on Education and Technology
Posted from Diigo. The rest of my favorite links are here.
Tuesday, May 26, 2009
Sunday, May 24, 2009
Reflection IS Preparation!
I just read a posting on the English Companion Ning about a teacher who’s had a troubled, difficult year. (We’ve all been there!) She wrote that she is taking the summer to just relax and contemplate, rather than make the preparations she usually does for the upcoming school year.
As we head into the final weeks of the school year, I thought it was worth mentioning that contemplation and thought is EXACTLY what teachers should be doing!
The professional term is reflection—but as long as you’re resting, that’s what counts!
Reflection IS Preparation. When we think about what we’ve done and make decisions to amend or transform it, then we ARE preparing for what we’ll do next. Most teachers worth their salt spend a lot of time reflecting, sometimes on a dime in the course of their normal day. But no one really ever thinks about the fact that this “reflection,” this “thinking,” is pretty hard work in itself. There’s quite a bit involved if one is to do “reflecting” well, and several factors to consider.
Teachers can reflect “in action,” which is what you do when you make quick decisions during the course of your day, or even during a lesson. Effective Teachers constantly make observations about what’s going on around them and change (very quickly in some cases) to meet the needs of their students.
But since we’re moving away from our “in action” opportunities…the other two types of reflection can be done over the summer. “On action” reflection is where a teacher takes a look into the past and thinks about a lesson or a unit that has already happened, and makes plans to improve or transform it. “For action” reflection is the ‘what next’ model. From your experience, from what you’ve learned, how will your experiences drive future instruction?
Regardless of the type of reflection you decide to do, there is a process so that you don’t get overwhelmed, especially if you plan on making several changes to your previous year’s curriculum.
Take the time this summer to take care of yourself. Relax in the sun, have a Margarita, enjoy your family—but don’t turn your brain off! Let it do the preparation for you, by reflecting on what you’ve done well, and what things you can transform for future instruction.
Also, since this is primarily a blog about instructional technology, when you DO get ready to write down some of your thoughts, there are several tools out there to get the job done easily, efficiently, and conveniently:
Scribd is a place where you publish, discover and discuss original writings and documents.
Google Docs - Free web-based word processor and spreadsheet, which allow you share and collaborate online.
Mindomo – Online Mind Mapping Software
Webspiration – Another mind mapping website (works like Kidspiration or Inspiration)
And also, I just downloaded an application for my iTouch called Simple Minds Xpress, a Mind Mapping Tool for your iPod. (Can it get more convenient than this?) Also, it’s FREE!
As we head into the final weeks of the school year, I thought it was worth mentioning that contemplation and thought is EXACTLY what teachers should be doing!
The professional term is reflection—but as long as you’re resting, that’s what counts!
Reflection IS Preparation. When we think about what we’ve done and make decisions to amend or transform it, then we ARE preparing for what we’ll do next. Most teachers worth their salt spend a lot of time reflecting, sometimes on a dime in the course of their normal day. But no one really ever thinks about the fact that this “reflection,” this “thinking,” is pretty hard work in itself. There’s quite a bit involved if one is to do “reflecting” well, and several factors to consider.
Teachers can reflect “in action,” which is what you do when you make quick decisions during the course of your day, or even during a lesson. Effective Teachers constantly make observations about what’s going on around them and change (very quickly in some cases) to meet the needs of their students.
But since we’re moving away from our “in action” opportunities…the other two types of reflection can be done over the summer. “On action” reflection is where a teacher takes a look into the past and thinks about a lesson or a unit that has already happened, and makes plans to improve or transform it. “For action” reflection is the ‘what next’ model. From your experience, from what you’ve learned, how will your experiences drive future instruction?
Regardless of the type of reflection you decide to do, there is a process so that you don’t get overwhelmed, especially if you plan on making several changes to your previous year’s curriculum.
- To begin with, SELECT one thing, one lesson, one unit perhaps to describe.
- Then, DESCRIBE the situation in as much detail as possible.
- From your description, ANALYZE why you did what you did, was it meaningful, how does it fit the content, skills, or assessments?
- APPRAISE your analysis. How effective was it, what kind of impact did it have? What was the value of this activity? How motivated and engaged were my students? Did I meet my goals?
- Finally, TRANSFORM your situation. What can you do to make it better, fit your goals, be more motivating and engaging, be more effective?
Take the time this summer to take care of yourself. Relax in the sun, have a Margarita, enjoy your family—but don’t turn your brain off! Let it do the preparation for you, by reflecting on what you’ve done well, and what things you can transform for future instruction.
Also, since this is primarily a blog about instructional technology, when you DO get ready to write down some of your thoughts, there are several tools out there to get the job done easily, efficiently, and conveniently:
Scribd is a place where you publish, discover and discuss original writings and documents.
Google Docs - Free web-based word processor and spreadsheet, which allow you share and collaborate online.
Mindomo – Online Mind Mapping Software
Webspiration – Another mind mapping website (works like Kidspiration or Inspiration)
And also, I just downloaded an application for my iTouch called Simple Minds Xpress, a Mind Mapping Tool for your iPod. (Can it get more convenient than this?) Also, it’s FREE!
Saturday, May 16, 2009
Friday, May 15, 2009
New Web Stuff 05/16/2009
Learning to Collaborate: WE > ME - this is why Collaboration is Important
The Best Collections Of Web 2.0 Tools For Education | Larry Ferlazzo's Websites of the Day...
After reading Kevin Jarrett's post this morning about an incredible resource of Web 2.0 tools for education, I was inspired to put together a quick The
NJIT: Moodle: Instructor Tutorials: Moodle
Moodle
20 Educational iPhone Apps for Everyday Uses | Educhoices.org
Many of the world's best web apps are now available for the iPhone. Here are 20 educational web apps that can be used to complete everyday tasks.
Cool Cat Teacher Blog: 122 For You: Cool Cat Teacher's Favorite Apps, Software, and Sites
Lightning Bug is THE writing companion for young authors. Helping you to write a story from beginning to THE END.
Twitter for Teachers: A collection of tools and resources to help teachers make the most of Twitter
News Details :: Top 12 Great Memory Strategies For Better Grades
News Details
I’m Not Changing My Mind About Cell Phones… « The Principal and Interest
Posted from Diigo. The rest of my favorite links are here.
Sustainability Models for Staff Development
I’ve been doing some work recently with Janet Hale, who is a national staff developer around Curriculum Mapping. We talk often about the intersection of content, skills, assessment, and standards and how teachers need to understand the components of designing curriculum around those areas, versus just being involved in curriculum practice.
I’ve been thinking about this in terms of staff development, particularly around technology, and specifically around how staff developers can KNOW that a particular new tool or resource is being used beyond the workshop. In essence, what evidence are we collecting to prove that what we are doing is being used/implemented or having an impact on student achievement?
In the classroom, a teacher has an action plan to help kids understand the standards-based content. Likewise, a staff developer would have an action plan to help others understand a new pedagogical frame using and integrating technology. In the classroom, we determine what kids know and are able to do through assessment, both formative and summative, but how do we assess impact with staff development?
One of the problems, obviously, is the “Drive By” model of staff development, where we go into a school for a day, deliver instruction, perhaps have some guided and independent practice, and then leave. Once the workshop is over, and speaking beyond initial motivation and engagement, what is the real impetus for change, and how do we know that successful change (sustained change) has occurred?
In the team that I work on, we’ve discussed this frequently and brainstorm ideas about how to tackle the issue. Part of the solution is moving to a “coaching” type model, where we do initial instruction around a particular new skill or resource, then continue to develop and hone the skill over a period of time, one-on-one, or with subsequent workshop opportunities. We also do one-on-one type “partner” training where we would help teachers develop AND implement a lesson around technology, then include a reflection piece to understand what did or didn’t work and use that information to help drive future instruction.
What other ideas are out there? What else is working for Staff Developers? If you are a teacher, what kind of sustainability model would work best for you? Feel free to leave answers/comments here by clicking on "Comments."
...
I’ve been thinking about this in terms of staff development, particularly around technology, and specifically around how staff developers can KNOW that a particular new tool or resource is being used beyond the workshop. In essence, what evidence are we collecting to prove that what we are doing is being used/implemented or having an impact on student achievement?
In the classroom, a teacher has an action plan to help kids understand the standards-based content. Likewise, a staff developer would have an action plan to help others understand a new pedagogical frame using and integrating technology. In the classroom, we determine what kids know and are able to do through assessment, both formative and summative, but how do we assess impact with staff development?
One of the problems, obviously, is the “Drive By” model of staff development, where we go into a school for a day, deliver instruction, perhaps have some guided and independent practice, and then leave. Once the workshop is over, and speaking beyond initial motivation and engagement, what is the real impetus for change, and how do we know that successful change (sustained change) has occurred?
In the team that I work on, we’ve discussed this frequently and brainstorm ideas about how to tackle the issue. Part of the solution is moving to a “coaching” type model, where we do initial instruction around a particular new skill or resource, then continue to develop and hone the skill over a period of time, one-on-one, or with subsequent workshop opportunities. We also do one-on-one type “partner” training where we would help teachers develop AND implement a lesson around technology, then include a reflection piece to understand what did or didn’t work and use that information to help drive future instruction.
What other ideas are out there? What else is working for Staff Developers? If you are a teacher, what kind of sustainability model would work best for you? Feel free to leave answers/comments here by clicking on "Comments."
...
Monday, May 11, 2009
Thursday, May 7, 2009
New TEACHMeet Contest Winner!
Congratulations to Joe D'Amato, winner of the TEACHMeet Contest!
I took a screen shot of the 7 folks that tweeted out our Hashtag on Twitter (#wnytm) or registered on the TeachMeet Wiki:
Then I used a Random Number Generator to arrive at #1, Joe D'Amato!
There will be one more contest soon...stay tuned to the blog, the WNY TEACHMeet Website, and my Twitter Feed for another opportunity to win coming soon!
Thanks to all who are helping to spread the word about our UNCONFERENCE on May 30th!
Also, if you haven't registered for the Western New York TEACHMeet, you can do so HERE:
CLICK HERE FOR MORE INFORMATION!
Monday, May 4, 2009
New TEACHMeet Contest!!
Here’s another chance to win a professional development book and the rules are still SUPER EASY!!!
Here's the Prize you're playing for: Brain Friendly Study Strategies
Here's the Prize you're playing for: Brain Friendly Study Strategies
Again, some of our local educators are putting together our first of what we hope will be many TeachMeets at the end of May. INFO HERE The TeachMeet is an "unconference" where we get all of the good stuff we as teachers want, but ditch all the boring stuff that folks sometimes feel forced into participating in!
All you have to do to be considered for the prize is send out a tweet about our TEACHMEET! But, the catch is, you have to use this hashtag: #wnytm in your tweet and direct the tweet to this blog post or the TEACHMeet Wiki (links below). OR—all new registrants on the TEACHMeet Wiki will automatically be entered—including all of those that have already registered! YOU CAN REGISTER HERE!
The contest is open from now until Thursday at 5:00 PM. Winner will be announced here on Thursday night. (And then I'll contact you directly about shipping.) This time, I'll also use TweetGrid to find all of the tweets with the #wnytm hashtag as well as the registrants through the WNY TEACHMeet Wiki, then number them, and finally, use a web service to randomly select a number! (See previous blog entry for last contest…)
Good luck, and thanks for helping us spread the word! (Also, if you'd like to send emails to those you think would be interested, that would be great too! Just direct them to TeachMeet Wiki at the above address.)
All you have to do to be considered for the prize is send out a tweet about our TEACHMEET! But, the catch is, you have to use this hashtag: #wnytm in your tweet and direct the tweet to this blog post or the TEACHMeet Wiki (links below). OR—all new registrants on the TEACHMeet Wiki will automatically be entered—including all of those that have already registered! YOU CAN REGISTER HERE!
The contest is open from now until Thursday at 5:00 PM. Winner will be announced here on Thursday night. (And then I'll contact you directly about shipping.) This time, I'll also use TweetGrid to find all of the tweets with the #wnytm hashtag as well as the registrants through the WNY TEACHMeet Wiki, then number them, and finally, use a web service to randomly select a number! (See previous blog entry for last contest…)
Good luck, and thanks for helping us spread the word! (Also, if you'd like to send emails to those you think would be interested, that would be great too! Just direct them to TeachMeet Wiki at the above address.)
___
Sunday, May 3, 2009
Attention Colleges and Teacher Prep Programs!
You’re getting it wrong.
We are at that time of year again…new teachers are coming out of college, degrees in hand, ready to conquer the world of education! These new teachers have spent years learning about content and educational theory and serving required practicums in real classrooms.
But they are graduating unprepared.
Even in my own education, I felt underprepared for the reality of day to day classroom instruction—and I graduated years ago. Why has nothing changed? Why is theoretical knowledge still valued more than practical application?
These new teachers are walking into interviews with portfolios that look like doctoral dissertations—200 pages of discourse around what they “believe” about education, based on what they’ve read from books.
These new teachers are walking into classrooms knowing next to nothing about classroom management, engagement, motivation, and professional collaboration.
They are in classrooms knowing that they have to teach a particular subject, but don’t have an inherent understanding of how standards are broken apart into content and skills—and furthermore, what authentic assessment around that content looks like. They may have been taught about the difference between types of assessments, there is very little formative assessment done to drive future instruction.
Now, I understand that teachers need a year or two, maybe three, to hone their craft, and that there is nothing like actually teaching to make one a better teacher. Mentoring programs and Staff Development opportunities are making things easier for new teachers, but shouldn’t colleges be paying attention to this as well?
As much as I see a need to disrupt the traditional educational model in K-12 classrooms to affect student learning and achievement; I see a greater need to disrupt the collegiate model:
* $20,000 and 160 traditional college credits doesn’t make a good teacher. Guided practice does.
* Requiring a 200 page portfolio for graduating Master’s candidates is just busywork. That time could be better spent implementing best practices and learning to be a reflective practitioner.
* Reading a book and writing a report about what you MIGHT do in a classroom around that particular theory is moot. Having honest discourse around practical experiences is WAY more valuable.
* Teaching teachers to collaborate from the moment they enter college programs is essential. The “Island Mentality” is unbelievably bad for kids and teachers. New teachers need to know how to connect to others, develop PLN’s, and work collectively to drive ongoing improvement and advancement of their craft.
* New teachers need to have a deep understanding of differentiated instruction BEFORE they enter a classroom. Likewise, they need an extensive toolbox of instructional methods that may include more traditional methods, but doesn’t rely on them.
Please forgive my rant. I’m just seeing the same things over and over again in new teachers and recent graduates from teacher prep programs. It’s time to disrupt the model and be honest about what really makes a good teacher. It’s time to use a critical eye and examine what real preparation is all about.
We are at that time of year again…new teachers are coming out of college, degrees in hand, ready to conquer the world of education! These new teachers have spent years learning about content and educational theory and serving required practicums in real classrooms.
But they are graduating unprepared.
Even in my own education, I felt underprepared for the reality of day to day classroom instruction—and I graduated years ago. Why has nothing changed? Why is theoretical knowledge still valued more than practical application?
These new teachers are walking into interviews with portfolios that look like doctoral dissertations—200 pages of discourse around what they “believe” about education, based on what they’ve read from books.
These new teachers are walking into classrooms knowing next to nothing about classroom management, engagement, motivation, and professional collaboration.
They are in classrooms knowing that they have to teach a particular subject, but don’t have an inherent understanding of how standards are broken apart into content and skills—and furthermore, what authentic assessment around that content looks like. They may have been taught about the difference between types of assessments, there is very little formative assessment done to drive future instruction.
Now, I understand that teachers need a year or two, maybe three, to hone their craft, and that there is nothing like actually teaching to make one a better teacher. Mentoring programs and Staff Development opportunities are making things easier for new teachers, but shouldn’t colleges be paying attention to this as well?
As much as I see a need to disrupt the traditional educational model in K-12 classrooms to affect student learning and achievement; I see a greater need to disrupt the collegiate model:
* $20,000 and 160 traditional college credits doesn’t make a good teacher. Guided practice does.
* Requiring a 200 page portfolio for graduating Master’s candidates is just busywork. That time could be better spent implementing best practices and learning to be a reflective practitioner.
* Reading a book and writing a report about what you MIGHT do in a classroom around that particular theory is moot. Having honest discourse around practical experiences is WAY more valuable.
* Teaching teachers to collaborate from the moment they enter college programs is essential. The “Island Mentality” is unbelievably bad for kids and teachers. New teachers need to know how to connect to others, develop PLN’s, and work collectively to drive ongoing improvement and advancement of their craft.
* New teachers need to have a deep understanding of differentiated instruction BEFORE they enter a classroom. Likewise, they need an extensive toolbox of instructional methods that may include more traditional methods, but doesn’t rely on them.
Please forgive my rant. I’m just seeing the same things over and over again in new teachers and recent graduates from teacher prep programs. It’s time to disrupt the model and be honest about what really makes a good teacher. It’s time to use a critical eye and examine what real preparation is all about.
Wednesday, April 29, 2009
TEACHMeet Contest Winner!
Congratulations to John Mikulski, winner of the TEACHMeet Contest!
I took a screen shot of the 6 folks that tweeted out our Hashtag on Twitter (#wnytm) :
Then I used a Random Number Generator to arrive at #6, John Mikulski!
There will be another contest soon...stay tuned to the blog, the WNY TEACHMeet Website, and my Twitter Feed for another opportunity to win coming soon!
Thanks to all who are helping to spread the word about our UNCONFERENCE on May 30th!
Also, if you haven't registered for the Western New York TEACHMeet, you can do so HERE:
CLICK HERE FOR MORE INFORMATION!
I took a screen shot of the 6 folks that tweeted out our Hashtag on Twitter (#wnytm) :
Then I used a Random Number Generator to arrive at #6, John Mikulski!
There will be another contest soon...stay tuned to the blog, the WNY TEACHMeet Website, and my Twitter Feed for another opportunity to win coming soon!
Thanks to all who are helping to spread the word about our UNCONFERENCE on May 30th!
Also, if you haven't registered for the Western New York TEACHMeet, you can do so HERE:
CLICK HERE FOR MORE INFORMATION!
Monday, April 27, 2009
New Web Stuff 04/28/2009
10 Social Bookmarking Websites for Non-Stop Visual Inspiration
Right after the Delicious craze, there was a niche bookmarking system that hit the visual junkies: Ffffound - the heaven of visual goodies! Two years and a
Posted from Diigo. The rest of my favorite links are here.
Sunday, April 26, 2009
Twitter / TEACHMeet Contest!
Everybody likes prizes, right?
Well, here's your chance to win a professional development book and the rules couldn't be ANY easier!
Here's the Prize you're playing for: WRITING YEAR END IMPROVEMENT PLANS
Some of our local educators are putting together our first of what we hope will be many TeachMeets at the end of May. INFO HERE The TeachMeet is an "unconference" where we get all of the good stuff we as teachers want, but ditch all the boring stuff that folks sometimes feel forced into participating in!
All you have to do to be considered for the prize is send out a tweet about our TEACHMEET! But, the catch is, you have to use this hashtag: #wnytm in your tweet. (So that I can find you!)
The contest is open from now until Wednesday at 5:00. Winner will be announced here on Wednesday night. (And then I'll contact you directly about shipping.) I'll use TweetGrid on Wednesday to find all of the tweets with the #wnytm hashtag, then number them, and then use a web service to randomly select a number!
Good luck, and thanks for helping us spread the word! (Also, if you'd like to send emails to those you think would be interested, that would be great too! Just direct them to TeachMeet Wiki at the above address.)
http://nyteachmeet.pbwiki.com/
Well, here's your chance to win a professional development book and the rules couldn't be ANY easier!
Here's the Prize you're playing for: WRITING YEAR END IMPROVEMENT PLANS
Some of our local educators are putting together our first of what we hope will be many TeachMeets at the end of May. INFO HERE The TeachMeet is an "unconference" where we get all of the good stuff we as teachers want, but ditch all the boring stuff that folks sometimes feel forced into participating in!
All you have to do to be considered for the prize is send out a tweet about our TEACHMEET! But, the catch is, you have to use this hashtag: #wnytm in your tweet. (So that I can find you!)
The contest is open from now until Wednesday at 5:00. Winner will be announced here on Wednesday night. (And then I'll contact you directly about shipping.) I'll use TweetGrid on Wednesday to find all of the tweets with the #wnytm hashtag, then number them, and then use a web service to randomly select a number!
Good luck, and thanks for helping us spread the word! (Also, if you'd like to send emails to those you think would be interested, that would be great too! Just direct them to TeachMeet Wiki at the above address.)
http://nyteachmeet.pbwiki.com/
Wednesday, April 22, 2009
Virtual Literature Circles from Works4Me
The following is from an email I get from the National Education Association. They publish an email every so often with tips from teachers about classroom instruction that is working. Today's was about Virtual Literature Circles and I liked the resources that the teacher submitting the tip created on her wiki. If you'd like to join the email list yourself or submit a tip, the information to do so is at the end of this posting...
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| Free Virtual Literature Circles |
| From Jennifer Hunt from Tucson, Arizona: |
| "My students have been using a variety of free technology tools for work on their virtual literature circles. We set up our main website on Wikispaces, and the literature circle wiki can be found at wandawiki.wikispaces.com. Students not only created and collaborated on their wikis, but they used free technology tools to embed multimedia elements in their wikis, such as VoiceThread to create narrated slide shows, Wordle to create word clouds, Newspaper Clipping Generator to create simulations of newspaper clippings, the Morgue File and the Library of Congress American Memory to find copyright-free images suitable for the presentations, and EasyBib to create bibliographies and citations for the information and images not of their own creation. We had a lot of fun creating our wikis, but we also worked very hard and learned some things the hard way as we went along. We're very proud of our published wikis and like to encourage others to visit and leave comments on the discussion pages." |
| Works4Me Online |
| Browse All Tips Browse hundreds of tips we've gathered over the years. |
| Works4Me Lounge Meet other teachers and share classroom tips on our online discussion board. |
|
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Tuesday, April 21, 2009
New Harry Potter 6 Trailer
A new trailer has released for the upcoming Harry Potter movie, and I'm really excited about this movie. I was thinking about why I would post this here, on a blog devoted to educational technology, and it dawned on me that the same psychology that we would use in a classroom for pedagogical purposes is at play here. The studios are whetting our collective apetites around this upcoming film. It's the exact same kind of thing that we can do in our classes to get our students excited about their learning. There are lots of technology tools to help "HOOK" the kids, including podcasting, web applications, etc. and many of these are great for not only getting kids interested but also building on their background knowledge.
Several years ago, I was creating a lesson around plate tectonics and wanted to shake things up a bit and approach the content from a completely new perspective. At the time, Bjork, the singer from Iceland, had released a song and video for her composition, "Joga." The video was a metaphorical journey through the breaking up of a relationship by comparing it to the breaking apart of the land. The video showed Iceland breaking into pieces, with eruptions and earthquakes and faulting--everything I would be teaching in Plate Tectonics. In order to build interest and momentum, I wrote the word "Joga" on the board a couple of weeks beforehand. As the day for the lesson got closer and closer, I wrote the word bigger, I dropped the word into conversations, I pointed out that "IT" was coming soon, without giving away any revealing hints. By the time we got to the actual lesson, the students were virtually drooling over what I was asking them to do, and the conversations and learning that happened were intense, unexpected, and memorable. Some of them even wrote on their end of year evaluations that they would remember that particular lesson for a long, long time!
All that to say--sometimes a little show is important, a little entertainment, a little flash to get the kids really engaged. The brain remembers things that are exciting, that connects to the emotions, and anything that is different from the routine. I've said before that I don't expect teachers to feel like that must entertain their students at all times, but you've got to admit--a little excitement goes a long, long way!
So, without further adieu--here's the thing that's got me excited today:
Several years ago, I was creating a lesson around plate tectonics and wanted to shake things up a bit and approach the content from a completely new perspective. At the time, Bjork, the singer from Iceland, had released a song and video for her composition, "Joga." The video was a metaphorical journey through the breaking up of a relationship by comparing it to the breaking apart of the land. The video showed Iceland breaking into pieces, with eruptions and earthquakes and faulting--everything I would be teaching in Plate Tectonics. In order to build interest and momentum, I wrote the word "Joga" on the board a couple of weeks beforehand. As the day for the lesson got closer and closer, I wrote the word bigger, I dropped the word into conversations, I pointed out that "IT" was coming soon, without giving away any revealing hints. By the time we got to the actual lesson, the students were virtually drooling over what I was asking them to do, and the conversations and learning that happened were intense, unexpected, and memorable. Some of them even wrote on their end of year evaluations that they would remember that particular lesson for a long, long time!
All that to say--sometimes a little show is important, a little entertainment, a little flash to get the kids really engaged. The brain remembers things that are exciting, that connects to the emotions, and anything that is different from the routine. I've said before that I don't expect teachers to feel like that must entertain their students at all times, but you've got to admit--a little excitement goes a long, long way!
So, without further adieu--here's the thing that's got me excited today:
Monday, April 20, 2009
Earth Day Resources...
I’ve saved some sites to use as you plan for Earth Day 2009! These links are also saved to my Delicious and Diigo accounts and I will add links throughout the next day.
- http://www.galeschools.com/environment/activities.htm
- http://www.galeschools.com/environment/tools.htm
- http://larryferlazzo.edublogs.org/2009/04/02/the-best-earth-day-sites/
- http://enviroscims.wikispaces.com/Earth+Day
- http://holidays.kaboose.com/earth-day/index.html
- http://www.earthday.net/footprint/index.html
- http://www.planetpals.com/earthday.html
- http://www.earthday.gov/
- http://www2.scholastic.com/browse/collection.jsp?id=250
I will also save stuff to my Diigo and Delicious Bookmarks here:
- http://delicious.com/mikefisher821/EarthDay
- http://www.diigo.com/user/mikefisher821/EarthDay?tab=250
Building an Online Professional Library – The GREEN Way!
Many of the school districts I work with have professional libraries. These libraries usually consist of professional development books, academic journals, and teacher contributions all housed in a special section for checkout/usage.
Since this is Earth Day week, I thought I would post about a “Greener” way to collect professional development books and documents by using some free web tools!
If you don’t know about it already, Google offers a book search at http://books.google.com/ . You can search all kinds of texts and many are available as FULL TEXTS that you can read directly from your computer! You can view my current library here: http://books.google.com/books?uid=16881718368634312334 . Additionally, you can use Advanced Search to search for either books OR magazines, and you can filter for FULL TEXTS.
Another cool site I ran across is a PDF search engine at http://search-pdf-books.com/
I typed in topics such as “Response To Intervention” or “Brain Based Learning” and found lots of resources!
I’m also an extensive user of Google Reader: http://www.google.com/reader . I use it to subscribe to blogs that have an educational or technology focus to help keep up with what’s on the edge of educational technology. Some of my favorites include:
• The Tempered Radical – http://teacherleaders.typepad.com/the_tempered_radical
• Literacy, Learning, and Sharing – http://visitmyclass.com/blogs/edpsliteracy
• Reflections of the TZST Teacher – http://tzstchr.edublogs.org
• Reflective Creations – http://reflectivecreations.wordpress.com
• The Power of Educational Technology – http://edtechpower.blogspot.com
• WNY Education Associates Blog – http://www.angelastockman.com/blog
• Writing Frameworks – http://writingframeworks.blogspot.com
• Clif’s Notes – http://clifmims.com/blog
• Ellis’ Island of Learning – http://mrsbrowndog.blogspot.com
• Angela Maier’s Blog – http://www.angelamaiers.com
• Cliotech – http://cliotech.blogspot.com
• Cool Cat Teacher Blog – http://coolcatteacher.blogspot.com
Please add any additional resources or cool blogs you follow in the comments section! I’ll add all of the resources to a wiki and publish the link in a couple of weeks!
…
Since this is Earth Day week, I thought I would post about a “Greener” way to collect professional development books and documents by using some free web tools!
If you don’t know about it already, Google offers a book search at http://books.google.com/ . You can search all kinds of texts and many are available as FULL TEXTS that you can read directly from your computer! You can view my current library here: http://books.google.com/books?uid=16881718368634312334 . Additionally, you can use Advanced Search to search for either books OR magazines, and you can filter for FULL TEXTS.
Another cool site I ran across is a PDF search engine at http://search-pdf-books.com/
I typed in topics such as “Response To Intervention” or “Brain Based Learning” and found lots of resources!
I’m also an extensive user of Google Reader: http://www.google.com/reader . I use it to subscribe to blogs that have an educational or technology focus to help keep up with what’s on the edge of educational technology. Some of my favorites include:
• The Tempered Radical – http://teacherleaders.typepad.com/the_tempered_radical
• Literacy, Learning, and Sharing – http://visitmyclass.com/blogs/edpsliteracy
• Reflections of the TZST Teacher – http://tzstchr.edublogs.org
• Reflective Creations – http://reflectivecreations.wordpress.com
• The Power of Educational Technology – http://edtechpower.blogspot.com
• WNY Education Associates Blog – http://www.angelastockman.com/blog
• Writing Frameworks – http://writingframeworks.blogspot.com
• Clif’s Notes – http://clifmims.com/blog
• Ellis’ Island of Learning – http://mrsbrowndog.blogspot.com
• Angela Maier’s Blog – http://www.angelamaiers.com
• Cliotech – http://cliotech.blogspot.com
• Cool Cat Teacher Blog – http://coolcatteacher.blogspot.com
Please add any additional resources or cool blogs you follow in the comments section! I’ll add all of the resources to a wiki and publish the link in a couple of weeks!
…
Friday, April 17, 2009
THIRTY WAYS TO USE WORDLE!
I contributed to a Google Presentation on using Wordle in the classroom. It was started by Tom Barrett, an educator in Nottingham, England and expanded upon by educators around the world. I suspect that it will grow even further as time goes on--but there are some REALLY good ideas here for this awesome web tool!
Thanks for the opportunity to contribute, Tom!
Tom's Website
Thanks for the opportunity to contribute, Tom!
Tom's Website
Thursday, April 16, 2009
New Web Stuff 04/17/2009
Information literacy - Wikipedia, the free encyclopedia - Annotated
DIGITAL LEARNING ENVIRONMENTS: Tools and Technologies for Effective Classrooms
100 Tips, Apps, and Resources for Teachers on Twitter | Online College Degree
100 (Legal) Sources for Free Stock Images | Virtual Hosting Blog
50 Fabulous Web Tools for Group Projects | Rated Colleges - Annotated
Twenty-Four Interesting Ways* to use Wordle in the Classroom - Google Docs
This is a power point presentation about using Wordle in the classroom. If you haven't checked out Wordle.com yet, give it a go.
Posted from Diigo. The rest of my favorite links are here.
Something To Chew On...
I've written before about the difference between tools/resources and that they should supplement content/skills in a classroom. If what a teacher is doing always revolves around content and skills, then the tools and resources can be more ephemeral.
When I explain this to teachers, most understand what I mean, but sometimes there is such a reliance on a tool or resource, that it becomes the content.
I was thinking about this last night in terms of a local gathering I'm helping to plan. A group of educators in the area are planning what's called a "Teachmeet" where educators come together for what amounts to the best parts of going to a Staff Development Conference, just without the regular conference constraints. The main focus is--surprise! CONTENT! It's not about big names, it's not about big fees (in fact, the TeachMeet is free for participants!), it's not about corporate sponsorship and marketing, it's not about gadgets or the newest must-have text. It's just about sharing what works in an informal setting where everyone has a chance to bring something to table, learning from each other--sharing "content" and "skills" without the extras.
I'm not saying the extras aren't nice. Tools/Resources/Gadgets, any peripheral really, are cool to help engage students and teachers alike, but you boil learning and achievement down to its core and you're left with the content. It was as true in 1950 as it is 2009. Resources come and go.
On a much more shallow note--I was also thinking about this in terms of the restaurant we went to after our planning meeting. I was thinking about how the restaurant didn't really matter all that much...it was good, but it wasn't about the restaurant--it was about our conversation. A conversation we could have had anywhere--at any restaurant, in the car, over Skype, sitting in a ditch in the front yard. The PLACE might have made the conversation easier or the participants more involved and engaged, but it was the conversation that was important.
That's why I think the TeachMeet is such an awesome idea. It's professional development that focuses on the core, the content, the conversations--the stuff that teachers care about the most. Which, in turn, will have a great affect on student learning and achievement as we share what works.
Interested in the TeachMeet? Here are some resources:
WNY TeachMeet Wiki
FAQ
Another TeachMeet Wiki from the UK
When I explain this to teachers, most understand what I mean, but sometimes there is such a reliance on a tool or resource, that it becomes the content.
I was thinking about this last night in terms of a local gathering I'm helping to plan. A group of educators in the area are planning what's called a "Teachmeet" where educators come together for what amounts to the best parts of going to a Staff Development Conference, just without the regular conference constraints. The main focus is--surprise! CONTENT! It's not about big names, it's not about big fees (in fact, the TeachMeet is free for participants!), it's not about corporate sponsorship and marketing, it's not about gadgets or the newest must-have text. It's just about sharing what works in an informal setting where everyone has a chance to bring something to table, learning from each other--sharing "content" and "skills" without the extras.
I'm not saying the extras aren't nice. Tools/Resources/Gadgets, any peripheral really, are cool to help engage students and teachers alike, but you boil learning and achievement down to its core and you're left with the content. It was as true in 1950 as it is 2009. Resources come and go.
On a much more shallow note--I was also thinking about this in terms of the restaurant we went to after our planning meeting. I was thinking about how the restaurant didn't really matter all that much...it was good, but it wasn't about the restaurant--it was about our conversation. A conversation we could have had anywhere--at any restaurant, in the car, over Skype, sitting in a ditch in the front yard. The PLACE might have made the conversation easier or the participants more involved and engaged, but it was the conversation that was important.
That's why I think the TeachMeet is such an awesome idea. It's professional development that focuses on the core, the content, the conversations--the stuff that teachers care about the most. Which, in turn, will have a great affect on student learning and achievement as we share what works.
Interested in the TeachMeet? Here are some resources:
WNY TeachMeet Wiki
FAQ
Another TeachMeet Wiki from the UK
Wednesday, April 15, 2009
Sunday, April 12, 2009
Tuesday, April 7, 2009
Monday, April 6, 2009
New Web Stuff 04/07/2009
Greenville Weather, Greenville, South Carolina Weather & Forecast - WYFF Greenville's Channel 4
# Math:
OttoBib - Free Automatic Easy Bibliography Generator. Fast! MLA, APA, Chicago, Turabian
Nine great reasons why teachers should use Twitter | Laura Walker
Posted from Diigo. The rest of my favorite links are here.
Saturday, April 4, 2009
The Most Important 21st Century Skill
I was in a workshop yesterday discussing elementary math centers with teachers. We talked about Curriculum, Instructional Strategies and Assessment and making sure that centers had a basis in content and skills, either through reinforcement or through articulation of what kids are THINKING.
My colleague asked the group how they talk to their own children about school. Most said that they just ask how school was. My colleague said, "What if you changed that conversation?" "What if you asked, 'What questions did you ask today?'"
I thought that was HUGE. If we ask kids about the questions that they are asking, we're doing two things. First, we reinforcing the fact that asking questions is important, and second, we're getting a glimpse into their metacognitive analyses.
If kids ask questions to clarify what they are learning, expand on what they're learning or make connections to previous learning, then they are being mindful of the learning moment. They are thinking. They are processing. They are NOT spitting back known answers. They are NOT learning in a rote way.
Kids asking questions opens up a variety of avenues for discussion. How often do we assume the "sage on the stage" mode just to get through content? Clean and neat learning isn't learning. We have to be prepared to "get our hands dirty," meaning that real learning is neither neat nor clean. Real learning is active and involved and sometimes loud and sometimes messy and always engaging.
Someone said on Twitter the other day that they were concerned about the "entertainment" factor in education today. They were concerned that teachers too often are "putting on a show" and that "drill and skill / lecture / traditional teaching methods" are still viable and essential.
I'm not saying the classroom should be a circus. I'm saying kids should be thinking. Kids should be doing the work. If the teachers are doing most of the action, whether it's printing out notes, doing all the talking, doing the demonstrations, doing the presentation of all the material, then what are kids really learning? Is all that listening and repetition going to serve them when they grow up and try to find jobs? Or is learning how to learn, learning how to solve problems themselves, and learning how to find/evaluate resources for a specific purpose, in short, learning how to THINK, going to be the greater skill?
At this point, you may be asking yourself, "What does this have to do with a Blog about Education Technology?"
Well, everything.
The technology we are using in classes today needs to have a THINKING purpose behind it. Are we using technology as a flashy engagement strategy, or are we really asking kids to dig deep and think about the content they are learning by using resources (like technology) to enhance the experience? I think I've said this before, but the technology is much like a textbook. Tools and resources will come and go, but the content and associated skills aren't going to change. The fact that THINKING must happen around the content isn't going to change.
Asking kids to THINK--to problem solve, to make connections, to learn how to continue learning...that's what is important.
THINKING is the most important 21st Century Skill.
If you need proof of that, think about what scientists are doing with technology: Artificial Intelligence. Computers in the future will "think" and "problem solve" and "learn." If humans lose that skill and depend on computers to do all of their "thinking," is that really such a great thing?
My colleague asked the group how they talk to their own children about school. Most said that they just ask how school was. My colleague said, "What if you changed that conversation?" "What if you asked, 'What questions did you ask today?'"
I thought that was HUGE. If we ask kids about the questions that they are asking, we're doing two things. First, we reinforcing the fact that asking questions is important, and second, we're getting a glimpse into their metacognitive analyses.
If kids ask questions to clarify what they are learning, expand on what they're learning or make connections to previous learning, then they are being mindful of the learning moment. They are thinking. They are processing. They are NOT spitting back known answers. They are NOT learning in a rote way.
Kids asking questions opens up a variety of avenues for discussion. How often do we assume the "sage on the stage" mode just to get through content? Clean and neat learning isn't learning. We have to be prepared to "get our hands dirty," meaning that real learning is neither neat nor clean. Real learning is active and involved and sometimes loud and sometimes messy and always engaging.
Someone said on Twitter the other day that they were concerned about the "entertainment" factor in education today. They were concerned that teachers too often are "putting on a show" and that "drill and skill / lecture / traditional teaching methods" are still viable and essential.
I'm not saying the classroom should be a circus. I'm saying kids should be thinking. Kids should be doing the work. If the teachers are doing most of the action, whether it's printing out notes, doing all the talking, doing the demonstrations, doing the presentation of all the material, then what are kids really learning? Is all that listening and repetition going to serve them when they grow up and try to find jobs? Or is learning how to learn, learning how to solve problems themselves, and learning how to find/evaluate resources for a specific purpose, in short, learning how to THINK, going to be the greater skill?
At this point, you may be asking yourself, "What does this have to do with a Blog about Education Technology?"
Well, everything.
The technology we are using in classes today needs to have a THINKING purpose behind it. Are we using technology as a flashy engagement strategy, or are we really asking kids to dig deep and think about the content they are learning by using resources (like technology) to enhance the experience? I think I've said this before, but the technology is much like a textbook. Tools and resources will come and go, but the content and associated skills aren't going to change. The fact that THINKING must happen around the content isn't going to change.
Asking kids to THINK--to problem solve, to make connections, to learn how to continue learning...that's what is important.
THINKING is the most important 21st Century Skill.
If you need proof of that, think about what scientists are doing with technology: Artificial Intelligence. Computers in the future will "think" and "problem solve" and "learn." If humans lose that skill and depend on computers to do all of their "thinking," is that really such a great thing?
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