The Art of Possibility, written by Zander & Zander is a compelling and insightful book about creating possibility. The authors give the reader 12 practices about making this possibility a reality. Each practice is paralleled with stories from their careers. My favorite practice is "Giving an A."
“The practice of giving an A transports your relationships from the world of measurement to the world of possibilities. When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but from a place of respect that gives them room to realize themselves.” (p. 26)When you know that you are going to be measured, you are less likely to take risks.
Ben Zander gives all his students in the beginning of the term an A. The students then write a past tense letter—as if they have already finished the course—explaining why the deserve the A. This gives the students a potential to live up to. More often than not, people are more apt to be critical on themselves.
After reading this chapter, I reflected on how much of my life is spent on measuring things. I will now look at life in a different way giving other people As. I would also like to try the the "Giving an A" practice with my students---not sure how to do that yet though!
Monday, December 31, 2007
Synopsis of the ART of Possibility
Below you will find quotes and my own interpretation of Zander & Zander, The Art of Possibility.
THE ART OF POSSIBILITY
OBJECTIVE: “provide the reader the means to lift off from the world of struggle and sail into the universe of possibility.” (p. 1)
#1 ITS ALL INVENTED
Our perception of the world is different than others (e.g. Me’en people of Etheopia perceived photographs differently because they had never seen one before. (p. 11).
“We might as well invent a story or framework of meaning that enhances our quality of life and the life of those around us” (p. 12)
If we have problems in life or run into a roadblock, look at the broader picture, enlarge the box to look at the large picture to see what other options are available. We always assume. Look beyond these assumptions.
Ask: What assumption am I making, that I am not aware I’m making, that gives me what I see? What might I now invent, that I haven’t yet invented, that would give me other choices? (15).
#2 UNIVERSE OF POSSIBILITY
“We grow up in a world of measurement and in this world we get to know each other and things by measuring them, and my comparing and contrasting them.” (p. 18)
“A universe of possibility stretches beyond the world of measurement to include all worlds: infinite, generative, and abundant” (p. 19)
In the measurement world, the goal is to succeed and keep reaching for your goals. Competition is the vehicle for success in measurement.
In possibility we gain knowledge through invention (p. 20)
In order for things to be possible, it is important to take risks
Ask: How are my thoughts and actions, in this moment, reflections of the measurement world? And how now?
#3 GIVING AN A
“The practice of giving an A transports your relationships from the world of measurement to the world of possibilities. When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but from a place of respect that gives them room to realize themselves.” (p. 26)
When you know that you are going to be measured, you are less likely to take risks.
Ben Zander gives all his students in the beginning of the term an A. The students then write a past tense letter—as if they have already finished the course—explaining why the deserve the A. This gives the students a potential to live up to. More often than not, people are more apt to be critical on themselves.
“The practice of giving the A allows the teacher to line up with her students in their efforts to produce the outcome, rather than lining up with the standards against these students.” (33)
Giving real grades tells the students how much they fall short. (34)
#4 BEING A CONTRIBUTION
In this practice, you look at how you can be a contributor.
“In the game of contribution you wake up each day and bask in the notion that you are a gift to others.
The practice:
1. Declare yourself to be a contribution.
2. Throw yourself into life as someone who makes a difference, accepting that you my not understand how or why. (59)
Contribution allows us to engage with others.
#5 LEADING FROM ANY CHAIR
“ A leader does not need a podium; she can be sitting quietly on the edge of any chair, listening passionately and with commitment, fully prepared to take the baton. ” (p. 76)
#6 RULE NUMBER SIX
Simply stated: Don’t take everything so SERIOUSLY and lighten up.
We use rule number six when we want the calculating self to subside. The calculating self is like a defense mechanism. You spiral out of control and hold up your guard and think everyone else is wrong---you look for the bad in everyone else and don’t take a look at your inner perceptions.
The central self—“honest conversation and appraises the truth of the situation.” (93-94).
#7 THE WAY THINGS ARE
Live in the moment and be happy! . . . What will be will be!
MISTAKES—“if we include mistakes in our definition of performance, we are likely to glide through them and appreciate the beauty of the longer run.” (p. 102)/
The “attitude is difficult to maintain in our competitive culture where so much attention is given to mistakes and criticism that the voice of the soul is literally interrupted.” (p. 103)
#8 GIVING WAY TO PASSION
You cannot achieve passion without letting yourself become fully enveloped within your passion. The passion will not shine through. If barriers are up, your talents will not shine through.
Practice
1. The first step is to notice where you are holding back, and let go. Release those barriers of self that keep you separate and in control, and let the vital energy of passion surge through you, connecting you to all beyond..
2. The second step is to participate wholly. Allow yourself to be a channel to shape the stream of passion into a new expression for the world.
3.
In music, don’t focus on each individual note and look at the piece as a whole.
#9 Lighting a Spark
“Enrollment is the art and practice of generating a spark of possibility for others to share.”
“Enrollment is about giving yourself as a possibility to others and being ready, in turn, to catch their spark. It is about playing together as partners in a field of light. Steps of Practice are:
1. Imagine that people are an invitation for enrollment.
2. Stand ready to participate, willing to be moved and inspired.
3. Offer that which lights up
4. Have no doubt that others are eager to catch the spark.
The word NO is looked at as another way to “enroll.” Don’t look at the word NO as a barrier, but more a new possibility.
#10 BEING ON BOARD
“you rename yourself as the board on which the whole game is being played” (p. 141)
This whole practice is about looking at the situation differently and not placing blame. When you place blame you lose power. Zander wants you to look at the issue in a different way, look at the big picture and take responsibility. . . sometimes it comes out more positive and you avoid conflict.
Take responsibility for your own actions—being on board makes you responsible.
“Being the board approach opens the possibility of a graceful journey, one that quickly reinstates us on the path w hose before the fateful collision intervened. It allows us to keep on track.” (p. 143)
“The purpose of naming yourself as the board, or as the context in which life occurs to you, is to give yourself the power to transform your experience of any unwanted condition into one with which you care to live. . . once you do transform your experience and see things differently, other changes occur.” (p. 146)
#11 CREATING FRAMEWORKS FOR POSSIBIITY
It is about restructuring meanings, creating visions, and establishing environments where possibility is spoken-where the buoyant force of possibility overcomes the pull of the downward spiral (163).
“ a vision releases us from the weight and confusion of local problems and concerns, and allows us to see the long clear line.” (p. 169)
#12 TELLING THE WE STORY
“ This practice points the way o a kind of leadership based not on qualifications earned in the field of battle, but on the courage to speak on behalf of all people for the long line of human possibility.” (183)
The WE story allows both parties to take ownership.
THE ART OF POSSIBILITY
OBJECTIVE: “provide the reader the means to lift off from the world of struggle and sail into the universe of possibility.” (p. 1)
#1 ITS ALL INVENTED
Our perception of the world is different than others (e.g. Me’en people of Etheopia perceived photographs differently because they had never seen one before. (p. 11).
“We might as well invent a story or framework of meaning that enhances our quality of life and the life of those around us” (p. 12)
If we have problems in life or run into a roadblock, look at the broader picture, enlarge the box to look at the large picture to see what other options are available. We always assume. Look beyond these assumptions.
Ask: What assumption am I making, that I am not aware I’m making, that gives me what I see? What might I now invent, that I haven’t yet invented, that would give me other choices? (15).
#2 UNIVERSE OF POSSIBILITY
“We grow up in a world of measurement and in this world we get to know each other and things by measuring them, and my comparing and contrasting them.” (p. 18)
“A universe of possibility stretches beyond the world of measurement to include all worlds: infinite, generative, and abundant” (p. 19)
In the measurement world, the goal is to succeed and keep reaching for your goals. Competition is the vehicle for success in measurement.
In possibility we gain knowledge through invention (p. 20)
In order for things to be possible, it is important to take risks
Ask: How are my thoughts and actions, in this moment, reflections of the measurement world? And how now?
#3 GIVING AN A
“The practice of giving an A transports your relationships from the world of measurement to the world of possibilities. When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but from a place of respect that gives them room to realize themselves.” (p. 26)
When you know that you are going to be measured, you are less likely to take risks.
Ben Zander gives all his students in the beginning of the term an A. The students then write a past tense letter—as if they have already finished the course—explaining why the deserve the A. This gives the students a potential to live up to. More often than not, people are more apt to be critical on themselves.
“The practice of giving the A allows the teacher to line up with her students in their efforts to produce the outcome, rather than lining up with the standards against these students.” (33)
Giving real grades tells the students how much they fall short. (34)
#4 BEING A CONTRIBUTION
In this practice, you look at how you can be a contributor.
“In the game of contribution you wake up each day and bask in the notion that you are a gift to others.
The practice:
1. Declare yourself to be a contribution.
2. Throw yourself into life as someone who makes a difference, accepting that you my not understand how or why. (59)
Contribution allows us to engage with others.
#5 LEADING FROM ANY CHAIR
“ A leader does not need a podium; she can be sitting quietly on the edge of any chair, listening passionately and with commitment, fully prepared to take the baton. ” (p. 76)
#6 RULE NUMBER SIX
Simply stated: Don’t take everything so SERIOUSLY and lighten up.
We use rule number six when we want the calculating self to subside. The calculating self is like a defense mechanism. You spiral out of control and hold up your guard and think everyone else is wrong---you look for the bad in everyone else and don’t take a look at your inner perceptions.
The central self—“honest conversation and appraises the truth of the situation.” (93-94).
#7 THE WAY THINGS ARE
Live in the moment and be happy! . . . What will be will be!
MISTAKES—“if we include mistakes in our definition of performance, we are likely to glide through them and appreciate the beauty of the longer run.” (p. 102)/
The “attitude is difficult to maintain in our competitive culture where so much attention is given to mistakes and criticism that the voice of the soul is literally interrupted.” (p. 103)
#8 GIVING WAY TO PASSION
You cannot achieve passion without letting yourself become fully enveloped within your passion. The passion will not shine through. If barriers are up, your talents will not shine through.
Practice
1. The first step is to notice where you are holding back, and let go. Release those barriers of self that keep you separate and in control, and let the vital energy of passion surge through you, connecting you to all beyond..
2. The second step is to participate wholly. Allow yourself to be a channel to shape the stream of passion into a new expression for the world.
3.
In music, don’t focus on each individual note and look at the piece as a whole.
#9 Lighting a Spark
“Enrollment is the art and practice of generating a spark of possibility for others to share.”
“Enrollment is about giving yourself as a possibility to others and being ready, in turn, to catch their spark. It is about playing together as partners in a field of light. Steps of Practice are:
1. Imagine that people are an invitation for enrollment.
2. Stand ready to participate, willing to be moved and inspired.
3. Offer that which lights up
4. Have no doubt that others are eager to catch the spark.
The word NO is looked at as another way to “enroll.” Don’t look at the word NO as a barrier, but more a new possibility.
#10 BEING ON BOARD
“you rename yourself as the board on which the whole game is being played” (p. 141)
This whole practice is about looking at the situation differently and not placing blame. When you place blame you lose power. Zander wants you to look at the issue in a different way, look at the big picture and take responsibility. . . sometimes it comes out more positive and you avoid conflict.
Take responsibility for your own actions—being on board makes you responsible.
“Being the board approach opens the possibility of a graceful journey, one that quickly reinstates us on the path w hose before the fateful collision intervened. It allows us to keep on track.” (p. 143)
“The purpose of naming yourself as the board, or as the context in which life occurs to you, is to give yourself the power to transform your experience of any unwanted condition into one with which you care to live. . . once you do transform your experience and see things differently, other changes occur.” (p. 146)
#11 CREATING FRAMEWORKS FOR POSSIBIITY
It is about restructuring meanings, creating visions, and establishing environments where possibility is spoken-where the buoyant force of possibility overcomes the pull of the downward spiral (163).
“ a vision releases us from the weight and confusion of local problems and concerns, and allows us to see the long clear line.” (p. 169)
#12 TELLING THE WE STORY
“ This practice points the way o a kind of leadership based not on qualifications earned in the field of battle, but on the courage to speak on behalf of all people for the long line of human possibility.” (183)
The WE story allows both parties to take ownership.
Monday, December 10, 2007
snacman
I can honestly say that his LA was one of the easier Microworlds LA. I believe that is because of the step by step visual and verbal directions given by Gary, as well as previous experience with the program This third attempt at Microworlds really helped further my understanding of the computer programming language. While my experience with programming is very limited, I can conclude that it is a very tedious task, in such that if you make one mistake, you have to go through step by step and figure out where the "bug" in the system is. Patience is very important. Over the course of time and through the initial trials and tribulations, I am able to appreciate the gaming community today.
The gaming industry has evolved greatly since I was a kid (I grew up with the initial Nintendo--I still remember getting it for Christmas). With the Wii and PSPs today, it is amazing how the gaming industry has evolved. I give much credit to the programmers and designers today. Granted, they do have more technology to use than in the past.
Initially I hesitated to begin this adventure because I had a hard time convincing myself that this was homework. I often place more importance on written work---even though it has always been one of my least favorite subjects. As students we have it ingrained in our heads that writing is the only form of assessment. Once I convinced myself that this was assignment was the equivalent of writing, just in another language (computer programming), I went on my merry way. Granted, when I make my next game, I am sure it will be more elaborate, but for now, I am very proud of my accomplishment!
The gaming industry has evolved greatly since I was a kid (I grew up with the initial Nintendo--I still remember getting it for Christmas). With the Wii and PSPs today, it is amazing how the gaming industry has evolved. I give much credit to the programmers and designers today. Granted, they do have more technology to use than in the past.
Initially I hesitated to begin this adventure because I had a hard time convincing myself that this was homework. I often place more importance on written work---even though it has always been one of my least favorite subjects. As students we have it ingrained in our heads that writing is the only form of assessment. Once I convinced myself that this was assignment was the equivalent of writing, just in another language (computer programming), I went on my merry way. Granted, when I make my next game, I am sure it will be more elaborate, but for now, I am very proud of my accomplishment!
Monday, December 3, 2007
SL....another reflection
I think that I am having SL withdrawls. I cannot believe that I put a solid 45-50 hours into SL and I came out learning a whole lot more. I have gone back in a few times and taken a great look at the final product that I created. Honestly, I am very proud of what I accomplished an I learned a tremendous amount about H. Gardner. To me, this was much more effective than writing a paper. I had to take it a step beyond and think how to make outsiders understand Gardner's learning theories.
I have gone into SL a few times and cannot believe that Malibu Island is so desolate. No one is working on their rooms anymore. I spent a great many hours with other cadremates and asking for their opinions while I was building my room! I in turn offered my opinions on their room. Having others around as I built my room inspired me to continue going.
The greatest pride that I took in my project was making the notecards for each description of the intelligences. I figured out that scripting without the assistance of anybody else and was even able to help others. All of my learning within SL was done through distributed learning. Either research on the Internet or advice from Cadremates.
Lastly, decorating my room was so much fun! It satisfied the decorating urge for very cheap. I will definitely continue to explore SL upon completion of the class. While I now understand how it can be used educationally, I still am not comfortable using it in the elementary classroom because of the X-rated material that "pops up" on non private islands.
I have gone into SL a few times and cannot believe that Malibu Island is so desolate. No one is working on their rooms anymore. I spent a great many hours with other cadremates and asking for their opinions while I was building my room! I in turn offered my opinions on their room. Having others around as I built my room inspired me to continue going.
The greatest pride that I took in my project was making the notecards for each description of the intelligences. I figured out that scripting without the assistance of anybody else and was even able to help others. All of my learning within SL was done through distributed learning. Either research on the Internet or advice from Cadremates.
Lastly, decorating my room was so much fun! It satisfied the decorating urge for very cheap. I will definitely continue to explore SL upon completion of the class. While I now understand how it can be used educationally, I still am not comfortable using it in the elementary classroom because of the X-rated material that "pops up" on non private islands.
Monday, November 26, 2007
Second Life Reflection
Initially, I would have to say that my initial opinions of Second Life were not the best. Much frustration came out especially when it came to scripting objects. When I first used Second Life I found it to be dizzying and experienced some delays (even throughout the project). After battling all of the technical issues, I found using the program to be a valuable experience. It not only forced me to further my knowledge about Howard Gardner, I then had to apply his learning theory withing Second Life. In any other class, you would normally be asked to write a paper arguing the theories of him and the impacts on society today and the connection amongst other theorists...yada yada yada. Using Second Life to understand Gardner's theory was actually more challenging, especially when I had to think of a way to tie in and teach one thing eight different ways. I feel that this illustrations was much more effective than someone reading it on paper.
Using technology also gave me the opportunity to work with others and learn about their theorist while learning about mine. While the building of the rooms seemed more like a solitary activity, we all worked with each other to give insight and ideas and help out others. You would not have the same result if you wrote a paper. Within this process of assisting others, we were able to partake and learn about other theorists. Working this way, we were able to understand the significance of other learning theorists and the correlation amongst them.
AS far as technology goes, there were times that I hated it, but honestly, I felt as if I got more out of the project by working with others and applying my knowledge. This was very much an inquiry-based and open ended assignment. I don't think I would have learned as much about other theorists if it was not interactive. I actually enjoyed this project more than writing a paper! If I had to say one thing, I'D DO IT ALL OVER AGAIN!
Using technology also gave me the opportunity to work with others and learn about their theorist while learning about mine. While the building of the rooms seemed more like a solitary activity, we all worked with each other to give insight and ideas and help out others. You would not have the same result if you wrote a paper. Within this process of assisting others, we were able to partake and learn about other theorists. Working this way, we were able to understand the significance of other learning theorists and the correlation amongst them.
AS far as technology goes, there were times that I hated it, but honestly, I felt as if I got more out of the project by working with others and applying my knowledge. This was very much an inquiry-based and open ended assignment. I don't think I would have learned as much about other theorists if it was not interactive. I actually enjoyed this project more than writing a paper! If I had to say one thing, I'D DO IT ALL OVER AGAIN!
Saturday, November 24, 2007
Comedian
I am bummed that I did not get to watch Comedian with my cadremates, but I was spending some much needed time with the family. Instead, I got to watch it with my sister, a huge Seinfeld fan---It was really fun to be able to involve her in my Masters and discuss the documentary.
Here are my thoughts:
As I watched the film, I was not sure what to think or how it tied to learning. I actually found myself trying to draw meaning out of everything that was said. Comedian is a documentary based on Jerry Seinfeld after his career in the television industry. It tracks his venture of his trials and tribulations he faced while creating new material for his new standup acts. Here are my thoughts( and how it parallels education and learning):
Thought ONE:
One thing Jerry and other comedians were forced to take was risks. Risk-taking parallels both teaching and learning. As a teacher, you have to step out of the boundaries of the norm and take risks. OMET is showing us how to do this. As a teacher, our job is to promote life-long learning and facilitate learning rather than deliver it. Much of what I have learned in this program has proven to me that this is an effective method of instruction, however is not widely accepted. This is where risk-taking is involved. It is our job to take risks to help promote change in education. Initially we might fail, however it is important to not give up. This goes hand in hand with risk-taking.
Thought TWO:
Jerry was dedicated and had aspirations to keep learning and aspired to better himself as a comedian. He even seeks the advice of experienced well-known comedians such as Bill Cosby, David Letterman and Jay Leno. This is a parallel to teachers and students. Teachers and students need to understand that it is important to not give up and continuously seek to learn new things. Ironically, this ties directly with the book we are reading in Margaret’s class, Surpassing Ourselves. This book states that if you are going to be termed an “expert” in a field, you are always looking and creating new knowledge. Jerry felt that if he stopped performing, he would stop being a comedian and an “expert” in the field.
On the contrary to Jerry, Orny Adams, a “newly developed comedian” is seen as being unlikable. Orny seeks advice from experts in the field, such as Seinfeld and his agent, but he does not take the criticism well. If he wants to become expert, then he needs to shut his mouth and just listen.
In the end, I see a direct correlation to Jerry’s comeback as a stand-up comedian to learning. With time and dedication, things become smoother and easier. I think I’ll have to watch this a few more times to draw further meaning, but these are my initial thoughts.
Here are my thoughts:
As I watched the film, I was not sure what to think or how it tied to learning. I actually found myself trying to draw meaning out of everything that was said. Comedian is a documentary based on Jerry Seinfeld after his career in the television industry. It tracks his venture of his trials and tribulations he faced while creating new material for his new standup acts. Here are my thoughts( and how it parallels education and learning):
Thought ONE:
One thing Jerry and other comedians were forced to take was risks. Risk-taking parallels both teaching and learning. As a teacher, you have to step out of the boundaries of the norm and take risks. OMET is showing us how to do this. As a teacher, our job is to promote life-long learning and facilitate learning rather than deliver it. Much of what I have learned in this program has proven to me that this is an effective method of instruction, however is not widely accepted. This is where risk-taking is involved. It is our job to take risks to help promote change in education. Initially we might fail, however it is important to not give up. This goes hand in hand with risk-taking.
Thought TWO:
Jerry was dedicated and had aspirations to keep learning and aspired to better himself as a comedian. He even seeks the advice of experienced well-known comedians such as Bill Cosby, David Letterman and Jay Leno. This is a parallel to teachers and students. Teachers and students need to understand that it is important to not give up and continuously seek to learn new things. Ironically, this ties directly with the book we are reading in Margaret’s class, Surpassing Ourselves. This book states that if you are going to be termed an “expert” in a field, you are always looking and creating new knowledge. Jerry felt that if he stopped performing, he would stop being a comedian and an “expert” in the field.
On the contrary to Jerry, Orny Adams, a “newly developed comedian” is seen as being unlikable. Orny seeks advice from experts in the field, such as Seinfeld and his agent, but he does not take the criticism well. If he wants to become expert, then he needs to shut his mouth and just listen.
In the end, I see a direct correlation to Jerry’s comeback as a stand-up comedian to learning. With time and dedication, things become smoother and easier. I think I’ll have to watch this a few more times to draw further meaning, but these are my initial thoughts.
A Time to Be Thankful
As Thanksgiving rolls around, I reflect a lot on my job, family, and life itself. This Thanksgiving was bittersweet. It happened to fall on the anniversary of my father's untimely death. As I reflect back on life, I remember all of the fun times I shared with him.
Thanksgiving was always spent with the family. My mom and my sister would bake and decorate for Christmas inside the house, and my dad and I would decorate the outside with lights. I wanted to continue on the tradition even though my dad is not here. My sister helped me decorate the outside of my mom's house and it looks beautiful.
I'm very glad that we put up the lights this year! Last year we did not just because it is a task in and of itself, but I then had to think about the importance. What is more important, time or tradition. To me, it is tradition. I feel that I have put a lot of things on the back burner this year because of OMET. It is important to not put family on the back-burner. They are your rock and without them other things could not get done.
In the end, I am proud of my decision, to not let tradition go to the wayside. It is a memory of my father and the times we shared together!
Thanksgiving was always spent with the family. My mom and my sister would bake and decorate for Christmas inside the house, and my dad and I would decorate the outside with lights. I wanted to continue on the tradition even though my dad is not here. My sister helped me decorate the outside of my mom's house and it looks beautiful.
I'm very glad that we put up the lights this year! Last year we did not just because it is a task in and of itself, but I then had to think about the importance. What is more important, time or tradition. To me, it is tradition. I feel that I have put a lot of things on the back burner this year because of OMET. It is important to not put family on the back-burner. They are your rock and without them other things could not get done.
In the end, I am proud of my decision, to not let tradition go to the wayside. It is a memory of my father and the times we shared together!
Grading
We have been discussing a lot about grading within OMET. Should we rank kids and give grades etc. etc. In a conversation I had with my friend the other day, I found it quite interesting that the MBA program at Wharton does not give grades. The school will report to the potential employers whether the students have passed or failed. What does this tell you about students? Will they still put in as much effort?
SL-----and we've reached the finish line
I'd have to say that our learning theory project for Second Life has come to a close. There was much tension and stress leading to the finale last Monday night. Long hours and many trials and tribulations of things falling apart, last minute idea changes and working on a room by myself all played a part into those feelings. If you spoke to me a few weeks ago, I would have honestly told you that I did not know how any of this would come together.
All of the teamwork and dedication amongst our cadre was what really helped us get through it all. Even though we all had different theorists, each of us worked together to offer ideas from interaction to room design. I can honestly say that my room would not have been as successful if it was not for Brent's help with the interaction idea.
Choosing Gardner was a challenging feat. To show his eight intelligences interactively with one concept was quite difficult. Initially I wanted to teach everyone these intelligences through playing pool. However, when my pool table began to lose balls left and right (even with walls), I knew my idea would not work. Brent saved the day and found the Towers of Hanoi game in SL. I was able to show 5 of the intelligences through this one concept, Interpersonal, Mathematical, Kinesthetic, Verbal, and Visual. It was very challenging to tie all of the intelligences into one concept---much of what I read even stated this as well--but I feel I did a good job. I was even able to have streaming web video into my room.
Many of the visitors were impressed with my room, and this made me feel good. Something I worked so long and hard on...I would not doubt if I spent over 50 hours on this, was well worth it. I can honestly say though, I would have not been able to have done this by myself. I think working a team played a key part in my learning and the learning of others.
All of the teamwork and dedication amongst our cadre was what really helped us get through it all. Even though we all had different theorists, each of us worked together to offer ideas from interaction to room design. I can honestly say that my room would not have been as successful if it was not for Brent's help with the interaction idea.
Choosing Gardner was a challenging feat. To show his eight intelligences interactively with one concept was quite difficult. Initially I wanted to teach everyone these intelligences through playing pool. However, when my pool table began to lose balls left and right (even with walls), I knew my idea would not work. Brent saved the day and found the Towers of Hanoi game in SL. I was able to show 5 of the intelligences through this one concept, Interpersonal, Mathematical, Kinesthetic, Verbal, and Visual. It was very challenging to tie all of the intelligences into one concept---much of what I read even stated this as well--but I feel I did a good job. I was even able to have streaming web video into my room.
Many of the visitors were impressed with my room, and this made me feel good. Something I worked so long and hard on...I would not doubt if I spent over 50 hours on this, was well worth it. I can honestly say though, I would have not been able to have done this by myself. I think working a team played a key part in my learning and the learning of others.
Monday, November 12, 2007
SecondLife
Well...I'd have to say that my opinions of SecondLife have changed. I'm still trying to figure out how it can be incorporate within a school curriculum, but I can honestly say that I am quite impressed with my learning curve.
Honestly, in the beginning, I was very frustrated. It took me 5 tries to make a building and align all of the sides. Even after I did so, I ended up not using anything I build. There was always a side that was sticking out. I did decide to use a pre-made building. From there, I decorated.
Decorating a room for Howard Gardner was actually peaceful. I can actually say that it is a lot cheaper to build a Second Life building than a real house. :) I can see how that can be addicting. Spending a lot of time on SL was actually the real way to learn. Even though the beginning part of building was very frustrating, once I got the hang of it, I actually enjoyed it . Not only did I learn how to use SL, I learned more about Photoshop. I used Photoshop to convert my pictures into jpgs. I felt so proud of myself for doing this.
On Friday I took a half day. I was super overwhelmed with everything in trying to finish Gardner's room. I worked from 11:30 until about 7pm. I cannot believe how much I accomplished by myself! I figured out how to make note cards. On each of the note cards I am distributing information about each of the intelligences. I gave a brief description of each intelligence as well as jobs that are applicable to each intelligence.
In the end, I found that with practice and experience, things come easier. You just have to be patient.
Honestly, in the beginning, I was very frustrated. It took me 5 tries to make a building and align all of the sides. Even after I did so, I ended up not using anything I build. There was always a side that was sticking out. I did decide to use a pre-made building. From there, I decorated.
Decorating a room for Howard Gardner was actually peaceful. I can actually say that it is a lot cheaper to build a Second Life building than a real house. :) I can see how that can be addicting. Spending a lot of time on SL was actually the real way to learn. Even though the beginning part of building was very frustrating, once I got the hang of it, I actually enjoyed it . Not only did I learn how to use SL, I learned more about Photoshop. I used Photoshop to convert my pictures into jpgs. I felt so proud of myself for doing this.
On Friday I took a half day. I was super overwhelmed with everything in trying to finish Gardner's room. I worked from 11:30 until about 7pm. I cannot believe how much I accomplished by myself! I figured out how to make note cards. On each of the note cards I am distributing information about each of the intelligences. I gave a brief description of each intelligence as well as jobs that are applicable to each intelligence.
In the end, I found that with practice and experience, things come easier. You just have to be patient.
Thursday, November 1, 2007
Fires
Last week I was part of the California firestorm. This firestorm gave me the opportunity to reflect a lot about what I am doing with my career and school. For me, I felt as if my life was a whirlwind. This event gave me a perspective on life and caused me to figure out my priorities.
When we were evacuated, I had to immediately think of what to bring. Well honestly, the first thing on my list was my laptop. Honestly, that is my life right now. If anything ever happened to it,I would have a hard time coming back. The second thing I broungt/lugged around was all of my books for OMET. I know books can be purchased again, but all of the hard work and time that I spent into reading and writing those books, all of my valuable thoughts would be lost.
In the end, everything was okay, but I can say that the fire experience was a trying experience. I was stressed out at work for the few days after we had come back. We were on inclement weather and the kids were not allowed to go outside for the rest of the week for recess and lunch. I am just happy to say that I am happy that it is over!
When we were evacuated, I had to immediately think of what to bring. Well honestly, the first thing on my list was my laptop. Honestly, that is my life right now. If anything ever happened to it,I would have a hard time coming back. The second thing I broungt/lugged around was all of my books for OMET. I know books can be purchased again, but all of the hard work and time that I spent into reading and writing those books, all of my valuable thoughts would be lost.
In the end, everything was okay, but I can say that the fire experience was a trying experience. I was stressed out at work for the few days after we had come back. We were on inclement weather and the kids were not allowed to go outside for the rest of the week for recess and lunch. I am just happy to say that I am happy that it is over!
Friday, October 12, 2007
catching up
It is hard to say how I feel about things right now! I'm exhausted, overwhelmed, and very tired. This past week I had a week of vacation and spent much of it working on my literature review. While I'm still not done, I feel that I made big progress. Before I began it seemed like a daunting task of finding all of the necessary research and then organizing and reviewing it. I began by looking up the key term "after school program" and that gave me some wonderful information. From there, I created my outline. It seems that the more research I found the more detailed my outline got. But I guess the more information the better, right?
As far as Bill's class is concerned, I'm not sure what to think. I know an amazing project and learning experience will result from it, however right now, it just seems as if it is a daunting task. I'm in the middle of reading Gardner's book "Intelligence Reframed" and it is actually pretty challenging. The psych and ed psych classes I took as an undergrad just brushed upon his theories. I never knew that they were so in depth. It is pretty challenging to read his work as some of it is way over my head, but all in all, I understand the gist of his work.
In the end, I can't believe that we are just about 3 months into the program. Time has gone by so quickly and I have learned a tremendous amount. I'm trying to keep everything straight about what I have learned and I am trying to apply my new strategies to my workplace. I guess I'm not sure how, I don't want to be the black sheep especially since I am new.
As far as Bill's class is concerned, I'm not sure what to think. I know an amazing project and learning experience will result from it, however right now, it just seems as if it is a daunting task. I'm in the middle of reading Gardner's book "Intelligence Reframed" and it is actually pretty challenging. The psych and ed psych classes I took as an undergrad just brushed upon his theories. I never knew that they were so in depth. It is pretty challenging to read his work as some of it is way over my head, but all in all, I understand the gist of his work.
In the end, I can't believe that we are just about 3 months into the program. Time has gone by so quickly and I have learned a tremendous amount. I'm trying to keep everything straight about what I have learned and I am trying to apply my new strategies to my workplace. I guess I'm not sure how, I don't want to be the black sheep especially since I am new.
Sunday, September 30, 2007
Sick of Technology part 2
I forgot to hone in on my title. Usually, I'm one to sit at my computer 'til bedtime and have fun. But now, I've been at my computer so much, that I'm actually trying to avoid it during relaxation time!
Sick of Technology
I find that my life has been super crazy these past few weeks. This past week we had parent conferences, and it can be challenging at times to accommodate everybody's needs. It was nice though to finally sit with the parents one on one and really get to know them. This week was also another major battle with the D.O tech people. The tech guys think that they have power over all of the tech stuff, yet they are not the ones actually implementing it in the schools. The DUKANE system is a school television networking system that can do many things from school broadcasting to playing videos in multiple rooms at the same time. We can have a maximum of five cable channels playing on the system at once. The tech guys seem to think that they can tell us what channels to use. They are constantly questioning why we have Spanish channels on it. They should be learning channels. Well my principal says that we can choose whatever we want and she wants us to screen things before we show them. Well the argument is going back and forth and the tech guys decided to lock up the cabinet, so now I don't have access to doing any of the programming. Uggh...just what I need right now! Petty stuff!
Saturday, September 22, 2007
An incident in the classroom
Okay, well I have to say Thursday was by far one of the most interesting days of my teaching career. It was really the first time I had to reprimand my class for doing something wrong, but it was actually an ingenious idea. One of the positive reinforcement incentives I use is called Dabbeekeh Dollars. Dabbeekeh Dollars are play money that the kids earn for citizenship, participation, and good character. Well I guess there has been a "black market" going around, something that I was unaware of. the students were trading their personal items for Dabbeekeh Dollars. I think the reason that I never caught the initial leader is because I had been out for a few days this past week. Between being sick, having meetings and 504s, I was out a lot. Well anyways, on with my story. The way I figured out the problem was when one child came up to me and said...May I have change and have 25 ones. That was the break in the case. I then stopped my Math lesson, figured out what happened and began a class disucssion on why what they did was wrong. The consequence for this was they had to lose all of the money in their bank and not participate in auction for one week.
While I none of my other classes had ever thought of this, I thought it was a clever plan. I guess if I have to teach "Black Market" and enterprise, this would be the way to go.
While I none of my other classes had ever thought of this, I thought it was a clever plan. I guess if I have to teach "Black Market" and enterprise, this would be the way to go.
Monday, September 17, 2007
I'm going CrAzY!!!
As I approached my doorsteps today, I realized that I had a package. Yes, more books to look at! Well I opened the package up and was very curious as to how my books arrived so quickly. I ordered them just 2 days ago. Well low and behold, these are books from a previous order ( a couple of weeks ago) that were on back order. I guess I did not realize that I had initially ordered them. Well after reviewing my orders on Amazon, I now have 2 sets! I think I need to take a step back and calm down. Take life a little slower. I think I'm getting everything confused!
Friday, September 14, 2007
Extra Duty Extra Pay
Well, I think my principal knows how busy and hectic my life is right now. I went into her office to discuss with her much of the learning theory that we are talking about in our classes. She is current with he research and she is planning on presenting some to our staff in a few weeks. At this time, she also told me that the amount of work I am devoting to our technology is too much to go without acknowledgement. At that time she told me the type of work I was doing is something that should be paid for. Currently she is looking into getting me Extra Duty, Extra Pay (basically overtime) for the work I am doing on our school's Dukane system.
The Dukane system is a school wide broadcasting system, video on demand, and video programming system. I was trained primarily in the video programming (for an hour), but need more training in the other areas. We have been experiencing many problems in the other areas. I have been in constant contact with our district tech staff to help fix the problem. It has taken much time out of my day as well as my teaching day. I'm glad she acknowledged this! It is worth it. It will help me to get buy-in on other things.
The Dukane system is a school wide broadcasting system, video on demand, and video programming system. I was trained primarily in the video programming (for an hour), but need more training in the other areas. We have been experiencing many problems in the other areas. I have been in constant contact with our district tech staff to help fix the problem. It has taken much time out of my day as well as my teaching day. I'm glad she acknowledged this! It is worth it. It will help me to get buy-in on other things.
Saturday, September 8, 2007
Youngest and the Leader
I had an awful work experience yesterday. It deals with something that is more common in today's workplace. I am currently one of the youngest teachers on my campus, and am serving as the grade level chair for fourth grade. It is my job to be the liason between the administration and my grade level. I am also in charge of leading meetings and other various tasks for my grade level.
The first Friday of every month, we have a minimum day so that the grade level can plan together. My grade level consists of two teachers in their fifties, a teacher in his thirties and another young teacher that is about my age. Two of the teachers are new to our grade level so they are still getting acqainted with the procedures.
Yesterday was our first planning day. On our agenda, I had planned on discussing the curriculum, where will we be by October break, homework for the next few weeks, and discussing a great art project for our next story. Little did I know, everyone else had another agenda.
One of the main topics that I have been hesitant to discuss was field trips. Our team is very divided and we had a heated discussion last year, and did not want to waste a whole planning day going in circles like the first time we discussed it. On my own time, I had been looking into something that would be in the best interest of the children, as well as, work out for other teachers. Before I go into that discussion, I would like to tell you why field trips are a big deal for our group.
First of all, we have two older teachers who don't want to deal with all of the makings of an involved, fun, yet educational trip. They would rather take the easy way out. These two teachers do not want the responsibility of giving kids more freedom. They want them to be in a controlled environment. Also, one of the teachers has high anxiety about the freeways and buses and does not want to travel long distances for field trips.
So taking all of this into consideration, and our funds, I really took extra time to accommodate everybody's needs, including taking the Metrolink instead of a bus. One of the reasons I worked so hard to find a great field trip, is because the memories that I had of field trips from when I was a student in school were exciting and memorable. These field trips were the interactive ones. I can honestly tell you that I really don't remember a whole lot about the museum ones. Thus, I wanted something that my kids would truly remember and applied to the curriculum in the school.
One option that the kids would love is going to California Adventure (Disney) This would be a great field trip because the it ties directly to the standards and California history. Unfortunately it was too expensive for our budget. I had been looking into Knott's Berry Farm because they had a CA exhibit where the kids would explore the Wild West and learn about Gold Country and even pan for gold. I was looking into taking the train down and doing this, because it was more cost effective than California Adventure.
Okay, back to school and our meeting. Early yesterday morning---before the first bell rang---I went to my mailbox and carried a huge stack of papers that were being sent home. Within that stack was a field trip flyer. One of my fourth grade teammates stopped me, and dug through my pile to emphasize that we should go see this play at the local playhouse. I found it quite rude, especially when she dug through my stuff and knew that field trips were a sensative issue. I let it go and the school day went smoothly until planning time.
Like I had said, I purposefully did not put field trips on the agenda because we did not need to have another argument at this point in time. Low and behold the two "older teachers" bring this paper to the meeting and and make it a point to address that this would be a great field trip to go on. I said yes, but we should not rush into any decsions yet, there are some cool ideas that I have been looking into. One of the other teachers said well yeah...seeing the play is easy the kids are controlled and we would not ahve to worry about it. I then proceeded to say that this fourth grade class went on the "same" field trip in second grade and could benefit from a different experience. The two older ones kept on joking around and would not let me speak. They could not get off of the subject. One of them said yes okay so we are doing it, not really giving anybody else a chance to speak. Numerous times, I tried to redirect it, but the "older ones" kept making jokes and thinking it was funny, at one time they said, "we are going to drive Jessica to quit." I then tried to say that another teacher and I were discussing what else could be done. They got riled up and continued to throw in jokes. Once I was able to say that we could have a field trip at school they felt releived.
Once I tried to say that we need to think about the kids, and not what is just conveinient for us. I then told them about the times that I went away on "week long" field trips when I was in elementary school. Their response was we don't do that here. And then I proceeded to tell them, that actually things might be chaning and administration has given a possible option for overnight field trips to the state capital and/or DC. I caught them off guard.
Finally after all of this the thirty year old said, we'll just do this for this year and really work hard on planning the other field trips for the future.
What does all of this say? That people may feel threatened about someone much younger than them---especially when one was my BTSA support provider. I am looking forward to learning more about leading a team, especially making someone that is younger than you, be more respected as a leader.
The first Friday of every month, we have a minimum day so that the grade level can plan together. My grade level consists of two teachers in their fifties, a teacher in his thirties and another young teacher that is about my age. Two of the teachers are new to our grade level so they are still getting acqainted with the procedures.
Yesterday was our first planning day. On our agenda, I had planned on discussing the curriculum, where will we be by October break, homework for the next few weeks, and discussing a great art project for our next story. Little did I know, everyone else had another agenda.
One of the main topics that I have been hesitant to discuss was field trips. Our team is very divided and we had a heated discussion last year, and did not want to waste a whole planning day going in circles like the first time we discussed it. On my own time, I had been looking into something that would be in the best interest of the children, as well as, work out for other teachers. Before I go into that discussion, I would like to tell you why field trips are a big deal for our group.
First of all, we have two older teachers who don't want to deal with all of the makings of an involved, fun, yet educational trip. They would rather take the easy way out. These two teachers do not want the responsibility of giving kids more freedom. They want them to be in a controlled environment. Also, one of the teachers has high anxiety about the freeways and buses and does not want to travel long distances for field trips.
So taking all of this into consideration, and our funds, I really took extra time to accommodate everybody's needs, including taking the Metrolink instead of a bus. One of the reasons I worked so hard to find a great field trip, is because the memories that I had of field trips from when I was a student in school were exciting and memorable. These field trips were the interactive ones. I can honestly tell you that I really don't remember a whole lot about the museum ones. Thus, I wanted something that my kids would truly remember and applied to the curriculum in the school.
One option that the kids would love is going to California Adventure (Disney) This would be a great field trip because the it ties directly to the standards and California history. Unfortunately it was too expensive for our budget. I had been looking into Knott's Berry Farm because they had a CA exhibit where the kids would explore the Wild West and learn about Gold Country and even pan for gold. I was looking into taking the train down and doing this, because it was more cost effective than California Adventure.
Okay, back to school and our meeting. Early yesterday morning---before the first bell rang---I went to my mailbox and carried a huge stack of papers that were being sent home. Within that stack was a field trip flyer. One of my fourth grade teammates stopped me, and dug through my pile to emphasize that we should go see this play at the local playhouse. I found it quite rude, especially when she dug through my stuff and knew that field trips were a sensative issue. I let it go and the school day went smoothly until planning time.
Like I had said, I purposefully did not put field trips on the agenda because we did not need to have another argument at this point in time. Low and behold the two "older teachers" bring this paper to the meeting and and make it a point to address that this would be a great field trip to go on. I said yes, but we should not rush into any decsions yet, there are some cool ideas that I have been looking into. One of the other teachers said well yeah...seeing the play is easy the kids are controlled and we would not ahve to worry about it. I then proceeded to say that this fourth grade class went on the "same" field trip in second grade and could benefit from a different experience. The two older ones kept on joking around and would not let me speak. They could not get off of the subject. One of them said yes okay so we are doing it, not really giving anybody else a chance to speak. Numerous times, I tried to redirect it, but the "older ones" kept making jokes and thinking it was funny, at one time they said, "we are going to drive Jessica to quit." I then tried to say that another teacher and I were discussing what else could be done. They got riled up and continued to throw in jokes. Once I was able to say that we could have a field trip at school they felt releived.
Once I tried to say that we need to think about the kids, and not what is just conveinient for us. I then told them about the times that I went away on "week long" field trips when I was in elementary school. Their response was we don't do that here. And then I proceeded to tell them, that actually things might be chaning and administration has given a possible option for overnight field trips to the state capital and/or DC. I caught them off guard.
Finally after all of this the thirty year old said, we'll just do this for this year and really work hard on planning the other field trips for the future.
What does all of this say? That people may feel threatened about someone much younger than them---especially when one was my BTSA support provider. I am looking forward to learning more about leading a team, especially making someone that is younger than you, be more respected as a leader.
Sunday, September 2, 2007
Accepted and Classical View
Last week Bill told us of a movie that had some great components of the learning process. This past weekend, I took it upon myself to view the movie Accepted. It went hand in hand with The Book of Learning and Forgetting. The book focuses on two different views of learning: the classic view and the official view and the movie contrasts these two views.
Accepted is about a high school grad that does not get accepted into any college that he applied to. He comes up with the idea of fabricating his own college---to make his parents happy. His small plan of just having an acceptance letter from the fake college backfires when his parents want to see the college and meet with the dean. He is able to pull it off having people play the different roles in the college (i.e. students, dean). Within his new school, he develops the program of a learning board. People can take whatever class they want---they can create the classes they want to take.
This is very similar to the classic theory---you learn with the "company you keep." You learn by doing something that you enjoy instead of being forced to take something that necessarily does not appeal to you. Yes, college does give you more selection on the courses that you take, but most of your classes fall under that category "must fulfill to meet the requirements in order to graduate." It is a catch-22.
In the end, the State Board of Accreditation allows the school to remain in existence with a one year probation period. The students were able to prove how their school was effective. Now, I don't know if any schools like this exist in America, but I think they would provide models and help to influence the classical theory in the university system of America.
Accepted is about a high school grad that does not get accepted into any college that he applied to. He comes up with the idea of fabricating his own college---to make his parents happy. His small plan of just having an acceptance letter from the fake college backfires when his parents want to see the college and meet with the dean. He is able to pull it off having people play the different roles in the college (i.e. students, dean). Within his new school, he develops the program of a learning board. People can take whatever class they want---they can create the classes they want to take.
This is very similar to the classic theory---you learn with the "company you keep." You learn by doing something that you enjoy instead of being forced to take something that necessarily does not appeal to you. Yes, college does give you more selection on the courses that you take, but most of your classes fall under that category "must fulfill to meet the requirements in order to graduate." It is a catch-22.
In the end, the State Board of Accreditation allows the school to remain in existence with a one year probation period. The students were able to prove how their school was effective. Now, I don't know if any schools like this exist in America, but I think they would provide models and help to influence the classical theory in the university system of America.
Homogeneous Grouping?
Homogeneous Grouping is an ongoing debate in the education world. What is best for kids? Well at my school, we use both heterogeneous grouping and homogeneous grouping. We cluster classes according to labels (GATE, RSP, ELL) etc, however there is a mixture of ability levels within each class. Is it really important to group students?
Prior to the change in the education system (circa 1880s Prussian war) schools were one room school houses. "The old one-room schoolhouse was filled with pupils of all ages from the same social stratum in the same community--untainted by contact with anyone who might be a model of anything different" (45). Really, the purpose of the one room school house was to collaborate with people that had a knowledge base of interests, but at different levels. Kids were not grouped according to age, and they learned from each other. This goes with the idea of the classic theory of learning. Smith states that the one-room schoolhouse was definitely not the epitimy of a good education, but it was better than what it transformed to.
The militaristic point of view came about. Students were no longer mixed with all levels, but according to age and ability. Segregation, politicians thought, would be more effective and productive within the school system. To me, this was in no way beneficial.
Competition in the school place is derived from this. Kids were struggling to keep up with their peers. The part of this book really reminded me of story in the book The Tipping Point written by Malcolm Gladwell. In this book, he speaks of the Gore Company. The Gore Company's philosophy is to have everyone on a level playing ground in regards to their jobs. No one has a job title. Everyone is considered equal. Ironically, their company has been highly effective and has been profitable. No one has to worry about competition in the workplace. Would schools be more effective if they followed this model? My guess is yeas....It is similar to the classic theory of the one-room schoolhouse.
Prior to the change in the education system (circa 1880s Prussian war) schools were one room school houses. "The old one-room schoolhouse was filled with pupils of all ages from the same social stratum in the same community--untainted by contact with anyone who might be a model of anything different" (45). Really, the purpose of the one room school house was to collaborate with people that had a knowledge base of interests, but at different levels. Kids were not grouped according to age, and they learned from each other. This goes with the idea of the classic theory of learning. Smith states that the one-room schoolhouse was definitely not the epitimy of a good education, but it was better than what it transformed to.
The militaristic point of view came about. Students were no longer mixed with all levels, but according to age and ability. Segregation, politicians thought, would be more effective and productive within the school system. To me, this was in no way beneficial.
Competition in the school place is derived from this. Kids were struggling to keep up with their peers. The part of this book really reminded me of story in the book The Tipping Point written by Malcolm Gladwell. In this book, he speaks of the Gore Company. The Gore Company's philosophy is to have everyone on a level playing ground in regards to their jobs. No one has a job title. Everyone is considered equal. Ironically, their company has been highly effective and has been profitable. No one has to worry about competition in the workplace. Would schools be more effective if they followed this model? My guess is yeas....It is similar to the classic theory of the one-room schoolhouse.
The Book of Learning and Forgetting---Grading
I really gained a lot of insight into the entire education system by reading The Book of Learning and Forgetting by Frank Smith.
Our current education system is derived from many wars that took place throughout the last 125 years. The Prussian war is what began the new education movement and we have never looked back. This war transformed us from the classic theory of learning to the official theory of learning. Science then transformed the system and then psychology's scientific view in the classroom is what transformed grading and record keeping into the classroom.
Students were given lists to memorize and with those lists came scores. This was the way students, teachers, and others could determine if learning was taking place. Thus, "people stopped talking about students' abilities and interests and started talking about their scores" (56). Teachers were then required to keep records of all of these scores.
These scores then went to politicians and the "higher ups" so that they could so-call help teachers in order to get the struggling students grades up. This went to publishers who created help books for teachers which then became "an annual multi-billion business that became the biggest single segment of commercial publishing, with a largely captive market" (57).
This view caused students to veer from collabortion (classical theory) on things to fending for themselves---cheating is derived from this method.
I found this very ironic when I read this (when compared to my current classroom). Just from pure observations, my kids don't always like to be graded on things. The first thing that comes out of their mouth when I give them an assignment is "Are we going to be graded on this?". One thing come to mind when they say this: Will they concentrate better because there is less pressure, or will they just blow off the assignment not truly caring how they score?
I can't really answer this question, but I do know that I emphasize that it is important to try their best (the fist rule in my classroom).
I do know that my students like to work with others when given the opportunity. I think that this stems from the classical theory---they usually always partner up with students to whom they can relate to.
Applying this to my own life, I do strive for the highest grades---I'm a "true product" of the official theory of learning. It was something that was en grained in me. I can honestly say that I was disappointed in seeing that we only received credit in one of our classes....I thought it was on the traditional grading scale.
How can we change this way. I know that as I read and pondered how to do so, I felt like I would become an outsider. I can honestly say that I would not be able to do this alone.
Our current education system is derived from many wars that took place throughout the last 125 years. The Prussian war is what began the new education movement and we have never looked back. This war transformed us from the classic theory of learning to the official theory of learning. Science then transformed the system and then psychology's scientific view in the classroom is what transformed grading and record keeping into the classroom.
Students were given lists to memorize and with those lists came scores. This was the way students, teachers, and others could determine if learning was taking place. Thus, "people stopped talking about students' abilities and interests and started talking about their scores" (56). Teachers were then required to keep records of all of these scores.
These scores then went to politicians and the "higher ups" so that they could so-call help teachers in order to get the struggling students grades up. This went to publishers who created help books for teachers which then became "an annual multi-billion business that became the biggest single segment of commercial publishing, with a largely captive market" (57).
This view caused students to veer from collabortion (classical theory) on things to fending for themselves---cheating is derived from this method.
I found this very ironic when I read this (when compared to my current classroom). Just from pure observations, my kids don't always like to be graded on things. The first thing that comes out of their mouth when I give them an assignment is "Are we going to be graded on this?". One thing come to mind when they say this: Will they concentrate better because there is less pressure, or will they just blow off the assignment not truly caring how they score?
I can't really answer this question, but I do know that I emphasize that it is important to try their best (the fist rule in my classroom).
I do know that my students like to work with others when given the opportunity. I think that this stems from the classical theory---they usually always partner up with students to whom they can relate to.
Applying this to my own life, I do strive for the highest grades---I'm a "true product" of the official theory of learning. It was something that was en grained in me. I can honestly say that I was disappointed in seeing that we only received credit in one of our classes....I thought it was on the traditional grading scale.
How can we change this way. I know that as I read and pondered how to do so, I felt like I would become an outsider. I can honestly say that I would not be able to do this alone.
Saturday, September 1, 2007
The Book of Learning and Forgetting
I just finished reading The book of Learning and Forgetting. I can say that I learned a lot of information. Below you will find a detailed summary of the book with my thoughts incorporated.
Frank Smith's book presents two views of learning, the classical theory of learning and the official theory of learning. These two contrasting views have both been present in the educational system, but today's school systems follow the official theory---which is seen as highly ineffective.
The classic theory is defined as the ability to "learn from the people around us with whom we identify (3)--you learn from the company you keep by making them part of what we already know. They are not new bits to be added to a store of knowledge, but extension or elaaborations of the experience and beliefs that make us what we are" (13). This means that you learn from watching and working with people like you. On the contrary, the official theory is the idea "that learning is work, and that anything can be learned provided sufficient effort is expanded and sufficient control enforced" (4). Thus, you have to try very hard in order to learn something effectively.
Smith spoke about the importance of the classical theory and joining clubs. He states that we join clubs because we identify with the people in those clubs. Whether it is a book club, fishing club or tennis club, we become like the "company that we keep." We will exhibit this identity by the way we "talk, dress, and ornament ourselves" (11)
Frank Smith's book presents two views of learning, the classical theory of learning and the official theory of learning. These two contrasting views have both been present in the educational system, but today's school systems follow the official theory---which is seen as highly ineffective.
The classic theory is defined as the ability to "learn from the people around us with whom we identify (3)--you learn from the company you keep by making them part of what we already know. They are not new bits to be added to a store of knowledge, but extension or elaaborations of the experience and beliefs that make us what we are" (13). This means that you learn from watching and working with people like you. On the contrary, the official theory is the idea "that learning is work, and that anything can be learned provided sufficient effort is expanded and sufficient control enforced" (4). Thus, you have to try very hard in order to learn something effectively.
Smith spoke about the importance of the classical theory and joining clubs. He states that we join clubs because we identify with the people in those clubs. Whether it is a book club, fishing club or tennis club, we become like the "company that we keep." We will exhibit this identity by the way we "talk, dress, and ornament ourselves" (11)
Wednesday, August 29, 2007
Knowledgeable about technology--A good thing?
Well I hate to say it, but sometimes I dislike being the one that understands and can tolerate technology. Yesterday was one of those days that I can say I wish I was technology illiterate. I was super frustrated with everything technological at my site. First of all, we adopted a new Social Studies series that is more technologically savvy. The only downfall is, many of the teachers are not as technologically savvy. Therefore, I am left to do much of the work. Once problem--our series comes with a dvd to introduce lessons. The DvDs don't work correctly in classrooms because many of the remotes to the dvd players are missing. Thus, we cannot skip past the intro. Some teachers tried to solve that problem by purchasing a universal remote. The problem does not stop here though. Apparently, we can program these dvds onto our schoolwide DUKANE system, however I was only trained for one hour in the system last year and since then forgot about it. I tried emailing district tech people, but was not too successful in getting a response. I did end up putting a bug in their ear and it was some how magically fixed. I was about ready to send out an email to everyone to explain how to access the video on demand but then found out that it runs for 5 min and shuts off. I hit another dead end. I cannot wait 'til this is fixed.
Other problems included helping people search the web to installing speakers. Gosh..Maybe I should get a part time job in the technology field. I think I could make a pretty penny.
Other problems included helping people search the web to installing speakers. Gosh..Maybe I should get a part time job in the technology field. I think I could make a pretty penny.
Monday, August 27, 2007
New Website!
This past weekend I visited Todd and he helped me to create a website with a more professional look. Initially I went to visit him so that he could show me how to use editable regions, but let me tell you I learned a whole lot more. First of all I completely scrapped my inital site...I learned that things have changed from when I initially took a web design class--- tools (like a table ). What I can say is now is that tables are a thing of the past and CSS is the latest trend in the Internet. While all I really know about CSS is that it stands for Cascading Style Sheets, I know that it is probably something important for me to learn in the future. The main lesson I learned is that technology is hard to keep up with because it is constantly changing.
Well I've been talking about my new and improved site so check it out!
Well I've been talking about my new and improved site so check it out!
Practicing embedding
Don't worry....this has nothing to do with our class....Our first story that we read in school was called Akiak. The story is about a dog who runs in the Iditarod race in Alaska. I was looking for a Youtube video to supplement a lesson and this was my effort to embed. :)
Wednesday, August 22, 2007
First Day Back
Well I am going to have to admit that this will be a challenging year and it will be about finding balance. I started school yesterday! How can I achieve balance. Well I think that the first month will be about trial and error finding what works for me and what does not work for me.
As I reflected yesterday, I realized that I have a very different group from last years class. This year they put me with the GATE cluster. It shall be interesting because this is my first year teaching a class with GATE students. I'm up for the chalenge though.
We began our day with the usual beginning of the school year routines and procedures. It was not until the end of the day though, that I realized, the assignments completed yesterday were all about reflection of themselves. I thought that this was cool since it is something we are working on in OMET. The students reflected on why they were important, identified their strengths using Gardner's multiple intelligences and how they could use that strength to contribute to our class, as well as creating a ME bag. I'm looking for more ways for the children to reflect!
As I reflected yesterday, I realized that I have a very different group from last years class. This year they put me with the GATE cluster. It shall be interesting because this is my first year teaching a class with GATE students. I'm up for the chalenge though.
We began our day with the usual beginning of the school year routines and procedures. It was not until the end of the day though, that I realized, the assignments completed yesterday were all about reflection of themselves. I thought that this was cool since it is something we are working on in OMET. The students reflected on why they were important, identified their strengths using Gardner's multiple intelligences and how they could use that strength to contribute to our class, as well as creating a ME bag. I'm looking for more ways for the children to reflect!
Monday, August 20, 2007
Edutopia---reflection
After reading much of Edutopia, I further investigated the technology system within our district. I thought we were really far behind, but in actuality, we have the capability to do be technolgoy--savvy. I realized that we have a technology plan (I thought was non-existent), that is to be implemented over the span of 4 years 2006-2009. I also realized that much of our School District tries to implement many uses of technology, however, teachers do not follow through back at their sites or within their classroom. I really question what we can do about it. It is truly sad to say that we have the resources to be one of those schools in Edutopia, but we don't utilize them.
One other realization, one of the fifteen schools within our district is like one of those listed in Edutopia. I did not realize this, but some of the uppergrade classrooms at this school had handhelds with wireless keyboard attachements. How cool is that? Wow, I think I might have to pay a visit to this school. Apparently, they just won a grant to go visit Mircrosoft's headquarters to see how technology is implemented in that school. I dream of making my school like that!
One other realization, one of the fifteen schools within our district is like one of those listed in Edutopia. I did not realize this, but some of the uppergrade classrooms at this school had handhelds with wireless keyboard attachements. How cool is that? Wow, I think I might have to pay a visit to this school. Apparently, they just won a grant to go visit Mircrosoft's headquarters to see how technology is implemented in that school. I dream of making my school like that!
Sunday, August 12, 2007
Similarities and Change
As I sit here thinking, I am finding some similarities with the layout of this program to those of my classroom. Right now I am feeling much frustration because only one of my assignments is complete. Each of these assignments is ongoing and I feel as if there are so many different places to check for "mail" in each class as well as add information to. I'm constantly checking my email, Moodle, and Blackboard, and Wiki, looking for things that I can add. At times I feel overwhelmed and don't know where to even begin with these assignments. I feel as if I have to be there to watch these changes take place and then promptly respond. I know that this is part of the learning process and it is my perfectionism that is in the way. If I had it my way, I would work on one assignment at a time.
How is this similar to my classroom? Well, it is just like the ongoing projects in the classroom. Students all finish at a different pace and there are often many projects going on at once. Even at work, this frustrates me. I have learned to deal with this part of my job, and will learn to deal and understand the process of the layout of my grad classes.
How is this similar to my classroom? Well, it is just like the ongoing projects in the classroom. Students all finish at a different pace and there are often many projects going on at once. Even at work, this frustrates me. I have learned to deal with this part of my job, and will learn to deal and understand the process of the layout of my grad classes.
Monday, August 6, 2007
Magic!!
It has been awhile since I have been able to post. Between all of the reading and checking the various places assignments are posted, I thought I lost my head. This past week was especially crazy because I had some difficulty with the program that I was using to create my webgift. Luckily, I worked it all out within a days time and proceeded to get things accomplished. I feel a lot better now that at least one assignement is completed and turned in. Also, I was able to post on wiki, blackboard, and moodle and feel confident with my posts. I think I am now beginning to understand this program a little better, but I still feel as if I am about to go bonkers if I am away from my computer for more than 10 min. Trying to find a balance is critical.
This past weekend I found some of that balance. My cousin was in LA on business and I stayed at the hotel with her to keep her company (She stayed in Beverly Hills) I told her that I would be staying in most of the time because I had work in both classes to complete. Well needless to say, I feel like I got more work completed and she even managed to get me out for a little fun!
On Saturday, my cousin invited me to attend an event on Rodeo Dr. that her company was participating in. This event was an AIDS awareness event and brought out many celebrities including Paul Pierce, Barron Davis, Stevie Wonder and Magic Johnson. Not only were these social icons here to have fun, they were here to raise awareness and money for AIDS cause. The event was very memorable and I will never forget the moment that I met Magic.
Magic Johnson has been living with AIDS for the last 15 years. He was diagnosed with the disease while playing for the Lakers. Unfortunately, the disease forced him to retire early. The media did not portray Magic in a good way once he was diagnosed. It took him awhile to "battle" their ridicule. This ridicule did not stop Magic from doing what was right. He decided to use his celebrity power to raise money and awareness about this life-threatening disease. Magic's persistence is a great model for today's society.
I really thought about how Magic Johnson related to the technical world. Yeah, it might be a stretch, but I see a correlation with technology. Some of today's society feels that technology is not beneficial and cannot be used effectively in schools. I think with persistence and stepping outside of the box and promoting awareness about its effectiveness will help change that opinion. Just like Magic was persistent with getting the word out about AIDS, We techies can get the word out about technology and change the opinions of the people.
)
This past weekend I found some of that balance. My cousin was in LA on business and I stayed at the hotel with her to keep her company (She stayed in Beverly Hills) I told her that I would be staying in most of the time because I had work in both classes to complete. Well needless to say, I feel like I got more work completed and she even managed to get me out for a little fun!
On Saturday, my cousin invited me to attend an event on Rodeo Dr. that her company was participating in. This event was an AIDS awareness event and brought out many celebrities including Paul Pierce, Barron Davis, Stevie Wonder and Magic Johnson. Not only were these social icons here to have fun, they were here to raise awareness and money for AIDS cause. The event was very memorable and I will never forget the moment that I met Magic.
Magic Johnson has been living with AIDS for the last 15 years. He was diagnosed with the disease while playing for the Lakers. Unfortunately, the disease forced him to retire early. The media did not portray Magic in a good way once he was diagnosed. It took him awhile to "battle" their ridicule. This ridicule did not stop Magic from doing what was right. He decided to use his celebrity power to raise money and awareness about this life-threatening disease. Magic's persistence is a great model for today's society.
I really thought about how Magic Johnson related to the technical world. Yeah, it might be a stretch, but I see a correlation with technology. Some of today's society feels that technology is not beneficial and cannot be used effectively in schools. I think with persistence and stepping outside of the box and promoting awareness about its effectiveness will help change that opinion. Just like Magic was persistent with getting the word out about AIDS, We techies can get the word out about technology and change the opinions of the people.
)
Sunday, July 29, 2007
It's only been a week!
I totally cannot believe that it has only been a week since we have left Virtcamp! Well our first semester is in full swing and I am in the process of reading 3 books at once and trying to keep everything straight while also reading posts on Blackboard, creating a webgift, reading articles, and writing a blog, oh yeah and creating a website. Whew! My gosh! I have to admit that I did have to go buy an iLap to put my laptop at a slant so I don't get carpel tunnel syndrome. This instrument is becoming my new best friend. I'll soon be buckling it into the front seat with me! :) I can honestly say that I am a little overwhelmed right now. I was talking to Todd earlier today and had said that I take mini breaks by going and getting a snack. I know that I do have to get a handle on that otherwise I will begin to develop handles in places that I don't need them to be.
Let me tell you though...this PROCESS thing is haunting me. I was watching Leno this past week. I guess there have been many YouTube videos created mocking the candidates for the next Presidential election. Well...Lo and behold Leno had stated it was part of the Process. I am beginning to understand that this program is paralleling what education will look like in the future. I am beginning to understand that. Well ta-ta for now... I'm going to immerse myself in one of the above listed items.
Let me tell you though...this PROCESS thing is haunting me. I was watching Leno this past week. I guess there have been many YouTube videos created mocking the candidates for the next Presidential election. Well...Lo and behold Leno had stated it was part of the Process. I am beginning to understand that this program is paralleling what education will look like in the future. I am beginning to understand that. Well ta-ta for now... I'm going to immerse myself in one of the above listed items.
Thursday, July 26, 2007
I think I'm coming onto something!!
So yeah...it has been awhile since I have posted...I'm actually trying to dechiper everything that I have learned thus far, and figure out how to apply, when to apply, and why what I am reading/learning is important. Funny thing is, I went into work on Tuesday and enthusiastically told some of my colleagues about the my fun and memorable week at Virtcamp. I told them that I still have no idea what I really need to do. The other teachers response was well, your in college. They really could not offer me any advice and possibly thought I had missed something. I can honestly say, that over the past few days of intense reading, I have learned a little bit more about myself and possibly why this program is trying to change the way that we think. Within the past 10 years there has been a trend in changing the way things are taught---moving from direct instruction to inquiry based instruction. Well.. I'd have to say that this program is doing just that. It is trying to change our learning styles. Reflecting back on years past, I have had a few select professors teach with the inquiry based approach, and I will tell you that those are the things that you remember. I can honestly say that I really don't remember what I learned in the classes in which the teacher or professor stood in front of the class and and spoke for a good hour. I know that this inquiry-based stuff will take some time to get used to...but I can surely say that the new synaptic pathways that are developed, will have a faster response/feedback time, than if I was to learn in a non-inquiry based setting.
Sunday, July 22, 2007
Hard Fun!!!
Before Virtcamp week, I never really thought about the phrase Hard Fun!!! Seymour Papert's coined phrase is a paradox in itself. How can something that is hard be fun? Well after Virtcamp week, I learned that Hard Fun has a literal meaning and Virtcamp really lived up the the saying hard fun! Looking back on the week, I cannot believe how much of a challenge I was given and the ways that I conquered that challenge. For one, I was put way outside of my comfort zone. Not being given parameters or assignments until the last minute was a little bothersome to me. I am a person that likes guidelines laid out for me and deadlines given to me way in advance. This week taught me to take things as they are and work with what you have. Knowing that everyone was on the same boat as myself was another positive. We all had similar feelings and I was not alone.
Thursday, July 19, 2007
640 A Common Thread:Day 3
Day 3....Nerds on a rope...how does it relate to our group? Yeah its candy and we all love it; but it's deeper meaning is that we have come together and united on one strand. Every one person has something to contribute to our cadre, and if we didn't have them, our common thread would have some holes in it. We all came here with a vision. Over the course of the next year, we will be able to work together to better understand how learning takes place and how we can incorporate implementing technology into our classrooms and our workplace. Learning is a process that takes time. This next year will allow us nerds to support each other and band together in what will be an amazing adventure.
Wednesday, July 18, 2007
Day 2 Fears and Hopes
Day 2...a little more comfortable, yet still aprehensive. After learning about what this next year entails I can say that I do have fears. One is balancing between work and school. I take pride in everything I do both inside and outside of work and school, and I really don't know how I will be able to put my everything required for these two into my 24 hour day. Also, how will I be able to do everything correctly (I guess this is part of my perfectionism) Over the next year, I think I will have to work on this. I know that the world is not perfect and I am not perfect, thus I will possibly break the my perfectionistic personality. Next fear: ARP. I'm not a writer and I'm scared to have to write a 100 pg paper. As far as my hopes: I hope to develop fabulous relationships with my cadremates, as well as learn how to better incorporate technology into my classroom. Technology is the wave of the future, and it is very important that we keep our students up to date with these forms, because they are our future.
FIrst Day at VirtCamp!!!
I can honestly say that this day has been a mixture of emotions. Excitement, nervousness, anxiety and being uncomfortable are just a few of these emotions. Coming into this program I had a lot of preconceived notions as to what this program was going to entail, yet today just jumbled them up. I am a person that likes order/ structure and in no way shape or form did it follow any...or at least I did not catch onto it. I am a natural leader (and perfectionist) and because of this, I like to know the ins and outs of everything, however, This program will challenge us to take thinking to the next level. After reflecting, I feel that this will help me to take me to the next level and help not only benefit my teaching and my students, but that of my colleagues as well. In the end, I think that this will all make sense. Bill said, they would like to change the way we think about things. I'm officially ready to do this and to jump in head first!!
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