Monthly Archives: December 2011

I-Imagine: Waking Up a Generation for Their Own Greatness
Presenter: Bernajean Porter, Twitter – @bernajeanporter
“Reality can be the biggest stress if you decide to be in touch with it.”
“IF your actions inspire others to dream more, learn more, do more & become more, you are a TRUE leader.” ~John Adams
77% of kids find school unmotivating (which atrophies the brain)
4-8% of success is influenced by IQ, EQ (Emotional Quota) is MUCH more important
Engage means brains of fire and hearts alive, not entertainment
Kids hope level is at about 14%
Perturbation – Disturb the system!
75% of what we learn in our life is informal learning
Make students documenters of their own learning; 1:1 iPads w/kids taking pictures, recording themselves, emailing their parents during the day, etc.
What do you want to make happen that isn’t happening now?
New Global Citizens – Site for kids to make proposals for money
Citizen Reporting – iPad Noah App
The DNA of Learning @ http://www.africanbushmeat.org
Project Tomorrow – free survey process to hear student voices
Student-Led report cards – let the kids give feedback
“I cannot do all the good that the world needs, but the world sure needs all the good I can do.”
Educating for Human Greatness, I-imagine by Bernajean Porter, Sparks by Peter Benson – Books to read
i-Imagine – getting kids to do vision videos, give kids agency over their own learning
Is the future the place that we’re going to or the one that we’re going to create?
The Hope Survey – when hope goes up, it impacts scores
Before you get what you want…imagine it.
Ask kids…how will your light shine for good???
Accelerate “talent-driven” curriculum!

Sample Prompt – create your own best future story as if you are already living as a main character in a story of your best hopes. Nothing can be more fateful than a blank screen that becomes the canvas for someone else to script a life for you. And if you could have the life you wanted to live, what would it be? Write in present tense, first person w/lots of “showing not telling” details! (Create Vision videos, docu-dramas (As if), neuroplasticity.

If you have an opportunity to hear Bernajean speak…be sure to take advantage of it! She is inspirational!

Session 2 is Differentiated Instruction in Tech Training
For more information, visit learn.caitlincahill.com

Before you can begin to differentiate, you need to know lots of info about who are dealing with. Before the training, do a registration (KeepCertified or Google Event) so you know who is coming and allows you to target audience.

Methods to differentiate -
1. Content: by skill level (ability to learn new tech skills), difficulty (ease & existing knowledge), and format (learning styles).
2. Process: by instruction method (method of gaining knowledge), time (length and frequency of session, and focus (amount and variety of topics).
3. Product: by knowledge (information they didn’t know before), inspiration (desire and idea of how to apply new info), lesson content (tangible content), and skill (ability to continue applying new knowledge without help

Examples of Training -
1. Summer Academy: Two weeks of hands-on workshop during summer break, 3 hr. sessions w/direct/Inquiry based instruction, lecture/practice, single topic/in-depth, credits are CEU’s/pay. Pros: hands-on, produce lesson material, grouped by skill level. Cons: Summer vacation.
2. Online Course: self paced virtual course covering a variety of tech tools, 8 hours (1 hour/unit), inquiry/cooperative, multimedia format, multiple topics/in-depth, credits via CEU/pay. Pros: hands on, teachers chose units based on interest. Cons: learning online new to most; struggled w/lack of immediate support.
3. Before/After School: brief tech trainings outside of school hours but w/in work day, 30min-1 hour, direct instruction, lecture/multimedia format, focus is tech 101, tech & treats, “Speed Geeking”, CEU Credits. Pro: small commitment, Con: Schedule conflicts.
4. Staff Development Days: short sessions about on-demand topics integrated into mandatory days, 1 hour sessions, direct instruction, lecture format, one topic/brief review or Q&A focus, CEU Credit. Pro: good attendance; Con: wide range of skill level & existing knowledge
5. By Request: staff-initiated or small group, as long as needed, direct instruction, lecture format, one topic focus, no credit. Pro: individualized; Con: multiple teachers w/same question.
6. Mentoring: 1:1 training w/purpose of improving ovall tech skills. 1 hour sessions, weekly/semi-weekly, direct instruction, lecture format, focus varies, no credit. Pro: individualized; Cons: Time consuming for trainers.
7. Self-help: tech support wiki/Atomic learning videos. Inquiry/direct Instruction, format in multimedia texts/screencasts, varied focus. Pros: immediate/individualized answers. Cons: only as effective as the teachers digital literacy skills.
8. User Group: casual gathering of staff interested in a specific topic, 1 hour/quarterly, cooperative instruction, discussion/lecture format, varied focus, no credit. Pro: share experiences w/other teachers; Con: teachers don’t think they are doing anything worth sharing.

Evaluation -
Post-session Survey – What did you learn, what did you like/dislike, was the format effective, suggestions for improvement. (Written surey, google form, discussion, PollEverywhere
Follow-up – Go back to staff at a later date & ask: Are you using what you learned? Do you need more help? What else do you want to learn about?

Great session!

sites.google.com/a/orono.k12.mn.us/stafftech

Good morning,

I am attending the TIES Conference today and tomorrow in Minneapolis. Instead of taking notes for myself, I’ve decided to post them for all to see. They might not be pretty…but they should be a starting point. You can also follow @jswanski on Twitter or #ties11 to keep up with the conference! Here is the TIES website if you are interested – http://ties2011.ties.k12.mn.us

This morning, my first session was about student centered projects. Please visit http://www.catlintucker.com for more information. Here are my notes:

SESSION 1 – 5 Student Driven Projects that Engage Higher Order Thinking
Online discussions changed the dynamic of her classroom – encourage adaptive expertise, values intellectual play as a skill, provides broader foundation of perspectives, connects personal experiences, improves retention, shifts them from consumers to producers.
collaborizeclassroom.com/resources
catlintucker.com
1. Expert Group Investigations – Give groups a topic, research & discussion, present research (wix.com)
2. Webquests – Embed online resources into LMS, Post info for students to explore/discuss, create a modern example
3. Reciprocal Learning (Math graduation trip example) – Pair students & present w/topic, pair them online to discuss details, produce a video, upload projects (recommends schooltube)
4. Multimedia Mashup – Discuss media in our society then match concepts w/media
5. Challenge BAsed Learning Project (Apple) – ask questions, problem solve, collaborate on real issues, recognize that they have an impact, communicate, leverage tech – group students & present bid idea/theme, brainstorm questions, identify a challenge, resarch, present solution, publish