The Educators' Royal Treatment

"Get Them on a Bus Mate!"

by Ken Royal

(Posted today at Scholastic Administrator. I feel this one deserves to be here as well. ~KR)

At about the turn of  this century, I was seeking ways to share “how to” technology with staff. Most of my innovative tech friends were still either in the UK, or Australia. Yeah, today, you’d call them part of my PLN (Personal Learning Network).  I remember asking for technology professional development advice, and the voice e-mail that made me start thinking out of the box. I can still hear his voice saying, “Get them on a bus mate!”

Turns out, my Aussie buddy was trying to get his staff to use digital cameras and software to enhance teaching. He actually offered incredible professional development courses throughout the year, but usually had difficulty filling seats. He discovered, by hiring a bus, offering a digital camera field trip, packing away a bit of a picnic, he had a captive audience. He could do some how to, share new tech news, and have a good joke or two. The carrot he held out didn’t hurt either—staff would get to take a camera back to class, and he would make sure they had the appropriate software to work with it.

Now, a bus trip didn’t work with all things then, there’s no way he’d do it with a huge desktop, and it was a time where wireless was still pretty much two cans attached by a string. The concept, though, of getting staff away from their usual surroundings, offering equipment and software to take back to the classroom, having some fun learning, and bonding as a group is what I took away then, and what I still believe to be valuable now.

I was reminded of that Aussie tech bus trip this week, when I met educators and administrators on my trip to cover eTech 2010 in Ohio. Offering individual educators a day at a conference makes sense, but planning to send a larger group makes more sense. And sending more than your favorite geek teacher makes the best sense. If that group is diverse, with elementary, middle, high school educators, at different levels and subject areas, joined by administrators—principals, curriculum heads, assistant superintendents and superintendent—you have the makings of a unified tech team.

All that said, I know the economic times are tough, but you need to weigh the value gained when more than one or two excited, enthusiastic teachers or administrators come back from a conference with ideas. What a great and simple way to get teams of teachers working together, rather than one rogue teacher doing the equivalent of a technological light show in his/her classroom. The former creates a solid plan, and the latter makes for a lonesome pioneer, sometimes seen as just the district’s tech show off.

If you can get groups of educators to FETC, eTech, TCEA, or local conferences—wonderful, but if you can’t, think about that bus field trip idea. Create a small conference of your own, possibly teaming with other schools or districts. If possible, have teachers take away some software or tech, and don’t hold the PD in the same building where teachers work. Get them away, get them to bond, and remember to take them on a field trip mate!

Educon 2.2 - Now What Are You Going To Do?

by Patrick Larkin, Principal, Burlington High School (MA)

Having just completed the best Professional Development experience of my life at Educon 2.2, I am certain that I will be signing up for Educon 2.3 the same day that registration opens.  I am not going to miss out on the opportunity to converse with other passionate, progressive educators on the topic of transforming our schools.

As I read the dozens of posts from others who attended Educon, it is clear that many share the same sentiments.  So that brings me to two major questions: 

1. What makes Educon the phenomenal experience that it is? 
2. How do we move from conversations about change to actions that will bring change? 

The Setting

Educon is what it is because of the people involved. Start  with a model leader (Science Leadership Academy Principal Chris Lehmann) who works under the premise that schools need leaders who give "top-down support for bottom-up ideas."  Add in passionate teachers, students, and parents who are willing to engage in a conversation with a leader who cherishes feedback and you have an extraordinary setting for learners.  I cannot help but wonder how our national model would for education would change if those in charge of setting policy operated the same way.   

The Educon Experience

When I discuss my weekend at Educon, I am not really sure how to describe it. The word "conference" doesn't seem right, at least not in comparison to dozens of events with a similar name that I have attended in the past.  I know the program describes it as a conversation, but that does not seem adequate due to the high-level discussions that I was able to immerse myself in over the course of my three days in Philadelphia. 

Unlike other "conferences" there is no hierarchy at Educon.  There are no presenters talking at attendees about their expertise on a particular topic or issue.  Instead there are "conversation facilitators" who lead fellow conference attendees in two-way discussions that value the experience and questions of everyone in the room.  Unlike so many other conferences I have attended where the speakers seemed most intent on talking about their accomplishments, at Educon the focus was clearly on students. Despite the fact that many of the conference attendees are well-know leaders in progressive education, there was no hint of pretense. 

Time To Look In The Mirror

My next thought alarms me because it is about school administrators and I say this with both eyes firmly on the mirror.  It surrounds the fact that I learn a great deal more when I spend quality time with passionate classroom teachers.  Most of my time with my administrative colleagues is spent on low-level issues while my time with passionate teachers focuses on engaging students in meaningful learning experiences.  

This really struck me during SLA staff member Diana Laufenberg's  session titled "What if school wasn't like real life, what if it just was real life?" Diana stated that the two things that she tells her students when they present to the class are Don't kill the joy in the room and don't be boring.  I think we all need to make these words to live by in our schools.  We cannot move our schools where we need them to go if we are bogged down with excessive conversations about things that are unrelated to teaching and learning.  School leaders need to stop killing joy and boring the heck out of teachers!  

Moving From Conversation To Action

This theme of moving from conversation to action is a common one in many of the posts I have read since Educon. One of my favorites was a post by Dan Callahan called Blowing it up (or: How I changed my class because of EduCon).  My favorite part is the conversation by the kids about taking responsibility for their learning.  Did I mention Dan teaches sixth graders?  Why don't we all put more faith in our students to help us redesign our schools?

In closing, I returned to my school this past Monday with more clarity on my role than when I left for Philly.  I need to continue to engage my staff, students, and parents in conversations about what we need to do to create a more relevant experience for our students.  Stagnation is failure.  It is time to act. While I am fortunate to be at a school in a supportive community with a great staff, I know others feel differently.

If you find yourself in a school culture that does not support your ideals, please leave. Let's set up an underground list of #Educon schools where like-minded educators can go knowing that they are entering a community that is interested in moving the agenda forward.  Let's create communities that believe Educon Axiom #1 - "our schools must be inquiry-driven, thoughtful and empowering for all members." 

At this point, there are only two places we can be as educators, either in the conversation stage or the action stage. If you do not see the need for this, then you need to exit the stage and do something else with your life.  

Thank you to everyone who attended Educon. It is a true honor to be associated with such an inspirational group of educators! 

STEM Professional Development Academy Now Open

By Sandy Fash

The Siemens Foundation, Discovery Education, Oak Ridge Associated Universities, and the College Board are kicking off a new nationwide initiative, The Siemens STEM Academy.  The Academy is designed to advance science, technology, engineering, and math (STEM) education in the United States by engaging educators across the country through hands-on and multimedia professional development opportunities.

The national Siemens STEM Academy encompasses the following four elements:

- Siemens Teachers as Researchers (STARs)

A two-week residential professional development and research immersion program for select middle and high school teachers at Oak Ridge National Laboratory, the country's largest multi-purpose national research laboratory, located in Oak Ridge, Tenn.  Teachers will have the unique opportunity to engage with top scientists and researchers on short-term research projects related to current topics of national interest.  Through authentic research, professional scientific collaboration and educational enhancements, the program offers valuable insights, resources and scientific contacts that educators can bring back to the classroom.  Applications are now being accepted through March 1.

- Siemens STEM Academy Institute

A week-long STEM immersion program that will enable 50 select teachers to gather and engage with today's critical science thinkers and other peers across the nation and visit leading institutions to see real-world applications of STEM subject matters.  In addition, the Institute also will include monthly professional development opportunities, support and additional tools and resources designed to further inspire student achievement in STEM education.

- STEM Academy Online Portal

A national portal and online community designed to foster STEM achievement by providing educators with a dedicated resource to collaborate, exchange and connect about all things related to STEM education.

- Brains of Science Connect Webinar Series

A monthly Webinar series that gives educators the chance to interact with today's eminent scientists, personalities and thought-leaders, and extend that experience to their students through customized, standards-based content.

For more information about The Siemens STEM Academy, check out www.siemensstemacademy.com. 

Engaging Parent Volunteers: A Call for Action

by Karen Bantuveris, founder and CEO of VolunteerSpot, free and easy online scheduling and signup tools.
Involving parents in our schools as volunteers and fundraisers boosts student performance and reinforces the view in the child's mind that school is valued in the family.

The Milwaukee school district, among others, has used federal stimulus funds to experiment with new programs to increase parent involvement with promising initial success. Parents who are involved at school are also more likely to vote for school bonds and participate in school fundraisers.  Making all our schools and classrooms welcoming environments for parent volunteers should be an important priority – both for improving student performance and the budget.

Involvement builds commitment

Most parents welcome a meaningful way to contribute that fits their interests and schedules – but it’s contingent on school leaders and teachers to ask for help in a way that parents successfully respond and engage. As much as many teachers like the thought of having parents help in the classroom, especially in younger grades, they shy away when it comes to implementation. It’s often perceived as too time consuming to coordinate parent schedules and plan their work, or they have had bad experiences with parents disrupting lesson plans and class arrangements.  Providing teachers with quick access to simple volunteer scheduling software and online signup sheets makes it easier for them to ask for specific help and supplies, and proactively manage classroom volunteer opportunities.

Schools that successfully engage parents in the classroom, even in small ways like weekly readers, find more parents willing to take leadership roles in fundraisers and academic and enrichment projects.  Parents at Oak Hill Elementary in Austin, Texas, for example, launched a drop-in after school tutoring program to boost reading skills. Parents in San Carlos, California, provide art instruction, and school gardens are sprouting up across the country thanks to parent/teacher teams. Online volunteer sign up solutions give parent leaders confidence and save time coordinating project like these by letting parents schedule themselves to help, quickly and easily.

Is your school a volunteer-welcoming place?

Does your school offer volunteer jobs to fit a variety of schedules and interests?

• Sporadic classroom opportunities, like readers and science helpers
• Ongoing day-time opportunities in the library, cafeteria or copy room
• Take-home projects like packaging materials and updating the website
• Weekend cleanup/beautification projects involving the whole family
• Special-skill projects like gardening, accounting, and updating computers
• Fundraising and Booster committees

Do teachers, administrators and parent leaders ask for help and solicit involvement regularly, including using online scheduling and sign-up tools?

Are processes for volunteer background checks, confidentiality and security well documented and easy to follow?

When parents show up to help, are they given clear direction and enough to do?

Are parents alerted if a volunteer shift is canceled due to field trips or special schedules?

Are parents promptly dismissed and thanked at the end of their scheduled shift?

Does your school orchestrate one or two large community-building fundraisers like a carnival, book fair or family movie night?

Is it clear how to make donations, including electronic equipment and classroom supplies?

Finding more ways to involve parents at school yields big results in terms of parent commitment to your school community, fiscal fitness, and most importantly, student success.

Save time and get more parents involved in your school community -- please visit VolunteerSpot and take a tour today. VolunteerSpot is ideal for all kinds of school scheduling: classroom helpers, parent-teacher conferences, exam proctors, PTA fundraisers and more...

Schoole Awards: Nominate Your District Web Site!

by Katie Brosious

Looking for the Best District Web Site

A few weeks ago, I launched a contest for my company called the SchoolE Awards.  The SchoolE Awards are an opportunity for school districts to get recognized for their great web design, contest, and overall best Web site practices. In response to Eric Sheninger's post about the importance of branding in education, this contest falls right in line with his idea that in education, to have a brand in education is to promote your institution's value.  More and more, the first contact made with a district is through the district's Web site. It's becoming more of a necessity to have a great Web site, with all the Web 2.0 bells and whistles and great organization, all while being easy to maintain, update and navigate. The goal of the SchoolE Awards is simple--

We want to recognize the districts that have risen to the challenge to put out great attractive, useful, and fluid Web sites that establish a district brand and enhance communication between the community and the school district.

 
Why Should You Nominate Your District?

Not only will your district receive recognition and title for winning the contest, the department in charge of the district Web site will receive donations and plaques to commemorate the achievement.  We will also send out press releases to major news sources both nationally and regionally (focused on your geographical area), along with exposure through social media outlets like Twitter, Facebook and Blogger.

To select finalists for the contest, I have put together a fabulous industry expert panel, including Ken Royal himself, Shelly Terrell, Tom Whitby, and Steven Anderson. The finalists for the contest will receive feedback about their Web site from these panel members, ensuring that what's already good will continue to get better.

Our expert panel will select the 15 finalists for the contest.  From there, anyone can vote for your district, and the district with the most votes will be named the winner.

How Do I Nominate or Vote for My District?

Anyone can nominate or vote for a school district, as long as they have a valid e-mail address. All you have to do is simply go to the contest Web site (http://schoole.allofe.com), click on the red button that says "Nominate your District" and fill out the form.

Or...skip the contest site and click on this one!

The form requires the school district Web site address, the name and location of the school district, and a valid e-mail address (for fair voting practices). It will also ask if you would like to receive an e-mail reminder when voting opens. 

The more nominations your district receives, the more likely your district is to become a finalist. So spread the word!

Nominations are now open and will remain open until March 26. Voting will be open from April 5-16.  Winners will be announced on Monday, April 19.

What about the Competition?

Want to know who you're up against or just check out some of the other nominees? I will be updating a Top Nominees page every few days to show who's in the running to become a finalist. You can see the current top five by clicking here.

Questions?

If you have any questions, I would be more than happy to answer them! Just send me an e-mail at kbrosious@allofe.com.  You can also check out the Contest FAQ page, or follow me on Twitter (@allofek12), where I am constantly sending out updates.

Breaking the Mold: A Master Teacher Retires

An education milestone will be reached Friday, January 29, 2010. Al Washicko retires after 38 years of teaching. If asked to pick one educator to place on the billboard to represent all teachers, it would be Al.

I have never met anyone quite like him. I envied the way he talked with kids, and they to him. His lessons had heart and meaning. He understood all students, but for many reasons, he was a genius at teaching special needs kids. He is a master teacher, and he's had quite a career.

There is happiness as well as sadness in his retirement. The sadness is that he won’t have 30 kids smiling back at him--daily. The happiness is that after all those years of teaching, imagine all the students who were blessed to have been in the right place and right time to have him as their teacher. When those kids think back, the teacher they remember will be Mr. Washicko. I was fortunate to work with him, and watch him teach. Unfortunately, he worked in a district that didn’t believe in Teacher of the Year awards--he’d certainly have been awarded a few.

Al was asked to work for the state as a  teacher in residence, and could have continued, but being away from teaching and kids was not for him.

Every once in awhile he’d get a little hot about some nonsense handed down by the district, but I never, ever heard him raise his voice with a student. One of my favorite memories was when Al called me to his classroom about a tech problem, when I was instructional technology specialist. With just the two of us in the room, he began giving it to me about the stupid technology. He was hot. I stood and listened, not much I could say. Al, as an older teacher, had figured out how to teach with technology, got a kick out of showing it off, loved using his classroom Web page, as well as taking his kids to the computer lab to try something new. Al was right, about tech being stupid if it didn’t work easily. I was prepared for a long blast from him, when he suddenly stopped, looked at me, and said, “Ken, you’re my dearest friend, and I apologize.” And then he was off to the races again, giving me heck about the darn tech that didn’t work. Yep, straight at you, and right on the money.

Once we students to the Metropolitan Museum in New York City. Al had every group following him, and we were joined by other visitors to the museum. Everyone thought he worked there as a guide.

When we begin, there’s not much thought to the end of a career, but it certainly can sneak up on you. Fortunately, Al will be staying connected, writing curriculum, and I hope teaching teachers. I’m sure that taking a well-deserved break after 38 years will happen, too. Retirement doesn‘t mean walking away completely from education, and I doubt my friend could do that anyway.  

Are you an Innovative Educator?

You are shaping America's future by grooming tomorrow's leaders and helping students develop their academic talents today.  To honor and celebrate innovative educators like you, PBS has launched a new annual PBS Teachers Innovation Awards program to showcase best practices in support of the growth and advancement of the teaching profession. PBS and its local stations are calling all preK-12 educators who inspire and engage students through innovative classroom techniques to enter the PBS Teachers Innovation Awards program by March 12 for a chance to win: 

• behind-the-scenes trip to the Annual PBS Showcase to see sneak previews of PBS programs, meet producers, and attend premiere events
• bag full of PBS gifts including award-winning PBS programs in digital formats and much more
• free enrollment in an online facilitated professional development course from PBS TeacherLine

Whether teaching students physics with rocket launchers, social studies through historical re-enactments, or literature by inviting students to create digital stories, you are innovating and making a difference in the lives of students every day, and you deserve recognition. PreK-12 educators of all levels, including classroom teachers, library media specialists, and homeschooling parents, are invited to enter the PBS Teachers Innovation Awards program. 

To enter, submit a 200-word essay demonstrating why you are an innovative educator, and include a video or photograph showing how you inspire students. A panel of PBS TeacherLine® course facilitators, expert teachers with years of classroom teaching experience and who've earned master's degrees in education, will evaluate the entries. Fifty winners will be selected based on their level of innovation and effectiveness, among other criteria.

 

All of the winners will have the opportunity to partner with PBS and local stations as leaders in classroom innovation, and have the opportunity to contribute their ideas and provide feedback on PBS programming and educational services. The winning entries will be featured on PBS Teachers (pbsteachers.org), the Web portal to PBS' preK-12 educational services and a searchable library of more than 9,000 free local and national standards-based instructional resources, including on-demand video and interactive games.

For more information on content rules and criteria, or to enter, go to http://www.pbs.org/teachers/innovators/. Entries will be accepted until March 12. Winners will be announced on April 5. 

National Science Competition Searches for America's Top Young Scientist

 by Sandy Fash

Discovery Education and 3M have teamed up again to reward students for their science acumen and curiosity, while encouraging them to share that passion by creatively communicating their findings through a national science competition.

Today, Discovery Education and 3M announced the 2010 call for entries for the Discovery Education 3M Young Scientist Challenge, a national science competition for students in grades 5-8.  Ten finalists will be selected to receive an all-expenses-paid trip to New York City to compete in the final challenge in October, where the winner will receive $50,000 in U.S. Savings Bonds, a tour of 3M's Innovation Center in St. Paul, Minn., and the title of "America's Top Young Scientist."

Everyday, scientists around the world rely on communication to help solve scientific problems and transform creative ideas into innovative solutions.  For this reason, U.S.-based middle school students are asked to create a one- to two-minute video communicating the science behind a possible solution for one of the safety and security issues that are present in everyday life listed below:

- Preventing the spread of germs/diseases

- Food safety

- Sun protection

- Wind resistant structures

Evaluated by a panel of judges, all video entries for the science competition will be accessed on the basis of creativity, persuasiveness, classroom suitability, and overall presentation.  (Videos will not be evaluated on production skills and may be recorded on cell phones or simple digital cameras.)

All video entries must be submitted online at www.youngscientistchallenge.com no later than May 27, 2010.

Please share with your middle school-aged scientists!

Shmoop: Online Learning Guides and Teacher Resources

by Emily Embury

Shmoop makes learning fun and relevant, with free Learning Guides in seven subjects: literature, poetry, bestsellers, history, civics, biography, and music. Shmoop uses a conversational tone in combination with pop culture, trivia and humor to help make topics approachable and relevant to high school students. Shmoop Learning Guides are written by educators and experts, and contain analysis, questions, quotes, and multimedia for each topic.

Shmoop has introduced Teacher’s Editions for 18 of its most popular Learning Guides, including Hamlet and Twilight. Its Teacher’s Editions provide free access to standards-based activities and related interdisciplinary readings. Premium teacher resources are also available, including discussion and essay questions, quizzes, and activities for relating the topic to current events and pop culture.

Educators can learn more about Shmoop by visiting the new Teacher Resources Center, which features examples and ideas from teachers and librarians to help educators integrate Shmoop into the classroom. Take a Shmoop video tour and explore the new teacher resources as well as Shmoop’s expanding library of Teacher’s Editions and Learning Guides.

Louisiana Special Needs Students Design Projects

by Colin Hussey

Elementary students with special needs in Calcasieu Parish Public Schools have been using the Serif Design Suite (http://www.serif.com/education) in a variety of subject areas since school opened in fall 2009, said School Board Technology Facilitator Mary Beth Sonnier.

“The students are so excited to use the different software, and almost all of them have quickly figured out how to use the programs on their own,” said Sonnier. “I’m so proud of their growing independence. That sense of self-sufficiency can be the basis of so many future academic and personal milestones.”

Alphabet Walks to Family Trees

Since receiving the Design Suite, which includes Serif’s four leading design tools – PagePlus, WebPlus, PhotoPlus and DrawPlus – along with the helpful materials on the Teacher Resources disc such as lesson and worksheet ideas, Sonnier has integrated them into language arts, reading, science and social studies units, among others.

PhotoPlus and DrawPlus, Serif’s image editing and computer drawing programs, were key elements of an “Online Alphabet Walk” lesson. Calcasieu Parish students who were working on approximately an age 5 language level in a self-contained special education class, searched a set list of bookmarked, kid-friendly web sites for photos of items beginning with a certain letter. If tasked with the letter “A,” students explored National Geographic Kids, Scholastic’s sites or others for a picture of an ant. They then took a screen shot of the bug, pasted the image in the Google Docs spreadsheet and finally edited the image in PhotoPlus.

 “They love to edit pictures, and they think it is hilarious,” said Sonnier. “They will move faces between bodies, like exchanging their teachers’ faces and their bodies, or moving a monkey’s head to a frog’s body. You just let them play first, and once they are comfortable with the program they are able to accomplish much more in each lesson.”

 Another project has seen third-grade students working on a family tree project in an inclusion classroom with both special needs and general education students. The children were asked to bring in photos of family members or shoot their own with digital cameras checked out from the school by the students. Using PhotoPlus, they were able to crop pictures to focus on individual relatives and then use those images to design a family tree in DrawPlus.

 “Teachers observed an increase to their self-esteem through their excitement to assist their peers and their willingness and ability to remain on task,” Sonnier said.

Similar projects are being planned for developmentally delayed students entering preschool and kindergarten.

Test Taking Unwired – an Educator’s Perspective

By Ellen Halley

This month, I’m posting an interview that we conducted with Kathryn Lazenby, Technology Integration Specialist for Raleigh County Schools, where she shares her impressions of clicker technology.

In my last entry for The Educators’ Royal Treatment, Marketplace Wednesday, I described using clickers (student response devices) to administer assessments, and mentioned that CTB/McGraw-Hill has conducted pilot studies in several school districts using Acuity UnWired™ - our clicker integration software for the Acuity® assessment. Following the pilot studies, 17 school districts in West Virginia purchased Acuity UnWired, with other districts expected to follow in the near future. One of the school districts that participated in the pilot studies was Raleigh County, West Virginia.

CTB/McGraw-Hill: Why were you interested in clicker technology?

KL: We wanted to find a more efficient method of delivering Acuity benchmark tests. Although Acuity tests can be delivered on computers, our computer labs cannot be tied up just for testing. Clicker technology allowed the teachers to deliver the test in their own classroom, and get instant results that could be used to re-teach important concepts.

CTB/McGraw-Hill: How did your schools participate in the Acuity UnWired pilot project?

KL: Several of our Raleigh County schools took part, consisting of approximately 60 fourth grade and 75 sixth grade students. Students used clickers to complete an Acuity benchmark test, with twenty-five multiple choice questions, as a trial to evaluate test administration using clickers.

CTB/McGraw-Hill: How difficult were the clickers and the software to use?

KL: Acuity UnWired was very easy to use. Students caught on very quickly. They were able to proceed through the tests with no problems. Students worked at their own pace, and were able to go back and review answers before the tests ended.

Teachers found the software to be very user friendly. They were pleased to watch as students progressed through the tests, noting correct and incorrect answers as they were being entered. Often, teachers could see that the entire class was either “getting” or “not getting” a key concept, quickly informing them of what they would need to re-teach.

CTB/McGraw-Hill: Can you describe Acuity UnWired’s performance in the classroom?

KL: Teachers agreed that students were more engaged and interested while using clickers. Two real pluses for teachers were the immediate feedback and instant reports that they could generate. They all said that they would use the results to make real-time adjustments to their instruction. They also said that the most valuable aspect was knowing what had to be re-taught – the minute the test was completed.

Is Your School Like a Glow Stick?

by  Stephen J. Moore
While reading this post on The Student Affairs Collaborative, a blog on higher education, I got a very vivid image in my head. The title, Break the System to Remake the System, made me think of a glow stick instantly. I like this image analog for several reasons. First, I relate to the idea that what we need to shine, as schools, is already inside of us. To me, that's an idea that just about every teacher already embraces. Yes, you need to hire well, but you'll almost never be in a situation where you get to replace every teacher in a building; training and cultivation is the best answer to improvement.

How does a glow stick work? Well, if you've never been to a fair or theme park (or a rave I suppose) then you need to know about glow sticks. They are clear plastic tubes with two luminescent chemicals trapped inside, but separated by a thin artificial membrane. When you "break" the tube by holding it between your two hands and bending, you cause the chemicals to mix, thus causing a safe exocharmic (exuding excitement and entertainment) reaction which makes the stick glow fluorescent.

Now that I've made you relive a time when you were overwhelmed by large crowds of children wielding cheese-filled pretzels, I'll get back to idea of education I'm trying to get at. The glow stick: you need to break it in order for it to work. Is public education the same? More specifically, what can we define as "breaking" education? Will Race to the Top "break" it? Did NCLB already break it (or will it be revealed as broken in 2014)? Will it break slowly over time or instantaneously? Are you risking breaking your school by providing new ideas? These are all questions worth considering.

I can't pass up a good diagram. Haven't you always wondered about glow sticks?

Second, if we do "break" education and all the evident faults and possible strengths are fluorescently illuminated for us, how do we act in response? Is there something contained within the action that broke it, or is it still external and unknown? Before I veer off into a metacognitive or philosophical cliff, I want to focus this topic into one coherent question:

What does a "broken" education system look like?

When any large change is brought about in a system, it could very easily be seen as broken in the pejorative sense of the word, because it is no longer preforming functions as it did previously. Change can be a scary thing if you fixate on the unknown; you have to  look inward and concentrate on what goodness is hiding inside your school that can't be let out until you break the tube.

My answer to what a broken system looks like: noisy, shifting, luminescent, radiating light and energy. I want my school to have such energy and I want us to visibly share it with the world. We should hold our glow stick up to illuminate the darkness and understand that even though it will not last forever (a dying glow stick is a traumatic realization for a small child) we know how and why we must break another one if we expect to see.

I'm interested in hearing from you: Is your school like a glow stick? What is waiting to shine through? Is a system broken from outside forces or made from what's inside?

Calling K-8 Students to Change the World

by Sandy Fash

The Siemens Foundation, Discovery Education and the National Science Teachers Association (NSTA) are inviting students nationwide to join the only challenge of its kind that empowers them to create solutions to environmental problems in their own backyards.  Open to K-8 students, the deadline for K-5 students has now been extended to March 15, 2010, for the Siemens We Can Change the World Challenge.

Students can "go green" and team up for the Siemens We Can Change the World Challenge, the nation's premier sustainability challenge where students work with an educator or mentor to identify and create solutions for environmental issues.

Students can compete for a chance to win $100,000 in grants and prizes, including a chance to appear on television, a journey on an amazing Discovery Student Adventures trip, an appearance on the New York City Times Square jumbotron, and much more.

All applications must be completed by March 15, 2010.  Visit www.wecanchange.com for more information and registration details.

The Value of Brand in Education

by Eric Sheninger is Principal at New Milford High School located in Bergen County, NJ.

The following is a guest blog post that I did for Trish Rubin's EdVentures in a New York MINUTE .  Trish wanted to know my thoughts on whether or not branding has a place in education.  Below is the entire blog post with Trish Rubin's comments italicized:

Several months ago, I posted an article about a New Jersey principal named Eric Sheninger whom I had seen on the CBS news conducting the business of "BRAND ed" in his school by introducing social media to his History curriculum. I've followed him through the social media, and learned so much from watching him in that element. I asked him to be a guest blogger today on the topic of Branding as a strategy for educational leaders to improve culture and student performance. I will meet with Eric next week to see his school, meet him in person and continue the Brand Conversation as I develop my book. With thanks to this dynamic leader, here's Eric's response to a few initial questions I posed regarding his understanding of branding.

What Does "Brand" Mean to you?

To me a brand promises value through the evolution of a unique identity that relates to a specific audience or stakeholder group. Value can be defined in many ways. Some brands promise durability, health, style, safety, taste, convenience, or savings. Brands are designed to stand out and ultimately influence the consumer in a fashion that builds trust in the product. Sustaining a sense of trust is an integral component of a brands ability to promise value.

( I like that and see the key words as TRUST/PROMISE to be as important in schools as they are to business!)

How Do you see its Value in Education?

In the field of education schools are considered a brand. They promise value to residents of the district in terms of academic preparation to succeed in society. Many families will chose to reside in a specific district if the schools have a track record of academic success. Specific variables that are ultimately embedded into an educational institutions brand are state test scores, curriculum, teacher/administrator quality, number of AP courses, college acceptances, and extracurricular activities. By establishing a school’s identity or brand, leaders and other stakeholders can develop a strategic awareness of how to continually improve pedagogical and management practices that promise, as well as deliver, a quality education to all students. As a high school principal I feel that it is my responsibility to continually develop and enhance my school’s brand through innovation, risk-taking, building of relationships (students, teachers, parents, community stakeholders, institutions of higher education, businesses/corporations, etc.) and a commitment to the community. In my opinion this vision can assist all educators in establishing a brand for their respective schools that not only promises, but delivers value to residents of the district.

( Nice! This response speaks to starting the conversation, to introducing the concept, and sharing the language and processes that will put BRANDING in the center of a school reform plan!)

Do you have a Personal Brand?

I think everyone has a personal brand, but either does not realize or take it seriously. What you do in your professional and personal life does have an impact on how you are perceived and if you can be trusted. As a principal, I feel that my personal brand should reflect my commitment to the academic success and social/emotional well-being of the students of New Milford High School (http://www.newmilfordschools.org/NMHS/hs_main_page.html). It is equally important the my “brand” reflects to my staff a determination to cultivate positive relationships. It should resonate with them idealistic principles such as support, modeling, listening, innovation, shared decision making, consensus, risk-taking, and life-long learning. I do my best to lead my example and sustain a personal brand connected to these principles. For more on this please see my latest blog post entitled “Innovation Through Effective Leadership” at http://www.educatorsroyaltreatment.com/2010/01/innovation-through-effective-leadership.html. Communication is extremely important in establishing one’s personal brand and social media has become the premier outlet for packaging and creating an identity. My personal brand from an education standpoint is constantly on display for the world to see. In my opinion, these outlets clearly illustrate my commitment to professional growth, learning, innovation, and student success. Listed below are some of the social media sites I utilize:
Twitter
LinkedIn
The Educator's PLN Ning
ERT Blog

(Great point. Eric knows about using the BRAND concept as a part of management plan. Integrity is part of that, and Communicating that through a personal brand is part of developing as a leader.)

Could Schools use this Brand model?

Schools can definitely use this brand model in order to focus efforts that continually address ways to improve teacher quality, curriculum, instructional practices, facilities, and professional development. All of these factors play a crucial role in increasing student achievement and engagement. The bottom line is that all schools should ultimately be able to promise value in terms of delivering a quality education while adequately preparing students for success in the 21st Century. A brand model can help to achieve this noble goal.

( I couldn't have said it better!)

I would like to thank Trish Rubin for the opportunity to share my thoughts.  You can follow Trish on Twitter @TrishBIH.

My Week at FETC

by Adora Svitak

[Adora is the world's youngest teacher and the published author of three books. Her website is www.adorasvitak.com.]
 
This past week, I’ve been in Orlando, Florida for the Florida Education Technology Conference, or FETC. FETC is one of the country’s oldest and largest education technology conference. It stuns me to think about technology and how far it’s come. Even though I always think of education technology as a recent development, it’s been around for a long, long time. The fact that FETC is already celebrating its thirtieth anniversary is a testament to this.

Although this is my first time at FETC, I noticed a lot of similarities between this convention and other education technology ones I’ve been to. Like at past National Educational Computing Conferences (NECC), top sponsors at FETC include rival interactive whiteboard manufacturers Promethean and Smart. The competition between interactive whiteboard companies is intense, with companies like Promethean, Smart, Polyvision, and Mimio constantly fighting for their share of the education pie. The competition, I think, helps to fuel further innovation.

In contrast to the “roaming” model of conventions like NECC (now ISTE) and the National Middle School Association (NMSA) Convention, who go to different cities every year, FETC is held every year in Orlando, Florida. Although this might seem like a pleasant place for a business vacation, during the time that I went, Florida was under a cold spell—citrus farmers had to resort to desperate measures to save orange crops, and the normally balmy weather felt frigid even to a hardened Washingtonian like me. Held in the sprawling Orange County Convention Center, FETC visitors had to walk through what seemed like miles of hallways swathed in green “AG-Connect” banners. At the time of conference, an agriculture convention was also going on, which meant that you had to rely on the semi-occasional “FETC” signpost to find your way. My mom joked that I should sneak into the agriculture conference and learn something about farming.

FETC was opened by Discovery Education’s Scott Kinney and a Discovery-sponsored speaker, environmentalist and actor Ed Begley, Jr. Although I enjoyed Mr. Begley’s speech and found it interesting, I didn’t think that it had much to do with education. He focused on the power of taking small steps in environmental conservation, and talked about carbon credits, global warming, and long-term investments paying off. It was a good message but not directly linked to learning. My own speech, one of FETC’s early-bird “Eye-Opening Keynotes,” would take place on Friday at 7:45 AM. I was dreading getting up so early, but otherwise I was very excited for the opportunity.

I heard from others who had attended FETC in the past that, due to budget cuts in school districts (meaning that fewer educators would be able to attend) and less emphasis on tradeshows in technology companies (meaning that there would be less flamboyant product showings), that the conference wasn’t “quite the same.” However, I saw plenty of promotions anyway, from Promethean’s cupcakes and cheerleaders to HP’s eight laptop-giveaway and beyond.

Finally, Friday arrived, and I woke up bright and early at seven in the morning to prepare for my speech. Since I was using a variety of different technological devices, from online streaming to an interactive whiteboard and voting devices, everything had to be picture-perfect. When I arrived, technology was still being sorted out. Ken was kind enough to introduce me (http://www.ustream.tv/recorded/3990851) and—voila! A Kid’s Eye View of an Innovative Classroom. After I finished my speech, I had some interviews with local news channels, and one that you may have already seen with Ken. If not, scroll down to watch it!

FETC provided me with fun opportunities to connect with people, share my views, and even—twice—go swimming. Orlando’s weather, like FETC, wasn’t bad at all.

Adora Svitak's Royal Interview FETC 2010

Please enjoy my conversation with Kid's Eye View Reporter Adora Svitak. Scholastic will post a version, but I couldn't resist sharing it at the ERT.

Meeting Tweet Faces at FETC 2010

by Ken Royal

I was really busy at FETC with back to back meetings, but the brightest spots for me, personally, were meet-ups with three Twitter followers—maybe a better word would be colleagues. I was fortunate enough to meet assistant superintendent, teacher advocate, and seeker of appropriate technology, M. E Steele-Pierce (@steelepierce, sorry didn't think to take a pic! ), as well as Alfred Thompson (@alfredtwo, talk about a set up pic, left ), K-12 Computer Science Academic Relations Manager for Microsoft, computer science teacher, author, and blogger.

Alfred and I met for a few minutes. Not sure who asked whom about what stood out technologically or educationally at FETC 2010, but I do know that we were off in conversation immediately, like two kids in a candy shop with more than a dollar to spend. We hope to meet up at TCEA to continue our conversation video-interview style.

I caught Alfred hanging out at the Microsoft room, I'm sure tweeting away, and M. E. at Adora Svitak's Kid's Eye View Early Bird Keynote. Why is it, that I feel that I've known these two forever. There might be something to this Twitter, PLN thing. Love to get more together, in the same place, to talk Ed tech—face to face.

At the keynote, it was my privilege to introduce Adora (@Adorasv) to a audience, that made up mostly of Florida educators. After my bit, I tweeted away what was happening, along with others at the keynote. Adora suggested we do that right from the start. After locating all her presentation tools—she began and then picked up the pace. Later, we compared my slow and deliberate with her firecracker style. We also caught up for a short video interview. I love a smart kid who lets me joke around, and then dishes it right back. Hope that gets to the Scholastic site, but if it doesn't, I'll post it here at the ERT.

I noticed something. Many teachers, for the first time, were using and most likely seeing the ed tech devices that Adora used seamlessly in her talk. She had teachers voting and responding using those tech devices throughout. At first the texting clicks were few, and then like an old-fashioned typing room. Beyond a lesson in how to do a presentation, brainstorming, Adora had taught many how to use a tech device.

The reality struck, though, during one of a few times Adora gave us time to chat with neighbors. Two Florida teachers next to me said that they didn't have any of the tools Adora was using, although they ask for them regularly. I asked them to contact me to continue the conversation.

If you didn't get to FETC to see Adora Svitak's keynote, check the recorded stream below to get a flavor of it:

Why Have A Social Media Policy Anyway? Take 2...

by Stephen W. Anderson

I originally wrote this post in Sept. 2009. Since then I have done a lot of thinking about and talking about social media policy. I'm reposting it now because we are heading into that time of year when people are starting to ask me and the rest of the members of their PLN's about their best example of social media policies. Districts and district leaders are beginning to see how teachers are using blogs, wikis, Twitter and other tools to create really awesome classrooms and they are scared. Not that there is actual learning going on but what if a parent doesn't like all this. So they are meeting, often times behind closed doors, to draft draconian policies that they say encourage use of these tools but in reality limit their use. My question is why have a policy in the first place? I have spent a lot of time lately blogging, talking  and thinking about Social Media in the classroom. Whether it was trying to provide resources for getting the school year started off right with Social Media or providing you with tips for Social Media Leadership in schools. I really do believe that we are seeing (and some of us a part of) a revolution in education. For too long we have been teaching 21st Century Students with 19th Century methods. And maybe, just maybe, we are beginning to change our thinking about how this thing called "social networking" can be used to educate. 

All of this talk about using blogs, wikis, Twitter, Facebook, Nings, and others in the classroom always leads to a discussion on policy. People ask me about examples of good Social Media Policies. What they don't like to hear is that I don't have one. Ok, well, that is not entirely true. I do have examples of school policies that mention Social Media and Social Networking. Here are a few examples:

East Lothian Council Self-publishing and Social Media Guidelines: Pupils
Arapahoe High School Blogging Policy
Laramie County School District 2 - Safe Blogging Policy

Those are some well-crafted policies as it pertains to blogging and Social Media in general. But, when someone asks me about my best example of a Social Media Policy I have to say that, I believe the best policy is probably one you already have in place.

Why is there such a push by school districts to rush and have a policy in place for teachers and students? Look at what the Chicago Public Schools (CPS) did. Over the summer they redrafted their email policy which said, in a nutshell, that all communications with students had to be done through official CPS email accounts. Basically, the policy outlawed blogs, wikis, Twitter, etc, which was odd because a week earlier CPS was all over the media explaining how they were going to leverage the power of Twitter to keep the community updated. They have retracted a bit and are going to examine the policy to make more Social Media sited available.

My point here is that CPS and other districts around the country are knee-jerking and realizing they don't have a blogging policy, or a Twitter policy, so they create the blanket policies that, while hoping to give the appearance of openness in education and progressiveness, actually limit a teachers ability to use New Media in their classroom.

Most schools (because they have to) have an Acceptable Use Policy that covers general computer and Internet use. If schools and teachers are are doing a good job of teaching their students about responsible Internet use why create a whole new policy that just prevents progress? Often times I have seen no one really knows who is responsible to teach. Is it the classroom teachers or media coordinators or instructional technologist? Truthfully, we all know (or at least we should know) that all of us are responsible. 

How do you teach kids responsible Internet use? There are several free curricula available. Here are a few examples:

Digital Citizenship Curriculum
Digital Literacy
A Digital Literacy Curriculum from Microsoft
Technology Literacy Curriculum
Curriculums are great, but they are no good with out communication. We have to start conversations with our students, teachers, parents and the community about what we are doing and why we are doing it. If we are going to be using blogs in the classroom, have your parents in, with the students and explain why. Letters are great, but we know face-to-face is better. If you want to have a classroom Twitter feed or use it in some other way. Explain. The only way we are going to get all parties involved on board is to talk about it. And when you are talking about a blog or a class wiki or Twitter feed we can begin to have conversations about how we are keeping kids safe and how we are teaching kids to stay safe. If we are having these conversations and educating all involved then what is the point in having a policy?
I get asked all the time about my districts' Social Media Policy. You will be disappointed to know that we don't have one. Not because we haven't thought about it. We have spent a lot of time discussing what would work best for our kids and our teachers. We decided that what we have in place works. But it works because we spend a lot of time talking about responsible Internet usage. In my mind why limit a teacher use of Social Media or punish a student for an inappropriate comment on a blog (which should be moderated by a teachers anyway). Take the time to educate!

If you are a school leader, principal or administrator in district that is considering a Social Media policy, I encourage you to look at the computer usage policies you have in place and examine how you are teaching your students Digital Responsibility.Cross Posted At Blogging About The Web 2.0 Connected Classroom

Samsung Education Possibilities at CES 2010

Talking with Samsung's Jason Redmond at CES 2010 in Las Vegas. 65-inch touch screen display, eReaders, LED projectors, Netbooks, 3D.... Take a look at the video interview I did for Scholastic.

Buzz at CES 2010 about Apple and Google

Big Buzz at CES 2010 about two companies that didn't attend. Have a look.

CES 2010 Touch Screen Trends

Touch Screen Trends at CES 2010

LED Pico Projectors at CES 2010

Tiny LED Projectors at CES 2010. Take a look.

CES 2010 enTourage eDGe Dual Book

Caught the enTourage eDGe at CES 2010, and it's worth a look.

Innovation Through Effective Leadership

by Eric Sheninger, Principal at New Milford High School located in Bergen County, NJ.

Lately I have been pondering about what themes educational leaders should embrace in order to initiate and sustain change.  Educators from all corners of the globe have discussed through blogs and Twitter (i.e #edchat) the need for a fundamental shift in how students are instructed and assessed.  Although most would agree that the traditional "chalk & talk" and "sage on the stage" are sometimes needed as information dissemination techniques, these types of instruction should not be the focus of lessons. They should support a more authentic form of learning.
 

The common vision of effective instruction now centers around student-centered, authentic learning experiences that properly integrate technology and foster critical thinking skills.  Specific pedagogical strategies that come to mind include cooperative, inquiry-based, problem-based, and self-directed learning as well as differentiated instruction, assessment, and supervision.  As discussed in “Shift Happens” we need to prepare today’s learners for jobs that don’t even exist yet.  Is your school or institution moving in this direction? 

Educational leaders need to be catalysts of innovation.  We can no longer accept the “if it isn’t broke don’t fix it” cliche.  A climate that cultivates innovative thinking, instruction, and program development needs to be established and maintained.  Too often in education we hear about great ideas and are told to implement the flavor of the month only to see it replaced by another fad a few months down the road.  The following is a list if themes that I feel all educational leaders should emphasize when developing a culture of innovation within a school:

1. Vision
2. Collaboration
3. Risk-taking
4. Support
5. Listening
6. Outside-of-the-box thinking
7. Consensus 
8. Building of relationships (students, teachers, parents, stakeholders, higher education, businesses, media)
9. Shared decision making
10. Technology integration including Web 2.0 
11. Reflection
12. Establishment of a PLN
13. Communication
14. Professional Growth
15. Follow-through 

In my opinion the list above contains the necessary seeds for innovation.  By no means am I an expert in leadership, but I believe that each of the above themes is a critical component in the development of a innovative learning institution designed to meet the needs of today’s learner.  I encourage all readers to add your comments to this list whether you are a teacher, parent, student, IT specialist, or administrator.  We all have the capacity to lead in our respective positions and together we can develop a framework to help other leaders become agents of innovative change.

160 Ways to Use a Document Camera

Compiled by Ken Royal

1. Geometric shapes
2. Fractions
3. Correcting homework
4. Classroom quizzes
5. Brainstorming
6. Sharing brochures
7. Microscope work – pond water
8. Documenting plant growth from seed to green plant
9. Dissection
10. Storyboards
11. Writing prompt editing
12. Daily sentence work
13. Spelling
14. Grammar
15. Sharing artwork
16. Sharing words for early reading skill
17. Sharing words for foreign language classes
18. Venn diagram work
19. Vowel Sound recognition and Phonics rules
20. Demonstrating art techniques
21. Sharing images for documenting stories/school days
22. Solving equations
23. Solving word problems
24. Sharing advanced math processes
25. Student of the day or week recognition
26. Sharing teacher classroom PowerPoints/Presentations
27. Open House demonstrations
28. Faculty meeting talks
29. Quick polls and Surveys
30. Student Presentations
31. Comparing book images with live materials
32. Claymation slideshows
33. Sharing a picture book
34. Dictionary work
35. Demonstrating basic math skills/operations – addition, subtraction, multiplication, division, etc.
36. Flash cards
37. Digital word wall
38. Map skills
39. Timeline work
40. Document capillary action
41. Puppet shows
42. Sharing live animals that cannot be passed around the class –mealworms, earthworms, insects, snakes, fish, etc.
43. Document daily classroom activities for Web posting
44. Podcasting
45. As a video camera
46. For video conferencing
47. How to tech ed construction modeling
48. Guidance counseling instruction and presentations
49. Demonstrate Poetry styles, construction, and write as a class
50. Demonstrate proper letters formation
51. Share lesson rubrics
52. Assemble a puzzle as a class
53.  Take large amount of pictures of items to post online
54. Class read-aloud with book under camera instead of buying more books
55. Choose parts for a play
56. Readers’ theatre – from playbooks, magazines, or student plays
57. Cook/prepare favorite recipe in cooking class
58. Side-by-side comparison of animal and plant cells under microscope
59. Investigate fossils
60. Visualize reflection of lines through a prism
61. Demonstrate Sign Language and finger spelling
62. Count money/coins together as a class
63. Examine the parts of a camera, or other mechanical or technical equipment
64. Litmus tests—acid/base
65. Take a snapshot of a document to put online instead of scanning
66. Record your own narrated digital stories
67. Use for stop-motion animation
68. Create lessons ahead of time for learning centers
69. Create and archive lessons and post online
70. Lessons for homebound students—no lessons missed
71. Sharing dioramas
72. Morning warm-up exercises when students first enter the classroom
73. Fish tank observation
74. Ant farm observation
75. Bird feeder watch
76. Art color wheel demonstration
77. Art techniques
78. Classroom/Student photos for projects, identification, records, and special days
79. Anatomy lessons: skeletal structure, bone articulation lesson
80. Guess the mystery object and its use
81. Owl pellet dissection
82. Writing prompt starters
83. Direction helpers – avoid repeating lesson steps
84. Procedure steps, how to lessons
85. Focus on group sharing
86. Help presenting a group project
87. Teaching organizational skills
88. Checking homework
89. Study skills
90. Classroom Helpers announcements
91. Record class participation
92. Record Teacher Best Practices
93. Help classroom aides, and paraprofessionals with lessons and training.
94. Music to introduce new music/songs/composers
95. Music to learn notes
96. With an SD card to share images from other media devices
97. Gather what students know before a lesson
98. To share the essential question at the start of a lesson
99. To share project choices
100. summarize a lesson, chapter or unit with the class or individual students
101. Gather questions from students – subject, lesson, interest
102. Teachable moments –quick use
103. To compare literary styles
104. To compare literary genre
105. To demonstrate requirements for a 5-paragraph composition
106. Display charts/graphs—different types—bar, pie, as well
107. Measurement lessons – metric, standard, liquid
108. Lab procedure lessons
109. Emergency procedure lessons, diagrams—fire drill routes…lock down
110. Board of education presentations
111. Budget meetings
112. Writing the essential notes to help students with note-taking skills
113. Letter/number formation
114. For freezing the action – in an experiment/observation
115. Guidance – discussing college admissions
116. AP classwork enhancement – all areas
117. Vocabulary lessons
118. Library for sharing new books
119. Author/book discussions
120. Character sketches
121. Introduce new software to students and staff
122. Physical Education to introduce games and positions
123. Morning roster/roll call
124. Routine student line up
125. Post assignments and things to remember at end of class and day
126. Steps to writing letters or e-mail
127. Internet safety lesson
128. Best way to share 2D and 3D objects at the same time
129. Rotate/zoom objects/images without touching them
130. Images of student work saved for parent conferences.
131. Explain wiring/electricity—batteries, wires, bulbs and bells
132. Geology lessons—types of rocks
133. Geology Plate Tectonics
134. For students with Autism – visual prompts
135. Economics class to see trends in the market
136. For creating documentaries
137. Interviews – student, adults, primary sources
138. For teaching how to tell time
139. Demonstrating part of a flower
140. Food chain/Food Web comparison—consumers and producers
141. Physics lessons – Newton’s laws
142. Defining gravity, force, velocity, etc. and related formulae
143. Introducing and sharing the Period Table, atoms, molecules, elements, etc.
144. Sharing the different branches of government
145. Sharing exploration timelines
146. Sharing countries, economies and flags of nations
147. Weather Reports created by the class or individual students
148. Biology – mammals, amphibians, fish, reptiles, etc, comparison
149. Evolutionary periods, dinosaurs, etc.
150. Rocketry—propulsion
151. Scoring classroom games
152. Calendar work – days, months, years
153. Place value work – units, tens, hundreds, etc. (with manipulatives)
154. Sharing famous people/history
155. Sharing famous quotes/quote of the day/though of the day
156. Sharing the daily schedule
157. Comparing leaves – shape and structure
158. Create and animated movie – scenes unfold under the camera
159. Documentaries
160. Science lab steps

Building Learning Power In The Classroom

  by Isabelle Jones who blogs at My Languages

(Isabelle Jones is Head of Modern Foreign Languages)

I started reading about Building Learning Power some time ago, but although I could see  how this may be applicable in a Primary school concept, I wondered how the principles of Building Learning Power might be applied in my Language classroom. As a result, I attended a BLP course run on 26th November 2009 by Steve Watson, Deputy Headteacher at Alderbrook School and consultant for TLO.

What is BLP?
According to its official website, Building Learning Power is about:

Developing young people’s ability to become better learners
Developing their “portable” learning power –as a personal skill
Preparing young people for a lifelong learning

To reach these aims, Building Learning Power:

Provides a clearer version of the Big Picture-What does a good learner look like/do?
Is a good language learner someone with a good memory, someone who can deduct meaning and re-apply it, someone who can communicate effectively, someone who is always confident speaking, someone who can use reference documents ... ?

Builds on previous learning-to-learn ideas and takes them further
How can you use what you know to understand new things? Patterns, suffixes, prefixes etc...

Develops the appetite and ability to learn in different ways
Languages ARE real-life materials-you can learn in many different ways, using a textbook does not make it more effective for the learner.

Works at a deep level on classroom culture and schools’ climate for learning:

Shifts responsibility for learning to learn from the teacher to the learner
Students will plateau quickly if they are not actively involved in their language learning. They will also have to deal with identity and emotional issues that are not linked with any other subjects. (That is why I found the mapping out of BLP/ SEAL on Coventry Learning Gateway so relevant to what we are trying to do)

Engages teachers and students creatively as researchers in learning-teachers no longer to be seen as “the fount of all knowledge”

Effects witnessed in some BLP schools are:

raised achievement
improved behaviour
increased motivation
supple learning minds
increased enjoyment in learning
established habits of lifelong learning
enhanced
creativity

What is effective learning?

Although Reading skills appear to be better now than before, the habit of reading is not as developed as it used to be. It often also appears that students are more independent learners at KS2 than they are at KS3-KS4. The difference between good students and good learners is most obvious at KS4 and some good students appear later to be fragile learners that struggle to cope at College or University. Although the exam and assessment system is partly to blame, teachers do have a duty to develop skills like “knowing what to do when you don’t know what to do” (Piaget)

2020 Should Not Look Like 1996!

by Ken Royal

How many students equal a decade?

There was a TV news report the other day about what technology in education would be like in 2020, I watched it—all 20 minutes of it. It said absolutely nothing! It mentioned collaboration, Chinese, and Skype pals instead of pen pals. It showed a few 2nd graders with LeapFrog gadgets, three students huddled about one desktop, as well as a line of desktops with no students at them. Two educators were interviewed, and their answer to what 2020 education would be like was the same—this is paraphrased, but they both said —“technology will play a bigger role.” Wait a final decade-second; was I just taken for a ride on the “Way Back Machine”? Tell me something I don’t know! Tell me what you’re doing! Tell me what you’re thinking of doing! If you’re doing nothing, WAKE UP! Fire the canon—start the race—PLEASE.

What’s wrong here?

If someone asked me what I thought about the future of education technology, with the goal being 2020, I’d tell him or her. I’d still be talking as the news crew packed up the camera equipment—and most likely they’d have to pry me off the news van.There are a lot of administrators and educators out there, who should be interviewed about this stuff. Find them, and you'll get specifics. Make sure the pry bar is handy. Need help finding them?—I know a few PLNs...

Flashback

Over a decade ago, I switched districts to follow the “so called” technology. When I got there, I discovered that I was still alone. So, I organized a group of my science classes, we took over 30 funny looking Mac computers in the library, and set up a chat with Dr. Robert Ballard. (Yeah, the Titanic guy.) We also set up projection of the chat in all the science rooms that wanted to take part.

We prepared great questions, had students directing the chat delivery, and coordinated with Dr. Ballard by way of a very heavy cell phone. The instructional tech guy, who also found himself alone in the system, invited administrators from throughout the district. Heck, we even had student historians writing the minutes of the chat, for later use. I do have to say that Dr. Ballard had a staff member typing his answers for speedy delivery. My students learned about a new investigation of Phoenician ships in the Mediterranean, and were shocked when struck with the reality that shoes on the ocean floor were what are left of humans, when they perish at sea.

The whole chat, which lasted a little over an hour, was brilliant, until the assistant superintendent walked up to me and said, “We might be able to do this in the future.” I looked squarely at him and said, “What are you talking about, we just did it.”

At that point, beyond wondering about my decision to switch districts, I was convinced that just a “Show” would never light an edtech fire. I'm still convinced that sharing, re-sharing, and then sharing again, with anyone who will listen is important. That "Got it" spark is so different for each of us.

Get the blinders off!

It’s not a one-solution deal either. Don’t get me rolling on that subject! It makes me nuts when I hear that a school, or a district, has put all their eggs in one technology basket, and most of the time it’s the coolest gadget out there—FOR NOW. Know what you want to do, and find solutions that will get you there—educationally. Start looking at where you need to be in 2020, or you’ll be revisiting the same—all over again. Don’t make me come back here in 2030!

Quick-Start List: 15 Things All Classrooms Should Have PK-12

Hope for the Future

by Karyn Keenan, 2nd Grade Teacher, Chicago

(Originally published at: http://teacherweb.com/Blog/IL/PassagesCharterSchool/Keenan/1/default.aspx as part of the MAT@USC Hope for the Holiday event.)

The media is filled with different reports of the changes and faults of education in America, and particularly in Chicago. This year we learned of how dangerous walking home from school could be. And our city is still figuring out how to make sure that our schools reflect racial integration.

I am lucky to teach in a school that is racially integrated. It makes me proud to see so many different cultures represented in my classroom. That has always been one of the great things about Passages—it is a school for everyone.

On the first day of school this year, about an hour or two into the day, a new student arrived. This sweet young girl, who appeared shy at first, was a refugee from Iraq. She came to Chicago in May from Syria and was originally from Baghdad. You could see her eyes light up at the different things around her, but she did not yet have the English to communicate with her classmates and teachers.

As is the case with many refugees, this young girl's schooling had been interrupted. The difference in the writing of the Arabic language and the English language meant any background knowledge she had about numbers and letters had to be relearned. This student has worked incredibly hard, despite how frustrating it has been. 

On the last day of school before break, my students were all bummed when I told them there would be work for them to do over break. As we were gathering up after the Winter Concert, I noticed the sweet, and a lot less shy girl, working through her packet of work. She quickly identified how many items were in a group and was flying through the packet I gave her.

A young child learning a great deal gives hope to any teacher, but there is so much more to this story. I have a colleague, Mrs. Sceske, who teaches the English Language Learners at our school. For me, my colleagues are what give me hope for the future of American education. I work with a group of people who work late at school each evening, explore opportunities to provide their students with as many great experiences as possible, and help each other out.

The backbone of the American education system is its teachers and I could not be more hopeful than when I go in to work each day and am greeted by the dedicated men and women that I have the pleasure to work with.

Guest Blogging: An Opportunity To Share More

by Isabelle Jones who blogs at My Languages.

As we are approaching the end of the year, I have been thinking quite a lot about all the benefits I have derived from guest blogging this year.

OK, I am not a prolific guest blogger but contributing to The Educators’ Royal Treatment and the latest MFL & Technology series on Jose Picardo’s Box of Trick has been both enjoyable and profitable from the point of view of my own personal development.

First, it is great for confidence and developing a stronger blogging voice. It helps you to express all those thoughts, mixing the personal and the professional.
And apparently... It shows! I am no longer hiding behind my avatar and very willing to discuss my blog posts and change my mind if I want to... I feel I have definitely moved on from sharing information to sharing ideas and opinions about the information I share.

Second, it makes you reflect on what you are doing. You get to understand better how to get there, why and what the way forward could be.

Third, it gives you an opportunity to read other people’s blog posts and get tempted to comment more than you would normally admit to have the time to do (excuses excuses).

Fourth, it strengthens your relationships with the different members of your PLN, making subsequent exchanges and conversation even more meaningful.  Twitter is also such a wonderful tool to support this.

Fifth, it makes you open up to different approaches and ways of “doing things” in different countries and educational sectors. This is the ultimate Let’s-Think-out-of-the-box toolkit!

So, Languages teachers, get inspired and also check out some of my favourite posts on The Educators’ Royal Treatment whether you teach languages or not...

Digital Readers Make Education Sense

by Ken Royal

I know that even the most technology-lost administrators are looking at reading gadgets like Sony’s Reader, Amazon’s Kindle, and Barnes & Noble's Nook. The obvious is that supplying these devices to students with downloaded texts and required reading saves money. Instead of paying for a $100 textbook, downloading it for $9.99 makes sense—even if the reading device is a couple hundred bucks. There is no reason to leave these just in the hands of commuters on a train—reading the Wall Street Journal, nor just in the hands of adults.

Learning firsthand…

Years ago, I borrowed a few AlphaSmarts for my 4th and 5th grade classes. And then I began to borrow more than my share. I discovered quickly that my non-writers began to write and my non-readers began to read—right off of them. Furthermore, kids used them for presentations, abandoning the usual 3 x 5 cards. When you can get kids that haven’t written, haven’t read, and fear presenting to do all of those things—that’s big. It caused me to lead a movement with PTO help to get AlphaSmarts into the hands for all students in grades 4 and 5—and to follow that with grade 3. I guess you could call that a 1:1 decision well before it became fashionable. I actually went to home meetings giving presentations to parents—all set up by the PTO. Parents wrote checks on the spot to support the venture—the low price of the gadgets made the latter a bit easier. I also had a principal who understood education entrepreneurship. It makes a difference, and more of a difference today.

It’s not about loving books with binders more or less…

Now, I love books as well as anyone—you know—the ones that warm from your own body heat rather than electricity, but some kids will read off the Reader, Kindle, and Nook who won’t read a traditional book. I’m figuring—whatever it takes.

Test them out…

If in doubt, try them in a resource situation first. Then think about the concept beyond that. I just picked three well known devices, but there are, and will be more options out there for sure—and the prices will get better. If your district leaders haven’t assigned an education tech leader to take a look at digital readers—they should.