That was awesome! I checked out Goanimate.com and it allows you to easily create and share animated shorts. You can either record your voice or type in your text. I can see lots of really cool uses for this.
The text book is really good. Lots of great links, ideas and suggestions. I am really looking forward to meeting with my group to discuss it.
Saturday, February 4, 2012
Week 3....
It has been a busy week, but it was fun to get together with my group and talk about the chapters. I really liked the chapter on creativity. I think it's because it reminds me of when I first started teaching in Wisconsin. I was handed 3 binders (one for each class I was going to teach) and let loose.
The binders contained our standards-based Japanese curriculum. I was also told that as long as our students can reach the objectives (Students will be able to do~), it didn't matter how I did it. I was given the analogy of driving to Milwaukee. I could take the highway all the way down or maybe the scenic lake front drive. It didn't matter as long as we all got to the same destination. Very well put I felt. It also gave me a little breathing room as I was able to relax and focus on how I wanted to teach and not worry about trying to copy someone else's style that may not match mine.
As for teaching problem solving... it reminded me of something a student said to me once, "Why do you always answer a question with a question?" I told her that it was because I was her teacher and not her answering machine. I would ask probing questions until they got it. I tried really hard not to give out the answers.
Not giving out the answers can be really, really hard. Especially in the high stakes testing world of today when we feel like we don't have a lot of time when we feel like it would be more helpful to just give them the answer so that they can get on task. However, as we're learning... some of the best learning is when we're taught how to problem solve on our own or with guidance. I love the whole zen of it all. I feel like a martial arts sensei working with students named Grasshopper and Willow.
Although it can be frustrating for students, I have always believed it is best to help students help themselves. In my case it was because I knew I had already given them the tool to answer the question they were asking. This method becomes infinitely trickier as there are so many resources that I don't know about and I will have to trust in my students to choose good sources and be open to them teaching me new things.
So... there's my 2 cents for the week.
The binders contained our standards-based Japanese curriculum. I was also told that as long as our students can reach the objectives (Students will be able to do~), it didn't matter how I did it. I was given the analogy of driving to Milwaukee. I could take the highway all the way down or maybe the scenic lake front drive. It didn't matter as long as we all got to the same destination. Very well put I felt. It also gave me a little breathing room as I was able to relax and focus on how I wanted to teach and not worry about trying to copy someone else's style that may not match mine.
As for teaching problem solving... it reminded me of something a student said to me once, "Why do you always answer a question with a question?" I told her that it was because I was her teacher and not her answering machine. I would ask probing questions until they got it. I tried really hard not to give out the answers.
Not giving out the answers can be really, really hard. Especially in the high stakes testing world of today when we feel like we don't have a lot of time when we feel like it would be more helpful to just give them the answer so that they can get on task. However, as we're learning... some of the best learning is when we're taught how to problem solve on our own or with guidance. I love the whole zen of it all. I feel like a martial arts sensei working with students named Grasshopper and Willow.
Although it can be frustrating for students, I have always believed it is best to help students help themselves. In my case it was because I knew I had already given them the tool to answer the question they were asking. This method becomes infinitely trickier as there are so many resources that I don't know about and I will have to trust in my students to choose good sources and be open to them teaching me new things.
So... there's my 2 cents for the week.
Monday, January 30, 2012
It has been a crazy week....
Whew... what a busy week it has been. Lots of stuff to do for class. And, much like a "real" student... it is getting down to the wire for my posts.
As I've mentioned before I am an online "teacher". I put quotes around it because about 90% of the time I am an online "grader". The company I teach with has a self-contained course where the students do all sorts of activities that include reading, writing, listening and "speaking" which is really just recording themselves reading their written work in some cases.
I bring this up because I really like how this textbook is laid out. It gives REAL classroom examples for a truly facilitated experience which I feel I am lacking, especially since I am teaching a foreign language. Well, any course, really.
I understand that there are different learning styles that we all have、but I feel the work-at-your-pace with minimal feedback, other than a note or an email isn't the best way to teach. This could be partly because I am only a part-time instructor and don't have office hours. I'm not sure, I don't know what the solution is. This comes to mind because the textbook gives many practical examples on integrating technology into an existing classroom.
Although I think learning styles all need to be accounted for and some students are more than capable of working on things on their own and doing well, I do feel that having actual interaction with a teacher is extremely important. Things like the alligator in the sewer project in chapter 4 won't happend in a setting like what I teach in because there isn't a "class" per se. I think that is were some students miss out. I also think it will be all of the students who are not already highly motivated.
Let's be honest here, motivated students will do well in pretty much any setting. It's the other students who might need a little motivation that I feel will miss out. They are the ones I feel need that flexibility and the power of the "teachable moment".
Humans are social creatures by and large and need to be in social environments. Even though we have "social" media, a status update is not the same with direct communication with another person.
As I've mentioned before I am an online "teacher". I put quotes around it because about 90% of the time I am an online "grader". The company I teach with has a self-contained course where the students do all sorts of activities that include reading, writing, listening and "speaking" which is really just recording themselves reading their written work in some cases.
I bring this up because I really like how this textbook is laid out. It gives REAL classroom examples for a truly facilitated experience which I feel I am lacking, especially since I am teaching a foreign language. Well, any course, really.
I understand that there are different learning styles that we all have、but I feel the work-at-your-pace with minimal feedback, other than a note or an email isn't the best way to teach. This could be partly because I am only a part-time instructor and don't have office hours. I'm not sure, I don't know what the solution is. This comes to mind because the textbook gives many practical examples on integrating technology into an existing classroom.
Although I think learning styles all need to be accounted for and some students are more than capable of working on things on their own and doing well, I do feel that having actual interaction with a teacher is extremely important. Things like the alligator in the sewer project in chapter 4 won't happend in a setting like what I teach in because there isn't a "class" per se. I think that is were some students miss out. I also think it will be all of the students who are not already highly motivated.
Let's be honest here, motivated students will do well in pretty much any setting. It's the other students who might need a little motivation that I feel will miss out. They are the ones I feel need that flexibility and the power of the "teachable moment".
Humans are social creatures by and large and need to be in social environments. Even though we have "social" media, a status update is not the same with direct communication with another person.
Friday, January 13, 2012
21st Century Learning
Well, just minutes before our first class I was at my school board's meeting. They had a presentation on the new 7th grade technology initiative/pilot program.
Although it was interesting, it wasn't an open forum for the general public to comment on. I had a few questions since I now teach online.
One of the great benefits of online teaching is all of the hands on stuff. My local middle school is using Gamestarmechanic.com (I think that was it) to have students write a story and a game that matches up which leeds to a lot of cross editing to make everything work together
The other thing the teachers commented on was their ability to communicate with their students. Two of them commented that even while they were at a conference.
Their presentation brought up a few questions for me.
1) Is there a set expectation for how soon teachers need to get back to students? Do they have weekends off? Is time allotted in their schedule? I know where I work, we have to respond to emails within 24hours. Also, if teachers are being paid to attend a conference or seminar....should the be responding to emails?
2) How long do teachers have to grade papers/assignments/projects? I get 72hours to get my assignments graded.
There are also some other concerns I have about the possible future of online teaching, etc. I see a lot of great possibilities... but I think, depending on the political climate work conditions/pay/etc could vary quite a bit.
I say that because I am more of a facilitator who grades assignments, but the class itself is all inclusive. My students have onsite, local "teachers" that assist in their learning in some cases. I'm not sure of their qualifications... if they are actual teachers or helpers. Other students work through it on their own. So, what I am doing right now is very, very different from the classes we are taking or blended learning.
Well... I think I've rambled on long enough.
It's great to be part of this cohort. I missed this class before and look forward to taking it with all of you.
Although it was interesting, it wasn't an open forum for the general public to comment on. I had a few questions since I now teach online.
One of the great benefits of online teaching is all of the hands on stuff. My local middle school is using Gamestarmechanic.com (I think that was it) to have students write a story and a game that matches up which leeds to a lot of cross editing to make everything work together
The other thing the teachers commented on was their ability to communicate with their students. Two of them commented that even while they were at a conference.
Their presentation brought up a few questions for me.
1) Is there a set expectation for how soon teachers need to get back to students? Do they have weekends off? Is time allotted in their schedule? I know where I work, we have to respond to emails within 24hours. Also, if teachers are being paid to attend a conference or seminar....should the be responding to emails?
2) How long do teachers have to grade papers/assignments/projects? I get 72hours to get my assignments graded.
There are also some other concerns I have about the possible future of online teaching, etc. I see a lot of great possibilities... but I think, depending on the political climate work conditions/pay/etc could vary quite a bit.
I say that because I am more of a facilitator who grades assignments, but the class itself is all inclusive. My students have onsite, local "teachers" that assist in their learning in some cases. I'm not sure of their qualifications... if they are actual teachers or helpers. Other students work through it on their own. So, what I am doing right now is very, very different from the classes we are taking or blended learning.
Well... I think I've rambled on long enough.
It's great to be part of this cohort. I missed this class before and look forward to taking it with all of you.
Sunday, September 25, 2011
"This is the end Beautiful friend This is the end My only friend, the end Of our elaborate plans..."
Feeling like a little Jim Morrison today and the lyrics were appropriate for the last blog of this class.
Anyway, reading the book and reflecting has not only reinforced my ideas of what a good leader is, but reassured me that I made the right choice.
I think I mentioned this before, but my first time at USA Summer camp, I had no idea what I was doing and I was really open and honest with my counselors. That worked GREAT. We had a great rapport, and if I didn't know something or wasn't sure of the best way to do something, I asked and it went awesome. Best summer ever.
Unfortunately, what I thought I had learned my 1st year about being a director actually worked against me my 2nd year. The next year, even though I was working with completely different couselors, I tried to manage them like the year before. While it wasn't a disaster, it wasn't a smooth as the previous year. I took what I thought I knew (which is the most dangerous) and tried to recreate my successes instead of being flexible with my previous year.
My third, and last year, at camp I did more like what I did my first year. The result was another amazing summer at camp.
Reflecting on this, I learned that it's important to have a relationship with everyone working for you. I made an extra effort to talk to all counselors equally so that their wouldn't be favorites that were too obvious. Everyone has favorites, the trick is to limit the perception of that and make sure you have some rapport with everyone so when you want to try something new, it's easier.
I understand that if you're in a position of power, you can always say, "Because I'm the boss." or use means of intimidation, etc. to get your way. Unfortunately, that poisons the well and does more harm than good.
I feel some of the best advice in the book, which I have used, is to be humble and go in asking questions and not with "this is the way we're going to do it" or a "my way or the high way" attitude. I think by being open, connected with whomever you're supervising allows you to offer advice and create change. Feelings of insincerity or lack of connection with whom you are supervising creates problems and mistrust.
I've begun to ramble, but if you play nice and build the relationship, the rest should follow. The simulation game addressed that, and if we think about relationships and smaller management tasks we done in the past, think how much easier it has gone when you've had a good relationship or rapport with the ones you were directing.
Anyway, reading the book and reflecting has not only reinforced my ideas of what a good leader is, but reassured me that I made the right choice.
I think I mentioned this before, but my first time at USA Summer camp, I had no idea what I was doing and I was really open and honest with my counselors. That worked GREAT. We had a great rapport, and if I didn't know something or wasn't sure of the best way to do something, I asked and it went awesome. Best summer ever.
Unfortunately, what I thought I had learned my 1st year about being a director actually worked against me my 2nd year. The next year, even though I was working with completely different couselors, I tried to manage them like the year before. While it wasn't a disaster, it wasn't a smooth as the previous year. I took what I thought I knew (which is the most dangerous) and tried to recreate my successes instead of being flexible with my previous year.
My third, and last year, at camp I did more like what I did my first year. The result was another amazing summer at camp.
Reflecting on this, I learned that it's important to have a relationship with everyone working for you. I made an extra effort to talk to all counselors equally so that their wouldn't be favorites that were too obvious. Everyone has favorites, the trick is to limit the perception of that and make sure you have some rapport with everyone so when you want to try something new, it's easier.
I understand that if you're in a position of power, you can always say, "Because I'm the boss." or use means of intimidation, etc. to get your way. Unfortunately, that poisons the well and does more harm than good.
I feel some of the best advice in the book, which I have used, is to be humble and go in asking questions and not with "this is the way we're going to do it" or a "my way or the high way" attitude. I think by being open, connected with whomever you're supervising allows you to offer advice and create change. Feelings of insincerity or lack of connection with whom you are supervising creates problems and mistrust.
I've begun to ramble, but if you play nice and build the relationship, the rest should follow. The simulation game addressed that, and if we think about relationships and smaller management tasks we done in the past, think how much easier it has gone when you've had a good relationship or rapport with the ones you were directing.
Monday, September 19, 2011
Whoops!
So.... what happens when you have a few weeks off in the middle of class.... you completely forget to show up. Not cool. Fortunately, there was a recording to watch.
Watching the recording allowed me an opportunity to see some kinda cool stuff that I wouldn't have had I been in class like I was supposed to.
I really enjoyed listening to everyone talk. I wish I could've been in class. I will agree that talking to people is key. Building that rapport is very, very important.
But as my group said, it's probably not likely that you would be able to talk to someone 6 times like we did. However, I definitely think that the talking aspect is very important. We had a team building day at the high school I used to work at. It was really memorable.
So using activities to promote trust and good feelings would be a great way to initiate change.
Another thing I mentioned in our group work is that teachers are often motivated by Admin wielding data. Data seems to be the "whip" of choice to motivate. Data is great... but so many times we are inundated with data and we start to get cynical. I think building relationships would be a much, much, much more effective. There definitely needs to be changes in how leadership happens in schools.
Watching the recording allowed me an opportunity to see some kinda cool stuff that I wouldn't have had I been in class like I was supposed to.
I really enjoyed listening to everyone talk. I wish I could've been in class. I will agree that talking to people is key. Building that rapport is very, very important.
But as my group said, it's probably not likely that you would be able to talk to someone 6 times like we did. However, I definitely think that the talking aspect is very important. We had a team building day at the high school I used to work at. It was really memorable.
So using activities to promote trust and good feelings would be a great way to initiate change.
Another thing I mentioned in our group work is that teachers are often motivated by Admin wielding data. Data seems to be the "whip" of choice to motivate. Data is great... but so many times we are inundated with data and we start to get cynical. I think building relationships would be a much, much, much more effective. There definitely needs to be changes in how leadership happens in schools.
Tuesday, September 6, 2011
Week 4 - Aftermath
Well.... our game did go MUCH better that last time. IT is clear now that we are social creatures and really need to get our social on to create change. So.... by that, Socialism should've worked better than it does.
Anyway.......
Since last class I have put some distance from classwork (NOT to be read as forgotten about) and starting doing some new things. Currently I am in a promotions consultant type position which makes for some interesting leadership/follower situations.
While I am helping with the promotions aspects (setting up online services, promotional items and eventually booking of events), there is another person working on the design aspect. So while two of us ultimately work for Renee, there is a lot of give and take.
We are both seen as experts in what we do, but we need to make sure that she is comfortable with the change. We also need to make sure that she is comfortable with our suggestions and ideas.
In many respects, it is what I would like to see a school learning environment to look like. There is plenty of talk and respect. We ultimately do what she asks but we don't feel like we can't state our opinions and thoughts. She is a natural healer / life guide to name a few of her talents and walks in different circles than I do. So even though I have different ideas and points of view.... it's been a very comfortable working situation.
So chapter 4 Adaptive Leadership is really appropriate. It's been a very fluid type of leadership and while I am thoughtful with my comments/suggestions, I don't feel the sword of Damocles hanging over my head.
As for Chapter 5, Motivational Leadership..... it's awesome. She is a very easy person to connect with and very positive. That has made this experience really enjoyable. She can give feedback and state her position with out coming off with the attitude of "I'm the boss."
This yet another one of my life experiences that will help me with future roles in leadership.
Anyway.......
Since last class I have put some distance from classwork (NOT to be read as forgotten about) and starting doing some new things. Currently I am in a promotions consultant type position which makes for some interesting leadership/follower situations.
While I am helping with the promotions aspects (setting up online services, promotional items and eventually booking of events), there is another person working on the design aspect. So while two of us ultimately work for Renee, there is a lot of give and take.
We are both seen as experts in what we do, but we need to make sure that she is comfortable with the change. We also need to make sure that she is comfortable with our suggestions and ideas.
In many respects, it is what I would like to see a school learning environment to look like. There is plenty of talk and respect. We ultimately do what she asks but we don't feel like we can't state our opinions and thoughts. She is a natural healer / life guide to name a few of her talents and walks in different circles than I do. So even though I have different ideas and points of view.... it's been a very comfortable working situation.
So chapter 4 Adaptive Leadership is really appropriate. It's been a very fluid type of leadership and while I am thoughtful with my comments/suggestions, I don't feel the sword of Damocles hanging over my head.
As for Chapter 5, Motivational Leadership..... it's awesome. She is a very easy person to connect with and very positive. That has made this experience really enjoyable. She can give feedback and state her position with out coming off with the attitude of "I'm the boss."
This yet another one of my life experiences that will help me with future roles in leadership.
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