This year, I’m pleased to drop the administrative hat and concentrate on teaching. Catching up will take a little bit.  I’ve hundreds of blog posts to read waiting in my RSS feeder, and new (to me) products and services to evaluate (for instance, what are the latest options for student blogging? It’s been a year since I checked that out!).  I’ll be checking back in with the people and blogs who were so inspiring to me to start with–everyone from Will Richardson to Rick Biche.  I have a new colleague or two who I expect will be leading me into new, cool tools and effective practices, too.  I want to read about what has been going on with gaming and online collaboration. I want to experiment with “wow” services like Twitter and see if they’ll really be useful and who they will be useful to. I’m really looking forward to resuming reflective practice.

I hope things will settle down and my schedule will become more rational by March. I still value the reflections about my own practice, and the connections with others and what they do, that preparing to post entails for me. I’ll still participate in the online world by reading others’ blogs, checking in to classroom2.0, and mining others’ writings for inspiration in my teaching!

Until March, then. In the meantime, why not check out some of my first posts, they still speak to me!

Teachers often use them to direct student learning experiences. When students engage with those same tools and techniques for their own purposes, their successes increase motivation and independent learning.

For example, teachers often tell young students to “read to find out”–setting a purpose for their reading. This focus technique helps students learn to monitor their own comprehension. If, as students progress, instead of the teacher setting the purpose, the students approach their text and set their own purposes for reading, the students engage in self-satisfying strategy use. Setting a purpose, seeking strategies that will help the students to reach their own goals, and then actually using the strategies and fulfilling the goal is highly rewarding. The benefits include increased student comprehension as well as ongoing (hopefully life-long) motivation.

The point at which the students know and have practiced teacher-led focusing strategies enough to began to practice self-regulated reading by choosing for themselves from among their personal repertoire of strategies and tools is the point at which the teacher can move away from setting the purpose for the students and turn to helping the students develop potent purposes of their own. It can be an energy-filled, exciting, and sometimes disconcerting time.

“Powerpoint to show,” and “Blog to explain”

We often tell students we want them to demonstrate their own learning by instructing others, because we know that they need a deep understanding to be able to do so. Having students create a genuine product with real communicative purpose and an audience of peers, where they gain recognition for their knowledge and for their skills can scaffold learning. In the same way as self-directed purpose in reading increases student learning and motivation, I believe self-directed purpose in this creative process can also magnify those benefits for students.

Last year I had middle school students research current technology developments or terms (such as wiki, del.icio.us, urban legends) and produce a short powerpoint about it to present to their classmates. I primed the pump by presenting the students with articles bemoaning Powerpoints as the scourge of modern life or as the answer to everything. We talked about “endless Powerpoints” and read a few articles about what not to do, and saw some cool things that were being done. After making our first, basic, Powerpoint (we continued with this popular activity for a bit, I still have students asking me if we can do more!), the students were required to learn a new Powerpoint technique, and explain it during their presentations, as well.

I presented the students with a list of possible topics, and after our first Powerpoint round, I conferenced with each one about what they wanted to learn, and to learn to do, next. Some chose to add sound, some to design their own backgrounds, some to have transitions, and so on. As each student presented their slide show, their classmates and I had feedback sheets to record constructive criticism and kudos (I collected the sheets and gave the student a summary with my feedback). Students would point out their new technique (often with a second run-through of their presentation), and we would discuss its effect on the overall presentation. Students wound up asking each other “show me how you did that?” and deciding they wanted to try something similar on their next presentation.

I remember one student after her presentation, in the darkened tech studio. Her classmates thought her presentation was cool, and they’d also enjoyed what it included about how to unmask an urban legend… I saw a self-motivated, independent learner. I wanted to tell her about TED Talks and challenge her to learn how to put a video of one in her next slide show. But, we had to move on to another unit.

This year, I’m trying to do something similar with blogging tools and widgets and whatnots, and hoping to open up the results to a wider audience using a blog. We’ve just begun, and just like last year, there’s a good deal of “but how do I do that?” and “what’s a widget?” There are a couple of more experienced students who already blog, and they will be consolidating some learning by sharing their knowledge, but I hope to get them into that exciting, disconcerting new learning zone, too. It’s going to be a wild ride, I hope!

Computer Use Policy (Old Version)

• Get Permission! (To get online, to make changes, to alter anything, even the furniture)
• Do Take Care of the Hardware (Watch out for cords, keep food away)
• Do ASK before making changes
• Do use computer facilities for legitimate schoolwork only
• Respect others’ work and others!

This year, since I want to lead students into creating more content on the web, I took the opportunity to fold several things into the beginning of the year unit on technology safety and behavior guidelines.

We began with discussing these short videos:

This one, the Ad Council’s public service announcement directing teen girls to “Think Before You Post”

Download Video: Posted by mjhasley at TeacherTube.com.

In a brief discussion afterwards, I learned that many students felt that this type of commercial and related news stories were over-emphasizing the dangers and, mostly, serving to make their parents overly fearful. My students felt they understood how to be safe online, and that the dangers were remote.

Obviously, I whipped out two more videos in response–current news stories which I had picked to help us discuss what kinds of things are getting posted, and what very real repercussions they can have. (More examples crop up every day-it’s not hard to pick up current ones.)

I played this story about the alleged blackmail plot against Miss New Jersey, using pictures that she had posted online for “friends only.”

This story of a Pennsylvania college student whose 4 year investment in a teaching career was waylaid at the last moment because she’d posted a picture of herself partying online, even though she was of legal drinking age at the time the picture was taken.

The students and I talked about how families have a very real desire to know that students are not going to be caught by surprise, as the people were in all of these examples. Whether or not what happened to them was unfair or unpredictable, we agreed that parents would like them to minimize risks by putting their best public faces forward.

The middle school students agreed that one good way to reassure their families was to demonstrate that they know how to be safe online by proposing updated rules for our Acceptable Use Policy.

Rules or codes of ethics?

We discussed three models–our old set of rules, a list of 9 rules I had gleaned from another school, and David Warlick’s A Student & Teacher Information Code of Ethics.

David Warlick’s Code of Ethics

points to four areas of concern, and lists proactive considerations that students and teachers should apply to every information decision that they make. …

• Seek Truth and Express It
• Minimize Harm
• Be Accountable
• Respect Information and its Infrastructure

Under each of the four areas, David provided a list of examples of good practice. I really liked David’s work.

The students discussed the three models. They discussed each of David’s four areas. They checked to be sure that everything was addressed that needed to be covered in each of the models. They decided to compose…their own set of rules.

Yep, a set of rules. They felt it will be easier to explain rules to the younger students, and it’ll be simpler to apply. They brainstormed a short but comprehensive set of rules, and are writing them up to propose them to the school. They’ll be posting our rules on their blog, as their first post, as they get adopted.

So, where have I been existing (a la STNG’s Sisko or Monk and the Captain’s wife–props if you get the references)?

Lately, I’ve been attempting to keep up with a spate of “shifts.” Life hasn’t had it’s normal ebb and flow of movement, reformation, and movement, like the progress of the tides. It hasn’t even had the long-heralded, suddenly breaking, deafening collapse followed by echoing silence in which to take stock, as an avalanche might. Concurrent, juxtaposed, opposed, unexpected, and unprecedented changes have made living through this past summer more like riding a wild bull during an earthquake, in a streambed as the dam breaks and the world’s most spectacular Aurora Borealis carries on overhead. It had to be endured, held onto, ridden out, swum with, and appreciated. I have been in the nexus of so much movement.

Things aren’t ever going to get back to normal. That normal is gone. But, I’m finally getting some breathing room. For now, a few things have been temporarily shored up. The school opened for a new year with a new Head of School (Interim), a newly-developed (by volunteer talent) school webpage to coordinate, expanded classroom time (yes!) with several of my groupings–and, on a personal front, new gray hair, new urgency to getting my parenting affairs in order (for example, everyone in my family here except for my autistic son will fly to Scotland on a plane this November–I really need to set up some provisions for him before we go, just in case something happens to the rest of us; my youngest son is bright and working way above his grade level, and I need to find a place for him to continue his education when he moves beyond this current school and its flexible groupings–that time is coming faster than it seems it should), my eldest boy has become a “joint author” and game designer before finishing college, even; and I’ve become a grandmother thanks to a new grandson in Scotland!

So, I am glad to finally say: I’ve got my curriculum organized, my tickets to fly to the UK and an apartment rented in Edinburgh for November break, and I’ve caught up reading the hundreds of posts waiting for me in my daily reading aggregator. Yes! I think, barring more unusual developments, I will be reflecting and blogging once again. At least, until progress reports are due…

Sigh. ;^)

Hope your summer life has proceeded more in a tidal rhythm, rather than in my epic adventure fashion.

Photo courtesy of http://www.flickr.com/photos/zieak/508973242/

My challenge this year, is to broaden my read aloud literature choices, since I know that several of these students have heard my favorite choices already. Do you know of any good choices for this lesson?

We use a read aloud with richly drawn and highly realistic characters (Evelyn Minshul’s The Corn Husk Doll, or Susan Woodward Springer’s Seldovia Sam, for instance)–they get the sympathy of my students. Next, we hear a story such as Roald Dahl’s The Twits and appreciate the author’s ability to develop outrageous, unreal characters and manipulate his readers into not empathizing with them. We talk about how we enjoy the Twits’ nasty high jinks and look forward to their eventual come-uppance.

These literature experiences give us a chance to discuss story elements (such as plot and character) and compare and contrast them among stories we all have experience with. Students learn to make and share personal connections, and are enriched by the connections others bring as we explore various themes.

We especially enjoy contrasting the very realistic characters and illustrations of Evelyn Minshull’s The Corn Husk Doll to the outlandishly drawn and far less charming Twits in Roald Dahl’s book. After discussing how the authors design characters we care for (or that we don’t care for), the students all design their own “Bad-‘Un.”

Linking text, student reaction, and technology: Our story reactions and discussion of character development combine with our enthusiasm for working with the computers in the technology studio! Each student creates their own “Bad’un” (a character that is fun to dislike and not too scary), by first imagining and describing with words, then drawing on paper, and finally creating a digital picture using Kidpix®. Students choose whether they want to use their paper drawings or their digital creations, and each student’s choice is imported into a Primary Class slide show. Each student uses our digital camera and takes a picture of a classmate for a slide. Then each student is recorded introducing their own and their Bad’un’s slides for our show. They love the chance to pick the transitions between their slides, and to hear themselves speaking on the final presentation.

I have a desire to share this sort of inspirational video with parents and co-teachers–the same way I’ve shared shorter videos with my intermediate and middle school level students. I wish all school families could enjoy a video and have a conversation to respond to it, much the way book groups form.

BUT, I want more! I want more families and co-teachers to find these video shares than just the few who would come to a book group. Would being on the net increase participation? What would be most engaging?

I’m not sure how to hook others into joining this kind of conversation. I’m going to mull it over and look for a way to open.

Title: Paper Blogs April 28, 2007
By: Sue Rockwood, inspired by Leonard Low’s Workshop activity for teachers, and blogged about by me here.
Concept: Creating a small, paper blogging community gives students a chance to understand “blogging” and safely practice having an “online persona.”
Grade Level: Intermediate to Middle School
Objective: To help students understand the mechanics of blogging and commenting on blogs, discuss appropriate uses for blogs, and practice safe blogging and dealing with trolls.
Materials:
▸ Bulletin Board or posting space.
▸ A selection of colorful paper, Post-it notes, pens and markers.
▸ Stapler, tape, or push pins for posting.

Anticipatory Set: Post the word “Blog” in the middle of the posting space, with the letter B covered by a Post-it. Ask the students to tell you what definitions they know for the word “log.” Responses may include “a tree chunk” “Captain’s log” and “Ship’s log.” Guide the conversation to Ship’s log, and ask/share about it being a record of the daily events on a ship. Point out that, often, it was the official record of a trip: of marriages performed by the Captain, of deaths and burials at sea, of births, and for accounting for the cargo and monies handled. Point out that entries are organized by time, but stress that a log is NOT a personal journal or diary. Tell the students they are going to have a chance to practice on the posting space what many people are doing online, and uncover the “B” from the word blog.

Teaching Sequence:
▸ Safety reminder. Remind students that online spaces are not private spaces, and they should follow our safety guidelines. Repeat that this is public, and not a diary (although some people have unwisely acted otherwise).
▸ Explain that Web-log = blog and that your paper blog space will work much like an online one.
▸ Ask students to raise their hands if they share your “passion” about something obscure (like knitting baby booties). Ask them if they think you’ll find anyone at school that shares the same interest. Tell them that blogs are a way to use the WWW to connect to others who share a passion/interest, and that on our school “posting space” our community will share about our passions for favorite foods or beverages, since we all have them!
▸ Have students come to your “Blogspot”– a place where You provide them with a blog page and easy ways to customize it. Your “Blogspot” will have the selection of colorful paper and pens.
▸ Tell students to name their blog safely, and for this first exercise pick a favorite (not necessarily the favorite) food. Have the students describe their food or beverage, tell something about it that makes us get hungry for it. Have students include a drawing of it, to catch our attention so we’ll read their blog.
▸ As students finish their first “post” collect them on a central table and then give each student three Post-it notes and explain that you want them to read three other people’s blogs and post “comments” by sticking Post-it notes with their reactions on to them.
▸ Reassure “bloggers” that, just like with online blogs, the person who owns the blog will get a chance to review and decide whether they want to keep any comments. When everyone has posted their comments, have the blog owners come get their blogs with comments and review whether they want to keep them. (This can lead to good discussions about “interesting” controversies, trolls, and whether to allow anonymous comments).
▸ As they are ready, staple/post the blogs with comments on the posting space. Have a selection of pens and post it notes nearby, inviting passersby to “post comments on our blogs.” Remind students that they can still remove any comments they don’t like, and that they can stop in and check their “blogs” during free time.
▸ Have other classes blog, too, and get people to comment!

Assessment: Check blogs and comments for appropriateness. After this set of blogs has been posted for a week or two, have students put up new “posts” on their blogs (you may have to clear off the old ones to make room). Let students post about any interest they would like to–and check again for appropriateness. Music, summer vacation activities, and pets were favorite second subjects.

Extensions: Consider having a “troll” make an inappropriate comment (obviously, have the student the troll attacks part of the setup, I had a middle schooler post a comment on his own blog) and leading a discussion on how to react (research recommended responses to “trolls” and cyberbullying–another whole lesson or two! Talk about controversy and comment control, whether or not to insist people sign their comments).

Variations: Have classes post comments on the blogs of students in a different class or age group.

(personal post) I got the news when I was approaching the baggage check-in in Portland, Maine. I’m standing there, with my oldest son, who is going to Gen Con Indianapolis where he will help premiere some newly published role playing games (that he wrote game design chapters for), on his way to heading back to college for his senior year. My cell phone rings. It’s a call from Nick, in Edinburgh, Scotland, who tells me that he has a newborn son! My daughter and he have changed our reality–and therefore everyone’s reality–by having little Adam.

I have become a grand-mom (I will let daughter Cam decide on whichever diminutive form of grandmother she wants to use for me). My husband has become a grand-father. My sons are now uncles. Our world is fuller.

What a good, positive, hopeful, brave thing that Cam and Nick have done. As soon as I get pics, I’m sure I’ll post here.

(For anyone wondering why I have a personal post on a blog I’m trying to use for my reflections on teaching, I am sure that Adam will be a very important motivator for me as I reflect on the state of little Adam’s educational world, among other things!)

(Anyone with good ideas for some wonderful baby gifts, please suggest them to me. It is hard to be so far away–we’ve identified some books we can send via Amazon.uk from this side of the puddle (”Where’s my cow?” is a must) but would love to know other good web sites we can access!)

Picture used with permission, all copyright reserved.

We’ve managed to cope, what with wonderful scenery, week-long visits from grandparents, daytrips to shopping meccas (the Maine Mall in Portland), the release of the Harry Potter movie and book, bringing home fish for a sushi-making session which everyone partook in…

But still, we did find that we needed to feed the internet demon (it was the only way to book airline flights, and other necessities–the phone line just wasn’t cutting it, honest!) and took a trip into Boothbay Harbor. There, the public library has a T1 line and wireless access 24/7, even when they are not open! Plus, the nearby wireless Cafe really knows how to create a fine cup of brew! Here I am, flanked by Nathan and Corwin (he’s got his dad’s laptop), at the counter of the Moose Head Cafe.

I’ll drop back off the network in a little while. Honest. We’ll go mackeral fishing off the pier. Just let the tide come in a little bit more…