We had a conference call last night. I have decided to take a backseat, and see what manifests. We assigned group roles, and I am working with the other "Lisa" in the group doing outside research, that means research other than from the Woolfolk text or Pink's book. She emailed me this morning to let me know a bit about herself. I was grateful because she is one that I felt like was ganging up on me over proposing the idea on WebCT last week. I thanked her and responded reciprocally. I am currently still working on "The Paperless Classroom" idea, but yet to see if I will use it in the end. All the research that I do can come under the umbrella of "virtual labs," or most of it, so I am going with the flow. I don't want to be extremely different in the information that I present from the group, but I really have liked looking into the whole deal. Several classes all over the nation have experimented with this, it was not an original idea come to find out...as any idea is today. I will post some links with pertinent information to "The Paperless Classroom" next time.
Also, I set up a website www.constructechvist.com to post my Philosophy of Education, Resume, and other supporting materials for my interviewing process. Schools have already begun to post there openings, so I have to get crackin' on this as soon as possible.
Until next time...
Tuesday, March 11, 2008
Thursday, March 6, 2008
To be tied and burned at the stake
Well, at first I had a positive reaction from the "Paperless Claaroom" idea, but my excitement was short lived. FIRE. FIRE. FIRE. Alarms were going off all day today. I now regret even suggesting the idea. Two other group members and I debated about it most of the day on the discussion board, and I ended up losing my temper, not at their objections or considerations to the project, but at how they were talking to me. We haven't held a vote, but I consider it a void proposition for the group at this point. I did ask one of the group members, that is the most even-tempered and a thoughtful supervisor, if I could nominate her for group leader--she probably does not want my endorsement at this point. It would be like the Osama Bin Laden endorsing Hillary Clinton. Anyway, one group member went to our professor and pleaded her case. Dr. A said that she thought we could both do as we pleased as our ideas fit under the same umbrella of "virtual labs." So, I can proceed as I wish, and the others can proceed as they wish.I still feel like I have again separated myself from the group, and I am just really confused at how to navigate the people and personalities of the group. I am struggling with how to get along in this situation. I know that I have very high expectations of myself and others, and that frustrates people. I know that I am hyper-sensitive to other people's emotional and mental states...I tend to absorb people's energy like a sponge and react on a personal level to it all.
I am going to have to practice stepping back, not always being the one to ask questions. I just single myself out by doing that. A physicist friend once told me that he never asked questions in High School. He said it was not that he didn't want to discuss, explore, inquire; but, he was told by his classmates to be quiet and don't make things "more complicated" than they have to be. I feel like this. I have to learn to just keep my inspiration to myself and only share it with those who can dialogue about it without feeling threatened. Tomorrow, I must forward. I am going to start writing my Educational Philosophy and stay off of WebCT for awhile. I need a psychological break.
Until next time...
Tuesday, March 4, 2008
Posted "Paperless Classroom" Idea to WebCT
I posted the "Paperless Classroom" idea to WebCT, just to see how the group will react, if they will be interested, will they want to cut my eyes out? We'll see. Dr. A didn't say one way or the other, but I get the feeling she doesn't want me to leave my group, so I will just do whatever is thrown my way. Perhaps, if the group doesn't take the idea, I will go at it alone for my professional portfolio.
She has asked for us to present to her on Friday. She wants to know the things we have done for the project thus far, so that should be interesting.
Until next time...
She has asked for us to present to her on Friday. She wants to know the things we have done for the project thus far, so that should be interesting.
Until next time...
Monday, March 3, 2008
Meeting Covered in Flurries, YakPak Service Interrupted
Last night was our scheduled meeting. YakPak on PBWiki was down, so we had to fall back to the chat room in WebCT. Two other group members and myself also went on conference call. After 30 minutes of nothing being accomplished, I just said I had to go. Looks like another meeting has been scheduled for Wednesday, which I won't be able to attend because I have finals in another class. I know I don't do well with working with others, but this has to be the most exasperating process that I have even been through. A friend suggested that I should just sit back and enjoy the ride, but that's not my style. This is a rare opportunity to learn something and produce a result that can be beneficial to so many teachers. Should I just relax and let the product happen as it may or should I try to take another route? I emailed Dr. A today, flushing out other possibilities. Here is the email:
Dr. A--
"You know that I have been frustrated in my group, but currently, I have settled into the "ethos" of the group and have climbed in the box with them. I think what they are doing is thinking out of their boxes, for most of them. Integrating "virtual labs," which I think we have termed computer driven interactive media, into their curriculum is something novel and interesting for them.However, Pink suggest in his book that flipping an idea can give new, original perspective: so, I took our proposition, "Using virtual labs as a way to reach right-brained learners" and flipped it. I started to see that maybe we should be asking "How can knowledge about the whole-brain learner and 21st century learning skills be made part of technology
My specific focus on technology would be would be what I call "The Paperless Classroom." It will address issues of not using textbooks, project-based learning, student driven curriculum design, and technology proliferation (I don't use integration in this context because it applies a force from without. Proliferation suggests a dissemination from within). I would like to look at the Alabama COS and present an Internet based alternative to the common Language Arts Classroom. Ultimately, I would like to combine the objectives of the Technology COS, the Language Arts COS, the Mass Media/Communication COS, and the History COS to create a year long integrated curriculum, but for the time that I have left, I don't think that is possible, so I will focus on Language Arts.
I have been studying a lot about constructivist principles and want to propose that these changes in the way we educate along with immersion in technology is a very innovative way to teach and to improve education for students of all ages. What do you think? Do I have enough time left? Will I be penalized for leaving the group? Your advice is appreciated."
I am awaiting a response. Oh yeah, I reserved my URL for my on-line student literary magazine today. "Meta-Poiesis" will be a something one day...take a look at the place holder www.meta-poiesis.com
Until then...
Dr. A--
"You know that I have been frustrated in my group, but currently, I have settled into the "ethos" of the group and have climbed in the box with them. I think what they are doing is thinking out of their boxes, for most of them. Integrating "virtual labs," which I think we have termed computer driven interactive media, into their curriculum is something novel and interesting for them.However, Pink suggest in his book that flipping an idea can give new, original perspective: so, I took our proposition, "Using virtual labs as a way to reach right-brained learners" and flipped it. I started to see that maybe we should be asking "How can knowledge about the whole-brain learner and 21st century learning skills be made part of technology
My specific focus on technology would be would be what I call "The Paperless Classroom." It will address issues of not using textbooks, project-based learning, student driven curriculum design, and technology proliferation (I don't use integration in this context because it applies a force from without. Proliferation suggests a dissemination from within). I would like to look at the Alabama COS and present an Internet based alternative to the common Language Arts Classroom. Ultimately, I would like to combine the objectives of the Technology COS, the Language Arts COS, the Mass Media/Communication COS, and the History COS to create a year long integrated curriculum, but for the time that I have left, I don't think that is possible, so I will focus on Language Arts.
I have been studying a lot about constructivist principles and want to propose that these changes in the way we educate along with immersion in technology is a very innovative way to teach and to improve education for students of all ages. What do you think? Do I have enough time left? Will I be penalized for leaving the group? Your advice is appreciated."
I am awaiting a response. Oh yeah, I reserved my URL for my on-line student literary magazine today. "Meta-Poiesis" will be a something one day...take a look at the place holder www.meta-poiesis.com
Until then...
Sunday, March 2, 2008
Forecast Proves Correct, "A Flurry of Activity" Before Deadline
I am excited to see my group mates posting to PBWiki and WebCT. Dr. A posted an admonition in the color RED, bold, highlighted, on the Wiki. She obviously wasn't seeing the work that she had expected. However, I think the deadline meeting for tonight at 5 p.m. was the thing prompting everyone to get working. Sometimes it is the small changes that get you the most excited. Several thoughts by our members have excited me: I will post one of them here. I am so excited to see some of them "thinking outside of their boxes."
Biology Teacher #2
"I've just been wondering. Could I not do the same thing we are attempting with my high school classes? If I divide the class into groups of 3 or 4, then assign each group a topic associated with the class. For example, in Algebra I the topics could be adding integers, solving equations, factoring polynomials. In Geomery the topics could be similar figures, translations, and trigonometry. The assignment would be for each group to create their own wiki page, just as we have done. The pages would all be linked to my classroom page, just as ours are. The students would be required to research and find 2 or 3 websites that help explain or expand their individual topics. The students would be able to collaborate on the web while bringing important informaiton to the class. This would involve the students in the direction of the class, allow them to utilize technology, and hopefully spark a greater interest in the subject matter. As Dr Alexander has requested, this could be adapted to ANY class in any school. The pitfall could be the accessablitily of the internet. I realize some students don't have that opportunity. However, that problem could be remedied in many different ways: use the library, meet at a friends house request use of the mobile lab at school or reserve classtime to go to the computer labs. What do ya'll think? Is this way off line or more in tune with what Dr Alexander wants us to be doing? Why should we, the teachers, dictate the sites the students use? Can't they be involved in that process also?"
My comment:
"(Also added on PBWiki Comments Tab...I think you are absolutely right. Give them some quidelines on how to evaluate quality sites and let them go. Here's one link http://www.cybersmartcurriculum.org/act_sheets/CY00_Stdnt_G68_L18.pdf. Letting them select their own sources takes a lot of the guess work out of our job as teachers, sometimes we don't know what is appealing to the student, and I think we would be surprised at their choices. It also allows them to think critically about what cirriculum they are studying and how to best "teach" that to others and themselves. The self authoring on PBWiki gives them a place to explain the choices that they have made and why they have made them. They should become their own teachers (thinking about how they best learn), teachers of their peers (thinking about the suitability of the content that they choose to teach others), and hopefully we can learn something from them, too. Plus, they will feel a sense of accomplishment that their "learning" has actually had a affect on the class, the world. So many times they just don't see the "Why" behind what we ask them to do in class, and we as teachers don't think we should have to explain to them (if we are even sure ourselves). I think your idea is "BIG." The fact that you are willing to relenquish your stance as "giver of information" and empower them to find their own is part of that shift in "ethos" that I was talking about on the CT Board with Courtney. Good Job! Keep us posted on what you find, the successes and failures. You could even write this up as an experiment in project-based learning for a peer journal or for our WIKI presentation. What we as teachers learn in the classroom is very important, and we should share it with other teachers to help shape changes in education. We don't need someone "high on Capital Hill" telling us what works, we need to find out for ourselves and share it. Change come from within, not from the outside. This is the essence of what we should be teaching students, and ourselves, to guide us all in meeting the demands of the 21st century. Kudos to you!"
Biology Teacher #2
"I've just been wondering. Could I not do the same thing we are attempting with my high school classes? If I divide the class into groups of 3 or 4, then assign each group a topic associated with the class. For example, in Algebra I the topics could be adding integers, solving equations, factoring polynomials. In Geomery the topics could be similar figures, translations, and trigonometry. The assignment would be for each group to create their own wiki page, just as we have done. The pages would all be linked to my classroom page, just as ours are. The students would be required to research and find 2 or 3 websites that help explain or expand their individual topics. The students would be able to collaborate on the web while bringing important informaiton to the class. This would involve the students in the direction of the class, allow them to utilize technology, and hopefully spark a greater interest in the subject matter. As Dr Alexander has requested, this could be adapted to ANY class in any school. The pitfall could be the accessablitily of the internet. I realize some students don't have that opportunity. However, that problem could be remedied in many different ways: use the library, meet at a friends house request use of the mobile lab at school or reserve classtime to go to the computer labs. What do ya'll think? Is this way off line or more in tune with what Dr Alexander wants us to be doing? Why should we, the teachers, dictate the sites the students use? Can't they be involved in that process also?"
My comment:
"(Also added on PBWiki Comments Tab...I think you are absolutely right. Give them some quidelines on how to evaluate quality sites and let them go. Here's one link http://www.cybersmartcurriculum.org/act_sheets/CY00_Stdnt_G68_L18.pdf. Letting them select their own sources takes a lot of the guess work out of our job as teachers, sometimes we don't know what is appealing to the student, and I think we would be surprised at their choices. It also allows them to think critically about what cirriculum they are studying and how to best "teach" that to others and themselves. The self authoring on PBWiki gives them a place to explain the choices that they have made and why they have made them. They should become their own teachers (thinking about how they best learn), teachers of their peers (thinking about the suitability of the content that they choose to teach others), and hopefully we can learn something from them, too. Plus, they will feel a sense of accomplishment that their "learning" has actually had a affect on the class, the world. So many times they just don't see the "Why" behind what we ask them to do in class, and we as teachers don't think we should have to explain to them (if we are even sure ourselves). I think your idea is "BIG." The fact that you are willing to relenquish your stance as "giver of information" and empower them to find their own is part of that shift in "ethos" that I was talking about on the CT Board with Courtney. Good Job! Keep us posted on what you find, the successes and failures. You could even write this up as an experiment in project-based learning for a peer journal or for our WIKI presentation. What we as teachers learn in the classroom is very important, and we should share it with other teachers to help shape changes in education. We don't need someone "high on Capital Hill" telling us what works, we need to find out for ourselves and share it. Change come from within, not from the outside. This is the essence of what we should be teaching students, and ourselves, to guide us all in meeting the demands of the 21st century. Kudos to you!"
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