Kathleen Blake Yancey, National Council of Teachers of English (NCTE)
Kent Wiliamson, Exec Director of NCTE
How can we help teachers and students with the implications of new tools as they write and connect?
You can’t tell anyone anything, you must invite them in!
The goal of the NCTE this year is to have every American to post a piece of their writing at:
www.galleryofwriting.org on October 20, 2009.
NCTE wants to take a writing gallery back to Washington and share with Congress to show what writing looks like—even today, as some believe it’s a lost art.
What might YOU post and share with others?
We, as a nation, are writing like never before: text messages, video clips, instant messages, cell phones, and yes, even traditional pen and papers. Whether it is done in a notebook or on a blog, writing, in its many forms, has become daily practice for millions of Americans.
People have always written! (Kathleen) Composing is still happening in new and exciting ways.
1940’s people were writing to loved ones who were very far away. It was personal. You could not stop people from writing
THE ERA'S of WRITING:
1950’s Writing was used as a discipline, and even punishment
1960’s Writing became a process for protest…graffiti, protests, marches
1970’s Writing process—the moves you had to make to get to the final product. There were many processes people used to get better at different genres, and to get better at each genre. (prewrite, compose, evaluate, revise, edit, publish)
1980’s Writing became digitized. Inspired students to become ambitious, creative writers—writers who published in the way that publishing companies had solely done prior to this era.
1990’s Writing was about connections. Visuals, colors, images in Power Point for example, aide in writing and communication. It provides opportunities to connect with people in new and exciting ways.
2000’s Writing has far more opportunities than ever before. It’s about web 2.0---connections from school to the world, such as blogging from school to the world: students are being asked to make comments about an author, and respond to other peers in a community based writing which then measures success. It teaches them to be open to other ideas AND how to get along with others and varying perspectives Money can’t buy this motivation!
WRITING IDEAS:
Becoming Jane Austen, create a blog representing a character from a novel, or historical character and perceive the persona of that person, their relationships, etc. and going deep inside to further understanding and learning.
In the past, things have been kept in museums or some sort of archives, but now there is information ecology, such as what is the impact of personal genetic testing?
There is a rumor that blogs are not trustworthy! That is just not true! But how do you know what IS trustworthy? Get out there and give it a go! Give kids an assignment where they can ONLY use blogs to gather information…..and teach them how to know what is trustworthy and NOT trustworthy!
1) academic
2) mainstream
Students map what they find in blogs, and what is trustworthy and what is not! BUT they do get frustrated in the process. As teachers, we must be explicit with teaching, so kids will be explicit.
Show them:
Time Magazine, who has trustworthy information to make connections for kids.
Blogging as Learning in Action--ask students where they see poetry in their culture and how it is poetic. Example she showed: a blog of unnecessary quotation marks:
"**U.S. “outgoing” mail…..with a note that said “that mail is totally shy” gives kids a mix on words! Kids take a different attitude when they put a mix on words.
Experts and laypersons: Composing knowledge (what we saw with Darwin)
Almost every scientist used information from others to gain understanding. Well a citizen scientist, a person who volunteers to be of information gathering process, helps to help find information.
Citizen Journalists composing NEWS
Think of Iran…who in news is trustworthy? Citizen journalists came from a need for information to get out in a trustworthy manner. Gives news services much more reach! Only about 4 years in the making. With hurricane Ike, people posted various escape routes, which were trustworthy, and when people post, there is a usual respect /trust level.
Citizens composting POWER
Iran controversy right now….the coming together of information through Facebook, Twitter, or whatever tool set to communicate together---but it’s the hard decision coming up with what tool to use and when! Sometimes it is a combination of tools that must be used.
Remember the history of writing in the U.S.:
In the 1940’s, you were writing…
In the 1950’s, you were composing…
In the 1960’s, you were addressing…
In the 1970’s, you were revising…
In the 1980’s, you were keyboarding…
In the 1990’s, you were emailing…
In the 2000’s, you were Facebooking around the world…
My, how things have changed!
Tuesday, June 30, 2009
National Archives-July 2009
A friend from Nebraska saw my husband and me this morning, and asked if we would like to take a private tour of the National Archives while in Washington, D.C. this afternoon. It seemed like an opportunity that we could not pass up, and after contemplation, we decided to call him back. It was a wonderful decision!
Upon arriving at the National Archives building, we were greeted by a complete stranger, Mr. David Rosenbaum, who had previously worked on some distance learning activities with the friend who invited us to Mr. Rosenbaum's tour.
Mr. Rosenbaum became a very familiar and likable guide on our journey. He was sincere, warm, and shared of his passion for the Cornhuskers. We knew he was someone that was a stranger no longer--especially when he shared that he had been a teacher in Nebraska for 27 years, prior to his tenure of two years at the National Archives.
David got us through security and briefed us a bit on what we would happen upon in our tour. He was delibrate, and so very thoughtful in preparing us for the exciting things we could stumble upon. He also enlightened us on his duties of educating teachers and students about the incredible impact that the Archives can offer, and went on to share the Archive's enormous role in preserving U.S. history.
After a ton of questions that we asked of David, we began our tour of the archives. We began as archivers, dressed in lab coats and white gloves in a room where students are allowed to simulate problem solving issues in the National Archives. The power behind this activity has been shown to be an incredible experience for teachers and students alike. I wish we would have had the time to share in this experience with kids, or fellow teachers!
We then went to view the Magna Carta. David shared this history of the National Archives acquiring the Magna Carta document through a generous donation. It was well-preserved, even though it was over 700 years old! To be RIGHT there, looking at this document was overwhelming.
Those goosebumps only intensified as we went into the Rotunda, which houses the original Declaration of Independence, Articles of the Constitution, as well as the Bill of Rights and many other historical documents. Sadly, the Declaration of Independence is quite weathered. It was extremely difficult to view, although I could certainly make out John Hancock's name! The powerful energy in that room was humbling. I shall not forget this experience any time soon!
Towards the end of our tour, David shared the public archives with us, noting significant details and stories like a true historian would. He was a story teller throughout the entire day. I can't wait to show teachers some of the things that he has been working on, and continues to be a part of in his role as an educational specialist for the Archives.
I invite you to check out the following sites for your perusal, for your student and professional needs:
http://www.digitalvaults.org
http://www.archives.gov/education/lessons
http://delicious.com/NationalArchivesEducation
Upon arriving at the National Archives building, we were greeted by a complete stranger, Mr. David Rosenbaum, who had previously worked on some distance learning activities with the friend who invited us to Mr. Rosenbaum's tour.
Mr. Rosenbaum became a very familiar and likable guide on our journey. He was sincere, warm, and shared of his passion for the Cornhuskers. We knew he was someone that was a stranger no longer--especially when he shared that he had been a teacher in Nebraska for 27 years, prior to his tenure of two years at the National Archives.
David got us through security and briefed us a bit on what we would happen upon in our tour. He was delibrate, and so very thoughtful in preparing us for the exciting things we could stumble upon. He also enlightened us on his duties of educating teachers and students about the incredible impact that the Archives can offer, and went on to share the Archive's enormous role in preserving U.S. history.
After a ton of questions that we asked of David, we began our tour of the archives. We began as archivers, dressed in lab coats and white gloves in a room where students are allowed to simulate problem solving issues in the National Archives. The power behind this activity has been shown to be an incredible experience for teachers and students alike. I wish we would have had the time to share in this experience with kids, or fellow teachers!
We then went to view the Magna Carta. David shared this history of the National Archives acquiring the Magna Carta document through a generous donation. It was well-preserved, even though it was over 700 years old! To be RIGHT there, looking at this document was overwhelming.
Those goosebumps only intensified as we went into the Rotunda, which houses the original Declaration of Independence, Articles of the Constitution, as well as the Bill of Rights and many other historical documents. Sadly, the Declaration of Independence is quite weathered. It was extremely difficult to view, although I could certainly make out John Hancock's name! The powerful energy in that room was humbling. I shall not forget this experience any time soon!
Towards the end of our tour, David shared the public archives with us, noting significant details and stories like a true historian would. He was a story teller throughout the entire day. I can't wait to show teachers some of the things that he has been working on, and continues to be a part of in his role as an educational specialist for the Archives.
I invite you to check out the following sites for your perusal, for your student and professional needs:
http://www.digitalvaults.org
http://www.archives.gov/education/lessons
http://delicious.com/NationalArchivesEducation
Monday, June 29, 2009
Effective Leadership in an Era of Disruptive Innovation
Scott McLeod, Iowa State University
“Current leadership models are inadequate for disruptive innovations”
Premise for workshop based on:
The Innovator’s Dilemma, by Clayton M. Christensen
Disrupting Class, by Clayton M. Christensen
What is a disruptive innovation??
Think of the following:
A Record→ replaced by a tape→replaced with a CD→ replaced the previous three iPod
(each one is a disruption to the one before)
Disruptive innovation has changed the game totally!
(land line---phone company started adding services to increase profit margins, and gave us “More than needed”) But then there’s “Good Enough”, where more than needed crosses the good enough line.
So in terms of K-12 education, what is the not “good enough” yet?
Learning management systems (Angel, Blackboard, virtual environments)
We move to new things in droves---and the old thing disappears completely (mini computers, land lines, etc.) And the cycle goes on…with new technologies arriving every day.
With school leaders, what are some things that disrupt innovations?
1. Good organizations with good peoples will disappear if they don’t understand the ‘natural laws’ of disruptive innovation. Leaders need to understand that these things don’t disappear because of bad management, they disappear because often times, we try to fit it in with the old thing(s) in existence, and it doesn’t work very well!
2. It’s very difficult for existing successful organizations to become dominate players in the new market, which is why we can't fit in new change with old ways.
3. It is much easier to create a new organization-or buy one-than it is to turn an existing organization around.
4. It is difficult to analyze the unknowable! (how do you design resources, when you don’t know what the future holds---especially with techonology!)
5. First-mover advantage is important when it comes to disruptive innovations. (iPod wasn’t the first music player, but when it came out, it erupted innovation world)
We can NOT do a new thing because we go back to the old ways. These things listed above totally apply to change!
So what are the implications for leaders of schools?
1. K-12 education is facing a disruptive innovation. It’s personalized learning. (cyber schools, online schools, etc.)
2. The existing educational model is not a given. ("We could be replaced—and no one is willing to admit it!!—we better make the shift from A-B or we will be replaced! It’s arrogance! We are sitting in the “good Enough” area, and we are going to be replaced if we don’t become “more than needed” In 2019, over half of HS courses will be online!"
3. All of this is going to sneak up on most school organizations!
So what should we do as leaders????????
1. We can’t wait until it’s NOT GOOD ENOUGH!
2. We must start with underserved student groups with pilot projects AND other disruptive things! (mainstreamed groups/parents will balk, so start with an underserved group instead)
3. Schools in Iowa are against online learning, but they have NO solutions to NOT having online learning!
4. Use different metrics of success. What data will you use to measure success? What will you do with the data that you collect?
5. Compete directly with the existing organization. (like IBM did….any kind of restraints delay innovation! Same thing with record companies---they sued their own clients and it wasn’t effective!)
Digital World and Global world are BOTH going to push innovation in the future. Baby boomers are going to retire soon! We will have a HUGE teacher shortage.
Accountability measures will hold schools accountable for change and drive the paradigm forward!
The 21st century is here…shouldn’t we be preparing our students for it?
presentation site: bit.ly/neccmcleod1
“Current leadership models are inadequate for disruptive innovations”
Premise for workshop based on:
The Innovator’s Dilemma, by Clayton M. Christensen
Disrupting Class, by Clayton M. Christensen
What is a disruptive innovation??
Think of the following:
A Record→ replaced by a tape→replaced with a CD→ replaced the previous three iPod
(each one is a disruption to the one before)
Disruptive innovation has changed the game totally!
(land line---phone company started adding services to increase profit margins, and gave us “More than needed”) But then there’s “Good Enough”, where more than needed crosses the good enough line.
So in terms of K-12 education, what is the not “good enough” yet?
Learning management systems (Angel, Blackboard, virtual environments)
We move to new things in droves---and the old thing disappears completely (mini computers, land lines, etc.) And the cycle goes on…with new technologies arriving every day.
With school leaders, what are some things that disrupt innovations?
1. Good organizations with good peoples will disappear if they don’t understand the ‘natural laws’ of disruptive innovation. Leaders need to understand that these things don’t disappear because of bad management, they disappear because often times, we try to fit it in with the old thing(s) in existence, and it doesn’t work very well!
2. It’s very difficult for existing successful organizations to become dominate players in the new market, which is why we can't fit in new change with old ways.
3. It is much easier to create a new organization-or buy one-than it is to turn an existing organization around.
4. It is difficult to analyze the unknowable! (how do you design resources, when you don’t know what the future holds---especially with techonology!)
5. First-mover advantage is important when it comes to disruptive innovations. (iPod wasn’t the first music player, but when it came out, it erupted innovation world)
We can NOT do a new thing because we go back to the old ways. These things listed above totally apply to change!
So what are the implications for leaders of schools?
1. K-12 education is facing a disruptive innovation. It’s personalized learning. (cyber schools, online schools, etc.)
2. The existing educational model is not a given. ("We could be replaced—and no one is willing to admit it!!—we better make the shift from A-B or we will be replaced! It’s arrogance! We are sitting in the “good Enough” area, and we are going to be replaced if we don’t become “more than needed” In 2019, over half of HS courses will be online!"
3. All of this is going to sneak up on most school organizations!
So what should we do as leaders????????
1. We can’t wait until it’s NOT GOOD ENOUGH!
2. We must start with underserved student groups with pilot projects AND other disruptive things! (mainstreamed groups/parents will balk, so start with an underserved group instead)
3. Schools in Iowa are against online learning, but they have NO solutions to NOT having online learning!
4. Use different metrics of success. What data will you use to measure success? What will you do with the data that you collect?
5. Compete directly with the existing organization. (like IBM did….any kind of restraints delay innovation! Same thing with record companies---they sued their own clients and it wasn’t effective!)
Digital World and Global world are BOTH going to push innovation in the future. Baby boomers are going to retire soon! We will have a HUGE teacher shortage.
Accountability measures will hold schools accountable for change and drive the paradigm forward!
The 21st century is here…shouldn’t we be preparing our students for it?
presentation site: bit.ly/neccmcleod1
Sunday, June 28, 2009
Malcolm Gladwell Opening Keynote at NECC
Malcolm was the keynote kick off for the NECC conference on Sunday evening.
He discussed learning environments, and how it takes a lot of time to establish quality learning environments that provide for networking with students.
His premise for his keynote was "The 10 Hour Rule". It takes 4 hours a day for 10 years to work hard at something. It does not come down to ability, it comes down to ATTITUDE! Learning is simply what you put into it!
There are times that will be ROCKY! But it is those times that you can build upon those failures you have experienced. We must compensate for our weaknesses. Our hunger and effort to do something are better motivators for us than struggling through our weaknesses. Effective learning takes overcoming the obstacles that have gotten in your way.
You must have RESPECT for difficulty! Many entrepreneurs in this world typically struggled with dyslexia as students. They were able to overcome and become great leaders in our world because of their attitude to learn to overcome their weaknesses. Their hunger and effort won out! The reason they overcame issues with dyslexia that Malcolm shared:
1) They surround themselves with people who will help them.
2) They delegate.
3) They develop excellent problem solving skills over time.
4) They develop excellent oral communication skills.
They try harder, which compensates for weaknesses in talent.
Malcolm also shared that learning strategies are not linear. Learning is messy...it's zigzaggy! It must have trial, errors, and experimentation! And with that, teachers must incorporate feedback. This feedback must be timely and effective. After all, learning IS feedback! Failure equals learning, and if we provide our students with feedback to help them grow, they will, and will acquire a deeper understanding of their learning.
Your learning environment is not an atmosphere where learning takes place. It is an atmosphere that should be set for HOW learning takes place.
What are YOU doing for your learning atmosphere?
He discussed learning environments, and how it takes a lot of time to establish quality learning environments that provide for networking with students.
His premise for his keynote was "The 10 Hour Rule". It takes 4 hours a day for 10 years to work hard at something. It does not come down to ability, it comes down to ATTITUDE! Learning is simply what you put into it!
There are times that will be ROCKY! But it is those times that you can build upon those failures you have experienced. We must compensate for our weaknesses. Our hunger and effort to do something are better motivators for us than struggling through our weaknesses. Effective learning takes overcoming the obstacles that have gotten in your way.
You must have RESPECT for difficulty! Many entrepreneurs in this world typically struggled with dyslexia as students. They were able to overcome and become great leaders in our world because of their attitude to learn to overcome their weaknesses. Their hunger and effort won out! The reason they overcame issues with dyslexia that Malcolm shared:
1) They surround themselves with people who will help them.
2) They delegate.
3) They develop excellent problem solving skills over time.
4) They develop excellent oral communication skills.
They try harder, which compensates for weaknesses in talent.
Malcolm also shared that learning strategies are not linear. Learning is messy...it's zigzaggy! It must have trial, errors, and experimentation! And with that, teachers must incorporate feedback. This feedback must be timely and effective. After all, learning IS feedback! Failure equals learning, and if we provide our students with feedback to help them grow, they will, and will acquire a deeper understanding of their learning.
Your learning environment is not an atmosphere where learning takes place. It is an atmosphere that should be set for HOW learning takes place.
What are YOU doing for your learning atmosphere?
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