Technology: figuring out how the pieces fit

I am as lost as ....

2012-02-08T14:07:00.000-05:00

Similes ....
How do you teach similies?
What resources do you use?

One evening recently on twitter, this message came to me:

I am currently working with 4 grade and trying to come up with a lesson on similes. Any suggestions??

Since this request came from a future elementary educator, I wanted to find some things to share with her. I began searching through my blog posts, my diigo bookmarks, and some former lessons to see what I could find. That was when it hit me that I talk about twitter being a great place to find resources and ideas, so maybe I should look too!

I sent out a tweet asking for advice and suggestions to share (it is nice to have a PLN to share with and pull from).

Here are a few of the ideas and resources that were shared with me:

Snowflake Bently Activity and Idea Webpage which contains a book mark, an art project, information on the illustrator, directions to make a book, and lots of great links
Picture book recommendation: My Dog is as Smelly as Dirty Socks (This book is full of similes about the family of the main character)
A great idea for a Color poem on this blog that coul be redone using similes: ThePolkaDotOwl: Poems Anyone? (other great stuff on the rest of the blog too)
Someone also shared some powerpoints they have used as an introduction in the past: Similes and Metaphors

And while I was looking for ideas for teaching similies, I came across this great collection of ideas for teaching figurative language using a Valentine's Day theme on ReadWriteThink!

Do you have any ideas to share about ways you teach similes?

Do you have any resources to suggest?

Thanks in advance!

On my learning journey ....

2012-02-01T09:34:00.000-05:00

While on my learning journey (that I hope will always continue), I was looking at blogs and came across a resource that I had not heard about before .... so I thought I would share the information with you too!

Have you seen the Caleb's Creek Media Matters blog? That is one place that Holly DuBois (the media specialist at that Caleb's Creek Elementary School) shares interesting resources as well as book activities she plans to use.

Here is a part of the blog post Jump Back in Time:

Using the America's Story section of the Library of Congress resource, you can click into the Jump Back in Time feature. (I have talked about other parts of America's Story before here and here if you are interested and missed them.) Using the Jump Back in Time feature, there are a lot of neat things you can do. Of course, the main part included links to all the major historical eras of the United States, broken down into sections from 1492 to present day. Each era link will take you to information along with many links to other stories related to the same time period. I like the way this is done because you can see history as a string of many stories that fit together rather than a bland history book paragraph listing the things that happened.

There is also a Fact or Myth question when you are on the main page with a different question each time you visit the page. It explains why it is a fact or myth. You can also choose a date to visit to see important things from that day. It suggests using your birthday, but this could also be fun to do each day to see what happened that day. You could also do the Fact or Myth question and use both as an opener to the day or something for those last few minutes after you pack up at the end of the day. The Super Sleuth game is fun but short. Famous photos of historical people have had something added to them that doesn't fit the time period and students have to find it.

This is a great place to start with introducing a time period, giving context to an era a book might be set in, or just for the history buffs!

I can see some great Social Studies and History connections for this resource from the Library of Congress. This would probably be a good place to find some nonfiction reading material.

I encourage you to look at Caleb's Creek Media Matters ....

While I enjoy sharing the new things that I learn, I also enjoy sharing where/how I learn new things.I encourage you to not only share the new things you discover on your learning journey, but also how you got to that learning spot along the way!

Reflections (OLW) January 2012

2012-01-31T06:21:00.000-05:00

At the beginning of the year, there was some talk about what was going to your word for the year .... I even wrote a blog post about it!

In the comments to that blog post .... I shared that I thought my word would be thinking for this year:

My word might be THINKING .... thinking about my new adventure with Wonderopolis, thinking about the things I write, thinking about the things I am learning, thinking about the things I am sharing, thinking about doing more listening, thinking about enjoying what is happening now and not worrying about what could happen.

As I look back over the reflections I have done (that is what I consider my blog posts), I think that I notice some similarities and also some distinct differences.

When I write blog posts, tweets, and facebook posts, I try to share things that will promote thinking .... both my personal thinking and the encouragement of thinking for others.

I am thinking about what might be possible in my life, my career, my family ...

On one hand, it does not look like my thinking has not been very focused ...

I have been thinking about ways to create with pictures
I have been thinking about ways to think outside the box
I have been thinking about ways to notice the things around me
I have been thinking about ways to connect with my daughter's experiences at school
I have been thinking about ways to embrace the various environments for and expressions of learning
I have been thinking about ways to move beyond my comfort zone and possibly embrace change

On the other hand, it seems my thinking has been focused on action ...
(perhaps I need to work more of following through with those thoughts and actions)

Wonder where that would fit on Bloom's Taxonomy ....

On her blog, Maria Caplin challenged readers to stop, think, and reflect at the end of each month. This is my January Reflection.

Here is Maria's reflection this month: My OLW in January
Here is Tracy's reflection this month: My OLW for January
Here is Tara's reflection this month: Being Deliberate ... reflecting on OLW
Here is Barabara's reflection this month: One Little Word

Why don't you join us and reflect on one word this month too?

image source

Creating some Collages ...

2012-01-29T07:53:00.001-05:00

I have been exploring some other free options for creating with pictures (It is a good thing I have so many to play with)!
This uses the Lens option on PictureTrail. I left open spaces so I can keep adding pictures ....

I used Muzy.com to create both of these photo collages (when you finish the collage and save, you have the option to post to facebook and twitter):

I have linked these two collages so that when you click on them, it takes you to the full image on the Muzy site. I took a screenshot of them to share here.

Can you think of some ways that you could use picture collages yourself and/or in the classroom?

Have fun creating and let me know some other sites I should try ....

Playing with Pictures

2012-01-27T19:56:00.002-05:00

I am playing with pictures using some of the photo sites suggested and linked on the previous post:

There are so many available options on PictureTrail.com but the spinning cube caught my attention first. When we went to Kentucky with Wonderopolis, we ate breakfast at Lynn's Paradise Cafe (I will write more about it and share more pictures later). Madalyn enjoyed trying on various hats and sunglasses!

I also tried out the Carousel on PictureTrail.

Here are the same pictures in a vuvox photo slider creation.

Here are the same picture using Capzles:

Madalyn at Lynn's Paradise Cafe

Pictures, Pictures, Pictures ...

2012-01-24T16:55:00.000-05:00

I have always enjoyed photographs. I have enjoyed taking pictures, playing with pictures, creating with pictures for years.

When I was in high school, I even worked at Eckerd Express Photo developing pictures ...

I have made lots of scrapbooks in the past for myself and others (and I have lots of scrapbook stuff in the spare bedroom at my house). I often said that creating with pictures was a stress relief for me.

In the last year or so, I have not done as much scrapbooking for one reason or another. I did get a new camera for Christmas this year, and I took A LOT of pictures just after Christmas as we began our Wonderopolis Wonder Year Adventure, so there might be scrapbooking in my future ...

In the meantime, I would like to have an interesting way to share picture from various learning experiences both on my blog(s) and just to share in general. I have used some different creation sites in the past, but one morning I could not think of any of them other than animoto. I enjoy using animoto but wanted to see what other possibilities there might be ...

Do I sent out a message on twitter (a tweet) looking for ideas:
I have several pictures from a recent learning experience, I want to present them in an interesting way. Suggestions other than animoto?

Here are a few of the many suggestions from that day:

Some of the sites and programs suggested I knew about and had used before, but there were several that were new to me, which got me really excited about getting to try something new and learn more!

I have not yet decided which ones to try .... I have plenty of pictures (and taking more) so maybe I will get to try them all ... I could also use several of the sites with the same set of pictures to see how they compared ... hmmmm

I will be sure to share my creations and experiences on my blog in the future!

Think about all the ways you could use these sites for digital storytelling, sharing learning experiences, and various projects!

I would love to hear about any suggestions you may have, any experiences you have had with any of these, and if you pick one from this list to try, please let me know how it works for you!

I was overwhelmed with the responses I got both from people I knew and people I did not know. I feel very blessed to be part of a community that offers suggestions and enriches my learning!

image is from The Great Mosaic Project

Who is Lily? (part 2)

2012-01-23T18:11:00.000-05:00

Do you know who Lily is?

You can read the blog post on my WonderFamilyEdwards blog to find out more about how I found out who Lily is (that would be part 1).

By the way, Lily is a bear that my daughter's K class has been watching ...

I think the idea of viewing various animals web cams is interesting, so I asked her teacher if she would mind sharing some of the things they are doing with this in class.

Here is her response:

Well...the bears...it all began just because it was cool! I was hooked two years ago when Lily had her first cub. Then last year, Lily had two cubs. One of last years cubs is denning with Lily this winter...but it seems that they have been having difficulty with Lily's camera. So...we discovered Honey and Lucky as well as Jewel.

We often pull up all the den cams and leave them up as we work. Then we can see (& hear) them..and stop to watch and discuss what we see. We have read books about bears (fiction and non-fiction) and discussed why bears hibernate. We have researched (online and in books) different kinds of bears and compared them. We have compared bears to humans (food, water, needs, habits, living things). We have discussed how bears move, hunt, etc. We have compared the different bears we watch (bigger/smaller, activity levels, etc.). We are getting ready to learn about other animals that hibernate...so we can compare them! We have looked on the globe to see where these bears live...as well as other bears we read about. We occasionally watch Freja (in Sweden)...not nearly as good! We talked about camouflage...and why polar bears don't live in the woods and black/brown bears don't live in the arctic! When we discuss our daily weather...we check the top of the bear.org webpage to see what the weather is in Ely,MN. The discussion was interesting when we saw -12 the other morning!!!! We use a large thermometer to show the temps. We go on a bear hunt for fun and/or exercise. Yesterday, we had the kids "design" a cave by tearing paper...and then draw a bear and cut it out to glue in the cave. We imagined we were bears...and wrote about what we would dream about ...this will go with the cave. I am sure we have done other things...but nothing else comes to mind right now.

Oh, yeah...did I mention that as I am typing this...I have two windows upen...Jewel's cam and email??? I ama HOOKED! It seems that Jewel may be getting ready to have cubs...that will be fun! The cubs cry just like a baby...and sound like a motor running when mama is feeding them!!

(The teacher sent me a message the next day that Jewel had her cubs)

Look at all the multidisciplinary things this teacher is addressing with her class based on what they are watching on the animal webcam. Love it! And this is just a Kindergarten class! Think about all the reading and writing activities that could be done with students at older grade levels.

Holly Dubois shared some other related links with me too:

Another link you can look at (more in the spring) that I sometimes show the kids is this one of an eagle nest in VA. http://www.norfolkbotanicalgarden.org/e-community/eagle-cam I love the bear one too but have not looked at it yet this year. This also has fun winter wildlife pics. http://animals.nationalgeographic.com/animals/photos/winter-wildlife/ (takes a while to load!)

I also want to point out KB...Konnected's LiveBinder full of Amazing Animal Webcams.

Thinking Outside of the Box?

2012-01-21T14:52:00.000-05:00

Margo Gaddis found this last week and showed it to me ...

I get different ideas each time I watch it ...So, what does "thinking outside of the box" mean to you?

Take notice of your wonders ...

2012-01-21T13:06:00.002-05:00

So I know this is a shameless plug (as Steven W. Anderson says) but:

Have you seen our new family blog? http://wonderfamilyedwards.posterous.com/

It is part of what we are doing for Wonderopolis.org this year as Wonder Ambassadors.

Madalyn (my daughter) is so curious and asks questions all the time, so it is easy to find inspiration for these blog posts. We are also taking advantage of this opportunity to go explore and wonder more as a family (which I also post on the blog). We would love for you to read about our wondering, leave comments if you want, and even follow our new family facebook and twitter accounts (linked on the blog).

There are also links to the blogs of the other Wonder Ambassadors on our blog. The Ambassadors are from all over the US (California, Montana, Virginia, NC ...) and cover a wide range of classrooms (k-12) and have children of various ages (3-21)

Have a wonderful day (even if it is rainy)!

Take notice of the things you learn today and the things that you wonder about!

Are you ready for a not-too-difficult challenge?

2012-01-15T16:36:00.001-05:00

I have a challenge for you ...

I don't think it will be very difficult ...

It could be beneficial for us all ...

I am a Lead Ambassador for the Wonderopolis Wonder Year Adventure this year. When I look at what Wonderopolis has to offer, I see so much potential to use the things shared there both in the classroom and at home. Each Wonder of the Day from Wonderopolis includes an image, a video, some questions to promote thinking, a list of word that could be introduced, and some ideas for further exploration.

I want you to go to Wonderopolis and find a current or past Wonder of the Day that you can use along with a lesson you teach. If you click on the Wonders tab at the top of the page, it will take you to a collection of the past Wonders of the Day. Now all of them are interesting, but instead of trying to read all of them to find something you can use, you can either choose a category from the list in the sidebar or you can use the search box at the top of the page.

Here are some blogs and blog posts that demonstrate ways others have connected various lessons, ideas, and experiences with a Wonder of the Day from Wonderopolis:

Jon Fines uses Wonderopolis with his Kindergarten students in Montana: KF Dragons
Barbara Phillips is a 2nd grade teacher who found ways to connect Wonderopolis with the trip her family recently took to Disney: Wondering Through 2010
Maria Caplin uses Wonderopolis with her 5th grade class in Ohio: Teaching in the 21st Century
Sarah Nichols has found ways to use Wonderopolis with her middle school Science students in California: Wandering and Wondering
Samantha Brasdis uses Wonderopolis with her 7th grade Reading class in Virginia: What a Wonderful World!
You can also look at ways I have shared Wonderopolis and Thinkfinity resources on my blog: Figuring out how the pieces fit

To conclude my challenge for you, I would love for you to share the Wonder of the Day that you discovered and how you can use it with a lesson you teach! Please leave a comment on my Wonder Lead Blog to share your ideas with others ... and you can read the ideas of others too!

Best of luck exploring the Wonders of the Day from Wonderopolis!

Crazy Adventures?

2012-01-11T22:05:00.000-05:00

Today my daughter brought home a picture she drew after her class read a Curious George book. While she was telling me all about her picture, I realized she was giving me a pretty good summary of the story.(She also told me the list of words on the side of the picture are words you are supposed to find in the picture on the other side of the picture .. but that is a topic for another post) :)

I wondered if I could find other things related to Curious George that might interest her. I went to one of my favorite resources, Thinkfinity.org, to do a search and found a great k-2 lesson from ReadWriteThink:

Taking Photos of Curious George: Exploring Character Through Images:

What would Curious George do if he visited your school? What crazy adventures would he have? These and many other questions provide the framework for students to create a digital class book about Curious George’s adventures in their school. In this lesson, students begin by exploring a familiar character (Curious George) by using books, a website, and a graphic organizer. Students extend what they have learned by imagining what George would do if he visited their school. Students work in pairs to discuss locations in the school George might visit and what he might do in each location. Next, students take George on a trip to each location and take a photo of him posed in a humorous way. After taking pictures of the funny monkey in a variety of poses and locations, students work together to create a storyboard and then a digital "book" that tells their story.

I see ways the ideas in the lesson could be used with other storybook characters besides just Curious George. Have students think about the main character in the book he or she just read and consider some of the questions listed in the description above ... and then build off of that.

The ReadWriteThink lesson plan pulls in the possibility for using many technology tools (adapt this lesson to use the idea with the tools you have):

digital camera
computer with internet access
digital storytelling sites
presentation resources/sites
websites

Many of the ideas in this lesson go along with the Information and Technology Essential Standards as well as the ISTE NETS for Students, while also meeting various reading and writing standards.

Think about all the creative thinking this would encourage ... and even require. In my mind, creative thinking is a form of critical thinking as well.

Just because this lesson is designated as a k-2 lesson, that does not mean that it would not also have wonderful results with older children. This could be used as a great prompt for the creation of a story and some digital media.

Imagine all the crazy adventures that story character could have with students ...

Take a Stand

2012-01-09T21:36:00.003-05:00

As the celebration of Martin Luther King, Jr. Day approaches, I thought I would look through some of my favorite resources to see what I could find to help students learn about this great man and his beliefs.

Wonderopolis:

Thinkfinity:

TeachersFirst:

WatchKnowLearn (a new favorite):

image source

Muffins can lead to learning?

2012-01-07T10:49:00.000-05:00

While we were making mini muffins this morning, my daughter had several wonders to start off our day:

"I wonder how the mix from this pack turns into muffins" (we were using the Martha White muffin mix where you only have to add milk) :-)
"I wonder what would happen if you filled this cup all the way up and added that much milk" (the instructions say to add 1/2 a cup of milk and the measuring cup went to 2 cups)
"I wonder why these taste so good"

(On our Wonderopolis trip, she learned about looking for wonders in everyday life)

So the teacher in me saw great opportunities for exploration of things like cause and effect, measurement, senses, ....

It is noticing wonders all around us and taking advantage of learning moments that helps us become life long learners who are always interested in finding out more and being better ....

It is hard to keep a secret!

2012-01-05T18:28:00.001-05:00

Madalyn and Our Wonder Jar

Do you know how hard it is to keep a secret when you are used to sharing the things you learn, discover, and do with so many people?

I enjoy sharing things on twitter and facebook, but I have recently had some great new as well as some WONDERFUL learning experiences and not been able to tell my PLN about any of them!

We got to go to the Louisville Zoo and feed the giraffes!
We got to go to the Louisville Slugger Museum & Factory!
We got to go to FlameRun Contemporary Art studio!
We got to go to Churchhill Downs!

We had so many learning opportunities and met so many awesome people ... but could not tell.

Well ....I am glad that I now get to tell my secret ....

I am a Lead Ambassador for NCFL's Wonderopolis.org Wonder Year Adventure 2012!

My family and I have embarked on an adventure to explore and share the wonders of the learning in the things all around us. We will be sharing our adventures here and on our new family blog as well as with our family twitter and facebook accounts.

Blog: http://wonderfamilyedwards.posterous.com/
Twitter: @EdwardsWONDER
Facebook: WonderFamilyEdwards

I have written several blog posts about Wonderopolis in the past and can't wait to see what learning will happen as our new adventure continues.

Check back here and on the new blog soon to see what we have wondered about and learned recently ....

(I also took a bunch of pictures) :-)

What is your word?

2012-01-04T21:04:00.000-05:00

On Twitter the last several days, I have seen lots of people mention words ... create, persevere, transform, success, reform ...

Let's stop and reflect ....

What one word do you think described you in 2011?

What part of speech were you?

Where did you fall in Bloom's Taxonomy?

What is your word for 2012?

Does that word symbolize a goal?

Does that word come from promise to yourself?

As for me, I am not sure yet ....
But when I decide on a word, I will write about what I pick and why ...

Do you want to share your word (and maybe why you chose it)?

(I think this may have been one of the #ntchat topics tonight ... that is such a great chat to read and participate in)

image source

Off to a _____ start ....

2012-01-03T19:56:00.000-05:00

Think about the last thing you wrote or the last thing you read ...

How did it start? Did the title/beginning draw you in?

Based on these titles, what do you think might happen in these StoryBird creations ...

Can you imagine what the stories written by your students would say using those titles as beginnings?

If you picked one of those titles to use as the start to a story (or a blog post), what ideas would you have?

Beginnings and titles may be small, but I think they are so important to all pieces of writing.

If you start reading a book, would a boring beginning encourage you to keep reading? What draws you to a blog post? Do you like to read things that have a catchy title? I think title could be considered part of the beginning since it is the first part most people read.

I admit that I may overlook reading a story or blog post if the title doesn't capture my attention. I realize that is not a good thing, but it happens.

Normally when I write a blog post, the title is the last thing I write. I think it is an important piece that should reflect the whole blog post .... and many times, my blog posts don't end up the way I thought they would when I started writing them.

What draws your attention to the blog posts and stories you read?

Setting the Stage ...

2011-12-13T05:54:00.000-05:00

When you walk into a technology training session, what do you expect to see?
Do you want to want to see a preview of what the training is about?
Do you want to have something interesting to look at until the training starts?

As someone who leads many professional development sessions, I am normally focused on what participants are going to see and hear during the session not before it starts. Recently I have been thinking more about the time between when someone comes to a session and when the training starts.

When I was a classroom teacher, I liked to have a calming atmosphere for students when they entered to class to try to set the stage for learning. There was generally instructions or a journal topic on the board/screen to get students engaged and focused. I liked to get everyone on the same page to prepare for the learning.

I have been in sessions where there is music playing when you come in. I have been in sessions where there are a list of questions or quotes for you to think about, and I have been in sessions where there is nothing to do. I am not thinking about requiring journal writing at the beginning of my training sessions, but I do think it might be a good idea to do or have something at the beginning of a session to get participants focused, thinking, and in the mindset for learning.

I think Wonderopolis does a good job or asking a big picture question accompanied with an image/video to encourage thinking. So I am thinking about creating something using screenshots of some of the Wonders of the Day to run on a continuous loop before certain training sessions start. That would expose participants to questions to promote thinking and possibly even encourage creativity.

I have some favorite Wonders that I might use:

I enjoy looking in the Wonderopolis archives to see what WONDERful Wonders from the Past I can highlight and share. I especially like to look at the Wonder of the Day from one year ago on that particular day.

I challenge you to go look at the Wonderopolis archives (and even at the current ones). Tell me about some of your favorites so I can add them to my collection to show at the beginning of sessions and lessons.

photo source

What do I hear?

2011-12-12T13:49:00.003-05:00

My daughter is in Kindergarten. She amazes me each day with the words that she says (and uses correctly). I know that her verbal vocabulary is much greater than the words she can read and write. She also has a very active imagination (hmmm ... wonder where that comes from?).

After talking with her teacher, it is clear that she has a good understanding of letter knowledge. She can the identify letters and tell you what sound that letter makes individually. It is when you put the letters together to make words that is causing a bit of trouble right now. We need to work on her ability to put those sounds together. She also really enjoys the way words are spelled. She will "read" a string of letters to me to find out what word they spell.

So I have been looking for some ways to work with her. Since my job is in Instructional Technology, it would make sense for me to look for some technology options (I also have a background in Reading Education).

The other day I came across some information on Thinkfinity about Puzzle Me Words from ReadWriteThink:

Puzzle Me Words is an exciting new interactive from ReadWriteThink. Students in grades K-1 learn about language by combining letters to form words based on the pictures that they see. A talking school bus named Scootie reads the words aloud and further reinforces letter sounds for young learners. With each new round that is completed, students earn a new puzzle piece toward their prize puzzle: a coloring sheet they can print, color and display proudly at home or in school. Try it with students today!

Although I thought that description was interesting, the way that I saw and heard my daughter interact with this activity made it so much better.

I wonder how Puzzle Me Word would be on an Interactive White Board (IWB) in a classroom for a small group of students as a center activity?

I wonder what other things I can find for my daughter to work on letter sounds ....

image source

How can you connect with an astronaut?

2011-12-11T13:07:00.000-05:00

Think about all the ways you have communicated with people today?

Have you talked on the phone?
Have you sent an email?
Have you written a letter?
Have you video chatted with someone?

What ways do you think you could communicate with the International Space Station?

Think about what it would be like to be a NASA astronaut.
What kinds of things would you see?
What do you think you would experience?

That could be a great idea for brainstorming, writing a journal, or creating a blog post.

I remember the Challenger Space Shuttle.

Do you have any NASA-related memories?
Will our students have any memories of space exploration and discovery?

I came across a neat thing the other day related to NASA Astronauts.

According to the NASA site, you and your students can send greetings to the crew of the International Space Stations!

You can click on a postcard and then add a typed message.
You could also send a Holiday "tweet" on twitter the to NASA Astronauts ( @NASA_Astronauts )

Here is a Wonder of the Day from Wonderopolis that goes along with the Space topic too:

How Will Future Astronauts Travel to Outer Space?

image source

Are you willing?

2011-12-07T21:05:00.001-05:00

I hear about the power of PLNs and the resourcefulness of Twitter all the time. I even share those message. I do feel stronger and smarter because of the knowledge of all the people around me, but point really hit home the other night.

I am in grad school (once again) and working on two final projects right now. One of those projects is on Media Literacy, which I have learned a lot about this semester. Each group member created a professional development session about one aspect of Media Literacy. One group member needed some assistance in finding a video/multimedia resources to go along with what she was saying about the production side of Media Literacy.

In an effort to help, I sent out a simple tweet:
I am looking for a good video to go with some prof development about Media Literacy ... ideas? suggestions? Thanks

I see people sharing resources as well as asking for them all the time, but I still was not sure what results I might get.

Within 10 minutes, my tweet was shared (retweeted) by at least 4 others and replied to by 7 different people with suggestions and even some links.

Here are a few of the resources and ideas shared:

suggest everyone "read" Understanding Media by Marshall McLuhan
http://www.commonsensemedia.org/ is also a good resource for digital literacy
Someone probably has some media literacy resources in a LiveBinder. Go to http://www.livebinders.com/ and search. Good luck.
http://www.youtube.com/watch?v=5m6grhWShNY How about this video ?
I love the one from TED of a well known scientist using dancers rather than power point. I watched this week. It is VERY clever
My Media Literacy page: http://www.cybraryman.com/medialiteracy.html

Now while I greatly appreciate all those resources that were graciously shared with me (my group member ended up using one of those suggestions), what really hit home was the fact that all these people were so willing to share and help me. I went and looked at the profiles of the people who responded (that is something I normally do), and I only followed one of these people. I am not sure that I have ever interacted with many of these people, yet they saw my request and responded ... without even "knowing" me.

Another thing that I realized from this experience is that I should also look for opportunities to share. There have been times when I have felt that I did not necessarily have the best resources or things that fit perfectly, so I should not offer my assistance and just let someone else help. I now think that we should share whatever we have that might even closely be related because you just never know what might work best and/or what someone might need. And it might not even be the resource that they need, but the fact that someone was so willing to share ....

So that is what I learned last week, what did you learn?

image source

Paying Attention ...

2011-12-05T10:20:00.001-05:00

Reading through the Cathy Davidson book, Now You See It: How the brain science of attention will transform the way we love, work, and learn, overloaded me with ideas (or at least the majority of it did). I underlined, starred, made notes, and folded down so many corners.

The ideas in that book connect with me not only on an education level (what it can mean for me as a teacher and for student learning) but also on a personal/individual level (what it can/does mean for me based on my experiences). Just after I turned 16 (6 days after), I was involved in a serious car accident which resulted in a traumatic brain injury.

The combination of my having to relearn just about everything and my interest in the way to brain works and learns instantly drew me to this book. Those factors also intensified my reaction to many of the things I read in this book, which may be one of the reasons I have not written/blogged about all the ideas I had/have from this book. I am more than likely overanalyzing and attributing too much meaning, but it is something I feel like I have to work through.

I did want to share a few quotes that caught my attention:

“Learning is the constant disruption of an old pattern, a breakthrough that substitutes something new for something old.” (pg5)
“We are constantly learning, and our mental software is being updated all the time” (pg19)
“If you are a successful entrepreneur in the US, you are three times more likely than the general population to have been diagnosed with a learning or attention disorder,” (pg 9) Various forms of intelligences are not always recognized by teachers and other adults. It is by thinking differently from others that we have innovations and creations to make things better (or worse). Think about all the changes in technology that have happened in the last 20 years … those changes did not occur because everyone did everything the same way all the time.
We can learn best and see more (pay more attention) by not trying to see it all but by sharing the task with others and allowing each to focus on various parts. I sat in a grade level meeting at an elementary school this week and saw this happen. Each person in the group had strengths and brought those to the table when they were breaking apart a standard …. not all saw it in the same way, but the differences in the group perspective made the understanding richer.
"We have the capacity to learn, which is to say we have the capacity to change." (pg5)
"If multitasking is the required mode of the 21st century, thank goodness we now have a hyperactive, interactive brain that’s up to the (multi)task!" (pg14)
How we use our brain (what we pay attention to) changes our brain. Those things that capture our attention - our learning and our work, our passions and our activities - change our actual brain biology (pg15)
"Learning makes speedy, efficient, seemingly automatic neural pathways out of a tangle of haphazard connections," (pg48)
"One guide to keep in mind ... is when we feel distracted, something's up. Distraction is really another word for saying that something is new, strange, or different. We should pay attention. Distraction can help us pinpoint areas where we need to pay more attention, where there is a mismatch between our knee-jerk reactions and what is called for in the situation. If we can think of distraction as an early warning signal, we can become aware of processes that are normally invisible to us. Becoming aware allows us to either attempt to change the situation or change our behavior. In the end -- distraction is one of the best tools for innovation we have at our disposal." (pgs55-56) I can relate to this so much. I think these sentences are helping me make a little sense of what I seem to be going through right now.
"It is not about answering test questions. It is about knowing that, when tested by the most grueling challenges ahead, you have the capacity to learn what is required to succeed." (pg85)
"Good Learning is about inspiring curiosity" (pg160)

Here are some blog posts already inspired from reading this book:

image source

A Date Which Will Live in Infamy

2011-12-04T08:48:00.000-05:00

This photo was taken on December 7, 2006 at Pearl Harbor,

December 7th is a day that stands out in US History. Do you know why? Do your students know?

I did simple searches on two resource sites (netTrekker and Thinkfinity) to see what classroom resources were available to help explain and understand that day in US History. I was able to find a range of things covering many grade levels and including audio, videos, images, activities, personal accounts, time lines, and activities.

netTrekker

From PBS: Freedom: A History of US: Pearl Harbor is part of the excellent PBS site based on Joy Hakim's A History of US, this focuses on the attack on Pearl Harbor on Dec. 7, 1941, and the ramifications of the attack. You can access primary sources and photographs to bring this part of American history come alive.
From The War Times Journal: Pearl Harbor Animated Maps presents animated Pearl Harbor maps that provide an overview of the areas that were attacked and the actual action that took place.
From Scholastic: Relive the Experience Pearl Harbor includes an eyewitness account, timeline, glossary, related web links, and even a teacher's guide.
From ThinkQuest: The Pearl Harbor Story shares a very detailed description of the events leading up to the war, the Japanese attack on Pearl Harbor, and the outcome. Be sure to check the interactive map and the survivor and eye witness accounts. The site also provides great animated photos.
From Calisphere: Pearl Harbor includes a broad selection of images featuring Japanese-Americans during World War II can be found on this site by Calisphere. By clicking on individual images you'll find high quality photographs and image information.
From Scholastic: Our America: World War II is a way to learn about World War II and the American home front through diaries, interviews with those lived through these times, and writing about what you've learned.

Thinkfinity

From EDSITEment: Turning the Tide in the Pacific 1941-1943 includes activity sheets, student resources, and media, (This from the We The People program: We the People is an NEH program designed to encourage and enhance the teaching, study, and understanding of American history, culture, and democratic principles. ) Grades 9-12
From National Geographic Education: A Date That Will Live in Infamy includes the article and vocabulary. There are also links for further exploration (audio, video, interactives, websites) Grades 5-12
From National Geographic Society: Remembering Pearl Harbor ~ Multimedia Map and Time Line includes articles, images, audio, and places for more information. Grade 6-12
From National Geographic Expeditions: The Legacy of Pearl Harbor includes lesson plan and related links. Grades 3-5
From ReadWriteThink: Pearl Harbor was attacked by the Japanese in 1941 includes event description, classroom activity/questions, websites, and related resources. This activity really caught my attention:

On December 7, 1941, "a date which will live in infamy" in the words of President Franklin Roosevelt, many Americans were called upon to act as heroes. Countless Americans gave their lives in defense of our country and its citizens in Pearl Harbor. Similarly, the surprise attacks on America on September 11, 2001, called for heroic acts of selflessness from ordinary citizens, as well as firemen, police, military personnel, and other government workers. Ask students to compare these two events using the interactive Venn Diagram. How are they alike? How are they different?

How did each event change American citizens' perspectives on war and the need for war? How did the two different Presidents of the United States react? What was different about the media coverage?

image source

How am I encouraging ...

2011-12-03T18:18:00.001-05:00

Media Literacy ....
What does that make you think of?

How does your understanding of those wordsseparately influence your understanding of those words together?

Here is a definition of Media Literacy by JaneTallim from the Media AwarenessNetwork site (2010):

“Media literacy is the ability to sift throughand analyze the messages that inform, entertain and sell to us every day. It'sthe ability to bring critical thinking skills to bear on all media— from musicvideos and Web environments to product placement in films and virtual displayson NHL hockey boards. It's about asking pertinent questions about what's there,and noticing what's not there. And it's the instinct to question what liesbehind media productions— the motives, the money, the values and the ownership—and to be aware of how these factors influence content.

Media education encourages a probing approach tothe world of media: Who is this message intended for? Who wants to reach thisaudience, and why? From whose perspective is this story told? Whose voices areheard, and whose are absent? What strategies does this message use to get myattention and make me feel included?

In our world of multi-tasking, commercialism,globalization and interactivity, media education isn't about having the rightanswers—it's about asking the right questions. The result is lifelongempowerment of the learner and citizen.”

Do you think that your students know how tounderstand and examine the millions of media messages they face each day? Dothey know what questions to ask? Do they know how to see the information thatis presented as well as the information that is not presented? How do yourstudents do when they are asked to make an inference?

When it comes to media literacy, the abilityto make an inference and possibly a judgment is crucial. Are yourstudents prepared for that challenge?

According to Understand Media (Pernisco): “Media literacy is the ability to access, analyze,evaluate, and create media in all its forms.”

Think about the commercials on television …

Is that toothpaste really going to make your teethso white that the good looking actor will notice you? Is that doll going to bethe absolute best Christmas gift ever? What is the message they are trying tocommunicate with those advertisements? How do you know that?

You just evaluated and analyzed a form of medialiteracy. You may not have realized that you were asking questions and thinkingabout the media you were consuming, but you were.

Here is another statement about digital mediafrom Understand Media(Pernisco): “Thisis why it’s so important for us to not accept these media messages at facevalue, but instead to be critical of each and every one before accepting it.”

When looking at the different messages consumed andproduced, it is important to think about not only what is being communicated inthat message but also how the message is being communicated. In the sameway, think of how the same word can be said three times, but depending on thetone of voice and context, that word could be something different each time itis said. The same could apply to a picture, a video, a song, and any form ofmedia.

According to Considine, Horton, and Moorman (2009),it is important to teach about media to help your students (audience)realize what information is and is not presented or represented in variousforms of media (text). Students need to know what to look for and whatthey may need to look in other places to find (purpose).

When considering Media Literacy, it is crucial torealize that teaching about media is not the same as teaching with or throughmedia. Think about the differences in teaching students about the computer (theparts that make up the computer and what it can do) and actually teachingstudents with or through the computer. On one side, students are a passiveparticipant but in the other area, they are an involved active learner (or atleast could be). Teaching with and through media is when you are usingthe media as a way to transport or convey the content material for learning.With Media Literacy, the focus is on the content and not the media.

Since Media Literacy calls for a deeper level ofthinking to help one understand that which is not explicitly stated, there is aneed for teachers to examine their answers to these questions:

How am I encouraging students to think?
How am I encouraging students to produce?
How am I encouraging students to analyze?
How am I encouraging students to evaluate?

Media Literacypresents a wealth of learning opportunities for both teachers and students.

Professional development is needed for teachers in media literacy strategies. This will be to engage teachers in activitiesthat will not only broaden their understanding and use of media in classroominstruction, but will also encourage them to impart the same sense of urgencyand responsibility to their students. As teachers become educatedconsumers and producers of media, they are more likely to educate theirstudents and provide them opportunities to consume and produce media. Incorporatingthese strategies will make great strides in moving students toward becomingcollege and career ready 21st century students.

Here is a presentation for professional development that I have been working on: Media Literacy

title created at LetteringDelights.com

Moving on up (with Rosa Parks)

2011-11-30T14:20:00.001-05:00

Do you know why we celebrate Rosa Parks on December 1? Do your students?

Rosa Parks was not born on December 1, but she did something on December 1 for which she is remembered.

If you need any ideas for things to use in the classroom, check out the available resources from these instructional sites:

Scholastic.com shares information: Rosa Parks: How I fought for Civil Rights.
The Library of Congress shares an American Memory of Dec. 1, 1955: Today in History: Dec. 1.
The My Hero Project has information on a Freedom Hero: Rosa Parks.

Here are some resources I found from searching in Thinkfinity:

On the calendar of information on EDSITEment, December 1 features information, lessons, and resources to learn about Rosa Parks.
Rosa Parks is also featured in the Eyes on the Prize series by PBS.
Wonder-of-the-Day #241 on Wonderopolis: "What does it mean to stand for something?" highlights Rosa Parks.

Here are some videos from Learn360:

Rosa Parks and the Civil Rights Movement (2004, Mazzzarella Media)
Rosa Parks and the Civil Rights Movement (2000, Sunburst Visual Media)
Famous Americans: Rosa Parks (Mother of Civil Rights) (2008, Worldwide Academics)
Stand Up For Freedom: The Civil Rights Movement in America (2008, Mazzarella Media)
Daily Almanac: December 1 (2009, Slim Goodbody)

Here are some resources I found from searching in netTrekker:

Rosa Parks: The Woman Who Changed a Nation (provides biographical information on civil rights activitist, Rosa Parks, along with updates of services that she continued to perform until her death in 2005)
Spartacus Educational: Rosa Parks (provides biographical information on the story of Rosa Parks as well as an interview from 1977 in which Ms. Parks remembers the bus incident)
Henry Ford Musuem: Rosa Parks Bus (an absolutely fascinating tale of the actual bus that Rosa Parks was riding in that sparked the Civil Rights Movement)

Image Source

Create ... Participate ... Celebrate

2011-11-18T19:14:00.001-05:00

What is Media Literacy?

According to UnderstandMedia: Media literacy is the ability to access, analyze, evaluate, and create media in all its forms

I take that to mean looking at the different messages and thinking about not only what is being communicated in that message but also how the message is being communicated. In some ways, that makes me think of how the same word can be said three times, but depending on the tone of voice and context, that word could be something different each time it is said.

Another statement from UnderstandMedia: This is why it’s so important for us to not accept these media messages at face value, but instead to be critical of each and every one before accepting it.

Media Literacy calls for a deeper level of thinking to help you understand that which is not explicitly stated.

I hope to explore ways to encourage and support Media Literacy skills ....

Video Link: http://www.youtube.com/watch?v=5v6uG4-lNLo

The most original email I have ever gotten ...

2011-11-16T16:48:00.001-05:00

So I think this has to be the most original email that I have ever gotten ...

Hello Melissa,

(Your book(s) asked to write you a personal note - it seemed unusual, but who are we to say no?)

Holy canasta! It's me... it's me! I can't believe it is actually me! You could have picked any of over 2 million books but you picked me! I've got to get packed! How is the weather where you live? Will I need a dust jacket? I can't believe I'm leaving Mishawaka, Indiana already - the friendly people, the Hummer plant, the Linebacker Lounge - so many memories. I don't have much time to say goodbye to everyone, but it's time to see the world!

I can't wait to meet you! You sound like such a well read person. Although, I have to say, it sure has taken you a while! I don't mean to sound ungrateful, but how would you like to spend five months sandwiched between Jane Eyre (drama queen) and Fundamentals of Thermodynamics (pyromaniac)? At least Jane was an upgrade from that stupid book on brewing beer. How many times did the ol' brewmaster have one too many and topple off our shelf at 2am?

I know the trip to meet you will be long and fraught with peril, but after the close calls I've had, I'm ready for anything (besides, some of my best friends are suspense novels). Just five months ago, I thought I was a goner. My owner was moving and couldn't take me with her. I was sure I was landfill bait until I ended up in a Better World Books book drive bin. Thanks to your socially conscious book shopping, I've found a new home. Even better, your book buying dollars are helping kids read from Brazil to Botswana.

Eagerly awaiting our meeting,

Fancy Nancy and the Delectable Cupcakes

Fancy Nancy: Splendid Speller

Fancy Nancy: Pajama Day

Cowgirl Kate and Cocoa

Here is a little background information .... I ordered some books from BetterWorldBooks. The really interesting and intriguing message above was the shipment confirmation I received .... written and signed by the 4 books I ordered (for my daughter).

Here are some details about this company:

We’re breaking new ground in online bookselling. We believe that education and access to books are basic human rights. That's why books sold on BetterWorldBooks.com help fund high-impact literacy projects in the United States and around the world. That's why we commit to matching every purchase on our website with a book donation to someone in need - Book for Book™
Here’s the best part: In addition to selling new titles, Better World Books supports book drives and collects used books and textbooks through a network of over 2,300 college campuses and partnerships with over 3,000 libraries nationwide. So far, the company has converted more than 58 million books into over $10.4 million in funding for literacy and education. In the process, we’ve also diverted more than 40,000 tons of books from landfills.
Because we believe that most every book has lasting value and the potential to help change the world, we see our job as helping to find new homes for unwanted books. Thus far, we’ve donated over 5 million books to partner programs around the world. Our five primary literacy partners are Books for Africa, Room to Read, Worldfund, the National Center for Family Literacy, and Invisible Children. Good company, no doubt.

After reading this email, I started thinking of all the wonderful possibilities of things students could do as reading response activities. Think about ways students could use personification, characterization, and lots of other literary skills.Things could be created from the book's perspective, the character's point-of-view, and so many other things ...

I just thought I would share the great email I got and the wonderful things this company is doing to promote and support literacy all over the world. Yay!!!!!!!!!!

image source

Media Literacy and Questions

2011-11-14T08:48:00.001-05:00

Media Literacy ....
What does that mean to you?
What does that make you think of?

When I see Media, I generally think of TV, news, movies, songs.
When I see Literacy, reading, writing, and thinking pop into my mind.
So how does my understanding of those words separately influence my understanding of those words together?

I have been reading articles, watching videos, and viewing websites related to the topic of Media Literacy recently. Some of the statements by Jane Tallim seen on the Media Awareness Network site really stand out to me:

Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. It's the ability to bring critical thinking skills to bear on all media— from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards. It's about asking pertinent questions about what's there, and noticing what's not there. And it's the instinct to question what lies behind media productions— the motives, the money, the values and the ownership— and to be aware of how these factors influence content.

Media education encourages a probing approach to the world of media: Who is this message intended for? Who wants to reach this audience, and why? From whose perspective is this story told? Whose voices are heard, and whose are absent? What strategies does this message use to get my attention and make me feel included?

In our world of multi-tasking, commercialism, globalization and interactivity, media education isn't about having the right answers—it's about asking the right questions. The result is lifelong empowerment of the learner and citizen.

Several topics in the statement caught my attention and made me think:

Having taught (or tried to teach) the concept of author's purpose to upper elementary school students for several years, the first sentence of Ms. Tallim's statement brings back memories of repeated practice with passages to help student recognize words used to inform, to entertain, and to persuade. At times there were certain words that could be used as help students identify those purposes. When considering purpose for music, advertisements, movies, I am not sure there are specific keywords. That makes the skill of making inferences so much more important to help identify how certain purposes can influence the content being presented.
When you sift through and analyze, you break apart the whole and look at the various pieces. That is what we want students to be able to do when they access new information. While it is important to look at it as a whole, it is crucial to look at and explore the parts.
I think critical thinking and creative thinking skills are very much alike and could even be considered the same thing in many ways. This is just my opinion based on the things I have read and experienced:

When you think critically about something, you have to step outside the box and look at the situation from many perspectives while realizing the impact those perspectives could have on your interpretation.
When you thinking creatively about something, you have to step outside the box and look at the situation from many perspectives to try to identify all the possibilities ... even the ones that may not be apparent to everyone.

Jane Tallim's second paragraph calls for critical thinking exploring the intended audience as well as the perspective of narrator/creator of the media. We don't always recognize the difference between the message that we do hear and the message that we do not hear (whether that is an implied message or a purposely omitted messages).
There is an emphasis on asking question and knowing how to effectively ask questions. which reminded me of something in Strategies That Work by S. Harvey and A. Goudvis:
Creativity spawns questions.
Questions are the master key to understanding.
Questions clarify confusion.
Questions stimulate research efforts.
Questions propel us forward and take us deeper into reading.
We often hear people talk about wanting to create lifelong learners (that is something I know I have said). I think that is different than the "lifelong empowerment of learner and citizen" that is mentioned by Ms. Tallim. I wonder how those are different and how those are the same. That is just more for me to think about .... I guess that means more questions for me to ask.

What do you think about Ms. Tallim's statement? Were there certain things that jumped at out you? What do you think about Media Literacy?

I don't have a whole lot of answers .... but I do have a lot of questions! (Which is a good thing)

word cloud created using Wordle.net

with, through, and about

2011-11-08T07:36:00.000-05:00

I have been reading and exploring information concerning teaching with, through, and about media. It made me think of a quote I saw when helping with a training for foreign language:

If a World Language teacher is not teaching in the language they are teaching, then they are teaching about the language and not actually teaching the language ...

I don't feel like these are separate and clearly defined areas since to teach with/through media, you have to teach about media ... and the most effective way to teach about media is to teach with/through media.

When I read a book that I know falls into the biography genre, I know what kind of information to expect. I think students need to have a general understanding like that of what to expect from certain types of media.

It is important to teach about media to help your students (audience) realize what information is and is not presented or represented in various forms of media (text). Students need to know what to look for and what they may need to look in other places to find (purpose).

But teaching about media is not the same as teaching with or through media. Think about the differences in teaching students about the computer (the parts that make up the computer and what it can do) and actually teaching students with or through the computer.

Even teaching about art does not have the same impact as teaching with or through art.

On one side, students are a passive participant but in the other area, they are an involved active learner (or at least could be).

Teaching with/through media is when you are using the media as a way to transport or convey the content material for learning. The focus is on the content and not the media. Teaching about media puts the focus on the media and not the content.

How would those last statements stay the same (or change) if for media you substituted technology or art?

image source

How could YOU use Literacyhead?

2011-11-07T06:28:00.000-05:00

"Use visual art to teach naturally differentiated lessons."

Literacyhead.com (where the above quote is from) provides lessons for teaching literacy through art. Those are two of my favorite things, so having them together only makes everything so much better!

I have enjoyed receiving information from them for several months and have written about the site before. There were several statements (starting with the one mentioned above) that caught my attention which inspired me to share information about the site again:

For our Art of Teaching Reading lessons , Literacyhead selects a great picture book, identifies a higher-order theme, writes questions to stimulate thinking, and presents 8 pieces of art related to the book's theme.
We do loads of work so you can enjoy your weekends and still facilitate thoughtful discussions before, during, and after reading aloud.
Just so you know... all the artwork on Literacyhead is presented in lightboxes that pop up and project spectacularly with Smartboards and such. If you like the thumbnails above, click on any image to get to THE BIG STUFF

I have a one year subscription to Literacyhead.com ($99 value) to give away. Everyone who posts a comment sharing an idea of a way to use Literacyhead in the classroom will be entered into a drawing to be held on November 18, 2011.

Each idea you share will give you a better change of winning ...

So do you have any ideas for ways to incorporate something from Literacyhead.com into the classroom?

image is from LiteracyHead site

************** Congratulations Michelle on having your name randomly selected! ***************

Picture Books for All!

2011-11-06T21:01:00.000-05:00

Since November 2011 has been declared Picture Book Month by a group of authors and illustrators (see 2 previous posts: Books, Books, Books!!! and Picture Books & LiteracyHead for more information), I want to share a few more things I have found related to picture books!

Here are some great quotes about picture books that I found in Strategies That Work: Teaching comprehension for understanding and engagement by S. Harvey and A. Goudis:

"There is a picture book for every reader and a reader for every reader."
"The wide range of themes, issues, words, and ideas reach out into classrooms like tentacles drawing in each member, regardless of the different learning styles, ages, reading levels, or prior experiences."
"We need to think about all the students who can benefit from these books."
"Picture books offer certain unique advantages when we deliver instruction."
"Readers are more likely to comprehend material that interests them and that is written in a compelling way."
According to C.S. Lewis, "No book is worth reading at the age of ten which is not equally (and often far more) worth reading at the age of fifty."

I found these resources when I did a search for picture book on netTrekker:

New York Public Library: 100 Picture Books
This website, provided by the New York Public Library, alpabetically lists 100 children's picture books that "Everyone should know."
Picture Book: directory of children's illustrations This website provides resources for the illustrators and publishers of children's books. Here, fans of children's books can view several art portfolios and artists can create and manage their own online galleries.
Children's Literature in Mathematics
Excellent resource for using children's literature in your math lesson. Books are listed by topic groupings and are linked to related resources.

photo source

Project Look Sharp

2011-11-05T15:31:00.000-04:00

I have been checking out some Media Literacy resources. I found one that I thought I wanted to share:

name of site

Project Look Sharp
http://www.ithaca.edu/looksharp/

description of resources provided

lesson plans, materials, training and support for the effective integration of media literacy with critical thinking into classroom curricula at all education levels
this site doesn't just share general information about what could possibly be done, but it actually shares specific tool and ideas for using them in the classroom

intended user/audience

teachers at all levels

how you can use resource in your teaching/professional development

for professional development, we could briefly explore the categories on the site giving an overview of some of the useful resources and materials available from this site
on "Media Literacy Handouts" you can find several topics that would be good sources of information for teachers especially when figuring out ways to meet the ITES standards: NAMLE Core Principles of Media Literacy Education in the U.S. . 12 Basic Ways to Integrate Media Literacy and Critical Thinking into Any Curriculum , Key Questions to Ask When Analyzing Media Messages, Key Questions to Ask When Producing Media Messages, 6 key Concepts in Media Analysis , Tips for Decoding, Evalutating Websites, and U.S. Media Timeline
on "New Media Tools for Teachers" you can find information about Animoto, Blogging, Gaming, Google Docs, Google Earth, Podcasting, Prezi, Social Networking, Twitter, Video Conferencing, Voice Thread, Wikis, and Wordle. Each section provides a paragraph description of the tool and then provides discussion of possible classroom applications. These parts could also be useful to provide more information for professional development on each of those topics.

why you may or may not recommend to a colleague

I would recommend this to a colleague due to the amount of ideas, resources, and materials that can be found related to encouraging and supporting critical thinking. Looking at this site, I can think of so many ways that I could use parts of it in my professional development training we are doing to help teachers meet the ITES goals and pieces of the Common Core/Essential Standards.

What brain apps have you added recently?

2011-11-03T16:01:00.005-04:00

When I started reading Now You See It: how the brain science of attention will transform the way we love, work, and learn by Cathy Davidson, I was reading it as a requirement for a class. As I read more (and underlined, starred, highlighted, and circled more), I realized that my purpose and motivation for reading the book had changed .... I was reading the book because I really wanted to and was interested in the information being shared.

Six days after my sixteenth birthday, I was involved in a serious car crash and sustained a traumatic brain injury (a left-side closed brain injury). As a result of my brain injury, I had to relearn just about everything ... I don't remember when I relearned to roll over, sit up, and eat but my parents have some interesting stories. I do remember relearning to walk, run, read, reason ... I am very blessed to have recovered, accomplished all that I have done, and be where I am today. Because of my past experiences, I enjoy learning about the brain and learning, so the title of this book immediately caught my attention.

"The way we think about the brain has a lot to do with the technology of this era" (pg 14).

One of the many things in the book that caught my attention was the comparison of the brain to an iPhone which was based on contemporary neuroscience (pg 14). The iPhone apps which are selected, downloaded, and deleted represent the things we pay attention to and are interested in. As a person's interests change, so do the apps on his or her iPhone. In many ways, the brain is similar since "how we use our brain (what we pay attention to) changes our brain. Those things that capture our attention -- our learning and our work, our passions and our activities -- change our actual brain biology" (pg 15).

Take a moment to think about some of the topics you are really interested in ....
Think about how much you know about that topic.

My husband enjoys designing and building furniture. He can tell you more than you would want to know about types of joints, tools, and wood. Did you know that purpleheart wood is an exotic wood that does not look purple until it is cut and exposed to the sun? That type of wood becomes a darker shade of purple over time. (We have a small table made from it in our house)

Think about the people you know that enjoy basketball, baseball, football, and even Nascar racing .... they know all sorts of numbers, stats, records, and names because that interests them. I guess in terms of "iPhone thinking" those are the different apps they have added to their brains. I don't know stats and history of wood and those activities since those are not topics that interest me, so I have not added those apps to my brain.

I can share information with you about colors, learning styles, blogs, and children's authors ... those are things that interest me. I used to be able to share lots of information about scrapbooking but since I am not as involved with that hobby now, I guess that "brain app" is not being refreshed on a regular basis so the information is not a prominent.

I know we say that as teachers, we need to find ways to appeal to student interest to make more connections for learning. We need to working on ways to encourage, support, and refresh the learning apps in our students.

I don't have an iPhone, but thinking of the brain as a place to add, refine, and even delete apps based on interests and needs makes some sense.

So what brain apps have you added recently? Are there some that need refreshing?

photo source

Picture Books and LiteracyHead

2011-11-02T09:22:00.000-04:00

So I am now on the lookout for interesting information about and resources related to picture books. I thought Literacy Head might be a good place for me to go look.

Here is what I have found so far (free):

Greg Christie Books Literacyhead writer and third-grade teacher, Cameron Brooks reviews ten titles in this collection of picture books illustrated by R. Gregory Christie, champion for Civil Rights. Christie has illustrated biographies, books of poetry, and realistic fiction titles. There is something on this list for everyone from young children to grown-ups, and this set of books lends itself to supporting an enlightened author study in your classroom.
The Art of Teaching Writing Just like talking or writing about the way art makes you think or feel, you can respond to the things you read. Responding to literature, or books, means that you talk or write about the way the things you read help you understand something or make you feel something. Read the text excerpts below and see how they help you understand or make you feel. As you did with the artwork above, it helps people to understand your ideas if you explain why the art makes you think or feel a certain way by referring to the artwork or talking about specific parts of the piece.

There are also some collections, lists, and articles about these topics related to picture books that are accessible when you have a subscription to LiteracyHead:

questioning
listening
change
acceptance
mood
summarizing

Books, Books, Books!!!!!!

2011-11-01T15:26:00.001-04:00

What is your favorite type of book?

I am a big fan of picture books for children or all ages (even adults)!

According to the School Library Journal, a group of authors and illustrators have banded together to declare November 2011 as Picture Book Month:

Picture Book Month is an international initiative to encourage and celebrate literacy with picture books, says founder Dianne de Las Casas, an author and storyteller, who along with authors/illustrators Katie Davis, Elizabeth O. Dulemba, Wendy Martin, and author Tara Lazar have joined forces to spread the word that picture books are alive and well, especially in this digital age where an unprecedented amount of picture books have been made into ebooks and are on ereading devices such as the iPad, the Nook, and the Kindle.

Since it is Picture Book Month ...

I could make an extra long list of my favorite picture book and/or authors of picture book.
I could develop a list of reasons for teachers to read picture books with their students.
I could look through my writing resources and provide a list of picture books to use to highlight certain writing skills for students.
I could approach this from an art perspective to describe the importance of the pictures in picture books.

Since I deal a lot with Instructional Resources, I decided to look at a few of my favorite resources to see what they have related to picture books:

Wonderopolis

#254 Why don't all books have pictures?
#340 How many different ways can you read?
#376 Where is the Hundred Acre Wood?
#226 How can you become a better reader?
#210 Who was Mother Goose?
#150 Who was Theodore Geisel?

ReadWriteThink (I was surprised how many resources I found for middle and high school)

ArtsEdge

Set a Poem to Music: After exploring a “singable” picture book as a class, each student examines a personally selected poem for rhythm to determine its musical meter. Using previous musical skills, students set the poem to music. As a final reflection, they create a two-page spread of a picture book that contains their “singable” poem.
Map it Out: Explore how illustrations contribute to the telling of a story by creating illustrations to accompany text, and then creating text to accompany illustrations. Students will explore picture books (without words) and discuss the specific elements of the illustrations that "tell" the story. They will learn to "read" illustrations as they look at the ways in which pictures reveal information about the characters, setting, and plot of a story.
Animal Habitats: Pre-readers are introduced to animal habitats through story, song, and dramatic play using children’s picture books. Students use chronological ordering and phonics to reinforce beginning literacy skills. Students explore a non-traditional method of book illustration and create their own story page

I was pleasantly delighted with what I was able to find when I went to various instructional resource site and simply searched for "picture books" since there were so many interesting finds! Besides the few sites listed above, here are the search results on Thinkfinity, netTrekker, Shmoop, LEARN NC, and even Learn360!

Let's Celebrate Picture Books this month and all year long!!

*I created the image at the top by copying and pasting a list of picture book title to make a word cloud using Wordle.net (I used a tilde ~ between words to keep the words in the titles together)

Distraction = Pay Attention?

2011-10-30T20:38:00.000-04:00

So I have been feeling kinda odd lately ...

I have told several people that it almost feels like I am trying to put together a jigsaw puzzle, and just about the time that I have all the pieces in the right place, something comes along and bumps the table which scatters all the pieces.

I have somewhat jokingly added that is not a feeling I am used to having ... since I like to feel like I am in control of my constantly changing environment and experiences. :)

Although it is true that there have been lots of changes for me in the last few months, I am just left wondering if something else is going on.

I am reading Now You See It: how the brain science of attention will transform the way we love, work, and learn by Cathy Davidson for a class and came across some ideas that seem to fit with my puzzle pieces not going together:

One guide to keep in mind ... is when we feel distracted, something's up. Distraction is really another word for saying that something is new, strange, or different. We should pay attention. Distraction can help us pinpoint areas where we need to pay more attention, where there is a mismatch between our knee-jerk reactions and what is called for in the situation. If we can think of distraction as an early warning signal, we can become aware of processes that are normally invisible to us. Becoming aware allows us to either attempt to change the situation or change our behavior. In the end -- distraction is one of the best tools for innovation we have at our disposal. (page 55-56)

I discovered this part in the books a couple of weeks ago. Since then, I have thought a lot about these words. I have shared them with friends, family, coworkers ... anybody who would listen. I think sharing the words helps me process my thoughts about them and figure out ways to not only understand the message but also ways to apply the message to me personally.

I have become more aware of the need to see things from a variety of perspectives ... and not just my selfish one. I am trying to be more aware of the opportunities for learning each day ... even the small things.

And it just hit me how the title of this blog ... Technology: figuring out how the pieces fit ... really connects with this blog post ... and me ....

image credit: www.SeniorLiving.Org

Matter and Videos ....

2011-10-26T07:51:00.002-04:00

Here are some ideas I had for using videos and activities to help students identify properties of the three forms of matter (solid, liquid, and gas) and use movement to demonstrate the distinct properties of each state of matter (movement of molecules):

Brainstorm Introduction: Open class by asking questions and have students record responses on PrimaryWall (the beginning of a KWL Chart):

What do we know about a Solid? a Liquid? a Gas?
Can we think of some examples?
Can we hold a Solid? a Liquid? a Gas?
Can we touch a Solid? a Liquid? a Gas?
Can we feel a Solid? a Liquid? a Gas?
Can we see a Solid? a Liquid? a Gas?
Can we taste a Solid? a Liquid? a Gas?
Do we have any ideas about how these are made?

Video Introduction

Direct students to look for examples of Solids, Liquids, Gases that we can add to the Primary Wall chart
States of Matter Video
Ask students about things they noticed in the video and think should be added to the Primary Wall chart (examples, qualities, interesting facts ….). Save the Primary Wall chart for later use. Students can also add questions they have about the states of matter to the Primary Wall chart.

Video/Song/Movement

Ask students what they remember about solids, liquids, and gases. Show the Primary Wall chart to help refresh memories.
Today we are going to look at some other ways these three states of matter are different.
Tell students: “Everybody stand up. When I count to 3, I want you to move and shake while still at your desk.” Have students move around
Questions: Did we all move the same way? Did we all move at the same speed? Do you think the molecules in solids, liquids, and gases move the same way and at the same speed?
Direct students to look and listen for things about states of matter that can be added to the Primary Wall chart, especially things about the way the molecules move
View What is Matter Video
Discuss movement of molecules in 3 states of matter and have students demonstrate how they differ (highlight the vocabulary words throughout the discussions)
Whole Class Movement Activity: students move faster or slower depending on which state of matter you call out (liquid, solid, gas)
Discuss what causes the change from one state of matter to the other
Whole Class Movement Activity: students are molecules and then speed up or slow down related to evaporation or condensation
Listen to Song : http://teacher.scholastic.com/activities/studyjams/matter_states/
Show words while song is playing (possibly have printouts)
Play song again and encourage students to sing along
Have students add a few of the things learned to the Primary Wall created at the beginning of the unit. Students can also add questions they have about the states of matter to the Primary Wall chart, as well as look at the the questions added previously to see if any have been answered.

During these activities, students will be encouraged to discover information about the specific topic rather than just being told the information by the teacher. This will be done by involving students in the watching, listening, and discussing the videos, songs, and activities. Instead of the teacher providing notes for the students to copy, the students will be involved in creating the class notes by brainstorming things to add to the Primary Wall chart all along the way. The focus of the lessons in this unit is on the content that is being learned and not on the technology that is being used (videos and primary wall). The visual, kinesthetic, and auditory learning styles of students are each addressed in the activities in this unit.

The videos and technology tools used in this unit were chosen based on the way they could be used to address the content. I am not sure that using three videos is necessarily the best way to integrate technology to meet all student needs to cover one standard. That is why I chose to break apart the videos into three distinct times/days with activities and/or questions to go along with each video. Just showing three videos to students is no guarantee of learning.

image source

What do you want to do?

2011-10-25T15:39:00.002-04:00

The basic goal of education has not changed, we are preparing students for life-long learning and success in a changing society. The tools and instructional methods used to achieve these goals have advanced dramatically.

Technology is changing the way we live and work since has the power to enhance the teaching and learning process. By stimulating creativity and self-discovery, technology is providing new ways for teachers and students to communicate, collaborate, and create.

I want to develop, support, and encourage creative and critical thinking skills in students using art, music, books, games, drama, technology, and whatever is needed to accomplish that goal.

When you think critically about something, you have to step outside the box and look at the situation from many perspectives while realizing the impact those could have on your interpretation. When you thinking creatively about something, you also have to step away from the box to look at the situation and identify possibilities, even the ones that may not be apparent to everyone.

Realizing not everyone sees things that same way helps you have a better understanding and appreciation for the similarities and differences among people and ideas. That realization will aid in your ability to communicate, collaborate, and create in a global society.

image source

The strategy I am going to use is ...

2011-10-24T15:28:00.000-04:00

How do you solve problems? What strategies do you use?

After doing a search in Thinkfinity, I found some interesting online games in CalculationNation created by the National Council of Teachers of Mathematics for developing and practicing problem solving strategies: SlamBall and Fraction Fued. So here are a few of my ideas about how these could be used with students:

In Fraction Feud, students rely on number sense to create fractions greater (or less) than their opponent’s fraction). At first, the teacher can play against the computer to demonstrate the game while talking out loud about her decisions (providing a model by using think aloud process):

ex. From the numbers given, I am going to choose this number for the denominator because that will leave me with this number for the numerator. Since my opponent used these numbers to create their fraction, I think I will use these numbers. Since I have to go first and make the smallest fraction, I think I will use these numbers because …

Students can work with partners to play Fraction Fued game. Students will be encouraged to first play together against the computer and share their thoughts/strategies with each other. If students would like, they may play against each other toward the end of the designated time. Following the playing of Fraction Fued game, students can write in their math journals about what strategies they used that did and did not work for them and their partners as they played the game.

For the other online game, the teacher can provide students with the link to the SlamBall game with the only instruction being that this will be another chance to practice problem solving strategies.

Students may continue to work with a partner or may choose to play this game alone. Students will again be encouraged to start off playing against the computer but then may choose to play against each other. The object of the game is to slam the ball off the sides of the game board to send it on a path that collects the most tokens. One side of the game board may be moved around and you can choose to start the ball in an upward or downward motion.

The strategies needed to success in the game are different from the strategies needed to succeed in the fraction game. At the end of the designated time, students will write in math journals about what strategies they used that did and did not work playing this game.

After students play both games and write about strategies, the class can have a discussion about what worked and what did not in each game. The teacher can have some guiding questions to get students thinking about their thinking and to keep the discussion going:

What strategies did you use that worked well?
What strategies did you use that did not work well?
How did you decide what to try? If that did not work, how did you decide what to try next?
Did you find the same strategies worked all the time? Why?
Did the same strategies work in both games?
What strategies will you try when you play either of these games again? Why?
What do you mean by …. ? (asking clarifying questions)

These two games provide students with the ability to engage in a fun computer activity, while practicing two math skills. One being fraction size and the other spatial geometry. The goal is to develop flexibility. Flexibility is the ability to choose different approaches in response to the situation or problem. That skill is best developed by trying a variety of options and sharing with others about what did and did now work. This lesson/activity is designed with pieces that encourage the development of that skill.

I don't think these activities would be as successful without the reflection piece. The reflection activity gives students a chance to solidify what they have learned a strategy to be. The reflections and discussions occurring throughout the lesson encourage students to think about their thinking (metacognition). Students may have some difficulty with this at first, but hopefully with continued practice they will begin to realize some of the reasons that they make the choices to use certain strategies at certain times. Sharing with a partner and participating in full class discussions will allow students to hear about strategies they may not have thought about before.

image source

It started with a simple question ...

2011-10-20T21:20:00.003-04:00

I started by asking “What did you learn today?” on skype chat, twitter, and even once on facebook.

We all have the capacity to learn. Everyone has learning opportunities, you don't even have to be a student or a teacher, even if we don't always see that we are learning or take advantage of those opportunities.

Steven W. Anderson decided that I had a "neat little project going on" and tweeted it out. The more I think about it, the more ideas I get, so we will see what happens.

My simple question now has a twitter hashtag ...
I started today responding to answers and saying that I wondered what learning would happen tomorrow ...

Here are a few of the responses and tweets so far:

web20classroom Steven W. Anderson
So @mwedwards has a neat little project going on, wanting to know what you learned today. Use #WhatDidILearn

mwedwards Melissa Edwards
I have a little project going on, so I want to know what you learned today. Use #WhatDidILearn Thanks!

KilgosClass Farrah Kilgo
I learned that chaos is okay sometimes when we're being creative and being flexible is important: bit.ly/pt62U0

lorilisi Lori
#WhatDidILearn I learned that good people are good people no matter what. The others are works in progress. God works in mysterious ways!!

sarabara13 Sara Baranauskas
Reteach-Enrich @eddrapp Looks like a great concept and totally possible soc.li/GxBHAuf #WhatDidILearn

SWESPrincipal Matt Dixson
A lot of the SWES learned about Edmodo from @eherried #whatdidilearn

So what have you learned today?

image source

Books! and relearning ...

2011-10-19T18:05:00.003-04:00

Why do I enjoy sitting in a room full of books?

Between my meetings today, I went and sat in the library ...

After a meeting at another school today (I visited 5 schools today), I found myself sitting in a resource room surrounded by books in bags and tubs ...

I was not looking at the books ...

I was working, but it just felt great to be surrounded by books.

When I arrive early for a meeting at a school, I am more likely to go sit in the library than in the computer lab ...

I wonder if I would get that feeling sitting surrounded by e-books?

I noticed something today while reading Now You See It: how the brain science of attention will transform the way we love, work, and learn by Cathy Davidson (got some great ideas for future blog posts). As I was reading and encountering so many interesting ideas, I was underlining, drawing stars and arrows, and taking notes in the margins. I think that I also have a copy of that book on my kindle.

I really enjoy reading books on my kindle, but I have noticed that the books I have read on my kindle are books that I have read for enjoyment. I did not think I wanted an e-reader but I really enjoy it for making reading convenient.

The books that I am reading for graduate school and/or education-related books, I have in book form (some of them I have on my kindle too). The strategies that I have "always" used when reading for information to aid in my understanding and comprehension are things I have not managed to be able to do successfully when using digital text formats.

As I sat in a planning meeting last week, I heard people talk about showing teachers strategies to teach students to use when reading or taking assessments in digital format ...

Maybe I need to learn and practice some of those strategies myself ...

I did read today about learning, unlearning, and relearning .... so maybe I need to relearn some of those strategies to apply to a different format or context ...

Or maybe it is not that I need to relearn, maybe it is just that I need to figure out ways to adapt the strategies I already use ...

Picture by Christine Rose

found at http://www.flickr.com/photos/24861755@N08/5534786668/

Change?

2011-10-18T08:05:00.000-04:00

Change can be a scary thing .... it seems to be something that people avoid in education.

CBAM (Concern-Based Adoption Model) is a way for introducing change that takes individual needs into account. This model acknowledge and examines the stages of concern as well as the levels of use, engagement, and understanding. CBAM can have a major impact on professional development. We need to be aware of the concerns and questions of the teachers before getting to the details about how to do something new/different.

More information:

I think this is very important to consider in relation to educational technology since that is an area of a change that causes worry, concerns, and possible fear in many teachers and administrators since it is a departure of the way things have "always been done" in the past.

I sat in a meeting yesterday concerning the training for and implementation of the Common Core/Essential Standards in my school system. The new standards are a big change from what teachers have done in the past, so that was what immediately came to mind when I started researching CBAM.

I think too many times teachers are given a general overview of things that are new/different which leaves them wanting more details and support. I also think that systems and departments don't necessarily give programs and changes enough time and support before moving on to another "new" thing.

image created at LetteringDelights.com

Scientist or Engineer?

2011-10-17T18:32:00.000-04:00

As a teacher, are you more like a scientist or an engineer?

I am not sure that I would have put myself in either of those categories .... until I read chapter 6 21st Century Skills: Learning for life in our time by Bernie Trilling and Charles Fadel.

This chapter starts off talking about how questions and problems "may be the most powerful learning tools ever devised" (pg.90).

Scientists are motivated by questions and the need to find the answers to those questions. They use a specific method to find and check the answers for those questions - the scientific method. Experiments are used by scientists to test a hypothesis or explanation.

Engineers and inventors are motivated by problems and the need to find a solution to those problems. To deal with those problems, engineers design, build, and test prototypes. New designs are created to see how well their solutions work.

Science works with inquiry/discovery methods and proposed explanations
Engineering works with invention/design strategies and proposed solutions

I asked a friend, Steven W. Anderson, what type of he teacher he thought he was more like ... a scientist or an engineer. He responded very quickly that he thought he was more like a scientist because he questions everything. Scientists are looking for definite answers ... black and white ... that either prove or disprove the hypothesis.

Do you know teachers like that?
Do you know students like that?
How can we best encourage and support those learners?

I think that as a teacher, I am more like an engineer. I tend to see things in terms of problems and possibilities. I find myself thinking about the ways issues can be solved by making adjustments. Engineers look for ways pieces could fit together to make something better or more useful to address problems and needs. There could be several possible solutions.

Do you know teachers like that?
Do you know students like that?
How can we best encourage and support those learners?

Although the way scientists and engineers work appear to be similar, there are some differences. I think the differences in their approaches could be useful when thinking about different types of learners. There are also ways these approaches could be used together.

So do you think you approach things more like a scientist or like an engineer?

image: Old Chemistry Set by Stian Martinsen

How do you celebrate Writing?

2011-10-11T06:30:00.000-04:00

The National Council of Teachers of English (NCTE) is celebrating the National Day on Writing on October 20th. According to their site, the first National Day of Writing was first on held October 20, 2009 and since then more than 30,000 pieces of writing, including poems, videos, essays, letters, audio recordings, blog entries, artwork, email and text messages, and short stories, have been submitted.

Why celebrate writing?

People in every walk of life, in every kind of work, and at every age write more than ever before for personal, professional, and civic purposes.
They write through text messages and IMs, they use video cameras and cell phones, and, yes, even traditional pen and paper
The social nature of writing invites people in every walk of life, in every kind of work, and at every age to make meaning through composing.

Literacyhead has a collection of lessons for teaching literacy through art. One area that caught my attention (and is related to the NCTE National Day on Writing) is called The Art of Teaching Writing. In that section, one can find art to support the writing workshop and to illustrate the writing process. As I was looking through some of images, I imagined shining those images up on the Interactive White Board and encouraging students to use those images as inspiration for writing in their journals (or on our blog). The images could also be used for students to generate lists of questions they thought of as they looked at the images. Students could also be encouraged to write about what they thought happened just before or after the event in the image.

If you would like to celebrate writing on the official National Day on Writing (or any other day), here are some good resources:

image source

Are you looking for a puzzle piece?

2011-10-10T11:30:00.001-04:00

Last week I was fortunate to attend Thinkfinity training. Thinkfinity is a free collection of lessons and resources for in the classroom, afterschool, home, and even professional development. This great site is sponsored by the Verizon foundation. They offer general things and specific resources for states based on their guidelines. When searching by standards, I noticed lots of resources for Common Core and 21st Century Skills.

In my opinion, one of the best things about Thinkfinity is the Content Partners they work with. I think of their partners as puzzle pieces working together for teachers and students.

"Verizon Thinkfinity Content Partners produce the program's nine discipline-specific, standards-based Web sites. Each site includes lessons for teachers, activities to use in and out of the classroom, games for young children and teens, adult literacy resources and reference materials for anyone in the education field, as well as for parents and afterschool practitioners."

National Geographic Education
Science NetLinks from AAAS
econedlinks from the Council for Economic Education
readwritethink from the International Reading Association and NCTE
ArtsEdge from The Kennedy Center
Smithsonian's History Explorer
Illuminations resources for teaching math from NCTM
EDSITEment! from the National Endowment for the Humanities of Art
Wonderopolis from NCFL

The teaching resources available from these Content Partners are aligned to National Education Standards.

I think that Thinkfinity has found lots of puzzle pieces to encourage, support, and engage learning experiences for students and teachers!

image by Patrick Hoesley found at

http://www.flickr.com/photos/60057912@N00/4579775685/

What tool would it be?

2011-10-06T21:19:00.001-04:00

I have been reading 21st Century Skills: Learning for life in our time by Bernie Trilling and Charles Fadel. I wrote about some thoughts I had while reading the book and included a few quotes after reading part one of this book. I have now finished reading part two: What are 21st Century Skills?

In this part of the book, creativity is defined as applied imagination …. that is taking an idea and putting action with it. If you think about it, a lot of the 21st Century Skills involve taking ideas and putting them into action … learning, innovating, creating, thinking, etc. Putting ideas in actions requires a set of specialized skills.

I am picturing a toolbox full of these tools needed to accomplish these skills:

Critical thinking
Problem solving
Communication
Collaboration
Innovation

I wonder which tool in a regular toolbox could be used to represent each one...

Critical Thinking involves taking a hard look at an object or idea. A hammer is designed to deliver an impact on an object. They are most commonly used for driving nails, fitting parts, and breaking objects. Critical Thinking can be used as a way to generate thoughts to provide support for a idea. Connections between objects and ideas can be the result of some Critical Thinking. Breaking things apart and looking at the individual pieces is another aspect of thinking critically. Although the are designed for a specific purpose, hammers vary widely in shape and structure. One may approach a Critical Thinking activity with an idea of how things will turn out, but after being involved in this type of thinking, the result may not look like the original plan.

Problem Solving could be represented by a pair of pliers. Pliers can be to hold something firmly or for bending depending on the situation. They can also be used to manipulate small objects with precision. When involved with Problem Solving, there are times when you need to maintain a strong hold on some ideas but other times when the ideas or possible solutions need to "bend" a little to make adjustments.Manipulation of the individual pieces is also an important part to Problem Solving.

Think of the ways you have communicated today ... phone, email, instant message, writing, reading, eye contact ... There are various forms of Communication that can occur in a plethora of ways. A tape measure is a flexible form of a ruler which can be made of several different materials (cloth, plastic, fiber glass, metal strip ...). This common measuring tool has a great deal of flexibility that can be used to measure around corners or curves. It can also be easily carried in a pocket or a toolkit ... even on a key chain. Through Communication, we are able to see how close together or far apart our ideas are. Just as a tape measure is flexible and can be curved around a corner, communication does not have a defined shape, meaning, or form and can be interpreted or manipulated to accomplish a needed task.

Collaboration involves working together to accomplish a unified goal. A wrench would be useless if it did not have nuts and bolts to work with. A wrench is a tool used to provide a grip and a mechanical advantage to apply torque to turn objects, like nuts and bolts, or to keep them from turning. Collaboration generally requires a bit of give and take on both sides. There are times when one side is firmly planted, similar to when a nut gets stuck. Collaboration is necessary to get things in motion again just as one uses a wrench to apply some pressure to loosen things up.

In my mind, Innovation involves taking an idea and turning it around to examine all the possibilities. What better to use to represent a tool being used to turn something around than a screwdriver? It is one of the most common tools for household use that is used for turning/rotating screws. The handle is generally made to be held by a hand and various tips fit a particular type of screw. Screwdrivers are also often used for purposes other than what they were designed for (pry bar, lever, hole punch, ...). Innovation can be easily encouraged and handled by asking questions. The type of answer you get depends on the type of question you ask, so you have to be specific. Innovation is used in many areas ... and the word "innovation" is possibly misused in many ways as well.

Depending on the context, situation, and person involved, the tools needed for those skills may change, so I'll call this a flexible toolbox or maybe a "skillbox" . . .

I wonder what it would look like and what color would it be?

photo source

Looking for a Princess?

2011-10-04T21:01:00.000-04:00

Four trips to the school library for my daughter has resulted in her checking out four Princess books:

1. The Princess and the Pizza by Mary Jane Auch
2. Princess Peepers by Pam Calvert
3. Princess Grace by Mary Hoffman
4. Princess Penelope by Todd Mack

Thinking about princesses reminded me that Cinderella is a princess ... and there are lots of version of the Cinderella story from all around the world (maybe that will give my daughter enough princess books). I created a project about the various versions of Cinderella and included links to even more: What does it mean to be a Princess?

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From Cinderella Around the World:
"One of the most well-known stories ever written, Cinderella and its universal tale of the human heart has appealed to young and old for centuries. Variations on Cinderella's myth appear in folktales in almost every world culture: she's known as "Yeh-Shen" in China, "The Rough-Face Girl" to the Algonquin Indians of North America, "Chinye" and "Nyasha" to the people of Africa, "Tattercoats" in England, and "Cenerentola" to Rossini. While these versions vary in some degree, the general tale usually centers around a kind, but oppressed character persecuted by the step-family. Typically, the father is either neglectful or absent; consequently, Cinderella must rely on a magical guardian for assistance in achieving her deepest wish. Scholars disagree as to exactly how many versions of the popular tale exist, with numbers ranging from 340 to over 3,000 versions, including picture books and musical interpretations. Although the story doesn't have a singular author, there are several notable interpreters."

Here are some other things I found related to various Cinderella stories:

Cinderella Stories by Continent
Cinderella Around the World (Projects by Students for Students)
Responding to Literature: Cinderella from Around the World
Cinderella Interactive uses the Cinderella tale to focus on different story elements. Lots of examples involving plot, resolution, character, and setting can be found
Behind the Scenes with Cinderella (Students will compare several Cinderella stories from different cultures using a Venn diagram. Students read additional Cinderella tales and write and peer edit their original versions.)
Cinderella Stories and Activities

evaluation of the source and the content

2011-10-03T09:47:00.001-04:00

For a recent project that I worked on, we were asked to use Social Media tools to facilitate the learning and teaching of a certain standard. I chose to create something that could be used for a 4th grade Essential Standard for Information and Technology Skills about internet safety precautions. Rather than having students actually interact with Social Media for this lesson (which I realize takes out some of the social part of social media), I used the social media tools to serve as resources for students to investigate and discover information.

Students generated questions and did an intentional information search of these resources to find answers:

Wiki: Are you a responsible citizen?
Blog: 16 of the Best Internet Safety Sites for Kids
SchoolTube: Internet Safety search results
Delicious: Search Results for Internet Safety for Kids

Each of these resources was selected based on the fact that each one provides a different type of information and/or perspective on internet safety precautions. The variety of resources appeal to various learning styles (words, pictures, sounds, videos ….). These resources were chosen to show students how search results can provide different information based on the source it is obtained from. Hopefully students will find new information concerning safety precautions while investigating these resources … or perhaps have information presented in a different way that may make it more memorable.

Providing for student choice requires students to take some responsibility for their own learning. The teacher is not lecturing and handing out information but encouraging and enabling students to discover information as well as to evaluate and think critically about what is important and what is not.

One could say the social media tools in this project as serving much in the same way as a textbook does in just being a place to provide information. For me, it is the way the information is created and compiled in a social media resource that makes it different. Where a textbook may have basically one perspective/point-of-view, social media tools present information from various perspectives/points-of view in a variety of ways depending upon the source.

The evaluation of the source is as important and the evaluation of the information. That is true for books too, but with the availability of 21st century resources, it is an important skill to teach. That is actually one that I did not plan to address when I started creating this lesson. So although the focus is somewhat on the tool as the source of the information, the content discovered and how students are able to use that content is the focus of the assessment.

I think there are so many ways one can look at and interpret internet safety precautions. It would be interesting for me as a teacher to see what my students thought was the most important to highlight and share with others. Since there are so many options, I think it is important to look in places that offer various perspectives. Integrating technology makes looking at many sources possible.

image source

What is more important -questions or answers?

2011-09-29T07:30:00.000-04:00

I read two novels this weekend. Once I started each of the books, I did not want to stop reading because I wanted to know what was going to happen next and wanted the answers to the questions that had formed in my mind while I was reading. After I finished each book, I stopped and thought about the questions that had been answered as well as the questions I had about what could happen next if the story continued ....That got me thinking about how questions are used in most classrooms in connection with reading.

Generally the teacher asks the students questions after the reading is done is assess comprehension. I wonder if questions might be better used before and during reading to help guide thinking and comprehension rather than only at the end.I came across a statement that caused me to think even more about questions in Strategies That Work by S. Harvey and A. Goudvis, I think this statement caught my attention since it starts with the word creativity and connects it to reading:

Creativity spawns questions.
Questions are the master key to understanding.
Questions clarify confusion.
Questions stimulate research efforts.
Questions propel us forward and take us deeper into reading.

How are questions used in your classroom?
Who asks the most questions ... teacher or student?
How are student questions used to guide learning and instruction?

"As adult readers, we question all the time, often without even thinking about it. When we first began to pay attention to our thinking as we read, we were stunned by the number of questions we had, many of which were inspired by relatively small amounts of text. Kids don't grow up knowing that good readers ask questions. In fact, schools often appear more interested in answers than in questions." (pg. 109)

Should we encourage students to stop and notice the questions they have as they read and not just after they read?
Could those questions help provide a purpose for further reader and raise comprehension of what is being read?
Would it be OK for students to stop and write down the questions and thoughts they have while they are reading?
What if students have questions after they finish reading?

"Our students need to know that their questions matter. They need to see us asking questions as well as answering them. Asking questions engages us and keeps us reading. A reader with no questions might as well abandon the book. When our students ask questions and search for answers, we know they are monitoring comprehension and interacting with the text to construct meaning, which is exactly what we hope for in developing readers." (pg. 109)

Thinking while you are reading and generating questions is a form of brainstorming. Brainstorming falls under the fluency category of creativity! (according to an inspiring article by Candace Hackett Shively: Grow Creativity!)

What are some ways we can use the available technology tools to help us keep track of all these questions?

We could use some brainstorming or "post-it" note sites to keep track of ideas:

We could also use KWL charts. A KWL chart is a three column chart that can be used to encourage interaction with a text before, during, and after reading. In a KWL chart, you lists things you Know, things you Want to know, and things you Learned. A slight variation on the KWL chart is the FQR chart (facts, questions, response). My 4th grade students enjoyed working with this kind of chart. While you can have a printed chart (like the ones listed below), in class we often just folded a piece of notebook paper to make three columns. (We turned the notebook paper sideways and then folded the paper so the outside holes lined up with the middle hole.) Another idea is to make 3 text boxes or columns on the Interactive White Board for this activity.

I will give you a quick description but the link to the explanation/description not only explains but also shows how the FQR Chart can be used. In the first column of the FQR Chart, children put facts they encounter as they read the text (this works especially in Social Studies and Science). In the second column, children put questions they have about what they are reading and questions they think of as they are reading. In the last column, children respond to the text they have read. This can be done by telling what they found interesting, telling what they did not understand, possibly answering some of the questions in the Q column, or even the things they thought of as they read the text.

Maybe there should be another column or place to put questions you have after you finish reading ...

Here are some various FQR Charts and information:

FQR Chart
FQR Chart Description/Explanation focusing on critical thinking
FQR Chart with a Focus Question
Ideas for using FQR with Nonfiction
Lesson Plan using FQR for Determining Importance of Facts
Three Charts and the Power of 3s
Space Template Example
OWL Chart (what you Observe, Wonder, Link to your life) is similar

(I really like the placement of the Space Template FQR chart on a wiki. I have used FQR charts before and used Wikis before, but I never thought of using them together. I recently found the OWL chart but thought it would be great to include in the list..)

Should we be interested more in answers or questions ....

photo source

What should I take?

2011-09-28T12:51:00.001-04:00

"What Coaches Carry" parts one and two (from ChoiceLiteracy) is about what Literacy Coaches bring with them to the meetings, but it has me thinking about I , as an Instructional Technologist, should carry with me as I go out to to help teachers.

Since I am not ever really sure about what will be available when I go to schools, I should probably take some technology things with me .... like a laptop/tablet, power cord/strip, projector, assortment of cables, and speakers.

But I see my job as more than just the technology stuff ...

Notice the first part of my job title ... Instructional .... I think that is what should come first ....

The first thing I want to make sure that I have with me is my good listening ears. In the classroom, I would tell my students that since they had two ears and only one mouth, that meant they should listen twice as much as they talk. I need to listen to the teachers and not be so focused on telling them what I think, since the ideas I have when I go into the situation are probably not the ones they will need based on their situation.

Another thing I should make sure I have is my thinking cap. I know that I need to listen and then think about the ways I can help and share resources. Thinking about what I share and how I can connect those to the things teachers are already doing is so important. There needs to be a curriculum reason for the things I share (and not just because it is something I just found out about and think is great). I also need to think about the specific teachers I am talking with, their experiences, and comfort levels before I decided what and how much to share. I often share way too much and talk too fast to try to share as much as I can .... which is overwhelming for teachers. I know that I need to stop and think before I share so much that I scare teachers. (I guess that goes back to the listening twice as much as I talk advice.)

In the articles that served as inspiration for this post, most of the coaches talk about having resource books in their totes or carts to reference when teachers have questions or need more ideas. I may not carry books with me, but I need to have my technology toolbox accessible. If a teacher has a question or a need for a resource on a certain topic, I need to know places I can look. I may not know the answer right away, but I know there are certain places I can look and people to contact to help.

What are some other things I should take with me?

image source

(I really struggled with writing this blog post .... worked on it much longer than I normally work on posts. I have all these ideas floating around in my head about this topic and they just did not seem to want to come out .... so for now this is a finished blog post .... but I feel like there could be more to add in the future ...)

Do Learning and Change Work Well Together?

2011-09-17T07:39:00.001-04:00

I have just started reading 21st Century Skills: Learning for life in our time by Bernie Trilling and Charles Fadel. I have a copy of this book on my kindle, but I also have a print copy of this book. In my print copy of the book, I have underlined ideas, drawn stars, taken notes in the margins, and folded down corners of pages (I know that is not very "high tech" but those are strategies that have worked for me in the past, so ...). I have only read the first part of this book so far, but there are so many great ideas and statements I agree with that I already recommending this book to others (that is not something I normally do until after I finish a book).

Instead of sharing quotes from the book, I am going to try to share the thoughts I have based on reading the book. I still may throw in a few quotes from the book too ...

For me, part 1 really focused on the reoccurring themes of learning and change. At first glance, those two themes don't really appear to go well together. In some ways, they seem to be on either ends of the spectrum ... if you learn something and then it changes, that appears to cancel out what you have learned. Part 1 of the book helped me realize another way those themes can be connected ... since things keep changing, there is a need for continued learning in so many areas ... especially those related to education and technology, since those are changing so quickly.

The 4 Question Exercise, which connects the themes of learning and change, can be such a powerful thinking experience that we think would help all the members of an organization to plan with the end in mind rather than just focusing on the immediate results and/or consequences.
Here are the four questions from the exercise, but in the book, you can find so much more information concerning other issues to consider when thinking about these questions:

What will the world be like twenty of so years from now when your child has left school and is out in the world?
What skills will your child need to be successful in this world you imagined twenty years from now?
What were the conditions that made your high-performance learning experiences so powerful?
What would learning be like of it were designed around your answers to the first three question?

After reading and thinking about those questions, I began to wonder how things would change at all different levels based on what we can learn from the answers to those questions. How would the answers an administrator gives to those questions affect the things he or she choose to do? How would the answers a teacher gives impact his or her actions and choices? What impact would the answers provided by a parent have on his or her actions as well as the education of his or her child? My daughter started Kindergarten around the time that I encountered these questions, so the "parent in me" and the "teacher in me" are looking at ways things can be used and interpreted differently.

Think about how much you learn from doing the same thing correctly over and over again. Does your learning change at all in that situation? Does that situation need for your learning to change? Now think about how much you learn from the times when you may not be so successful and have to adapt (change) to adjust.

We learn a lot more by things not going right than when things go perfectly. The changes that are needed for success broadens our learning. As teachers, we are constantly evaluating and adjusting for student instruction…right? It is helpful to remember that when realizing all the new possibilities that may be too overwhelming to even think about trying. If you never attempt to change to do or learn something, you will never know what you might have been able to learn from the success or the potential failure of that attempt.

Another thing that is connected by the themes of learning and change is the focus on knowledge and/or thinking. Really the 21st Century skills can be connected together by the learning that takes place as the thinking changes. The new mix of skills students need is centered around their thinking about learning and change. That new mix requires the reshaping/changing of the ways that we learn and think.That new mix is not the same for all students since one size does not fit all in the areas of thinking, learning, and changing. There has to be a balance somewhere and technology offers many possibilities to assist with that balance.

I think the connections between learning and change play a role in the new road map that is needed to promote learning for today, tomorrow, and the future

image from http://www.flickr.com/photos/spursfan_ace/2328879637

Thinking is not a new thing ,,,

2011-09-16T06:24:00.000-04:00

As I was reading "How PowerPoint is Killing Education" by Marc Issels, I came across a statement that really caught my attention:

“The good news is that teachers do not need to jump off the technology train; they just need to change cars. They need to uncover methods of using technology to help students develop old-world skills that are also 21st century skills, such as critical thinking, problem solving, perseverance, and creativity.”

There are several individual parts of that statement that jump out at me:

technology train
methods of using technology
old-world skills
21st Century Skills
critical thinking
problem solving
perseverance
creativity

To me, the technology train is not the one that teachers need be on ... even if they are in the correct car. I know that may sound strange coming from a person who works for a technology department, but as I am quick to point out, I work in instructional technology .... and I feel I am way more on the instructional side than the technology side. As educators, our job is to develop, encourage, and support student learning in anyway possible ... whether that means using technology or not. I feel teachers should be on the student learning train.

The student learning train may have cars for differentiated learning, direct instruction, indirect instruction, experiential learning, independent study, interactive instruction, as well as many other ways teachers use to meet the learning needs of students. If visual art is needed as part of one of those cars, then it needs to be there. If hands-on learning is needed as part of one of those cars, then it needs to be there. If problem-based, product-based, or inquiry learning needs to be a part of one of those train cars, then it needs to be there. If technology needs to be a part of one of those cars, then it needs to be there too.

We need to be choosing the best ways to meet the needs of students ... and not just using a certain teaching style or tool just because that equipment is in the classroom.

Does a doctor use every tool that is in the office to treat every single patient every single day? He or she uses the most appropriate tool for the needs of the job at hand. If I have a room full of technology equipment, but cutting an apple or folding a piece of paper is the best way to meet student needs for learning that day, then I should do what best meets the needs of students.

I also noticed how the statement at the beginning of this blog post mentions methods of using technology to help students. For an educator, just knowing how to create animations in a powerpoint presentation, how to create a path for a wiki, or how to make a pivot table in excel is not enough ... we need to know the methods of how to use that technology knowledge to help students. The "knowing how to help" knowledge does not start with technology but starts with knowing the students and knowing the content or curriculum that students are expected to know. You have to know your curriculum and how to effectively teach that curriculum to students to be able to integrate technology with it. The focus of lessons should be on the content and not on the technology being used.

Another part of the statement that really caught my attention and made me smile was the idea of using technology to help students develop old-world skills that are also 21st century skills. Over the years, I have read, heard, and even written about 21st century skills, but never really thought of them as old world skills until now. The skills involved in critical thinking, problem solving, perseverance, and creativity are not "new" skills that we are just now promoting in education. We may be looking at them in somewhat new ways or approaching them in ways different from before, but they all involve ways of thinking .... and thinking is not a new thing in education.

image from http://www.flickr.com/photos/35849460@N00/18512452/

Is Creativity the #1 Skill for the 21st Century?

2011-09-08T10:42:00.000-04:00

I came across a creativity-themed article the other day on Psychology Today

Is Creativity the Number 1 Skill for the 21st Century?

Here are the 7 themes from the article (the author said these themes are magnificent and provides research studies to support them):

1. Creativity and innovation are the number one strategic priorities for organizations the world over
2. Creativity is part of all our day jobs
3. Organizational profitability rests on individual creativity
4. Creative teams perform better and are more efficient
5. Creative organisations are more profitable
6. Creative Leadership is fundamental
7. Successful economies and societies will need to be creative

As I was reading the themes and ideas to support them, I found myself thinking about how many of these statements are related to education and learning. I noticed that this is from the "Working Creativity: tapping into your everyday genius" blog by Mark Batey, Ph.D.

Here are a few of the statements that jumped out at me:

"a new picture is emerging of the skills and traits for success"
"At the heart of this essential skillset for the future lies... creativity."
"it is innovation and creativity that enable the development of new ways of working"
"creativity was an integral part of modern work. Not just for Chief Executives or arch-strategists, but for all of us. We can all find original and useful ways of solving the problems we encounter."
"biggest challenge facing organizations is identifying and developing individuals with "brainpower (both natural and trained) and especially the ability to think creatively" (Frymire, 2006)."
"creative companies harness the creativity within the organization to improve or invent new products, processes and services"
"IBM found that creativity was considered to be the number 1 leadership trait for the future"
"Creativity may be the most powerful of all the resources to be rich in."

I want to think more about how I can apply those statements to my thinking about education and learning.

Do you have any ideas on how you think this would be changed or the same if written for/by a teacher?

image from http://www.flickr.com/photos/52781206@N07/5942312059/

21st Century Learner

2011-09-07T13:26:00.000-04:00

I want to try something ....
Watch this clip before you read anything I have written below.
See what thoughts and questions come to mind ....

So what do you think?
What were some of the things you noticed?

(I know that I had to watch the clip more than once to let the ideas sink in ... and for me to be able to notice everything that I wanted to ..... so if you want to, go ahead and watch it again)

These are the questions that came to my mind after watching the clip a few times and thinking about its message

What do I think of the "Vision of K-12 Students Today" at the beginning of the short clip?

What were some of the key words to pull out?

Which percentages in the clip apply to me?

Which percentages in the clip would I like to apply to me?

How do I learn?

How do students learn?

How am I promoting learning?

How am I encouraging students to think?

How am I encouraging students to create?

How am I encouraging students to analyze?

How am I encouraging students to evaluate?

Did you have any of these same thoughts? How would you answer these questions?

Video source

Who influenced your development?

2011-08-30T04:00:00.000-04:00

I came across a site, Choice Literacy, with a tagline that I can't get out of my head: "Come for the Resources. Stay for the Inspiration." I think I am going to have to use that as inspiration for a future blog post ... but for now I want to share some ideas I got from another resource I found on that site.

For access to most resources on this site, you need a subscription. They do offer a newsletter sharing resources as well as Free Samples and Featured Articles. One of those Featured Articles caught my attention. "The Dog Ate My Study Group Plans! Four Instant (and Fun and Reflective) No-Prep Teacher Workshops"

Although the workshop ideas shared in this E-Guide are literacy related, I started thinking of ways certain ideas and statements could be adjusted to be used for technology as well.

The 4th workshop idea is about Literacy Timelines: "For this workshop, participants will create a timeline of friends, colleagues and family members who have influenced their literacy development. These timelines will then be used as a catalyst for discussion about what is meaningful and memorable in influencing the literacy of others."

I can think of friends, colleagues, and family members who have influenced my technology/instructional technology development. I encourage you to think of at least 5 people who have influenced your technology development throughout your life. You could even write down that list or use a site like SquareLeaf or EdiStorm to do some simple brainstorming. After you think of those people, try to organize their names to put on a timeline of your development. You may even want to add another note describing how each person played a role in your development.

Just substitute technology where literacy is mentioned in this activity from ChoiceLiteracy:

After everyone has completed their timelines, meet in small groups or collectively discuss the following questions:
· What did your literacy mentors have in common?
· What are some striking differences?
· What connections do you make to how you mentor students?
· What connections do you make to how you influence the literacy teaching and learning of your colleagues?

I promise these ideas made more sense in my head than they appear to now. It is just an idea and something that got me thinking .....

image from http://www.flickr.com/photos/danielcatbagan/4700833792

Create ....

2011-08-29T09:34:00.013-04:00

I am a big fan of encouraging students to create to demonstrate their knowledge and understanding. Creating is a High Order Thinking Skill in Bloom's Taxonomy.

For one of my graduate school classes this semester, we have been looking at exploring the revisions to Bloom's Taxonomy in order to consider what effect the revision might have on integration of computer technologies in instruction.

One of our fist assignments is to brainstorm instructional ideas relating to the different levels of the taxonomy. I decided to pull together some resources on Bloom's Revised Taxonomy and ideas for how it is being used in various places. I shared these resources with my group to use as inspiration for our contributions to the group brainstorm activity.

I thought I would share the resources here too:

I love the stuff Kelly Tenkely writes and creates for her blog (iLearnTechnology.com). She is a huge fan of Bloom's. Kelly is so helpful and willing to share. She lives in Colorado and is opening her own school this year. We have gotten to be friends through twitter and blogs. Here are some of her resources:
Bloomin’ Peacock *this is one of my favorites
Bloomin’ Pinwheel
Umbloomra
Bloomin’ Tree

Bloom’s Taxonomy Live Binder

She also has stuff for the ipad/ipod touch to go along with Bloom: http://ilearntechnology.com/?p=4025

Here are some other resources I found that may inspire other ideas:

Bloom's Revised Planning Framework
Exploring Batteries using Bloom's Revised

Fractions with Bloom's Revised
Making Movement with Bloom's Revised
Bloom's web 2.0 wiki

Bloom's Digital Taxonomy Wiki

As I searched through this blog to see what I have written about concerning Bloom's Taxonomy, I found it has been a popular topic for me too!

Bloomin' Resources (even when it is cold)
Technology is Bloomin'! (great storybird creation included here)
Blooming Orange
Blooming Butterfly

image from http://www.flickr.com/photos/41598237@N00/3352954780/

distraction or catalyst?

2011-08-28T08:00:00.001-04:00

"As we provide our students with models of how to use their digital containers for learning, the role of the teacher will be more crucial than ever. The fact remains: These tools can be a major distraction from learning or they can be a major catalyst to it. It will be the courageous educator who works with students to explore the power of these tools and in turn empowers students to be lifelong learners and active shapers of a world we cannot yet imagine."

from "Banning Student Containers" by Alan November

There are a few things in this statement that really jump out at me. With the increasing amount of technology used for teaching and learning, the role of the teacher will not become less important but even more important. It is not the tool that shapes the instruction and thinking but it is how the teacher uses the technology and tools to guide discovery, understanding, and thinking.

I see it as my responsibility to create learning experiences that will make the tools be catalysts for learning instead of distractions to learning. Looking back on the ways I have used technology for instruction, I realize that the "flashy" technology stuff may be attractive at first, but if the "flashy" parts are not helping with the instruction, and possibly even distracting from the instruction, then I have no need for the "flashy" stuff. Everything I use for instruction should work toward the goal of student learning.

What are ways we can make the tools catalysts of learning?
What are ways we can be courageous educators to assist students in the exploration of the tools for learning?
What are ways we can empower students to become lifelong learners?
What are ways we can encourage students to actively shape a world we can't imagine?

I think we need to be developing students who are critical and creative thinkers.

image from http://www.flickr.com/photos/21847073@N05/5148011933/

Potential for Teaching and Learning

2011-08-26T08:37:00.013-04:00

I came across this statement when looking at projects created in a graduate school class recently.
The role of the classroom teacher often proves to be a difficult one, and the talent displayed in that role, is one of the main factors in the development and use of technology in the classroom. Many teachers however, do not recognize the potential for technology in teaching and learning.
Just being computer literate is not enough. Instead, teachers must become digitally informed, digitally active, and self-confident enough to integrate it effectively in the classroom. Most teachers want to learn to use technology effectively in the classroom, but they lack the consistent time, access, and support necessary to provide these types of learning experiences.

from this case study project: https://sites.google.com/a/rcsnc.org/technology-case-study/

I think this is a powerful statement with some important parts that should be examined and discussed individually as well as all together.

I am going to use my training in Problem-Based Learning facilitation to take apart the statement. Let's start with some questions to think about from the passage above (need-to-know):

What does it mean to be computer literate?

What does it mean to be digitally informed?

What does it mean to be digitally active?

What does it mean to be self-confident enough to integrate it effectively?

Let's examine some key words/phrases:

talent
main factor
development
potential for teaching
potential for learning

Other factors that we need to consider:

consistent time
access
support

In order to support classroom teachers, I think we all should be looking at the issues, consider the possibilities, and provide teachers with the support and resources that are needed so they can handle the very important job they have of providing instruction for our children.

The next thing to do is to brainstorm ideas for a solution and to make a plan ....

I need to do all I can to help teachers realize the potential for technology in teaching and learning ...

Do you have time to search lots of sites for resources?

2011-08-18T14:50:00.008-04:00

I often talk about how netTrekker is a collection of resources that have been teacher-reviewed, so teachers can feel comfortable sending students to netTrekker to do research.

Over the last several weeks, I have been working on gathering instructional resources to go along with a new curriculum. I was trying to work quickly to finish up the project this morning. I have a list of sites that I could go check for the needed resources, but I decided to go to netTrekker instead. In netTrekker, I can put in my search terms one time and search through all of the content partners and resources in netTrekker.

Since I was searching for resources an elementary school teacher could use, I made sure I logged in with my teacher account (different resources are available based on whether you are a teacher or a student). I made sure that I was on the Elementary Tab (there is also a Middle School, High School, and a Standards Tab as well). In the search box at the top, I typed in key words related to what I needed.

As soon as I hit enter after typing in my search terms, there were results at the bottom of the page. Depending on my needs as a teacher, I could use the options in the sidebar to limit my search results. I could choose to limit by readability levels, learning aid, multimedia, language, collection, and even subject.

I was searching for Science resources this morning, so when I searched for "water" I was very please to have various results from:

Promethean
SMART
National Geographic
NSTA Learning Center
Teachology
ClassBrain
Discovery Education
American Museum of Natural History
Teachers Domain
US Environmental Protection Agency
ScienceBug
BrainPop
TeachEngineering
CrickWeb
Channel4Learning
as well as many other government, state, and university sites ....

Think about how much time I saved being able to search all those resources from one place rather than having to go to each one of those site individually .... I did not even know many of the sites existed or had possible resources.

Now as a teacher, I did have to review the materials to make sure they met the needs for my class and instruction ... so that may take some time but look at all the time I saved pulling together possible resources using a netTrekker search!

I can even save the searches that I do and/or save certain results by simply clicking the box and putting the resources in my portfolio. When you are a registered user with netTrekker, you automatically have your own portfolio (or folder) to keep track of the resources you want to use.

I have written about netTrekker before on this blog but today I realized how much of a timesaver it is.

Other post on netTrekker:

image from http://www.flickr.com/photos/25704219@N04/3821120232/

Art and Reading and Writing

2011-08-17T20:20:00.004-04:00

I saw a "flyer" in my email today, and words on it jumped out at me, so I wanted to share:

"Use visual art to teach naturally differentiated lessons."

LiteracyHead.com (which is where the quote is from) provides lessons for teaching literacy through art. Those are two of my favorite things, so having them together only makes everything so much better!

I have enjoyed receiving information from them for several months and have even written some blog posts about things they have shared before. There were several statements (starting with the one mentioned above) that made me want to take note and share information about the site again:

For our Art of Teaching Reading lessons , Literacyhead selects a great picture book, identifies a higher-order theme, writes questions to stimulate thinking, and presents 8 pieces of art related to the book's theme.

We do loads of work so you can enjoy your weekends and still facilitate thoughtful discussions before, during, and after reading aloud.

Just so you know... all the artwork on Literacyhead is presented in lightboxes that pop up and project spectacularly with Smartboards and such. If you like the thumbnails above, click on any image to get to THE BIG STUFF.

Did any words and phrase jump out at you from that selection? I will gladly share what caught my attention:

great picture book
higher-order theme
questions to stimulate thinking
art related to the theme
facilitate thoughtful discussion
before, during, after
reading aloud
artwork

(I should stop or I will end up re-typing the whole message above)

This is a site that uses art to teach children how to read and write ...

That excites me! :)

My daughter will start Kindergarten next week. I am curious how her teachers will develop, encourage, and support her learning to read and write ....

As a parent, I am going to encourage and support literacy at home too. (I hope the parent in me and the teacher in me don't have too many arguments.)

Communicate, Collaborate, and Create

2011-08-17T15:56:00.003-04:00

The popplets included here were created by Mandy Durrence

When was the last time you learned a new word?

2011-08-16T09:41:00.000-04:00

Part of writing well involves using vocabulary correctly.

What are some ways you develop vocabulary skills for yourself?

What are some ways you develop vocabulary skills in students?

What are some ways you demonstrate vocabulary skills?

What are some ways you assess vocabulary skills?

What can you do today to learn and use a new word?

Here are some LiveBinders full of resources and activities for word work and vocabulary:

image from http://www.flickr.com/photos/91485322@N00/1800380489/

Speaking or Writing?

2011-08-15T19:35:00.002-04:00

Communication plays a major role in life.

When someone has the option of speaking or writing, why does he or she choose one over the other?

Which would you rather do … speak or write? Why?

Writing is a form of communication.

One difference between written and spoken communication is that writing must be quite clear; when you read something, there is not body language to help you interpret the message, and no person in front of you to ask for clarification

How do the differences between written and spoken communication change when technology is included as a part of the communication?

Tech Toolkit for UDL in All Classroom

2011-08-08T10:31:00.007-04:00

I really like the Featured Sites of the Week from TeachersFirst. This week I noticed a link to a site with technology resources to go along with UDL (Universal Design for Learning): Free Technology Toolkit for UDL in All Classrooms.

Here are some of the categories of resources available from this site:

Graphic Organizers
Literacy tools
Writing Tools
Multimedia & Digital Storytelling Tools
Study Skill Tools
Research Tools
AudioBooks
Math Tools
Collaborative Tools

You can also find information about Universal Design for Learning (UDL). Some interesting things I found on that information page include that UDL involves multiple methods of representation, engagement, and expression to promote learning for ALL students.

This collection of resources was assembled with the idea that every classroom computer can be used to promote learning for all students based on the principles of UDL. These tools provide improved access and accomodate for learner differences. Additionally they are fun and engaging!

Our goal is student learning, so here are some more free tools to help us reach that goal in as many ways as we can.

why?

2011-08-02T09:44:00.001-04:00

Why do you write a letter (or an email or a tweet) and send it?

to tell someone something

to get a reaction

to express thanks

to share excitement

You don’t write a letter or email or tweet for your response to it … but for the response of someone else

Should a student worry about writing a really good story if it is …

just going into a folder?

being added to a pile?

not going to be shared?

I have just finished taking two graduate school classes this summer. In one class, everything we did (individual assignments and group creations) was posted to a wall in a virtual world for other so see and comment. (I guess you could think of that was a bulletin board in the hallway or on the classroom wall). I enjoyed going to look to see what others had done and the tools they used to create so I could get more ideas of things to do in the future. I also enjoyed seeing the feedback (compliments and constructive feedback) on projects I did or helped create. I guess the perfectionist in me is always looking for new ideas/ways to make things I create better.

In my other class this summer, our assignments were uploaded and turned in to the teacher. Those assignments/creations were not seen by anyone else (at least until I put mine on my blog). While I appreciate the teacher's comments, I would like to hear the feedback from others as well as see the ways others interpreted the assignment and displayed their work.

For me, learning is social. I want to interact with the pieces created and the others viewing and creating. I would like to be able to share ideas and hear of possible improvements. We all have different experiences and abilities to bring to the table ... so we need to be able to share our perspectives and views to make all of our creations even better than we can alone.

Are you a Literacyhead?

2011-08-01T12:38:00.003-04:00

Love this article and video ...

Technology: figuring out how the pieces fit

I am as lost as ....

On my learning journey ....

Reflections (OLW) January 2012

Creating some Collages ...

Playing with Pictures

Pictures, Pictures, Pictures ...

Who is Lily? (part 2)

Thinking Outside of the Box?

Take notice of your wonders ...

Are you ready for a not-too-difficult challenge?

Crazy Adventures?

Take a Stand

Muffins can lead to learning?

It is hard to keep a secret!

What is your word?

Off to a _____ start ....

Setting the Stage ...

What do I hear?

How can you connect with an astronaut?

Are you willing?

Paying Attention ...

A Date Which Will Live in Infamy

How am I encouraging ...

Moving on up (with Rosa Parks)

Create ... Participate ... Celebrate

The most original email I have ever gotten ...

Media Literacy and Questions

with, through, and about

How could YOU use Literacyhead?

Picture Books for All!

Project Look Sharp

What brain apps have you added recently?

Picture Books and LiteracyHead

Books, Books, Books!!!!!!

Distraction = Pay Attention?

Matter and Videos ....

What do you want to do?

The strategy I am going to use is ...

It started with a simple question ...

Books! and relearning ...

Change?

Scientist or Engineer?

How do you celebrate Writing?

Are you looking for a puzzle piece?

What tool would it be?

Looking for a Princess?

evaluation of the source and the content

What is more important -questions or answers?

What should I take?

Do Learning and Change Work Well Together?

Thinking is not a new thing ,,,

Is Creativity the #1 Skill for the 21st Century?

21st Century Learner

Who influenced your development?

Create ....

distraction or catalyst?

Potential for Teaching and Learning

Do you have time to search lots of sites for resources?

Art and Reading and Writing

Communicate, Collaborate, and Create

When was the last time you learned a new word?

Speaking or Writing?

Tech Toolkit for UDL in All Classroom

why?

Are you a Literacyhead?

Seven Crazy RealitiesEveryone Should Know about Literacyhead.com

Seven Crazy Realities
Everyone Should Know about Literacyhead.com