Learning Adventure 4

Assignment:

G'day,
Sorry for being less active than normal. Aside from jetlag, the net access in Australia gets worse over time. There are serious bandwidth issues and ISPs are raising prices and metering use. Access in the hotel room where I am costs $27.50/day and if you use more than 50mb of downloads, the service will slow even more than it is. I'm currently using HPs in the hotel business center which sound like a 747 landing.

So, Learning Adventure #4 involves many of the issues and controversies regarding the World Wide Web. It plays to the humanities side of the cadre. Part 1 will take 4 days or so followed by a part 2.

Using the Web, Google Groups and any other resources or prior experience, answer the following question:

Is Ned Kelly a hero?

Feel free to debate, but as always be mindful of your thinking and keep track of your learning process.

Reaction:
Day One:
http://www.nma.gov.au/interactives/jerilderie/home.html
Here is a link to the letter he wrote , 56 pages , actually advocating for what he was trying to do.

Day Two:
As I am reading through Ned Kelly's letter I am learning a considerable amount about the man, his perspectives and his impressions of the law. It seems that no matter what he does (borrowing a neighbor's horse and not letting them know about it, attacking a officer of the law (but he didn't kill him- that is his excuse because he could have), he always seems to think he errs on the right side of the law.

Much of what I have read so far reminds me of our cheers for the bad guys we love to hate. It is like watching what the RoadRunner does to Wyle E Coyote. You want the RoadRunner to get caught, but you love watching him torment the coyote.

I am also fascinated by Ned's level of vocabulary and descriptive nature to his writing. One would think that an outlaw would not be that well educated, and yet this man is impressive comsidering the background I attributed to him.

I can't say yet whether I would consider him a hero, can you claim someone is a hero who defies the law? Robinhood? Braveheart? Gladiator? George Washington? Martin Luther King? Rosa Parks? Hmmm.....

Day Three:
'If my lips teach the public that men are made mad by bad treatment, and if the police are taught that they may not exasperate to madness men they persecute and ill-treat, my life will not entirely be thrown away.'- Ned Kelly

I think this speaks volumes about Ned Kelly and his claims for innocence. Throughout my reading of the letters Kelly wrote, although well written and descriptive, Kelly lays no claims to him being at fault. I think most of his life was lived at the expense of others. There was no sacrifice for the greater good. I made many connections to characters in literature whom are deemed heroic by actions, but in the end, their downfall was a tragic flaw: ambition, pride, revenge. Like Hamlet, Kelly was bent on revenge for both his family and his name. Macbeth draws another connection to Kelly in their pursuits to challenge the hierarchical system of government. Macbeth’s pursuits were ambitious leading to the deaths of not only himself, but all of his family. Although Kelly perished before his mother, he also lost everything (except maybe not his reputation?). Oedipus draws another connection to Kelly for his refusal to see the truth about himself. I guess although one can make the argument that he started the movement for Austrailian nationalism, I think he wouldn’t give himself credit for it. I think instead, he would say that he would rather place himself King of the Bushrangers. He then would only have to answer to himself. So, no, I do not think he is a hero.

Learning Adventure 4 Part 2.1

Assignment:
Using the same techniques as "Ned Kelly," please discuss and answer the following question:
Were the Chicago Seven martyrs?


Reaction:
So before you start reading this really long entry, keep in mind that I took this adventure a little differently than assigned....

Tracing my learning through the Part 2 of this Learning Adventure has been mostly reading the conversations and research that others in our program have found. I am truly impressed with the revelation that Donna came to regarding the misperceptions and biases our own backgrounds give us towards learning. I know that when discussing things associated with the Vietnam War I have a huge bias because my father fought in Vietnam and it wasn't until I was 20 years old that he actually told my entire family what happened to him over there. He struggled for years knowing that he killed others.

One night while sleeping, his hill was over ran by Charlies (Viet Cong) and my dad and one other man were sole survivors. In fact, my dad should have died that night. A Charlie's gun misfired and my dad at that point was able to grab it out of the man's hand and kill him rather than being killed. He was awarded the silver star for his acts (one of only two men in North Dakota where I am from) Just thinking of all my dad has had to deal with by serving his country and how his country treated him upon his return, has created in me a bias towards soldiers who gave their lives in a war. That war for many changed their perceptions of war.

So thinking about Donna, Sonja's definition of martyr, Jodi's links to sources recognizing my own bias' about protestors and draft dodgers, I opened up my mind to the possibilities on this one....I decided to expand my learning a little past the assignment. Seeing how in 1968 I wasn't even alive, my dad was in Vietnam fighting and my mom was awaiting the fate of her fiancée, I decided to look into the DNC convention. Who were the candidates, what were major issues that they were debating? Interestingly enough, pigs were still a topic in elections.

I learned that Martin Luther King and Robert F. Kennedy were killed shortly before the convention leading to an increase in heightened emotions throughout the US. Additionally, the US was involved in the Vietnam War. Apparently, during the convention the protests outside the convention center were receiving amazing media attention (hmm, just like the war) and so the police were at an increased level of security. Lyndon Johnson should have been the presumptive nominee for the DNP but after tragic numbers in the polls as well as health issues, and battling a never ending war in Vietnam decided not to seek reelection. Hubert Humphrey the vice president ended up receiving the nomination from his party even though he had never entered a primary before. With this nomination as well as the descending of 10, 000 protestors onto Chicago's streets, the air was ripe for malevolence. The protestors were outraged at the treatment they were receiving from the police and thus decided to fight back. They were encouraging the over reacting police to use tear gas. It soon escalated out of control in front of television cameras rolling. This brings to mind the Rodney King incident during the LA riots (don't we ever learn?)

So while learning all about the situation taking place before the Chicago Seven I was hoping it would lead me to be more sympathetic towards their freedom of protest. But alas, much like Ned Kelly, I am finding my biases are getting in the way of my learning. I think I need to take a lesson form the book "The Art of Possibility" to start looking at this learning adventure as one where I am a contributor in a different way. I might not agree that they are martyrs, but I do see that they stood up for their beliefs, and I think that is important in this day and age.

What I can personally take away from this learning adventure is the ideal that I want my students to be strong in their convictions much like I am, but open to the possibilities and other points of view as I was with Ned Kelly and the Chicago Seven. I learned that we haven't learned much from our past, but continue to make some of the same mistakes. Reflecting a little more, maybe what is important here is that these were all people, people who were strong in their beliefs, stood up to injustices they felt, and did not back down. I think as Americans, we could at least appreciate that even if we don't approve of their methodologies.

Resources used:
http://en.wikipedia.org/wiki/1968_Democratic_National_Convention http://en.wikipedia.org/wiki/Chicago_Eight
http://en.wikipedia.org/wiki/Pigasus_(politics) http://findarticles.com/p/articles/mi_g1epc/is_tov/ai_2419101355/pg_2

Learning Adventure 4 Part 2.2

Assignment:
So, How do the two questions differ as experiences? Why?What are the implications of this learning adventure given the continuous concern over using the Web as a credible source of information?Did any "less official" sites offer better information than more "official sites?"Why do you think I presented the two questions in the order I chose? Gary

Reaction:
How do the two questions differ as experiences? Why? For me, I would have to agree with what a number of my cadremates have said. I think it exposed biases we have in our own learning. Definitely, it was easier to take a side on Ned Kelly because he wasn't from the US and I had no prior background knowledge to access to assist me in my search. With the Chicago Seven, however, I had plently of background knowledge although not directly related to the Chicago Seven but nonetheless gave me contextual support to start my search with.

What are the implications of this learning adventure given the continuous concern over using the Web as a credible source of information? I think using the web for searching for information put me in the seat that most of my students occupy when I give them research projects. How do evelaute each and every source. Time plays an issue with this as well getting the research done on time while fact checking what sources have to say versus other sources. I always like starting with Wikipedia because of the external links it provides. I think credibility is always difficult to determine but double checking authorship and reading from multiple places assists in the research discovery.

Did any "less official" sites offer better information than more "official sites?"
When I was researching the Ned Kelly adventure, I used many sites that would have been deemed less official, but somehow with the Chicago Seven I went to more official sites. It would be interesting I think to see now what we consider to be official versus less official sites.

Why do you think I presented the two questions in the order I chose?
I will agree with what others have said and feel that the Ned Kelly question let us assume more of a distance role of researcher since many of us had never heard of him before. Then with the Chicago Seven more of us had a connection with the events in our US past. Putting them in this order allowed us to see how we approach and process learning differently. For me, it also gave me some insight into characters that I can use alongside Beowulf ( epic hero) versus Ned Kelly (Australian folklore hero) versus Chicago Seven (historical heroes?)- I am not putting a lot of weight on the hero side of things with the Chicago Seven. But they all fit a loose description of epic heroes.

Great Responses from Gary

"Anne, I'm glad you had at least one epiphany. "


"You da man"

"Lots of connections"




"Song lyrics are an interesting primary source."

"Excellent, Anne! Does this mean that you're not perfect?"

"Do you really think Anne is a tinkerer?"


"BINGO!"




"Maybe we have gotten dumber?"

Learning Adventure 5

Assignment:

If you don't already own a copy of InspireData, get a trial download of it here: http://cf.inspiration.com/freetrial/index.cfm?fuseaction=inspiredata

Say you're a college student in the questionnaire before downloading. Use the Pepperdine address if you wish.

Install InspireData, help each other figure out how to use it and then import your tab-delimited file in order to ask a question of the data.

Next steps will be assembling the data sets so they may be used to explore complex questions with one tool. Of course, keep track of your own thinking, learning and experience.

Reaction:

I know for everyone, we are feeling the pressures of multiple assignments, changing gears every week with a new learning adventure, reflecting about our learning processes, and seeing the connections flow between each class. This past week and especially this next week are going to be exceptionally challenging for me for a few reasons: one I meet with all my students individually before they turn in ay writing assignment so my calendar is extremely full, I have parent teacher conferences for two nights this week, I need to finish Bill’s project, and trying to squeeze in my best work on Gary’s Learning Adventure all the while, trying to redo my AR paper so I can help my LC finish theirs. Sometimes, I feel like my brain is going to explode with all that is going on inside of it. Not to mention I have two of my own children’s parent teacher conferences (I need to find a geometry program for Jackson and a reading program for Emma if anyone has suggestions), making dinner, cooking, cleaning, trying to get laundry done, schedule speaking conferences with Karl, and find time to exercise. So before this learning adventure really came into full swing for me today, I am learning that I am a multitasker. This is how I get things done. When we received the learning adventure, l had just received an article through NY Times about presidential height weight comparison. The article was simply a chart showing black and white silhouettes of all the candidates with their height and weights indicated below. The chart displayed the following information:

Taller winner 17 times

Shorter winner 8 times

Heavier winner 18 times

Lighter winner 8 times

Tallest Lincoln 6 ft 4 in

Shortest Madison 5 ft 4in

Heaviest Taft 332 lbs

Not that this data is earth shattering, but I thought it might be more fun to play around with. After creating the txt file earlier in the week, I hadn’t done much with it until today. In the mean time, I read other people’s problems with the program (Donna and Dan) and enjoyed hearing about other’s successful ventures. I downloaded InspireData on Friday and played around with the tutorials as Dijlah had suggested. I was thinking about using this program with my students. Maybe when we do their wiki papers with A Whole New Mind. To totally digress on another tool, we used Polleveywhere this week to create polls about background information for Fahrenheit 451 and had a blast. (Gary- I wish you were on Skype because I so wanted to Skype you into our class conversation) I am totally going to use that again. I will be posting a blog post about that experience on LearningandLaptops.blogspot.com later.

So finally, today came and I have some time to work with my data. I had a minor glitch in the beginning to importing my data, but with Dan’s tips, I learned from his experience. I think the reflection part of the learning adventure is so important because of the problem solving tips and our ability to learn from one another. That really helps and I am learning how important it is to post where I am at so that others might be able to learn from me. I haven’t done as good a job on this one though. So, I imported my data and started playing with it. It was interesting to first try and figure out what I was doing with the instructions Dijlah had given. I played with different chart formats, arranged candidates into different colors. Then, I thought that maybe my data might not be the best because I was adding in height with ft and in included. I wasn’t sure if Inspiredata knew what this was since when I went to plot view I wasn’t seeing the charts I hoped to see. I finally went back to my data and took out the height indicators hoping that might help. I realized with taking away feet and inches I would need to differentiate inches and so I remembered decimal placements from my elementary school days. Now, I probably didn’t do it the way I was supposed to do it (Sorry, Mrs Orminston) but I did it the way it made sense to me.

I still ended up with really odd charts, but I did learn a few things from this experience: one, I learn best from people around me. I love hearing about their experiences and tips. I guess I am what you could call a social learner. Two, I learned that I might actually like playing around with data. Although what I am doing is not really making sense to me, I didn’t get frustrated because I realized it was more important what I am taking away from this experience than anything. I just kept clicking away trying to figure things out. The final thing I learned is this: If I take the past data and apply it to this election year, Obama has a greater chance of winning because he is taller and weighs more.

Learning Adventure 5: Part 2

Assignment:
Imagine that you will share your data set for InspireData with the world in a form that allows learners or researchers to answer their own questions.

In order to do so, you may need to take action to answer the following questions:
• Is your data set complete enough for users to interrogate the database? In other words, if you constrained the initial database so that you could answer a specific question about one specific election, could more data be added to make the database more flexible? Not every user will have the same interests as you.
• Can you merge multiple databases created by your cadre mates in order to make the database more powerful? You may copy/paste, Append or Import data into an existing InspireData file.
• Would your new and improved database benefit from including notes? You may add notes to the file.
• How else might you embellish your new and improved InspireData file?
We can share the best files with the community of InspireData users, perhaps even officially.

Reaction:
Today, I sat down to complete the endless Learning Adventure 5. Gary asked us to consider the following question to complete this learning adventure:
* Is your data set complete enough for users to interrogate the database? In other words, if you constrained the initial database so that you could answer a specific question about one specific election, could more data be added to make the database more flexible? Not every user will have the same interests as you.
I was thinking with merging two data base sets that are comprehensive and including multiple if not all election years, that in essence I have create a good starting pointing for others to extrapolate out what information he/she needs to decipher. I think by almost adding in a multitude of data sets it could lead to too much information to sort through unless you exported it back into Excel to sort through the information sought after.

I am still trying to discern through InspireData how to sort the fields and label the information I specifically want. I think that through both InspireData which visually demonstrates so the information, it is a good pairing with the original txt files. I am no-data expert yet, but I do think I am feeling more confident about sorting through data and pulling different files of information together.

• Can you merge multiple databases created by your cadre mates in order to make the database more powerful? You may copy/paste, Append or Import data into an existing InspireData file.
I did this with Dan’s comprehensive election file as well as my height and weight comparisons. I think you could even add a set of election data from a specific election to make your set even more robust to a specific election in comparison to all the other elections that have taken place. This would be especially good if one wanted to focus on a specific election with a wide depth of data in comparison to overall trends in elections.

• Would your new and improved database benefit from including notes? You may add notes to the file.
I think the only notes that one would need or find beneficial with the new database would be the original sources used to compile these two sets of data.

• How else might you embellish your new and improved InspireData file?
One way is I suggested above that going beyond merging two comprehensive data bases you could compare them to one specific election with a deep depth of information. So you could in theory compare very specific information within a long period of time. For instance, I could compare the education background of voters in one election with the presidential candidates running for office, in comparison to making some predictions about other races in past elections.

Reflecting on my learning:
(Gary didn’t ask for this specifically, but I was proud of myself so I am sharing that) At first I wasn’t sure what data I wanted to deal with besides my own, and how would I get the data to merge. I haven’t dealt much if at all with data until this learning adventure. To be honest, Excel is one program I have managed to stay away from because I am just not a row and column girl despite my overly Type-A-ness. So, rather than seeking help from my cadremates, I decided to do a little problem solving on my own. How could I take multiple sources of data and merge them into one chart in Inspire data. I thought I could do it through InspireData but through much trial and error, I realized that option wasn’t working for me. I took a break and went to watch my step-son’s soccer game, and while driving home, I had an epiphany of Excel. I could use Excel to import all the data sets into then export it into Inspire Data. WAHOO! I swear there is sometimes no better feeling than figuring things out on your own.

So, I combined my data set since it entailed many years, with Dan’s set of data because his as well was a comprehensive set of years even more so than mine. I saw Dan’s posting and decided to see what I could build off from his. What I learned is that it is okay to struggle with figuring out technology because whether you figure it out yourself or ask others to assist you, you are learning along the way. Like Mihalyi Csíkszentmihályi explains in his notion of flow, that true learning occurs when you are struggling with challenges just beyond your skill set so that you are entering a higher state of concentration and thus learn more. When you are successful, then you are more willing to challenge your self again.

Learning Adventure 6

Assignment:


Learning Adventure 6 - Quilting in MicroWorlds EX
MicroWorlds EX is a modern multimedia programming environment for learners built upon a version of Logo that allows for parallelism. Using MicroWorlds in this simple project will help bring "The Children's Machine" to life.
Video-based MicroWorlds EX tutorials will be online by mid-day Monday. I'm encoding them as I write this.
There should be manuals in PDF form that accompanied your MicroWorlds EX download. If not, let me know and I'll post them for you.
Also, there is contextual help, online vocabulary (under the help menu), tutorials, techniques and samples within the software.
Of course, you may also ask questions.
This should be a fun simple collaborative project with no threshold and ho ceiling that supports your reading of Papert.
As my colleague and friend Tom Lough signs all of his correspondence...

FD 100

Reaction:

Day One: playing around while grading Senior synthesis essays on Beowulf.
I downloaded Microwords today (actually I had a free copy from Gary’s Constructivist Consortium he put on this summer- lucky for me) and went through the tutorials of geometry. I was pretty diligent in following the step by step procedures and had lots of flashbacks to programming Mr. Bill this summer at Virt Camp. Through the tutorial I could make the box pretty easily but then I noticed I had problems figuring out the measurements across from corner ot corner (Hello- Geometry!) Here is where I started at and you can see it isn’t quite what I was hoping.
Forward 100
right 90
Forward 100
right 90
Forward 100
right 90
forward 100
right 45
right 90
forward 100
forward 25
forward10
forward 10
forward 10
right 135
forward 100

Day Two-Three:

After playing with Microworlds for most of the morning after coming home from church, I had problems initially getting Microworlds to work again on my computer. It seems that I was the problem. Iintially when I used Microworlds the first time, I just went in and played around with things. That worked fine, but then today I was going to get serious and really make something. I opened up the quilt button and nothing would work for me. After talking with Greg about it (thanks Greg), he told me to go back to where I originally played with the turtle.

After making the initial square patch to start with, I looked over the serious programming that Dan and others had put together. WOW I am surrounded by simply amazing people that can figure this stuff out. I just was interested in making more traditional patched and here were these outstanding quilts that others had put together. I guess I get to fall short of success in light of what others have done, but for me, I was happy just getting the turtle to move around and make old fashioned quilt shapes. I learned that all the manuals seem to do for me is give me some basic guidelines but I really do seem to learn better in groups. It reminded me of Virt Camp, Colby started me off with programming the block by showing me some basics in programming and then the manual added a little more information, but after that it was all on my own with some help when I would get stuck. I remember being up late that night and Erin and Brooke finally coming over to assist me seeing as how their Olympic sport was similar to mine.

My programming for this patch quilt is simple as I stated before. I am really impressed more so by those that are in this program. It seems with each adventure, someone really peaks at shows the rest of us the possibilities. I took away from this learning adventure a sense of playfulness and giving myself some time to enjoy the wonder I am surrounded with. In comparison to Situated Learning, I moved towards to apprenticeship side of learning watching other model for me expertise in areas I have yet to fully explore. I learned from those around me and am glad to be part of a program that is so much about the process rather than the product.
My program:

setc "red

repeat 4 [fd 100 rt 90]

setc "red
rt 45
fd 113
bk 113
setc" red
seth o
fd 100
rt 135
repeat
lt 90
fd71.7
lt 90
fd 71.7
seth o
end

Where I am struggling is getting it to repeat without me clicking to make it repeat. Also, I thought I programmed my turtle to return back to the start by programming in the right coordinates (If that is what you call it) but it doesn’t seem to exactly do what I want it to do. I feel like I am always saying that in these reflections. The other thing I am wondering is where do I save my patch to? And how do I save it? Do I just do this like a normal save?

Learning Adventures with Gary

Learning Adventure 1

Learning Adventure 2

Learning Adventure 3- Suspended

Learning Adventure 4

Learning Adventure 4 Part 2. 1

Learning Adventure 4 Part 2.2

Learning Adventure 5

Learning Adventure 5 Part 2

Learning Adventure 6

Learning Adventure 7

Learning Adventure 8

Learning Adventure 9

Learning Adventure 10

Gary's Famous Responses

Polling to establish background knowledge

With the start of Fahrenheit 451 by Ray Bradbury, I always enjoy the beginning conversations watching my students grasp that the predictions Bradbury made in 1953 have come true in our society today. Throughout the unit, I turn over the learning to the fishbowl method in our classrooms where students lead the discussions. We are focusing on building on the question “What does it take to challenge the system” with our previous readings of Macbeth and Lord of the Flies.

This year I started things a little differently. First, I showed them Michael Wesch’s “The Machine is Using Us”. We had an excellent conversation about technology and human connection. At one point, we even Skyped in my graduate school professor Dr. Margaret Riel, Gary wasn’t on Skype so I couldn’t bring him in. My students really questioned the web making us redefine what family is.

The following day, before we read Kurt Vonnegut’s “Harrison Bergeron”, I used Polleverywhere.com to create an in-class texting poll asking them to submit their answers to the following questions. The paired up in class with one other student who had free, unlimited texting and then once I put up the poll question, they text in their answer, after discussing the possibilities together. It was AWESOME! The twosome discussed their answer, then we took sides in class. I had one participant be the voice of the yes, no, or maybe on each question presenting their case, and then opened it up to the entire class for discussion. They were so into it, it was challenging to bring them back to move onto the next question. Talk about motivated learners.

Here are some sample questions in the poll format:
Poll 1
Poll2
Poll3
Poll4

Also, here are all of the questions that I turned into the poll. What is great about the poll is that not everyone has to have a cell phone. Kids can also use their laptops to answer the questions. The polls can be embedded into blogs or simply downloaded as PowerPoint slides. There is a limit to the number of people who can complete the poll in order for the poll to be free, but pairing kids up, gives them a chance to discuss their ideas before presenting to the class their viewpoints. Kids who normally do not say much in class, were jumping into the conversation when we used the polling program.

What Matters to...

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.

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/

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!

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!

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:

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.

How did I get here? I guess, sadly, I am depressed about my students’ achievement and focus in class. With my ninth graders, all throughout our unit on Lord of the Flies and William Golding, I asked the students to teach one another the vocabulary words, as well as annotate their own LOF text to show their understanding of the novel. Now some kids did a fabulous job on teaching one another. Others, as usual, had their partner do all the work – as if I wouldn’t notice. As far as the annotations, some made great connections, elaborated on points, and really spent some serious time putting together their thoughts. Others, once again, did nothing or minimal work. I just am feeling like a failure with these kids. No matter the assignment or what I feel like is an engaging activity, if the work isn’t done in class and only in class, they won’t do it.

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.

Goal 3: Have one global collaboration project each semester:

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:

1. 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.
2. 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.
3. 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.
4. I want to add to my senior projects about “heroes” a community service aspect. I want them to practice what they are preaching.
5. Keep building on what has worked well this year.
6. 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?!
7. 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.

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.

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.

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.

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.

• 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

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.

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.

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.