THINK OUT LOUD #2

After I decided on what format I wanted to use in my final project, I had to choose who I wanted to address it to.  Right now at my high school campus, we are in a state of transition.  My current high school principal is retiring.  We are retaining as far as I know the assistant principal for the next year and will be transitioning in the elementary principal to be our new high school principal.  On top of all of that many teachers are being reassigned due to the educational budget cuts in the state of Texas.  So what would normally be a fairly easy choice to make took some consideration and waiting so that I could see so speak which way the wind was blowing.
With all of that said I have decided that this would be a good opportunity to form a relationship with my new principal.  I'm actually pretty excited about this.  I feel like this is a great opportunity for me to showcase what I have been doing with my students this past year and in what direction I would like to go this next year.

THINK OUT LOUD #1

So I realized tonight that I forget to do my think out loud posts.  This was an oversight on my part.  I have been debating back and forth on paper versus presentation the past few weeks.  Finally, I came to the conclusion that for where I am wanting to go with the information that I gathered in my AR Project that a presentation would work best for me.  I came to this conclusion because I'm at a point where I am not satisfied with where the "story" has ended or don't feel like the story is complete with what I wanted to accomplish and so I feel like this is something that I would like to be able to address at a district level.  

Comments to Tyler Badertscher

My Comments:
I appreciated your comment "taking the initiative to control how my life is run and the outcome of my life".  This post and this book could not have come at a more opportune time for me.  Like many educators, there are those weeks when life happens and we have to deal with situations that arise and make a choice on who, if any, are we going to allow to influence us during this time with their back-handed comments that are meant to elevate themselves and put you down at the same time.  Thanks for your comment.  This is something that I really need to hear again.
Tyler's Post:

Photo by JelleS

I think we are all in agreement that this book was read at the right time in the program. We really didn't have to sink out teeth into with content knowledge. It was a new approach to looking at things, a new perspective, a fresh idea for us to grasp. It was well placed with in the timeframe of our program. I just love this book and all the musical references from allowing children to taking control of the orchestra to the vivid thoughts about the musical works he has performed with. Being a musician myself, I can really relate to a lot of the things he talks about. One thing that really hit me like most others in lighting the spark inside students to drive the passion they might have. All it takes is one small spark to set an entire forest on fire given the right ingredients. As a teacher, I really look forward to making an impact on my students. Another idea that hit me was the concept of being the framework for my life. It's not always about the others controlling my life, but myself taking the initiative to control how my life is run and the outcome of my life. I must learn that I can't blame others even if they are at fault. I can choose how my life is run and myself only. Now I can't control others and the environment 100%, but I can choose how they will affect me if in any way. I really enjoyed reading this book and taking a fresh look at some old ideas.

Wk 4 - Comments to Tiffany Scanlan

My Comments:
I liked your introduction slide.  It was really interesting that you used a ladder to illustrate that you were using your AR Project to teach students the tools they would need in either their college or career with your different activities.  Can't wait to hear what your voice-over would be to go with your final presentation.

Tiffany's post:
 http://tiffanyscanlan.blogspot.com/2011/04/week-4-publishingpresenting-ar-project.html

Wk 4 - Wimba/Final Presentation

Final Presentation

Due to various time constraints that I have been under this past week it was not possible for me to join a group in the wimba session.  So instead, I used my critical friend/husband as my sounding board for this stage of my presentation.  He was very helpful in pointing out some of the pitfalls that I may encounter in my next endeavor and helping me to be concise(amount of info on the slide) but informative (with the adlib/voice over that is still to come) at the same time.  To get a glimpse of the what this endeavor is be sure to check-out the hyperlink to the Flipped Classroom in my Final Presentation.

Wk 4 - Art of Possibility

Photo by:  S.Martinez - 2010

Every flame that we ignite is unique to the child that it is lit in.  I love that one of the privileges of being a teacher is that we have the possibility to spark something special in a child's life.  For me this has always gone beyond the subject that I teach.  Letting students know that I genuinely care about them is sometimes all that is needed for that student to begin to have the confidence to attempt to learn and to explore in area that they previously would not venture to.

This week's reading helped to encourage me to light the fire and to reevaluate my framework, particularly my boundaries of who I am allowing to influence my opinion of myself and of situations.  I have to decide and make it known and established that in my classroom this is what takes place to not only my students but to my co-workers.  My students have, for the most part, never been the issue for me.  It has been who I have allowed to come in and shred my self-esteem while they go on and on about how great and wonderful they are, and that this situation would never have occurred in the classroom. 

These last few chapters in the book along with a situation that I had at work this past week really woke me up to taking control and dictating what type of comments that I would allow to be made to me by my co-workers and also to the fact that I really don't have to associate with my co-workers that are self-seeking and destructive to the people around them by always stirring up drama.  Am I venting, just a little perhaps.

But I am so thankful for the timing of this book in my life right now.

Comments to Andrea Nichols

Comments to Andrea:

Playing for a change is something that my husband and I got turned onto about a year ago.  I love how inspirational it is.  It is also such an awesome opportunity for your students so that they can be exposed to different cultures and circumstances.

Andrea's Post:

Bethke Elementary School Channel
http://www.youtube.com/user/bethkeelementary - p/u/3/MuSFYf5ctHg
This YouTube channel features the work of an elementary school teacher at Bethke Elementary School.I feel that the video casts that the teacher has posted would be of particular use for me. I feel that my students would benefit from viewing other student work by children the same age as they are (Grades 3-5). It is obvious that the media assets created in this teacher’s classroom is student led and is very educational and entertaining. I appreciate the way the teacher allows the students’ personalities to shine through their performances.

Playing for Change
www.playingforchange.com
Playing for Change is a non-profit organization that has traveled around the world videotaping street musicians. It is a fabulous project that has been going on for 4 years. Many types of music are represented in the project and utilizing them in the music classroom helps children broaden their view of the world and become more globally aware. I strive to teach tolerance in my music classroom and the videos provided by this website is invaluable to this process.
Here’s a few Playing for Change videos to get you started:
http://vimeo.com/16635645 This video is an overview of Playing for Changes’ seven music programs that have been established as a result of the Playing for Change foundation.
http://www.playingforchange.com/episodes/8/War_No_More_Trouble This video shows musicians from all over the world singing Bob Marley’s War (No More Trouble).
http://www.playingforchange.com/episodes/2/Stand_By_Me This is the video that started the whole Playing For Change movement. It features street musician Roger Ridley singing Stand by Me.
http://www.playingforchange.com/episodes/3/One_Love Another Bob Marley song, One Love, featuring musicians from all over the world.
There’s many more videos on the Playing for Change website but these are a few of my favorites.

Blogging in Education
My AR project is Blogging Across the Elementary Curriculum and I found a number or video resources to support my research. One of my AR goals is to provide professional development to my fellow teachers. These videos would be very useful for teachers who are unfamiliar with the concept of blogging.
Blogging a Bigger Picture http://vimeo.com/4751315
CNN Report: Blogging in Education http://youtu.be/NRyh4UeP-IY
My Blogging Playlist http://www.youtube.com/view_play_list?p=D3B906FF4521C715
I created a YouTube playlist of all the videos I have found that focus on blogging in education. I have tried to focus in on elementary education as that is the level I teach.

PBS.org: Jazz: A Film By Ken Burns
http://www.pbs.org/jazz/
PBS has a lot of great resources for teachers, and the Ken Burns film Jazz is just one of many. Jazz is one of my favorite units in the music class. This site has lots of great videos to show the class without showing the whole movie to the class.

Wk 3 - Comments to Tiffany Scanlan

My comments:
When I was reading your post I felt like you were writing about me.  I am so guilty of either being too serious and going down the wrong road on something or when I get nervous laughing at a very inopportune time. 
Something that I seem to tell my students on a daily basis (borrowed from a good friend) is "Take It Easy".  That seems to have become my motto this year for myself also.  So next time you are overworking, over analyzing or over anything (negative) just remember to take it easy :)

Tiffany's post:

The Rule of 6 is great! It is simple, to the point and there are no other rules to weigh it down. I have the habit of taking something simple and making it really complex and overworked, which then ends with frustration. I try not to take myself seriously but the calculating self sometimes works its way in and I over think things. There are a few people that know me well enough to tell when I am going down this road and are able to snap me back into focus, which I greatly appreciate.

I have also noticed other times when everyone others around me are being serious I will make a bad joke, quirky observation or lighthearted comment and am met with "the look" or dead silence. This is frustrating too because I then loose complete interest in what we are working on or discussing. If you can't have fun, or even a light moment, while working on something then why bother? I am not saying that every task should bring joy the entire time it is going on, but that people need to find some ray of light to make things manageable. For example, I wouldn't expect most people to be excited about doing their taxes (or wanting to giggle while figuring them...) BUT I know I find myself giddy when they are done....My ray of light, or Rule #6 moment, would be doing a funky dance and laughing like a little kids once the taxes are submitted and knowing I will not have to do that for another year.

Wk 3 - Reading

Risk-free activities.  This is something that I have enjoyed this year because the pressure to make a certain grade were removed and I new that if I messed up it was okay.  I felt like these activities are where the majority of learning took place for many of this year. 
This would be such a great option for my students.  As a chemistry teacher, so many of my students are so afraid of the subject to start with that the pressure of an assignment of top of the cripples their ability to think and succeed.  Risk-free activities provide a foundation for learning to begin.  This is such an awesome concept that I plan to incorporate more actively into my curriculum for my students.  I really believe this will be the key for many of my lower students to have the confidence to be successful.

Wk 3 - Wimba Take Away

As we are coming to a close with our time as a FSO Grad student in the Education Media Design & Technology Program it is so important to remember that just because our AR Projects have been completed that the exploration and pursuit of a better more adapted classroom should not stop.  The skills that we have learned during this time should become the launch pad to fuel us as we continue to grow as individuals and as educators.  We should never become satisfied with what worked this year but continually look for ways that we can redesign what we are doing in the classroom to keep it fresh and current for the needs of our students.

Wk 3 - Free Write - The Flipped Classroom

Earlier this week, I was reviewing the platforms of various professionals that were running for office in a professional organization that I am a part of.  In one of the platforms, the candidate mentioned the use of vlodcasts in the classroom as a teaching tool.  So when I searched the web for vodcasts to get a basic idea of the what and how the candidate was referring to I ran across a great site.  This site uses vodcasts education in what is referred to as the Flipped Classroom.  This is an amazing teaching philosophy that I have been unknowingly trying to get to the point of mimicking.  The basic concept behind this is that the students view the vodcasts, which a video podcast, prior to coming to the classroom.  Students are able to view them on YouTube or download onto their MP3 player through iTunes.  The vodcasts is basically the lecture that would normally be presented during the regular class time.  Since students will be viewing the lecture ahead of time the work that would normally be assigned as homework is now classwork which allows students the options to re-listen to the vodcast during class or to ask the teacher for further guidance.  This is also great for science teachers because this will allow the time for more hands-on learning.  I would love to be able to do this in my classroom.  I have already spoken to my principal about doing this as trial with a select group of students next school year.  If you have the chance you should definitely take the time to check-out the Flipped Classroom's website.

Wk 2 - Free Write - Podcasts

I have recently, as in this week, become inspired by the use of podcasts in the classroom.  This is a great tool that I have overlooked.  I do my best to keep my students up to date with current events and other news that deals with Chemistry or science in general. But how awesome would it be to expose them to podcasts that are representing a different person's perspective.  This would be like an on-line field trip for many of my students. 
Also, another area dealing with podcasts that I overlooked was that they are many tutorial podcasts out there.  I have used YouTube videos  in the past as a way to expose my students to other teacher's methods on various topics in Chemistry but have yet to use a podcast.  
The possibilities are endless when I think about the various avenues that I could use existing podcasts for. 
Be inspired and find a podcast that would enhance your skills as a teacher or benefit your students.  The possibilities are endless.

Wk 2 - Comments to Tiffany Scanlan

Tiffany's post:
What stuck me the most from this week's reading was the idea of giving an A to create a positive learning environment from the start. I plan on using this approach when I have my own classroom and have to use grades again. I noticed many of the students I worked with last year we overly concerned with getting an A in my class (Art) and were not willing to experiment or play with techniques. They wanted to know exactly what they were supposed to do, what it was supposed to look like and how they could get the best grade. It took them a little while to adjust to me repeatedly telling them to try things out and see what happens. They also wanted my feedback instantly when showing me a project, asking if they were done. I would simply reply, "Is that the best you can do? Are YOU happy with what you made?". Many times the students would go back and work on the project a little more; I think this was the first time a teacher had asked them if they were happy with what they made. I think if I had started out using the idea from the book, the students would have been more relaxed from the start and more willing to try out ideas. The one question that I still have about the giving an A process is what happens to the students that do nothing because they already have an A? What are the criteria for keeping the A and how do you motivate these students to want to keep the grade?
My comments:
This was a very interesting concept that I had a hard time with.  Yes, I understand the confidence boost it can give and that essentially that really this is where we are all starting from when you think about it.  But as a chemistry teacher, I'm not sure how I could implement this strategy successfully since my course very objective instead of subjective like some other courses.  This is one of those topics that will be something that I will need to put on the shelf for a little while and then bring it back down to think about some more before I decide to use this strategy.

Wk 2 - Comments to Alima Saffell McKnight

Alima's post:

Chapter 1. It’s All Invented: How can we think outside the box we live in? What assumptions are we making that we’re not aware that we are making? What might we invent that would give us other choices?

These questions scare me! I am not an outside the box thinker and am intimidated by the idea. Now, within the box, I do push the limits- or at least quite a few professors have thought so!* In other words, if given directions to do something with the added understanding on my part to be creative, then what I produce is within the limits and therefore not outside the box. That being said, my work is often thought of as being extreme or completely off target. However, if the directions were to think outside the box, I get stymied and can go no further than the exact limits set by directions. I think it has to do with how I was educated and my personality: I sat in classes where conformity was expected and I was an obedient child. Ironically, as a teacher, in order to give a student a 4 when grading them, they have to go above and beyond what was asked of them and I always wondered about the children that were like me and always did exactly as they were told.  Again though it goes back to adding the bit about getting creative and that is how I have tried to lead those children that are like me into getting more into the assignment.

*For an anthropology assignment, we were to pretend as if we found a time-capsule containing an episode of Let's Make a Deal and critique it. What were the costumes all about, etc. I took it a step further an pretended I was an alien who discovered the time capsule (with my own language and all) and critiqued it- therefore making the culture from which it came totally foreign. I got a D because apparently I didn't understand and was sent to the writing center where I was told it was fine. I revised it, taking out the alien parts and got a B.


Chapter 2. Stepping into a Universe of Possibility: We live in a world of measurements. The Zanders recommend that when we look at how different things appear we can see them as possibilities. How are your thoughts and actions a reflection of the measurement world?

In education right now, its all about the measurement world: here's the goal, reach it or else! The "or else" has become losing your job!  And so most of the time teachers-even really great ones- are forced to think bottom-lines. One reason I think I was made a prep teacher was because I had a hard time thinking that way. I always felt like: once that door closes this is my classroom! I remade forms to work for me and figured ways not  to do things their way. I asked to go back to grade teaching and was told I was good at what I do now (tech teacher), but part of me wonders if its becuase of how I was. The funny thing is, I try to think in the measurement world now so that I can go back- I make myself think about how I could jump through their hoops.

Chapter 3. Giving an A: Giving Yourself an A.

I wonder how that would work from reading levels? Let's say students are told they will decide their last semester reading level but only if they write a letter stating how they achieved that level. Would it work? Would kids basically plan their school year  in terms of reading and come out on the level they said they would? There's an AR project to think about!


Chapter 4. Being a Contribution: Over the years, I’ve observed how people handle various situations in their lives. People who succeed do not have fewer problems than people who fail. It is how they perceive issues and how they react to situations that makes a difference. The purpose of this chapter was to help us look at how we can contribute in order to make a difference in the lives of others even if it’s only one person. How will I be a contribution today?

I noticed that my husband and I attack the issue of success differently: if you tell me I can't do something, I prove you wrong; if he is told the same, he shuts down. I couldn't figure it out. I knew it was a real significant difference because I saw the same thing in some of my students. Someone recently said to me, without me bringing it up, that it was a cultural difference. The person said that "her people" are not motivated by the possibility of failure and that all that does is keeping them from trying. In my mind, that meant I had a lot of egos to stroke. But after reading, I think the point is that, especially as an educator, I need to find what motivate and use it. I never told my students they couldn't and it held them back. I tried to dispel the ideas they already had about themselves, which was hard. Many kids have said they are stupid or bad. The point here is that we all have something to contribute and my contribution has to be helping others find their way to add to the universe of possibilities!

My comment:

Alima - with many of your comments I was able to sympathize or understand.  An assignment that is open-ended in possibilities has always intimidated me at first.  I'll have great ideas but lack either the knowledge to succeed or the confidence.  It is really great that you are continually seeking ways to motivate your students to go beyond themselves.  That is what it's all about as a parent and a teacher.  To find ways to help them learn to work around their internal inhibitions and go beyond what they believe they are capable of.

Wk 1 - Comment to Tyler Badertscher

Tyler's Post:
Copyright is such a huge issue of concern nowadays with the expansion of the Internet and the availability of media items throughout our society. Being a music teacher, I really have to pay close attention to copyright when it comes to performance of others music. One such question we had recently with copyright laws was with our Marching Band show this past year. We wanted to use a portion of a concert band piece on the marching band field and was wondering if we could tweek a couple of parts to make it fit on the field. We did our research and found out that we still needed permission even thought we had already bought the rights for concert band but since we were using it for something else we had to gain permission. Well, to make the story short, we ended up having to pay rights to arrange the song ourselves. We had to gain permission from the publishing company who owned the rights to create an original arrangement of the song. It was something that they really look closely into in marching band especially when gaining rights to create a video for spectators to purchase at the State finals. It was a new process for me but I'm really glad I went through it and learned so much more about it this year.

I really enjoyed going through the myths about copyright because there are so many questions about it and just those 10 myths can answer a lot of questions. Numerous times in videos it was said that copyright is not about using media but about gaining permission to do so. It really made me think about copyright issues and YouTube. I direct musicals and we are always told that we can't take video of a production. Its hard to tell parents you can't tape productions that your students are in because of copyright laws when they can go online and see numerous videos of other productions. Makes me wonder if I have read the copyright issues wrong or if these people with the videos are getting into trouble or if its something that is just not enforced out there.

My comments:

I thought your post was really interesting.  Since I teach science it was interesting to read about a teacher that has to deal with copyright on a daily basis as part of their job.  I am guessing that if you do not obtain the correct permission you would have been disqualified from competition?  Also, did you go to the song composer or the publishing house to obtain permission to use part of the song? 
Other than those 2 questions I found your post to be really interesting.

Wk 1 - Comments to Alima Saffell McKnight

Alima's post:
We all know the saying hindsight is 20/ 20. Well, I am totally feeling that now! I started an action research project with the best of intentions- to help teachers better use technology. It was clear from the start that I was going to have a hard time getting teachers to participate in the professional developments (PDs) I was planning. I have been the technology teacher leader for 5 years, so I knew getting teachers to do things that are not required was difficult. Still, my lit review turned up many factors that might have been affecting their turn-out and I thought if I addressed those concerns and issues, they would come. Alas, they did not. As a matter of fact I am curious why the 6 that did show for the first 3 PDs showed at all considering they didn't show for Cycle 2. I think it might have something to do with me showing them how to use our district's then new online report card and their eagerness it "get it right" as opposed to now that they have the hang of it, I am less useful in their eyes. Anyway, I guess the point is to  not give up and try again when things/ stresses are less-- maybe closer to the end of the year or again in the beginning when they are fresh.
I do wonder had I changed my focus from teachers to students, what AR I could've done and what those outcomes could've been. I used iWeb this year and did a lot of what I was learning at Full Sail with my students. I could've tracked their feelings and performance and gauged whether it was better than previous years. Maybe it's not too late!

My comments:
I am so sorry to hear that your Cycle did not happen as planned.  Perhaps if this was offered during the summer before teachers are swamped down with everything else it would have had a different outcome.  I know that with all of the paperwork, planning, and everything else that happens after the start of a school year that it is easy to have the mindset of teach me what I need to survive and I'll try to learn the rest later which usually equate to never.  I would be curious also if students would have been different or more active than teachers.  What would be interesting is to have a cycle designed for students and another cycle designed for teachers.  Perhaps if both groups were learning they would generate interest in the other group to continue learning and improving their skills.

Wk 1 - Wimba 1

Week 1 Wimba:

This was a great session that laid the groundwork out for the entire month in the MAC course at FullSail University.  This wimba session gave enough information about the upcoming projects for week 2, 3, and 4 so that we can get started on putting on the final touches on our AR websites, begin writing an abstract, have an idea about the publishing that we will be in week 4. 
This course should speed by so it is going to be very important to stay on top of assignments, wimba sessions, discussion boards and readings. 
I'm glad that I listened to the wimba because it answered a question that I had about where the discussion board posts were located at.

Wk 1 - Copyright Laws

COPYRIGHT LAWS

Educators need to be aware of copyright laws when they are publishing material to the web.  Anything that is published is considered to have a copyright.  The fallacy that many educators are deceived by is that since they are not making a profit off of the material than they are not hurting anyone or violating any copyright laws.

 Unfortunately, this is not true.  Copyright does not look at the use or the reason as the determining factor for a violation.  The real question is did you obtain permission to use the material. 

Educators will find that it is easier to gain permission by seeking permission directly from the creator of the material instead of the publishing house.