Learning and Laptops

Monday, June 18, 2007

Great Tours

You might find it interesting to know that I teach a senior level astronomy class. You might also find it interesting to know that the students and I had a conversation that involved the idea of the students being producers of information and not just consumers. We talked for awhile about what this would look like in a high school class. The students decided that they wanted to create different types of documents through out the school year where they could show that they learned and understood some of the material that was presented.

As we looked at the different ways that astronomy impacts our lives, the students tried many different approaches to show their knowledge.

They produced a wiki where they showed how the material in the history of astronomy currently influences the world around them.
They produced advertisements attempting to sell a telescope of their choice.
They measured the size of galaxies and attempted to classify them (on the computers).
They produced a timeline of space exploration.
They produced PowerPoints or PhotoStories on the life cycles of stars like our Sun.

All of these items were good.

They looked at the Solar Cycle and tried to find a pattern in the sunspots.
They plotted stars (closest and brightest) on an H-R diagram and tried to find patterns.
They looked up definitions of terms that I thought were helpful.
They worked in groups a lot.

Most of which needs more work to be a better fit in the class.

The students, and I, are most pleased with the final projects from both semesters. In the spring, the students took a topic of choice (from a list of course, I was not willing to give up all control) and produced a creative item to teach their classmates about the item. I received children's books about the Apollo program, CD's of music for Challenger and Columbia, video about black holes, and trading cards (for the Gemini missions, Space Shuttle, Apollo, space stations, different astronauts and other topics).

The fall semester, now that was impressive. The students created virtual tours of the Solar System. The only requirements were:

The project had to be longer than three minutes.
There needed to be research turned in with project.
A reason for a source needed to be included with the works cited.
All eight planets (Pluto not included) needed to be in the presentation somewhere.
The Asteroid Belt did not have to be included.
The students needed to spend time on the details of one planet of their choice.

As you might expect, there were some really good projects turned in (and some that left a little to be desired). The students used music to add to their projects and they even used their own voices. There were some projects that used video while most did not. There were some errors in the facts (I guess that we need to work on that). There are some items that I will need to go over with the group next time but I was impressed with the results that the students produced.

Take a look at a couple of the Solar System Tours. One with music and one without.

ErikJKyleL (6.75 MB)

RobertRSpenserH (5.29 MB)

Next semester, I am thinking about something using claymation. If there is anyone who has experience using this in a Windows environment please let me know about the software.

Wednesday, June 13, 2007

What Does Literature Say About Human Beings?

All of second semester, my ninth grade honors students explored the BIG question, "What does literature say about human beings?" They were asked to work together in groups of their own choosing (3-4 participants) and put together a multimedia presentation of their answer to this question. Presented during their final exam time, this was their final assessment in this class. As well as answering this question, the assignment had additional requirements in that the groups needed to determine if they agreed or disagreed with what literature said, and then use modern examples to prove/disprove their answer. The final product was to be creative, captivating, as well as thorough. (In case you don't realize the beauty of this kind of project, the question they would normally have received during the final exam was now at the beginning of the semester. This way, we were able to refer back to the question as well as use it as a focus with all texts we studied. Furthermore, they connected this question to their other classes, their lives, and the world around them- you gotta love it!)

In order to begin completing this project, I outlined the units we would be studying this semester: a social issue independent reading novel, poetry, 1984, and Farewell to Manzanar. After each unit was completed, the groups were able to have time to work collaboratively, figuring out how they wanted to answer the question and in what format they wanted to present their findings. Also, the groups worked with me to determine a rubric for the assignment as well as determining into what grading category the assignment should fall. This project was student-based where they determined the answer as well as how it should be assessed.

After watching the tremendous hours and valuable collaborative discussions many groups put into this project, I would most certainly assign the challenge to my classes in the future. I was impressed by how each groups' presentations were so varied as well as the methodology behind presenting their findings. Groups used PowerPoint, PhotoStory, and MovieMaker. Some groups chose to look at the semester under one large topic (i.e. humans are hurtful to one another) while other groups broke it down to each text specifically (i.e. social issue books say humans are vengeful, Farewell to Manzanar says human can survive, etc...). I even had one group who choose to cover the material from their entire freshman year. Impressive!

Also, to me, this project is exactly what is required of them in the "real world." They were asked to synthesize information, work in a collaborative group, blend each participants' differing ideas, be creative, be original, and learn something.

I hope you take the time to watch what they have created and offer some constructive criticism. If you only have time to pick one I would pick "Experiences" (wonderful blend of music and visuals to enhance their presentation- plus it made me cry). I do think they are all worth watching!

Emotions:Man's Greatest Failure

Experiences

Discrimination

Man Strives for Superiority

People Looking For More

Oppressive and Selfish

Conformity

Don't Think Before You Act

Me, Me, Me

US History Student Samples

So I finally have some student samples to share.

First, we attempted a group project that intended to see the creation of documentaries regarding the Vietnam War, the Korean War, and the Civil Rights Movement. While some groups did produce strong documentaries utilizing some great interviews, the projects probably did more to teach us about the many potential problems with compatibility - technological and personal!

More successful and educational were the individual projects. Many stuck out to me as being entertaining and informative. One used claymation to explain the history of dance in America. Others dealt with topics ranging from genocide to fashion and fads.

I have chosen two to share. The first is a more traditional movie that I felt was well done addressing the issue of espionage: Cold War Espionage

The second is a power point that, to me, takes power points into the next generation. This student created a constructivist presentation that allows the user to determine their path. This project looks at military technolgy : US Military Technology

Enjoy!

Tuesday, March 20, 2007

Tables or desks

Anne,

I enjoyed your presentation yesterday and can easily imagine that you are a superb classroom teacher. At PBCC, we are building a new academic building that will have a wireless network for instruction. We are planning to initiate a computers in composition program using carts of laptop computers. I think you mentioned in your presentation that the students prefer tables to desks when working with laptops. We are looking at flexible furniture for these room—wheeled chairs and individual desks—see below—but I am now wondering if tables might be better. Your thoughts on this and anything else about using laptops to teach composition would be greatly appreciated.

Jim Mabry

Dr. James C. Mabry
Dean of Academic Affairs
Palm Beach Community College
South Campus
(561) 862-4410

What do you guys think?

Wednesday, February 28, 2007

A New Kind of Rhyme Podcasts

Towards the end of the poetry unit, Maura Moritz suggested having the Honors students podcast at least one of their poems. The kids were very receptive to do this as you can tell with the creativity in their poem choices that they selected to read. It adds so much to their own work by having them read it to their audience in the manner it was intended rather than the audience only being able to interpret the poem on their own. Happy listening!

Please note there are four players below (the Odeo player only allows 20 at a time). The first two players are for Period 2, then the next two are for Period 5.

Wednesday, February 21, 2007

A New Kind of Rhyme

Imagine: A place where students are adults and teachers are students. Imagine: A place where information is pulled, not fed. Imagine: A place where poetry can be real, deep, and fun at the same time.

Welcome to Ms. Smith's 9th Grade Honors English Class!!! Beware: This is NOT education as usual, please come prepared to learn in a way never experienced before. Please come excited to try new things, and to do your best, no matter the outcome. The same ideas will never be taught twice, but it will be a blast of fun!

That's what Ms. Smith told all of our expectant faces on the first day of our poetry unit. By now, we thought we were used to her new methods and challenging expectations, but we realized that poetry wasn' t like anything we'd learned before. And Ms. Smith never wanted to teach the same way twice.

So boom! Out came student-taught poetry explications, publishing of our poems, and a opportunity that, instead of ogling Shakespeare's brilliance, we could to create our own! And our poems wouldn't simply be pieces of paper with a red grade, they would be published on the world-wide internet for others to enjoy and reply with their feedback.

The limits of blogging were pushed past the max as, each night from my computer at home, I would post the rough draft of one of my poems. Then I could scroll through all my classmates' poems, and discover new ideas and ways to improve. The next time I checked back, it was thrilling to read others' comments and feedback. It felt like a giant fishbowl, where instead of agonizing over a poem by myself, I could throw it out to a ton of different minds and we could build it up together, achieving an end result that I knew was truely my very best work.

Of course, it also helps to learn from the professionals. Instead of Ms. Smith, who already knows what she is teaching, my fellow students and I stepped up to the plate. Working in teams of three, we selected published poems on the internet to interpret and explicate during class. From Dr. Seuss to Edgar Allen Poe, fishbowls to debates, and self-improvement to physically acting it out, each group came up with a brand new, yet creative way to reach deep inside a poem and find the true meaning. We learned and experienced every literary term, and discovered how we could apply that to our own writing. And the best thing was that we were a team working to learn together, instead of a regular class just being lectured by the normal teacher.
And the end result was amazing! We all compiled our poems into a portfolio project that only had one guideline: display all your poems in a creative way. With such an open-ended project, our talents had no limit, and together we were each able to create a product that was nothing like the same, old, regular portfolio. We could dare to be different, and reflect each of our minds in a manner suited to our personality and learning style.

I know I will never think or write poetry the same again! - Maria

Here are the assignments they completed. Keep on the lookout for their podcasts of their poems.

http://annesmith9h.blogspot.com/2007/02/cut-up-poem-destruction-of-sonnet.html

http://annesmith9h.blogspot.com/2007/02/oprah-winfrey-poem.html

http://annesmith9h.blogspot.com/2007/02/metaphor-3.html

http://annesmith9h.blogspot.com/2007/02/metaphor-2.html

http://annesmith9h.blogspot.com/2007/02/metaphor-1.html

http://annesmith9h.blogspot.com/2007/02/persuasive-poem.html

http://annesmith9h.blogspot.com/2007/02/poetry-table-of-contents-poem.html

Tuesday, January 30, 2007

A Study Of The Sun

The past couple of years, I have been lucky enough to teach something that is a hobby to students. I am not really an expert in Astronomy but I do like to study it in a recreational format. That led me to establish a class on Astronomy at AHS. The class usually fills with seniors and since there is only one section, it is a bit more relaxed than the chemistry classes that I teach. However, the past couple of years, I have stood at the front of the room at the beginning of the semester and presented material about our closest star (the Sun, just in case). Usually the students spend the time checking their eye lids for any signs of "leaking light." So, I thought I would try something different...

With the access to the computers and a seemingly endless supply of images on-line I set my stents out on a hunt.

Find out what some of the terms are that describe features of the Sun.
Collaborate with other students about descriptions dealing with the Sun.
Find images showing examples of the features of the Sun.
Use the information that they generated to identify features of the Sun on images that I found.

I was amazed. Not only were they excited about looking at images of the Sun, they were looking at images of other things dealing with Astronomy at they were discussing them. There were some images that the students had difficulty interpreting and they even returned to their computers to continue research and eventually decided on the identification of the images. This was becomming a dream for me. I was able to watch a diverse group of studetns start on the same path, find information, put it into an organized format, and then use the information to analyze and interpret additional data. We were doing science! It sure is nice when there is the time to do something right.

Thursday, December 14, 2006

What Matters...

Wednesday, December 06, 2006

Skype v. Blogger: The Battle of the Fishbowl

Instead of using Blogger to continue the outside circle’s discussion of the assigned chapters for Fishbowl, we tried out Skype. Skype is a free program which enables people to make free calls over the Internet to other Skype users. It also provides an instant-messaging type service for groups to communicate with one another in a “chat room” setting.

The students signed up for accounts through Skype and added me to their contact list. We made sure to communicate with the students the importance of not publishing any personal information over the Internet and encouraged them to use their Blogger display name along with an additional set of characters as their Skype username (both for safety and to create a unique username).After a few glitches, we were able to get everyone added and connected to one another. We completed some initial test runs with practice questions balancing two chat sessions occurring at the same time. We displayed the conversation side by side on their screens as well as projected onto the screen at the front of the classroom. At first it was truly mesmerizing to see how fast they were posting. However, it raised some interesting pedagogical questions regarding depth and quality of insight. My hope of using Skype versus Blogger was to use multiple online conversations with the outer circle in tandem with the inner circle conversations of the fishbowl. With Blogger, we created one post and the students commented on that. Even if we created multiple posts in Blogger, it would be difficult for students to follow multiple conversations due to the refresh issues.

When using Skype with the Fishbowl technique, I was looking for how it enhanced or detracted from the conversation. With Skype students noticed the conversation moved at a much faster pace allowing for them to comment more frequently, but at the same time, they put less thought into what they posted. Once again we, as a class, went back to the drawing board establishing Skype guidelines while reflecting on our Blogging guidelines. We had to focus on what it was we did well and liked about Blogger, but at the same time how could we make Skype better while increasing our learning and collaboration without sacrificing the quality of conversation.

It was really amazing to see them connect so easily to one another in the two smaller outside circle groups. I had split up the outer circle into the two smaller conversations so that the connections could be more instantaneous and lively. I also enjoyed hearing and seeing their connections between the conversations from the inner and outer circle as well as between the two Skype conversations. They did a much better job after reflection and analysis of referencing one another, using complete sentences, and expressing complex thoughts. In addition, since we are using an inquiry based approach to this entire semester focusing on the question of “what does it take to challenge the system?” I have been impressed to see how easily the students connect back to previous pieces of literature we have studied (Macbeth, Inherit the Wind, The Chosen, Fahrenheit 451) as well as referencing common themes and motifs they see reoccurring through each (appearance v reality, relationships between men and women-marriages, hands, eyes, challenging the system, price of progress, ambition, power).

Skype is still up for debate, but the students really seem to see the value in it as seen from their commenting to the posts regarding its trial run in class. Also, within the links below, please read through the transcripts of their conversations :

http://annesmith9h.blogspot.com/2006/11/chosen-fishbowl-1-3-period-2.html

http://annesmith9h.blogspot.com/2006/11/chosen-fishbowl-1-3-period-5.html

http://annesmith9h.blogspot.com/2006/11/reflecting-back.html

The Chosen Period 2 Fishbowl Group One

The Chosen Period 2 Fishbowl Group Two

The Chosen Period 5 Fishbowl Group One

The Chosen Period 5 Fishbowl Group Two

As for me, the verdict is still out on Skype. I am impressed by my students’ abilities with multi-tasking and the quality of conversation available to them through Skype. I agree that it is much faster paced allowing for their conversation to develop as fast as they want; but at the same time, I appreciate it more when they slow down and listen to one another. It was really important to have a conversation with them about the purpose behind Skype and more importantly, behind fishbowl. After we completed a few Blogger and in class reflections, now they are doing a more comprehensive job commenting and connecting with one another using Skype than they did with Blogger. I guess I just thought that I would not have to re-teach the things they did so well with Blogger. In my mind, it just took longer to get them to that “good” place than it had previously.

Regardless of either using Skype or Blogger, the growth in my students’ learning with the use of these technological pieces and fishbowl has been tremendous. They connect every piece of text we have studied this semester to each other as well as see connections with themselves as learners and with the world around them. They can produce interesting, captivating thoughts and are learning to value one another’s opinions and insights. They are learning and teaching one another! Isn’t that what education should be all about? Before Blogger and Skype, I was the only one who could witness their growth as learners because the fishbowl had to feed through me before my students had access to the technology. Now that they have the technology they are able to see each other’s thoughts and growth as teachers and learners. This is NOT education as usual.

Tuesday, November 28, 2006

Romancing Your Computer

While 12 of my Honors American Literature students were in Hawaii, I decided do to a little experiment with the somewhat grumpy students who were left behind. I gave them the following objective: Develop your own understanding of American Romantic poetry based on the resources in your book; select and incorporate at least one extension, such as Romantic art, Romantic music, British Romantic poetry, or your own, original Romantic poetry. Use Photostory to present your findings.

I showed them how to use Photostory, helped them individually with interpreting tough poems, and then just gave them time. The results were impressive, and discussing the poems in small groups with individual attention was much more effective and engaging than discussing the poems with the whole class.

When we shared the Photostories in class, students voted on the following categories: Most Deeply Analytical, Most Sublime, and Most Creative and Entertaining. The winners are worth taking a few minutes to enjoy if you have time:

Kelm/Prado
Wilcox/Hunt
Crellin
Parietti/Lueders
Pullara/Harden

Friday, November 03, 2006

Social Studies and Videos

I hesitated to talk here about video, being a history teacher and all. But Barb's post on te Fischbowl inspired me to share.

Many of my students will tell you (or complain to you)that I can take a 30 minute video and turn it into a 3 hour tour as I stop the video and have so many discussions. I ususally believe that these conversations are more important than the video and the video is simply a vehicle for the conversations. The weaknesses in my methods tend to be my inability to stay on track time-wise with the department's curricular goals and the fact that most of the conversations are based on MY questions or observations that I ask the students to respond to. Rarely do they create the questions or pose the observations that become the video conversations.

So...what did I try? In A.P. Government, I have shown a video for the last 6 years called "Why Can't We Live Together?", a Tom Brokaw special that examined the issue of race, white flight, perceptions and self-fulfilling prophesies in a middle/upper-middle class suburb of Chicago that tends to mirror our world in many ways. The conversations in class can often be uncomfortable for some as we speak publically about an issue that few find comfortable. This time, as we watched the video, I held back from stopping it (for the most part). Instead, they blogged as we watched. They shared their observations and questions. We responded primarily through the blog and I only stopped to have a discussion based on a question or comment they had posted.

What did I think of the experiment?

There were some positives. Students, for the most part, were not passive watchers, but active participants with EACH OTHER. A number of good conversations were held, much like those in the past. Some students shared great resources or anecdotes. We have a record of the conversation which is interesting to look back on to see how the conversations changed as they were presented with new information.

But, regardless of the positives, I'm not sure I like it. Some struggled with the multitasking. Much of what the video offered was missed or ignored. Instead, some students turned to a more generic discussion of race. While I like them having the conversation, the video offered some specifics that challenge or support many of the generic pieces. From many, those were missed. I watched a number of students only watch their laptop screen as they tried to keep up with comments.

Additionally, blogging is the wrong tool. Maybe something like skype would be better, but I had not yet created that capability in class. Blogging made the conversation very jumpy as responses to comment A are not seen until eight to ten other comments have been posted.

A few outsiders joined our conversation, one who threw gasoline on a fire. Because of the topic, I then had to be even more vigilant with each new post as I felt like I was no longer responsible just for what my students posted.

Will I try it again? Probably, but I will try a different tool, will discuss more the multitaking aspect and their responsibilty with the video info. But I suppose I should wait for them to respond before I decide.

Friday, October 27, 2006

Final Exams...Already?

We started looking at material for the final exam in Astronomy class. While this assessment has the possibility to look like many things I started to think about the course title and how that could be a part of the final. The students have been doing a great job creating their own information for this class and the assignments that they have been given. The course title is "Planetary Astronomy." When thinking about this and the final I became interested in what the students thought about the class. I have spent a lot of time during the past few years taking the students on what seemed to be a tour of the Solar System and have not given them the time to take their own tour. With the computers in the class, I think that they could gather enough information to design their own tour. The software is there (Photostory) and the internet (along with print sources) could provide ample information for the students.

If anyone has thoughts or ideas of how this could look please let me know. I think it will be a good project but there are some questions that I still have and some that I am sure I have not thought of. I really do not know how I would grade this projects (or do I let the students grade themselves?).

Wednesday, October 25, 2006

Fishbowl 101

When I was in college, I had some wonderful professors (Dawn Duncan and Jim Postema- Concordia College) who not only taught us how to think for ourselves, but also challenged us to teach one another. Recall the phrase, to teach is to learn. This might not seem like a big deal, but to ask sophomores and juniors in college to teach their classmates a novel per week complete with criticism as well as facilitating a conversation for an entire college class period was a daunting task. This is where the fishbowl began.

When I began teaching a senior level English class at Arapahoe, I became frustrated that I was to be the center of their learning. These kids have spent three years listening and watching their teachers teach; why couldn’t they be the expert on a piece of literature? However, I felt that they could not simply teach an entire piece of literature to one another in one week. So one day, I talked to the kids about how I learned in college and the difference it made in my learning to teach something rather than simply sitting back to listen to what my teacher told me to think about a novel. They were truly interested in the challenge of trying out fishbowl. They wanted their education to be different. I sat down and talked with our “new” instructional coach, Ray Hawthorne, and we talked through what changes would be necessary to make this work for high school. I decided that students would need to know how to ask good questions (higher level thinking questions), how to facilitate a conversation while still being able to get their point across, how to manage the classroom, how to look for criticism and understand the criticism they found, as well as actually understand what they read.

After much refinement, discussion, trial and error, and more trial and error as well as feedback from that first group of seniors ( the feedback is essential every year to tweak it to what best benefits the students), the fishbowl emerged.

There have been times it has not worked with a particular group of kids. There have been times it has simply blown my mind to see what they have come up with. [Please make sure to reference the handout as you read this section to understand the layout of the fishbowl] In the beginning, the outer circle merely reacted to the conversation in a journal format (only I would see these reactions). However, now we have many variations to the outer circle. We have also had the students T-note the questions from the inner circle and reacted to these. Other times students used a discussion tracking method keeping track of who said what and the reaction from those statements. Now my classes are live blogging on the outside so that there are actually two separate conversations occurring. Sometimes these conversations intertwine and sometimes they go in two separate directions. Either way, the best part of it is that the students are reacting to one another. I become a participant in their conversation rather than the director. That being said, sometimes I need to be a facilitator. I participate in the conversation with my freshman and sophomores, where with my seniors I stay out of the conversation and become an observer. (Actually this was a request from my first group of seniors who noted that every time I tapped into the conversation, the kids would take what I say as gospel. They thought it best to keep me out and they would grant me the last ten minutes of class to say what I think-they were so generous! I usually negotiate this piece on a class by class basis asking how much they want me to be involved).

How do the kids prepare? There are a few ways: one, the kids decide their own groups and can choose from a set of predetermined dates to present on. By allowing the students to create their own groups, they have more control, autonomy, and decision making ability than with pre-assigned groupings. Two, the kids read their assigned section, meet and discuss on what will be the focus of the conversation. They compose a syllabus for the class discussion which they turn in ahead of time to me for feedback. They must also find criticism to extend, support, or challenge our thinking on their assigned chapters. The criticisms often allow for the students to create great blogging questions for the class to react to after our fishbowls. The classes are often very good at making sure topics from previous discussion are referenced but they tend to hold each other accountable when one topic becomes too repetitive. My freshmen come with their own individual questions - they do not meet as a group ahead of time. They each create three higher-level questions which we post on the blog, write on the chalkboard or change the discussion direction.

As previously stated, teaching the kids good questioning strategies, methods for facilitating a discussion, and frequently asking for their feedback about how it went and what suggestions they have for improvement is so important.

Brains come alive

I borrowed an adapted assignment from my good buddy Kristin called Fun with Brains regarding the characters from Fahrenheit 451. Students were to select four characters and dissect each brain into four quadrants equal to the amount of the brain devoted to a particular subject that character would be thinkng about. After completing that portion of the assignment, they were to attribute quotes and explanations to these sections. Here are some samples to share using different tools of technology.

Period Two:
Adrianna
Alee
Emily
Jessica

Period Five:
Ben
Emily L.

Sunday, October 15, 2006

Conferences coming up

With the imminent approach of parent teacher conferences, I am interested in some reflections from my students over the past 9 weeks (this means we are halfway through the semester-yahoo). What do you think? Has class meet your expectations? What is challenging you? What is exciting you about class? Also, I would encourage you to reflect back over the projects we have accomplished this semester and evaluate those as well. Take a look at what other classes have done:
English Nine podcasts:
www.smithenglish9.blogspot.com
This I Believe podcasts
English Nine Honors SAT vocab assignment:
www.annesmith9h.blogspot.com
Wonder Woman Gone Country
English Literature scribe:
www.smithewl.blogspot.com
Daily Scribing

Also, think of this, I will be sitting in the gym for three and one half hours each night for two nights over the parent teacher conference time, what do you want your parents to know?

Tuesday, October 10, 2006

Mr. Meyer...when will we really start using them?

I have waited to post here as I have felt that, in comparison to other laptop rooms, we have done little so far. We have blogged (sometimes to an obsessive extent), but that has been done out of class. We did some research in class, utilizing our laptops to look at the constitutionality of some scenarios and then finding cases to support our findings. The activity seemed to play out much like it had without computers, except the computers seemd to slow them down a bit. The two times they were the most helpful were when the counselors took the seniors and when we had a sub. Both times, I was able to create lessons that I think had value rather than relying on a video (usually used just in case the sub wasn't prepared for A.P. level discussions).

So what have we been doing? In my mind, we have spent six weeks developing a constructivist mindset where students have created an atmosphere where they want to know more, where they are challenging each other to support their ideas, where they are participating beyond "is it on the test?" discussions. Now they are ready for laptops and the wikis, podcasts, etc. that are better suited to future units.

Wednesday, October 04, 2006

Finding the Right Balance

With the exception of my first hour English 10 class, I teach in a "laptop classroom" where the laptops are not used on a daily basis. In my 4th and 6th hour Honors American Literature classes, for example, the laptops are rarely used for the entire period, and we probably take them out of the cart about two or three days out of the week. I deliberate over how to incorporate the laptops in my planning. While I realize that the laptops hold endless potential, I tend to abstain from designing units and lessons that revolve around the technology. To be honest, I alternate on a daily basis between feeling guilty for not using the laptops enough and feeling guilty for too often sacrificing valuable non-laptop activities for the ones that utilize the technology (and may or may not be a success).

I would like to hear from the students' perpsectives where this balance lies. Students in the laptop classrooms--what impressions have the first six weeks left on you? In other words, which activities have the laptops genuinely enhanced, and which have they detracted from? Have we, your teachers, found a productive balance? --Ms. Kakos

Monday, October 02, 2006

Astronomy and Computers

The past few yars, in an astronomy elective that I have taught, I have presented material on all of the different types of telescopes that are used by astronomers. With the addition of the computers to the classroom, I have been trying to figure out new ways to utilize them and still cover the material that needs to be covered. (I am actually tring to decide what this material is also.) I decided to give all the information (A PowerPoint, a research document and a student designed document) all at once and then to allow the students to choose the time and course of study. The end result needs to be a document (not just a typed one) that could be used to explain a type of telescope and attempt to market it. However, this would allow the students who already know some about telescopes to skip the basics and get into the "fun" assignment. I am going to start this adventure tomorrow and cannot wait to see how it goes.

If you are interested in some of the work that my class has put together up to this point please check out their wiki at [www.ahsastronomy.pbwiki.com]

I think that we will attempt to create a photo story for a tour of the Solar System. I am not sure what this will look like but that is up next. I am also trying to determine how to get all of this information into a portfolio so if there are any ideas out there please let us know.

An urgent message from Will

The following comment appeared under my post "potpourri." I thought you could all help out Will...

TIME OUT! TIME OUT! TIME OUT! TIME OUT! TIME OUT! TIME OUT!

Hope I got your attention, this is very IMPORTANT.

I have an URGENT message. Today in AP Gov, Meyer brought up a very interesting bill called the DELETING ONLINE PREDATORS BILL, despite the nice title, the bill will destroy what we and the Arapahoe High School staff have attempted to create. Please research this bill. The gist of the bill is that all access to chat rooms, BLOGS, myspace,and perhaps even simpler pages that might allow students to display any kind of personal information will be denied to students.

This bill will be extremely detrimental to the education, will destroy everything we have worked hard to establish, and eliminate the benefits to internet in the classroom that many of you enjoy. THIS BILL PASSED IN THE HOUSE OF REPRESENTATIVES BY A VOTE OF 410-15. Our time window is incredibly short to take any kind of action against this bill before it is passed by the Senate and it WILL be passed. We must take action now, IF THERE IS A WAY TO ORGANIZE A MEETING FOR CONCERNED STUDENTS I WOULD BE GRACIOUS FOR INFORMATION ON HOW TO GET A ROOM AND ANNOUNCEMENTS.

Any strategies on how not to get this bill passed would be greatly appreciated, I have a few, but I would prefer one in which I don't have to be suspended or expelled :).

Sunday, October 01, 2006

Potpourri

I do have to say things have been interesting in the Wonderful World of Constructivism (roll sound byte). Listening to the podcasts of my regular ninth graders' "This I Believe" essays has changed my view on some of their written pieces. It really speaks of how difficult it is to teach voice in writing, when hearing their actual voice of their essays comes through so easily. Some still need more polishing as well as them learning to plan ahead.

I guess that is a frustration I am feeling now. Here is this really interesting assignment, something they created, and then so many wait till the last moment to go out and complete it, rushing through it as though they do not really care that it is their best work. So it makes me wonder, why do another cool, challenging reflective assignment? Am I going to get the same results? The same lackadaisical last minute work ethic? Why challenge them to be better when they could care less themselves? I am trying to be better and challenge myself to break out of the assembly line production of kids to help them realize their true potential, but I feel right now that I am busting my derrière for nothing. Pardon my French (for those of you that kow me this is my kind of humor). I am frustrated! Do they see how good they can be? DO they see the moments of brillance I see? Am I not getting them? Is there something I am missing? I think I am going through a Karl moment-the glass is feeling close to half empty.

On the brighter side, I encourage you to listen to their podcasts on their English Nine class blog and give them constructive feedback. It was unbelievable that after the first day it was up, they already had a messsage from New Zealand (go Kiwi).

Additionally on an even brighter side, I do have to say that I am not giving up hope. I am starting Digital Storytelling with my regular ninth graders this week. Throughout this entire semester we are examining this idea of "What Matters" and realting each piece of literatture back to ourselves as well as the world around us. Everything connects to "What Matters." You can check out the full assignment on the AHS homepage-teacher web pages-Mrs. Smith-English 9-What matters. I would love to know what you think.

Thanks for listening.