This morning I led a session on Copyright and Fair Use at NECC Unplugged. There were about 40 people in the room, and 11 folks watching on ustream. Unfortunately the conditions were not so great, but the conversation was amazing and I think folks left thinking
Here is the ustream recording...
Free .TV show from Ustream
and the information that I posted for the session can be found here
http://theconnectedclassroom.wikispaces.com/necc_copyrightconfusion
Thanks to all my "twitter pals" who helped set up and made for great conversation and all the new folks I met.
Showing posts with label NECC. Show all posts
Showing posts with label NECC. Show all posts
Monday, June 30, 2008
Wednesday, July 04, 2007
Karl Fisch at NECC
So I am still getting through all of my things from NECC. I recorded Karl Fisch's session and with permission uploaded to my podOmatic page. This was new tool for me but I think podOmatic could be a great resource for teachers in the classroom. Am playing with odeo too.
If you missed Karl's session and want to hear the recording you can check it out
http://khokanson.podomatic.com/
If you missed Karl's session and want to hear the recording you can check it out
http://khokanson.podomatic.com/
Tuesday, June 26, 2007
What ARE the ESSENTIAL questions....
Still reflecting on everything I learned at NECC.
One thing that was brought up on Tuesday at a meeting for PA educators at NECC, someone (and I am sorry I can't remember who) mentioned that the one thing that really stood out for them from one of the sessions he attended said that Of the 5 questions who, what, when, where, why... 4 of them you can google—the only one you can’t is WHY--Well this has been rattling around in my head ever since.
I think I am so passionate about changes in education because I was a different learner in school. The only class in HS that I ever struggled with was the one where I was only asked to recall information. Read, write, memorize...YUCK because I was looking for the explanations, the exceptions to the rules. I think about my own small children, almost every time they ask a question it is almost always followed up with "why mommy?" Yet as they move on in school somewhere along the road the "why" gets replaced with a need to cover content. What gets lost is the idea that perhaps the content would be learned BETTER if kids were given the opportunity....no REQUIRED to get to the why.
And when reviewing all of my notes I thought about how Alan November said we spend too much time on how and not enough on the when and what and WHY. He spoke about how we shouldn’t be teaching HOW to podcast but spending more time talking about when and what to podcast. In my notes, I thought about how kids then could be using those podcasts to answer the WHY question. November's session will be webcast (http://www.kzowebcasting.com/necc/) but wasn't up at the time of this post. I will definitely go back and review this webcast as he offered a lot of good things to think about when changing systems, getting kids to the why...
Need to keep that in mind when creating a plan for tech integration..
why?
One thing that was brought up on Tuesday at a meeting for PA educators at NECC, someone (and I am sorry I can't remember who) mentioned that the one thing that really stood out for them from one of the sessions he attended said that Of the 5 questions who, what, when, where, why... 4 of them you can google—the only one you can’t is WHY--Well this has been rattling around in my head ever since.
I think I am so passionate about changes in education because I was a different learner in school. The only class in HS that I ever struggled with was the one where I was only asked to recall information. Read, write, memorize...YUCK because I was looking for the explanations, the exceptions to the rules. I think about my own small children, almost every time they ask a question it is almost always followed up with "why mommy?" Yet as they move on in school somewhere along the road the "why" gets replaced with a need to cover content. What gets lost is the idea that perhaps the content would be learned BETTER if kids were given the opportunity....no REQUIRED to get to the why.
And when reviewing all of my notes I thought about how Alan November said we spend too much time on how and not enough on the when and what and WHY. He spoke about how we shouldn’t be teaching HOW to podcast but spending more time talking about when and what to podcast. In my notes, I thought about how kids then could be using those podcasts to answer the WHY question. November's session will be webcast (http://www.kzowebcasting.com/necc/) but wasn't up at the time of this post. I will definitely go back and review this webcast as he offered a lot of good things to think about when changing systems, getting kids to the why...
Need to keep that in mind when creating a plan for tech integration..
why?
Constructivist Teaching With Technology: Learning With Laptops
I have made a promise to myself that was going to try to do less live blog note-taking and more reflective blogging. Chris Lehman said to me today that he has gathered enough "stuff" here for MONTHS of thoughtful blogs and like he, I need time to reflect on it. Kurt Paccio took some good notes on his blog so I will let you look at those...
My thought of the day comes from a presentation I went to by the Arapahoe HS teachers led by Karl Fisch--of Did you Know fame...The newest version of his PowerPoint is on YouTube and even if you saw version 1, it is worth seeing this version. AND David Warlick of the LandMark Project. I watched as a team of teachers shared the process, the successes, the failures of creating a constructivist model. They shared examples, spoke passionately, and really made the walls of their school transparent. Transparency in the classroom...what a risk they are taking opening the doors of their school to the world. Think about what a paradigm shift this must be. And all with just 2 classroom carts of laptops...2 carts...known by the WORLD!!!!! How can they be SO successful....
Professional Development---THEY don't focus on the technology, while they'd LOVE to have it, the focus is on shifting from a teacher centered model to a learner center model. I listened to David Warlick saying the same thing...He actually suggested that we STOP INTEGRATING TECHNOLOGY????? If we are to come to a conclusion, it is not that we need to integrate technology.
Instead of integrating technology, we must INTEGRATE LITERACY—we need to think about what are the basic skills the kids need to be ready for their information landscape…the technology will come along—but not because we are putting their hands on machine. These machines are the pencil paper of their time, these are the tools of their time.
Two Things we know
1. We are preparing kids for an unpredictable future therefore the BEST thing we can do is teach them to teach themselves
2. Nature of Information has changed therefore we MUST change how we define literacy
These 2 ideas can be merged by beginning to think in terms of LEARNING LITERACY—they will be learning for the rest of their lives and THESE are the things that we NEED to start to teach...
Learning literacy...preparing kids for their future...wow what a concept
My thought of the day comes from a presentation I went to by the Arapahoe HS teachers led by Karl Fisch--of Did you Know fame...The newest version of his PowerPoint is on YouTube and even if you saw version 1, it is worth seeing this version. AND David Warlick of the LandMark Project. I watched as a team of teachers shared the process, the successes, the failures of creating a constructivist model. They shared examples, spoke passionately, and really made the walls of their school transparent. Transparency in the classroom...what a risk they are taking opening the doors of their school to the world. Think about what a paradigm shift this must be. And all with just 2 classroom carts of laptops...2 carts...known by the WORLD!!!!! How can they be SO successful....
Professional Development---THEY don't focus on the technology, while they'd LOVE to have it, the focus is on shifting from a teacher centered model to a learner center model. I listened to David Warlick saying the same thing...He actually suggested that we STOP INTEGRATING TECHNOLOGY????? If we are to come to a conclusion, it is not that we need to integrate technology.
Instead of integrating technology, we must INTEGRATE LITERACY—we need to think about what are the basic skills the kids need to be ready for their information landscape…the technology will come along—but not because we are putting their hands on machine. These machines are the pencil paper of their time, these are the tools of their time.
Two Things we know
1. We are preparing kids for an unpredictable future therefore the BEST thing we can do is teach them to teach themselves
2. Nature of Information has changed therefore we MUST change how we define literacy
These 2 ideas can be merged by beginning to think in terms of LEARNING LITERACY—they will be learning for the rest of their lives and THESE are the things that we NEED to start to teach...
Learning literacy...preparing kids for their future...wow what a concept
Sunday, June 24, 2007
Raising test scores with 21st Century Skills
Wow...the title of this session is every administrator's DREAM. How can we do BOTH.
Ian Jukes will tell you exactly how and if you EVER get a chance to hear him speak, I would highly recommend it. If you are in charge of curriculum in your district you absolutely must take a look at the handouts page he has put together.
He started his session by telling us that his job is not to educate, irritate...give swift kick in your assumptions and looking at things from a different point of view. He talked about how educators have an unconscious mindset for what education should be...and quoted Lou Salza who said it is "easier to change the course of history than to change a history course…" TTWADI—that’s the way we’ve always done it. Pervasive unconscious way we do things and his societal examples were astounding. Having small children, I really connected with the analogy he made of parents teaching child how to walk independently...they continue to try and fail until they finally get it right. Yet even when they are failing, we encourage them until they do succeed. Why is it that we know intuitively that we need to prepare kids for independence and yet we continue to create a culture of dependence in our schools?
But he didn't just talk about the problems. He also gave some solutions. He said we need to start to plan with the end in mind. According to Dale's Cone of Learning we remember only 10% of what we read 20% of what we hear 30 % of what we see but 90 % of what we do. His idea was to use a 4 D approach: Design, Define, Develop, Debrief.
Here are some of my notes on the approach:
1. Define: have you ever given a kid an assignment and gotten back something TOTALLY different from what you expect: ready fire aim they need to know exactly what they need to know before they go out to do it. At the define stage, the kids need to identify what skills they need to complete task
• Need to define in performance terms
• Must know before they begin how that performance is going to be assessed. Determined in advance. Tell me what you think I just asked you to do…define it in performance terms
2. Design: Have you ever done a garden without thinking through it? Providing a step by step plan in advance—prevents wasted effort and a logical strategy. In the design stage things look good. Ask kids to come up with a plan in advance: Might be working in community, parents, internet…doesn’t matter WHO they learn from as long as they learn it—they have been raised in a culture of dependency—unconsciously they feel that their assessment should be from decontextualized source—if you are not going ot lecture me, how am I going to get help—instead of TELLING them what to do, I am creating a dialogue—
TWO TYPES OF LEARNING
• Determine what needs to be done
• Determine the skills you need to do it
3. Develop: DO IT—put plan into action. Put paper into action. Kids asked to create a real life product. This is NOT a linear process—when we design a project there are always hiccups, always problems. It is EXACTLY like the writing process—we ask them to apply what they learn to perform THE END PRODUCT is important, but in order to improve the product you have to reflect on the process
4. Debrief: Debug CANEI constant and never ending improvement. Right now focus is on the product of learning, not the process of learning. In real life the responsibility of work happens long after the product…to prepare them for their future (not our comfort zone) need to foster independence and self reflection: What was learned, how was it learned, what were the obstacles, what would I do differently. If focus is only on the end product,
Job is not look smart—shift responsibility of learning from me to them
When kids grad from HS, they shouldn’t need us anymore
We HAVE to have the opportunity to FAIL in school there is no success without failure. There is no BIG success without BIG failure….Edison failed 1,000 times when making light bulbs rather than focusing on each attempt, he now knew 1000 ways how NOT to make a light bulb.
I thought the interaction....the how can we do this in OUR schools was the best part of the session. So let's hear it, how CAN we do this in our schools.
Ian Jukes will tell you exactly how and if you EVER get a chance to hear him speak, I would highly recommend it. If you are in charge of curriculum in your district you absolutely must take a look at the handouts page he has put together.
He started his session by telling us that his job is not to educate, irritate...give swift kick in your assumptions and looking at things from a different point of view. He talked about how educators have an unconscious mindset for what education should be...and quoted Lou Salza who said it is "easier to change the course of history than to change a history course…" TTWADI—that’s the way we’ve always done it. Pervasive unconscious way we do things and his societal examples were astounding. Having small children, I really connected with the analogy he made of parents teaching child how to walk independently...they continue to try and fail until they finally get it right. Yet even when they are failing, we encourage them until they do succeed. Why is it that we know intuitively that we need to prepare kids for independence and yet we continue to create a culture of dependence in our schools?
But he didn't just talk about the problems. He also gave some solutions. He said we need to start to plan with the end in mind. According to Dale's Cone of Learning we remember only 10% of what we read 20% of what we hear 30 % of what we see but 90 % of what we do. His idea was to use a 4 D approach: Design, Define, Develop, Debrief.
Here are some of my notes on the approach:
1. Define: have you ever given a kid an assignment and gotten back something TOTALLY different from what you expect: ready fire aim they need to know exactly what they need to know before they go out to do it. At the define stage, the kids need to identify what skills they need to complete task
• Need to define in performance terms
• Must know before they begin how that performance is going to be assessed. Determined in advance. Tell me what you think I just asked you to do…define it in performance terms
2. Design: Have you ever done a garden without thinking through it? Providing a step by step plan in advance—prevents wasted effort and a logical strategy. In the design stage things look good. Ask kids to come up with a plan in advance: Might be working in community, parents, internet…doesn’t matter WHO they learn from as long as they learn it—they have been raised in a culture of dependency—unconsciously they feel that their assessment should be from decontextualized source—if you are not going ot lecture me, how am I going to get help—instead of TELLING them what to do, I am creating a dialogue—
TWO TYPES OF LEARNING
• Determine what needs to be done
• Determine the skills you need to do it
3. Develop: DO IT—put plan into action. Put paper into action. Kids asked to create a real life product. This is NOT a linear process—when we design a project there are always hiccups, always problems. It is EXACTLY like the writing process—we ask them to apply what they learn to perform THE END PRODUCT is important, but in order to improve the product you have to reflect on the process
4. Debrief: Debug CANEI constant and never ending improvement. Right now focus is on the product of learning, not the process of learning. In real life the responsibility of work happens long after the product…to prepare them for their future (not our comfort zone) need to foster independence and self reflection: What was learned, how was it learned, what were the obstacles, what would I do differently. If focus is only on the end product,
Job is not look smart—shift responsibility of learning from me to them
When kids grad from HS, they shouldn’t need us anymore
We HAVE to have the opportunity to FAIL in school there is no success without failure. There is no BIG success without BIG failure….Edison failed 1,000 times when making light bulbs rather than focusing on each attempt, he now knew 1000 ways how NOT to make a light bulb.
I thought the interaction....the how can we do this in OUR schools was the best part of the session. So let's hear it, how CAN we do this in our schools.
Subscribe to:
Posts (Atom)
Posts
