EDC 668 - Week 11 Blog

How has the course been effective in broadening your perspective and skill set for managing technology for change?

My perspective has been broadened a lot. We read a few books that really add value to what we "think" we know as individuals -- Next (by Michael Lewis) & Everything Bad is Good for You (by Steve Johnson). In Next, the author describes a series of technological "ah-ha" moments that make the very makers question what happened to technology. We are ever-so dependent on the technology yet we take it for granted. In many ways we haven't pushed it to its fullest potential to transform lives. In Everything Bad is Good for You, the author presses a different perspective of all things that we once found to be inherently evil could actually be a "gift" of learning, communication, discovery, and ..... EDUCATION! As scary as it sounds to incorporate video games into school minutes, the author gives the perspective of the "other side" in that not all things we once perceived as bad should be taken at face value.

Our class discussions have helped me see ways that I have the power of leadership and the ability to change others by example, encouragement, and my steadfast approach to modeling. When others see success, they follow. If we must become a global nation, we certainly must see past the generic judgements, bell schedules, silly formatting (APA... yes!), and seemingly religious tactics those who began running our education system have come up with.

Finally... as this was one of our assignments... if I were president, I would change education drastically (although, I really couldn't because it's a state-run legislation)... so maybe if I were the Queen of the universe I would most certainly:

Change schools to become more progressive - meaning they study actual-life trades as they gather a love for learning with purpose, more internships in high school, starting students out on an early pace-system in middle school, do away with short classes and silly bell schedule, eliminate state-mandated testing, NCLB, and anything that inhibits our kids from actually learning like school was "designed" (although poorly) to do.

Change is in the making. One OMET group at a time. Thanks Melissa, Gary, Paul, Bill, and Margaret for your incredible wisdom in this process of tranformative thinking. I have learned a lot this year and as Margaret has said before though... we have not done our jobs until we take our learning and multiply it. That is the true test of learning.

Peace sign.

EDC 665 - Week 1 Blog

Think back to a successful learning experience you have designed - what made it successful? What was your role in creating that success?

Colonial Newspaper with 5th graders:
Last year I taught fifth grade. In California, fifth grade standards cover the American Revolution and colonial life. Rather than reading the textbook and moving on, I found a way for my students to gain a taste of colonial life while exploring, researching, and having fun.

Elementary school teaching lends itself to a lot of "down time" where a transition is occuring, students are finishing assessments, etc. Many students work at different levels and at different paces, also. I wanted to find a hands-on project that would both enhance each students' skills and interests, while still encouraging growth. I also wanted to use my skills as a teacher to develop the lesson based on my strengths.

My background is in journalism. I have an undergraduate degree in journalism and I specialize most in news writing. My students knew this about me, and they also loved reading the newspaper everyday (as is done everyday in my classroom and discussions occur--I find this a cheap, valuable, and vital learning experience). Then it hit me... tie news writing into what the students are learning in class! Colonial America became the topic and students brainstormed ideas, paired themselves into interest groups for specific pages of the paper, collaborated with each other's sections as not to duplicate and to make the paper more cohesive and of "one voice", and took charge. I had students advertising on the classified's page what the "fashion" and "arts" page was describing. Students were researching clothing from the era, prices that seemed reasonable to sell the items at, researching transportation and possible job market struggles, and digging into real-life information just to complete a fictional paper. They considered their paper to be accurate according to research.

Although I was simply the facilitator in this learning experience and merely planted the seed of an idea into their brains, they did the rest. I was there to give suggestions, advice, writing coaching, and support. I provided the materials and tools (books, Internet, etc.) and they planned, made decisions, problem-solved, researched and worked out their differences. I believe this experience was successful because it was open-ended in nature, but ultimately produced what my intial goal set out to do (in addition to providing an extra activity for that "down" time)-- to incorporate real colonial America into our supplemental projects and get their interest in writing, researching, the lives of the colonists, and working together as team members for the common good and goal of the group.

Back in Action, The Art of Possibility

I'm back!
It's been awhile since the last blog...

Just finished reading The Art of Possibility and there are a few pertinent points I'd like to make:

The authors did a great job at offering examples of their "practices." Among these practices include a few I found to be interesting and helpful:

"Giving an A" - I've heard this before when a few of my professors in my undergraduate degree used this method. I always thought it was a very positive way of teaching. Giving everyone an A and letting them be held accountable for their own learning is just another way to skip the grading process altogether. Students are more in charge and they often grade themselves more stringent than the teacher would! I've had this experience with students involved in group work. Whenever students give feedback about their peers, they are very critical!

Believing that others will do well... and they will! Having the mindset of positive thinking can produce positive results. This reminds me of the saying "you're as happy as you want to be"--it's very much a mind game. You have to want it and it will happen. You have to be positive and a believer and things will fall into place.

Be a contributor, lighten up and don't let things bother you so much, be passionate, and involve yourself with others and change your mentality from "I" to "WE."

The book was inspirational and had some great insights into how to work with others, how to mentor others to believe in themselves, their cause, and to take action of your own behavior to benefit the WE method.

My favorite story from the book (that was the best part): Ben is a conductor for an Orchestra and he was nervous about a performance with a few of his viola section players out. Then, another woman was out and to his surprise, did not tell him. He found her later and expressed his anger and in turn, she quit (it was a volunteer orchestra). He then wrote a letter to her, Cora, apologizing and expressing his interest to change his behavior.

I love it when the boss is not afraid to admit wrongdoing. It makes the team that much stronger.

Hard Work = More Responsibilities

To add to the chaos... I am still in BTSA (2nd year teaching), getting married in July 08, going through this crazy OMET program, oh, and teaching a new grade level this year...

My principal brought a couple more things to my attention:

I am now grade level rep and have only been teaching 4th grade for 3 weeks...
I am on the math planning/integration committee from 4th grade to be trained at the district...
I am on the Distinguished School Committee...

I am terribly excited about all of my roles, although in my voice, all that can be heard is tiredness. This might be the best year of my life to date... yet SO, SO busy.

Learning OH SO MUCH!

I just finished reading Todd's last blog posting about exercise of the brain as it related to the OMET program.

What a (tiresome) and great time I am having... but not necessarily out of my busy schedule, but out of the amount I am learning within a day's time. I've been expressing to my co-workers that this program has not necessarily been what is teaching me, but a catalyst to learn from others. I would have never read those books in their entirety...and some I still haven't... but many I have... if I would not have the fantastic minds to compare with as I finish.

Great experience. To echo Todd, great mental workout.