Hi All,  It's my turn to post -- actually last week was my week, but I had no idea what I wanted to write about.  There are so many notions -- and they balloon all the time.  That's exactly the blessing/curse of electronic technology.  I am the neo-ist of neophytes in this stuff, so I wanted to find something on point, and useful to others who are further along in tech-evolution than I.  Here goes. . .

I've put four links below to stories from the news (3 of them) and to a "brain science" training program I saw advertised on TV.

So here's what I'm thinking.  Technology promises all sorts of marvels, and it delivers many of them, but how do we insure that we are using them wisely, not being led down the garden path, and not outright being hoodwinked by charlatans?  Not a new dilemma or new question.  However, there is a bit of the emperor's new clothes psychology at work.  I feel it all the time, and even though I'm a bit of a curmudgeon about this stuff, I'm entranced by how much more information I have access to as a consumer, and the effect that has had on my thinking, learning and teaching.

One quick example -- just the app for Zite on my iPad has brought me so many clippings about poetry and literature that I wouldn't have found in HOURS of looking on my own.  Conversely, had I spent the relatively short amount of time doing traditional research, I wouldn't have found the diversity of clips and topics that have come my way.  It's almost miraculous in one way.

So, the articles below...

Virtual school?  Gives me the absolute creeps!  When I am part of a kid's learning experience, when she gets the idea or has that moment, we share it together, and the affirmation that a teacher is there to be proud of that kid is the kind of HUMAN element to education that makes it meaningful learning.  The vast majority of us work in jobs/professions because of a significant relationship with a mentor.  So far that still means a teacher.  As for charter schools, the jury is coming in decidedly against them.  Take a look at the Times piece.

Next, for profit school.  Bad idea.  Even though the vast majority of higher education establishments bring in more receipts than they spend (between income from endowments, donations or other sources of funding -- like athletics) profit is not the first motive, and not a driver in the equation.  That is a critical element of keeping their focus on students rather than shareholders.  In essence, the students are the shareholders.

Our state is on the precipice of a very dangerous cliff -- the elimination of revenue sharing.  Many schools will be crippled by this awful idea.  I hope all of us will find a way to get involved in that conversation.  In your town, through letter writing, or in direct action, our voices in behalf of quality, in person mentoring for the next generation of citizens, really must be a priority.

Lastly, Lumosity.   What a curious idea.  I saw it advertised on TV and thought -- "How cool -- brain training!"  Well, it is pretty cool, and you can have three days for free, then you have to subscribe.  But the idea that such a service is out there is a tiny little piece of the potential for computers to serve our interests in enhancement ways rather than replace segments of our culture.  This site seemed to me a thoughtful and stimulating intersection of computer technology, brain science and popular culture.

See you around, Jim


http://www.nytimes.com/2013/02/02/opinion/more-lessons-about-charter-schools.html?nl=todaysheadlines&emc=edit_th_20130202&_r=1&

http://www.pressherald.com/news/bills-of-all-kinds-blur-outlook-for-schools_2013-01-31.html?searchterm=charter+schools

http://www.pressherald.com/news/democrats-take-aim-at-virtual-schools_2013-01-29.html?searchterm=charter+schools

lumosity.com

Come learn with me (and a couple hundred other people)

Earlier this week I became aware of a unique learning opportunity.  It's a MOOC - Massive Open Online Course - taught by Mitch Resnick of the MIT Media Lab.  It's called Learning Creative Learning and the full description, schedule, and sign up can be found here.  Here is Mitch Resnick's video about the course:



MOOCs are slowly gaining popularity around the education circuits as a way to "crowdsource" teaching and learning.  This one looks good - the topic, the panelist line up, and the experience.  I think taking an online course is an important experience to have as we look to the future.  I think our students will be taking online courses sometime during their school years - high school and college.  I think we need to not only prepare them for it but also have an understanding for how the teaching and learning online is different.  It is also possible that some of us will be teaching online courses in the future and, as we all know, it is hard to teach something that you have had no experience with.

So, check it out, see what you think.  If you think you have some time, sign up.  There's nothing to lose, just lots to gain!

My first adventure into Explain Everything went really well! I turned the old poster board project into an Explain Everything project and it was so much more powerful. The students did a great job- and I was able to take a back seat and let them navigate through the ap (thanks to the work they had already done in math class!!). I created a rubric for the project that can be used for any type of digital project.
Check it out and use it if you can!
Katrina

Explain Everything rubric

	1	2	3	4
Content	Content is minimal OR there are several factual errors.	Includes essential information about the topic but there are 1-2 factual errors.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Covers topic in-depth with details and examples. Subject knowledge is excellent.
Neatness/attractiveness	Use of font, color, graphics, effects etc. but these often distract from the presentation content.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Sequence/Organization	There is no clear plan for the organization of information.	Some information is logically sequenced.	Most information is organized in a clear, logical way.	Information is organized in a clear, logical way.
Thoroughness	Project is lacking several key elements and has inaccuracies that make it a poor study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.
Workload	The workload was not divided. Group often is not effective in delegating tasks and/or sharing responsibility.	The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. Group delegates tasks and shares responsibility effectively some of the time.	The workload is divided and shared fairly by all team members, though workloads may vary from person to person. Group delegates tasks and shares responsibility effectively most of the time.	The workload is divided and shared equally by all team members. Group delegates tasks and shares responsibility effectively all of the time.

My turn to post this week. And I want to talk about the blog that my Calculus class has been keeping.  First of all, it isn't easy to add this piece to my classes.  But, there are many other things that I do with students in classes that I do because they help me understand how the kids are learning and this is clearly another example of that kind of activity.  If you are inclined to take a peak at what the students created last semester, ask me and I will add you as a follower.  The kids and I did a debrief of the project after the new semester started and the reports were mixed, but when they talked about what was good about it, I knew that I needed to change little things, but keep the project.  With changes, we are underway again, and it seems to be going well, even though I made a mistake in assigning one of the dates and ended up having to post one day last week myself.  It really is quite a record of what they are hearing and learning!

Now for the sad news: Page forwarded an article to me yesterday that Twitter, which bought the posterous blog platform and company last March, is planning on "shuttering" posterous soon.  The article included instructions about how one could rescue most of the posts and move them to Blogger (this platform) or Wordpress(which the 9-12 faculty used for the "Good Teaching Blog," a couple of years ago).  I plan to spend some hours this weekend moving the kids' first semester records using these instructions.  I will post again next week to let you know how easy or hard (and time-consuming) that proves to be.  TC

Apple TV

Happy holidays. 100% of the 4th/5th grade floor is now equipped with Apple TV and the changes are instantly noticeable. We all know that the device is immediately transformative but for the longest time I did not see one in action. My room was the only one with Apple TV. Now, with three more, I can see how other teachers are using this simple but powerful tool. I have noticed a more collaborative atmosphere as students and teachers engage with the information on the screen. The classroom appears to be a more “natural” space. Teachers are sitting with their students and having conversations. The teacher’s body language is that of community exploration and discussion rather than information dissemination. Lessons appear to be more fluid as notes and apps can be organized ahead of time and stored “behind the scenes.” Lastly, the tool has added instant depth to conversation because the power of the iPads is at our fingertips and clearly visible to all. Our challenge will be to reflect on how we implement this device and how we can use it to transform the way we teach and how students learn but I think we are on our way. It will take a great deal of tinkering, trial and error, and a great deal of reflection. We are at a pivotal point in education and can begin to redefine how learing and teaching happens in classrooms. I think positive change will start to occur only when the teachers see themselves as learners. Here is an opinion on that matter.

Math 7 iPad Project

It is Monday, and my Math 7 students began a project today on the iPads. This is my first venture in using the iPads in the classroom. Using Explain Everything, I have asked them to create a teaching video (in groups of 2) about solving equations containing integers. Not daunting at all because I have been using the app to create my own videos for the few times I have flipped the classroom. So, I got a chance to learn it through using it before asking my students to dive in. Their audience is another 7th grade student who knows how to work with integers, but not how to solve equations with integers. I have given them some structure, but the rest is up to them. For example: 1) they need to teach all four equation types, 2) they need to narrate each slide, 3) they need to create a rough draft of each slide before getting on the iPads, 4) and I have encouraged them to include an original song/rap about solving equations. In my head, I think we can be done with the project in 4 days. After today, I am not so sure. It took some groups 30 minutes just to get the intro slide the way they liked it. :) Nonetheless, once they become more familiar with the app, I think they will fly through the set up. I can't wait to see how they narrate their slides! It is fun to watch them switch into teacher mode, something I think they are all capable of doing. I think this is a project that is accessible to all students. I am choosing to do this project for two reasons. It is different that our normal routine, and I think adding a little spice to the classroom is a wonderful way to keep students engaged. Secondly, when students are asked to explain something, it further embeds the idea in their brains. Being able to communicate their math ideas, strategies, and reasoning is important to me, and this skill is a cornerstone of my curriculum.

In terms of assessing this project, I did not create a rubric. In our TLC2 meeting last week, Sarah mentioned that she didn't give her students a rubric for a recent iMovie project in her English 7 class. Instead, she put more emphasis on a self-reflection/assessment sheet they did at the end of the project. This got me thinking. I put pressure on myself to have a checklist/rubric for every project I introduce, and that can be hard. I like the idea of giving them an open ended project and letting them end up where they end up. At this point, I am planning on assessing them on their effort, completion of the project, and a reflection sheet at the end. And perhaps there doesn't need to be a grade at all-- who says something has to be entered in my grade book? Interesting how this project has brought up the idea of assessment for me. :)

It's MONDAY

My turn! So I now have solid footing on the Notability train. Woo Woo. I have been using it for my class notes and it seems to be working nicely. The best part is now I can organize my notes with ease and access documents right into my notes. I usually save them as PDF files and then import them so that I can write on them. I have emailed the notes to students that are not in class which I could do before from my tablet but now it is just that much easier. I also have downloaded an ap on my iPhone that acts like a scanner. I can take photos of documents and then upload them as PDF files. The jury is still out as to if this is a worth while ap. What I do like about it is I don't have to go over to the copy room to scan. I can do it from my desk here in HURD. Please let me know if you want to chat more about these aps. Love to hear more info on them too if you have any. Happy Monday!