So Simple A Child Could Do It? Or, It Doesn’t Have To Be Hard To Be Good!

I’ve been part of some incredible, and even complicated projects that have utilized combinations of Google Docs, Wikis, Blogs and on and on (we’re part of one now – more on that another time) and have involved students across the country and around the world. But today we (a few of my fifth graders that came in during their lunch recess) did this incredible thing:

We Skyped for 5 minutes with Kathy Cassidy’s 1st grade class and shared what jobs (chores) we do around the house (I even got to share mine!). That was it. 5 minutes, during recess … and the 4 students that came in had smiles as big as the great outdoors … and want to leave comments on their new friends’ blog ASAP (so they would be writing because they want to … with 1st graders! … let it sink in).

AND if you knew the students (well 3 of the 4) that came in … you’d have to know my students real well … that was the biggest part of this story … not the students you would guess IF you knew my students well … the tough guys … the cool people that you would guess would think this was dumb. When everyone came back from recess, you’d never guess what they heard as they entered the door and what they feel left out about now – because these guys were all-stars with 1st graders!

5 Minutes during recess. Because it’s easy … and free … and important in ways so many just don’t get.

Learning is messy … and not always all that hard! : )

My TEDxNYED Talk – Posted

Several weeks ago I had the honor of taking the stage on the 40th floor of  7 World Trade Center in New York to participate in TEDxNYED,  “…  an all-day conference focusing on empowering innovation in education, … being held in New York City on Saturday, March 5, 2011.”

I’d like to thank the organizers that brought me there, they were an incredible group that saw to it that things ran smoothly: Karen Blumberg, Co-Curator The School at Columbia University – Basil Kolani, Co-Curator The Dwight School – Dan Agins Pawcatuck Middle School – Sean Freese Lawrence Woodmere Academy – Kiersten Jennings Chou Independent Curriculum Consultant – Tamara McKenna The Elisabeth Morrow School – Erin Mumford – Nightingale-Bamford School – Jeff Weitz Horace Mann School

As I watched the presenters the themes that were reverberating were change, student centered learning, creativity. Find them here.

I’m afraid I went over my allotted time, a minor glitch with the timer, my fault for not noticing as I started, I take solace in that I’m not the first to do so.  : )

Learning is messy!

Shuttle Launch Experience – What Are The Possibilities For Student Learning?

In my last post I shared that I have this fantastic opportunity to watch the Space Shuttle Endeavour launch from the Kennedy Space Center in Florida next month. One of the ways this new pedagogy changes things is in how my students can be included in my trip.

If I really manage to go (at best a 50-50 possibility because of budget freezes here) my students would learn about the Space Shuttle program, Cape Canaveral and other topics associated with the trip before I ever left. We would travel there through photos, but also via Google Earth – Where is this place? – why did they choose the eastern Florida coast to launch spacecraft from? We drop right down on the roof of our classroom and travel to locations and back when we Skype to build those geography skills and schema, so we would do that for this trip too. My students all have their own blogs, so I can post photos, videos, blog posts about what I am learning, topics for them to do research on. I will be able to post all my photos and even video on our class Flickr page (often within minutes of taking them) – the students could be asked to make a slideshow – write captions for the photos or any number or possible writing projects or research projects.

NASA is asking me to be there to use Twitter to report out what I am doing, seeing and learning. But I would blog about it and would hope to Skype back to my class to share with them, answer questions and maybe do on-the-spot interviews with some of the people I am supposed to meet there. My students are used to taking notes during Skype-conferences and when we have guests in our class, and this would be no different. I could have it set-up with my substitute that I would call the school and let them know to get on Skype and expect a call.

Students could even have pre-written questions to ask – what would they like to know if they get to interview an astronaut or scientist or anyone else that works there? If NASA would allow it I could use a video streaming application like USTREAM to broadcast out so other classrooms could take part … later they could even share blog posts and comments about what they learned with the classes we connect with all the time. All those students have access to our Flickr pages as well – so they could utilize our photos for their learning.

The point is, my students would not be waiting for me to return to find out what happened during the trip – to learn during the trip … they would participate before, during and after. I can comment on their blogs (even grade them), think of new assignments to give them while I am still in Florida, and my students are learning about a place they can only imagine about now. There are so many other possible ways to include them (and feel free to think out loud in the comments). And we do these things often, so this is not pie-in-the-sky – this is what we do as a big part of our learning. Things really have changed since we went to school haven’t they?

Learning is messy!

The Tightwad Tech – The Interview

A few weeks ago, after many attempts trying to find a time we could all make, Mark and Shawn at The Tightwad Tech managed to coral Lisa Parisi and myself across timezones long enough to interview us about how we utilize a changed pedagogy utilizing tech (usually for free – hence the “tightwad” connection). Here is a link to the podcast. We had a great time. Give it a listen … and Thanks to Mark and Shawn for inviting us!

Learning is messy!

Another Education Analogy

Weight is one of the most important indicators of human health. My health care provider requires a weight test to be sure members pass the health test. Let’s use a patient that weighs 1,000 pounds to see how the numbers on the test might not be what they seem (BTW – this is more than 400 pounds less than the heaviest person on record).

This 1,000 pound man is so unhealthy he can’t get out of bed, do anything on his own or pass the health test (he scores in the lowest 1 percent of people his age). So the health care provider requires that a health team develop a plan to improve the man’s health (don’t we wish that was true?). The team consists of the patient, his family, a doctor, a nutritionist and a psychologist.

The team develops a plan, and after a year the man has lost 100 pounds. The family is pleased, but when the health test is administered again, he still scores in the lowest 1 percent for health (after-all he still weighs 900 pounds). The team receives a letter from the insurance company admonishing them at making no progress on the test and reminding them that they must make adequate yearly progress in health achievement.

The team develops a new plan they hope will achieve health for the patient. At the end of the next year, the man has lost an amazing 200 pounds! The family has noted the progress throughout the year and is ecstatic at the improvement. But he still weighs 700 pounds, so when the health test is administered, he still scores at the lowest 1 percent… no progress at all.

A new nutritionist replaces the fired one and the team re-visits the plan again. At the end of the third year another 200 pounds has been lost, and at 500 pounds the man is able, with much assistance and scaffolding, to walk down the hall and back for the first time in six years. The man and several members of his family weep with joy at this accomplishment. But his health test score hasn’t changed a bit. At 500 pounds, he is still in the bottom 1 percent for health. He just isn’t improving at all.

The insurance company fires the entire health team since they have made no progress with the patient and brings in a new team that includes a physical therapist. At the end of the next year, the man has only lost an additional 10 pounds. It turns out the man’s family snuck him unhealthy and extra food and signed reports that he was doing his physical therapy when he was not. With so little progress in weight loss, the man fails his health test for the fourth year in a row (he still weighs 490 pounds).

No team members are fired since the family sabotaged the plan, but they manage to re-tweak the plan yet again. At the end of the fifth year the man has lost an additional 80 pounds. He can get out of bed on his own now to take short walks, use the bathroom himself and even eat some meals with the family. But at 410 pounds he still scores at the lowest 1 percent for health on the health test. After five years and thousands and thousands of dollars, the man has made no progress on the health test. This is the sorry state of a medical profession that leaves us waiting for… Waiting For … (well you get it).

I originally wrote a version of this 10 years ago when all the testing done in my school district (and most others) was mostly the worst kind of “standardized” testing. The testing has improved very slightly, but still is used to jump to poor conclusions like the ones reached above. I post it here not to say that no testing should be done in our schools to note progress and quality of schools and teaching. But to make the point that we too often oversimplify important, complex issues in education and rely on testing in ways it wasn’t designed to be used by people that don’t really understand that.

Let’s get the best, accurate assessments that can be used not only to rate how we are doing, but help us improve learning BEFORE we use them too much to rate how education is doing. I wonder too if the education we will achieve by teaching to the current poorly designed tests is really the education we want or need? Just a thought.

Learning is messy!

Cross posted at Huffington Post as: Another Health Care and Education Discussion

Playing With a New Theme

Update 7/24/2010 – fixed header so it doesn’t double post the blog’s title – new header to come soon I hope!

If you are a regular to this blog you will note some changes here. I have wanted to change the look and workings of this blog for quite awhile, but time and knowledge have always held me back. I am not a real techie type, I don’t know php programming and as you can see I’m struggling a bit with getting my header to work like I want it to.

I am having my artistic daughter help me design a new image for my header, so things will continue to shift and adjust for a bit. I thought it fitting to leave it like this though so you can share in my “messy” redesign.

Learning is messy!

A Conversation About “The BluePrint”

Massie Ritsch http://twitter.com/ED_Outreach (link to his appearance on The Colbert Report) with the US Department of Education, and a teacher on special assignment named Jose Rodriguez, contacted me through Twitter after I made a few comments about the ESEA “Blueprint” We talked for close to an hour and they allowed me to dump most of my concerns and issues on them.

They were very respectful and supportive and allowed me to carry on and on (as I’m known to do) about the issues … dang I start out slow and get rolling along and become an avalanche about a third of the way through … I just get way too fired up. I know that’s mostly a good thing, but afterwards I always figure I’m way too over the top.

Massie and Jose explained that one of the changes I would probably like is that if a student demonstrates progress (say a 4th grader moves from high 1st grade level in reading to third) then not only would the school not be sanctioned but possibly rewarded. Definitely a positive change. They also feel the grants for science and the arts and other long neglected subjects that states CAN apply for might help alleviate the very narrowed curriculum students of poverty endure.

I pointed out that one of my major concerns was the wording. When the document says that states MAY apply, then we are probably right back to a narrowed curriculum because the people that make decisions at the state, school board and district / administration level will too often not value those education pieces for our at risk students, or fall prey to the politics and bad assumption that kids need to have mastered the “basics” first without understanding that when they miss all that schema development, reading becomes a boring chore instead of a window on the world. BTW – “states may choose / school districts may decide” was the same kind of wording that was in NCLB that infuriated so many of us (because mostly they didn’t decide to do those things).

I said the same about innovation … don’t give us 4 “models” to fit into that are narrow charter models obviously designed by the Broad and Gates people that have infiltrated positions in the Ed Department, give us REAL opportunities to innovate. I’ve mentioned often that the “Programs” pushed by the textbook companies are not making teachers more accountable, they are giving teachers cover. “I followed the research based reading and math programs to the letter. My principal observed me doing so and has copies of my lesson plans that follow the program to the letter. Oh, our test scores are too low? Don’t look at me, I followed the ‘research based’ program. Talk to admin and the school board that chose the program and requires us to follow it.”

They had me describe how I use 21st century tools in my teaching and said they were impressed … but I mentioned that much of what I do I have to “get away with” (sort of) … isn’t really the “program” I am supposed to be using. I have to get the required pieces out of the way so I can get to the meaty stuff. Therefore how can that be a model for others?

We also discussed the “all education problems would be solved if we just had good teachers” message that runs throughout. They claim that they realize that is harsh language, but that they understand that there are many other contributing factors. I suspect that this is another of those, “let’s appear to be tough to get the legislation passed pieces.”

In the end I mentioned I hope this wasn’t just a “let them vent and maybe they’ll feel better session.” That issues and concerns they are gleaning from these talks might REALLY be considered. They said they took notes, they assured me that Arne Duncan was listening and is aware that there are concerns.

The upshot I think is that educators, coming off the last 10 years of NCLB disconnects and disappointments, were and are caught up in that “Yes We Can!” attitude and expecting great and profound changes in “schooling”. So many see so much potential, need and opportunity for change and how a new pedagogy could transform education for all … and this legislation just isn’t going to get us there, or even a good chunk of the way there anytime soon.

It is an improvement, but political realities, societal understandings (or misunderstandings) and the difficulty humans have with change are not going to bring us fulfillment through this bill … but to put a positive spin on the situation, at least maybe the process (after the healthcare mess is over?), will bring at least a modicum of national focus and discourse as the “ESEA blueprint” moves up the agenda?

Learning is messy!

ISTE Video/Audio Capture Policy At NECC 2008 – A Step Backwards, Or No Big Deal?

UPDATE: 6/20 – I’ve pasted the response from ISTE to Miguel’s post about this subject below. I commend ISTE for listening to members’ concerns and responding rapidly and responsibly.

Letter from Leslie Connery

Hi Miguel – We received substantial feedback about this issue and have had great internal conversations in the last 24 hours about how best to respond. We needed to listen to and address the valid concerns of ISTE members while also protecting the rights of the people who have agreed to present at NECC. The statement below addresses how we’d like to handle this for NECC2008.

Post NECC2008, we are planning to convene a discussion around the issue of broadcasting presentations and to work together collaboratively with podcasters, bloggers, presenters, and other stakeholders to develop guidelines for NECC2009 that meet the needs of the education community. ISTE recently disseminated a code of conduct regarding video and audio recordings at NECC 2008 which has generated some thoughtful and energetic discussion.

We welcome your interest and comments and would like to clarify and amend the code of conduct for NECC 2008. For NECC 2008, ISTE’s permission is not required for non-commercial video and audio recording of sessions and workshops.

However, for NECC 2008, written permission from the session or workshop presenter is required prior to capturing a video or audio recording. Any permitted recording should respect the presenter’s rights and not be disruptive.

Under no circumstances may any length or quality of video/audio capture be used for marketing, advertising, or commercial purposes without express written permission from both the session presenter(s) and ISTE. 

Thank you. We look forward to an ongoing dialog about fair use.

//Leslie

Original Post Below:

Twitter was abuzz this evening after Wes Fryer and then Miguel Guhlin posted about ISTE’s new (or maybe not new) policy regarding recording audio/video of presentations and events from NECC 2008 in San Antonio next week. The policy states that to record you must have the permission of the presenter (which is fine and just common courtesy) AND permission from ISTE … which may be a problem depending on how easy and timely it is to obtain.

Full video/audio capture of NECC sessions and activities is strictly prohibited without express written permission from BOTH: 1.) the session presenter/s, and 2.) ISTE. Those holding official ISTE-issued press credentials may capture footage for media coverage purposes only.    

Amateur video/audio capture is permitted of ambient environments, informal exchanges and sessions, and sessions and activities not organized by ISTE, etc., provided that appropriate permissions have been granted by the parties affected. ISTE assumes no liability for copyright and/or intellectual property violations that may occur as a result. Amateur video/audio capture is also permitted in NECC sessions and activities provided that the length of capture does not exceed 10 minutes AND appropriate permissions have been granted by the presenter/s.

Under no circumstances may any length or quality of video/audio capture of NECC sessions be used for marketing, advertising, or commercial purposes without express written permission from BOTH: 1.) the session presenter/s, and 2.) ISTE.

As always, if you have any questions pertaining to your presentation or the conference in general, please feel free to contact us: For sessions, neccprogram@iste.org; for workshops, neccworkshops@iste.org.

This may not have emerged as such an issue except that sharing the goings-on at NECC last year via Skype, and since then the advent of USTREAM and other sharing technologies and their use at conferences since have whetted the ed-tech worlds appetite (for good reason) for quickly having access to the learning and conversations – formal and informal – that come out of a conference like NECC.

The other disconnect here is that unfettered access to information and tools on the net is supposedly  one of the goals of ISTE … it’s definitely  a goal of every ed-tech proponent I know. So this does seem like a step backward. I suspect that no one made a decision not to attend NECC this year because others would Skype and Ustream sessions. However, it sure seems that the sharing that happened last year, mostly via Skype and podcasts, probably was an incentive to many to take the plunge and experience NECC live. If this was done because those in charge are afraid that sharing over the net will cut attendance I feel they made a huge mistake …  a bad call.

I have seen some commentary that perhaps this is about ISTE covering its behind against suits over copyrighted material and they put this out there to look tough, but will really just “not notice” what may go on otherwise.

Some have started email campaigns and other forms of protest, it will be interesting if ISTE comments anytime soon, before NECC 2008 commences.

Another example of messy learning!

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Our Blog Video – How We Blog and Why, Is In Production

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Besides video-Skyping today with new friends in Florida we started doing the real work of making a video about how we blog. Last Friday we started brainstorming all the steps we go through and then breaking it down into scenes. Next we assigned each group a different part of our blogging procedure to video. Students are designing how they will “tell their part of the story” and then storyboarding and writing the narration. Everyone has to take part in the group … even out 2 non-english speakers will do some of the narration in english with help and support from their groups.

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As usual the biggest part of their grade is based on how they work in their group. From my experience when that is the main focus of their grade the most learning takes place. Why? Because when students cooperate and include everyone, everyone is involved in what they do and the thinking that goes into it. I always tell them that I might ask anyone in their group what they are doing and why … and they better be able to tell me … that forces them to stop and explain what they are doing and thinking and why they are doing it to each group member and include them. Students get to hear ALL the thinking of what is going into their project … and that is key. We even role play doing that. Kids feel good about being an involved part of the group AND being one of the people that sees to it that everyone understands. When it is humming along with that attitude going in the room – it reminds you why you teach.

My students were simply awesome today. They have to design their scene, storyboard it, write the dialog, practice the speaking parts, practice how they will show that on tape, and then when they are ready show what they are planning to the whole class for critique. We haven’t gotten to the “showing” part yet, but Wednesday some groups, maybe most, will be ready.

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Last year when we made the “Inclusion” video we followed many of the same steps but I probably shot half the video and did all the editing with input from the class (that was their first experience with video and they were 4th graders). We started learning more about editing with iMovie today using the famous “Dog Wash” tutorial that used to come with iMovie. The student laptops are so old they will only run iMovie2, but it works and all their almost 8 year old iBooks have Firewire so this should be fun. We plan on having each group shoot all their own video, edit it, do the voiceover narration and then run it back to video and probably my laptop for a final assemblage of all the scenes into a final product. Truly “MESSY” learning at its best.

Learning is messy!

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The Gift That Keeps On Giving


Boxes!
Originally uploaded by mooosh

We are at the end of our extended vacation on the East Coast – Fort McHenry and other Baltimore points of interest tomorrow and home on Friday.

We got into our room tonight and thanks to me bringing along my laptop, and free wifi in our hotel, an email came in from one of the childhood cancer support groups in Reno (The Keaton Raphael Memorial) that have helped Celest so much. Skype has donated 4 web cams and headsets to them so they might use our model to include other children with cancer to attend school using video-conferencing. Like Celest sometimes these children have to travel 250 miles to the San Francisco Bay Area to get special treatments at Oakland’s Children’s Hospital. Here’s a quote from the email:

“We have been thinking that the best way to utilize the equipment right now would be to initially set it up at Children’s Hospital in Oakland (where Celest and the majority of the Northern NV kiddos are treated) as a way for families to keep in touch while one is away at treatment and the other is at home with the other children (if applicable). There is a Reno mother currently in Oakland that is halfway through their 180 day stay. Her husband and three other children are in Reno. They are having a hard time keeping in touch and are perfect to try out the Skype set up.

I am heading down to Oakland Monday July 30 to help get them started. They already have internet accessible computers available for families to use, so I will just be bringing the web cam and headsets from Skype. Eventually we will have laptops available. I plan to head the family’s home in Reno on Friday to deliver the other webcam and help them get set up from home. That way we will be able to test it while I am in Oakland.”

She goes on to ask if I have any tips and could offer support if they run into any issues. I mean is this awesome or what!?

Yeah … this free Web 2.0 stuff … no impact on student learning.