tag:blogger.com,1999:blog-5533764013484224202024-03-13T12:58:40.681-04:00Promoting Student EngagementEric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.comBlogger51125tag:blogger.com,1999:blog-553376401348422420.post-39853800131185590172014-08-17T09:52:00.000-04:002014-08-17T09:59:53.621-04:00A Story & Leadership Challenge<u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">The Story<o:p></o:p></span></span></u><br />
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Here is a very
short story and a challenge to you as a leader.<o:p></o:p></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqqcAn6L2ZQoWex8xfblZbx4dWkfjxWJ9FlRaP9gJdSQXnvrlviPQvU5BgvAQI7DWEsWRwRbxi2QnQgYJcDAxvLgLFpQZzz6zo-Epc0EK87MdVlMYFCUQFOCw_jFmhoZS-KHG67e0TTHc7/s1600/Coaching+Soccer.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqqcAn6L2ZQoWex8xfblZbx4dWkfjxWJ9FlRaP9gJdSQXnvrlviPQvU5BgvAQI7DWEsWRwRbxi2QnQgYJcDAxvLgLFpQZzz6zo-Epc0EK87MdVlMYFCUQFOCw_jFmhoZS-KHG67e0TTHc7/s1600/Coaching+Soccer.jpg" height="320" width="260" /></a><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Coaching
five year old soccer players is quite interesting. I tried to structure
practices so that every child had fun while getting lots of touches on the ball.
<span style="mso-spacerun: yes;"> </span>We played a lot of tag, chase, and keep
away games in which every child dribbled their own soccer ball throughout most
of the games in order to improve their dribbling ability.</span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Sharks and Minnows
was one of the players’ favorite games. In Sharks and Minnows, most of the kids
(playing the role of minnows) stood at one end of a rectangle with soccer balls
while a player or two stood at the other end as sharks. The sharks would yell, “Are
you ready to get eaten?” The minnows would yell back “Never!” (Trash talk at an
early age!) Then the minnows would each try to dribble their ball from one end
to the other without getting eaten by the sharks. Being eaten was defined as
having your soccer ball taken or kicked away from you.</span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">The kids
loved it and I was pleased that they developed ball control skills and even
tactical awareness as they dribbled around and avoided other players with sudden
bursts of speed and movements into open space.</span></span></div>
<div class="MsoListParagraph" style="margin: 0in 0in 8pt; mso-add-space: auto;">
<u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Finding the Bright Spots</span></span></u> </div>
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">At first,
only a few players had much ball control. “Finding the bright spots” led to
improved dribbling by all the players.<o:p></o:p></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiHYgM4ZweN8cvOzd1pBGx9rK469UHg2EjqL67BSYooIRGVmbLaZ3FRkVsNkHE8dEkYn7FlHIIch9JVO3AqIRabr7dligowhqSNAZGpKrfLa6Ao_hey08pBc9LXvSqWtIyqoRDs7PH_Dgd/s1600/Find+the+Bright+Spots.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiHYgM4ZweN8cvOzd1pBGx9rK469UHg2EjqL67BSYooIRGVmbLaZ3FRkVsNkHE8dEkYn7FlHIIch9JVO3AqIRabr7dligowhqSNAZGpKrfLa6Ao_hey08pBc9LXvSqWtIyqoRDs7PH_Dgd/s1600/Find+the+Bright+Spots.jpg" height="172" width="320" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">When one
player did a particularly good job as a minnow, dribbling the ball from one
side of the rectangle to the other, I would stop play very briefly and ask the
other players what that particular minnow had done to be so successful. One
strategy they would identify is that a player – a minnow - was able to keep
control of the soccer ball, without sharks stealing it, because he or she kept
the ball close to their feet. As a coach, I might need to ask leading questions
to get them to “find the bright spot” but they would get it, they would say,
“No one could steal the ball from Johnny because he kept it close to their
feet.”</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh723LEewFVeMfKJcdJnuJWsiq1-sAAyH15lUNujiTVFFiXH7CnqhUHAS5mbgrRM3yuVWArgyORlxkEKCItzclStV73vdpvVe9WnY3leUxeG_F9B0FWU3TddQi68ndMTC4-w2QV1xJ0YaB-/s1600/Switch.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh723LEewFVeMfKJcdJnuJWsiq1-sAAyH15lUNujiTVFFiXH7CnqhUHAS5mbgrRM3yuVWArgyORlxkEKCItzclStV73vdpvVe9WnY3leUxeG_F9B0FWU3TddQi68ndMTC4-w2QV1xJ0YaB-/s1600/Switch.jpg" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Chip and Dan
Heath explain how finding the bright spots provides both guidance and
inspiration. In their book regarding leadership, entitled <u>Switch: How to
Change Things When Change is Hard</u>, they explain that finding the bright
spots helps provide both guidance and inspiration, appealing to players hearts
and minds.</span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">As a soccer
coach, I provided guidance by focusing attention on the importance of dribbling
with the ball close to your feet. This guidance showed players what to do
during the next round of Sharks and Minnows. </span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Focusing on
the bright spots also spoke to the hearts of my 5 year-old soccer players, providing
inspiration. We were celebrating that little Lexi and little Bryce had dribbled
all the way from one end of the rectangle to the other without anyone stealing
their soccer balls. As we cheered the minnows who had made it to the other end
of the field, the message was, “This is amazing and you can do it too if you
dribble with the soccer ball close to your feet.”</span></span></div>
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<u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">The Leadership Challenge</span></span></u></div>
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<u><span style="font-size: 14pt; line-height: 107%;"></span></u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">My challenge
to you as a teacher, principal, or superintendent is two part: focus on the
bright spots where you work; and engage others in finding the bright spots. As
you do so, you will provide guidance and inspiration. You will speak to others’
hearts and minds.<o:p></o:p></span></span></div>
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">“Name it,
claim it, explain it” is one example of finding the bright spots. @BarbBlackburn
shared it with me via Twitter years ago. Barb suggests that when you visit a
teacher’s classroom, take a photo, audio recording, or video recording of a
bright spot. At a faculty meeting, share the photo or an excerpt of the
recording and ask the teacher whose classroom you visited to stand up, name the
activity, claim it (and identify any colleagues who helped create it), and
explain the lesson. “Name it, claim it, explain it” effectively provides both
guidance and inspiration. Details are provided in this <a href="http://www.barbarablackburnonline.com/app/download/7114742559/4+Steps+to+Increasing+Rigor+in+the+Classroom.pdf">article</a>.<o:p></o:p></span></span><br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">What are
your ideas for finding the bright spots?</span></span></div>
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<u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Finding the Bright Spots throughout a
Division</span></span></u></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">In my first
weeks as Superintendent of Loudoun County Public Schools, I have started to
engage others in identifying bright spots. In a division with a strong
tradition of excellence, this has been relatively easy, but important.</span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">In order to
sustain and build on the excellence of a school or school division, we need to be
explicit regarding what we want to sustain. As my daughter put it, what should
we avoid messing up? A solid understanding of our bright spots provides a
strong foundation for building on excellence by continuing to learn, grow, and
improve.</span></span> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGpIXK1wXQ8TNx9IcqYrWmKsMW4U_moGFyTulHaHyjI61XIwBNnqciatqiuHLgwmUXh7t-Z7J6waUCCTAkhExS0DTK0EIYV3XIiRjUh31M3D-fBqfCOU5VOpvn4H_B7y7XUEUPY_t5J65j/s1600/Leadership+Loudoun+3+Ss+0714.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGpIXK1wXQ8TNx9IcqYrWmKsMW4U_moGFyTulHaHyjI61XIwBNnqciatqiuHLgwmUXh7t-Z7J6waUCCTAkhExS0DTK0EIYV3XIiRjUh31M3D-fBqfCOU5VOpvn4H_B7y7XUEUPY_t5J65j/s1600/Leadership+Loudoun+3+Ss+0714.jpg" height="220" width="320" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Many people
have already helped identify bright spots: high school students participating
in Leadership Loudoun youth, new administrators attending orientation, and
leaders at the Administrative Leadership Team institute. Through small group
discussions and twitter conversations, we are identifying bright spots that can
help inform the creation of a strategic plan for our schools.</span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Finding
bright spots also provides joy. When I recall the five year-olds I coached, I
can think of numerous players who still love the game of soccer.<span style="mso-spacerun: yes;"> </span>I believe that focusing on the bright spots
contributed to their love of the game. Thus, as we engage others in finding the
bright spots, not only will we provide guidance and inspiration, we will help
others find joy in their work. Here is my wish for you as we start a new school
year:</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXP9Np0B5F5Dy_Rkp8TRx8VHEZ1V2awe5MTZs0OPww-YBigFrkoOrD5G2Y2yK5U5owO5-TkOZ3IRZTsEZR_Hl7AUgUxgRiQbUMTiagXgG0Amj5amxC-OrrYmZcbcAwZNzkV0dZ4FtFX5_d/s1600/fortune+slide.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXP9Np0B5F5Dy_Rkp8TRx8VHEZ1V2awe5MTZs0OPww-YBigFrkoOrD5G2Y2yK5U5owO5-TkOZ3IRZTsEZR_Hl7AUgUxgRiQbUMTiagXgG0Amj5amxC-OrrYmZcbcAwZNzkV0dZ4FtFX5_d/s1600/fortune+slide.jpg" height="244" width="640" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;"><o:p></o:p></span></span><br />
<em>This post is based on my remarks at Loudoun County's Administrative Leadership Team Institute on August 5, 2014.</em></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-5387689627443708152014-06-17T11:16:00.000-04:002014-06-19T09:06:24.227-04:00Connectivity & One to the World<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhGC5lVIvMEl0WyChnR2i9nIBrZ4BlmXp95JamGXVfJ9YCWv4SdBCLQt2U3Mf9Qzu0pHYKiAJROzuy-ngSA81iiEKZcYct1fUiVpkrsWd-bhxSzwVTb3g6ueUNwHPRGYZz3eqJ9K4jT4D-/s1600/1toW+2nd+grade.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhGC5lVIvMEl0WyChnR2i9nIBrZ4BlmXp95JamGXVfJ9YCWv4SdBCLQt2U3Mf9Qzu0pHYKiAJROzuy-ngSA81iiEKZcYct1fUiVpkrsWd-bhxSzwVTb3g6ueUNwHPRGYZz3eqJ9K4jT4D-/s1600/1toW+2nd+grade.jpg" height="320" width="283" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #1</td></tr>
</tbody></table>
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<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Consider a <i style="mso-bidi-font-style: normal;">One
to the World </i>initiative. Rather than labelling connectivity initiatives as 1:1
or Bring-Your-Own-Technology initiatives, consider framing them as <i style="mso-bidi-font-style: normal;">One to the World.*<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></i>#1toWorld</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">By connecting students globally, a <i style="mso-bidi-font-style: normal;">One to the World </i>initiative would
improve the quality and amplify the impact of the work of students as they
master the content and competencies of the curriculum. Eight tweets from April
and May illustrate how <i style="mso-bidi-font-style: normal;">One to the World </i>improves
the quality and amplifies the impact of student work.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Four of the tweets illustrate that <i style="mso-bidi-font-style: normal;">One to the World </i>provides students with
the <u>connectivity to the tools and information they need</u>.<o:p></o:p></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmFv_wkB-AV9c77N3lJ5ZJ1Hc-VXYgsQwH2KKYMasFcgDhy5QD8CUSVcA-bHgbeQJBH-ZeEoz0bqi95bYClt6q2Fr93HwvJhruX49IYOihiy-MlT2C6vTSM9aBbO7EEXZ04fp5ekYYZET9/s1600/1toW+PSAs.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmFv_wkB-AV9c77N3lJ5ZJ1Hc-VXYgsQwH2KKYMasFcgDhy5QD8CUSVcA-bHgbeQJBH-ZeEoz0bqi95bYClt6q2Fr93HwvJhruX49IYOihiy-MlT2C6vTSM9aBbO7EEXZ04fp5ekYYZET9/s1600/1toW+PSAs.jpg" height="320" width="280" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #2</td></tr>
</tbody></table>
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #1: A 2<sup>nd</sup> grade student works on
writing a book that she will publish for peers, parents, and others to read.
She uses a school-owned device to access an app to improve the quality of her
work.<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;"></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #2: This tweet captures middle school English
students creating digital public service announcements to raise awareness and
money to stop elephant poaching. After extensive research, students used their
own devices AND school-owned devices to download content, access video editing
software, create public service announcements, and post them on the internet
for a global audience. <o:p></o:p></span><br />
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<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRX18T4LICSczS05IVRyUdTHhyAbPgE9ehXKQF1GlEonF_32UWf1HJtEJlN9uXvV9r_QRiUGegNMnSEGe3rrGbBWmhsUD-83s_JeSkzNZGegKgx0YPR1YXTTwtTmTyn3Zu72P0_5aVWego/s1600/1toW+poetry.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRX18T4LICSczS05IVRyUdTHhyAbPgE9ehXKQF1GlEonF_32UWf1HJtEJlN9uXvV9r_QRiUGegNMnSEGe3rrGbBWmhsUD-83s_JeSkzNZGegKgx0YPR1YXTTwtTmTyn3Zu72P0_5aVWego/s1600/1toW+poetry.jpg" height="320" width="288" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #3</td></tr>
</tbody></table>
</div>
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</div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #3: High school students at a poetry jam use
their phones to access and to read aloud poems they wrote and saved to the
cloud.</span></div>
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</div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #4: After reading <u>Wonder</u>, which tells
of the heroics of Auggie, a boy with a facial deformity, 5<sup>th</sup> grade
students wanted to connect with an expert. They arranged to Skype with a
student with the same type of facial deformity.<o:p></o:p></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTMmpUrdGdZHCJlS2jOfwWDRFgLqHHyUI_jtKSfze7RIq3_bROkhpxlxwRge50LnADmfO48Ln4yBXLQOD03LzIMET3ukyBWdiSoWk8z-dQpQGmcOMr6gmYjfBMAeCi6gnK-fvN5gQydt5m/s1600/1toW+Wonder.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTMmpUrdGdZHCJlS2jOfwWDRFgLqHHyUI_jtKSfze7RIq3_bROkhpxlxwRge50LnADmfO48Ln4yBXLQOD03LzIMET3ukyBWdiSoWk8z-dQpQGmcOMr6gmYjfBMAeCi6gnK-fvN5gQydt5m/s1600/1toW+Wonder.jpg" height="320" width="236" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #4 </td></tr>
</tbody></table>
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<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Note that these tweets vary in terms of whether
students use school-owned and/or personal devices. The connectivity of <i style="mso-bidi-font-style: normal;">One to the World </i>is important, not
whether the connectivity is provided through a 1:1 or BYOT initiative.
#1toWorld<o:p></o:p></span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Two tweets reflect that <i style="mso-bidi-font-style: normal;">One to the World </i>initiatives <u>connect students with a global
audience</u>.<o:p></o:p></span><br />
<br />
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<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5Oulivq5rhom9RnAoDVJiXR_N2fIunaQHQRwxhLW8E02vpdNVkkgEbR2zUA15ngy5kV9wJPm7KCVYiPsox8iDgxI8p3a0XvpF1izs-cMcPeJlgrsln8mGmY3R76mrE7WaCm1NmqDNe08D/s1600/1toW+Hunger.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5Oulivq5rhom9RnAoDVJiXR_N2fIunaQHQRwxhLW8E02vpdNVkkgEbR2zUA15ngy5kV9wJPm7KCVYiPsox8iDgxI8p3a0XvpF1izs-cMcPeJlgrsln8mGmY3R76mrE7WaCm1NmqDNe08D/s1600/1toW+Hunger.jpg" height="193" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #5</td></tr>
</tbody></table>
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #5: Three students worked to raise money and
awareness relating to hunger and to collect food and other items for local
shelters. They used personal and school-owned devices to access wifi to send
tweets. <i style="mso-bidi-font-style: normal;">One to the World </i>allowed
students to reach an audience that they wanted to inspire to take action i.e. donate
food, clothing.<o:p></o:p></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjATYhyphenhyphen3E-sP6siw1PgwVPKXBd8tXiVkHOAMsrHqZlH1Nh9ks65tVB_mv6doXbp3V4iU14ihDUSP6q-KeKkgZnEdJ9XkBJVzsnPNCVmwO3nFtXCHY_TyP76b7_g_8Lwpi3CPzAq7wZb4wEg/s1600/1toW+Math+Tutorials.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjATYhyphenhyphen3E-sP6siw1PgwVPKXBd8tXiVkHOAMsrHqZlH1Nh9ks65tVB_mv6doXbp3V4iU14ihDUSP6q-KeKkgZnEdJ9XkBJVzsnPNCVmwO3nFtXCHY_TyP76b7_g_8Lwpi3CPzAq7wZb4wEg/s1600/1toW+Math+Tutorials.jpg" height="320" width="297" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #6</td></tr>
</tbody></table>
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #6: High school calculus students created
tutorials and posted them on the internet for anytime, anywhere access by peers
and others. In this case, <i style="mso-bidi-font-style: normal;">One to the
World </i>allowed students to connect to an audience they wanted to teach.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Two final tweets show how <i style="mso-bidi-font-style: normal;">One to the World </i>initiatives <u>connect students with people with
whom they can collaborate. <o:p></o:p></u></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw6lzLl7B9os7lWZyELwBnn_Na7XCP7giQZdbNdnn9LkoELA1KZ3Pc0PXT8VhIENAauD-ehyphenhyphenDMjWcsFlohgm8TJyZZ-WVN_bt25MALKE0cJRdBBmgdRll2FJ22aFhZXUiwh6_Xajg44pp1/s1600/1toW+SPCA.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw6lzLl7B9os7lWZyELwBnn_Na7XCP7giQZdbNdnn9LkoELA1KZ3Pc0PXT8VhIENAauD-ehyphenhyphenDMjWcsFlohgm8TJyZZ-WVN_bt25MALKE0cJRdBBmgdRll2FJ22aFhZXUiwh6_Xajg44pp1/s1600/1toW+SPCA.jpg" height="320" width="228" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #7</td></tr>
</tbody></table>
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #7 Two middle school students access one of
their phones to read an email from the Society of the Prevention of Cruelty to
Animals. The email responds to questions students asked as they develop an
action plan relating to cruelty to animals.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Tweet #8 Students join three other classes from
around the nation in holding a Skype session with Hilary and Chelsea Clinton
regarding their #NoCeilings initiative related to barriers girls and women face
around the world in terms of education, health care, and economic opportunity.
Not only does Chelsea publicly announce that she is pregnant during this Skype
call, but the participants share ideas regarding breaking through the<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEgPe55HKcZtc2TrG1NTEQMnW3Z8h_5TZUoO1Z6EXsAp3RM2LkPDmazJBLPdJrCkuo6b9v__Z-IuOx8X8ZUzs1CFQEkkSDwjI43krgBi-h8ZRf4-moSQIwwPJUJ4y7ElLw0gY6EX_J-5GH/s1600/1toW+Clinton.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEgPe55HKcZtc2TrG1NTEQMnW3Z8h_5TZUoO1Z6EXsAp3RM2LkPDmazJBLPdJrCkuo6b9v__Z-IuOx8X8ZUzs1CFQEkkSDwjI43krgBi-h8ZRf4-moSQIwwPJUJ4y7ElLw0gY6EX_J-5GH/s1600/1toW+Clinton.jpg" height="320" width="299" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tweet #8</td></tr>
</tbody></table>
ceilings
discussed in the call.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Five key reasons exist for using the <i style="mso-bidi-font-style: normal;">One to the World </i>framework, rather than
1:1 or Bring-Your-Own-Technology.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">One to the World </span></i><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">does
not suggest that technology or connectivity is an end in and of itself. The
goal is to improve the quality and impact of student work as they learn the
content and competencies of the curriculum. Note that in each of the examples
featured in the tweets, the work of students was not fluff. Learning the
content and competencies of the curriculum, whether that involves research,
Calculus, or writing, was the heart of the lessons.<u><o:p></o:p></u></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">One to the World </span></i><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">emphasizes
that our focus in on connecting every student globally to tools, information,
an audience for their work, and people with whom to collaborate. Rather than
emphasizing one student, the emphasis is on communities, whether that is a
sense of community within the school or a local, regional, or global community.<u><o:p></o:p></u></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">One to the World </span></i><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">doesn’t
assume that people use just one device. When given the opportunity, people use
different devices at different times. They might use a smart phone one moment,
a netbook the next, and a desktop computer later on. <u><o:p></o:p></u></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">One to the World </span></i><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">doesn’t
assume that all students will use the same device. People naturally work
alongside one another while using a variety of devices. <u><o:p></o:p></u></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 8pt 0.5in; mso-list: l2 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">With
<i style="mso-bidi-font-style: normal;">One to the World</i>, we can focus on
equity, on equitable access, not on who provides the device. It may make the
most sense to create a plan for launching <i style="mso-bidi-font-style: normal;">One
to the World </i>that relies on both school-owned and student-owned devices.<u><o:p></o:p></u></span></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">With
a <i style="mso-bidi-font-style: normal;">One to the World </i>initiative, significant
implementation questions exist relating to capacity building. For example,</span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt;">What
technology infrastructure is needed?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt;">What
policy and procedural infrastructure is needed?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt;">How
should we reallocate/obtain the resources needed to support <i style="mso-bidi-font-style: normal;">One to the World</i>?</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt;">How
many devices should be purchased by the district? What devices should be
purchased by the district? <o:p></o:p></span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 14pt;"><o:p> </o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">The
most important questions, however, relate to teaching, professional learning,
and leadership. For example,</span><br />
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt;">As
Alan November has asked, “How can we build capacity for all of our teachers to
share best practices with colleagues in their school and around the world?”</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 14pt;">How
can teachers design high quality work that engages students in using the
connectivity of <i style="mso-bidi-font-style: normal;">One to the World </i>in
order to master the content and competencies of the curriculum? </span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">What are your thoughts regarding these questions? Also, what are examples of how your students have connected with the tools, information, audience, and people with whom to collaborate in order to improve the quality and amplify the impact of their work?</span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;"></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Answering these questions will be incredibly
rewarding. Let’s get started!<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">*I first heard the phrase <i style="mso-bidi-font-style: normal;">One to the World </i>from Alan November in 2012. I published a <a href="http://promotingstudentengagement.blogspot.com/2012/11/1-to-world-not-11.html">blogpost</a> regarding this phrase in November, 2012. Alan November published an
<a href="http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/why-schools-must-move-beyond-one-to-one-computing/">article</a> on this topic in January, 2013.</span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;"></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;">Related Blog Post:</span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 107%;"><a href="http://www.promotingstudentengagement.blogspot.com/2014/01/top-10-edtech-posts.html">Top 10 #EdTech Posts<o:p></o:p></a></span></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com2tag:blogger.com,1999:blog-553376401348422420.post-4084079899108997972014-02-11T18:09:00.000-05:002014-02-11T18:09:29.640-05:00Superintendent & Teachers Do “Snow No” Dance<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Actually, it
was more of a snow chant with arm gestures.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">We’ve
already had five snow days this year. Some people enjoyed the first few days,
but with another storm approaching we decided we’ve had enough.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Click </span><a href="https://www.youtube.com/watch?v=1DQWXnr5lFo&feature=youtu.be"><span style="color: #0563c1; font-family: Calibri;">here</span></a><span style="font-family: Calibri;">
to view the 6-second “Snow No”Dance that I did this morning with the teachers
at Seaford Elementary School. It will be obvious that we spent no time on choreography
or rehearsal. This clearly was a one-take effort.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">We’ll see if
it works.</span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ5YdR1s4AQ03kcQFnIl98G4_0eTLLGt8b4YuOiFpDjbdwfoZL49zyxfeYNveYAR3bAKBTKAzeyeYiIvgVTxrP5go2JxeReDKDealI6qkDSxlHkmZu2mBaUkI8K6alYlS9m1b07R_mOqBv/s1600/Snow+No.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ5YdR1s4AQ03kcQFnIl98G4_0eTLLGt8b4YuOiFpDjbdwfoZL49zyxfeYNveYAR3bAKBTKAzeyeYiIvgVTxrP5go2JxeReDKDealI6qkDSxlHkmZu2mBaUkI8K6alYlS9m1b07R_mOqBv/s1600/Snow+No.jpg" height="238" width="400" /></a></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;"><o:p></o:p></span></span> </div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-75323584948852054742014-02-08T15:20:00.001-05:002014-02-08T15:20:55.243-05:00Great Teaching of Rich Content Happens In Spite-Not Because-Of State Exams<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Would reducing the number of state exams
undercut student learning? Would teachers stop teaching what is no longer tested
until a future grade level? Would learning suffer because teachers receive achievement
data from fewer state tests?<o:p></o:p></span></span><br />
<br />
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">No. No. And no.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;"></span></span> </div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 12pt; line-height: 107%; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Let’s look at the
third grade Social Studies exams in Virginia to illustrate why. Currently,
Virginia’s third grade students take state exams in reading, math, science, and
Social Studies. Proposals winning widespread support in the state legislature
would remove the third grade tests in science and social studies (among other
exams in grades 3 to 8), while retaining the tests in these areas at later
grade levels. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;"><span style="font-size: 12pt; line-height: 107%; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">R</span><span style="font-size: 12pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">educing the number of state exams would
support effective Social Studies instruction because the large number of state
exams can lead to an approach where teachers just try to race through
presenting an endless stream of facts without sparking student interest or deep
understanding. Reducing the number of SOL exams would allow for more in-depth
instruction and deeper, longer lasting learning.</span></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKV08jmBRlcT1OZBb1mVITjJlFqjbXJnyiSwzes5o4K_cBi-YyVY2dKdL4Wi9PGAJr9dGXfuyc9kX-yN6qZXgwE4YnQf4de7NuvDKSS63HXuhbEX1wqqKH9CUNMdQNIG9kwCGYDVYtEQwP/s1600/Sail+Away+w+Me+Kids+Ponce+de+leon.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKV08jmBRlcT1OZBb1mVITjJlFqjbXJnyiSwzes5o4K_cBi-YyVY2dKdL4Wi9PGAJr9dGXfuyc9kX-yN6qZXgwE4YnQf4de7NuvDKSS63HXuhbEX1wqqKH9CUNMdQNIG9kwCGYDVYtEQwP/s1600/Sail+Away+w+Me+Kids+Ponce+de+leon.jpg" height="240" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Ponce De Leon team makes its pitch!</td></tr>
</tbody></table>
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<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">The <i style="mso-bidi-font-style: normal;">Sail
Away with Me </i>project taught by the third grade team at Seaford Elementary
School illustrates that deep, long-lasting learning of important content and
skills often occurs in spite (not because) of state exams. Playing the role of
an explorer with access to modern technology, students create an iMovie
commercial. They seek to persuade aspiring explorers to travel with them to the
New World by sharing the successes and achievements that they had on previous
voyages. Because they want to create compelling videos for their peers,
students commit themselves more fully to learning about Columbus, Ponce de
Leon, Cartier and Newport.</span></span></div>
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<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Students in each class signed up to join one of the explorers. Check out some of the results below. <a href="http://www.youtube.com/watch?v=5GQsSQqbqj8">Here</a> is the video that garnered the most enlistments.</span></span><div class="separator" style="clear: both; text-align: center;">
<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbo2aEyAFotN9g8CZmo9KVHtG13iLt_VJDbhUvB6UD1WbkJCzT-c6TEvuDkWuBBB5A8zKpeBQ7JTY7DXY7lpKfHVLeC27dohnf7R1LpO3Y__v5F5IGIM4691y_E8szOkq1w8-k0pd6SIjz/s1600/Sail+Away+With+Me+Data.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbo2aEyAFotN9g8CZmo9KVHtG13iLt_VJDbhUvB6UD1WbkJCzT-c6TEvuDkWuBBB5A8zKpeBQ7JTY7DXY7lpKfHVLeC27dohnf7R1LpO3Y__v5F5IGIM4691y_E8szOkq1w8-k0pd6SIjz/s1600/Sail+Away+With+Me+Data.jpg" height="325" width="400" /></a></span></span></div>
<br />
<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;"></span></span><br />
<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Important content is at the heart of
this project. This is not content-lite. This project addresses third grade
state standards relating to History, English, and Writing. <o:p></o:p></span></span><br />
<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;"> <o:p></o:p></span></span><br />
<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">The assessment data provided by this
project is much more useful for modifying instruction than the information
provided by a state exam. The teachers don’t have to wait until summer for
results. They immediately gain important assessment data regarding student
strengths and weaknesses that helps them adjust instruction now. For example,
the teachers used a rubric to assess the English and Writing standards involved
with this project. <o:p></o:p></span></span><br />
<br />
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<span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Calibri;">Unfortunately, many teachers hesitate
to teach this or other in-depth projects because they believe they don’t have
time for deep learning when they need to prepare students for so many state
exams. Reducing the number of statewide exams will help teachers realize that
they can teach projects such as <i style="mso-bidi-font-style: normal;">Sail Away
with Me. <span style="mso-spacerun: yes;"> </span></i>The state standards will then
be taught in a much more engaging, effective manner. And then students will be even
better prepared for Social Studies state exams in future years, even if they
don’t have a Social Studies exam in third grade.<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 12pt; line-height: 107%;"><span style="font-family: Calibri;">Kudos to Stacey Herrick (@Herricks_Hokies), Heather Long, Kelly Skinner, and Amanda Mayfield for implementing this project!</span></span><br />
<br />
<span style="font-size: 12pt; line-height: 107%;"><span style="font-family: Calibri;">Want to learn more about the project?</span></span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;"><a href="https://dl.dropboxusercontent.com/u/35864023/Come%20Sail%20Away%20with%20Me%20Project%20Description.doc">Here</a> is a two page overview. <a href="https://dl.dropboxusercontent.com/u/35864023/Copy%20of%20Sail%20Away%20with%20Me%20rubric.xlsx">Here</a> is the writing assessment. <a href="http://sesthirdgradepbl.weebly.com/sail-away-with-me.html">Here</a> is a link to the sixteen videos created by the students.</span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">Related Posts:</span><br />
<span style="font-family: Calibri;"><a href="http://promotingstudentengagement.blogspot.com/2013/10/school-board-speaks-out-on-high-stakes.html">School Board Speaks Out On High Stakes Testing</a></span></div>
<a href="http://promotingstudentengagement.blogspot.com/2014/01/4-reasons-to-exhibit-student-work.html">5 Reasons to Exhibit Student Work</a><br />
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<span style="font-size: 12pt; line-height: 107%;"><o:p><span style="font-family: Calibri;"></span></o:p></span><br /></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com2tag:blogger.com,1999:blog-553376401348422420.post-50393242536030934802014-01-31T11:20:00.000-05:002014-01-31T11:20:11.636-05:00Top 10 #Edtech Posts<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Here are the
top ten <i style="mso-bidi-font-style: normal;">Promoting Student Engagement </i>blog
posts relating to the use of #Edtech. Following the top ten list with
descriptions, you’ll find the posts sorted by topic (vision, leadership, and
BYOT/1:1).<o:p></o:p></span></span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ht1X-muM6Mma5ahr0FdhmhQdUvuOrV6-cm27OUkvviENiKdu9FrPRONjTE72sQllsrGz7n6AM8VMNff3xQxswRcDrWc7n_Gw66YPsM3h6EmY2Thotrg9NCNZu84Q9YE5bLxygUT-Xse5/s1600/Harlem+Shake+Preschool.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ht1X-muM6Mma5ahr0FdhmhQdUvuOrV6-cm27OUkvviENiKdu9FrPRONjTE72sQllsrGz7n6AM8VMNff3xQxswRcDrWc7n_Gw66YPsM3h6EmY2Thotrg9NCNZu84Q9YE5bLxygUT-Xse5/s1600/Harlem+Shake+Preschool.JPG" height="243" width="400" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#1<span style="mso-spacerun: yes;"> </span></span><a href="http://promotingstudentengagement.blogspot.com/2013/02/what-educators-should-learn-from-harlem.html"><span style="color: #0563c1; font-family: Calibri;">What
Educators Should Learn from the Harlem Shake</span></a><o:p></o:p></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Let’s co-opt
the power of creating digital stories for a global audience. As educators, let’s
give students opportunities to create, not just consume, digital stories. Check
out this fun post just to see preschoolers, teachers, and senior citizens doing
the Harlem Shake.<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#2<span style="mso-spacerun: yes;"> </span></span><a href="http://promotingstudentengagement.blogspot.com/2013/11/top-4-reasons-for-superintendents.html"><span style="color: #0563c1; font-family: Calibri;">Top
4 Reasons for Superintendents & Principals to Send Shout Out Tweets</span></a><o:p></o:p></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">You don’t
have time NOT to tweet. Tell people their work matters. Provide teachers great
ideas. Provide inspiration. Build a shared vision.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxNyqiGt9ArswkRzacfI6x1HVDkeKkP4Pw40ebC1ILx8Ok2yvWFtK5XYeYiApD-AbsUdFpBZoB3DpQ5sFvtZtB6N5RKuLU_TSBffpzZxvGPbVkC_GZMWOrWtv1TRPyiZsGN7gdqQX4uosY/s1600/pumpkin+tweet.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxNyqiGt9ArswkRzacfI6x1HVDkeKkP4Pw40ebC1ILx8Ok2yvWFtK5XYeYiApD-AbsUdFpBZoB3DpQ5sFvtZtB6N5RKuLU_TSBffpzZxvGPbVkC_GZMWOrWtv1TRPyiZsGN7gdqQX4uosY/s1600/pumpkin+tweet.jpg" height="184" width="320" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#3<span style="mso-spacerun: yes;"> </span></span><a href="http://promotingstudentengagement.blogspot.com/2012/04/four-policies-to-support-edtech.html"><span style="color: #0563c1; font-family: Calibri;">Four
Policies to Support EdTech</span></a><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Replace the
#edtech lockdown mentality with a student driver approach. An open letter to
School Board members.<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#4<span style="mso-spacerun: yes;"> </span></span><a href="http://promotingstudentengagement.blogspot.com/2012/07/digital-learning-farm-call-to-action.html"><span style="color: #0563c1; font-family: Calibri;">The
Digital Learning Farm: A Call to Action</span></a><o:p></o:p></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Alan
November asks, “Who owns the learning?” Effective teaching and learning
involves purpose-driven work, a shift of control, leveraging the motivation of
student ownership, and enlisting technology.<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#5<span style="mso-spacerun: yes;"> </span></span><a href="http://promotingstudentengagement.blogspot.com/2011/07/avoiding-envy-with-byot.html"><span style="color: #0563c1; font-family: Calibri;">Avoiding
Envy with BYOT</span></a><o:p></o:p></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">This post
includes a humorous Best Buy commercial that illustrates why BYOT may be more
appealing to some students than a 1:1 initiative.<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#6<span style="mso-spacerun: yes;"> </span></span><a href="http://promotingstudentengagement.blogspot.com/2012/11/1-to-world-not-11.html"><span style="color: #0563c1; font-family: Calibri;">1
to the World, not 1:1</span></a><o:p></o:p></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Let the
rebranding begin. Here is why we should refer to 1:1 as 1 to the World!<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#7 </span><a href="http://promotingstudentengagement.blogspot.com/2011/04/promoting-technology-with-broader.html"><span style="color: #0563c1; font-family: Calibri;">Using
Technology to Transform Teaching & Learning</span></a><o:p></o:p></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">What are the
design qualities that promote student engagement? These design qualities should
drive our use of technology.<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#8 </span><a href="http://promotingstudentengagement.blogspot.com/2013/05/4-steps-to-leaders-modeling-effective.html"><span style="color: #0563c1; font-family: Calibri;">4
Steps to Leaders Modeling Effective Use of Technology</span></a><o:p></o:p></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">How do you
get other leaders in your organization to model the use of technology?<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#9 </span><a href="http://promotingstudentengagement.blogspot.com/2011/03/are-you-techno-cheerleader.html"><span style="color: #0563c1; font-family: Calibri;">Are
You a Techno-Cheerleader?</span></a><o:p></o:p></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Do you
assume that the use of technology will yield automatic gains in skills and
knowledge? Let’s not just bolt technology on top of current processes and
procedures!<o:p></o:p></span></span></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBPHD7UiU-MuUJYljZjTRYFIG21u9G2il4YRWkIuka8JsTjJGOk_mqt-xLyIMnna1FWUBjGSKHiHhpPsXMkv_xzSckFOmQby-P04cQLwXTrEWE1trYbnBpFpFtLWNLwCP7_T1uPcPj7O_J/s1600/Angry+Birds.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBPHD7UiU-MuUJYljZjTRYFIG21u9G2il4YRWkIuka8JsTjJGOk_mqt-xLyIMnna1FWUBjGSKHiHhpPsXMkv_xzSckFOmQby-P04cQLwXTrEWE1trYbnBpFpFtLWNLwCP7_T1uPcPj7O_J/s1600/Angry+Birds.JPG" height="206" width="320" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">#10 </span><a href="http://promotingstudentengagement.blogspot.com/2011/08/its-not-about-angry-birdsor-is-it.html"><span style="color: #0563c1; font-family: Calibri;">It’s
Not About the Angry Birds—Or is it?</span></a><o:p></o:p></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Technology
is not just about the bells and whistles. We need a vision for effectively
leveraging technology to support student achievement.<o:p></o:p></span></span></div>
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Here are the
posts sorted by topic.<o:p></o:p></span></span></div>
<br />
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<u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Vision<o:p></o:p></span></span></u></div>
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2013/02/what-educators-should-learn-from-harlem.html"><span style="color: #0563c1; font-family: Calibri;">What
Educators Should Learn from the Harlem Shake</span></a><o:p></o:p></span><br />
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2012/07/digital-learning-farm-call-to-action.html"><span style="color: #0563c1; font-family: Calibri;">The
Digital Learning Farm: A Call to Action</span></a><o:p></o:p></span><br />
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2011/04/promoting-technology-with-broader.html"><span style="color: #0563c1; font-family: Calibri;">Using
Technology to Transform Teaching & Learning</span></a><o:p></o:p></span><br />
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2011/03/are-you-techno-cheerleader.html"><span style="color: #0563c1; font-family: Calibri;">Are
You a Techno-Cheerleader?</span></a><o:p></o:p></span><br />
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2011/08/its-not-about-angry-birdsor-is-it.html"><span style="color: #0563c1; font-family: Calibri;">It’s
Not About the Angry Birds—Or is it?</span></a><o:p></o:p></span><br />
<br />
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<u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Leadership<o:p></o:p></span></span></u></div>
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2013/11/top-4-reasons-for-superintendents.html"><span style="color: #0563c1; font-family: Calibri;">Top
4 Reasons for Superintendents & Principals to Send Shout Out Tweets</span></a><o:p></o:p></span><br />
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2012/04/four-policies-to-support-edtech.html"><span style="color: #0563c1; font-family: Calibri;">Four
Policies to Support EdTech</span></a><o:p></o:p></span><br />
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2013/05/4-steps-to-leaders-modeling-effective.html"><span style="color: #0563c1; font-family: Calibri;">4
Steps to Leaders Modeling Effective Use of Technology</span></a><o:p></o:p></span><br />
<br />
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<u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">BYOT/1:1</span></span></u></div>
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<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2011/07/avoiding-envy-with-byot.html"><span style="color: #0563c1; font-family: Calibri;">Avoiding
Envy with BYOT</span></a></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2012/11/1-to-world-not-11.html"><span style="color: #0563c1; font-family: Calibri;">1
to the World, not 1:1</span></a><u><o:p></o:p></u></span></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-88272356899684920442014-01-17T16:53:00.001-05:002014-01-27T18:02:13.999-05:005 Reasons to Exhibit Student Work<br />
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<span style="font-size: 14pt; line-height: 107%; mso-fareast-font-family: GulimChe;"><span style="font-family: Calibri;">“Remember that <i style="mso-bidi-font-style: normal;">you</i> are the
someone in the phrase ‘Somebody ought to do something about that.’ Each of you.
Me too. We are all the someone who needs to take action.” (<u>Ghost Dog Secrets</u>
by Peg Kehret)<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM92ICErjqUTcFOM2cwmwxFwqT7q6f3QUwdVEY4T8BZGKmq6iaQ2FA5hM-8wCtGp8SeBpPZ7OAThVG455NGMnMrqTvqfPzrzbuOOqCGRJ6YYdePkqu0e9lBH2W_DY3TSI-ojAl0EDjsRcD/s1600/TMS+Animal+Awareness+Video.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM92ICErjqUTcFOM2cwmwxFwqT7q6f3QUwdVEY4T8BZGKmq6iaQ2FA5hM-8wCtGp8SeBpPZ7OAThVG455NGMnMrqTvqfPzrzbuOOqCGRJ6YYdePkqu0e9lBH2W_DY3TSI-ojAl0EDjsRcD/s320/TMS+Animal+Awareness+Video.jpg" height="191" width="320" /></a></div>
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">What can we
do to change the lives of animals? Teams of sixth grade students at Tabb Middle
School had just a few minutes to make their pitch regarding which
animal-related causes the sixth grade should select as a focus. As parents and
community members circulated in the gym and cafeteria, each group of students
articulated a critical issue involving animals and proposed a plan of action. The
animal related causes included puppy mills, dog fighting, a shortage of service
dogs and a variety of other topics. These and other causes were pitched to visitors
who each cast multiple votes for which cause should be selected as a focus for
the entire sixth grade.<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">The students
of Cindy Evans (cindyevans66), Nancy Hehir (HehirNancy), Rebecca </span></span><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Karatsikis
(BeckyKaratsikis), and Kelley Payne (@grayfin77) each read <u>Ghost Dog Secrets</u>
by Peg Kehret. The novel focuses on a boy who wants to rescue a dog that is
being abused while his class at school focuses on helping dogs rescued from a
puppy mill. After reading the novel, students investigated animal-related
causes of their choice. They researched the issues, relevant laws, measures
being taken to address the issues, and developed proposed action plans.<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Check out
this </span><a href="http://www.youtube.com/watch?v=ZNqt8qRQKjU"><span style="color: #0563c1; font-family: Calibri;">video</span></a><span style="font-family: Calibri;"> created by
Jennifer Thomas (@JennThomas75) inviting parents and other community members to
the Action for Animal Awareness Community Night.<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">This event
illustrates four reasons to exhibit student work.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnXro_WyXhqWiuM0FJ3oFpAevxeI1pfElbUp23S7A-zz2Cis2QC9ATVfdjQk_qMrpLCIl5zXjnyKojSrbUk9ZUnjFXYiF2U7J4oox6ynThn1wwCSXMoMU-fbQwpq0Gv_sUGsjS33DGeSk-/s1600/TMS+Service+Dog2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnXro_WyXhqWiuM0FJ3oFpAevxeI1pfElbUp23S7A-zz2Cis2QC9ATVfdjQk_qMrpLCIl5zXjnyKojSrbUk9ZUnjFXYiF2U7J4oox6ynThn1wwCSXMoMU-fbQwpq0Gv_sUGsjS33DGeSk-/s320/TMS+Service+Dog2.jpg" height="320" width="168" /></a><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Increase Student Engagement</span></span></u></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Students felt great ownership of their work because they wanted to make a
difference and they knew their work would have an audience beyond their
teachers. One student explained, “I liked this project because I knew I was
actually helping and not just doing it for a grade.” Another student commented,
“I like making a difference. </span></span><br />
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">I worked hard because I wanted my project to be
chosen as one that all of 6th grade will work on.” As one teacher tweeted, “I
loved that students were so involved and invested in it.”<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Increase Student Learning of Significant
Content</span></span></u></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">This was not a fluff project. Significant content and skills were at the
heart of this project-based learning. Students learned skills required by state
standards, such as “the student will read and demonstrate comprehension of a
variety of fictional texts, narrative nonfiction, and poetry” and “the student
will find, evaluate, and select appropriate resources for a research project.”<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Students experienced great success in meeting these standards because
they were compelled to prepare for the exhibition and to work to address an
authentic problem. Their academic success was obvious at the exhibition. As one
community member observed in an e-mail, “I cannot believe that these were sixth
grade students. . . I asked many questions and could not believe that they
answered with no hesitation. These students sounded as if they had studied
animal laws for years. . . I was totally blown away that these young students
are now so knowledgeable of the animal laws and problems. . . This is the type of
project that these students will remember for years to come.”<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Promote a Shared Instructional Vision
Among Staff Members</span></span></u></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">The energy level was through the roof at the exhibition. Not only were
students and parents energetic, but teachers and administrators were incredibly
enthusiastic. They were appropriately proud of their students. They already
were speaking of changes they would make next year so that the project would be
even more successful.</span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;"></span></span> </div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Given the positive experience of the exhibition, the 6<sup>th</sup> grade
teachers are more committed to our instructional vision of providing students
transformative learning experiences in which they learn the content and skills
of the curriculum while making a difference locally, nationally, or globally.
Because of the high profile success of this exhibition, our vision of
transformative learning is more likely to be embraced by other teachers in our
district. Exhibitions can help schools and districts scale up effective
instructional practices by showcasing these practices.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Develop Parent-Ownership of an
Instructional Vision<o:p></o:p></span></span></u></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Exhibitions provide parents with insight into the instructional vision of
a school or district. This expanded understanding is crucial for generating
support for initiatives. Too often parents view projects as fluff. </span><a href="http://www.bie.org/images/uploads/useful_stuff/Main_Course.pdf"><span style="color: #0563c1; font-family: Calibri;">John
Larmer and John Mergendoller of the Buck Institute for Education emphasize</span></a><span style="font-family: Calibri;">
the importance of distinguishing main course “project based learning (PBL) from
the short duration and intellectually lightweight activities and projects to
many classrooms.” Exhibitions of substantive student projects help parents make
this distinction. Furthermore, because of this exhibition, parents are more
likely to support our </span><a href="http://promotingstudentengagement.blogspot.com/2013/10/school-board-speaks-out-on-high-stakes.html"><span style="color: #0563c1; font-family: Calibri;">School
Board’s call</span></a><span style="font-family: Calibri;"> for changes in state assessments and accountability.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><u><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Experience the Joy of Teaching and
Learning<o:p></o:p></span></span></u></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaHy1Y0NGT54jUB2V3TEwSJnE8x1DDHmllfeOuPga-buzLiNakWYF4_W0loT-daZL442zQSOHREPmGaZJoNQBA8GHtkyb5tbzKbateK2YQKmf0Sm98bLhwV8wKYlgrAUD1CE2nj8Ows8m-/s1600/Animal+Causes+PBL+Winners+1213+TMS.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaHy1Y0NGT54jUB2V3TEwSJnE8x1DDHmllfeOuPga-buzLiNakWYF4_W0loT-daZL442zQSOHREPmGaZJoNQBA8GHtkyb5tbzKbateK2YQKmf0Sm98bLhwV8wKYlgrAUD1CE2nj8Ows8m-/s200/Animal+Causes+PBL+Winners+1213+TMS.jpg" height="150" width="200" /></a><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Exhibitions are hard work, but they are also joyful. In an era of
high-stakes testing, exhibitions provide teachers and students with the joy of
teaching and learning.<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"></span></span></span><br /></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">The votes are in! The parents and
community members at the student exhibition selected elephant poaching as the
cause on which students will focus. The students are narrowing down their
fundraising ideas and plan to hold several small events this semester with a
culminating awareness and fundraising event in May. The team of sixth grade
students that made the successful pitch for this cause included Gracie Cannon,
Kaylyn Rivera and Gracie Roberts. These students understand the phrase from <u>Ghost
Dog Secrets</u> that one group of students displayed at the exhibition: “We are
the someone!”</span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"></span> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRqpM5cd3sNNhOW87WZJvKUbgyFrcikH2McPtHrPkGkx5NwVkp-QUSFYZatwdr8VwCaL6L_kuyIHTtdBFMFt2ll7YjLpCmeXa6C2AVAOwVaAViUJJEP7UrHxc7ccX_nvGt6FtD1fMqoFE5/s1600/wearethesomeone.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRqpM5cd3sNNhOW87WZJvKUbgyFrcikH2McPtHrPkGkx5NwVkp-QUSFYZatwdr8VwCaL6L_kuyIHTtdBFMFt2ll7YjLpCmeXa6C2AVAOwVaAViUJJEP7UrHxc7ccX_nvGt6FtD1fMqoFE5/s320/wearethesomeone.jpg" height="180" width="320" /></a></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Here is the </span><a href="https://dl.dropboxusercontent.com/u/35864023/Animal%20Causes%20Project_Overview_v2013.doc"><span style="color: #0563c1; font-family: Calibri;">project
overview</span></a><span style="font-family: Calibri;"> that Cindy Evans created with assistance from her colleagues after
attending a PBL101 workshop presented by the Buck Institute for Education.<o:p></o:p></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;"></span></span> </div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Related posts:</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt; mso-add-space: auto;">
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2012/08/exhibition-of-transformative-work.html"><span style="color: #0563c1; font-family: Calibri;">Exhibition
of Transformative Work</span></a></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt; mso-add-space: auto;">
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2012/07/choose2matter-dont-underestimate.html"><span style="color: #0563c1; font-family: Calibri;">Choose2Matter:
Don’t Underestimate Students</span></a></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt; mso-add-space: auto;">
<span style="font-size: 14pt; line-height: 107%;"><a href="http://promotingstudentengagement.blogspot.com/2012/02/students-transformative-work.html"><span style="color: #0563c1; font-family: Calibri;">Students
and Transformative Work</span></a></span></div>
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 8pt; mso-add-space: auto;">
<span style="font-size: 14pt; line-height: 107%;"><a href="https://dl.dropboxusercontent.com/u/35864023/Overexposure%20Is%20Deadly%20Text.pdf"><span style="color: #0563c1; font-family: Calibri;">The
Joy of Teaching and Learning</span></a><o:p></o:p></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-56828808418761022762013-11-25T18:22:00.000-05:002013-11-25T18:22:46.510-05:00Top 4 Reasons for Superintendents & Principals to Send Shout Out Tweets
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Educators
increasingly recognize the power of using Twitter for professional learning. Let’s
not overlook how superintendents and principals can use Twitter to give digital
shout outs.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSmKGwsA3kBVzLFjX2YNg-nMUhi7uySM6xp8kFu3aiI1SUBQCUU_seMRXDcUnd8ErzqH2VIpAgS8QUdRsQefVMHe_LZTbOxHub3QhDGU3moFJtneRXMCRoIKUQMEZJaD_RYldlNTbd0eEY/s1600/pumpkin+tweet.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSmKGwsA3kBVzLFjX2YNg-nMUhi7uySM6xp8kFu3aiI1SUBQCUU_seMRXDcUnd8ErzqH2VIpAgS8QUdRsQefVMHe_LZTbOxHub3QhDGU3moFJtneRXMCRoIKUQMEZJaD_RYldlNTbd0eEY/s400/pumpkin+tweet.jpg" width="400" /></a></div>
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<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Calibri;"><u><span style="font-size: 14pt; line-height: 107%;">Shout Out tweets tell people that
their work matters.</span></u><span style="font-size: 14pt; line-height: 107%;">
Teachers work incredibly hard, but often are underappreciated. Use Twitter as
another means of acknowledging and celebrating teachers’ work, letting them
know that they are significant and appreciated.<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Calibri;"><u><span style="font-size: 14pt; line-height: 107%;">Shout Out tweets provide other
teachers great ideas.</span></u><span style="font-size: 14pt; line-height: 107%;">
Use Twitter to provide great ideas for projects or lessons to other teachers in
your school or district. Highlighting projects and lessons that relate closely
to the instructional vision of your school or district generates momentum as
you collaborate to realize your shared instructional vision.<o:p></o:p></span></span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZMD7dCDr30XykPL7hvUelY1rNTuOzbFMatRiUSKK2EG_APiBfZb2jKYxhhzsrU-hnP-puGsfX_fH_cMFNORhJlSpyyNPjTGX0gP1Ms3_umaeSTl9X7-APIRXV4836Yqtv-4DfBPvGTVXY/s1600/lit+dead.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZMD7dCDr30XykPL7hvUelY1rNTuOzbFMatRiUSKK2EG_APiBfZb2jKYxhhzsrU-hnP-puGsfX_fH_cMFNORhJlSpyyNPjTGX0gP1Ms3_umaeSTl9X7-APIRXV4836Yqtv-4DfBPvGTVXY/s400/lit+dead.jpg" width="400" /></a></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Calibri;"><u><span style="font-size: 14pt; line-height: 107%;">Shout Out tweets provide inspiration.</span></u><span style="font-size: 14pt; line-height: 107%;"> Use Twitter to send the message to
teachers that they can implement similar lessons. The message is that a teacher
down the hall or across town can implement a particular approach and they
can too.<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 8pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-size: 14pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Calibri;"><u><span style="font-size: 14pt; line-height: 107%;">Shout Out tweets help build a sense
of shared vision.</span></u><span style="font-size: 14pt; line-height: 107%;"> So
often teachers within a district or even within the same school lack a sense of
common purpose. Shout out tweets that relate to your school or district’s
instructional vision help people make connections between their work and the
work of others in their school or district.<o:p></o:p></span></span></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirVu8zz-BOd_fwevdp7oFmzxebp9BYpBDBw0-y_Ut9bpSEjw4ZXLawH1Mara_npT6Q7vTn52oHbEFv5EUKjFbPyZyGlEHKWUwtNaGNAIzUEHL4Fs24vzmFCdS7IO2eaDdZ7sbdc3XVTZVu/s1600/Stocks+shutdown.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirVu8zz-BOd_fwevdp7oFmzxebp9BYpBDBw0-y_Ut9bpSEjw4ZXLawH1Mara_npT6Q7vTn52oHbEFv5EUKjFbPyZyGlEHKWUwtNaGNAIzUEHL4Fs24vzmFCdS7IO2eaDdZ7sbdc3XVTZVu/s400/Stocks+shutdown.jpg" width="271" /></a><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;"></span></span><br />
<br />
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">My tweets often
relate to our district’s vision for transformative learning. The tweets
highlight students<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">making
a difference locally, nationally, or globally as they learn the content and skills
of the curriculum;<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">creating
a product, performance or exhibition for an audience beyond their teacher;<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">collaborating
with peers, parents, outside experts, and/or other adults in addition to the
teacher; and <o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 8pt 0.5in; mso-list: l0 level1 lfo2; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 107%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">using
technology to improve the quality and amplify the impact of their work. <o:p></o:p></span></span></div>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXuNpy0j3TFzhcqwFewAZzFfh0su5iEKW_xm2xuXZUrH0OXZUj8dBRywEE8u2xbfoQyU6Rw614A31Kc-DYko0ATMu5rlg9ramN-vEqtAIMexzFMRU6dXpvZf1wT36sZpfYSY3f1VFvTVwH/s1600/Skype+Tweet.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXuNpy0j3TFzhcqwFewAZzFfh0su5iEKW_xm2xuXZUrH0OXZUj8dBRywEE8u2xbfoQyU6Rw614A31Kc-DYko0ATMu5rlg9ramN-vEqtAIMexzFMRU6dXpvZf1wT36sZpfYSY3f1VFvTVwH/s400/Skype+Tweet.jpg" width="400" /></a></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Share slidedecks of tweets at School Board meetings, parent events, or faculty meetings in order to provide
additional acknowledgement, celebration, and inspiration. As you share a slidedeck, comment on what you have observed and how it connects to the shared vision of the school or district.</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">Avoid featuring students in tweets who do not have a media release form on file authorizing the release of their photograph. </span></span></span></div>
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<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;">So,
superintendents and principals, keep on using Twitter to connect with your
personal learning network, but don’t underestimate the power of Twitter for
giving digital shout outs.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixarFDc3C4k-Dtcxnrp1xUdEsddBaWJnvj9aUaBHPfHaQSakATm8hdNQV-mxlKQRNF-ieArdT-H_E-mpayhArk3DMexl0cs_P9WF3VsyOCjgtgkCBPtTnZ2295PwDrVqX0N-76VtgbWnX4/s1600/Flip+Chart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixarFDc3C4k-Dtcxnrp1xUdEsddBaWJnvj9aUaBHPfHaQSakATm8hdNQV-mxlKQRNF-ieArdT-H_E-mpayhArk3DMexl0cs_P9WF3VsyOCjgtgkCBPtTnZ2295PwDrVqX0N-76VtgbWnX4/s400/Flip+Chart.jpg" width="357" /></a></div>
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-size: 14pt; line-height: 107%;"><span style="font-family: Calibri;"><o:p></o:p></span></span> </div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com4tag:blogger.com,1999:blog-553376401348422420.post-73001594112575642372013-10-31T19:42:00.004-04:002013-10-31T19:42:16.249-04:00School Board Speaks Out on High Stakes Testing<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">An overreliance on standardized, high stakes testing can
strangle our schools. Change the system to include more balanced assessment.
That’s the message our School Board sent the General Assembly of Virginia via a
resolution it passed unanimously earlier this week.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 8pt;">
<span style="font-family: Calibri;">The </span><a href="https://www.boarddocs.com/vsba/ycsd/Board.nsf/files/9BHS8Q6FDADB/$file/Testing%20Resolution%2013-44.pdf"><span style="color: #0563c1; font-family: Calibri;">resolution</span></a><span style="font-family: Calibri;">
makes several key points:</span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2nuh2mx0gx6r_FKFewCQtfdJtQwEqxIWCKHFhH42CkRiz5uTuhFx_hTKlwnoUY-XuFw2JMF1Xwb0lnNBcWechzLI9PvveAWccVy_OsfcnLBRDEpXTgmzg1t40G-yvd246EozIjMGxBOv9/s1600/ContentCoverageMentality.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="319" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2nuh2mx0gx6r_FKFewCQtfdJtQwEqxIWCKHFhH42CkRiz5uTuhFx_hTKlwnoUY-XuFw2JMF1Xwb0lnNBcWechzLI9PvveAWccVy_OsfcnLBRDEpXTgmzg1t40G-yvd246EozIjMGxBOv9/s320/ContentCoverageMentality.jpg" width="320" /></a><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">there is little research verifying Virginia’s
use of criterion-referenced test results as measures of the growth of student
achievement or staff performance;<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">we value deep, meaningful learning, as opposed
to the superficial level of learning that results from an over-emphasis on that
which can be easily tested by standardized tests; <o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">focusing only on test prep steals the joy of
learning and teaching from students and educators; and<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">accountability is important, but an accountability
system based primarily on high stakes, standardized testing will not prepare
our students for the future.<o:p></o:p></span></div>
<br />
<span style="font-family: Calibri;">While
calling on the Virginia General Assembly to improve the accountability system,
the School Board recognizes that we are not powerless. The Board emphasized
that even in an era of high stakes testing, we need to stick with the
instructional approaches that we know effectively promote student engagement
and achievement. The Board called on staff members<o:p></o:p></span><br />
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0.5in 0pt; mso-add-space: auto; tab-stops: .5in;">
<span style="font-family: Calibri;">to help students master the content and skills of the
curriculum by continuing to promote the joy of teaching and learning with a
focus on deep, meaningful, transformative learning, rather than an
over-emphasis on just covering content that can be easily assessed by
standardized tests.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt; mso-add-space: auto; tab-stops: 0in;">
<span style="font-family: Calibri;">It is hard work to focus on deep, meaningful learning that helps
students master the content and skills of the curriculum, including that which
is assessed by state exams. But at least it is a little easier when you work in
a division with a School Board, other teachers, principals and a superintendent
who do not expect you to focus exclusively on boring memorization of facts to
enhance test performance.</span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt; mso-add-space: auto; tab-stops: 0in;">
<span style="font-family: Calibri;">Kudos to our School Board for sticking up for deep, meaningful
learning.<o:p></o:p></span></div>
<br />
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<span style="font-family: Calibri;">Related Links:</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt; mso-add-space: auto; tab-stops: 0in;">
<span style="font-family: Calibri;"><a href="http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/27/virginia-schools-boards-pass-anti-sol-resolutions/">Washington Post article featuring the resolution passed by our division and others</a></span><br />
<span style="font-family: Calibri;"><a href="http://www.dailypress.com/news/opinion/dr-edt-sol-reform-1031-20131030,0,4608132.story">Daily Press editorial calling for reform of Virginia's approach to standardized testing</a></span><br />
<span style="font-family: Calibri;"><a href="http://promotingstudentengagement.blogspot.com/2013/07/3-steps-to-decreasing-teacher-dropouts.html">3 Steps to Decreasing Teacher Dropouts<o:p></o:p></a></span></div>
<span style="font-family: Calibri;"><a href="https://dl.dropboxusercontent.com/u/35864023/Overexposure%20Is%20Deadly%20Text.pdf">The Joy of Teaching and Learning<o:p></o:p></a></span><br />
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt; mso-add-space: auto; tab-stops: 0in;">
<span style="font-family: Calibri;">The resolution adopted by the School Board was adapted from a
template provided by the Virginia Association of School Superintendents and
echoes similar statements from other School Boards and professional associations
in the United States.<o:p></o:p></span></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-21463033571939651702013-07-08T09:08:00.000-04:002013-09-20T13:50:14.578-04:003 Steps to Decreasing Teacher Dropouts<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">This was originally published as a guest <a href="http://theinnovativeeducator.blogspot.com/2013/06/3-ways-to-decrease-teacher-dropout.html"><span style="color: purple;">post</span></a> on Lisa Nielsen’s blog.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Ron Maggiano, an award-winning teacher in Virginia <a href="http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/26/award-winning-virginia-teacher-i-can-no-longer-cooperate-with-testing-regime/?utm_source=feedly">recently announced his retirement</a>, stating, “I can no longer cooperate with a testing regime that
</span><div class="separator" style="clear: both; text-align: center;">
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFaPA4SzmJzGjzTKviDWSrax0ezWGQcUmjjpAJEDu-TJUB8YAG63Y7RnxjtKJTfIhV8LeLXLF4nDKpTCpVqt0bIAlepFGtrvOzo7gInInuMufCU93WTWe8jdN-s0-LvL98O73n1XxX8TRV/s1600/Frustrated+Teacher.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="120" oya="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFaPA4SzmJzGjzTKviDWSrax0ezWGQcUmjjpAJEDu-TJUB8YAG63Y7RnxjtKJTfIhV8LeLXLF4nDKpTCpVqt0bIAlepFGtrvOzo7gInInuMufCU93WTWe8jdN-s0-LvL98O73n1XxX8TRV/s200/Frustrated+Teacher.jpg" width="200" /></a></span></div>
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">
I believe is suffocating creativity and innovation in the classroom.” Maggiano is not alone. In an <a href="http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/26/award-winning-virginia-teacher-i-can-no-longer-cooperate-with-testing-regime/?utm_source=feedly">ongoing blog post</a>, Lisa Neilsen uses text and video to tell the story of teacher dropouts. The stories of teacher dropouts share a common theme, a concern for the impact of high stakes testing.<o:p></o:p></span>
<br /></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Advocating for education reform is one way to decrease teacher dropouts. But don’t stop there educators.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Share stories of students doing meaningful work</span></b><span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;"> with value that extends far beyond preparation for success on standardized tests. Share these stories with your colleagues and others with whom you learn.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Your stories of students’ meaningful work provide much needed inspiration. In this era of high stakes testing, it is easy for educators to feel as if they lack control. The weight of the system seems to take away options for meaningful learning. Your stories of students doing meaningful work provide powerful affirmations of what we can accomplish in spite of high stakes testing. Your stories illustrate that educators retain a measure of control, even in difficult situations.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Your stories with pedagogical specifics also provide assistance to other teachers. How do you select learning objectives that are worthy of the sustained focus involved with deep learning? How do your students demonstrate their understanding? How do you assess their work? What dilemmas do you face and how are you considering overcoming these dilemmas? <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">In sharing stories of students’ meaningful work, focus both on your students and the students of other educators. Your storytelling constitutes an important celebration that reinforces the efforts of your colleagues.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Seek assistance from others to address the dilemmas you face </span></b><span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">in
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designing and facilitating meaningful work. Share a specific dilemma. Perhaps you worry that the open-ended nature of a project you assigned resulted in students requiring more time than you’d like to devote to a particular project. How should you balance structure and student choice in the project design?<o:p></o:p></span>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Administrators should also avoid learned helplessness.</span></b><span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;"> We cannot assume that we are powerless cogs in the testing regime. Do we take actions or establish policies and procedures that mistakenly reinforce a content coverage mentality, rather than a perspective that emphasizes meaningful learning? Do we organize school level pep rallies before testing without ever holding exhibitions or celebrations of meaningful student work? Do we dictate extensive, low-quality formative assessment that drives instruction with a focus on rote memorization?<o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Stories of teachers dropping out will continue to be told. High stakes testing constitutes a powerful antagonist. Let’s tell stories with compelling protagonists who promote meaningful work by students with value that extends far beyond preparation for success on standardized tests!<o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt;">Related Links:<o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt;"><a href="https://dl.dropboxusercontent.com/u/35864023/Overexposure%20Is%20Deadly%20Text.pdf">The Joy of Teaching and Learning</a><span style="mso-tab-count: 1;"> </span></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt;"><a href="http://promotingstudentengagement.blogspot.com/2012/08/exhibition-of-transformative-work.html">Exhibition of Transformative Work</a><o:p></o:p></span></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-16587681848390074942013-06-22T17:43:00.001-04:002013-06-22T17:50:36.411-04:00Obvious Facts About School Board Members<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">#obviousfact1: effective School Board members want to learn more about great teaching & learning<o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">#obviousfact2: effective School Board members’ knowledge of great teaching & learning affects decision-making<o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Given these #obviousfacts, how should district-level leaders cultivate School Board members’ instructional understanding and vision? <o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Hold an off-camera, business-casual workshop for your School Board regarding the instructional vision of you district. Don’t serve your Board members a death-by-powerpoint lecture regarding instruction. Instead, provide opportunities to share their perspectives, collaboratively articulate important concepts, and make connections among big instructional ideas.<o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Our School Board members endorse the importance of engaging students in rigorous work, work that is challenging in the sense advocated by Ken Kay, Tony Wagner, Bill Daggett and others. They believe that learning must prepare students to make productive contributions in the world. Our Board members also know that we promote Transformative Learning as a means to engaging students in rigorous work that prepares them to make productive contributions.</span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">And after last Monday’s workshop, our School Board members have constructed a better understanding of Transformative Learning as an instructional vision. It helps that instructional matters greatly interest our Board members and that they were willing to give up another evening as part of their Board commitment!</span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Here is an overview of our workshop, which was designed primarily by Ashley Ellis (@afellis) and Mike Lombardo (@mlombardo99) with input from Stephanie Guy (@Guy726) and me (@ewilliams65). Ashley Ellis and Mike Lombardo facilitated the workshop. Participants included the five School Board members, Stephanie Guy, and me.<o:p></o:p></span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">We read a definition of Transformative Learning and shared phrases with a partner that they found particularly compelling.</span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">We reviewed two examples of Transformative Learning in our district, and identified and discussed the defining characteristics in the examples. One example involved elementary students blogging. The other example involved middle school students creating and publishing safety videos regarding severe weather.</span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">We reviewed two more examples of Transformative Learning in our district and articulated how we would respond to a teacher or a principal sharing the example in a Board meeting. (We have monthly presentations at Board meetings of exemplary lessons.) One example involved students creating a humorous, informative physics tutorial. The other <a href="http://www.youtube.com/watch?v=WsfWF-tnWx4&feature=youtu.be"><span style="color: purple;">example</span></a> involved high school students and elementary students within our district Skyping with one another in order to teach each other about habitats.</span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">We watched a humorous <a href="http://www.teachertube.com/viewVideo.php?video_id=6010"><span style="color: purple;">video</span></a> illustrating the importance of problem-solving skills and discussed how transformative learning better prepares our students to handle the situation.
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">We watched a <a href="http://www.youtube.com/watch?v=LMCZvGesRz8"><span style="color: purple;">video</span></a> regarding project-based learning and identified how the eight essential elements of project-based learning were reflected in the profiled lesson.</span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">We watched a second <a href="http://www.edutopia.org/stw-maine-project-based-learning-kinetic-art-video"><span style="color: purple;">video</span></a> profiling another PBL lesson and made connections between project-based learning and transformative learning.
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%;">Each participant then shared a few final reflections regarding their insights from the workshop.</span></div>
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<span style="font-family: 'Georgia','serif'; font-size: 14pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast;"><span style="font-family: "Georgia","serif"; font-size: 14pt; line-height: 107%;">School Board members greatly appreciated the workshop. They
have fuller understanding of and greater commitment to our instructional
vision. Although it may be #obvious that effective Board members want to learn
more about great teaching and learning, last week’s workshop reinforced the
importance of further cultivating their instructional knowledge and vision.</span></span></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-43277920888216113592013-06-15T12:49:00.000-04:002013-06-15T12:58:56.031-04:00Explosions Didn’t Stop Bill Iffrig from Finishing the Boston Marathon<div class="MsoNormal" style="line-height: 150%; margin: 0in 0in 10pt; text-indent: 0.5in;">
<span style="line-height: 150%;"><span style="font-family: Calibri; font-size: x-small;"><em>Here is the text of my remarks at the 2013 graduation ceremonies of Bruton High, Grafton High, Tabb High, York High, and York River Academy.</em></span></span></div>
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">Welcome graduating students; family, friends, and teachers of graduating students; and School Board members. <o:p></o:p></span></span></div>
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">In deciding what to share with you today, I thought about contemporary heroes, people who inspire us. I wanted to identify someone heroic, not merely famous, to be the topic of my comments. Sometimes, chance events, weird talents, and public curiosity thrust people into the spotlight for 15 minutes or more of fame: Kim Cardashian; Abbie the crazy dance instructor from <i style="mso-bidi-font-style: normal;">Dance Moms</i>; and even Clint Eastwood’s chair. Famous, however, does not mean heroic.<o:p></o:p></span></span></div>
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">Bill Iffrig is a good focus for my comments because he is an inspirational hero. On the morning of April 15, 78-year old Bill Iffrig set off to run the Boston Marathon. After running for almost four hours, Bill was close to the finish line when two bombs exploded. In watching videotape of the bombings, we see that Bill wobbled after the first explosion. To use his words, his legs felt like spaghetti. Then his left leg gave away, and he crumpled to the ground. Three police officers ran towards him. You’ve
</span></span><span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">probably seen the photograph that was taken at that moment with the three police officers and Bill Iffrig. What you may not know is that Bill Iffrig did not stay down. This 78-year old man took the hand of a race official, stood up, and completed the remaining yards of the 26.2 mile race, his overall pace faster than nine minutes per mile.<o:p></o:p></span></span><br />
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">Later, President Obama commented, “Like Bill Iffrig . . . we may be momentarily knocked off our feet, but we’ll pick ourselves up.”<span style="mso-spacerun: yes;"> </span>Journalist John </span></span><br />
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Brant recently wrote in the article I used as the primary reference for these comments, “You might recognize that Iffrig had been training for nearly 80 years for this moment, accruing courage and endurance in workaday deposits. It never occurred to the three cops in the photo not to rush toward the fallen runner, and it never occurred to Iffrig not to finish what he had started.”<o:p></o:p></span></span><br /></div>
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>What was involved with his 80 years of preparation? Bill lives in Lake Stevens, </span></span><span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">Washington in a house he built 49 years ago. He worked forty years in the paper mills. As a young man, he would leave the paper mill at the end of his shift to work on building his home. He framed, plumbed and wired the house himself, working late into the night and then getting up at 5 a.m. to go back to work.<o:p></o:p></span></span></div>
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>Later, Bill enjoyed guiding backpacking trips for his son’s scout troop and eventually took up mountain climbing, summiting 65 of the highest peaks in Washington. At age 42, Bill began running in order to stay in shape for mountain climbing. Since then, Bill has run more than 46,000 miles, finished 45 marathons, and earned medals in three events at the World Masters Athletics Championships.<o:p></o:p></span></span></div>
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>While flying back from Boston after the bombings, Bill received a
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meal and a glass of wine. His running buddy jokingly complained saying, “Bill, all you did was fall down.” Bill did a lot more than just fall down. He is now a symbol of persistence—of grit—in the face of tough challenges.<o:p></o:p></span></span><br />
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>Graduates, each of you will face challenges in your life, perhaps not as dramatic as the explosions in Boston, but significant challenges nonetheless. After all, we can minimize risks, but it is not within our control to avoid challenges. We do control, however, how we respond to challenges. How will we respond?<span style="mso-spacerun: yes;"> </span>Our responses, like Bill’s response, will be affected by how we live our lives on a day-to-day basis. To guide us, I want to boil down the story of this man to two phrases, four words, from which we can all take inspiration. Work hard. Show grit.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3SIAudoGNJu5AsHtpGouAn6V7xtV3a90XNB7wV91s2bF7f-ywzCceCqG3HlORVvSFBTYFYW14oYxwBJio36T44-SYYHZuw3wr8zdDUSOZj7umOBjOTnXTfvdWpkq1fS54Rgcvfx3CrD90/s1600/Iffrig+Runners+World.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" cya="true" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3SIAudoGNJu5AsHtpGouAn6V7xtV3a90XNB7wV91s2bF7f-ywzCceCqG3HlORVvSFBTYFYW14oYxwBJio36T44-SYYHZuw3wr8zdDUSOZj7umOBjOTnXTfvdWpkq1fS54Rgcvfx3CrD90/s200/Iffrig+Runners+World.jpg" width="149" /></a></div>
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<span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">Congratulations, Class of 2013. I commend you for your accomplishments and wish you well in your future endeavors.<o:p></o:p></span></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-size: 15pt; line-height: 150%;"><span style="font-family: Calibri;">The primary source of information for these remarks was an <a href="http://www.runnersworld.com/runners-stories/back-on-his-feet?page=single">article</a> in the July 2013 edition of <u>Runner’s World</u> entitled “Back on His Feet,” by John Brant.<o:p></o:p></span></span></i></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-84258010446382430522013-05-17T19:50:00.000-04:002013-05-17T19:50:50.207-04:004 Steps to Leaders Modeling Effective Use of Technology<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">You are a superintendent or principal who wants to promote students leveraging technology to improve the quality and amplify the impact of their work. As a superintendent, you want principals to model using technology to improve their work. As a principal, you want assistant principals, department chairs, grade level chairs, and other teacher-leaders effectively modeling how to leverage technology as well.<span style="mso-spacerun: yes;"> </span>How can superintendents and principals achieve this?<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Step 1: Model and celebrate the behavior.<o:p></o:p></span></b></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Meet with principals using videoconferencing technology, such as Blackboard Collaborate, to demonstrate using technology as a productivity tool. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">During a workshop with leaders you supervise, model learning with outside experts by connecting with other educators via Skype. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Visit a classroom to watch students and teachers for using technology successfully. By spending time observing lessons that leverage technology, you communicate that those lessons are important.<o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Take digital photos and videos of students effectively using technology and share them at faculty meetings, principal meetings, and School Board meetings to celebrate and inspire. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Send kudos to teachers for successfully leveraging technology via Twitter. E-mail the tweet to the teacher if she doesn't use Twitter herself. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Share shout-outs regarding great lessons via blog posts. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Seek out examples of student and teacher blogs in your school or district and take just two minutes to publish a comment on their blog. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">Don't have the time or expertise for all these actions? No problem, start with a few.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Often superintendents and principals who want to promote the effective use of technology stop after step one. They mistakenly think that by modeling and celebrating the behavior, that other leaders in their organization will adopt the same strategy. Our strategic thinking about growing leaders who model the effective use of technology needs to extend beyond our own modeling.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Step 2: Communicate your core expectations to leaders relating to modeling the behavior.<o:p></o:p></span></b></div>
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<span style="font-family: Calibri;">If you want your principals, assistant principals, department chairs, grade level chairs and other teacher-leaders modeling technology usage, tell them that. Don't stop at modeling and celebrating the behavior yourself. After you have taken steps in walking the walk yourself, share your expectations regarding modeling.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">In York County, Virginia, Chief Academic Officer Stephanie Guy and I worked with Instructional team members to articulate core expectations relating to several instructional areas. We shared these expectations at our Leadership Academy in August. The document included expectations relating to modeling technology usage.<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;">All administrators will model the use of video-conferencing and video conferencing roles with staff at least once and will encourage teacher use of videoconferencing to enhance instruction.<o:p></o:p></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;">All administrators will model the use of Social Media/Web 2.0 Tools for professional learning with staff.<o:p></o:p></span></i></div>
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<span style="font-family: Calibri;">In November, Stephanie Guy and I described our core expectations to Ginger Blackmon, a principal in Alaska who serves as an instructional leadership coach through the Microsoft Partners in Learning program. Ginger asked a disruptive question: "Are you dictating the core expectations or are your leaders articulating them as shared expectations that they hold as a group for themselves?" This question led us to step 3. To take a more collaborative approach, skip step 2 or integrate steps 2 and 3.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Step 3: Ask leaders to articulate shared expectations relating to modeling the behavior.<o:p></o:p></span></b></div>
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<span style="font-family: Calibri;">Chief Academic Officer Stephanie Guy then asked principals to reflect on the core expectations relating to modeling and other instructional topics prior to a principals meeting. Is each expectation reasonable, appropriate, and attainable?<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Prior to a principals meeting, Ashley Ellis, Coordinator of Professional Development, e-mailed a survey to our nineteen principals and six central office participants asking them to rate each core expectation via Survey Monkey, an online survey tool. During the meeting, the group results were displayed. When consensus was not obvious, the group discussed the expectation, making adjustments as necessary. For example, the group decided to delete the list of examples of Social Media/Web 2.0 Tools. Also, the group revised one of the other core expectations relating to technology which initially stated, "All secondary administrators will promote the appropriate usage of Bring Your Own Technology (BYOT) to support student learning." Given our plans to expand our BYOT initiative to the elementary level, elementary principals stated that the word secondary should be deleted from this expectation so that it applies to them as well. After discussion and revision of each expectation, Stephanie Guy asking each principal to indicate their level of support for the shared expectation by holding up from one to five fingers, with the quantity of fingers raised indicating the level of support for the expectation. When this "fist of five" activity indicated broad support, an expectation became part of the shared expectations. <o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Step 4: Facilitate learning relating to the expectations. <o:p></o:p></span></b></div>
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<span style="font-family: Calibri;">If they are going to model using technology, leaders need time to play with it in a low risk setting. Recognizing the importance of play time, Kipp Rogers, our Director of Secondary Instruction, created Principals Digital Playground with the support of other members of his department. It eventually was renamed Digital Playground once other leaders began to attend as well. The Digital Playground is an optional event, held monthly, at which leaders focus on a specific topic, such as learning via Twitter, creating and editing movies using iMovie, or using Edmodo. <o:p></o:p></span></div>
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<span style="font-family: Calibri;">Promote a culture of reflective practice. We loosely structure some of our reflective conversations regarding using protocols adapted from free resources available from the </span><a href="http://www.nsrfharmony.org/protocols.html"><span style="font-family: Calibri;">National School Reform Faculty</span></a><span style="font-family: Calibri;">. Even when we are not officially using a protocol, our conversations benefit from skills learned by using the protocols, such as asking questions that effectively clarify a dilemma and articulating probing questions that prompt new insight.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Taking these four steps can increase the extent to which leaders in your organization effectively model how to leverage technology. Please join the conversation. What advice do you have relating to taking these steps? What other steps can be taken to encourage others to effectively model how to leverage technology? </span></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com1tag:blogger.com,1999:blog-553376401348422420.post-7224382520325755572013-04-05T10:41:00.000-04:002013-04-05T10:45:10.584-04:005 Steps to Avoid Legacy Thinking regarding Virtual Learning<div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none;">
<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">You are a member of the state legislature or state Board of Education. You believe in the anywhere, anytime, any pace learning potential of virtual courses and schools. Do your legislation and regulations fully support the transformative power of virtual learning or cling to legacy thinking? <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">The rise of virtual learning reflects global trends described by futurist David Houle: the flow to global, the flow to the individual, and accelerated electronic connectivity.<span style="mso-spacerun: yes;"> </span>He warns that
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG_yrg7BZzMCFfoLNHoodEMwm_ZHviDYiORtIkJNys64B7K-329xnIywh4Qkv6oEP7A8wQnGfR1UQBbx5sslrvQYesnS7hnHHdgEwvMlZjuJ_An05s_keqohwgqhIY9szRqeMuidxSZRDI/s1600/EnteringShiftAge.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="170" mta="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG_yrg7BZzMCFfoLNHoodEMwm_ZHviDYiORtIkJNys64B7K-329xnIywh4Qkv6oEP7A8wQnGfR1UQBbx5sslrvQYesnS7hnHHdgEwvMlZjuJ_An05s_keqohwgqhIY9szRqeMuidxSZRDI/s200/EnteringShiftAge.jpg" width="200" /></a></div>
legacy thinking undercuts our ability to understand these trends. Legacy thinking, observes Houle in his latest book <i style="mso-bidi-font-style: normal;"><a href="http://davidhoule.com/books/entering-the-shift-age/">Entering the Shift Age</a>, </i>“is viewing the present and future through thoughts from the past.”<o:p></o:p></span>
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<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Avoid confining your view of virtual learning with a legacy perspective that clings to seat-time requirements, start-date regulations, and other input controls relating to topics such as library media resources and the timing of state assessments.<o:p></o:p></span></div>
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<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Last week, I shared five recommendations with the Virginia Board of Education as it reviews <a href="http://www.doe.virginia.gov/boe/meetings/2013/work_session/meeting_materials.shtml#03272013">proposed regulations</a> relating to public virtual schools.<o:p></o:p></span></div>
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<span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;"><u><span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Replace seat time requirements with a focus on student mastery of content and skills.</span></u><span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> Virginia’s requirement for 140-clock hours of instruction for a one-credit course violates the notion of any pace learning. Tell school divisions that they can replace a seat-time approach to virtual learning with a competency-based learning approach without going through a waiver process.<o:p></o:p></span></span></div>
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<span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="font-family: Calibri;">Use your bully pulpit to explicitly call on the state legislature to <u>provide for local control of the start date of the school year.</u><span style="mso-spacerun: yes;"> </span>The local control at a minimum should extend to school divisions with a virtual school or significant number of virtual courses. Current statutes restricting the ability of school divisions to start the school year before Labor Day violates the notion of anywhere, anytime, any pace learning. <o:p></o:p></span></span></div>
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<span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;"><u><span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Don’t show favoritism to school divisions that use private providers of virtual courses.</span></u><span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> The Board’s proposed guidelines </span><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">for pre-Labor day openings state that school divisions may warrant a waiver in the case of a full-time virtual school with courses from external providers that begin instruction prior to Labor Day. You have authorized our school division to provide virtual courses to students throughout the Commonwealth.<span style="mso-spacerun: yes;"> </span>Don’t penalize us by refusing to consider our waiver requests while reviewing the request of divisions that rely on outside providers.<o:p></o:p></span></span></div>
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<span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;"><u><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Ask the state legislature to extend flexibility to school divisions in the timing of administering state assessments</span></u><span style="mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">. With online learning greater flexibility exists in terms of pacing and the timing of completing a course. Students would benefit if they could take an end of course state exam immediately after completing a course rather than months later. <span style="color: black;"><o:p></o:p></span></span></span></div>
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<span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;"><u><span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Acknowledge that access to library resources can be provided in a variety of ways, including through digital resources and online resources.</span></u><span style="color: black; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: SimSun; mso-fareast-language: ZH-CN; mso-fareast-theme-font: minor-fareast; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-spacerun: yes;"> </span>Proposed regulations include a reference to student access in a public virtual school to appropriate library resources so an explicit statement relating to digital/online resources would avoid misinterpretation of this input regulation.<o:p></o:p></span></span></div>
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<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">These five steps would help Virginia harness the anytime, anywhere, any pace learning potential of virtual schools and courses. <o:p></o:p></span></div>
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<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">How can policy- and regulation-makers where you live help realize the potential of virtual learning? In what ways does legacy thinking confine the view of advocates of virtual learning?</span></div>
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<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><em>Thanks to Reggie Fox (@rfox1210) for his assistance in developing these recommendations.</em></span></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-78211225597818043542013-02-26T16:52:00.002-05:002013-02-27T08:43:48.033-05:00What Educators Should Learn from the Harlem Shake<div class="MsoNormal" style="margin: 0in 0in 10pt;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeYItTwUo-XXknIxtU4Nj2kMyH_d4OuXEJ-Kwyr_YgegveC9vyYPEpwkZyFCWRCwcK_S-e15-45pWIogK1-2eg4R5mMpP9f5Rw56WxrfuDPk-cS6btIbhEH4IiVl5fLxHH0kA8zHTi1Sbn/s1600/Harlem+Shake+Preschool.JPG" imageanchor="1" style="clear: right; cssfloat: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" gsa="true" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeYItTwUo-XXknIxtU4Nj2kMyH_d4OuXEJ-Kwyr_YgegveC9vyYPEpwkZyFCWRCwcK_S-e15-45pWIogK1-2eg4R5mMpP9f5Rw56WxrfuDPk-cS6btIbhEH4IiVl5fLxHH0kA8zHTi1Sbn/s320/Harlem+Shake+Preschool.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kroc Preschool Harlem Shake Video</td></tr>
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<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">The Harlem Shake <a href="http://en.wikipedia.org/wiki/Internet_meme">meme</a> </span></span><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">removes any last shred of doubt. <span style="mso-spacerun: yes;"> </span>Many people, including young people, want to create, not just consume, video.<span style="mso-spacerun: yes;"> </span>The Harlem Shake videos, each approximately thirty seconds long, feature an excerpt from the song of the same name. <span style="mso-spacerun: yes;"> </span>A typical Harlem Shake video starts with one person, usually helmeted or masked, dancing alone in the middle of other people who are not focused on the dancer. Suddenly, the video cuts to the whole group doing a wild dance for the last half of the video. <o:p></o:p></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyeUMtDBUiLsBxAcrjJh3y9PQNMzoC8ghyphenhyphensAHrRkY_jGaDSveCj7ZZtEQUNQyvsqBI95cTpbJuJweVCvUocb5LMZXGBudrT7aM7sg-aoiHpHuWZOXbXxlFJRQY_ey5h43Nke9NVhtLUNCb/s1600/Harlem+Shake+High+School.JPG" imageanchor="1" style="clear: left; cssfloat: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" gsa="true" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyeUMtDBUiLsBxAcrjJh3y9PQNMzoC8ghyphenhyphensAHrRkY_jGaDSveCj7ZZtEQUNQyvsqBI95cTpbJuJweVCvUocb5LMZXGBudrT7aM7sg-aoiHpHuWZOXbXxlFJRQY_ey5h43Nke9NVhtLUNCb/s200/Harlem+Shake+High+School.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">High School Harlem Shake Video</td></tr>
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<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Knowing that people love to consume YouTube videos, it is no surprise that there were 175 million views of the videos within weeks of the videos going viral. (Source: <a href="http://en.wikipedia.org/wiki/Harlem_Shake_(meme)">Wikipedia</a>)</span></span></div>
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<span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;"><strong>YouTube, however, is about creation, not just consumption.</strong> Recently, unique Harlem Shake videos were being uploaded at a rate of 4,000 per day!<span style="mso-spacerun: yes;"> </span>Approximately 40,000 Harlem Shake videos were uploaded in the first two weeks of February. </span></span></div>
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<span style="font-family: Calibri;"><span lang="EN" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman';">Three- and four-year old children at Kroc preschool uploaded a Harlem Shake <a href="http://www.youtube.com/watch?v=KaG_GOENFJg">video</a>. </span><span lang="EN" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman';">Lawton-Bronson High School filmed one at an assembly.</span><span lang="EN" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman';"> Young at heart seniors at Golden West Senior Living created a <a href="http://www.youtube.com/watch?v=9Y0JHrw-134">version</a> as well.</span><span lang="EN" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman';"> Steve Dembo (@Teach42), one of the most well-known proponents of digital storytelling in education, posted a <a href="http://www.youtube.com/watch?v=a6hW2nORCTI">version</a> featuring workshop participants at the recent IntegratED 2013 conference in Portland. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4khkyOQBWbyuWOxaMcDzbWpB0f2DwvjIvnaVVEATcbskgHWY7RrcWvTL7q3BSVzPDNAM8n0opzcyDN8UJhTRWMclWlGfCg4JRkGHETOGEtB_hcohXuZVUwJv79cxP8aml-qDrJGWzDVvw/s1600/Harlem+Shake+Seniors.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" gsa="true" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4khkyOQBWbyuWOxaMcDzbWpB0f2DwvjIvnaVVEATcbskgHWY7RrcWvTL7q3BSVzPDNAM8n0opzcyDN8UJhTRWMclWlGfCg4JRkGHETOGEtB_hcohXuZVUwJv79cxP8aml-qDrJGWzDVvw/s320/Harlem+Shake+Seniors.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Senior Citizens Harlem Shake Video</td></tr>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">What led these four groups and 40,000 other groups of people to create a Harlem Shake video?<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font: 7pt 'Times New Roman';"> <u> </u></span></span></span><span style="font-family: Calibri;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><u>Connectivity and widespread access to simple digital tools</u>: It is incredibly easy for people to use their smart phone, iPad, laptop or other digital device to film, edit, and upload a video. The technical expertise involved with the Harlem Shake videos is minimal. As Wikipedia observes, “</span><span lang="EN" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman';">The Harlem Shake is technically very easy for fans to reproduce, as it consists of a single locked camera shot and one jump cut.”</span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font: 7pt 'Times New Roman';"> <u> </u></span></span></span><span style="font-family: Calibri;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman';"><u>Opportunity for Creative Expression</u>: Although the Harlem Shake videos have core elements, creators of the videos thrived on making unique versions. </span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></span></div>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;"><span lang="EN" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman';"><u>Opportunity to publish for a global audience</u>: Harlem Shake videos have been uploaded and viewed around the world, including Western Europe, Eastern Europe, China, India, the Middle East and elsewhere. The Kroc preschool video, the Lawton-Bronson High School video, and the Golden West Senior Living video have received approximately 2000 hits, 33,000 hits, and 12,000 hits, respectively!</span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></span></div>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">As reported by the <a href="http://www.nytimes.com/2013/02/21/arts/music/billboard-makes-youtube-part-of-hot-100-formula.html?_r=0">New York Times</a>, the viral popularity of Harlem Shake led Billboard magazine to change its ways. The last two years Billboard has considered including the number of YouTube plays as one of three factors that determine the ranking of the 100 hottest songs. The viral popularity of Harlem Shake ended this two-year discussion, with the 55-year old list now reflecting YouTube plays. Under the old system, the Harlem Shake song would have debuted in the top 15 of the list. With the new system, Harlem Shake debuted at the top spot. </span></span></div>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">What is the implication for educators?<o:p></o:p></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaZGVOnfRL_GA1muSCoJxd0yrRgUAfiIs4ikhaeSpYpDPBJTwOpKjx5yYDKuDlRJLy39ICXa0HZbY96AJOdZBFyR6SrzCd9rt9_a0Nqzz-U7TT1H3ZXklfbmv76Rmv25sDxn16qkJKHhMK/s1600/Harlem+Shake+IntegratED.JPG" imageanchor="1" style="clear: right; cssfloat: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" gsa="true" height="152" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaZGVOnfRL_GA1muSCoJxd0yrRgUAfiIs4ikhaeSpYpDPBJTwOpKjx5yYDKuDlRJLy39ICXa0HZbY96AJOdZBFyR6SrzCd9rt9_a0Nqzz-U7TT1H3ZXklfbmv76Rmv25sDxn16qkJKHhMK/s200/Harlem+Shake+IntegratED.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">IntegratED Harlem Shake Video</td></tr>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;"><strong>Let’s co-opt the power of creating digital stories for a global audience. As educators, let’s give students opportunities to create, not just consume, digital stories. </strong>Their engagement with digital storytelling will yield to deeper, longer-lasting learning.<o:p></o:p></span></span></div>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Clearly the creation of a Harlem Shake video does not constitute a substantive intellectual exercise. But when students, turn their digital storytelling inclinations to other content, the learning potential is significant. For example, depending on the nature of digital storytelling, students will<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">write, revise, edit scripts;<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">research and analyze content related to the theme;<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">construct a persuasive argument; and<o:p></o:p></span></span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">develop a unique voice based on a perspective that emerges after evaluation of content.<o:p></o:p></span></span></div>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Some cynics may underestimate students in asserting that the enthusiasm they show for creating Harlem Shake videos will never be matched in more serious endeavors. These cynics are dead wrong. In the York County School Division in Virginia, we are partnering with Discovery Education to test a beta version of a platform that supports students as creators of digital content. To learn more, check out this <a href="http://promotingstudentengagement.blogspot.com/2013/02/moving-from-students-as-consumers-to.html">post</a>.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">As much as the Harlem Shake videos have entertained millions, I know that our students’ videos will inform, persuade, inspire, and entertain us!</span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Related post:</span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;"><a href="http://promotingstudentengagement.blogspot.com/2013/02/moving-from-students-as-consumers-to.html">Moving from Students as Consumers to Creators of Digital Content</a></span></span></div>
</span><div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com13tag:blogger.com,1999:blog-553376401348422420.post-2499579707408374872013-02-20T16:30:00.000-05:002013-02-20T16:30:04.412-05:00Moving from Students as Consumers to Creators of Digital Content<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Storytellers can transform the world. They inform, persuade, entertain, and inspire us to take action. Digital storytellers use technology to improve the quality of their work and amplify its impact. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Digital storytellers include youth, although often they create digital stories independent of school. In school, most youth only consume digital stories and resources. We need to transition from consumption to creation of digital content, from students as consumers to students as creators of digital content. When students create digital content that they value, they are much more likely to be engaged. With greater engagement, they commit themselves more fully to learning so their learning is deeper and more enduring. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Over a year ago, my colleagues and I in the York County School Division in Virginia began looking for tools and platforms to help support students as creators of digital content. <span style="mso-spacerun: yes;"> </span>Although our teachers and students extensively use <a href="http://www.discoveryeducation.com/">Discovery Education</a> resources, when we started our search we did not know that Discovery Education already planned additional steps to support students as creators of digital content. <o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Our participation in the <a href="http://www.digitalpromise.org/initiatives/league-of-innovative-schools/">Digital Promise League of Innovative Schools</a> led to a partnership between our school division and Discovery Education focused on students as creators of digital content. The League of Innovative Schools is a national coalition of 32 school districts committed to collaborating with top researchers, providers of breakthrough technologies (including Discovery Education), and one another in demonstrating, evaluating, and scaling up innovations that deliver better results for students</span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><span style="font-family: Calibri;">After exchanging ideas with Discovery Education Vice President Andy Schaeffer (@AndySchaefferDE) at a Digital Promise League of Innovative Schools event, we submitted a request for collaboration to Discovery Education. Here is an excerpt from the request for collaboration:<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><o:p><span style="font-family: Calibri;"></span></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><span style="font-family: Calibri;">We invite Discovery Education to collaborate with the York County School Division in the transformation of learning.<span style="mso-spacerun: yes;"> </span>By supporting students as they create new content using the vast digital resources of Discovery Education, we can engage our students in rigorous work that allows them to transform the world.<o:p></o:p></span></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">We want to emphasize student use of digital resources, rather than teacher use.<span style="mso-spacerun: yes;"> </span>We will move from students being consumers of digital resources to students being creators of digital resources.<span style="mso-spacerun: yes;"> </span></span></i><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><o:p> </o:p></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">By relying on our bring-your-own technology initiative, our private cloud infrastructure, and our virtual learning opportunities, our students will take the use of DE resources to a whole new level.<span style="mso-spacerun: yes;"> </span>Students will use their own smart phones, tablets, netbooks, and other devices at school and outside of school to create digital resources . . .<span style="mso-spacerun: yes;"> </span>Students will access the resources of our private cloud anytime, anywhere, and from any device with internet connectivity in order to create and use videos.<span style="mso-spacerun: yes;"> </span>Whether they are working in traditional brick-and-mortar settings, virtual courses, or blended environments, students will use digital resources to transform the world.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><o:p> </o:p></span><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">Our dream is that DE will be a digital hangout for our young people—a place where they play, learn, create, problem-solve, and inspire.<span style="mso-spacerun: yes;"> </span>We wonder about the possibilities. <o:p></o:p></span></i></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">Would it be possible for students to create video mashups and post them within DE?<span style="mso-spacerun: yes;"> </span>The mashups could combine editable videos from the DE digital library as well as student-created videos.<span style="mso-spacerun: yes;"> </span>The mashups could incorporate green screen technology.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDLhTnaxAAJ5c97SWSMAwhOsgNyYvsiOxu0B3KU31PUEu4BQLdTXklb1bLbMSRVcG33Ou8-VIHRGfYH7NxvsHJgOOStjRUwoFstIg-MYq_V9TnH1ZmZo52hfZjkWTqj3FDnnGJTZBTrNqW/s1600/Yorktown+Soldiers.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="109" mea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDLhTnaxAAJ5c97SWSMAwhOsgNyYvsiOxu0B3KU31PUEu4BQLdTXklb1bLbMSRVcG33Ou8-VIHRGfYH7NxvsHJgOOStjRUwoFstIg-MYq_V9TnH1ZmZo52hfZjkWTqj3FDnnGJTZBTrNqW/s200/Yorktown+Soldiers.jpg" width="200" /></a></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">Would it be possible to create channels within DE?<span style="mso-spacerun: yes;"> </span>Perhaps students, schools, and school divisions could create their own DE channels through which they could publish videos for the global DE community.<span style="mso-spacerun: yes;"> </span>The videos posted on a channel could address a variety of topics or they could be special-interest channels.<span style="mso-spacerun: yes;"> </span>For example, our students might create a channel that features videos regarding local historical sites such as the Yorktown battlefields, the Jamestown settlement, or Colonial Williamsburg.<o:p></o:p></span></i></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Would it be possible to further attract students to DE as a digital hangout by allowing students to earn recognition from their peers in the DE community based on the quality of their postings?<span style="mso-spacerun: yes;"> </span>For example, users could “like” postings by students and the number of likes could be prominently displayed next to the video link.<span style="mso-spacerun: yes;"> </span>Students might also earn social media points within the community based on the number of their postings, the number of views of their work, and the number of times their work is liked.</span></i><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;"><o:p></o:p></span></i></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Within weeks of receiving our request for collaboration, a team from Discovery Education, including Vice-President Alex Morrison (@AlexMorrisonDE), visited York County to discuss potential collaboration. We learned that Discovery Education developers had already outlined the conceptual parameters of a space within Discovery Education for students to post original digital content mashed up with editable Discovery Education resources. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Last June, our division won a grant from the Department of Defense Education Agency to support leveraging technology for student achievement. Using grant funds, we entered into a three-year contract with Discovery Education. Discovery Education committed to providing professional development relating to students as creators of digital content while also enhancing opportunities for students to post original content, including editable content, within the Discovery Education community. We committed to provide feedback to Discovery Education on its new platform while it was in Beta phase. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">The Discovery Education development team moved quickly. Within months they created the core of the Beta version of the emerging platform. They assigned a temporary name (Board Builder) for the Beta version, noting that the official name would be announced later. Last month, they conducted a focus group with our teachers regarding the Beta version. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">David Futch (@futchd), a Discovery Education professional development coach, rolled out the emerging Beta version earlier this month to forty of our teachers engaged in year-long professional learning with Discovery Education. David explained a three-step process.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Students create and download video. They collect original video using flipcams, smart phones, tablets and other devices, including devices they bring to school through our BYOT initiative. Students select editable video or audio clips from the Discovery Education library. They download their content and the editable Discovery Education content.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipBmD2w9GWIx90qHxIoRw1FL2RGZyt6TFkwwzSvrzuObtz9t08PRNbxSIH4vV3lAKeU4WqAP2JvjoHtXi6Vsjsk4hFm6OKjYRgNAZGP0BEC7HWHQjER_Lu_dIdQbKk00V9NlK5-rXHYnku/s1600/DE+Step1.jpg" imageanchor="1" style="height: 196px; margin-left: 1em; margin-right: 1em; width: 194px;"><img border="0" height="320" mea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipBmD2w9GWIx90qHxIoRw1FL2RGZyt6TFkwwzSvrzuObtz9t08PRNbxSIH4vV3lAKeU4WqAP2JvjoHtXi6Vsjsk4hFm6OKjYRgNAZGP0BEC7HWHQjER_Lu_dIdQbKk00V9NlK5-rXHYnku/s320/DE+Step1.jpg" width="320" /></a></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Students use software to construct a video mashup.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Students create a board within Discovery Education and upload digital resources, including the video mashup, to the Board. Teachers then approve the board for viewing by a broader audience.<o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">The Discovery Education-York County School Division partnership is yielding valuable information to Discovery Education during the beta phase of Board Builder. Shelley Santora-Jones, the manager of the Board Builder development team, explained, “We want to know whether the teachers are running into any challenges. We also want to know what features they find particularly valuable and what additional features they would find useful.”<span style="mso-spacerun: yes;"> </span>For example, we told Discovery Education staff that because of our BYOT initiative, we particularly valued Board Builder’s ability to accept files in different video formats, such as .mov, .avi, .swf and .mp4. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">The questions our teachers asked also provided insight to Santora-Jones regarding the perspective of users. For example, teachers asked “Can you embed a link to one Board to another Board?” and “Can you import a photo as a background for a Board?” <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Teachers can engage students in creating and sharing original digital content without Discovery Education. However, by using Board Builder within Discovery Education, students will have access to thousands of editable video and audio clips within DE while creating video mashups. Students will also have access to a global audience of more than two million subscribers in the DE learning community. <o:p></o:p></span></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">In the proactive spirit of the Digital Promise League of Innovative Schools, we are proud to play a small part in Discovery Education’s ongoing work to support the concept of students as creators of digital content. As we collaborate with Discovery Education, we continue to create our story of the power of collaboration afforded by the Digital Promise League of Innovative Schools. Given students’ passion for creating digital content, the story is likely to have a happy ending involving students’ deep, enduring mastery of the content and skills of our curriculum.<o:p></o:p></span></span></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com7tag:blogger.com,1999:blog-553376401348422420.post-31569126649088254262013-02-03T09:49:00.002-05:002013-02-03T15:45:40.932-05:00Choice is a waypoint on one route to engagement<br />
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<span style="font-size: 12pt;">Could a classroom be transformed into a place where "on task" and "off task no longer had any meaning, where all student activity that led to learning was honored and promoted?<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVSVj7zcg0t-s5ELeVOFVtrvbeh2Mzs8ZN06lHL3QCPpjSLPgCaPITSBFJSArHsQ68XnHlfviqSXwu4BY1cADl2MlF3az1D0aBuO8iovAEDnxTrxsSdv8IJbXA9kKWQCYajnd-VQDvmp_q/s1600/Engagement+On+Task.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVSVj7zcg0t-s5ELeVOFVtrvbeh2Mzs8ZN06lHL3QCPpjSLPgCaPITSBFJSArHsQ68XnHlfviqSXwu4BY1cADl2MlF3az1D0aBuO8iovAEDnxTrxsSdv8IJbXA9kKWQCYajnd-VQDvmp_q/s200/Engagement+On+Task.jpg" width="148" /></a></div>
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<span style="font-size: 12pt;">@GeraldAungst poses this disruptive question in his recent post entitled <i><a href="http://smartblogs.com/education/2013/02/01/on-task-not-waypoint-route-engagement-gerald-w-aungst/">On-Task is not a waypoint on the route to engagement<span style="font-style: normal;">.</span></a> </i>He describes a four-quadrant grid with On-Task as the horizontal axis and Engaged as the vertical axis. <o:p></o:p></span></div>
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<span style="font-size: 12pt;">He correctly observes that "While we'd like to have all students in the upper-left quadrant (on task and engaged), we seem to think that the lower-left quadrant is the next-best place to be." And he asks, "What if instead of forcing kids to the left, we looked for ways to raise them up into the quadrant of off task but engaged? What kinds of teacher action would encourage a student to engage on his terms without necessarily participating in our activity?"<o:p></o:p></span></div>
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<span style="font-size: 12pt;">The distinction that @GeraldAungst articulates between on-task and engaged relates to Phil Schlechty's distinction between ritualistic engagement and authentic engagement. With ritualistic engagement, students go through the motions of a task, complying with the instructions of teachers, but not fully committing themselves to a task because they do not intrinsically value it. <o:p></o:p></span></div>
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<span style="font-size: 12pt;">I commented on Gerald Aungst's blog about practical considerations relating to his proposal for a classroom where ALL student activity that leads to learning is honored and promoted. Gerald appropriately responded, "If practical things are getting in the way of learning, maybe we have to change what we consider practical . . .Change the system, and what is practical may change."<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Honoring ALL student activity that leads to learning is an incredibly high standard. Accepting Aungst's challenge to "change the system" with this high standard in mind leads to many disruptive questions. How should the student day be organized? What type of classes, if any, would be held? To what extent, if at all, should we rely on direct instruction? How should we assess and recognize student progress in learning? Is there still a role for course credits/Carnegie units?<o:p></o:p></span></div>
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<a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSNwXCAkOf6xsFmcfM8GEy5U7yp501u1OVaC88_wPp-lGOK1jgM" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="80" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSNwXCAkOf6xsFmcfM8GEy5U7yp501u1OVaC88_wPp-lGOK1jgM" width="200" /></a><span style="font-size: 12pt;">And this brings me to the key role of <b>student choice</b>. Even within the confines of the current system (standardized tests, bell schedules, Carnegie units, etc), educators can increase the likelihood of student engagement by providing more student choice. This leads to greater variety of student activity within a classroom, even if it does not achieve the proposal of honoring and promoting ALL student activity that leads to learning.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">Imagine a continuum that runs from teacher control to honoring ALL</span><span style="font-size: 12pt;"> student activity that leads to learning. Providing students more choices moves us along the continuum.</span></div>
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<span style="font-size: 12pt;">We can provide students different types of choices. Broad or narrow. Relating to means or outcomes. In any case, as we provide students more choices, we will open our minds to the possibilities and avenues towards honoring ALL student activity that leads to learning.<o:p></o:p></span></div>
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<span style="font-size: 12pt;">To use the language of @GeraldAungst, <b>choice is a waypoint on one of the routes to student engagement</b>. <o:p></o:p></span></div>
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<span style="font-size: 12pt;">You might also be interested in reading, </span></div>
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<span style="font-size: 12pt;"><i><a href="http://promotingstudentengagement.blogspot.com/2012_06_01_archive.html">Fretting about Authentic Projects</a></i></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><a href="http://promotingstudentengagement.blogspot.com/2012/02/students-transformative-work.html" style="color: #33aaff;">Students & Transformative Work</a></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><a href="http://promotingstudentengagement.blogspot.com/2011/04/promoting-technology-with-broader.html" style="color: #888888;">Using Technology to Transform Teaching and Learning</a></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><a href="http://promotingstudentengagement.blogspot.com/2011/12/work-that-matters-to-kindergarteners.html" style="color: #888888;">Kindergartners Do Work That Matters</a></span></div>
<br /><div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com6tag:blogger.com,1999:blog-553376401348422420.post-13348987556074748132013-01-26T10:00:00.000-05:002013-01-26T10:00:00.510-05:00Gallup's Five Questions Regarding Student Engagement<br />
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If you were to ask students just five questions in an effort
to gauge their engagement, what would you ask?</div>
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@punyamishra <a href="http://punya.educ.msu.edu/2013/01/22/understanding-student-engagement/">blogged</a>
recently regarding a five-item <a href="http://thegallupblog.gallup.com/2013/01/the-school-cliff-student-engagement.html">Gallup
survey</a> that concludes that student engagement drops precipitously as
students progress through school. @punyamishra did not disagree with the Gallup
conclusion, but he questions whether the five items Gallup used were the best
measure of student engagement.</div>
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Gallup asked students to respond to these five statements:</div>
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I have a
best friend at school</div>
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I feel safe
in this school</div>
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My teachers
make me feel my schoolwork is important</div>
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At this
school, I have the opportunity to do what I do best every day</div>
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In the last
seven days, I have received recognition or praise for doing good schoolwork</div>
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Should Gallup have omitted the statements relating to best
friends and feeling safe? It makes sense that these items would correlate positively
with student engagement: students are more likely to fully commit themselves to
their schoolwork in a positive, safe school climate. However, even if positive,
safe school climates are a necessary condition for high levels of student engagement,
one should not conclude that high levels of student engagement exist in this
situation. Educators need to take advantage of this climate by giving students
high quality work.</div>
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Asking students whether they believe their schoolwork is
important comes the closest to measuring the heart of student engagement. When
students value schoolwork, they are more likely to fully commit themselves and
to persist when they face difficulties. However, should Gallup have omitted the
reference to teachers in the third item? Teachers greatly influence student
engagement with the quality of work they provide, but this item could just ask students
to respond to "my schoolwork is important."</div>
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The statement relating to students' sense of efficacy is also on the right track. Although we need to stretch students to work in areas in which
they are not comfortable, we can build engagement with opportunities for
students to experience a sense of mastery, a sense of being in the zone.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjPyn1Bmo52txizUzafUfKgGlW5-roSp7gH6Obh7eOwSRCw_Rd0IOwlvZop4HkKSfQb1JODOvZrPtxzdFQ-JjxTPYVsAEiwd_o2MLFP_o6gm-KZ8jGMoF_GmfGcS8S2W9DnHpypc3C5J1N/s1600/Schlechty+Book.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjPyn1Bmo52txizUzafUfKgGlW5-roSp7gH6Obh7eOwSRCw_Rd0IOwlvZop4HkKSfQb1JODOvZrPtxzdFQ-JjxTPYVsAEiwd_o2MLFP_o6gm-KZ8jGMoF_GmfGcS8S2W9DnHpypc3C5J1N/s200/Schlechty+Book.JPG" width="150" /></a></div>
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The item relating to recognition or praise is certainly on
the right track to the extent that it is asking about students' opportunities
for affirmation. Teachers can promote student engagement by designing tasks and
activities so that the work of students is visible to persons who are important
to students. Students are more likely to be engaged when they know that they
quality of their performance matters to peers and others whose opinions matter
to them. We need to be careful with this particular item. When students sole
motivation for working hard is the pursuit of a good grade or other external
recognition then the engagement, using Phil Schlechty's terminology, is
ritualistic, rather than authentic. Authentic engagement leads to deeper,
longer-lasting learning. </div>
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Even if we would create different items or approaches to
measure student engagement, kudos to Brandon Busteed and Gallup for their focus
on student engagement. Asking students about their level of engagement can provide
rich information to guide our efforts to engage students in meaningful work.</div>
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Check out these other blog posts regarding student
engagement:</div>
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<a href="http://promotingstudentengagement.blogspot.com/2011/04/promoting-technology-with-broader.html">Design
Qualities that Promote Student Engagement</a></div>
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<a href="http://promotingstudentengagement.blogspot.com/2012_02_01_archive.html">Discussion
of #Edchat regarding Student Engagement</a></div>
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<a href="http://promotingstudentengagement.blogspot.com/2011/03/power-of-mousetrap-vehicle.html">Designing
a Mousetrap Vehicle and Student Engagement</a></div>
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<a href="http://promotingstudentengagement.blogspot.com/2012/02/students-transformative-work.html">Building
Engagement by Giving Students Opportunities to do Transformative Work</a></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-3196893241034654032012-11-30T18:24:00.003-05:002013-03-10T10:02:29.501-04:001 to the World, Not 1:1"Let the rebranding begin" announced @SuzieBoss as we tweeted one
another at the 2012 <a href="http://www.microsoft.com/education/ww/partners-in-learning/Pages/global-forum-2012.aspx">Microsoft Partners in Learning Global Forum</a> (#PilGF) regarding
the limitations of the 1:1 phrase. Rather than referring to 1:1 initiatives,
let's refer to <i style="mso-bidi-font-style: normal;">1 to the World</i>
initiatives.<br />
<br />
As Lisa Nielsen (@InnovativeEdu) reported in her <a href="http://theinnovativeeducator.blogspot.cz/2012/11/microsoft-big-says-stop-doing-11.html"><span style="color: blue;">recent
blog post</span></a>, Microsoft Vice-President @AnthonySalcito cautioned 1:1 advocates
regarding focusing on digital devices rather than the learning opportunities
associated with connectivity.<br />
<br />
I first heard the phrase <i style="mso-bidi-font-style: normal;">1 to the
World</i> from friend and disruptive-questioner Alan November (@globalearner).
Here are five reasons Alan November was right to suggest that we refer to <i style="mso-bidi-font-style: normal;">1 to the World </i>rather than 1:1
initiatives. What other reasons can you identify?<br />
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<span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span>The 1:1 terminology mistakenly implies that people use
just one device. Although some adults and students do not have access to any digital
devices, many adults and students use multiple devices. They might use a smart
phone one moment, only to employ a netbook shortly thereafter, while sitting
down at a desktop computer later in the day. <i style="mso-bidi-font-style: normal;">1 to the World</i> does not muddy the water by suggesting people use
just one device.</div>
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<span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span>With the 1:1 phrase, many people assume that a group of
students will all be using the same type of device. People naturally work alongside
and collaborate with others while using a variety of devices. Let’s not use
terminology that suggests that everyone should be using the same type of
device.</div>
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<span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span>The 1:1 terminology incorrectly suggests that providing
ubiquitous access to technology is an end in and of itself. The existence of
every student with a device is a means to an end, not the goal.</div>
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<span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span><i style="mso-bidi-font-style: normal;">1 to the World </i>effectively
emphasizes that we want to connect every student globally. Global connectivity
provides students with resources, collaborators and an audience throughout the
world.</div>
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<div style="margin-left: 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;">
<span style="mso-list: Ignore;">5.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span><i style="mso-bidi-font-style: normal;">1 to the World</i>
appropriately avoids focusing on who provides the device. Obviously bring-your-own-device/bring-your-own-technology
initiatives involve students providing the devices. The common perception is
that schools provide the devices with 1:1 initiatives. In contrast with these
phrases, the source of the device is not the point with the <i style="mso-bidi-font-style: normal;">1 to the World</i> phrase. Schools may
provide devices. Students may bring their own devices. Alternatively, some
students may use school-provided devices while others bring their own. Thus, <i style="mso-bidi-font-style: normal;">1 to the World </i>helpfully focuses on the
purpose of the connectivity rather than who provides the device. </div>
<br />
Help us rebrand these initiatives as <i style="mso-bidi-font-style: normal;">1
to the World</i>. Blog and tweet using and advocating for this terminology. Use
the #1toWorld hashtag. Share this post. Words mean a lot so use this terminology
to help focus the conversation on learning, not the device.<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com7tag:blogger.com,1999:blog-553376401348422420.post-30390622509246457982012-09-11T15:11:00.000-04:002012-09-12T08:35:56.886-04:00Dot Day & Choose2Matter<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj110O18iN7ijy_HTenLI0eFIOm2XKEkrs5OzzrejRqx59XrD64sw-ioZrHLZkmdmuErN37v3ox_2igDXiO5ueQC9u8BG6BhCx7zX-NQL1NMNOHgwVVjx51l64r7l800T3mPh8eUyoE-wu/s1600/Choose2Matter+Official+Logo.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" hea="true" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj110O18iN7ijy_HTenLI0eFIOm2XKEkrs5OzzrejRqx59XrD64sw-ioZrHLZkmdmuErN37v3ox_2igDXiO5ueQC9u8BG6BhCx7zX-NQL1NMNOHgwVVjx51l64r7l800T3mPh8eUyoE-wu/s320/Choose2Matter+Official+Logo.png" width="320" /></a></div>
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<span style="font-family: Calibri;">Too often educators adopt a content coverage mentality to prepare students for high-stakes tests. They try to cram a ton of facts into students’ heads without engaging students in deeper, longer-lasting learning.<span style="mso-spacerun: yes;"> </span>International Dot Day and the Choose2Matter movement are opportunities for teachers, principals, superintendents and others to reject the content coverage mentality and articulate a more compelling vision of teaching and learning. With this vision, students commit themselves enthusiastically to work that makes a difference locally, nationally, and/or globally. Students learn the content and skills of the curriculum as they choose to matter.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhockKCgvn4IBQXZ190sH-5nlGDIrQZqWSzfXoPNxPB7XBpwljmU5PSo72J-006m47ZyeARaYwPM6v3G0QOPTkpsesZab5KOKb7SUY7el4R2irFcPNbIdDQvlRJjF5XUQkUPK1vbSDh9qiv/s1600/Dot+Day.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" hea="true" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhockKCgvn4IBQXZ190sH-5nlGDIrQZqWSzfXoPNxPB7XBpwljmU5PSo72J-006m47ZyeARaYwPM6v3G0QOPTkpsesZab5KOKb7SUY7el4R2irFcPNbIdDQvlRJjF5XUQkUPK1vbSDh9qiv/s200/Dot+Day.JPG" width="167" /></a></div>
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<span style="font-family: Calibri;">International Dot Day is inspired by Peter Reynolds children’s book <i style="mso-bidi-font-style: normal;">The Dot</i>. <i style="mso-bidi-font-style: normal;">The Dot</i> tells the story of Vashti, a little girl who is dared by her teacher to “make her mark.” Based on registrations, over 500,000 students are participating in Dot Day September 15-ish.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Students from all areas within our school district are participating in International Dot Day. The level of participation by school varies ranging from an entire school, to entire grade levels or departments, to a few classes. Students in each of our nineteen schools will make their mark matter during the school year. Third grade students will research options for fertilizing soil in rural communities as part of managing actual charitable contributions. Sixth grade students will write letters and create videotaped public service announcements for 5<sup>th</sup> grade students regarding lockers, homework, and other topics relating to the transition to middle school. High school students will engage in oyster restoration to improve water quality and increase the native oyster population. Students at all levels will create tutorials using screencasting, Claymation, and videotaping in a variety of content areas, including Driver’s Education, Spanish, Algebra, and Biology. They will publish these tutorials for a global audience on the Internet. You can read blog posts relating to these and other similar projects via the links provided at the end of this post.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3v6v-2LD77B_2uXUEb5M1-ZA4Mkjzm1K9mGyQ6QLpkdPT7qD6wVaC4T_mb_dBie4ExThWU84xAoVX27naY-BXebtKoKEEDNiNR7__ap1lMkf6HjrYh3HMZC-2vTHwkRPYBPPBVVP5gQ9n/s1600/MVES+Student+Dots.jpg" imageanchor="1" style="clear: left; cssfloat: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" hea="true" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3v6v-2LD77B_2uXUEb5M1-ZA4Mkjzm1K9mGyQ6QLpkdPT7qD6wVaC4T_mb_dBie4ExThWU84xAoVX27naY-BXebtKoKEEDNiNR7__ap1lMkf6HjrYh3HMZC-2vTHwkRPYBPPBVVP5gQ9n/s200/MVES+Student+Dots.jpg" width="149" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student Dots from Mount <br />
Vernon Elementary School </td></tr>
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<span style="font-family: Calibri;">Participation in International Dot Day can launch sustained efforts to support students as they do work that matters. Participation in Dot Day can generate excitement, extend understanding of the concept of choosing to matter, build community, and make connections. These examples illustrate the different ways schools can use participation in Dot Day to launch a year of doing work that matters:</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrof46rTubaMSVAFnXm4xLidSDxqmskbNglYiM7NJm9DP5XfT5iVIB7pPktnYffo4smFi3l6aMFnq_HWNOoqnhtNXv8McoF_SL5DpTyj13pLxvGRHEV7rt6ogABf6gyNkbuXZHQKcX6xr0/s1600/MES+Staff+Dots.jpg" imageanchor="1" style="clear: right; cssfloat: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" hea="true" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrof46rTubaMSVAFnXm4xLidSDxqmskbNglYiM7NJm9DP5XfT5iVIB7pPktnYffo4smFi3l6aMFnq_HWNOoqnhtNXv8McoF_SL5DpTyj13pLxvGRHEV7rt6ogABf6gyNkbuXZHQKcX6xr0/s200/MES+Staff+Dots.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Dot Day Digital Quilt of Magruder<br />
Elementary School Staff Dots</td></tr>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> <span style="font-size: small;">Students, t</span></span></span></span><span style="font-family: Calibri;">eachers and administrators are making their own dots. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">High School students are Skyping with elementary school students for a read-aloud of The Dot and related activities.<o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Multiple schools are planning aerial photographs of students and staff standing together forming a Dot, making their mark as a school.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Waller Mill Elementary School, with a Dot Week of activities, provides other examples of using International Dot Day to kick off sustained efforts to support students’ making their mark matter.<o:p></o:p></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9NRzu8irDwRI5klsbHE-ndxINaQWJ0dThyphenhyphenc_x5dxdjtqT9voWpjqmWdPzFqI5PhWSt6QlobFdnsfEV21eHC0di0rUX_KmjZ9vH5kimmjunAR4KkwnOv0NMazNorYmADCjm0WtgAKa0P7r/s1600/WMES+Mural.JPG" imageanchor="1" style="clear: left; cssfloat: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" hea="true" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9NRzu8irDwRI5klsbHE-ndxINaQWJ0dThyphenhyphenc_x5dxdjtqT9voWpjqmWdPzFqI5PhWSt6QlobFdnsfEV21eHC0di0rUX_KmjZ9vH5kimmjunAR4KkwnOv0NMazNorYmADCjm0WtgAKa0P7r/s200/WMES+Mural.JPG" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">WMES Display in Front Hall will<br />
Display Dots Soon</td></tr>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">A bulletin board near the entrance to the school will display staff and student dots.<o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Gold frames will initially exhibit student dots and eventually exhibit other student work that makes a difference. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">The morning show will feature students sharing their commitment to make their mark matter. <o:p></o:p></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Students will write responses, some of which will be published as blog posts, in response to a school-wide common writing prompt relating to making one’s mark matter.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTcgJ3v6IQlJ7dkmKL1ZhHu9dMBwuA4liOVga5hW1TM-fmbdRFPTiGLQ88kw3Sdn3AwjkLtWUZmGkAXqePGwtYhvaZ-F-L7yPtRnsk8y-T8upZWR00t2jmp-tOmRAlLGiNUfXQin7BdVKT/s1600/WMES+Gold+Frames+Closeup.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" hea="true" height="109" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTcgJ3v6IQlJ7dkmKL1ZhHu9dMBwuA4liOVga5hW1TM-fmbdRFPTiGLQ88kw3Sdn3AwjkLtWUZmGkAXqePGwtYhvaZ-F-L7yPtRnsk8y-T8upZWR00t2jmp-tOmRAlLGiNUfXQin7BdVKT/s320/WMES+Gold+Frames+Closeup.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Gold Frames, Just Like Vashti Used!</td></tr>
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<span style="font-family: Calibri;">Here are five steps you can take to participate in International Dot Day:<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Visit the official Dot Day <a href="http://www.thedotclub.org/dotday/get-started/what">web site</a> to learn more and view resources for instructional activities. <o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Read Angela Maier’s <a href="http://www.angelamaiers.com/2012/09/come-celebrate-international-dot-day-with-us-september-15-2012.html">blog post</a> regarding connecting the dots to change the world.<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font: 7pt 'Times New Roman';"> <a href="http://fablevisionlearning.com/dotday/signup.html"> </a></span></span></span><span style="font-family: Calibri;"><a href="http://fablevisionlearning.com/dotday/signup.html">Sign your students up</a> to participate in International Dot Day.<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Register for the <a href="http://education.skype.com/">Skype in the Classroom</a> network to use videoconferencing to participate in Dot Day and followup activities throughout the year.</span></div>
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<span style="font-family: Calibri;">5. Exchange ideas with others through Twitter using the #DotDay #Choose2Matter and #MakeURMark hashtags.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBTTWxTdI6USs6kU9clndmJ6FvTyH5HmQpfNiwg0UBsA4jfgQ4CCCAxOdjFxQG_lHSzwrEFlp0FAXQp-vGcyJi202fVKlzvebOqprPBvesOt3X9NYMhsRvuodfdYOxTGgSwx22ge-qjUal/s1600/Skype.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" hea="true" height="81" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBTTWxTdI6USs6kU9clndmJ6FvTyH5HmQpfNiwg0UBsA4jfgQ4CCCAxOdjFxQG_lHSzwrEFlp0FAXQp-vGcyJi202fVKlzvebOqprPBvesOt3X9NYMhsRvuodfdYOxTGgSwx22ge-qjUal/s400/Skype.jpg" width="400" /></a></div>
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<span style="font-family: Calibri;">Participating in International Dot Day can be an effective part of engaging students in deeper, longer-lasting learning through projects that make a difference.<span style="mso-spacerun: yes;"> </span>When students learn the content and skills of the curriculum through these projects, we see that a content-coverage mentality that focuses on just exposing students to content is not the best perspective. So, join educators and students around the globe in connecting their dots to make a difference locally, nationally, and/or globally.</span></div>
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<span style="font-family: Calibri;">You might also like:</span></div>
<a href="http://promotingstudentengagement.blogspot.com/2012/07/choose2matter-dont-underestimate.html">Choose to Matter: Don't Underestimate Students</a><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/07/digital-learning-farm-call-to-action.html"><span style="color: #888888;"><strong>The Digital Learning Farm: A Call to Action</strong></span></a><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/02/students-transformative-work.html"><span style="color: #888888;"><strong>Students and Transformative Work</strong></span></a><br />
<a href="http://promotingstudentengagement.blogspot.com/2011/04/promoting-technology-with-broader.html"><span style="color: #2288bb;">Using Technology to Transform Teaching and Learning</span></a><div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com91tag:blogger.com,1999:blog-553376401348422420.post-21535147279415118662012-08-29T13:21:00.000-04:002012-08-29T13:24:24.215-04:00Exhibition of Transformative Work<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Calibri; font-size: large;">Last week, the 900 teachers of the York County School Division participated in a gallery walk, an exhibition of student and educator work. To start the day, teachers walked for ninety minutes with colleagues among 140+ exhibits presented by their peers. The exhibits included project descriptions, student work, assessment rubrics, assessment checklists, and other materials to help teachers "steal" ideas from one another. Following the gallery walk, each teacher participated in a series of three 20-minute small group discussions, each of which focused on one of the exhibitions. </span><br />
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<span style="font-family: Calibri;"><span style="font-size: large;">The tweets sent by participants provide a glimpse of the power of the exhibition. In addition to providing camaraderie, the exhibition generated three valuable benefits:<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;"><u>Learning from presenters and other participants</u>;</span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;"><u>Inspiring teachers to take action</u>; and</span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;"><u>Sparking further collaboration across the district</u>.</span></span></div>
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<span style="font-family: Calibri; font-size: large;">The exhibition showcased examples of transformative learning. We define transformative learning as follows:</span><br />
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<span style="font-family: 'Arial','sans-serif';"><span style="font-family: Times, "Times New Roman", serif; font-size: large;"><em>Transformative learning engages students in rigorous work that makes a difference. Students master the content and skills of the curriculum while making a positive impact on their local, state, national, and/or global community. Students are more likely to fully commit themselves to their work because transformative learning generates a sense of ownership by appealing to students’ desire for significance. Students use digital tools to improve and amplify the impact of their work.</em></span></span></div>
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<o:p><span style="font-family: Calibri;"><span style="font-size: large;">When students make a difference through transformative learning they are accepting the challenge set forth by </span><a href="http://www.angelamaiers.com/"><span style="font-size: large;">Angela Maiers</span></a><span style="font-size: large;"> and others to #Choose2Matter.</span></span></o:p></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">The exhibition featured work from all three levels: elementary, middle, and high school. Projects allowed students to learn the content and skills of the curriculum while making a difference in a variety of ways: reducing the waste of old cell phones, working to protect endangered species, </span><a href="http://promotingstudentengagement.blogspot.com/2012/07/choose2matter-dont-underestimate.html"><span style="font-size: large;">designing healthy school lunch menus, managing charitable donations, creating book trailors to market books</span></a><span style="font-size: large;">, promoting water conservation, and designing APPs. Here are three projects that involved students helping their peers:</span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Jennie MacBlane shared how her fourth grade students create </span><a href="http://www.youtube.com/results?search_query=lovestoteach1980&oq=lovestoteach1980&gs_l=youtube.3...6360.10505.0.10895.16.6.0.0.0.0.1574.2681.0j2j3j8-1.6.0...0.0...1ac.-vPSQ-XqYc4"><span style="font-size: large;">instructional videos</span></a><span style="font-size: large;"> that are posted on YouTube to teach peers reading strategies. She emphasized that students took charge of the projects, serving in one of a variety of roles, such as Director, Head of Script Writers, Head of Filming, Actors, Filming Crew Members, and Production Crew members.<span style="mso-spacerun: yes;"> </span>As Alan November observes in describing the concept of the </span><a href="http://promotingstudentengagement.blogspot.com/2012/07/digital-learning-farm-call-to-action.html"><span style="font-size: large;">digital learning farm</span></a><span style="font-size: large;">, she reports that students committed themselves fully to the work because they valued the work for more than a grade. For resources relating to this project, click </span><a href="http://db.tt/ei8dGrUT"><span style="font-size: large;">here</span></a><span style="font-size: large;">.</span></span></div>
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<span style="font-size: large;">Sixth grade teachers Cindy Evans, Nancy Hehir, Becky Karatsikis, and Kelley Payne enlisted their students in supporting the transition of 5th grade students to middle school. Fifth grade students wrote letters to the 6th grade students asking questions about middle school. The sixth grade students wrote detailed letters in response. They then grouped the questions into categories such as lockers, the schedule, and homework and worked in groups to create video Public Service Announcements for the younger students to view. One teacher observed that some of her reluctant writers wrote lengthy responses and wrote multiple letters, although only one letter was required. </span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">Emily Lerberg and Joyce Kuberek are examples of high school teachers engaging their students in making a difference while learning content and skills that are part of the curriculum. Their chemistry students create comic strips that reinforce and extend peers’ knowledge of Chemistry. Without any technical instruction from their Chemistry teachers, students used </span><a href="http://www.bitstripsforschools.com/"><span style="font-size: large;">Bit Strips</span></a><span style="font-size: large;">, </span><a href="http://www.toondoo.com/"><span style="font-size: large;">ToonDoo</span></a><span style="font-size: large;">, other digital tools, or free hand drawing to create comic strips relating to Chemistry content. Mrs. Kuberek shared this </span><a href="http://www.screenr.com/XBi"><span style="font-size: large;">link</span></a><span style="font-size: large;"> to a video to explain the process of embedding a comic strip in Edmodo in order to publish work for a larger audience. </span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">These teachers are heros. They are working to resist the content coverage mentality that grips much of education. By giving students opportunities to make a difference through these projects, they increase the likelihood that students commit themselves fully to their work. They design projects that teach the curriculum, but they reject the short-term perspective of the content coverage mentality and seek deeper, longer-lasting mastery of content and skills.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">These teachers are also heros because </span><a href="http://coolcatteacher.blogspot.com/2012/08/innovative-teachers-share-your-genius.html"><span style="font-size: large;">they shared their genius</span></a><span style="font-size: large;"> by presenting during the exhibition and small group discussions. In some districts, pockets of innovation exist in which teachers engage students in transformative learning. To move from pockets of innovation to consistent transformative learning throughout a school or district, a distributive model of leadership, including active teacher-leaders, is crucial.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span style="font-size: large;">After lunch, teachers gathered at their own schools to participate in a variety of activities relating to transformative learning. For example, staff members at some schools completed a jigsaw activity relating to excerpts of articles or books by Dan Pink, Phil Schlecty, Bill Daggett, and Robert Marzano. Each teacher joined a small groups and used a </span><a href="http://www.nsrfharmony.org/protocol/a_z.html"><span style="font-size: large;">protocol</span></a><span style="font-size: large;"> from the National School Reform Faculty to make connections between transformative learning and one of the excerpts from an article or book. They then reconfigured the groups and discussed how each of the articles and books relate to Transformative Learning. Staff members at other schools used a protocol to discuss a blog post relating to the concept that student work can still be meaningful and valuable, even it is </span><a href="http://promotingstudentengagement.blogspot.com/2012/06/fretting-about-somewhat-authentic.html"><span style="font-size: large;">somewhat authentic</span></a><span style="font-size: large;"> or somewhat transformative, rather than fully authentic, transformative work. Another school used </span><a href="http://todaysmeet.com/"><span style="font-size: large;">Today's Meet</span></a><span style="font-size: large;"> to discuss transformative learning. All three of these approaches were modeled recently at our Leadership Academy for teacher-leaders, school-level administrators, and central office leaders. </span></span></div>
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<span style="font-family: Calibri; font-size: large;">The success of the day was based on the work of many people in addition to the exhibiting teachers. Ashley Ellis, Candi Skinner, Mike Lombardo, Len Donvito, and Stephanie Guy not only organized the day but have worked over the last several years to support teachers’ creation of engaging, rigorous projects. Our School Board members, Principals, Assistant Principals, Educational Technology Facilitators, Instructional Specialists, and others at central office and within schools have also provided teachers with support in recent years that contributed to the high quality of work exhibited. </span><br />
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<span style="font-family: Calibri; font-size: large;">We plan to build on the excitement and insight generated by the exhibition to engage students in transformative learning throughout the year!</span><br />
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<span style="font-family: Calibri; font-size: large;">You might also enjoy these posts:</span><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/07/choose2matter-dont-underestimate.html"><span style="font-size: large;">Choose2Matter: Don't Underestimate Students</span></a><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/07/digital-learning-farm-call-to-action.html"><span style="font-size: large;">The Digital Learning Farm: A Call to Action</span></a><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/06/fretting-about-somewhat-authentic.html"><span style="font-size: large;">Fretting about Somewhat Authentic Projects</span></a><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/02/students-transformative-work.html"><span style="font-size: large;">Students and Transformative Work</span></a></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com9tag:blogger.com,1999:blog-553376401348422420.post-90645376072226221402012-08-26T19:38:00.000-04:002012-08-26T19:40:12.687-04:00Innovative Teachers: Share Your Genius<div class="MsoNormal">
<em>Here is an excerpt of a <a href="http://coolcatteacher.blogspot.com/2012/08/innovative-teachers-share-your-genius.html">guest post</a> that I published on the Cool Cat Teacher Blog. Click <a href="http://coolcatteacher.blogspot.com/2012/08/innovative-teachers-share-your-genius.html">here</a> for the full post. </em></div>
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The world needs your unique talents and insights for engaging students in work that matters. Understanding and acting on this truth, as championed by <a href="http://promotingstudentengagement.blogspot.com/2012/07/choose2matter-dont-underestimate.html"><span style="color: #6699cc;">Angela Maiers</span></a>, can change the world.<o:p></o:p></div>
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Many innovative teachers, observed <a href="http://novemberlearning.com/team/alan-november/" target="_blank"><span style="color: #336699;">Alan Novembe</span></a>r at #PILUS, prefer to focus on innovation rather than on promoting innovative instructional practices. Innovative teachers, let’s break this stereotype!</div>
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You have unique talents and insights for engaging students in work that matters. Some teachers almost instinctively identify the big ideas and important skills of their curriculum and design projects that allow students to master these concepts and skills. Other teachers brilliantly support students’ leveraging of technology to connect with a global audience for the students’ work. Still other teachers wow us with their ability to coach students’ collaboration with peers and adults. As Angela Maiers emphasizes, claim your genius by acknowledging your genius.</div>
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<a href="https://www.facebook.com/Choose2Matter" target="_blank"><span style="color: #336699;">Choose2Matter</span></a>, a hashtag created by Angela Maiers, reflects the notion of using one’s genius to change the world. The world needs your genius so Choose2Matter. Others will benefit from your genius and you will be enriched by the connections as well!<o:p></o:p></div>
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-22385214892361229942012-08-06T22:13:00.001-04:002012-08-06T22:13:54.891-04:00Angela Maiers Livestream<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Check out the livestream of a keynote address by Angela Maiers from 8:15 a.m. to 9:30 a.m. EST on Tuesday, August 7. Although flight problems will preclude her presenting at the York County School Division in person, we plan to connect with her via videoconferencing and livestream the event.</span></div>
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To access the livestream, visit <a href="http://www.ustream.tv/channel/ycsd-tv"><span style="color: purple;">http://www.ustream.tv/channel/ycsd-tv</span></a><o:p></o:p></div>
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<span style="font-family: Calibri;">Join the conversation on Twitter that morning via the hashtag #ycsd13. My introductory remarks will also be live streamed starting at approximately 7:50 a.m.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">In her remarks to teacher leaders, building-level administrators, and central office leaders of the York County School Division in Virginia, Angela Matters will issue a call to action: Choose2Matter. She will share her passion for engaging students in work that makes a difference locally, nationally, and globally. She will share the You Matter message and will articulate how teachers and students and use digital tools to improve and amplify the impact of their work.<o:p></o:p></span></div><div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com5tag:blogger.com,1999:blog-553376401348422420.post-7242979833366426742012-07-27T16:37:00.001-04:002012-08-29T13:35:46.781-04:00Choose2Matter: Don’t Underestimate Students<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Calibri;">Too many people, including educators and students, feel insignificant. But what happens when you know you matter and you understand that your actions count? What happens when you recognize that you are not only important, but essential? @AngelaMaiers poses these questions in advancing the You Matter (#YouMatter) movement. </span><br />
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<span style="font-family: Calibri;">As Angela observes, the You Matter movement both lifts us up and challenges us. We are lifted up by the recognition that each of us is a genius. We are challenged by the assumption that our contributions are needed by the world.</span></div>
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<span style="font-family: Calibri;">The implication for schools, states Angela, is that it is not enough to support student success. We must support students’ significance. We should focus on supporting student significance now, not just on preparing students for significance at some point in their future.</span></div>
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<span style="font-family: Calibri;">We are underestimating our students, emphasizes Angela. Our students need us to believe they are capable of doing world changing work. To illustrate this, Angela shares a video in which students ask teachers to “believe in me . . .trust me . . . hear me . . . inspire me . . . help me . . .empower me . . . honor me.”</span><br />
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<span style="font-family: Calibri;">Last week, four teachers from the York County School Division in Virginia joined Angela Maiers in spreading the You Matter message at the #BLC12 (Building Learning Communities 2012) Conference. They described examples of their students doing work that matters, meaningful work that makes a difference.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhg9Y6ZKxs-bfANKFtyImnWO5x7CTJP9V5jpwT4kob3u_KM_O6-2ag9J8G1SGdLQeSoA3T_iL4FZO6ulfiTJ-XIdtu34iuLnEOdqEbNBbgTKixHthvq6tVx-P_e8Z-BxGn3GFLSETVKLzrL/s1600/Fertilzer+student+essay.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" hda="true" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhg9Y6ZKxs-bfANKFtyImnWO5x7CTJP9V5jpwT4kob3u_KM_O6-2ag9J8G1SGdLQeSoA3T_iL4FZO6ulfiTJ-XIdtu34iuLnEOdqEbNBbgTKixHthvq6tVx-P_e8Z-BxGn3GFLSETVKLzrL/s320/Fertilzer+student+essay.jpg" width="244" /></a><span style="font-family: Calibri;"><u>Charitable Investment Strategists</u></span></div>
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<span style="font-family: Calibri;">Third grade students at two separate elementary schools made decisions regarding how to invest actual donations in OxFam in a way that would provide the most benefit. The students researched the effectiveness of fertilizing soil with manure compared to fertilizing soil with worms. Each class focused on and advocated one fertilizing option. They wrote persuasive essays and performed persuasive skits via Skype to classes in other schools to convince the students in eight classes how to invest the donation. [presented by Elizabeth Hoffman and Melissa Overton (@2teachlearngrow); implemented with Eric Postman (@epostmanetf), Krystal Kosanovich (@MrsKosan), Regina Riddick, Regina Zimmerman, Brandi Bolling, and Jen Litts)</span> </div>
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<tr><td class="tr-caption" style="text-align: center;">Student Skypes to promote his class' charitable investment strategy.</td></tr>
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<span style="font-family: Calibri;"><u>Online Book Reviewers</u></span></div>
<span style="font-family: Calibri;">Middle school students creat</span><span style="font-family: Calibri;">ed and published online videotaped reviews of books available at the school library. Next year their reviews will be accessible via the school YouTube site and via QR codes affixed to books in the school library. When choosing a book at the school library, schools will be able to consider their peers’ recommendations by watching the book reviews. Because students are encouraged to bring their own digital devices to school, they will be able to go to the library and scan the QR code on a book with their smart phone, tablet, etc. ( or use a school-owned device) to see the book review. Alternatively, students will be able to access YouTube from home or school to see book reviews. (presented by<span style="mso-spacerun: yes;"> </span>Jan Myers; implemented with Abby Paddua)</span><br />
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<u><span style="font-family: Calibri;">Producers of Video Tutorials</span></u></div>
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<span style="font-family: Calibri;">High school students created video tutorials that explained important biological concepts by relating the content to topics that are familiar to most people. For example, one pair of students posted a video tutorial that explained the biological concept of competitive exclusion by connecting it to the fiercely competitive academic climate among many contemporary high school students. (presented by Amy Holtschneider; @aholtschneider)</span></div>
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<span style="font-family: Calibri;"><u>What happens when you know your actions count?</u></span></div>
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<span style="font-family: Calibri;">Knowing that their work had meaning beyond a grade, and knowing that the world needed their unique gifts, these students committed themselves fully to the work. Jan Myers observed that the middle school students who typically were reluctant readers were particularly engaged in creating the online book reviews. Elizabeth Hoffmann shared that the elementary students were so committed to advocating their charitable investment strategy that they clamored to skip recess and stay after school to work on the projects. After the investment decision was made, the students wanted to continue the work on their cause. They wanted to know how else they could raise money for OxFam. Clearly, the students were committed to their work. They were not just working for academic success: they were working to be significant. Each student knew, in the words of Angela Maiers, “I am a genius and the world needs my contribution.” </span></div>
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<span style="font-family: Calibri;"><u>What can we each do?</u></span></div>
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<span style="font-family: Calibri;">The You Matter movement both lifts us up and challenges us. We need to let others know that they matter and that the world needs their gifts. As teachers, Principals, Superintendents, and other educators, we need to let our colleagues know that their work matters.</span></div>
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<span style="font-family: Calibri;">We also need to let students know that their work matters. We need to give them opportunities to do transformative work that makes a difference locally, nationally, and/or globally. We need to encourage them to #choose2matter.</span></div>
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<u><span style="font-family: Calibri;">Encouraging students to make their mark</span></u></div>
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<span style="font-family: Calibri;">Angela Maiers shared how participants can encourage students to make their mark by participating in International Dot Day on September 15-ish. Every year, on or about September 15<sup>th</sup>, tens of thousands of educators and students participate in International Dot Day, which is designed to encourage students to “make their mark.” The day is inspired by Peter Reynolds’ award-winning book <i style="mso-bidi-font-style: normal;">The Dot</i>. <i style="mso-bidi-font-style: normal;">The Dot </i>tells the story of Vashti, a girl who begins a journey of self-discovery after she is challenged by her teacher to “make her mark.” Activity ideas and free educator resources are available at </span><a href="http://www.fablevisionlearning.com/dotday"><span style="font-family: Calibri;">www.fablevisionlearning.com/dotday</span></a><span style="font-family: Calibri;"> . <span style="mso-spacerun: yes;"> T</span>witter hashtags for conversations relating to International Dot Day include #DotDay and #makeyourmark.</span></div>
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<span style="font-family: Calibri;"><u>Connecting the Dots</u></span></div>
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<span style="font-family: Calibri;">Doing work that matters, making one’s mark, is not a one day event, emphasized Angela Maiers. The You Matter movement seeks to connect the dots all year long by bringing together educators and students who share a passion for doing work that matters. </span></div>
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<span style="font-family: Calibri;">As Angela asks, are you ready to help change the world? If so, you need to believe that your students can make a difference. On September 15, ask your kids to make a dot, to make a difference. And then give them opportunities to make a difference during the year. Help us connect the dots by joining the #youmatter movement to collaborate with others on supporting students as they make a difference locally, nationally, and globally.</span><br />
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<span style="font-family: Calibri;">Learn more about our teachers' efforts to encourage students to Choose2Matter:</span><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/07/digital-learning-farm-call-to-action.html"><span style="color: #888888;"><strong>The Digital Learning Farm: A Call to Action</strong></span></a><br />
<a href="http://promotingstudentengagement.blogspot.com/2012/02/students-transformative-work.html"><span style="color: #888888;"><strong>Students and Transformative Work</strong></span></a><br />
<a href="http://promotingstudentengagement.blogspot.com/2011/04/promoting-technology-with-broader.html">Using Technology to Transform Teaching and Learning</a></div>
<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-9988190140964988172012-07-17T16:16:00.000-04:002012-08-28T16:00:37.002-04:00The Digital Learning Farm: A Call to Action<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Calibri;">In the recently released <i style="mso-bidi-font-style: normal;">Who Owns the Learning</i>, Alan November uses the metaphor of the Digital Learning Farm to articulate a compelling vision of learning and teaching. </span><br />
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<span style="font-family: Calibri;">He writes,</span></div>
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<span style="font-family: Calibri;">Not too many generations ago young people were expected to engage in work with purpose—caring for farm animals, repairing equipment, selling food at local markets, and helping to care for younger children in the family. . . Today we rarely expect young people to be contributors.</span></div>
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<span style="font-family: Calibri;">Alan issues a four-part call to action with the Digital Learning Farm model:</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Engage students in work that has meaning to themselves and others;</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Shift more control and responsibility to students by redefining the role of the learner as a contributor, collaborator, and leader; and</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Leverage the powerful motivators of student ownership and purposeful contribution; and</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Enlist inexpensive and easy-to-use technology to support students’ active participation and contribution to community.</span></div>
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<u><span style="font-family: Calibri;">Purpose-Driven Work</span></u></div>
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<span style="font-family: Calibri;"><em>Who Owns the Learning</em> is full of rich examples of students doing work that they and others value.<u></u></span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Students contribute as tutorial designers. Students create and post math tutorials for a global audience via their class’ Math Train web site.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Students who contribute as scribes: they collaborate to create a detailed set of notes for use by the entire class as well as by others around the world.</span></div>
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<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-family: Calibri;">Students who contribute as researchers and authors of an online digital textbook. </span></div>
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<u><span style="font-family: Calibri;">Shift of Control</span></u></div>
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<span style="font-family: Calibri;">Alan observes, “we have inherited an organizational structure in which the teacher owns and manages the learning.” He further explains, “the questions (1) Who owns the learning? and (2) Who works harder in the classroom?” drive the thinking of the Digital Learning Farm model. Teachers still play a key role: “One of the most important tasks for educators . . . is finding the right beginning. Often that means identifying a single project the teacher can work through with the class, one that spawns new ideas for learning experiences.”</span></div>
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<u><span style="font-family: Calibri;">Leveraging Motivation of Student Ownership</span></u></div>
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<span style="font-family: Calibri;">This shift of control can be incredibly engaging. As Alan states, “students will work harder to achieve a purpose . . . than they will for a grade.” In his book, Alan quotes me in elaborating: These tutorial designers “were determined to get it right because they knew their video tutorials would be viewed by peers, both in their school and outside it. . . So you talk about who owns the learning. Those kids owned that.”</span></div>
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<span style="font-family: Calibri;"><u>Enlisting Technology</u></span></div>
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<span style="font-family: Calibri;">Technology both connects students with resources to do meaningful work and a global audience. The Digital Learning Farm model taps into students’ interest in digital tools. As Alan puts it, “What if we could use the allure of Facebook, Twitter, YouTube and other similar tools to empower students to be autonomous, masterful, and purposeful in their academic work?”</span></div>
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<span style="font-family: Calibri;">As Alan November welcomes educators from around the globe for the Building Learning Communities 2012 conference, his latest book constitutes a call to action. He explains, </span></div>
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<span style="font-family: Calibri;">When students are given the opportunity to have purpose and ownership in their work, we see amazing things happen with the quality of their learning experiences and outcomes. We need more educational leaders and frontline teachers who are willing to empower students to co-create curriculum, own their learning, and make contributions to the collaborative process of learning.</span></div>
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<span style="font-family: Calibri;">Let us heed his call to action!</span></div>
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<em>Two related blog posts by other authors via @jcoreyatzeck:</em><br />
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<em><a href="http://innovativelearningdesigns.ca/wordpress/?p=652">http://innovativelearningdesigns.ca/wordpress/?p=652</a></em><br />
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<a href="http://mylearn365.wordpress.com/2012/08/25/who-owns-the-learning/">http://mylearn365.wordpress.com/2012/08/25/who-owns-the-learning/</a><br />
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<div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0tag:blogger.com,1999:blog-553376401348422420.post-72638560393440206482012-06-25T13:38:00.000-04:002012-06-25T13:38:38.477-04:00Fretting About Somewhat Authentic Projects?<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Advocates of project-based learning and other educators sometimes anxiously debate what constitutes authentic learning. When students are engaged in a scenario or simulation, should we consider this authentic learning? The mistaken assumption underlying this fretting is that if a project is not fully authentic, then it is not worth doing.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Relax! In his recent <a href="http://biepbl.blogspot.com/2012/05/what-does-it-take-for-project-to-be.html">blog post</a>, John Larmer appropriately advises us to recognize that “somewhat authentic” learning, even if it is not as engaging as “fully authentic” learning, is still more likely to motivate students than learning that is not authentic. </span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Larmer describes a continuum. Writing an essay or report for one’s teacher is not authentic, although it can be valuable. Projects are “somewhat authentic” if students “are doing work that simulates what happens in the world outside of school.”<span style="mso-spacerun: yes;"> </span>For example, it is “somewhat authentic” when students serve as an engineer or presidential advisor in a scenario or simulation.</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Work is “fully authentic<i style="mso-bidi-font-style: normal;">,” </i>writes Larmer, if “the work has a direct impact on or use in the real world.” He cites as examples of “fully authentic” work: creating podcasts for visitors to local historic sites; and developing designs for a new play area in a nearby park. </span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">I am not convinced that simulations constitute authentic work. Nonetheless, they can be very engaging so we can incorporate them in our classes even as we work to provide fully authentic learning experiences. As Larmer concludes, “fully authentic projects are often the most powerful and effective ones, because they are so engaging for students and allow them to feel like they can have an impact on their world . . .But if you can’t get there yet, don’t feel like you’re failing the authenticity test in your projects.”</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNeMHMYij-MdPXzoSwo23Y5BFTsyz-DzUpV0wjeOaWjwEk_I-170mvUetX7dhPdBJzQrSz6lm4v0MnpkPxuPtyoaGYf57-FUBzfl7li4FR6-vxAy4DIR3EstIC7tySjmXiXhN4sgJy3PVr/s1600/Driver's+Ed+Tutorial.JPG" imageanchor="1" style="clear: right; cssfloat: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="183" rca="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNeMHMYij-MdPXzoSwo23Y5BFTsyz-DzUpV0wjeOaWjwEk_I-170mvUetX7dhPdBJzQrSz6lm4v0MnpkPxuPtyoaGYf57-FUBzfl7li4FR6-vxAy4DIR3EstIC7tySjmXiXhN4sgJy3PVr/s200/Driver's+Ed+Tutorial.JPG" width="200" /></a><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Defining authentic work relates directly to discussions in our district regarding what constitutes “transformative learning.” Transformative learning occurs when students do work that makes a difference locally, nationally, and/or globally. Examples of transformative learning include the following performance tasks:</span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Elementary students implement a recycling plan on campus while learning about natural resources;</span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Middle School PE students add more joy to the lives of local senior citizens through square dancing performances; and</span></div>
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<span style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">High School Driver’s Ed students use Claymation to create <a href="http://www.youtube.com/watch?v=yCzx7sw9rPU&feature=plcp">tutorials</a> which they post for a global audience.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUnTZSDWsuXXs-C1LSM0cYYtW1s6TXEtKeYWnYyUbbKrYef_MK8IMr5bIpAQDcHS7dVDH6aBYkrE2QY6_MQ2JOH30Wdpp6-11Yt9Yuh8sx19T64cdEJHj1Nm6mLxwnvPosc0HgSt3S2Jbl/s1600/Foreign+Policy+Performance+Task.JPG" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" rca="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUnTZSDWsuXXs-C1LSM0cYYtW1s6TXEtKeYWnYyUbbKrYef_MK8IMr5bIpAQDcHS7dVDH6aBYkrE2QY6_MQ2JOH30Wdpp6-11Yt9Yuh8sx19T64cdEJHj1Nm6mLxwnvPosc0HgSt3S2Jbl/s200/Foreign+Policy+Performance+Task.JPG" width="191" /></a></div>
<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Clearly, transformative learning performance tasks meet Larmar’s definition of fully authentic projects because they have a direct impact on the world. As classroom teachers and other educators in York County, Virginia develop performance tasks, we sometimes struggle with whether a particular project constitutes transformative learning. For example, when students use the methods and tools of scientists to conduct research, are they engaged in transformative learning even if the results of their research do not make a difference in the world? Does it constitute transformative learning when students act as foreign policy advisors and create a mock plan for Obama and Congress for responded to an imagined attack by foreign forces? </span><br />
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Even though I would not categorize these projects as transformative, they still are valuable. Even if you don’t agree with Larmer that scenarios and simulations are somewhat authentic, Larmar convincingly states that scenarios and simulations are often more engaging than traditional assignments. So, even if you value transformative learning, don't fret if your engaging performance tasks omit the opportunity for students to make an immediate difference in the world.</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">If you enjoyed this post, check these posts out as well:</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><a href="http://promotingstudentengagement.blogspot.com/2012/02/students-transformative-work.html">Students & Transformative Work</a></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><a href="http://promotingstudentengagement.blogspot.com/2011/04/promoting-technology-with-broader.html">Using Technology to Transform Teaching and Learning</a></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><a href="http://promotingstudentengagement.blogspot.com/2011/12/work-that-matters-to-kindergarteners.html">Kindergartners Do Work That Matters</a></span></div>
</div><div class="blogger-post-footer">Follow me on Twitter at @EWilliams65.</div>Eric Williamshttp://www.blogger.com/profile/09795112832539231253noreply@blogger.com0