balance / tension between too much scaffolding / too little
- The paragraph about "how will learners know what they need to know and rapid decentralization and distribution of channels of communication" may lend itself to a lesson within the blended course
- Instructivism or constructivism
- Blend concept of expertise with construction
Techno expression - tech based process (employed by an individual or in tandem with others) using words and/or media to express ideas and thoughts (Reference to Commonwealth of Learning)
- Educator as concierge - directs learners to resources or learning opportunities unaware of - push learning possibilities that are "ripe" - K-12 leverages this model
- Educator as curator - expert learner - instead of "dispensing knowledge, creates spaces which knowledge can be created, explored, and connected" Balances "freedom of learners with thoughtful interpretation of subject" Key concepts of a discipline transparently reflected through curatorial actions of teacher"
How does interaction and expression manifest within the course design?
- Allow for student and instructor voice with respect, collaborative, caring
- How to thoughtfully express opinions
- Consider small groups to solve problems over time
Who is the audience?
- Over course of year, mix up audience for various assignments - practice expression in different directions
As always - identify the best method for students to achieve learning objectives (allow for differentiated expressions)
Build in reflection activities - ePortfolio, posts - Why a certain decision? Opinion about a topic... For group research, possibly OneNote - collective work
Provide examples of good work - meaningful assignments w/defined expectations
Write clear instructions
Include expectations on academic integrity
Acknowledge the learning process - student POV with feedback - even 1-2 ideas over time
Keep in view both aspects - individual learning and social learning
Reference for FERPA web page - to use as a guide
Saturday, May 3, 2014
An interesting comment from Week One - BlendKit 2014
Posted by Amy Grunat...
I am a techie person - a Director of Technology for an independent high school. My experience is a little different than yours. I am usually the person saying "use technology when it's appropriate" not just to use technology. As I talk with other Directors of Tech, that is their line too. Sometimes I think that when so much capital is expended on tech, there is a sense that it must be used all of the time. That is the worst possible thought process. Technology should be used to engage the group in ways that can't be accomplished in a traditional classroom.
What I like about the blended learning model is that it leads to experiential education but in a guided way. Especially in the high school age group, I believe students need the opportunity to "check in". In a lot of ways, it keeps them on track with the work schedule. Too often for kids this age, we are on both ends of the spectrum: leading them through projects step by step, or assigning something with little guidance. The blended learning model helps to bridge those ends by not allowing the educator to sit on top of the student but still giving them autonomy and responsibility for their learning.
Well said...
Monday, April 28, 2014
The BEST and NEXT in Education - Digital Magazine
Hi Everyone!
We are one of over 500 School Districts signed up to read the new digital magazine: "The Best and Next in Education". With over 100,000 teachers reading, we are excited to learn with a community of educators.
Every two weeks the Best and Next team will send us a digital magazine with four blog posts/articles that have struck a chord online, new research in the educational community, what’s working in Ed-tech, and reviews on books, apps, and learning tools.
Every two weeks the Best and Next team will send us a digital magazine with four blog posts/articles that have struck a chord online, new research in the educational community, what’s working in Ed-tech, and reviews on books, apps, and learning tools.
You can download and read the first three issues of the magazine below:
Issue #3: The Best and Next in Education (download)
Issue #2: The Best and Next in Education (download)
Issue #1: The Best and Next in Education (download)
Issue #3: The Best and Next in Education (download)
Issue #2: The Best and Next in Education (download)
Issue #1: The Best and Next in Education (download)
BlendKit 2014 - Week One
As
you consider designing a blended learning course, what course components are
you open to implementing differently than you have in the past?
Several “new” experiences are on deck for the next school year. My role will transition from a coaching role (K-12 teachers / seven buildings) to direct instruction (K-4 students / 2 buildings). My new position be as a teacher/librarian supporting two elementary school buildings. Academic peers taking this course, who teach at a secondary or collegiate level may have different flexibility with course design and can expect students to spend a more defined time period experiencing coursework in an online environment. For me, the F2F time is defined, with little or no expectation that students must interact outside of the time frame they are scheduled to meet with me. Because of the age of the group and the need for foundational skill building, I see this as a perfect opportunity to build experience / behavior of foundational skills with a more hands-on, guided approach. I’m going to design my instruction around communication, collaboration, critical thinking, and creativity. My present plan is for 4th grade students to have an Edmodo account as a basis for our virtual class. We will build “in-house” online activities around writing blog posts, micro-blogging, discussion, simple projects, etc... Since I have not taught this content to this age group yet, everything is still conceptual. Lots more thought, consideration, and eventual experience need to happen as this transitions from concept to reality.
Several “new” experiences are on deck for the next school year. My role will transition from a coaching role (K-12 teachers / seven buildings) to direct instruction (K-4 students / 2 buildings). My new position be as a teacher/librarian supporting two elementary school buildings. Academic peers taking this course, who teach at a secondary or collegiate level may have different flexibility with course design and can expect students to spend a more defined time period experiencing coursework in an online environment. For me, the F2F time is defined, with little or no expectation that students must interact outside of the time frame they are scheduled to meet with me. Because of the age of the group and the need for foundational skill building, I see this as a perfect opportunity to build experience / behavior of foundational skills with a more hands-on, guided approach. I’m going to design my instruction around communication, collaboration, critical thinking, and creativity. My present plan is for 4th grade students to have an Edmodo account as a basis for our virtual class. We will build “in-house” online activities around writing blog posts, micro-blogging, discussion, simple projects, etc... Since I have not taught this content to this age group yet, everything is still conceptual. Lots more thought, consideration, and eventual experience need to happen as this transitions from concept to reality.
How
will you decide which components will occur online and which will take place
face-to-face? How will you manage the relationship between these two
modalities?
Since the nature of my professional placement and the age of my students help to define a blended experience that needs to meet the specific mandates of my students’ educational situation, the relationship will be grounded in our F2F instruction and present curriculum. Any blending experiences will be strategically built to address very specific instructional sets targeting foundational skills necessary to be successful in future online learning environments.
Since the nature of my professional placement and the age of my students help to define a blended experience that needs to meet the specific mandates of my students’ educational situation, the relationship will be grounded in our F2F instruction and present curriculum. Any blending experiences will be strategically built to address very specific instructional sets targeting foundational skills necessary to be successful in future online learning environments.
Monday, April 14, 2014
Thoughts about change...
The following is a reply to an email sent via the CFF list-serve. It was written by Ralph Maltese, a former CFF coach, in response to a request for professional perspective as related to an all too common situation.
I'm not sure knowing the particulars of the original post are necessary for us to understand.
What struck me is that, often we face the same questions in our practice, whether we instruct students or other teachers. Ralph was able to encapsulate the reality for most of us with clarity and precision.
Printed with permission...
Totally understand your frustration……been there, hated that.
Let’s start with an irrefutable fact----I am old. The good thing about being old is that I have more questions (which are interesting), than answers (which are boring---the question “What would have happened if Lincoln had lived is far more interesting than the answer John Wilkes Booth shot him---all lessons should be problem/question based).
But what I do know are two fundamental facts of the universe.
1) Everything changes----the seasons come and go, people come and go, and our solar system is not in the same spot it was one second ago.
2) Most people hate change.
I hope some of what follows is useful to you. Then, again, as I said, I am old.
There is always little picture and big picture. My experience is that most humans rarely consider the big picture, but the big picture is extremely important.
In your scenario, the little picture has its challenges for me because I do not know the structure of your online classes. Are they problem based, project based learning, etc.? Blended? If they are information laden, as I suspect they are, then the online classes will not work. Alert: that style does not work in the conventional classroom either.
What I would do would be to give a sample demonstration of what does work and showcase it at a meeting. Either construct the learning unit yourself or, better yet, find a teacher who is engaging students online and use that as an example. Sometimes, people just do not know. When the Soviet Union broke up, the mayor of a small town complained to American economic advisers that “Ivan keeps raising his prices on the shoes so much we can’t afford them.” The advisers suggested that someone in town open up another shoe store as competition for Ivan. The mayor slapped his forehead, “We never would have thought of that.” People tend to teach the way they were taught, which would be fine if the world had not changed (see fundamental fact #1 above.)
I was a big confronter in the classroom. I figured that was my job. I woke students who tried to sleep in my class even though I knew he would give me a raft of you-know-what. But working with teachers is different. More finesse and sensitivity, which is where the big picture comes in.
Now the big picture which is much harder. My experience tells me that people only change out of self-interest. Here is where leadership comes in.
Those who know me know that I love and respect teachers. That is NOT a throwaway statement. As much as I honor the profession, I would not pay, as a taxpayer, a teacher who merely dispenses information, no more than I would buy a set of encyclopedias from a door-to-door salesman when I can access that same information quicker and more up to date than in print.
IT IS IN THE TEACHER’S SELF INTEREST TO CHANGE. If teachers were envisioned as creators (people pay for creation) of engaging lessons that help students develop high level thinking skills, then the whole dynamic would change. Consider other professions: a lawyer has his intern look up information, and a doctor does not keep all that information in her brain. But both the lawyer and the doctor know how to access that info and APPLY it so they can solve a problem. If you can get teachers to consider teaching in this context, it changes the focus of the classroom/school.
Working with teachers, especially those recalcitrant ones, I worked hard to find what was behind the fear/anger of change. Teachers get bashed a great deal. Sometimes they are just tired of being told what to do because what they are doing is wrong. (See my signature at the end of this email). Others, quite honestly, are lazy. The latter are your administrator’s problem, not yours. Most of them have to have their egos bolstered. As one Chinese emperor stated it, “the trick behind leadership is to get them to believe that it is their idea.”
Being a creator is far more exciting for me than an information dispenser. And looking at the classroom as an engaging problem (how does one engage 30 students from diverse backgrounds in high level thinking in a four sided cinder-block pale green painted room is a challenge) is far more interesting for the creator than “Today I have to get out the shovel and start piling it on again.” I respected myself more as a creator than as an assembly line worker.
Another fundamental fact that I still believe in my senility is that “you can only build on strengths; it is difficult to build on weaknesses.” (this is sad, because most of our educational system is predicated on remediation---just to satisfy those damn standardized test scores.) Discover what your best teachers are good at, and build on that. I had teachers that were good organizers, and I tried to lead them from there into the creative field. I took the more creative teachers and tried to show them the organizational advantages of computer systems. You don’t ask a four hundred pound .350 home run hitter to bunt with the bases loaded.
Lastly, and if you read this far you have been patient with me, and I appreciate that, you are not alone. Many of us faced and are facing the same challenges. You have a voice here and kindred spirits. Use this listserv. Take care, and I hope this helps somewhat. Ralph
Ralph welcomes you to visit his website - and use what you find of benefit. His writings and projects can be found at http://ralphmaltese.com/
Thanks Ralph.
Wednesday, April 9, 2014
Fail with a Smile by iPads4School
Hi all,
Just wanted to share a post with you...
A good deal more conversation lately around the "do not fail" culture that seems prevalent in our school systems, although this perception reaches well beyond education.
What I particularly like about this article is that it frames how this topic affects both students AND teachers.
The article offers sage advice to get us moving (IMHO) in the right direction.
WELL WORTH the time to read the post and listen to the video clip of Alexis Ohanian (Reddit) linked off the iPad 4 Schools blog.
Exceptional. Good advice for teachers and students alike...
Reminds me of something I heard a few weeks back at the Wilson High School Google Leadership Summit - "We don't expect perfection; we expect growth"...
Just wanted to share a post with you...
A good deal more conversation lately around the "do not fail" culture that seems prevalent in our school systems, although this perception reaches well beyond education.
What I particularly like about this article is that it frames how this topic affects both students AND teachers.
The article offers sage advice to get us moving (IMHO) in the right direction.
WELL WORTH the time to read the post and listen to the video clip of Alexis Ohanian (Reddit) linked off the iPad 4 Schools blog.
Exceptional. Good advice for teachers and students alike...
Reminds me of something I heard a few weeks back at the Wilson High School Google Leadership Summit - "We don't expect perfection; we expect growth"...
Sunday, April 6, 2014
Wednesday, March 26, 2014
Tuesday, March 11, 2014
Love this idea!
Came across this in my travels...WHAT A GREAT IDEA...
This Language Arts teacher shared a link to an online video that provided instruction and an example of the expectation (Quotation Integration).
Students could refer back to the clip by following the QR code as they were developing their own work.
A great way to bridge "point of need" application with relevant instruction.
Monday, March 3, 2014
Academic Tech Integration...
Recently, I had the opportunity to present to a group of elementary teachers. We started out with a question.
WHEN DESIGNING LEARNING EXPERIENCES FOR YOUR STUDENTS, WHAT SEQUENCE DO YOU TYPICALLY FOLLOW?
The polled response was 16/18 (or 89%) selected:
1. Curriculum, 2. Strategy, 3. Tool
1/18 selected: 1. Strategy 2. Curriculum 3. Tool
and 1/18 started with the tool.
While the size of the polled audience was relatively small...the results do prove to be similar regardless of what grade level teachers I am working with.
For the most part, it's safe to say, we all agree that technology integration takes direction from curricular and/or strategic leads.
Next, for as much as theory can be a thorn in our sides, theory provides a framework from which to build. So, we took a look at the SAMR model.
The SAMR model can be attributed to Dr. Ruben Puentedura.
SAMR is an acronym for Substitution, Augmentation, Modification, and Redefinition.
Kathy Schrock created a visual image that aligns SAMR with Blooms. This visual provides a familiar frame of reference and helps to define the model.
The plan was for teachers to take some time and consider ways they presently integrate technology within their instruction for two reasons. First, to consider what is already happening and also to open dialog around ways to continue to grow.
In addition, just as lower Bloom activities can, at times, get "a bad rap", it needs to be said that it is entirely possible to select a particular tech application for use as a means of substitution or augmentation...and that's OK.
What's more important is NOT to remain at entry level learning or integration activities, but to strategically craft for the foundation to be in place in order to build upward over time.
What was discovered through this activity, is as with designing any continuum of learning experiences, the variables and intricacies require careful consideration.
While we can make assumptions about what will work based on age, purpose, etc...there is no substitution for actual, practical experience.
So as we continue on our Learning Design and Academic Tech Integration journey, it helps to add some substance to the theory and include an example of SAMR that follows one tool through the progression.
I'm thinking we may need to work through some of our own progressions too...
Thanks to the powers of YouTube and Candace M for the following...
SAMR in 120 Seconds
WHEN DESIGNING LEARNING EXPERIENCES FOR YOUR STUDENTS, WHAT SEQUENCE DO YOU TYPICALLY FOLLOW?
The polled response was 16/18 (or 89%) selected:
1. Curriculum, 2. Strategy, 3. Tool
1/18 selected: 1. Strategy 2. Curriculum 3. Tool
and 1/18 started with the tool.
While the size of the polled audience was relatively small...the results do prove to be similar regardless of what grade level teachers I am working with.
For the most part, it's safe to say, we all agree that technology integration takes direction from curricular and/or strategic leads.
Next, for as much as theory can be a thorn in our sides, theory provides a framework from which to build. So, we took a look at the SAMR model.
The SAMR model can be attributed to Dr. Ruben Puentedura.
SAMR is an acronym for Substitution, Augmentation, Modification, and Redefinition.
Kathy Schrock created a visual image that aligns SAMR with Blooms. This visual provides a familiar frame of reference and helps to define the model.
The plan was for teachers to take some time and consider ways they presently integrate technology within their instruction for two reasons. First, to consider what is already happening and also to open dialog around ways to continue to grow.
In addition, just as lower Bloom activities can, at times, get "a bad rap", it needs to be said that it is entirely possible to select a particular tech application for use as a means of substitution or augmentation...and that's OK.
What's more important is NOT to remain at entry level learning or integration activities, but to strategically craft for the foundation to be in place in order to build upward over time.
What was discovered through this activity, is as with designing any continuum of learning experiences, the variables and intricacies require careful consideration.
While we can make assumptions about what will work based on age, purpose, etc...there is no substitution for actual, practical experience.
So as we continue on our Learning Design and Academic Tech Integration journey, it helps to add some substance to the theory and include an example of SAMR that follows one tool through the progression.
I'm thinking we may need to work through some of our own progressions too...
Thanks to the powers of YouTube and Candace M for the following...
SAMR in 120 Seconds
Wednesday, February 12, 2014
Symbaloo Links
Elementary Tech Links - contains a variety of hyperlinks for web resources targeting elementary math, language arts to use with a PC and/or several recommended apps and app resources.
http://www.symbaloo.com/mix/elementarytechlinks
Elementary LA - Free Apps - IN USE by district staff
http://www.symbaloo.com/mix/elemla
Elementary Math - Free Apps - IN USE by district staff
http://www.symbaloo.com/mix/elemmath1
MISC Resources to try - Links to things like Flickr Creative Commons, Zamzar, Glogster, GoAnimate, etc... Links for things to use or things to try...
http://www.symbaloo.com/mix/resources104
Olympics Related Links
http://www.symbaloo.com/mix/resources104
Elementary APPS - Cost Associated - Recommended
http://www.symbaloo.com/shared/AAAAAifE3tAAA41_HEZvyg==
http://www.symbaloo.com/mix/elementarytechlinks
Elementary LA - Free Apps - IN USE by district staff
http://www.symbaloo.com/mix/elemla
Elementary Math - Free Apps - IN USE by district staff
http://www.symbaloo.com/mix/elemmath1
MISC Resources to try - Links to things like Flickr Creative Commons, Zamzar, Glogster, GoAnimate, etc... Links for things to use or things to try...
http://www.symbaloo.com/mix/resources104
Olympics Related Links
http://www.symbaloo.com/mix/resources104
Elementary APPS - Cost Associated - Recommended
http://www.symbaloo.com/shared/AAAAAifE3tAAA41_HEZvyg==
Sunday, February 2, 2014
I don't know if you would call this an "aha", but here goes...
Definitely something I am wondering about.
I subscribe to Teaching Channel and receive weekly emails listing videos suggestions that match the criteria I selected for my profile.
Over the last several months, I've watched several of the recommendations and have learned a great deal about how to teach...strategies designed to improve my professional practice / art as a teacher. Many of the strategies claim alignment with Common Core Standards, but the truth is, often these observed practices make sense. The teachers in the videos are sharing methods, routines, suggestions that could easily translate into daily experiences. It's not a sales pitch...it's real and something of substance that can be applied / adapted to daily responsibilities as a teacher.
Here's what I noticed today. In each of the three videos recommended, no technology was highlighted in any of them. I would have to go back and re-watch them to look for signs of technology around the room, but in each of these videos, the students were guided in strategies or acted to build understanding by using conversation, questioning, application (problems to solve - paper/pencil), chart paper examples hung around the room.
Hmm...so maybe the applications in these three particular videos don't necessarily need technology to accomplish their instructional goals. In the grand scheme, I'm comfortable with the notion that not every aspect of my practice is better accomplished through the use of a "tech device or program". I'm also comfortable with the notion that we may not have figured out yet how to improve our practice using an emerging technology, computer or mobile applications.
So, I searched from technology integration and found results for integration. Next, I searched for technology...zip, zippo, zilch, nada, none... WAIT A MINUTE, not ONE video that's tagged as technology integration in addition to whatever other the instructional strategies are highlighted?
I have to admit, I was taken aback by this revelation. Now, in all fairness, I could probably migrate to sites that grew around the practice and importance of technology integration. I'm sure they exist. I'm sure there are fine examples of effective use of technology to accomplish these same tasks...
So many questions come to mind, but the immediate question I ask is has my respect for this site...the quality of the resources, the quality of the content, the quality of the practice...has it changed? Must it change now that I realize technology is not even mentioned or recognized in the practice? Is this a throw-back? Are these exceptional examples of Common Core applications in real classrooms, with real students (maybe a bit staged) no longer valid without the big T?
As teachers, our practice is molded by how we were taught, what we were taught, through genuine day-to day experiences, through conversations with our local professional peers, through conversations with professional peers beyond our brick and mortar walls, through professional development designed to bridge conscious transitions from practical methodologies, or just simply to add another "tool" to our "toolbox".
I'd like to think that we are at the edge of some exciting and exhilarating educational leap. I'd like to think that for as much as studying others who may have jumped already, we need to remind ourselves this motion is as individual for our districts / schools as it is for our students. One size does not fit all. Ideas take time to nurture, to grow, to build. Ideas often start out with broad concepts that need to refine with practice. Practice requires time to plan, time to test, time to focus, time to trouble-shoot, time to reflect, time to refine and reapply.
So, if I go back to my original revelation and decide that ALL - OK, SOME - of these good things, these "best practice" suggestions can become better or more efficient with the addition of some form of technology, I'm ready to take on the challenge.
But, here is my theory. The reason they stay away from showing specific technology examples is that integration is so unique, so individualized, so intricate to the specific mindset, vision, budget, infrastructure, beliefs, from the largest aspect to minute details...that any form of grander scale replication requires careful consideration, careful planning, careful communication.
It has to be understood and agreed that all aspects of these intricacies have to gel / repel through the considerations, planning, communication. It has to be understood that the ultimate goal is not to be like someplace else, but to be, to create the best of what you are as a school /district community. It has to be a "how can we" right here conversation...
I subscribe to Teaching Channel and receive weekly emails listing videos suggestions that match the criteria I selected for my profile.
Over the last several months, I've watched several of the recommendations and have learned a great deal about how to teach...strategies designed to improve my professional practice / art as a teacher. Many of the strategies claim alignment with Common Core Standards, but the truth is, often these observed practices make sense. The teachers in the videos are sharing methods, routines, suggestions that could easily translate into daily experiences. It's not a sales pitch...it's real and something of substance that can be applied / adapted to daily responsibilities as a teacher.
Here's what I noticed today. In each of the three videos recommended, no technology was highlighted in any of them. I would have to go back and re-watch them to look for signs of technology around the room, but in each of these videos, the students were guided in strategies or acted to build understanding by using conversation, questioning, application (problems to solve - paper/pencil), chart paper examples hung around the room.
Hmm...so maybe the applications in these three particular videos don't necessarily need technology to accomplish their instructional goals. In the grand scheme, I'm comfortable with the notion that not every aspect of my practice is better accomplished through the use of a "tech device or program". I'm also comfortable with the notion that we may not have figured out yet how to improve our practice using an emerging technology, computer or mobile applications.
So, I searched from technology integration and found results for integration. Next, I searched for technology...zip, zippo, zilch, nada, none... WAIT A MINUTE, not ONE video that's tagged as technology integration in addition to whatever other the instructional strategies are highlighted?
I have to admit, I was taken aback by this revelation. Now, in all fairness, I could probably migrate to sites that grew around the practice and importance of technology integration. I'm sure they exist. I'm sure there are fine examples of effective use of technology to accomplish these same tasks...
So many questions come to mind, but the immediate question I ask is has my respect for this site...the quality of the resources, the quality of the content, the quality of the practice...has it changed? Must it change now that I realize technology is not even mentioned or recognized in the practice? Is this a throw-back? Are these exceptional examples of Common Core applications in real classrooms, with real students (maybe a bit staged) no longer valid without the big T?
As teachers, our practice is molded by how we were taught, what we were taught, through genuine day-to day experiences, through conversations with our local professional peers, through conversations with professional peers beyond our brick and mortar walls, through professional development designed to bridge conscious transitions from practical methodologies, or just simply to add another "tool" to our "toolbox".
I'd like to think that we are at the edge of some exciting and exhilarating educational leap. I'd like to think that for as much as studying others who may have jumped already, we need to remind ourselves this motion is as individual for our districts / schools as it is for our students. One size does not fit all. Ideas take time to nurture, to grow, to build. Ideas often start out with broad concepts that need to refine with practice. Practice requires time to plan, time to test, time to focus, time to trouble-shoot, time to reflect, time to refine and reapply.
So, if I go back to my original revelation and decide that ALL - OK, SOME - of these good things, these "best practice" suggestions can become better or more efficient with the addition of some form of technology, I'm ready to take on the challenge.
But, here is my theory. The reason they stay away from showing specific technology examples is that integration is so unique, so individualized, so intricate to the specific mindset, vision, budget, infrastructure, beliefs, from the largest aspect to minute details...that any form of grander scale replication requires careful consideration, careful planning, careful communication.
It has to be understood and agreed that all aspects of these intricacies have to gel / repel through the considerations, planning, communication. It has to be understood that the ultimate goal is not to be like someplace else, but to be, to create the best of what you are as a school /district community. It has to be a "how can we" right here conversation...
 |
| Images taken from - ASME Rapid Design Challenge http://goo.gl/wrbEjO |
Friday, January 31, 2014
Symbaloo Link - Elementary Tech Resources
www.symbaloo.com/mix/elementarytechlinks
Use Symbaloo as a starting point for links to both recommended app sites, specific apps, and PC resources.
Thursday, January 30, 2014
The reason why...
Just had a 4th grade student thank me for the math lesson this morning...
Doesn't get much better...
Doesn't get much better...
Tuesday, January 28, 2014
QR Codes available on Safari Montage
Looking for a way to post links to Safari videos...try using a QR Code associated with a video clip.
Log in to Safari and search for content.
Once the desired content is located, select the PERM-LINK option located on the ACTIONS task bar above the chapters list.
A QR code, as well as a hyperlink, are both provided.
NICE FEATURE!
Log in to Safari and search for content.
Once the desired content is located, select the PERM-LINK option located on the ACTIONS task bar above the chapters list.
A QR code, as well as a hyperlink, are both provided.
NICE FEATURE!
Wednesday, January 15, 2014
Maker spaces, gaming, and stretching a mind
Had a conversation yesterday about the development of an after-school offering at our Middle School, somewhat along the lines of our Code Collaboratories at the High School.
This idea could fit in there too...
This idea could fit in there too...
Wednesday, January 8, 2014
Tuesday, January 7, 2014
Elementary tech integration ideas...
Came across these in my travels...wanted to share out the ideas...
Top three found at TECH CHEF
This idea found at APPS IN EDUCATION
Been wrestling with this...
I can only speak for myself, but the one thing that I continue wrestle with is the sheer number of options out there when the educational integration of technology is mentioned. I know, I know...my rational side recognizes the variables that must be taken into consideration in order to make specific decisions about what technology integration actually means.
First, the purpose. What are we trying to accomplish? What is the curricular or instructional goal? What grade level? What tools could accomplish this? Will these tools work within the local norms of acceptable ways for students to interact on the web? Will these tools work within the confines of the local network?
Sometimes, I think of it as a "chicken or egg" discussion. My instinct says that the curriculum should drive the integration. But, often the advent of a new tool or resource presents realms of possibility. Ultimately, whatever path you take to integrate technology, the bottom line is that it is only worth its weight when it is tested for real, on your own turf, and then followed by innate reflection, and refined (slightly, or not so slightly) as experience warrants.
The truth is that this takes time.
I am reminded of an article I read several years ago when "technology integration" first appeared as a driving force in education. The article, Hare Brain, Tortoise Mind: An Excellent Combination speaks of the "difference between fast thinking and slow thinking, and the place and time for each". The author, John Cleese (yes, the John Cleese from Monty Python fame), writes about his personal interest in what makes people creative and how "today's (2005) educational trends, focusing on specific metrics of accountability, represent a fundamental change in mind-set that demands some pretty astounding creativity on the teacher's part". He continues in his article, by citing 1970s research (MacKinnon) which depicts two distinct characteristics common among professionals rated as "most creative" by colleagues. First, is "a greater facility for curious play (in problem solving) and second, a willingness to ponder a problem for much longer before resolving it". Next, on Cleese's interest path is his reading of Hare Brain, Tortoise Mind by Guy Claxon. "Hare brain", according to Claxon, refers to a "deliberate, conscious thinking (process) as we apply reason and logic to known data". The term "tortoise mind" depicts a contemplative, playful, pondering of issues to be solved.
Being someone who tends to be "tortoise minded", sometimes, hare-brained actions give me pause for a little indigestion. I own the indigestion...no blame intended. It's likely I will continue to wrestle with the fine line definition when it comes to making decisions regarding technology integration. But, somewhere there is a spot where practical and innovation meet. That's where I need to be. Me, and the tortoise brain in me...all in good time...
R. B. Ellison Flickr Photostream - Site originated March 2005
First, the purpose. What are we trying to accomplish? What is the curricular or instructional goal? What grade level? What tools could accomplish this? Will these tools work within the local norms of acceptable ways for students to interact on the web? Will these tools work within the confines of the local network?
Sometimes, I think of it as a "chicken or egg" discussion. My instinct says that the curriculum should drive the integration. But, often the advent of a new tool or resource presents realms of possibility. Ultimately, whatever path you take to integrate technology, the bottom line is that it is only worth its weight when it is tested for real, on your own turf, and then followed by innate reflection, and refined (slightly, or not so slightly) as experience warrants.
The truth is that this takes time.
I am reminded of an article I read several years ago when "technology integration" first appeared as a driving force in education. The article, Hare Brain, Tortoise Mind: An Excellent Combination speaks of the "difference between fast thinking and slow thinking, and the place and time for each". The author, John Cleese (yes, the John Cleese from Monty Python fame), writes about his personal interest in what makes people creative and how "today's (2005) educational trends, focusing on specific metrics of accountability, represent a fundamental change in mind-set that demands some pretty astounding creativity on the teacher's part". He continues in his article, by citing 1970s research (MacKinnon) which depicts two distinct characteristics common among professionals rated as "most creative" by colleagues. First, is "a greater facility for curious play (in problem solving) and second, a willingness to ponder a problem for much longer before resolving it". Next, on Cleese's interest path is his reading of Hare Brain, Tortoise Mind by Guy Claxon. "Hare brain", according to Claxon, refers to a "deliberate, conscious thinking (process) as we apply reason and logic to known data". The term "tortoise mind" depicts a contemplative, playful, pondering of issues to be solved.
Being someone who tends to be "tortoise minded", sometimes, hare-brained actions give me pause for a little indigestion. I own the indigestion...no blame intended. It's likely I will continue to wrestle with the fine line definition when it comes to making decisions regarding technology integration. But, somewhere there is a spot where practical and innovation meet. That's where I need to be. Me, and the tortoise brain in me...all in good time...
R. B. Ellison Flickr Photostream - Site originated March 2005
How wonderfully brilliant and practical...
http://www.theartofed.com/2013/09/12/enlisting-students-to-help-with-artsonia/
An iPad Upload Station
This could be adapted in SOOO many ways....
An iPad Upload Station
This could be adapted in SOOO many ways....
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