Social Media Accessing the Knowledge About Teaching

How do teachers, collectively, improve the common standard of teaching? How do they build the professional knowledge base for teaching?

Currently and traditionally results of research are first validated, then communicated in research journals to educators who in turn have to figure out how to apply the research themselves in a classroom situation. The model below shows the cycle produced by research.




Lesson Study

The key to lesson study is accumulated in a different way. Lesson study is carried out in a classroom; therefore the problem of applying findings to teaching is eliminated. First teachers describe the lesson to be shared with sufficient detail to other teachers so that they can actually use the lessons. We avoid the barrier of having to communicate in journals or try to apply what we have read. Instead this sharing of lesson can be replicated at different levels and promote discussion at staff meetings to see how students are faring.


The use of technology can greatly enhance knowledge about teaching in that the most useful information that can be shared can include examples of classroom lessons linked to theoretical understanding of teaching. We already have the tools to link together video, audio, images of student work, and commentary by researchers and others into a single integrated database.

Social Media Database:



With the above database:
* Curriculum developers could establish large archives of lessons that are organized around the specific structures of the curricula.
* Teacher groups could work on perfecting lessons, then post results of their study, including a complete video record.
* Other teacher groups could access these archives to inform their practice.

The idea is not new, but it needs to be streamlined more. The use of twitter , facebook and other social media might be the grass roots movement to these larger databases. It might even begin in your own school. If it is I would love to hear about it.

What's your story?

Understanding the Social Media Landscape

Fred Cavazza divides different tools and services and groups them into categories

• Publication tools with blogs (Typepad, Blogger…), wikis (Wikipedia, Wikia, Wetpaint…) and citizen journalism portals (Digg, Newsvine…)
• Sharing tools for videos (YouTube…), pictures (FlickR…), links (del.icio.us, Ma.gnolia…), music (Last.fm, iLike…), slideshows (Slideshare), products reviews (Crowdstorm, Stylehive…) or products feedbacks (Feedback 2.0, GetSatisfaction…)
• Discussions tools like forums (PHPbb, vBulletin, Phorum…), video forums (Seesmic), instant messaging (Yahoo! Messenger, Windows Live Messenger, Meebo…) and VoIP (Skype, Google Talk…)
• Social networks (Facebook, MySpace, Bebo, Hi5, Orkut…), niche social networks (LinkedIn, Boompa…) and tools for creating social networks (Ning)
• Micropublication tools (Twitter, Pownce, Jaiku, Plurk, Adocu…) and alike (twitxr, tweetpeek)
• Social aggregation tools like lifestream (FriendFeed, Socializr, Socialthing!, lifestrea.ms, Profilactic…)
• Platforms for livecast hosting (Justin.tv, BlogTV, Yahoo! Live, UStream…) and there mobile equivalent (Qik, Flixwagon, Kyte, LiveCastr…)
• Virtual worlds (Second Life, Entropia Universe, There…), 3D chats (Habbo, IMVU…) and teens dedicated virtual universes (Stardoll, Club Penguin…)
• Social gaming platforms (ImInLikeWithYou, Doof…), casual gaming portals (Pogo, Cafe, Kongregate…) and social networks enabeled games (Three Rings, SGN)
• MMO (Neopets, Gaia Online, Kart Rider, Drift City, Maple Story) and MMORPG (World of Warcraft, Age of Conan…)

Infographic - Are we Digital Dummies?

SUMMIT: Science, Entertainment, and Education - Sir Ken Robinson

Summit on Science, Entertainment, and Education - Sir Ken Robinson from The Science and Entertainment Ex on Vimeo.

On February 4, 2011, a carefully selected group of individuals met in Los Angeles to help us discover how film, television programming, video games, and other entertainment media can be systematically adopted to enhance student learning at the middle school and high school level. For more information visit Summit

Life isn't a production line

"If you are not prepared to be wrong, you'll never come up with anything at all."
Sir Ken Robinson, PhD is an internationally recognized leader in the development of education, creativity and innovation. He is also one of the world’s leading speakers with a profound impact on audiences everywhere. The videos of his famous 2006 and 2010 talks to the prestigious TED Conference have been seen by an estimated 200 million people in over 150 countries.

Open 6 doors: one lesson at a time

If we are serious about improving teaching, then we need to begin to open the doors to one another’s classes. This article is not suggesting that the system is broken, but rather it is about giving suggestions on how we might begin to see improvement in the school one lesson at a time.

Anticipate improvement to be continual, gradual, and incremental
If we believe that we can wave a magic wand and expect that improvement in our classes overnight, we are living in a dream. Learning takes time. In spite of the new reforms, initiatives or creativities; change may be thrown on us quickly, but it is really a slow and incremental process. Continue to invent small changes in the system and keep track in order that they may be shared.

Focus on student learning
The point of teaching is student learning. If we forget this point, then measuring success of students will be an impossible task. We need to begin asking one another how these changes are improving students learning in order that we might stay on track and not get lost in excitement of change.

Focus on the teaching
Teachers come and go. Teaching on the other hand focuses on the methods and the tools. Collaboration is key to scripting our approach. Our script is looking at what we value, what we want to improve, what tools we are going to use, what benchmarks we are going to use. Once we begin examine our methods and tools, and then improvement will begin to emerge.

Improve with context
Improvements in teaching do not begin at the University, at the Ministry nor at the Board Office. They begin and end in the classrooms where our students learn and our teachers teach. Teachers have known forever what works in one classroom might not work in another. On Twitter, Facebook, and Blogs we see innovation being spread like wild fire. Innovation needs to be tried out over and over again with adjustments as we encounter different classrooms. Traditional methods of weekend workshops and the like do not always allow for improvement to take place in the classroom as they are far too often disconnected to your context in the classroom. Make the innovation real and in context and begin to see improvements emerge continually, gradually, and incrementally.

Take responsibility
Improvement doesn’t happen on its own. It is developed in context and engages the learners though working with other highly qualified professionals to entrust change. If we, as teachers, are the only ones who can entrust change, then we need to seek out the tools, the research, and the best solution to the problem of improving our teaching.

Learn from experience
Each new teacher that enters a classroom starts from scratch. They are capable of solving problems, trying new approaches, and developing their own knowledge base for teaching. But what is missing is their experience. So the team of teachers who have been working together for the long run, incrementally changing and storing professional knowledge might be effective, but that knowledge and experience needs to be shared. New teachers to the profession need to find a mentor, while experienced teachers need to provide a means to share their insights. How else can we get better over time?

Once we begin opening the doors to one another’s classrooms, we might begin to see what we have learned about teaching. The fruits of this learning, might emerge in school improvement over time.

Evernote

Great tool for students. My question is who owns the copyright?

Call for Action

In my reading of Getting Started the authors ask the the questions: What do we expect our students to learn? How will we know they have learned? How will respond when students don’t learn?

To answer these questions, we need to build a collaborative culture in schools and organizing teams to develop mission, vision, values and goals. What is the school we are trying to create? What is our purpose? If we are serious about the implementation of collective commitments to move our schools in the intended direction of technology and creativity we need to continuously promote, protect and defend the vision and values.

Let’s explore this a little further: What are we planning for? What are we modelling as a staff to our students (you can’t give what you don’t got)? What do we monitor? What do we celebrate? What are we willing to confront? How are we prepared to allocate time, energy, money? What other questions are driving our school?
It is not about recreating schools but redefining and prioritizing our focus for our respective districts and schools.

To start you on your journey explore the following link:

32 ways to use Google Apps

What’s your story?

Digital Storytelling: Body, Mind, Machine

Digital storytelling is the application of technology to the age-old experience of sharing personal narratives. It is a process or a vehicle for studying themes, structures, concepts, and contents of any curriculum. The structures in digital storytelling establish character and place, rising action, climax and dénouement. Finally through digital storytelling students create the content in these structures which provide and imply an imposed discipline.

A digital story typically begins with a script. The storyteller then assembles rich media to support the ideas and emotions in that script, including music or other audio effects, personal or public-domain images, animations or video, and other electronic ele¬ments. The storyteller pieces together and edits the digital story, creating a short movie, usually about two to four minutes long, in one of various file formats. (7 things you should know about digital storytelling)

Digital storytelling weaves together body, mind and machine.
The following is a list of possible criteria:
• Serious purpose?
• Risk or experiment?
• Use of space?
• Use of people?
• Use of time?
• Improvement?
• Control of media and expression?
• Media translation?
• Communication?
• Self-confidence?
• Use of symbols?
• In role?
• Shape?
• Text interpretation?
• Adequate preparation?
• Effective speech and movement?

Benefits:
1) It allows the student to make contact with his environment and record her findings.
2) It creates a bridge between a student’s consciousness and emotional experience.
3) It represents to the student the externalized experience if her emotional life.
4) It serves the student as engagement, as amusement, and as authentic.

The teacher by being knowledgeable, flexible, inspiring, approachable, enthusiastic, organized; should be able to help students strike the balance between the use of the medium and the message.
Below, I have linked some student work as starting points-
Commercial -Girl shares her experience and riding
Newscast - the debate over the ethical dilemma of cloning.
Renee's Blog Girl shares work and thoughts of the process

What’s your story?

Photo credit Juliette Richie

You can't give what you don't got...

even if …
i pads or i phones or
moodle or google or
blogs or gadgets or bing…
That you use is the very best one,
Teaching SMART is so much fun.

If you are “new” to the world of teaching with technology, remember you can’t give what you don’t got. Keep in mind that every teacher and every team has a hand in the school improvement plan. Generally, all plans are designed to increase student achievement. If you want to add technology into the plan you have to identify and pursue SMART goals. Otherwise technology for the sake of technology is the ideology of the cancer cell.

Key Questions:
1) What knowledge and skills should each student acquire from the use of the technology?
2) How do we know if the student has mastered the intended outcomes?
3) How will we respond when a student has initial difficulty achieving the established standards you set?

An ounce of planning:
Once the above questions are asked and answered, we are able to align our time, money, and energy in a way that would give us the biggest return on investment of our scarce resources. This leads to celebrations. No matter how big or how small, we look for celebrations and the use of technology with our students in their inevitable achievement.

I encourage you to keep tweeting, moodling, googling, blogging – SHARING … with the goal toward student achievement and engagement. I look forward to learning from each other, only then will I be able to give what I got.

What's your story?

photo credit flickr

Technology: Time, Perspective, Priorities

I read a tweet recently that, I must admit, annoyed me a little. It suggested that teachers are the reason that technology is not advancing as quickly as it ought in the public school system. I would like to submit a different point of view.

In a previous article “Gone Fishing”, I spoke of students having greater equality access to knowledge and more opportunities to be challenged to their highest potential with the use of technology [despite the teacher]. Also, in my article “I don’t have the time” I highlighted that everything we do is measured in seconds, minutes, hours, days, weeks, grading periods, semesters, or academic years to name a few. Put the two ideas together and it occurs to me it comes down to time, perspective, and priorities.



Time
Teachers are concerned with “engaged time”; inviting students to participate in learning activities; technological or otherwise. If this is true, then how can a teacher be expected to find the time to finish all the “have to’s” participate in board initiated professional development, take additional qualifications, raise a young family, …

even if …
i pads or i phones or
moogle or google or
blogs or gadgets or bing…
That you use is the very best one,
Learning without time is just no fun.


Perspective
Perspective is a powerful tool. Perhaps we need to put aside the “have to’s” and change perspective in the way we define our jobs. Consider Dufour’s story about a young woman who observed three tradesmen at work. Each tradesman was doing the same activity. She went to the first tradesmen and asked what he was doing; he replied “I’m just laying brick”. She went to the second tradesmen and asked what he was doing; he replied “I’m building a wall”. She went to the third tradesmen and asked what he was doing; he replied “I’m building a Cathedral”. Each one had the same task to complete, but three very different perspectives on what he was accomplishing.

Instead of “laying a brick” focus on “building a Cathedral”…

even if …
i pads or i phones or
moogle or google or
blogs or gadgets or bing…
That you use is the very best one,
Learning without perspective is just no fun.



Priorities
Once you have decided to “build a Cathedral” then anything is possible. The Savvy Duck suggests a number of factors when choosing to use hardware or software. Here is his quick list:
• Does it really solve the problem or do I just want to use it?
• How long will it take to integrate and build from?
• Does anyone in the building have any experience using it?
• How much does it cost and are support agreements available?
• What is the licensing scheme?
• How big is the internet community?
• What are the posts like in the support forum (if there is one)?
• How long has it been available?

If you decide in the end that it does meet the criteria to assist your students in their learning, then time no longer becomes an issue. You cannot choose to create more time, but you can choose your focus…

even if …
i pads or i phones or
moogle or google or
blogs or gadgets or bing…
That you use is the very best one,
Learning with priorities is so much fun.

Search and Google

I want to increase the probability of learning in my students, so I assist them to develop skills they need in order to be self-directed / independent learners. I use a search strategy to assist them in the preparation and planning stage before googling. My research projects usually focus on a question to be answered rather than a general topic.

With the use of a problematic situation I heighten students’ curiosity and engage them to want to do more. As the students begin the task that is set before them, I assist the students to make connections and monitor their understanding. Finally, when it comes near the end of the task for the summative report, I engage the students in a reflection.

Specifically students:

1) Select a specific topic of interest to study
2) Establish what students know, think they know, and want to know about the topic. I usually have them think-pair-share to stimulate ideas. Then they record their ideas into categories. Students soon discover they know more than they realize and boost their confidence.
3) Ask questions to raise curiosity and challenge students by asking for more specific information when they share about their topic.
4) Read resource material, including google searches, to verify what they know and think they know, to answer questions, and raise new questions.
5) Come together like scholars; to review their findings.
6) Have large group discussion to share their findings, and to identify unanswered questions as well as new questions for further research.

When students feel overwhelmed I use this search and google technique.

What’s your story?

photo credit CBC

Gone fishing...

Teaching information in a variety of contexts gives students greater equality in access to knowledge and more opportunities to be challenged to their highest potential. The old adage holds true: “Give a student a fish and he will eat for a day. Teach him how to fish and he will eat for a lifetime." We already know education gives children the most critical building blocks to adulthood and self-sufficiency. In this scenario the student gets to be in the moment, HEAR the water slap against the boat; SMELL the water and the natural odours of the out-of doors; FEEL the tug of the fish on the line, the splash of the fish in the boat; SEE the size of the fish as it tries to flop back in the water; and finally TASTE the delicious fish as it is cooked over a camp fire.

Lessons incorporating cross-curricular studies , discovery science, role play, games, physical activity, art, music, or drama have the advantage of stimulating the brain (Thesen, Jonas, Calvert, and Ostenbauer 2004). Naturally a teacher is not expected to simulate every sense simultaneously. Rather teachers should engage all learning styles, thus drawing all students into the topic; whatever the subject.

If teaching a student to fish is multisensory, by all accounts would suggest an increased number of synapses and dendrites stimulated during the activity and would support the theory of multisensory input and the effect on the brain. Therefore, if greater brain stimulation promotes the growth of synapses and dendrites, and more areas are stimulated when information is passed through multiple senses, then multisensory presentation of lesson material could stimulate the growth of more brain connections and lead to better information storage.

So what? Since multisensory inputs more than one specific sensory receptor of the brain, then multisensory strategies may increase subsequent access of the cross-referenced memories for use on tests and build future relational memories.

Now if I could just teach the fish to bite…

What’s your story?

photo by spottedsparrow (Julia)

References: Thesen,T, Jonas, V., Calvert, G., & Osterbauer, R. (2004). Neoroimaging of multisensory processing in vision, audition, touch, and olfaction. Cognitive Processing

Creating student portfolios

What should be included in a student portfolio? Ask the student and let her help decide.

Portfolio assessment provides a variety of means to document and assess student work. A student portfolio is similar to one of an artist. An artist carries a portfolio to show prospective clients examples of her best work.

In student portfolios students might choose to add
a) peer observation and evaluation;
b) evidence of self reflection, self knowledge, self evaluation;
c) items that tell a story of the journey of the year;
d) teacher observations;
e) things that show growth and change (eg extra-curricular, interests, attitudes);
f) items that demonstrate "my best work done to date";
g) information from parents;
h) items that indicate transfer of learning;
i) evidence of progress toward year's goal;
j) ...

Portfolios are performance based assessments that match assessments in the "real world". Students receive immediate feedback, gain confidence by acknowledgements of their strengths, and gain insight into how to improvement.

Why not ask students to be present for parent-teacher conferences and have them conference with their parents about their portfolios?

What's your story?

Photo credit Rick Harrison

Rich Tasks

Here is part of a rich task done by my daughter and some of her friends. At a later date I will post the outline of the project. For now, enjoy her use of the newscast in video format, to fire the debate over the ethical dilemma of cloning. The students use local culture, humour and collective creative imagination.

The Business of Education

For a student, it could be a key to the future.

Key Role of Education-Business Partnerships by Kyra Kester
Role of Business in Education by Alan Baas

Below Apple and the classroom:

Question of Ethics

There is that famous word again "Ethics". What does it mean? Is it objective, subjective or both? Is there a moral system when it comes to the Internet and the use of the tools? Who establishes it? Do we reinvent what is right and wrong? The frontier of ethics is both utilitarian and absolutist. The questions raised are both practical and philosophical. I look forward to exploring this with you.

The Machine is us/ing us

Today and tomorrow....

Information technology allows us to generate and manipulate knowledge, and to communicate ideas and values quickly, irrespective of geographical distance with the use of tools of the Internet like blogs, groups, readers... . Are we giving our students the ability to define information needs, locate, analyze, organize and present for real audiences?

Adoption of change

This humorous little You Tube presentation on "How to read a book" explores the adoption of innovation the importance on readiness for change... in this case from the scroll to the book.



Change and implementation are central themes when it comes to the use of technology in the classroom. Michael Fullan suggests that people often resist change because of the uncertainty it creates, concern over personal loss, group norms, the need for dependence, lack of trust, and aware of weaknesses in the proposed change.

From what I have read, the literature surrounding change suggests, for the most part, that people are far less enthusiastic about change when they are being changed rather than initiating change.

With all the change afoot, with regard to computers, websites, blogs, electronic portfolios ... it seems that perhaps we should look at the balance at what is worth doing with computer technology rather than focusing on what it can do! The tool used in the classroom is important, however it must intersect with outstanding pedagogy. Only when these two elements germinate, will they change the way knowledge is constructed, stored and learned.