Julie Everett-Professional Development Coordinator

It's okay to celebrate YOU!

2010-01-07T18:20:00.000-08:00

As hard as it is to believe that it's a brand new year, the celebration continues in the journey we are on in our lives as educators. I wrote an article for our ESU 10 newsletter, asking teachers to write down three things they love about being a teacher, and to celebrate those things day after day, until celebrating their love of teaching again. I received the following email in response to the article this evening:

Hi Julie!
I wrote down my three things and it is right where I can see it again tomorrow!
Your article was positive and uplifting. Man we need that once in a while!!
I will try to celebrate myself more often.
Thanks,
Angie O.

I was thrilled to know that Angie was celebrating herself as an educator today, as it is indeed something worth celebrating! It is not often that we take a moment to breathe in deeply, close our eyes, envision the children we are gifted with, and smile about the impact they have on our lives.

On some days, it is easy to get discouraged. Our plates are full, with more and more expectations being placed on us each and every year, and yet we forge on, knowing that we have THE MOST important job in the universe--educating young minds! I'm sure there are those out there would believe their job is the most important, but let's be real here...most individuals could not have a job without some sort of an education. And who is it that provides the learning environment in which to be educated? Us, of course! How truly fortunate we are to be on our current journey.

Today we may not know exactly what tomorrow will bring, in terms of the conditions along our journey's path, but rest assured that it will be filled with fun, laughter, thinking, and learning. What a celebration of the role we have been called to fill in this world.

Happy New Year, and never forget that your job can never be taken lightly.

Sir Ken Robinson, November 17, 2009

2009-11-17T18:49:00.000-08:00

Today I had a rare opportunity to be a part of a day with Sir Ken Robinson. What a delightful man!

Here are a few notes from my morning with Sir Ken:

Creativity is not a synonym for the Arts! You can be creative in Science, Social Studies, or whatever content area that is out there.

In relation to creativity, we need to ask ourselves, and our schools:
1) What is creativity?
2) Why is creativity essential in education?
3) How do you do it? (especially with curriculum, standards, and standardized tests!)

With NCLB, millions of children have been left behind. There has been huge drop out rates in the United States. We can NOT blame the kids. We make excuses, but really, it is not that kids can't be educated! It is a systematic issue!

The current education system as we know it was built in a different age. We are living in a REAL revolution, with no historical precedence, or nothing to compare it to! We must start thinking differently about the revolution and what we can do to help kids see what they are good at!

People have jobs that they don't love, but they stay because they have to pay the bills. Others have jobs they love and don't ever want to quit--but those are a minority. Why? Because education as it is drives kids away from their gifts and talents. They do not get to CREATE their own learning!

Sir Ken spoke about how his college degree was merely a passport to something else. Our life is not single-tracked. Think of a resume. A resume looks like life was all planned out, but it was not! We have all responded to opportunities we have had! In our communities, lives, the economy, we depend on our commonalities AND our differences! We are all smart, but test scores often make us feel dumb.

So how do we change this? We need to reinvent education--NOT REFORM IT, but REINVENT it!

America has dominated the world over the past 100 years, just as Europe did in the 18th and 19th Centuries. Life is unpredictable. It's actually quite organic!

Kids spent 26 hours a week with television. And t.v. was what transformed American culture! We must begin to think differently! Educators feel the pain. We know there are things that are currently wrong, but we must reinvent education to make the changes necessary!

Sir Ken then spoke about imagination. His thought went to Las Vegas. He said this city is there for a reason. But there really was no reason for it in the beginning! Really...a city created in the middle of a dessert? Las Vegas was created by what we need to do today--bring to mind things that are not currently present. Imagination came from creating Las Vegas.

No one is locked into their biography. We all have alternatives! Our future is yet to be! We must use the power of imagination!

Sir Ken quoted Presendent Abraham Lincoln's 1862 Address: Is it doubted, then, that the plan I propose, if adopted, would shorten the war, and thus lessen its expenditure of money and of blood? Is it doubted that it would restore the national authority and national prosperity, and perpetuate both indefinitely? Is it doubted that we here--Congress and Executive--can secure its adoption? Will not the good people respond to a united, and earnest appeal from us? Can we, can they, by any other means, so certainly, or so speedily, assure these vital objects? We can succeed only by concert. It is not "can any of us imagine better?" but, "can we all do better?" The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise -- with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country.

What Sir Ken believed Abraham Lincoln meant was that we have obstacles in innovation--one of which is common sense!

It is difficult to know what we take for granted because we take it for granted! Sir Ken gave the example of a wrist watch. Many adults wear a wrist watch because it is what they have done forever. They take it for granted. When they forget to put it on, they realize that they have taken it for granted, and wonder how they might make it through their day without having it on. Children, such as his daughter, never wear a watch. There really is no point to wearing a watch! Children have clocks available anywhere and everywhere they go? iPods, iTouch, cellular phones, computers, etc. They have access to a clock far more than most adults even realize, or utilize themselves!

This is because of children being digital natives. They have been raised in a technology driven world. As adults, we are still learning 21st Century skills, but are not, and may never be where our students/children are! Technology is not technology if it happened before you were born!

To be your own, you have a natural capacity. You must find 1) Something you are good at, and 2) Something you love!

When you realize things that you are passionate about, and very good at, LIFE CHANGES! Obstacles often come from friends, family--even teachers in our lives who say we can't do something! So we need to find our Element (Sir Ken's book The Element), which is about talent and passion.

Asian cultures look at the whole picture, where we are very filtered in the West. Sir Ken showed us a picture of a tiger, standing in the middle of luscious green trees and plants. He asked what we saw, and several people said "a tiger". He said that tiger is the typical response to Westerners. But in Asia, or Easterners, most respond with a tiger in a jungle, or a jungle. Why is it that the Easterners give more information? Sir Ken went on to share that Easterners give a different perspective because of the collaboration that is so much a part of who they are! They think far more collaboratively that us Westerners do, seeing the WHOLE picture, not just a piece. Easterners tend to be more solo focused. We do things on our own, rather than seeing the need and use of collaboration.

Education is still living in the Industrial Age, because educators now were not raised in the digital age. We still teach the same way we were taught.

Some people believe they are creative. If we reinvent education, we must put creativity at the forefront. It is imperative--socially, educationally, and economically!

We then did a creative and intelligence rating. With creativity, we were to rate ourselves on a scale of 1-10 on How creative are you? Many people raised their hands and the average was around 7. Sir Ken then asked, How intelligent are you? Many raised their hands again, but we discovered that we did not see ourselves as high on the intelligence test as we did with the creative test.

People give themselves different rating, due to misconceptions:
1) Creativity is about special people, but that is not true! Everyone has creativity!
2) Creativity comes in the Arts, but that is not true! Creativity comes from anywhere: Science, Arts, Music, Math, Language, etc.
3) Creativity is either there, or it is not, but that is so untrue! Creativity can be taught!

Sir Ken's definition of creativity: "The process of having ORIGINAL ideas that have value."

It is challenging what we take for granted! Having original ideas is the hardest thing you have to do!

When asked about their divergent thinking, 1,500 kids were asked how smart they are. The findings are scary! They tested the kids at age 3-5, then again 5 years later at ages 8-10, then 5 years later, when they were 13-15 years of age, and this is what was found:

3-5 year olds 98% 'smart'
8-10 year olds 32% 'smart'
13-15 year olds 10% 'smart'
25+ 23% 'smart"

Sir Ken's discussion on this was that the way kids are educated has profound impact on motivation, and finding out what they are good at and passionate about. There is clearly a reason that the 3-5 year olds started out believing they were brilliant (at a 98%), but then a few years later, believed far less of themselves in terms of intellect.

Sir Ken believes we must move from an Industrial Model of education to an Organic Model. Developing a 'culture' of change is an organic shift.

Sir Ken's analogy for this is that things are so standardized. For example, when you enter a McDonald's, anywhere in the world, you experience the same food, same taste, same service. The company prides itself on standardization. This is because standardization always give you bare minimum, but it is uncustomized. Each patron gets the same, no matter what. And that is kind of like education. You can't get the whole country to shift-it's what happens tomorrow morning on our job that will begin to make differences. We must make learning personalized to children we teach! We can not afford to be standardized in our efforts as educators.

However, Sir Ken cautions that creativity needs a plan! We do not drop off calculators at the door of a school and hope that kids figure out how to use them. We have to have a plan when we leave those calculators! Same thing with creativity! What do we want kids to do with creativity, just like what do we want kids to do with the calculators?

Sir Ken then talked about an upcoming meeting with Arne Duncan, U.S. Secretary of Education, where he plans to address creativity, and the need for reinvention of education.

In order to reinvent, Sir Ken divided us into teams at our table to discuss the following:

1. If you were to reinvent education, what 15 people would be part of your dream team?
2. What are the most urgent needs for your group--that will be taken seriously with creativity?

Interesting conversations were had, and the ideas were shared out with the entire group. (If you would like to see these, please contact me at julie@jeverett.org, and I will forward the collection to you.)

After this discussion, Sir Ken went into how we reinvent education:

1. Personal--make it personal for EVERY child. Engage them individually. Teacher-student, just like actor-audience.
2. Group--engage the community, creating a culture of habit and habitats.
3. Cultural--culture creates community AND individual possibilities, almost as if you are reclaiming humanity in education.

Educators must become personally aware of their element, or passion, in order to make it personal to their students. When this happens, the entire group benefits, and that leads to the cultural change as well.

Instead of Sir Ken's earlier questions: How creative are you?, or How intelligent are you?, he said the better questions are:

What are you creative at?
How are you intelligent?

These above two questions allow for more personal reflection. It is also easier to take risks in sharing what are you creative at, and how you are intelligent, than ranking yourself in these areas, like we did earlier in the day. When Sir Ken posed the questions earlier, there was much hesitation. Some people did not put their hand in the air at all! It was uncomfortable, with all of the peers/colleagues in the room! The same may be true with students. However, if we ask our students what they are creative at, or how they are intelligent, they may be able to look within and share those things with the rest of their peers and teachers.

It is funny how rephrasing those questions can change the entire outcome! I know I was way more comfortable in thinking about how I was creative and intelligent than I was in ranking myself in creativity and intelligence!

What an incredible day, with an incredible man. And I found out that Sir Ken was on his way to meet with one of my other favorite people, Peter H. Reynolds! Oh, how I would have loved to have been a mouse on the wall when the two of those inspirational, creative, out of the box thinkers met! The two of them DEFINITELY want to make some changes in the world of education as I know it!

As educators, we must create our own cultures of innovation. Schools need to make their walls their very own place to educate. But we must remember to tread softly--kids spread their dreams below our feet, so we must tread oh so very softly in the places we create!

Sir Ken's books:

Out of Our Minds, Learning to Be Creative
The Element

Celebrate YOU!

2009-09-27T18:59:00.000-07:00

To be an educator is to be someone that no one else can be. Each year, we are gifted with a new set of students, and what we do with them is different than what anyone else might do with them. We are not cookie cut by design. We are instinctively different. We are molded from our own educational backgrounds and experiences. We are knowledgeable from our college experiences that have come and gone. All of these things make us unique--and almost alone in our independent ways. We have struggled. We have questioned. We have cried. We have worried. We have been challenged. We have challenged. We have taken risks. We have dusted ourselves off and celebrated that our failures have made us better...stronger..and more passionate about who we are, and what we aspire to be in this ever-changing world of education.

And really, it is that passion that ignites our dedication--a renewal of our faith in our chosen career path. Not all can be an educator. It takes a strong-willed, change-driven, risk-taking, passionate individual to make learning happen for children. You are all of these things and more in your very unique and experienced way.

What have you done to celebrate YOU lately?

Take a few minutes and write down three things that you love about being an educator. Now put it in a place where you will see it tomorrow, and every day after that, until you celebrate YOU again another time! Don't wait for another minute to pass without celebrating YOU as an educator.

Teacher, Teach Thyself: Make your own Professional Development plan

2009-07-03T20:31:00.000-07:00

Kenneth Shelton, Walter Reed Middle School, with networking colleagues: Meg Griffin, Ginger Lweman, Sylvia Martinez, Lisa Parisis, Adina Sullivan, Paula White

The premise:
Networking, collaboration, making connections, and contributing to networks you build.

How would you define PLN?
PLN is a personal or professional learning network, which helps you grow both personally and professionally. (Twitter is a great example!)

What tools do you use to Connect?
Twitter is the easiest way to interact with others, who will help you with projects, workshops, ideas, etc.
Plurk (has limits, however)
Classroom 2.0 (ning network of people)
Skype

What are some of the networks in which you are a member/active?
(the following is a list from around the room:)
Apple Distinguished Educator
Discovery Educator
SMART educator
Twitter
Reading blogs, and making comments on other peoples’ blogs to develop relationships
Ed Tech Talk webcaster (edtechtalk.com) to use for webcasts every night, and there are also archived webcasts

With all of the above tools, there will always be someone out there who is like you, or has the same issue as you, that you can share experiences with, or solve problems with.

Free Tech for teachers blog, Richard Burns

Be selective about checking on Tweets or Plurks….might be too much information, but don’t give up! Know WHO you want to really follow, and look for them, or their ideas.

1-9-90 rule: when it comes to networking, there’s a rule. …1 person posts content, and 9 people repost it (the content)..then 90 people consume it!

Itweet.net (will auto update for you where Twitter will not)

Raising the Bar: Differentiated Learning with Stacy Bodin

2009-07-03T07:48:00.000-07:00

Raising the Bar: Differentiated Learning

Think of this presentation as “confetti”--brush off what you don’t want, pick up what you want to keep, or just leave it on the ground...

Obstacles are those frightful things you see when you take your eyes off your goal. (Henry Ford)---perfect quote for technology…you plan, prepare and are ready for teaching, and the next day something happens with technology that you can’t do it. Just walk away from it today and try it again tomorrow.

Goal of Differentiation:
1. To get away from lecturing 100% or the time or to alleviate children sitting idle, which many of us grew up with.
2. To meet the needs of the students which accommodate learning for all.
3. To touch on differentiated learning centers using computer centers and more.

THINGS TO CONSIDER:

Management is the biggest challenge for teachers. Try things, and rework as needed.

Have to model how to get kids to move from center to center in your room. What EXACTLY do you want them to do at each of their learning centers? You, as their teacher, must model expectations and procedures before they experience each learning opportunity.

Listening centers (slide 22)-hold kids accountable for the listening they are doing. Have them reenact their listening, or tell someone else about their center time.

What do you when they finish their center? Provide a list for kids so they have PLENTY to do! They need lists of what to do to keep them learning!

Independent centers at the technology centers
How do I do this?
1. Start slow. Be prepared with materials before class begins.
2. Have a routine that students can understand.
3. Get a cheap timer. Have students go to a center. Ring the time and have students move in groups.
4. Make sure kids are aware of tasks—printed directions in each center, clear expectations set, and of course MODEL those expectations!

Stacy Bodin, Vermillion Parish
16007LA Hwy 685
Erath, LA 70533

stacybodin@aol.com
smbodin@vrml.k12.la.us
http://www.vrml.k12.la.us
http://www.vrml.k12.la.us/smbodin

Keynote with Erin Gruwell

2009-07-03T07:03:00.000-07:00

Erin Gruwell's father scoffed when she decided to become a teacher. His words for her were
"Please don’t eat the apples!" (Which was how she began her presentation!)

On Erin's first day on the job, her very FIRST teaching job, she found the following:

No textbooks
No technology
No enthusiasm for learning in her students
No love of reading

Derius, a student who came in first that day, came from a horrible background. Had already buried two dozen friends who died from violence. Derius' father had died when he was five. His brother was killed by a gang. Really good rapper, though! (In the Freedom Writer's film, he is known as "Marcus".)

Maria also entered the room, with an ankle bracelet and a probation officer with her! (She is known as "Ava" in the film.)

Erin knew that her year was going to be a tough one. Shortly, she asked her kids to write about something, to give them a voice. She strayed from her syllabus. Maria wrote about hating Erin Gruwell, her teacher!

So Erin decided to ask them to tell about their journeys thus far in their lives because of what she saw in their early writing.

Maria wrote about her journey with her background…dad in and out of jail, mom who did all sorts of jobs to make ends meet. Her mom quit school at the age of 7! When Maria went off to Kindergarten on her very first day, her cousin got shot 5 times right in front of her that morning. Right there she learned that the good guys don’t always make it! But she went off to school that a.m., even after the event, but she was different. Her teacher laughed at her that year. So she gave up on school. Her father became her teacher when he got home from prison. He bought her boxing gloves so she could get up swinging…and he taught her to never cry, never give up…..to be a woman warrior. She learned to make more money in one day on the streets, so she became a gang member. And she loved it, even though she was beaten, abused, treated terribly….because her father in San Quintin was her model. She thought it was her fate! Maria thought this kind of life was her fate as well.

Erin had to figure out how to tell this little girl how to live a ‘regular’ life. So she had a success toast day. She bought champagne glasses to toast, and Maria said, "I don’t want to be pregnant by the time I’ve 15 like my mama, and I don’t want to be in jail like my father. I want to change!"
Erin realized Maria wasn’t so tough after all……..

At this point, Erin showed a video clip of her old classroom, Room 203, and The Anne Frank video with Maria and Erin.

Derius realized the power of writing, just as Anne Frank did, which was the focus of Erin's study with the class. They learned that a legacy can be left behind through writing…that even though Anne died, they didn’t have to! They can leave a legacy and live on.

Derius found out the librarian from Anne Frank was still alive, and he wanted to write her. And they hoped she would cometo the U.S. if they wrote to her, telling her how their lives were like Anne's. They wanted to know what the librarian was a witness to!

Derius put coins in a jar and asked others to put coins in to raise money for the lady to come……but they had very little money…..and Erin told them that if she DID come, their lives would NEVER be the same. They sent 150 letters to her! And the woman planned to come!

This little woman saw hope, and likenesses to Anne. Derius organized food for the woman’s visit, with their families made goods! The community center they were to use was graffiti covered, so Erin and Maria told two of their graffiti artists at the school to make the room beautiful. It was an incredible experience of hope. Maria told Erin that she wanted to order Anne Frank in Spanish. Maria's mother wanted to read it--the book that changed her daughter’s life. The librarian told of the journey...and Derius cried….and told her she was his hero. And the librarian said, "No, I’m not a hero…..I did what I had to do…I delivered hope to Anne’s attic. I never gave up."

So never give up!! Never ever give up!

Here is Erin's website:

http://www.freedomwritersfoundation.org/site/c.kqIXL2PFJtH/b.2286935/k.AD6E/About_Erin_Gruwell.htm

Best Practices for Encouraging Learning 24/7: Models that Work

2009-07-02T08:06:00.000-07:00

Monday, 6/29/09

Michael Searson's Best Practices for Encouraging Learning 24/7: Models that Work

Using cameras on field trips to connect their learning, AND to go back to the classrooms to write about their learning.

Audio books for kids with dyslexia, to improve their motivation and learning.

Using Read Naturally and Lexia, where teachers are seeing huge results from both programs.

Robotics: available to students from early elementary through high school—offered in after school program. Middle school students can take these as an elective.

Entrepreneurs in Residence: kids meet with other kids as mentors for projects, and they are required to work with others, and it is up to them to schedule times to work to carry out goals of the project(s).

Global Challenge Project (David Gibson)
www.globalchallengeaward.org
Kids register with a partner (team of 2) and an adult (parent/teacher/sponsor, etc.) who they are core units for challenge. Trying to reach HS students world wide, using global teams with a problem to solve. “Save the World” with global warming before they graduate college.
What to expect on this site:
-use open-ended problem solving
-study together in teams
-spread awareness-take action/design a solution
-schedules, collaborators and products
-game and simulation-based online learning experiences

****ALL of this work is evaluated by scientists and educators
This site also offers:
Curriculum enhancement (easy to implement with flexible units of study)
Elective courses (Interdisciplinary: Natural Science Social Science, Entrepreneurship, Economics, digital arts, communications)
Independent studies (self-directed, open-ended, problem=based, guided inquiry)
Productivity Centered Service Learning )action oriented, authentic, community, engagement)

The great thing about this site is that it goes along with standards!

Andrew Gardner (Northern Manhattan) Game Design and Social Networking—Learning outside school walls

Content: what interests students?
1) PLAY!
2) New Media tools (Gamestar Mechanics, a web-based video program that teaches you about game design)

Andrew wanted to use this for after-school classes

Skoolaborate (virtual worlds and learning across the globe)
Develop ‘stuff’ that works globally such as units on drinking/driving, etc.
Ning.com for doing a T-bird Times newsletter to express kid’s personalities and thoughts
tbird times.org (an after school club)
Wix.com (building interactive websites) that kids can do on their own—kids erupted with creativity

Presentation: http://tbirdtimes.wiwispaces.org, kevin_jarrett@yahoo.com

Sliding into 21st Century Learning: PD for Administrators

2009-07-02T06:59:00.000-07:00

Red Clay 21st Century Leadership Academy website:
https://redclay.schoolnet.com/outreach/rccs/cla

What's Needed: Superintendent and Board commitment

Mission
To deliver a quality education in a safe and secure learning environment where instructional services and programs meet the needs of our diverse student population.

Vision
Red Clay's administration, faculty and staff work every day to put our vision and mission into practice, providing the best education for our students. That all students will acquire the knowledge, skills and values necessary to live rich and full lives as productive and enlightened members of society. The key to this vision is the belief that all children can learn, including those who are in special programs of any nature.

Technology Velcro: Tools and Techniques to Make Education Stick!

2009-07-01T07:54:00.000-07:00

Technology Velcro: Tools and Techniques to make Education Stick!
Lynell Burmark, Thornburg Center

****New version of Hyper Studio

Humans process visuals 60,000 times faster than text. So images can do the job 60 times faster.

Made to Stick Chip and Dan Heath wrote—NYTimes bestseller with:

Connection
Humor
Images
Music
Emotion
Story
Senses

Clouds with pics in them—find out what the kids know by connections to prior experience.

Teaching words in pairs-Grande-pequeno

Video of guy playing violin in the subway (Joshua Bell) didn’t get much $ by playing, but was playing on a $3 million violin! Played the week before in a concert at $100/plate, to a sold out crowd. The only people who actually sat and watched in the subway were children…sad that no one recognized that he is a famous and amazingly gifted young man!

Humor is important for teachers. Lynell used a rat cartoon about Cinderella and every one laughed because we have a background already about the story. Some kids may not have. Children laugh an ave. of 400 times a day. Adults only 15. ☹ Need to find humor!

Pixcetera.com website has animal pics that are adorable!! Gives adults in your classes laughs and energy to get through presentations!

Comics:
Peanuts: www.snoopy.com
Internet Public Iibrary kidspace: www.ipl.org/div/kidspace
Hyperstudio 5.0

School Tube video for math teachers with the ratio on dating (Fish story with girl dating guys who either talk too much, or not enough!)
http://www.schooltube.com/video/10256/Matrix-Learning--Bad-Date-by-NMSU-

Give a picture to your class to focus on as they come into the classroom, and that becomes the focus for the first few minutes of instruction.

The History Place to show pics of Lewis W.Hine with the child labor laws. http://www.historyplace.com
http://www.historyplace.com/unitedstates/childlabor

Give 4 pics to people and have them put them in a time line in a discussion.

WHAT AM I:
Give clues and use a puzzle pic to give them idea with each clue! The kids can create the clues, and picking the proper picture in puzzle format from HyperStudio 5.0. Using illustrated materials, Recall and retention increase over 43% when there is an overlay of narration with visual representation. It goes up 89% with transfer and application. (Richard Mayer, Multimedia Learning research)

MUSIC
BB KING sings The Letter Y (www.schoolvideos.com)
“Annie’s Song” (You fill up my senses…) from John Denver
EMOTION
You Tube ---The Mean Joe Green commercial (Coca Cola)
Create a photowall, similarly to a word wall (or web-based gallery) of kindness, love, and other Words worth 1000 pictures
**each week is a new focus---one week compassion, one week love, one week caring, etc.
Gerald Grow, journalism professor at Florida A & M University, Tallahassee, FL has a list of words

STORIES
We remember teachers who told us stories and the stories they told us….
From image to story—What’s the event? Who are these people? What is their relationshp?
“We don’t see things as they are;we see them as we are.” Anais Nin

Progressive story--groups of 3, koosh ball toss, worm balls (www.orientaltrading.com) used pictures of beautiful scenes, and whoever had the squish ball had to tell a story about the picture when they got the ball. Then she went back and put John Denver’s music to it.
The images are so powerful and can bring their own story to pictures, but with the music/narration, it brings more to the connection.

SENSES
We use our (multiple)sense to enrich experience, such as multimedia, multisensory experiense of the California Adventure- Soarin’ Over California (Disney World)
Sight…visuals!
-multi-colored classroom in 1995 Disney film: Matilda
-“One of the Family” painting-Frederick Cotman
Hearing…voiceovers, music!
-“I am lonely” to Selen’s No Me Queda Mas
Touch!
-Swimming with the stingrays (Cayman Islands); their bellies feel like________________used a custard pie to show how the sting rays skin felt
-Hands-on learning toys for younger children
-Click and drag on interactive whiteboards-Fred Armisen, Saturday Night Live (had the Obama/McCain voting pieces with voting)

Lynell's site:

http://www.tcpd.org/Burmark/Burmark.html

Writing in the 21st Century

2009-06-30T23:37:00.000-07:00

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!

National Archives-July 2009

2009-06-30T18:37:00.000-07:00

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

Effective Leadership in an Era of Disruptive Innovation

2009-06-29T23:22:00.000-07:00

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

Malcolm Gladwell Opening Keynote at NECC

2009-06-28T22:53:00.000-07:00

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?

The Impact of Positive Words

2009-04-22T19:34:00.000-07:00

Today I spent the day in my office. It was a rarity, but I certainly enjoyed a few moments to catch up on paperwork, and to research and write podcasts on leadership. It became a day of reflection, especially after I received a couple of emails from administrators, thanking me for my podcast that I sent out yesterday. The podcast focused on Michael Fullan's book, Leading in a Culture of Change. I was certainly humbled by their words, and yet those words hung in the air around me today.

The responses I received made me think of the impact that positive praise really has on a person. Those emails inspired me while writing my podcasts, knowing that if one person could be impacted by a small thing that I do, it's a powerful thing. My soul was encouraged. My steps had a new spring in them. My ideas seemed to flow. My fingers couldn't move quick enough across my keyboard as I wrote the next two podcasts.

So this evening, I thought about how all of these things transpired today, and it really came down to just a few words of thanks and praise! I am awe still tonight of the impact a bit of positive praise had on me today.

I am an old woman, according to my children, but I realize that I am still in need of praise, so that I can grow, learn, and hopefully impact the lives of others in positive, meaningful ways. Knowing how we as adults need praise makes me think of how much praise children need to thrive, be inspired, and to feel loved and needed.

I encourage you to find five children in your life today and praise them for being the gifts that they are to the world you live in. Imagine the impact you will have with just a few positive words of praise. And something tells me that YOU just might feel the impact right back in your own heart.

Wishing you a praise-filled journey!

2009-03-09T19:25:00.000-07:00

It is just another day in education: a day that brings a feeling of uneasiness or frustration. As you sit frustrated, you wonder why you chose a career in education, and if you can muster up the energy to return to your role the following day. This frustrating day lingers longer, and always leaves you in a bit of a tailspin.

You have most likely encountered at least one of these days in the world of education. Days of frustration in which you questioned your career path, feeling exhausted to the point you believed you could not return. Yet, something churned within you: a small fire you had nearly forgotten. You found your way back to school, your classroom, your career, with every piece of gumption inside of you, and you remembered what inspired your career decision long ago: your passion for educating young minds.

You are a chosen one. In your early years of learning, there was an educator who impacted your thinking, your self-confidence, and your soul. You may not have realized the significance this individual played in your life until you became an adult, or an educator, but along the path you experienced a teacher who cared about who you were, and believed immensely in your capability. It was that individual who helped shape who you are today, whose compassion continues to give you strength on the most intense days, grounds your thinking, and unknowingly picks you up and dusts you off so you can continue on in your journey.

Nearly all of you reading this are embracing memories of the person that inspired you, yet none of those persons probably know their impact upon you. Have you considered sharing what you gained as a result of their teaching? Does this individual know the inspiration he or she was to you?

Well, it is nearing summer, and though school is almost out, I have a homework assignment for you: reach out to the educator you remembered today. Find a way to let this individual know how much he or she is appreciated, and what you treasure about his or her efforts. Write a letter, send an email, make a phone call, or go visit this person and thank him or her for choosing you to become an educator.

However you communicate your thanks, praise the individual for helping you choose a career path in education; for helping you out of your tailspin; for making the frustrating days seem briefer; for giving you the energy to return to your classroom; for lessening the feelings of uneasiness and frustration on difficult days. For day after day, frustrating as your days as an educator might be, you continue to pick yourself up, and return to your classroom, and for your passion and perseverance, someone, somewhere deserves a “thank you.”

Enjoy your time for learning, growing, and expanding your talents this summer, but don’t forget about your homework assignment. It’s due August 15, 2009.

2009-01-29T18:51:00.001-08:00

Today I was honored to spend the day with elementary students at Kearney Public Schools, reading 100th Day Worries for their 100th Day of School celebration. It was an amazing experience and I am grateful to have been a part of this special day.

This evening, I received two fun pictures with wonderful captions.

What a truly terrific day it was!

The Magic of a Leader

2008-11-19T21:42:00.000-08:00

I am in my fourth month as a Professional Development Coordinator. In these few short days, I have learned a great deal about relationships, and have observed many interesting things about the relationships between teachers and administrative leaders in schools. It may sound funny, but sometimes as I walk across the threshold of a door into a school, I am often able to sense the relationships present in the building.

I was fortunate as a teacher to experience an exceptional leader, who always viewed the status quo as being unacceptable. She gave our staff direction, and always knew where we were going and how to get there with our support and expertise as educators. She gave us hope. She was trusted and valued, and I believe she felt the same of each person on our staff. We all knew that she was a gift, and we treasured her and all that she brought to our team. We worked in harmony under her leadership and courage, and honestly, there was nothing that we couldn't achieve because of the strong loyalty we felt for her, and all that she was to us--and our students.

As I reflect upon those previous days of teaching, I am quickly reminded that my former leader was a woman of strength and integrity. She had an infinite level of ambition. She had a way of making her staff, and every single student in our building feel valued and empowered to be more than they thought they could be. She knew every child's name, in an elementary building with over 300 students in enrollment, and how each of those students learned best. She spent time in classrooms, and knew our strengths as educators. She left notes on our desks or in our mailboxes about our instruction, accentuating our positives and noticing our gifts. There wasn't a day that I didn't want to go to work while under her leadership. She encouraged greatness and we would have never accepted the status quo. We learned through her that the key to student success was developing positive relationships and leaving lasting impressions.

I can say without hesitation that anyone who entered our building could sense the relationships, love, hope, and respect that resided as they walked across the threshold. The magic in that building was hard to define, yet any visitor knew it when they saw it.

Is this kind of magic present in your school? If not, what will you risk to make it a part of your life, and the lives of those students you care so much about?

Where does an educator's philosophy come from? 10/15/08

2008-10-15T23:22:00.000-07:00

Where does the philosophy of an educator originate? Is it a matter of opinion? Facts gathered through research? Experience gained by teaching and being with children? Beliefs in perspectives or practices of a current educational guru? Data collection that has driven changes in thoughts, opinions, and ideas? Administration-lead introduction of new concepts or ways of thinking? Peer pressure? Community perspectives?

Where exactly does an educator's philosophy originate?

In my new role as a professional development coordinator, I have found each one of these facets as various 'philosophies' of educators. As I listen, learn through workshops and conversations, and read and research, I have observed that every educator has a different idea, thought, opinion, or philosophy about teaching. I have pondered how all of these philosophies have evolved, and what paths each educator has taken to conclude what they have to this point in their professional career.

I have discovered that some educators currently believe what they believed as far back as when they first became a teacher. Their belief systems have not changed with the times. They may have encountered profound higher education experiences that were embedded in their early career as an educator, and were difficult to let go of. In their eyes, their practices continue to be highly functioning, and these educators often use these practices with all students, each and every year, even when the practices may not meet the individual needs of students. I have discovered that some educators do not have a philosophy at all. They are unable to pinpoint their direction, interests in education, or share their desire to "Make Their Mark" with kids. I have also found that there are others who are reinventing themselves, their classrooms, their philosophies with each new year, with each new set of students that they encounter.

As I look at these three unique scenarios, I am somewhat saddened. Not all of them are child-driven. Two of them are almost 'me' driven. In the first scenario, best practices taught in higher education grounded instructional foundations through the years, rather than children centering their own instruction. This philosophy, in my opinion, is disaster waiting to happen in the lives of children. I base this opinion on my presence in classrooms, as well as my past as a student. It is hard for me to admit, but I had more teachers than not who fell into this category throughout my childhood years, and my higher education years. I honestly did not flourish as much as I believe I could have under this scenario.

In the second scenario, with the educators who don't have a professional philosophy, I become instantly discouraged for their students. How will a child learn, grow, or reach his or her full potential when the assigned teacher does not have a foundation for learning, teaching, developing themselves as professionals, and nurturing their students as individuals? This scenario seems the most 'me' centered. Maybe these educators don't need a philosophy? Or perhaps they believe that they function at a higher level than others because they don't have a philosophy to be accountable to?

In the third scenario, those educators who strive to continuously improve, tend to have an innate need--a passion--to learn, grow, and change with the needs of their students. These are the educators that I see "Making Their Mark" on a daily basis. They believe all children can learn, and they often re-teach things again and again until a child has learned and internalized a skill or new concept. These are the educators who go home at night, assess their students' work from the day and make sound instructional decisions based on individual student needs. If a child has failed, or hasn't learned a new concept, these educators look within themselves to see where they need to improve the following day to change a failure into a success. These educators look for celebrations--the smallest steps in improvement, and they accentuate these strengths to help students discover their full potential. At the same time, they forfeit their role as a 'teacher', and become a facilitator in their classrooms, enabling kids to make instructional decisions that meet their individual needs as learners. These educators are the forces that drive change in the world of education. They take risks. They ask questions. They demand answers--answers that are child-centered, not ‘me’ driven. They want more-for themselves, but most importantly, they desire more for their students. At all costs, these educators journey on, even when paths become mucky, or they reach a dead end. Their foundational philosophy is the map in the journey of achieving the unthinkable, and igniting that same level of achievement and passion in every child he or she may encounter.

So I guess I have to ask...what is YOUR philosophy, and where did it come from? Which scenario is the path you are currently taking? Where is it that you want to go from here?

A Quote for the Fearless 10/15/08

2008-10-15T19:01:00.000-07:00

This quote is from a blog shared by one of my FableVision ambassadors, and I love the passion in these words:

"You have power as an accomplished teacher that you could not dream of. If you only realize how much people value what you do and what you believe about your own profession, you would not remain fearful of speaking up and speaking out. You have to believe in your own abilities."

-Tammy King

Tammy, if you are blogging, thank you for inspiring greatness---and a different way of thinking.

Twitter Friend Challenge-September 28th, 2008

2008-09-28T17:23:00.001-07:00

This afternoon, I received a 'twitter' from one of my Twitter friends, whom I value as one of my FableVision Ambassador friends. He is such a creative being, and I can only imagine what his classroom must look like. Apparently today, he was in need of what a co-worker means, so he could blog about it. I sat and wrote a few of the things that I consider from co-workers that I enjoy spending my days with.

Here are a few of my entries to him....

A co-worker should be someone who:

-you can trust
-you can rely upon at any given moment for honestly, acceptance, and support
-inspires your outside and inner spirits
-thinks like you occasionally, but differently on most occasions
-loves growing right along with you
-encourages you, even when creative wheels aren't spinning
-believes in who you are, and what you are made of
-loves finding ways to inspire you to become better--as a professional AND as a person
-excites you to make necessary changes after conversations or meetings you've shared
-learns from you and becomes better
-supports your decisions, but gives you new things to consider
-takes risks with you
-celebrates with you when things go well, and has a shoulder to lean on when they don't
-cares about your personal and professional development
-is friendly
-is constantly moving forward in thought, word, and creative spirit, and wants you right along side

-is humorous--makes you laugh when your not so funny bone is hurting (or your heart)
-makes you want to be more than you think you are capable of

I have been blessed with co-workers who possess many, and often all of these characteristics. I have been so very blessed throughout my life--both personally and professionally.

Add to my list and let me know what YOU consider to be characteristics of a great co-worker.

Go on and find the person above who will challenge you to be better tomorrow than you were today.

Vocabulary...what's in it?

2008-09-25T20:12:00.000-07:00

Today I attended a Reading First conference with Dr. Elfrieda Heibert. Dr. Hiebert is an adjunct professor at the University of California-Berkeley. She is fabulous!

We began the day with the changes that we must make in the instruction of vocabulary. Dr. Hiebert shared that as human beings, we are different from other species…we leave a trail of what we think—through reading, writing, and oral expression of our language.

Today was about concepts. About ideas. Reading is really about getting kids to think!

Language is the way in which we learn things. We’ve never been at a time like this where the knowledge of human kind is at the click of a button. Scary, but also very wonderful.

Words give us labels. They give us new ideas. Beginnings of ideas sit with words. It’s not about getting kids to read, but to get them to make distinctions in ideas.

Dr. Hiebert suggests that much of the research that she has been a part of, as well as best practice research, suggests that we as educators need to shift from narrative stories being at the center of our sharing, to informational text as being the center. The primary diet in schools to this point has been narrative, and we need to switch that to informational text to get up to speed in the digital age—in terms of content.

In the past 4-5 years, Science has declined substantially, primarily in the elementary setting. Content areas need to be beefed up! She encourages educators to shift more to Science/Social studies lessons and activities for enhanced vocabulary development.

Dr. Hiebert also indicated that we need to provide students with tier 2 words in every day events. This encouragement came with finding synonyms to those every day events in our classroom settings to enrich vocabulary. How COULD we teach enriched vocabulary for every day events in our room?

The following are some of Dr. Heibert's examples:

Ex: Today we’re going to saunter to lunch. (How many other ways could we walk to lunch??? Kids come up with ideas!)

Our way of speaking today is to murmur. We will need to strain to discern what people are saying.

Be certain to enunciate clearly.

Your task is to get your desk into shipshape form.

It’s time to commence cleaning off your desks.

All of these examples are like receiving the gift of words--and each involves direct instruction.

I recalled my former principal making an announcement at the beginning of the week with a vocabulary word for the week. This small thing made kids THINK about words!

We are living in a fast language time. Language is constantly changing! We as 21st Century educators must change instruction to match the times.

Memories of My Classrooms, Sept. 2nd, 2008

2008-09-02T08:58:00.000-07:00

Today I took the day off to catch up after a wonderful weekend away with my family, hanging out at a cabin at Mahoney State Park.

This morning has been filled with an abundance of quietness in my home. I am missing my children, who are already off on their learning journeys. I am quickly reminded of how much I am also missing the children I once taught, and the millions of memories that reside within my heart, soul, and mind of the sixteen years that I spent as an educator of children.

I loved each of my years as a teacher. My favorite thing that came from each year was watching each child find his or her strengths, and expanding those strengths to overcome obstacles in other learning, or lifetime journeys. As an educator, it was amazing to just let go of 'teaching', and become a facilitator in the classroom setting, allowing each child to discover who they were, and to realize how little they needed me as a teacher. I knew that I had fulfilled my promises, and personal goals when a child needed only my presence in the classroom.

I wanted to be a teacher since I was a second grader in Mrs. Stelk's classroom at Knickrehm Elementary, and looking back I think it was because she knew that being a teacher meant giving me the tools I needed to become who I was destined to be--an educator. Thanks, Mrs. Stelk, for teaching me how to love teaching and for modeling how to discover worth, dreams, and full potential.

To the students who I was lucky enough to have in my classroom, may you continue your learning journey, with all of the strength that you have so freely shown me. I am proud to have watched you discover your worth, your dreams, and your potential. May you continue to grow.

August 14th, 2008-First Day of School

2008-08-14T19:04:00.000-07:00

Today was my child's first day of kindergarten. Colvin is our third, and final child to go through this amazing experience. I have to say it is a bittersweet day. One one hand, it is the proudest day as a parent, knowing that what you have taught and shared in the past six years will now be put into the real world perspectives with educational, social, emotional, and physical experiences--some of which he may have already been exposed to, and many of which he has not. But on this day, I realize how very much he will be exposed to in the next few years of his career as a child in learning mode. It is humbling how much he knows as a six year old, and yet I am in awe of what he has at his fingertips with the 21st Century learning surrounding his academic future.

Looking back, I would have NEVER believed that the 21st Century skills (that are now at my childrens' beck and call) would be what they have become in the course of twenty years since my youth. (Yes, I am dating myself!) I wouldn't have guessed that my three beautiful children wouldn't know what a record player was, as I NEVER could have lived without one not so long ago! I wouldn't have guessed twenty years ago that I could take a phone with me wherever I went to keep in touch the those I love at any given second of any given day. I wouldn't have guessed that I could use something other than a typewriter to finish my two degrees, or compose my thoughts. And I definitely wouldn't have believed that I would be able to share parts of my life, my world, my soul with the click of a button! I am truly living in an amazing world of technology!

It used to be that parents knew it all--or at least I thought MY parents did. They have always been the smartest people in MY life--my mom and dad. When I became a parent, I realized even more how intelligent my parents are, and I so wished that I had all of their intellect in raising my own children. My parents were not weathly, but they were rich in so very many other ways. When they had me in their early 40's, they instilled in me a great value in education. I have internalized that value with great sincerity throughout my life, and I hope that I never take it for granted.

Today, my parents are in awe of their grandchildren, and all that my children have educationally. Much of what my kids have doesn't really matter to my parents. In fact, some of what my kids have make my parents shake their heads and wonder what will come next? Sometimes I think the same. We are so very, very lucky to have all that we do have in the 21st Century.

Just as times have changed in my life, and in my childrens' lives, times have changed--but not enough in the world of education. We have so many wonderful tools at our fingertips as educators, and yet many of us are not on the edge of our seats, wanting to take the risks in knowing just what might be within reach of our very own hands, or our very own minds. For some, it is scary to engage in technology, because our 21st Century children are further ahead in their thinking, skills, and knowledge base when it comes to technology. For others, it is difficult to step out of the ways we've been instructed throughout our higher education. These things seep in occasionally and often pull us back to what we once knew to be 'best practices'. I don't know what all of the answers are, in terms of 21st Century learning, and the bazillions of tools that are out there, but I do know that I sure can learn a great deal from the children of the 21st Century. What I need to accept is that they are brilliant as teachers, and I have so much I can learn from them, if I just let go of the previous practices. It's time to embrace the many wonderful ways of the 21st Century and become better human beings and teachers by allowing our students to teach us all that they know. This may never before happened in the history of mankind, but how simply amazing and powerful is it that our children know more than we do in many facets in the technological world we live in?

Congratulations Class of 2022! May your future endeavors be all that your parents wish for you!

Monday, August 4th, 2008

2008-08-04T21:46:00.000-07:00

Today, Paula, Denise and I worked diligently on preparing a Writer's Workshop for Centura Elementary, which will take place in a couple of weeks.

We read the book Writing Workshop, by Ralph Fletcher and JoAnn Portalupi, which was a great resource! I would highly recommend this, if you are looking to increase writing scores, or increasing the awareness with your staff on Writer's Workshop. This book also offers close correlation to the Write Traits, so we will be able to draw many of those connections for the elementary staff.

In a nutshell, the book encourages a mini-lesson of 5-10 minutes with particular skills, with 15 minutes of writing for K-1, 20-30 for 2-3, and 45-60 for 4-6. After students complete their writing for the day, there is a 10-15 minute window of sharing time.

This is a great resource and a really fast read for teachers! Easy to use ideas, and the process is quite simple to follow.

July 23rd-Ray McNulty-Day 1

2008-07-23T19:29:00.000-07:00

Ray McNulty- Day 1: Change in Action

website: leadered.com

1. Opening thoughts
-Gary Larson cartoon “Look who’s excited to see you back from being declawed”
*we go to workshops, and then come back to school, and the life is sucked out by the people that don’t want to change. We have to change with dignity, so we can make it stick
*only the educators are going to change things in education—not people from the outside---it takes those on the inside
*fundamental changes must occur in the next 5-6 years.
*must create a model for change
*Rhoad Island school district-1 teacher takes kids 9th-12th---100% graduation rate. Go to school 3 days/week, 2 days/week spent at workplace.
*the primary aim of education is not to enable students to do well in schools, but to help them do well in the lives they lead outside of school.’
*future is about taking what you know and using it with what you don’t know to figure something out—applying it to the unknown. It’s not about the content---it’s about teaching them the skills for the unknown that is out there.
*we educate our children for the unknown
*study on high performing teachers….asked kids who the best teachers were, then the staff who the best teachers were, then the administrators who the best teachers were—found the people and went in and studied them. The main characteristic was that they teach less than their peers. They said the toughest part of their job was knowing when they needed to intervene, or when they needed to stay back and let issues resolve themselves….giving kids the chance to figure things out on their own. They let their kids struggle enough to learn and become independent!
*there are many kids who don’t score well on achievement tests, but are incredibly bright

Learning should have its roots in…
1) meaning, not just memory
2) engagement, not simply transmission
3) inquiry, not only compliance
4) exploration, not just acquisition
5) personalization, not simply uniformity
a. education isn’t about averages—it’s about making learning real and applicable
b. it doesn’t matter how your school does…now it’s about individual students
c. life, college, work ready kids
6)collaboration, not only competition
7) trust, not fear

*have a voluntary attendance day and see how many kids show up! Probably few. If we want kids in school, we need to motivate them!!!

Out of every 100 9th graders in the US, only 65 will graduate, 39 will enter college, 15 will actually graduate from college

It’s not the educators that aren’t working, it’s the system that is not working. We are working really hard, but we are not getting the results we want.

Rankings in US (1999): reading 15th, Math 19th, Science 14th , out of the 32 countries that we compete with. So we dumped money into these areas, and in (2003) Reading score was 20th, Math 24th, Science 19th

Educators need to become the agents of change.

Clayton Christensen—kids in other countries go to school, because they want a way out—they want more and are motivated! Kids in the US go because they have to—and only want what they ‘deserve’ to get---it’s an expectation, not a privilege. NO internal motivation. Our kids sit back on cruise control and ask, what more will you do for me?

TOP 4 reasons people don’t want to change:
1. Afraid of losing something of value. (I did this unit, and don’t want to lose it)
2. Miss understanding of the reason for change. People don’t understand the long-term effects of it.
3. Belief that the change doesn’t make sense for the organization.
4. Low tolerance for change.

2. 4 major challenges

1) Globalization
-9/11 changed the world
-11/9 had a more profound effect (Berlin Wall down in 1969)
-tax returns are being completed overseas
-it has allowed us to work anywhere in the world (work to worker)
-80% of MRIs are read in India, as it is all digitized
-McDonald’s has a few drive throughs with call center to get order-one call center will handle two stores
-Oil –US consumes ¼ of the world’s oil
-Savings rate –in India people save about 25% of salary, Japan 28%, Korea 30%, China 50%, US -4% (yes…a negative!)

2) Demographics
40is the new 30
50=40
54-beginning of 2nd half of life
WOOFS-well off older folks

3) Values/beliefs
Be incrementally smart about making changes in strategies and ideas.
Larger Context 1901-1924-The G.I. (war for peace people)-risk takers
1925-1942 Silent (didn’t do much…get kids to H.S.)
1943-1960 Boomers (anti-everything!! Kids with authority)
1961-1981 Gen X (led the technology generation)--they raised themselves on whatever kinds of electronic innovations they could find
1982- present- Millennials--group of kids who care about the world, very caring generation. Problem is that they have Gen X parents—helicopter parents---they hover and protect—they want to know what is going on in school, etc. Millennials are incredibly scheduled! Always on the go!!! They have been given a LOT! They think they are perfect.

Every generation flipflops. The millennial generation is very different from us, and we are trying to understand them.

4) Technology
1) processing speed
2) communication
3) size (computers getting smaller, etc.)
4) information and hardware

SPOT technology—(new technology) spot personal object technology

3. Leadership skills for ALL in the 21st Century
4. 21st Century Challenge
We are already here! It’s happening already!

5. Generation Gap and Learning
It’s about learning, and moving ahead. It’s not about us….it’s about the kids. Motivation is the key to success in learning.

The internet has created the greatest generation gap since the advent of rock and roll.

Don’t call things a 'pilot' program, or a new ‘version’. Just make a decision to change and do it. Let the people in your organization know you are moving in a new direction. Then ask for how you can make it better, etc. Launch it with people who WANT to do it and be a part of it. You can’t always please everyone. They’ll learn to expect change…and anticipate it.

Parents need to be brought in to the conversation of changing:
1) what does the future look like?
2) What do you want for your kids?
3) What will the school look like in 2025?

A system must have:
1) coherence
2) adaptability—being able to change
3) scalability
4) fidelity
(this is disruptive innovation—making things innovative)

6. Traits of Top Performers
7. Key Strategies for sustainable change
8. Learning from the field
9. Closing advice

Attend to the BIG THREE changes:
1) Literacy
can our kids read manuals, internet articles, etc.
2) Numeracy
mathability you need to do certain things, jobs—our current math requirements are well-beyond what they will need as lifelong workers. Should teach finances courses, etc to prepare them for the real world
3) Well-being of the learner
this is the biggest, or most important

Focus on attacking common cause problems, not special cause problems. Ex: If there is a snow storm, and the busses are going to be late, you have a special cause problem. But if reading scores are down one year after another, focus on attacking common cause problems. Only attack one at a time!

Ask your students, after you teach a lesson:

If you were me, how would you teach this??? Go home and think about it tonight and come back tomorrow.

Wednesday, July 2nd, 2008-Web 2.0 Tools

2008-07-08T08:34:00.000-07:00

Wednesday, July 2nd, 2008-Web 2.0 Tools

2008-07-02T13:34:00.000-07:00

My final NECC session was Web 2.0 Tools to Differentiate Instruction with Linda Brandon and Sarah Martabano.

website: http://diandtech.wikispaces.com

Linda and Sarah shared the definite need to differentiate instruction for all learners. This can be done by student readiness, interest, or learning styles.

With Readiness, kids interact, learn and create when they are ready, which can be at anytime, any place! With Student Interest, students may choose their own style of instruction, delivery, assessment, and evaluation (such as project based learning). Student Learning Styles may be met and enhanced by multimedia use, such as audio, video or images of attainable content. This may be an area where you wish to have students blog about their reflections of learning from the differentiated lessons within their individualized experiences.

It is up to us as the educator to decide where a child may need differentiation in their instruction. Using Web 2.0, rather than Web 1.0, the shift has been to a more collaborative role in the classroom setting.

Why Web 2.0??
1) proliferation of tools
2) ease of the use
3) availability 24/7
4) global reach
5) reinforces all of those 21st Century skills

Wednesday, July 2, 2008-Visual Tour of a 21st Century Educator

2008-07-02T13:04:00.000-07:00

This morning was my final morning at NECC, as I have to catch a flight back to Nebraska. I unfortunately had to miss out on afternoon sessions, as well as the final keynote presentation. I am hoping that I will be able to catch it via a podcast when I return home.

My first session was with Valerie Greehill and her colleagues, from Infotech Strategies out of Arizona, which is funded by the George Lucas Foundation.

website: www.21stcenturyskills.org

Valerie encouraged participants to go onto their website to map new content in all areas of curriculum. To do this, search under PUBLICATIONS on their site above. The great thing about this site, is that educators like you and I can submit their own ideas or 21st Century tools on the site to share with others who access the site. Once you submit an idea, it takes approximately two weeks before your idea will post. All ideas on the site are content driven projects for students to do. There are MANY, MANY ideas, and Valerie shared many of them from the site
for participants.

I encourage you to go online and check out the projects, as well as sharing your own for the rest of us to learn and grow in our professional settings!

Tuesday, July 1st, 2008 Improving Technology Facilitation....

2008-07-01T21:27:00.000-07:00

This afternoon's last session that I attended was Improving Technology Facilitation and Leadership Resources for Professional Learning, with Dr. Jo Williamson, and Dr. Traci Redish, of Kennesaw State University in Georgia.

Dr. Williamson and Dr. Redish shared the technology facilitator(TF), and technology leader (TL) standards for ISTE. These standards were publishes in 2002, and are aligned to the NETS-T, and NET-S standards. The TF standards must come first, followed by the TL standards. The three levels of growth are:
1) approaches standards
2) meets standards
3) exceeds standards

One TF standards meet the 'exceeds' level, TL standards will then be addressed, and go through the same levels of growth.

These standards:
-educate others about what we should be doing
-validate teaching
-shape school technologies
-build human resource structure and tools such as descriptions, evaluations, and various instruments used
-train future technology facilitators and leaders

This quote was shared from these two individuals:
"we ask teachers to do things, but do not give them the tools, or show them how to 'connect' with technology". I loved this, as typically, educators get fabulous training, but do not always get the necessary skills or tools to immerse our newly learned skills with technology innovations and learnings. This quote will stick with me in future encounters! :)

Tuesday, July 1, 2008-Working as an Educator Ambassador for FableVision

2008-07-01T21:24:00.000-07:00

This afternoon, I had the honor and esteemed privilege to work at Peter H. Reynold's booth-FableVision for a few hours. As an educator ambassador, I got to share some of the amazing pieces of software that FableVision has available online for educators. It was great fun meeting new people from all over the world when they visited the booth! It was an experience that I will not soon forget!

Tuesday, July 1st, 2008-Developing 21st Century Skills...

2008-07-01T21:06:00.000-07:00

This morning's first session after the keynote was Developing 21st Century Skills in School and District Leaders with Christopher Corallo, who had a family emergency and was not present, so his two colleagues Adam Garry, and Debra Roethke presented in his absence.

These three individuals were from Henrico County Public School in Virginia, who happened to be one of the first districts in the US to go with a 1:1 initiative!

website: http://staffdev.henrico.k12.va.us

Adam and Debra shared that in order to go to a 1:1 initiative, your district MUST train parents, staff, and students after the 1:1 kickoff!

21st Century skills were needed, but the staff had to decide what does the 21st Century classroom look like? Where do we want to go? So they met with teachers, technology staff, parents, administrators, etc. and discussed what they wanted to do, and where everyone wanted to go...and of course everyone had their own different ideas, which made it tough! They decided to totally reinvent the wheel, and didn't just stick with the ISTE standards.

They developed a TIP Chart (Technology Integration Progression Chart) to help develop a common language for teachers, community members, and school leaders so everyone knew what was important and needed. They used this TIP Chart to guide their growth and data for professional development needs for staff.

The district found it imperative that the IT (Instructional Technology specialist in the district) go out to the schools and meet with principals and media person to look at technology lessons of the teachers/staff. After watching a lesson, the IT person would then meet with the administrator to discuss what went well in the lesson, as well as guide what may need to be improved upon, using the TIP Chart as a tool during their discussion.

They also found that the instruction had to be differentiated between schools. The TIP Chart was a 'suggestion' tool, but each school varied the tool to meet their needs as a staff. They wanted their schools to become more 'alike', so they had meetings to introduce a new 6 year plan, with 21st Century skills embedded in the district goals and TIP Chart, and made it a 'leadership academy'.

In the Leadership Academy, there were classes held throughout the year for staff to improve their 21st Century skills. They used iTunes University to do online podcasts for learners to get the professional development information when they were unable to attend. In addition, they came up with a professional development plan and put it online so staff could go in and search by date what they wanted/missed at meetings. They also set up a blog with these varying plans, so staff could provide suggestions for potential growth.

Each school had different plans going, and administrators and staff could go in and search for what other schools were doing with reading, or writing, or whatever, and use those same ideas for their own purposes, if they met the needs of their student body. Staff members were mandated to share at least 4 lesson plans a year to show how they were using the TIP Chart to teach their 21st Century lessons.

Although this was a slow process, it has been a great learning experience for the entire district!

Monday, June 30th, 2008-A dinner with Peter H. Reynolds

2008-06-30T23:43:00.000-07:00

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 30th, 2008-Implementing & Managing a Successful online Professional Development Program

2008-06-30T23:33:00.000-07:00

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

Monday, June 30th, 2008 The Missing Link in 21st Century Classrooms

2008-06-30T23:02:00.000-07:00

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.

Monday, June 30th, 2008 Blogging Communities

2008-06-30T22:33:00.000-07:00

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

Sunday, June 29th- James Surowiechi, Keynote at NECC-San Antonio

2008-06-29T21:15:00.000-07:00

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

Sunday, June 29th-ISTE President Shares Goals to Consider at NECC

2008-06-29T21:09:00.000-07:00

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!

Sunday, June 29th, 2008

2008-06-29T20:45:00.000-07:00

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.

Saturday, June 28th, 2008--NECC Prep Day!

2008-06-28T23:32:00.000-07:00

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!

Friday, June 27th, 2008-Travels to NECC

2008-06-27T23:56:00.000-07:00

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!

Just Googling Along

2008-05-29T12:35:00.000-07:00

The past two days of educational learnings of summer (aka: a teacher's summer vacation) have been spent in learning how to be a Googler! What you may ask is a Googler? Well, I'm not exactly sure, either, but the instructors-Jason Everett and Deanna Stall, have given a multitude of reasons to use the search engine: Google. There are SOOO many, many things that Google has to offer educators, and yet without the assistance of these two esteemed colleagues, I would NEVER have known all of the tools embedded in this amazing engine!

I am hopeful that I will recall all of the wonderful entities that I have learned. And yet, if I happen not to, I will simply go to the humble instructors and plead for their assistance! And to think that I was on 'summer vacation', learning and stretching my mind, and my education. What a fun way to spend a couple of summer days!