Technology for Personalized Learning Teaching Idea

Technology for Personalized Learning Teaching Idea

Week 4 Comment to Karen Gearns

Karen's Comment:

Telling the WE Story

The Art of Possibilities was a great read. This week I enjoyed reading about The WE approach. So many times we operate from fear and don't consider the good of all involved. The story of the couple troubled by the woman's need for revenge and the story of Roz and her sister were reminders of how we can get stuck. It is important to reach out and take risks in our relationships.

My favorite story from Telling the WE Story was the one about South Africa and the Truth and Reconciliation Commission (TRC). I have heard of the great works of Nelson Mandela and the Rev. Desmund Tutu. I had not heard about the TRC. Learning that a government used this approach to begin healing relationship after apartheid was incredible. That kind of relationship building is exactly what we need in the United States. It is hard to believe what is true and what is not in American government. The media seems to have its own agenda. The US seems to be creating more distance between the classes rather than building the nation as a whole. We have also done a lot of damage in our relationships with other foreign countries. Wouldn't it be wonderful to have elected officials who ALL approached governance by telling the WE story. Maybe then all citizens of the world could meet their basic needs and have access to basic human rights like affordable education and health care. The possibility is there.

Reading The Art of Possibility made me think of the song Imagine by John Lennon. Imagine all the people living life in peace. Reaching out to others, not taking ourselves to seriously, and realizing everything we need to make the world a better place is already here are the messages I will take from this book. They are the messages I will take with me as I graduate from Full Sail and move into a new phase in my life.

My Comment to Karen:

Karen, I love your picture. Your take on the WE concept was thought provoking. It does remind of the John Lennon song. Don't we all wish we could think this way. What a different world we would live in if we all thought of others and reached out to their needs. I fully believe what goes around comes around; call it whatever you want, but I feel when I reach out to help someone, when I am in need someone will be there for me.

Week 4 Comment to Tina Deluca

Tina's Blog:

Chapter 9 Lighting a Spark or enrolling someone hit home. I always try to make contact with my students on a personal level if I can. Students are more interested in science when I ask about their personal lives. Did you guys win the game last night? How did your dance recital go? A short story will usually accompany the question from said student. However, during that class the student is more inquisitive about what I a teaching. Another part of the reading that really brought to light the world around me was Chapter 12 Telling the WE Story. If everyone would do this there would be no disagreements. In schools, “How can We help all of our students?” could be the topic of a meeting and the outcome could be fantastic. There are always going to be some people that are playing the fault or blame game, you need to get them enrolled in the We scenario to help all around them. I am going to propose this to my classes on the first day of school. “How can WE help each other to succeed this year in science class?” I am interested to hear what the students have to say. Great book really opened my eyes to different ways to think. It also brought to light some of the things that I am already doing and was not aware.

My Comment:

Tina I agree with you completely. Students feel respected and in turn have respect for you when you want to know about them. When I think back to my young student days, there were some teachers I loved and some I could have cared less about. When I think back I now know, the teachers I liked, and sometimes loved, where the ones that asked me about my life and genuinely cared. They got the best out of me and I got the most out of their classes. Great job, Tina, keep it up!

Week 4 Reading

I liked this reading the best. I have taught in a Title 1 school for the last 8 years. My students come from homes where parents are in jail, working all hours of the nights, and there is little or no guidance in the way of growing up educated. The majority of my students do not come to school with clean clothes, well rested, or breakfast. So what to do? To many of my colleagues this environment is too much to bear. To many teachers today, with our pay about to be based on merit, this environment would not be possible. I have to admit, that if it comes to my pay being cut in half, and I have to compete with others in schools unlike mine, I too will have to abandon these children. I cannot choose them over my own family. However, at this point, without any pay laws being enacted, I wouldn't change my school for anything. When I began teaching, my oldest children were in second and third grade, at an affluent school here in Seminole County. (We were/are not affluent, just got the benefit of location!)I will never forget that year, my son's second grade class collected cash to make a cash tree for the teacher's end of the year gift. I received that letter from the room parent and quickly sent in my $10 contribution. This was a feat, seeing this was my first year ever working/teaching and I had 4 children at home, but it was so important that she know we appreciated her. I guess I either didn't receive a second notice or I forgot about it, but I was also to send in $3 for my son to have pizza and brownies for the last day of school party. I know you see where this is going, my son was left out for my failure to send in $3 for his lunch that day; he got in the car from extended day and just burst out crying. I was appalled that the teacher never called, email, even pitched in the $3. See, at my school, I paid for my 23 students to have a pizza party and back to the cash tree, that teacher received $380 cash as her end of the year gift. It's all perspective. She may have looked at my teaching situation and not realized the gift in itself, to teach these young people. I could have given the smallest of tokens and the kids thought I was the most amazing teacher ever. And that was enough for me. I am guessing she also never realized how important it was that we wanted her to know we appreciated her.

When I read Ben's story of traveling and needing two quarters and realizing it was all perspective in needing to ask to be given the quarters instead of asking for change, I thought of how we interpret students possibilities. We may see failing situations, and unhappy students and teachers, like at the Eastlea School. If you search hard enough you will find similar schools where the students are pushed to their limits and teachers are inspired. The teachers and students are working harder than those of their peers, but the reward and happiness cannot be surpassed.

Week 4 Publishing Leadership Project

I have written an article for publishing to help teachers implement technology in their learning environments. My main audience is classroom teachers with little experience using technology in the classroom. I would like to submit to a journal such as Edutopia, since this an informal journal for practical advice.

https://files.me.com/meli1456/bopssf

Please copy and paste. The tool in blogger is not working.

Week 4 Comments on Article

I received constructive criticism from critical friends through Googlewave. My group of critical friends consisted of Lauren Schneck, Tina Deluca, and Brian Hammit. We each posted our articles on Googlewave and posted comments back to each other. Googlewave allows each person to post and join the conversation when it is convenient for them. According to comments on my article I will need to, check my tenses and make sure they are consistent throughout the paper. Lauren also, gave me some ideas of things that were critical to her implementation.

Week 3 Wimba

I enjoyed reading all the feedback from everyone on the book we read. Thank you Professor Joe for picking an unconventional text. It was exactly what we needed. Life has been very hard these last few months. (I know you know, but I am saying it again..)My school is closing down. Going through this whole process, of fighting it, the decision, and then realizing we really couldn't have affected the decision was very emotional. Leaving students at the end of the year is always hard, knowing I won't see them in August makes it 100x harder.

A good friend of mine lost her battle with cancer this past week, while we were on vacation. Her boys played football with mine and she was always the team mom. My oldest son really wanted to see her and visit with her before she died, I promised him I would take him once we got back in town, then we got news of her passing. I can't help but think there was a reason for us not seeing her. I know the vision that would have stuck in our minds would not have been how she wanted us to remember her.

The book has reminded me to let go of things I cannot control; let others take the lead when I can't see the way.

Week 3 Comment to John's Post

John's Post:

Wk3 (Gibson’s Rule #6) Ch. 5-8


I have found myself switching from nugget to nugget of wisdom as I continue to read this book, but the one that stands out for me that I had to reflect back on was Rule#6. The interesting thing about this is that I heard a very similar quote used by a mentor of mine 1996 when I was working with Americorps National Service at a shelter for runaways.

The agency’s director, Mr. Gibson, used to always say to me: “Life is Hard, but not all that serious”. I did not know them that it would become such a quotable by me, or that it would even have so much shelf life after the first time he stated it.

The similarities between this and Zander’s Rule #6 were so obvious to me that when I read this, actually found myself laughing out loud. The irony is that he (Mr. Gibson) showed by example kindness, professionalism congeniality, and diligent, dedicated hard work on a level that I hadn’t seen before and only have seen a handful of times since in a supervisor; unusually enough, he had a demeanor that mirrored this quote every time I saw him. (Perhaps that is why I remember it so well) I remember thinking briefly "how could you have so much going on, put so much into it and utter such a phrase"?

As I think back on the times we have talked about it and what I know about his time in the agency I can reasonably surmise that this mantra was cultivated over a long period of time (all the "salt and pepper effects" in his hair is a solid indicator as well) It became a well known joke through the agency that if Mr. Gibson got mad, that you REALLY messed up, because I personally can’t seem to remember it happening (though I have heard that it has)

I remember him laughing and seemingly taking a lighthearted approach to most things, even when came in to "fix it all". It all seem to run a certain way when he was around, and usually when any "hell broke loose" you could bet that he wasn't there, or if he was, the Hell wouldn't last long. What I internalized was that in the grand scheme of things many aspects of life are 90% about how you handle the other 10. In his way of taking the big stuff and being hands off with basic operations, we felt empowered, but it was obvious he still ran the show. Even though his ultimatums may have been just that, they were never phrased as such...which I think in some small way he granted us greatness by letting go of our hands and by not leading from the podium.... but from an extremely comfy leather chair with wheels on the other side of the agency. (Yes, we all sit in it when he's gone!)

Life is truly hard, but not that serious.... so I need to try a little each day to not take myself as such...
Thanks for the life lesson Mr. Gibson. I don't think I will ever forget it!


My comment:


John,
A quote I am reminded of, goes like this:
If you don't like your situation, change it!
If you can't change it, change your attitude about it!

In a profession where many things are out of our control, students, mandates, even grade placement, I have to say this quote often. I remind myself of what I can control and move on from there. There is no need or benefit from worrying or distressing over that which we have no control.

Week 3 Comment to Marsona's Post

Marsona's Post:

Wk 3 Reading: The Art of Possibility
Moving in the right direction
image from
www.freedigitalimages.net
The point that stood out for me in chapter 5 was the importance of embracing those you are in authority over or that you teach as leaders themselves. Being able to embrace them as important beings to the cause increased their aptitude to perform and help the musicians to connect with the job conductor and the better understand the his job. Also, leaders are everywhere, and the obstacle to overcome is being able to identify te moment to allow them to assume a leadership role and allow them to lead.

The idea expressed in chapter 6 to "remember rule number 6" is one that I can personally relate to wholeheartedly. I don't really know where this undertone in my life evolved from but i do relate to the concept very well. The idea that difficult people in our lives are made up of those whom we cannot control to give our own self a boost has really brought me to an ah ha moment. Within ourselves, it is important to do things that will bring personal satisfaction and be able to experience moments of reaching our goas. In calculating self while getting in touch with the central self is not an easy task, but it is the central self that controls our actions, how we think and sometimes even how we treat other.

"The capacity to be present to everything that is happening, without resistance, creates possibility." When I read that phrase, the words "what are my alternatives?" come to mind. I believe it is just apart of human nature to concentrate on things that are not the way, we feel, they should be. Undoubtedly, when we feel that things are not as they should be, we foster the attitudes of negativity unti we find our way to see alternatives. What I take away from this chapter is we have a choice to focus on what should be or what the possibilities are. It is often times easier to focus on what should be based on our personal standards and it takes work to embrace the reality of what is and focus on what could be.

Giving way to the passions in our lives can be somewhat a difficult taks when being bombarded by distractions and limitations that surround our every being. Chapter 8 suggests that we take notice to wht is holding us back and let go. Only ten can we participate in the bigger scheme of things that are a part of our lives and cause change within our communities. Once we recognize our barriers, then we are to get busy and get involved with moving forward to accomplish what it is the we have set our sights on.



My Comment:

Marsona, I liked chapter six also. I can relate vicariously through my husband and two of my children, who tend to be like that. It's very hard almost impossible for them to function along with people/ situations they cannot control. This helps me within the dynamics of the classroom, helping these students gain control helps them succeed.

On the flip side, difficult people for me, are the people that remind me of my own inadequacies. I do not like seeing my weaknesses in others, this is often on the subconscious level and I don't realize it until I take time to reflect.

To me, this helps me to form co-op groups, knowing how people interact together and what each student needs to get out of the group.

Week 3 Reading Post, (I miss named last week's)

After reading, I realized how much the composer resembles a teacher. In the same way Ben Zander saw a need for change in the way an orchestra is conducted, we are now seeing a need for change in the way we teach. In a past classroom, past I mean before 80's and 90's, the focus of the classroom was the teacher. She was the hub of information. She stood at the front of the room or sat in her desk in the front of the room and dictated what was happening in "her" class. What she said was the law.

There started to be a change that took place, I'm not sure when, I didn't start education courses till 1996; I remember high school teachers were still standing in front of the classroom, although some of the younger teachers did not stay in the desks and desks were at the back of the room. I graduated in 1991 and group or collaborative efforts were few and far between. I can still remember getting in trouble in Chemistry class for asking questions and interrupting the teacher's speech! Once I started teaching the ball was rolling quickly to get teachers out of their seats, there were several coined terms, none of which come to mind.

Now, teachers are shifting even more power and direction to the students. Having students work in pairs, using Kagan methods, and questioning paradigms all in an effort to get more engaged time out of the students. I can honestly say, many times my students ask me a question I don't know the answer to, and I say go Google it. I never heard a teacher say, "I don't know", when I asked a question. Either they made up an answer or they structured the lesson so that there was no time for thinking and questioning. I am so glad I teach in a time when my students are given the opportunity to think outside the box and in a time when I can say, "I don't know". I have often taken advice from students on everything, from our schedule to a lesson. Kids are a gift, they haven't learned to sensor questions and answers, so they don't look silly. They just ask "why not?" For that, I love my job!

Week 3 Reading Post

What assumption am I making, That I'm not aware I'm making, That gives me what I see?
What might I now invent, That I haven't yet invented, That would give me other choices?

These are great questions for teachers to ask themselves, before saying they can't do something. Many teachers are so stuck in the boat that they can't see a different way. Right now the teachers from my school have been thrown from the boat and will be hanging onto those reiterated words, "toes to nose, and look for the boat". Our school has been closed down by the county. Everything I have clung to for the past ten years, along with all my colleagues have been thrown from the boat. I am in the process right now of saying, "toes to nose" only doing what needs to be done step by step, I can't look any further ahead. I know my friends and colleagues are doing the same. We can't look ahead to when we are going to be amongst strangers, new colleagues, new school, new administration. So we keep saying, "toes to nose" as we pack, decide what we need to take and what can be discarded. I will take each small step as it comes.

These questions are something to consider as I encounter new ways of teaching, record keeping, scheduling, even route to work. I am overwhelmed by the changes that are about to occur. But the questions are a boat to look for when I am tossing about unable to see land or air.

Week 2 Comment 2 Ishia's Blog

Week #2 Reading Post: Inventing Possibilities By Writing Into the Future and Being A Contribution
The compelling idea that stood out in reading The Art of Possibility by Rosamund and Benjamin Zander was the assignment of having students write letters into the future as a requirement for earning an A. This activity takes me to one that I do with my freshman students:

During the final week of school, I ask students to write a letter into the future that they will read as a graduating senior. I suggest that they speak about goals, reflect on the past year, reminisce or a combination of those. I promise not to read them. The Zander activity is similar. Students write to themselves in past tense about their future. But this is where a major break happens.

Whereas, my intentions are for students to set goals to measure themselves and to reflect on past experiences for self-improvement, the Zander method challenges students to see the selves they want to become in the present. Whereas, my students assess themselves for growth and change by reading their letters from three years ago, the Zander method works as a teacher/student assessment to determine which path will exact the growth needed to change now.

This gave me pause to consider that I am expecting my students to singlehandedly invent themselves based on a set of standards, when I should align with them on knocking down the barriers that block the infinite possibilities that are before them. My assignment, then, should occur 10 months earlier with a new intent on students “inventing” themselves based on their future self – validations.

In a few weeks I will be teaching an experimental writing course for incoming freshmen. One of the things that I will try is giving them an “A” and making their initial writing assignments the “A” letter and observations on “Being A Contribution.” One of the things that I most enjoyed about Film Making Principles and Gaming class was the release of pressure I felt. Kathy would assign AAA (Absolute “A” Assignments) and Dr. Dan would just have us play games. Even without the pressure, I ironically dug deeper and challenged myself creatively. I think that this can work for my future students.


My Comment:

I could not agree more. I think I even wrote about that in a former post. I felt such peace knowing that their were clear cut expectations from the teacher and I knew exactly what I had to do to get an "A". I teach second grade so it is kind of the same thing, if the students try and work hard they earn A's. I wish my own children in high school had more teachers like the ones I've met here at FS.

This week in review

This past week we went on a family vacation. We drove, (the six of us), up to Williamsburg, VA. It is a beautiful area there, with lots to do. As I looked over my Facebook postings over the week I laughed when I saw what I posted on the second day: "has discovered it's not a good idea to take kids on an educational vacation, the first week of summer break." Boy, it all came back to me, my four kids, ages 11-16 complaining endlessly about having to walk through the Jamestown, Yorktown, and Williamsburg historic sites. I was very disappointed to realize they were getting little or none from our visits. While reflecting on our visit and their experience, I contemplated what the museums could do to make it more enjoyable. Recently while in Seattle, we toured the Picasso exhibit at SAM and they gave visitors headphones to listen to which told stories and explained each piece of artwork. I looked at my four kids with their iPods plugged into their ears and thought they really should have podcasts available from iTunes for the kids to listen to. I did search iTunes and they have multiple podcasts available. However, this was not advertised anywhere on the sites, and going blindly, I could not figure out which podcast matched which exhibit. Hopefully, someone is working on making this more kid friendly, so maybe my kids will be one of the last to think it was a waste of time.

Week 2 Comment 1 Lauren's Blog

In the reading I found myself sort of skeptical of what exactly the driving point was. I do believe that most things in life are "invented, unseen rules of culture." Most of what we do is invented. 90 percent of the feel good teacher inservice topics that I have listened to are invented nonsense that means mostly nothing to almost everyone. There are a lot of unseen constraints put on our every day lives that we live in fear of, and can't stop our worrying about. My question was how is the authors point of view any different from the other invented things I encounter everyday? I am not quite convinced that the perspective of this book is much different than other things I have already heard. There I said it. I do agree that your frame of mind can change the way your life goes. Having a good attitude and choosing to see things in a positive light can make a difference, but other than that I'm not sure that I have taken away anything with more meaning than that. I am reminded of the movie office space, where Peter the main character spends all his time in the beginning of the movie staying inside the invented framework of what a good employee should appear to be. He then gets hypnotized to drop that unseen barrier from his mind and his worries melt away. He is honest about how he feels and what he does and nothing but success comes his way, although now he is the opposite of the model employee. Sometimes I think it would be better to not conform to all the unnecessary things in my professional life and just do the job the way I know it would best get done, yet somehow I don't think success would find me the way it did for Peter. As for the A thing... I totally feel an A is only a reflection of the fact that you interpreted what the teacher wanted successfully. It has little to do with your ability or intelligence. If I wrote one of those letters I would probably say I got an A because I assessed you (teacher) and your personality, read between the lines of your directions and did what I thought you wanted me to. That's it. I wouldn't write all that fluff stuff about how I became such a wonderful person after the class... unless of course I thought the teacher wanted me to write about fluffing myself up. There I said it.
Posted by Lauren Schneck at 10:54 AM
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1 comments:

meli1456 said...

Very good point Lauren. I agree totally. My problem is all the fluff we have to go through in the classroom and put our students through to prove we are doing our job. I could probably cover two academic years in one school year, if I didn't have to assess students with a test that tells me exactly what I already know. Also, if I didn't spend days listening to speakers, who have never been in the classroom tell me how to teach, when I thought that's what I went to school for, to learn to teach.

5/31 Wimba

There's a lot to digest this week. Besides the course work it seems like there is so much to do for the lit review and now I realize the Capstone project. I did not know we were supposed to redo the formatting for the Lit review. I was so excited to get the go ahead last month that it was ready, I just turned it in immediately. It seems like there is a lot to do for the Capstone project; I will have to double check my references. I think it is exciting about the Publishing project. I am surprised to hear, only 5% go on to be published, however I understand also. I am so worn out from this year, I just want to be done. I do plan on keeping the Mobile Me account, so may one day, I will reconsider! (oh, for teachers, I think you can get a Mobile Me account for even less)

Week 1 Comment 2 John's Blog

Johns FullSail Blog:

Thursday, June 2, 2011
Wk1: Good Copy Bad Copy
Though it was longer than I expected when I sat down to look at it, Good Copy Bad Copy was an interesting documentary. I t truly generated the most passionate responses I have had to date regarding Copyright; even from the standpoint of a creative professional.

I can’t help but wonder throughout the piece if the responses from those who infringe would be the same if it was their work. Honestly I kept thinking that the reason most were so cavalier about their efforts was because it was someone else’s.

I thought a lot of the Copyright myth #6 that says that an original work created from someone else's work belongs to me. When I watched the segments on GirlTalk and Tecno Brega, each seem to show some form of creative expression, but when I found myself trying to see things from their standpoint they point out the holes in that theory by, instead of pointing out the original recordings created and hanging their hat on that rationale; choosing to either point out others that have done it and not been penalizing (Tecno Brega/DangerMouse’s Gray Album) or saying that they aren’t hurting anyone and current laws are “inhibiting the flow of culture and Music” (GirlTalk)

On another note, as I watched the rest of the video I noticed that that most of the violators did not care much either because it wasn’t a crime in their country or because it wasn’t work from their country For example, The Nigerian Piracy trade did not care about pirating "foreign" movies because, unlike Nigerian producers, the foreign producers didn't come in to their shops so the were less likely to get arrested. In Sweden, the piracy, according to Pirate Bay, wasn’t illegal, though the work they shared wasn’t Swedish work.

Being a creative, I straddle the fence on creative freedom, but I don’t think that because you like what I do, you are automatically entitled to it without my permission because you are a consumer. Using that rationale, it won’t be around long because it is no longer profitable for the source of the work to bother producing it.

My Comments:

I think it is very interesting that people in other countries don't care if they steal other's work, as long as they can't get caught. I would've thought that there would be international laws that govern these people. It is a shame we can't all just have respect for other's hard work and make sure they get credit for it. I do remember, though, when music piracy was in the news so big, that there were artists that said they didn't care if people downloaded their music for free, because they weren't getting money from it anyway. I think a lot more time and effort needs to go into creating laws that are clear and concise, that protect the creator, only!

Week 1 Comment 1 Ishia Granger's Blog

Ishia's Blog:
If only “Good Copy Bad Copy” had a cleaner version. While I clearly understand the definition of copyright, the areas of interpretation are very murky according to the videos. As an undergraduate student my English professor gave a lecture on oral and written literary traditions. It was based on the premise that works have a tradition of recycling themselves. One storylines inspires another and then another. How many times have we read or watched boy meets girl, boy loses girl and then gets girl back (or so the story goes.) Of course, this was nearly two decades ago.
There is nothing new under the sun. Isn’t that what the adage says? If so then the creative opportunities that bridge age, gender, culture and every gap imaginable must be allowed to flourish. Right? Wrong! (Or at least in some cases.) It appears that the speed of cyberspace and fast access to multimedia – particularly music and film – has been the culprit of this great debate of copyright rights and wrongs. Not to mention the jurisdictions that govern one’s actions are blurred. How dare the U.S. enforce its laws on an alleged offender living in Brazil? How dare a Brazilian remix American content into Techno Brega and get away with it?
Intent, then, should be a major factor concerning copyright infringement and that’s where Fair Use comes into play. What is clear from the videos is that fair use is simply a legal defense. According to law professor Peter Jaszi of American University, fair use prohibits private censorship. But can it always solve the question of whether one’s copyright has been infringed upon? Enter Creative Commons, a great start to bridge the gap of all works not restricted or in the public domain. In a real sense, Creative Commons clarifies -- artist to artist-- what can be used and how. In this way, the culture of text and media sharing – the literary and artistic tradition my professor spoke of, the read-write culture that Larry Lessig speaks of in his Ted Talk can revive and flourish.

My Comment:

I agree. Copy right laws seem very foggy. Like I put in my blog about the commercials, there are some things that seem so similar, but law says no rights were invaded; Then like the Obama picture, I wouldn't think you could copyright someone's picture, anyone can take a picture and make it look the same. I can say I don't get it. As a teacher, I know I cannot copy worksheets except for what is allowed in the copy right permissions at the front of the book. I know I can't show a movie over closed circuit, but I can show it to my class alone. It's all very confusing. Now as I am learning more about it, I am confused more!

Copy Rights and Fair Use

So funny, as this is our assignment and during our road trip today my son and I began having a conversation out of the blue about copy rights. It began because we stopped at a Dairy Queen, (one of our road trip favs), and my son brought up that he like the new commercials for Dairy Queen. He said they are just like the Old Spice commercials that we like so much.

Here are two links to the Dairy Queen Commercial and the Old Spice Commercial.

Dairy Queen

Old Spice


I haven't been able to get much information about who's idea the commercials came from, maybe they are from the same production company. I think that the concept, since it has been put in video form, should be able to be copy righted. I did come across this article, Old Spice Campaign Your Dairy Queen Ad Could Smell Like

With some simply googling technique, I was able to find many people find the ads strikingly similar.

Copy Cat

Student's Bitstrips