Tonight I had the amazing opportunity to enjoy a delicious dinner with author and illustrator, and inspirational educator-leader, Peter H. Reynolds. This past year, I became an ambassador to FableVision, a company that Peter co-founded with his twin brother, Paul. Tonight was fun, as Paul was along for dinner, as well as Peter's right hand man, Bill Norris.
Our dinner was at Joe's Crab Shack, on the RiverWalk. It was a beautiful evening, filled with great conversation and hearing of the many journeys that FableVision is currently taking to inspire creativity and enhance greatness in teachers and children.
Peter is incredibly talented, and it was so humbling to be a part of an evening of listening to his stories and dreams! At the evening's end, Peter gifted Jason and I with our own autographed copies of his 2006 book, So Few of Me, which he had dedicated to his twin, Paul. What a gift and treasure this book will be, especially after having an evening with Peter and his brother and their closest colleagues.
If you don't know FableVision, I encourage you to go to their site at FableVision.com. There are so many terrific ideas and dream-ish items for educators there, if you feel like taking yourself on a new journey with your students!
Monday, June 30, 2008
Monday, June 30th, 2008-Implementing & Managing a Successful online Professional Development Program
The last session of today was Implementing and Managing a Successful Online Development Program, presented by Dr. Nancy Howell, of N.W.Howell and Associates of Georgia.
Dr. Howell discussed:
1) Building a planning team, compiled of District Dept. representatives, school staff, professional learning representatives, and technology staff members.
2) Getting Input from the compiled team
3) Creating an Online Staff with a program manager, course designers and instructors, and a technology specialist
4) Providing Team Training for designers/instructors, course designers, and the technology specialist
5) Designing a Needs Assessment as the team's first task, deciding if the assessment should be online, in paper format, or in an email to survey all stakeholders in the district
6) Determining Training Needs, based on the survey results from the stakeholders: students, staff, classified staff, etc.
7) Creating an Action Plan to incorporate survey results, and plan flexible, realistic details
8) Developing Online Program Guidelines with program standards, design standards, and format standards
9) Determining the Team's Tasks: Course development, graphic design, generic evaluations, content reviewers, and course delivery
10) Managing the Online Staff by setting meeting schedules in order to utilize online options, plan an agenda, and seek staff input, while also offering course evaluations to get appropriate feedback that may enhance course changes
11) Keeping Major stakeholders informed by meeting quarterly, encouraging input, and implementing changes as needed in the plan
12) Planning for the Future by staying current on new trends, staying involved, expecting the unexpected, and marketing everything going on to the stakeholders
Dr. Howell can be contacted by nwhowell@nwassociates.com
Dr. Howell discussed:
1) Building a planning team, compiled of District Dept. representatives, school staff, professional learning representatives, and technology staff members.
2) Getting Input from the compiled team
3) Creating an Online Staff with a program manager, course designers and instructors, and a technology specialist
4) Providing Team Training for designers/instructors, course designers, and the technology specialist
5) Designing a Needs Assessment as the team's first task, deciding if the assessment should be online, in paper format, or in an email to survey all stakeholders in the district
6) Determining Training Needs, based on the survey results from the stakeholders: students, staff, classified staff, etc.
7) Creating an Action Plan to incorporate survey results, and plan flexible, realistic details
8) Developing Online Program Guidelines with program standards, design standards, and format standards
9) Determining the Team's Tasks: Course development, graphic design, generic evaluations, content reviewers, and course delivery
10) Managing the Online Staff by setting meeting schedules in order to utilize online options, plan an agenda, and seek staff input, while also offering course evaluations to get appropriate feedback that may enhance course changes
11) Keeping Major stakeholders informed by meeting quarterly, encouraging input, and implementing changes as needed in the plan
12) Planning for the Future by staying current on new trends, staying involved, expecting the unexpected, and marketing everything going on to the stakeholders
Dr. Howell can be contacted by nwhowell@nwassociates.com
Monday, June 30th, 2008 The Missing Link in 21st Century Classrooms
Dr. Chris Moersch, from the National Business Education Alliance, who is also the Director of LoTi spoke this morning on The Missing Link in the 21st Century Classrooms: 21st Century Leadership.
website: loticonnection.com
LoTi stands for Levels of Teaching Innovation, formerly Levels of Technology Implementation.
School districts are inundated with many heavy local, state, and national mandates and restrictions on how to improve academic success. Loti believes they are different, as they "ASSESS, PLAN, IMPLEMENT, and SUSTAIN a systems approach to improved student achievement using 21st Century teaching, learning, and leadership".
LoTi has come up with the following levels of innovation in the classroom setting with 21st Century Skills and Technology:
Level 0- Non-use
Level 1- Awareness
Level 2- Exploration
Level 3- Infusion
Level 4a- Integration (mechanical)
Level 4b- Integration (routine)
Level 5- Expansion
Level 6- Refinement
LoTi uses the following form to "turn up the H.E.A.T. in the Classroom":
H--HIGHER-ORDER THINKING
-students taking notes only, no questions asked (level 1)
-student learning/questioning at knowledge level (level 2)
-student learning/questioning at comprehension level (level 3)
-student learning/questioning at application level (level 4)
-student learning/questioning at analysis level (level 5)
-student learning/questioning at synthesis/evaluation levels (level 6)
E--ENGAGED LEARNING
-students report what they have learned only (level 1)
-students report what they have learned only; collaborate with others (level 2)
-students given options to solve a problem (level 3)
-students given options to solve a problem; collaborate with others (level 4)
-students help define the task, the process, and the solution (level 5)
-students help define the task, the process, and the solution; collaborate with others (level 6)
A--AUTHENTICITY
-the learning experience is missing or too vague to determine relevance (level 1)
-the learning experience represents a group of connected activities, but provides no real world application (level 2)
-the learning experience provides limited learning real world relevance, but does not apply the learning to a real world situation (level 3)
-the learning experiences provides extensive real world relevance, but does not apply the learning to a real world situation (level 4)
-the learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation (level 5)
-the learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students (level 6)
T--TECHNOLOGY USE
-no technology use (level 1)
-technology use is unrelated to the task (level 2)
-technology use appears to be an add-on and is not needed for task completion (level 3)
-technology use is somewhat connected to task completion involving one or more applications (level 4)
-technology use is directly connected to task completion involving one or more applications (level 5)
-technology use is directly connected and needed for task completion and students determine which application(s) would be address their needs (level 6)
Level 1 classrooms are the farthest away from obtaining 21st Century leadership and learning tools, but must work their way through the other levels to obtain what students need in order to compete in the global society that we now live in.
website: loticonnection.com
LoTi stands for Levels of Teaching Innovation, formerly Levels of Technology Implementation.
School districts are inundated with many heavy local, state, and national mandates and restrictions on how to improve academic success. Loti believes they are different, as they "ASSESS, PLAN, IMPLEMENT, and SUSTAIN a systems approach to improved student achievement using 21st Century teaching, learning, and leadership".
LoTi has come up with the following levels of innovation in the classroom setting with 21st Century Skills and Technology:
Level 0- Non-use
Level 1- Awareness
Level 2- Exploration
Level 3- Infusion
Level 4a- Integration (mechanical)
Level 4b- Integration (routine)
Level 5- Expansion
Level 6- Refinement
LoTi uses the following form to "turn up the H.E.A.T. in the Classroom":
H--HIGHER-ORDER THINKING
-students taking notes only, no questions asked (level 1)
-student learning/questioning at knowledge level (level 2)
-student learning/questioning at comprehension level (level 3)
-student learning/questioning at application level (level 4)
-student learning/questioning at analysis level (level 5)
-student learning/questioning at synthesis/evaluation levels (level 6)
E--ENGAGED LEARNING
-students report what they have learned only (level 1)
-students report what they have learned only; collaborate with others (level 2)
-students given options to solve a problem (level 3)
-students given options to solve a problem; collaborate with others (level 4)
-students help define the task, the process, and the solution (level 5)
-students help define the task, the process, and the solution; collaborate with others (level 6)
A--AUTHENTICITY
-the learning experience is missing or too vague to determine relevance (level 1)
-the learning experience represents a group of connected activities, but provides no real world application (level 2)
-the learning experience provides limited learning real world relevance, but does not apply the learning to a real world situation (level 3)
-the learning experiences provides extensive real world relevance, but does not apply the learning to a real world situation (level 4)
-the learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation (level 5)
-the learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students (level 6)
T--TECHNOLOGY USE
-no technology use (level 1)
-technology use is unrelated to the task (level 2)
-technology use appears to be an add-on and is not needed for task completion (level 3)
-technology use is somewhat connected to task completion involving one or more applications (level 4)
-technology use is directly connected to task completion involving one or more applications (level 5)
-technology use is directly connected and needed for task completion and students determine which application(s) would be address their needs (level 6)
Level 1 classrooms are the farthest away from obtaining 21st Century leadership and learning tools, but must work their way through the other levels to obtain what students need in order to compete in the global society that we now live in.
Monday, June 30th, 2008 Blogging Communities
My first official session this morning was titled 'Blogging Communities in the Classroom', with Dr. Konrad Glogowski, from Canada. He is an instructor at the University of Toronto.
I loved Dr. Glogowski's first quote of the morning, which was taken from the Shell Corporation's commercial: "The blank page--still the most challenging environment there is!"
Dr. Glogowski earned his PhD recently on blogging with his eighth grade students. While beginning the blogging, his main goal was to let the kids work alone, and he found out that the kids didn't need him anymore as an instructional leader in their classroom. THEY became the instructional leaders independently.
Dr. Glogowski's steps to beginning:
1) Have students create a community of learners, which is a safe, comfortabel, and supportively engaging group. These communities will have constant interaction with each other--online, or in person.
2) Extend the classroom discourse, by acknowledging student work and successes---EVEN IF it may not pertain to your curriculum!
3) Redefine your presence as an educator. You need to let go of the reins and no longer find yourself teaching at the front of the room. Your students should be blogging about their learning.
A. Participate as a reader--NOT an evaluator--respond to students in writing, not with a grade
B. Show that you are human! Respond based on your own past, experiences or memories.
C. Make every student heard on the community, by acknowledging their engagement in blogging. Validate their work--they LOVE being validated!
If your students are doing their best work, you should not be able to read their writing on a daily basis. If you can, your students are not writing enough on their blogs, so meet with them to improve their writing skills.
Dr. Glogowski found that his students were much more expressive when they aren't going to get a grade of 14/20 for their work!
As Educators, we must:
*encourage expressive writing in their blogs
*extend classroom discourse
*support interactions by adopting a reader's voice
*allow students the freedom to be independent workers, problem solvers, writers and thinkers
*create a supportive place where all content can be easily seen and shared
Dr. Glogowski shared that his eighth grade blogs were stored on the district's server. He did not allow others outside of the "community" to make postings about pages, so as to protect the authenticity of thoughts, opinions, and feelings that were communicated on the blogs.
He found that "school writing"--the writing that MOST students are required to do is:
-voiceless and generic
-meant for one set of eyes (the teacher who gave the assignment)
-written for one purpose only
-usually conforming to a rubric or specific guidelines
-presented as a skill to be acquired--not from the inner self
-determined by the teacher, based on content, not what the student wants
"21st Century writing" is:
-expressive
-informal talk or discussion
-using content over form or a directive as an assignment
-a sharing of thoughts or opinions, with rich language embedded
-a validation of kids and their thoughts, opinions, feelings, etc.
-meaningful
As a result of 21st Century writing, kids:
-are validated and become much more involved in the learning process
-care about their inner voice
-have a greater awareness of a global world, and knowledge of collaboration
-learn how to be contributors to their own communities
-aren't imposed with grades and rubrics
I loved Dr. Glogowski's first quote of the morning, which was taken from the Shell Corporation's commercial: "The blank page--still the most challenging environment there is!"
Dr. Glogowski earned his PhD recently on blogging with his eighth grade students. While beginning the blogging, his main goal was to let the kids work alone, and he found out that the kids didn't need him anymore as an instructional leader in their classroom. THEY became the instructional leaders independently.
Dr. Glogowski's steps to beginning:
1) Have students create a community of learners, which is a safe, comfortabel, and supportively engaging group. These communities will have constant interaction with each other--online, or in person.
2) Extend the classroom discourse, by acknowledging student work and successes---EVEN IF it may not pertain to your curriculum!
3) Redefine your presence as an educator. You need to let go of the reins and no longer find yourself teaching at the front of the room. Your students should be blogging about their learning.
A. Participate as a reader--NOT an evaluator--respond to students in writing, not with a grade
B. Show that you are human! Respond based on your own past, experiences or memories.
C. Make every student heard on the community, by acknowledging their engagement in blogging. Validate their work--they LOVE being validated!
If your students are doing their best work, you should not be able to read their writing on a daily basis. If you can, your students are not writing enough on their blogs, so meet with them to improve their writing skills.
Dr. Glogowski found that his students were much more expressive when they aren't going to get a grade of 14/20 for their work!
As Educators, we must:
*encourage expressive writing in their blogs
*extend classroom discourse
*support interactions by adopting a reader's voice
*allow students the freedom to be independent workers, problem solvers, writers and thinkers
*create a supportive place where all content can be easily seen and shared
Dr. Glogowski shared that his eighth grade blogs were stored on the district's server. He did not allow others outside of the "community" to make postings about pages, so as to protect the authenticity of thoughts, opinions, and feelings that were communicated on the blogs.
He found that "school writing"--the writing that MOST students are required to do is:
-voiceless and generic
-meant for one set of eyes (the teacher who gave the assignment)
-written for one purpose only
-usually conforming to a rubric or specific guidelines
-presented as a skill to be acquired--not from the inner self
-determined by the teacher, based on content, not what the student wants
"21st Century writing" is:
-expressive
-informal talk or discussion
-using content over form or a directive as an assignment
-a sharing of thoughts or opinions, with rich language embedded
-a validation of kids and their thoughts, opinions, feelings, etc.
-meaningful
As a result of 21st Century writing, kids:
-are validated and become much more involved in the learning process
-care about their inner voice
-have a greater awareness of a global world, and knowledge of collaboration
-learn how to be contributors to their own communities
-aren't imposed with grades and rubrics
Sunday, June 29, 2008
Sunday, June 29th- James Surowiechi, Keynote at NECC-San Antonio
Here are some notes I took on his Keynote presentation:
*Groups of people are smarter than one of the smartest in the group...no ONE person is smarter than the entirety of the whole.
*There is wisdom in crowds and power that never before existed.
*How to make your groups the smartest:
1) Aggravate: Find a way to aggravate group ideas and foster them into an idea for the group to run with. Find a working tool to help facilitate this.
2) Diversity: We all know that age and experience can vary with group members, so that is always something to consider as 'crowds' are made. Look for cognitive diversity--group members who will look at problems from different perspectives and use different tools to get the job done. (Key: do not make groups homogeneous...but DO place a devil's advocate in each group! It will make for better diversity and creative thinking!)
3) Independence: All group/'crowd' members should be able to think on own, and behave in their own ways as thinkers. As a rule, human beings tend to herd together like elephants, in order to protect themselves, when really, they are avoiding confrontation and getting to the real meat of the problem/issue to be resolved.
**an argument in the crowd tends to bring you closer to the truth, stretch everyone's thinking, and may even bring trust happen in a group consensus.
**groups are smartest when each member is able to think for his/herself
*Groups of people are smarter than one of the smartest in the group...no ONE person is smarter than the entirety of the whole.
*There is wisdom in crowds and power that never before existed.
*How to make your groups the smartest:
1) Aggravate: Find a way to aggravate group ideas and foster them into an idea for the group to run with. Find a working tool to help facilitate this.
2) Diversity: We all know that age and experience can vary with group members, so that is always something to consider as 'crowds' are made. Look for cognitive diversity--group members who will look at problems from different perspectives and use different tools to get the job done. (Key: do not make groups homogeneous...but DO place a devil's advocate in each group! It will make for better diversity and creative thinking!)
3) Independence: All group/'crowd' members should be able to think on own, and behave in their own ways as thinkers. As a rule, human beings tend to herd together like elephants, in order to protect themselves, when really, they are avoiding confrontation and getting to the real meat of the problem/issue to be resolved.
**an argument in the crowd tends to bring you closer to the truth, stretch everyone's thinking, and may even bring trust happen in a group consensus.
**groups are smartest when each member is able to think for his/herself
Sunday, June 29th-ISTE President Shares Goals to Consider at NECC
Dr. Trina J. Davis-Texas A&M professor and this year's ISTE President shared:
1. Be an advocate!
2. Share your knowledge and passion with others!
3. Showcase your work in innovative, creative ways!
4. Dream BIG! Have high expectations!
5. Use any and all resources available to create change, and promote growth!
1. Be an advocate!
2. Share your knowledge and passion with others!
3. Showcase your work in innovative, creative ways!
4. Dream BIG! Have high expectations!
5. Use any and all resources available to create change, and promote growth!
Sunday, June 29th, 2008
Today it was hotter than blazes here in San Antonio! I'm not certain what the temperature might be, but it could most be described as hot and humid--of the extreme nature kind!
Today, Jason and I spend some time on the Riverwalk. We met up with the rest of the ESU crew, and had lunch at a Chinese place on the RiverWalk. Jason and I enjoyed our lunch outside in the sun, while being serenaded by a man blowing in his wooden pipe. It was beautiful, and so soothing!
In the afternoon, we went to the Market Square across town to check out souvenirs for the special friends in our lives! We had a fun time, checking out many of the original items from Mexico. Everyone was so friendly and helpful. Jason scored a beautiful (and entirely too large for an airplane) sombrero to bring back to our home! Not exactly sure at this point where this will be stored, but really won't inquire, as he is very excited about his new find.
Later in the afternoon, we ventured over to the Conference Center to be a part of the Keynote speaker, James Surowiecki. He was enjoyable to listen to, and definitely has a way of making everyone feel so important in group situations. His theme for the night was that wisdom comes crowds working together to solve, create, and problem solve. Although most groups tend to have a great deal of diversity, everyone achieves by sharing, working together, and achieving the end target goal.
In my next post, I will share about James' thoughts he presented.
Today, Jason and I spend some time on the Riverwalk. We met up with the rest of the ESU crew, and had lunch at a Chinese place on the RiverWalk. Jason and I enjoyed our lunch outside in the sun, while being serenaded by a man blowing in his wooden pipe. It was beautiful, and so soothing!
In the afternoon, we went to the Market Square across town to check out souvenirs for the special friends in our lives! We had a fun time, checking out many of the original items from Mexico. Everyone was so friendly and helpful. Jason scored a beautiful (and entirely too large for an airplane) sombrero to bring back to our home! Not exactly sure at this point where this will be stored, but really won't inquire, as he is very excited about his new find.
Later in the afternoon, we ventured over to the Conference Center to be a part of the Keynote speaker, James Surowiecki. He was enjoyable to listen to, and definitely has a way of making everyone feel so important in group situations. His theme for the night was that wisdom comes crowds working together to solve, create, and problem solve. Although most groups tend to have a great deal of diversity, everyone achieves by sharing, working together, and achieving the end target goal.
In my next post, I will share about James' thoughts he presented.
Saturday, June 28, 2008
Saturday, June 28th, 2008--NECC Prep Day!
Today we hooked up with the rest of the ESU 10 crew and their spouses for a fun day at the Riverwalk. We spent most of our day down underground, checking out the many, many places under the city, San Antonio! It is a beautiful place to visit, although I must share that it is most warm this time of year here! WHEW! I didn't pack near enough clothes for Jason and me, so perhaps that will mean a serious shopping spree?!?!? (Keep your fingers crossed for me, please!)
We ate lunch at the Hard Rock Cafe, which is a must whenever we travel from place to place. The food is always incredible, as is the atmosphere. Such a great time for sharing with our friends, Leon and Deanna, who have made the trip with us!
Tonight, we ventured to a little Mexican place on the River, called the RioRio. It was a good time by all, as we were visited by a delectable, or not so delectable cockroach while we were eating. You probably had to be there, but a manager came over by our table, politely pounced down on the little creature with his shoe, and then proceeded to wave a bus-boy to bring a dust pan, while he stood there so very eloquently upon his catch! We all had a very fine laugh, as we finished our fine dinner.
After dinner, we took a little tour around the RiverWalk on their mandolin boats. It was a beautiful evening to be on the river, and we enjoyed taking in the scenery, and being able to be a part of the many, many happenings on the RiverWalk!
What a delightful day it has been, but I must say we are all very exhausted from the travel times of yesterday's marathon!
We ate lunch at the Hard Rock Cafe, which is a must whenever we travel from place to place. The food is always incredible, as is the atmosphere. Such a great time for sharing with our friends, Leon and Deanna, who have made the trip with us!
Tonight, we ventured to a little Mexican place on the River, called the RioRio. It was a good time by all, as we were visited by a delectable, or not so delectable cockroach while we were eating. You probably had to be there, but a manager came over by our table, politely pounced down on the little creature with his shoe, and then proceeded to wave a bus-boy to bring a dust pan, while he stood there so very eloquently upon his catch! We all had a very fine laugh, as we finished our fine dinner.
After dinner, we took a little tour around the RiverWalk on their mandolin boats. It was a beautiful evening to be on the river, and we enjoyed taking in the scenery, and being able to be a part of the many, many happenings on the RiverWalk!
What a delightful day it has been, but I must say we are all very exhausted from the travel times of yesterday's marathon!
Friday, June 27, 2008
Friday, June 27th, 2008-Travels to NECC
Today my husband and I headed to NECC (National Education Computing Conference) in San Antonio, Texas. We left home around 9:00 a.m., and had to pick up his teaching colleagues in Lincoln around noon. From there, we were off to the airport to catch our flight. We had an on-time flight to Dallas. In Dallas, however, we had a little glitch as we left the gate! Our auxiliary power went out as we were backing out of the gate! The pilot came on and shared that it would be ten to fifteen minutes to fix, and it was a bit longer than that, but I was able to read a bit of my A Whole New Mind book---a most fascinating read, I might add and suggest! Consequently, we arrived slightly off our 7:55 arrival schedule into San Antonio, and ended up at our motel somewhere around 10:30 p.m. We did find a Denny's Restaurant a few blocks away from our motel, so had a late dinner there. It was good to be in our new little home away from home after a twelve hour day of traveling!
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