The Educators' Royal Treatment

Chemical Reactions

Adora Svitak

[Adora Svitak is the world's youngest teacher and a published author. Her website is www.adorasvitak.com.]

 

Today I learned about "Chemical Reactions" in science, an interesting topic and one I was completely befuddled by. The terrible thing was, this always seems to happen; I learn about something interesting in science, think I understand it, and find that I can hardly answer questions on it, let alone explain the concepts. I find myself tripping over words like "exothermic" and "endothermic" while attempting to explain what they mean. So I wanted to think of a new way that I could understand the material better--and why I wasn't understanding it in the first place!

 

As an author and avid history buff, subjects like language arts and social studies have, in general, been fairly smooth rides for me. I'm able to read the information quickly, remember it, and put it to use. But the problem with speed-reading your science text is that you miss words like "exothermic" and "endothermic" or exactly what they mean. That's one thing I've told myself: read slower and more carefully. It helps me catch more of the important information--information that sometimes hides itself in nooks and crannies that my impatient eyes skip over.

 

Another thing that may sometimes trip me up is the abstractness of it all. Since I'm learning about Physical Science--which, as far as I can see, is the study of really tiny things (atoms and the like) and stuff that's everywhere (oxygen, anyone?)--which need to be represented by models or pictures or lengthy explanations. On the other hand, in a course like Earth or Life Science, you can point up to space or look at a leaf and see planets and photosynthesis for yourself. Who looks at table salt and says, "This is NaCl, an ionic compound of sodium and chloride?" Or "The atoms in that gas are zooming around pretty fast today." I can't see the atoms in that gas, people. I probably can't even see the gas.

 

 But that's enough grousing about why I wasn't understanding the topic--what about actually solving the problem? One thing that helped was reading the text aloud. Instead of just scanning it (which I'm prone to do if I'm reading silently), reading aloud forced me to slow down a little, to think about the pronunciation of the word and what each sentence I read really meant. I summarized out loud better than I did in my head. My mom was on hand, so I explained the concept to her. Having someone to listen to you and bounce ideas off of can be very helpful. Another thing I did was pull out my Pulse smartpen and take notes while reading out loud (recording both the notes and the audio). It was very helpful for synthesizing information. However, as I listened to the recording as it played back, I was surprised by how much I stumbled over certain words. If you listen to one of my videos where I'm teaching kids about reading and writing, and compare it to my science recording, you'll notice the difference right away--when I'm talking about chemical reactions, I sound hesitant and unsure about some of the things I'm saying. Oh well, I thought. It's a start. It's a start which I hope will result in some long-term progress.

 

After finishing my recording and a review worksheet, I took the lesson assessment. And guess what? I must have understood my "Chemical Reactions" pretty well, because I got 100%.

Adora Svitak Goes to Long Beach: TED2010

by Adora Svitak

[Adora Svitak is twelve years old & the world's youngest teacher. Published first book, Flying Fingers, at the age of seven.]

Where can you eat free food to your heart’s delight, snap a picture with Al Gore say hello to Bill Gates, and watch some of the world’s most influential people speak, all in the same week? If you went to the TED conference this February, then you know that the Long Beach Performing Arts Center is (or was) the answer. I was lucky enough to be able to go to TED as a speaker—and yes, I managed to do all those things. I even took some free yogurt pretzels and dark chocolate malt balls home for my sister. 

As the theme for this year’s conference was “What the World Needs Now,” I thought it would be appropriate to talk about “What Kids Need Now.” However, since I was talking mainly to an adult audience, I mentioned that the adult world could benefit by learning from kids. The main idea was that kids have the audacity to come up with ideas that can better the world, and that adults should listen. In other words, “You must lend an ear today, because we are the leaders of tomorrow” (a passage I was frequently Twitter-quoted on). Of all the conferences I have attended, I can say without doubt that TED was the most Twitter-active. A single glance at TweetDeck told me that people had basically transcribed my speech on the web (in bits and pieces, of course). There was one quote here, and one quote there--it added up.

One of my favorite lines (one I was, disappointingly, not much quoted on) was, “If you don’t think this applies to you, remember that cloning is possible—and that involves going through childhood again, in which case you will want to be heard—just like my generation." Maybe the fact that this sentence was 156 characters provided a difficulty when it came to posting on Twitter! However, I felt that this line spoke both to the mood of going forward into the future--a mood that is so prevalent at TED--but also serves to appeal to the selfish nature in everybody (you should listen to kids because you would want to be listened to!)

The technology I used was fairly simple, although I did experiment. I used a site called Prezi, a zooming presentation tool which utilizes one large canvas instead of separate slides, then zooms in and out to create a pleasing visual presentation. It's kind of a cross between a video pan and PowerPoint. Prezi was an appropriate choice--as I found out later, TED actually invested in Prezi. Other than the Prezi, a laptop computer, and a remote-controlled slide advancer (which malfunctioned at the beginning of my speech), I didn't use that much technology compared to some of my education presentations.

But that's enough about me--what about the larger TED experience? As a first-time TED attendee, everything was new and exciting. One of my favorite aspects was the aforementioned free food. My mom joked that I had a graduate-student mentality as I greedily browsed the shelves of artisan brownies (yes, artisan brownies), smoothies, juices, yogurts, wasabi-ginger chocolate...the list went on and on and on. Of course, that was only food for the stomach, and TED gives you food for thought as well. As a matter of fact, food in general seemed to be a big theme. We heard from renowned chef Dan Barber, who crafted an engaging metaphorical narrative about his "love affairs" with two different fish (the speech focused on the difference between "sustainable" livestock practices and ways of raising animals that were truly beneficial to the world around them). Even the prestigious TED prize went to a chef--Jamie Oliver, for his campaign to get healthier lunches in America's school cafeterias and raise nutritional awareness in kids.

We snacked on stunning live performances by artists like dance group the LXD (Legion of Extraordinary Dancers), who later performed at the Oscars; singer/songwriter Natalie Merchant, who transformed children's poems into powerful songs; string quartet Ethel, who are regulars at TED events; and ukulele player Jake Shimabukuro, who made the miniature instrument larger than life. I highly encourage you to watch all the TEDTalks videos as they come out on the TED website. Some have already come out, like the speeches of Indian artist Raghava KK and autism activist Temple Grandin. Both encouraged the audience to think bigger, dream higher, and understand the unique worlds of both speakers. 

Now what do all of these delectable meals of speech have to do with education? TED turns every one of its attendees, CEOs and government officials, business leaders and musicians, into students. In a word, TED is a classroom (albeit a large one). Its instructors come from all walks of life and teach crash courses on science, math, language arts, technology, entertainment, design, culture, history, politics, law, and food. Most importantly, the speakers at, and the organizers of, TED, expect a lot from their students. They expect us to go out into the world and make a difference--something which schools everywhere should expect of their students.

I've heard of books that tell readers about places to go to before they die. TED should definitely be on the list. With a collection of speakers that included notables from fields ranging from art to the environment, science to politics, TED was a veritable buffet of thought from all corners of the globe. Like any good buffet, TED left us feeling exhausted, full, and satisfied--our stomachs full of artisan brownies, and our inspired heads bursting with new ideas. 

Lightning in a Bottle: My GTAdmin Experience

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

As I sat in the Houston airport waiting for my flight back to Newark, I couldn’t help but to sit and reflect on my experience at the first ever Google Teacher Academy for Administrators.  The conference was held on March 5, 2010 in San Antonio, Texas.  This was by far the most intense, and rewarding professional development venture that I have ever experienced.   Brought together by innovative practices, and a desire to integrate Google educational tools with sound pedagogy.  I joined with 50 other exemplary administrators all on a journey that took our learning to levels not readily imagined; hence my analogy to “Lighting in a bottle.”

As I mentioned before, the day was INTENSE, which was right in my wheelhouse as a concrete sequential learner.  Each session moved seamlessly from one to the next within an eleven-hour time span.  During the session, I readily observed one of the most important attributes of an effective administrator – MULTITASKING.  This was visible in the form of simultaneously listening, taking notes while utilizing Google Docs, engaging in a Twitter backchannel, and of course, the sharing of ideas on how we as administrators could effectively and efficiently use the array of Google tools. 

The fact that backchanneling was encouraged was cool in itself! Anyone reading the tweets from #GTAdmin could feel the excitement, I am sure.  I found it particularly challenging at times to tweet what I felt was compelling information, due to the fear that I would miss something during the process.  That’s how good the Google Academy was; “Riveting,” is the word that immediately comes co my mind.

The atmosphere in the room was similar to Christmas where we as educational administrators were receiving all of the gifts stipulated on our lists to Santa Clause.  Who doesn’t appreciate FREE educational gifts (I know all of us involved with web 2.0 and technology do)? The energy in the room never dissipated as we learned how these gifts of knowledge could be used to establish collaborative, engaging, and transparent learning environments in our respective schools. You can view my notes for #GTAdmin by visiting GTAdmin Notes 3-5-10

My notes give a pretty good snapshot of our action-packed day.  However, another important take-away here was the presenters, or lead learners as Dr. Mark Wagner referred to them as.  Each lead learner facilitated passionate discussions on virtually every Google app that could be used in education.  They were extremely prepared, modeled effective practices, and applied the tools in a way that we as administrators could use them.  This Academy really was catered to and designed for administrators.  Each presenter’s dedication to ensuring that we fully understood how to implement the various Google tools was greatly appreciated by all.  At the conclusion of the day I was still craving more.  How many of us could honestly say that after a 3 hour professional development training, let alone 11 hours?  In a nutshell the blueprint developed for #GTAdmin was fantastic.

Learning did not stop for one minute at the academy.  In my opening paragraph I made mention to the educational leaders that I was fortunate enough to spend the day with.  Whether it was at dinner, the night before, during breaks, at meals, or late into the night after the academy, conversations on what we had learned and how we were going to utilize this, “Lightning in a bottle,” that was graciously handed to us never ceased.  Talk about bang for my buck!  The additional knowledge and insight that I acquired from my esteemed peers was priceless in itself.  Many of our conversations focused on which specific Google Apps we were going to implement first and how.  Administrators committed to change through innovation, collaboration, sustainability, and transparency were definitely underlying themes and catalysts for the intriguing discussions that took place.

I could go on and on about this experience, but I am just too exhausted and should probably get a nap in before I land.  My goal now is to return to my school and empower my staff to engage all learners, collaborate with each other, and take a more active role in the educational process using Google Apps for Education.  This experience, combined with my Personal Learning Network (PLN) serve as driving forces to provide the very best learning opportunities for the students and staff of New Milford High School.  Who knows, maybe now I will start an official blog using Google Blogger? Wait, I just did. I can’t wait to unleash this lighting in a bottle!

Cross posted at A Principal's Reflections

CDW-G & Discovery Education Wireless Classroom Giveaway!

CDW-G and Discovery Education will be giving away Three Wireless Classrooms! You can enter once each day, and even Tweet it for extra entries, up to three more a day. Additionally, there are monthly prizes, too. Enter at http://cdwg.discoveryeducation.com/wawl/ or http://twitter.com/WinWirelessLab. The contest runs until May 3rd 2010. Someone has to win, and it may be your students!

Watch this video to learn more.

Want Change? Share Your Accomplishments!

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

Possibly one of the most important reasons I delved into the world of social networking was to share with a global audience the great things that my students and staff are doing.  As a principal nothing is more gratifying than advertising these accomplishments and receiving feedback from passionate educators who are truly working hard to make a positive impact on a child’s life.  After all, I strongly feel this is an essential requirement of my position and all others in the field of education.

There is another driving force at play here and that is change. Change is a word that I routinely hear and read about on blogs, twitter, and other social media sites.  In sharing success stories involving successful technology integration combined with sound pedagogy I hope to stimulate other teachers in my school and around the world to take risks, get out of their comfort zone, make learning relevant, and be innovative. 

On Friday February 25, 2010 I read this tweet from Michael Circe (@edu_mac_nation) “Looking to do educator spotlights on edu.Mac.nation. DM if interested in being featured! Please RT! #education #mac).  If you know anything about me then you know that I never pass up an opportunity to boast about my school, students, and staff.  There are so many members of my PLN out there doing amazing things with Apple products.  It is my hope that this post will motivate them to share. Every success story can possibly assist another school, teacher, or administrator to help initiate the change process.  The following is a school spotlight that I submitted at edu.Mac.nation:

Upon becoming Principal of New Milford High School over three years ago it was decided after a needs assessment that more resources and professional development had to go into the area of educational technology.  I was fortunate enough to participate in two television shows that resulted in funds that normally don’t just fall into the hands of a high school administrator.  After researching and learning about how iPods and MacBooks were being utilized to engage learners I quickly decided to purchase a mobile iPod learning lab (Bretford PowerSync cart, 28 nanos each with a recording device, Bose speaker system) and some MacBooks.  This was a relatively bold move at the time because the use of iPods in a classroom setting was non-existent in my school and PCs were the technology of choice. The next challenge was motivating my staff to use the iPods in particular. Naturally my teachers were apprehensive.  After having Apple come in and train my teachers on podcasting they were ready to begin integrating this technology into their instruction. 

The following are two specific examples of activities NMHS staff using the iPods:

1.     Economics (Linda Keesing-Media Specialist): As a reporter for the business section of The Record (local newspaper), you will create an audio podcast to accompany your newspaper article on the various facets of this economic crisis.  It is your job to learn more about the factors contributing to this crisis.  Your insights into potential remedies for it will be especially valuable.  You will explain why fiduciary responsibility in the private sector and federal oversight in the public sector are among the essential ingredients in maintaining a sound U.S. economy.  You will examine the question of the global nature of this crisis.  Your editors expect you to research these issues thoroughly so that you can explain them to your audience.

2.     American History 2 (Nicolette Perna): Students in American History II have just begun to study the 1920s. As an introductory activity, students are working to create podcast interviews dealing with the culture of the 1920s.  Students worked in pairs to conduct some research on the culture of the 1920s and then worked together to write an interview; one person as the interviewer, the other as someone that lived during the 1920s.  Students have the option to focus on one aspect of 1920s culture or do an overview of multiple aspects.  They will record their podcasts with their partners and then as a class will listen to and discuss them.

The MacBooks were a huge hit, even with me.  After purchasing some of these laptops I began to use one on a regular basis.  I can now say that I been converted from a PC to a Mac user and couldn’t be happier.  The one feature that I like best when creating presentations is the grab utility that allows me to capture portions of content on web pages in a flash.  As far as my teachers go, below are 2 examples of how they have used the MacBooks:

1.     Biology (Keith Devereaux): Students were assigned an authentic learning project where they had to create vodcasts.  A description of the entire project can be viewed here: http://www.educatorsroyaltreatment.com/2009/08/authentic-learning-and-technology.html

2.     Applied Music Theory (Joe Andolino): Students created their own original music using Garage Band and integrated a web 2.0 application.  A description of this project can be viewed at http://www.educatorsroyaltreatment.com/2009/10/macs-web-20-music-to-my-ears.html

I am extremely proud of my staff developing innovative projects using Apple products to engage the learners of New Milford.  By sharing these success stories I hope to motivate and excite more NMHS staff members into using them on a regular basis.

Thank you Eric for sharing the outstanding work that is happening at New Milford High School. It truly sounds like your school's "bold" changes have had an impact on learning and instruction. I also want to thank Eric for being the first educator to shine a "spotlight" on the work that is happening in his school. If you are an administrator, like Eric, or a teacher who is interested in sharing about your work or your school feel free to visit the edu.Mac.nation contact page where you can contact me with information for a future spotlight.

New Initiative Addresses Underage Drinking

By: Stephen Wakefield

The consequences last longer than the party.  This is the message of It’s 21. Just Pass, a new initiative from the Wine & Spirits Wholesalers of America, the National Football League Players Association and Discovery Education.  Launched in 21 cities nationwide, It’s 21. Just Pass challenges high school students to learn the risks of underage drinking, test their knowledge and win amazing prizes.

The It’s 21. Just Pass initiative includes:

• A quiz that challenges students’ current knowledge while providing critical information about the laws and consequences related to underage drinking;
• A drawing to award one $5,000 scholarship (students become eligible by taking a short online quiz); and an assembly featuring an NFL player, awarded to the school with the highest challenge participation levels.

In addition, the It’s 21. Just Pass online video forum encourages students to create short videos about the dangers and consequences of underage drinking for a chance to win two tickets to an area NFL game.  To learn more about It’s 21. Just Pass, visit www.its21justpass.com.

A Kid's Eye View on Robotics

What do you think of when you think of robots? Fierce competition, heads of state, and algae might not be the first things that come to your mind. But my friend Priya Ganesan is challenging that assumption--recently, she sent me an article she'd written about her recent experience in a robotics competition. I'm not exactly talented with robotics, and I was glad to read a kid's eye view on something other than my own areas of expertise (language arts, social studies, and educational technology). Read on and enjoy Priya Ganesan's kid's eye view on robotics!

-Adora

First Lego League: Encouraging Science and Technology through Robotics

Priya Ganesan

[Priya Ganesan is a 14-year-old girl living in Redmond, Washington. She reviews several books in a variety of genres at her widely-read blog, Book Crumbs. She also interviews authors and participates in online book publicity tours. In her spare time, she enjoys reading, writing, competing in math competitions, playing the piano, and playing tennis as part of her home school’s varsity tennis team.]

Last year, I participated in a worldwide robotics competition, First Lego League, with four other middle school students, and we formed a team called “The Olympians.” 

First Lego League (FLL) is a global robotics program which encourages enthusiasm for science and technology in kids from 9 to 14. Every year, FLL teams “embark on an adventurous challenge based on current, real-world issues. Guided by a team coach and assisted by mentors, the participants research and solve a real-world problem based on the challenge theme, present their research and solutions, build an autonomous robot [with Lego Mindstorms] using engineering concepts, and program the robot to perform a series of tasks in 2.5 minutes. Using the yearly challenges, FLL entices kids to think like scientists and engineers, provides a fun, creative, hands-on learning experience, teaches kids to experiment and overcome obstacles, builds

self-esteem and confidence, and inspires kids to participate in science and

technology.”

My team members and I started in the middle of September of 2008 and immediately got to work for the 2008-2009 robotics season. The theme for last year was “Climate Connections,” so the tasks that the robot had to perform were climate-related, and our project was to discover a climate-related problem in our region, conduct experiments to collect and analyze data, come up with an innovative solution to the problem, and spread the word about the problem and solution. We decided on the problem of “toxic algae,” which are constantly polluting bodies of water around the world and have severe environmental effects. We took water samples from local lakes and ponds, analyzed the water conditions, and experimented with different solutions to purify the water and get rid of the algae.

I learned a lot through robotics. For starters, I learned about kinematics and physics, as knowledge of those fields of science was essential to build an efficient and stable robot. In addition, I explored computer programming and figured out how to make the robot turn, sense objects, use several motors at once, and more.

In terms of the project, I learned a lot about toxic algae. I also enjoyed learning about public relations and marketing while informing the community of our research. My team and I set up an informative website, went door-to-door with flyers on algae, presented our information to a middle school in India, and published an article about toxic algae in four local newspapers (you can read the main article here). We also presented at the local city council and at the Seattle Dome, contacted government officials, and worked with Washington Governor Christine Gregoire and India’s ex-president Dr. Abdul Kalam in order to spread more awareness about this global problem of toxic algae. From writing letters to talking to

strangers, I improved my writing as well as my public speaking skills.

After winning 1st place at the regional and state competitions, my team and I went all the way to the international competition in Atlanta, Georgia. We competed against 84 teams from 27 countries around the world, and it was a great experience overall. We won 1st place in Teamwork at the international competition, which was an incredible honor.

So in conclusion, robotics is a fun way to get involved in science and technology while learning important skills like teamwork, responsibility, time management, and more! It can be challenging and frustrating at times, but it’s also very rewarding at the end. And it’s easy to participate! Go to the FIRST (the organization that hosts robotics competitions) website and you can learn more about it! There are four main competitions:

• Junior FLL for young elementary school students
• FLL for upper elementary and middle school students
• FTC and FRC for high school students.
  

It’s easy to sign up a team for next year’s competition, and it’s a great way for children to get excited about science and make a difference in their community. 

Free Resources for Black History Month

by Emily Embury

In honor of Black History Month, Shmoop has compiled 47 free Learning Guides for high school students.  Shmoop salutes those – from the biggest names to the most ordinary people – who have shaped the African-American experience for over 400 years.  Those highlighted include David Walker, Toni Morrison, Malcolm X, Jay-Z, among others.  Enrich your classroom with videos, images, primary resources, and a Best of the Web section that connects you to relevant and trustworthy web resources.

Featured Resources:
Huckleberry Finn: Mark Twain’s Huckleberry Finn champions American ideals of freedom, independence and rugged individualism in Pre-Civil War America.  The thirteen year-old narrator’s dedication to his own moral standards and his friendship with Jim, a runaway slave, makes this one of the Great American Novels, and one taught in classrooms around the world.

To Kill a Mockingbird: Harper Lee’s Pulitzer Prize winning novel tells the story of an African-American man falsely accused of raping a white woman in 1930s Maycomb, Alabama.  The novel’s message of standing up for what is right at all costs has provoked strong reactions and even controversy over the past fifty years, making it one of the most widely read novels dealing with race in America.

Explore 45 more Black History Month topics ranging from Blues Music History, to Narrative of the Life of Frederick Douglass, to the Civil Rights Movement.

Shmoop offers free Learning Guides in seven subjects: literature, poetry, bestsellers, history, civics, biography, and music.  You can learn more about Shmoop by visiting the new Teacher Resources Center, which features examples and ideas from fellow teachers and librarians to help educators integrate Shmoop into the classroom.

Great CMS Helps Build Your District Brand

by Katie Brosious

In response to both Eric Sheninger's post about the importance of branding in education, and Trish Rubin's blog, EdVentures in a New York Minute, about branding in education, I started to think about how, with a CMS, schools can use their district Web site to establish a brand.

The Importance of a Brand in Education

Although I will leave this part mostly to the experts (Thanks Eric and Trish!), I will say a few words about the importance of a brand in education. Education is a service. Education is just like any other service in that it must exude value in the business that it is in, in order to attract new students. In education, school districts must show academic value. Bad or good; clear or not, everything--person, place, or thing--has some sort of brand attached to it. It's what others think and feel about what you have to offer.

Why doesn't education take advantage of this? Especially K-12 school districts! Universities have come a long way, and seem to be working on establishing their own individual brand. However, many school districts do not put their best foot forward...To network, to evolve, to improve, and to show the world what they are accomplishing.

But how would they spread their message? It's not like school districts have the advertising budgets of McDonald's or Coca Cola. They have the label of 'school,' which implies education, but it's extremely obvious that no two schools are the same. Its important for schools to build their brand because school districts, more than any other educational institution, need to stay updated and in the know. Today's K-12 students are tomorrow's leaders. It is essential for schools to have a cohesive mission, a set of values, and a sense of pride within the district, which can be done by establishing a brand.

Branding on the Web

More and more, school districts are using social networking sites like Twitter to extend and enhance their brand. Some Twitter accounts are for the whole district, some just for a school, and some are from teachers, staff or administrators from the district. Each Twitter account is another point of contact for that district. It improves community outreach, makes the district more personable and personal, and helps to spread the district message. Social media sites like Twitter are great. And they're an extension of the district brand. But they just aren't enough. Even if a district has a great media presence, consistency throughout the district all-inclusive WEB presence is key.

Aside from social media, the school district Web site is often the most important point of contact for the school district. If community members want to know what time the football game is on Friday, the district site is the first source of information. The district Web site is like the Encyclopedia for that district. Students, parents and community members expect to have all of their questions answered simply by clicking over to the district Web site. It must support a cohesive brand and mission along with all other point of contacts for that district on the web.

Using ContentM K-12 to Brand your District

The best and easiest way to build a school district Web site is with a CMS like ContentM K-12. Not only will you be able to design and implement your school district Web site with ease, you (or anyone else) will be able to maintain it with a few clicks. You will be able to update your Web site in seconds when you need to (i.e., for snow day cancellations or delays). You can spread the word about your district's overall academic accomplishments. You can show your students' accomplishments. The best Web sites are dynamic and fluid; they are always changing as new things happen. School district Web sites should be no different.

Compare and Contrast: What the World Eats

By Carla Beard,

As we expand the definition of "literacy" to include multimedia, teachers will scramble to find good models for students. The series of pictures, "What the World Eats," might service as a basic source for comparing and contrasting.

Peter Menzel shot these photographs of families around the world and their typical diet for a week as part of the 2007 book Hungry Planet. He and Faith D'Alusio, who wrote the book, visited 30 families in 24 countries and asked them to display what they would typically eat in a week's time. They also calculated their food budget for a week. Amounts are presented in both the local currency and the US equivalent. Each picture in this series shows a portrait of the family, the home, and the food and beverages.

The photographs are carefully planned, with food to the front and the family behind, colors and lighting balanced and professional. More important, though, is the impact of looking at a series and noting similarities and differences. Who eats fresh fruit and vegetables? Who eats a lot of meat? Who eats grains, and who eats processed foods? Are the differences determined entirely by culture? If not, what other factors might be at work?

Careful analysis of still photographs like this series can help students learn to think critically:

• What information is being communicated?
• The photographs are all arranged similarly. What do the similarities emphasize?
• Each photograph is different, too. What do the differences emphasize?
• Who is the intended audience and what purpose might this series serve?
• What questions do these photographs raise? Do the photographs suggest any answers to those questions? 
• Do the photographs taken as a group communicate an idea that an individual photograph alone might not? If so, what is it and what details suggest it?

When students can analyze a series of photographs, they can bring a stronger set of skills to a poem, a play, or a novel. They can also analyze with more confidence a commercial, a blog, or a political speech.

For Tech Talk, Ask a Teacher

by Ken Royal

At TCEA I had a chance to speak with two educators who accepted a Twitter invitation. One was @EdTechSandyK, a district technology specialist and the other @kgustin a first grade and inclusion teacher, as well as a school technology mentor. The complete video should be up at http://www.scholastic.com/administrator/ soon, but I need to say that the conversation amplifies what I've said many times, instructional technology experts/teachers, are everywhere today, and at every grade level. Listening to the ideas of just two, would have given a district twenty or more ideas to try. And, the best part, most of the ideas shared at the interview cost little, or nothing to try.

I have made it an essential part of my tech-education knowledge base to interview teachers whenever I can. Even though my work for Scholastic has me speaking to administrators, marketing/product managers, and company executives—all agree that great ideas filter up, as well as down in a school district. If you want success, listening to educators at every level is a necessity. I've always thought that way, but it's getting to be more of a universal concept today.

So, here's a little YouTube tease from that TCEA video. 

What is TeachMeet?

by Jason T. Bedell

TeachMeet is a great idea for an education conference, originated in Scotland and was initially driven by Ewan McIntosh. TeachMeet details can be found at http://teachmeet.pbworks.com. There are several foundational ideas that are both simple and brilliant. First, all teachers have something to share, but they often lack a venue. As educators, we all strive to adapt to and meet the needs of all of our students. This is a difficult task and we all have our own unique methods of doing so. Unfortunately, we often struggle alone; it is difficult for others to learn from our failures and our successes. TeachMeet allows anyone to present without pressure. Any teacher who would like to share will be able to. Second, many educators never get a chance to attend any of the myriad of beneficial conferences that abound simply due to cost. The answer to this is simple: eliminate the cost. TeachMeet will always be completely free to anyone who would like to come.

I am organizing a TeachMeet conference at the Nashville Public Library on April 1-2. Our informational wiki is located at http://teachmeetnashville.wikispaces.com . The doors will open at 9:30 with some light breakfast items, such as coffee and pastries, for those who registered. The conference activities will officially begin at 10 in the morning and go through 4 pm on both Thursday and Friday. To help people come, we are providing lunch free of charge to all teachers. Please register for free early, though, so we know how much food to buy. When people come between 9:30-10, we will have certificates of attendance and/or presentation if people need to give that as evidence to their districts.
This conference is going to be focused on using educational technology, particularly to foster authentic learning and to facilitate educational change. This is not going to be a traditional conference where audience members just sit and listen. This conference is going to be very participatory. There will be at least 2 sessions running concurrently for most of the conference. There will be both 15 and 7 minute presentations, usually in 1 hour blocks on a broad topic, such as digital storytelling. There will be a lesson planning workshop, informal round-table discussions (contribute ideas to our WallWisher page: http://www.wallwisher.com/wall/TMNashville ) , and several panel discussions on different topics such as adapting teaching strategies to 21st century learner or social networking in schools. Anyone who is interested can sign-up. Our schedule of events is posted here: http://teachmeetnashville.wikispaces.com/Schedule+of+Events . It is in a state of flux at the moment as we will be accepting presenters for about the next month. By mid-March, the presenter list and topics will be finalized.
If you think you would like to sign up to give either a 15 or 7 minute presentation, help out with the workshop, facilitate a round-table discussion, or moderate a panel, please sign-up here: http://teachmeetnashville.wikispaces.com/Sign-up+to+Present . If you would like to volunteer to help us setup, clean up, or help in any other way, please sign up here: http://teachmeetnashville.wikispaces.com/Volunteer . Lastly, if you would like to sign-up to come and participate, you can do so here: http://teachmeetnashville.wikispaces.com/Sign-up+to+come .
We are still seeking donations and sponsors for this event, which will be streamed live online to a large audience. Companies such as Techsmith, Ingram Library Services, ABC-CLIO, Camcor, and Soundzabound are all reaching out to help the educational community. There is information available for potential sponsors here: http://teachmeetnashville.wikispaces.com/Sponsors .
This is going to be a really dynamic conference. You will be able to network, learn from, and share with educators from all over TN and beyond. This is a really good chance to not only learn, but to help others as we join together to find ways to help all students. Please consider attending or presenting if you are able to make it to Nashville. If you have any questions, please do not hesitate to contact Jason Bedell at jason@jasontbedell.com.

FREE Brainchild Achiever! with Study Buddy Purchase

by Jennifer Harrison

Buy one 10-pack of Study Buddies and get Brainchild’s Achiever! online assessment and instruction program for FREE for the entire school.

Any purchase before March 31, 2010 will earn FREE access to Achiever! until July 31, 2010. With Achiever’s proven performance record as a test-prep resource, that is good news in the rush to prepare students for high-stakes assessments this spring.

Achiever! is used to assess standards-based performance and then deliver tutorials and retest students on their state’s standards.

The Study Buddy hand-held tutor provides self-paced, standards- based instruction that complements Achiever! Study Buddies can be used by themselves as instructional devices for individual students or in groups.

 

Go to www.Brainchild.com to learn more or to place an order. 

"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: