Sudi+Stodola

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 * Monday **

Teaching the Digital Generation: A New Face for Learning **
 * Big Idea:** We need to work on creating a balance between conventional teaching and unconventional learning
 * Blog: the committed Sardine
 * Book:The Digital Diet
 * When teachers are asked about the most important skills for students to have, they translate to a need for new 21st Century fluencies
 * Solution fluency
 * Information fluency
 * Creativity fluency
 * Media fluency
 * collaborative fluency
 * Chat Rooms in the Classroom: Backchanneling for Increased Class Participation **
 * Improved Collaboration
 * Increased Engagement
 * Involve Reluctant participators
 * View the model lesson we engaged in here
 * **From Consumers to Producers of Information**
 * **It's about the rigor..not the bells and whistles.**

=** Tuesday **=  ** ****************************Copyright in the classroom --Renee Hobbes************************ **
 * Big Idea: Today ALA is marching on Washington. Let's remember the library connection...**
 * Keynote Speech: Innovation and Excellence: Buzz Words or Global Imperative? --Jennifer Corrier
 * Watched the simulcast in the lobby, surrounded by other teachers with their laptops.
 * Kept the twitter on the screen and read people's comments on the speech.
 * Highlights:
 * If you don't have passion for teaching using technology you just bore your students with powerpoint
 * What place does standardized testing have in the future of successful education
 * "I wish I learned how to learn" - from the student panelist
 * If we had an amazing assessmtn tool that actually measured everything we should be learning, then we could say "yes, teach to the test." but we don't.
 * If I can network my students to other students, then I can improve their chances of becoming independent learners.
 * "The dictatorship of the standardized test...doesn't leave much room for innovation."
 * ** Website: []
 * Book: Copyright Clarity
 * **Original intent of Copyright policy/law**
 * ** Purpose of copyright: To promote creativity, innovation, and the spread of knowledge (article 1, section8)
 * How Teachers Cope because they don't fully understand
 * See no evil (pretend it doesn't exist)
 * Close the door
 * Hyper comply
 * Educational Guidelines are confusing'Educational Use Guidelines are the result of lawyers talking to lawyers, but are not the law.
 * Kenneth Crews, 2001...Guidelines have a detrimental effect in that they confuse and erode confidence in the laws.
 * **Let's replace old knowledge with accurate knowledge**
 * Everything is copyrighted and you can control its distribution from the moment of creation
 * Fortunately, there are exceptions and exemptions
 * ** Doctrine of fair Use **
 * You can use copyrighted materials freely if you follow fair use guidelines
 * quoting
 * providing multiple copies to classrooms'
 * creating new knowledge based on previously published information (transformative)
 * Balance between owner and user
 * Case: Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)
 * ** Transformative Use **
 * The purpose of the original: To generate publicity
 * The purpose of the new work : to document and illustrate the events in historical context
 * Transformative(protected) use vs just copying (not protected)
 * Great videos on the website.

blog: [|http://lotiguyspeaks.blogspot.com] [|/]** [] Web site: [|http://www.bie.org] > Charter schools work harder at PBL.
 * Beyond Catch phrases
 * web site: []
 * Higher order thinking skills
 * Engaged Learning
 * Authentic Connections
 * Technology Use
 * []
 * "Was there HEAT?"
 * High level of engagement through student engagement
 * Video: Chicago Schools public school/private company partnershipDigital Age Best Practices
 * Horizontal differentiation skills
 * Three stage change model
 * Building capacity
 * Implementing change
 * organization
 * Change adaptor or resistor? Survey
 * We're trying to mainstream this thing called 21st century skills.
 * Must have the same collective vision for change
 * **Is it better to be a leader or a follower? ...Be a follower**.
 * The first follower turns the lone "nut" into a leader.
 * Be a follower instructional video.
 * The shirtless dancing guy movement
 * It was the lone shirtless guy who will be remembered but it was the first follower who transformed him from a lone nut into a leader.
 * Converging worlds **
 * Integration and team teaching needs to take place between library, tech, and teachers.
 * offers greater consistency
 * Teach information literacy and media literacy skills
 * Be familiar and consistent with copyright and fair use
 * Creates a stronger vision of the librarian and teacher as an instructional team.
 * Research in 8 steps [|http://sfsanimalresearch.pbworks.com/f/research%2Bin%2B8%2Bsteps%2Bposter%2Bfinal%2Bwith%2Bcomic%2Bsa][|ns.pdf]
 * Online Supports for Project-based learning in US high schools **
 * Online Supports for Project-based learning in US high schools **
 * Some of the best teachers make students beg for information, holding off until the project calls for it.
 * PBL is the most commonly used learning approach in reform and school revisioning
 * In reported e\ efforts to implement school wide strategies, PBL is the most often cited approach.
 * Online features are sometimes thought of as a distraction to learning.
 * PBL Involves:
 * Extended investigation
 * In-depth inquiry
 * Student self-direction or choice
 * presentation of results or conclusions
 * Online features:
 * resource lists
 * project libraries
 * design and management tools
 * collaboration tools
 * student feedback
 * teacher feedback
 * access to experts
 * challenges include
 * lack of PD or coaching
 * Lack of time in curriculum to carry out projects
 * OMG this is boring.
 * This is the presentation of a data-driven research paper rather than a presentation of online tools that can be helpful.
 * There was no differentiation of different online tools that were used for PBL.
 * PBL takes place most often in revisioned schools.

= Wednesday =


 * Big Idea:** **We should be teaching students, not subjects**

>> We have to think about how they learn and how they want to learn. Traditional classroom is recall-based (Below is in the form of a Bloom-style pyramid) Slideshare.com/scottheiman
 * *************************Beyond Tools: Thoughtful 21st Century School Reform****************** **
 * Web site: []
 * Slideshow: []
 * Why this matters:
 * Our own children
 * Parents count on us and trust us with their children
 * The maddening paradox: publishable quality with no academic rigor
 * They want interaction, they want to be able to create online but when they go to school, they are not allowed the tools they could use to learn
 * Certian technologies are not additive, they are transformative
 * In too many schools across the country we have too many schools that treat technology as a special thing when in fact technology should be like oxygen.
 * Technology transforms:
 * creation
 * research
 * collaboration
 * presentation
 * networking
 * Change your language.
 * **There is a profound difference between "I teach math" and "I teach kids math."**
 * Schools need to be student-centered--it's not about us, it's about them.
 * Schools need to be student-centered--it's not about us, it's about them.
 * Kids need mentors and those mentors can be online.
 * Never forget that when we create a student centered school we also create a teacher-mentored one
 * We need it to be community based. Collaboration helps us learn from others, to synthesize, and to enrich the experience.
 * What if we dared kids to do real work that matters in the real world now?
 * Education has to matter
 * Education needs to make sense
 * Meta-cognition is key. We need to give them time to reflect. We need to give them reflective prompts
 * ** OUR GOAL: Kids who are **
 * ** thoughtful **
 * ** passionate **
 * ** wise **
 * ** kind **
 * **These qualities are more important than competetive in the workforce.**
 * **Create the citizens and they will become the workforce we want.**
 * ** We need to model collaboration --we want the kids to work together, but we don't do it.**
 * **We want a community of culturally aware passionate learners.**
 * **Nobody says "I really want my kids to be great test-takers"**
 * **Too few of us say we want our kids to be technologically literate.**
 * HOW DO WE GET THERE?
 * Be humbled by this task
 * Ideas must live in practice: If you say you believe it, then do it.
 * Common core values
 * Common Vision:
 * Common Process
 * Common Outputs/Common Rubrics
 * Projects
 * homework
 * Class Participation
 * Tests and Quizzes
 * SLA is Understanding driven
 * ILPs and Capstones
 * Every weds. sophomores go out to do internships
 * while seniors work on final portfolios
 * Schedule should make sense:
 * Sample schedule where each class meets a different hour of each day so morning people get a fair chance by having classes at all hours of the day.
 * **Examine one system or structure of your school**
 * curriculum,
 * hiring, management
 * How can you change that one aspect to better reflect your vision?
 * ** schedule--longer periods, staggered periods
 * police state-get rid of cameras
 * If your goal is empowerment, your demon is entitlement.
 * What is the worst consequence of the great idea you want to change about your school?

web page: **<span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; font-family: 'Helvetica Neue',Verdana,sans-serif; font-size: 12px; line-height: 16px;">** http://www.nycischool.org ** Boy, the presenters really cut it close. But they arrived at 10:28. What do High schools do just be cause high school has always done it that way? We (NYC) exist in an environment of sytstemic failure. (47% graduation rate) Module work is relevant and engaging Engagement continues even after the "end" of the project Students till must be prepared for the state test. Online classes. allow kids to skip modules they already know and work onthe ones they need. Creates unique challenges Very student-led educational experience...Big shift for kids coming out of middle school MS students have given up doing "interesting" projects because they need to pass tests. There's a lot of brainstorming about projets and modules that will be effective and relevant--real final product relevant to audiences outside school No single vendor has the comprehensive package that will teach the students as well as they need in order to pass the tests, so the teachers must personalize the content. They have moodle so teachers can share. Teacher/staff to student ration 18-200--325-30 Admission: watch a video, read a student blog, explain why you want to attend and what you expect to get out of it.
 * ********Re-Visioning High School for the 21st Century: Moving Beyond Technology********
 * co-principals of a NYC school
 * small school movement most HS are around 500 students
 * Principal empowerment: autonomy with budget, hiring, curriculum...few district mandates but if you don't have a B or above, you're fired
 * Restructuring os school system to a client-centered model:
 * Rethinking high school for the 21st century cannot be just about using technology to make current practivces flashier or faster--it's about rethinking hte assumptions about how kids learn, what they learn, and why they learn.
 * Rigor vs bells and whistles **
 * there are too many students?
 * testing gets int he way of learning?
 * students must be college-ready?
 * Discipline-based "silos"
 * teachers of subjects, not students
 * empty-mug approach (adults know the answers)
 * Packing more in to meet standards
 * Administrative efficiency
 * (It's easier to schedule every 9th grader if every 9th grader is taking 9th grade English)
 * we need to be willing to step outside the "easy" box
 * tradition and status quo
 * Test Prep vs. Real Learning
 * What date did this happen (test)
 * What is the role of conflict in our society (learning)
 * One path for college prep: AP
 * interdisciplinary instruction
 * eep learning
 * showing rigorous coursework in other ways than just AP tests.
 * ** The iSchool Model (OMG I want to work in a school like this!!!!) **
 * short term, interdisciplinary challenges designed around real problems foro real "clients"
 * Core experiences: content specific college prep and skills
 * Field esperience: 4 WEEKS, INTERNSHIPS, AREA OF FOCUS FOR THE STUDENT with real world application
 * Online Learning: state testing oriented education including standardized test requirements, AP, foreign language using individualized pacing calendars
 * Advisory Component. Mentoring program, every adult in the school has 13 kids they work with closely for all 4 years.
 * support for emotional, metacognitive, social development.
 * Example: 9-11 in context project.
 * interdisciplinary approach to deeper understanding to the many ways other people around the world look at 9-11
 * Students can examine the culture, videoconference with other countries to ge tother cultures' perspectives (London vs Afghanistan, vs. Louisiana)
 * Summarize, create a monologue, and submit to the museum as part of the exhibit for 9-11. Now the museum has monologues about different views throughout the world about 9-11
 * Example: New Roof+ Create a space for children's space
 * wrote proposals for ways to create a green roof and establish a usable space.
 * Submitted to funders and learned about plants and corporate funding.
 * Accelerated rate through state exams
 * 25% after 5 months
 * 95% after 10 months
 * 95% attendance rate
 * No more neighborhood zoned schools
 * 100 spots, 1500 applicants
 * parents are "highly satisfied"
 * Children bring their engagement home to the dinner table
 * We want kids to be "intellectually tenacious" **
 * Scheduling occurs 4 times a year and includes "interest surveys" to help maintain courses that are relevant and interesting for students.
 * Students are more aware of themselves as learners (after a while)
 * Students must be reflective learners. The kids get tired of the surveys, but they are asked to be reflective (a LOT)
 * Students don't automatically succeed at online learning. They need scaffolding, a level of independence that many have lost, and strong mentorship until habits of learning are developed.
 * Student-led conferences help make the shift from the grade they were given to the grade they have earned
 * Students learn to set up their own area of focus based on their reflection about their learning.
 * Students are asked to take more ownership in the school
 * iplanners--events to build culture
 * admissions committee--tours and recruiting
 * Shift was hard for teachers **
 * role is no longer to disseminate information, but to guide students as they work through their inquiry process
 * teachers don't know all the answers anymore
 * teachers must deal with unfamiliar content
 * teachers must interact with experts from the outside world and be willing to invite them into the classroom to co-teach and learn as well...giving up some control
 * Evaluation is peer and student driven...grading and teaching are more transparent and open.
 * co-planning is inherent in schedule...teachers must move away from worrying about what ison the test but be concerned about high quality professional quality work
 * PD is changed...more in context of what is happening, more individualized and personal
 * Teachers must be reflective about their process.
 * Focus on results is shifted..
 * Changing role for Technology **
 * Watch out for gimmicks nad gadgets
 * technology for its own sake, not because i'ts cool
 * technology must be transformative or ther is no reason to incorporate it
 * Technology should be used to answer challenges and make our teaching more efficient
 * technology should be anywhere and everywhere not about the machine, more about internet access
 * carts n every class.
 * It's not always the best tool, but it is a tool. It's there, but if you need a notebook, use a notebook. If you need a book, use a book. "The tool, not the purpose"
 * Full time technology coordinator to help.
 * Does not replace the teacher, enhances the teaching
 * social skills and collaborative skills cannot be gained through technology as well as it can with face-to-face interaction

Kids who are most successful are those who have NOT done well with traditional classroom model.

Next year NYC will be moving to a blended model for credit recovery and AP instruction

Website: []** He's a teacher-Librarian!!!!!!!!!!!!!!!!!!!!!!!!!!!! Initial concerns were about literacy, disconnect between how kids use technology at home and at school, making school become irrelevant to kids Every tool we pick must include learning, engage students, and be based on research and best practices. computer ratio of students to computers is 1:10, so all apps must be available at home as well as school 1100 students, public HS 7-12 grade Successful integration of technology creates engagement and stronger learning. Teachers do not have to know how to use the technology. You can tell the kids to go forth and create and they will.
 * Google Ed
 * **If you can't learn to collaborate you're dead in the business world**
 * schoodat?
 * challenges with technology
 * mac vs pc
 * distance
 * access
 * Cloud computing can be an answer
 * According to the Horizon Report, The most important trends for education are portability and cloud computing
 * Cloud computing means the only thing you need is a browser in order to access data and information
 * computer or portable device
 * Main apps on Google
 * email, chat, talk
 * calendar
 * word processor
 * spreadsheet
 * presentation software
 * wiki/web page
 * video max length 1 hour, private, control moderation
 * []
 * ** Why Google is not really evil **
 * It's free and it will always be free
 * It supports education

[] This is another backchannel program but it guides studnets through the process. Free option gives three prompts students can use, otherwise subscription cost is 50. // Create a backchannel for discussing constitutional issues This can be shared or private. Moderated discussion//
 * Yourtake.org: Get Students involved in Democratic Thinking **
 * featuring the s.c.a.n. tool
 * See the issues
 * Clarify the issues
 * ask what's important
 * now what should be done
 * locker searches and the 4th amendment
 * students choose screen names
 * Students choose roles
 * initial discussion
 * students pick an avatar---put a time limit on this.
 * It helps to assign the roles ahead of time.
 * Students can choose which issues they think are most important
 * They then discuss and write a next step plan
 * Once there is a plan, you can create a follow up assignment
 * persuasive paper?
 * You can check the stats and grade according to the amount of work they have done
 * sample lesson

Final / overall reflections on how you plan to integrate what you learned at ISTE into your classroom )
 * <span style="color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">Implications for your Classroom ** (