BP 40 Wk4-2 DB Quickies:My Dream Teaching/presentation Environ. Comment to: Susan Nwokedi

Susan Nwokedi

My dream job is one that allows the ultimate creativity. I started a forward movement towards my dream job when I recently started a supplemental education center to work with at risk students. Since both my husband and I are teachers, he a secondary school teacher and I an early childhood educator, we felt it was time we embarked on this journey. Though I love my current job as a classroom teacher, I don’t think it is my dream job. Besides teaching, I am also an up and coming filmmaker. So what is my dream job? When I think of my dream job, I see a place where I can combine teaching with technology and filmmaking. Hmm, is there such a place in public education? This takes me back to what I said about starting a supplemental education center. I believe in if you can’t find it, create it. At the center, I will be able to practice my creativity, to include all that I have learned at Full Sail University and beyond. Finding one’s dream job is a process and I feel I’m headed in the right direction of the process.

Susan,

I think it is pretty 'neat' that both you and your husband are teachers- you are preparing your kids for his classroom! It is as if you have your own vertical team going on in your home! I think you said it best when you stated, "I believe in if you can’t find it, create it." Great teachers do this very well as we are so committed to what we do that we will make it happen to the best of our abilities within the parameters of our environment. You do such an awesome job of that and it shows in every activity that I have seen you share. I am inspired. I do see the filmmaker in you come out in your teaching as well. Who knows, maybe you could start a program where you teach the fundamentals through the art of film making and production. Kids not only get the necessary fundamentals, but modifications are naturally included, kids are empowered and a cross curriculum activity/project has been developed. What a great school/classroom that would be. Just think of the caliber of students you would be sending to your husbands classroom! Amazing. I can't wait to see what you do next.

BP 39 WWk4-1 DB Quickies: my dream teaching/presentation environment Reply to: Natasha Hogan

WK4 READING OR PROJECT - DREAM JOB? 6/27/10

I was truly challenged this week to think about my dream job, and answer the week’s question. I took the lead of the class and stayed in the safe zone, but the truth is, I don’t really have a dream job anymore. I’ve been there done that.

My dream is to not have a “job” and to be freed up to help people who really need helping. My heart is for the kids in Africa, my cousins, who have so much potential, but need the basics. I want to see them thriving in my lifetime. That’s what I want to do!

After the basic needs are taken care of, it would be great to be able to provide a way for the students in Africa to get quality education, perhaps largely through the internet. It would be great to partner with people like Dean Kamen and the folks at Edutopia to make this dream a reality.

What stands in the way? Nothing but time. It’s a big puzzle, but I think it’s all unfolding just as it should. This dream will become a reality, I believe. I’ll let you know when I get there.

Natasha,

I understand your deliberation with this topic as it makes one really think about your chosen place in life and the world and not just having a job to maintain a lifestyle. You seem to finally let your passion lead you to your answer and that is what matters most (in my opinion) because if you are passionate about it, it will get done! You really want to be a change agent in the world using the talents and opportunities you have had to allow others the support and opportunities. Paying it forward is a wonderful thing, especially when a heart like yours is the driving force! Just remember, you can and are making a difference everyday and it all counts for those that are right here around you.

BP 38 Wk4 The Art of Possibility -Chapters 10-12

Chapter 11-Creating Frameworks for Possibility: how do I make insight into a daily thing and share it with others?

Hmm. The word 'Insight' is a noun meaning "the capacity to gain an accurate and deep intuitive understanding of a person or thing." It is of Middle English, probably lower German in the sense of inner sight, mental vision and wisdom.

So the way I am able to gain a deeper understanding of a person or thing is to study it in various ways, environments or situations. This is can be considered a scientific skill since that is the nature of science to study or observe for greater understanding. So, to answer the question, I use insight for our assignments by reading the components and additional or tangent information thoroughly (sometimes very time consuming), asking questions of my professor and getting feedback from my classmates when I want to check for shared understanding. With people, I usually watch, ask questions and over time can formulate some better insight into who they are for that particular shared environment. I have sense of my classmates for who they are in this class. I have more insight about my long term cohorts in this program since we have shared the most time, throughout a variety of situations and circumstances and time which has allowed me to experience them in many facets of their lives as our schooling can greatly overlap into our personal lives. Some as far as knowing their families from the many iChats.

There has been times when I have put forth the effort to share my 'insight' about one cohort with another when disharmony has shown up in group activities. I was only able to do that because I had spent more one on one time with the other person and had the chance to get to know them better. That was very helpful in maintaining the group cohesiveness and focus on the goal at hand. I thought it was the standard that all groups got along like ours, but maybe not. Insight- don't leave home without it!

BP 37 Wk4-2 DB Quickies:My Dream Teaching/presentation Environment

"What stands in between you and your dream job? Why do you deserve to work in a dream job environment? what do you bring to the table? Be specific." This is a great question as well in that it encourages us to think to the next stages after completing this degree. I know I came into this program with the idea of equipping myself to move out of the classroom and into a role of leadership with curriculum/people development. Now let me explain THAT! The Wordle picture above is a collage of self-descriptors of who I am, evolving into sprinkled with words from two appropriate quotes I love: "Above all, remember your humanity." -Sir Joesph Rotblat and "Above all things get wisdom and understanding."- The Bible

My dream job is to be an umbrella company/think tank so to speak that helps to support, inspire and model and assist others in creating/becoming their Best Selves and live life full out- however that looks to them. An organization that encourages kids to dream and teaches them how to become empowered to make their dreams a reality. It is more of a mission and passion that it would be called a job. I already have the framework for this and a few ideas and supporters showing up. It makes me very excited to know and be able to use my gifts of vision, idea development and helping to assist others discover their passions and reach their dreams for themselves, not the ones that others may have told them were the right ones, safe ones. My motto is helping others be their best selves in life! I would have a facility where (I cannot tell my entire idea until it is copywrited- lol!) all of these great things would happen and in the midst, people would be required and compelled to pay it forward.

I deserve this job/career because I am passionate about it, have the skills, drive, know how and dedication to make it happen and it's my idea! I deserve it because I asked for it and it will benefit more than myself. I bring to it a host of skills and experiences from educational, life experiences, community service and passion along with the ability and willingness to make the connections and do the research to ensure it's success.

My ideal career is one that will help develop more 'kid-prenuers' than 'workers' as research shows kids are most likely to stop dreaming between the ages of 9 and 10 because the people in their environment start telling them to grow up, get real, and life is hard. Life is what you make it. Why not make it something you are passionate about?

BP 36 Wk4-1 DB Quickies:My Dream Teaching/presentation Environment

Briefly share what your dream teaching or presentation environment would be like, be specific about what such a place would include (beyond just the tech toys).

That is a fine question! It would not be so much a physical space such as a building or room as much as it would be a element or methodology or way of doing things. The ideal environment for me would be one where I have flexibility and freedom to move around from site to site teaching and training teachers how to use the tools that they/their schools have for that department (ideally science) and how to utilize the space and environment best. I would love to take the standards and help the teachers organize, review and divide over the calendar. Next, help them develop lesson plans and activities, that include hands on and 21st century Web 2.0 tools so as to take away the fear of learning/failing and that age old battle of no time. Being able to travel about in a county for a certain amount of time, then move on to the county, district or company as this would work for educational companies as well.

This environment of mine would include a support team that gives me access and provides help where I need it so that these traveling trainings would be successful. I would get to spend time on site teaching and training and some time back at an office doing curriculum review and writing to make sure supplemental material is most useful. All this being done in four day work weeks. This way I would get to combine my science and research background, corporate training and education expertise to have to ultimate service profession.

BP 35 Wk3 Discussion Deeper: Video Use in Education

Using videos, streams and such in the classroom seems essential to capturing the attention of today’s audience, breaking up the monotony by diversifying the delivery method and allows for learning for all about technology in addition to the curriculum. My students enjoy the lessons and being able to interact with them (we use smart boards and lots of sites have lessons that are compatible) and get the information in a way that may work best for them (differentiation of the curriculum). Here are a few that I use for everything from lesson builders, radio broadcast/pods, writing skill building, math review, virtual labs, games, video lessons and demonstrations and research.

http://www.bbc.co.uk/iplayer/episode/b00stlqg/Science_Cafe_20_06_2010/
http://www.bbc.co.uk/podcasts/series/scia/
http://dsc.discovery.com/games/games-tab-04.html
http://streaming.discoveryeducation.com/?location=klrn - register for your own login- sorry, can’t give you mine!
http://teacher.scholastic.com/products/instructor/Mar05_websitings.htm

go to these once inside the scholastic site:
The Yuckiest

http://yucky.kids.discovery.com (middle school boys love this one)

Digital Froggie
http://curry.edschool.virginia.edu/go/frog

A Sickening Site
www.amnh.org/nationalcenter/infection

The Mysteries of Poo (middle schoolers love this one!)
www.kidwings.com

Comment to Lynne:

I too, use Edutopia but for different subject matter. However, I really like the sites you have suggested and the uses as well. This will be really helpful in the effective education area of our curriculum (this is the first school where it is truly apart of the curriculum). This is something that is needed. I am going to check out the larc.sdsu.edu/social media one for information on webinars as my students are really interested in the idea.

BP 34 Wk3 Reading: Art of Possibility, Chapters 7- 9

Chapter 9. Lighting a Spark. It’s not about us. It’s about them. What are you doing to pay-forward from your universe of possibility?

My paying forward is simple: lead my example and make room for you to develop and create opportunities and pathways for kids to demonstrate and develop their own methods and ideas about how teach or utilize the information shared. I like to always learn new things- information, methodology and the likes, not just from adults but from spending time with kids to find out who they really are, how they think and what interest them as learners. Then take some of those ideas to develop lessons that work for them and cover the material that is suggested by the standards. This also allows for students to take some responsibility for their own learning and develop some leadership skills all why becoming invested in the lesson(s) at hand.

BP 33 Wk3-2 DB Quickies: Difficulties starting new programs/breaking the norm

“At the root of all growth, we find change. Allow it to work for you not against.” Unknown

Transformation is a universal constant that affects our lives from the moment we are born until we leave earthly existence behind. At the root of all growth, we find change. Sometimes the change and the circumstances leading up to it can cause joy but more often provoke feelings of discomfort, fear, or pain. In the case of situations where we are not in supreme control (no position of authority or admin.) change is unavoidable and we feel we are at the mercy of the whims of the powers that be.

Even though it is hard, we should put forth effort to realize that it is our response to the circumstances that determine our experience more than the change itself. Truthfully, the changes will take place whether we want it or no so it is up to us to decide whether we open our eyes to the hidden blessing and lesson, even in the midst of the disorder or we chance closing ourselves off from the opportunities hiding behind the obstacles. So what should/do we do to make change work for us? We should look constructively at our situations in our schools, systems, departments, etc and ask self how we can benefit from the transformation that has or will take place. With time, you can then reevaluate your plans and goals in the time afterwards to realize that your ideas can be adapted to the new situation and find ways for you to capitalize on them.

As hard and frustrating as it may be for us as teachers, with so many changes being made on our behalf without our voice, it is a teaching moment if we choose optimism, enthusiasm, and flexibility here as there is little to be gained in dwelling on what might have been. In the short term, change can hurt or seem to but if we are willing, the impact can be transforming in all three dimensions.

Ok, now that I have shared a the Zen philosophy of embracing change, here is the meat if it:

Teachers resist change:
-for fear of looking bad, feeling bad, negative reviews
-lack of preparation or training time
-lack of support from administrators, colleagues and parents/students
-limited resources
-burnout
-lack of vision, investment or belief in the philosophy of the school and it’s direction
-individualistic mentality and plain ole’ stubbornness- selfish outlook.
Other successful organizations deal with technological changes by choosing a program that will help take their organization forward with the least amount of costs, introduce the changes and the benefits for the company as a whole and for the individual departments, give a timeline from implementation to benefits, prepare and train individual departments separately and have support in place to guide them through initial stages of change.

"Why are educators resistant to change, especially when it comes to technology? How do other institutions deal with technological change?

Christina Carboni:Teachers are resistant to change because:
• It is really nice in their comfort zone.
• Time is a commodity one does not have extra of.
• Intimidation.
• Afraid of being embarrassed that their tech skills are subpar.
• Fear of the unknown.
• Implementation is not taken seriously or enforced.
• Administrators do not make it a priority.
• It is not part of their yearly evaluation.
• There is no immediate monetary or personal gain.
• Training usually occurs on your own time and many times, paid for by you.
• Equipment is not readily available, accessible or they lack proper training on it.
• No regular support for troubleshooting problems.
• Slow servers and bandwidth issues.
• Access to Internet is limited and/or sites blocked.
• Constantly having to fight for technological freedom that they just give up and don’t bother anymore.
• Tenure
• With so many other things on a teacher’s plate these days, they just get so burnt out that to think about spending time having to learn new technology or anything else for that matter, simply puts them over the edge.

Other Institutions deal with technological change by:
• Offering incentives like raises or promotions.
• Mandate attending training.
• Offers financial assistance for tech education.
• The top of the line technology is usually available for efficient and effective businesses.
• Training is part of the workday and state of the art.
• Support staff for tech is usually part of the workforce team.
• Tech issues are handled within the company in a timely manner.
• Technological change is built into the budget.
• Part of their culture.
• Grow or stay in a dead end job.
• You need to keep up otherwise the technology will over run you, and your learning curve will be so great that you will not be able to catch up any longer.
• They deal with change very well!

My Comment to Christina: Christina, you make a lot of great points here and I think you have covered them all. I think that if teachers and educational systems adopted the philosophy of other institutions and made training mandatory, they would first need to make sure that they cared out time in the workday or week to accommodate the teacher so that it would eliminate the stress of feeling overwhelmed. Even a monetary incentive when your days and weeks are full are not enough.

BP 32 Wk3-1 DB Quickies: Difficulties starting new programs/breaking the norm

Briefly share any experiences you’ve had when you’ve had a part in introducing a new program or a new way to do things at your job site. Please share any triumphs or frustrations you’ve had trying to improve the system or when you’ve pioneered or piloted some outside the norm.

Five years ago I was apart of the conversion group known as the “Science GPS Dream Team”. This was a conglomerate made up of K-12 science teachers from throughout the county. The teachers were volunteers who were also recommended by their school administrators. Our task was to take the GPS (Georgia Professional Standards), unpack, review, revise and organize them in the best way possible to meet the needs of the state, county and most importantly our children’s needs. We started meeting for a week in the summer to break into groups by grade level and review the standards so that we could come up with a plan of action. With a great leader at the helm, we started on an exciting adventure. There was a lot of positive energy and knowledge shared. We again before school started and monthly during school to continue the process. When all was done, we each took the standards back to our respective schools and began training our departments on them, as was the role of the Science Contact. This is when the fight started! The acceptance at each school was varied. Lots of veteran teachers were not happy with being ‘told’ how to teach and what to teach. Other teachers were happy to see a standard way of teaching with a format that everyone was using. The problem was that even though it was a state and county mandate that we start using the unpacked standards, all administrators were supportive or cared enough to make the time or ensure that all science faculty attended training and carried out the recommendations in their classrooms. This caused a lot of friction between the faculty, added stress and increased frustration. A lot of teachers felt it was one more thing they had to do and others embraced the change. I addressed the challenges at my school by meeting with the administrators and getting support ( my vice principal was a former science teacher and great support), then developing a training program that worked for our school and addressed the concerns and challenges that our science faculty expressed (technology challenges, lack of time and understanding of curriculum, inexperience with more hands on lessons, etc) by creating folders for each grade level, training once person per level individually so they could help me train and support the others. All and all we had more buy in than resistance. That cannot be said for other schools as I learned when I transferred to a new school this year. Teachers were referring to the standards but no all were adhering to the guidelines.

Kim Heumann http://online.fullsail.com/index.cfm?fuseaction=assignment.main&itemId=178051

Two summers ago, I took part in Social Justice Training. I would say that basically it is an anti-racism training, but that really do

esn’t do it justice. My training was a very intense 2 day overnight training. I was not paid to go, but was asked and accepted. The theory is that those staff members who have been trained will “mentor” other staff members, and try to encourage others to attend the 2 day training.

This past year, my principal brought in a group of teachers from a different district to facilitate a day of “Social Justice” with the thought that the two of us who had already been trained would be a part of the day.

It really didn’t go as expected. Instead of getting staff members fired up about the training and program, it did just the opposite. Even though we tried to explain to the trainers from the other district that we were the only people who had been through the actual training, they assumed that everyone had, and proceeded to insult and infuriate the rest of the staff. I spent the day trying to do damage control. I was really not very successful.

Comment: @Kim,

I know of the Social Justice Training to some extent as I have a friend who has facilitated and participated in them. Even though he was a trainer, he too, thought that the training was not as effective as it could have been. It is so unfortunate that the trainers were not open to listen and show that they were proficient in social justice, rather than forge ahead just to complete an agenda. Talk about being an oxymoron.

BP 31 Wk2 Reading: ARt of Possibility, Ch 4-6 activity

Wk2 Reading: Art of Possibility, Ch 4-6 activity
Chapter 4. Being a Contribution: Over the years, I’ve observed how people handle various situations in their lives. People who succeed do not have fewer problems than people who fail. It is how they perceive issues and how they react to situations that makes a difference. The purpose of this chapter was to help us look at how we can contribute in order to make a difference in the lives of others even if it’s only one person. How will I be a contribution today? This chapter was so powerful that I found myself reading it multiple times before being able to form a thought worthy of putting on paper. Just in the reframing of questions from “What did I do today?” to “What did I achieve today?” was a major mental paradigm shift for most of us, especially being US citizens where the game is all about comparison and beating- even one self. The powerful statement in this chapter says that the game of success is about contribution and has no other side, nor is it arrived at by comparison. This is so different from what we are taught as Americans from childhood on. The best part stated that games are invented so if you don’t like it, just invent a new one! What a novel concept! So childlike in nature and yet so profound. We really should listen and pay attention to children more
Chapter 5. Leading from Any Chair: We’re all leaders. How can we make a difference in the people will influence each day? How do we listen to those who help us make our dreams become reality? I listen through their actions to “see what they are saying” and if they are sincere. That not only moves me but inspires me to do and be more because they validated my belief in myself and willingness to take a more chances in the future to become my best self each and every time.
Chapter 6. Rule Number 6: Don’t take yourself so seriously. Life is a journey–enjoy and learn along the way. Live, laugh, and love!! Rule Number 6 really hit home. When we are at our most stressed, serious, busiest, wits end, etc. is when we should apply this rule. As they say if you won’t bend, you will break. Rule number 6 allows one to flexible and thus go with the flow and survive the situation rather than succumb to it.

BP 30 Wk2-2 DB Quickie: CD Ownership, Music Sharing or Spontaneous Listening comment Danni Brayer

Danni, what a wonderful memory to have! Now that you mentioned it, I too, had a deep interest and connection with the Peter and the Wolf story and accompanying music! The music was so thematic that I listened to it over and over and over again (the music accompanied the words on my album and came with the story book). I thought the music was fascinating! Thanks for sharing and bringing back a very cool memory for me.
Wk2-2 DB Quickies: CD Ownership,
Music Sharing or Spontaneous Listening
Do you remember the first song/artist that touched you on an emotional level, not just a catchy tune, but something that sank in under the skin?

Danni Brayer says:
June 12, 2010 at 4:52 pm
OKay…some of your all’s (my accent coming out) posts made me cry…some of them took me back in time. But I must confess when I first read the questions above the first thing that came to mind was the summer that I was about to turn 9.
For Christmas that year, I had received a ‘blue’ record player. I thought I was in heaven. I came with Sesame Street 45s (we didn’t get it on TV where I lived, so I had never heard of them before), some fairytale storybooks on record (45s – turn the page when you here this noise – tling), and a few big 33 records of Disney stories with some pictures to look at while I listened to the story play. I LOVED those; I’m a visual learner.
Well, unbeknown to me, my mom had enrolled me in a monthly Disney record album (33) club, so starting that January I began received two albums. That summer I received my two albums – one was about little birds going to school, they were taught by none other than the wise old owl, and being taught about the different types of instruments that make up an orchestra. A tuba sounds like this and a flute sounds like that.
However, it was the second album I immediately thought of with the prompt. It was an orchestrated version of ‘Peter & the Wolf.’ I remember listening and listening and listening to it over and over and over again. I could listen to the music, no words mind you, and with the picture from the album cover, compose the whole story in my minds eye, aka my imagination. It wasn’t until years and years later I actually saw the animated version and, even then, I talked about that’s how I imagined it or not that’s wrong it should be like this. I would ask my mom, “What instrument is making this sound? The guy calls it an oboe.” I said, “Can you show me a picture?” We didn’t have the Internet, way back then, or a set of encyclopedias, so she found the closest thing she could and explained to me that an oboe looked a lot like a clarinet, which we had a picture of on another album, but the top was made different. I need to know what the instrument was to make sure that I understood Sasha’s, the bird, character for my ‘imaginary’ story. I can still hear and see the story in my head today.
So, believe it or not, mine was orchestration…not rock. I believe it is because it ‘fueled’ my imagination.
Briefly share how you use music in your personal life: are you a CD collector, someone who gets their music off the Internet through friends or Peer-to-Peer networks or do you have a music subscription where you can listen to whatever music you feel like listening to at the moment? Or are you some combination of the above?

BP 29 Wk2-2 DB Quickie: CD Ownership, Music Sharing or Spontaneous Listening comment Chuck Mills

Chuck- That was such a fun and touching story about your brief love interest and your dedication to her. It has the makings of a movie like ‘American Graffiti” ! What a way to remember someone…what a nice mom to drive you back to the highway, or a very smart mom to say the least. Where you wearing converse (with no support) when you did all that walking? Now THAT was going the extra mile for love! Very cute! The question to ask is how many times did you play that song after you got back home before you really moved on to your new life? Wonder what her take of the story would be.

Week 2-2 DB Quickie "This song still moves me!"
Music has always evoked strong emotions in me. Growing up my father was always brainstorming get-rich-quick business opportunities and two of them involved music. The first was opening up a record shop. We had a small storefront shop and he sold 45’s. The second was a record store on the boardwalk at the Jersey shore. I was exposed to a lot of music.

In the beginning of eight grade, I moved to a new town suddenly right after I began a relationship with a girl. A few weeks later I hitch hiked back to my old town to see her (about 35 miles). Her mom drove me back to the main highway so I could hitch hike home and as we were saying goodbye (for good) in the back seat, the song “When Will I See You Again” by The Three Degrees came on the radio. We kissed goodbye and they drove away while the song was still playing.
Whenever I hear that song, it takes me back to the seventies… to that back seat and to that goodbye. I never saw her again.

BP 28 Wk2-2 DB Quickie: CD Ownership, Music Sharing or Spontaneous Listening

a. Do you remember the first song/artist that touched you on an emotional level, not just a catchy tune, but something that sank in under the skin?

I am sure it would take me some time to think about the first song to touch or move me since I have lots that have done that. The one right now that comes to mind is “Atlantis” by Earth, Wind and Fire, I believe. It was right after seeing the movie Jaws and I connected the kind of haunted sound and feeling I got from the song to the haunting feeling of that shark lurking in the water having beach goers for lunch. I hear the song and immediately see the scene where there is some body part floating out to sea… Struck me to my heart. Did not want to hear the song nor take a bath for a week. Somehow I thought the shark could come through the drain!

BP 27 Wk2 Discussion Deeper: Podcasts in Education

Wk2 Discussion Deeper: Podcasts in Education

I have not used many podcasts in my class as of yet with my students, but have used the for reference in preparation. It was really because I had head thm but not had much knowledge or information about how they were /are made and how to use them in classroom. Now that I have had the exposure and the experience, it will be much easier to find appropriate ways and times to incorporate them in the classroom -even having the kids create their own!


Here is a list of the ones I have used thus far:
1. The Education Podcast Network- http://web.me.com/dthornton12/Site/Community_Action_Research.html
2. Podcasting and Education- http://www.shambles.net/pages/learning/infolit/edupodcast/
3. http://itunes.apple.com/podcast/grammar-girl-quick-dirty-tips/id173429229 – Grammar Girl
4. Just Vocabulary- http://www.justvocabulary.com/podcast/
5. Nova- http://www.pbs.org/wgbh/nova/rss/
6. Discovery- http://dsc.discovery.com/
7. Science Magazine- http://www.sciencemag.org

BP 26 Wk2-1 DB Quickie: CD Ownership, Music Sharing or Spon. Listening Comment to Michael Melvin

Michael-

Wow! You really are a collector of music! I guess it was helpful (maybe a bit expensive) working at a music company for the exposure and diversity.
I too, strongly believe that music influences your thoughts and mood. For instance, I like a lot of upbeat, fast music with base or at least strong accents for working out. It motivates me and drives me through my workout. Unfortunately a lot of music with great music has some not so positive lyrics. I usually do one of two things: get someone that I know who makes CD’s to make a mix of the instrumental versions of the songs I like or have other positive, mentally and emotionally balancing music to listen to right after my workout so that stuff does not stay in my head.

That is cool you bought your dad and iPod. Did you help or make the playlist for him? I bet he is a wiz at doing them himself now and considers himself a very cool dude!

BP 25 Wk2-1 DB Quickie: CD Ownership, Music Sharing or Spon. Listening Comment to Diane Frymire

Thanks Diane for reminding me of the different types of ‘wax’ from days gone by. I remember the steps to playing a record. First you had to make sure you set the record player to the correct type of disc, then you carefully took the record out of the sleeve, blew it (although I am not sure I believe it really had an effect on the play), cleaned the needle, put the record on the spindle (w/ hole adjuster if necessary) carefully put the needle on the record and THEN you got to hear the song! Careful not to dance to close so as not to scratch the record!
My taste mirror different episodes and chapters in my life. There was one point were I was only listening to Christian music and was not quite sure what to do with all the other music I’d collected over the years. I soon grew out of that and found myself into big band, eclectic jazz, instrumentals, alternative music of various sorts.
My brother has the LP converter and it is great (he works for Delta and thus got it on Skymall.com also!)
I found that the best way to store your music digitally is to have a general place to copy or download your songs (your music folder) and also copy into iTunes or others and make playlist. Playlist do not save if your computer crashes. Song downloads do.
Phantom of the Opera…how does it move you?

BP 24 Wk2-1 DB Quickie: CD Ownership, Music Sharing or Spontaneous Listening

Briefly share how you use music in your personal life: are you a CD collector, someone who gets their music off the Internet through friends or Peer-to-Peer networks or do you have a music subscription where you can listen to whatever music you feel like listening to at the moment? Or are you some combination of the above?

I have become a combination of the stated ways of enjoying music, as I have always liked collecting the hardback version of my music just like I still love an actual book. Music is a medium that acts as a language to translate what the heart and mind are thinking and feeling on the deepest, most honest level. I enjoy music for this very fact as I can always find a song to be my words.

I have hundred’s of CD’s, still have tapes and albums as well. Music goes with me everywhere, even in my classroom. The kids become accustomed to background music unlike what the normally listen to.
I have downloaded music from free and paid music sites, as well as have online subscriptions such as Pandora, AOL music radio and XM Siirus radio. I like them all, although for ease and versatility without the financial commit, although there is still something about an actual CD….

BP 23 Wk1 Reading: Art of Possibility, Ch 1-3 activity

I really like this book for it's direct nature and simplicity. The first three chapters are there to set the tone, get you thinking and open up to other ways of thinking and seeing things, almost through a different lens or another set of eyes.
You asked us the questions: 1. How can we think outside the box we live in? 2. What assumptions are we making that we're not aware of? 3. What might we invent that would give us other choices? 4. How are our thoughts and actions a reflection of the measurement world?
by asking "How can" instead of "Why do" already helps us to come outside our box mentally so that we can examine what defines the boxes in our lives. Relating to school, I have experienced boxing in the business of education instead of the art of teaching. I have experienced having to teach par down my teaching and discovery (the essence of science) to relaying the basic components of standardized testing for the sake of testing. Being a former scientist, this pains me as I understand that true learning comes with experimentation and exploration, not learning basics for a test that is not testing ability to think or apply logic. In spite of that, I realized that after getting the hang of what is required for the test, and being willing to put in the extra time and effort to create or revise lessons to teach the standards while doing experiments, I can live outside the box of organized education. The assumptions made is that the administration does not know what they are doing nor do they care about true learning for our students. I think to make other opportunities possible, we can come up with schedule variations to allow more experimental time in each subject area to make it more meaningful and connected to the world. We could devise or adopt other methods or parts of schools that work to incorporate additional exploratory skills, or affective education. What is think IS the world as we know it, therefore our thoughts direct our actions which are an outward expression of the world from our vantage point.

Giving an A was interesting to hear again as I read this before in my teacher training program. I agree that grades are a measurement in how well you compare to your peers not always a measurement of how much you've learned or embodied. I do not believe that is the case all the time however. In cases where there is a specific idea that is not only measurable by specifics but by growth, then grades are a true reflection of one's learning. I aim to do this with my students and explain to them that is the purpose of repeats or revisions. It is to allow students to learn, attempt, get feedback, ponder, experience then demonstrate growth in their next attempt. Just like revisions of a paper, they should be graded according to the improvements not in comparison to someone else's.

BP 19 Wk 1 DB Quickie Comment http://web.me.com/aimeeholcombe/main_Action_Research/M.A.C._Blog/M.A.C._Blog.html

Aimee,
First, I absolutely LOVE the cover pic of your students with the technology message. It speaks volumes... I get ' "Be fearless like a kid and try something new... You may discover a new talent and have some fun!".

Your share about the trials and the triumph of your iMovie/ PowerPoint experience sounds all too familiar for us educators. We are the ones that prepare the leaders of the world, yet they often forget what it was like in a classroom and what is necessary to create future leaders. It is good to know that you are one born to teach in that you persevered in spite of 'boring power points, unexpected learning curves, and other issues' for the sake of your kids learning. The great thing about adversity is that we often learn much more than we originally planned to teach or learn! Funny way the universe has with humor. I often feel it makes me dig deeper in so many ways, but in the end I am often glad that i got the chance to learn something new that I never would have if it had not been for the glitches. Keep pressing on, your students will remember this moment. It was great that one of them was able to contribute to the solution with the contribution of the older software version. That is teaching and learning from both sides.

BP 22 Week 1 Wimba Session"Course Intro and Projects"

This first week's Wimba session was very informative, yet a bit overwhelming (in a good way). I am a visual learner/ logical learner, meaning I need to see things and put in a certain order to enable me to understand and comprehend it best. That goes for words and pictures. There was so much great information, I could not keep up with it all in 'real time'. I had to take screenshots, notes and go back to the archives in order to take apart and sift for the key components. Joe, you are very helpful and yet still challenging use to be the best we can with everything from the 100% starting off with GPS to the login and password requirements for each dashboard assignment. Looking forward to completing and fine tuning my AR Website during this month.

BP 21 Wk 1 DB Quickie

"Share an experience about using media in the class where I had to come up with a solution or work around where the technology was not working according to plan."

The most recent and quick thinking one was when a flip chart that I created, complete with hyperlinks and several applications kept shutting down on the Promethean board, just when the kids would get to the point of responding, pen in hand. After several attempts, I started to think of the quickest way to continue the lesson and keep the kids engaged without loosing any more of our precious 50 minutes. I remembered that I had also made overheads of the some of the slides. I turned the Promethean board off, used it as a backdrop for the overheads, and switched the cords attached to my computer from the Promethean board to the flat screen and continued the lesson with a few minutes lost. The kids were able to get the background info and their notes from the overhead and we still played the games, but with me clicking for the kids via my computer mouse instead of using the pens for the board. They did not mind since they still got to play the lesson. Funny part is they thought is was all part of the plan!. Thank goodness for integration of technology and not total replacement!

BP 20 Wk 1 DB Quickie Comment http://web.me.com/cmills5/MAC/Blog/Blog.html

Dedra Thornton Week 1 DB Quickie comment to Chuck Mills:

Chuck, this sounds like the ideal situation to land in your classroom being that I see you as the 'tool guy' that likes to us his technology wits to create a solution to whatever problem is presented- all for the forward movement of classroom learning. What a great solution and the fact that either you were granted permission or you chose to 'beg for forgiveness' later. Which ever one, I am sure your students are happy that you figured it out.
Sunday, June 6, 2010 - 07:31 PM