Well, it seems that it was worth spending an entire term on one big idea: Validity. We've begun a new unit on explorers and the discovery of America. My students were given a text that discussed different groups of people who could be given credit for the modern day discovery: from the Chinese, to the Irish, to the Polynesians, to the Vikings to Columbus to Caboto. We also discussed what probably happened to the Salutreans. The first two questions my students asked were: "How do they know this?" and "Is this information valid?" Long after facts fade from memories, I am optimistic that the ability to question information and ideas and to look for evidence to support those ideas will remain. I am proud of you class 62!
Monday, March 28, 2011
Sunday, March 27, 2011
Unconference This Tuesday 4:00
Don't forget this Tuesday is my first Unconference if you're in the area. Not sure how many attendees. We'll play it by ear! This is a chance to share ideas, ask questions, figure out where we are going, learn new tech ... wherever the discussion takes us, we'll go.
Dundas Central
73 Melville St.
Dundas On
Room 208
Dundas Central
73 Melville St.
Dundas On
Room 208
Saturday, March 26, 2011
Blogging Helps Me Understand Reading
If you were to ask teachers to list their priorities in the classroom, the teaching of reading would most likely be near the top of that list. Developing good readers is what we do. This would be closely followed by the teaching of writing. Reading and writing are the foundations upon which our instruction lie.
Most teachers that I know are passionate readers. There are not many, however, who are also writers. Up until the start of this blog, I would have had to include myself in that category, which is odd because as I child, I loved writing. Creative writing was one of my favourite times of the school day.
Before starting this blog I would also have categorized myself as someone who understood the reading process. I've run reading programs for years and I've regularly witnessed progress in my classroom.
One idea that I thought I understood before beginning this blog is that readers create meaning as they read, that the text has no inherent meaning except that created by the reader. Intellectually it made sense and I taught with that in mind.
It is in the experience of developing a global audience for my blog that I've gained new insight into this and have developed a much deeper understanding of what happens during the reading process. When you have a global audience, even a small one as I have, you begin to receive commentary and feedback. What is interesting is how readers interpret my blog. Readers see meaning, intent and ideas that were not necessarily my meaning nor intent nor ideas as I was writing. Readers interpret my words in ways that are meaningful to them. They create the meaning, my words are simply a conduit for their thoughts. I get this now in a way that I didn't before.
This is why I think teaching blogging is so important. Blogging provides an authentic audience for students. It allows them to see how others think in relation to their own ideas. By seeing how readers interpret their work, I suspect that students will develop a better understanding of the reading process just as I have.
Most teachers that I know are passionate readers. There are not many, however, who are also writers. Up until the start of this blog, I would have had to include myself in that category, which is odd because as I child, I loved writing. Creative writing was one of my favourite times of the school day.
Before starting this blog I would also have categorized myself as someone who understood the reading process. I've run reading programs for years and I've regularly witnessed progress in my classroom.
One idea that I thought I understood before beginning this blog is that readers create meaning as they read, that the text has no inherent meaning except that created by the reader. Intellectually it made sense and I taught with that in mind.
It is in the experience of developing a global audience for my blog that I've gained new insight into this and have developed a much deeper understanding of what happens during the reading process. When you have a global audience, even a small one as I have, you begin to receive commentary and feedback. What is interesting is how readers interpret my blog. Readers see meaning, intent and ideas that were not necessarily my meaning nor intent nor ideas as I was writing. Readers interpret my words in ways that are meaningful to them. They create the meaning, my words are simply a conduit for their thoughts. I get this now in a way that I didn't before.
This is why I think teaching blogging is so important. Blogging provides an authentic audience for students. It allows them to see how others think in relation to their own ideas. By seeing how readers interpret their work, I suspect that students will develop a better understanding of the reading process just as I have.
Thursday, March 24, 2011
A Second Blog? It's a Mad Mad Mad Mad Mad Mad World!
The transformation of my teaching practice has led to the necessity of a second blog. I truly must be tunes.
http://mylifeasanon-gamer.blogspot.com/
http://mylifeasanon-gamer.blogspot.com/
Wednesday, March 23, 2011
University of Exeter Writes About Our Project
The University of Exeter has highlighted my class' learning process and work with Dr. Bruce Bradley.
http://humanities.exeter.ac.uk/news/college/title,131400,en.html
I have to admit. This was a proud moment.
http://humanities.exeter.ac.uk/news/college/title,131400,en.html
I have to admit. This was a proud moment.
My First Prezi
Six inches of snow on the diving board. Ice on the windows. Fierce winds blowing across Lake Ontario from the east.
I spent my snow day learning to use Evernote and creating my first prezi. Here it is folks:
I spent my snow day learning to use Evernote and creating my first prezi. Here it is folks:
This is for you, Dr. Roebuck
I'm beginning to develop an uncomfortable feeling as the conversation on learning in the 21st century presses forward. In the excitement of having access to so many new tools and as interest in inquiry-based, student-directed learning gains hold I worry that some valuable aspects of education may be lost.
I worry that students will pursue only their own interests and will not be obliged to take mandatory courses. When I think of the courses I took in university, the ones that really rocked my world and altered my point of view were often the ones that I might not have taken if they had not been mandated. Obliging students to learn about ideas outside of their own personal interests is not a bad thing.
I need look no farther than my friend Manon, a highly skilled doctor, who went through high school and university focusing only on maths and sciences to illustrate this. Her education was streamed to her area of interest and she was not obliged to take history, political science nor courses in the arts. This was fine until her first trip to Paris. We both took our families to Paris during the same summer. For my husband and I, who have strong backgrounds in history, Paris was a fascinating place. Places had meaning and context and understanding that context provided a rich experience. We were able to share the historical perspectives and significance of places in the city with our daughters because we had knowledge (or schema) to draw upon. Manon, on the other hand, enjoyed Paris. It was pretty. She wishes though that she had had a broader education so that she could have understood the historical significance of the places that she saw. One could argue that she could have read more before her trip, but having a thorough understanding of any topic takes time. Building blocks need to be put in place and when she's working 36 hour shifts and single parenting two children, the time to read is not always there.
It also bothers me that the idea that we cannot learn from a lecturer at the front of the class is becoming accepted wisdom. That learning in this way is simply too boring to support any longer. It bothers me because, frankly, I like a good story teller. I've learned from good story tellers. I think back to one of the most skilled story tellers I have ever listened to: Dr. Roebuck at McMaster University. Dr. Roebuck was my English professor for a course on Shakespeare. His classes were usually jam-packed, often standing room only. Dr. Roebuck knew how to tell a story! He spoke in a fluent, engaging voice, with a breadth and depth of knowledge that is vivid in my memory. He always began with seemingly unconnected threads and would weave them together like a craftsman until they were tightly bound into a tapestry of story. I left each lecture enriched and altered. How many educators can say that about the classes they teach (myself included)?
I am a learner who learns by listening. I'm sure I'm not the only one. It would sadden me greatly if the story-teller educators were to go. This is for you Dr. Roebuck. Thank you.
I worry that students will pursue only their own interests and will not be obliged to take mandatory courses. When I think of the courses I took in university, the ones that really rocked my world and altered my point of view were often the ones that I might not have taken if they had not been mandated. Obliging students to learn about ideas outside of their own personal interests is not a bad thing.
I need look no farther than my friend Manon, a highly skilled doctor, who went through high school and university focusing only on maths and sciences to illustrate this. Her education was streamed to her area of interest and she was not obliged to take history, political science nor courses in the arts. This was fine until her first trip to Paris. We both took our families to Paris during the same summer. For my husband and I, who have strong backgrounds in history, Paris was a fascinating place. Places had meaning and context and understanding that context provided a rich experience. We were able to share the historical perspectives and significance of places in the city with our daughters because we had knowledge (or schema) to draw upon. Manon, on the other hand, enjoyed Paris. It was pretty. She wishes though that she had had a broader education so that she could have understood the historical significance of the places that she saw. One could argue that she could have read more before her trip, but having a thorough understanding of any topic takes time. Building blocks need to be put in place and when she's working 36 hour shifts and single parenting two children, the time to read is not always there.
It also bothers me that the idea that we cannot learn from a lecturer at the front of the class is becoming accepted wisdom. That learning in this way is simply too boring to support any longer. It bothers me because, frankly, I like a good story teller. I've learned from good story tellers. I think back to one of the most skilled story tellers I have ever listened to: Dr. Roebuck at McMaster University. Dr. Roebuck was my English professor for a course on Shakespeare. His classes were usually jam-packed, often standing room only. Dr. Roebuck knew how to tell a story! He spoke in a fluent, engaging voice, with a breadth and depth of knowledge that is vivid in my memory. He always began with seemingly unconnected threads and would weave them together like a craftsman until they were tightly bound into a tapestry of story. I left each lecture enriched and altered. How many educators can say that about the classes they teach (myself included)?
I am a learner who learns by listening. I'm sure I'm not the only one. It would sadden me greatly if the story-teller educators were to go. This is for you Dr. Roebuck. Thank you.
Tuesday, March 22, 2011
I Know What I Planned but it's Not What They Chose to Learn!
This week my grade 6 students became blogging buddies with Aviva Dunsinger's grade 1 students. There are so many reasons why this is a good activity that I don't even need to explain. I do want my students to encourage the grade 1's to improve their writing and thinking skills. Of course learning will be reciprocal.
I provided my students with an organizer to jot down their observations and give structure to this process. We had a look at her amazing blogs yesterday and then began the more formal process today of giving constructive feedback.
And then ... well, when you let kids loose in an environment where open access to technology is freely available, they are not going to learn what you choose for them to learn.
Very few of my students completed the intended task, but did learning take place? Absolutely. A large number of my students have now adopted animated pets. Another, seeing a comic from bitstrips remembered that he had an account from last year and went to visit it. Several students gathered around one screen and discussed a video. Another began looking up a topic that one of the students had mentioned. The process was fluid, ever-changing and beyond my control. Students chose to pursue elements that they found intriguing. My nice little activity became insignificant; I was unimportant to the event.
This was a powerful moment for me as a colearner. I think I finally got just how free learning can be and is becoming. I've taken another tiny step forward. My world has shifted once again.
I provided my students with an organizer to jot down their observations and give structure to this process. We had a look at her amazing blogs yesterday and then began the more formal process today of giving constructive feedback.
And then ... well, when you let kids loose in an environment where open access to technology is freely available, they are not going to learn what you choose for them to learn.
Very few of my students completed the intended task, but did learning take place? Absolutely. A large number of my students have now adopted animated pets. Another, seeing a comic from bitstrips remembered that he had an account from last year and went to visit it. Several students gathered around one screen and discussed a video. Another began looking up a topic that one of the students had mentioned. The process was fluid, ever-changing and beyond my control. Students chose to pursue elements that they found intriguing. My nice little activity became insignificant; I was unimportant to the event.
This was a powerful moment for me as a colearner. I think I finally got just how free learning can be and is becoming. I've taken another tiny step forward. My world has shifted once again.
Don't Forget the Amaryllis
At Christmas I was given an Amaryllis bulb kit by one of my students. I set the box aside and a few weeks ago peeked in. It had started to grow so a few of my students planted it properly and then we waited. The growing Amaryllis was a point of discussion among my students. We watched in excitement as the bud became larger and when the red flower was visible it was duly noted by all. And then one day it burst into spectacular bloom. It was beautiful. My students' pleasure in observing this moment was very evident. The next day a label appeared on its pot: The Class Pet - Bianca's idea.
At March Break I took the flower home and on the first day back the children asked about our flower. I brought it back today. The original blossom is drying up, but a second bud is about to open.
This was an event of simplicity and beauty and it is this kind of moment that we risk losing when we only focus on assessment, testing and accountability. Please don't forget the Amaryllis.
At March Break I took the flower home and on the first day back the children asked about our flower. I brought it back today. The original blossom is drying up, but a second bud is about to open.
This was an event of simplicity and beauty and it is this kind of moment that we risk losing when we only focus on assessment, testing and accountability. Please don't forget the Amaryllis.
Monday, March 21, 2011
New Date For Unconference
I'm Hosting an Unconference
I'll be hosting my first unconference on Tuesday, March 29 in my classroom at 4 p.m. An unconference is an informal gathering where great ideas are shared. There's no keynote. There's no speaker at all. Just people sharing ideas. The topic will be 21st century learning or technology or inquiry-based learning ... or social media or... wherever the conversation takes us. Bring your ideas on how we can push forward 21st century learning. I'll be hosting these monthly. Let me know if you'd like to attend.
Heidi
Heidi
Allow Students to Plan Their Own Learning
Here is a sample of a Time Planning Sheet that students use once units are under way. Students retrieve their sheets from their Next Step Folders. They then review current goals and plan work time. Of course, if direct instruction or a small group lesson is needed, that is scheduled in. Students are free to choose their own work spaces, to go to the computer lab as necessary, to take a little break before beginning a new task.
https://docs.google.com/document/d/1T4zy4sVpcGeNPUD3zyMLg6XQKl0OQrQhUFVAmJGxW5I/edit?pli=1&hl=en#
https://docs.google.com/document/d/1T4zy4sVpcGeNPUD3zyMLg6XQKl0OQrQhUFVAmJGxW5I/edit?pli=1&hl=en#
Saturday, March 19, 2011
Stop "Teaching" Preschoolers
Current research is showing that direct instruction of preschoolers stifles independent learning and creativity. Let the children play!
http://www.slate.com/id/2288402/?from=rss
http://www.slate.com/id/2288402/?from=rss
Thursday, March 17, 2011
The Invisible Conversation
There are two levels of discourse taking place at the moment in education. One is in the traditional media. It is reporting on the current battles in education: testing, budget cuts, testing, attacks on the teaching profession, how to "fix" education, testing, just fire all the teachers, testing, testing, and my personal fave: "standards!!!" Participants in this level of discourse are not for the most part directly involved in education. This does not mean that they do not have opinions to fling far and wide. It is their voices that the public are hearing most. They unfortunately do not accurately reflect the true change that is happening in education. To find out about what's really going on, you need to be a participant in the invisible conversation.
A quiet, unobserved, global discussion is occurring between educators. Intermediaries who twist the message are absent. Only those directly involved in the process are participants. In this conversation is a rich sharing of ideas, technology, knowledge and skills. It is where the teacher who is fighting to get the internet unblocked in her school can connect with schools that have already allowed access to YouTube and Facebook. It is a place where, if you have a question or a technical difficulty, help is immediately available. It is a place of untold wealth where the truly innovative projects, teachers, schools, thinkers, researchers and technology developers are freely sharing ideas on how school in the 21st century can be done well.
It is exciting, eye-opening and will change how you teach. Participants are patient and helpful and fun. Consider this a personal invitation to join this conversation.
How? Twitter is a good place to start. Open a twitter account. Start following people. Type the hashtag #edchat in the search spot and join in!
A quiet, unobserved, global discussion is occurring between educators. Intermediaries who twist the message are absent. Only those directly involved in the process are participants. In this conversation is a rich sharing of ideas, technology, knowledge and skills. It is where the teacher who is fighting to get the internet unblocked in her school can connect with schools that have already allowed access to YouTube and Facebook. It is a place where, if you have a question or a technical difficulty, help is immediately available. It is a place of untold wealth where the truly innovative projects, teachers, schools, thinkers, researchers and technology developers are freely sharing ideas on how school in the 21st century can be done well.
It is exciting, eye-opening and will change how you teach. Participants are patient and helpful and fun. Consider this a personal invitation to join this conversation.
How? Twitter is a good place to start. Open a twitter account. Start following people. Type the hashtag #edchat in the search spot and join in!
Tuesday, March 15, 2011
Divergent Thinking and the New Student
The students I am teaching today are not the students I taught 10 years ago. For my students of 10 years ago, the act of engaging in text was a linear experience. They read text and created meaning as they moved from beginning to end.
For my students today, text is a dynamic act of co-creation. Students expect to be able to create, invent, collaborate, make decisions and explore as they co-create the narrative. Genre is not something to study and then replicate. Genre is a continuously emerging experience different today from yesterday. I would like to thank the following people who have helped me begin to understand this.
http://maryannreilly.blogspot.com/2011/02/literacy-colonialism-and-web-20.html
http://melaniemcbride.net/about-melanie/
http://sendfelicity.com/being_prudence.html
http://edurealms.com/
http://wowinschool.pbworks.com/w/page/5268731/FrontPage
http://www.mathiaspoulsen.com/my-take-on-games-in-education/
http://www.academiccolab.org/resources/documents/Good_Learning.pdf
I feel that the foundations of my teaching practice have been shaken. In order to fully understand these new students, I must enter their worlds. I am about to become a gamer!
For my students today, text is a dynamic act of co-creation. Students expect to be able to create, invent, collaborate, make decisions and explore as they co-create the narrative. Genre is not something to study and then replicate. Genre is a continuously emerging experience different today from yesterday. I would like to thank the following people who have helped me begin to understand this.
http://maryannreilly.blogspot.com/2011/02/literacy-colonialism-and-web-20.html
http://melaniemcbride.net/about-melanie/
http://sendfelicity.com/being_prudence.html
http://edurealms.com/
http://wowinschool.pbworks.com/w/page/5268731/FrontPage
http://www.mathiaspoulsen.com/my-take-on-games-in-education/
http://www.academiccolab.org/resources/documents/Good_Learning.pdf
I feel that the foundations of my teaching practice have been shaken. In order to fully understand these new students, I must enter their worlds. I am about to become a gamer!
Saturday, March 12, 2011
Skyping with Dr. Bradley
On Friday after many weeks preparation, we were ready to Skype with Dr. Bradley.
By this time, the activity had spread to all three grade 6 classes as well as the 5/6 class. We had had many fabulous discussions and the students had made very interesting discoveries. Avery even brought in an extensive arrowhead collection found on the family farm. Some of the arrowheads dated back
12 000 years. Many students built models and made objects. And of course, there was the Clan Survivor Game. Hunting Woolly Mammoths everyday and having to choose hazards was exciting. Clans built their knowledge base on our social media site, Collaborize. Underlying everything was, of course, the big idea: how do we assess the validity of the information we gather?
By this time, the activity had spread to all three grade 6 classes as well as the 5/6 class. We had had many fabulous discussions and the students had made very interesting discoveries. Avery even brought in an extensive arrowhead collection found on the family farm. Some of the arrowheads dated back
12 000 years. Many students built models and made objects. And of course, there was the Clan Survivor Game. Hunting Woolly Mammoths everyday and having to choose hazards was exciting. Clans built their knowledge base on our social media site, Collaborize. Underlying everything was, of course, the big idea: how do we assess the validity of the information we gather?
As the unit progressed we developed a list of questions for Dr. Bradley and on Friday we were finally able to speak with him directly. Our students had fabulous questions.
All four classes gathered in my room. Dr. Bradley called and our conversation began. For the next 30 minutes students were able to ask their questions. Dr. Bradley was enthusiastic and engaging. He cleared up misunderstandings and provided extensive additional information.
One question he was unable to answer was, "How did the Salutreans deal with their dead?" Apparently, no burial sites have been found. This is an opportunity for my students to speculate and propose theories and maybe one day one of them will be able to build on Dr. Bradley's work! What an incredible learning experience for everyone involved.
Being able to speak directly with an expert has opened our eyes. With new technology we accessed the most knowledgeable person on a subject. We bridged the gap between university and elementary school and made the walls disappear. The whole world has become our classroom.
I would like to thank Dr. Bradley, the University of Exeter and Discovery Channel for the remarkable documentary that started the whole project. As well, thanks to the other teachers involved, Matt Scheben and Adam Carpino whose insights and suggestions sent us in new directions. And of course, I must thank my remarkable students who taught me so much during this journey.
Next Steps: My students have decided that the Salutrean story would make an excellent video game. So now we are exploring gaming. Any experts out there who can help?
"What was used to make the drawings in the cave?"
"How did language develop?"
"How do you know your theory is correct. Is there sufficient evidence to support it?"
"How did they choose a clan leader?"
"How did they deal with the dead?"
"Was the construction of the homes in the film realistic?"
"Was the construction of the homes in the film realistic?"
"What was the significance of the animal drawings in the cave?"
"Do you enjoy you job as an archaeologist?"
"How would they have cared for their children?"
"How do you know how far they traveled each day?" and many, many more.
"How do you know how far they traveled each day?" and many, many more.
 |
| Dr. Bradley chats with Michelle. |
 |
| Dr. Bradley gives more information about the caves to Sean. |
 |
| Dr. Bradley answer's Daniel's question. |
One question he was unable to answer was, "How did the Salutreans deal with their dead?" Apparently, no burial sites have been found. This is an opportunity for my students to speculate and propose theories and maybe one day one of them will be able to build on Dr. Bradley's work! What an incredible learning experience for everyone involved.
Being able to speak directly with an expert has opened our eyes. With new technology we accessed the most knowledgeable person on a subject. We bridged the gap between university and elementary school and made the walls disappear. The whole world has become our classroom.
I would like to thank Dr. Bradley, the University of Exeter and Discovery Channel for the remarkable documentary that started the whole project. As well, thanks to the other teachers involved, Matt Scheben and Adam Carpino whose insights and suggestions sent us in new directions. And of course, I must thank my remarkable students who taught me so much during this journey.
Next Steps: My students have decided that the Salutrean story would make an excellent video game. So now we are exploring gaming. Any experts out there who can help?
What are the new basics?
I've been thinking a great deal of what the new "basics" should be. What exactly should my students know? What should be in their toolkit?
They should know how to:
1. set privacy settings when they create an account.
2. create a digital portfolio.
3. create their own sites: blogs, wikis, websites etc.
4. use a presentation tool.
5. use communication tools such as twitter effectively.
6. work in a collaborative document.
7. use an audio tool.
8. grammar and spell check their work.
9. upload and download.
10. compress and uncompress files.
11. develop a positive web presence.
12. conduct effective searches.
13. trace their digital footprint.
14. use social media.
Any other suggestions?
They should know how to:
1. set privacy settings when they create an account.
2. create a digital portfolio.
3. create their own sites: blogs, wikis, websites etc.
4. use a presentation tool.
5. use communication tools such as twitter effectively.
6. work in a collaborative document.
7. use an audio tool.
8. grammar and spell check their work.
9. upload and download.
10. compress and uncompress files.
11. develop a positive web presence.
12. conduct effective searches.
13. trace their digital footprint.
14. use social media.
Any other suggestions?
Friday, March 11, 2011
Japan
Today we followed the story of the earthquake in Japan. My students learned how to search twitter using hashtags; we watched the Disasters in Real Time map at http://hisz.rsoe.hu/alertmap. ; / we looked at international reporting on different news sites: CBC, Al Jazeera, BBC. Students followed news in realtime on Google and visited YouTube. They clicked on images and followed interesting threads. Voices of discovery filled the lab. It was a true 21st century learning experience.
We were awed and saddened by what has happened. Class 62 sends its thoughts and prayers to all those affected by this disaster.
We were awed and saddened by what has happened. Class 62 sends its thoughts and prayers to all those affected by this disaster.
21st Century Teachers Teach in Real Time
This morning my class will learn how to follow the story of the earthquake in Japan. Twitter, global perspectives through various internet news broadcasts, YouTube, google etc.
Thinking of you today Japan. Thoughts are with you.
Then we will be Skyping with Bruce Bradley in England. Wow. It's going to be a busy morning!
Thinking of you today Japan. Thoughts are with you.
Then we will be Skyping with Bruce Bradley in England. Wow. It's going to be a busy morning!
Schools Haven't Changed in 150 years? I Disagree
There is a thread flying around keynote addresses these days that has truly begun to drive me crazy: the delivery of education hasn't changed in 150 years.
That endless loop makes me wonder: how many of those speakers have actually been in a school lately? Because, if you were to walk into my school you would see innovation, engaged students, excitement for learning, creative use of technology, incredible extra-curricular activities and most of all a competent staff dedicated to continuously improving its teaching practice. And I know ours is not the only school where this occurs.
In following chats on Twitter, Classroom20, Getideas.org and through the vast number of web communities that abound, I see a global group of teachers who are pushing forward with innovation: teachers such as Aviva Dunsinger with her fully connected grade 1 class. http://avivadunsiger.wikispaces.com/Technology+Information
Or Erika Paproski who is building electric cars with her grade 5 students. http://gradefiveelectricity2011.edublogs.org/2011/03/01/assembling-the-car/
Or Scott Varady and Robert Bell at Dundas Central who are using MP3 players to improve reading fluency and are about to introduce a Lego Robotics program. This is nothing new. In my 20 years of teaching, learning and change have been part of our job description.
The truth is that innovation in education is moving forward at a breathtaking pace. Perhaps it's time for speakers to develop a new sound bite.
That endless loop makes me wonder: how many of those speakers have actually been in a school lately? Because, if you were to walk into my school you would see innovation, engaged students, excitement for learning, creative use of technology, incredible extra-curricular activities and most of all a competent staff dedicated to continuously improving its teaching practice. And I know ours is not the only school where this occurs.
In following chats on Twitter, Classroom20, Getideas.org and through the vast number of web communities that abound, I see a global group of teachers who are pushing forward with innovation: teachers such as Aviva Dunsinger with her fully connected grade 1 class. http://avivadunsiger.wikispaces.com/Technology+Information
Or Erika Paproski who is building electric cars with her grade 5 students. http://gradefiveelectricity2011.edublogs.org/2011/03/01/assembling-the-car/
Or Scott Varady and Robert Bell at Dundas Central who are using MP3 players to improve reading fluency and are about to introduce a Lego Robotics program. This is nothing new. In my 20 years of teaching, learning and change have been part of our job description.
The truth is that innovation in education is moving forward at a breathtaking pace. Perhaps it's time for speakers to develop a new sound bite.
Thursday, March 10, 2011
The Idea of Merit Pay in Teaching Stinks
Somebody asked me the other day if I wished I received merit pay. My answer was an unequivocal and resounding, "NO!" How on earth could you measure the work that a teacher does and then determine a comparative pay scale? The idea is ridiculous. Merit pay is based on measurable results, i.e. test scores. So much of what teachers do everyday in and out of the classroom simply cannot be measured.
Until you have actually been teaching in a classroom, you can't possibly even begin to understand the complex nature of our jobs.Why would you want to pit one teacher against another when what is required for schools to be successful is co-operation and collegiality amongst staff? Why should the teacher who does nothing but teach to the test be paid more than the teacher who coaches all the teams?
How can you compare the dollar value of the teacher who spends countless hours organizing the production of a school play, to the teacher who counsels a troubled student, to the one who fights tooth and nail to obtain a psychiatric assessment for a student that might have a learning disability, to the teacher who spends hours of time online scouring the internet for web resources, or who takes a grade 7 class on a 4 day ski trip to Quebec?
How can you possibly determine the dollar value of the teacher who runs the track meet compared to the teacher with the gentle, kind, and caring nature that children adore? Why would the teacher who maintains a communication book between home and school for behavioural students, have greater or lesser value than the the one who spends months and months working with a troubled student trying to turn a life around? Or who connects a family to an outside organization so they can receive the help they need, or who delivers a knock your socks off lesson that changes the way a child views the world - or himself. How can you say that the teacher who comforts an anxious child whose mother is in the hospital is worth more or less that the teacher who taught math well? How can you possibly reduce our value to a test score?
Until you have actually been teaching in a classroom, you can't possibly even begin to understand the complex nature of our jobs.Why would you want to pit one teacher against another when what is required for schools to be successful is co-operation and collegiality amongst staff? Why should the teacher who does nothing but teach to the test be paid more than the teacher who coaches all the teams?
How can you compare the dollar value of the teacher who spends countless hours organizing the production of a school play, to the teacher who counsels a troubled student, to the one who fights tooth and nail to obtain a psychiatric assessment for a student that might have a learning disability, to the teacher who spends hours of time online scouring the internet for web resources, or who takes a grade 7 class on a 4 day ski trip to Quebec?
How can you possibly determine the dollar value of the teacher who runs the track meet compared to the teacher with the gentle, kind, and caring nature that children adore? Why would the teacher who maintains a communication book between home and school for behavioural students, have greater or lesser value than the the one who spends months and months working with a troubled student trying to turn a life around? Or who connects a family to an outside organization so they can receive the help they need, or who delivers a knock your socks off lesson that changes the way a child views the world - or himself. How can you say that the teacher who comforts an anxious child whose mother is in the hospital is worth more or less that the teacher who taught math well? How can you possibly reduce our value to a test score?
Teaching Writing in the Digital Age
I have to say that when I first introduced social media to my class, I was surprised by the poor quality of my students' writing. And then I was puzzled and then, I got it.
Students who could write a reasonable paragraph with paper and pencil were ignoring the conventions of language when writing digitally in social media. Punctuation and capitalization rules were ignored. Thoughts were often incoherent.
When I pointed out the poor quality of writing, the response from my entire class was, "but you don't have to, because it's like facebook".
This is a generation of children that writes daily - on paper for their teachers at school, but also at home on sites such as Facebook. Facebook is not the problem. Lack of instruction on how to write in digital media is the problem. They have taught themselves how to write in these mediums!
If the medium is the message, then the message is, "Use digital media to teach writing."
Students who could write a reasonable paragraph with paper and pencil were ignoring the conventions of language when writing digitally in social media. Punctuation and capitalization rules were ignored. Thoughts were often incoherent.
When I pointed out the poor quality of writing, the response from my entire class was, "but you don't have to, because it's like facebook".
This is a generation of children that writes daily - on paper for their teachers at school, but also at home on sites such as Facebook. Facebook is not the problem. Lack of instruction on how to write in digital media is the problem. They have taught themselves how to write in these mediums!
If the medium is the message, then the message is, "Use digital media to teach writing."
Tuesday, March 8, 2011
Moments that Teachers Savour
Today, for the first time I looked at the participation report for Collaborize. It tracks number of comments, replies, etc for each student and the class as a whole. One of the columns that surprised me was the Revote column. A number of students had revoted several times on some of our discussion topics.
I pulled some students aside to discuss this. Why the revotes?
"Well, when I thought about it some more, I changed my mind."
"I read what other people had to say and then I changed my opinion."
"After a couple of days, I wanted to vote different."
By including Social Media in our teaching practice, we provide students with time to think about ideas, learn from others, gain additional understanding, consider varying points of view and ... and ... and ...
Other great news:
Collaborize is spreading in my school.
Several teachers have indicated that they've begun blogs with their classes.
I'm having some fabulous discussions with my colleagues.
I pulled some students aside to discuss this. Why the revotes?
These are the moments in teaching that we savour.
"Well, when I thought about it some more, I changed my mind."
"I read what other people had to say and then I changed my opinion."
"After a couple of days, I wanted to vote different."
By including Social Media in our teaching practice, we provide students with time to think about ideas, learn from others, gain additional understanding, consider varying points of view and ... and ... and ...
Other great news:
Collaborize is spreading in my school.
Several teachers have indicated that they've begun blogs with their classes.
I'm having some fabulous discussions with my colleagues.
Monday, March 7, 2011
Statistics in Real Time
http://www.worldometers.info/ My students could not stay away from this site. They kept going back to it all day. Long discussions took place. Insights and observations were powerful. We were all a little bit awed by the idea of being able to create such a site and by the information it contained. We wished it included text messages. Now lets hear the good news stats. There must be real time good news stats. Where can we find that?
Sunday, March 6, 2011
The Marking System I Want Now
Students are busy creating all kinds of digital media outside of the regular classroom. Brilliant, creative, interesting work. They are also creating within my class. I've been thinking that assessment tools need to be developed for this. Assessment should be based on their overall body of work. Not just what they create specifically for me.
This is what I'm looking for: A digital portfolio.
No matter what online tool they are using they could click on a button to upload to their digital portfolio. The digital portfolio would allow feedback - voice, text, video. This feedback should be social i.e. not just from me. Beside each post would be a encrypted link to success criteria, or a learning continuum or a rubric. The link would have the option of automatically recognizing which assessment tool was best and would be based on globally developed standards. It would also allow student/teacher created assessment options. All their current teachers could see their work. Why as a language teacher couldn't I assess the writing in their lab report? The assessment would automatically upload to my marks book. There would be a spot for Next Steps.
Oh, and I almost forgot: that whole meta cognitive piece. Students would have a place to explain what they were trying to accomplish, what they found difficult, strategies they used to solve problems. They would identify their own next steps and develop strategies for resolving their difficulties.
Once the student is no longer in my class, my access would end. A new teacher could be assigned, the portfolio would continue to exist. Who makes this? Wish I knew programming!
This is what I'm looking for: A digital portfolio.
No matter what online tool they are using they could click on a button to upload to their digital portfolio. The digital portfolio would allow feedback - voice, text, video. This feedback should be social i.e. not just from me. Beside each post would be a encrypted link to success criteria, or a learning continuum or a rubric. The link would have the option of automatically recognizing which assessment tool was best and would be based on globally developed standards. It would also allow student/teacher created assessment options. All their current teachers could see their work. Why as a language teacher couldn't I assess the writing in their lab report? The assessment would automatically upload to my marks book. There would be a spot for Next Steps.
Oh, and I almost forgot: that whole meta cognitive piece. Students would have a place to explain what they were trying to accomplish, what they found difficult, strategies they used to solve problems. They would identify their own next steps and develop strategies for resolving their difficulties.
Once the student is no longer in my class, my access would end. A new teacher could be assigned, the portfolio would continue to exist. Who makes this? Wish I knew programming!
Questions, I Have Lots of Questions
If a student is following my class online at home, or at the mall or in the car on the way to Florida, do I still mark him or her as absent?
If I am learning every day from my students, can you still call me the teacher?
If an idea has become so compelling in my class that my students are not ready to move on and profound learning is taking place, must I still follow the curriculum?
Is it still possible to run a class without allowing everyone to post their thoughts so all can see? Would I even want this anymore?
Why is email so boring? I can't see what everyone else thinks about the message. Why does this now annoy me?
Can you put students back at a desk and expect them to participate in
If I am learning every day from my students, can you still call me the teacher?
If an idea has become so compelling in my class that my students are not ready to move on and profound learning is taking place, must I still follow the curriculum?
Is it still possible to run a class without allowing everyone to post their thoughts so all can see? Would I even want this anymore?
Why is email so boring? I can't see what everyone else thinks about the message. Why does this now annoy me?
Can you put students back at a desk and expect them to participate in
Saturday, March 5, 2011
I'm Hosting an Unconference
I'll be hosting my first unconference on Tuesday, March 22 in my classroom at 4 p.m. An unconference is an informal gathering where great ideas are shared. There's no keynote. There's no speaker at all. Just people sharing ideas. The topic will be 21st century learning or technology or inquiry-based learning ... or social media or... wherever the conversation takes us. Bring your ideas on how we can push forward 21st century learning. I'll be hosting these monthly. Let me know if you'd like to attend.
Heidi
Depending on interest, I may have to limit numbers (or cancel - you never know! LOL)
Heidi
Depending on interest, I may have to limit numbers (or cancel - you never know! LOL)
Friday, March 4, 2011
This is Cool
This has nothing to do with my classroom, but ... oh well ... this is cool.
One of the benefits (or drive you up the wall crazy) of having a techy spouse is that our TV viewing system changes monthly. Here's the latest. He's converted our wii into a media center.
1. Create an account at Orb.com Orb allows you to access internet streamed media such as internet TV, You Tube, internet radio from anywhere in the globe ...
2. Once you've created your account, download the software onto your PC. Leave it running in the background.
One of the benefits (or drive you up the wall crazy) of having a techy spouse is that our TV viewing system changes monthly. Here's the latest. He's converted our wii into a media center.
1. Create an account at Orb.com Orb allows you to access internet streamed media such as internet TV, You Tube, internet radio from anywhere in the globe ...
2. Once you've created your account, download the software onto your PC. Leave it running in the background.
The Winds of Change are Upon Us
Note 1: It was truly a remarkable week in my classroom. During our school review, we were in full force 21st century learning mode. My kids were amazing. The comment from one of the reviewers was, "My head is spinning, I can't even begin to take in everything that is happening here. I need to come back and spend several days ..."
Note 2: My students are now demanding that we connect. We did a test of our first broadcast. There were a few bumps and hilarious moments, but the end product was good. Once we were finished, the first questions that came out were: "Where can our viewers respond? How can we know who our audience is? Can we discuss things with them? Where can they post?" For 21st century learners, creating digital media is a launching pad for interaction and connection.
Note 3: Traditional requirements of a classroom are rapidly falling by the wayside. Students are so engaged that discipline is just not an issue. Seating plans have disappeared. Students are now planning their own learning time. Movement is free. Discussion and communication are constant. Students are identifying their own next steps. How on earth are these students going to survive if they have to move back into a traditional classroom?
Note 4: The overriding idea of validity has finally taken hold. Students are challenging me, each other, other teachers (and I'm guessing parents) on the validity of information and whether or not an idea has evidence to back it up.
Note 2: My students are now demanding that we connect. We did a test of our first broadcast. There were a few bumps and hilarious moments, but the end product was good. Once we were finished, the first questions that came out were: "Where can our viewers respond? How can we know who our audience is? Can we discuss things with them? Where can they post?" For 21st century learners, creating digital media is a launching pad for interaction and connection.
Note 3: Traditional requirements of a classroom are rapidly falling by the wayside. Students are so engaged that discipline is just not an issue. Seating plans have disappeared. Students are now planning their own learning time. Movement is free. Discussion and communication are constant. Students are identifying their own next steps. How on earth are these students going to survive if they have to move back into a traditional classroom?
Note 4: The overriding idea of validity has finally taken hold. Students are challenging me, each other, other teachers (and I'm guessing parents) on the validity of information and whether or not an idea has evidence to back it up.
Wednesday, March 2, 2011
Redefining Teacher-Student Relationships
My world changed this week. It hit home just how different our relationships with our students are about to become. One of my students, eager to explore our class' new internet tv station, pursued his interest at home. He knew the name of our station, Hub21, but did not have the link. So, he did what we all do: he conducted a search. He found me on twitter and decided to become a follower. He then linked to my blog, found the post with the link to Hub21 and began exploring. At a certain point he ran into difficulty and rather than waiting until the next day to ask for help, posted his question on my blog.
I happened to be online when the question came through and was somewhat taken aback. I knew that this was new territory and was uncertain how to proceed. I could have ignored his question; after all, my work day was over and I was on my own time. But I would not do this to a colleague. If I could help, I would answer while the page was open. And so, I answered.
It feels strange, knowing that my students can participate in and observe my musings and professional progress as I transition into a Web 3.0 teacher. It feels strange that they can find me through Social Media. It feels strange that they might even be reading this post. An element of privacy has disappeared. Boundaries have shifted and I'm not yet able to articulate what this means. I just know that my world is different now and I really need to think about it.
I happened to be online when the question came through and was somewhat taken aback. I knew that this was new territory and was uncertain how to proceed. I could have ignored his question; after all, my work day was over and I was on my own time. But I would not do this to a colleague. If I could help, I would answer while the page was open. And so, I answered.
It feels strange, knowing that my students can participate in and observe my musings and professional progress as I transition into a Web 3.0 teacher. It feels strange that they can find me through Social Media. It feels strange that they might even be reading this post. An element of privacy has disappeared. Boundaries have shifted and I'm not yet able to articulate what this means. I just know that my world is different now and I really need to think about it.
Why You Must Teach New Forms of Writing
BMW Canada is hiring a professional blogger. $65 000 per year.
http://www.marketingmag.ca/uncategorized/bmw-dealer-seeking-ultimate-blogger-23021
http://www.marketingmag.ca/uncategorized/bmw-dealer-seeking-ultimate-blogger-23021
Tuesday, March 1, 2011
It always feels good when someone sees value in your work.
Well, I'm flattered. Mindshift saw value in my post and has reposted it.
Thanks Mindshift. You made my day!
http://mindshift.kqed.org/2011/02/what-students-need-from-teachers/
Thanks Mindshift. You made my day!
http://mindshift.kqed.org/2011/02/what-students-need-from-teachers/
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