Throughout this semester in my English Nine class, we are spending time exploring the question of what matters to each character we read about. So far, we have read Jack London's "To Build a Fire" , excerpts from Thoreau's Walden, and connected those two to Jon Krakauer's Into the Wild. With each piece we read, we take some time to reflect and connect. We have tried to examine what really matters to each of these characters. To visually demonstrate our understandings, throughout the semester, we will be plotting our understandings in Google Earth. I am going to upload the students' KMZ files so that you too can follow their understandings and journey. As I have said before, not all the examples are exemplary, but we publish the good, the bad, and the ugly here at Camp Smith.
FinlayB.
Olivia B.
Molly B.
Mitchell B.
Brianna B.
Tanner C.
Elizabeth E.
Anthony F.
Brett G.
Reagan G.
Maureen I.
Emily K.
Nick K.
Mitchel L.
Jake L.
Nate L.
Ruth L.
Angelica L.
Colleen O.
Joe O.
Chase O.
Kalvin P.
Selena R.
Ethan R.
Breanna S.
Paige S.
Aaron S.
Mani V.
Alex W.
Caleb W.
Next, we are going to watch Star Wars and connect the journey of Luke Skywalker to Odysseus from Homer's The Odyssey. The next set of entries will be much more personal in nature asking kids to connect these heroes' journeys to their own personal journeys.
Tuesday, September 30, 2008
Monday, September 29, 2008
Word Trace Through Macbeth
Through our study of acts 2-3 of Macbeth, the kids were put into groups looking at the use of one of the following words: blood, hand, man, night, sleep. Typically, the kids put together a PPT presentation showing what analysis they came to about their word. I have had very interesting presentations and of course, mostly ones that simply regurgitate some information back to the class with no additional insight. BORING....
Because of some work I am doing with my grad school program, I asked the kids this year to demonstrate their learning using any way BUT PPT. No PPT allowed. To help them make the adjustment, we went through a few other tools that they could use to demonstrate their learning and understanding about the word as well as involve the class. We looked at wikis, blogs, Google Docs in class but it was really up to them to choose the appropriate tool for their learning.
I let my grad school buddies know of this, and Gary Stager our teacher, asked my students to think about the project this way: What Would Shakespeare Do? I loved that. I am going to steal that for a few other assignments. Can you imagine thinking about Daniel Pink's A WHole New Mind with Shakespeare?
After a few presentations today, we debriefed after each one discussing did their presentation merely distribute information or did they go above and beyond the expectations to really show WWSD? I asked the groups that gave a literal interpretation to spend some more time really pushing our understanding of Shakespeare's use of those words. Why those words? Who says them the most? Are there modern connections? What connections can you make between the uses of the words? and being creative with their interpretations. I am anxious to see them progress with their thinking.
Period 2:
http://nightynightmacbeth.wikispaces.com/ (Night)
http://macbethblood.wikispaces.com/ (blood)
http://hand.wikispaces.com/ (Hand) ( check this one out!) They wrote a sonnet and connected the use of Macbeth's blaming his hand to a Good Charlotte song.
http://creations-flight.wikispaces.com/Man+Group+Project (Man) This group took to heart the idea of WWSD. After their presentation, Kyle acted out one man plays to give interpretation to each of the ideas Shakespeare was delivering about "man".
http://macbethwordtracesleep.wikispaces.com/ (Sleep) This group spent some time giving background information about sleep in a WMV and then went to the wikispace to give examples to prove their points further.
Period 5: (missing sleep)
http://blood5.wikispaces.com/ This group presented an in depth look at blood. Looking over their wiki, I wish they would have presented the lexicon.com demonstration of blood.
http://manblock5smith09.wikispaces.com/ This group explained the various uses of man over acts 2-3.
http://macbethnight5.wikispaces.com/ This group portrayed an interesting rap rendition of night followed by a misplaying of Mission Impossible to demonstrate that night is a character not just a thing. They also talked about the preception night gives us of either fear or confidence depending on our action's intent.
http://www.macbethhand5.wikispaces.com/ This groups presentation was in the format of a game show where the class participated by figuring out who said what quote and what the meaning was behind the quote. I asked them for the sake of the blog, to write up some of their thoughts and interpretations. The left side of the class totally dominated in the discussion.
http://sleepymacbeth2012.wikispaces.com/
Because of some work I am doing with my grad school program, I asked the kids this year to demonstrate their learning using any way BUT PPT. No PPT allowed. To help them make the adjustment, we went through a few other tools that they could use to demonstrate their learning and understanding about the word as well as involve the class. We looked at wikis, blogs, Google Docs in class but it was really up to them to choose the appropriate tool for their learning.
I let my grad school buddies know of this, and Gary Stager our teacher, asked my students to think about the project this way: What Would Shakespeare Do? I loved that. I am going to steal that for a few other assignments. Can you imagine thinking about Daniel Pink's A WHole New Mind with Shakespeare?
After a few presentations today, we debriefed after each one discussing did their presentation merely distribute information or did they go above and beyond the expectations to really show WWSD? I asked the groups that gave a literal interpretation to spend some more time really pushing our understanding of Shakespeare's use of those words. Why those words? Who says them the most? Are there modern connections? What connections can you make between the uses of the words? and being creative with their interpretations. I am anxious to see them progress with their thinking.
Period 2:
http://nightynightmacbeth.wikispaces.com/ (Night)
http://macbethblood.wikispaces.com/ (blood)
http://hand.wikispaces.com/ (Hand) ( check this one out!) They wrote a sonnet and connected the use of Macbeth's blaming his hand to a Good Charlotte song.
http://creations-flight.wikispaces.com/Man+Group+Project (Man) This group took to heart the idea of WWSD. After their presentation, Kyle acted out one man plays to give interpretation to each of the ideas Shakespeare was delivering about "man".
http://macbethwordtracesleep.wikispaces.com/ (Sleep) This group spent some time giving background information about sleep in a WMV and then went to the wikispace to give examples to prove their points further.
Period 5: (missing sleep)
http://blood5.wikispaces.com/ This group presented an in depth look at blood. Looking over their wiki, I wish they would have presented the lexicon.com demonstration of blood.
http://manblock5smith09.wikispaces.com/ This group explained the various uses of man over acts 2-3.
http://macbethnight5.wikispaces.com/ This group portrayed an interesting rap rendition of night followed by a misplaying of Mission Impossible to demonstrate that night is a character not just a thing. They also talked about the preception night gives us of either fear or confidence depending on our action's intent.
http://www.macbethhand5.wikispaces.com/ This groups presentation was in the format of a game show where the class participated by figuring out who said what quote and what the meaning was behind the quote. I asked them for the sake of the blog, to write up some of their thoughts and interpretations. The left side of the class totally dominated in the discussion.
http://sleepymacbeth2012.wikispaces.com/
Friday, September 12, 2008
A Learning Adventure
In my new grad school class called Technology and Learning, Gary Stager assigned us, his students, the task of composing a piece of music. The assignment asked:
Between now and next Monday, download Finale Notepad from http://www.finalenotepad.com and compose a piece of music. Share your reflections, questions and work-in-progress with your cadre members. Think about your own thinking and learning along the way. Make notes, keep a journal or blog if you wish. Feel free to use any resources at your disposal for inspiration or assistance. The more you share, the more you will learn. A few considerations: I realize there are better more powerful pieces of music composition available. However, Finale Notepad is 1) Free and 2) Cross-platform. Therefore, NO you can't use another piece of software (at least visible to the rest of us). Using a common tool provides a common experience and language for assisting/inspiring one another. Everyone has different experience levels and areas of expertise. This is what makes the learning adventures interesting.
I decided that rather than me creating the piece of music, it would be a great opportunity to connect music with literature. Gary gave me the suggestion of having the kids connect the piece of music to something they have written. Since we are reading William Shakespeare’s Macbeth in class, we had just completed two papers dealing with Macbeth and Lady Macbeth while watching three film versions (Royal Shakespeare Company -Ian McKellan, Dame Judy Dench, English Shakespeare Company- modern version, and Roman Polansky version) of the first act comparing what each director was trying to show through their interpretations.
My students were quite excited to begin the process of composing a piece of music to fit a character. In period 2, we started talking about Lady Macbeth and her personality. What would we want to show in the song? We decided that we would show her in three stages from act one. We would show her elation at seeing her husband return home, her decision to not let King Duncan leave the castle by killing him so that Macbeth would become king, and finally her anger at Macbeth with his ambivalence about killing the king. We had some students who are as musically inclined as I am and so they worked on the lyrics (a.k.a. quotes) to fit with the music as well as finding visuals to support. The other kids, worked on the song. Amazingly, they all worked so well together testing sounds, putting together measure after measure, playing the notes, time and again. They decided the instruments that would best describe Lady Macbeth (flute) and how her tone would change into a French horn through her change in personality. Then they picked the instruments that would best accompany the sounds of Lady Macbeth. A few different kids took turns running the computer with other kids shouting up their thoughts. It seemed like organized chaos. One thing I must add here is how much I learned by watching and participating with them. I learned all sorts of vocabulary word about music (crescendo, decrescendo, staccato) and how to semi-compose music (you really have to pay attention to the notes you select with each instrument). But mostly, what I am hoping period two took away from today, and what they learned, is that music is a part of literature. When talking with them about the song, they asked my opinion about a particular part. I said it needs to sound like murder. Tristan responded that murder is an A and C sharp. And then another student, John, responding that we need to put in the key of death which is apparently E flat? As my department members were listening into our conversation they were enthralled with what these kids were doing. They were connecting Lady Macbeth’s descent into evil with music. You can hear the three distinct parts which they had mapped out at the beginning of class. It was amazing that I had kids come in on their off-hours to finish the song -and better yet, these were all boys! Boys who were asking to continue the learning. One even asked me at the end if we could do this for every book we read. Tomorrow we are going to play it for the class, make changes, and add the lyrics and visuals.
I made a Photostory of the period 2 composition. I will also upload the orginal files here for period 2 and for period 5 of FinaleNotepad when they are completed. Here is an MP3 of period 2.
Additionally, here is a link to the webalbum of photos of their working. Check out their engagement!
Mapping of song in measures:
1-9 Lady Macbeth excited to see her husband return: happy, joyful, anxious
“Great Glamis! Worth Cawdor!
Greater than both, by the all-hail hereafter!
They letters have transported me beyond
This ignorant present, and I feel now
The future in the instant “(1.5. 61-65).
10-15 Decrescendo: Lady Macbeth explains her plan to Macbeth to kill King Duncan
“Glamis thou art, and Cawdor; and shalt be
What thou are promised: yet do I fear thy nature;
It is too full o’ the milk of human kindness
To catch the nearest way: (1.5.15-18).
16-21 Decrescendo to psycho Lady Macbeth divided into happiness at the prospect of becoming queen (16-18) and as the timpani enters her descending into madness (18-21)
“ I have given suck, and know
How tender ‘tis to love the babe that milks me.
I would, while it was smiling in my face,
Have plucked my nipple from his boneless gums
And dashed the brains out, had I sworn as you
To have done this” ( 1.7.62-67).
Period 5: Witches
Period 5 approached the song writing a little differently. We talked about who they wanted to write a song about and they chose the witches from Macbeth. With the witches, we talked about musically how you would communicate what each of the witches is all about. They came up with three separate instruments making up the sound distinctively of each witch, but how when they come together, they sound somewhat harmonious. They discussed that the witches symbolize chaos, confusion, unsettling, anxious, and ugliness. Shakespeare wrote the witches speeches in a rhyming pattern and the kids decided that they needed this to carry over into their composition. We also mapped out the song into a three part format where the witches represent the past, present, and future for Macbeth. So, in composing the song, they are going to use the past in connection to the line from scene 1, “Fair is foul and foul is fair.” The next part of the song captures Macbeth’s prophecies from the witches: Thane of Glamis, Thane of Cawdor, and then King. Finally, their song ends with the future, which is the witches’ desire to destroy Macbeth.
Overall reflection:
What was really interesting about the different approaches between my period 2 and period 5 is that it reflected how they have approached learning challenges in the class so far. Period 2 approached it collaboratively all working together, where period 5 broke into groups of music creators and lyrics composers. But with each group, I participated in awe of what they were doing. I felt so honored that they would do such exceptional work for me and with me. I truly feel so blessed to have been part of such an amazing experience. And then, to have kids thank me for giving them the opportunity brought home the reality of education. Why aren’t we extending more out of the box learning opportunities for our students? Why can’t them creating music to demonstrate their understanding of a character be just as good as writing a paper? Or completing a lab? Imagine if student had to write a song that demonstrates a chemical reaction? Or that expresses the emotions of soldiers dealing with returning home after serving in Vietnam. I really am so thankful to have been part of what my period 2 and 5 created. I hope the kids feel the same way. I know those who have expressed their opinions openly in class were so appreciative and enthusiastic. What a change in learning!
Between now and next Monday, download Finale Notepad from http://www.finalenotepad.com and compose a piece of music. Share your reflections, questions and work-in-progress with your cadre members. Think about your own thinking and learning along the way. Make notes, keep a journal or blog if you wish. Feel free to use any resources at your disposal for inspiration or assistance. The more you share, the more you will learn. A few considerations: I realize there are better more powerful pieces of music composition available. However, Finale Notepad is 1) Free and 2) Cross-platform. Therefore, NO you can't use another piece of software (at least visible to the rest of us). Using a common tool provides a common experience and language for assisting/inspiring one another. Everyone has different experience levels and areas of expertise. This is what makes the learning adventures interesting.
I decided that rather than me creating the piece of music, it would be a great opportunity to connect music with literature. Gary gave me the suggestion of having the kids connect the piece of music to something they have written. Since we are reading William Shakespeare’s Macbeth in class, we had just completed two papers dealing with Macbeth and Lady Macbeth while watching three film versions (Royal Shakespeare Company -Ian McKellan, Dame Judy Dench, English Shakespeare Company- modern version, and Roman Polansky version) of the first act comparing what each director was trying to show through their interpretations.
My students were quite excited to begin the process of composing a piece of music to fit a character. In period 2, we started talking about Lady Macbeth and her personality. What would we want to show in the song? We decided that we would show her in three stages from act one. We would show her elation at seeing her husband return home, her decision to not let King Duncan leave the castle by killing him so that Macbeth would become king, and finally her anger at Macbeth with his ambivalence about killing the king. We had some students who are as musically inclined as I am and so they worked on the lyrics (a.k.a. quotes) to fit with the music as well as finding visuals to support. The other kids, worked on the song. Amazingly, they all worked so well together testing sounds, putting together measure after measure, playing the notes, time and again. They decided the instruments that would best describe Lady Macbeth (flute) and how her tone would change into a French horn through her change in personality. Then they picked the instruments that would best accompany the sounds of Lady Macbeth. A few different kids took turns running the computer with other kids shouting up their thoughts. It seemed like organized chaos. One thing I must add here is how much I learned by watching and participating with them. I learned all sorts of vocabulary word about music (crescendo, decrescendo, staccato) and how to semi-compose music (you really have to pay attention to the notes you select with each instrument). But mostly, what I am hoping period two took away from today, and what they learned, is that music is a part of literature. When talking with them about the song, they asked my opinion about a particular part. I said it needs to sound like murder. Tristan responded that murder is an A and C sharp. And then another student, John, responding that we need to put in the key of death which is apparently E flat? As my department members were listening into our conversation they were enthralled with what these kids were doing. They were connecting Lady Macbeth’s descent into evil with music. You can hear the three distinct parts which they had mapped out at the beginning of class. It was amazing that I had kids come in on their off-hours to finish the song -and better yet, these were all boys! Boys who were asking to continue the learning. One even asked me at the end if we could do this for every book we read. Tomorrow we are going to play it for the class, make changes, and add the lyrics and visuals.
I made a Photostory of the period 2 composition. I will also upload the orginal files here for period 2 and for period 5 of FinaleNotepad when they are completed. Here is an MP3 of period 2.
Additionally, here is a link to the webalbum of photos of their working. Check out their engagement!
Mapping of song in measures:
1-9 Lady Macbeth excited to see her husband return: happy, joyful, anxious
“Great Glamis! Worth Cawdor!
Greater than both, by the all-hail hereafter!
They letters have transported me beyond
This ignorant present, and I feel now
The future in the instant “(1.5. 61-65).
10-15 Decrescendo: Lady Macbeth explains her plan to Macbeth to kill King Duncan
“Glamis thou art, and Cawdor; and shalt be
What thou are promised: yet do I fear thy nature;
It is too full o’ the milk of human kindness
To catch the nearest way: (1.5.15-18).
16-21 Decrescendo to psycho Lady Macbeth divided into happiness at the prospect of becoming queen (16-18) and as the timpani enters her descending into madness (18-21)
“ I have given suck, and know
How tender ‘tis to love the babe that milks me.
I would, while it was smiling in my face,
Have plucked my nipple from his boneless gums
And dashed the brains out, had I sworn as you
To have done this” ( 1.7.62-67).
Period 5: Witches
Period 5 approached the song writing a little differently. We talked about who they wanted to write a song about and they chose the witches from Macbeth. With the witches, we talked about musically how you would communicate what each of the witches is all about. They came up with three separate instruments making up the sound distinctively of each witch, but how when they come together, they sound somewhat harmonious. They discussed that the witches symbolize chaos, confusion, unsettling, anxious, and ugliness. Shakespeare wrote the witches speeches in a rhyming pattern and the kids decided that they needed this to carry over into their composition. We also mapped out the song into a three part format where the witches represent the past, present, and future for Macbeth. So, in composing the song, they are going to use the past in connection to the line from scene 1, “Fair is foul and foul is fair.” The next part of the song captures Macbeth’s prophecies from the witches: Thane of Glamis, Thane of Cawdor, and then King. Finally, their song ends with the future, which is the witches’ desire to destroy Macbeth.
Overall reflection:
What was really interesting about the different approaches between my period 2 and period 5 is that it reflected how they have approached learning challenges in the class so far. Period 2 approached it collaboratively all working together, where period 5 broke into groups of music creators and lyrics composers. But with each group, I participated in awe of what they were doing. I felt so honored that they would do such exceptional work for me and with me. I truly feel so blessed to have been part of such an amazing experience. And then, to have kids thank me for giving them the opportunity brought home the reality of education. Why aren’t we extending more out of the box learning opportunities for our students? Why can’t them creating music to demonstrate their understanding of a character be just as good as writing a paper? Or completing a lab? Imagine if student had to write a song that demonstrates a chemical reaction? Or that expresses the emotions of soldiers dealing with returning home after serving in Vietnam. I really am so thankful to have been part of what my period 2 and 5 created. I hope the kids feel the same way. I know those who have expressed their opinions openly in class were so appreciative and enthusiastic. What a change in learning!
Wednesday, August 27, 2008
Back to School- Both me and my students
So, here we are. Another school year beginning at AHS as well as a new endeavor beginning for me outside of AHS, I am a grad student at the OMET program through Pepperdine. Balancing these two elements of my life, not to mention all the others that I won't mention here, will be a challenge for sure. It seems like the two definitely will overlap: good conversations, lots of thinking,
I am already formulating an action research project where in my English 9 class we are going to get rid of the D. Students will either earn an A, B or C but there will be no D (we are not even considering an F). We have spent some serious time in conversation talking about what constitutes A, B, and C work, and then we are next going to formulate a rubric that I can use to evaluate their work, eventually they will use it to evaluate their work, and compare the two instances. The main objective that I am trying to get across to both myself as well as my students is to really focus on learning and understanding. Are their grades measuring this or am I just passsing them by with a D? Are they letting themselves settle for a D? You can follow my thoughts about this on my grad school blog:
http://myomet.com/blog/index.php?chooseby=user_id&tvalue=545 (the most recent post is about A, B, and C qualities my students created)
Also, here are all of my new class blogs for this year:
http://smith90809.blogspot.com/
http://smith9h0809.blogspot.com/
http://smithewl0809.blogspot.com/
Happy School Year!
I am already formulating an action research project where in my English 9 class we are going to get rid of the D. Students will either earn an A, B or C but there will be no D (we are not even considering an F). We have spent some serious time in conversation talking about what constitutes A, B, and C work, and then we are next going to formulate a rubric that I can use to evaluate their work, eventually they will use it to evaluate their work, and compare the two instances. The main objective that I am trying to get across to both myself as well as my students is to really focus on learning and understanding. Are their grades measuring this or am I just passsing them by with a D? Are they letting themselves settle for a D? You can follow my thoughts about this on my grad school blog:
http://myomet.com/blog/index.php?chooseby=user_id&tvalue=545 (the most recent post is about A, B, and C qualities my students created)
Also, here are all of my new class blogs for this year:
http://smith90809.blogspot.com/
http://smith9h0809.blogspot.com/
http://smithewl0809.blogspot.com/
Happy School Year!
Tuesday, April 22, 2008
Brave New World Montage Podcasts
Last year, Lauren and I were talking about doing something different with chapter 3 of Brave New World in order to help the kids understand the effect of what Huxley was satirizing. I explained to her a montage assignment I had learned from Cheryl and Marlys. Lauren, of course, developed the assignment into a fabulous creative piece and I added a wee bit of technology. We even created a sample for our students to listen to in order to get them thinking. (Teacher Sample Montage)
Last year, I didn't quite follow Lauren's detailed directions, but simply had the students create a montage of various quotes from the chapter. However, this year I asked them to trace one theme Huxley could be trying to warn us of (price of progress, sex, loss of family, loss of individuality, consumerism, etc...). After they selected the quotes from the chapter, they were to create a script of their montage, and then finally record it using different voices for the various characters.
Here are some sample scripts: (more will come as they turn them in)
SamMattTuckerIian
KatherineDanielCecilyEmmascript
ElliottFergusonNixonWalters
DavidsonRodmanKimLogan
Here are the completed montages:
Last year, I didn't quite follow Lauren's detailed directions, but simply had the students create a montage of various quotes from the chapter. However, this year I asked them to trace one theme Huxley could be trying to warn us of (price of progress, sex, loss of family, loss of individuality, consumerism, etc...). After they selected the quotes from the chapter, they were to create a script of their montage, and then finally record it using different voices for the various characters.
Here are some sample scripts: (more will come as they turn them in)
SamMattTuckerIian
KatherineDanielCecilyEmmascript
ElliottFergusonNixonWalters
DavidsonRodmanKimLogan
Here are the completed montages:
Friday, April 18, 2008
Venting to meeting my goals
I am in a funk. I know I have done a lot this year with implementing constructivist philosophy in my classrooms, trying to more seamlessly integrate technology into my students’ learning, and growing as a learner myself. However, with that all said, I am in a funk.
I have always enjoyed teaching ninth graders, but I feel more and more that my passion for them is dying by what I see is apathy towards succeeding. They, and I am not talking about all of them, just don’t care. (the teacher in me is thinking that maybe I need to rethink my assignments- maybe I feel that they are engaging and purposeful but that the kids don’t) I am really questioning too, whether ninth graders can handle constructivism. I know I provide more structure than I do with my other classes, but what is the problem. There are those of you out there saying, “Ask them!” and I do. What is their response? I am just lazy, or I forgot, or some other excuse.
With my seniors, there seems to be a different, but yet, eerily similar story (this sounds like a thesis statement). I have seen some of my brightest students turn into kids who only paraphrase what others say trying to get credit, as well as kids who just won’t read. Once again, it’s not like I don’t know what is going on. But, how do I turn this around?
How do I get all of my students to see the value in doing a good job, the value of learning? Am I too hard on them? Do I expect too much from them? Should I quit trying to change the world?....
On a more positive note, Karl set up a series of goals for me at the beginning of the school year. One would think the goal of changing the world would be enough, but of course Karl always thinks we can do more. I know we can. So, the original purpose of this post was to let everyone know how I am doing on those goals and where I want to go from here:
Goal 1: Help students create a personal learning network:
In my ninth grade classes, we have created their own PLN. We read and respond to what we are reading twice a week with presentations on the reading every Friday. I have really enjoyed hearing what the kids are reading about. It has even opened my eyes to some of the things they care so much about. With that said, here is one of the assignments where they get to pick what they want to read about, and still, they don’t always do a good job on their reactions or complete the assignment.
Goal 2: Turn over one unit to your students:
Maura and I did this with 1984. We provided them with some planning guidance but the rest was all on them. I walk away from some classes incredibly impressed with the scenarios they set-up as well as walking away from others with a sense of “hmm, I wish there was more.” I also did this with Brave New World and my seniors. Similar to 1984, I gave them a calendar to outline the dates of BNW, but they decided what they wanted to do with BNW.
First semester I did not get this goal accomplished, but I feel like second semester with all the work we did with AWNM we did an extremely good job with this goal. I am so thankful for this opportunity to have worked with Karl’s learned network, Maura, Karl and my students. They all made this an incredible opportunity and challenge. I can’t wait for next year!
Goal 4: explore the various Google Applications:
This was a goal I had set for myself after last year. I wanted to have myself and my students become more adept at using these great collaborative tools. We have used Google Reader with our PLNs, used Google Earth with our ninth grade Personal Odyssey Projects, used Google Earth with the National Geographic Projects, used Google Docs to collaborate on group work, and used other tools such as PowerPoint, Word, VoiceThread, MovieMaker, Photostory, Audacity, and I am sure there are others I am forgetting. I definitely think my students are walking away with a toolbox of options to use.
Goal 5: reflective blog at least once a week:
So yeah, oops. This is one area I really have a difficult time completing. I don’t know what it is but it seems with all the other things I have going on, this is usually placed on the back burner of my life. I find the value in it, love the feedback, and like the chance to vent but struggle to make the time for it. This will always be a goal I will work towards.
Goal 6: Change the World:
Umm, yea, I am working on that.
Where to go from here:
- Last year I felt I did a much better job communicating with parents about what the kids were doing, sending emails, informing them of projects, etc. I have definitely slacked off on that area and want to do better on that next year.
- I need to do a better job with debriefing with my students. I feel like there are days or years I do a really good job of this, and then at other times, I get too caught up on curriculum or getting through activities and what is planned for the day – to be honest, I need to let go of not getting everything done that I have planned for class that day.
- With my fishbowl leaders, I want them to do a better job planning their discussions together. At times, they all just showed up. I really need to reinforce why this is important as well as model this for them.
- I want to add to my senior projects about “heroes” a community service aspect. I want them to practice what they are preaching.
- Keep building on what has worked well this year.
- I know next year is going to be a difficult year for me: graduate school, balancing family with my job, being a good mom, good fiancée, and taking time for myself and friends. I just want to do it all- is that so wrong?!
- Change the world.
1984: Kids Teaching Kids
During our reading and study of George Orwell’s 1984, Maura and I challenged our students with teaching one another the novel rather than us leading the class. We provided a calendar for them of the dates they could lead as well as a few simple requirements that they would be assessed by:
Syllabus: they needed to turn in a syllabus/ lesson plan of how they planned to lead the class with a clear outline, the assigned home work , as well as post their plans for the class to see.
Quiz: the teaching students were to create a quiz for their peers. The quiz could take any format. The teachers for that day graded the quizzes they had created.
Discussion: the teaching students determined the activity for the class period. We talked previously about making sure the teaching activities weren’t repetitive of another groups and was a meaningful activity.
Blog question: the teaching students were to post a blog question after class to either continue the conversation or extend the conversation on topics discussed in class. The teaching students assessed the blog responses.
Letting go of the control of what is going to happen on their teaching days in class is always an interesting feeling. Some days I walk away thinking, these kids are built to be teachers- they are so creative. We have had simulation activities where we are Winston or Julia and the leading group is Big Brother. There have been activities where we are split into discussion groups and asked to only answer the questions thinking of ourselves as Julia, Winston, Big Brother, or O’Brien. We have created posters, had small group discussions, and so much more. Then there are other days where I feel like this is simply a chance for them to play games in class (insert Daniel Pink-“When you are playful, you are activating the right side of your brain.”). I don’t mind the games, but what I seem to want is more from them on those days. A game is purposeful if it pushes their thinking, if it makes them question, collaborate and analyze, but too many of their games seem to be just that. (the kid in me is saying, “Why is it bad to have a little of both?”). I guess what I am getting at is not only the game playing but something Maura and I have been noticing about their teaching days.
Let me digress…All through our study of Daniel Pink’s A Whole New Mind, the kids talked incessantly about the need to change educations so that weren’t asked to simply memorize and regurgitate information. They wanted to be in charge of their learning so that they could make deep connections. So, what has really surprised both Maura and myself is that the quizzes that the kids are creating and the game/ activities that they kids are implementing are simply asking the kids to regurgitate information. This is what they told us time and again they disliked about education and learning, but then when they are given the chance to change education, to be in charge of their own learning as well as their peers, they fall back to multiple choice quizzes. I just don’t get it.
On a positive note, I have seen some incredible teaching. I have seen kids create discussions and be leaders in the class. The kids in turn have seen how difficult it is to create a valid assessment.
I am going to ask them to reflect on this post as well as the experience itself:
I want to know what they got out of this learning experience versus me teaching them.
I want to know about their assessments (quizzes) and see why they chose to go the route of regurgitation.
I want to know about the collaboration in the groups to put together their teaching day. Was it difficult to get together? Did you have enough planning time? How did you do your planning?
I want to know what suggestions they would have for doing this again.
As with everything, it is always a learning experience and I wouldn’t trade teaching these kids for anything. They are becoming professional learners and leaders. I am so proud of them.
Thursday, March 20, 2008
Adding Voice and Visuals to Poetry
During past poetry units, I have had students write their own poetry on a variety of subjects and then compile all of the poems together at the end in one big, creative poetry portfolio. Last year, I had the students podcast one of their poems (Period 2 and Period 5) as well as post at least one of their poems on the blog postings throughout our poetry unit Cut-up sonnet, Oprah Winfrey Poem, Metaphor 1, Metaphor 2, and Metaphor 3, Persuasive Poem, and Table of Contents Poem.
This year Maura and I had them complete some of the same poems ( Oprah Winfrey, Persuasive Poem, Table of Contents Poem) and we also added some new poems ( Dark Room Poem, Homonym Poem). I also had the kids post all of their poems as comments so that they could see one anothers' work. At the end of the unit, the students even commented each others' work under each poetry assignment.
After they completed writing each of their personal poems, the students were introduced to Voice Thread. They received some basic instruction and a couple of handouts here and here. The students were then to take one poem and through voice, images, and their own personal writing, make their poetry come alive.
Here are the wiki links to their Voice Threads (Period 2 and Period 5) . Please feel free to comment here or leave audio commentary on their Voice Thread works.
With my ninth grade class, we also wrote original poems and posted them online. For their first poem, they completed an I am poem and then added visuals illustrating who they are ( they could use Picasa to create the collage)- because they added images they needed to post this on our class blog rather than as a comment as their other poems were done. They also completed a ballad about school, personified a kitchen utensil, wrote a found poem, and finally they were able to write a free poem. These students also took one of their original poems and produced a Voice Thread original work.
One other assignment that I have always enjoyed completing with my ninth graders is showing them the power of poetry in music. Maura and I developed the assignment called Pop-up Poetry about 9 years ago and it has evolved as technology has evolved. Students select a song that they like and that is school appropriate. They then use PowerPoint to create a presentation showing what poetic devices they found in the song. They are to find at least 12 different poetic devices, 4 facts about the band or artist, and then 4 trivial tidbits or stupid facts that correlate to words in the song. The presentations are always interesting and a good application of poetic deivces with something that kids enjoy. The kids then present their PowerPoints to the class playing the song at the same time. Here are some samples:
Alena V. and Annie S.
Berek M. and Ethan L.
Joey W. and Nowlan S.
Mandi G. and Lauren P.
Angelica O. and Sean B.
Jackie N. and Xavia H.
Kelly S. and Samantha H.
Lauren E.
This year Maura and I had them complete some of the same poems ( Oprah Winfrey, Persuasive Poem, Table of Contents Poem) and we also added some new poems ( Dark Room Poem, Homonym Poem). I also had the kids post all of their poems as comments so that they could see one anothers' work. At the end of the unit, the students even commented each others' work under each poetry assignment.
After they completed writing each of their personal poems, the students were introduced to Voice Thread. They received some basic instruction and a couple of handouts here and here. The students were then to take one poem and through voice, images, and their own personal writing, make their poetry come alive.
Here are the wiki links to their Voice Threads (Period 2 and Period 5) . Please feel free to comment here or leave audio commentary on their Voice Thread works.
With my ninth grade class, we also wrote original poems and posted them online. For their first poem, they completed an I am poem and then added visuals illustrating who they are ( they could use Picasa to create the collage)- because they added images they needed to post this on our class blog rather than as a comment as their other poems were done. They also completed a ballad about school, personified a kitchen utensil, wrote a found poem, and finally they were able to write a free poem. These students also took one of their original poems and produced a Voice Thread original work.
One other assignment that I have always enjoyed completing with my ninth graders is showing them the power of poetry in music. Maura and I developed the assignment called Pop-up Poetry about 9 years ago and it has evolved as technology has evolved. Students select a song that they like and that is school appropriate. They then use PowerPoint to create a presentation showing what poetic devices they found in the song. They are to find at least 12 different poetic devices, 4 facts about the band or artist, and then 4 trivial tidbits or stupid facts that correlate to words in the song. The presentations are always interesting and a good application of poetic deivces with something that kids enjoy. The kids then present their PowerPoints to the class playing the song at the same time. Here are some samples:
Alena V. and Annie S.
Berek M. and Ethan L.
Joey W. and Nowlan S.
Mandi G. and Lauren P.
Angelica O. and Sean B.
Jackie N. and Xavia H.
Kelly S. and Samantha H.
Lauren E.
Tuesday, March 18, 2008
Classifying Galaxies
In the astronomy class that I am a part of, as the teacher, we are ending our study of how astronomers classify galaxies. We have covered this material many different ways in the courses that I have taught. The most effective way has been to look at images and classify them as the astronomers have. Then we check our work.
This Thursday, we are going to attempt something new...
We have covered all of the discussions on how galaxies are classified and attempted to classify some images of galaxies. Now for the fun part! There is a set of images on-line that the students can assist in classifying. We will attempt to pass the exam for a qualified person who is going to classify galaxies. Then using the computers in the classroom, we will access a database of images and begin assisting astronomers with the chore of galaxy classification. http://campustechnology.com/articles/49118 I am not sure how this will work but rest assured that I will be back this week to complete this post.
I cannot wait for the students to help with "real" science.
This Thursday, we are going to attempt something new...
We have covered all of the discussions on how galaxies are classified and attempted to classify some images of galaxies. Now for the fun part! There is a set of images on-line that the students can assist in classifying. We will attempt to pass the exam for a qualified person who is going to classify galaxies. Then using the computers in the classroom, we will access a database of images and begin assisting astronomers with the chore of galaxy classification. http://campustechnology.com/articles/49118 I am not sure how this will work but rest assured that I will be back this week to complete this post.
I cannot wait for the students to help with "real" science.
Sunday, March 02, 2008
A Hypothetical Situation
National Geographic contacted Karl Fisch and I sometime ago about participating in a pilot program they were trying to get underway called Learn.Dream.Go. They had selected a few teachers in the Denver Metro area to try out a new learning platform that NG was interested in implementing. There are a number of very interesting parts to participating in this pilot as well as a number of pondering ones as well. First of all, NG has never started a program like this one before. Typically, they hire a number of people to look at focus groups and do a wide array of testing before putting any material out to the public. This endeavor would be built in a more grass roots effort Also, rather than be the creator of content, they were looking to what teachers and students were creating, thus seeing a shift from one giant corporation being the distributor of information to anyone/ anytime/ anywhere creating understanding.
After a number of meetings with two of their representatives, Philip and Mikela, Karl and I decided, "what the heck" and we would give it a whirl. I also managed to get my deskmate and friend, Lauren Gaffney to participate with her two classes of English Literature students. Both Lauren and I were having our students focus on the essential questions of "What does literature say about us as human beings? do you agree of disagree with what it says? How does it come true in modern society?". With these questions, we derived at an assignment I had done previously with my seniors using Dante Aligheri's The Divine Comedy. With this text, as Dante explores the afterlife, we learn the nine levels of hell that Dante encountered including the symbolic retribution he bestowed on many of his contemporaries. In our assignment, we ask our students to be a modern day Dante, and create their own interpretation of the afterlife.
Now, you are probably thinking, how can they talk about heaven and hell in a public school? It is a fine line, I will acknowledge that. We sent home a parent letter indicating our reasoning for participating in this project. All forms came back signed! We had tremendous support for the journey we were about to take.
Before we began working on the project though, we needed to establish some background information for all students to come with so we had a basis as to what various people believe of the afterlife. We had the students listen to a variety of music with accompanying YouTube videos, watched movies (Legend- my own best interpretation of what Satan looks like, Bedazzled-female devil, The Devil's Advocate- Satan as a lawyer, and South Park's Satan's Sweet Sixteen- got to have the humor). They also answered a couple of blog posts: greatest wrongs and why does a just and good God allow evil to exist?. We also looked at a number of different art pieces. And finally, we actually did some reading. We read from the book of Genesis, and excerpt fromMilton's Paradise Lost, and two creation stories (one Hindu and one Native American Hopi Indian). After all the videos, songs, reading and blogging, I had them pull together their interpretations in a creative manner of what connections they saw. What did hell and heaven look like to them? Here are some examples:
Example 1
Example 2
Example 3
Example 4
Then came they big project, A Hypothetical Situation.
The project, as I have said before, asks them to emulate the situation Dante faced upon his exile. He was cast away from society because his political beliefs did not correlate with the ruling party and forced to live away from his family for the remainder of his life. So given those circumstances, our students were asked to create their own creative interpretations of the afterlife in modern society. Who would be there? What would their punishments be? etc... Mikela and Philip even provided a storyboard handout walking them through creating their own story. Originally, the students were to turn in their projects last week, but after talking with them about some preliminary feedback I was getting from Mikela and Philip as well as my own observations, the students asked for an extension to go deeper with their learning. How can you turn that down?
Now the students are able to redo their projects before submitting their final work to NG. NG is posting the projects for all to see, but I thought it would be great to get some early feedback for the students to continue to work on bettering their submissions. Take a look and let them know what you think. Feel free to use the language of the rubric to evaluate.
Dustin
Ryan B.
Kyle
Alex B.
Daniel C.
Jackie
Samantha
Ryan F.
Katherine
Emily H.
Cecily
Brooks
Soo
Tucker
Emma L.
Kenny
Emily Lo.
Michael
Allie
Milenda
Rebecca R.
Joe
Iain
Sam
Courtney
Matt W.
Alex F.
After a number of meetings with two of their representatives, Philip and Mikela, Karl and I decided, "what the heck" and we would give it a whirl. I also managed to get my deskmate and friend, Lauren Gaffney to participate with her two classes of English Literature students. Both Lauren and I were having our students focus on the essential questions of "What does literature say about us as human beings? do you agree of disagree with what it says? How does it come true in modern society?". With these questions, we derived at an assignment I had done previously with my seniors using Dante Aligheri's The Divine Comedy. With this text, as Dante explores the afterlife, we learn the nine levels of hell that Dante encountered including the symbolic retribution he bestowed on many of his contemporaries. In our assignment, we ask our students to be a modern day Dante, and create their own interpretation of the afterlife.
Now, you are probably thinking, how can they talk about heaven and hell in a public school? It is a fine line, I will acknowledge that. We sent home a parent letter indicating our reasoning for participating in this project. All forms came back signed! We had tremendous support for the journey we were about to take.
Before we began working on the project though, we needed to establish some background information for all students to come with so we had a basis as to what various people believe of the afterlife. We had the students listen to a variety of music with accompanying YouTube videos, watched movies (Legend- my own best interpretation of what Satan looks like, Bedazzled-female devil, The Devil's Advocate- Satan as a lawyer, and South Park's Satan's Sweet Sixteen- got to have the humor). They also answered a couple of blog posts: greatest wrongs and why does a just and good God allow evil to exist?. We also looked at a number of different art pieces. And finally, we actually did some reading. We read from the book of Genesis, and excerpt fromMilton's Paradise Lost, and two creation stories (one Hindu and one Native American Hopi Indian). After all the videos, songs, reading and blogging, I had them pull together their interpretations in a creative manner of what connections they saw. What did hell and heaven look like to them? Here are some examples:
Example 1
Example 2
Example 3
Example 4
Then came they big project, A Hypothetical Situation.
The project, as I have said before, asks them to emulate the situation Dante faced upon his exile. He was cast away from society because his political beliefs did not correlate with the ruling party and forced to live away from his family for the remainder of his life. So given those circumstances, our students were asked to create their own creative interpretations of the afterlife in modern society. Who would be there? What would their punishments be? etc... Mikela and Philip even provided a storyboard handout walking them through creating their own story. Originally, the students were to turn in their projects last week, but after talking with them about some preliminary feedback I was getting from Mikela and Philip as well as my own observations, the students asked for an extension to go deeper with their learning. How can you turn that down?
Now the students are able to redo their projects before submitting their final work to NG. NG is posting the projects for all to see, but I thought it would be great to get some early feedback for the students to continue to work on bettering their submissions. Take a look and let them know what you think. Feel free to use the language of the rubric to evaluate.
Dustin
Ryan B.
Kyle
Alex B.
Daniel C.
Jackie
Samantha
Ryan F.
Katherine
Emily H.
Cecily
Brooks
Soo
Tucker
Emma L.
Kenny
Emily Lo.
Michael
Allie
Milenda
Rebecca R.
Joe
Iain
Sam
Courtney
Matt W.
Alex F.
Oh, the Possibilites...
The big day came and went. Karl, Maura and I are still living. All is good...
Reflecting back to our video conference with Daniel Pink, I am amazed by all that needed to work and come together to create this possibility; it all worked. Since Karl already posted about all the technological side of things, I thought I would take the time to reflect on what I saw and learned.
Reflecting back to our video conference with Daniel Pink, I am amazed by all that needed to work and come together to create this possibility; it all worked. Since Karl already posted about all the technological side of things, I thought I would take the time to reflect on what I saw and learned.
- CoverItLive: I have used Blogger so much for live blogging as well as Skype it was fun to try out a new tool. I liked how it worked, although the verdict is still out on whether this will replace Blogger for fishbowl. One aspect I didn't like was that when Karl accepted the comments, they would flood the gates of CoverItLive and it was too difficult to comment on someone's previous thoughts. There simply wasn't enough time to keep up. However, the kids did a great job with it and continue to impress me with their adaptability.
- The kids had to once again share computers with their classmates and did a great job with that challenge. Whenever kids needed to make a comment, they moved next to someone who had a computer and made it work.
- Daniel Pink's energy was contagious. He answered seemingly endless questions dealing with topics ranging from his book to History, Economics, Design, language Arts (of course) education, school budget, the Pledge of Allegiance, Immigration, philosophy, just to name a few... Also, He in turn asked really good thoughtful questions of the students. He gave us a lot to think about as well as showcasing his new book. Business classes and seniors in high school should all take a look.
- We had comments from Bud the Teacher, Carolyn Foote, Will Richardson as well as some parents.
- I also had two previous students, Adam and Ben (thanks guys) stop by to participate in the conversation.
So looking back at the past 7 weeks of craziness, it was quite the experience. I can't really think of how to express all of what I thought about the day other than we survived and I couldn't be prouder of the thinking and curiosity my students exhibited over the past 7 weeks. They accepted this challenge of learning in a different way and have allowed for me to a participator towards that experience. I am so thankful for being part of all of this. So to 110 kids, 2 teachers (Maura and Karl), and Daniel Pink, thanks for showing us all the possibilities. All is good...
This is Your Brain on PSAs
Two years ago, at NECC 2006 in San Diego, CA, I watched Kathy Schrock deliver an address about the use of PSAs in classrooms. I was really impressed then with the idea but not really sure where the idea of PSAs would fit well with our school's curriculum.
Then at the start of second semester, my students were beginning to write their position papers using documented research to support their position. These papers are typically in introduction to teaching the students a structured writing style, how to use in-text citations, as well as creating a works cited. Teaching the students how to write the paper is probably one of the most labor intensive things we do in 9th grade, because many of our students come to us with varying degrees of writing abilities. So, to make a long story even longer, I asked my students what they knew about PSAs at the beginning of our writing unit. Many of them knew very little about them so I decided before I asked them if they wanted to create their own PSA that they should watch some PSAs.
Last year at NECC 2007, we watched PSAs created by the students at Mabry Middle School outside of Atlanta. These were remarkable pieces of work and even more surprising, they were created by students in 7th and 8th grade.
I also found a very helpful tutorial online from Art Wolinsky at Wired Safety. In it he clearly breaks down examples of PSAs as well as introduces the purpose behind PSAs. He shows PSAs that are used to inform or persuade.
After the students completed their position paper, and watched all the examples of PSAs, we talked about how they could create their own PSAs. Would they use videos or stills? Were they going to tell the PSA using humor or a serious tone? We also reviewed Read Write Think rubric analyzing if they thought the rubric would be a good reflection of their PSA or not. The students also decided that they would like to complete the project in groups choosing one topic from their position papers to create a PSA.
We spent three days outlining, creating and refining their PSAs although they were given additional time outside of classtime to complete their project. They created PSAs about animal abuse, teen driving, the war in Iraq, and others. Overall, I was happy with the results of their projects. I am anxious to see what they all have to say about each others' once I have them posted online. As usual, some are good and some seem last minute, but I am glad I gave them the opportunity to try something new showing their understanding.
War on Iraq
Animal Abuse
Driving with Distractions
Seat Belt Use
Teen Suicide
Then at the start of second semester, my students were beginning to write their position papers using documented research to support their position. These papers are typically in introduction to teaching the students a structured writing style, how to use in-text citations, as well as creating a works cited. Teaching the students how to write the paper is probably one of the most labor intensive things we do in 9th grade, because many of our students come to us with varying degrees of writing abilities. So, to make a long story even longer, I asked my students what they knew about PSAs at the beginning of our writing unit. Many of them knew very little about them so I decided before I asked them if they wanted to create their own PSA that they should watch some PSAs.
Last year at NECC 2007, we watched PSAs created by the students at Mabry Middle School outside of Atlanta. These were remarkable pieces of work and even more surprising, they were created by students in 7th and 8th grade.
I also found a very helpful tutorial online from Art Wolinsky at Wired Safety. In it he clearly breaks down examples of PSAs as well as introduces the purpose behind PSAs. He shows PSAs that are used to inform or persuade.
After the students completed their position paper, and watched all the examples of PSAs, we talked about how they could create their own PSAs. Would they use videos or stills? Were they going to tell the PSA using humor or a serious tone? We also reviewed Read Write Think rubric analyzing if they thought the rubric would be a good reflection of their PSA or not. The students also decided that they would like to complete the project in groups choosing one topic from their position papers to create a PSA.
We spent three days outlining, creating and refining their PSAs although they were given additional time outside of classtime to complete their project. They created PSAs about animal abuse, teen driving, the war in Iraq, and others. Overall, I was happy with the results of their projects. I am anxious to see what they all have to say about each others' once I have them posted online. As usual, some are good and some seem last minute, but I am glad I gave them the opportunity to try something new showing their understanding.
War on Iraq
Animal Abuse
Driving with Distractions
Seat Belt Use
Teen Suicide
Tuesday, February 26, 2008
Self Portraits
Last year, Lauren Gaffney gave me an assignment she had created to connect students with some of the aphorisms that Wilde uses in his novel, The Picture of Dorian Gray. The project asks students to take a close look at themselves using two of Wilde's quotes:
1. “It is the spectator, and not life, that art really mirrors” (Wilde 3).
2. “Every portrait that is painted with feeling is a portrait of the artist, not of the sitter” (Wilde 8).
and to construct a self portrait that reveals how the student sees him/herself, and another portrait as to how others see him/her. The portrait can take any form that the student wishes. I wanted to share a few done by my seniors. All are very different and show various modes of interpretation of the assignment. After looking throuhg them all, I am so inspired with how personal they all were to reveal themselves to our class. Well done!
Michael
Alex 1 and 2
Soo
Hopefully, I can convince these students to blog about their self portraits so there is a better understanding behond their pictures.
1. “It is the spectator, and not life, that art really mirrors” (Wilde 3).
2. “Every portrait that is painted with feeling is a portrait of the artist, not of the sitter” (Wilde 8).
and to construct a self portrait that reveals how the student sees him/herself, and another portrait as to how others see him/her. The portrait can take any form that the student wishes. I wanted to share a few done by my seniors. All are very different and show various modes of interpretation of the assignment. After looking throuhg them all, I am so inspired with how personal they all were to reveal themselves to our class. Well done!
Michael
Alex 1 and 2
Soo
Hopefully, I can convince these students to blog about their self portraits so there is a better understanding behond their pictures.
A Whole New Meaning
Friday was the last of our fishbowls on Daniel Pink's A Whole New Mind with emphasis on the chapter of "Meaning". We had a plethora of live bloggers in period 2 (Julie Lindsay, Will Richardson, Stephanie Sandifer, and Kristin Hokansen) and period 5 (Judy O'Connell, Lucy Gray, and our own Superintendent of LPS, Scott Murphy).
Both sessions went very well; interesting, thought provoking, and of course, both flew by. Second hour seemed to really focus on the change in education. What is necessary to change school to create a more meaningful learning environment? How do grades fit into the process? How does personalized learning fit into Meaning? I think my favorite part of the whole process was finally getting Karl Fisch to go on one of his famous "Fischrants" about Math and how Math is taught.
Fifth hour was equally as impressive.This class took Meaning to a deep level that I didn't realize was possible. Not only did have the Superintendent of their school district sit in the inner circle with them, but they also managed to carry on a deeply philosophical discussion of what is meaning? what is happiness? They also connected their discussion to their history, science, language arts, and theater classes, as well as extra-curricular activities. My favorite part of this class was when one of my students revealed why she loves acting when prompted by her acting teacher. At first, she gave a very surface level response, but then was asked to really think about it, she explained that she loved acting because she loved communicating through a character what one's feelings and emotions would be in situations to help others understand one another better. It was a great response! It put the biggest smile upon my face as well as the rest of her classmates and even Mr. Murphy.
Overall, I am so impressed by my students from their willingness to try something new, for being put in the spotlight with a number of really intelligent people having to blog what they think of these senses as ninth graders, and for most of all, caring about the process and learning and education. They honestly want to change the way learning looks and I hope after this experience they realize the power resides in them to make the change.
Both sessions went very well; interesting, thought provoking, and of course, both flew by. Second hour seemed to really focus on the change in education. What is necessary to change school to create a more meaningful learning environment? How do grades fit into the process? How does personalized learning fit into Meaning? I think my favorite part of the whole process was finally getting Karl Fisch to go on one of his famous "Fischrants" about Math and how Math is taught.
Fifth hour was equally as impressive.This class took Meaning to a deep level that I didn't realize was possible. Not only did have the Superintendent of their school district sit in the inner circle with them, but they also managed to carry on a deeply philosophical discussion of what is meaning? what is happiness? They also connected their discussion to their history, science, language arts, and theater classes, as well as extra-curricular activities. My favorite part of this class was when one of my students revealed why she loves acting when prompted by her acting teacher. At first, she gave a very surface level response, but then was asked to really think about it, she explained that she loved acting because she loved communicating through a character what one's feelings and emotions would be in situations to help others understand one another better. It was a great response! It put the biggest smile upon my face as well as the rest of her classmates and even Mr. Murphy.
Overall, I am so impressed by my students from their willingness to try something new, for being put in the spotlight with a number of really intelligent people having to blog what they think of these senses as ninth graders, and for most of all, caring about the process and learning and education. They honestly want to change the way learning looks and I hope after this experience they realize the power resides in them to make the change.
Tuesday, February 19, 2008
Video Games Drive Me Nuts
Such a hard hitting title of my blog post must mean that I have something important to say. Sadly, I am feeling I don't. Reflecting on this past week's live blogging just seems to be not what my brain is thinking about. I just came from the Colorado Podcasting Summit where I learned everything I ever wanted to know about podcasting and more. However, I know that I want to look back on all of the efforts of my students as well as Maura and I and have a journal of our ups and downs. So, I keep on writing...
Period Two had some wonderful in class participants for our live blogging session on Play, Dan Maas and Sue Chandler as well as Cathy Nelson in the outer circle. I am not sure if have two guests in class threw off the discussion or if the kids were just stuck on the topic of "video games" but the discussion wasn't of the high caliber I have come to associate with this group. I don't think the conversation was horrible but I was just dissappointed. They were asked some really good questions from Sue and Dan but they didn't seem to "get" the questions. Also, I need to debreif with this class again about thinking about what you are going to say before saying it and not monopolzing the conversation.
I don't know what my problem is with the video game industry- this is turning into a stream-of-consciousness reflection. I understand all of Pink's arguments about what it does with creativity, collaboration, thinking skills, but I have to say, I would rather have my own children create their own games as I did when I was growing up. Why confine them to sitting in front of a television? And yes, I know some games are portable but they kids are still staring at a screen. Ironically that is what I am doing right now :( I don't think I am lacking in terms of any of the qualities that Pink says video games enable in us (I am opening myself up here for criticism); I just think there has to be a better way to incorporate Play into the Conceptual Age rather than using a video game.
On a side note, Play happened to be one of my favorite chapters/senses. I identify so much with Play existing in our lives. I learned more from my extra-curricular playing than I did at school. My coaches taught me team-work/ collaboration as well as probelm solving when situation became difficult. They also taught me to think for myself and enjoy what I was doing everyday because you never know when it can be taken away from you. I hopefully comminucate these ideas to my own students. I want them to love learning and see learning as a form of play especially with my wonderful sense of humor!
Period five did a great job really getting into school as a place of play. We had some excellent outer circle participants with Mike Porter chiming in from our district as well as Karl putting in his two cents every now and then. Eric Grant was solo with the outer circle and did a fantastic job keeping up with the kids pushing their thinking. This class also seemed to move on quickly from video games and focused more on other issues such as humor and joy. One thing I am proud of is that they posted another post continuing the conversation....
Overall not a bad day, but I think the kids are losing their steam. Heck, we don't spend 6 weeks on a novel let alone all the incredible thinking these kids have been exposed to and creating for themselves over the past 5 weeks. One more week to go! I can't believe how mcuh fun we have had playing! Next up- Meaning.
Period Two had some wonderful in class participants for our live blogging session on Play, Dan Maas and Sue Chandler as well as Cathy Nelson in the outer circle. I am not sure if have two guests in class threw off the discussion or if the kids were just stuck on the topic of "video games" but the discussion wasn't of the high caliber I have come to associate with this group. I don't think the conversation was horrible but I was just dissappointed. They were asked some really good questions from Sue and Dan but they didn't seem to "get" the questions. Also, I need to debreif with this class again about thinking about what you are going to say before saying it and not monopolzing the conversation.
I don't know what my problem is with the video game industry- this is turning into a stream-of-consciousness reflection. I understand all of Pink's arguments about what it does with creativity, collaboration, thinking skills, but I have to say, I would rather have my own children create their own games as I did when I was growing up. Why confine them to sitting in front of a television? And yes, I know some games are portable but they kids are still staring at a screen. Ironically that is what I am doing right now :( I don't think I am lacking in terms of any of the qualities that Pink says video games enable in us (I am opening myself up here for criticism); I just think there has to be a better way to incorporate Play into the Conceptual Age rather than using a video game.
On a side note, Play happened to be one of my favorite chapters/senses. I identify so much with Play existing in our lives. I learned more from my extra-curricular playing than I did at school. My coaches taught me team-work/ collaboration as well as probelm solving when situation became difficult. They also taught me to think for myself and enjoy what I was doing everyday because you never know when it can be taken away from you. I hopefully comminucate these ideas to my own students. I want them to love learning and see learning as a form of play especially with my wonderful sense of humor!
Period five did a great job really getting into school as a place of play. We had some excellent outer circle participants with Mike Porter chiming in from our district as well as Karl putting in his two cents every now and then. Eric Grant was solo with the outer circle and did a fantastic job keeping up with the kids pushing their thinking. This class also seemed to move on quickly from video games and focused more on other issues such as humor and joy. One thing I am proud of is that they posted another post continuing the conversation....
Overall not a bad day, but I think the kids are losing their steam. Heck, we don't spend 6 weeks on a novel let alone all the incredible thinking these kids have been exposed to and creating for themselves over the past 5 weeks. One more week to go! I can't believe how mcuh fun we have had playing! Next up- Meaning.
Thursday, February 07, 2008
Empathy with Pink
Empathic or EmpatheticFirst of all, WOW, WOW, WOW, WOW!
On Thursday, I had one of the best experiences in my educational career while I watched my students live blog and discuss A Whole New Mind with its author Daniel Pink. The expectations were high on Thursday as a lot of responsibility was placed on my students’ shoulders. They needed to show up on time, get logged-in to their laptops, and ask meaningful and relevant questions because a lot of people were watching what they were doing including the author who had given his time so generously to this opportunity. The students did all that was expected of them and so much more. I can’t express how proud I was of them and continue to be amazed at what kids can achieve given the opportunity to succeed. They all came in prepared and ready to show the world what they could do.
Mr. Pink logged into MeBeam with no issues, he listened to the inner circle conversation, participated in the live blogging with the outer circle, and to top it all off- wanted to talk with our students as well because he was so excited by what he was hearing them say. It is really fun watching a best-selling author appearing in jeans and a t-shirt in front of all of my students.
Watching this from the outside, I often just stood looking around at all that was occurring and was amazed. Here were my students communicating with a living author of a book they were reading. They were having intelligent conversations about Empathy and the role of empathy/ sympathy in education, in the world around them, and how they dealt in their own lives with empathy. Kids were jumping in and out of the inner circle, they were asking good questions of one another, and the teacher was not even participating. They were doing this all on their own! Although, I couldn’t resist chiming in my two cents a couple of times.
My other great take away was watching the administrators marvel at what these kids were doing. They were so taken back by their level of thought and engagement. I felt such pride in my students to have not only knocked my socks off, but those of the faculty as well.
The technology worked so well for us on Thursday despite all my nervousness. Pink was able to MeBeam in successfully both through the audio and video. He was able to live blog with the students (and I think he was a little take back by the prolificness with their comments- what can I say, they have a lot to say!). As I said previously, he even talked to them at the beginning, waving hi and letting us see where he was. He also had them conduct a little experiment about Empathy, and finally with the last couple of minutes, left them with a message to not always believe authority figures. (That tied in perfectly with what we have been telling our students when reading anything)
We spent some time fifth hour debriefing with what they thought of the combined 2/5 hour classes and having all those kids blogging with Mr. Pink. There were positives and negatives, but overall, the kids expressed such gratitude at having this opportunity. They really got it and I think they will never forget this moment in their lives.
So, thanks to Mr. Pink, Karl Fisch who continues to put all his energy into making this possible, and Maura Moritz for putting up with all this craziness in her class too! WOW!
Wednesday, February 06, 2008
Creating Symphony
This last week we focused our fishbowl discussions on the “Symphony” chapter of Daniel Pink’s AWNM. We had some very good, in-depth discussions. I have to attribute some of the reasons for our good conversations to introducing our students to a blog post written by Gary Stager who has some serious issues with Daniel Pink’s book and theories. Stager especially disagreed with this chapter on Symphony making for intriguing points of discussion. Most of the students read his blog post and some were able to even live blog with Stager as well. (This makes me think immediately of what a great educational opportunity this has been and continues to be for my students. Here they are in Centennial, CO reading a book from a guy in
I have to admit after the first couple of blogging sessions I wasn’t sure where my students were going with Pink. They all seemed to be in such agreement with what he said. Because of this, the discussion seemed to be very surface level. This can also be attributed to the fact that it is different discussing non-fiction than the fiction books we have previously read and discussed. Now, we are all over the place in terms of our understandings and connections. I love the differences of opinions. And I also appreciate how willing they are to listen and learn from one another. Although they disagree, they do it in a respectful manner. I don’t know where we are going from here, but I am extremely anxious about this upcoming week and blogging with Mr. Pink. I am wondering if the students will confront Pink with some of their problems in the book (hopefully in a respectful manner) or will they simply revert back to agreement.
So, thanks to those who contributed to our Period 2 discussion Eric Grant, Tim Stahmer, and Renee Howell, and our Period 5 conversation: Judy O'Connell, Christian Long, and Gary Stager.
Sunday, January 27, 2008
We were telling stories...
My kids spent this past week focused on "Story" from A Whole New Mind. It was a big week for us all coming off a pretty good start with "Design." I had emailed the links of our work on "Design" as well as blog reponses from our invited guests to Daniel Pink. He was impressed with the work the kids are doing. I shared the email with the students and they were, of course, very excited that he was interested in what they were doing. He even left them a question to think about.
The kids read "Story" on their own this week completing an activity from the portfolio section and then we also started working on thesis statements from their Wikified Research Paper. We began talking about one girl's idea about her WRP topic and before you knew it, it became a free exchange of ideas and helping one another out with possibilities each could explore for his/her paper. Some students even posted links on our class blog asking for further feedback on their papers and for the entire class to use as a way to communicate beyond the classroom. I love it when things are spontaneous! It is so encouraging to see kids helping kids become better learners.
We fishbowled with live blogging on Friday. Period 2 our guests were our school board vice-president Renee Howell, and Kristin Hokanson . The kids did a good job once again. I am continually impressed with their starting questions. They always seems to make me take a step back and remember that they are only freshman. Crazy! Renee sat in the class in the outercircle while Kristin contributed from King of Prussia, PA (I love that name). It was really interesting to change the discussion to a topic the kids could relate to a little more. It seemed stories are such a huge part of all of our lives that we have so many examples to fit with what Pink was talking about. Beyond the discussion, one really awesome thing happened (like Karl says when you work with high schoolers you have to say awesome every now and then). I have a brand new student thrown into the mix of Pink, 1-1 environment, live blogging, wikis, WRP, PLJ, and well, me. Two of my students have taken him under their wing showing him how to set-up everything from his blog, wiki, live blogging, etc. They really stepped up and I couldn't be prouder.
In period 5, our guests were Christian Long, Jim Gates, and our own CIO, Dan Maas. These kids greatly improved over last week asking better questions and focusing the discussion to more relevant issues. In fact, my cool thing for this class was that one of my students broke her arm on Wednesday night at a soccer game, came into school Thursday, and stayed home Friday. I received an email from her mid-day on Friday asking if she could still blog with the class- umm, let me think about it- YEAH! She blogged from home with a broken arm. Why? Because she didn't want to miss out on the experience and her learning wasn't limited to our classroom. That is AWESOME!
Overall, the kids did a much better job. They were more focused, stayed on topic, and asked good questions. So, suggestions? Yep, here are some to think about:
The kids read "Story" on their own this week completing an activity from the portfolio section and then we also started working on thesis statements from their Wikified Research Paper. We began talking about one girl's idea about her WRP topic and before you knew it, it became a free exchange of ideas and helping one another out with possibilities each could explore for his/her paper. Some students even posted links on our class blog asking for further feedback on their papers and for the entire class to use as a way to communicate beyond the classroom. I love it when things are spontaneous! It is so encouraging to see kids helping kids become better learners.
We fishbowled with live blogging on Friday. Period 2 our guests were our school board vice-president Renee Howell, and Kristin Hokanson . The kids did a good job once again. I am continually impressed with their starting questions. They always seems to make me take a step back and remember that they are only freshman. Crazy! Renee sat in the class in the outercircle while Kristin contributed from King of Prussia, PA (I love that name). It was really interesting to change the discussion to a topic the kids could relate to a little more. It seemed stories are such a huge part of all of our lives that we have so many examples to fit with what Pink was talking about. Beyond the discussion, one really awesome thing happened (like Karl says when you work with high schoolers you have to say awesome every now and then). I have a brand new student thrown into the mix of Pink, 1-1 environment, live blogging, wikis, WRP, PLJ, and well, me. Two of my students have taken him under their wing showing him how to set-up everything from his blog, wiki, live blogging, etc. They really stepped up and I couldn't be prouder.
In period 5, our guests were Christian Long, Jim Gates, and our own CIO, Dan Maas. These kids greatly improved over last week asking better questions and focusing the discussion to more relevant issues. In fact, my cool thing for this class was that one of my students broke her arm on Wednesday night at a soccer game, came into school Thursday, and stayed home Friday. I received an email from her mid-day on Friday asking if she could still blog with the class- umm, let me think about it- YEAH! She blogged from home with a broken arm. Why? Because she didn't want to miss out on the experience and her learning wasn't limited to our classroom. That is AWESOME!
Overall, the kids did a much better job. They were more focused, stayed on topic, and asked good questions. So, suggestions? Yep, here are some to think about:
- Jim Gates offered up a good pointer for Maura and I of bringing in good comments from the outer circle to the entire class when we meet again to make sure the inner circle didn't miss out on any of the valuable conversation in the blog. Great idea!
- I would like for my students to start exploring the texts more in-depthly and asking bigger questions. I guess going beyond how this relates to me and looking at the text in a global sense. This might be a stretch for them, but I know there are those that could lead the way!
- I don't feel as though my presenters are as prepared with their questions as they need to be. This is something I will bring up in class.
- I would also like to see this next week, because it fits in so well, for the students to begin synthesizing a wide variety of texts (all different media forms) to prove their point or to ask good questions. One, this would help them go beyond the basics of the book; two, it would broaden their perspective on how big these issues really are; three, it pushes their thinking. Jim Gates did an excellent modeling of this for them. He brought in a Christmas Story he often passes around, a clip from NASA, referenced a movie, Apollo 13, and podcast all while talking about story. WOW!
- Finally, my students were always very good with their fiction books by using the book to back up their points or using it as a jumping off point to ask good questions. They can do the same with non-fiction. Use those quotations people! They won't bite, I promise!
Up next week: Will Richardson, Christian Long, Judy O'Connell, Eric Grant, Tim Stahmer, and Renee Howell. I can't wait to see what we talk about then.
Monday, January 21, 2008
Design Reflections
We are under way here at Camp Smith regarding our pursuits of learning what it means to use a whole new mind. Maura and I spent the first week school came back into session introducing the two major projects, the Personal Learning Journal and the Wikified Research Paper, to our students. There are so many questions as to what each needs to look like (this I would hope wouldn't be a consideration seeing as how we spent most of the first semester focused on the idea that they are in charge of their own learning) but alas, it still is. I guess some kids are more difficult to change. I too have many questions as to what this is all going to look like since nothing like this has ever been done before, but I really trust in my students that THEY will lead me where they projects need to go. We completed a test run of the fishbowl with live blogging so that Karl could work out the technical side of bringing in our valued guests. We were successful that it all seemed to come together. I really never doubt that though when Karl is involved.
Week Two was a focused week on Design. This is the first of the senses Pink explores in his book A Whole New Mind. I re-read the chapter while Karl and I were on a plane to Philadelphia. It is not an easy chapter- I am not speaking here of the reading level but more on a discussion basis. I mean how are ninth graders going to think about this on a deeper more meaningful basis. I remember thinking, how will they connect this to education and to their own lives?
So finally Friday our first live blogging day with influential and learned professionals came- Period 2 and Period 5. We were ready, the kids were ready, even the technology seemed to cooperate. The invited guests were all that and so much more. I can't thank them enough for taking the time, the energy and the love for education to connect with our students. It was definitely something I know our students will never forget. Thanks Darren, Dean, Julie, Sylvia, Karen and Tim!
Overall, it went fine. I am not giving it a fantastic review because there is so much left to come I don't want to over sell it. But here are some of my contemplated thoughts- they are contemplated because I don't want to hurt my students' feelings knowing that some read my personal blog, but also that I have taken some time to think about what happened on Friday...I guess here is the GOOD, THE BAD, and THE UGLY:
THE GOOD:
THE BAD:
Not to leave this on a sad note, we had some great commentary from our invited guests. Check out the following links:
Darren
Julie
Sean
Also, looking back over what I have written, always a good habit before you post, I realize how many more "goods" there were than "bads" or "uglies". I am not turning into a Karl like pessimist here; these are just some difficult and even challenging conversations to have with my students. There always seems to be more opportunities to learn.
I am looking forward to this next week and to another conversation. Heck, this next week it is all about conversation- our chapter is Story!
Week Two was a focused week on Design. This is the first of the senses Pink explores in his book A Whole New Mind. I re-read the chapter while Karl and I were on a plane to Philadelphia. It is not an easy chapter- I am not speaking here of the reading level but more on a discussion basis. I mean how are ninth graders going to think about this on a deeper more meaningful basis. I remember thinking, how will they connect this to education and to their own lives?
So finally Friday our first live blogging day with influential and learned professionals came- Period 2 and Period 5. We were ready, the kids were ready, even the technology seemed to cooperate. The invited guests were all that and so much more. I can't thank them enough for taking the time, the energy and the love for education to connect with our students. It was definitely something I know our students will never forget. Thanks Darren, Dean, Julie, Sylvia, Karen and Tim!
Overall, it went fine. I am not giving it a fantastic review because there is so much left to come I don't want to over sell it. But here are some of my contemplated thoughts- they are contemplated because I don't want to hurt my students' feelings knowing that some read my personal blog, but also that I have taken some time to think about what happened on Friday...I guess here is the GOOD, THE BAD, and THE UGLY:
THE GOOD:
- the kids all participated and were enthusiastic. One student who was even home sick, blogged along with the class. His example shows the perfect reason why technology makes learning possible anytime anywhere by breaking down the traditional walls! How many kids do you know would still participate in class while home sick?
- the technology worked bringing us all together
- MEBEAM was too cool- I loved being able to see the people chatting online with my students
- Karl didn't explode
- the outer circle live bloggers were on fire (in a good way) They asked meaningful questions, connected the inner and outer circle conversations, kept up with the kids, etc. I was really blown away by them. Wahoo!
THE BAD:
- The kids normally focus on many subjects when we have done fishbowled and live blogged before. They easily connect many texts to one another, traversing ideas to other subjects, but the non-fiction threw them for a loop. We were often stuck on one subject for a long period of time. Sometimes the subjects were way off basis and not even focused on design. This was frustrating. I am going to talk with them about what I observed here.
- In one class, that will go nameless, we talked about labeling kids with "honors" -you can see how we got off on the subject of Design by this example- they brought up a point that if they weren't labeled as Honors or in an Honors class they wouldn't try as hard. This is really disturbing to me for a couple of big reasons; one reason is that I know I have talked to them about what grades mean to me. This doesn't mean I expect them to buy into the philosophy that grades don't really matter, but heck, they have spent a whole semester focused on the idea that education is different in this class. This is not education as usual! This class is about learning and if they were in any class, not just my class it should always be about the learning-NOT ABOUT THE GRADE OR THE LABEL BUT THE LEARNING! That is all we want in education. We just want you to learn. AGHAGHAGHAGH!!!!! and so I digress. The other reason it bothered me was the idea that if they were in a normal class or labeled as regular they wouldn't try hard. Why? Why wouldn't you try? Haven't your parents, teachers, siblings told you that all they want you to do is to try? Why would it be any different in a regular class? The stories that followed their comments were disappointing to say the least especially since this is a class I really admire. I walked away upset and dismayed. These are supposed to be the best and brightest of our school and they feel this way about education. It really got me down.
The UGLY:
- I don't know if there is anything really ugly about it- I wish more of our online participants had used MEBEAM.
- Disappointment about my kids attitudes towards education and Honors level classes could fall into this category as well. I am really perplexed by them. I need to have a serious conversation with them about what I heard.
Not to leave this on a sad note, we had some great commentary from our invited guests. Check out the following links:
Darren
Julie
Sean
Also, looking back over what I have written, always a good habit before you post, I realize how many more "goods" there were than "bads" or "uglies". I am not turning into a Karl like pessimist here; these are just some difficult and even challenging conversations to have with my students. There always seems to be more opportunities to learn.
I am looking forward to this next week and to another conversation. Heck, this next week it is all about conversation- our chapter is Story!
Monday, November 19, 2007
CSAP scores revealed-SCARY
Last week, teachers of ninth grade and tenth grade students were given in their mail boxes a highlighted sheet of their students who are partially proficient or unsatisfactory. Out of the 24 students I have in my ninth grade class, 11 are in the above categories. SCARY! I always have these weird feelings about test scores when they come out. One, I get really worried that I am going to somehow be measured as a teacher by their ninth grade test scores. What if they don't improve? If they don't improve then I am not doing my job. Also, I want to know what has happened to these kids? How can they not have applied all the writing strategies their teachers have used up to this point to this test? What is even more scary is that it seems that these students scores compared to former students are lowering at a greater rate.
So why write about this? I guess because I am frustrated. What should I do? If I am overly committed to them succeeding on this test, I could offer for them to come in on all of their off-hours form now to CSAP working on CSAP type exercises so that they actually apply the strategies we are working on in class to the standardized test. I actually offered this the other day and only one student out of all 11 wanted to come in.
I believe in all the writing exercises and real world applications I am doing in class, but I worry that those techniques won't transfer for them.
I guess I am wondering what to do? I know I am going to spend some serious time at the beginning of second semester working on their struggling areas, and I hope this works. I just wish I felt they cared as much about improving as I feel like their teachers do.
So why write about this? I guess because I am frustrated. What should I do? If I am overly committed to them succeeding on this test, I could offer for them to come in on all of their off-hours form now to CSAP working on CSAP type exercises so that they actually apply the strategies we are working on in class to the standardized test. I actually offered this the other day and only one student out of all 11 wanted to come in.
I believe in all the writing exercises and real world applications I am doing in class, but I worry that those techniques won't transfer for them.
I guess I am wondering what to do? I know I am going to spend some serious time at the beginning of second semester working on their struggling areas, and I hope this works. I just wish I felt they cared as much about improving as I feel like their teachers do.
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I love this kid!!! (the one who doesn't like the Pink book)
You win a $15 Gary Stager college scholarship!