Edina Go Wireless CoP - Recently Updated Pages

Curriculum Ideas

micwalker — Sat, 06 Jun 2009 21:37:29 CDT

August Training Sessions

micwalker — Thu, 14 May 2009 14:38:21 CDT

Selecting a tool for note-taking on the computer
Plan for Journaling
More time with Cloud computing-Google Apps or Live@edu
Digital Learning space

Moodle
Edline

Review of the Driver's license training
Review and finalize policy

Classroom management

Planning Roll out Day
Common Rubric Language

May 14, 2009 Curriculum Writing

micwalker — Thu, 14 May 2009 14:06:49 CDT

7:30 Mapping 1st Semester: Click Here to access the form
9:00 Break
9:15 Review of the Big Picture
10:30 Discussion of Driver's License Training

When
What content
How long to implement

11:15 Google Apps for Education
11:30 Lunch Break
12:15 Kent School District Webinar
12:30 Time to look at resources and curriculum ideas
2:20 Planning needs
2:30 Meet with Dr. Burke

April 30, 2009 Stillwater Visit

micwalker — Wed, 13 May 2009 16:14:31 CDT

7:45-8:30 Observations of Students and Staff
8:30 Presentation from Mike Dronen and Matt Howe
9:30 Classroom observations
11:30 Teacher talks
12:30 Leave for lunch and TIES
1:00 What did we learn today?
2:00 Time to look over and comment on policies

Resources

micwalker — Mon, 04 May 2009 08:52:19 CDT

Resources to explore as we look to 1 to 1 computing.
But Does It Work?
Penn State Center for One to One Computing
Education World: 411 on K-12 One to One Computing
One-to-One Computing and Classroom Management
Ed-Tech Magazine: Pointers on Measuring Success from Three Programs That Work
One-to-One Computing and Classroom Management
K-12 Computing BluePrint-Links to other resources
Maine Learning Technology Initiative
Freedom To Learn-Michigan Students Unplugged
Technology and Learning 1:1 Computing-Online version of Dr. Burke's handout
Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century Education System"
One to One Institute
Minnesota Example: Oakland Junior High in Stillwater
ISTE 1 to 1 SIG
Pennsylvania's Classroom's of the Future
ISTE One to One Wiki SIG
Anytime, Anywhere Learning Foundation
Maine's Online Learning Community
Irving Texas District One to One site
Curriki-Curriculum
TechLearning - Leadership and Professional Development in One-to-One Computing
Howard Levin 2008 NECC Presentation Notes
The Laptops are Coming, The Laptops are Coming-Journal Article
Technological Pedagogical Content Knowledge
Google Jockeying defined
Eva Lamar-Springfield Oregon One to One Program Coordinator
One Laptop-One Child Article from Scholastic Administrator

Classroom Management
Irving, Texas Classroom Management Videos and Teacher Interviews
Tami Brass' Classroom Management Tips (SPA)
Maine Classroom Management Resources
Tips from Henrico County

From Web 2.0 Backpack site:

Notetaking

More and more students are bringing laptops to class. Owning a laptop is a requirement for all first-year undergraduates at the University of Denver, for example. The proliferation of portable computers means that note taking doesn't have to happen with a pad and pen. The following web apps will help you take and organize your notes.

Mind Mapping

Now you have your notes, you need to put them together. The following mind mapping/flow charting tools will help you get your thoughts in order so you can go from raw notes to polished dissertation.

ISTE NETS Lesson/Unit Templates

TroubleShooting
HP Compaq 6715 Notebook Site

Extending Battery Life
1) if the network is not needed, students turn off the airport
2) if bluetooth is not needed, it is turned off
3) if the laptop is not needed, students put them to sleep (don't use them all the time)
4) students set the battery mode to "conserve" which dims the screen after a short period of inactivity and then sleeps the HD shortly after
5) students adjust screen brightness to lowest reasonable setting
Drivers

Bluetooth:Allows you to use your laptop with other bluetooth devices without a "Dongle"
Other Drivers:

Dr. Burke's Notes on visit to Stillwater

micwalker — Tue, 14 Apr 2009 09:42:17 CDT

STILLWATER 1-to-1 Oak-Land Junior High School

By Dr. Michael A. Burke

I. Overview of 1-to-1 Programs
A. The world is changing, the challenges are: - Global Competition - Global Interdependence - Techtronic Shift - Ubiquitous Information - Workplace Innovations - The student experience is mobile and digital.
B. Being in a classroom is like being in a plane preparing for take-off; sit down, sit up straight, eyes on the flight attendant and turn off all electronic devices.
C. What do the 21st Century School student’s need?

- Complex communication and thinking skills
- Insruction beyond the 3R’s - 21st Century Skills
- ISTE standards for students and teachers.

D. SAMR module (below)

4 Levels of Technology Use
Level 4 - Redefinition	Creativity & thinking	New Task – can’t be done without the technology.
Level 3 – Modification	Could improve grades/learning	Technology allows task redesign
Level 2 – Augmentation	Some minor improvement	Adds functionality
Level 1 - Substitution	Little to no effect	Technology replaces manual

E. Achievement gains with 1-to-1.

- Greene Central, NC, - increased number of students going to college.
- Maine – writing scores improved.
- Talbot County, MD, - Achieved higher passing rate in Algebra, English and Biology.
- Escondido Union, CA, - iPod use increased reading proficiency better than average.

F. Taking learning to the next level with laptops*

- Same technology for low end and high achievers, just use it to a higher level with Gifted and Talented students.
- Differentiated instruction
– students take things farther and deeper.
- Help students exceed expectations.

II. Interviews With Teachers
A. How have laptops changed teaching in 8th Grade English?
- Varying ability levels can be assessed.
- No longer on auto pilot; teacher said she has to be more creative.
- Teacher can add or delete assignment as she is talking. - Differentiated instruction to make it easier or harder, as needed. - Instructional time is used more effectively (return papers, view movies, etc. are done outside of class.) - Viewing educational movies after class provides more valuable face-time. - Grading is faster (3 times faster than paper assignments). - Online grade book. B. Side notes: Pre-Service preparation involved curriculum writing, concept mapping and learning content management software. C. How has technology changed my students? (8th Grade English teacher) - They are more organized. - Students take pride in their work when they know it will be published. - Higher Order Thinking Skills are obtained quicker with laptop. - Changes assignments from something they “have to do” to something they “want to do”. D. How does technology fit in the English class? - Online text book, with classroom set. - Grammar: individualize assignments. - Literature research with reading - Publishing o Blog for publishing book report. o Students create a web site. E. What about textbooks? - Classroom sets of books. - Training from Apple/Informal peering tutoring throughout year. - Curriculum was very adaptable. - Colleagues are her main support groups. Tech support and help desk. - Content management software (designed by a parent). F. Life Science Teacher - Need to use the technology they are growing up with to help them learn 21st Century Skills. o Visual and verbal communication skills. o Students need to be self-starters. o National and global perspective. o Real-world application. o Cross curricular – world is not a single discipline o Allows them to be more creative in doing assignments. o Training kids for tomorrow’s careers. o Prepare them for our world. - Started with carts. Problem was assuring that you had access when needed. - Teachers need to buy-in and have fun. G. Band Teacher - Started with teacher laptop computer, then carts, then 1-to-1. - Use technology to enhance and embed technology into curriculum. - Daily classroom use. - Allows classroom practice to be extended to their home practice. - Lessons are on their computer. - Smart Music and Finale (Finale Notepad) - Create a song using Garage Band to understand the elements of music. - They take software home to listen and respond to practice sessions. - Love built-in camera and microphone. H. Teachers felt challenges are out weighed by advantages. - Time spent up front is gained back, during and after lesson. - Training is very important and has to be ongoing. - Reworking curriculum - Re-imaging for specific applications takes time. - Help Desk is critical to assure quick turn around of laptops. I. Apples strongest feature is their integrated software suite: - iPhoto - IMovie - Garage Band J. Expect the unexpected joys - Atmosphere where kids can become teachers. - Collaboration between staff and between students. - Students have taken a new responsibility for their learning. - Prepare them for the future. K. Training should start with: - Basic tech skills - Management tools - Software specific for subject III. Presentation by Principal and Tech Support Staff A. OakLand Junior High School - 1,000 7-9th Grade o 37 teachers FTE’s o 11% free and reduced lunch o 7% Minority B. Benefits Found by CARI Study - Increased productivity throughout day (31 minutes more teaching time). - Student learning has extended to 24/7. - Teachers have communicated more beyond the school day, sharing, communication and interacting. - Improved attitude and engagement of the students. - Higher quality of work, more dedicated work, more creativity. - Increased availability of online resources, reduces amount of paperwork. - Improves grade and life preparation. - Accomplish 21st Century Skills o Professional and work ethics o Verbal proficiency o Initiative and ambition o Human relations o Critical thinking C. 8 Key Messages – Excellence in Learning (get slide) D. What they have learned. - Leadership in building is critical to success. - Need support of Board, Superintendent and Principals. - Hire best possible teacher, technology tips scale. - Network with other 1-to-1 districts is very important. - Work of Help Desk is critical. - Staff training is essential. o Relies on teacher experts o Students share knowledge - Student care and appropriate use of the equipment has been exceptional. o Average: 2-3 computers in repair at any one time – most ever was 8 computers. o Apple computer takes one week to return for repairs. o No longer have loaner pool. o Have only lost 1-2 computers per year. o Some parents have used their insurance to cover the loss. o School charges $100 per occurrence, per damage. o User Agreement - Laptops are only a tool. - Passionate teachers is critical. - Teacher observation process is very different. - Extension of work day: o Students o Teachers o Administrators E. Get Ready for the Future – Professional Development - Ongoing - Peer mentorship - Student help (ICE) - Learning communities - Just-in-time training F. Collaboration and Communication - Student Planner – students and parents login (similar to our Edline) - E-mail and listserv - Building and teacher/websites - Network for collaboration (drop boxes, public folders, SharePoints) - Family participation: o Family portal o Parent Boot Camp: before they pick-up the computer and again later on in the fall. G. Software challenges for the future: - Ongoing training - Maintaining momentum - Funding IV. Tuesday 3/31/09 – Classroom Visitation and Staff/Student Panel A. General Questions of Panel - Kids have managed their battery life. - They can get a battery replacement once per week. - Teachers do not keep track of battery switches. - Batteries last about 2 years. - Wireless hub in each classroom. - 300+ students at the high school are on their wireless system, iPods, Macs and PCs. - Getting laptop: o Occurred after start of school o Went to library to get laptop o Tech teacher goes into classroom and gives 5 mini-lessons on how to use network software. o Teachers in subject area teach software specific to class. B. Teachers have had to change the way they access or at least how they assess content in their class. - Assignments have changed; rubrics are used to evaluate and determine standards are met. - Cut down on paper, students can print to library printer before or after school. Students learn that they only print the pages they need. - Teachers aren’t necessarily familiar with software, but kids are so they help teacher and each other. - Students have learned to be more thorough in their research and validation of information. - 1-to-1 helped to level playing field for special needs students. Teachers can modify assignments for students on the spot, for special needs students. - English teacher stated she is much faster at reading papers since she doesn’t have to interpret penmanship. - Teachers are expected to update their portal (online planner) once per week. Grades uploaded to Skyward at end of quarter. C. Safety on the network: - If you go to web site you’re not supposed to, laptop gets taken away. - Students appreciate inappropriate sites are blocked. - Students can get to blocked site at home if they need it. - Internet safety is taught. - Teachers periodically check student login history. - Internet security person talked to all grade levels. - Students are careful, so they don’t get laptop taken away. Note: Students at middle school are not looking forward to going to high school and not having access to laptops. D. Hardware and software: - SynchronEyes software would be nice to have on laptops. - Voice recognition - Camera on laptop - Students save power by: o Dim screen o Sleep mode o Charge at night o If battery doesn’t hold charge, get a new one. o Should be able to make it through day. o Media production classes have batteries to switch out. E. Classroom management: - Teachers needed to talk about how and when computers would be used. - Need to walk around room. - Laptop shut when teacher is talking. F. Professional Development - Staff teach each other. - Apple came in and did initial training. - Teachers have to have time to try out software. - Training of management software and an online planner was important (similar to our Edline). G. Student comments: - Computers are not personalized. - Online textbooks are preferred by kids, but students can check out textbook overnight. - Students use computers everyday. - Everything is saved on the laptop. - Teachers and kids look down on you if you don’t have your laptop/or it has been taken away. H. Class observations: - Science class o Students using textbooks in class. o Common laptop case o SMART Board used as a screen. o Pearsons – Prentice Hall Earth Science o Online textbook for home use. - Video Production class o Appleworks o iMovie o Each student learns to edit on their computer. o Students save everything on their laptop. o There is a server that they can save to once at school. o Students were editing their projects. - Physical Science o Students were recording experiment findings on paper. o Buoyancy o Using probes connected to their laptop - Life Science o Evolution experiment o Student’s designing reports on their laptop o Prentice Hall series of 4 books: however, teacher found online, more current and “hint” feature very good in helping students with vocabulary. - 7th Grade English – Holt Elements of Literature o Journaling o Drop assignment into drop box I. Help Desk Visit - Hot swap 3-5 days - 2 Apple Certified paras on staff. - 2.5 staff (1 is teacher – TIS) - Very little support needed-mostly software issues. - A lot of 3rd party software is used. V. Closing Session A. Superintendent - ROI instrument on web site o Cost per student, per day o Determine tangible and non-tangible savings - Savings o Fewer printers o No hard cover textbooks to take home. o Time utilization: Teachers spent 31 more minutes of direct instruction per day with 1-to1 program. o No computer labs o No scientific calculators o No recycling costs B. CARI Study Observation and Findings - On MCA tests no significant difference: hence, 1-to-1 kids haven’t done any worse but gained all the other learning opportunities. - Communicate to the community, all the time. - Without professional development throughout, you can’t be successful. - Bring in students and community early to get their input. - Every district is different. Learn from the other districts and adjust to your community.

April 10, 2009

micwalker — Tue, 14 Apr 2009 09:18:49 CDT

Share your Lessons with Colleagues
- Lessons are Here
- How is this lesson diffierent than what you currently do for this unit?
- How does ubiquitous access make it better?
- What is your Plan B?
- Mogulus Feed
Update from Mike
- Rationale for 2 year pilot
- Current Options on the Table...
- Timeline
  - April 30 Stillwater visit plus planning time
  - May Curriculum planning day
  - Board Approval
- Powerful Learning Practice Professional Development Opportunity
DMTS Response Form

Edina Go Wireless CoP Home

micwalker — Tue, 17 Mar 2009 10:49:52 CDT

Welcome to the Go Wireless Wiki.
The Community of Practice for the Edina One-to-One Computing Initiative
Click on the pages to the left to find agendas, resources and curriculum ideas.

Goals of the Pilot:

To provide a personalized learning experience.
To expand learning opportunities beyond the classroom walls.
To provide real-world connected learning experiences.
To develop 21st Century skills in our graduates.
To improve MCA II scores on constructed response questions.
Maximize the district's resources of time and talent.

February 13, 2009

micwalker — Fri, 20 Feb 2009 08:49:59 CST

Check In
Streaming via Mogulus.com
Mike's Notes:

Time to create units, look at resources and collaborate with Job-Alike partners
Florence Debard sharing of pedagogy and classroom management experience

Chat from the session	Walker's Response
Connecting to chat room... Welcome to the 'edinatech' room 07:35 The chat room has been cleared by the moderator. 07:35 The chat room has been cleared by the moderator. 23:54 micwalker : Welcome to the February 13, Go Wireless Community of Practice. We will use this space to backchannel our discussion. 07:52 micwalker : Welcome to those of you looking in from parts unknown! 07:58 durff : 5 mins yet? 08:01 micwalker : 1 minute to starting. Still waiting for some to arrive. 08:01 test : where is this 08:02 test changed their nickname to mdipaola. 08:08 Scott L : Hi Melissa. 08:08 jck : Hey there. 08:09 davboone : Hello! 08:09 betvoneschen : Good Morning! 08:09 Scott L : Knuckley. You are late! 08:10 irmfarah : hello 08:10 cpeterson : I don't drink regular coffee.... 08:10 Melissa K : Good morning! 08:10 Scott L : snap. 08:10 Melissa K : Hi Scott, glad you made it one piece! 08:11 Scott L : Dean. You are late! 08:11 durff : is it over? we had a drill at our school 08:13 Tess : I already drank too much coffee. 08:13 Melissa K : I need more 08:14 alianderson : Is there decaf available? 08:15 catweller : testing, testing 08:15 Nicole : THanks for noticing, Scott. I ran into Cheryl Erickson and you know how that goes. :) 08:16 mkp : G'day y'all 08:16 durff : are we waiting on a stream here? 08:16 Scott L : I have no idea what Walker is saying because I'm doing other stuff. 08:16 Melissa K : Scott is taking the unofficial role of attendance clerk! 08:16 cpeterson : It's 8:16 08:16 betvoneschen : G'day Mate. 08:16 durff : patience is not my forte 08:16 marelliott : I'm here too! 08:17 durff : there 08:17 Melissa K : Where's there? 08:18 cpeterson : I'm watching you Wymore... 08:19 durff : i'm not getting audio 08:20 durff : going to refresh 08:20 catweller : What projects based site? 08:20 deadahl : Hola 08:20 davboone : In a 1-1 computing model, does the pedagogy have to be "project based"? 08:21 durff : ok, all good now on audio 08:21 Scott L : AP math is already project based in that most good questions require project like approach. Same Comp. Sc. 08:22 catweller : We had training on interdisciplinary themes in the 80s and 90s. Our projects were squelched when all the testing started. 08:22 catweller : Interesting, I can't write more than a line before it won't accept more. 08:23 catweller : This means we need two lesson plans for every day. 08:23 davboone : AP is quite rigid with their curriculum (and some teachers), but I vision the 1-1 computing the same way I view how we implemented TI Calculators. 08:24 dan : Scott , looking at the video feed I realize that I'm balding. Who knew? 08:24 marelliott : To gooogle or not-it's just one of the tools available; part of info literacy is knowing when to use it and when another source is much better 08:24 marelliott : Amen to powerstrips. 08:25 marelliott : Help-it's hard to multitask......! 08:25 Scott L : Welcome Dan. 08:25 durff : what about docks instead? 08:25 marelliott : We need to decide ahread of time-docks, powerstrips, whatever.... 08:25 durff : he was at Educon 08:26 durff : Jeff said that in his session, didn' 08:26 durff : t he? 08:26 Scott L : Fire Marshall and powerstrips don't mix. 08:27 durff : why? 08:27 davboone : TRUE! I was told to get rid of my powerstrip or face a fine! 08:27 Scott L : citations for noncompliance with local ordinance. 08:28 durff : what is the reasoning? 08:30 Scott L : Fire marshalls are super cautious in Edina. Something about high lawyers per capita. 08:31 davboone : Amen! 08:31 durff : sounds ridiculous 08:32 marelliott : We'll need staff with the expertise to be able and in place to solve the wireless issue-not push it off onto someone else. 08:32 Scott L : Is there such a thing as multitask training? I really am getting just bits of Walker talk. I'll have to review the timeline. 08:32 marelliott : Let's update that policy! 08:33 dan : Is there talk of training subs, should any of you become ill and need a sub? 08:33 Michelle : that is a great questions. As of now there are many subs who don't even have a log in so how will they know what to do with the one to one computers 08:34 davboone : How will the support staff grow? Who will trouble shoot, repair, etc.? 08:34 marelliott : Subs are an issue-even trained, it can be a problem unless they're comfortable with the tech. and use it alot. 08:34 Scott L : I think the plan is to have a cadre of students. Akind of AV club on steroids. 08:35 dan : Nerds? 08:35 durff : geeks 08:35 Scott L : Super Nerds. 08:35 marelliott : I do books all the time...... 08:35 durff : The Geek Group 08:36 marelliott : Kids are great but someone has to supervise them and they can't use it as an excuse to get out of class. Most of ours don't have study halls. 08:36 Scott L : Think soruce forge for all your open source needs. 08:36 dan : In my day they were called the slide rule club 08:36 durff : LOL 08:37 catweller : The Geek Group would need class time and credit so they'd be available without causing them to miss other classes. Unless we happen to have on in each class. 08:37 dan : Will the other students even listen to this group? 08:38 durff : why not have it BE a class? 08:38 Scott L : Thinkfinite? 08:38 Melissa K : The students will listen if it means a functional laptop again. 08:38 durff : two - three kids each period could be in it 08:38 marelliott : Sure but we need to have that type of support be avialble before all during and after school. 08:38 durff : seniors, juniors 08:39 betvoneschen : Maybe students could get credit for the tech in the 21st century class by being "geeks" for us 08:39 durff : independent study on paper; assisting teachers in the classroom in actuality? 08:39 alianderson : Maybe they can earn service learning credits toward graduation...or they could letter in tech support. 08:39 durff : why do we have to do it the way it has always been done? 08:40 Scott L : JV or Varsity? 08:40 alianderson : Varsity, duh. 08:42 catweller : As long as the plan doesn't cost money, it would be considered. I'd be afraid that coordinating the techies would fall on the media center staff. 08:42 betvoneschen : Our science curriculum is naturally set up as PBL and we plan all of our labs using this process 08:42 marelliott : In each class, you could find1-2 kids who would be the techies for that class; they'd know when to call in for more help... 08:43 msmom : What about connecting it to college or university credit? 08:43 catweller : It could also be using child labor to make up for district shortfalls. 08:43 marelliott : Yup. 08:43 Melissa K : Right back to the Gilded Age! 08:43 durff : look at the positives not the negatives 08:44 mkp : History does repeat itself... 08:44 Scott L : Well the feudal system was quite successful! 08:44 alianderson : What if the magazine drive funds went to helping offset some cost somewhere? 08:44 marelliott : Is anyone else finding it difficult to follow 2 conversations at once? 08:45 durff : no 08:45 Melissa K : That would require the magazine drive to have a certain amount of consistent success...something we can't control..especially in this economy 08:45 catweller : Wait, was there an assignment there? What form? Where? 08:45 dan : Very much so! 08:45 durff : actually following more - in class as well 08:45 Nicole : So what we work on HAS to be a project? Or can we work on changing the day-to-day look of one of our units? 08:46 mkp : I really like the day-day approach! 08:46 durff : anyone have the wiki url? 08:46 marelliott : What I'm looking at is to integrate the NETS into instruction and Big 6 too. 08:46 mkp : I really think we need to get back to some Big 6 as well 08:46 marelliott : Mel, talk to you later! 08:47 mkp : We have lost a lot of research process by focusing so much on product 08:47 marelliott : agreed 08:47 durff : http://gowireless.wetpaint.com/?t=anon 08:56 micwalker1 : Thanks for joining the conversation, Durff!	Durff describes herself as an Educator and "Lifelong Learner" you can read her blog here:http://durffsblog.blogspot.com/ Project Based Learning-Designing Your Project I would say no. At Science Leadership Academy, the host of Educon, each class completes a benchmark (Project Based Unit) once a quarter. As we evolve, we can discuss how we want to proceed. Sorry I set the camera up where I did! Amen! Ditto! Yes. We are much more regulated than other states! The buck stops here... I think providing an experience like this is a good start. Dan, great question! I will add it to my "To Do" list We have a plan for support, if it moves forward. Looking at models in other districts. It s being looked at. We've looked at the Gen Y model as a possibility. Would have to be monitored closely. This is what I heard in Stillwater. The Jocks want to be the Geek's friend to get help! Nice idea! True. ISTE NETS Lesson/Unit Templates Note: 2/20 I was talking to Dr. Burke today about the question of expectations, and how often staff were expected to use the technology. Response:"If you look at it that way, then it's an add on, and not true integration. It needs to be value added, so look at it from the standpoint of will it enhance my instruction? If that's once a day, a week, a month...that is what you should do." I think if we focus on the 3 methods of integrating mentioned in my presentation, we'll be in good shape.

Chat from the session

Walker's Response

Connecting to chat room...
Welcome to the 'edinatech' room
07:35 The chat room has been cleared by the moderator.
07:35 The chat room has been cleared by the moderator.
23:54 micwalker : Welcome to the February 13, Go Wireless Community of Practice. We will use this space to backchannel our discussion.
07:52 micwalker : Welcome to those of you looking in from parts unknown!
07:58 durff : 5 mins yet?
08:01 micwalker : 1 minute to starting. Still waiting for some to arrive.
08:01 test : where is this
08:02 test changed their nickname to mdipaola.
08:08 Scott L : Hi Melissa.
08:08 jck : Hey there.
08:09 davboone : Hello!
08:09 betvoneschen : Good Morning!
08:09 Scott L : Knuckley. You are late!
08:10 irmfarah : hello
08:10 cpeterson : I don't drink regular coffee....
08:10 Melissa K : Good morning!
08:10 Scott L : snap.
08:10 Melissa K : Hi Scott, glad you made it one piece!
08:11 Scott L : Dean. You are late!
08:11 durff : is it over? we had a drill at our school
08:13 Tess : I already drank too much coffee.
08:13 Melissa K : I need more
08:14 alianderson : Is there decaf available?
08:15 catweller : testing, testing
08:15 Nicole : THanks for noticing, Scott. I ran into Cheryl Erickson and you know how that goes. :)
08:16 mkp : G'day y'all
08:16 durff : are we waiting on a stream here?
08:16 Scott L : I have no idea what Walker is saying because I'm doing other stuff.
08:16 Melissa K : Scott is taking the unofficial role of attendance clerk!
08:16 cpeterson : It's 8:16
08:16 betvoneschen : G'day Mate.
08:16 durff : patience is not my forte
08:16 marelliott : I'm here too!
08:17 durff : there
08:17 Melissa K : Where's there?
08:18 cpeterson : I'm watching you Wymore...
08:19 durff : i'm not getting audio
08:20 durff : going to refresh
08:20 catweller : What projects based site?
08:20 deadahl : Hola
08:20 davboone : In a 1-1 computing model, does the pedagogy have to be "project based"?
08:21 durff : ok, all good now on audio
08:21 Scott L : AP math is already project based in that most good questions require project like approach. Same Comp. Sc.
08:22 catweller : We had training on interdisciplinary themes in the 80s and 90s. Our projects were squelched when all the testing started.
08:22 catweller : Interesting, I can't write more than a line before it won't accept more.
08:23 catweller : This means we need two lesson plans for every day.
08:23 davboone : AP is quite rigid with their curriculum (and some teachers), but I vision the 1-1 computing the same way I view how we implemented TI Calculators.
08:24 dan : Scott , looking at the video feed I realize that I'm balding. Who knew?
08:24 marelliott : To gooogle or not-it's just one of the tools available; part of info literacy is knowing when to use it and when another source is much better
08:24 marelliott : Amen to powerstrips.
08:25 marelliott : Help-it's hard to multitask......!
08:25 Scott L : Welcome Dan.
08:25 durff : what about docks instead?
08:25 marelliott : We need to decide ahread of time-docks, powerstrips, whatever....
08:25 durff : he was at Educon
08:26 durff : Jeff said that in his session, didn'
08:26 durff : t he?
08:26 Scott L : Fire Marshall and powerstrips don't mix.
08:27 durff : why?
08:27 davboone : TRUE! I was told to get rid of my powerstrip or face a fine!
08:27 Scott L : citations for noncompliance with local ordinance.
08:28 durff : what is the reasoning?
08:30 Scott L : Fire marshalls are super cautious in Edina. Something about high lawyers per capita.
08:31 davboone : Amen!
08:31 durff : sounds ridiculous
08:32 marelliott : We'll need staff with the expertise to be able and in place to solve the wireless issue-not push it off onto someone else.
08:32 Scott L : Is there such a thing as multitask training? I really am getting just bits of Walker talk. I'll have to review the timeline.
08:32 marelliott : Let's update that policy!
08:33 dan : Is there talk of training subs, should any of you become ill and need a sub?
08:33 Michelle : that is a great questions. As of now there are many subs who don't even have a log in so how will they know what to do with the one to one computers
08:34 davboone : How will the support staff grow? Who will trouble shoot, repair, etc.?
08:34 marelliott : Subs are an issue-even trained, it can be a problem unless they're comfortable with the tech. and use it alot.
08:34 Scott L : I think the plan is to have a cadre of students. Akind of AV club on steroids.
08:35 dan : Nerds?
08:35 durff : geeks
08:35 Scott L : Super Nerds.
08:35 marelliott : I do books all the time......
08:35 durff : The Geek Group
08:36 marelliott : Kids are great but someone has to supervise them and they can't use it as an excuse to get out of class. Most of ours don't have study halls.
08:36 Scott L : Think soruce forge for all your open source needs.
08:36 dan : In my day they were called the slide rule club
08:36 durff : LOL
08:37 catweller : The Geek Group would need class time and credit so they'd be available without causing them to miss other classes. Unless we happen to have on in each class.
08:37 dan : Will the other students even listen to this group?
08:38 durff : why not have it BE a class?
08:38 Scott L : Thinkfinite?
08:38 Melissa K : The students will listen if it means a functional laptop again.
08:38 durff : two - three kids each period could be in it
08:38 marelliott : Sure but we need to have that type of support be avialble before all during and after school.
08:38 durff : seniors, juniors
08:39 betvoneschen : Maybe students could get credit for the tech in the 21st century class by being "geeks" for us
08:39 durff : independent study on paper; assisting teachers in the classroom in actuality?
08:39 alianderson : Maybe they can earn service learning credits toward graduation...or they could letter in tech support.
08:39 durff : why do we have to do it the way it has always been done?
08:40 Scott L : JV or Varsity?
08:40 alianderson : Varsity, duh.
08:42 catweller : As long as the plan doesn't cost money, it would be considered. I'd be afraid that coordinating the techies would fall on the media center staff.
08:42 betvoneschen : Our science curriculum is naturally set up as PBL and we plan all of our labs using this process
08:42 marelliott : In each class, you could find1-2 kids who would be the techies for that class; they'd know when to call in for more help...
08:43 msmom : What about connecting it to college or university credit?
08:43 catweller : It could also be using child labor to make up for district shortfalls.
08:43 marelliott : Yup.
08:43 Melissa K : Right back to the Gilded Age!
08:43 durff : look at the positives not the negatives
08:44 mkp : History does repeat itself...
08:44 Scott L : Well the feudal system was quite successful!
08:44 alianderson : What if the magazine drive funds went to helping offset some cost somewhere?
08:44 marelliott : Is anyone else finding it difficult to follow 2 conversations at once?
08:45 durff : no
08:45 Melissa K : That would require the magazine drive to have a certain amount of consistent success...something we can't control..especially in this economy
08:45 catweller : Wait, was there an assignment there? What form? Where?
08:45 dan : Very much so!
08:45 durff : actually following more - in class as well
08:45 Nicole : So what we work on HAS to be a project? Or can we work on changing the day-to-day look of one of our units?
08:46 mkp : I really like the day-day approach!
08:46 durff : anyone have the wiki url?
08:46 marelliott : What I'm looking at is to integrate the NETS into instruction and Big 6 too.
08:46 mkp : I really think we need to get back to some Big 6 as well
08:46 marelliott : Mel, talk to you later!
08:47 mkp : We have lost a lot of research process by focusing so much on product
08:47 marelliott : agreed
08:47 durff : http://gowireless.wetpaint.com/?t=anon
08:56 micwalker1 : Thanks for joining the conversation, Durff!

Durff describes herself as an Educator and "Lifelong Learner" you can read her blog here:http://durffsblog.blogspot.com/

Project Based Learning-Designing Your Project

I would say no. At Science Leadership Academy, the host of Educon, each class completes a benchmark (Project Based Unit) once a quarter. As we evolve, we can discuss how we want to proceed.

Sorry I set the camera up where I did!

Amen!
Ditto!

Yes.

We are much more regulated than other states!

The buck stops here...

I think providing an experience like this is a good start.

Dan, great question! I will add it to my "To Do" list

We have a plan for support, if it moves forward. Looking at models in other districts. It s being looked at.

We've looked at the Gen Y model as a possibility.

Would have to be monitored closely.

This is what I heard in Stillwater. The Jocks want to be the Geek's friend to get help!

Nice idea!

True.

ISTE NETS Lesson/Unit Templates

Note: 2/20
I was talking to Dr. Burke today about the question of expectations, and how often staff were expected to use the technology.
Response:"If you look at it that way, then it's an add on, and not true integration. It needs to be value added, so look at it from the standpoint of will it enhance my instruction? If that's once a day, a week, a month...that is what you should do."
I think if we focus on the 3 methods of integrating mentioned in my presentation, we'll be in good shape.

Here is the video feed from Florence's talk regarding classroom management at the end of the session.

Developing Digital Learning Spaces: From Vision to Reality

micwalker — Mon, 09 Feb 2009 09:09:31 CST

Educon 2.1 Session 3: Developing Digital Learning Spaces from Vision to Reality

I saw David Jakes last night and he encouraged me to check out some of what he and Ryan Bretag have been working on in Chicagoland with Digital Learning spaces, so I thought I'd take a look. Presentation will be here. Great image on the whole system. I hope to post it soon.
Jakes started by working the room thanking folks for being here!
Backchannel chat for the session is here.

Quote from last night:
"It's naive to think that there are problems out there that any one person can
solve."
2100 and 2600 students. 2 building district.
Push thinking and enlarge boundries of our thoughts.
KEY QUESTION: What does it mean to be well educated in the 21st Century?
Brainstorm from my group:
Critical thinking, Know how to ask the right questions collaboration, transfer of learning, not based on the tools, ("Socially constructed pedagogy"), self-motivated-owning their own learning,
Others: "critical and discerning navigators of the information sphere", know what you know and what you don't , generating good questions (Inquiry), knowing where to find the answers to any one question-plus being able to evaluate those answers, The ability to respond to a situation in the right way-To be independent you need to know when to seek advice from others., Flexible, Open-Minded
Does 21st Century need to be there? Why did they leave literacy out of there? Keeps that genie in the bottle.
2 year process discussing that question.
Goals
Take the answer to that question and design a multi-dimentional learning space to help make it happen.
Give feedback based on the "6 Hats of Thinking"
Goal: Design a System (Learning) Independent of TIME, SPACE, or PLACE
Course Learning Space: Community, Collaborative, Communication
Moodle, SLoodle, mobile tech to engage in it,
What happens to content when student leaves?
Customized (WizIQ), Content stays with the kid. Student owns it.
Student Learning Space: ePortfolio, Blog, multi-media design (Using Google Apps for this) Didn't want a blog for each class, One blog that becomes an ePortfolio!
? How do kids manage that? TAGS!! Kid could blog and tag for 2 disciplines!!! Teachers collect work through RSS in their reader.
?How do you protect the information? Walled/Open Garden
Freshman might be just published to the course, Sophomore within the district, Juniors can make the decision
Google Docs RSS fed into Moodle Course Space. They've branded their Google Accounts. Kids take it with them when they graduate.-The LIFELONG LEARNING BLUEPRINT
Bretag-We were so focused on making the course learning space the best it can be, students pushed them to the Student Learning Space. Don't overthink it! Students said, "Why can't it be our content?" (Student Leadership council, informal talks)
The Knowledge Commons-A whole school community effort Multi-Directional that wraps around the Course learning space and Student Learning Space. (Integrated WizIQ into Moodle, 1/2 hour class on on-line reading strategies can be broadcast into any classroom) Archive Everything! All Professional Development recorded and archived.
Next we broke into Edward DeBono's Six Thinking Hats Activity
Our target-Is the multi-dementional Learning Space a critical component of teaching and learning in the 21st Century?
7 to 10 minutes-ideas about the learning space balanced against our particular role.
Jakes said their probably going to embed WikiSpaces into Moodle ($1,000/year)
We were Green hat creative people-Use the tool for something they are individually passionate about.
1 week Interdisciplinary unit, teachers and students pick the tools, essential questions that give them the freedom to explore w/in the creative structure.
Now we took off our hat and were mixed up and had to share insights based on our hat.
15 minutes sharing based on our roll.
Project Based Learning is a lot of work and is a risk, and some teachers aren't willing to go there.
BUT-If the Essential Question is Standards based, it can happen!!
High School's in Pennsylvania, there is "job embeded Professional Development" where teachers get technology and then are coached in using the tech.
Our group:

Professional Development isn't about the tool, it's about the pedagogy
Focus on the people who want to learn and ignore the naysayers(Black Hats)!
Sustainability-Can the culture change on it's own through life long learning?
Are the resources going to be available to get beyond the roadblocks of infrastructure?
Should teachers live it, breath it, use it, before students do? (Can that happen in a safe professional development setting?) Some say yes, but if teachers haven't been reading or comenting on blogs, they can't do it effectively! We need to create a "walled-garden" for our teachers and administrators too!
Pay attention to learning styles and multiple intellegences.
Presented big picture-This is too much!! Focus on small components during implementation!
Permissions-How do you manage w/ some oversight, but then give students freedom to open it up over time.

As long as teachers have access to what students are producing as learners, and they have access to
The foundation of this is the Physical Learning Space!!!
How would you present this in a district?
Who would be responsible for setting up these connections? RSS, accounts, etc (NOT the Teacher!!)
Keep the methods open. Some kids might want to video blog instead of write.
The key takeaways for me are:

Starting with the ?
the overall structure
Learning spaces (Course, Physical, Student)
Knowledge Commons
"Walled/Open Garden
Life-Long Learning Blueprint
6 Thinking Hat Strategy

Project Based Learning in Mathematics Curriculum

micwalker — Fri, 06 Feb 2009 14:39:14 CST

Brad Latimer, Kenneth Rochester and Caitlin Latimer talked about benchmark projects that they have used in their mathematics curriculum.
Note: This site has all of the sessions and streaming channels can be seen here.
Here are the project discriptions

Latimer-
Each kid picked a city and had to get data on temperature and sunset times. Then they needed to apply transformations to sin and cosin functions to match their
Requirements

Graphs w/ functions and data
Process guide

Concept map tied to the rubric. Some students made brochure, some could create a presentation, etc...
Alison, a student who's project was featured took data and put it in Excel, then into Geo-Sketchpad, and used "Pages" in iWork to create the brochure. She wanted a print out that people could take with them and not need a computer.
What went well: Students grabbed a hold of it and were engaged. (In student journal entries), Open ended in how they would present the material, 5 core values were met very well. Essential questions went with the project, Formal peer editing and informal collaboration.
Room for Improvement: More formal collaboration (Student led workshops on the key ideas to make sure the mathmatical concepts were solid), Process and analysis on why sunset times are different and the impact on the graphs.
Rochester-Algebra II
Passionate about Football, Track and Field, and Math -PLEASE don't take away the fun out of math!!
Students go first...What would you do with this problem? The next day, pick the method you like best. Everytime a student says they can't teach it to someone else, they really don't get it.
Exponential Function (College Prepatory Mathematics-mapped the curriculum from here.) Spiraling...
Pros-Wasn't fun, students didn't enjoy it as much!
Cons-Showed that a student attempted a problem from a latter
What worked well- informal assessment let him know what they knew, the benchmark turned out, but wasn't sure what it would have been w/out his help.
Con-Creativity wasn't there, no joy in the benchmark...
Save notes on class blog.
Wiki is the text for each class.

In the future benchmark-

Thompson-Linear Modeling and Cell Phone Use in Algebra 1
Students tracked cell phone use for a month along w/ 2 other students, then looked at 3 different plans to explain pros and cons of using different plans.
Used Geometer Sketchpad, students and teacher shared what they learned.
What worked well-Great understanding of what kids knew, Students who did well will share w/rest of class why. Some questions and answers were brilliant
What needs to change-Differentiate for kids who get it (compare other things like Netflix or other topics, and kids divide up to explore those projects)

Balancing formal assessments in a project based school:

Most of the time, quizes and tests assess knowledge level, Projects move to the application level
Vary everything, small quizes, large, partner quizes. By varying the formal assessment they get a better picture of where kids are at.
Use formal assessment to serve student learning

Comparing formal assessment with project based assessments
Formal assess skills, classwork every day, but randomly some count, "rough drafts are 80%"
What happens when projects are not well designed?
Shared a geometry project from 1st quarter, where students were supposed to look for geometry out in the real world. Ultimately it didn't really relate to what they had been learning. Collaborated w/ all teachers in the building and got ideas on improving. Some students got it, but not enough scaffolding for those who didn't.
How do you make the shift to Project based learning?
It's about solving problems, one way is by making it authentic and directly related to the application of their learning to real life problems.
(They're building the plane in the air here!)
How do you change to free up time for the projects?-
UBD! Wiggins-Don't treat your curriculum as getting through the book.
Students need immediate feedback
Students in here are great! "We are required to put it up. Let us do it first and then go back and show us. Warm ups on the board let us know what to do every day while teacher is checking work and taking attendance. "
Now we broke up into groups and created Google Docs to post to the wiki.
Our idea: Use Scratch for students to simulate a real world phenomenon like a roller coaster, or gravity, accelleration/decelleration utilizing the formulas they have learned in Algebra.
Another: Stairways and ramps at a school, that were put in for ADA, and they then looked at the slope of ramps and stairs and looked to see which ones met code, and compared it to others in the neighborhood.
Another: Global Climate change data, research temperatures in different time frames to test, collaborate together for the final timeline
So how do you get people to buy in to this? (It's December, we need to be teaching sin and cosin!)

Align to state standards
How long would it take to teach these standards traditionally?
Traditional only covers knowledge, it doesn't really take that much longer, and you get to a higher level of thinking!

Student: "Why are we holding on to this traditional "Standardized Test" system when it isn't working?"
Projects won't be perfect first time around, but if you begin with the standard, you'll be moving in the right direction!!

Impromptu Lunch Session w/ Jeff Han: Multi-Touch Screen Inventor

micwalker — Fri, 06 Feb 2009 14:36:50 CST

Cool impromptu lunch session with Jeff Han regarding multi-touch screens and it's possible uses in education.
Multi-touch increases accessability and allows the power-user to do much more.
The bottle-neck now is how we interact. Multi-touch allows us to match bandwith with user.
Uses:
Information rich/graphical content
Medical Imaging
Energy markets
CNN!! On elections, now ABC and Fox-Small part of the business, but large media coverage!
The anchor in control of the information, not prepared by a producer ahead of time. The key to the success CNN had was John King's knowledge of the information he was looking for and his ability to use the tool! More engaging for the audience. Maybe the closest thing to how this might be useful to education.
Parallels in the lessons learned in the media with education.
The tech he's working on is having an impact on students.

Study Math if you want to do this!!!!
There's a lot of number crunching going on here!
He's interested in collaboration and collaboration in how this can be used in education.
The current computing world is one-handed. By allowing for 2 hands, you can capture more from the user.
Scalable-8 foot wall demonstrated.
He's interested in what we think this could be used for.
Technology missused in the classroom is a negative!!!
This isn't going to replace the tools we have now.

Need to make the technology invisible-Not the teacher up at the board....
Han-maybe it's ambient, always on and students go up when they need to.
Instead of 1:1, a tool like this could be 1 to many! A synthesis tool

What if multiple people could interact with a data-base and manipulate/collaborate.

Han-The hardware isn't the big issue, it's the software and pedagogy that he's interested in.
Showed video on Wired Taxonomy Browser. WOW!!! (called it a simple example...right!)
Special Ed teacher-It removes a level of abstraction. Very cool. 2 to 3 kids "playing with ideas"
English teacher-deconstructing text, showing references.
Ownership comes from touching!!!-Need to look at the research and psychology of this. (Eye tracking software to compare with mouse use)

Lehmann-comparing to the launch of turtle, logo, scratch...Is there a model where we could put this in the hands of kids and let them develop the application, content for this?

Me-How long before desks in classrooms have screens like this built in and are all wirelessly connected to a master, projection system.

Han showed a radiology tool that can slice and manipulate images. Currently, too much data, and few radiologists who can handle it.

Han said that the manufacturing and cost issues for being able to do this are "trivial!" The key is the pedagogy and need to drive it.
What would you do with one in your classroom?

Educon 2.1: Session 1 Transitioning to Teaching in a Progressive School

micwalker — Thu, 29 Jan 2009 15:35:05 CST

Taking the advice of David Jakes, and given that all of the sessions are being streamed and archived here, I skipped Gary Stager's session on "The Best Education Ideas in the World" and attended this session by SLA Teachers Larissa Pahomov (English), Caitlin Thompson (Math) and Rosalind Echols (Physics).

They were 3 of 9 new teachers this year. They were all fairly young, and had experience teaching with "Teach for America" and two taught in foreign countries.

This was my experience as a "student" in the classroom.
Feature of SLA-
Advisory
Wednesday Meetings
Joint Responsibility for Planning School
Curriculum Planning w/UBD
Collaboration (Internal, External)

Caitlin (Math) shared her experience with collaboration within her department.
All teach the same block, so they have 12 blocks a week free for planning.
No department head...All co-teach a class. (Same class-more like a job share)
Geometry with Brad Latimer-similar teaching style. Helps w/creation of projects.
80% of freshman take math at the same time every day.
Laptops-
1) Computers open in class vary by teacher/subject. Not as often in math, all the time in English and history. She uses it for Geometer's sketchpad. Need to be monitored! (Teachable moment when students are off task.) They have remote desktop.
She stands behind students to monitor.
2)Textbooks-more of a resource than as a daily tool. Not using on-line books as much. More classroom sets. Participant said she uses on-line text for social studies more with the interactive maps. Caitlin talked about the disadvantages w/online text.

Technical/Pedagogical training-Teachers were selected most were within first couple years of teaching. More malleable. Hadn't used tech or project based learning. A week of afternoon training w/whole week of professional development with the rest of the staff.
Every week they meet on Wednesday afternoons. Marci Hull also works one-on-one with staff on tools they are interested in. Extra time on Wednesdays from 1-3:30 as students are out at internships at Franklin Institute or businesses.

How much time are staff creating the curriculum each week? She's using the PBL curriculum for Algebra and Geometry created by another staff member. Write benchmarks and UBD from scratch. (12 prep periods per week)

Rosalind (Physics)-3rd year teacher. Teach for America experience. In the past, take the benchmarks, use Blooms, here's the standards...
Totally different here! Lot's of observation/feedback. Teaches all Juniors.
What's the goal, what can I do in class to help acheive the goal! Focus now on applications in the outside world.
When riding the bus home, observe different things. Come back with questions. "Why did I land in the same place when I jumped on the bus?"
Assessed w/ Rubrics
How were you trained in dealing with the cultural diversity? Many teachers grew up in Philly or the area, and it hasn't been an issue, though it was an interview question.
Students work through the issues. Some African American students never went to school with white students prior to coming here, and vice-versa. Staff have done some roll play on this with students. Students apply to go here.

Advisory: Monday and Thursday 40 minute advisory after school. 9th graders-Transition to SLA-A student-"I'm working harder than I ever did in Middle school and only getting B's and C's."
Narative report cards twice a year (First and Third quarter) for strengths/ areas for growth. SchoolTool-Open source Student Information. (Participant from Texas uses Edline/GradeQuick-Update weekly!!!) (Great Britain: Resorcefullness, Resilliance, Respect, and Reflection: The "Learning Power Score" in addition to a subject grade!)

Larissa (English)
With the writing process, she really focusses on Inquiry and Collaboration (part of SLA core values). Narrow writing promts lead students to write similar things. 11th grade has a bi-weekly 2 page writing assignment (analytical paper) where they write about anything they want. "Turn the lens" of inquiry on anything they want. Focus on the Thesis statement. Unique, Isightful, Debatable

Use Moodle for course management.
Monday/Tuesday: Thesis argument forum. Discuss first in class. Students post ideas in class. Students then respond to 3 in 15 minutes. "Craig is writing the same thing I am, but his is better"--Led to student going to collaborate with other student.
Turn in on Friday.

Pick 3 to look at in class. What worked, what didn't. Try to make it diverse. Not always the "A" paper. "The color of Crayola crayons can teach you about multi-culturalism!"
MLA citation
When you ask kids to write whatever they want, they have the presure to come up with something unique. Gun control-Zoom out and try to come up with something that is your own!

Laptops-People imagine they are out and used everyday. They're the tool, but not the focus. Closed during discussion. Some 5 minutes only. Friday, kids were sharing so that they were online reading, others could follow along.
Drupal blog for each class, kids can choose to post publicly. Some kids/teachers find it to be a pain.
"For the rest of class, just read other people's writing."

Kenneth (Math)-"Scribe for class" Uses Promethean to post to his blog for classnotes. Wikispace is the finished class notebook. Students write an entry to explain each topic. The finished product. "Can't survive w/out Moodle" Message, assignments, grades.
Everything in math can be described without using math!

One major project each quarter that is a benchmark (District Requirement-SLA uses their Rubric for this). Coordinate to make sure the projects are diverse (Presentation, essay, lab reports...)

See video for Physics rubric. Students created a Web site.
Discussion:
The computer allows for differentiation with what can be presented. Individualized Learning Plans help. Different students have different goals. All notes can get loaded every day on Moodle. "We have a lot of kids w/chronic illness who miss school, so having the notes out there helps a lot."

Every class has a blog that is viewable to the public via Drupal. Sometimes have to encourage kids to post. We still have struggling learners with public speaking, etc...
Extended Acceptable Use Policy.

See wiki for more information.

Educon 2.1: Opening Panel Discussion:

micwalker — Thu, 29 Jan 2009 15:15:54 CST

The "Official" opening to Educon 2.1 featured a panel discussion on "the purpose of school" at the Franklin Institute.

Panel Members included:

Joel Arquillos-Executive Director of 826LA (Writing workshops) -his boss has now started “Once upon a School”, a program paring classroom teachers with adult community members.
Dr. Molefi Asante-Professor, African American Studies, Temple University (1st African American Studies program in U.S.)
Kendall Crolius-Founding Partner, The Sulevia Group, also affiliated w/Heifer International
Jeff Han-Founder, Perceptive Pixel and inventor of the Multi-Touch Screen (iPhone users were genuflecting in his presence!)
Prakash Nair-Co-Founder, Fielding Nair International-Archetects and Change Agents for Education
Dr. Steven Squyres-Principal Investigator, Mars Exploration Rover Mission
Diane Castelbuono Deputy Secretary for Elementary and Secondary Education PA Department of Education
Moderator-Frederic Bertley-Vice President of the Center for Innovation in Science Learning, The Franklin Institute

I’ll try to get down exact quotes or main ideas as it goes along. Packed house at the Franklin Center.

Jasmine, the student leader of SLA started off welcoming us to EduCon.
Bertley introduced all of the participants noting that it is a very diverse panel of experts.

We interrupt this program for a commercial for the Franklin Institute!

They are partnered w/SLA. In 1984, after "A Nation At Risk" came out, they spearheaded Professional Development for the School District of Philadelphia. The Director wanted to start a Science HS, they hired Chris Lehmann, and the rest is history!

Part I: They started by giving their answer to the question of the purpose of school:
Crolius-
Ran the conference division at Forbes Magazine. Much of her thinking informed by the conversations with Business Leaders. It’s not to turn out a finished product. It’s to prepare young people for a life of learning.
Creativity-One of the biggest challenges is innovation, to generate new ideas to advance business. Come at problems in a new way.
Collaboration-It’s always been important, but more so now. Any endeavor is going to require teamwork. If they can’t they won’t be successful. Appreciation of cultural diversity: in a global economy, we must not only tolerate but appreciate the strengths of other team members.
Courage-Not just to accept change but to embrace change, and be confident moving forward. Courage to challenge the status-quo.

Nair-
There is a huge disconnect between what we say in the D.O and the actions. Just look at the “cheap” chairs our kids have to sit on.
Look at classrooms today, can they really collaborate, do Project Based Learning, distance learning?
40% of the money spent on building schools is wasted.

1. Social Anchor-Meeting place/Hub, continuing
2. The Place to Be-Outliers talks about Gates having a computer, Internet 2, Gamers, developers, Better Tech than anywhere else
3. Generate Ideas, not Regurgitate them-
4. Idea Harvester-Test ideas and make them authentic
5. Network Hub-Make school part of the real economy
6. Builder of Social Capital-Creating a social infrastructure
“Community feeds the School and the School Feeds the Community”

Asante
Complex problem. The purpose given for school has always changed.
Initially: Train young white men to be leaders-Boston Latin School
Now, an enormous reach.
What SHOULD be the purpose?
Inquiry-That’s it. It’s not the transmission of values. An openness to question.
Because we have a multi-cultural heterogeneous society, we should have an appreciation that all cultures have a contribution to knowledge in society.
Right now, we have a Euro-centric view of knowledge.

Just when we think we are set, we should inquire even more!

Arquillos-
Taught for 8 years, tried to inspire his students, but started to wear on him, with constraints on budget, policy
Purpose: To build community and respect all the diverse aspects of the students.
To learn to respect and listen to each other. His classroom would be a microcosm of the world.

826 was a space where students could come get writing help after school. Pirate shop at the start, to get people’s attention and get them in the door. Get’s volunteer tutors to pair up with students needing assistance. Got people connected and interacting. In LA it’s a Time Travel store! “Past Port” for time travelers. Write collaborative stories for 2 hours and take a book home with you. Schools can be these bigger communities.

Han
I’m not an educator, liked school growing up. Classic math/science kid who had issues with attention. Lot’s of equipment in the classroom for experimentation.
Communication: To get together to learn how to communicate with each other and collaboration on learning and present learning. See SLA values in earlier post!
Calibration: Staff should help convey which problems are important (Authentic). Is this learning really going to be meaningful? What can I contribute to (How not to get a Ph.D.)

Squyers
Wants to talk about the reason for Science education
Open Students Eyes to What is Possible.-The school he went to had good teachers, who were hamstrung by the facilities. Growing up, Space Exploration was something on T.V. not something he thought he would do. Not until college where he was around people who actually did space exploration. This has to happen sooner. (Middle School and High School) Expose students to what is possible. “I can do this too!”
Allow People to Understand How Things REALLY work-Hard not to look at Science as a static body of knowledge in his frosh Astronomy course. Now, the first 5 to 10 minutes of class is “What happened on Mars today?” Authentic, (Bertley-“He’s talking about Mars like it’s his backyard garden!”) Understanding what we don’t know, is as important as what we do know!

CastleBuono
Every day, business leaders tell her that they have to retrain workers and that schools aren’t meeting their needs.
Legislators say schools are failing
Students say schools aren’t meeting their needs

The system is failing our kids and our teachers.
15 miles away in Lower Marion, $17,000 per student, Philly $9,000 per student
In a classroom of 25, $182,000 difference. What could we do with that money?
We’re not keeping true to what public education is supposed to be about-The great equalizer.
We need to get back to what public school should be!
(Later, SLA students grill her!)

Part II
Question and Answer session:
Mario from Quebec-Is school the best place for this purpose?
Nair-right now, it’s not. What he talked about is being done around the world, even in Tasmania, where unemployment is very high. Schools are needed and can be, but right now they’re not.

What made you successful? School?
Squyres-Some special feature, each educator brings their own passion to the process. Important to let your personality and passion shine through! For me it was that one teacher, who sparked me to fall in love with what I was going to do the rest of my life!

Who generates the inquiry, the school or the student?
Asante-There was the teacher who led me in to the whole issue of African culture. He raised questions, he didn’t give answers!!! “He was a good provocateur!” School cannot do everything. There is a part that family and community members have to play as well, discipline, desire to succeed.
Crolius-It was one teacher. It’s a calling. Igniting a passion!!! The balance between exposing students to “the canon”, do we miss the opportunity to ignite a passion?
Aqullous-The connection with a teacher who helps inspire confidence, who speaks to you at your level, and make positive interactions are what makes kids successful. Yesterday, working on a 5 paragraph essay, he asked for the toughest kid. The student didn’t feel challenged in the class, and yesterday there was a spark.
Asante-A teacher hasn’t talked until a student has learned.
Castlebuono-Anecdote about rural school district negotiation. How many had life changed by a doctor, lawyer, …teacher. All stood up. Reminds people.
Han-I also had great peers for interacting. Competition, mentoring, discussion. How is that culture created? Need a reason for that interaction…

Audience member-It’s teams of students and teams of teachers that make things excellent. How do you create those teams in schools, where you are dealing with so much bureaucracy?
Squyers-No one person knows all of the Mars rover. Small groups collaborate on small parts.
Find people united w/ a common passion.
Nair-I worked for NYC schools, so I know something about bureaucracy! If what you are doing isn’t enhancing student outcomes, then it shouldn’t be done. Everyone should know the mission and be moving in the right direction.
Asante- Most often, the principal is the generator of the passion! In most schools, he/she could generate this. If it’s a “bad” principal, know one can break the malaise!

What is the tipping point to get our schools more relevant?
Aquillos- The academy model, limits extra-curriculars, but Galileo-Academy for Information Technology, Authentic, Problem based learning, Teacher inspired, but ignite students. Sitting down and planning out interdisciplinary projects. We know that there are skills that are not tested that are valuable.

Jasmine (Student)-For CastleBuono: How does the system teach students that they are in a no-win situation?
Castlebuono-It’s about organizing, sharing, collaborating. Some work with busing kids to other districts to see what they have. This shows that their world isn’t the way it has to be or should be.

Bud Hunt-Relating to purpose of mind: How can educators trapped in the system be the hope they want their kids to see?
Nair- Talent is a combination of passion and hard work. People just need to say, “I’m just going to do it!” Each of the kids have the ability. They are just lacking confidence. Every student has something about them that makes them unique that can make them successful.
Crolius-Courage to challenge the status quo is the key to success in anything! If the American education system were a business, they’d be out of business! If a big corporation wants to innovate, they need to set up a separate entity, whose mission is to squash the mother ship! Changing within the system is going to be difficult!!
We as a society need to want this!
Squyers- I can’t tell you how many “Oh, my God, we’re hosed!” moments during the construction of the rover. Everyone believed in what they were doing, and that if everything worked it was going to be awesome! We knew exactly what it was we were trying to do. The entire mission of the rover project fit on ½ a sheet of paper. You always have to allocate resources. Is it necessary to achieve the mission? Keep it. If not, drop it!
Asante-Revise the way the system operates to eliminate/lessen the bureaucracy. Too much paperwork right now!! David Saxon-“What I like about you, is when you say you’re going to write a book, you do it.”

Student-What are some elements that can make school purposeful and how can they be integrated into our curriculum?
Castlebuono-need clarity of purpose. For some kids, it’s the need for a safe place. The teacher can’t get them to read, until that basic need is met!

Is there a point to studying Shakespeare in the 21st century?
Crolius: YES-Everything you need to learn in life and leadership is in Shakespeare!

Note: There were a few “Amen” comments in the audience, though a few S.T.E.M. people afterwards complained that Shakespeare wasn’t relevant!

It was an eclectic mix of people on the panel, and led to interesting discussion afterwards at the reception, and at local watering holes after that! A great kick-off to the conference!

Educon 2.1: Science Leadership Academy Site Visit

micwalker — Thu, 29 Jan 2009 15:10:05 CST

Friday afternoon I spent a few hours observing classes at the Science and Leadership Academy in Philadelphia prior to EduCon 2.1. Here are some of my observations:

Students in 9th grade here have an elective in Technology. Students pictured here are using Google Reader to access blogs to read. The teacher invited them to subscribe to blogs they thought would be interesting, suggesting Principal Chris Lehmann's as an example.
I talked with students about battery life on their MacBooks. They have a lot of power strips for plugging in. A lot of times, they will do so during lunch. They have power hook ups in the ceiling of some areas.
I stopped Chris Lehman in the hall to talk about the themes they have for each grade level. He talked about how they allow teachers to "serendipitously relate interdisciplinary learning" instead of saying "today we're going to do a project". For Themes, the Freshman focus on Identity, Sophomores on Systems, Juniors on Change and Seniors on Creation.
All students have Individualized Learning Plans
Nice chairs!
The core values of the school are: Inquiry, Research, Collaboration, Presentation, and Reflection. Almost every classroom had the Themes and core values posted.
Students pay insurance each year. It started at $50 3 years ago, now it's up to $80. It covers basic damage, and if stolen off of them.
In Diana Laufenberg's history class, students shared their experience at public meetings they were asked to attend. Laufenberg used Wordle to get adjectives that students thought their meeting would be like, now their comparing that to their experience. (Slow, Interesting, and Boring were the words that they thought it would be like. Rowdy, Angry, Uncomfortable ended up being what they experienced!)
Most classrooms had Promethean boards with short throw projectors.
In Mr. Chase's English class, students started with a free write in their composition books. The writing prompt was: "If they asked me, I could have told them..." or a Free Write. At the end of the day, if you want you can put in in a bin, and Mr. Chase will provide feedback. Brian, a student at SLA told me that he liked to write song lyrics each day. In the room, there was no teacher desk. Mr. Chase sat down and was writing with the students in his own notebook. A few students had their laptops open, but were on task. He then handed out a checklist with "Design, Knowledge, Application, Presentation, Process, the SLA rubric." He used the Promethean software to randomly select a student to model a "High Grade Complement." He talked with students about presentations that the students had completed, and we were asked to score them. The had to create a 5 minute presentation dealing with a problem in Philadelphia that interested them. They then will take the top half and develop action plans to actually deal with the problem, and post them in a public forum. Students had the option of using Google Presentation, Keynote, PowerPoint or Slideshare to present.
The first video we saw was from 2 students who chose LGBT issues with students in the Philadelphia public schools. They found that while the district had policies in place, there was no indication of whether those policies are being followed. They then suggested how to solve the problem. Chase then had a large group critical analysis, where he asked for constructive criticism, starting with one of the students who created the presentation. Students did a nice job pointing out areas where the presentation could have been improved.
More notes on Mr. Chase's class can be found here, from Bud Hunt.
The second video dealt with the problem of wasteful heating energy in Philadelphia. This presentation did a better job of utilizing images over text in their presentation. All of the presentations were archived on the teacher's site for viewing. Students were engaged in the presentation, most laptops were closed for most of the class. My partner Brian said, "I learned more about the issue in 3 minutes than I knew before." He did his project on obesity in Philadelphia.
Engagement in the room is very high. I don't think that's just because we(EduCon Participants) are here!
The last project was on Philadelphia Dropout Rates. "The Philadelphia drop-out rates are too high, and it sucks!" These guys had some good humor. Another quote: "Your @#@# Education is Important!" "Parents: Love your @#$ @#$# Kids!" Good conversation about the audience they were speaking to.
In Gamal Sherif's 9th grade science class, students were studying biology, and after some brief presentation and instruction, students were off to the lab area. Students accessed information on Moodle as they worked on worm dissection. One student had a "Science Notes Word template" that he could add information on. Some students took their laptops back to the lab, most left them at their desk. He still had a hand out for the lab. At the end, Sherif asked laptops to be closed (Some didn't), and shared his thoughts on the lesson, and what learning occurred. Chris Macintosh from Great Britain asked me if I thought the lesson was typical of other classrooms. He thought kids were more engaged, though I did see a few kids were pretending to squirt each other with water bottles.

Overall, the engagement in learning, and excitement about learning has been inspiring. It's been great to listen and participate with some side conversations with other attendees and students as well. People are here from Australia and Great Britain. Lehmann has a great post regarding what this conference is about. I'm glad I'm here to learn with everyone!

Educon 2.1

micwalker — Thu, 29 Jan 2009 15:07:02 CST

Click on the pages to view notes on each of the sessions I attended at Educon 2.1 at the Science Leadership Academy. This was one of the most inspiring conferences I've ever attended and allowed for the opportunity to connect with many people who are leaders in student-centered instruction.

Constructing Modern Math/Science Knowledge: Panel Discussion

micwalker — Thu, 29 Jan 2009 12:21:19 CST

During the discussion, the following comments were made:

Big Picture Schools and SLA are examples of schools using Project Based Learning and Inquiry effectively.
Foundation and Support are the key
Right now the battle is between Project Based vs. Standards Based-My comment: Shouldn't projects be based on the standards?
Stager: "NCLB was created by man, it can be undone by man!"
Participant: "NCLB is not a bad thing, the execution is bad." "Most who bash it haven't read it" "9% of child's time from 0-18 is spent in a classroom"
Charischak: "NCTM doesn't have computers at their conference anymore."
David Thornburg mentioned this software developed by NASA for math.
Thornburg: "I did read all of NCLB and found some good chuckles." ,"Within a year, more than half of AP test takers must be above average", Unfunded mandates: Technology, "What got funded was the cheap stuff: Measure, measure, measure." "Tools of assessment are driving what gets taught."
Last piece of positive advice: As kids/teachers got tired and needed a "mental health break" -"Gopher Cam" kids set up a camera to watch a gopher, "Before I looked at it as a hole, now I want to go see what's there..." Kids develop the confidence, curiosity and skill set to find out.

More notes on the whole day can be found on this Google Doc created by Dan Sutherland, director of S.T.E.M. curriculum for Sparta Township Public Schools in Sparta, NJ, a new member of my PLN!

Constructing Modern Math/Science Knowledge

micwalker — Thu, 29 Jan 2009 11:34:53 CST

Keynote: Constructing Modern Math/Science Knowledge

Dr. Gary Stager kicked off the conference with the keynote in a packed Science and Leadership Academy IMC.

The goal of this event will be to create collaborative projects while having conversations with really smart people!

Stager began by sharing his "personal odyssey" as a student in New Jersey, where he had a 7th grade computer class from a teacher who was passionate about learning with these new tools, creating things that couldn't be done without technology. It was there that he developed "habits of mind" that have served him to this day.

Ideas:

Educational Technology is not about the hardware, it's about the software, as it's the software that allows you to inquire
NCTM in 1989 50% of Mathematics has been invented since WWII.
Computing used to have to do with Math and Science, then came word processing, now it's an information appliance, it's not being used as a tool to construct new knowledge.
Does the child program the computer or does the computer program the child?-Seymour Pappert
Design a video game, not just consume them. (Microworlds.com)

I couldn't help but think that this conference points out what is missing in these standards!

Constructing Modern Math/Science: The New Dynamic Math Classroom

micwalker — Thu, 29 Jan 2009 11:28:04 CST

Note:
Frosh student just introduced described himself as a "visual learner." How many of our students would be able to identify their learning style? This same student is presenting a session on Sunday.
Lots of power strips around here!

In this session, Ihor Charischak discussed his work at the Center for Inovation in Education and Science dealing with Collaborative learning.
He is now the proprietor fo the Dynamic Math Classroom Press.
Part 1: Set the Stage
"Well class, what did we learn today?"-Craig Fergusson
Seymour Papert:Mindstorms (The book I used for my General Methods course!)
"Spreadsheets, dynamic geometry software, and computer microworlds are useful tools for posing worthwhile problems." Charischak said that applets today are like microworlds.
Part 2: Doing some type of activity which has been motivated by the first part
Part 3: Kick back and Reflect
The Knowledge Domain s
1. Ability to Use Tech Resources

Software: Geometer's Sketchpad, Spreadsheets, Web Based Microworlds, Graphing equations, Green Globs, Other
Hardware: Interactive White Boards, Screen Sharing,

2. Create Technology-Oriented Learning Environments
3. Personalize the Curriculum
4. Mathematical Background and Attitude towards Learning Mathematics
5. Pedagogical STrategies and Discourse BREAK THE TELLING HABIT-ASK MORE QUESTIONS!! Large and small groups, conversation and debate
6. Assessment Strategies
i.e. What are students doing as they leave your classroom?

From 2000-2007 Charischak was disappointed due to roadblocks. Gladwell spoke about "The Tipping Point"at NCTM. Charischak asked him, "What's the tipping point for Math Education?" Gladwell wasn't sure. Now in "Outliers" he may have the answer.
Starts with a virus, a passion for learning math, through unique compelling projects that embrace authentic dynamic tools. Engage kids w/ Web 2.0 tools. Not a panacea but a starting point.

Dynamic Classroom 1.0-Teacher in the front of the room lecturing
Dynamic Classroom 2.0-Student Centered learning
Examples of Activities

The Jinx Puzzle- Pick a # from 1-10, Add 11, Multiply by 6, Subtract 3, Divide by 3, Add 5, Divide by 2, Subtract the original number. -Can we find a number that breaks this? See the link. Try 1x10^18th!

The Average Traveller problem-Using Google Maps and Google Doc Forms to create a database of people and calculate the average.

Runner's POW-He also suggested the NCTM Illuminations site for applets like this. When using this, the teacher becomes the observer in the classroom.

Stock Market Game-Student in the room: "It was fun. We'd look at the newspaper each day, then go to the lab and do trading. We did it as a class." Ihor said his experience wasn't as positive as it was too random. The didn't stop and reflect, until they started doing well, the kids suddenly got very interested! He did this w/ 6th graders and modified it based on the Milton Bradley Board Game "Stocks and Bonds"

How Round is the Earth? The Noon Day Project to show how it was done in 200 B.C.

The Green Globs Contest Starting in May of this year-He gave us a CD. Write an equation that hits as many globs as possible. Note: as he demonstrated, kids in the class were excitedly asking about trigonometric functions

The program contains 4 different programs, but he says that Green Globs is the highlight. Charischak thinks of this as a transformative piece of software. He gave the example of an 8th grade student named Guilliarmo, who used trig functions to hit 13 globs. The student later went on to teach the class, but didn't get excepted into the gifted program due to his grades.....

He encourages us to take the "Fishman Challenge" to journey from the ordinary to extraordinary. Miracles do happen!

Constructing Modern Math/Science Knowledge Inquiry Driven Projects and the Development of STEM Skill

micwalker — Thu, 29 Jan 2009 11:24:17 CST

Dr. David Thornburg, with whom I had a good breakfast conversation with,
started with information from Mark Tucker ( about how in the US, creative work such as research, development, design, marketing, sales, and "Global Supply Chain Management" hasn't been outsourced as much as routine tasks done by people or machines which is done in less developed countries. Brazil, Russia, India and China has gotten much closer to us in GDP, despite the fact we have been growing.
The way for us to stay ahead is to focus on Integrating STEM skills. Currently Math and Science are currently taught in traditional schools where technology and engineering are taught in specialized schools. They should be taught together!
Thornburg lamented the fact that currently, 20th century mathematics is not being taught in our schools. The traveling salesman problem and the 4 color map problem, chaos theory are examples.

Our task today:

US economic recovery
Energy independence
Global Climate Change
Develop a singe program that addresses all three of these challenges at the same time.
After the research and design phase, create a storyboard of a presentation on your solution.

60 watt incandecent bulb has same lumens as 12 watt florescent and 3 watt LED.

Tanzania-50 gallon drum w/ zinc on the bottom, w/ 1 day of COW dung covered w/graphite will create a battery that can light a house for 3 years!

Thornburg said the trick in inquiry is not to provide too much information, but to STOP TALKING!! This will be an uncomfortable experience for many students...(Reminds me of our CoP!)
The goals of this workshop are to model a lesson but also to get feedback on our comfort level during the experience.
My group consisted of Dan Sutherland from New Jersey and Bud Hunt, better known as "Budtheteacher", from Colorado. Bud set up a chat on "Chatterous" to bring in others to the conversation. Then we added a ustream channel, but not effective, though we did make contact and get ideas from a woman in Argentina.

Ideas

Harness Educational community for alternatives, Enhance Consumer Education, Refit buildings, Public outreach-Currently people don't think about carbon footprint, and are apathetic, government has not been pro-conservation Tools: Word, PowerPoint,
Our idea -Tools: Google, Chatterous (Thornburg: today: Collaboration, 10 years ago: Cheating), Ustream, Google Doc.
Using Hydro power (Thornburg: The power of 1:1 computing-The tools were used but he didn't teach us to use them. They faded into the background)
Wind Turbines-Tools:
Hydro power, wave turbines, incentives to reduce energy: insulation, batteries, sliding scale for energy use, generate themselves Tools: collaboration, research a little, but mostly talked
Energy Monitoring (SLA student presented this) monitors on appliances/homes to track energy use, tax rebates for lowering energy consumption, (monitors would be manditory like smoke detectors are today)

Questions for us:
How many think that portions of the conversation touched on Science, Technology, Engineering or Math? Most said yes..
Thornburg: If you have a climate where well formed questions are generated, STEM topics will naturally bubble up.
He gave the example of designing gloves for NASA so that tools don't get lost in space, by giving students the task of constructing something out of Legos while wearing oven mits.
Instead of giving the classic "2 trains" problem, give this one: "What is the optimum alignment for earth and mars so that the trip distance is minimized?"
One member of the group observed that initially it's hard to come up with these questions, but after 45 minutes working on a problem, it was much easier to generate them.
Thornburg pointed out that you need some prior knowledge prior to being able to generate them.
He stated that "You should never ask a question for which you know the answer." Once you start doing that you lose some credibility. He said, teach them Zeno's paradox, but then ask students what would happen if you changed the variable. The kids who go by the book might freak out, but the others might really blow your mind!

Here's a great example of an inquiry driven question like this in a subject other that Math or Science: